Happy May! As always, we have a chock-full edition with this month’s theme being the second part of our focus on social-emotional learning and mental health. The spotlight is on school personnel who are having to balance the needs of their students and their personal lives during the pandemic, and the uncertainty all this has brought to their chosen careers that no one could have predicted. As a former classroom teacher, special education teacher and district administrator, I have incredible respect for all school and district personnel! The resilience shown by teachers and other school personnel this school year — the dedication to supporting students — has shown through every day!
One resource included in this edition is from the Regional Education Laboratory (REL) West, a webinar series focused on the social and emotional well-being of both teachers and students. In addition, the Midwest and Plains Equity Assistance Center (EAC Region III) has an article in Equity Express emphasizing the “whole self on your terms.” And as always, our OESE website provides an extensive list of resources for social and behavioral supports, not only for students but also for educators and the school communities.
Finally, it’s that time of year where our Grantee Satisfaction Survey has gone out about our performance here at the U.S. Department of Education (Department). The invite has been sent out to specific grantees across grant programs. We here at the Department and especially, myself, take these results very seriously and use them to guide changes we may need either across programs or within a program. For example, we have used the feedback about our website to revisit its design and how to improve it. I encourage those of you who received the survey to complete it.
As we are now in the home stretch of the 2021–22 school year, we are heartened to know that most students are safely experiencing in-person instruction. We will continue to do everything we can to support you in your efforts to ensure student engagement, well-being, and academic success.
Ruth Ryder
|
OESE welcomes James Lane! Lane is delegated the authority to perform the functions and duties of assistant secretary for OESE. He most recently served as Virginia's 25th superintendent of public instruction, a position appointed by the governor of Virginia. Prior to this appointment, Lane was a division superintendent in three school divisions in Virginia (Chesterfield, Goochland, and Middlesex counties). Throughout his career, he has served as an assistant superintendent, principal, and assistant principal after beginning his career as a teacher/band director. He is a graduate of the University of North Carolina at Chapel Hill, North Carolina State University, and the University of Virginia.
|
The Institute of Education Sciences (IES) recently awarded nine new contracts for the Regional Educational Laboratory (REL) program, with an award for the 10th region — Southwest — planned for fall 2022. The RELs partner with educators and policymakers nationwide. For nearly 60 years, the RELs have collaborated with school districts, state departments of education, and other education stakeholders to help generate and apply evidence, with the goal of improving learner outcomes. REL work is change-oriented, rigorous, and high-leverage. It supports consequential local, regional, or statewide decisions about education policies, programs, and practices. RELs contribute to the growing body of research on how experiences within the nation’s education system differ by context and student group, which impacts outcomes and identifies potential solutions.
REL activities explore, probe, and translate the multi-faceted, context-driven nature of social and emotional development in education. IES and the RELs have created the Social Emotional Learning webpage that includes evidence-based resources they have developed to support social and emotional learning and mental health.
|
 |
Map of the REL regions.
Meet Department Staff Member Elizabeth Eisner
Learn more about Elizabeth Eisner, associate commissioner for the Knowledge Use Division within the National Center for Education Evaluation and Regional Assistance at IES.
How long have you been at the Department?
- Except for a short period when I left in 2002–2003, I have been at ED since 1991.
What do you most enjoy about working at the Department?
What is one thing you’d like to see happen for the new RELs in the next year?
- Our goal for the new RELs is to have them work in-depth with education partners on specific challenges over the course of these five-year contracts so that they can help bring about concrete improvements to partners’ education programs and policies, which can ultimately help improve student outcomes. We also placed an extra emphasis on having the RELs leverage WWC resources in some of their work during this contract cycle.
|
Quarantine and Isolation Calculator
The Centers for Disease Control and Prevention released a new calculator for determining how long individuals need to isolate, quarantine, or take other steps to prevent spreading COVID-19. While this tool is not specific to the school setting, school administrators may use it to help determine whether and how long staff and students need to quarantine or isolate when instances of COVID-19 are identified.
|
Engaging Guam’s Early Childhood Educators in Social & Emotional Learning Through Conscious Discipline
This blog post by the Region 18 Comprehensive Center shares benefits of the in-person modality of the Conscious Discipline training held for Early Childhood Educators (ECEs) in Guam. Professional development sessions like this one provide ECEs with tools to meet the social and emotional needs of children.
|
Social, Emotional, and Behavioral Learning and Trauma-Informed Practices
This collection of resources, curated by the National Comprehensive Center, focuses on trauma-informed approaches to social, emotional, and behavioral learning to increase the capacity of state educational agencies (SEAs) and local educational agencies (LEAs) to support their school communities. The resources are targeted to specific needs and contexts, such as schools in rural communities and schools in the early stages of implementing social-emotional learning strategies.
|
Considering Native Students: A Learning and Programming Toolkit for SEAs, LEAs, and Tribes
This toolkit by the National Comprehensive Center supports SEAs, LEAs, and tribal education departments (TEDs) when developing learning and programming that will advance education for Native students. The toolkit provides considerations and guidance for SEAs, LEAs, and TEDs to use when planning, implementing, and evaluating programming. These entities should use the information in the toolkit collaboratively to help ensure successful and effective programming for Native students.
|
Social Emotional and Behavioral Support
The Department funds several technical assistance centers to provide content expertise and resources to effectively address state and local needs and assist with the implementation of federal programs that support social, emotional, and behavioral needs. This resource page on the Office of Elementary and Secondary Education (OESE) website provides tools for education providers and families to support students’ and their own social, emotional, and behavioral well-being.
|
The Tribal Early Childhood Development Webinar Series
In collaboration with tribal communities and partners across the federal government, the Administration for Children and Families’ Office of Early Childhood Development (ECD) is engaged in efforts to support and strengthen the implementation and coordination of early childhood programs and systems in tribal communities. As part of this, ECD is hosting a series of webinars on topics related to the implementation and alignment of early childhood programs in American Indian and Alaska Native communities. This resource library contains webinar recordings and resources from the series.
|
Regional Education Laboratory Resource: Supporting the Social and Emotional Needs of Educators and Students
This webinar series, hosted by REL West, the Region 15 Comprehensive Center, and the National Center to Improve Social and Emotional Learning and School Safety, was designed to support the social and emotional needs of educators and students during and after the COVID-19 pandemic. The first webinar in this series offers practical information and guidance backed by research to help school staff cope with school-related stressors, including those related to the effects of the COVID-19 pandemic.
In this webinar, presenters define the concept of self-care and discuss its importance for educators to address their own needs in order to better support the needs of students and their school community. Strategies discussed in this webinar align with three overarching themes: healthy mindsets; connectedness and belonging; and healthy, realistic boundaries and interactions.
|
Using Federal Funds as Matching Funds for AmeriCorps Programs
The Department recently issued a letter explaining that grantees or subgrantees may use federal funds, including annually appropriated funds and COVID-19 pandemic relief funds, as matching funds for AmeriCorps programs. The Department fully supports and encourages state and local partnerships with AmeriCorps programs, including many activities in support of student learning and success that are appropriate uses of education funds. For more information on how to use federal funds for this purpose, please review the Department’s April 1 letter.
|
Impact Aid Application Amendments Now Through June 30
If your district completed an Impact Aid Program application for FY 23 and would like to make a change, you may do so until June 30. It is a good idea to review your application to ensure that all your federally connected students are reported property in the Impact Aid Grant System.
Additionally, it is now possible to submit an amendment under the Supplemental Impact Aid Flexibility Act using certain data from FY 22. Visit our portal for specific instructions.
You may also find additional information, a prerecorded video, and a user guide to help get you started with the amendment process by visiting this webpage.
If you need assistance, please contact your state analyst or send an email to Impact.Aid@ed.gov.
|
Impact Aid Training Resources
Whether you are looking for live training, videos, or user system guides, the Impact Aid Program has resources for you.
View our webinar schedule page to find our latest live training offerings. Registration is not required, and sessions are offered through Microsoft Teams, which allows you to join by computer or phone.
If you’d like to review any of the previous Impact Aid Program webinars, the training slides can be found on this page.
Visit our training page to find links on various topics.
Email us at Impact.Aid@ed.gov if you have any questions.
|
Fiscal Year 2022 Supporting Effective Educator Development Program Competition
On April 4, the Department issued a notice inviting applications for the Supporting Effective Educator Development (SEED) program. The competition will award $65 million to increase the number of highly effective educators by supporting the implementation of evidence-based practices that prepare, develop, or enhance the skills of educators. These grants will allow eligible entities to develop, expand, and evaluate practices that can serve as models that can be sustained and disseminated. Applications are due June 3. For more information about this grant opportunity, please email SEED@ed.gov.
|
Message From the Office of Indian Education Director
As districts begin to prepare for summer programs, the Office of Indian Education (OIE) continues to work to make technical assistance resources available to grantees across the country. We have several key program dates outlined below regarding both our formula and discretionary programs.
This year our annual project directors meeting will occur again virtually, with hope that we can resume in-person attendance next year. Stay tuned next month as the OIE will celebrate its 50th anniversary.
Don’t forget to connect with us via our webpage and follow us on Twitter @OIEIndianEd for routine updates!
|
Indian Education Formula Grant Updates
The FY 22–23 OIE Formula Grant Electronic Application System for Indian Education (EASIE) is now open, as noted in the Federal Register, and will close with the final deadline of Friday, May 13, at 11:59 p.m. ET.
Formula Grant Program Information Webinar
In the coming weeks, OIE will host webinars to provide additional formula grant program information and assistance on steps to complete for the FY 22–23 Part II application, which opened on Monday, April 4, and will close on Friday, May 13, at 11:59 p.m. ET. Please visit https://easie.communities.ed.gov/ to access all EASIE FY 22–23 webinars and other support related information. As always, monitor your email for communication from OIE.EASIE@ed.gov or easie@edlistservs.org.
50th Anniversary
We are gearing up for a special time to recognize the OIE’s 50th anniversary. Did you know our office was established by Congress on June 23, 1972? To honor this special milestone, we are excited to invite all of our Title VI (A) formula and discretionary grant program participants to submit a summary, of 120 words or less, on how an OIE grant helped you achieve your cultural, college, and/or career goals and aspirations by May 15, at 11:59 p.m. ET. Please email your summary to OIE.EASIE@ed.gov.
|
Discretionary Grants Update
Invitations were sent for our annual (virtual) project directors meeting on May 10–12. It will feature wonderful keynote speakers, a plethora of guests, and grantees sharing information and updates on the projects funded within OIE. There will be an OIE trivia contest, announcement of the winners of the Student Artist Competition, and many informative sessions.
In addition, the Discretionary Grants Team is busy reviewing the most recent Native Youth Community Projects Demonstration Grant competition, which closed in April.
|
Education Innovation and Research Program Fiscal Year 2022 Competition
On April 27 the Department issued a notice inviting applications for the Education Innovation and Research (EIR) Program. The EIR program provides funding for five-year grants to create, develop, implement, replicate, or scale entrepreneurial, evidence-based, field-initiated innovations that improve student achievement and attainment for high-need students; and rigorously evaluate such innovations. EIR grants are designed in a tiered structure (Early-phase, Mid-phase and Expansion), which are differentiated by the level of evidence required to support the ability of the project to produce the proposed project outcome.
|
|
NIA Release Dates
|
Applications Available
|
Application Deadline
|
Average Award Amount
|
|
Early-Phase
|
April 27
|
April 29
|
July 21
|
Up to $4 million
|
|
Mid-Phase
|
April 27
|
April 29
|
June 21
|
Up to $8 million
|
|
Expansion-Phase
|
April 27
|
April 29
|
June 21
|
Up to $15 million
|
For additional information about this grant opportunity, please visit the EIR FY 2022 Competition page or contact the EIR Team at EIR@ed.gov.
|
Equity Assistance Centers Competition Call for Peer Reviewers
The Department seeks qualified peer reviewers for the Equity Assistance Centers Program grant opportunity. Peer reviewers will read, rate, and score applications objectively, based on the criteria provided, both independently and after consultation with other selected peer reviewers. They will collaborate with their peers, remain open to other viewpoints, and consider constructive feedback. If interested in serving as a peer reviewer, please send your resume or CV, contact information, availability, and potential conflicts of interest to OESE.EACcompetition@ed.gov by May 13. We will review submitted information and contact you should you be selected for participation. We expect to make final selections for peer reviewers no later than May 24, and anticipate peer review activities will occur between June 1 and June 17. To learn more about this opportunity, visit this page.
|
2022 Migrant Education Program Annual Directors’ Meeting
The Migrant Education Program (MEP) annual directors’ meeting (ADM) was held virtually from Tuesday, March 22, through Thursday, March 24. The objectives of the ADM were to 1) facilitate opportunities for directors to network and share best practices and resources; 2) provide directors with information pertinent to the state administration and operation of the MEP; and 3) provide directors and Office of Migrant Education (OME) personnel with opportunities to coordinate on issues important to the successful design and implementation of programs and services that benefit migratory children.
This year’s ADM featured a parent roundtable and a session spotlighting federally funded resources and technical assistance centers that can be used to address the social, emotional, behavioral, and mental health of migratory students. If you would like to learn more about all of the topics discussed at the ADM, please visit the ACHIEVE RESULTS webpage. Presentations and handouts from the various sessions are available for download under the Webinars & Meetings tab.
|
Fiscal Year 2022 Insular Areas and Republic of Palau Technical Assistance Meeting
The annual Insular Areas and Republic of Palau technical assistance meeting was held March 15–16. The annual meeting provides the Insular Areas (American Samoa, Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands) and Palau with a forum to receive concentrated technical assistance to support the implementation of high-quality programs that support education reform and improved student achievement. This year’s virtual meeting allowed participants to share grant implementation experiences and receive targeted supports from multiple Department program offices. Session topics included the Education Stabilization Fund/American Rescue Plan, internal controls for grant administration and management, and assessing learning changes after COVID school closures. Attendees included chief state school officers, federal program directors, outlying area governors, curriculum and instruction directors, teacher/leader professional development directors, and other state and local educational agency personnel from the Insular Areas and Palau. More information, including speaker bios and presentation materials, can be found on the event page.
|
|
Fiscal Year 2022 REAP Updates
The FY 22 Small, Rural School Achievement (SRSA) grant application period closed on April 16, after receiving applications from 4,220 small, rural LEAs across the United States. In addition to processing SRSA applications, the Rural Education Achievement Program (REAP) team is preparing to make grant awards to SEAs and specially qualified agencies under the Rural and Low-Income School (RLIS) program. Across these two formula grant programs, REAP will administer a total of $195 million in FY 22.
REAP funds may be used to pay for activities that are allowable under Title I, Part A; Title II, Part A; Title III; and Title IV, Part A. Additionally, SRSA funds may support activities allowable under Title IV, Part B, and RLIS funds may support parental involvement activities. REAP funds may be used for a variety of activities related to the social, emotional, and mental health of students and staff, including counseling; school-based mental health programs; mentoring services; strategies to improve students’ nonacademic skills; school-based mental health services; partnerships programs with outside health care entities; in-service training for school personnel, which could include trainings on trauma-informed practices or mental health services; and programs or activities that promote healthy, active, and safe lifestyles. For more examples of allowable uses of REAP funds, see the REAP Uses of Funds Guide.
|
If you know someone who would like to subscribe to the OESE Newsflash, encourage them to sign up! This link also will allow subscribers to manage their subscriber settings and unsubscribe.
Archived newsletters are available on this website.
Sign up for more Department of Education-supported news resources, including Equity Assistance Center mailing lists:
This newsletter may reference and contain links to external sources. The opinions expressed in these sources do not reflect the views, positions, or policies of the U.S. Department of Education, nor should their inclusion be considered an endorsement of any organization.
|
