Opportunity Information: Apply for ED GRANTS 051120 003
This grant opportunity, offered by the U.S. Department of Education through the Office of Postsecondary Education (OPE), funds a single national Coordinating Center for the Transition Programs for Students with Intellectual Disabilities into Higher Education (TPSID-CC), listed under CFDA 84.407B. It is a discretionary grant competition (Funding Opportunity Number ED GRANTS 051120 003) created on May 11, 2020, with applications made available the same day. The deadline to submit applications was July 10, 2020, and the intergovernmental review deadline was September 8, 2020. The notice emphasizes that the short description is only a synopsis and that the controlling requirements, priorities, performance measures, and full application instructions appear in the official Federal Register application notice, along with the Department of Education "Common Instructions" for discretionary grants published February 13, 2019 (84 FR 3768).
The main purpose of the program is to support a national hub that strengthens and connects TPSID efforts across the country by building the evidence base for what works in inclusive postsecondary education for students with intellectual disabilities. In practical terms, the TPSID-CC is expected to conduct, coordinate, and widely share research on strategies that improve student outcomes across several areas: academic success, social inclusion, employment, and independent living. Rather than funding direct services at one campus, this coordinating center role is designed to lift the quality and consistency of TPSID projects nationally by setting common approaches to research, evaluation, and continuous improvement.
A central responsibility of the TPSID-CC is to establish a comprehensive research and evaluation protocol for TPSID programs. That means developing shared methods, measures, and data practices that TPSID grantees can use so outcomes can be understood across sites and over time, not just within individual programs. The coordinating center is also tasked with organizing longitudinal follow-up data collection, which focuses on tracking students after participation to better understand longer-term effects on employment, further education, community participation, and independent living outcomes. This longitudinal element is important because it moves beyond short-term reporting and supports stronger conclusions about real-world impact.
Another major component is technical assistance and capacity-building. The TPSID-CC is expected to provide technical assistance to TPSID grantees on key program components and on implementing evidence-based practices. This can include guidance on inclusive academic experiences, campus participation, job preparation and placement supports, and other program design features that influence student outcomes. The opportunity also calls for the coordinating center to administer a mentoring program that matches current and new TPSID grantees based on areas of expertise, so that newer projects can learn from experienced sites and successful models can spread more quickly and reliably.
Beyond supporting existing TPSID grantees, the TPSID-CC is also expected to help strengthen the broader pipeline into inclusive higher education. Specifically, the description notes technical assistance to build the capacity of kindergarten through grade 12 transition services and to support inclusive practices in postsecondary education. This reflects the reality that successful college participation for students with intellectual disabilities often depends on earlier transition planning, interagency coordination, and effective preparation for adult life, including employment and independent living. In short, the coordinating center is meant to serve as a national driver for research, standard-setting, professional learning, and cross-site coordination that improves both the quality of TPSID programs and the broader systems that help students with intellectual disabilities move successfully into and through higher education.
Eligibility is listed broadly as "Others" with instructions to consult the official notice for specifics, and the funding synopsis indicates one expected award. The announcement also directs applicants to the Federal Register and the Department's common discretionary grant instructions for the authoritative details on eligibility, how to apply, required forms, submission procedures, and any special priorities or performance reporting requirements tied to the award.Apply for ED GRANTS 051120 003
- The Department of Education in the education sector is offering a public funding opportunity titled "Office of Postsecondary Education (OPE): Coordinating Center for Transition Programs for Students with Intellectual Disabilities into Higher Education—(TPSID-CC) CFDA 84.407B" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 84.407.
- This funding opportunity was created on May 11, 2020.
- Applicants must submit their applications by Jul 10, 2020 Applications Available May 11, 2020.Deadline for Transmittal of Applications July 10, 2020.Deadline for Intergovernmental Review September 8, 2020.. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
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Frequently Asked Questions (FAQs)
What is this grant opportunity?
This is a U.S. Department of Education, Office of Postsecondary Education (OPE) discretionary grant competition to fund a single national Coordinating Center for the Transition Programs for Students with Intellectual Disabilities into Higher Education (TPSID-CC). It is listed under CFDA 84.407B and Funding Opportunity Number ED GRANTS 051120 003.
Who is offering the grant?
The grant is offered by the U.S. Department of Education through the Office of Postsecondary Education (OPE).
What does TPSID-CC stand for?
TPSID-CC stands for the Coordinating Center for the Transition Programs for Students with Intellectual Disabilities into Higher Education.
What is the purpose of funding a national coordinating center instead of individual campus programs?
The purpose is to create a national hub that strengthens and connects TPSID efforts across the country. Rather than delivering direct services at one institution, the coordinating center is intended to improve national quality and consistency by coordinating research, evaluation, shared methods, and continuous improvement across TPSID projects.
How many awards were expected under this opportunity?
The funding synopsis indicates that one award was expected, meaning the competition was intended to fund a single national coordinating center.
What is the TPSID-CC expected to do?
The TPSID-CC is expected to conduct, coordinate, and widely share research on strategies that improve outcomes for students with intellectual disabilities in inclusive postsecondary education. The outcomes highlighted include academic success, social inclusion, employment, and independent living.
What kinds of student outcomes are emphasized in this opportunity?
The notice emphasizes improving outcomes in academic success, social inclusion, employment, and independent living for students with intellectual disabilities participating in inclusive postsecondary education.
What is meant by a "comprehensive research and evaluation protocol" for TPSID programs?
It means the coordinating center is responsible for developing shared methods, measures, and data practices that TPSID grantees can use. The goal is to make outcomes comparable across sites and over time, rather than having each program use unrelated approaches that cannot be easily combined or compared.
Why does the opportunity focus on shared methods and measures across sites?
Shared methods and measures support stronger understanding of what works nationally. When TPSID programs use common approaches to research and evaluation, results can be aggregated and compared across projects, improving the evidence base for inclusive postsecondary education for students with intellectual disabilities.
What is the role of longitudinal follow-up data collection?
The coordinating center is tasked with organizing longitudinal follow-up data collection to track students after participation. This is meant to help understand longer-term effects, including employment, further education, community participation, and independent living outcomes.
Which post-program outcomes are specifically mentioned for longitudinal tracking?
The description specifically mentions employment, further education, community participation, and independent living as areas for longitudinal follow-up.
What types of technical assistance is the TPSID-CC expected to provide?
The TPSID-CC is expected to provide technical assistance and capacity-building to TPSID grantees on key program components and on implementing evidence-based practices. Examples referenced include inclusive academic experiences, campus participation, job preparation and placement supports, and other program design features that influence student outcomes.
What is the mentoring program mentioned in the opportunity?
The opportunity calls for the coordinating center to administer a mentoring program that matches current and new TPSID grantees based on areas of expertise, so newer projects can learn from experienced sites and effective models can spread more quickly.
Does the TPSID-CC only support existing TPSID grantees?
No. In addition to supporting TPSID grantees, the TPSID-CC is also expected to help strengthen the broader pipeline into inclusive higher education by providing technical assistance to build the capacity of kindergarten through grade 12 transition services and to support inclusive practices in postsecondary education.
How does the opportunity connect K-12 transition services to inclusive higher education?
The description reflects that successful college participation for students with intellectual disabilities often depends on earlier transition planning, interagency coordination, and preparation for adult life, including employment and independent living. The coordinating center is expected to provide technical assistance that supports this pipeline.
Is the short description in the announcement the official source of requirements?
No. The notice emphasizes that the short description is only a synopsis. The controlling requirements, priorities, performance measures, and full application instructions are in the official Federal Register application notice and the Department of Education "Common Instructions" for discretionary grants.
Where are the authoritative application instructions and requirements located?
The authoritative details are in the official Federal Register application notice for this competition, along with the Department of Education "Common Instructions" for discretionary grants published February 13, 2019 (84 FR 3768).
What is the CFDA number for this opportunity?
The opportunity is listed under CFDA 84.407B.
What is the Funding Opportunity Number?
The Funding Opportunity Number is ED GRANTS 051120 003.
When was this funding opportunity created and when were applications made available?
The opportunity was created on May 11, 2020, and applications were made available on the same day.
What was the application deadline?
The deadline to submit applications was July 10, 2020.
What was the intergovernmental review deadline?
The intergovernmental review deadline was September 8, 2020.
Who was eligible to apply?
Eligibility is listed broadly as "Others," with instructions to consult the official Federal Register notice for the specific eligibility requirements.
Where should applicants look for the definitive eligibility rules?
Applicants are directed to consult the official Federal Register application notice and the Department of Education's common discretionary grant instructions for the controlling eligibility details.
Does this opportunity fund direct student services at a single campus?
The description frames the award as funding a national coordinating center rather than funding direct services at one campus. The coordinating center is designed to support national research, evaluation, technical assistance, and cross-site coordination.
What does "discretionary grant competition" mean in this context?
The opportunity is described as a discretionary grant competition, meaning it is awarded through a competitive process with requirements, priorities, and application instructions defined in the official notice and associated Department of Education grant instructions.
What should applicants rely on for performance measures and reporting expectations?
Performance measures and any performance reporting requirements tied to the award are described as part of the controlling requirements in the official Federal Register application notice and related Department of Education instructions.
What is the intended national impact of the TPSID-CC?
The coordinating center is meant to serve as a national driver for research, standard-setting, professional learning, and cross-site coordination that improves both the quality of TPSID programs and the broader systems that support students with intellectual disabilities transitioning into and through higher education.
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