Request for Proposal (RFP)

Transcription

1 Request for Proposal (RFP) Amount: $5,000 Dates of Service: November 1, 2013 July 31, 2014 Application Due: October 11, 2013 Universities and colleges have long recognized the importance of a diverse student body. However, many higher education institutions are missing critical opportunities to expand diversity among students by including students with intellectual and developmental disabilities (IDD). Creating a more inclusive environment and teaching using universal design can have a multiplier effect that will, in turn, attract more students. Postsecondary educational (PSE) opportunities for individuals with intellectual disabilities have been expanding for decades. However, PSE remains a reality that few families consider. Attending college can contribute to growth among individuals with intellectual disabilities in many of the same ways traditional students benefit from PSE: academic and personal skill building, independence, self-advocacy, friendships, and, perhaps most importantly, employment skills. Principles of Inclusive Post-secondary Education (Excerpts from Principles for Developing and Sustaining Post-Secondary Options for Students with Disabilities by Dr. Patricia Nobbie) The first principle is that this is an INCLUSIVE program. The students are in the campus mix, like any other student, choosing and going to the same classes like everyone else does, having access to the same social networks and events that other students have access to, based on their preferences and interests. They are not in a separate program, in a separate department or building, with different teachers. They are part of the student body, to every extent possible, and that includes having access to campus living. The second principle is that this is an ACADEMIC program. It is not a social program or a welfare program or a disability program. The third principle is that the students are ACCOMMODATED to assist them to successfully navigate the academic environment and these accommodations are legitimate and necessary, and must be designed to help students be seamlessly included and not separated from their peers. So developing the mentor role, training them and the students they support to use this accommodation successfully, and adequately compensating them for their time and contributions is a critical piece of post-secondary education for students with disabilities. The fourth principle is that the end goal for these students, like any college graduate, is for them to be EMPLOYED, creative, supported, individualized, competitive employment. Each program needs to support an Employment First principle, which means that employment is the FIRST option for support after college. Programs need to engage Vocational Rehabilitation and Campus career placement services in the employment of these students. Also, they should be employed ON CAMPUS, in a variety of jobs just like their peers who work. The last principle is EVALUATED. There is rigorous measure of the students and the project outcomes that can make the case for further funding and accreditation. INCLUSIVE, ACADEMIC, ACCOMMODATED, EMPLOYMENT ORIENTED and EVALUATED. Keep these in your sites, use these principles as the foundation and promotion of the project and assess each new proposal on each new campus against these principles.

2 Purpose The purpose of this grant is to expand opportunities for students with intellectual and developmental disabilities in Georgia by funding colleges and universities to examine the feasibility of offering an inclusive postsecondary education program on their campus. Target Population According to the Developmental Disabilities Act, section 102(8), "the term 'developmental disability' means a severe, chronic disability of an individual 5 years of age or older that: 1. Is attributable to a mental or physical impairment or combination of mental and physical impairments; 2. Is manifested before the individual attains age 22; 3. Is likely to continue indefinitely; 4. Results in substantial functional limitations in three or more of the following areas of major life activity; (i) Self-care; (ii) Receptive and expressive language; (iii) Learning; (iv) Mobility; (v) Self-direction; (vi) Capacity for independent living; and (vii) Economic self-sufficiency. 5. Reflects the individual's need for a combination and sequence of special, interdisciplinary, or generic services, supports, or other assistance that is of lifelong or extended duration and is individually planned and coordinated, except that such term, when applied to infants and young children means individuals from birth to age 5, inclusive, who have substantial developmental delay or specific congenital or acquired conditions with a high probability of resulting in developmental disabilities if services are not provided." Higher Education Opportunity Act The Higher Education Opportunities Act is designed to support students with intellectual disabilities who are seeking to continue academic, career and technical and independent living instruction in order to prepare for gainful employment. The programs offered include an advising and curriculum structure, and requires students with ID to participate on not less than halftime basis with nondisabled students in 1. Regular enrollment in credit-bearing courses 2. Auditing for participating in courses for which the student does not receive regular academic credit 3. Enrollment in noncredit-bearing, non-degree courses, or 4. Participation in internships or work-based training The HEOA defines the term student with an intellectual disability to mean a student with mental retardation or a cognitive impairment, characterized by significant limitations in intellectual and cognitive functioning, and adaptive behavior as expressed in conceptual, social, and practical adaptive skills, and who is currently, or was formerly, eligible for a free appropriate public education under the Individuals with Disabilities Education Act (IDEA). The HEOA authorizes a new program of awards to institutions of higher education to support model comprehensive transition and post-secondary programs for students with intellectual disabilities. Funds are to be used for models that provide individual supports and services to promote the inclusion of students with intellectual disabilities in academic courses, extracurricular activities, and other aspects of the institution s regular post-secondary program, and include a focus on academic enrichment, socialization, independent living skills, integrated work experiences, person-centered planning, and the creation of a meaningful

3 credential for students upon completion of the program. The HEOA requires the Department to establish an advisory commission on accessible instructional materials in post-secondary education for students with disabilities. The Commission is charged with conducting a study to (1) assess the barriers and systemic issues that may affect, and technical solutions available that may improve, the timely delivery and quality of instructional materials; (2) make recommendations for a comprehensive approach to improve opportunities for students with print disabilities to access materials in a time frame comparable to the availability for nondisabled students. The recommendations are to inform Federal regulations and legislation, support the model demonstration programs authorized under section 773 of the HEA, identify best practices, improve the effective use of such materials, and modify the definitions of instructional materials, authorized entities, and eligible students. The Commission must provide a report to the Secretary and Congress detailing the findings and recommendations of the study not later than one year after its first meeting. Georgia Inclusive Post-secondary Education Consortium The Georgia Inclusive Post-secondary Education Consortium seeks to create opportunities for students who have historically not had access to post-secondary educational opportunities. Members of the Consortium are committed to providing information and training resources for individuals, families, colleges & universities, and agencies to achieve the goal of inclusive PSE opportunities for all. The Consortium Steering Committee includes representatives from the Center for Leadership in Disability at Georgia State University, Georgia Council on Developmental Disabilities, Georgia Advocacy Office, Institute for Human Development and Disability at University of Georgia, Georgia Department of Behavioral Health and Developmental Disabilities, Kennesaw State University Academy for Inclusive Learning, Georgia State University, All About Developmental Disabilities, Georgia Vocational Rehabilitation Agency, and American International Leadership Institute. Center for Leadership in Disability at Georgia State University The Center for Leadership in Disability (CLD) is a University Center for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD), and operates within the School of Public Health at Georgia State University. The mission of the CLD is to translate research into sustainable community practices that contribute to independent, self-determined, inclusive, and productive lives. We accomplish this by partnering with individuals with developmental disabilities and their families, educating current and future professionals, developing and promoting innovative and effective systems changes, conducting research, and disseminating information. The CLD will manage the RFP and convene a panel to evaluate and prioritize applications. They will also provide post award follow-up. Georgia Department of Behavioral Health and Developmental Disabilities The mission of the Department of Behavioral Health and Developmental Disabilities (DBHDD) is to provide and promote local accessibility and choice of services and programs for individuals, families and communities through partnerships, in order to create a sustainable, self-sufficient and resilient life in the community. Georgia Council on Developmental Disabilities The Georgia Council on Developmental Disabilities (GCDD) is a federally funded independent state agency that promotes and creates opportunities to enable persons with disabilities to live, work, play and worship as an integral part of society. We accomplish this through three primary areas of focus: public policy, advocacy and program funding and implementation. Through collaboration with citizens, policymakers, public and private advocacy organizations, we work to promote increased independence, inclusion, integration, productivity and self-determination for persons with

4 developmental disabilities. Our efforts include public policy research, analysis, and promotion, project demonstration, education, training, and dissemination of accurate public information. Kennesaw State University Academy for Inclusive Learning The Kennesaw State University Academy for Inclusive Learning and Social Growth offers a fully inclusive 2 year college experience to students with intellectual or developmental disabilities who do not meet the university requirements for admission as a degree seeking student. The program includes enrollment as nondegree seeking audit students in typical university courses alongside degree seeking students and includes social integration, career exploration and training resulting in a Certificate of Social Growth and Development. Qualifications An institution of higher education (IHE) in the state of Georgia that currently does not have a program for inclusive PSE Relationships with recognized leadership in the field of intellectual and developmental disabilities Demonstrated the capacity to plan, provide, or evaluate approaches, which incorporate core developmental disability policies and values such as inclusion, adult learning, family support, and participant-direction. Demonstrated knowledge of formal and informal supports and services for adult learners with IDD and their families in Georgia Capacity and infrastructure to manage grant funds in such a way as to be transparent and to maintain accountability for all expenditures, including development and completion of required reports in a timely fashion. Capacity to create and distribute a final report that will identify the initiative s processes, successes, barriers, and policy change recommendations for increasing the availability of quality inclusive post-secondary education opportunities across Georgia To carry out the intent of this objective, GSU will make available one grant for up to $5,000 with a required minimum of 25% non-federal matching funds. This initiative will not be subject to the declining federal/council participation based on the poverty or non-poverty status of the county in which the applicant is headquartered. Requirements One representative at quarterly GAIPSEC Meetings Quarterly reports to GAIPSEC Steering Committee (verbal) Monthly updates to the GAIPSEC Steering Committee during monthly phone call GAIPSEC logo and tagline in marketing and other materials Models have to be INCLUSIVE Seek TA from qualified entities supporting inclusive PSE Application Checklist Agency contact and contact information Budget & Budget Narrative Proposal Evidence of Institutional Support Application Format Requirements Maximum length 4 pages, one inch margins, 12 point font, and single spaced Budget, budget narrative, and letters of support are not included in the page limit

5 Budget and Budget Narrative Please provide a budget of anticipated expenses and budget narrative outlining the total budget requested and expenses associated that might include but not limited to onsite consultation, travel and visits to other inclusive PSE programs, and attendance at a national conference on inclusive PSE. Maximum funding for nine months is $5,000. A minimum 25% match (cash or in-kind). Match is funds or in-kind contributions to the project that come from any non-federal source. There is a 13% of total modified direct costs cap on indirect costs. Proposal The successful proposal will address how the grantee plans to conduct a needs assessment and the following components in the request: What is the feasibility of creating an inclusive post-secondary education program at your college or university that supports quality academic access for students with intellectual disabilities? career development leading to competitive employment for students with intellectual disabilities? campus membership for students with intellectual disabilities? development of self-determination in students with intellectual disabilities? alignment with college systems and practices for students with intellectual disabilities? collaborate and coordinate with college resources? sustainability? quality postsecondary education services for students with intellectual disabilities? (Adapted from ThinkCollege! Standards for Inclusive Higher Education) Proposal Structure Scoring will be out of a total of 75 points Organizational Information (25 points) Provide information on the IHE current mission and structure, and scope of current activities, and describe how these all contribute to the ability of the IHE to conduct the program requirements and meet program expectations. Describe the IHE s proven leadership role in activities undertaken related to establishing collaborative partnerships, conducting needs assessments and building systems of services. Provide a description of the available resources (staff, funds, related projects, in-kind contributions) to carry out the project and how these resources will help sustain the project beyond GAIPSEC funding. Staffing Plan and Personnel Requirements (10 points) Applicants must present a brief staffing plan and provide supporting justification that includes education and experience qualifications and rationale for the amount of time being requested for each staff position. Goals, Objectives, and Timeline for Activities and Reporting (25 points) Budget & Budget Narrative (10 points) Evidence of Institutional Support (5 points) Letter of support from institutional leadership

6 Schedule/Timeline The application deadline is October 11, Applications should be submitted in.pdf document via to with the subject line of PSE Feasibility Proposal. Notification of status of all requests will be made within 30 days via . Reporting The effective grantee under this funding must comply with the following reporting and review activities: 1. Reports to GAIPSEC Submit two reports summarizing the activities completed within the quarter in response to your goals and objectives outline in this proposal. A template will provided by the GAIPSEC. Reports will be due January 31 & April Annual Report to the GAIPSEC Submit an annual report each year summarizing the activities completed in response to your goals and objectives outline in this proposal. A template will be provided by the GAIPSEC. Reports will be due by July 15. Terms & Conditions This RFP does not constitute an offer by GSU or GAIPSEC to enter into an agreement and cannot be accepted by any applicant to form an agreement. This RFP is only an invitation for offers from interested applicants and no offer shall bind GSU or GAIPSEC. Each Proposal submitted will become the property of GSU, without compensation to an applicant, for GSU s use in its discretion. This RFP may be cancelled by GSU in accordance with its responsibilities to the GCDD. If GSU issues an award pursuant to this RFP, GSU will prepare and forward to the effective grantee an agreement for execution containing, among other things, the required elements as set forth in GSU s agreement with GCDD, a copy of which is provided in this RFP. By submitting a proposal, the applicant represents that it can comply with the required elements (see GCDD-GSU contract agreement ). To be eligible for participation, awardees must agree to all terms and conditions prior to program implementation. Questions Questions and concerns may be submitted in writing to Susanna Miller Center for Leadership in Disability Georgia State University smiller65@gsu.edu ( )