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Grants and Other Financial Assistance Programs: FY2014

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

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.
Priorities: 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.
  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 competitive employment related directly to course selection and career goals, utilizing employment specialists and 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, (e.g. job shadowing and time-limited internships) and community-based integrated competitive employment opportunities; and
    • improve academic, social, functional, 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.
Eligibility: Proposals must be submitted by public institutions of higher education on behalf of the partnerships.

Only proposals submitted on behalf of partnerships funded during FY2013 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 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.
Funding: Upon Approval - 8/31/2014

A total of $540,000 is available, subject to state appropriation.

The state legislature has 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.

Previously funded partnerships are eligible to apply as follows:
  • A total of $25,000 is available for the Bunker Hill Community College partnership.
  • A total of $105,000 each is available for the Bridgewater State University, Roxbury Community College, and UMass Boston partnerships.
  • A total of $100,000 each is available for the UMass Amherst and Westfield State University partnerships.
Applications will be reviewed and funded based upon the quality of programs proposed. Proposals with an in-kind contribution will be given priority.
Fund Use: 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 and youth leaders);
  • stipends/salaries and fringe benefits for project personnel
  • 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 Institutes 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 (ESE)
email: agreen@doe.mass.edu
Phone Number: 781-338-3368
Date Due: Friday, June 28, 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.) - Instructions
  4.  Download MS EXCEL file  FY2015 Part II - Budget Detail Pages (Include both pages.) - Instructions
  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 - Evaluation Scorecard
  2. Download PDF document Download MS WORD document  Appendix B- Quality Indicators for the Inclusive Concurrent Enrollment Partnership Programs
  3. 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
  4. Download PDF document Download MS WORD document  Appendix D - Budget Narrative Worksheet
Participation Requirements

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 may include, but are not limited to:
  1. face-to-face meetings for all participants;
  2. assistance with establishing and/or enhancing each partnership's structures for collaboration, resource mapping, and planning for sustainability;
  3. online modules (e.g., career planning, development and employment, youth development, universal course design) and threaded discussions;
  4. onsite, online, and telephone technical assistance.
Providers for the required technical assistance activities will be selected by the Department of Elementary and Secondary Education (ESE), the Department of Higher Education (DHE), and/or the Executive Office of Education (EOE).

Reporting Requirements:

Partnerships will be required to participate in a mid-grant conference call detailing program activities to date.

Partnerships will also be required to submit to the ESE and/or EOE at the end of each semester a report that details the following:
  1. a summary of expenditures;
  2. the names and State Assigned Student Identifiers (SASIDs) of students who participated in the program during Fall 2013, Spring 2014, and (if applicable) Summer 2014;
  3. the title, number, and credit status of the courses in which each student was enrolled;
  4. student outcomes related to:
    1. information on each student's participation in community-based integrated competitive employment;
    2. information on each student's participation in the life of the college;
  5. student outcomes data related to:
    1. self-determination and self-advocacy skills;
    2. vocational skills;
    3. integrated competitive employment skills aligned with the Massachusetts Work-Based Learning Plan;
    4. academic, social, and functional skills; and
    5. other transition-related skills.
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
MA Department of Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148-4906


Last Updated: May 31, 2013
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