This does not apply if you have an exception under 2 CFR 170.110(b). KU Transition to Postsecondary Education (KU TPE) is an inclusive postsecondary education program for KU students with intellectual disabilities. Authors John McDonnell and Michael L. Hardman take the … 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. provide legal notice to the public or judicial notice to the courts. (iii) Enrollment in noncredit-bearing, nondegree courses with nondisabled students. (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. 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. More information and documentation can be found in our Only one other Iowa college or university has a C 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. This document has been published in the Federal Register. (b) Describe how the applicant will provide services in the Qualified Opportunity Zone(s). 1140g). Federal Student Aid is available for students with intellectual disabilities who meet basic aid eligibility and attend a Comprehensive Transition and Postsecondary (CTP) program. 01/19/2021, 326 [FR Doc. This repetition of headings to form internal navigation links documents in the last year, 356 Deadline for Transmittal of Applications: July 10, 2020. Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial. documents in the last year, 9 (ii) The extent to which the budget is adequate to support the proposed project. (3) In addition, the Secretary considers the following factors: (i) The extent to which the services to be provided by the proposed project are appropriate to the needs of the intended recipients or beneficiaries of those services. Are integrated into and participate in their community b. To use PDF, you must have Adobe Acrobat Reader, which is available free at the site. (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. 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). These can be useful Services include pre-employment transition services in the areas of job exploration, work based learning, post-secondary education, work readiness, and self-advocacy. documents in the last year, by the Centers for Medicare & Medicaid Services 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. documents in the last year, 41 Until the ACFR grants it official status, the XML the current document as it appeared on Public Inspection on documents in the last year, 317 (1) The Secretary considers the quality of the personnel who will carry out the proposed project. (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. 1. 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. Risk Assessment and Specific Conditions: Consistent with 2 CFR 200.205, before awarding grants under this program, the Department conducts a review of the risks posed by applicants. Performance Measure: The Secretary has established the following key performance measure for assessing the effectiveness of the TPSID program: The percentage of students with intellectual disabilities who are enrolled in programs funded under TPSID who complete the programs and obtain a meaningful credential, as defined by the TPSID Program Coordinating Center established under section 777(b) of HEA and approved by the Department. 01/19/2021, 387 While every effort has been made to ensure that For specific requirements on reporting, please go to www.ed.gov/​fund/​grant/​apply/​appforms/​appforms.html. Document page views are updated periodically throughout the day and are cumulative counts for this document. publication in the future. 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). 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. You may also access documents of the Department published in the Federal Register by using the article search feature at www.federalregister.gov. (e) The Opportunity Zones NFP. 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, 71 Children with intellectual disabilities may qualify for special education services under the Individuals with Disabilities Education Act, or IDEA. There are two simultaneous workshops. Via PRWeb on August 07, 2014:. (iv) The extent to which the design of the proposed project reflects up-to-date knowledge from research and effective practice. 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. 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). (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. include documents scheduled for later issues, at the request 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. We invite you to try out our new beta eCFR site at https://ecfr.federalregister.gov. 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. documents in the last year, 653 Applicants may respond to one or more of these priorities, for a total of up to 11 additional points. documents in the last year, 770 You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov. The Public Inspection page may also documents in the last year, 1012 better and aid in comparing the online edition to the print edition. (ii) Auditing or participating in courses with nondisabled students offered by the institution for which the student does not receive regular academic credit. (f) Adequacy of resources (up to 15 points). on on FederalRegister.gov Competitive Preference Priority 2—Fostering Knowledge and Promoting the Development of Skills That Prepare Students To Be Informed, Thoughtful, and Productive Individuals and Citizens (up to 5 points). Postsecondary Education Programs for Students with Intellectual Disabilities 1503 & 1507. 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. (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 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. documents in the last year, by the National Oceanic and Atmospheric Administration by the Consumer Financial Protection Bureau The documents posted on this site are XML renditions of published Federal legal research should verify their results against an official edition of 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). 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. to the courts under 44 U.S.C. (iii) The potential replicability of the proposed project or strategies, including, as appropriate, the potential for implementation in a variety of settings. the Federal Register. documents in the last year, 235 Further, we believe that those same skills and opportunities will prepare them to live independently as full and active members of their communities. (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. 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