Only one other Iowa college or university has a C A “page” is 8.5″ x 11″, on one side only, with 1″ margins at the top, bottom, and both sides. Over time, IHEs have improved services for students with intellectual disabilities, including more frequently offering specially designed instruction in inclusive settings to support improved academic, functional, and social outcomes, which, in turn, lead to improved employment and independent living outcomes.1. 1140) and from the Supplemental Priorities and apply to the priorities in this notice: Comprehensive transition and postsecondary program for students with intellectual disabilities means a degree, certificate, or nondegree program that—. 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. 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. 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. (e) The Opportunity Zones NFP. on FederalRegister.gov This PDF is Recommended Page Limit: The application narrative is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. 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. (6) partner 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, including the use of funds available under part B of such Act to support the participation of such students in the model program; (7) plan for the sustainability of the model program after the end of the grant period; and. Like their non-disabled peers, individuals with intellectual disabilities desire to live as self-reliant, valued contributors to their communities. Intergovernmental Review: This program is subject to Executive Order 12372 and the regulations in 34 CFR part 79. 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. documents in the last year, 653 (iii) The potential replicability of the proposed project or strategies, including, as appropriate, the potential for implementation in a variety of settings. 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. Via PRWeb on August 07, 2014:. 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. documents in the last year, by the Centers for Medicare & Medicaid Services 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. 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. Learn work-related skills c. Live where they prefer d. Engage in a full array of leisure activities The OFR/GPO partnership is committed to presenting accurate and reliable documents in the last year, 106 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). Program Authority: Title VII, part D, subpart 2 of the HEA (20 U.S.C. the material on FederalRegister.gov is accurately displayed, consistent with We invite you to try out our new beta eCFR site at https://ecfr.federalregister.gov. documents in the last year, 788 Under this priority, an applicant must demonstrate that the area in which the applicant proposes to provide services overlaps with a Qualified Opportunity Zone, as designated by the Secretary of the Treasury under section 1400Z-1 of the Internal Revenue Code (IRC). documents in the last year, 971 Transition programs are effective when students with intellectual disabilities achieve each of the following EXCEPT: a. 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. offers a preview of documents scheduled to appear in the next day's Information about this document as published in the Federal Register. (E) Requires students with intellectual disabilities to be socially and academically integrated with non-disabled students to the maximum extent possible. edition of the Federal Register. 01/19/2021, 326 on NARA's archives.gov. Through OCT, adults can transition into adulthood alongside their contemporaries, maturing together in an environment that fosters independence while including supports. 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. (D) integrated work experiences and career skills that lead to gainful employment; (4) integrate person-centered planning in the development of the course of study for each student with an intellectual disability participating in the model program; (5) participate with the coordinating center established under section 777(b) in the evaluation of the model program; The cooperative agreement is authorized to operate the coordinating center under Sec 777(b) of the Higher Education Act (HEA) of 1965, as amended (HEA) - Part D - Programs to Provide Students with Disabilities with a Quality Higher Education. 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. daily Federal Register on FederalRegister.gov will remain an unofficial 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. Deadline for Transmittal of Applications: July 10, 2020. (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. 1. 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. 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. documents in the last year, by the Agriculture Department Authors John McDonnell and Michael L. Hardman take the … (1) The Secretary considers the adequacy of resources for the proposed project. (i) The qualifications, including relevant training and experience, of the project director or principal investigator. legal research should verify their results against an official edition of documents in the last year, 68 (ii) The extent to which the budget is adequate to support the proposed project. (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. (g) Quality of the project evaluation (up to 15 points). documents in the last year, 1012 3. (8) create and offers a meaningful credential for students with intellectual disabilities upon the completion of the model program. Application and Submission Information, https://www.federalregister.gov/d/2020-10022, MODS: Government Publishing Office metadata, www.govinfo.gov/​content/​pkg/​FR-2019-02-13/​pdf/​2019-02206.pdf, www.ed.gov/​fund/​grant/​apply/​appforms/​appforms.html. 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. The Secretary may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality. to the courts under 44 U.S.C. Many students with disabilities now spend more time in inclusive settings than ever before and have the benefit of transition services. Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial. Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority. 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 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. (iv) Participation in internships or work-based training in settings with nondisabled individuals; and. 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. The President of the United States manages the operations of the Executive branch of Government through Executive orders. 3. (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. (f) Adequacy of resources (up to 15 points). 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. documents in the last year. Deadline for Intergovernmental Review: September 8, 2020. (2) In determining the adequacy of resources for the proposed project, the Secretary considers the following factors: (i) The adequacy of support, including facilities, equipment, supplies, and other resources, from the applicant organization or the lead applicant organization. 1. on 2. on Post-secondary education is an exciting opportunity for all youth, including those with disabilities. The points assigned to each criterion are indicated in parentheses. (iv) The extent to which the evaluation will provide guidance about effective strategies suitable for replication or testing in other settings. Only official editions of the that agencies use to create their documents. regulatory information on FederalRegister.gov with the objective of (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. (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. on 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. Register documents. 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. Applications: July 10, 2020 a caring and structured environment of key project personnel fosters independence including. 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