Search the grant forecast for fiscal year (FY) 2023 funding opportunities and information from the Department of Education.

OESE wishes you a wonderful holiday season!

Hello there!

Normally Ruth Ryder, Deputy Assistant Secretary in OESE, sends out the “OESE Newsflash,” but I wanted a chance to say hello. This newsletter is one of our best and most timely ways to share out not only the important work happening across OESE but also promote the evidence-based practices from our partners across the Department and from other agencies, such as Health and Human Services and the Centers for Disease Control. I’m not alone: The newsletter has more than 13,500 monthly subscribers, who also find it valuable! I appreciate the effort the team in the Office of Formula Grants, Program and Grantee Support Services is doing to make this happen every month.

I have been in my role for almost a year, so it’s a good time to reflect on my experience thus far. I’m incredibly proud of the OESE team and its accomplishments this year. One of the most important aspects of this job is working with Secretary Cardona and others in the Department to hear not only about the challenges happening across the states, but also the many successes! Meeting state, district, and school leaders is a great part of the job but meeting students is always the highlight of any visit. I’m always struck by their enthusiasm and zest for learning. These visits always reinforce to me the importance of our work and the need to push forward on our priorities in serving states, schools, and students.  

We know the pandemic had an enormous impact on student learning. Look no further than the National Assessment of Education Progress (NAEP) results released a few weeks ago. Following the release of the NAEP scores, Secretary Cardona convened a math and literacy summit to confront these data head-on. At the kickoff event, he spoke about the challenges these scores present but also noted the resilience that our system of public education has demonstrated over the past two years. He challenged leaders across the country to not just refine old strategies or but band-aids on big problems, but also to address the fundamental challenges in our education system.

The summit was the first in a five-part math and literacy series that aims to elevate best practices, policies, and programs that can help states and districts boost math and literacy outcomes. The next session will take place on Dec. 8^th and will focus on out-of-school time, tutoring, mentoring, and parent engagement, and how these strategies can help accelerate learning. You can find out more about the series in this newsletter, and register for the Dec. 8 virtual convening. 

I hope to get a chance to meet many of you as I continue to travel across the country and learn more about the challenges and successes in our nation’s schools!

All my best,

James

Senior Advisor to the Secretary, delegated the authority to perform the duties and functions of the Assistant Secretary for OESE

The Comprehensive Literacy State Development (CLSD) program is authorized under Title II, Part B, Subpart 2, Sections 2221–2225 of the Elementary and Secondary Education Act, as amended. The purpose of the CLSD discretionary grant is to create a comprehensive literacy program to advance literacy skills, including pre- literacy skills, reading, and writing, for children from birth through grade 12, with an emphasis on disadvantaged children, including children living in poverty, English learners, and children with disabilities. Funds are awarded to state educational agencies (SEAs) of the 50 states, as well as the District of Columbia and Puerto Rico. In addition, a portion of funds are set aside for awards to the Bureau of Indian Education and the SEAs of four outlying areas (American Samoa, Commonwealth of Northern Mariana Islands, Guam and the U.S. Territory of the Virgin Islands).

Information about the CLSD program and abstracts of funded projects can be found CLSD’s webpage. A few highlights of funded CLSD projects include:

• The Arkansas Division of Elementary and Secondary Education (DESE) funds 71 CLSD subgrants. DESE created a CLSD unit within its organization to ensure dedicated staff are overseeing implementation at all levels. The CLSD Unit has worked with the District Support Unit in the Office of Accountability, the Office of Coordinated Support and Service, and the Educational Cooperatives to help support local educational agencies (LEAs) throughout the entire implementation process. Activities implemented by subgrantees include securing high-quality instructional materials for core instruction, contracting with high-quality professional learning vendors, and identification and utilization of K–12 reading intervention resources.
• The District of Columbia’s CLSD grant allows the Office of the State Superintendent (OSSE) to leverage funds to impact teachers and students throughout the city. Through state-level activities, OSSE provides educators with an opportunity to improve their understanding of the science of reading. In the fall of 2021, OSSE awarded seven CLSD subgrantees that serve over 8,000 students. Subgrantee activities provide direct supports to educators, students, and children to improve literacy outcomes. In order to provide continued support to the subgrantees, OSSE developed robust systems for providing technical assistance through cycles of monitoring and reporting.  

Meet Department Staff Member Michael Berry

Learn more about Michael Berry, a program officer and team lead for the CLSD program. Michael is a lifelong educator who has dedicated his life to meeting the needs of public schoolchildren. He has taught students of all ages, from elementary school to adult learners. He has served in school district leadership roles as a principal as well as a central office administrator.

How long have you been at the Department? I have been at the Department for two years.

What do you most enjoy about working at the Department? The people and the work. My OESE colleagues are impressive and professional ... and it is an honor to work for the CLSD program.

What is one thing you’d like to see happen for this program in the next year? In the short term, we have plans to broaden the reach of CLSD beyond our current grantees in a manner that will generate additional awareness of our program. In the long term, we would like to create a literacy center that would serve as a resource to the broader educational field.

Department Hosts Raising the Bar Kickoff: Literacy and Math Series to Address Academic Recovery 

As part of the Biden-Harris Administration’s ongoing efforts to support students’ academic recovery from the impact of the pandemic, the Department hosted the first of five sessions on strategies and programs to boost student literacy and math outcomes. View the recording for the Oct. 26 OESE Literacy and Math Series kickoff event. The recording includes a spotlight of principal Ashley Aldridge Wilson’s school, where administrators used American Rescue Plan funds to address pandemic-related learning loss by meeting students’ specific academic needs. 

At the second session on Nov. 10, several Department-funded TA centers presented on resources aligned with the session’s topic: Best Practices and Research on Rigorous Instruction for all Students in Literacy and Mathematics. 

Registration is currently available for the Dec. 8 virtual convening.

The sessions will occur monthly through February and will center on sustained, cohesive efforts to improve educational practice. Convenings in the series will focus on the following: 

*Date is subject to change.

In the remaining virtual convenings of experts, the Department will continue to build engagement from the field; identify collaboration opportunities among research, practice, and funding; and lift best practices and resources for practitioners and policymakers to take action to address learning loss and academic recovery. Keep an eye on the Best Practices Clearinghouse for continued updates of new resources.

Read the full press release for more information.

Assessment Data Letter From Secretary Cardona

New data was recently released from the NAEP, which confirmed the dramatic negative impacts of the COVID-19 pandemic on student growth. In response to the clear and urgent need for a coordinated effort to support academic recovery of students from the impact of the pandemic, the Department launched Raising the Bar: Literacy and Math Series to Address Academic Recovery, which is discussed in the section above.

It is critical that education practitioners consider the role of data in academic recovery, such as these NAEP scores, in driving instructional strategies. In a Sept, 13 Dear Colleague Letter, Secretary Cardona wrote to 

“…remind all who report and interpret student outcomes this year that assessment data has always been meant to be used constructively—to help inform parents and families about their students’ schools and to ensure schools receive the necessary resources to help support students. Further, this letter is intended to support our communities in countering efforts to misuse these results by applying them punitively.” 

Biden-Harris Administration’s Academic Recovery Strategies 

The Biden-Harris Administration has worked aggressively to safely reopen schools, and help students recover academically and support their mental health and well-being because President Biden knew that a once-in-a generation pandemic would have a once-in-a-generation impact on our nation’s students. Visit https://oese.ed.gov/learningrecovery/ for more information on priorities for learning recovery.

The National Center on Improving Literacy (NCIL) is a partnership among literacy experts, university researchers, and technical assistance providers, with funding from the Department. Its mission is to increase access to, and use of, evidence-based approaches to screen, identify, and teach students with literacy-related disabilities, including dyslexia. The five priorities of NCIL are as follows:

• Identify or develop free or low-cost evidence-based assessment tools for identifying students at risk of not attaining full literacy skills due to a disability.
• Identify evidence-based literacy instruction, strategies, and accommodations, including assistive technology, designed to meet the specific needs of such students.
• Provide families of such students with information and collaborate with parent training centers.
• Identify or develop evidence-based professional development for teachers, paraprofessionals, principals, other school leaders, and specialized instructional support personnel.
• Disseminate the products of NCIL to regionally diverse SEAs, LEAs, regional educational agencies, and schools.

NCIL has developed several implementation toolkits, literacy skill checklists, webpages, and resources that have been well received by the field. Examples include:

• The Curriculum-Based Measurement (CBM) at Home webpage, which guides families on how to assess their child’s reading skills in grades K to three to get an overall picture of their current reading skills and potential risk for reading disabilities. The page also includes home-based activities that are based on research and can fit into families’ daily routines.
• This literacy skill checklist which is designed to help guide parents, caregivers, and professionals in recording the presence of important reading, writing, and language skills in kindergarten through second grade.
• This remote literacy learning toolkit helps schools and families join efforts to support children’s literacy growth in remote or blended learning environments.
• The Kid Zone! is a place where students and families can engage as children build literacy skills in a fun and interactive way.

Toolkit: Families and Schools Partnering for Children’s Literacy Success

This NCIL toolkit, Families and Schools Partnering for Children’s Literacy Success, helps families and schools work together to support children’s literacy success in and out of school. The reader will learn

• tips for starting or enhancing discussions about literacy instruction and intervention,
• ways to increase joint understanding of evidence-based literacy practices, and strategies for addressing concerns about children’s literacy development together.

Join the “Building Stronger Connections” webinar series supporting the Bipartisan Safer Communities Act (BSCA) Stronger Connections Grant Program. Learn more on the BSCA webpage. The first webinar, “Building Stronger Connections: Engaging Families and Communities,” was held on Nov. 30. Learn more about the session and view the webinar recording here.

Register for the remaining sessions of this four-part series:

• Building Stronger Connections: Selecting High-Quality Evidence-based Strategies for Safe, Healthy, and Supportive Schools Part I

This webinar, on Dec. 14 at 4p.m. ET, will focus on the importance of selecting evidence-based practices, services, and supports to ensure schools are safe, supportive, and healthy learning environments for all students. It will also highlight the importance of meeting the social emotional needs of every student, ensuring students have the integrated supports they need to be successful, and that students have the strategies and tools they need to make positive decisions. We will hear from researchers, educators, and representatives who have identified promising strategies and practices that can build stronger connections in schools. To register, click here.

• Building Stronger Connections: Selecting High-Quality Evidenced-based Strategies for Safe, Healthy, and Supportive Schools Part II

This webinar, on Jan. 18 at 1p.m. ET, will continue to focus on the importance of selecting evidenced-based strategies, and supports to ensure safe, healthy, and supportive schools. In particular, this webinar will focus on the importance of strong implementation of multi-tiered systems of support and selecting trauma-informed and restorative strategies. It will also highlight how community violence affects school climate and student health, and the importance of addressing trauma from community violence. To register, click here.

• Building Stronger Connections: Professional Development and Training for All School Staff on Strategies for Safe, Healthy, and Supportive Schools

This webinar, on Jan. 26 at 1p.m. ET, will highlight the importance of preparing educators to meet the diverse needs of students. Many of the strategies to promote safe, supportive and healthy schools require pre-service training and ongoing coaching. This panel will include strategies to consider including training all educators in emergency planning, restorative practices, inclusive and inviting classrooms, and asset-based alternatives to exclusionary discipline. To register, click here.

Fact Sheet: President Biden to Announce Additional Efforts to Help Americans Get Their Free, Updated COVID-⁠19 Vaccine This Fall 

The President announced additional efforts to get Americans their updated COVID-19 vaccine, to have the protection they need for a safe and healthy holiday season. 

Administration for Children and Families Dear Colleague Letter Addressing the Impacts of Parent and Caregiver Loss on Children

The Administration for Children and Families (ACF) Assistant Secretary January Contreras published a Dear Colleague Letter to provide information about federal resources available to support children, youth, and families who have experienced the loss of a parent or caregiver, and encourage everyone to consider their role in supporting families and building community resilience. ACF encourages you to share the following information and links to your networks. Realizing that everyone has a role to play in supporting families and communities who are dealing with loss — and that grief can look very different person by person and family by family — the letter highlights ways various stakeholders can take action to assist children and families with economic; behavioral health, grief, and trauma; early childhood programs; and other essential supports.

The letter can be found in both English and Spanish. Along with the letter, Assistant Secretary Contreras published a blog in English and Spanish and recorded a short video. A press release is also available.

Impact Aid FY 24 Application – Coming Soon!

The annual Impact Aid Grant PRogram application is typically published in early December. Please visit our announcement page in the coming weeks for information related to the Impact Aid FY 24 application.

If you are new to Impact Aid or have questions about how to get started, visit our website to sign up for our listserv, and find updated resources to support your application. Our training page provides links to your upcoming webinar schedule, Section 7003 training videos, and Impact Aid Grant System training. The home page highlights news and announcements, including the application schedule.  

If you have any questions, please reach out to the program analyst for your state.

Regional Education Laboratory Highlight: Resources to Address Academic Recovery 

The regional education laboratories (RELs) have developed (and are developing) a litany of evidence-based resources to address learning loss, support academic recovery, and improve teaching practice. Many of these incorporate practices outlined in What Works Clearinghouse Practice Guides. Two examples are highlighted below:

• REL Southeast’s “Professional Learning Community: Emergent Literacy” guide is designed to address gaps in emergent literacy skills for preschool students and help set a foundation of literacy skills for students as they enter kindergarten. This guide was developed to support preschool teachers through collaborative learning experiences in a professional learning community (PLC).
• REL Appalachia’s Community Math Night toolkit was designed to engage educators, children, and family members in learning and talking about mathematics, and helping family members participate in their child's learning and support their child's academic success. This toolkit was developed to help educators and administrators facilitate community math nights at their school.

Message From the Office of Indian Education Director

As communities across the country observe the upcoming holiday season, we at the Office of Indian Education (OIE) are staying focused on identifying promising community-driven practices that address academic recovery, specifically in mathematics and literacy. For example, check out one of our webinars on STEAM-related practices in Native communities.

You can always count on OIE as an avid partner to ensure all grantees have access to meaningful technical assistance to help you address the unique cultural and academic needs of Native children across the United States. We at OIE wish you a safe, warm, and vibrant holiday season.

We welcome you to stay connected to our work via OIE’s webpage and follow us on Twitter @OIEIndianEd! 

OIE Formula Grant Updates

Electronic Application System for Indian Education (EASIE) New Project Director Webinar is now available on the Communities of Practice (CoP) website.

Highlights From the 2022 Indian Education Association’s Annual Conference and Native American Language Summit

OIE staff presented at the National Indian Education Association (NIEA) Conference held in Oklahoma City, Oklahoma, Oct. 5–8. Formula group leader Crystal Moore and program officer Greg Hindsley went over the OIE grant program and facilitated a robust question and answer session. Moore also presented the National Indian Education Study (NIES): Data Results and Tools for Tribal Education Sovereignty with NIES technical review panel chairperson Susan Faircloth, Oklahoma NAEP coordinator Rebecca Logan, and Tribal tech (contract support) representatives, as shown in the below photo.

On Oct. 4, the National Native Language Summit stressed the importance of recording tribal elders to speak and teach the Native language, as some tribes have few fluent members. Language immersion instructional programs or courses were highly recommended for all education entities.

Reminders

• Consolidated FY 22 EASIE applications pdfs were uploaded to a grantee’s G5 files by the end of November.
• FY 23 EASIE Application Part I registration opened in November. All potential FY 23 applicants are encouraged to update your contact information during this voluntary registration process before the closing deadline of Dec. 9.

Updates

• Please visit the OIE formula grant CoP website for continuous updates.
• The Department's OESE-OIE formula grant website was updated with FY 22 award names and funding amount information listed in state order.

Discretionary Grants Update

Grants Leadership Academy

Our new Native Youth and Community Projects (NYCP), State Tribal Education Partnership, and Native American Language (NAL@ED) grantee project directors will attend a one-day leadership training to help ensure a successful start to their new grants.

Talking Circles and Office Hours

Targeted technical assistance is available during the virtual Talking Circles, a time for grantees to discuss information on how to improve their grants. The Talking Circles allow program officers to take a deep dive into their grants and formulate plans to help grantees be successful. These plans guide monitoring and help the program officers and project directors build a relationship. Find upcoming sessions by visiting the main webpage, select the page for a specific grant program, and view the Upcoming Events sidebar. Past Talking Circle sessions are recorded and published on our webpage.

Office Hours provide a safe space for grantees to share challenges and successes. Because of this trust and mutual respect, the Office Hours are well attended. Office Hours take place the last Thursday of each month from 1 to 2 p.m. ET. Registration for Office Hours are on each program’s individual webpage. For example, scroll down the sidebar of the Demonstration Grants webpage to find the registration link.

Discretionary Grants in Action

In their qualitative annual performance review, a NYCP grantee shared the importance of their grant and how the funding helps to implement promising practices. Before receiving the grant, the school community experienced multiple suicides and multiple attempted suicides. The school just completed its fourth grant year and in its most recent annual progress report stated that over the performance period of the grant, the school community experienced zero suicides and the number of suicide attempts have dropped considerably. The policies and practices put in place because of the NYCP program are saving the lives of students.

Remote Recruitment of Eligible Migratory Children under Title I, Part C

The Office of Migrant Education issued a letter to SEAs on July 27, to make them aware of their discretionary authority to allow the use of remote methods (telephone, video conference, and other electronic means) to identify and recruit eligible migratory children for the Migrant Education Program (MEP), authorized under Title I, Part C of the Elementary and Secondary Education Act of 1965. And, for eligibility interviews conducted remotely, states may waive the interviewee signature on the certificate of eligibility. Because in-person contact tends to improve the comfort of, and foster more trusting relationships with, migratory families, it is generally the preferred mode for recruitment. However, the Department recognizes that in-person contact is not always safe or practical. In addition to recent experiences with the COVID-19 pandemic, MEP staff have brought to our attention other circumstances that may warrant remote interviews because travel to migratory families is unsafe (e.g., wildfires) or cost-prohibitive (e.g., travel expenses to remote areas of the state). Having the flexibility to conduct interviews remotely allows states to reach greater numbers of eligible migratory children and subsequently provide services that address their unique educational needs. We encourage readers to review this letter for awareness, and to contact your state’s MEP director should you have any questions.  

Allowable Uses of REAP Grant Funds