Specifications include, but are not limited to: Partners for this priority will plan and develop model inclusive education practices and programs in colleges and universities for the target audience of students. By the end of the first two months of funding, grantees are expected to have formulated a comprehensive strategic action plan articulating how the Partnership Leadership team will: fulfill the purpose of the grant through careful program design, including elements such as student outcomes and role requirements for partnership members; implement the grant including how it will collect, review, and analyze evaluation data generated from the program and adjust the program design accordingly; welcome an initial cohort of at least 3-10 students in the Fall 2020 semester, increasing this number in the Spring 2021; and, account for sustaining proposed practices and programs once funding has expired. The comprehensive strategic action plan must account for careful attention to (1) program design and (2) the identification of student outcomes. (1) The program design should: provide clear guidelines and processes for selecting students; describe specific guidelines for facilitating person-centered planning (PCP) to design a transition experience that seamlessly integrates curricular and co-curricular experiences on campus, career development activities; and integrated competitive employment. The PCP process should be a collaborative enterprise engaging personnel from the school and the college/university as well as family members and other individuals committed to supporting self-determination of the student; promote and enhance academic, social, functional, integrated competitive employment skills, and other transition-related goals for participating students; provide opportunities for the inclusion of students with severe disabilities in credit and non- credit courses with and without prerequisites 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 integrated competitive employment related directly to course selection and career goals, using the Massachusetts Work-Based Learning Plan; and, describe specific guidelines for facilitating a transitional planning process as students prepare to complete the inclusive concurrent enrollment experience, implementing the person- centered planning process to identify revised learning goals; career development activities; and potential changes in integrated competitive employment. Specific student outcomes resulting from successful implementation should reflect the program’s commitment to: promoting student participation in inclusive, campus-based curricular and co-curricular learning opportunities; developing self-determination and self-advocacy skills; participating in career planning, vocational skill-building activities, and community-based integrated competitive employment opportunities; and improving academic, social, functional, and other transition-related skills.