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Tag: grants

  • Tewksbury schools denied state grants due to MBTA Communities noncompliance

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    TEWKSBURY — The first consequences seem to be arriving for the remaining cities and towns out of compliance with the MBTA Communities law after Tewksbury Public Schools was informed it not be receiving certain state grant funding in fiscal 2026 as a result of the town’s noncompliance.

    A little more than a dozen towns remain out of compliance with the MBTA Communities law, which compels 177 communities in eastern Massachusetts to create zoning that would allow the creation of multifamily housing by right.

    Tewksbury is among the communities who remain out of compliance after Town Meeting voted overwhelmingly to reject the proposed zoning in town in 2024. An effort to bring the measure back to Town Meeting in 2025 was blocked by the Planning Board.

    In the Dec. 17 Tewksbury School Committee meeting, Superintendent of Schools Brenda Theriault-Regan said the district was recently notified it was “currently ineligible for certain educational grant funding due to the town of Tewksbury’s noncompliance with the MBTA Communities Act.”

    That funding includes an Early College planning grant for $50,000, an Early College designation funding grant for $250,000 over five years, a time-out practices implementation grant for $50,000, which Theriault-Regan said was meant to support the district with resources to help it comply with new Department of Elementary and Secondary Education regulations on “seclusion and restorative practices.”

    “DESE also shared with us that Tewksbury Public Schools’ participation in current 2026 state-funded grants and future grants remains at risk until the town remediates this compliance issue,” said Theriault-Regan.

    The superintendent referenced how earlier this month Gov. Maura Healey’s administration said Wachusett Regional High School and South Shore Vocational Technical “were mistakenly informed that they were not eligible for Credit for Life grant awards,” as reported by the Boston Herald. A spokesperson for the state Office of Consumer Affairs and Business Regulation told The Herald the mistake had been corrected, and those districts were eligible for that grant.

    “That was the only grant the article referenced, so we are very much concerned that our students could lose out on the programs and resources we depend on through grant funding, especially for factors outside the School Department’s control,” said Theriault-Regan. “But the article I referenced certainly gave us hope that maybe the state leaders and legislators will look at educational grant funding differently moving forward, aside from the MBTA Community Act compliance.”

    Theriault-Regan said the district was committed to working with town and state officials to “see if we can resolve this barrier and secure essential resources for our students.”

    In a phone call Tuesday, Tewksbury Select Board Chair Mark Kratman, a consistent critic of the MBTA Communities law, said there has been little communication from the state to the school district when it comes to grant funding eligibility.

    “When the schools try to reach out, they are not getting a clear answer … When they are applying for grants, we are getting crickets,” said Kratman.

    “Grants are nothing more than taxpayer dollars that have been given to the State House, and they are supposed to be fairly distributed to all the cities and towns,” Kratman continued. “We are sending our money there, and with that they are supposed to govern, they are not supposed to dictate.”

    In Greater Lowell, Tewksbury is joined by Dracut and Wilmington in still being out of compliance with MBTA Communities. In addition to the loss in state grant funding, towns out of compliance with the law have been threatened with the imposition of a special master that would impose a version of the zoning without input from the town.

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    Peter Currier

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  • America’s Hottest New Investment: Rare-Earth Companies

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    A cascade of billion-dollar deals is reshaping the once-dormant Western critical-minerals industry, which the U.S. and its allies hope will act as a bulwark against aggressive trade practices by China.

    Since China began restricting exports of rare earths in April—causing auto factories to halt production and rare-earth prices to shoot up—a wave of private and government funding has flowed into rare-earth companies. They now have money to hire technical experts, expand plants and make strategic acquisitions as they race to build out a non-Chinese supply of materials required in high-tech manufacturing.

    Copyright ©2025 Dow Jones & Company, Inc. All Rights Reserved. 87990cbe856818d5eddac44c7b1cdeb8

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    Jon Emont

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  • Funding technology initiatives in uncertain times

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    Key points:

    Recent policy shifts have caused significant uncertainty in K-12 education funding, especially for technology initiatives. It’s no longer business as usual. Schools can’t rely on the same federal operating funds they’ve traditionally used to purchase technology or support innovation. This unpredictability has pushed school districts to explore creative, nontraditional ways to fund technology initiatives. To succeed, it’s important to understand how to approach these funding opportunities strategically.

    How to find funding

    Despite the challenges, there are still many grants available to support education initiatives and technology projects. Start with an online search using key terms related to your project–for example, “virtual reality,” “virtual field trips,” or “career and technical education.”

    Explore national organizations like the Bill & Melinda Gates Foundation or Project Tomorrow and consider potential local funding sources. Local organizations such as Rotary or Kiwanis clubs can be powerful allies in helping to fund projects. The local library and city or county government may also offer grants or partnership opportunities. Schools should also reach out to locally-headquartered businesses, many of which have community outreach or corporate social responsibility goals that align with supporting local education.

    Colleges and universities are another valuable resource. They may be conducting research that aligns with your school’s technology project. Building relationships with these institutions and organizations can put your school “in the right place at the right time” when new funding opportunities arise.

    Strategies to win the grant

    Once potential funding sources are identified, the next step is crafting a compelling proposal. Consider the following strategies to strengthen your application.

    1. Focus on the “how and why,” not just the “what.” If your school is seeking funds to buy hardware, don’t simply say, “Here’s what we want to buy.” Instead, frame it as, “Here’s how this project will improve student learning and why it matters.” Funders want to see the impact their support will have on outcomes. The more clearly a proposal connects technology to learning gains, the stronger it will be.

    2. Highlight the research. Use evidence to validate your project’s value. For example, if a school plans to purchase virtual reality headsets, cite studies showing that VR improves knowledge retention, engagement, and comprehension compared to traditional instruction. Demonstrating that the technology is research-backed helps funders feel confident in their investment.

    3. Paint a picture. Bring the project to life. Describe what students will experience and how they’ll benefit. For example: “When students put on the headset, they aren’t just reading about ancient civilizations, they’re walking through them.” Vivid descriptions help reviewers visualize the impact and believe in your vision.

    Eight questions to consider when applying for a grant

    Use these guiding questions to sharpen your proposal and ensure a strong foundation for implementation and long-term success.

    1. What is the goal? Clearly define what students will be able to do as a result of the project. Use action-orientated language: “Students will be able to…”
    2. Is the technology effective? Support your proposal with evidence such as whitepapers, case studies, or research that can demonstrate proven impact.
    3. How will the technology impact these specific students? Emphasize what makes your school or district unique, whether it’s serving a rural, urban, or high-poverty community and how this technology addresses those specific needs.
    4. What is the scope of the application? Specify whether the project involves elementary school, secondary school, or a specific subject or program like a STEM lab.
    5. How will success be measured? Too often schools reach the end of a project without a plan to track results. Plan your evaluation from the start. Track key metrics such as attendance, disciplinary data, academic performance, or engagement surveys, both before and after implementation to demonstrate results.
    6. What are your budgetary needs? Include all associated costs, including professional development and substitute coverage for teacher training.
    7. What happens after the grant is over? If you plan to use the technology for multiple years, apply for a multi-year grant rather than assuming future funding will appear. Sustainability is key.
    8. How will success be celebrated and communicated to stakeholders? Share results with the community and stakeholders. Host events recognizing teachers, students, and partners. Invite local media and highlight your funding partners–they’re not just donors, but partners in student success.

    Moving forward with confidence

    Education funding will likely remain uncertain in the years ahead. However, by being intentional about where to look for funds, how to frame proposals, and how to measure and share impact, schools can continue to implement innovative technology initiatives that elevate teaching and learning.

    Latest posts by eSchool Media Contributors (see all)

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    Gillian Rhodes, Avantis Education

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  • Exclusive | The U.S. Is Trying to Drive a Wedge Between Argentina and China

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    WASHINGTON—The Trump administration is pushing officials in Argentina to limit China’s influence over the distressed South American nation at the same time the U.S. and Wall Street banks are working on a $40 billion lifeline for Buenos Aires.

    Treasury Secretary Scott Bessent has spoken in recent weeks with Luis Caputo, Argentina’s economic minister, about curbing China’s ability to access the country’s resources, including critical minerals. In addition, they have discussed granting the U.S. expanded access to the country’s uranium supply, according to people with knowledge of the conversations.

    Copyright ©2025 Dow Jones & Company, Inc. All Rights Reserved. 87990cbe856818d5eddac44c7b1cdeb8

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    Brian Schwartz

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  • To Tackle a Baby Shortage, Tokyo Tries Easing the Pain of Childbirth

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    TOKYO—When Moeko Nishimura was preparing for the birth of her second child last year, she dreaded a rerun of the intense pain and slow recovery she experienced when her first child, a girl, was born in 2019. 

    So when the time came, she opted for an epidural. Though common in the U.S. and many parts of Europe, the pain-relief procedure is much rarer in Japan, where some believe that women who endure childbirth without pain-relief enjoy closer bonds with their children. 

    Copyright ©2025 Dow Jones & Company, Inc. All Rights Reserved. 87990cbe856818d5eddac44c7b1cdeb8

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    Jason Douglas

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  • Fairfax recovery center worried about impact of federal grant cuts – WTOP News

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    Ginny Atwood, co-founder of The Chris Atwood Foundation, learned a multiyear, $200,000 grant from HHS has been “wiped out overnight.”

    The Chris Atwood Foundation in Fairfax is looking for other sources of funding after losing a federal grant.(WTOP/Scott Gelman)

    A grant that helped a Northern Virginia addiction recovery center offer resources to community members has been cut as part of cuts to federal spending.

    Ginny Atwood, co-founder of The Chris Atwood Foundation, said she recently learned a multiyear, $200,000 grant from the Department of Health and Human Services has been “wiped out overnight.” It was COVID-related funding, Atwood said, and “they said COVID is over, so they took away that funding.”

    Now, the Fairfax-based organization, which offers services to help people transition from active addiction to long-term recovery, is scrambling to figure out how to offset the loss of that money. The grant helped pay for the recovery community center and funded its recovery academy.

    “We’re not going to turn the lights off tomorrow by any means, but we are definitely saying we’ve provided a lot of value to the community, and we’re really hoping the community can kind of give back a little,” Atwood said.

    The consequence of not being able to find ways to cover the lost funding could mean, “We would potentially lose the recovery community center,” Atwood said.

    Atwood said a lot of the federal funding was used to pay for rent for the recovery community center, which could be hard to get covered.

    “Sometimes it can be challenging to recuperate funding for things like rent or administrative personnel, but these things are critical,” Atwood said. “You can’t have programming without the things that are the bedrock underneath of those programs.”

    Given many of the federal funding cuts, Atwood said the group is looking toward community giving and nonfederal sources, “just given the climate of everything right now, we’re kind of diversifying the places that we’re looking to for help.”

    The organization is planning a “Heroes for Hope” gala for Oct. 15, a fundraising campaign that offers awards for local recovery heroes, dinner and raffles.

    “In order to be able to keep our lifesaving program at the level that it’s been, and hopefully grow it, we really are looking to our community to get involved and donate,” Atwood said.

    The foundation is working on a potential new contract that has to be finalized and other fundraising opportunities.

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    © 2025 WTOP. All Rights Reserved. This website is not intended for users located within the European Economic Area.

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    Scott Gelman

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  • $5K grants up for grabs for women-owned businesses in this Northern Va. city – WTOP News

    $5K grants up for grabs for women-owned businesses in this Northern Va. city – WTOP News

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    In an effort to give local businesses a financial boost, the City of Fairfax, Virginia, is offering up a $25,000 grant program meant to help companies grow.

    In an effort to give local businesses a financial boost, the City of Fairfax, Virginia, is offering up a $25,000 grant program meant to help companies grow.

    Specifically, the grants are for businesses that are located in the city and are owned by women. They can include home-based businesses, startups or expanding businesses.

    “We certainly have many women-owned businesses in Fairfax,” said Tara Borwey, programs manager for the city’s economic development team. “There’s a lot of passion and creativity.”

    The program will award five grants of $5,000 each.

    Applications are now being accepted online, although applicants can also print the document and send a physical copy through the mail.

    “Barriers can create obstacles that prohibit people from being able to grow their business,” Borwey said. “Access to capital is one of those.”

    Grant recipients will be publicly announced late next month, with winners being notified no later than Sept. 20.

    They will be able to use the grant money to work with consulting services that connect them with industry experts and other resources that can help them remain competitive and grow.

    “It can be basically anything that your business doesn’t currently have the capacity to address,” Borwey said.

    Grants will be awarded based on a number of factors.

    For example, business owners who apply will need to clearly lay out what they need the money for, what the timeline would be for spending the money and what the potential impact would be on business growth and expansion.

    “We are very proud of the women business owners who have chosen to establish their businesses here in the city, many venturing into this role for the first time,” said Fairfax City Mayor Catherine Read. “Investing in their success means finding ways to help them sustain their operations.”

    “We will remain creative in how we support our local businesses,” Read added.

    Get breaking news and daily headlines delivered to your email inbox by signing up here.

    © 2024 WTOP. All Rights Reserved. This website is not intended for users located within the European Economic Area.

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    Nick Iannelli

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  • Paul Allen’s Foundation Puts $10M Toward Arts and Culture in Washington

    Paul Allen’s Foundation Puts $10M Toward Arts and Culture in Washington

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    Seattle Opera’s youth opera project performs Rootabaga Country. Photo: Sunny Martini

    The philanthropic legacy of Paul Allen lives on through the foundation established by the Microsoft (MSFT) co-founder in 1988, and now, more than 800 arts and culture nonprofits across Washington, Allen’s home state, are set to receive a total of $10 million in grants from his eponymous foundation.

    “From the Olympics to the Palouse, every corner of our state is brimming with diverse and rich cultural activity, and we are incredibly heartened by the extensive reach and continued impact of this program,” said Lara Littlefield, the Paul G. Allen Foundation’s executive director of partnerships and programs, in a statement. Its most recent round of grants ranges from $2,500 to $25,000 and follows $10 million given last year to Washington arts and culture organizations during the pilot edition of the Community Accelerator Grant program, which is funded by the foundation and administered by the Seattle nonprofit ArtsFund.

    The grant program was created to aid sectors that saw audiences, workforces and revenues negatively impacted by the pandemic and economic inflation. The most recent round of grantees cited programmatic funding as a top need, followed by funds for salaries and labor, rent, mortgage and facility upgrades, and communications and marketing.

    Two women in Mariachi outfits performing outdoors Two women in Mariachi outfits performing outdoors
    Mariachi Noroeste performs at Icicle Creek Center for the Arts. Photo: Robert Inn/Courtesy Icicle Creek Center for the Arts

    This year’s recipients of Community Accelerator Grant funds include the Seattle Opera, Icicle Creek Center for the Arts, Spokane International Film Festival, Ballyhoo Theatre and Indigenous Performance Productions. The various organizations are spread across thirty-seven counties in Washington and represent disciplines like music, cultural heritage, theater and visual arts. Around 70 percent of grantees reported annual budgets of less than $500,000, according to the Paul G. Allen Foundation.

    Paul Allen’s wide-ranging philanthropy

    Co-founded by Allen and his sister Jodi, the Paul G. Allen Foundation has long invested in arts and culture across the Pacific Northwest with an emphasis on underserved populations and youth initiatives. Allen, who died in 2018, was an avid patron and collector of art—his holdings spanning 500 years sold for more than $1.6 million in 2022 at a Christie’s auction that stands as the largest private collection sale in history. The late billionaire also founded cultural initiatives like the Seattle Art Fair and Seattle’s Museum of Pop Culture, which recently received thousands of cultural artifacts—including musical instruments, movie props and memorabilia owned by David Bowie and Prince—from Allen’s estate.

    Allen, who had an estimated net worth of $20.3 billion at the time of his death, donated more than $2.6 billion to initiatives in the arts, wildlife conservation and medical research during his lifetime. He gave $500 million to the Allen Institute for Brain Science, which he founded in 2003 in Seattle to catalyze brain research, and $125 million to establish the Allen Institute for Artificial Intelligence in 2018. The philanthropist’s other major contributions included separate $100 million gifts to support the fight against Ebola, aiding the Allen Institute for Cell Science and funding the bioscience research initiative Allen Frontiers Group.

    Paul Allen’s Foundation Puts $10M Toward Arts and Culture in Washington

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    Alexandra Tremayne-Pengelly

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  • New $500 million NCInnovation program awards first grants. Here’s where money is going

    New $500 million NCInnovation program awards first grants. Here’s where money is going

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    The Joint School of Nanoscience and Nanoengineering, shared between North Carolina A&T State University and UNC-Greensboro.

    The Joint School of Nanoscience and Nanoengineering, shared between North Carolina A&T State University and UNC-Greensboro.

    Lithium refining, honeybee hive production and a solution to power-grid failures are among the initial batch of university projects a new taxpayer-backed state organization is betting on to find success in the commercial marketplace.

    On Thursday, NCInnovation awarded pilot grants worth a combined $5.2 million to eight projects across seven UNC System universities, an initial step supporters say will help North Carolina reap the benefits of the research its colleges produce.

    Under last year’s state budget, NCInnovation received $250 million to establish an endowment to help state university researchers convert their ideas into revenue-generating businesses. The budget reserved another $250 million in public funding for the group this fiscal year.

    The organization’s leaders say such a significant investment was needed for North Carolina to keep pace with similar efforts supported by economic rivals like Georgia and Ohio. Projects with commercial potential may languish or move to another state if not properly funded through the cost-intensive research and development phase, NCInnovation CEO Bennet Waters told The News & Observer last year.

    NCInnovation is oriented toward identifying commercialization opportunities outside the Triangle area, with regional hubs established at UNC-Charlotte, North Carolina A&T, East Carolina University and Western Carolina University. In fact, none of the initial pilot grants announced this week were given to projects at UNC-Chapel Hill or NC State.

    “When I took this job last year, some suggested to me that universities outside of the Triangle won’t have enough compelling applied research worth supporting,” NCInnovation executive vice president Michelle Bolas said in a statement Thursday. “It’s just not true! There is incredible work going on at universities all over North Carolina that people don’t know about, but they will now.”

    In its statement Thursday, NCInnovation said each of the eight pilot research projects have “already achieved proof of concept,” and were selected after a multi-step application review. Any companies formed from this public money are required to keep their headquarters in the state for at least five years.

    Formed as a nonprofit in 2020, NCInnovation was a controversial inclusion in last year’s state budget — and continues to spark debate across and within party lines. In the 2023 budget, the organization asked for a one-time payment of $1.425 billion, which would have been the largest single spending item ever designated to a nonstate entity in North Carolina. In contrast, Democratic Gov. Roy Cooper and the Republican-controlled House each proposed the nonprofit receive $50 million. The budget ultimately allocated the group $500 million.

    NCInnovation said its initial project grants were funded entirely from the interest earned on its endowment.

    As a public-private partnership, NCInnovation has 13 board positions — eight filled by the GOP-controlled legislature. The five other positions are held by those who had previously served on the NCInnovation board.

    East Carolina University in Greenville.
    East Carolina University in Greenville. Chris Seward N&O file photo

    This governance structure, along with the amount of taxpayer funding NCInnocation received, continues to give the governor pause about the initiative. In his latest budget recommendations, Cooper proposed the next $250 million payment slated for NCInnovation instead be repurposed to expand child care access.

    “Investing in innovation can be positive for our state but there must be accountability to the taxpayers,” said Ford Porter, a spokesperson for the governor’s office. “The governor has supported investing in this effort but believes an additional $250 million could be put to better use supporting quality child care in North Carolina.”

    Porter also raised concerns his office has over the organization’s public transparency. According to the budget, NCInnovation must file annual reports before Sept. 15 to the Joint Legislative Commission on Governmental Operations, which is co-chaired by House Speaker Tim Moore and Senate leader Phil Berger. These reports include each grant awarded, fiscal budgets, performance metrics, explanations on how NCInnovation staff salaries are determined, and any outcome data the organization collects on job creation.

    For its pilot grants, NCInnovation said it identified projects that were “already fairly advanced.” The organization says it may adjust its procedures during the pilot process before scaling up the initiative across the UNC System, which includes 16 public universities and 58 community colleges.

    Here are NCInnovation’s eight pilot projects:

    • Hemali Rathnayake at UNC-Greensboro is heading the development of a process to convert lithium into lithium carbonate for batteries.
    • Brian Byrd at Western Carolina University is developing a device to analyze mosquito signals. This could help researchers better track mosquito-carried diseases.
    • Jordan Poler of UNC-Charlotte has developed a material that removes compounds deemed dangerous by the U.S. Environmental Protection Agency from drinking water.
    • Rukiyah Van Dross-Anderson of East Carolina University is working on a novel cancer treatment for melanoma patients.
    • Kristen Dellinger of N.C. AT&T is leading an effort to address neurodegenerative diseases like Alzheimer’s by developing a way to move therapeutic agents across the blood-brain barrier.
    • Sukumar Kamalasadan at UNC-Charlotte has created a technology that purports to supply uninterrupted grid power to customers, like hospitals, that might face significant negative consequences during prolonged outages.
    • Ying Wang at UNC-Wilmington is developing a vaccine platform they believe could eventually lead to a better flu vaccine.
    • Rahman Tashakkori of Appalachian State University is designing a tool to elevate honeybee hive production and decrease the number of hives that die.

    NC Reality Check is an N&O series holding those in power accountable and shining a light on public issues that affect the Triangle or North Carolina. Have a suggestion for a future story? Email realitycheck@newsobserver.com

    Related stories from Charlotte Observer

    Brian Gordon is the Technology & Innovation reporter for The News & Observer and The Herald-Sun. He writes about jobs, start-ups and all the big tech things transforming the Triangle. Brian previously worked as a senior statewide reporter for the USA Today Network and covered education for the Asheville Citizen-Times.

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  • Teach Access Announces 2024-2025 Digital Accessibility Grant Winners

    Teach Access Announces 2024-2025 Digital Accessibility Grant Winners

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    Teach Access Grants program, now totaling more than $350,000 since inception, supports educators in creating innovative course materials that develop a workforce skilled in making technology usable by people with disabilities. 

    To celebrate Global Accessibility Awareness Day (GAAD) on May 16, Teach Access proudly announces the winners of its 2024-2025 Grants program, supporting 25 faculty members from diverse U.S. institutions in their development of digital accessibility concepts for their existing course curricula.  

    Teach Access is a national non-profit disability advocacy organization dedicated to bridging the digital accessibility skills gap between education and industry. Its free programs and resources help educators teach and students learn about the fundamentals of disability and accessibility. Teach Access programs have educated more than 500,000 students on digital accessibility since the group’s founding in 2016, and the group has awarded more than $350,000 in grants since 2018. 

    The Teach Access grants are a core element of the organization’s programs. Each winner receives a $2,000 grant that funds their work to incorporate teaching about accessibility into their existing courses. Grant recipients, in turn, contribute their teaching materials (such as lesson plans, assignments, tests and discussion prompts) to the free and open-access Teach Access Curriculum Repository, multiplying the impact of the grants. 

    “The Teach Access 2024-2025 grant recipients have shown exceptional dedication to the cause of accessibility,” said Kate Sonka, executive director of Teach Access. “Their curricular enhancements, prepared during the summer months, made possible with the generous support of our sponsors, will inform and inspire students about the fundamentals of accessibility, ultimately creating a more inclusive digital landscape.”  

    The 25 winners of the Teach Access grant program are: 

    • Angela Thering, SUNY Buffalo State University 
    • Bridget Marshall, University of Massachusetts Lowell 
    • Catherine Beaton, Rochester Institute of Technology 
    • Destini Kirkwood, Gray’s Harbor College 
    • Donna Schnupp, Johns Hopkins University, School of Education 
    • Emily Whiting, Boston University 
    • Evelyn Zayas, Rasmussen University 
    • Heather Leavitt, Yavapai College 
    • Herbert Lewis, Stony Brook University 
    • Hongmin Li, California State University, East Bay 
    • José G. Montañez Orengo, Inter American University of Puerto Rico, San Germán Campus 
    • Katie Ducett, SUNY Cortland 
    • Kristen Cole, San José State University 
    • Lisa Dunkley, East Tennessee State University 
    • Marie Frank, University of Massachusetts Lowell 
    • Rua Williams, Purdue University 
    • Sandra Watts, The University of North Carolina at Charlotte 
    • Shari Lanning, Colorado State University 
    • Shavonda Jackson, Alcorn State University 
    • Shelley Stewart, Hillsborough Community College 
    • Soyoung Choi, University of Illinois Urbana-Champaign 
    • Suhasini Kotcherlakota, University of Nebraska Medical Center 
    • Suparna Chatterjee, New Mexico State University 
    • Susan Pramschufer, University of Maryland, College Park
    • Tim Gorichanaz, Drexel University

    Winners of the prior 2023-2024 Teach Access Grants program Karen Caldwell, assistant professor at SUNY Potsdam’s School of Education and Professional Studies, and Laura Perry, director of academic technology & support at SUNY Potsdam, reflected on the impact of receiving support to create material that can be used by people with disabilities. 

    “The Teach Access Grant and resources (Teach Access by Design for instructors, the Student Academy, online materials) both inspired and informed our collaboration to embed concepts and principles of accessible, inclusive design into three quite different course topics: leadership, human capital development, and instructional design,” said Caldwell. “Our emerging proof of concepts demonstrates that students are able to recognize and apply their learning in real-life contexts beyond the boundaries of our semester-long courses,” added Perry. 

    Grant winners are instructors teaching an existing course during the 2024-2025 academic year that can incorporate curricula designed to impact a student’s knowledge of fundamental accessibility concepts and skills, and the ability to implement the principles of accessibility in technology. Teach Access focuses on colleges and universities nationwide, including community colleges and four-year institutions. Additionally, they have a strong commitment to recruiting educators from Minority Serving Institutions, including Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), and Hispanic Serving Institutions (HSIs). 

    “Teach Access’s work is ceaseless. As we celebrate the 2024-2025 grant winners, we also prepare to call for proposals for our next grant round in February 2025,” Sonka said. “We encourage faculty members from all disciplines that can incorporate accessibility concepts to apply. Let’s together ensure the future workforce inherently understands accessible design principles, creating a world where technology is inclusive regardless of ability.” 

    To learn more, please visit https://teachaccess.org/.

    About Teach Access 
    Teach Access is a non-profit 501(c)(3) organization collaborating with education, industry, government, and disability advocacy organizations to address the critical need to enhance students’ understanding of digital accessibility as they learn to design, develop, and build new technologies with the needs of people with disabilities in mind. Teach Access envisions a fully accessible future in which students enter the workforce with knowledge of the needs of people with disabilities and skills in the principles of accessible design and development, such that technology products and services are born accessible. 

    Source: Teach Access

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  • The city will give you up to $500 to fix that one weird thing in your neighborhood

    The city will give you up to $500 to fix that one weird thing in your neighborhood

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    A plastic shopping bag is surrounded by a circle of liquid somewhere in Athmar Park. Dec. 3, 2019.

    Kevin J. Beaty/Denverite

    We all have that one thing (or maybe more than one thing) about our neighborhood that drives you nuts. (For me: people leaving trash outside my building, and a new weird sound I cannot figure out the source of.)

    Well now, you could get $500 from the city to get off your couch and do something about it.

    Denver’s micro-grants aim to “encourage active living, active transportation, mobility safety, or use of the built environment,” according to the program’s website.

    The city has a lot of grants for things like RTD passes for those in need, long-time small businesses and public art. But these micro-grants are different: they’re open to individuals, in addition to organizations, business and other groups. Individuals can get up to $500, and eligible groups can get up to $1,500 for a single project.

    The grants can be used to fund things like bike education and safety gear, neighborhood clean-ups, and block parties and other community events. They can’t be used for personal use (like a new bike for yourself), to install infrastructure that would impede traffic or to promote illegal activities.

    The project must take place within Denver and finish within 90 days of receiving funding.

    Applications are reviewed on a rolling basis, and a city committee grades and selects projects using a rubric and equity map

    Interested residents can apply online or by calling the city at 720-865-8716. 

    And if you get approved for an interesting project, drop us a line at [email protected].

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    Rebecca Tauber

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  • AdventHealth Awards Nearly $1 Million to Central Florida Nonprofits

    AdventHealth Awards Nearly $1 Million to Central Florida Nonprofits

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    AdventHealth is distributing nearly $1 million to recipients of its 2023 Community Health Improvements Grants, giving four Central Florida nonprofits the opportunity to bolster their missions.

    These Community Health Improvement Grants aim to improve access to resources and enhance community wellness.

    Mental health was selected as the priority for the 2024 funding cycle based on community health issues addressed in the 2022 Community Health Needs Assessment and 2023-2025 Community Health Plan.

    The grants will support the projects of these local nonprofits that address Central Florida’s mental and behavioral health challenges.

    “AdventHealth understands that it takes a collaborative approach to address our region’s pressing health challenges, which is why investing back into our community is a priority for us. There is a need for easily accessible mental health services in Central Florida, and these organizations are answering the call for help,” said Tricia Edris, chief innovation and partnerships officer for AdventHealth Central Florida Division. “They are working tirelessly for their communities, ensuring that those in need receive vital resources. We are proud to partner with these nonprofits as they continue to address the needs of our community with the support of the Community Health Improvement Grants.”

    The grant recipients are:

    • Hispanic Federation – Florida Regional Division, Por Nosotros: Facilitating Mental Health Care for Latinos: The Hispanic Federation aims to provide culturally competent mental wellness programming in both English and Spanish to Hispanic community members in Orange, Osceola, and Seminole counties. The grant will support their programming that includes intensive education to 300 individuals about mental health, available services, and other aspects of living a healthy lifestyle. The Hispanic Federation will also provide culturally sensitive community education addressing the misconceptions and stigma of mental wellness and avenues to seek support.
    • MAN UP Mentoring, Inc., The Man Up Grace Project – Immersive Mental Health Pilot Project: This pilot mindfulness program includes the use of virtual reality coupled with traditional therapy to reduce maladaptive behaviors in students while improving their stress and anxiety levels. Funding will support the creation and implementation of cutting-edge mental health software for students in need enrolled in Orange County Public Schools’ Title I Schools.
    • Gifted Ones, Inc., GO! Mental Health Initiative: This initiative offers personal well-being and professional development resources to mental health professionals of all disciplines and roles who are looking to maintain a sustainable career that supports their wellness. With this grant, the initiative will provide tailored training and support services to 75 mental health professionals and mental health support staff as well as scholarships for up to 100 hours of qualified supervision to 40 pre-licensed mental health professionals to increase access and decrease barriers for mental health professionals seeking state licensure.
    • Above and Beyond – Children and Community Services, Wraparound: The program creates positive changes in the lives of youths and families in the tri-county area by aiming to prevent the escalation of mental health needs that may lead to more intensive services. The grant will fund a care coordinator and family advocate, which will allow the organization to provide the wraparound process to 100 individuals with complex mental health needs in Orange County, Osceola County and Seminole County.

    “By improving access to mental health resources in Central Florida, more people will be able to get the information and help they need,” said Laudi Campo, state director of the Hispanic Federation. “We are grateful for AdventHealth’s support, because through this grant, we aim to break down barriers and eliminate the stigma that prevents people from seeking help, empowering them to prioritize and improve their mental health.”

    The next application cycle for the Community Health Improvement Grants will focus on workforce development, and is slated to open this spring.

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  • Grant money available for small businesses on two changing Prince George’s Co. corridors – WTOP News

    Grant money available for small businesses on two changing Prince George’s Co. corridors – WTOP News

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    Small businesses trying to survive, or thrive, amidst all the upheaval might be eligible for new grant money opening up next week.

    Alexander Austin of the Prince George’s County Chamber of Commerce (left), Jermaine Johnson of PNC Bank, Tonia Wellons of the GWCF, and David Iannucci of the Prince George’s County Economic Development Corporation (center).(WTOP/John Domen)

    The changes and disruptions on the Purple Line corridor have been grueling, and seemingly never-ending. Soon, big changes are in the works along the Blue Line corridor too. Small businesses trying to survive, or thrive, amidst all the upheaval might be eligible for new grant money opening up next week.

    On Monday, the Greater Washington Community Foundation will begin accepting applications from small businesses for grants up to $20,000.

    “It is for businesses that are 10 or fewer people, $5 million or less in terms of revenue,” said Tonia Wellons, the president and CEO of the foundation, which announced the grant through a $500,000 donation from PNC Bank on Thursday. “The grant is to really help improve the economic vitality … and improve business performance for small businesses.”

    Businesses also need to be at least three years old, and priority will be given to owners in low to moderately low-income parts of the Blue and Purple Line corridors. The grant money can be used to help cover capital improvement costs, operational costs or other infrastructure needs that might exist.

    Qualifications needed to apply to the GWCF’s small business grants. (WTOP/John Domen)

    Wellons expects it’ll be a competitive process and that not every business that’s eligible will be selected, she said. Those that are eligible will have to make a compelling case.

    “We know that along the Purple Line, there’s a lot of construction right now. Those businesses are really having a tough time making it,” Wellons said. “They get to make the case around how this investment can help them manage through the construction process, to be able to survive and benefit once the construction is complete.”

    The case is different for the businesses along the Blue Line corridor, she said.

    “That development is in the making now,” Wellons said. “Now they really get to bolster their businesses so as that corridor is developing, they can benefit.”

    Jermaine Johnson, the D.C.-area regional president for PNC Bank, said it was a chance to work with small and minority-owned businesses in a manner they don’t often get to do.

    “It can be very difficult with the regulatory guidelines that we have as a big bank,” Johnson said. “These are entrepreneurs, early stage companies that traditionally wouldn’t have access to a bank like PNC. And through these funds, we can provide that access.”

    When the program launches Monday, businesses will have until May 13 to apply for the grants.

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    © 2024 WTOP. All Rights Reserved. This website is not intended for users located within the European Economic Area.

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  • DC youth mentoring program receives grant to help ‘create a city that is happier, more hopeful’ – WTOP News

    DC youth mentoring program receives grant to help ‘create a city that is happier, more hopeful’ – WTOP News

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    Life Pieces to Masterpieces, a D.C. mentoring program that supports “Black and Brown boys and young men from Wards 7 and 8,” was one of the 11 programs awarded.

    March 22, 2024 | D.C. Attorney General Brian Schwalb announced the winners of the first-ever “Leaders of Tomorrow Youth Violence Prevention Grant Program.”

    Nearly a dozen nonprofits in D.C. have been awarded new funding totaling $1.5 million under the “Leaders of Tomorrow Youth Violence Prevention Grant Program,” D.C. Attorney General Brian Schwalb announced Wednesday.

    Kids in the Life Pieces to Masterpieces program receiving flowers during their mentoring programming.(Courtesy Life Pieces to Masterpieces)

    Life Pieces to Masterpieces, a mentoring program that supports Black and Brown boys and young men from Wards 7 and 8, was one of the 11 programs chosen, out of over 200 applicants, according to a release from the attorney general’s office.

    Andrew Blickle, the director of the mentoring program, told WTOP that the organization solely depends on “philanthropic and government grants” to do their work and is incredibly grateful to receive a grant from this office specifically.

    “It’s really vital to us. This OAG funding specifically is especially important, not only because it’s a larger grant than we were expecting, we’re really thrilled to have that,” Blickle said.

    “We really support everything that this attorney general is doing and everything that he says about the importance of recognizing … you can’t prosecute your way out of crime.”

    Life Pieces to Masterpieces provides after-school and summer programs.

    Blickle said he believes creating a safe space for young boys in D.C. is incredibly important work.

    “That’s going to create a city that is happier, more hopeful, more peaceful,” Blickle said.

    “And ultimately, that’s the work that we do at Life Pieces and so that recognition from the Attorney General means so much to us.”

    David Adams, a mentor at Life Pieces to Masterpieces and junior at Delaware State University, also attested to the work that the nonprofit does.

    “I started the program, when I was in about second or third grade … and I’ve been a part of it ever since. I’ve never left,” Adams said.

    “Life Pieces just surrounded me with people who had my best interests in mind. You know, having all the mentors, the positive male role models, as well as positive woman figures.”

    David Adams painting at a Life Pieces to Masterpieces program. (Courtesy Life Pieces to Masterpieces)

    Adams agreed that the funding from the office of the attorney general will “means a lot because it really does help the community, it helps the youth, you know, it’s literally saving lives.”

    Schwalb recognized in his release that “proactive interventions” from the awarded D.C. programs make an impact in the District.

    “The Office of the Attorney General recognizes the critical role local organizations play in helping ensure that young people have the tools and skills necessary for long-term success, and with these grants, we are continuing to put our money where our mouth is,” Schwalb said.

    “Prevention work, along with policing and prosecution, is a critical component of any comprehensive public safety strategy that will help keep the District safe now and in the future.”

    Blickle added that the largest impact of the program is made by children and young men after they’ve attended Life Pieces to Masterpieces.

    “The largest impact that happens at Life Pieces isn’t the impact that we have on our boys and young men, but it’s the impact that they then have on their communities as a whole,” Blickle said.

    He points to Adams as a perfect example of that work, as he has helped create a mentoring organization called Brothers in Power at Delaware State that focuses on supporting first-generation college students and young people that aspire to be the first in their family to attend college.

    “Really going out and passing that on, and giving back everything that he received from the program is something that’s so special,” Blickle added.

    “It’s an important part of our mission, and it’s an important part of the impact that we can have.”

    WTOP’s Cheyenne Corin contributed to this reporting.

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    © 2024 WTOP. All Rights Reserved. This website is not intended for users located within the European Economic Area.

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    Emily Venezky

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  • Student mental health is still suffering–how should we address it?

    Student mental health is still suffering–how should we address it?

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    Key points:

    Between March 2020 and March 2021, K-12 schools in the U.S. saw an unprecedented influx in federal government aid, totaling nearly $190 billion. This funding aimed to help students recover both academically and emotionally from the pandemic. School districts across the country utilized these grants to hire counselors, social workers, psychologists, and other care providers. In theory, this should have been transformative; however, the available workforce wasn’t large enough to meet the demand, and traditionally underserved and rural districts faced the brunt of this shortage.

    Subsequent follow-up funding has been deployed by the federal government in a necessary step to increase the workforce of care providers. As these funding opportunities come to a close, many districts are still left struggling to adequately address their students’ mental health needs.

    According to the CDC, more than one in three high school students experienced poor mental health during the pandemic, but in reality, the rate of U.S. students struggling with these challenges was rising even before COVID. The pandemic’s disruption to students’ schooling and development only exacerbated mental health issues, resulting in worsening anxiety, depression, and behavioral issues. As funds such as ESSER come to a close, schools that were able to increase care teams or introduce new mental well-being initiatives are now facing a funding cliff. The impact of this is predictable: Students will suffer as staff and programs are cut. To address this problem, the U.S. education system must look to alternative solutions.

    Expanding beyond traditional approaches

    Counselors, social workers, and school psychologists are the most impactful front-line resources available for supporting student mental well-being; however, these professionals are saddled with huge caseloads and demands beyond their normal purview. For example, according to a 2020 survey of 7,000 school counselors, many were required to serve as substitute teachers, perform temperature checks, and take on other tasks as a result of the COVID-19 crisis. To improve mental health support to students, we have to expand our narrow perception of what care can look like.

    Looking beyond a traditional western medicine approach, school districts should consider adopting solutions such as peer-to-peer counseling, where students who have been trained can meet to support one another and address personal, social, or emotional challenges. Peer-to-peer counseling empowers students to become stakeholders in their mental health while also providing benefits such as cultural relevance, early intervention, crisis prevention, and social-emotional skill development. This effective strategy is strongly advocated for by California’s Children Trust, which has worked tirelessly over the past few years to make peer-to-peer support reimbursable for California schools through Medi-Cal, the state’s Medicaid program.

    Additionally, utilizing a community-based collaborative care model can further bolster a school system’s mental health resources. This type of approach is not meant to replace the role of trained mental health professionals, but it can provide Multi-Tiered System of Supports (MTSS) Tier 1 and 2 for large student populations. An effective initiative of this kind may look like inviting vetted community leaders to come in and offer culturally-tailored support, a resource that’s frequently lacking in schools. When coupled with other solutions, community-based care approaches can play a central role in improving student mental well-being.

    Embracing technology

    While in-person methods such as professional counseling, peer-to-peer programs, and community-based collaborative care models present a range of benefits, an immediate and ready solution exists for K-12 to effectively close the gaps in its mental health resources: digital mental health products.

    Technology is accessible and readily complements care providers, and dozens of culturally competent and evidence-based products are successfully being utilized in school districts. These digital products can complement in-school care providers with treatment plans and access to telehealth, assessment tools, screening, tracking, and preventative technologies, which provide education, awareness, peer support, and other non-clinical approaches.

    While effective technology solutions exist, the majority of schools face barriers to adopting and utilizing them. Figuring out how to fund product implementation, choosing which products to trust, and understanding exactly what types of student mental health concerns need to be addressed are common obstacles voiced by school systems.

    Proper resource allocation can help ensure a brighter future

    While there are currently several mental health-focused technology products available, investment for these types of innovations is still lacking. With federal funding drying up, large VC-backed companies that haven’t previously worked in the education sector are beginning to enter the scene, and oftentimes, these companies are driven by interests that don’t meet the needs of the students they are meant to be serving.

    The key to supporting school systems, and ultimately students, is to harness the power of culturally-competent and age-appropriate solutions that entrepreneurs with lived experiences are developing while also supporting school systems by helping them identify, adopt, and utilize these transformative products.

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  • Prince William Co. gets $350K grant to help recruit, retain aspiring teachers – WTOP News

    Prince William Co. gets $350K grant to help recruit, retain aspiring teachers – WTOP News

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    Virginia’s Department of Education announced over $1.5 million in “Grow Your Own” grants, created to fund apprenticeship programs that help school divisions recruit and retain teachers.

    Prince William County Public Schools Superintendent LaTanya McDade said the new funding will allow the county to pay for up to 25 apprentices. (WTOP/Scott Gelman)

    After nine years of working as a teaching assistant in a special education classroom, Imani Gray decided it was time to work toward becoming a teacher herself.

    It’s something she always knew she wanted to pursue, but the cost of getting a degree and licensing proved to be a barrier. But then she learned more about a Prince William County partnership with the Virginia Commonwealth University that covers tuition and pays educators to work in a classroom while they finish their coursework. It also pairs aspiring teachers with mentors to help them with day-to-day tasks.

    Anticipating that many aspiring teachers face similar barriers to becoming educators, Virginia’s Department of Education announced over $1.5 million in “Grow Your Own” grants, created to fund apprenticeship programs that help school divisions recruit and retain teachers.

    Prince William County, the state’s second-largest school division, received $350,000 from the state to help pay for its partnership with VCU. The funding, Superintendent LaTanya McDade said, will allow the county to pay for up to 25 apprentices.

    “We’re losing a whole generation of future teachers by not thinking differently,” State Superintendent Lisa Coons said Wednesday, after announcing the grant funding at Leesylvania Elementary School in Woodbridge. “This program and the grant funding allow a low-cost [or] no-cost way to become a teacher, and be honored while doing that.”

    In Prince William County, the partnership with VCU offers undergraduates who already have an associate degree the chance to get their bachelor’s degree paid for while they work in a county school. They get paid to work in the school division during the week, according to Shelby Elliott, admin coordinator for human resources with the school district.

    The students train with a teacher-mentor during the two years of the program, and once they’re finished, they get jobs in county schools that are hard to staff, Elliott said. As part of the program, the teachers stay with Prince William County schools for three years after they’re finished.

    The grant, Elliott said, is helping fund the program for the 18 apprentices that started the program in January. The school division is also recruiting a new cohort of aspiring teachers to start the program in May.

    “This is how every teacher should be trained,” Elliott said. “It serves as a recruitment and a retention [tool]. But, for me, the most important thing is that we’re putting quality educators in front of our students.”

    Since starting the program, Gray, who works at Leesylvania, has been involved in team meetings and crafting lesson plans, among other things. It’s a helpful partnership in the midst of a national teacher shortage.

    “It’s very important that the students see that there is someone who is caring about them enough to come to work every day to teach them,” Gray said.

    Alondra Sorto, another teaching resident at Leesylvania, used to be a substitute. She’s at the school four days each week, working with students one-on-one and supporting them in small group settings.

    “It’s a great opportunity for me,” Sorto said.

    Her mentor, third grade teacher Monica Clabeaux, said she was inspired to work with future educators because of the influence her mentors had on her.

    “This is really beneficial, especially for our need of teachers right now, and strong teachers in the classroom,” Clabeaux said. “This program would build stronger teachers, because they will have two years of experience under their belt before they accept a position.”

    Coons, the state superintendent, said initiatives such as the one in Prince William modernize the approach to recruiting teachers.

    “We’re seeing a national teacher shortage, but there are ways that we are really impacting that and doing things differently that will sustain us for the future,” Coons said.

    Babur Lateef, chairman of Prince William County’s school board, said Coons’ visit “represents a significant step in advancing our mission to provide high-quality education for all students.”

    Other school districts, including Chesterfield, Dinwiddie, Essex, Henrico, Petersburg City, Prince George County, Surry County, and Waynesboro Public Schools, are also receiving some of the grant funding.

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    © 2024 WTOP. All Rights Reserved. This website is not intended for users located within the European Economic Area.

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    Scott Gelman

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  • Bluepoint Wind Awards $10,000 in Grants to New Jersey Teachers for Renewable Energy STEM Kits

    Bluepoint Wind Awards $10,000 in Grants to New Jersey Teachers for Renewable Energy STEM Kits

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    Newark, NJ – Offshore wind company Bluepoint Wind is announcing today the winners of grants to further STEM education for 10 teachers from schools across New Jersey. Each educator chosen by the Company will receive $1,000 worth of interactive STEM kits from KidWind, an international leader in renewable energy education.

    “The next generation of renewable energy workers who will power New Jersey are sitting in middle school classrooms right now,” said John Dempsey, CEO of Bluepoint Wind, a partnership between Ocean Winds (OW), an international offshore wind energy company and joint-venture between EDPR and ENGIE, and New York-based Global Infrastructure Partners. “Bluepoint Wind is helping educators prepare students for a net-zero New Jersey and decarbonized world, all while supporting the state’s innovative climate change curriculum. We are proud to support New Jersey teachers who are instrumental in fostering students’ passions for STEM and its critical role in building our energy future.”

    Each of the 10 teachers will receive a $1,000 mini-grant funded by Bluepoint Wind and applied toward the purchase of interactive wind energy STEM kits from KidWind. KidWind will also provide the winners with training on how to incorporate the STEM kits into in-school and/or out-of-school learning environments.

    In addition to partnering with KidWind on this educator mini-grant initiative, Bluepoint Wind sits on their Career Pathways Ad Hoc Committee on Offshore Wind Energy Education to provide industry support around youth workforce development.

    “Offshore wind energy will be an important part of New Jersey’s decarbonization strategy,” said Michael Arquin, founder of KidWind. “While this technology is just starting to be installed in the U.S. it is important to help future scientists and engineers understand and get excited about this timely subject. We congratulate all of the educators who are receiving Bluepoint Wind mini-grants which bring wind energy education and resources to schools in New Jersey, and we look forward to supporting them as they implement KidWind curriculum and materials in their classrooms.”

    The winning educators are:

    • Vicki Cornell, Boonton High School
    • Emily Williams, East Side High School (Newark)
    • Allison Wiesel, Shrewsbury Boro School
    • Maura Simister, Manchester Township Schools
    • Oscar Acebo Macias, Union City High School
    • Jeannine Lanphear, Mid-Jersey Green STREAM Learning Ecosystem (serving the North Brunswick Schools)
    • Joseph Costello, Atlantic City High School
    • Kathleen Kalena, Dover Public Schools
    • Gerald Bruman, Millville High School
    • Michelle Albritton, Paterson Public Schools

    Teachers were selected from northern, central, and southern New Jersey, with consideration given to those working in schools in overburdened communities. The application was launched at the New Jersey Education Association’s Convention in November and applications were due on December 1st. All New Jersey educators who entered the competition but did not win the mini-grants will still receive a comprehensive guide on teaching wind energy to students in grades 6-12, filled with lessons and activities.

    “We were thrilled to have KidWind and Bluepoint Wind at the NJEA Convention this year,” said Sean M. Spiller, NJEA President. “There are few issues more important to our students’ future than our climate, so we applaud KidWind and Bluepoint Wind for both leading on that issue and providing our members with resources that help them prepare the next generation of energy and climate innovators.”

    “As a proud partner of Bluepoint Wind and KidWind on the advancement of wind energy education in the state, we congratulate the recipients of these grants,” said Dan Barnett, Chief Development Officer for Students 2 Science, Inc. “This initiative is a great step in ensuring that all students have access to the necessary tools to prepare them for future industries and careers in the state.”

    “As the first U.S. state to introduce K-12 standards addressing climate change, it is important to encourage and support school districts to use these standards to develop interdisciplinary climate change learning experiences that integrate an understanding of climate threats and implement community derived solutions for a sustainable future,” said Janice McDonnell, STEM Agent, Department of 4-H Youth Development at Rutgers University.

    About Bluepoint Wind:Bluepoint Wind is a partnership between Ocean Winds (OW), an international offshore wind energy company, and New York-based Global Infrastructure Partners. Together, these companies have a successful track record of over 50 years of experience in development, financing, construction and operation of renewables projects, including more than 15 years on offshore wind projects. Bluepoint Wind plans to build an offshore wind farm within its ocean lease area located 38 nautical miles (nm) off the coast of New York and 53 nm off the coast of New Jersey. At full capacity, this wind farm will be able to generate 1.7 gigawatts (GW) of clean wind energy – powering up to 900,000 homes and helping NY and NJ meet their ambitious carbon emissions reduction goals.

    About the KidWind Project:
    The KidWind Project, an international leader in renewable energy education, has been working with educators and students to integrate renewable energy into classrooms for over 15 years. Since 2004, KidWind has held more than 800 training events for more than 50,000 teachers all over the world. For more information about our trainings, challenges and curricular materials, visit www.kidwind.org.

    eSchool News Staff
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  • San Isidro Independent School District Leverages GEAR UP Grants to bring ClassVR to Students

    San Isidro Independent School District Leverages GEAR UP Grants to bring ClassVR to Students

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    Chicago — The San Isidro Independent School District in Texas is embracing the immersive power of virtual reality technology through implementation of the award-winning ClassVR VR/AR headsets in its middle and high school classrooms. The district leveraged federal GEAR UP Pathways to the Future grant funding to purchase ClassVR, which includes thousands of pieces of VR and AR content to support all subject areas. San Isidro ISD is among 13 school districts in Texas Region One Educational Services Center’s service area to have signed on with ClassVR using GEAR UP Pathways to the Future grants.

    “The GEAR UP program has been great for bringing technology and training to our district,” said Cristobal Vela, GEAR UP facilitator for San Isidro ISD. “ClassVR provides an excellent opportunity to have students experience places that they otherwise would never be able to visit.”

    English teachers, for example, are using ClassVR to immerse students in scenes from author John Steinbeck’s “Of Mice and Men.” Social studies teachers are using it to take students on virtual field trips to big cities such as Times Square in New York City. In sixth and seventh grade science classes, students are using ClassVR to virtually go inside of an atom to see how it’s constructed.

    The GEAR UP grant program is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing services for high-poverty middle and high schools. San Isidro ISD serves a rural community in southern Texas where 95% of students are Hispanic/Latino and 100% qualify for free or reduced-price lunch.

    ClassVR is an all-in-one VR/AR headset designed specifically for K-12 schools. Used by more than 1 million students in 100,000 classrooms worldwide, it includes all hardware, software, tools, training, support and implementation services needed for teachers to deploy AR/VR in their classrooms. ClassVR’s content hub, Eduverse, gives teachers access to thousands of VR and AR resources and content to enhance lessons and engage students more deeply in what they are learning. Students can virtually experience walking with polar bears, swimming with sharks, or traveling back in time to see what it was like in a World War I trench.

    New for the 2023-24 school year, Avantis aligned 400+ lessons in ClassVR to U.S. state standards in science, social studies and English language arts, providing added value and convenience for teachers.

    In addition to qualifying for GEAR UP grants, ClassVR also qualifies for ESSER funds because it helps teachers support student academic achievement and address learning loss.

    “Utilizing grant funding for ClassVR is really a great way to support equity in schools because it gives students access to cutting-edge technology, and allows those who might not have had opportunities to travel, to experience different places through the power of virtual reality,” said Avantis Education’s Chief Executive Officer Huw Williams. “GEAR UP grants offer a great opportunity to bring technologies like ClassVR into schools to help enhance lessons and support academic success in secondary school and beyond.”

    To learn more about ClassVR, visit http://www.classvr.com.

    About Avantis

    Avantis Education, the creators of ClassVR, provides simple classroom technology used by more than a million students in over 90 countries.

    The world’s first virtual reality technology designed just for education provides everything a school needs to seamlessly implement VR technology in any classroom, all at an affordable price. To learn more visit www.avantiseducation.com and www.classvr.com.

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  • China’s debt outlook cut to negative by Moody’s

    China’s debt outlook cut to negative by Moody’s

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    Moody’s Investors Service on Tuesday cut the outlook on China’s debt to negative from stable citing expectations that the national government will have to step in to rescue regional and local governments.

    Moody’s kept China’s long-term rating at A1.

    “The change to a negative outlook reflects rising evidence that financial support will be provided by the government and wider public sector to financially-stressed regional and local governments and state-owned enterprises, posing broad downside risks to China’s fiscal, economic and institutional strength,” said the note from the rating agency, which last month cut the outlook on the U.S.

    China’s property troubles mean that regional and local governments face a loss of land sale revenue, which accounted for 37% of their revenue in 2022 outside of central government transfers. Moody’s says regions that relied most heavily on land sales won’t be able to offset that revenue loss from other sources.

    Moody’s estimates one-third of state-owned enterprises debt — some 40% of GDP — has an interest coverage below 1, which indicates weak debt sustainability. “While not all [state-owned enterprises] are likely to need direct government support, even a moderate proportion doing so over the medium term would represent a significant crystallization of contingent liabilities for the sovereign, increasing the costs of financial support and diminishing fiscal strength,” said Moody’s.

    In a rough day for Chinese stocks, the Hang Seng
    HK:HSI
    fell 1.9%, and the Shanghai Composite
    CN:SHCOMP
    dropped 1.7%.

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