Search the Grant Forecast for FY 2022 funding opportunities and information from the Department of Education.

Funding opportunities in this issue include those from the Office of Effective Educator Development Programs, Office of Program and Grantee Support Services programs, Office of Indian Education programs, Office of School Choice and Improvement Programs, Office of School Support and Accountability programs, Office of Well-Rounded Education Programs, and Rural, Insular, and Native Achievement Programs.

Happy March!

This month’s theme is cybersecurity awareness. Often this is a topic that doesn’t get the attention it deserves until there is a data breach. As we have seen in the news, a breach can disrupt an entire school system. As we know from our experience with COVID-19, keeping our school systems open is so important for not only academic learning, but also our students’ mental health. Some of the resources we highlight in this newsletter are Cybersecurity Considerations for K-12 Schools and School Districts from the Readiness and Emergency Management in Schools (REMS) Technical Assistance Center and the Data Breach Response Checklist from the Privacy Technical Assistance Center (PTAC). Finally, I want to point you to “A Parent’s Guide for Understanding K-12 School Data Breaches” from PTAC. This document can help parents understand what a data breach means for them.

In other important OESE news, Dr. James Lane, who is senior advisor to the Secretary, now oversees OESE’s work. Many of you may know Dr. Lane as the former chief state school officer in the Commonwealth of Virginia. Dr. Lane will travel with the Secretary to visit schools that are doing the important work of supporting students’ mental health needs and accelerating learning, and he hopes to meet many of you as he supports the Secretary’s vision for the second year of this administration.

I want to remind you that January was National Human Trafficking Prevention month. In late January, the Department posted several new resources on our Human Trafficking website. Most notable is a helpful tool kit of short professional development webinars that schools can use to educate personnel on signs of human trafficking and steps to take to prevent sex and labor trafficking.

I am excited to announce several discretionary grant competitions in this edition of the newsletter. I encourage you to check out the Grant Forecast to keep track of current and future notices inviting applications for grant competitions.

Thank you, as always, for everything you are doing on behalf of children, families, and school personnel.

Ruth Ryder

The Department’s Office of Safe and Supportive Schools (OSSA) administers the Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center which serves two critical functions aimed at helping education agencies, with their community partners, to manage safety, security, and emergency management programs. The REMS TA Center builds the preparedness capacity (including prevention, protection, mitigation, response, and recovery efforts) of schools, school districts, institutions of higher education (IHEs), and their community partners at the local, state, and federal levels. The Center also serves as the primary source of information dissemination for schools, school districts, and IHEs for emergencies via the REMS TA Center Website.

The REMS TA Center serves:

• Schools and school districts (e.g., K-12, public, nonpublic, private);
• IHEs (e.g., community colleges, universities, technical schools);
• Local educational agencies (LEAs);
• Regional education agencies (REAs);
• State educational agencies (SEAs);
• Community partners (e.g., public safety, emergency medical services, health and mental/behavioral health agencies, law enforcement, fire department);
• Current or former grantees (e.g., Grants to States for School Emergency Management, Emergency Response and Crisis Management/REMS, Emergency Management for Higher Education); and
• Other stakeholders in K-12 or IHE emergency management (e.g., families, nonprofit organizations).

The REMS TA Center can be contacted at info@remstacenter.org.

Meet Department Staff Member Pat Randall

Learn more about Pat Randall, Program Officer for the REMS TA Center. 

How long have you been at the Department?

• I have twenty-four years of federal service, and this coming June I will celebrate eight years of that time with the Department. I came to the Department in 2014 to work on the Rural Education Achievement Program (REAP), the Department’s largest formula grant program designed to help rural school districts that may lack the personnel and resources to compete effectively for federal competitive grants and that often receive grant allocations too small to be effective in meeting their intended purposes. In 2020, I joined the Office of Safe and Supportive Schools, working with the Grants to States for School Emergency Management (GSEM) program and providing administrative support to several other discretionary grant programs.

What do you most enjoy about working at the Department?

• I enjoy working at the Department because it gives me the opportunity to work with a diverse group of people who bring different skill sets to the table. I especially enjoy the camaraderie. The challenging and interesting work at ED has given me ample room for growth as well as opportunities to share and shine.

What is one thing you’d like to see happen for the REMS TA Center in the next year?

• Through the GSEM grant program and with the support of the REMS TA Center, the Department has had the opportunity to learn more about challenges experienced, lessons learned, and approaches used in supporting school safety at the state level. I also look forward to seeing the REMS TA Center continue to extend outreach to LEAs through their efforts. School districts and individual schools have a lot of insight to share that can be most valuable in determining how we, as the Department, may further support education agencies and their community partners with developing emergency operations plans and with building capacity in emergency preparedness.

Keeping Students Safe Online

This webpage on the Office of Elementary and Secondary Education (OESE) resources page provides resources for education providers and families to support keeping students safe online. These resources are intended to support the protection of children from threats, such as cyberbullying, inappropriate content, sexting, sextortion/ransomware, oversharing, and online predation. To view additional resources to keep students safe, visit Safe School Environments.

Student Privacy Policy Office and Cybersecurity Resources

The Student Privacy Policy Office (SPPO) has taken steps to provide technical assistance to the K-12 community through our Privacy Technical Assistance Center (PTAC) website at https://studentprivacy.ed.gov/. These resources include: 

• Data Security Page: This is a portal to SPPO/PTAC guidance and best practice resources for the educational community to use to enhance the security of their information systems. 
• FERPA and Virtual Learning (March 2020): This is a curated technical assistance list featuring resources on student privacy, data security, and virtual learning. 
• Data Breach Response Checklist: This is a thorough checklist based on best practices from the National Institute of Standards and Technology, US-CERT, and other industry thought leaders to help schools evaluate and build strong incident response processes and plans to their unique requirements. 
• Data Breach Scenario Training Kits: These four kits provide packaged trainings developed by PTAC that are designed to help educational organizations at all levels conduct internal staff development on data breaches.
• A Parent’s Guide for Understanding K-12 School Data Breaches: This document provides parents of K-12 students with information to help understand what it means when a school has a data breach, as well as providing tools and best practices to help navigate the sometimes-confusing process of protecting students’ data in the event of a breach.

2022: Staying in School In-Person & Updated CDC Guidance

This guidance by the Department discusses four important strategies to keep students and staff safe, healthy, and ready for in-person learning. The guidance includes (1) helping students get vaccinated; (2) implementing test to stay practices and providing screening testing; (3) collaborating with local health departments; and (4) monitoring community spread.

In addition, the Centers for Disease Control and Prevention (CDC) has updated its guidance on quarantine and isolation. The CDC also released updated recommendations for when people should wear masks and implement other prevention measures depending on the level of COVID-19 in their community. 

CDC Expands Booster Shot Eligibility and Strengthens Recommendations for 12-17 Year Olds

This guidance by the CDC recommends that adolescents aged 12 to 17 years old should receive a booster shot five months after their initial Pfizer-BioNTech vaccination series.

Data show that COVID-19 boosters help broaden and strengthen protection against omicron and other SARS-CoV-2 variants. CDC reviewed the available safety data after the administration of over 25 million vaccine doses in adolescents and determined that COVID-19 vaccines are safe and effective. At this time, only the Pfizer-BioNTech COVID-19 vaccine is authorized and recommended for adolescents aged 12-17. For some immunocompromised children aged 5-11 years old, CDC recommends an additional dose of the Pfizer-BioNTech COVID-19 vaccine to complete the primary series – a total of three doses. Learn more about myths and facts or get answers to frequently asked questions about COVID-19 vaccines for children.

Department Moving Away from DUNS Numbers

On April 4, the Department will join other federal agencies and transition to using Unique Entity Identifiers (UEIs) for grant recipients and applicant organizations, rather than DUNS numbers. UEI is administered through SAM.gov (System for Award Management).

Organizations that have already registered a DUNS with SAM.gov have now been assigned a UEI in that system.

Note that SAM.gov will be down for maintenance to complete the transition to UEI beginning on April 1 at 8:00 PM (ET) until no later than 9:00 AM (ET) April 4. March 29 is the last day to obtain a new DUNS Number from Dun and Bradstreet for registering an entity or getting a UEI. After April 4 entities who wish to do business with the Federal Government will go to SAM.gov, not Dun and Bradstreet, to register and obtain a UEI. April 1 at 8:00 PM is the last day and time an entity can use an existing DUNS Number to get a UEI or register an entity in SAM.gov.

For detailed information about this change, please refer to the UEI Transition Fact Sheet.

Tool Kit on Interrupting Bullying & Harassment in Schools

The Equity Assistance Centers (EACs) offer a wide range of universal resources to support equity in public schools.

This tool kit by IDRA EAC-South (EAC Region II) is designed to give educators and school leaders the tools that they need to prevent bullying and harassment by fostering a positive school climate. This online tool kit includes three chapters, each with a video and supporting resources, infographics, articles, and podcasts.

Student Engagement and Attendance Center News

The Student Engagement and Attendance Center (SEAC) launched several virtual technical assistance initiatives during the last several months. Building off last year’s popular peer-to-peer series (P2Ps), the SEAC launched a new P2P series in January 2022, with seven participating states. The P2Ps supports facilitated discussion around problems of practice where states can seek feedback from experts and peers. Topics include current trends in chronic absenteeism data, collecting and analyzing disaggregated attendance data, and social/emotional learning.

Additionally, the SEAC recently launched a new virtual learning series with 11 states that will engage participants in virtual conversations around three topics — multitiered systems of support, youth and family engagement, and truancy. Each topic will feature three structured discussions; session one presents the topic, session two includes case studies and promising practices from the field, and session three allows for facilitated discussion around each topic. Throughout, presenters will note lessons learned that participants might apply in their own work to enable participants to establish concrete action steps following the conclusion of the series. After the series concludes, the SEAC will share key takeaways from these virtual events. For more information, contact the SEAC at seacenter@insightpolicyresearch.com.

Universal Webinar: Cutting Edge of First Semester Attendance Data: How State and Local Education Agencies Can Respond 

The Student Engagement and Attendance Center is hosting a webinar on Thursday, March 10 from 1-2:15 p.m. EST on trends in first semester attendance data showing increases in chronic absenteeism as well as practical policies and strategies state and local educational agencies can use in response. The webinar will feature presentations by nationally recognized subject matter experts from Attendance Works, in addition to SEA and LEA representatives from Connecticut and Ohio. Please forward this invitation to any colleagues you feel would benefit from the webinar. You may register for this webinar on this website.

Regional Education Laboratory (REL) Tool: Supporting Integrated English Learner Student Instruction – A Guide to Assess Professional Learning Needs

REL West and the Region 15 Comprehensive Center have developed a guide to assess teacher professional learning needs related to implementing research-based recommendations for the instruction of elementary-grade English learner students.

At the center of this guide are two tools — the Teacher Self-Reflection Tool and the Classroom Observation Tool — that are used to collect information about teacher practice and needs related to recommendations from the What Works Clearinghouse practice guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. The guide includes a 10-step process for using the information it generates, as well as step-by-step guidance, data templates, discussion protocols, and district scenarios. It was developed with input and feedback from the Arizona Department of Education and English learner coordinators from districts across the state. It was also piloted by several districts in Arizona to ensure its clarity and usability.

Applications for the Teacher Quality Partnership Grant Program

On Feb. 25, the Department posted a notice inviting applications for the Teacher Quality Partnership program, which will award $35 million to bolster teacher preparation programs at the undergraduate or “fifth-year” level (Pre-Baccalaureate Models)and for teaching residency programs for individuals new to teaching that integrate relevant academic content and meaningful clinical experience (Residency Models).

Applicants are also encouraged to apply for partnership grants for the establishment of grow your own (GYO) programs. The Biden-Harris administration has called for more investment in high-quality teacher preparation, including GYO programs, to strengthen teacher pipelines and address shortages and to increase and support the growth of teachers. As with teaching residency programs, GYO programs can help address teacher shortages by increasing retention rates while also enhancing educator diversity.

Applicants are strongly encouraged, but not required, to submit a notice of intent to apply by March 28. The deadline to apply is April 26.

Message from the Office of Indian Education Director

The Office of Indian Education (OIE) continues to put Tribal communities at the forefront of our work. We remained focused on our philosophy that “the more grantees know, the more we can accomplish together.” As we reflect on better ways to support peer-to-peer grantee learning, I encourage you to take a look at a past OIE Technical Assistance webinar, Data Sharing Agreements: Another Level of Partnership. Don’t forget to connect with us via our webpage and follow us on Twitter @OIEIndianEd for routine updates.

Native Youth Community Projects FY 2022 Competition

On Feb. 18, the Department issued a notice inviting applications for the Native Youth Community Projects (NYCP) competition. These grants aim to help communities improve educational outcomes for Native youth, specifically strategies tailored to address community challenges with culturally informed solutions. This competition includes a competitive preference priority to encourage projects that bridge the purpose of NYCP and the Secretary’s equity priority by supporting community-led projects that engage school-age children in career exploration opportunities, with an emphasis on learning about the teaching profession. The Department expects to award approximately 40 grants, with a project period of up to 60 months, estimated at $475,000 annually. Applications are due April 19. For more information about this grant opportunity, please contact Donna Bussell at donna.bussell@ed.gov.

Indian Education Formula Grant Updates

The OIE FY 2021-22 Formula Team recently sent grantees an email with their current remaining funds balance as part of our ongoing quarterly effort to help ensure appropriate fiscal management and record keeping. Also, the OIE Formula EASIE Part I Application, available via the MAX Survey portal, opened Feb. 7 and closes March 11. More information is in the Federal Register. Finally, OIE is planning for the upcoming 50th anniversary celebration of the founding of both our overall office and the Formula Program - now Title VI, Subpart A - that currently provides over $105 million to almost a half-million K-12 students on an annual basis! More information is on this webpage.

Equity Assistance Centers FY22 Competition Announcement

On Feb. 15, the Department issued a notice inviting applications for the Equity Assistance Centers (EACs). EACs are funded by the Department to provide technical assistance and training, upon request, in the areas of race, sex, national origin, and religion to public school districts and other responsible governmental agencies to promote equitable education opportunities. The centers work in the areas of civil rights, equity, and school reform. This assistance helps schools and communities ensure that equitable education opportunities are available and accessible for all children.

The Department will provide up to $6.5 million in FY 2022 funds for four new grants, with an estimated first-year grant award of up to $1,700,000 per grantee. Grants are awarded for a period of five years, with continuation funding anticipated for four additional years. 

Applications are due on May 16.

On Feb. 22nd, the Department issued a notice inviting applications for the Magnet Schools Assistance Program (MSAP). The purpose of MSAP is to assist LEAs with school-level desegregation by funding the development of magnet schools with special curricula that are capable of attracting diverse groups of students. Projects must be designed to provide innovative educational practices, increased choices for families, equitable access for all students to academic knowledge and skills, and reduced levels of isolation among minority groups within schools, among other features. The Department expects to award 35-40 grants of up to $15 million over a five-year period. Applications are due April 25. For more information and to learn about technical assistance opportunities for applicants, please visit our website or contact MSAP.Team@ed.gov.

Applications for the Competitive Grants for State Assessments program

Save the Date! 21^st Century Learning Centers Summer Learning Symposium

The Nita M. Lowey 21st Century Community Learning Centers (21st CCLC) 2022 Summer Symposium will convene virtually on July 19-21, bringing together individuals from states, districts, schools, community-based organizations, and other stakeholders who provide after-school and summer learning activities. This year’s theme is “Strong You, Strong Me, Strong Community.” The Summer Symposium features successful strategies that SEAs and their grantees can use to implement and manage all components of a 21st CCLC program. Attendees will hear from nationally recognized speakers during plenary sessions and work closely with education experts and peers during interactive workshops. SEAs and grantees will gain valuable perspectives on after-school issues and receive important updates about the 21st CCLC program.

Revised Fact Sheet Regarding Impact of the USDA School Lunch Waivers

On Jan. 12, the Department released a revised fact sheet regarding the waivers granted by the U.S. Department of Agriculture (USDA) for school meal programs through June 30, and its impact on certain state-administered programs under the Elementary and Secondary Education Act of 1965 (ESEA). Given that many LEAs that chose to participate in the USDA waivers will not have National School Lunch Program (NSLP) data, this fact sheet outlines options for SEAs and LEAs when complete NSLP data are not available.

Please send any questions about the fact sheet to oese.titlei-a@ed.gov.

Apply Now for the FY 2022 Small, Rural School Achievement (SRSA) Grant

The Department encourages eligible small, rural LEAs to apply for the FY 2022 SRSA grant by April 15. Each SRSA-eligible LEA with a positive estimated allocation received an email invitation on Feb. 9, containing a link to complete the SRSA application. The application must be submitted through OMB Max Survey and additional application instructions can be accessed via the FY 2022 application webinar recording available on this website. The Rural Education Achievement Program team is also available to answer application-related questions at reap@ed.gov.

Applicants should note that the federal government will transition from the use of the Data Universal Numbering System (DUNS) number to the new Unique Entity Identifier (UEI) as the primary means of entity identification for federal awards governmentwide on April 4. This transition will occur automatically if an LEA’s DUNS number is registered in the System for Award Management (SAM.gov) prior to April 4. If an LEA is currently registered in SAM.gov with either an active or inactive registration, the LEA has already been assigned a UEI, which can be viewed on the LEA's registration record in SAM.gov. To support each LEA throughout this transition, the Department has provided both the UEI and DUNS number in the FY 2022 SRSA application for any LEA that is currently registered in SAM.gov. Please reference this guide to help you identify your LEA’s UEI/DUNS number and log on to SAM.gov to check its registration status. An LEA will need an active UEI to access SRSA funds in G5. For more information on the UEI/DUNS number transition, please reference the Department’s UEI transition fact sheet.