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Find similar grantsOffice of Innovation and Early Learning Discretionary Grants is sponsored by U.S. Department of Education. The Office of Innovation and Early Learning administers discretionary grant programs that support innovations and early learning programs.
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Innovation and Early Learning Programs | U.S. Department of Education Innovation and Early Learning Programs Classroom reading at Bunche Elementary The Office of Innovation and Early Learning administers discretionary grant programs that support innovations and early learning programs.
Selected Responsibilities The office administers programs that are designed to: create, implement, replicate, or scale evidence-based innovations to improve student achievement for high-need students; and rigorously evaluate such innovations; develop the non-cognitive skills of middle-grades students to increase student success; and promote school readiness and improved learning outcomes for young children.
February 26, 2024 - The Department released non-regulatory guidance, Serving Preschool Children Through Title I, Part A) of the Elementary and Secondary Education Act to help states, local educational agencies (LEAs), and schools leverage Title I funds to expand access to preschool and enhance program quality.
The revised guidance provides actionable information on how LEAs can utilize Title I, as well as other federal funds like Title III and IDEA Part B, to reach more children. February 26, 2024- The Department released the Early School Success Dear Colleague Letter emphasizing the importance of preschool, kindergarten and the early grades highlighting the release of the revised Title I updated guidance on preschool.
February 26, 2024- In partnership with the Deputy Assistant Secretary for Early Childhood Development, US Department of Health and Human Services, the Department released a joint Dear Colleague Letter on Mixed Delivery Preschool coinciding with the release of The Early School Success Dear Colleague Letter (above) and revised Title I preschool guidance.
September 7, 2023- The Department released the Kindergarten Sturdy Bridge Dear Colleague Letter emphasizing the importance of kindergarten and announcing the launch of the Kindergarten sturdy Bridge Learning Community.
Joint Policy Statement of inclusion of Children with Disabilities in Preschool Programs November 28, 2023: The Office of Elementary and Secondary Education and the Office of Special Education and Rehabilitation Services partnered with the Administration of Children and Families to release the Joint Policy Statement on Inclusion of Children with Disabilities in Preschool Programs.
Comprehensive Centers to be awarded by September 30, 2024, will include: The Center for Early School Success will provide universal, targeted, and, as appropriate, and in partnership with Regional Centers, intensive capacity-building services designed to support SEAs and LEAs to implement comprehensive and aligned preschool to third-grade (PK–3) early learning systems in order to increase the number of children who experience success in early learning and achievement, including by increasing the number of children who meet challenging State academic standards; supporting effective transitions to kindergarten; partnerships with parents and families on everyday school attendance; and developmentally informed and evidence-based instructional practices in early literacy and math.
The Center on English Learners and Multilingualism will provide universal, targeted, and, as appropriate and in partnership with Regional Centers, intensive capacity building services designed to support SEAs and LEAs to meet the needs of English learners beginning with early language acquisition and development, meet the needs of English learners with disabilities, and increase access to high quality language programs so that they, along with all students, have the opportunity to become multilingual.
Student Engagement and Attendance Center The Student Engagement and Attendance Center (SEAC) facilitated a series of webinars focusing on attendance in kindergarten. The SEAC Learning Series 2- Promoting Attendance Early: Absenteeism in Kindergarten and the Early Grades reached 325 unique participants representing 44 States and territories. Session topics and related information can be found here.
Kindergarten Sturdy Bridge Learning Community The Frank Porter Graham Child Development Institute at University of North Carolina at Chapel Hill (UNCCH) facilitated the Kindergarten Sturdy Bridge Learning Community providing support and technical assistance to state education agencies and leaders. The program provided monthly learning community meetings for both state and local education leaders.
Transforming Kindergarten Collaborative WestEd facilitated a 12-month learning community, the Transforming Kindergarten Collaborative , through which states engaged in monthly peer-to-peer learning opportunities and individualized coaching to address problems of practice related to kindergarten transitions and developmentally appropriate practice.
WestEd produced a number of resources including a series of case studies, online resources guide and Developmentally Appropriate Practice in Kindergarten Observation guide for SEAs and LEAs.
Additional Technical Assistance Sessions June 27, 2023: Family Engagement to Support Kindergarten Readiness and Early School Success webinar June 14, 2023: Lessons from the Field Webinar - Kindergarten as a Sturdy Bridge: Transforming the Kindergarten Year February 9, 2023: Raise the Bar Session 5 – Literacy and Math Series—Session 5: Policy to Practice & Early Learning for Academic Recovery Webinar Many Departments discretionary grants included early learning focused priorities in support of early school success including: Teacher Quality Program (TQP) Teacher Quality Program 2024 included Invitational Priority 2— Supporting Early Elementary Educators and School Leaders .
Projects that include professional development programs, professional learning communities, and peer learning collaboratives to support elementary educators and school leaders in meeting the wide range of developmental strengths, needs, and experiences of students at kindergarten entry through the early grades with a focus on one or more of the following strategies: (a) Intentional collaboration for systemic alignment for continuity of services, supports, instruction, relationships, and data sharing across K–2; (b) Effective and intentional transitions into kindergarten and through the early grades; (c) Instruction informed by child development and developmentally informed practices; (d) Partnerships with parents, families and caregivers to allow successful family engagement and everyday school attendance.
Comprehensive Literacy State Development Program Comprehensive Literacy State Development program (CLSD) FY 2024 included the Invitational Priority: Supporting Effective Transition Practices, Continuity of Services and Supports, and Aligned Instruction, Including for Students from Preschool and Other Early Childhood Settings into Kindergarten; from Kindergarten into the Early Grades; and in Elementary and Secondary Education .
Projects that— (a) Include developmentally appropriate practices that support cross sector collaboration and family engagement across early learning and early elementary grades to support continuity of relationships and services from preschool through grade three, including practices that promote strong foundational literacy skills that undergird early literacy and early math success; (b) Increase and improve educational opportunities for students and promote academic recovery through aligning the instruction between preschool and grade three and supporting educators and school leaders.
Full-Service Community Schools FY 2023 Full-Service Community Schools included the Invitational Priority: Supporting Effective Transition Practices, Continuity of Services and Supports, and Aligned Instruction for Students from Preschool and Other Early Childhood Settings into Kindergarten and from Kindergarten into the Early Grades (K–3) .
The Secretary is particularly interested in projects that include policies and procedures informed by developmentally appropriate practices that support cross-sector collaboration and family engagement across early learning and early elementary grades to support continuity of relationships and services from preschool through grade three, designed to lead to increased and improved educational opportunities for students, and include implementation of one or more of the following: (1) early learning through early elementary grades instructional alignment and educator and school leader support to promote academic recovery; (2) promotion of effective and informed attendance strategies in early learning and the early elementary grades; and (3) capacity building to promote effective family engagement for students in early learning and the early elementary grades.
Early Learning Newsletter Office of Innovation and Early Learning U.S. Department of Education, OESE Innovation and Early Learning Programs Grant Applicants / Grantees Education Innovation and Research Grants Learn about the EIR program PDG Birth through Five Program Learn about the PDG B-5 program Learn about the Investing in Innovation (i3) program Office of Elementary and Secondary Education (OESE) Page Last Reviewed: April 7, 2025
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Technology and Media Services for Individuals with Disabilities Program is sponsored by U.S. Department of Education. This program is designed to improve results for children with disabilities by promoting the development, demonstration, and use of technology; supporting educational activities of educational value in the classroom; providing support for captioning and video description; and providing accessible educational materials.
Educational Technology, Media, and Materials for Individuals with Disabilities Program (Stepping-up Technology Implementation competition) is sponsored by U.S. Department of Education. This program aims to improve results for students with disabilities by promoting the development, demonstration, and use of technology; supporting educational activities of value in the classroom for students with disabilities; providing captioning and video description; and ens…
Improving Undergraduate STEM Education: Education & Human Resources (IUSE: EHR) Program is sponsored by National Science Foundation (NSF). This program promotes novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. It supports projects that bring recent advances in STEM knowledge into undergraduate education, adapt, improve, and incorporate evidence-based practices, and lay the groundwork for institutional improvement in STEM education. Professional development for instructors to ensure adoption of new and effective pedagogical techniques is a potential topic of interest.
The National Leadership Grants for Libraries Program (NLG-L) supports projects that address critical needs of the library and archives fields and have the potential to advance practice and strengthen library and archival services for the American public. Successful proposals will generate results such as new models, tools, research findings, services, practices, and/or alliances that can be widely used, adapted, scaled, or replicated to extend and leverage the benefits of federal investment. Applications to IMLS should both advance knowledge and understanding and ensure that the federal investment made generates benefits to society. Specifically, the goals for this program are to generate projects of far-reaching impact that: • Build the workforce and institutional capacity for managing the national information infrastructure and serving the information and education needs of the public. • Build the capacity of libraries and archives to lead and contribute to efforts that improve community well-being and strengthen civic engagement. • Improve the ability of libraries and archives to provide broad access to and use of information and collections with emphasis on collaboration to avoid duplication and maximize reach. • Strengthen the ability of libraries to provide services to affected communities in the event of an emergency or disaster. • Strengthen the ability of libraries, archives, and museums to work collaboratively for the benefit of the communities they serve. Throughout its work, IMLS places importance on diversity, equity, and inclusion. This may be reflected in an IMLS-funded project in a wide range of ways, including efforts to serve individuals of diverse geographic, cultural, and socioeconomic backgrounds; individuals with disabilities; individuals with limited functional literacy or information skills; individuals having difficulty using a library or museum; and underserved urban and rural communities, including children from families with incomes below the poverty line. Application Process: The application process for the NLG-L program has two phases; applicants must begin by applying for Phase I. For Phase I, all applicants must submit Preliminary Proposals by the September 20th deadline listed for this Notice of Funding Opportunity. For Phase II, only selected applicants will be invited to submit Full Proposals, and only those Invited Full Proposals will be considered for funding. Invited Full Proposals will be due March 20, 2024. Funding Opportunity Number: NLG-LIBRARIES-FY24. Assistance Listing: 45.312. Funding Instrument: G. Category: AR,HU. Award Amount: $50K – $1M per award.