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This funding opportunity is authorized under the “Legislative Branch Appropriations Act of 2023” (Pub. L. 117-389 (H.R. 8237)), subject to availability of funding. The resulting awards will be subject to the Library of Congress Regulation (LCR) 7-310. In addition, while the Library, as a legislative agency, is not subject to 2 CFR 200 – Uniform Administrative Requirements, Costs Principles and Audit Requirements for Federal Awards, the resulting awards will be subject to selective provisions of 2 CFR 200 as determined by the Library and indicated in this NOFO. About the Library of Congress The Library of Congress is the largest library in the world, with millions of books, films and video, audio recordings, photographs, newspapers, maps and manuscripts in its collections. The Library is the main research arm of the U.S. Congress. It is the nation’s oldest federal cultural institution. The Library’s mission is to engage, inspire, and inform Congress and the American people with a universal and enduring source of knowledge and creativity. About the Teaching with Primary Sources Program (TPS) The Teaching with Primary Sources program (www.loc.gov/teachers) has been the Library of Congress’s premier educational grant program since 2006. The goals of the program have included providing instructional materials, tools, education and professional development that enhance teachers’ ability to integrate digitized primary sources from the Library of Congress into instruction that builds student literacy, critical thinking skills, content knowledge and ability to conduct original research. Since the establishment of the Center for Learning, Literacy and Engagement in 2018, and the release of the Library’s 2024-2028 Strategic Plan, the TPS goals both influence and reflect the Library’s broader outreach goals. About the Lewis-Houghton Civics and Democracy Initiative (LHI) Named in honor of Rep. John R. Lewis (D-GA) and Rep. Amo Houghton (R-NY), the Lewis-Houghton Civics and Democracy Initiative (LHI) is included under the Teaching with Primary Sources (TPS) program. In the joint explanatory statement for the Legislative Branch Appropriations Act, 2023, Congress established the Lewis-Houghton Civics and Democracy Initiative and appropriated funds to the Library of Congress to award grants to eligible organizations within the United States (U.S.) and its territories to develop digitally-enabled, creative arts-driven projects focused on using the digitized primary sources of the Library of Congress to teach history, civics and/or democracy. More information and a description of past LHI-funded projects can be found at: https://www.loc.gov/programs/teachers/about-this-program/teaching-with-…. TPS Educational Consortium Grantee organizations become members of the TPS Educational Consortium. They include a wide variety of educational organizations including school districts, libraries, cultural institutions, universities and technology firms that have received Library funding to deliver teacher professional development, create teaching materials and develop apps and online interactives, based on Library of Congress materials. TPS Consortium members are valued as “Connectors” who help the Library achieve its vision of connecting to all Americans. TPS Consortium members extend the Library’s reach by connecting hundreds of thousands of American educators and learners, including K-12 teachers and their students, to Library of Congress methods and materials. Consortium members collaborate, co-create, share ideas, network and actively participate as an educational community. Purpose The purpose of this notice is for the Library of Congress to solicit project proposals from eligible organizations and select awardee organizations that will design and implement educational projects in which the Library’s music or creative arts-related digitized primary sources and other online materials are central to teaching and learning about history, civics, and/or democracy. Awards made under Lewis-Houghton Civics and Democracy Initiative must include rights-free materials from the Library’s music or creative arts digital collections, to develop curriculum, teaching materials, educational programs, pedagogical approaches, and/or other tools for history, civic and democracy instruction targeted toward middle and high school educators and learners. LHI awards should center on inquiry-driven analysis of primary sources, build learners’ civic skills and foster participation in our nation’s democracy. In addition to highlighting primary sources from the Library’s collections of music, dance, theater, visual arts, folk arts, film, photography, book arts, arts and literary manuscripts, and/or other creative arts, proposals may also include the use of arts-based pedagogies and other creative approaches. All proposals must expand the body of innovative strategies, tools, and materials for meaningful teaching and learning with Library of Congress materials. The focus of LHI awards includes the design of educational projects using Library of Congress materials for use in and outside of formal classroom settings. In addition to using Library primary sources to deliver history, civics, and/or democracy learning experiences integrating the arts, projects must address demonstrated educational needs of specific recipient populations and provide solutions that standard practice, documented experience, or research suggest would be effective. Organizations that receive LHI awards make up a subset of the TPS Educational Consortium whose work spans areas of interest including but not limited to arts integration, civics education, multimodal learning, and teaching with audiovisual primary sources. Funded projects will support the Library’s mission to use its collections to connect with all Americans, including those representing multiple communities, beliefs and endeavors, to engage, inspire and inform Congress and the American people with a universal and enduring source of knowledge and creativity. Projects must use the Library’s digital collections for one or more of the following approaches: a) Deliver educational programming to various categories of educators and learners in secondary education (middle and high school); b) Create and distribute educational materials or tools for teaching specific content in history, civics, and/or democracy; c) Convene meetings of like organizations to devise strategies for furthering common learning and teaching goals with Library of Congress materials related to music and/or the arts; and/or d) Conduct research with significant practitioner involvement that investigates the impact of incorporating Library of Congress music and/or creative arts collections into history, civics, and/or democracy educational initiatives. Questions and Answers General Questions and Answers: All questions relating to this Notice must be submitted via email to tps-grant@loc.gov no later than the date stated in Section B of the Notice (“General Questions Submission Deadline”). “The subject of each e-mail must read as follows: Notice 030ADV26R0050 – Lewis-Houghton Initiative New Awards – 2027.” Answers will be provided in a Q&A document uploaded to grants.gov. Questions received after the deadline(s) stated in Section B above may not be answered. Technical Questions Submission: Applicants experiencing problems with submitting proposals can request technical assistance until the date specified in Section B above (“Technical Questions Submission Deadline”).

The purpose of the 1890 Scholarships Program, under Assistance Listing Number 10.524, is to provide scholarships to support recruiting, engaging, retaining, mentoring, and training of undergraduate and graduate students at the 1890 Land-grant institutions. These scholarships are intended to encourage outstanding students at 1890 institutions to pursue and complete baccalaureate and graduate (i.e., master’s and doctoral) degrees in the food and agricultural sciences (see Appendix III for definition) that would lead to a highly skilled food and agricultural systems workforce.

CYFAR marshals the resources of the Land-grant and the Cooperative Extension Systems so that, in collaboration with other organizations, they can develop and deliver educational programs to youth who are at risk for not meeting basic human needs. These programs provide youth with the skills they need to lead positive, productive, and contributing lives; participating youth make a difference socially. CYFAR-PDTA partnering universities will build connections, competency, and capacity to help communities develop and sustain holistic programs for at-risk children, youth, and families who are under-served and under-represented. CYFAR-PDTA will provide professional development and technical assistance to Supportable Community Projects (SCP) to ensure continued development and implementation of the CYFAR Supportable Community program. CYFAR-PDTA, collaboratively through the Extension system, will provide the components of programming, evaluation, technology, and technical assistance.

Key programmatic objectives of the DoN HBCU/MI Program are achieved through the implementation and performance of three program goals:• enhancing the research and educational capabilities of HBCU/MIs in scientific and engineering disciplines critical to the defense mission of the U.S. Navy and U.S. Marine Corps,• encouraging cross-institutional, collaborative efforts that explore innovative solutions to naval science and technology (S&T) challenges, and• increasing the engagement of students in STEM fields important to the U.S. Navy and U.S. Marine Corps.This particular NOFO aims to enhance the research capacity and research infrastructure for HBCU/MIs. Competitive white papers and invited full proposals submitted to this NOFO must clearly and succinctly describe efforts that advance basic naval-relevant S&T, engage faculty and students in STEM discovery, and expand the research capacity of participant institutions.This announcement is only for research efforts that also promote student/faculty engagement, and expand the institution’s research capacity. This announcement is not intended for projects that focus on non-research STEM activities.The technical content of any proposed effort must contribute to the S&T mission and vision of the DoN.DeadlinesWhite Paper Inquiries and Questions-Email: don_hbcufoa@navy.mil09 September 2026 (Wednesday)White Papers must be received no later than18 September 2026 (Friday) at 5:00 PM Eastern TimeApplication Inquiries and Questions04 December 2026 (Friday)

A FULL STUDY PORPOSAL AND PROPOSED BUDGET IS REQUESTEDPROJECT: Naval Base Kitsap-Bremerton Natural Resources Support- Juvenile Salmonid Surveys in Sinclair Inlet, WANOTE: For any Cooperative Agreement entered into in response to this Request for Full Proposal (RFP), a maximum 17.5% indirect cost rate will be paid on work covered by such agreement or any modifications thereto. Unless the agreement specifies otherwise, the basis of direct costs against which the agreement’s indirect cost rate is applied must be either the same base identified in the recipient's federally negotiated indirect cost rate agreement or, if the recipient does not have a federally negotiated indirect cost rateagreement, the Modified Total Direct Cost (MTDC) base. NOTE: This project will be awarded under the authority of 16 USC 670c-1, Sikes Act. For projects for the implementation and enforcement of integrated natural resources management plans, priority shall be given to award to Federal and State agencies having responsibility for the conservation or management of fish or wildlife. Period of Performance. The base period of the agreement will extend approximately 30 months from the date of award (mid-late Sep 2026). Meaningful work must commence by 30 Sep 2026.Submit the proposal in order for USACE to receive no later than Tuesday, 8 September 2026, prior to Noon Central Time via email to: Agreement Specialist, cheryl.r.vendemia@usace,army.mil AND Agreement Project Manager, brian.d.hesford@usace.army.mil.Refer to attached documents for full details.

The Community Services Block Grant (CSBG) Essentials for Improved Outcomes will fund an organization to help states, territories, and CSBG-eligible entities: 1) strengthen their understanding of CSBG statutory and regulatory requirements; 2) enhance their implementation of critical program elements (e.g., community needs assessment, tripartite board, monitoring and reporting compliance etc.); and 3) support the coordination and development of additional anti-poverty resources that support the overall administration of CSBG. Strengthening capacity to navigate complex systems is critical to successful administration. By fostering collaboration and service models for navigating systems like foster care, behavioral health, housing and other public assistances, award recipients can better ensure children and families receive specialized support for building stable, permanent environments where families and communities thrive

The Community Services Block Grant (CSBG) Tribal Capacity Building Training and Technical Assistance (TCBTTA) project intends to support one organization to help build tribal and tribal organization capacity within CSBG. This cooperative agreement addresses a critical gap in CSBG infrastructure: the absence of tailored training and technical assistance for tribal grant recipients. By receiving dedicated resources for capacity‐building, tribes and tribal organizations will be better equipped to administer their CSBG services, strengthen compliance and program performance, and more effectively use CSBG funds to support housing and economic stability initiatives that align with the A Home for Every Child administrative priority.The training and technical assistance (TTA) provided under this NOFO will include best practices in CSBG oversight, support with budgeting, financial reporting, internal controls, compliance with federal grant requirements, the CSBG Tribal Annual Report, and use of data for program improvements. The training and technical assistance will assist tribes and tribal organizations on conducting community needs assessment and the development of CSBG plans that reflect tribal priorities, technical support for designing and delivering services that align with CSBG goals while honoring tribal sovereignty, and facilitate connections among tribal award recipients to share best practices, challenges, and improved processes in implementing CSBG funded programs.

The Office of Planning, Research and Evaluation (OPRE) plans to solicit applications for Reflective Supervision in Home Visiting Research Awards. This funding opportunity will support projects that use the Supervisory Practices in Reflective Supervision-Home Visiting (SuPRS-HV) (https://acf.gov/opre/report/measure-manual-supervisor-practices-reflect…) measure to research and evaluate reflective supervision in early childhood home visiting. These awards will support partnerships with home visiting programs, including at least one funded by the Maternal, Infant, and Early Childhood Home Program (MIECHV) to do one or more of the following: 1) Further how reflective supervision is measured (e.g., explore additional aspects of the validity not explored in the measure development, adapt the measure for supervisees, validate against observational measures); 2) Use SuPRS-HV to understand how reflective supervision practices may affect outcomes (e.g., for home visitors, for home visitor-family relationships, or for families); 3) Develop tools to help home visiting programs use SuPRS-HV to improve practice (e.g., for monitoring performance or quality improvement); and/or 4) Use SuPRS-HV to describe how reflective supervision practices vary (e.g., by communities, staff characteristics, populations served). Findings from these projects will inform early childhood home visiting policy, practice, or research and help people in the field better understand reflective supervision practices.

This funding opportunity aims to support innovations that build evidence on how to help children and youth with complex or high-acuity needs achieve permanency through adoption. The projects will focus on collaborative, system-level efforts to recruit, train, support, and retain families who can meet these children's needs.Projects must be led by researchers who work within a child welfare agency or work in close partnership with one or more child welfare agencies. Together, researchers and child welfare program staff will identify and evaluate promising collaborative approaches.Collaborations that include Medicaid Section 1115 Research and Demonstration Projects, private adoption agencies, or community- or faith-based organizations are of particular interest.You'll be expected to: (1) Study how the model works in practice (i.e., implementation study). (2) Evaluate the effectiveness of the approach. (3) Use the most rigorous research designs, methods, and analytic techniques that are appropriate and sufficient to address the research questions of interest.Projects are expected to build on the existing research evidence and contribute generalized knowledge.

The Administration for Native Americans (ANA), announces funds for a National Center for Native Training and Technical Assistance (the Center). The Center will be ANA"s primary provider of training and technical assistance (TTA). The goal is to build the capacity of ANA applicants and recipients to implement successful strategies and facilitate sustainable and successful outcomes that strengthen Native American communities. The beneficiaries of TTA are tribes and Native American communities, including American Indians, Alaska Natives, Native Hawaiians, and other Native Pacific Islander organizations and their partners. The Center will assist applicants and recipients to plan, develop, and implement community-driven projects aligned with ANA"s goals. The Center will also train communities on leveraging additional resources, complying with federal requirements, and sustaining projects past ANA funding. ANA expects the Center to use innovative and user-friendly solutions for providing TTA in both virtual and in-person formats. The Center will also focus on collecting data to better understand how beneficiaries interact with ANA"s TTA and how to improve the success of funded projects. The project will have a 36-month project period with three 12-month budget periods.

The Administration for Native Americans (ANA) anticipates announcing the availability of funds and requesting applications for the AI3 Action Institute – Artificial Intelligence for American Indians. The successful applicant will establish the AI3 Action Institute, which will monitor the pace of AI change, identify responsible and practical opportunities to apply this technology to socioeconomic domains in Native communities, and support its thoughtful integration across Indian Country. Consistent with the Administration for Children and Families" (ACF) mission to strengthen families and promote work as the pathway to self-sufficiency, the Institute will leverage AI applications to accelerate economic development, workforce participation, community governance, and efficient service delivery. The primary goals are to (1) reduce the immense learning curve on behalf of hundreds of Native communities; (2) establish a bird"s-eye view to identify opportunities aligned with Tribal priorities and local leadership; (3) optimize deployment of this technology; (4) establish a knowledge manager to accumulate lessons learned and develop expertise and intuition; and (5) strengthen Tribal governance, while maximizing community capacity. Through this approach, the AI3 Action Institute will help ensure AI investments advance strong economies, strong families, and resilient Native communities.

The Office of Community Services (OCS) announces the availability of funds for a Diaper Distribution Demonstration and Research Pilot (DDDRP). OCS anticipates awarding approximately $29 million available through fourteen cooperative agreements to eligible Community Services Block Grant (CSBG) state associations, tribes that were funded directly by the CSBG in fiscal year (FY) 2025, and the CSBG-funded territories.The Diaper Distribution Demonstration Research Pilot (DDDRP) is a demonstration program, designed to evaluate the implementation and impact of the DDDRP program. Specifically, the purpose is to test the ability of CAAs and other non-profit community organizations to 1) deliver a continuous, sufficient supply of diapers to caregivers and children with low incomes, who are American citizens or eligible residents, and to 2) improve these families overall health and economic well-being. There are five areas for activities. 1. Establishing diaper distribution partnerships with local service organizations to operate and expand diaper distribution programs.2. Providing training and technical assistance (T/TA) to help diaper distribution partners expand and/or strengthen existing diaper distribution programs. 3. Working with diaper distribution partners to make bulk purchases and ensure economies of scale. 4. Referring families receiving diapers to appropriate services that promote family stability, employment, and economic self-sufficiency and mobility. 5.Participating fully in the federal evaluation of DDDRP.

The Consolidated Grant Program to Assist Children and Youth Affected by and to Engage Men and Youth in Preventing Domestic Violence, Dating Violence, Sexual Assault, and Stalking (Consolidated Youth Grant Program) supports community-based efforts to develop or expand prevention, intervention, treatment, and response strategies addressing the needs of children and youth (ages 0-24) affected by domestic/dating violence, sexual assault, stalking, and sex trafficking. It also supports work with men and youth to prevent those crimes.

This is a notice of funding opportunity (NOFO) for the FY 2026 Improving Outcomes for Child and Youth Victims of Human Trafficking. The purpose of this program is to improve outcomes for children and youth who are victims of human trafficking by integrating human trafficking policy and programming at the state or Tribal level and enhancing coordinated, multidisciplinary, and statewide approaches to all forms of trafficking as defined by 22 U.S.C. § 7102(11).

Questions regarding this Funding Opportunity Announcement (FOA) Forecast may be emailed to OGM_ILAB@dol.gov; however, please note there is limited information that may be shared with the public, as this FOA is currently under development. We encourage prospective applicants and interested parties to use the Grants.gov subscription option to register for future updates provided for this particular FOA.

The U.S. Department of State, Bureau of Educational and Cultural Affairs, Cultural Programs Division (ECA/PE/C/CU) seeks to advance international understanding of American values by exposing foreign audiences to innovative and compelling works of art that reflect promote American values and foster international dialogue on shared global challenges.

The U.S. Department of State, Bureau of Educational and Cultural Affairs, Cultural Programs Division (ECA/PE/C/CU) seeks to advance international understanding of American values by exposing foreign audiences to innovative and compelling works of art that reflect promote American values and foster international dialogue on shared global challenges.

The U.S. Department of State, Bureau of Educational and Cultural Affairs, Cultural Programs Division (ECA/PE/C/CU) seeks to advance international understanding of American values by exposing foreign audiences to innovative and compelling works of art that reflect promote American values and foster international dialogue on shared global challenges.

The U.S. Department of State, Bureau of Educational and Cultural Affairs, Cultural Programs Division (ECA/PE/C/CU) seeks to advance international understanding of American values by exposing foreign audiences to innovative and compelling architectural designs that reflect U.S. foreign policy and foster international dialogue on shared global challenges.

The U.S. Department of State, Bureau of Educational and Cultural Affairs, Cultural Programs Division (ECA/PE/C/CU) seeks to advance international understanding of American values by exposing foreign audiences to innovative and compelling architectural designs that reflect U.S. foreign policy and foster international dialogue on shared global challenges.

The U.S. Department of State, Bureau of Educational and Cultural Affairs, Cultural Programs Division (ECA/PE/C/CU) seeks to advance international understanding of American values by exposing foreign audiences to innovative and compelling architectural designs that reflect U.S. foreign policy and foster international dialogue on shared global challenges.

The United States Department of State’s Bureau of Educational and Cultural Affairs’ Office of International Visitors (ECA/PE/V) announces an open competition for approximately five cooperative agreements to support the staff expenses and overhead costs of the FY 2027 International Visitor Leadership Program’s (IVLP) National Program Agencies (NPAs). Launched in 1940, the IVLP is the Department of State’s foundational professional exchange program. The IVLP advances America First national security priorities and builds long-term relationships between Americans and international leaders in government, business, academia, and other fields. Recipients design and implement customized short-term visits to the United States for current and emerging leaders from around the world. These visits support U.S. foreign policy goals and reflect the participants’ professional interests. Eligible recipients will have expertise in foreign policy, experience in professional exchange programming, and the ability to provide tailored projects for participants from all countries. Please see the Notice of Funding Opportunity for additional information.

Through this cooperative agreement, the Office of Children’s Issues seeks to fund one research study whose goal is to better understand how international parental child abduction (IPCA) affects abducted children and their left-behind parents in order to better support impacted individuals, their families, and their communities in the United States. The study objectives are: 1) identify short- and long-term effects of IPCA on abducted children and left-behind parents across multiple domains (including psychological/mental health, child development, child welfare, economics/finance, social and community factors, legal, law enforcement and other governmental systems); 2) identify gaps in support for children and left-behind parents impacted by IPCA in the United States; and 3) recommend solutions to the identified gaps in support in the United States.

Through this cooperative agreement, the Office of Children’s Issues seeks to fund one research study whose goal is to better understand how international parental child abduction (IPCA) affects abducted children and their left-behind parents in order to better support impacted individuals, their families, and their communities in the United States. The study objectives are: 1) identify short- and long-term effects of IPCA on abducted children and left-behind parents across multiple domains (including psychological/mental health, child development, child welfare, economics/finance, social and community factors, legal, law enforcement and other governmental systems); 2) identify gaps in support for children and left-behind parents impacted by IPCA in the United States; and 3) recommend solutions to the identified gaps in support in the United States.

The U.S. Department of State, Bureau of Educational and Cultural Affairs, Cultural Programs Division (ECA/PE/C/CU) seeks to advance international understanding of American values by exposing foreign audiences to innovative and compelling architectural designs that reflect U.S. foreign policy and foster international dialogue on shared global challenges.

Through this cooperative agreement, the Office of Children’s Issues seeks to fund one research study whose goal is to better understand how international parental child abduction (IPCA) affects abducted children and their left-behind parents in order to better support impacted individuals, their families, and their communities in the United States. The study objectives are: 1) identify short- and long-term effects of IPCA on abducted children and left-behind parents across multiple domains (including psychological/mental health, child development, child welfare, economics/finance, social and community factors, legal, law enforcement and other governmental systems); 2) identify gaps in support for children and left-behind parents impacted by IPCA in the United States; and 3) recommend solutions to the identified gaps in support in the United States.