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COMBINEDMODEL COMPREHENSIVE TRANSITION AND POSTSECONDARY PROGRAMS FOR STUDENTS WITH INTELLECTUAL DISABILITIES (TPSID) and TPSID-Coordinating Center (TPSID-CC)programsPre-Application Webinar (TPSID-CFDA# 84.407A) TPSID Coordinating Center (TPSID-CC-84.407B) Program

U.S. Department of Education

Presented by

Shedita Alston

Program Officer

Both the TPSID and TPSID-CC applications may

be found via: www.Grants.gov

CFDA numbers: 

TPSID is 84.407A; 

TPSID-CC is 84.407B

Opportunity numbers: 

TPSID program is 051120-002;

TPSID-CC is 051120-003.

US Dept of Education- Office of Postsecondary Education

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Grants.gov Information For Both the TPSID and TPSID Coordinating Center Programs

US Dept of Education- Office of Postsecondary Education

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		      				TPSID Program InformationSlides: 4-5		Authorization/OverviewSlides: 6-9		Program Description/Eligibility Info.Slides: 10-24		Competition HighlightsSlides 25-68		Absolute PrioritySlides 69-74		Recommended Page Limitation Info.Slides 75-76		Selection CriteriaSlides 77-90		TPSID Program & ID Student Eligibility for			Federal Student AidSlide 91			GPRASlides 92-95		TPSID Performance MeasuresTPSID –Coordinating Center (TPSID-CC) Program InformationSlide 96			TPSID-CC Program AuthorizationSlide 97-99		TPSID-CC OverviewSlides 100-107		TPSID-CC HighlightsSlides 108-109		Recommended Page Limitation Info.Slide 110		TPSID-CC Performance Measure

The TPSID Program awards grants to institutions of higher education 

(IHEs)  or  consortia of (IHEs) to enable them to create or expand high 

quality, inclusive model comprehensive transition and postsecondary 

(CTP) programs for students with intellectual disabilities.

US Dept of Education- Office of Postsecondary Education

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TPSID Program Overview

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Title VII, Part D, Subpart 2 of the HEA (20 U.S.C. 1140f, et seq.)

The Education Department General Administrative Regulations (EDGAR) in 34 CFR Parts 75, 77, 79, 82, 84, 86, 97, 98, and 99. 

TPSID Program

Program Authorization

ELIGIBLE APPLICANT INFORMATION:

Eligible applicants are IHEs or Consortia of IHEs   	

(All eligible applicants must meet the definition of an IHE

as outlined in the 2020 TPSID application);

Institutions of Higher Education (IHEs) or Consortia of IHEs are:

Non-profit, private, degree conferring institutions are allowed to be a part of the consortium of IHEs (this includes two-year colleges and community colleges).

Proprietary schools are not eligible applicants because they do not meet the definition of an IHE, as outlined in the 2020 TPSID application. 

US Dept of Education- Office of Postsecondary Education

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TPSID Program Description

ELIGIBLE APPLICANT INFORMATION

APPLYING AS A MULTI-STATE CONSORTIA

Although the TPSID Program statute does not speak directly to allowing

multi-state consortia and since allowing multi-state consortia was not 

explicitly announced as being allowed via the FY 2020 TPSID Program 

Notice Inviting Applications, applying for a grant under the TPSID 

program as a multi-state consortia is not allowed.

US Dept of Education- Office of Postsecondary Education

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TPSID Program Description

 ELIGIBLE APPLICANT INFORMATION 

TPSID Program Eligibility and University Centers of Excellence in 

Disability (UCEDs)

The TPSID program legislation does not prohibit an IHE that will not 

 have the program at their IHE from serving as the lead applicant.

 Applicants must independently decide the role they would like their

UCED to play in regards to their comprehensive transition programs.  

US Dept of Education- Office of Postsecondary Education

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TPSID Program Description

 ELIGIBLE APPLICANT INFORMATION 

TPSID Program Eligibility and University Centers of Excellence in 

Disability (UCEDs) (continued)

 All eligible applicants will want to carefully consider a role that is in the

overall best interest of their program/project. 

 Applicants that decide to allow an IHE other than the one that will have

the CTP program at their IHE serve as the lead applicant, may want to 

consider how the grant would benefit by having the IHE that is not

going to have the comprehensive transition program at their school, 

serve as the lead applicant.

US Dept of Education- Office of Postsecondary Education

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TPSID Program Description

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

There are EIGHT TPSID Program Highlights.

 TPSID Program Funding Information:

Highlight #1- Type of Award: Discretionary grants. 

Highlight #2-Estimated Available Funds: $9,700,000. 

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. 

Highlight #3-Estimated Range of Awards: $100,000 - $500,000.

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Funding Information (Continued):

Highlight #4-Estimated Average Size of Awards: $388,000. 

Maximum Awards: We will not make an award exceeding $500,000 for a single budget period of 12 months. Each funded project under the TPSID program will receive their respective continuation award, contingent upon ED’s determination that each project has made substantial progress. The TPSID program has a five-year project period.

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Funding Information (Continued):

Highlight #5-TPSID projects will begin on October 1, 2020

(Year one may not be used as a planning year. Funded TPSID projects must begin their ED-approved grant proposal activities on October 1, 2020).

Highlight #6-The TPSID program expects to make approximately 20-25 awards (25 awards were made in FY’ 2015);

July 12, 2010

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

Highlight #7- Priorities

The TPSID Program has ONE Absolute Priority; THREE Competitive Preference Priorities; and Zero Invitational Priorities.

The ONE Absolute Priority/Use of Funds is comprised of EIGHT components:

Serve students with intellectual disabilities;

Provide individual supports and services;

Focus on academic and social integration that lead to gainful employment;

Integrate person- centered planning;

Participate with the Coordinating Center -  (project eval./technical assist activities); 

Partner with LEA to address IDEA eligible students;

Plan for sustainability;

Offer a meaningful credential

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Competitive Priorities:

(2) Has THREE (Competitive Preference Priorities (CPPs) which are OPTIONAL. CPPs One and Two are each worth FIVE points, and CPP #3 is worth ONE point. Applicants may earn up to a total of ELEVEN additional points, for a total of 111 possible points that may be awarded for a given application.)

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). 

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). 

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Competitive Priorities (Continued):

(2) Has THREE (Competitive Preference Priorities (CPPs) which are OPTIONAL. CPPs One and Two are each worth FIVE points, and CPP #3 is worth ONE point. Applicants may earn up to a total of ELEVEN additional points, for a total of 111 possible points that may be awarded for a given application.)

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

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Competitive Priorities (Continued):

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

NOTE: Applicants seeking to check to see if the area that they are proposing to provide services in is located in an opportunity zone, please feel free to access the following link:

https://nces.ed.gov/programs/maped/LocaleLookup/

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Competitive Priorities (Continued):

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

Here is information that I was given to assist persons using this tool:

Once you open the tool you have a few different options for starting your search: 

ADDRESS: If you know a specific address, you can type it into the “Search by location” window at the top in the blue header bar. 

NAME: If you know the name of a specific IHE, you can select the down arrow on the left side of the search window and then select Postsecondary Schools. Then type in the name. Note that we only Search the schools that are included in the NCES IPEDS collection. I suspect that includes most of your potential applicants, but if not, they can still search by address. 

PAN AND ZOOM: If they prefer, they can use a mouse or trackpad to click/hold and pan the map. Or they can scroll in to get a closer look at a specific location. 

+/- : If all else fails, they can use the +/- widget buttons on the right side of the screen.  

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Competitive Priorities (Continued):

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

Here is information that I was given to assist persons using this tool (continued):

Once you’re in the desired location, select the Layers widget button on the right side, just above the transparency slider bar. The symbol looks like a stack of paper. The Layers widget provides supplemental Layers that can be stacked on top of the existing map. Opportunity Zones are at the bottom of the Layer list. Depending on screen size, you may need to scroll down. Check the box next to Opp Zones to turn on the layer and then click the original Layers widget button to close the Layers window. If there are OppZones in the area of your map, they’ll show up as light blue polygons. If you don’t see any Opp Zones, try zooming out to see a larger area. Some regions have more Opp Zones than others. Opp Zones rely on census tract boundaries. To find the ID# of an Opp Zone, select the polygon. A pop-up window will appear in the top left corner with the OppZone Tract ID#. 

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The specific language for each priority may be found in the “Notice Inviting Applications” for the TPSID program or in the TPSID program application. 

The TPSID Program has ZERO Invitational priorities.

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Matching Requirement:

Highlight #8-The TPSID Program has a matching requirement. Your matching requirement may be met via cash, or in-kind contribution (such as space, equipment, personnel). Donated time may be used as cost share because the person(s) working on the TPSID grant are not being paid for the time that they are working. 

The TPSID program has an 8% indirect cost rate cap. Unrecovered indirect costs (IHEs that have negotiated indirect cost rates well above 8% that may be seeking to utilize the remaining indirect costs they were unable to utilize because of the 8% cap) MAY NOT be used to meet the match under the TPSID program. 

July 12, 2010

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Matching Requirement (continued):

Highlight #8-SPECIAL NOTE: For applicants that voluntarily include a matching percentage that is above the 25% TPSID program matching requirement (for any/all of the project years within their five-year project period) must meet the matching requirement that they proposed and that was included in their funded TPSID program application). 

If your project is funded, your IHE must meet the matching requirement that your project annually proposed and was included in your funded TPSID program application—regardless of changes that could affect your TPSID/IHE’s ability to do so. 

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Matching Requirement (continued):

Highlight #8-SPECIAL NOTE (continued): 

In other words, while considering any percentage above the minimum 25% matching requirement, please factor in the possibility that regardless of unforeseen situations which could affect your project’s original plan for annually meeting your TPSID program matching requirement, your project will still be held accountable for meeting the annual matching requirement that you proposed in your funded application. 

After your project is funded, you will not be allowed to “default” to meeting the 25% minimum matching requirement.

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Matching Requirement (continued):

Highlight #8-SPECIAL NOTE AS IT RELATES TO YOUR MATCHING REQUIREMENT AND YOUR PARTNERSHIPS:  If your project is funded, and one of your partners neglects to fully meet their commitments that were outlined in your project’s specific Memo of Understanding (MOU) with them, please note that the lead applicant is responsible for developing/implementing a plan for providing the supports/services that the vacated partner is no longer providing (as outlined in your approved Memo of Understanding (MOU). Additionally, if one of your project partners leaves the partnership, the lead applicant must develop a plan for still meeting that partner’s portion of the matching requirement.

Regular written communication with each of your partners will help to minimize the lead applicant’s potential risk of not being aware of potential situations that are similar to what 

has been mentioned here. Written documentation of potential issues, which includes your mitigation measures and the outcomes of such measures, will need to be shared with your TPSID program officer in a timely manner, via a separate email (and not embedded in the annual performance report).

US Dept of Education, Office of Postsecondary Education

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2020 TPSID Program 

Grant Competition Highlights

The TPSID Program Matching Requirement (Continued):

Highlight #8- Has a matching requirement:

Please note: the matching requirement (which is comprised only of total direct funds) can not be met with federal funds. 

Ex: It is the TPSID program’s understanding that, if a TPSID project collaborates with the Vocational Rehabilitation agency within their state and have a partnership established in which Voc. Rehab. will be supporting TPSID project participants with tuition and book costs, while they attend that IHE’s TPSID project, that this would be allowable because it is an in-kind contribution (and because it is a non-federal funding source). 

Additional information relating to Vocational Rehabilitation agencies as they relate to the TPSID program may be found in the FAQs located on the TPSID program website.

(1) Serve students with intellectual disabilities;

The TPSID program:

*Does not stipulate that TPSID projects are limited to only serving ID students ages 18-26. TPSID projects may propose to serve older adults with intellectual disabilities (who are still eligible for special education and related services under IDEA) who are currently, or were formerly, eligible for free and appropriate public education-Section 760-20 U.S.C. 1140, Section 760 (2);

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TPSID Program Absolute Priority(The TPSID program has ONE absolute program that is comprised of eight elements that are mandatory uses of TPSID program funds. It is mandatory that your project addresses all eight components of the TPSID program absolute priority)

(1) Serve students with intellectual disabilities (continued);

The TPSID program:

*Does not require a minimum or a maximum number of student program participants;

US Dept of Education- Office of Postsecondary Education

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TPSID Program Absolute Priority(The TPSID program has ONE absolute program that is comprised of eight elements that are mandatory uses of TPSID program funds. It is mandatory that your project addresses all eight components of the TPSID program absolute priority)

(1) Serve students with intellectual disabilities (continued);

The TPSID Program: 

*Legislation does not specify an IQ limitation for the ID students enrolled in their TPSID CTP programs. Please keep in mind that individual IHEs may have their own enrollment requirements.

US Dept of Education- Office of Postsecondary Education

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TPSID Program Absolute Priority(all eight elements are mandatory uses of TPSID program funds)

(1) Serve students with intellectual disabilities (continued);

The TPSID Program: 

The following requirement in which TPSIDs are being required to serve high school aged youth in TPSID is not new.

The TPSID program legislation applies to all students who are receiving supports and services via the TPSID program. 

The following noted TPSID program requirement includes dually enrolled students as they receive special education transition services from public school systems while participating in TPSID program projects: “requires students with intellectual disabilities to be socially and academically integrated with their non-disabled students to the maximum extent possible” (Section 760-20 U.S.C. 1140). 

Please note: The definition of a student with an intellectual disability specifically requires students with intellectual disabilities to participate on not less than a half-time basis, as determined by the IHE.

US Dept of Education- Office of Postsecondary Education

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TPSID Program Absolute Priority(all eight elements are mandatory uses of TPSID program funds)

(1) TPSID Program definition of an ID student (continued): 

Student with an intellectual disability means a student 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 

Who is currently, or was formerly, eligible for a free appropriate public education (FAPE) under the IDEA. 

As a result, only those students with disabilities who meet the statutory definition of a student with an intellectual disability may be TPSID program participants (those who are or were formerly eligible for a Free and Appropriate Public Education (FAPE) under the IDEA—the formal IDEA process and has received an IDEA eligibility determination). 

The above referenced definition may be found in the published Federal Register notice for this program, or in the TPSID program application. 

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TPSID Program Definition of ID Students

Additionally, the U.S. Department of Education recognizes that other disabilities such as certain forms of autism and traumatic brain injury, may be considered intellectual disabilities Sec. 668.233 (c ), the student with an intellectual disability is eligible to receive Federal Pell, FSEOG, and FWS program assistance under subpart O of part 668 (Financial Assistance for Students with intellectual disabilities). 

For TPSID program applicants to whom this situation may apply: The IHE that is offering the eligible CTP program must then obtain a record from an LEA that the student is or was eligible for special education and related services under the IDEA. 

US Dept of Education- Office of Postsecondary Education

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TPSID Program definition of an ID student TPSID Program Definition of ID Students (continued)

PLEASE NOTE: If the student’s record does not specifically identify the student as having an intellectual disability:

   *The IHE must review all documentation obtained (such as the individualized psycho-educational evaluation and diagnosis of an intellectual disability by a psychologist or other qualified personnel);

*Other acceptable forms of documentation the IHE may review are: a record of the disability from an LEA, SEA or a government agency, such as the Social Security Administration, or a Vocational Rehabilitation agency, that identifies the intellectual disability.

*Based on this guidance, the IHE must make the

determination of whether or not the student meets the definition of an ID student. 

US Dept of Education- Office of Postsecondary Education

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TPSID Program Definition of ID Students

PLEASE NOTE: Although the Notice Inviting Applications published in the Federal Register on 5/11/20 includes the definition of the term “child”, along with the definition of the term “student”,  please note that the inclusion of these definitions by no means overrides the following previously mentioned information:

Student with an intellectual disability means a student--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 Who is currently, or was formerly, eligible for a free appropriate public education under the IDEA.

The TPSID program does not stipulate that TPSID projects are limited to only serving ID students ages 18-26. TPSID projects may propose to serve older adults with intellectual disabilities (who are still eligible for special education and related services under IDEA) who are currently, or were formerly, eligible for free and appropriate public education-Section 760-20 U.S.C. 1140, Section 760 (2);

As a result, only those students with disabilities who meet  the statutory definition of a student with an intellectual disability may be TPSID program participants (those who are or were formerly eligible for a Free and Appropriate Public Education (FAPE) under the IDEA—the formal IDEA process and has received an IDEA eligibility determination). The definition may be found in the TPSID program application. 

US Dept of Education- Office of Postsecondary Education

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TPSID Program Definition of ID Students

(2) Provides supports and services for ID students (such as access to academic info., career development services, personal development services, and technology exploration. TPSID project staff may also provide universal design teaching techniques to faculty);

TPSID program funds MAY NOT be used for:

(1) Direct financial aid; 

(2) ID student tuition;

(3) Room and board;

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TPSID Program Description of Absolute Priorities

(2) (continued)

TPSID program funds MAY NOT be used for:

(4) Stipends of any kind via TPSID program funds;

(5) Scholarships of any kind--to grad students, TPSID program participants, no one via TPSID program funds;

(5) Subawards/mini grants of any kind via TPSID program funds.

A  SPECIAL NOTE REGARDING SUBAWARDS-The TPSID program legislation does not explicitly allow subawards. As a result, subawards are not an allowable means of providing supports and services to TPSID project participants. 

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TPSID Program Description of Absolute Priorities

TPSID program funds may not be used for:

(5) Subawards/mini grants

A  SPECIAL NOTE REGARDING SUBAWARDS (continued)-

In other words, subawards/mini-grants are not allowed under the TPSID program. This means that lead applicants, nor their partnering IHEs are allowed to make subawards/mini grants.

Sub recipients are also not allowed. 

As a result, subawards are not an allowable means of providing supports and services to TPSID project participants. If needed, the following are the definitions of a subaward and of a subrecipient:

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TPSID Program Description of Absolute Priorities

TPSID program funds may not be used for:

(5) Subawards/mini grants

A  SPECIAL NOTE REGARDING SUBAWARDS (continued)-

DEFINITION OF A SUBAWARD

200.92   Subaward.

Subaward means an award provided by a pass-through entity to a subrecipient for the subrecipient to carry out part of a Federal award received by the pass-through entity. It does not include payments to a contractor or payments to an individual that is a beneficiary of a Federal program. A subaward may be provided through any form of legal agreement, including an agreement that the pass-through entity considers a contract.

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TPSID Program Description of Absolute Priorities

TPSID program funds may not be used for:

(5) Subawards/mini grants

A  SPECIAL NOTE REGARDING SUBAWARDS (continued)-

DEFINITION OF A SUBRECIPIENT

§200.93   Subrecipient.

Subrecipient means a non-Federal entity that receives a subaward from a pass-through entity to carry out part of a Federal program; but does not include an individual that is a beneficiary of such program. A subrecipient may also be a recipient of other Federal awards directly from a Federal awarding agency.

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TPSID Program Description of Absolute Priorities

Allowable Costs 

Beginning on 12/26/14, OMB approved the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (or the Uniform Guidance-2 CFR 200). The Uniform Guidance applies to all grant awards (new and continuation) made on or after 12/26/14. Please note that both audit and indirect cost charges also apply. 

The Uniform Guidance supercedes and streamlines requirements from OMB Circulars: A-21, A-87, A-110, and A-122 (which have been placed in OMB guidance); Circulars A-89, A-102, and A-133; and the guidance in Circular A-50 on single audit act follow up;  Circulars A-89, A-102, and A-110 are now in Uniform Guidance (2 CFR 200) Subparts B,  C, D Circulars A-21, A-87; and A-122 in Uniform Guidance (2 CFR 200); Subpart E- Circulars A-133, and A-50 in Uniform Guidance (2 CFR 200), Subpart F-EDGAR Parts 74 to 99 are now in EDGAR Parts 75-79 and 81-99 and Parts 74 and 80 have become part of 2 CFR 200.

You may access the Uniform Guidance by way of the follow link: https://www.ecfr.gov/cgi-bin/textidx?SID=6214841a79953f26c5c230d72d6b70a1&tpl=/ecfrbrowse/Title02/2cfr200_main_02.tpl

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TPSID Program Description of Absolute Priorities

Allowable Costs (continued)

A note regarding the use of TPSID grant funds, as it relates to the concept of “double dipping (the concept of supplement vs. supplant)”:

If a 2020 TPSID Program applicant is awarded a grant under this program, and as a result, will be operating two federal grants simultaneously that are similar in nature, the TPSID program grantee will need to ensure that sufficient internal controls and accounting are in place. 

The onus on a grantee in this situation is to ensure that TPSID grant funds are used for the intended grant period and that both grants ARE NOT charged for any one/single transaction. 

The TPSID program must not be charged twice for the same service, activity, personnel expense, etc., especially in the circumstance where the objectives in both grants are similar.  

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TPSID Program Description of Absolute Priorities

(3) TPSID PROGRAM PARTICIPANT (SWIDs) INCLUSIVeness REQUIREMENT AS IT RElAtES TO THE USE OF TPSID PROGRAM FUNDS

The TPSID program “requires students with intellectual disabilities to be socially and academically integrated with their non-disabled students to the maximum extent possible” (Section 760-20 U.S.C. 1140). 

Additionally, please note that the definition of a student with an intellectual disability specifically requires students with intellectual disabilities to participate on not less than a half-time basis, as determined by the IHE. 

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Program Description-Absolute Priority

(3) TPSID PROGRAM PARTICIPANT (SWIDs) INCLUSIVeness REQUIREMENT AS IT RElAtES TO THE USE OF TPSID PROGRAM FUNDS

DETERMINING WHAT A “HALF-TIME BASIS” LOOKS LIKE

TPSID projects want to determine that the clock hours included in their CTP program’s course of study are sufficient to equal full-time status for ID students attending the program. 

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Program Description-Absolute Priority

(3) TPSID PROGRAM PARTICIPANT (SWIDs) INCLUSIVeness REQUIREMENT AS IT RElAtES TO THE USE OF TPSID PROGRAM FUNDS

For college programs that do not lead to a degree, there is a required clock hour to credit hour conversion. The financial aid administrator at your IHE will know how to do that conversion for your respective TPSID project.

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Program Description-Absolute Priority

(3) TPSID PROGRAM PARTICIPANT (SWIDs) INCLUSIVeNESS REQUIREMENT AS IT RElAtES TO THE USE OF TPSID PROGRAM FUNDS

WHAT CONSTITUTES A CLOCK HOUR?

A clock hour is a time period consisting of one or more of the following:

(1) 50-60 minutes of class, lecture, or recitation in a 60-minute

     period;

(2) 50-60 minutes of faculty-supervised laboratory, shop training,            

     or internship in a 60-minute period;

(3) 60 minutes of preparation in a correspondence course 

      (also referred to as a contact hour); 

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Program Description-Absolute Priority

(3) TPSID PROGRAM PARTICIPANT (SWIDs) INCLUSIVeNESS REQUIREMENT AS IT RElAtES TO THE USE OF TPSID PROGRAM FUNDS

With that said, this inclusiveness requirement must be met via the following activity types, as ID students learn alongside their non-disabled peers:

Regular enrollment in credit bearing, non-credit bearing 

    and/or non-degree courses; 

Internships or work-based training in settings;

Auditing or participating in courses. 

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TPSID Program Description-Absolute Priority

(3) TPSID PROGRAM PARTICIPANT (SWIDs) INCLUSIVeNESS REQUIREMENT AS IT RElAtES TO THE USE OF TPSID PROGRAM FUNDS

 As TPSID project applicants determine what this looks like for your respective projects, this inclusiveness requirement should be aligned with TPSID project participants’ course study plans and post school goals;

On going assessments, and the incorporation of evidenced based best practices, coupled with experiential learning opportunities, should better assist TPSID project participants as they apply the skills they have acquired, prior to the completion of their  meaningful credential. 

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TPSID Program Description-Absolute Priority

(3) TPSID PROGRAM PARTICIPANT (SWIDs) INCLUSIVeNESS REQUIREMENT AS IT RElAtES TO THE USE OF TPSID PROGRAM FUNDS AND The COVID-19 PANDEMIC (continued):

The Department understands that the current circumstances have led to changes in instruction and academic participation for schools across the nation, such as a shift to distance education.  

Students with intellectual disabilities may still be able to participate in a meaningful manner even in these changed academic circumstances.  

US Dept of Education- Office of Postsecondary Education

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TPSID Program Description-Absolute Priority

(3) TPSID PROGRAM PARTICIPANT (SWIDs) INCLUSIVeNESS REQUIREMENT AS IT RElAtES TO THE USE OF TPSID PROGRAM FUNDS AND The COVID-19 PANDEMIC (CONTINUED):

The U.S. Department of Education believes that TPSID grantees can still meet these requirements if all learning is moved online and grantees consider how academic and social integration of students with intellectual disabilities can happen “to the maximum extent possible,” which will depend on the individual circumstances of each grantee and the students they serve.   

US Dept of Education- Office of Postsecondary Education

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TPSID Program Description-Absolute Priority

(3) TPSID PROGRAM PARTICIPANT (SWIDs) INCLUSIVeNESS REQUIREMENT AS IT RElAtES TO THE USE OF TPSID PROGRAM FUNDS AND The COVID-19 PANDEMIC (CONTINUED):

IF YOUR PROJECT IS FUNDED, TPSID program grantees will be required to document their efforts to meet these eligibility requirements and substantiate how students with intellectual disabilities are participating on not less than a half time basis, and how they are being socially and academically integrated with non-disabled students.

US Dept of Education- Office of Postsecondary Education

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TPSID Program Description-Absolute Priority

(3) TPSID PROGRAM PARTICIPANT (SWIDs) INCLUSIVeNESS REQUIREMENT AS IT RElAtES TO THE USE OF TPSID PROGRAM FUNDS AND The COVID-19 PANDEMIC (CONTINUED):

IF YOUR PROJECT IS FUNDED—Please note that current  TPSID program grantees have been adhering to this TPSID program requirement. This information, coupled with technical assistance information and resources can be shared with you, as you implement your ED-approved funded TPSID grant. 

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TPSID Program Description-Absolute Priority

   (4) Integrate person-centered planning;

   This includes an advising and curriculum structure in which academic  

   advisors carefully listen, ask questions, and engage these students in 

   the process of better identifying and expressing  

   information related to their own academic and career interests.    

   Integration across programs and collaborative academic advising

   efforts, coupled with information about each student’s 

   individualized strengths and areas of growth, help ID students to make 

   informed decisions about their individualized course of study plans. 

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Program Description-Absolute Priority

(5) TPSID projects will participate with TPSID Coordinating Center (participating in technical assistance and evaluation across TPSID projects with the TPSID-Coordinating Center);

(6) Must partner with one or more local educational 

     agencies;

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Program Description-Absolute Priority

(6) Must partner with one or more local educational 

     agencies (continued);

What An LEA partnership mIGHT look like:

*Clearly defined Memos of Understanding (MOUs) with your respective TPSID project partners; 

*A clearly defined TPSID project participant

recruitment/referral process between the LEA and the TPSID project in which the TPSID project description and requirements are actively disseminated to the LEAs (special education teachers/administrators, transition coordinators, guidance counselors, etc.,); 

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Program Description-Absolute Priority

(6) Must partner with one or more local educational agencies (LEAs...continued)

*Interested and eligible ID students and pertinent teams will hold preliminary, and post TPSID person-centered planning participant meetings with ID students and TPSID project personnel over the course of the ID student’s course of study;

*TPSID project personnel will provide training/professional development for ID students, families, LEAs, and services providers (for the ID student this could be tours of the IHE and informational training re: what skill sets are needed to be a successful college student);

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Program Description-Absolute Priority

(6) Must partner with one or more local educational agencies (LEAs...continued)

*Mid point and end of course functional skills assessments of ID 

 students will be completed by their instructors and shared with 

 TPSID projects;

*On an ongoing basis, TPSID project personnel will evaluate the appropriateness of the supports and services being provided to the project participants to ensure that their needs are being met, and, if needed, make appropriate changes to the student’s person-centered academic/career plan to better meet those needs. 

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Program Description-Absolute Priority

   Reminders to TPSID Program applicants 

regarding LEA state requirements 

REMINDER #1:Under Section 612(a)(1) of the IDEA and 34 CFR 300.101, each State and its LEAs must make a Free and Appropriate Public Education (FAPE) available to all children with specified disabilities residing in the State, in mandatory age ranges. Under 34 CFR 300.17(c) of the regulations implementing Part B of the IDEA, FAPE includes an appropriate preschool, elementary school, or secondary school education in the State involved. 

Under the IDEA, LEAs are not required to provide FAPE in postsecondary education settings.  In general, Part B, IDEA funds could be used for appropriate education services included in an IEP that are provided outside of a public or private elementary or secondary school though, if, under State law, the education would be considered secondary school education. 

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Program Description-Absolute Priority

   Reminders to TPSID Program applicants 

regarding LEA state requirements 

REMINDER #2: A student with an intellectual disability is eligible to receive Federal Pell Grant, FSEOG, and FWS program assistance under Sec.  668.233 if the student satisfies the general student eligibility requirements under Sec.  668.32, except for paragraphs (a), (e), and (f) of that section. Section 668.32(b) states that a student is not eligible to receive Federal Pell Grant, FSEOG, or FWS program assistance if he or she is enrolled in elementary or secondary school. 

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Program Description-Absolute Priority

   Reminders to TPSID Program applicants 

regarding LEA state requirements 

REMINDER #2 (continued): In other words, if a student is dually enrolled in a secondary school and an eligible comprehensive transition and postsecondary program, he or she is not eligible for Federal Pell, FSEOG, and FWS program assistance.

Therefore, while an LEA could use Part B, IDEA funds to support a dually enrolled student with a disability's participation in a comprehensive transition and postsecondary program if the services the student received in that program were considered secondary school education under State law and were included in the student's IEP, the student would not be eligible to apply for Federal Pell Grant, FSEOG, and FWS program assistance.

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Program Description-Absolute Priority

   Reminders to TPSID Program applicants 

regarding LEA state requirements 

REMINDER #2 (continued): It is optional for TPSID program participants to be dually enrolled, but not a requirement.

REMINDER #3: IDEA’s Child Find and Free and Appropriate Public Education (FAPE) in the least restrictive environment requirements apply to all individuals who are still at an age at which they could receive special education services in their state.

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Program Description-Absolute Priority

   Reminders to TPSID Program applicants 

regarding LEA state requirements 

REMINDER #3 (continued) : If a student with an intellectual disability who is dually enrolled in a comprehensive transition and postsecondary program receives services in that program which is considered secondary education in the State and is included in the student's IEP, the SEA or LEA must monitor the student's progress toward annual academic and functional goals, because those entities are responsible, under the IDEA, for ensuring that the services identified in the student's IEP are provided. 

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Program Description-Absolute Priority

   Reminders to TPSID Program applicants 

regarding LEA state requirements 

REMINDER #3 (continued): Additionally, eligible comprehensive transition and postsecondary programs, which operate through institutions, must meet the program requirements in Sec.  668.232, including establishing a policy for determining whether a student enrolled in the comprehensive transition and postsecondary program is making satisfactory academic progress.

These provisions mean that, if public agencies of a state operate comprehensive transition and postsecondary programs that dually enroll students who are covered by the IDEA to provide services included in the students' IEPs, the state must ensure that interagency agreements or other written mechanisms meeting these requirements are in place. 

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Program Description-Absolute Priority

   Reminders to TPSID Program applicants 

regarding LEA state requirements 

TPSID PROGRAM APPLICANTS are advised to please be sure to carefully consider what is being proposed via your comprehensive transition and postsecondary program vs. what IDEA (and other pertinent sources) is/are willing to pay for.

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Program Description Absolute Priority

(7) TPSID projects must plan for sustainability

Examples of plans for sustainability include:

*One TPSID project worked with their state government to promote the TPSID program and sought to have state lottery funds designated as a means of payment of tuition for TPSID project participants;

*Another TPSID project has worked with a network of universities which will provide IHE experiences for students with ID. This IHE will serve as a model for other IHEs in their state;

*Another IHE works with several Division of Vocational Rehabilitation transition coordinators who are employed by these entities that have committed to providing ongoing support to ID students in their IHE experiences. 

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Program Description Absolute Priority

(8) Includes the creation and offering to each TPSID program participant a meaningful credential for students with intellectual disabilities, upon their completion of their CTP program. 

Please note that awarding meaningful credentials to your TPSID program participants who have earned them is mandatory. 

Applicants will be required to annually report (via your annual performance report) on the status of awarding meaningful credentials to those TPSID program participants who have earned them.

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Program Description-Absolute Priority

(8) continued-What a sample meaningful credential could look like:

*A two-year credential in which the ID student will need to earn between 9-18 credits via the IHE’s continuing education department; 

The credential would be based on the ID student’s person-centered planning course of study plan; 

As the ID student works to earn their credential, the TPSID project coordinator/academic advisors would work with the ID student to select courses that are based on each individual ID student’s  career goals and interests; 

Peer mentors would provide class support; 

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Program Description-Absolute Priority

(8) What a sample meaningful credential could look like (continued):

*While the ID students are taking courses alongside their non-disabled peers, they will be participating in events and activities that allow them to experience increased social inclusion and build their self advocacy and independent living skills (like time management, how to handle their personal finances, safety, etc.,).;

*Credit-based, experimental and/or community based integrated work experiences could occur on or off campus by vocational rehabilitation agencies or other TPSID project partners; 

*Although the TPSID project does not prohibit this, please note that there is a chance that the IHE in question may not allow non-matriculated ID students to live on campus; 

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Program Description-Absolute Priority

*(8) continued-TPSID project admission requirements for TPSID project participants may look something like this:

*Ages 18-26;

*Required documentation of ID as outlined by the TPSID program;

*ID students must demonstrate that they can function independently, and have basic literacy and math skills;

*Demonstrate a moderate level of independence, motivation and express a desire to continue their education on a postsecondary level;

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Program Description-Absolute Priority

*(8) TPSID project admission requirements for TPSID project participants may look something like this (continued):

*Demonstrate flexibility and ability to manage stress;

*Family/guardian support of student education, development and independence;

*Pay program cost of $9,000 plus the cost of books, materials, transportation, etc.,;

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Program Description-Absolute Priority

 (8) continued-Two valuable, yet OPTIONAL points regarding the topic of a meaningful credential. These two points are not requirements of the U.S. Department of Education, but both FY’ 2010 and FY 2015 TPSID-CC, TPSID projects, and parents and supporters of TPSID project participants have experienced):

POINT #1: From the standpoint of the ID students who earn a meaningful credential, if the credential they earn is recognized by the issuing and/or other IHEs (and other pertinent entities), this credential translates into a tool that they can use to assist them in their quest for gainful employment.

POINT #2: TPSID program participants and their supporters feel the same sense of accomplishment when they have successfully completed their program requirements and are granted the opportunity to receive their meaningful credential during the IHE’s regularly scheduled commencement exercises, alongside their non-disabled peers that have earned degrees.

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Program Description Absolute Priority

During the FY 2020 new grant competition, the page limitation is recommended, not mandated 

Please note: Although the page limitation is recommended, applicants are asked to consider adhering to the recommended page limitations, specifically from the vantage point of potential peer reviewers.

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Submission Requirements-Recommended Page Limitation/Format Information

The application narrative is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. 

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Submission Requirements-Recommended Page Limitation/Format Information (continued)

As stated on page 15 of the 2020 TPSID Program 

application package, 

“Applicants addressing the absolute priority, the selection criteria, and 

all three of the competitive preference priorities, it is recommended 

that applicants have no more than 5 pages per competitive preference 

priority,—not to exceed a total of 15 pages for all three 

competitive preference priorities) which should not exceed a total of 58 

pages for the application narrative section of their TPSID application.” 

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Submission Requirements-Recommended Page Limitation/Format Information (continued)

Please include a separate heading when responding to the absolute priority and each of the competitive preference priorities.

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Submission Requirements-Recommended Page Limitation/Format Information (continued)

Applicants must follow the format and recommended page limitation instructions that are outlined in the published FY 2020 Notice Inviting Applications for the TPSID program.

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Submission Requirements-Recommended Page Limitation/Format Information (continued)

The Budget Narrative: The budget narrative is not counted towards the TPSID program application narrative recommended page limitation (even though it is housed in this area of the TPSID application package). Each page of the budget narrative must be numbered by the applicant and uploaded into the "Adequacy of Resources" section of the TPSID application. Please follow the instructions for the recommended 58 page limitation that was outlined in the application package.  

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Submission Requirements-Page Limitation/Format Information-(continued)

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The TPSID program selection criteria are included in the “Notice Inviting Applications” which was published in the May 11, 2020 publication of the Federal Register, as well as in the TPSID program application package.

The selection criteria were extracted from EDGAR 34 CFR Part 75, Section 75.210.

You may access EDGAR electronically by going to the following link: 

https://www2.ed.gov/policy/fund/reg/edgarReg/edgar.html

TPSID PROGRAM 

Selection Criteria

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76

Need for Project 				(10)

Significance 				(15)

Quality of Project Design 		(20)

Quality of Project Services 		(15)

Quality of Project Personnel 		(10)

Adequacy of Resources 		(15)

Quality of Project Evaluation 		(15)

______________________________________

Total						100 points 

TPSID Program 

Selection Criteria

Title VII (TPSID) and the Title IV (Financial Aid)

For Slides 78-91 contain information that was provided by the U.S. Department of Education’s Federal Students Aid (FSA) division. 

Institutional information 

https://ifap.ed.gov/

     The Information for Financial Aid Professionals (IFAP) website consolidates guidance, resources, and    

      information related to the administration and processing of Title IV federal student aid into one online site 

      for use by the entire financial aid community.

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The TPSID Program & ID Student Eligibility for Federal Student Aid

Title VII (TPSID) and the Title IV (Financial Aid)

The TPSID Program grant award process and the process for approving CTP programs in order for the program participants to be deemed eligible to receive federal financial aid are SEPERATE processes.

Institutional information 

https://ifap.ed.gov/

     The Information for Financial Aid Professionals (IFAP) website consolidates guidance, resources, and    

      information related to the administration and processing of Title IV federal student aid into one online site 

      for use by the entire financial aid community.

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The TPSID Program & ID Student Eligibility for Federal Student Aid

79

Three Eligibility Pieces 

Student Eligibility

Program Eligibility & Approval

Demonstrating Financial Need (FAFSA)

79

80

PIECE #1 Student Eligibility

The Higher Education Act (HEA) allows an eligible student with an intellectual disability attending an eligible comprehensive transition and postsecondary (CTP) program to receive aid from the following Title IV programs:

Federal Pell Grant,

Federal Supplemental Education Opportunity Grant, and

Federal Work-Study

Implementing regulations can be found at 34 C.F.R. 668, Subpart O

Title IV Programs – Financial Aid

80

July 12, 2010

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Requirements For Students To Qualify For Federal Financial Assistance via Approved Comprehensive Transition Programs (CTP) Programs

PIECE #1: Student Eligibility (continued)

Students with an intellectual disability:

Must have 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

Be currently or formerly eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA), including a student who was determined eligible for special education or related services under the IDEA but was home-schooled or attended private school.

82

Three Eligibility Pieces 

PIECE #1: Student Eligibility (continued)

Students must meet the general eligibility requirements under 34 CFR 668.32 except for paragraphs (a), (e), and (f)

Example of requirements that still apply: citizenship and residency requirements under 668.33;

Example of requirements that differ: you may have a different standard for Satisfactory Academic Progress for students in your CTP program;

Example of requirements that do not apply: student does not have to have high school diploma, GED, or passing score on an ability to benefit test;

82

PIECE #2-PROGRAM ELIGIBILITY

General program requirements in 34 CFR 668.8

CTP-specific requirements in 34 CFR 668.232:

Department approval

Meet the definition of a CTP program

Have SAP policy for the CTP program

Have identified outcomes for CTP students – this may be a credential such as a certificate or degree, but it could be defined objectives

Notify accrediting agency in writing about the CTP program

Have established program length in weeks of instructional time and credit/clock hours

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TPSID Program Description

PIECE #2-PROGRAM ELIGIBILITY

When Applying to Have a CTP Program Approved, applicants 

will be following the provisions under 34 CFR 600.20 for adding a new 

educational program to your E-App (using an update application) 

including:

A detailed description (up to 30 pages) of the CTP program addressing all components of the program under 34 CFR 668.231 (see link on later ED Links slide)

The school’s policy for determining whether CTP students meet the program’s standard of Satisfactory Academic Progress

The number of weeks of instructional time and the number of semester or quarter credit hours or clock hours in the program, including the equivalent credit or clock hours associated with noncredit or reduced credit classes or activities.

A description of either the credential offered (certificate or degree), or the identified outcome(s) for students enrolled in the program

A copy of the letter or notice sent to the school’s accrediting agency informing the agency of the school’s CTP program, including descriptions of the items bulleted above.

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TPSID Program Description

PIECE #2-PROGRAM ELIGIBILITY

PLEASE NOTE (continued): 

From the standpoint of each individual applicant, the effort 

and length of the application process for approved CTP status 

via the FSA division may vary per application. 

From the standpoint of IHE’s, It is the Department of 

Education’s understanding that this process does not pose a 

large burden on IHEs because it is a part of the same process 

that IHEs use to notify the Department of any new program that 

it seeks to include as an eligible Title IV, HEA program.

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TPSID Program Description

PIECE #2-PROGRAM ELIGIBILITY

PLEASE NOTE (continued): 

From the standpoint of IHE’s: It is the U.S. Department of 

Education’s understanding that this process is a modification of 

the current Title IV approval the IHE has in place. It is a 

separate process that requires involvement of and assistance 

from the Financial Aid Office of the IHE.

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TPSID Program Description

PIECE #3-Demonstrating Financial Need

(FAFSA)

Requirements for Federal aid:

Family must complete FAFSA

Students must have financial need (Cost of Attendance – EFC = Need)

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TPSID Program Description

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TPSID Program Description

An updated list as of March 11, 2020, of Comprehensive Transition Programs (by state and program) to participate in the Federal Student Aid Programs may be found at the following link:

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

89

Web Resources

Student Aid on the Web:

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

Details the basic student eligibility requirements;

Links to the regulatory requirements for a CTP Program;

Contains a list of approved CTP Programs.

89

90

Questions about your application?

Contact your School Participation Team:

https://ifap.ed.gov/help-contact-information-school-participation-division

90

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Government Performance and Results Act (GPRA)

The Government Performance and Results Act of 1993 (GPRA) is a 

straightforward statute that requires all federal agencies to manage 

their activities with attention to the consequences of those activities. 

Each agency is to clearly state what it intends to accomplish, identify 

the resources required, and periodically report their progress to the 

Congress. 

In so doing, it is expected that the GPRA will contribute to

improvements in accountability for the expenditures of public funds, 

improve Congressional decision-making through more objective 

information on the effectiveness of federal programs, and promote a 

new government focus on results, service delivery, and customer 

satisfaction.

All TPSID program grantees are required to submit annual performance reports to the TPSID program office. 

TPSID Program 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.

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TPSID Program Performance Measure

Applicants may find additional performance measure related information for this program in the “Notice Inviting Applications”, as well as in the TPSID program application.

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TPSID Program Performance Measure

TPSID Grantees will report:

Resource inputs, including sources of student financial assistance and contributions from vocational rehabilitation and other service agencies; 

Student characteristics (non-PII); 

Program staffing; and

Student academic, social, and employment outcomes. 

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TPSID Program Performance Measure (continued)

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Description of TPSID Program Evaluation Data To Be Collected By TPSID Grantees

Student population

Academic and social inclusion

Individualized student needs and gainful employment

Partnerships with LEAs

Plans for program sustainability

Credential offered

Enrollment changes

Persistence and completion

Project goals and plans

Competitive priorities, if applicable

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Title VII of the Higher Education

   Act of 1965 as amended (HEA), 

   20 USC 1140q(b)

Education Department General             

 Administrative Regulations (EDGAR)  

 in 34 CFR parts 75, 77, 79, 82, 

 84, 86, 97, 98, and 99.

TPSID Coordinating Center Program

Program Authorization

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 (http://www.ed.gov/programs/TPSID).

The National Coordinating Center is charged with conducting and disseminating research on strategies to promote positive academic, social, employment, and independent living outcomes for students with intellectual disabilities. 

US Dept of Education- Office of Postsecondary Education

TPSID Coordinating Center Program Overview

The applicant funded to operate the Coordinating Center will:

*Establish a comprehensive research and evaluation protocol for TPSID programs; 

*Administer a mentoring program matching current and new TPSID grantees based on areas of expertise; and 

*Coordinate longitudinal follow-up data collection and technical assistance to TPSID grantees on programmatic components and evidence-based practices. 

US Dept of Education- Office of Postsecondary Education

TPSID Coordinating Center Program Overview (continued)

The applicant funded to operate the Coordinating Center will (continued):

*Provide technical assistance to build the capacity of K-12 transition services as well as postsecondary education inclusive practices, among other activities. 

US Dept of Education- Office of Postsecondary Education

TPSID Coordinating Center Program Overview (continued)

US Dept of Education- Office of Postsecondary Education

TPSID Coordinating Center Program

Program Highlights

There are NINE TPSID Coordinating Center Program Highlights.

US Dept of Education, Office of Postsecondary Education

2020 TPSID Coordinating Center Program 

Grant Competition Highlights

Highlight #1: Up to $2,000,000 per year has been appropriated by 

Congress to be used to support a national Coordinating Center that is 

charged with conductingand disseminating research on strategies to 

promote positive academic, employment and independent living outcomes 

for students with intellectual disabilities, 

of the five-year project period;

Highlight #2: Eligible applicants:  An eligible entity means an entity, or a 

partnership of entities, that has demonstrated expertise in the fields of— 

(A) higher education; 

(B) the education of students with intellectual disabilities; 

(C) the development of comprehensive transition and postsecondary 

programs for students with intellectual disabilities; and 

(D) evaluation and technical assistance;

US Dept of Education, Office of Postsecondary Education

2020 TPSID Coordinating Center Program 

Grant Competition Highlights

Highlight #3: The TPSID CC will administer a mentoring program in 

which current and new TPSID program grantees will be matched as 

another means of support for projects, based on areas of expertise;

Highlight #4: Additionally, the TPSID-CC will coordinate longitudinal 

follow-up data collection and technical assistance to TPSID grantees 

on programmatic components and evidence-based practices;

US Dept of Education, Office of Postsecondary Education

2020 TPSID Coordinating Center Program 

Grant Competition Highlights

Highlight #5: The selection criteria are derived from EDGAR 34 CFR 

Part 75 Section 75.210 and will be used to evaluate the TPSID 

Coordinating Center Program application. 

For the FY 2020 grant competition, there are SIX selection criteria for 

applicants to address (there is a Need For Project selection criteria to 

address). 

Applicants may earn up to a total of 100 points for the selection criteria.

US Dept of Education, Office of Postsecondary Education

2015 TPSID Coordinating Center Program 

Grant Competition Highlights

Highlight #6: For the FY 2020 grant competition, there is only ONE 

absolute priority (that consists of ten separate components) that must 

be addressed;

The Coordinating Center activities are based on a framework that includes:

(1) knowledge development and evaluation; 

(2) technical assistance and dissemination; 

(3) leadership and coordination. 

Serving as a leader in coordinating communication strategies about comprehensive transition and postsecondary programs, the Coordinating Center will continue to build the knowledge base around evidence-based components of comprehensive transition and postsecondary programs. The Coordinating Center will evaluate the design of the current TPSID program protocols, as well as analyze, collect, retain, and report data about TPSID program components and outcomes. 

US Dept of Education- Office of Postsecondary Education

TPSID Coordinating Center Program Absolute Priority

The Coordinating Center activities are based on a framework that includes (continued):

The Coordinating Center will evaluate the design of the current TPSID program protocols, as well as analyze, collect, retain, and report data about TPSID program components and outcomes. 

US Dept of Education- Office of Postsecondary Education

TPSID Coordinating Center Program Absolute Priority (continued)

US Dept of Education, Office of Postsecondary Education

2020TPSID Coordinating Center Program 

Grant Competition Highlights

Highlight #7: TPSID-CC applicants have a recommended

project narrative page limitation of 70 pages;

Highlight #8: Year One of the TPSID Coordinating Center project 

period may not be used as a planning year;

Highlight #9: It is recommended that the appendices are limited to 

the following documents: Curriculum Vitae, letters of support/partnership 

agreements/memoranda of agreements, a bibliography, and one additional 

optional appendix relevant to the support of the proposal, recommended 

not to exceed ten pages (per appendix).There are four appendices.

Important Note: Please seperately label and seperately upload the following attachment documents into the "Other Attachments Form" section of the 2020 TPSID Coordinating Center Program application package: the abstract; the TPSID Coordinating Center application narrative; and the appendices.

All eligible applicants must follow the format and recommended page limitation instructions that are designated for each of the above referenced documents, as outlined in the 2020 published Federal Register notice for the TPSID Coordinating Center program:

US Dept of Education- Office of Postsecondary Education

Submission Requirements-Recommended Page Limitation/Format Information (continued)

The Budget Narrative: The budget narrative is not counted towards the TPSID Coordinating Center program application recommended narrative page limitation (even though it is being housed in this area of the TPSID CC program application package). Each page of the budget narrative must be clearly labeled by the applicant and uploaded into the "Adequacy of Resources" section of the TPSID application. Please follow the instructions for the recommended 70 page limitation that was outlined in the application package.  

US Dept of Education- Office of Postsecondary Education

Submission Requirements-Recommended Page Limitation/Format Information-(continued)

The TPSID Coordinating Center program grantee is required to submit annual performance reports to the TPSID program office. You may find the performance measures for this program in the “Notice Inviting Applications”, as well as in the TPSID Coordinating Center program application.

US Dept of Education- Office of Postsecondary Education

TPSID Coordinating Center Program Performance Measures

US Dept of Education- Office of Postsecondary Education

For TPSID Program

related inquiries contact :

Shedita Alston

Shedita.Alston@ed.gov

202-453-7090

TPSID/TPSID CC 

Program Officer Contact

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