Now that Some Provisions of the Higher Education Opportunity Act (HEOA) areEducation Opportunity Act (HEOA) are

Implemented…What’s Next?

Healthy Transition Initative Partners GroupOctober 27, 2010

Judy L. Shanley, Ph.D.US Department of Education

Office of Postsecondary Education

Current Work to Support Students with ppIntellectual Disabilities

Title VII – discretionary grants – Office of Postsecondary Education (OPE) TPSID 84.407A Coordinating Center 84.407B http://www2.ed.gov/programs/tpsid/index.html

Title IV – financial aid – Federal Student Aid (FSA)

http://www.ifap.ed.gov/ifap/index.jsp

2No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

Model  demonstrations (Subpart 1)  

US Dept of Education, Office of Postsecondary Education: Connections Across HEOA Part D Programs to Provide Students with Disabilities with a High Quality Education

National Technical Assistance Center (Subpart 4)

(no appropriations to date)Repository of strategies and supports for Students with all Di biliti i l di ID

(Extension of current 84.333A) contribute knowledge and data 

regarding strategies and supports to enhance the ability of higher ed faculty and staff to instruct all students with 

disabilities (teaching methods, transition synthesize research

Coordinating Center (84.407B) (Subpart 4) Disabilities, including ID

• Mentoring & networking

• Recruitment & transition

Knowledge from all Model 

transition, synthesize research, distance learning, disability career 

pathways).

TPSID (84.407A)  (Subpart 2) Model demonstration programs contribute 

(84.407B) (Subpart 4)

Develop standardsTA to TPSID granteesDevelop evaluation protocolsEvaluate programs

DemosInfo to prospective studentsInfo to IEP teamsInfo to IHE faculty, staff

• Training modules• Technology‐based 

knowledge and data about comprehensive transition & postsecondary education program components to support students with ID 

through evaluating models.

a uate p og a sDevelop communication mechanisms Provide support for developing  student credentials upon completion

Primary Relationship

tutorials

Provide TAregarding all 

Accessible Materials Program (Subpart 3)(no appropriations to 

date)Demonstration projects

Support to other 

Comprehensive disabilitiesDemonstration projects 

contribute knowledge and data about accessibility of 

instructional materials for students with print 

disabilities

Advisory Commission ‐

OSERS

Transition & Postsecondary Programs not funded under 

TPSID

Existing and future enhanced program with no current appropriationFuture program with no current appropriationFuture program with appropriation

J. Shanley, US Dept. of Education, Office of Postsecondary Education

Judy.shanley@ed.gov

disabilities. OSERS

Model Demonstrations (84 407A) Model Demonstrations (84.407A) Funded 27 (23 States) model

demonstrationsdemonstrations Two and Four year institutions Up to $500 000 annually Up to $500,000 annually Five-year performance period Started 10/01/2010 Started 10/01/2010 http://www2.ed.gov/programs/tpsid/in

dex.html4

dex.htmlNo official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

Coordinating Center (84.407B)Coordinating Center (84.407B)

Funded one Coordinating Center (ICI U Mass Boston)

$330,000 annually Five-year performance period Started 10/01/2010 http://www2.ed.gov/programs/coordin

ti t /i d ht latingcenter/index.html

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Serves students with intellectual disabilities

Project Reach Convocation, U of Iowa, May 2010 http://www.desmoinesregister.com/article/20100510/LIFE/5100326/-1/COMM07/Students-learn-magic-of-I-can-not-I-can-t

Provides individual supports and services Provides a focus on academic enrichment, socialization, independent

living skills, including self-advocacy, and integrated work experiences d kill th t l d t i f l l tand career skills that lead to gainful employment

Integrates person-centered planning Participates with the coordinating center Engages in reg lar meetings or conference calls Engages in regular meetings or conference calls Partners with local educational agencies to support students under the

IDEA Plans for the sustainability of the model program

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Plans for the sustainability of the model program Creates and offers a meaningful credential

Participate in Comprehensive Transition c p e Co p e e s ve s oand Postsecondary Programs Transition, LEA, and SEA Professionals

Get to know programs in your area Meet with program staff on your campus or in your community Learn about financial aid process – talk with financial aid

administrators Field Visits – Job Sharing Serve in advisory capacity Serve in advisory capacity Cooperative teaching Examine policies that support or create barriers for CTP Programs

Participate in Coordinating Center forums Technical assistance around program development Share products and materials

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Attend events as appropriate

Participate in Comprehensive Transition c p e Co p e e s ve s oand Postsecondary Programs As a parent

Serve on advisory committees Engage business and community agencies Engage business and community agencies Heighten awareness and share information

As a Student As a Student Attend program (does not mean they participate in

financial aid) Learn about their features and apply them to your own

program Set up visits conference calls to discuss experiences

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Set up visits – conference calls to discuss experiencesNo official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

ASK QUESTIONS

Participate in other OPE Programs G i i E l A d R di f Gaining Early Awareness and Readiness for Undergraduate Programs (Gear-Up) - grant program designed to increase the number of low-income students who are prepared

d d i d d ito enter and succeed in postsecondary education.

TRIO Programs - outreach and student services programs designed to identify and provide services for individuals from disadvantaged backgrounds.

Fund for the Improvement of Postsecondary Education (FIPSE) - improve postsecondary educationalEducation (FIPSE) improve postsecondary educational opportunities across a broad range of concerns. Promotes innovative educational reform ideas, evaluates how well they work, and shares lessons learned with the larger education community.

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Questions and Discussion

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ll li ibl d i h i ll l

Title IV Programs – Financial Aid HEOA allows an eligible student with an intellectual

disability attending an eligible comprehensive transition and postsecondary program (CTPP) to receive:p y p g ( ) Federal Pell Grant, Federal Supplemental Education Opportunity Grant, and Federal Work-Study programs funds

Implementing regulations developed through negotiated rulemaking processrulemaking process

12No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

Three Pieces Related to How Students get Financial Aid

S d h b li ibl d i h ID Student has to be an eligible student with an ID Student has to be eligible to receive financial aid

Apply for title IV eligibility with their FAFSA http://www.fafsa.ed.gov/

Program must be an approved CTP Program Apply to update their program through their E-app Apply to update their program through their E app

http://www.eligcert.ed.gov Internal review by FSA

E t l i b f i l ith ti i CTP External review by professionals with expertise in CTP –offer recommendations

4-6 week process; institutions can reapply if they are not i iti ll d

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initially approvedNo official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

An Eligible Student with an

fi d i i f h ( i h li h

gIntellectual Disability Defined in section 760 of the HEOA (with slight

modifications) A student: A student:

With mental retardation or significant cognitive impairment AND

Who is/was eligible for FAPE under IDEA Private/home-schooled students

I i i l i l d i if d h Institution ultimately determines if student meets the definition

14No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

An Eligible Student: Qualifying to g Q fy gParticipate in Financial Aid Programs

M t b ll d i d CTP P Must be enrolled in an approved CTP Program Must meet all of the general student eligibility

requirements under section 668.32 EXCEPT: Does NOT have to be enrolled for the purpose of

obtaining a degree or certificate Is NOT required to have a high school diploma or Is NOT required to have a high school diploma or

have passed an ability-to-benefit test Must maintain satisfactory academic progress under

h l’ li f t d t i th CTPschool’s policy for students in the CTP Documentation must demonstrate that student has an

intellectual disability

15No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

fi d i i f h ( i h li h

An Eligible Program Defined in section 760 of the HEOA (with slight

modifications) Must: Must:

Be offered by a participating title IV IHE Be designed to support students with intellectual g

disabilities (ID) Include an advising and curriculum structure

R i d i h ID i i i d Require students with ID to participate in courses and activities with students without disabilities

16No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

Students, their families, and other information seekers, are encouraged to discuss specific

financial needs and circumstances with schoolfinancial needs and circumstances with school officials, and personal financial advisors, since,

each financial case is unique, and may have q yvarying impact upon connections across programs,

and a student’s eligibility, and receipt of support across systemsacross systems.

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

As with any major reform effort, change often happens l th th fi hti f th t h ld likslower than those fighting for that change would like,

but, with continued effort and “relentless optimism” a new vision of higher education is emerging where all, even those who have been traditionally excluded fromeven those who have been traditionally excluded from halls of academia, have a right to belong, succeed, and learn.

Causton-Theoharis, Ashby, & DeClouette. (2009). Relentless optimism: Inclusive postsecondary opportunities for students with significant disabilities. Journal of

Postsecondary Education and Disability, 22(2), 88-105.

18No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

Select Resources Related to Comprehensive Transition & Postsecondary Education Programs Students with Disabilities in Postsecondary Education: A Profile of Preparation, Participation, and Outcomes (June 1999).

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=1999187 (6% of college students reported having a disability – however, survey did not collect data regarding whether student had a developmental or intellectual disability).

C ( C) C // / f

Education Programs

Postsecondary Education Research Center (PERC), Transition to College. http://www.transitiontocollege.net/. Wealth of resources regarding dual enrollment and evaluation.

Condition of Education (2009).Indicator 10 – undergraduate enrollment – did not collect data regarding disability status of college enrollees (http://nces.ed.gov/programs/coe/2009/pdf/10_2009.pdf).

Thinkcollege.net

Article in US News http://www.usnews.com/articles/education/2009/02/13/college-is-possible-for-students-with-intellectual-disabilities.html?PageNr=2

REACH (Realizing Educational and Career Hopes) (http://news.cofc.edu/2010/02/college-launches-realizing-educational-and-career-hopes-program/ program at the College of Charleston http://blogs.cofc.edu/life/

Lewis & Clark Community College Program http://www.lc.edu/media/67984/presentation%20handout%20-%20accessible%20format.pdf

Vanderbilt Program http://kc.vanderbilt.edu/kennedy_files/PostSecondaryEducation.pdf

University of Iowa Reach (Realizing Educational and Career Hopes) Program --http://www.education.uiowa.edu/reach/index.html

19No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

Select Resources Related to Financial Aid F d l St d t Aid F di Ed ti B d Federal Student Aid: Funding Education Beyond

High School: The Guide to Federal Student Aidhttp://studentaid.ed.gov/students/publications/student

id /i d h l_guide/index.html. College Preparation Checklist: The checklist

includes a “to do” list for students and parents, fromincludes a to do list for students and parents, from elementary school to adult students, to help get ready for college, basic information about federal student aid and money for college and tips for filling out theaid and money for college, and tips for filling out the FAFSA. http://studentaid.ed.gov/PORTALSWebApp/students/english/publications jsp

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s/english/publications.jsp

Judy L. Shanley, Ph.D.

J d h l @ dJudy.shanley@ed.gov

Office of Postsecondary Education

Voicemail – 202-502-7659

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