Grants and Other Financial Assistance Programs: FY2017
Inclusive Concurrent Enrollment (ICE) Partnership Programs for Students with Disabilities - Implementation/Continuation Grant
Fund Code: 236
|Purpose: ||The purpose of this state-funded continuation grant program is to implement and enhance partnerships between high schools in public school districts and public institutions of higher education (IHE) to offer inclusive concurrent enrollment opportunities for students with severe disabilities, ages 18-22, as defined in Section 1 of Chapter 71B of the General Laws. This grant program must serve students who are considered to have severe disabilities in credit and non-credit courses that include non-disabled students and in the case of students ages 18 or 19, shall be limited to students with severe disabilities who have been unable to achieve the competency determination necessary to pass the Massachusetts comprehensive assessment system exam. These partnerships will result in improved systems to serve students with severe disabilities and support college and career success and provision of a free and appropriate public education in the least restrictive environment.|
||Inclusive Educational Opportunities: Implementation Grant
The partners will implement model inclusive education practices and programs in IHEs for students, ages 18-22, who are considered to have severe disabilities and, in the case of 18 or 19 year olds, have been unable to achieve the competency determination necessary for high school graduation.
Design These practices and programs must:
- be designed to promote and enhance academic, social, functional, integrated competitive employment skills and other transition-related goals;
- provide opportunities for the inclusion of students with severe disabilities in credit and non-credit courses with their non-disabled peers;
- provide linkages to adult agencies and organizations;
- promote participation in the student life of the college community;
- promote student participation in community-based competitive employment related directly to course selection and career goals, utilizing employment specialists and the Massachusetts Work-Based Learning Plan.
Student Outcomes The design will promote student participation in inclusive learning opportunities in IHEs. Students will:
- develop self-determination and self-advocacy skills;
- participate in career planning, vocational skill-building activities, (e.g. job shadowing and time-limited internships) and community-based integrated competitive employment opportunities; and
- improve academic, social, functional, independent living, and other transition-related skills.
Sustainability Plan The Partnership Leadership Team will develop a comprehensive plan that details the policies, practices, and procedures related to the implementation, sustainability, and ongoing evaluation of the Inclusive Concurrent Enrollment Program. Continuation funding for partnerships is contingent on demonstrated evidence of steady increases in student enrollment from semester-to semester and year-to-year until the partnership is enrolling students at a rate which reflects natural proportions. Each funded campus should document expansion in enrollments, integrating grant funds with in-kind contributions.
||Proposals must be submitted by public institutions of higher education on behalf of the partnerships.
Only proposals submitted on behalf of partnerships funded during FY2015 will be considered for this continuation grant. Proposals may include new districts or IHE members to the partnership.
All proposals must:
- maintain a partnership with two or more public school districts and a two-year or four-year public institution of higher education (IHE);
- be designed to serve students with severe disabilities in inclusive settings;
- establish and formalize a Partnership Leadership Team, composed of leaders from the IHE and LEAs, and representatives from adult service agencies, employers, and family members that will:
- meet on a regular basis to discuss the policies, practices, and procedures necessary to implement and sustain inclusive concurrent enrollment;
- oversee the development, implementation and ongoing evaluation of the participation framework in order to facilitate the transition from high school into adult life and to sustain the ICE initiative;
- create policies, practices, and procedures to facilitate ongoing inclusion of new LEAs and to increase student enrollment until the partnership is enrolling students at rate which reflects natural proportions each year of the grant program. These procedures must include details on how parents of a student who may be appropriate for ICE should approach their LEA to request an opportunity to participate, including parents of students from LEAs that are currently not participating in the partnership.
In an effort to ensure sustainability, high quality proposals from partnerships with multiple districts will be given priority over proposals from partnerships with fewer districts.
||Upon Approval - 8/31/2016
The total amount available for any grantee is subject to state appropriation.
The state legislature has identified funding for this program in the Executive Office of Education (EOE).
Final funding levels are subject to state appropriation.
Applications will be reviewed and funded based upon the quality of programs proposed. Proposals with an in-kind contribution will be given priority.
||Funds may be used at any time for:
- student transportation costs (over and above pre-existing transportation fees);
- textbooks and materials to support the student coursework and participation on the college campus;
- fees for students*;
- consultants (e.g., parent consultants, employment specialists, and youth leaders);
- stipends/salaries and fringe benefits for project personnel
- training supplies, including site costs;
- mentoring from other ICE program partners;
- in-state travel costs;
- indirect costs for school districts at the ESE rate; and
- indirect costs for the IHEs at the approved ESE rate, not to exceed a maximum of 11%.
Funds may not be used at any time for:
- assistive technology (the necessary technology to ensure full access to the curriculum);
- pre-existing student transportation costs;
- tuition for courses*; and,
- stipends for supporting employment opportunities for participating students.
*Please note: State-supported tuition for courses shall be waived by the Institutions of Higher Education.
|Project Duration: ||7/1/2016 8/31/2016|
||Glenn Gabbard, Coordinator, Inclusive Concurrent Enrollment Program,
Executive Office of Education, email@example.com.
|Phone Number:||(617) 979-8335|
|Date Due: ||Open.|
For guidance on completing the required forms, consult "Grants for Schools: Getting Them and Using Them, A Procedural Manual" from the Department of Elementary and Secondary Education.
Part I General Program Unit Signature Page (Standard Contract Form and Application for Program Grants)
Inclusive Concurrent Enrollment Required Program Information
The MAICEI program is managed at the Executive Office of Education; the Department of Elementary and Secondary Education administers grants for the MAICEI.
Appendix A Evaluation Scorecard
Appendix B Quality Indicators for the Inclusive Concurrent Enrollment Partnership Programs
Appendix C Resource: Think College Standards, Quality Indicators & Benchmarks for Postsecondary Education Services for Students with Intellectual Disabilities
Appendix D Budget Narrative Worksheet
Notice of Funding Availability: Inclusive Concurrent Enrollment (ICE) Partnership Programs for Students with Disabilities Implementation/Continuation Grant
The partnerships will participate in required technical assistance and mentoring activities on promising inclusive practices to further develop the skills of faculty and staff in IHEs and public school districts. Training and technical assistance activities will include, but are not limited to:
- face-to-face meetings for all participants;
- assistance with establishing and/or enhancing each partnership's structures for collaboration, resource mapping, and planning for sustainability;
- online modules (e.g., career planning, development and employment, youth development, universal course design) and threaded discussions;
- onsite, online, and telephone technical assistance.
Providers for the required technical assistance activities may be selected by the Executive Office of Education (EOE) in collaboration with the grantee.
Partnerships will be required to participate in a two-part mid-year self-assessment visit detailing program activities to date. This assessment will focus on (1) Program and student performance, using the "Think College Standards, Quality Indicators, and Benchmarks for Post-Secondary Education Services for Students with Intellectual Disabilities" (Appendix B) as an organizing structure; and (2) Fiscal resource assessment, based on a current evaluation of the program budget as well as the status of the development of a self-sustainability model.
Partnerships will also be required to report program and student level performance data, using the "Think College Evaluation Data Collection System" on a timely basis, assuring that current information on student performance is available on an as-needed basis. Data reports will include:
- the names and State Assigned Student Identifiers (SASIDs) of students who participated in the program during Summer 2016;
- the title, number, and credit status of the courses in which each student was enrolled;
- student outcomes related to:
- information on each student's participation in community-based integrated competitive employment;
- information on each student's participation in the life of the college;
- student outcomes data related to:
- self-determination and self-advocacy skills;
- vocational skills;
- integrated competitive employment skills aligned with the Massachusetts Work-Based Learning Plan;
- academic, social, and functional skills; and
- other transition-related skills.
Other required data, to be reported outside of the data collection system may include:
- A summary of a formal exit interview and amended IEP (if the student is under 22 and continues to be eligible for special education) conducted with each non-returning student at the end of each semester.
- Continuation funding for partnerships is contingent on demonstrated evidence of increases in student enrollment from semester-to semester and year-to-year until the partnership is enrolling students at a rate which reflects natural proportions. Because of this focus on sustainability, each funded campus will include information documenting expansion in enrollments and evidence of implementation of self-sustainability, integrating externally generated funds and increases in in-kind contributions, among others.
||Applications must be sent in both electronic and hard copy formats:
- One (1) electronic copy in MSWord format should be sent to firstname.lastname@example.org; and,
- Three (3) hard copies, on three-hole punched paper, including the program signature page(s) bearing the original signature of the college or university's President. should be sent to:
- Glenn Gabbard
Coordinator, Inclusive Concurrent Enrollment Program
Executive Office of Education
Commonwealth of Massachusetts
One Ashburton Place, Room 1403
Boston MA 02108
office: 617.979.8335 cell: 617.571.7667