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##   Embassy Belgrade PAS - University Partnership

06/12/2020

//

ACADEMIC EXCHANGE: A university partnership between Serbian and U.S. institutions of higher learning could involve in-person and/or virtual exchanges involving students, faculty, and/or administrators. The main goal(s) of an academic exchange could be to provide Serbian students and their professors: o American academic perspectives on shared areas of interest and lessons learned from the American experience in the focus subject(s); o insights into current research and academic debates in the U.S. on the focus subject(s); o the chance to engage in discussions and debate with their American counterparts; and/or o the opportunity to experience and assess teaching methodologies used in American university classrooms. On the flip side, the American participants would obviously have the opportunity to learn a great deal from their Serbian counterparts. This partnership program will broaden their perspectives. provide them with new insights, and allow them to learn firsthand from Serbian academics about their research projects. This academic exchange would greatly enrich U.S. universities as well. Some academic fields that fit within the parameters of the U.S. Embassy’s objectives include: • Social Sciences: o International Affairs o Security Studies o Mediation, Peace, and Conflict Resolution Studies o Regional or Area Studies: European Studies, Russia Area Studies, Asian Studies o American Studies / African American Studies / Latino American Studies / Asian American Studies / etc. o U.S. History o U.S. Government and Politics o Law and Human Rights o Holocaust Studies • Journalism • Education: o Civics Education / Teaching of Social Studies o Holocaust and Tolerance Education o Special Education (for students with physical and/or learning disabilities) o Educational Technology (incl. distance learning) • Economics / Business, specifically: o Agro-business and Agricultural Development o Technology & Innovation o e-Commerce, e-Business o Renewable & Sustainable Energy Studies o Tourism Management Note: If your institution is interested in developing a partnership focused on other academic fields besides the ones listed above, please contact PAS early in the application process to see if that field would be acceptable within the above framework. OTHER POTENTIAL ACTIVITIES: A university partnership project could also include one or more of the following activities: curriculum development; needs assessments; joint online courses; joint research projects; development of a joint degree program; development of a study abroad program; sharing of best teaching practices and instructional methods; support for participation in academic conferences or student competitions (e.g., moot court, Model U.S. Congress, Model United Nations); establishing an American Studies course or academic program; and/or setting up a center focused on American Studies. ADDITIONAL OBJECTIVES. No matter which menu of activities are in the proposal, the university partnership ideally would further strengthen Serbian academic institutions and methods of instruction. Directly or indirectly, PAS hopes that this project will assist thoughtful academics at Serbian universities to better prepare their students for further study, for future employment, and to take up the responsibility to be well-informed citizens. Participants and Audiences: Participants will be Serbian and American students, professors/academics, and/or administrators. Length of performance period: 6 to 24 months. Cost sharing is welcome but not required. The review panel will not use cost-sharing in the evaluation process. Application Package Accessibility: All application forms are available at: https://rs.usembassy.gov/university-partnership-notice-of-funding-oppor... Submission Dates and Times: Applications are due no later than midnight on July 20, 2020. Please submit proposals to the Public Affairs Section, U.S. Embassy in Belgrade, electronically via email to BelgradePASUniv@state.gov. Content and Form of Application: Applicants must follow the instructions and conditions contained herein and supply all information required. Applicants must provide full, accurate, and complete information as required by this Notice of Funding Opportunity. The proposal should contain sufficient information that anyone not familiar with it would understand exactly what the applicant wants to do. Please feel free to use the PAS Belgrade Grant Application Form on the website. (Please type in “University Partnership” in the “Program” box. You can ignore the character limits throughout the form.) You may instead use your own proposal format, but it must include all the items below. The proposal must include the following: Mandatory application forms: (You can find these on the U.S. Embassy website at https://rs.usembassy.gov/university-partnership-notice-of-funding-oppor...) o SF-424 (Application for Federal Assistance – organizations). o SF424A (Budget Information for Non-Construction programs). o SF424B (Assurances for Non-Construction programs). o PAS Belgrade Grant Application Form -- unless applicant uses own form. (See note under “c. Full Proposal” in the full NOFO text). o Detailed Budget (Excel spreadsheet). (See note under “d. Detailed Budget, with Justification Narrative” in the full NOFO text.) Applications are due no later than midnight on July 20, 2020. If you have any questions about the grant application process or the requirements of this solicitation, please contact: BelgradePASUniv@state.gov.

327658

19.900

##   Research Experiences for Teachers (RET) in Engineering and Computer Science

07/11/2020

09/15/2021

NSF's Directorate for Engineering (ENG) and the Directorate for Computer and Information Science and Engineering (CISE) have joined to support the Research Experiences for Teachers (RET) in Engineering and Computer Science program. This program supports active long-term collaborative partnerships between K-12 Science, Technology, Engineering, Computer and Information Science, and Mathematics (STEM) in-service and pre-service teachers, full-time community college faculty, university faculty and students, and industry partners to enhance the scientific disciplinary knowledge and capacity of the STEM teachers and/or community college faculty through participation in authentic summer research experiences with engineering and computer science faculty researchers. The research projects and experiences all revolve around a focused research area related to engineering and/or computer science that will provide a common cohort experience to the participating educators. The K-12 STEM teachers and/or full-time community college faculty also translate their research experiences and new scientific knowledge into their classroom activities and curricula. The university team will include faculty, graduate and undergraduate students as well as industrial advisors. As part of the long-term partnership arrangements, involvement of undergraduate/graduate students with the integration of the RET curricular materials into classroom activities is particularly encouraged. Partnerships with inner city, rural, or other high-needs schools are especially encouraged. Proposals emphasizing broadening participation of underrepresented groups in Engineering and Computer Science, including women, persons with disabilities, veterans, African Americans, Hispanics, American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders, are also encouraged. These proposals could focus on participation of teachers who are themselves underrepresented, or teachers who serve large populations of underrepresented students. This announcement features two mechanisms for support of in-service and pre-service K-12 STEM teachers and full-time community college faculty: (1) RET supplements to ongoing ENG and CISE awards and (2) new RET Site awards. RET supplements may be included outside this solicitation in proposals for new or renewed ENG and CISE grants or as supplements to ongoing ENG- and CISE-funded projects. RET in Engineering and Computer Science Sites, through this solicitation, are based on independent proposals from engineering and/or computer and/or information science departments, schools or colleges to initiate and conduct research participation projects for K-12 STEM teachers and/or full-time community college faculty.

328051

47.041

##   National Defense Education Program (NDEP) Science, Technology, Engineering, and Mathematics (STEM) Consortia Request for Information (RFI) for the Office of the Under Secretary of Defense (Research & Engineering)

07/27/2021

//

Request for Information Request for Information: R&ENDEPSTEMFY22RFI Agency/Office: Washington Headquarters Services/Acquisition Directorate (WHS/AD) on behalf of the Office of the Under Secretary of Defense (Research & Engineering) Title: National Defense Education Program (NDEP) Science, Technology, Engineering, and Mathematics (STEM) Consortia Request for Information (RFI) for the Office of the Under Secretary of Defense (Research & Engineering) Disclaimer: The Department of Defense (DoD) may use responses to this request for information (RFI) to inform future solicitation / funding opportunity announcement. The purpose of this RFI is to survey industry (to include non-profits, academia, large, and small businesses (e.g., 8(a), service-disabled Veteran-owned small business, HUBZone small business, small disadvantaged business, Veteran-owned small business, and woman-owned small business)) for relevant information. Hence, submitted responses should not be worded as proposals. In accordance with FAR 15.201(e), responses to this notice are not offers and cannot be accepted by the Government to form a binding contract. The Government will not reimburse respondents for any costs associated with submissions of the RFI being requested or reimburse expenses incurred to interested parties for responses. Background/Overview: This RFI consists of two focuses, which are outlined below: (1) Transitioning students from 2-year Community College science, technology, engineering, and mathematics (STEM) programs to a STEM degree at a 4-year institution through a consortium based approach (2) Preparing an agile and diverse workforce through technical training and certificate programs and supporting these programs through collaborative partnerships and consortia The Department of Defense (DoD) STEM mission is to inspire, cultivate, and develop exceptional STEM talent through a continuum of opportunities to enrich the current and future DoD workforce poised to tackle evolving defense technological challenges. Towards this end, DoD invests in the future and current STEM talent pools by fostering pathways that connect to a continuum of enriching DoD programs to meet the unique mission needs of the Department. In accordance with 10 USC §2192, Improvement of education in technical fields: general authority regarding education in science, technology, engineering, and mathematics, NDEP through WHS/AD, is conducting market research to investigate effective approaches at creating STEM education focused consortia or communities of practice at Community Colleges and 2-year colleges. The Federal STEM Strategy states, “The future, more diverse, pool of work-ready, STEM-literate Americans will come through many pathways[1]. About half of students who pursue higher education are likely to start at a community college”[2]. DoD is the largest employer of scientists and engineers in the United States. Therefore, the Department must maintain a robust pipeline of STEM talent by investing in postsecondary STEM activities, specifically in 2-year colleges, to ensure the DoD has enduring access to the best and brightest talent in the near-, mid-, and long-term. This RFI explicitly encourages input from or regarding projects that involve consortia or communities of practices between 2-year institutions, Community Colleges, and relevant partners; improve the capacity of community colleges to create impactful STEM educational experiences for students and teachers; promote the transition from 2 to 4-year degrees; and prepare an agile and diverse 21st century technical workforce. Response(s) to the question(s) below should focus on effective models with specific efforts in at least one of the following: · Reaching and attracting Veterans, their dependents, and military connected students to STEM opportunities[3],[4] · Providing meaningful STEM experiences for students and faculty especially those from underserved populations[5] · Fostering/leveraging partnerships and ecosystems to amplify reach and impact of STEM activity through multi-institution consortia[6] · Promoting transition from 2-year colleges to 4-year degrees in STEM fields · Technical training and certifications through 2-year degree programs, especially in AI, cyber, and advanced manufacturing Questions to address: Respondents can answer any of the questions #1 - #8, but are not required to respond to all questions #1 - #8. 1. What are the biggest needs and challenges that Community Colleges face in regards to STEM education? How could those needs and challenges best be addressed? 2. What educational programs can be developed and implemented at Community Colleges to support DoD science and technology priority areas (https://www.cto.mil/modernization-priorities/)? 3. What are effective ways in preparing 2-year STEM students to transition into 4-year STEM degrees or the STEM workforce? 4. What are effective ways to promote technical training and STEM certificate programs? 5. What partners do Community Colleges and 2-year institutions need to successfully promote certificate programs and/or transitioning students to 4-year institutions? What benefits would come from each type of partner? 6. Whether you are currently part of a consortium-based model or would be interested in participating in one, describe the benefits and drawbacks of such a partnership. What type of consortium structure maximized the creation of effective and lasting relationships between institutions in regards to promoting STEM education? What would the role of the management entity look like, and what partners would be involved? 7. If you are currently part of a local or regional ecosystem[7], either formally or informally, describe the structure and support that the ecosystem provides. Please describe the benefits and drawbacks that you encounter. What efforts support STEM participation by creating accessible, inclusive STEM learning opportunities and promoting STEM careers? 8. What are effective ways in assessing program impact relative to topics mentioned above? Requirement: All qualified, experienced, and capable sources are welcome to respond to this RFI. Large-scale and small-scale examples of programs are of equal interest. Your capabilities should cover any and all areas of focus delineated above. There is no target of years in relevant experience if a program has evidence-based effectiveness and proven results. In addition, please provide the following Point of Contact information for all responses: Company: Address: Point of Contact: Phone Number: Email Address: Business Size and Classification: [example, Large Business, Small Business, 8(a), Woman-Owned/Economically Disadvantaged Woman-Owned, Historically Underutilized Business Zone (HUBZone), Veteran-Owned, Service-Disabled Veteran-Owned)] Security Clearance: No security clearance is required for this requirement NAICS recommendations: • 541713 Research and Development in Nanotechnology • 541714 Research and Development in Biotechnology • 541715 Research and Development in the Physical, Engineering, and Life Sciences; • 541720 Research and Development in the Social Sciences and Humanities; • 611310 Colleges, Universities, and Professional Schools; • 611430 Professional and Management Development Training; • 611519 Other Technical and Trade Schools; • 611691 Exam Preparation and Tutoring; • 611710 Educational Support Services; • 712110 Museums; • 813211 Grantmaking Foundations • 923110 Administration of Education Programs; Submission Requirements: All responses to the RFI should be submitted via e-mail to osd.dodstem@mail.mil following the Schedule of Events below. The government is contemplating holding an informational workshop/webinar after the close of the RFI. If you would like to participate, RSVP to the email address provided and state I, II, and/or III from the areas of interest on page 1. Please no phone calls. Schedule of Events Event: Questions Regarding RFI Date: 23 August, 2021 Time: 17:00 EST Event: FAQ Posting Date: 27 August, 2021 Event: RFI Responses Due Date: 10 September, 2021 Time: 17:00 EST There is a maximum page limitation of six (6) pages: four (4) pages for the responses to questions two (2) pages for the capability statement All responses must be typed, single spaced using 12 point, Times New Roman, font, within an 8.5 by 11-inch page size, in Adobe Acrobat PDF (.pdf) or Microsoft Word files. No hard copy or facsimile submissions will be accepted. Cover letters and extraneous materials (brochures, etc.) will not be considered. All submissions shall be at the UNCLASSIFIED level and shall clearly mark proprietary information. All submissions shall include contact information for the individual and/or organization (as appropriate) making the submission. At the discretion of the Office of the Under Secretary of Defense (Research & Engineering), responders may be contacted for further clarification or additional information; if you do not wish to be contacted please indicate so in your response. [1] Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systematic Change to Support Students’ Diverse Pathways (2016). https://www.nap.edu/catalog/21739/barriers-and-opportunities-for-2-year... [2] Charting a Course for Success: America’s Strategy for STEM Education (2018). https://trumpwhitehouse.archives.gov/wp-content/uploads/2018/12/STEM-Ed... [3] FY2020 National Defense Authorization Act, Section 211, 10 USC §2192b Program on enhancement of preparation of dependents of members of armed forces for careers in science, technology, engineering, and mathematics [4] S. 153 – Supporting Veterans in STEM Careers Act [5] DoD STEM defines Underserved populations as students that are dependents of members of the military, national guard and reserves or military connected; students who are eligible to receive Free and Reduced-price Meals—FARMS; Students belonging to racial and ethnic minorities that are historically underrepresented in STEM (i.e., Alaska Natives, Native Americans, Blacks or African Americans, Latinx/Hispanics, Native Hawaiians and other Pacific Islanders); Students with disabilities; Students who are English language learners (ELLs); First‐generation college bound students:; Students in rural, frontier, or other Federal targeted outreach schools; and Females in certain STEM fields where they remain underrepresented (Gender) (e.g., physical science, computer science, mathematics, or engineering) [6] FY2018 National Defense Authorization Act, Section 217, 10 USC §2358 Mechanisms for Expedited Access to Technical Talent and Expertise at Academic Institutions to Support Department of Defense Missions [7] STEM Ecosystem: STEM education ecosystems consist of multi-sector partners united by a collective vision of supporting participation in STEM through the creation of accessible, inclusive STEM learning opportunities that promote STEM literacy and expose learners to a variety of career paths and facilitate critical transitions from Pre-K through career. A STEM education ecosystem continuously evaluates its activities and adapts as needed to improve outcomes for learners, plans for the long-term, and invests in communicating its work to build broad support and advance best-practices.

334905

12.006

##   Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Postsecondary Programs for Students with Intellectual Disabilities-National Technical Assistance and Dissemination Center (PPSID-NTAD) Program, Assistance Listing Number 84.407C

08/05/2021

09/07/2021

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The Postsecondary Programs for Students with Intellectual Disabilities-National Technical Assistance and Dissemination Center (PPSID-NTAD) program provides for the establishment of a technical assistance center to translate and disseminate research and best practices for all institutions of higher education (IHEs), including those not participating in the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) program, for improving inclusive postsecondary education for students with intellectual disabilities (SWIDs). This center will help ensure that knowledge and products gained through research will reach more IHEs and students and improve postsecondary educational opportunities SWIDs. Assistance Listing Number (ALN): 84.407C.

335124

84.407

##   YouthBuild

11/22/2021

01/21/2022

The purpose of this program is to fund organizations to provide a pre-apprenticeship program model that encompasses education, occupational skills training, leadership development, and high-quality post-program placement opportunities to opportunity youth. YouthBuild is a community-based alternative education program for youth between the ages of 16 and 24 who left high school prior to graduation that also have other risk factors, including being an adjudicated youth, youth aging out of foster care, youth with disabilities, migrant farmworker youth, youth experiencing housing instability, and other disadvantaged youth populations. The YouthBuild program simultaneously addresses multiple core issues important to youth in low-income communities: affordable housing, leadership development, education, and employment opportunities in in-demand industries and apprenticeship pathways. YouthBuild programs serve as the connection point to vital services for participants. Key aspects of the YouthBuild service delivery model include meaningful partnership and collaboration with the public workforce development system, education and human services systems, and labor and industry partners. DOL expects applicants funded through this solicitation to have well-established partnerships in place prior to grant award. The YouthBuild model balances project-based academic learning and occupational skills training to prepare opportunity youth for career placement. The academic component assists youth who are often significantly behind in basic skill development in obtaining a high school diploma or state high school equivalency credential. The occupational skills training component prepares opportunity youth for apprenticeship and other career pathways and/or further education or training. It also supports the goal of increasing affordable housing within communities by teaching youth construction skills learned by building or significantly renovating homes for sale or rent to low- income families or transitional housing for homeless families or individuals.

336698

17.274

##   University Centers of Excellence in Developmental Disabilities Diversity Fellowships

02/25/2022

04/26/2022

The Developmental Disabilities Assistance and Bill of Act (DD Act), requires that the programs authorized under the law are culturally competent to ensure that individuals with developmental disabilities, regardless of background, are full participants in all aspects of community life. According to the DD Act, Sec. 101. [42 USC 15001] c Policy. “It is the policy of the United States that all programs receiving assistance under this title shall be carried out in a manner consistent with the principles that Services, supports, and other assistance should be provided that demonstrate respect for personal preferences, and cultural differences; Specific efforts must be made to ensure that individuals with developmental disabilities from racial and ethnic minority backgrounds and their families enjoy increased and meaningful opportunities to access and use community services, individualized supports available to other individuals with developmental disabilities and their families; Recruitment efforts in disciplines related to developmental disabilities in pre-service training, community training, practice, administration, and Policymaking must focus on bringing larger numbers of racial and ethnic minorities into the disciplines in order to provide appropriate skills, knowledge, role models, and sufficient personnel to address the growing needs of an increasingly diverse population.” The DD Act has long identified the importance of cultural competence and improving expectations and outcomes for people with developmental disabilities, including those from culturally and linguistically diverse backgrounds. The DD Act throughout requires that the programs authorized address the needs of people from unserved and underserved backgrounds. Section 101(a) identifies the need to ensure that services, supports, and other assistance are provided in a culturally competent manner and that individuals from racial and ethnic minority backgrounds are fully included in all activities provided under the Act. The term “culturally competent” is defined in the DD Act of 2000, sec. 102(7) as: Services, supports, or other assistance that is conducted or provided in a manner that is responsive to the beliefs, interpersonal styles, attitudes, language, and behaviors of individuals who are receiving the services, supports, or other assistance, and in a manner that has the greatest likelihood of ensuring their maximum participation in the program involved. The DD Act of 2000 recognizes the important role that UCEDDs play in enhancing the diversity of the workforce, requiring that UCEDDs coordinate their efforts to recruit and retain underrepresented groups at all levels in order to respond to the changing United States demographics. This opportunity will fund up to 10 UCEDD Diversity fellowship grants to continue to address the disparities experienced by historically underrepresented communities. Funds will be used to support the recruitment and retention of trainees from culturally and linguistically diverse backgrounds to participate in a fellowship experience at the UCEDD with opportunities to make systemic change through a capstone project in community based activities. AoD will award NTI grants to pay for the federal share of a diversity fellowship program to support UCEDDs in: Growing the diversity of its trainee enrollment; Building a cohort of trainees in the UCEDD network from diverse backgrounds; Creating a forum for knowledge exchange and transfer at the UCEDD; and Committing to participate in an AUCD coordinated national forum for knowledge exchange and transfer across the UCEDD network. The UCEDD will use the funds to recruit at least one trainee from a diverse background to participate in a fellowship program with opportunities to make systemic change through a capstone project in community-based activities, organizations, policy and/or programs. The fellowship should include a formal training experience with mentoring and other opportunities that will engage the trainee in the national network of UCEDDs and support knowledge exchange and transfer in a national forum.

338254

93.632

##   Improving Undergraduate STEM Education: Computing in Undergraduate Education

04/16/2022

08/18/2022

The Improving Undergraduate STEM Education:Computing in Undergraduate Education (IUSE: CUE) program aims to better prepare a wider, more diverse range of students to collaboratively use computation across a range of contexts and challenging problems. With this solicitation, the National Science Foundation focuses onre-envisioninghow to teach computing effectivelyto a broad group of students,in a scalable manner, with an emphasis on broadening participation of groups who are underrepresented andunderservedby traditional computing courses and careers.These groups may include women, persons with disabilities, Blacks and African Americans, Hispanics and Latinos, American Indians, Alaska Natives, Native Hawaiians, and Other Pacific Islanders.

339555

47.070

##   Institute of Education Sciences (IES): National Center for Education Research (NCER): Education Research Training Programs in the Education Sciences Assistance Listing Number (ALN) 84.305B

05/26/2022

09/08/2022

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: In awarding the research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. The IES National Center for Special Education Research (NCSER) is announcing two competitions—one competition in each of the following areas: special education research and special education research training. NCER Competitions The Research Training Programs in the Education Sciences Competition (ALN 84.305B). Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Methods Training in Data Science for Education Researchers. Using Longitudinal Data to Support State Education Policymaking (ALN 84.305S). Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems to identify and reduce opportunity- and achievement gaps for learners from prekindergarten through adult education. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must be eligible to receive assistance under sections 316 through 320 of part A of title III, under part B of title III, or under title V of the HEA. Information on eligibility under these authorities is available on the FY 2022 Eligibility Matrix at this link. MSIs include Alaska Native and Native Hawaiian-Serving Institutions (ANNH), American Indian Tribally Controlled Colleges and Universities (TCCU), Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI), Hispanic-Serving Institutions (HSI), Historically Black Colleges and Universities (HBCU), Predominantly Black Institutions (PBI), and Native American-Serving, Nontribal Institutions (NASNTI). Please note that institutions eligible only for the Department’s Title III Part A Strengthening Institutions program (SIP) are not considered MSIs for the purpose of this competition unless they also meet the eligibility requirements for a specific MSI category. Assistance Listing Number (ALN) 84.305B.

340583

84.305

##   OSERS-OSEP: State Technical Assistance Projects to Improve Services and Results for Children who are Deaf-Blind and National Technical Assistance and Dissemination Center for Children who are Deaf-Blind Assistance Listing Number 84.326T

12/19/2022

02/17/2023

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: Two Department programs fund this competition: the Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities (TA&D) program and the Personnel Development to Improve Services and Results for Children with Disabilities (PD) program. The purpose of the TA&D program is to promote academic achievement and improve results for children with disabilities by providing TA, supporting model demonstration projects, disseminating useful information, and implementing activities that are supported by scientifically based research. The purposes of the PD program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and general education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.326T ﻿

345001

84.326

##   University Centers for Excellence in Developmental Disabilities, Education and Service

12/19/2022

02/17/2023

Administration for Community Living Description: AoD's Office of Intellectual and Developmental Disabilities (OIDD) within the Administration for Community Living (ACL), U.S. Department of Health and Human Services (HHS) forecasts the possible availability of Fiscal Year (FY) 2023 funds to make five-year grants to up to 17 entities designated as University Centers for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD). These grantees carry out four core functions: (1) interdisciplinary pre-service preparation and continuing education of students; (2) community services, including training, technical assistance, and/or demonstration and model activities; (3) research; and (4) dissemination of information. UCEDDs are interdisciplinary education, research and public service units of universities, or public or not-for-profit entities associated with universities that implement the four core functions addressing, directly or indirectly, one or more of the areas of emphasis (e.g., quality assurance, education and early intervention, child care, health, employment, housing, transportation, recreation and other services available or offered to individuals in a community, including formal and informal community supports, that affect their quality of life). Funds made available under this proposed funding opportunity will be used to pay for the Federal share of the cost of the administration and operation of programs. Link to Additional Information: https://acl.gov/grants/open-opportunities

342835

93.632

##   Science, Technology, Engineering and Mathematics (STEM) Education Individual Postdoctoral Research Fellowships

01/11/2023

04/11/2023

The Directorate for STEM Education (EDU) STEM Education Postdoctoral Research Fellowships (STEM Ed PRF) Program funds postdoctoral fellowship projects designed to enhance the research knowledge, skills, and practices of STEM Education research by recent doctoral graduates in STEM, STEM Education, Education, and related disciplines. This solicitation supports individual postdoctoral fellowship awards; a companion solicitation (STEM Ed OPRF) supports organizational postdoctoral fellowship programs. The STEM Ed PRF Program as a whole seeks to broaden the pool of researchers who can advance knowledge regarding STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. The Program is designed tosupport postdoctoral fellows engaged in experiences that will advance their career goals by developing their expertise, skills, and competencies to conduct fundamental STEM education research. Principal Investigators who are women, veterans, persons with disabilities, and from groups underrepresented in STEM, or who have attended community colleges and minority-serving institutions (e.g., Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, Alaska Native Serving Institutions, and Hawaiian Native and Pacific Islander Serving Institutions) are especially encouraged to apply. STEM Ed IPRF awards provide direct support to Fellows to enable them to engage in ongoing research, to develop independent research, and to implement an independent professional development plan under the guidance of a sponsoring researcher. Fellows must affiliate with an appropriate host organization and are expected to devote themselves full time to the fellowship activities for the duration of the fellowship.

345335

47.076

##   Science, Technology, Engineering and Mathematics (STEM) Education Organizational Postdoctoral Research Fellowships

01/11/2023

04/28/2023

The Directorate for STEM Education (EDU) STEM Education Postdoctoral Research Fellowships (STEM Ed PRF) Program funds postdoctoral fellowship projects designed to enhance the research knowledge, skills, and practices of STEM Education research by recent doctoral graduates in STEM, STEM Education, Education, and related disciplines. This solicitation supports organizational postdoctoral fellowship projects; a companion solicitation (STEM Ed IPRF) supports individual postdoctoral fellowship awards. The Program is designed to broaden the pool of researchers who can advance knowledge regarding STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. Principal Investigators who are women, veterans, persons with disabilities, and from groups underrepresented in STEM, or who have attended community colleges and minority-serving institutions (e.g. Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, Alaska Native Serving Institutions, and Hawaiian Native and Pacific Islander Serving Institutions) are especially encouraged to apply. STEM Ed OPRF awards provide support to organizations as they develop a STEM education postdoctoral research fellowship project and support a cohort of fellows. The program should enable fellows to engage in ongoing research, to develop independent research, and to implement an independent professional development plan under the guidance of a sponsoring researcher. Fellows are expected to devote themselves full time to the fellowship activities for the duration of the fellowship.

345334

47.076

##   Democracy Commission Small Grants Program

01/31/2023

03/20/2023

The Public Diplomacy Section (PDS) of the U.S. Embassy in the Kyrgyz Republic is soliciting Statements of Interest for grants from Kyrgyz civil society and independent media organizations that focus on one of the priority areas/themes specified below. Applicants should pay close attention to PDS priority goals, program areas, target audiences, and geographic location when developing their proposals. Statements of Interest, including the short budget proposal, cannot exceed three pages. Proposals which exceed three pages limit will be disqualified from consideration. Support for Diversity, Equity, Inclusion, and Accessibility (DEIA) All programs should consider strategies for expanding the pool of individuals/organizations/beneficiaries to afford opportunities for as diverse and inclusive a population as is feasible to bring perspectives based on religion, sex, disability, race, ethnicity, sexual orientation, gender identity, gender expression, sex characteristics, national origin, and age to implementation of the program. Note: A specific goal and objectives for each theme are listed below. Please ensure you pay close attention to each of the goals, objectives, and target audiences when developing your proposal. Priority Themes: 1. Advancing Business Empowerment and Social Entrepreneurship The economy of the Kyrgyz Republic relies heavily on external factors, contributing to the country’s economic instability in recent decades. The limited economic opportunities and high level of poverty, especially in rural locations, led to mass labor migration, which caused additional socio-economic problems within communities. Previous PDS-funded projects have focused on strengthening entrepreneurship and small business development initiatives by providing beneficiaries with necessary tools and knowledge; increasing the level of financial literacy and business skills; and providing business-related training programs and vocational courses to ensure economic independence and self-sustainability. This funding opportunity seeks to continue to support projects that strengthen the enabling environment for economic growth by addressing specific current challenges: ● high level of poverty in rural locations; ● lack of core competencies and skills needed in the modern workplace; and/or, ● lack of economic opportunities and resources. Project Goal: To strengthen rural entrepreneurship and small business development by increasing knowledge and tools that entrepreneurs and small businesses owners need to make their businesses successful. 2. Promoting Democratic Institutions The Kyrgyz Republic has made democratic gains since its independence; however, democracy in the Kyrgyz Republic continues to face challenges and risks. Independent observers have noted violations of electoral processes; high levels of corruption and low levels of transparency; attempts to impose regulations on NGO/CSOs in a discriminatory manner, persecution of independent media and political repression of freedom of speech; poor public understanding of democratic institutions and legal rights, especially in rural regions; and overall political instability due to social, economic and geographical divisions. Furthermore, while the Kyrgyz NGO sector is vibrant and provides a wide range of educational, social, and legal services, many NGOs lack essential capacities, especially in rural areas, that limit their impact. Previous PDS-funded projects have focused on increasing political participation in decision-making processes, promoting cooperation between local governments and civil society, and strengthening advocacy efforts and raising awareness on universal human rights, especially among vulnerable and marginalized populations. This funding opportunity seeks to promote more inclusive and accountable democracy by addressing specific current challenges: ● limited knowledge of the importance of the rule of law, civic engagement, civil society, and advocacy; ● limited CSO capacity in communication and public relations, digital storytelling and technology skills, especially in rural areas; and/or ● limited cooperation between rural civil society and local government. Project Goal: To strengthen democracy in the Kyrgyz Republic through increased civic engagement of rural youth, increased positive perceptions of the role of civil society and the rule of law at the citizen level, increased collaboration between citizens and government bodies on good governance, and/or increased organizational capacity of rural NGOs. 3. Combatting Gender-Based Violence Combatting Gender-based violence (GBV) is a key sub-theme of promoting the rule of law and gender equality, which are essential to democratic norms. Despite extensive work and assistance to ensure gender equality in the Kyrgyz Republic, GBV remains a widespread issue in the country. Due to many factors, including, but not limited to poverty, economic dependence, traditionalism, patriarchy and gender discrimination, women in particular face different types of violence such as domestic violence, sexual violence, early marriages, sexual harassment, and physical and mental abuse. GBV is disproportionately underreported, ignored, and silenced by the government and society. Previous PDS-funded projects relating to GBV have primarily focused on raising awareness about human and legal rights, providing economic and leadership empowerment programs, strengthening the capacity of relevant bodies to effectively respond to GBV, and assisting with legal counseling to GBV victims. This funding opportunity seeks to build upon previous projects and strengthen the efforts to effectively prevent and respond to gender-based violence by addressing specific current challenges: ● entrenched gender stereotypes and prejudice; ● lack of economic resources and economic vulnerability; and/or, ● normalization and general acceptance of gender-based violence. Project Goal: To strengthen civil society and government capacity to address gender-based violence in the Kyrgyz Republic through preventative measures. 4. Preventing Violent Extremism (PVE) A significant number of young adults and teenagers in the Kyrgyz Republic experience challenges with social integration, including lack of educational and economic opportunities, especially in rural areas and new urban settlements around Bishkek. Without a strong sense of purpose, these young people are at risk of drifting into violent extremism, leading to further exclusion by their communities. One significant obstacle to young people’s positive engagement in society is a lack of critical thinking skills and ability to filter the information available to them. Previous PDS-funded projects on prevention of violent extremism have primarily focused on promoting tolerance, interethnic dialogue, and socio-economic empowerment of youth through employment partnerships, traineeship programs, and outreach events; increasing skills of positive interaction among youth in the multi-confessional environment of the Kyrgyz Republic; mitigating radicalization among young people through an educational program on media literacy and critical thinking; and working with an interfaith council to promote understanding between people of different faiths to increase acceptance and tolerance. This funding opportunity seeks to build upon previous projects and expand PVE programming in the Kyrgyz Republic through strengthening individual and community resilience and local capacity by addressing specific current challenges: ● lack of sense of belonging to a community, along with low civic participation and proactivity; ● lack of media literacy and critical skills to recognize and reject violent extremist narratives; and/or ● low capacity of local government and civil society actors in PVE and lack of effective collaboration in prevention of radicalization and extremism. Project Goal: To strengthen individual and community resilience among youth in rural regions and new urban communities and build capacity of rural civil society organizations to prevent radicalization through better coordination with key stakeholders, such as youth and government. 5. Countering Trafficking in Persons (CTIP) In 2019, the Kyrgyz Republic formally adopted a national referral mechanism (NRM) to help counter trafficking in persons (TIP.) The NRM established formal policies on victim identification, assistance referral, provision of social services, and protection of victims’ personal data, but the government provided very limited training on the NRM to key implementers. Previous PDS-funded projects have primarily focused on prevention of human trafficking through strengthened partnerships with government authorities, regional TIP coordination councils, and NGOs; improved understanding among local authorities and NGOs on the national referral mechanism policies; and raising public awareness on trafficking-related issues and risks of illegal migration through legal rights trainings to ensure safe migration and avoid exploitation abroad. This funding opportunity seeks to build upon previous projects and expand trafficking-in-persons programming in the Kyrgyz Republic by addressing specific current challenges: ● lack of effective standard operating procedures (SOPs) for state bodies including local administrations and local self-governments to implement NRM; ● low capacity of local government officials, including regional TIP coordination council members, as well as NGO representatives, to implement NRM and identify victims based on four identification criteria; and/or ● limited public awareness on trafficking-related issues, risks of illegal migration and the legal rights of migrants. Proposed projects should seek to address at least two of the three challenges above by leveraging local, state, and civil society stakeholders to strengthen interagency coordination in countering the problem of human trafficking; increase the capacity of officials in identification and protection of victims; and raise awareness of vulnerable migrants on their legal rights to ensure safe migration. Project Goal: To reduce trafficking-in-persons in the Kyrgyz Republic by educating and empowering labor migrants and at-risk groups, building capacity of government officials, and improving understanding of TIP issues.

345665

19.900

##   USAID/ Ghana Youth Activity

02/08/2023

03/08/2023

This is a Request for Information (RFI) only, NOT a Request for Applications (RFA). Responses to this RFI shall not be portrayed as applications and will not be accepted by the United States Government (USG) to form a binding agreement. This RFI must not be construed as a commitment by the USG to issue an award, or to pay for costs incurred in the preparation and submission of any comments. Responses/comments on this RFI are strictly voluntary. The Activity will support rural and urban youth in northern Ghana with a range of sustainable opportunities, tools, and support systems that enable them to improve their livelihoods, increase their abilities to contribute as both economically and socially productive individuals, promote peace, and become engaged community members. The activity will give special attention to the needs of girls, the disabled, and other disadvantaged groups.

345882

98.001

##   Disaster Assistance for University Centers for Excellence in Developmental Disabilities Education, Research and Service Disability Programs in Puerto Rico and Florida

03/24/2023

04/24/2023

The Administration for Community Living (ACL) announces a new funding opportunity to address the needs of people with disabilities impacted by Hurricanes Fiona and Ian. People with disabilities often have unique needs during a crisis. For example, they may have a wider variety of functional limitations, sometimes requiring more supports, many of which are often in short supply during and after a crisis event. It is critical that individuals, service providers, and communities actively engage in emergency planning and response that is inclusive of people with disabilities to ensure they continue to be supported in their communities and not in institutions. Effective emergency and disaster response and recovery promotes and protects the health of people and the communities where they live, learn, work, and play. The disability networks funded by the Administration for Community Living (ACL) play essential roles in that work. As the nation’s visible and trusted network of programs, these organizations provide a variety of services, including those related to assisting with emergency and disaster recovery efforts, such as offering case management support, relocating impacted individuals to safe housing in the community, and ensuring state and local services provided are accessible to people with disabilities. Understanding the resources available and the needs of people with disabilities in their areas, these networks have over 50 years of community experience and possess intimate knowledge of how to address emergencies and disasters.  Puerto Rico and Florida were directly impacted by major category 4 hurricanes which significantly affected the vital services and programs that support older adults, people with disabilities, and their family caregivers to live as independently as possible in their own communities. The Aging and Disability Network has been attempting to meet an increased need for services in impacted communities with current Older Americans Act (OAA) funding, Rehabilitation Act funding, and Developmental Disabilities Act funding. None of these authorities include direct funding for disaster related activities and programs are redirecting funds intended for other activities to address immediate needs caused by the Hurricanes. This funding is intended for the ACL Aging and Disability Network in Florida and Puerto Rico to help advance recovery and response efforts that are inclusive of people with disabilities and provide gap-filling services for older adults, people with disabilities, and their family caregivers for immediate and long-term disaster response and recovery. Examples of activities consistent with the purpose of this directed announcement funding are the following:Program a staffing costs to support response and recovery efforts, including case management.Program materials and supplies costs to support response efforts.General outreach to people with disabilities and information and referral.Monitoring shelters / temporary dwellings for health, wellness, and safety.Coordination with emergency response partners and other local and state agencies to ensure the needs of people with disabilities are being addressed.Providing case management and managing transitions to home / community placement for those placed in skills nursing facilities.Assisting with replacing supplies, durable medical equipment, and medication.Providing food assistance and home delivered groceries / meals.Obtaining needed personal hygiene items.Providing or assisting with access to personal care assistance and transportation assistance. Assisting with finding new accessible housing and assisting with home modifications.Advocating on behalf of people with disabilities at the state and local level.Awards authorized under Subtitle D of the DD Act, University Centers for Excellence in Developmental Disabilities (UCEDDs), shall be provided funding under this opportunity. Award recipients will be required to submit annual progress reports on the activities conducted, challenges, successes, and lessons learned and provide a written summary. In addition, to show impact of the grant awards, the grantee will include the number of people served or impacted by the services provided against each of the activities chosen to be implemented. To be eligible to receive this grant, the grantee must submit a Letter of Assurance to ACL containing all the assurances required, UCEDDs who do not complete assurance requirements below or otherwise indicate no desire to receive funds will be excluded from receiving funds. Other RequirementsA. Letter of AssuranceA Letter of Assurance is required to be submitted by the eligible entity in order to receive an award. The Letter of Assurance must include the following:1. Assurance that the award recipient is the agency or entity designated as UCEDD in the state or territory.2. Assurance that funds will supplement and not supplant existing UCEDD funding.3. Assurance that funds will be spent in ways consistent with the purpose of the funding in carrying out one or more of the following activities: Program a staffing costs to support response and recovery efforts, including case management.Program materials and supplies costs to support response efforts.General outreach to people with disabilities and information and referral.Monitoring shelters / temporary dwellings for health, wellness, and safety.Coordination with emergency response partners and other local and state agencies to ensure the needs of people with disabilities are being addressed.Providing case management and managing transitions to home / community placement for those placed in skills nursing facilities.Assisting with replacing supplies, durable medical equipment, and medication. Assisting with replacing supplies, durable medical equipment, and medication.Providing food assistance and home delivered groceries / meals. Obtaining needed personal hygiene items. Providing or assisting with access to personal care assistance and transportation assistance. Assisting with finding new accessible housing and assisting with home modificationsAdvocating on behalf of people with disabilities at the state and local level. 4. Assurance that the award recipient will do outreach to Aging and Disability Resource Centers, Centers for Independent Living, State Councils on Developmental Disabilities, and other University Centers for Excellence in Developmental Disabilities in the state as appropriate to maximize state coordination wherever possible.5. Assurance to provide semi-annual federal financial reports and annual program reports that describes activities conducted, challenges, successes, and lessons learned. The written summary will also include number of people served or impacted by the services provided. I understand that ACL will provide further guidance on how to submit these reports. 6. I furthermore certify that I am the Authorized Organizational Representative (AOR) identified above and have the authority to submit this request on behalf of the above identified agency.B. Action PlanTo be eligible to receive this grant, the eligible entity must submit a plan detailing the need(s) they plan to address of people with disabilities impacted by Hurricanes Ian or Fiona and how they intend to implement authorized activities to address these needs. The plan must include a budget request with a justification for how the funds would be used to support disaster recovery efforts.

346838

93.632

##   Youth Basketball Program Mozambique

04/18/2023

05/22/2023

A. PROGRAM DESCRIPTION The U.S. Embassy in Mozambique of the U.S. Department of State announces an open competition for organizations to submit proposals to implement a Youth Basketball program headquartered in Pemba. Please follow all instructions below. Priority Region: Cabo Delgado Program Objectives: Use basketball programs for children and youth to promote community cohesion and leadership skills as a way to promote peace, decrease discrimination, and engage young people through sports. The program should center basketball and associated activities to organize tournaments that encourage healthy competition, build resilience following trauma, empower youth, unite their communities, stimulate community-government relations, and foster peace. The project should also cater to sustained activities promoting the physical, educational, emotional, and psychological health. Involvement of professionals that will help the children navigate through their trauma, provide supplemental support systems to keep children in school, promote unit is crucial. The grantee should provide necessary means for the beneficiaries to have desired conditions that enable them to reach the areas of activities, be part of the program, and have the necessary sports equipment and proper athletic footwear. Participants and Audiences: The focus should be on children and youth between the ages of 6 – 21 who have an interest in sports, include natives and internally displaced youth, with a special emphasis on girls and young people with disabilities. Young people who are not in school should also be part of the project and encouraged to return to school through the project. B. FEDERAL AWARD INFORMATION Length of performance period: 24 months Number of awards anticipated: up to 02 awards (dependent on funding) Award amounts: awards may range from a minimum of $200,000 to a maximum of $400,000 Total available funding: $400,000 Type of Funding: FY22/23 Economic Support Funds under the Foreign Assistance Act Anticipated program start date: 01 October 2023 This notice is subject to availability of funding. Funding Instrument Type: Grant or cooperative agreement. Cooperative agreements are different from grants in that bureau/embassy staff are more actively involved in the grant implementation (“Substantial Involvement”). Program Performance Period: Proposed programs should be completed in 24 months or less.

347578

19.979

##   OSERS: Personnel Development to Improve Services and Results for Children with Disabilities--Personnel Preparation of Special Education, Early Intervention, and Related Services Personnel, ALN 84.325M

05/05/2023

07/14/2023

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. ALN 84.325M

347936

84.325

##   Justice for Underserved Disabled Youth Initiative (JUDY Initiative)

05/17/2023

06/30/2023

The U.S. Department of State, Bureau of Democracy, Human Rights, and Labor (DRL) announces an open competition for organizations interested in submitting applications for: Justice and Universal Disability Youth Inclusion (JUDY Initiative) through protecting and promoting the rights of persons with disabilities in Eastern Europe, Eurasia, and/or Central Asia.

348186

19.345

##   Workplace Equity for Persons with Disabilities in STEM and STEM Education

05/20/2023

09/19/2023

The Workplace Equity for Persons with Disabilities in STEM and STEM Education solicitation, which is managed by the Division of Equity for Excellence in STEM in the Directorate for STEM Education,supports fundamental, applied, and translational research that advances knowledge and practice about diverse, equitable, inclusive, and accessible STEM and STEM education workplaces and postsecondary training environments for persons with disabilities. Proposals should focus on one or more of the following three research themes: (1) Studying barriers and solutions to diversity, equity, inclusion, and accessibility in STEM and STEM education workplaces and training settings for persons with disabilities; (2) Applying intersectional social identity perspectives to investigate characteristics and conditions of STEM and STEM education workplaces and training environments that limit and/or improve diversity, equity, inclusion, and accessibility for persons with disabilities; and (3) Conducting use-inspired and solution-oriented translational research about diverse, equitable, inclusive, and accessible STEM and STEM Education workplaces and training settings for persons with disabilities. Research proposals must address key project design components: (1) The inclusion of researchers, experts, and organizations with authentic disability experiences; (2) The identification of disability type(s) to be investigated; (3) The specific STEM and/or STEM education workplaces and postsecondary training settings to be studied; (4) The use of theoretical and/or conceptual frameworks and robust research hypotheses, questions, designs, methodologies, data analyses, and data interpretation; (5) A plan to assess the success of the project; and (6) A plan for the accessible dissemination of knowledge and practice outcomes to traditional and new audiences. The amount of funding and duration requested in the Research proposals submitted in response to this solicitation should align with the maturity of the proposed work and the size and scope of the project activities. Research proposals may request a budget up to $1,500,000 and a duration up to five (5) years. All proposals should justify the requested level of funding and duration in the project description.This solicitation also invites Synthesis projects, which are a very specific type of Research proposal. Synthesis projects may propose budgets up to $600,000 and project durations up to three (3) years. This solicitation also invites proposals for Conferences, EArly-concept Grants for Exploratory Research (EAGER), and Rapid Response Research (RAPID). Facilitation Awards for Scientists and Engineers with Disabilities (FASED) are always welcome. The solicitation’s Section II, Program Description, provides additional information about each type of proposal.

348261

47.041

##   Office of Elementary and Secondary Education (OESE): Charter School Program (CSP): Grants to Charter School Developers for The Replication and Expansion of High-Quality Charter Schools, Assistance Listing Number 84.282E

06/05/2023

07/07/2023

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The major purposes of the CSP are to expand opportunities for all students, particularly for children with disabilities,[1] English learners, and other traditionally underserved students, to attend charter schools and meet challenging State academic standards; provide financial assistance for the planning, program design, and initial implementation of charter schools; increase the number of high-quality charter schools available to students across the United States; evaluate the impact of charter schools on student achievement, families, and communities; share best practices between charter schools and other public schools; aid States in providing facilities support to charter schools; and support efforts to strengthen the charter school authorizing process (section 4301 of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA)). The CSP Developer Grant program (Assistance Listing Numbers 84.282B and 84.282E) is authorized under Title IV, Part C of the ESEA (20 U.S.C. 7221-7221j). Through CSP Developer Grants, the Department provides financial assistance to charter school developers to enable them to open and prepare for the operation of new or replicated charter schools or to expand high-quality charter schools in States that do not currently have a CSP State Entity grant under the ESEA. Charter schools that receive financial assistance through CSP Developer Grants provide programs of elementary or secondary education, or both, and may also serve students in early childhood education programs or postsecondary students. Assistance Listing Number (ALN) 84.282E.. [1] Terms defined in this notice are italicized the first time each term is used.

348484

84.282

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