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. Incorporating adjustments to such support as needed helps to ensure that each TPSID program participant earns a meaningful credential and reaches his or her employment or career goals. (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. 2. When the deliverable consists of modifications to pre-existing works, the license extends only to those modifications that can be separately identified and only to the extent that open licensing is permitted under the terms of any licenses or other legal restrictions on the use of pre-existing works. 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. (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. If a tie remains after applying any additional points from the competitive preference priorities, we will apply section 767(c)(1) and (2) of the HEA in support of our intent to ensure an equitable geographic distribution of grants, and provide grant funds to projects that will serve areas that are underserved by programs of this type. (d) The Supplemental Priorities. Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority. (1) The Secretary considers the quality of the personnel who will carry out the proposed project. Estimated Range of Awards: $100,000-$500,000. documents in the last year, 28 01/19/2021, 152 You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov. The President of the United States manages the operations of the Executive branch of Government through Executive orders. Accessible Format: Individuals with disabilities can obtain this document and a copy of the application package in an accessible format (e.g., braille, large print, audiotape, or compact disc) on request to the program contact person listed under FOR FURTHER INFORMATION CONTACT. Program Type: Discretionary/Competitive Grants. (1) The Secretary considers the quality of the design of the proposed project. We recommend that you (1) limit the application narrative to no more than 58 pages and (2) use the following standards: The recommended page limit applies to the application narrative. 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. These can be useful Competitive Preference Priorities 1 and 2 are from the Secretary's Final Supplemental Priorities and Definitions for Discretionary Grant Programs, published in the Federal Register on March 2, 2018 (83 FR 9096) (Supplemental Priorities). 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. 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. Applicants may earn up to a total of 100 points for the selection criteria. Visit Transition to Adulthood for more resources on the transition process. KU Transition to Postsecondary Education (KU TPE) is an inclusive postsecondary education program for KU students with intellectual disabilities. The program must be at an accredited college or vocational school that has been approved to receive federal student aid. informational resource until the Administrative Committee of the Federal 1140f, et seq.). About the Federal Register (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, 235 Addressing the full range of curricular and instructional issues that face professionals working in middle school, high school, and post-high school programs, Successful Transition Programs: Pathways for Students With Intellectual and Developmental Disabilities, Second Edition is the most relevant text available for teachers and administrators. Transition Tennessee. This document has been published in the Federal Register. that agencies use to create their documents. Estimated Average Size of Awards: $388,000. (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. 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. This table of contents is a navigational tool, processed from the Use a font that is either 12 point or larger, and no smaller than 10 pitch (characters per inch). Further, we believe that those same skills and opportunities will prepare them to live independently as full and active members of their communities. New Documents CFDA Number: 84.407A 1140g). 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. The Secretary may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality. 01/19/2021, 198 Eligible Applicants: IHEs, as defined in section 101 of the HEA, or consortia of IHEs are eligible to apply for funding. Several young people with intellectual disabilities can fall through the gap during the transition of care from child and adolescent mental health services to adult learning disability services when they don’t meet the criteria for adult learning disability services. Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department. offers a preview of documents scheduled to appear in the next day's Be sure to leave feedback using the 'Feedback' button on the bottom right of each page! 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. 1. For additional information on the open licensing requirements, please refer to 2 CFR 3474.20. 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. You may also access documents of the Department published in the Federal Register by using the article search feature at www.federalregister.gov. Like their non-disabled peers, individuals with intellectual disabilities desire to live as self-reliant, valued contributors to their communities. Postsecondary Education Programs for Students with Intellectual Disabilities 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. 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 … 3. Students with intellectual disabilities enjoy the college experience through The Arc Jacksonville On Campus Transition (OCT) Program at the University of North Florida. 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. rendition of the daily Federal Register on FederalRegister.gov does not documents in the last year, by the Centers for Medicare & Medicaid Services 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. The documents posted on this site are XML renditions of published Federal (2) In determining the quality of the design of the proposed project, the Secretary considers the following factors: (i) The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs. 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). for better understanding how a document is structured but 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. (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. 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 … Families can also check into funding sources such as Social Security, Developmental Disabilities and Medicaid programs, and Vocational Rehabilitation Services. regulatory information on FederalRegister.gov with the objective of This dissemination plan can be developed and submitted after your application has been reviewed and selected for funding. The designation enables students to be eligible for federal financial aid. (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. 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