Fiscal Year 2016: The current grantees (awarded in fiscal year 2015) can be found online: http://www2.ed.gov/programs/tpsid/awards.html.
Fiscal Year 2017: No Current Data Available Fiscal Year 2018: No Current Data Available
The Department of Education ensures equal access to education and promotes educational excellence through coordination, management and accountability in Federal education programs. The Department works to supplement and complement educational efforts on all levels, encouraging increased involvement by the public, parents and students.
|Recipient||Amount||Start Date||End Date|
|West Kern Community College District||$ 394,965||   ||2020-10-01||2021-09-30|
|University Of South Carolina||$ 437,936||   ||2020-10-01||2021-09-30|
|Millersville University Of Pennsylvania||$ 469,720||   ||2020-10-01||2021-09-30|
|Georgian Court University||$ 497,530||   ||2020-10-01||2021-09-30|
|Utah Valley University||$ 271,138||   ||2020-10-01||2021-09-30|
|Washington State University||$ 469,815||   ||2020-10-01||2021-09-30|
|Calvin University||$ 173,538||   ||2020-10-01||2021-09-30|
|University Of Massachusetts||$ 2,000,000||   ||2020-10-01||2021-09-30|
|University Of North Texas||$ 352,259||   ||2020-10-01||2021-09-30|
|East Tennessee State University||$ 500,000||   ||2020-10-01||2021-09-30|
Fiscal Year 2016: The Think College National Coordinating Center on the Transition Programs for Students with Intellectual Disabilities into Higher Education(TPSID) publishes reports on program accomplishments and related data (https://thinkcollege.net/publication-types/ncc-data-report-0). Fiscal Year 2017: No Current Data Available Fiscal Year 2018: No Current Data Available
Uses and Use Restrictions
An institution of higher education (IHE) shall 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 Higher Education Act, as amended, in the evaluation of the model program, 6) partners with one or more local education 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, 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 student with intellectual disabilities upon the completion of the model program.
Grantees under this program must provide, from non-Federal funds, a matching contribution equal to at least 25 percent of the cost of the project. The Coordinating Center will provide recommendations related to the development of standards, provide technical assistance and evaluations for model demonstration programs.
The center will assist in the development, evaluation, funding, outreach, and continuous improvement of model transition programs.
There is no matching requirement for the Coordinating Center.
Institutions of higher education (IHEs) (as defined under section 101(a) of the Higher Education Act of 1965, as amended) and consortia of IHEs are eligible to receive grants under the TPSID program.
All grant recipients must partner with one or more local educational agencies to support students with intellectual disabilities who are still eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA). Proprietary schools (for-profit entities) are not eligible to apply for a grant under this program.
Grant funds establish model comprehensive transition and postsecondary programs for students with intellectual disabilities at institutions of higher education. Funds also support a Coordinating Center that: provides technical assistance for all comprehensive transition and postsecondary programs for students with intellectual disabilities; conducts and disseminates research to the public on strategies to promote academic, social, employment, and independent living outcomes for students with intellectual disabilities; and builds capacity of Kindergarten through Grade 12 transition services and supports of local and State education agencies.
Each IHE or consortia of IHEs desiring a grant under this program shall submit an application to the Department at such time, in such manner, and containing or accompanied by such information as the Department may reasonably require. 2 CFR 200, Subpart E - Cost Principles applies to this program.
Aplication and Award Process
Preapplication coordination is not applicable.
Environmental impact information is not required for this program.
This program is eligible for coverage under E.O.
12372, 'Intergovernmental Review of Federal Programs.' An applicant should consult the office or official designated as the single point of contact in his or her State for more information on the process the State requires to be followed in applying for assistance, if the State has selected the program for review.
This program is excluded from coverage under 2 CFR 200, Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards. Applications must be prepared and submitted according to requirements outlined in the notice inviting applications, as published in the Federal Register. Each IHE or consortia of IHEs must submit an application covering a 5-year period to the Department of Education.
Applications are reviewed for quality and compliance with statutory and regulatory requirements, and are scored by peer reviewers based on criteria included in the application package. The Department determines which applications will be funded based on the quality of the applications as determined through peer review and consider the following factors: 1) providing for an equitable geographic distribution of grants, 2) providing grant funds for model comprehensive transition and postsecondary programs for students with intellectual disabilities that will serve areas that are underserved by programs of this type, and 3) giving preference to applicants that form a partnership with any relevant agency serving students with intellectual disabilities such as a vocational rehabilitation agency, integrate students with intellectual disabilities into housing offered to nondisabled students, or involve students attending the IHE who are studying special education, general education, vocational rehabilitation, assistive technology, or related fields in the model program. The Department also considers the past performance of an applicant in carrying out a previous award.
Contact the headquarters or regional office, as appropriate, for application deadlines.
Higher Education Act of 1965, as amended., Title VII, Part D, Subpart 2.
Range of Approval/Disapproval Time
From 60 to 90 days. Application deadlines are identified in the notice inviting applications, published in the Federal Register. The estimated range of time need to approve/disapprove an application is usually within 3 months of the submission deadline.
Grants and cooperative agreements are awarded for a period of 5 years, subject to the availability of appropriations.
Formula and Matching Requirements
Statutory formulas are not applicable to this program. Matching Requirements: Percent: 25%. Grantees must provide matching funds for model transition programs, in cash or in kind, of at least 25 percent of the cost of the grant. The Coordinating Center is not required to provide matching funds. MOE requirements are not applicable to this program.
Length and Time Phasing of Assistance
Grants are made for up to 5 years, subject to the availability of funds. See the following for information on how assistance is awarded/released: Electronic transfer.
Post Assistance Requirements
Grantees must submit an annual performance report at such time, in such manner, and containing or accompanied by such information as the Department may reasonably require.
Cash reports are not applicable.
Progress report: Report requirements will be included in grant award documents.
Expenditure reports: Report requirements will be included in grant award documents.
Performance monitoring: Report requirements will be included in grant award documents.
In accordance with the provisions of 2 CFR 200, Subpart F - Audit Requirements, non-Federal entities that expend financial assistance of $750,000 or more in Federal awards will have a single or a program-specific audit conducted for that year. Non-Federal entities that expend less than $750,000 a year in Federal awards are exempt from Federal audit requirements for that year, except as noted in 2 CFR 200.503.
Grantees must maintain appropriate records pertaining to grant funds, compliance and project performance, for 3 years after the completion of activities for which the grant or subgrant funds were used. This documentation should be sufficient to establish fiscal accountability and facilitate an effective audit. The administration of the discretionary grant program is governed by the statute and (34 CFR 75, 77, 79, 82, 84, 86, 97, 98, and 99).
(Project Grants) FY 16 $11,800,000; FY 17 est $11,800,000; and FY 18 est $11,800,000
Range and Average of Financial Assistance
Not currently available.
Regulations, Guidelines, and Literature
The administration of the discretionary grant program is governed by: the statute; the Education Department General Administrative Regulations (EDGAR) (34 CFR 75, 77, 79, 82, 84, 86, 97, 98, and 99); OMB Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR 180, as adopted and amended as regulations of the Department in 2 CFR part 3485; and by the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR 200, as adopted in 2 CFR part 3474 .
Regional or Local Office
Shedita Alston, Department of Education, Office of Postsecondary Education, Transition Programs for Students with Intellectual Disabilities Into Higher Education, 400 Maryland Ave., S.W., 4C144, Washington, District of Columbia 20202 Email: email@example.com Phone: (202) 453-7090
Criteria for Selecting Proposals
Selection criteria can be found in the notice inviting application and the accompanying application package. For questions related to selection criteria, contact the Program Office.
The Larder Cook School in West Lothian is a social enterprise that trains young people for a career in the food business. Recently, the school has launched a crowdfunder to help it teach another 80 students a year.