; (D) assist recipients of grants under section 732 in efforts to award a meaningful credential to students with intellectual disabilities upon the completion of such programs, which credential shall take into consideration unique State factors; (E) develop recommendations for the necessary components of such programs, such as— (i) academic, vocational, social, and independent living skills; (ii) evaluation of student progress; (iii) program administration and evaluation; (iv) student eligibility; and (v) issues regarding the equivalency of a student’s participation in such programs to semester, trimester, quarter, credit, or clock hours at an institution of higher education, as the case may be; (F) analyze possible funding sources for such programs and provide recommendations to such programs regarding potential funding sources; (G) develop model memoranda of agreement for use between or among institutions of higher education and State and local agencies providing funding for such programs; (H) develop mechanisms for regular communication, outreach, and dissemination of information about comprehensive transition and postsecondary programs for students with intellectual disabilities under section 732 between or among such programs and to families and prospective students; (I) host a meeting of all recipients of grants under section 732 not less often than once every 3 years; and (J) convene a workgroup to develop and recommend model criteria, standards, and components of such programs as described in subparagraph (E) that are appropriate for the development of accreditation standards, which workgroup shall include— (i) an expert in higher education; (ii) an expert in special education; (iii) a representative of a disability organization that represents students with intellectual disabilities; (iv) a representative from the National Advisory Committee on Institutional Quality and Integrity