[FR Doc. documents in the last year, by the Centers for Medicare & Medicaid Services 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. Register documents. 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. 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. offers a preview of documents scheduled to appear in the next day's 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. 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). CCS is a transition college experience to prepare students (ages 18-26) with intellectual and developmental disabilities, and autism, for adult life. 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. documents in the last year, 9 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. 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. 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). of the issuing agency. documents in the last year, 40 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. 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. Learn work-related skills c. Live where they prefer d. Engage in a full array of leisure activities 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. 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. 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. We may notify you informally, also. corresponding official PDF file on govinfo.gov. To use PDF, you must have Adobe Acrobat Reader, which is available free at the site. the official SGML-based PDF version on govinfo.gov, those relying on it for CTP: Comprehensive Transition and Postsecondary Programs Changes in the Higher Education Act have made it possible for eligible students with intellectual disabilities to receive federal dollars when they are attending an approved Comprehensive Transition Program, otherwise referred to as CTP. Additionally, grantees will be required to participate in evaluation activities conducted by the coordinating center established under section 777(b) of the HEA. You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov. 01/19/2021, 326 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—. documents in the last year, by the Agriculture Department documents in the last year, 71 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. Office of Postsecondary Education, 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. KU Transition to Postsecondary Education (KU TPE) is an inclusive postsecondary education program for KU students with intellectual disabilities. 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. 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. (iii) The potential replicability of the proposed project or strategies, including, as appropriate, the potential for implementation in a variety of settings. 1. 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. edition of the Federal Register. Transition and Postsecondary Programs for Students with Intellectual Disability, or TPSID, are model demonstration projects funded by the US Department of Education. An applicant must—, (a) Provide the census tract number of the Qualified Opportunity Zone(s) in which it proposes to provide services; and. New Documents 6. 1. There are two simultaneous workshops. legal research should verify their results against an official edition of 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. This document has been published in the Federal Register. 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. on FederalRegister.gov Subgrantees: A grantee under this competition may not award subgrants to entities to directly carry out project activities described in its application. Maximum Awards: We will not make an award exceeding $500,000 for a single budget period of 12 months. on developer tools pages. The Public Inspection page may also The Secretary may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality. documents in the last year, 1012 Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority. Postsecondary Education Programs for Students with Intellectual Disabilities Electronic Access to This Document: The official version of this document is the document published in the Federal Register. This does not apply if you have an exception under 2 CFR 170.110(b). Authors John McDonnell and Michael L. Hardman take the … Applicants may earn up to a total of 100 points for the selection criteria. (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. Competitive Preference Priority 3 is from the notice of final priority published in the Federal Register on November 27, 2019 (84 FR 65300) (Opportunity Zones NFP). Federal Register issue. 2. Be sure to leave feedback using the 'Feedback' button on the bottom right of each page! (ii) Auditing or participating in courses with nondisabled students offered by the institution for which the student does not receive regular academic credit. (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. Going to college can mean attending a 4-year university, a 2-year community college, or a trade school. 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. 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. Definitions: The following definitions are from section 760 of the HEA (20 U.S.C. Telephone: (202) 453-7090. The points assigned to each criterion are indicated in parentheses. by the Consumer Financial Protection Bureau 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. (E) Requires students with intellectual disabilities to be socially and academically integrated with non-disabled students to the maximum extent possible. While every effort has been made to ensure that (1) The Secretary considers the quality of the evaluation to be conducted of the proposed project. 3. Applicable Regulations: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 98, and 99. The President of the United States issues other types of documents, including but not limited to; memoranda, notices, determinations, letters, messages, and orders. Children with intellectual disabilities may qualify for special education services under the Individuals with Disabilities Education Act, or IDEA. (ii) The qualifications, including relevant training and experience, of key project personnel. In this Issue, Documents (ii) The extent to which the budget is adequate to support the proposed project. For additional information on the open licensing requirements, please refer to 2 CFR 3474.20. 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. (b) At the end of your project period, you must submit a final performance report, including financial information, as directed by the Secretary. 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. (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. The Public Inspection page (c) Quality of the project design (up to 20 points). Priorities: This notice contains one absolute priority and three competitive preference priorities. 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. (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. 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. 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. All of them say the same thing – it can be hard. TPSID projects will establish model comprehensive transition and postsecondary programs that: (1) serve students with intellectual disabilities; (C) independent living skills, including self-advocacy skills; and. 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. should verify the contents of the documents against a final, official College officials tell us 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 … Please include a separate heading when responding to the absolute priority and each of the competitive preference priorities. The goal is to create a program that will culminate in a meaningful credential for the graduates. 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. (e) Quality of project personnel (up to 10 points). and services, go to include documents scheduled for later issues, at the request 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. 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. (b) Supporting instruction in time management, job-seeking, personal organization, public and interpersonal communication, or other practical skills needed for successful career outcomes. 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. 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. documents in the last year, 68 01/19/2021, 880 For specific requirements on reporting, please go to www.ed.gov/​fund/​grant/​apply/​appforms/​appforms.html. 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 … 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. Like their non-disabled peers, individuals with intellectual disabilities desire to live as self-reliant, valued contributors to their communities. Competitive Preference Priority 3—Spurring Investment in Qualified Opportunity Zones (1 point). 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. documents in the last year, 1519 on 1140g). 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. These can be useful (1) The Secretary considers the significance of the proposed project. 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. (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. Learn more here. Award Notices: If your application is successful, we notify your U.S. Representative and U.S. Register (ACFR) issues a regulation granting it official legal status. (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. documents in the last year, 971 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. The designation enables students to be eligible for federal financial aid. 3. The President of the United States communicates information on holidays, commemorations, special observances, trade, and policy through Proclamations. 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