PKG00261599-instructions.pdf

U.S. DEPARTMENT OF EDUCATION

Office of Postsecondary Education

Washington, D.C. 20006-8524 http://www2.ed.gov/programs/tpsid/index.html

Fiscal Year 2020

APPLICATION FOR GRANTS UNDER THE

TRANSITION PROGRAMS FOR STUDENTS

WITH INTELLECTUAL DISABILITIES INTO

HIGHER EDUCATION (TPSID)

CFDA NO. 84.407A

Form Approved OMB No.: 1894-0006 Expiration Date: 1/31/2021

DATED MATERIAL – OPEN IMMEDIATELY

CLOSING DATE: JULY 10, 2020

http://www2.ed.gov/programs/tpsid/index.html

PAGE

Dear Applicant Letter ..................................................................................................... 3-6

Competition Highlights ................................................................................................. 7-18

Grants.gov Submission Procedures and Tips for Applicants ...................................... 19-23

Application Transmittal Instructions .......................................................................... 24-26

Closing Date Notice .................................................................................................... 27-49

TPSID Authorizing Legislation .................................................................................. 50-52

Instructions for Completing the TPSID Application Package .................................... 53-56

PART III Instructions for Completing the Application Narrative .............................. 57-62

Intergovernmental Review: Executive Order 12372

Government Performance and Results Act (GPRA)................................................... 64-65

General Education Provisions Act (GEPA) ................................................................ 66-68

PART IV Instructions for Standard Forms

Instructions for the SF-424 ............................................................................. 69-70

Instructions for Department of Education Supplemental Information for SF 424 ........................................................................................................ 71-72

Definitions for Department of Education Supplemental Information

For SF 424 ....................................................................................................... 73-77

Instructions for ED 524 ................................................................................... 78-80

Instructions for Completion of SF-LLL: Disclosure of Lobbying Activities

Paperwork Burden Statement

TABLE OF CONTENTS

UNITED STATES DEPARTMENT OF EDUCATION

OFFICE OF POSTSECONDARY EDUCATION

Dear Applicant:

Thank you for your interest in the Transition Programs for Students with Intellectual Disabilities into Higher Education Program – Model Comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID). The 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. Under section 767(d)(6) of the HEA all grant recipients must partner with one or more local educational agencies (LEAs) to support students with intellectual disabilities who are still eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA). We are pleased to provide the application packet for the Fiscal Year (FY) 2020 competition which contains the TPSID authorizing statute along with the forms needed to submit a complete application.

This letter highlights a few items in the FY 2020 application package that will be important to you in applying for grants under this program. You should review the entire application package carefully before preparing and submitting your application. Additional information on the TPSID program is accessible at the U.S. Department of Education Website at:

http://www2.ed.gov/programs/tpsid/index.html.

For the FY 2020 competition, the Secretary established one absolute priority that is comprised of

(8) elements:

Absolute Priority: A grant recipient must use grant funds to establish a model comprehensive transition and postsecondary program for students with intellectual disabilities that:

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 IDEA;

http://www2.ed.gov/programs/tpsid/index.html

7) Plans for the sustainability of the model program after the end of the grant period; and

8) Creates and offers a meaningful credential for students with intellectual disabilities upon the completion of the model program.

For the FY 2020 competition, the Secretary has established three competitive priorities:

Competitive Priority 1

This priority is: Meeting the Unique Needs of Students and Children with Disabilities and/or Those with Unique Gifts and Talents (up to 5 points).

Competitive Priority 2:

This priority is: Fostering Knowledge and Promoting the Development of Skills That Prepare Students to Be Informed, Thoughtful, and Productive Individuals and Citizens (up to 5 points).

Competitive Priority 3:

This priority is: Spurring Investment in Qualified Opportunity Zones (1 point).

Applicants responding to one or more of these priorities will receive up to an additional eleven points (up to 10 points for competitive priorities one and two, and one point for competitive priority number three) depending upon how well the application meets the priorities.

Invitational Priority: For FY 2020, there are no invitational priorities.

Applicants that are funded under the TPSID program will be required to work closely with the coordinating center that will be funded under section 777(b) of the Higher Education Act of 1965, as amended (HEA). The coordinating center will provide technical assistance to IHEs that offer comprehensive transition and postsecondary programs for students with intellectual disabilities, and will work with these programs to evaluate program components and recommend standards for such programs.

TPSID grantees are required to participate in activities such as regular meetings or conference calls sponsored by the coordinating center and must ensure that they have allocated one project personnel to support conference planning five-percent of the time each year.

The Higher Education Act, as reauthorized by the Higher Education Opportunity Act (HEOA), includes provisions related to the eligibility of students with intellectual disabilities to participate in Federal student financial aid programs. Institutions that offer a comprehensive transition and postsecondary program (CTP), if they choose, can apply to FSA for approval of their respective CTP program so that their eligible students with intellectual disabilities will be granted the opportunity to participate in Federal student aid programs. These institutions must already be participating in Federal student aid programs. For institutions interested in participating, the HEOA (sec 668.232) specifies: an institution that offers a comprehensive transition and postsecondary program must apply to the Secretary to have the program determined to be an eligible program. The Institution applies under the provisions in 34 CFR 600.20 for adding an educational program. The requirements related to the eligibility of comprehensive transition and postsecondary programs to participate in federal student financial aid programs are in the HEOA final regulations (http://edocket.access.gpo.gov/2009/E9- 25373.htm).

If an applicant is awarded a TPSID grant, this does not necessarily indicate that the applicant’s program will be deemed eligible to participate in federal student aid programs. All institutions that offer a comprehensive transition and postsecondary program, if they are interested in participating in federal student financial aid programs, and regardless of whether they are a TPSID grantee, must apply to FSA to determine whether this additional program is an eligible program. Similarly, if a comprehensive transition and postsecondary program has already applied to FSA, and their program was determined to be eligible to participate in federal student aid programs, this does not necessarily indicate that the applicant will be successful in procuring a TPSID grant.

For more information about the Federal Student Aid’s Comprehensive Transition Program application process, please feel free to access the following link:

https://studentaid.gov/understand-aid/eligibility/requirements/intellectual-disabilities

In order to carry out the activities of a TPSID grant successfully, in addition to involving institutional financial aid offices to ensure that students with intellectual disabilities receive any needed financial support, applicants should also consider involving disability services, admissions, and institutional accreditation offices.

The Department of Education is requiring that applications for the FY 2020 grant competition under the TPSID Program be submitted electronically using the Grants.gov site. Grants.gov is accessible through its portal page at:

www.Grants.gov

The Notice Inviting Applications for New Awards published in the Federal Register is the official document describing the requirements for applying for a TPSID grant and provides application submission procedures. You should not rely upon any information that is inconsistent with the guidance contained within the official document.

We look forward to receiving your application and appreciate your efforts on behalf of students with intellectual disabilities. For further information regarding the program, please contact http://edocket.access.gpo.gov/2009/E9-25373.htm http://edocket.access.gpo.gov/2009/E9-25373.htm https://studentaid.ed.gov/eligibility/intellectual-disabilities http://www.grants.gov/

Shedita Alston in the Office of Postsecondary Education. Ms. Shedita Alston can be reached at

(202) 453-7090 or Shedita.Alston@ed.gov.

Sincerely, /signed/

James E. Laws, Jr. Ed.D.

Acting Director Institutional Program Development Division mailto:Shedita.Alston@ed.gov mailto:lston@ed.gov

1. Purpose of the Program The purpose of the program is to support model demonstration programs that promote successful transition of students with intellectual disabilities into higher education. Grants awarded to institutions of higher education (or consortia of institutions of higher education) will enable the institutions or consortia to create or expand high quality, inclusive model comprehensive transition and postsecondary programs for students with intellectual disabilities. Under section 767(d)(6) of the HEA all grant recipients must partner with one or more local educational agencies (LEAs) to support students with intellectual disabilities who are still eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA).

2. Program Background

Historically, in this country, the education, employment, and independent living outcomes for individuals with intellectual disabilities have been unpromising. Like their non-disabled peers, individuals with intellectual disabilities desire to live as self-reliant, valued contributors to their communities. However, individuals with intellectual disabilities have a more difficult time accessing high-quality postsecondary education and training designed to meet their unique needs, often leading to lower quality outcomes, such as higher unemployment, lower wages, and less independence. 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.

The Department is particularly interested in leveraging the resources of the TPSID program to promote competitive integrated employment and independent living outcomes for individuals with intellectual disabilities. Specifically, we believe that this program and its grantees present a unique opportunity to expand the availability of high-quality transition and postsecondary education programs, increasing the number of individuals with intellectual disabilities who are academically, functionally, and socially prepared to obtain and retain competitive employment in integrated settings. Further, we believe that those same skills and opportunities will prepare them to live independently as full and active members of their communities. 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 disabilities, including those in the most under-resourced communities.

COMPETITION HIGHLIGHTS

3. Definitions The following definitions apply to comprehensive transition and postsecondary programs.

Comprehensive transition and postsecondary program for students with intellectual disabilities (section 760(1) of the HEA).

The term “comprehensive transition and postsecondary program for students with intellectual disabilities” means a degree, certificate, or nondegree program that meets each of the following:

(A) Is offered by an institution of higher education.

(B) Is designed to support students with intellectual disabilities who are seeking to continue academic, career and technical, and independent living instruction at an institution of higher education in order to prepare for gainful employment.

(C) Includes an advising and curriculum structure.

(D) Requires students with intellectual disabilities to participate on not 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.

(ii) Auditing or participating in courses with nondisabled students offered by the institution for which the student does not receive regular academic credit.

(iii) Enrollment in noncredit-bearing, nondegree courses with nondisabled students.

(iv) Participation in internships or work-based training in settings with nondisabled individuals.

E) Requires students with intellectual disabilities to be socially and academically integrated with non-disabled students to the maximum extent possible.

Institution of Higher Education. For purposes of this Act, other than title IV, the term “institution of higher education” means an educational institution in any State that—

(1) admits as regular students only persons having a certificate of graduation from a school providing secondary education, or the recognized equivalent of such a certificate or persons who meet the requirements of section 484(d)(3);

(2) is legally authorized within such State to provide a program of education beyond secondary education;

(3) provides an educational program for which the institution awards a bachelor's degree or provides not less than a 2-year program that is acceptable for full credit toward such a degree or awards a degree that is acceptable for admission to a graduate or professional degree program, subject to review and approval by the Secretary;

(4) is a public or other nonprofit institution; and

(5) is accredited by a nationally recognized accrediting agency or association, or if not so accredited, is an institution that has been granted pre-accreditation status by such an agency or association that has been recognized by the Secretary for the granting of pre accreditation status, and the Secretary has determined that there is satisfactory assurance that the institution will meet the accreditation standards of such an agency or association within a reasonable time.

(b) ADDITIONAL INSTITUTIONS INCLUDED.—For purposes of this Act, other than title IV, the term “institution of higher education” also includes—

(1) any school that provides not less than a 1-year program of training to prepare students for gainful employment in a recognized occupation and that meets the provision of paragraphs (1), (2), (4), and (5) of subsection (a); and

(2) a public or nonprofit private educational institution in any State that, in lieu of the requirements in subsection (a)(1), admits as regular students individuals—

(A) who are beyond the age of compulsory school attendance in the State in which the institution is located; or

(B) who will be dually or concurrently enrolled in the institution and a secondary school.(Sec 101.

General Definition of an Institution of Higher Education (http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f:publ315.110)).

Person Centered Planning (PCP). Person Centered Planning is a way of helping people to think about what they want now and in the future. It is about supporting people to plan their lives, work towards their goals and get the right support. It is a collection of tools and approaches based upon a set of shared values that can be used to plan with a person - not for them. Planning should build the person's circle of support and involve all the people who are important in that person's life.

Person Centered Planning is built on the values of inclusion and looks at what support a person needs to be included and involved in their community. Person centered approaches offer an alternative to traditional types of planning which are based upon the medical model of disability and which are set up to assess need, allocate services and make decisions for people http://www.inclusive-solutions.com/pcplanning.asp).

Student with an Intellectual Disability. The term ‘student with an intellectual disability’ means a student—

(A) with a cognitive impairment, characterized by significant limitations in intellectual and cognitive functioning; and adaptive behavior as expressed in conceptual, social, and practical adaptive skills; and

(B) who is currently, or was formerly, eligible for a free appropriate public education under the Individuals with Disabilities Education Act (section 760 (20 U.S.C. 1140 sec 760 (2) http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f:publ315.110.pdf).

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).

http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f%3Apubl315.110 http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f%3Apubl315.110 http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f%3Apubl315.110 http://www.inclusive-solutions.com/pcplanning.asp http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f%3Apubl315.110.pdf http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f%3Apubl315.110.pdf http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f%3Apubl315.110.pdf http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f%3Apubl315.110.pdf

Universal Design for Learning. The term ‘universal design for learning’ means a scientifically valid framework for guiding educational practice that—

(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient http://frwebgate.access.gpo.gov/cgi bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f:publ315.110.pdf.

4. Comprehensive Transition and Postsecondary Program Verification. In the Project Narrative section, all applicants must clearly describe how they will establish a model comprehensive transition and postsecondary program for students with intellectual disabilities that meets the statutory definition of such program.

5. Eligible Applicants

Institutions of higher education (IHEs) (as defined under section 101(a) of the Higher Education Act of 1965, as amended (HEA)) and consortia of IHEs are eligible to receive grants under the TPSID program. All grant recipients must partner with one or more local educational agency to support students with intellectual disabilities who are still eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA).

Consortia. Proposed consortia members must meet the same definition of an IHE as indicated above. Applicants must clearly describe the contributions of consortia members to the project. Additionally, although for the duration of the project, the IHE to whom TPSID funds are obligated will remain the primary fiscal agent for the project, applicants must describe the contributions that consortia members will make in each budget year. Consortia members can contribute to the matching funds requirement in this priority, however, the IHE to whom funds are obligated will remain the primary fiscal agent responsible for maintaining, documenting, and reporting activities associated with matching funds.

Local Educational Agencies (LEAs). Applicants must clearly describe the contributions of LEA partners to the project. Additionally, although for the duration of the project, the IHE to whom TPSID funds are obligated will remain the fiscal agent for the project, applicants must describe the contributions that LEA partners will make in each budget year.

http://frwebgate.access.gpo.gov/cgi%20%20bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f%3Apubl315.110.pdf http://frwebgate.access.gpo.gov/cgi%20%20bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f%3Apubl315.110.pdf http://frwebgate.access.gpo.gov/cgi%20%20bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f%3Apubl315.110.pdf http://frwebgate.access.gpo.gov/cgi%20%20bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f%3Apubl315.110.pdf

6. Absolute Priorities/Uses of Funds A grant recipient must use grant funds to establish a model comprehensive transition and postsecondary program for students with intellectual disabilities that:

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 IDEA;

7) Plans for the sustainability of the model program after the end of the grant period; and

8) Creates and offers a meaningful credential for students with intellectual disabilities upon the completion of the model program.

7. Competitive 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. .

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). 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). Under 34 CFR 75.105(c)(2)(i), we award an additional eleven points to an applicant (five points for each for competitive preference priorities 1 and 2 and one point for competitive preference priority number 3), that meets these priorities. Applicants may respond to one or more of these priorities, for a total of up to 11 additional points

Competitive Priority 1:

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).

Projects that are designed to address ensuring children or students with disabilities (as defined in this notice) are offered the opportunity to meet challenging objectives and receive educational programs that are both meaningful and appropriately ambitious in light of each child’s or student’s circumstances by improving development of skills leading to postsecondary education, competitive integrated employment, or independent living.

Five (5) points: Quantitative and qualitative evidence of how your comprehensive transition program project will use an advising and curriculum structure consisting of individualized academic, social and employment skills development and supports and services, will facilitate the development of self-determination and independent living skills leading to the successful completion of the meaningful credentials earned by their TPSID project students with intellectual disabilities. Included in your comprehensive transition program for TPSID program students with intellectual disabilities are college level credit and non-credit bearing coursework, and paid and non-paid jobs and internships, which will be taken on at least a half-time basis, alongside their non-disabled peers.

Evidence of how your comprehensive transition program project will coordinate, collaborate and align efforts across partnering institutions of higher education and each of their respective college systems and practices; Local Education Agencies (LEAs) and partnering employers to facilitate access to and preparation for competitive integrated employment for TPSID program students with intellectual disabilities . This evidence must include the allocation of dedicated labor or fiscal resources to the partnership and a description of the role and activities that these partnerships would support over the entire five-year project period.

Three or Four (3-4) points: Description of how your comprehensive transition program project will use an advising and curriculum structure consisting of individualized academic, social and employment skills development and supports and services, will facilitate the development of self-determination and independent living skills leading to the successful completion of the meaningful credentials earned by your TPSID project students with intellectual disabilities.

Included in your comprehensive transition program for TPSID program students with intellectual disabilities are college level credit and non-credit bearing coursework, and paid and non-paid jobs and internships, which will be taken on at least a half-time basis, alongside their non-disabled peers.

Description of how your comprehensive transition program project will coordinate, collaborate and align efforts across partnering institutions of higher education and each of their respective college systems and practices; Local Education Agencies (LEAs) and partnering employers to facilitate access to and preparation for competitive integrated employment for TPSID program students with intellectual disabilities. The applicant includes a description of the allocation of dedicated labor or fiscal resources to the partnership and a description of the role and activities that these partnerships would support over the entire five-year project period.

One or Two (1 or 2) points: A statement that the applicant’s comprehensive transition program project will use an advising and curriculum structure consisting of individualized academic, social and employment skills development and supports and services, will facilitate the development of self-determination and independent living skills leading to the successful completion of the meaningful credentials earned by your TPSID project students with intellectual disabilities. Included in your comprehensive transition program for TPSID program students with intellectual disabilities are college level credit and non-credit bearing coursework, and paid and non-paid jobs and internships, which will be taken on at least a half-time basis, alongside their non-disabled peers.

A statement that the applicant’s comprehensive transition program project will coordinate, collaborate and align efforts across partnering institutions of higher education and each of their respective college systems and practices; Local Education Agencies (LEAs) and partnering employers to facilitate access to and preparation for competitive integrated employment for TPSID program students with intellectual disabilities . The applicant states that there are specifics about the allocation of dedicated labor or fiscal resources to the partnership and/or a description of the role and activities that these partnerships would support over the entire five-year project period.

Zero (0) points: The applicant does not address this competitive priority in the proposal.

Competitive Priority 2:

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).

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.

Three (3) points: Evidence of how the application of TPSID program supports and services will acclimate students with intellectual disabilities to the college context and expectations. Evidence of how benchmarks and assessments will facilitate the development, independent performance, mastery and maintenance of the academic, social and employment skills that are included in the person-centered plans of TPSID program students with intellectual disabilities, over the entire five-year project period.

Two (2) points: Description of how the application of TPSID program supports and services will acclimate students with intellectual disabilities to the college context and expectations. Description of benchmarks and assessments that will facilitate the development, independent performance, mastery and maintenance of the academic, social and employment skills that are included in the person-centered plans of TPSID program students with intellectual disabilities, over the entire five-year project period.

One (1) point: Statement that the application of TPSID program supports and services will acclimate students with intellectual disabilities to the college context and expectations. Statement that benchmarks and assessments will facilitate the development, independent performance, mastery and maintenance of the academic, social and employment skills that are included in the person-centered plans of TPSID program students with intellectual disabilities, over the entire five-year project period.

Zero (0) points: The applicant did not address this competitive priority.

(b) Supporting instruction in time management, job-seeking, personal organization, public and interpersonal communication, or other practical skills needed for successful career outcomes.

Two (2) points: Evidence of the specific academic, social and employment supports and services that will be provided by the applicant to TPSID program students with intellectual disabilities to facilitate instruction in time management, job-seeking, personal organization, public and interpersonal communication, or other practical skills needed for successful career outcomes.

One (1) point: Statement that specific academic, social and employment supports and services will be provided by the applicant to TPSID program students with intellectual disabilities to facilitate instruction in time management, job-seeking, personal organization, public and interpersonal communication, or other practical skills needed for successful career outcomes.

Competitive Priority 3:

Competitive Preference Priority 3 – Spurring Investment in Qualified Opportunity Zones (1 point).

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).

Applicants must--

(a) Provide the census tract number of the Qualified Opportunity Zone(s) in which it proposes to provide services; and

(b) Describe how the applicant will provide services in the Qualified Opportunity Zone(s) for the five-year project period of the TPSID program.

8. Invitational Priority For FY 2020, there are no invitational priorities.

9. Matching Funds

In the FY 2020 competition, an institution or consortia must provide, from non-Federal funds, a matching contribution equal to at least 25 percent of cost of the project. An applicant will not receive additional points for exceeding the 25 percent match, and will be expected to sustain the match, regardless of whether the match exceeds the 25 percent requirement throughout the grant performance period. Although matching funds can come from a variety of sources, including consortia members, the IHE to whom these funds are obligated, will remain the fiscal agent during the project performance period and therefore, will be responsible for the managing, documenting, and reporting activities associated with these matching funds. Applicants are encouraged to consider the administrative costs associated with maintaining, documenting, and reporting activities associated with matching funds. The fiscal agent is responsible for maintaining records on the documented match for three years beyond the life of the grant.

10. Electronic Submission of Applications Applications for grants under the TPSID program—CFDA number 84.407A—must be submitted electronically using the Government-wide Grants.gov apply site at www.Grants.gov. To facilitate your use of Grants.gov, this document includes important submission procedures you need to be aware of to ensure your application is received in a timely manner and accepted by the Department of Education. You are urged to acquaint yourself with the requirements of Grants.gov early. We strongly recommend that you do not wait until the last day to submit your application. Grants.gov will put a date/time stamp on your application and then process it after it is fully uploaded. A more thorough discussion of the application submission requirements can be found in the Grants.gov Submission Procedures and Tips for Applicants” section of this application booklet. For technical support regarding Grants.gov, please call 1-800-518-4726.

11. Format of Application

A “page” is 8.5" x 11", on one side only, with 1" margins at the top, bottom, and both sides. • Double space (no more than three lines per vertical 24 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. • Use a font that is either 12 point or larger, and no smaller than 10 pitch (characters per inch). • Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial.

12. Page Limit

Recommended Page Limit Applicants are required to adhere to the page limit in the application. The “Notice Inviting Applications” for new awards for FY 2020, published in the Federal Register, contains specific information governing the recommended page limit for this grant and formatting instructions. The application narrative is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. We recommend that you limit the application narrative to no more than 58 pages. The recommended page limit applies to the application narrative. 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. Please include a separate heading when responding to the absolute priority and each of the competitive preference priorities.

Applicants addressing the absolute priority, the selection criteria, all three of the competitive preference priorities (no more than 5 pages per competitive preference priority recommended—not to exceed a total of 15 pages for all three competitive preference priorities) and should not exceed a total of 58 pages for the application narrative section of their TPSID application.

13. Project Abstract The project abstract is limited to one-page, single spaced. The abstract should include information about the project’s goals and objectives, the activities that will be implemented during the five-year grant performance period, the number of students to be served, and a list of partners that will participate in the grant.

14. Budget

Instructions for the SF 524 provide guidance to applicants regarding completing all required budget forms. Applicants must submit Form SF 524 that includes budget information for each project year of the five-year project performance period.

15. Indirect Cost Rate

ED regulations limit recovery of costs on training grants to the grantee’s indirect cost rate or 8% of a modified total direct cost base, whichever is lower. This limitation to 8% indirect costs does not apply to state and local governments, including Federally recognized Indian tribal governments. EDGAR 34 CFR§75.562(c).

For the purposes of calculating indirect costs for training grants, EDGAR CFR§75.562(c) defines modified total direct cost base as “total direct costs less stipends, tuition and related fees, and capital expenditures of $5,000 or more.” This limitation on indirect cost reimbursement for training grants does not apply to states, agencies of local governments, or Federally recognized Indian tribal governments. However, the 8% limit applies to cost-type contracts under grants, if these contracts are for training as defined in EDGAR 34 CFR§75.562(c)(2).

16. Annual and Final Performance Report Requirements

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. This does not apply if you have an exception under 2 CFR 170.110(b).

If you receive an FY 2020 new grant award, grantees are required to submit annual performance reports during the five-year funding cycle. 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. The Secretary may also require more frequent performance reports under 34 CFR 75.720(c).

For specific requirements on reporting, please go to www.ed.gov/fund/grant/apply/appforms/appforms.html. At the end of your project period, you must submit a final performance report, including financial information, as directed by the Secretary. After your grant has expired, you will be required to submit a final performance report. Please see Subpart D and of the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards for rules regarding grantee reporting requirements.

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. 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.

http://www.ed.gov/fund/grant/apply/appforms/appforms.html

17. Project Evaluation Funded grantees will be working closely with the coordinating center to develop a valid and reliable evaluation plan. However, as applicants address the Quality of Program Evaluation selection criteria described in Part III: Instructions for Completing the Project Narrative section of this application, elements to address in this evaluation plan must include:

The types of data that will be collected;

a) The data collection timeframe, methods, and instruments;

b) What data analyses and reporting methods will be used; and

c) How the project will use these data to continuously improve their project.

Projects will also want to consider elements related to the comprehensive transition and postsecondary program’s characteristics including:

a) Mission and Purpose. Does the program meet the statutory definition of a comprehensive transition and postsecondary program for students with intellectual disabilities? Does the program have a clearly defined mission and purpose of the program? How are the mission and purpose of the program aligned with the overall institutional mission and purpose? How is this mission/purpose communicated to institutional personnel and others, including K-12 institutions and the community?

b) Leadership. How is the program managed? Does the program have support from institutional leaders? What does the program cost to operate? How is the program leveraging resources across the institution and community?

c) Climate and Culture. What facilities and resources support the program? How is information about the program communicated to the rest of the institution? Does the program support student self-determination?

d) Staffing and Professional Development. What are the credentials of the professionals that deliver the program? What professional development supports are provided to the staff that support the program?

e) Curriculum and Instruction. Does the application include course syllabi and course descriptions with learning objectives for each course? How does the content of each course link to employment, personal, or independent living outcomes and are these outcomes individualized and student-focused? Are varying instructional methods such as distance education, diverse grouping strategies, or peer mentoring used in course delivery?

f) Student Engagement. Do students have opportunities to select courses and to develop a program that is aligned with their preferences and interests? Can students make decisions about the curriculum and offer feedback regarding program components and delivery?

Are students involved in choosing outcomes?

g) Student Assessment. Do course descriptions and syllabi include descriptions of the methods by which student performance will be measured? How are these data used to affect program delivery?

h) Transitional Planning and Support. Does the program include a focus on post-school outcomes and employment and/or independent living objectives?

i) Parent/Guardian Involvement. How does the program facilitate the participation of parents/guardians/family?

j) Collaboration. Does the program invite the participation of other institutional programs and faculty? How does the program collaborate with community or service agencies such the K-12 school system, vocational rehabilitation, the social security administration, or business?

k) Program Evaluation. How is the program evaluated? Does the program use these data to continuously improve its courses and services? How are program staff involved in the evaluation? Does the evaluation include formative and summative methodologies?

Grants.gov Submission Procedures And Tips for Applicants

IMPORTANT – PLEASE READ FIRST

U.S. Department of Education

Grants.gov Submission Procedures and Tips for Applicants

UPDATE: APRIL 2020- Grants.gov has relaxed the requirement for applicants to have an active registration in the System for Award Management (SAM) in order to apply for funding during the COVID-19 pandemic. An applicant that does not have an active SAM registration can still register with Grants.gov, but must contact the Grants.gov Support Desk, toll-free, at 1–800–518–4726, in order to take advantage of this flexibility.

To facilitate your use of Grants.gov, this document includes important submission procedures you need to be aware of to ensure your application is received in a timely manner and accepted by the Department of Education.

Browser Support The latest versions of Microsoft Internet Explorer (IE), Mozilla Firefox, Google Chrome, and Apple Safari are supported for use with Grants.gov. However, these web browsers undergo frequent changes and updates, so we recommend you have the latest version when using Grants.gov. Legacy versions of these web browsers may be functional, but you may experience issues.

For additional information or updates, please see the Grants.gov Browser information in the Applicant FAQs: http://www.grants.gov/web/grants/applicants/applicant-faqs.html#browser.

ATTENTION – Workspace, Adobe Forms and PDF Files

Grants.gov applicants can apply online using Workspace. Workspace is a shared, online environment where members of a grant team may simultaneously access and edit different web forms within an application. For each funding opportunity announcement (FOA), you can create individual instances of a workspace.

Below is an overview of applying on Grants.gov. For access to complete instructions on how to apply for opportunities, refer to: https://www.grants.gov/web/grants/applicants/workspace-overview.html.

1) Create a Workspace: Creating a workspace allows you to complete it online and route it through your organization for review before submitting.

2) Complete a Workspace: Add participants to the workspace to work on the application together, complete all the required forms online or by downloading PDF versions, and check for errors before submission. The Workspace progress bar will display the state of your application process as you apply. As you apply using Workspace, you may click the blue question mark icon near the upper-right corner of each page to access context-sensitive help.

http://www.grants.gov/web/grants/applicants/applicant-faqs.html#browser https://www.grants.gov/web/grants/applicants/workspace-overview.html https://www.grants.gov/web/grants/applicants/workspace-overview.html

a. Adobe Reader: If you decide not to apply by filling out web forms, you can download individual PDF forms in Workspace. The individual PDF forms can be downloaded and saved to your local device storage, network drive(s), or external drives, then accessed through Adobe Reader.NOTE: Visit the Adobe Software Compatibility page on Grants.gov to download the appropriate version of the software at:

https://www.grants.gov/web/grants/applicants/adobe-software-compatibility.html.

b. Mandatory Fields in Forms: In the forms, you will note fields marked with an asterisk and a different background color. These fields are mandatory fields that must be completed to successfully submit your application.

c. Complete SF-424 Fields First: The forms are designed to fill in common required fields across other forms, such as the applicant name, address, and DUNS Number. Once it is completed, the information will transfer to the other forms.

3) Submit a Workspace: An application may be submitted through Workspace by clicking the

Sign and Submit button on the Manage Workspace page, under the Forms tab. Grants.gov recommends submitting your application package at least 24-48 hours prior to the close date to provide you with time to correct any potential technical issues that may disrupt the application submission.

4) Track a Workspace Submission: After successfully submitting a workspace application, a

Grants.gov Tracking Number is automatically assigned to the application. The number will be listed on the Confirmation page that is generated after submission. Using the tracking number, access the Track My Application page under the Applicants tab or the Details tab in the submitted workspace.

For additional training resources, including video tutorials, refer to https://www.grants.gov/web/grants/applicants/applicant-training.html.

Helpful Reminders

1) REGISTER EARLY – Grants.gov registration involves many steps including registration on SAM (www.sam.gov) which may take approximately one week to complete, but could take upwards of several weeks to complete, depending upon the completeness and accuracy of the data entered into the SAM…