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Grants and Other Financial Assistance Programs: FY2014

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 for this program. Applicants are directed to select one of the priorities and to complete the required program information.
  1. Planning 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; and
      • promote student participation in community-based integrated competitive employment related directly to course selection and career goals, using 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 may be required to 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 Executive Office of Education (EOE) ), and/or the Department of Elementary and Secondary Education (ESE), the Department of Higher Education (DHE).
  2. Planning 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 inclusive credit and non-credit courses with their non-disabled peers at 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; and
      • 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 and implementation will promote student participation in inclusive learning opportunities in IHEs. Students will:
      • develop self-determination and self-advocacy skills; and
      • 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 Executive Office of Education (EOE), and/or the Department of Elementary and Secondary Education (ESE), 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 school districts, and representatives from adult service agencies, employers, and family members. For Priority Two, this Team should be composed of leaders from the IHE and school districts, 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; and
    • create policies, practices, and procedures to facilitate ongoing inclusion of new school districts each year of the grant program. These procedures must include details on how parents of students who may be appropriate for ICE should approach their school district 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, FY2012, or FY2013 Fund Code 235 planning or 235B continuation grant program are not eligible to participate in Priority One of this planning grant program.

Eligibility for Priority Two is limited to public IHEs currently or previously funded under state line item 7061-9600 and currently offering inclusive concurrent enrollment programming for students, ages 18-22, who are considered to have severe disabilities, who are participating in inclusive credit and non-credit courses with their non-disabled peers at 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.
Funding: Upon Approval - 8/31/2014

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

A total of $60,000 is available, subject to state appropriation. The state legislature had identified funding for this program in the Executive Office of Education (EOE). If this funding is sustained in EOE, awards will come from the EOE.
  • Two partnerships may be awarded up to $20,000 each to plan inclusive educational programming (Priority One). $2,000 must be set aside by each partnership for mentoring activities using the state-designed funding mechanism.
  • One partnership may be awarded up to $20,000 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, FY2012, or FY2013 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; and
  • out-of-state travel.
*Please note: State-supported tuition for courses shall be waived by the Institutions of Higher Education.
Project Duration: FY2014: Upon Approval - 6/30/2014
FY2015: 7/1/2014 - 8/31/2014
Program Unit: Special Education Planning and Policy Development Office
Contact: Amanda Green, Department of Elementary and Secondary Education
email address: agreen@doe.mass.edu
Phone Number: (781) 338-3368
Date Due: Wednesday, October 16, 2013
Proposals must be received at the Department by 5:00 p.m. on the date due.
Required Forms:
  1. Download PDF document Download MS WORD document  FY2014 Part I - General - Program Unit Signature Page - (Standard Contract Form and Application for Program Grants)
  2. Download PDF document Download MS WORD document  FY2015 Part I - General - Program Unit Signature Page - (Standard Contract Form and Application for Program Grants)
  3.  Download MS EXCEL file  FY2014 Part II - Budget Detail Pages (Include both pages.)
  4.  Download MS EXCEL file  FY2015 Part II - Budget Detail Pages (Include both pages.)
  5. Download PDF document Download MS WORD document  FY2014-2015 Inclusive Concurrent Enrollment Required Program Information
NOTE: This grant program crosses two state fiscal years (FY2014 and FY2015) and requires that each partnership submit two Part I - Standard Contract Forms and two Part II - Budget Detail Pages. The first set (FY2014) will be for grant activities implemented between the award of funds and June 30, 2014. The second set (FY2015) should reflect dates and costs associated with grant activities implemented between July 1, 2014 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 Download MS WORD document  Appendix C - Resource: Think College Standards, Quality Indicators & Benchmarks for Postsecondary Education Services for Students with Intellectual Disabilities
  5. Download PDF document Download MS WORD document  Appendix D - Budget Narrative Worksheet
The partnerships may be required to 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.

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.

Partnerships will be required to submit a budget amendment when there is any significant change in program activities or a change in any budget line.

Reporting Requirements:
Partnerships will also be required to submit to the ESE and/or EOE reports that detail the following:

For Priority One:
  1. a mid-year report including a narrative of progress and an expenditures summary to date.
  2. an end-of-year report detailing:
    • a summary of expenditures during the planning year;
    • the names and State Assigned Student Identifiers (SASIDs) of students who are expected to participate in the program in Fall 2014;
    • the title, number, and credit status of the Fall 2014 courses in which it is anticipated that each student will be enrolled;
    • detailed plans for providing community-based integrated competitive employment opportunities; and
    • plans for including students in the life of the college.
For Priority Two:
  1. a mid-year report including a narrative of progress and an expenditures summary to date.
  2. an end-of-year report detailing:
    • a summary of expenditures during the planning year;
    • the names and State Assigned Student Identifiers (SASIDs) of students who are expected to participate in the program in Fall 2014; and
    • detailed plans for including students in the resident life of the college.
Submission Instructions:
  • 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
    Special Education Planning and Policy Development
    Massachusetts Department of
    Elementary and Secondary Education
    75 Pleasant Street
    Malden, MA 02148-4906


Last Updated: July 3, 2013
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