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Grants and Other Financial Assistance Programs: FY2013

Inclusive Concurrent Enrollment (ICE) Partnership Programs for Students with Disabilities - Planning Grant
Fund Code: 235

Purpose: The purpose of this state-funded competitive grant program is to plan and develop new 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 as defined in Section 1 of Chapter 71B of the General Laws between the ages of 18 and 22, inclusive. 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.
Priorities: Two priorities have been identified by the Department of Elementary and Secondary Education (ESE). Applicants are directed to select one or both of the priorities and to complete the required program information.
  1. Inclusive Educational Opportunities

    The partners will plan and develop 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.

    1. 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 integrated competitive employment related directly to course selection and career goals, utilizing the Massachusetts Work-Based Learning Plan.
    2. 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, and community-based integrated competitive employment opportunities; and
      • improve academic, social, functional, and other transition- related skills.
    3. Action Plan - Development of an action plan that will provide details on how the Partnership Leadership Team will:
      • meet the grant purpose, design elements, and role requirements;
      • implement the grant; and
      • sustain the practices and programs.

    Technical assistance will be provided to the new partnerships as they develop the action plan and program. Additionally, new partnerships will use allocated funds to obtain mentoring services from existing ICE partnerships.

    Partnerships will participate in at least one required technical assistance and mentoring opportunity on promising inclusive practices to further develop the skills of faculty and staff in IHEs and in public school districts.

    Providers for the required technical assistance activities will be selected by the Department of Elementary and Secondary Education (ESE) and the Department of Higher Education (DHE).

  2. Inclusive Resident Life Opportunities

    The partners will plan and develop model inclusive resident life practices and programs in IHEs for students, ages 18-22, who are considered to have severe disabilities, who are participating in the educational program of the college, and in the case of 18 or 19 year olds, have been unable to achieve the competency determination necessary for high school graduation.

    1. Design - These practices and programs must:
      • be designed to promote and enhance social, functional, and independent living skills and other transition-related goals;
      • promote participation in the student life of the college community;
      • provide linkages to adult agencies and organizations;
      • provide opportunities for the inclusion of students in the resident life of the college, with accommodations, supports, and services necessary to enable inclusive dormitory living;
    2. Student Outcomes - The design will promote student participation in inclusive learning opportunities in IHEs. Students will:
      • develop self-determination and self-advocacy skills;
      • improve social, functional, independent living, and other transition-related skills.
    3. Action Plan - Development of an action plan that will provide details on how the Partnership Leadership Team will:
      • meet the grant purpose, design elements, and role requirements;
      • implement the grant; and
      • sustain the practices and programs.

    Technical assistance will be provided to the new partnerships as they develop the action plan and program.

    Providers for the required technical assistance activities will be selected by the Department of Elementary and Secondary Education (ESE) and the Department of Higher Education (DHE).
Eligibility: All proposals must:
  • present a partnership between 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. For Priority One, this Team should be composed of leaders from the IHE and LEAs, and representatives from adult service agencies, employers, and family members. For Priority Two, this Team should be composed of leaders from the IHE and LEAs, and representatives from adult service agencies, family members, and those who will work towards the success of inclusive dormitory living, such as the IHE resident life director, student resident life peers or resident life coordinators.

    The Partnership Leadership Team 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 each year of the grant program. These procedures must include details on how the parent of a student who may be appropriate for ICE should approach their LEA to request an opportunity to participate.

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.

IHEs that participated in the FY2011 or FY2012 Fund Code 235 planning or 235B continuation grant program are not eligible to participate in Priority One of this planning grant program.
Funding: Upon Approval - 8/31/2013

Proposals must be submitted by public institutions of higher education on behalf of the partnerships.

A total of $90,000 is available, subject to state appropriation.

  • One partnership may be awarded up to $30,000 to plan inclusive educational programming (Priority One). $5,000 must be set aside for mentoring activities using the state-designed funding mechanism.
  • Two partnerships may be awarded up to $30,000 each to plan inclusive resident life programming (Priority Two).

Applications will be reviewed and funded based upon the quality of programs proposed. Proposals with an in-kind contribution will be given priority.

For Priority Two, priority will be given to partnerships funded under the FY2011 or FY2012 Fund Code 235 planning or 235B continuation grant program.
Fund Use: Funds may be used for:
  • consultants (e.g., parent consultants and youth leaders);
  • stipends/salaries and fringe benefits for project personnel, including employment specialists, student resident life peers (who provide supports for dormitory living), and resident life coordinators and/or caregivers;
  • mentoring and technical assistance to support the development of the proposed model;
  • training for student resident life peers (who provide supports for dormitory living)
  • training supplies, including site costs;
  • 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;
  • equipment;
  • tuition for courses*;
  • stipends for supporting employment opportunities for participating students;
  • out-of-state travel.

*Please note: State-supported tuition for courses shall be waived by the Institutes of Higher Education.
Project Duration: FY2013: Upon Approval - 6/30/2013
FY2014: 7/1/2013 - 8/31/2013
Program Unit: Special Education Planning and Policy Development Office
Contact: Amanda Green, Department of Elementary and Secondary Education (ESE) (781) 338-3368 agreen@doe.mass.edu
Date Due: Proposals must be submitted by 5:00 p.m., Friday, September 21, 2012.
Required Forms:
  1. Download PDF document Download MS WORD document  FY2013 Part I - General - Program Unit Signature Page - (Standard Contract Form and Application for Program Grants)
  2. Download PDF document Download MS WORD document  FY2014 Part I - General - Program Unit Signature Page - (Standard Contract Form and Application for Program Grants)
  3. Download MS EXCEL file  FY2013 Part II - Budget Detail Pages (Include both pages.)
  4. Download MS EXCEL file  FY2014 Part II - Budget Detail Pages (Include both pages.)
  5. Download PDF document Download MS WORD Document  FY2013-2014 Part III - Inclusive Concurrent Enrollment Required Program Information

NOTE: This grant program crosses two state fiscal years (FY2013 and FY2014) and requires that each partnership submit two Part I - Standard Contract Forms and two Part II - Budget Detail Pages. The first set (FY2013) will be for grant activities implemented between the award of funds and June 30, 2013. The second set (FY2014) should reflect dates and costs associated with grant activities implemented between July 1, 2013 and August 31, 2014.
Additional Information:
  1. Download PDF document Download MS WORD document  Appendix A-1 - Evaluation Scorecard for Priority One
  2. Download PDF document Download MS WORD document  Appendix A-2 - Evaluation Scorecard for Priority Two
  3. Download PDF document Download MS WORD document  Appendix B - Quality Indicators for the Inclusive Concurrent Enrollment Partnership Programs
  4. Download PDF document   Appendix C - Resource: Think College Standards, Quality Indicators & Benchmarks for Postsecondary Education Services for Students with Intellectual Disabilities Download PDF document Download MS WORD document  Appendix D - Budget Narrative Worksheet
The partnerships will participate in at least one required technical assistance and mentoring opportunities on promising inclusive practices to further develop the skills of faculty and staff in IHEs and in public school districts.

Partnerships will be required to participate in a mid-grant conference call detailing infrastructure and program development activities to date. During this call, partnerships will present their program design, describe the student recruitment and selection process, and provide information on staffing for key roles.

Reporting Requirements:

Partnerships will also be required to submit to the ESE at the end of the grant period a report that details the following:

For Priority One:
  1. a summary of expenditures during the planning year;
  2. the names and State Assigned Student Identifiers (SASIDs) of students who are expected to participate in the program in Fall 2013;
  3. the title, number, and credit status of the Fall 2013 courses in which each student will be enrolled;
  4. detailed plans for providing community-based integrated competitive employment opportunities; and
  5. plans for including students in the life of the college.

For Priority Two:
  1. a summary of expenditures during the planning year;
  2. the names and State Assigned Student Identifiers (SASIDs) of students who are expected to participate in the program in Fall 2013; and
  3. detailed plans and projected timetable for including students in the resident life of the college.
Submission Instructions: Submit:

  • one (1) electronic copy by email to agreen@doe.mass.edu and
  • three (3) hard-copy sets, each with an original signature of the Superintendent/Executive Director/IHE President.

Mail to:

Amanda Green

Massachusetts Department of
Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148-4906


Last Updated: June 20, 2012
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