Best Parent-Teacher Organization Grants in Massachusetts

The FY2026 Title III, Part A Immigrant Children and Youth grant, administered by the Massachusetts Department of Elementary and Secondary Education, provides vital funding to local school districts. This initiative aims to enhance educational opportunities for immigrant students through evidence-based programs that promote academic achievement and community engagement. Key priorities include family literacy, educator training, and supportive services, ensuring equitable access and improved outcomes for a diverse student population.

The Green School Works Technical Assistance Services provide crucial support for public K-12 schools in Massachusetts to advance their decarbonization goals. Eligible participants can access low- or no-cost services including comprehensive building assessments and decarbonization roadmaps, ensuring that schools can modernize their facilities effectively. This initiative not only aids in planning for energy-efficient buildings but also offers insights into renewable energy options and funding opportunities, fostering a sustainable future for educational institutions.

Green School Works Grants

The Challenge: Decarbonize Public Schools

Massachusetts’ approximately 1,800 public school buildings are responsible for about 880,000 metric tons of carbon every year. Electrifying and decarbonizing these buildings represents a significant opportunity for the state to reach its goal of net zero emissions by 2050. However, with the increased costs of construction and competing capital needs, districts need additional resources for the installation and upgrades of clean energy infrastructure.

About Green School Works Grants

Green School Works grants provide K-12 public schools with funding to implement projects that improve energy efficiency, reduce carbon emissions, or mitigate the impacts of climate change. Up to 15% of an award's total funds can be used for project “soft costs,” such as design or project management.

Up to $19 million will be available to schools for this round of funding. Awards may range from $50,000 up to $5 million for projects with a larger scope that opt for a recoverable grant of at least $2 million. See Section 8 (Budget & Award Limits) of the RFP for details on recoverable grants.

The Dollar General Literacy Foundation offers Family Literacy Grants to nonprofit organizations that support family literacy initiatives. Eligible applicants must provide services such as adult education, children's education, and parent-child engagement activities. Organizations must be located within 15 miles of a Dollar General store and have a valid IRS tax ID. This funding aims to enhance literacy skills for families, empowering individuals to achieve their educational goals.

Massachusetts Department of Elementary and Secondary Education

The Massachusetts Department of Elementary and Secondary Education provides leadership, oversight, funding, support, and accountability for the Commonwealth's approximately 400 school districts that educate close to 1 million public school children each year. We also oversees programs that serve 20,000 adult learners each year.

MA Farming Reinforces Education and Student Health (FRESH)

Purpose

The purpose of this state funded competitive grant program is to encourage National School Lunch Program (NSLP) and Child Adult Food Care Program (CACFP) sponsors to start or expand their capacity to grow or procure local food and educate students, teachers, school nutrition professionals and staff about the local food system. Furthermore, this grant seeks to connect food system education to the availability of local foods served in school or early education meal programs through strategic planning and investment in internal staff positions and/or external partnerships.

Funding

Applicant proposals must be submitted in one of the following categories. Only one application will be accepted per Child Nutrition Program sponsor. Sponsors of both the NSLP and CACFP may only submit one application for consideration.

Applicants may apply for funding in one of the five following categories:

• New K–12 Farm to School Initiative Grants
• New Farm to Early Education Initiative Grants

["New" farm to school/early education initiatives engage in none or only one of the farm to school three "C's": Classroom (such as curriculum and school garden engagement), Cafeteria (such as local menu offerings) and Community (such as farm field trips or non-profit food system partnerships). Applicants that have been dormant in all farm to school activities for the last three years also qualify as "new."]

• Expanding K–12 Farm to School Initiative Grants
• Expanding Farm to Early Education Initiative Grants
• MA FRESH CORP Planning Grant

Fund Use

The program is designed to support K–12 and early education programs in food literacy initiatives that connect local food system education to the availability of local foods served in school or early education meal programs. Applicants will be asked to indicate all activities their MA FRESH application seeks to fund. Project activities may include, but are not limited to:

• Building a new garden for children
• Building a new indoor growing operation for children
• Developing classroom curriculums or lesson plans that support food literacy efforts
• Expanding in-school or child care programming to promote food literacy for children through gardening, cooking, taste tests and more
• Field trip(s) to local farm/food producers
• Expanding before/after school/child care programming that supports food literacy, and exposure to local foods for children and families
• Completing farm to school strategic planning, including the development of an action plan, job description(s) for food literacy coordination, or a scope of work for a contractor to cultivating program structures that elevate internal staff capacity in food literacy
• Professional development and training for educators to bring food literacy activities or curriculum to their classrooms
• Professional development and training for school nutrition professionals to integrate local, unprocessed or minimally processed ingredients into program meals
• Funds can only be used to fund new staff time or salaries because of new or expanded initiatives.

Massachusetts Department of Elementary and Secondary Education

The Massachusetts Department of Elementary and Secondary Education provides leadership, oversight, funding, support, and accountability for the Commonwealth's approximately 400 school districts that educate close to 1 million public school children each year. We also oversees programs that serve 20,000 adult learners each year.

MA Farming Reinforces Education and Student Health with Coordination and Optimization of Resources and Partnerships (MA FRESH CORP)

Purpose

The purpose of this state-funded targeted grant program is to support MA FRESH CORP affiliates to ensure local food system activities - including local food system education and local procurement in Child Nutrition Programs - are strategically integrated into the classroom, cafeteria and community through investment in internal personnel or contracted partnerships that support institutionalized programs that promote food literacy. Grant funds will support further off-boarding technical assistance and guidance to support the retention of internal personnel and food system education workplans past the grant period.

Fund Use

MA FRESH CORP is designed to ensure local food system activities — including local food system education and local procurement in Child Nutrition Programs — are strategically integrated into the classroom, cafeteria and community through investment in internal personnel or contracted partnerships that support institutionalized programs. This funding seeks to support the retention of internal personnel and food system education workplans as awardees work to transition their programming model to other sustainable funding models.

Funding will be prioritized for the budget areas described below. Applicants may apply for up to 50% of the total funding expended for FY26 Massachusetts Farming Reinforces Education and Student Health Coordination and Optimization of Resources and PartnershipsMA FRESH CORP in the following budget categories. Total funding requests may not exceed $50,000.

• Professional Salaries: For the coordination and implementation of local food system education and/or local procurement by full-time, salaried and benefited positions, part-time positions, or for the expansion of hours/stipending of internal personnel - such as nutrition professionals, educators, or community/family stakeholders.
• Contracted Services: To provide technical assistance, coaching, professional development, the development of resources such as program protocols or curriculum and/or strategic planning consultation. The hiring of a contracted partner should be in service of cultivating program structures that elevate internal staff capacity and should not be used primarily to support the direct execution of direct farm to school programming by the contracted partner.
• Professional Development Expenses (Other Expenses): To attend farm to school, food literacy, agricultural or culinary oriented workshops, trainings, or conferences. Associated costs may include registration fees, travel fees, mileage, compensation/stipends for out-of-work time, or the cost of substitutes required to provide coverage for personnel attending professional development opportunities.

Equipment, supply, and infrastructure costs capped at 10% of the total budget request are allowable but will be contingent on budget availability once priority budget areas described above are funded for eligible applicants.

MA FRESH CORP awardees will be required to:

• participate in periodic grant meetings, professional development opportunities and technical assistance
• track local spending (dollar value) within Child Nutrition Programs during the grant period
• complete a funding succession plan

Priority will be given to MA FRESH CORP affiliates that:

• Have created a job description and/or consultant scope of work that ensures local food system activities are strategically integrated into the classroom, cafeteria and community
• Have current programming in all three core areas of farm to school: Classroom (such as food system curriculum and school garden activities), Cafeteria (such as local menu offerings) and Community (such as farm field trips, family engagement or food system partnerships).
• Have successfully onboarded farm to school personnel or contracted partners through MA FRESH CORP funding and are seeking to retain these personnel and contracted partnerships through the duration of the 2026-2027 school year
• Have effectively stewarded use of MA FRESH CORP funding awarded to date
• Are committed to identifying strategies for retaining farm to school personnel or contracted partners through alternative funding strategies outside of the MA FRESH CORP grant program
• Are willing to participate in program evaluation and off-boarding technical assistance activities, including the completion of a funding succession plan.

The Clowes Fund focuses on supporting socioeconomically disadvantaged individuals in New England, particularly in Massachusetts. It offers grants for immigrant services, workforce development, arts education, and K-12 education, with specific priorities for communities with high immigrant populations. Applications are open to first-time grantees and returning organizations, with a strong emphasis on transparency and accessibility in the funding process.

Massachusetts Department of Elementary and Secondary Education

The Massachusetts Department of Elementary and Secondary Education provides leadership, oversight, funding, support, and accountability for the Commonwealth's approximately 400 school districts that educate close to 1 million public school children each year. We also oversees programs that serve 20,000 adult learners each year.

Civics Teaching and Learning

The purpose of this competitive grant program is to support teaching and learning related to civics, as required by Chapter 296 of the Acts of 2018 and emphasized in the 2018 History and Social Science Framework.

This grant supports LEAs to develop and/or select curriculum materials, implement professional development, and design other enriching learning experiences intended to further students' civic knowledge, skills and dispositions. LEAs may propose to collaborate with vendors to support this work. Proposals may include interdisciplinary elements or other opportunities for civic learning beyond the history/social science classroom.

In addition, the grant supports implementation of grade 8 and high school civics projects, the hosting of local civics project showcases, participation in the Massachusetts Civics Project Showcases, and other enrichment activities focused on meaningful civic learning.

For details about the civics projects and other civics instructional information, please visit Civics.

This grant is structured as a two-year program. LEAs awarded funding in FY27 (Year 1) and contingent upon available funds and satisfactory progress awardees may apply only for continuation funding in FY28 (Year 2) to support the next phase of their projects. Continuation funding is not guaranteed. Contingent upon available funds, a new cohort of LEAs may be selected through the FY28 competitive RFP process. FY27 awardees will not be eligible to apply under the new FY28 competitive RFP.

Priorities

DESE seeks to fund civics teaching and learning initiatives that exemplify:

• Equity. Grant-funded projects should increase all students' access to high-quality civics education experiences and work to address historical inequities where they exist. In addition, projects should provide students with culturally and linguistically sustaining learning experiences that value and affirm their identities and linguistic resources, center student and community agency, and develop students' critical perspectives. Supports for multilingual learners should be developed in alignment with the 2020 WIDA English Language Development Framework.

• Sustainability. Grant-funded projects should take steps toward long-term enhancements to civics education, including, but not limited to, the development of supportive instructional leadership structures. Investments such as professional development for educators or acquisition of needed instructional materials can provide benefits long past the period of this grant, as opposed to "one-off" activities.

• Civic deeper learning. Grant-funded projects should help students master civic knowledge, skills and dispositions, appropriate to grade-level standards, through creative agency and opportunities to actively "do civics." Civic action should be student-led and meaningful to students as individuals, with relevance to their identities and lived experiences. Civic learning should be an integrated part of the larger curriculum, not isolated experiences, lessons, or units.

Purpose

The purpose of this continuation grant is to support districts in completing the implementation of rigorous, engaging, and standards-aligned digital literacy and computer science (DLCS) education in public schools for kindergarten through grade 12. This grant will continue the DLCS implementation work from the FY25 and FY26 CS Engage Grants. This grant represents the final phase of the CS Engage initiative and focuses on completing implementation and supporting sustainable DLCS programming beyond the grant period.

Districts who received funding for the FC0126 CS Engage Grant are eligible for this continuation grant. They have planned and implemented CS education for at least one grade span (3–5 or 6–8). This continuation grant will build on that work by supporting districts in expanding their DLCS planning and implementation to include additional grade spans.

Best practices for DLCS planning and implementation include the creation of a district team to enact the changes needed to create rigorous, inclusive, and sustainable K–12 DLCS education.

To participate in this grant, districts will form a District Team to include at least:

• one district administrator,
• one school leader for the FY27 grade span, and
• one DLCS teacher for the FY27 grade span.

The FY27 team's school leader and DLCS teacher must be from the selected grade span. The district administrator may remain the same.

During the FY27 grant period, educators from the district team will:

• Attend summer curriculum PD (up to 5 days) as well as school-year follow-up PD for select curriculum.
  • Educators attending PD will receive stipends
• Use funding to purchase classroom devices (excluding student computers) associated with the selected curriculum for educators who attended the relevant summer curriculum PD.
• Receive stipends or substitute reimbursement for up to four (4) curriculum planning days for educators who attended the relevant summer curriculum PD

Priorities:

This grant supports the creation of new programs and/or expansion of existing programs to serve more students who are the most underserved (including but not limited to students designated as economically disadvantaged, English language learners, special education, underrepresented races/ethnicities, underrepresented females, and those living in rural areas).

Fund Use

This continuation grant will provide funding as well as hands-on support from Department specialists and a Professional Development Coordinator for recipients to accomplish the activities listed in the Purpose section of this RFP.

Funds from this grant must be used in alignment with the purpose and priorities outlined and as described in the budget and application narrative questions that are submitted with the application.

Teachers who participated in previous grant years are eligible to attend extension workshops to support their ongoing implementation. The following uses for the funds may be included in the budget.

• Funds may be used for curriculum PD for educators in July 2026 who will be implementing the selected curriculum in SY26-27.
  • Only comprehensive curriculum included in the Digital Literacy and Computer Science Curriculum Guide for Massachusetts Districts will be eligible. This funding may include:
    • Curriculum PD workshop cost
    • Stipends for eligible educators who complete the PD at $200 per full day
    • Travel costs for teachers who attend
• Funds may be used for DLCS computing devices for district-selected curriculum that requires the devices (e.g., micro:bits, robots) as well as associated storage materials, construction materials, project materials, and accessories (such as servos, sensors, and other components).
  • This funding is only available for teachers who complete the summer curriculum PD. This funding may include:
    • Maximum $1,500 per teacher who meets eligibility (pending funding)
• Funds may be used for school year follow-up PD, from September to December 31, 2026, which is required by select curricula. This funding may include:
  • Maximum four (4) days of stipends at $200 per full day
• Funds may be used for stipends or substitute reimbursement for up to four (4) curriculum planning days for those teachers and coaches / curriculum leaders who complete the summer curriculum PD from September to December 31, 2026.
• Funds may be used for stipends/salary for the District Team Point of Contact. The District Team Point of Contact maintains the plan and other grant artifacts in an accessible location, collects and reports data, and manages communication with DESE, the Grant Evaluator, and the PD Coordinator. For this role, plan for 1–2 hours/month for the 6 months of the grant.

Grant funding may only be used for stipends for work outside of work hours.

Funding:

Approximately $200,000 is available.

Funding is contingent upon availability. All dollar amounts listed are estimated/approximate and are subject to change. If more funding becomes available, it will be distributed under the same guidelines that appear in this RFP document.

The initial level of funding could change during the year based on changes in the awarded program (e.g., scope, course, follow-up activities, number of participants, or number of course(s)). The grant budget may be amended up or down to reflect the program changes. Grant recipients are required to contact the program liaison to discuss any proposed change to the awarded program.

The Breakfast After the Bell Implementation Grant by Project Bread aims to enhance breakfast accessibility in Massachusetts schools. This funding opportunity supports schools in launching or expanding alternative breakfast models, such as Breakfast in the Classroom and Grab & Go Breakfast. Schools applying should have a well-developed plan and be prepared to implement new strategies to ensure all students can access nutritious meals, thereby fostering better health and academic performance.

Massachusetts Department of Elementary and Secondary Education 

The Massachusetts Department of Elementary and Secondary Education oversees public education for pre-K through grade 12 across the Commonwealth of Massachusetts with a mission to strengthen the public education system so that all students are prepared for postsecondary success, meaningful employment, and responsible citizenship, while working to close proficiency gaps statewide. Its vision centers on equitable, high-quality, student-centered learning that supports academic achievement, culturally responsive practice, and inclusive opportunity for every learner. The Department’s funding priorities and programs emphasize equitable student access and outcomes, diversity and culturally responsive teaching, strong teacher effectiveness and professional development, family and community engagement, and strategic support—such as quality improvement grants, safe and supportive school initiatives, and data-driven accountability tools—that advance excellence and equity in Massachusetts public education.

FY2027: Title II, Part A: Supporting Effective Instruction

Purpose

Title II, Part A of the federal Elementary and Secondary Education Act (ESEA) provides supplemental resources to school districts to improve high quality systems of support for excellent teaching and leading.

Title II, Part A is one of four principal programs that are available to districts through formula grants under the Every Student Succeeds Act (ESSA), the current reauthorization of ESEA. The other programs are Title I, Part A; Title III, Part A; and Title IV, Part A.

The Massachusetts Department of Elementary and Secondary Education is guided by its Educational Vision where:

• All students in Massachusetts, particularly students from historically underserved groups and communities, will have equitable opportunities to excel in all content areas across all grades.
• Culturally and linguistically sustaining classroom and school practices will support students to thrive by creating affirming environments where students have a sense of belonging, engage in deeper learning, and are held to high expectations with targeted support.

DESE partners with districts, schools, and programs to:

• Cultivate systems to support the whole student and foster joyful, healthy, and supportive learning environments so that all students feel valued, connected, nourished, and ready to learn. Strategic Objective 1 — "Whole Student"
• Promote deeper learning so that all students engage in grade-level work that is real-world, relevant, and interactive. Strategic Objective 2 — "Deeper Learning"
• Develop and sustain a workforce that is diverse, culturally responsive, well-prepared, and committed to continuous improvement, so that all students have equitable access to effective educators. Strategic Objective 3 — "Diverse and Effective Workforce"

Priorities

The priorities of Title II, Part A are to:

• increase student achievement consistent with challenging State academic standards;
• improve the quality and effectiveness of teachers, principals, and other school leaders;
• increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and
• provide low-income and minority students equitable access to effective teachers, principals, and other school leaders.

The McKeen Fund Grant is dedicated to enhancing the lives of vulnerable populations, including seniors and disadvantaged children and families. This private fund supports medical, educational, and social service programs, prioritizing initiatives that cannot secure outside funding. The Fund emphasizes grants for capital projects and specific programs aligned with its mission, while also engaging in direct charitable activities. Organizations eligible must be 501(c)(3) public charities, primarily in Florida, Massachusetts, and New York.

Early Literacy Consortium Grant

The purpose of this competitive grant program is to fund the development, launch, and continuation of partnerships between eligible sponsoring organizations and PK–12 districts to promote improved teacher preparation and development in evidence-based early literacy instruction and improved early literacy outcomes for PK–3 students. All students deserve access to high quality instruction, and it will take collaborative and innovative efforts on the part of both districts and educator preparation programs to ensure that PK–3 educators have the pre-service training as well as the ongoing professional development needed to well-serve Massachusetts students. The goal of this grant program is for both districts and sponsoring organizations to benefit from collaboration through multi-year consortia developed to impact early literacy teaching and learning through preparation of candidates and ultimately hiring and employment of effective Elementary, Early Childhood, and Moderate Disabilities PK–2/PK–8 teachers.

Priorities

DESE seeks to award Early Literacy Consortium grants to entities that:

• Are committed to prioritizing literacy equity and excellence, and want to collaborate with districts and sponsoring organizations in their region to make this a reality
• Demonstrate favorable conditions and the resources, including time and commitment, necessary to make and sustain meaningful partnerships that have the potential to improve student outcomes in early literacy
• Bring together a diverse coalition of stakeholders committed to the activities articulated in the grant proposal, including but not limited to classroom educators, PK–12 administrators, higher education faculty and leadership, program supervisors, teacher candidates, and students where appropriate
• Are actively investing in equity, inclusion, and culturally and linguistically sustaining literacy practices for all learners

Competitive priority will be given to:

• Partnerships established in FY23, FY24, FY25, or FY26 that have a proven track record with Department of Elementary and Secondary Education DESE of working towards the grant’s priorities and goals and can provide positive evidence of impact
• Partnerships that include districts that have implemented or will be implementing high quality instructional materials for early literacy instruction
• Limited to early literacy curricular materials that meet the Department’s definition of high quality as defined by Curriculum Ratings by Teachers CURATE at the time of application.
  • Additionally, if the district’s core instructional materials do not include a foundational skills component but does meet the criterion listed above, evidence-based foundational skills curricular materials must be in use as well.
• Partnerships that include districts with systems and structures in place to run a Multi-tiered System of Support (MTSS) for early literacy in grades PK-3.
• Partnerships that include districts and schools in chronically underperforming status and the Strategic Transformation Region
• Partnerships whose mission and strategic plan includes intentional, targeted actions to diversify the teacher workforce
• Partnerships that leverage the Professional Standards for Teaching and 2024 Model Teacher Evaluation Rubric to promote culturally and linguistically sustaining instructional practices
• Partnerships whose action plan explicitly addresses training and support for program supervisors and/or supervising practitioners responsible for overseeing Elementary, Early Childhood, or Moderate Disabilities teacher candidate’s field-based experiences

Category 1 — Districts or Sponsoring Organizations in the Visioning Stage of Launching a Consortium

Applicants in this category are at the very beginning stages of planning and have not firmly established multiple partnerships.

Early Literacy Consortium Grant

The purpose of this competitive grant program is to fund the development, launch, and continuation of partnerships between eligible sponsoring organizations and PK–12 districts to promote improved teacher preparation and development in evidence-based early literacy instruction and improved early literacy outcomes for PK–3 students. All students deserve access to high quality instruction, and it will take collaborative and innovative efforts on the part of both districts and educator preparation programs to ensure that PK–3 educators have the pre-service training as well as the ongoing professional development needed to well-serve Massachusetts students. The goal of this grant program is for both districts and sponsoring organizations to benefit from collaboration through multi-year consortia developed to impact early literacy teaching and learning through preparation of candidates and ultimately hiring and employment of effective Elementary, Early Childhood, and Moderate Disabilities PK–2/PK–8 teachers.

Department of Elementary and Secondary Education (DESE) seeks to award Early Literacy Consortium grants to entities that:

Are committed to prioritizing literacy equity and excellence, and want to collaborate with districts and sponsoring organizations in their region to make this a reality

Demonstrate favorable conditions and the resources, including time and commitment, necessary to make and sustain meaningful partnerships that have the potential to improve student outcomes in early literacy

Bring together a diverse coalition of stakeholders committed to the activities articulated in the grant proposal, including but not limited to classroom educators, PK–12 administrators, higher education faculty and leadership, program supervisors, teacher candidates, and students where appropriate

Are actively investing in equity, inclusion, and culturally and linguistically sustaining literacy practices for all learners

Category 2 — Newly Established Consortia in the Planning Stage of Launching Early Literacy Programming

Applicants in this category have an established partnership with multiple sponsoring organizations and public school districts (four or more organizations in total) in their region and are designing and planning to implement programming that will advance effective early literacy instruction.

Early Literacy Consortium Grant

The purpose of this competitive grant program is to fund the development, launch, and continuation of partnerships between eligible sponsoring organizations and PK–12 districts to promote improved teacher preparation and development in evidence-based early literacy instruction and improved early literacy outcomes for PK–3 students. All students deserve access to high quality instruction, and it will take collaborative and innovative efforts on the part of both districts and educator preparation programs to ensure that PK–3 educators have the pre-service training as well as the ongoing professional development needed to well-serve Massachusetts students. The goal of this grant program is for both districts and sponsoring organizations to benefit from collaboration through multi-year consortia developed to impact early literacy teaching and learning through preparation of candidates and ultimately hiring and employment of effective Elementary, Early Childhood, and Moderate Disabilities PK–2/PK–8 teachers.

Department of Elementary and Secondary Education (DESE) seeks to award Early Literacy Consortium grants to entities that:

Are committed to prioritizing literacy equity and excellence, and want to collaborate with districts and sponsoring organizations in their region to make this a reality

Demonstrate favorable conditions and the resources, including time and commitment, necessary to make and sustain meaningful partnerships that have the potential to improve student outcomes in early literacy

Bring together a diverse coalition of stakeholders committed to the activities articulated in the grant proposal, including but not limited to classroom educators, PK–12 administrators, higher education faculty and leadership, program supervisors, teacher candidates, and students where appropriate

Are actively investing in equity, inclusion, and culturally and linguistically sustaining literacy practices for all learners

Category 3 — Established Consortia Implementing Early Literacy Programming

Applicants in this category represent an established partnership with multiple sponsoring organizations and school districts with a clear, strategic plan for the consortium’s work.

MyCAP, Middle School Career Connected Learning, and High School Work-based Learning

The My Career and Academic Plan (MyCAP) Planning and Implementation, Middle School Career Connected Learning, and Work-based Learning Grants provide supplementary support to districts/schools who are working to improve the college, career, and civic readiness for all students.

Option 1: 0598 Planning and Implementation

The purpose of this competitive grant opportunity is to provide supplementary support to school districts with high schools interested in entering the planning phase of MyCAP or school districts that are currently engaged in the early stages of whole school implementation of MyCAP in high schools. The MyCAP process requires schools to convene a multi-role team to create a scope and sequence in the three domains identified as necessary for college, career, and civic readiness — personal/social/mental health, career development, and academic and future planning — for every grade to guide the implementation of MyCAP. This grant will provide planning team members the supplementary support necessary to attend professional development, to hold team meetings outside-of-school hours to create a scope and sequence for every grade, or to support the MyCAP team as they begin implementation of the scope and sequence and allow for continuation of team meetings outside of school hours, attend additional trainings, purchase curriculum that supports MyCAP.

Grant applicants must identify a team that at a minimum includes four members representing a cross-section of professional roles e.g., administrator, school counselor, general education teacher, special education teacher, shop teacher, coach. Student representation is also encouraged. The team will create a scope and sequence that will address the three domains of college, career and civic readiness in each year of middle and/or high school and includes the identification of learning objectives, lessons, activities and resources available to meet those objectives, and the artifacts that will be captured in the individual student MyCAP. The focus of the work should be on creating a scope and sequence that demonstrates a whole school commitment to engage and empower students in planning for postsecondary success based on their individual interests, strengths, and skills, implementing the scope and sequence, and providing professional development opportunities for whole school buy-in.

Funding will support the team’s work by:

• allowing a team made up of diverse roles to meet outside of school hours for the creation of a middle or secondary school scope and sequence;
• paying for substitutes while team members attend in-person trainings;
• designing and/or begin the implementation plan for the rollout of MyCAP;
• identifying 2 metrics for assessment of student success.

Funds may be used for:

Stipends;

Substitute teachers for team members attending Professional Development opportunities;

Consultant fees; and

Coaching Fees.

MyCAP, Middle School Career Connected Learning, and High School Work-based Learning

The My Career and Academic Plan (MyCAP) Planning and Implementation, Middle School Career Connected Learning, and Work-based Learning Grants provide supplementary support to districts/schools who are working to improve the college, career, and civic readiness for all students.

Option 2: 0424 Middle School Career Connected Learning

The purpose of this competitive grant is to support middle schools as they design learning opportunities that integrate academic learning, personal, social, and emotional development and career development with real-world applications. 

Middle school career connected learning is a whole school effort focused on building self-awareness, exploring diverse career options, and developing essential skills. This includes understanding personal strengths, skills, and interests, learning about different jobs and careers to align strengths, skills, and interests and practicing foundational skills like teamwork and communication that will become key employability skills.

Academic, technical, and experiential learning happens across the school in classrooms and core content instruction, in advisory, through comprehensive school counseling, through intentional career development activities (i.e., career speakers), and/or during extracurricular experiences.

Career connected learning is foundational to the MyCAP process. The state highly recommends using these funds for the development of a MyCAP middle school scope and sequence . However, for this grant, schools may choose to begin with development of a career connected learning process that aligns with the state career development model.

MyCAP, Middle School Career Connected Learning, and High School Work-based Learning

The My Career and Academic Plan (MyCAP) Planning and Implementation, Middle School Career Connected Learning, and Work-based Learning Grants provide supplementary support to districts/schools who are working to improve the college, career, and civic readiness for all students.

Option 3: 0413 Work-based Learning

This competitive grant is available to schools focused on building systems and strategically aligning resources to expand work-based learning opportunities for their students. This grant is intended to support the implementation of Massachusetts Educational Financing Authority (MEFA) Pathway as the new statewide work-based learning database.

This group's work will lead the state in the development of:

models and resources for implementing MEFA Pathway as the statewide student portal for Work-based Learning Plans and statewide work-based learning data collection including for purposes of Perkins V, Connecting Activities, and Youthworks;

models and resources for Work-based learning plans as part of MyCAP implementation;

models and resources for strategic use of Connecting Activities, YouthWorks, and related resources to expand students access to work-based learning opportunities and bring work-based learning opportunities to all secondary students;

opportunities to integrate Youthworks and Connecting activities planning and reporting tools; and

Recommendations for alignment of Department of Elementary and Secondary Education (DESE) career development model and YouthWorks employment engagement standards.

The KeyBank Foundation Grants support nonprofit organizations focused on enhancing communities through education, workforce development, and affordable housing. Founded in 1969, the Foundation prioritizes diversity, financial capability, and sustainability. Their grants aim to empower individuals for success by improving access to resources, fostering economic inclusion, and creating safe environments. By partnering with community organizations, KeyBank Foundation seeks to make a measurable impact and ensure lasting positive change for families and small businesses.

Purpose

The purpose of this competitive grant is to provide designated Innovation Career Pathways with resources to support program implementation.

Priorities

• Supporting designees in the execution of their approved designation plan such that the Innovation Career Pathway program meets all criteria requirements.
• Priority will be given to districts and schools in the strategic transformation region.

Funding

This Request for ProposalRFP is the governing document for these grant funds. Schools that were approved for their first Innovation Career Pathways program in Spring 2026 for implementation in School Year 26-27 are eligible for up to $75,000. All other schools with Innovation Career Pathways, designated between 2022 and 2026, are eligible for up to $50,000.

Funding is contingent upon availability. All dollar amounts listed are estimated/approximate and are subject to change. If more funding becomes available it will be distributed under the same guidelines that appear in this Request for Proposal.

Fund Use

Funds from the state will be used to support designated Innovation Career Pathway's adherence to the five guiding principles .

Allowable funding expenses include:

• Program administration and coordination;
• Stipends for K–12 and higher education faculty;
• Curricular development;
• Engagement with MassHire boards and industry;
• Providing work-based learning opportunities for students;
• Professional development;
• Instructional-related supplies and materials;
• High quality college and career advising and My Career and Academic Plan (MyCAP) development throughout the school and embedded in the pathway;
• Industry recognized credentials;
• Expenses associated with student participation in dual enrollment courses;
• Student transportation.

DESE Competitive Grant Submission Policy

Competitive grant applications are considered submitted when the grant application is submitted by the Superintendent or their designee through the "Local Educational Agency LEA Superintendent / Chief Executive Approved" step in Grants for Education Management System. In order to be considered for competitive funding, applicants must submit a grant application through the Local Educational Agency Superintendent Approved stage by the due date and time listed in the Request for Proposal.

The School Breakfast Collaboration Grant, offered by Project Bread, aims to assist Massachusetts schools in developing and expanding breakfast programs to combat hunger. This funding supports schools in implementing alternative breakfast models, such as Breakfast in the Classroom and Second Chance Breakfast, while also enhancing menu options and accessibility. By collaborating closely with Project Bread's Child Nutrition staff, schools can effectively address challenges and improve their breakfast offerings, ensuring that no child goes hungry.

The ReTreeUS School and Community Orchards Grant Program aims to inspire future generations through hands-on education in orchards and gardens. Focused on Maine, New Hampshire, and Massachusetts, this initiative has established 94 orchards since 2012, promoting interest in horticulture and biology among youth. Eligible applicants include schools and community centers in these states, fostering environmental stewardship and food growing skills within local communities.

Foundation for Children with Intellectual and Developmental Disabilities

The FCIDD was founded for the purpose of providing support to organizations that serve individuals with intellectual and developmental disabilities.

Mission Statement: The Foundation supports organizations which enhance the lives of persons with intellectual and developmental disabilities by promoting research, projects, education and advocacy. 

Nonprofit Project Grants

The Foundation for Children with Intellectual and Developmental Disabilities (FCIDD) funds 501(c)(3) organizations working with individuals with intellectual and developmental disabilities of all ages, primarily in the states of Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Ohio, West Virginia, Delaware, Maryland, the District of Columbia, and Virginia. 

Funding Priorities

• Grants will be awarded for the purpose of primarily benefiting, including, or increasing accessibility for individuals with intellectual or development disabilities.
• Grants may be awarded for scholarships or training personnel in the care and education of individuals with developmental and/or intellectual disabilities. 
• Grants shall mainly be distributed to a Charity whose primary purpose or whose project is to support individuals with intellectual or developmental disabilities. A Charity which has a project to benefit individuals with developmental or intellectual disabilities based on financial need shall be awarded the grant money based upon its own objective criteria and without any special preference to members of Civitan or members of their family.

Grant Categories

A grant application typically fits into one of the following categories: Accessibility & Engagement; Educational Spaces; Program Area Improvements; Outreach and Education 

Educational Spaces

For I/DD serving school programs with a 501(c)(3) or 501(c)(4) attached needing property improvements or equipment/resource purchases to better serve their students with I/DD.

Roche Corporate Donations and Philanthropy (CDP) focuses on impactful projects that foster sustainable development, engage employees, and leverage Roche's expertise. Their philanthropic efforts prioritize humanitarian, educational, environmental, and cultural initiatives, aiming to build stronger communities and support innovative projects. Eligibility is limited to local organizations, while ineligible projects include those with political or religious ties. The foundation strives to create a positive societal impact through collaboration and strategic partnerships.

Arnold Ventures

Arnold Ventures (AV) is a philanthropy dedicated to improving the lives of Americans through evidence-based policy solutions that maximize opportunity and minimize injustice. We focus on improving systems where outcomes are falling short, incentives are misaligned, and the time is right for change.

To advance this mission, we invest in rigorous research to better understand the root causes of problems and strengthen the evidence base on what works to solve them. Using this evidence, we advocate for policy reforms at all levels of government and help build durable, bipartisan coalitions for lasting change.

Causal Research on the Impacts of Cell Phone Policies in K-12 Schools

The Opportunity

Smartphones are nearly universal among children and adolescents in the United States: 95% of teens reported having access to a smartphone, giving them regular exposure to social media, gaming, and video streaming platforms. While smartphones can support learning and social connection, emerging evidence suggests that using phones during school may also interfere with important educational goals, including student engagement, attendance, and academic performance.

In response, more than 30 states have passed laws restricting cell phone use in K-12 schools in recent years. These policies vary widely, ranging from “bell-to-bell” policies to classroom-level bans on phones only during instructional time. Despite the rapid adoption of these policies, rigorous evidence on academic, behavioral, and mental health impacts remains limited. In the absence of strong research, federal and state policymakers, as well as school and district leaders, lack the information needed to make informed decisions that effectively support student success. Building a robust evidence base is critical for shaping policies and practices that improve learning and well-being in both the short- and long-term.

This RFP seeks to address these gaps by supporting rigorous, causal research on the academic, behavioral, and mental health impacts of cell phone policies in K-12 schools in the United States. We seek studies that generate actionable insights for policymakers, as well as school and district leaders, who are deciding whether and how to implement or refine such policies. This RFP will support both Randomized Controlled Trials (RCTs) and Quasi-Experimental Designs (QEDs) that can credibly estimate causal effects. While we are open to a range of research questions, we highlight 2 areas of particular interest below.

What are the overall impacts of policies restricting cell phone use in K-12 schools?

• What are the short- and long-term impacts of cell phone policies on student-level outcomes, including academic achievement and attainment (e.g., standardized test scores, graduation rates), behaviors (e.g., engagement, attendance, disciplinary actions), and/or mental health (e.g., depression, anxiety, loneliness)?

• What are the short- and long-term impacts of cell phone policies on school-level outcomes, including school safety (e.g., reported incidents), school climate (e.g., bullying, social connections), and administrative factors (e.g., costs, logistics, communications with parents)?

• Do initial impacts persist, fade, or grow as schools refine their practices over time?

What factors explain variation in the impacts of cell phone policies?

• Which students, schools, and districts are most impacted by cell phone policies?

• Which policy design features (e.g., what devices are banned, when devices are banned, how devices are stored/locked) make cell phone policies more — or less — effective?

• Which implementation strategies (e.g., training and supports for school staff, consistent approaches for enforcement) make cell phone policies more — or less — effective?

• How do the resource and operational implications of different policy approaches (e.g., costs, staff time, infrastructure needs) influence their effectiveness? How do these factors affect the scalability and sustainability of effective approaches?

Our Story

The IBMA Foundation was created by the International Bluegrass Music Association in 2007 with a bequest from the Richard Barnhart estate. Mr. Barnhart was a musician from northern Virginia who loved bluegrass and wanted to support educational programs for children. Since the beginning, our goal has been to support bluegrass-music-related educational, literary, artistic and historic preservation activities.

In our early years we produced Discover Bluegrass, an educational video that has been used in thousands of classrooms and libraries around the world. We have hosted dozens of teacher workshops and artist trainings. We created a bluegrass lesson plan competition and provided a network for leaders of after-school bluegrass programs.

Our project grants, which now total $25,000 a year, support bluegrass-related initiatives throughout the world. We also fund Bluegrass in the Schools Mini-grants ($7,000/year) which help schools to hire bluegrass bands for school programs. The Rosenberg Bluegrass Scholar Award recognizes excellence in academic research. Six college scholarships are granted for students working in various areas of the bluegrass music industry. The Arnold Shultz Fund supports increased participation of people of color in bluegrass music with grants that total $30,000/ year. Fletcher Bright Memorial Grants for Young Musicians (age 18 and younger) help young people go to bluegrass music camps and workshops, take lessons, and purchase educational materials. 

Bill Breen Bluegrass Youth Education Fund

The Bill Breen Bluegrass Youth Education Fund was initially financed by friend and colleague, Susie Stephenson. The fund is an option for donors who want to help young people experience and learn to play bluegrass music. Instead of funding a specific scholarship or grant, the Breen Fund will be used by the IBMA Foundation where needed most, in a variety of ways that benefit individuals age 21 and younger. Based in Chicago, Illinois, Bill was an Associate Professor and Professor of Finance at the Kellogg Graduate School of Management at Northwestern University from 1971-2002, going on to serve as Chairman of the Finance Department and Head of Doctoral Studies for the Kellogg School. In addition to playing the banjo, Bill was an avid sailor and fly fisherman, and he never met a dog he didn’t like. His friends and family say it’s fitting that a man so passionate about the banjo, bluegrass music, and education is memorialize with a bluegrass youth education fund.

The OneAmerica Financial Community grant supports 501(c)(3) organizations focused on education, workforce development, safety, wellness, and community vibrancy. With a commitment to making a difference, OneAmerica aims to transform lives through strategic philanthropy. Their initiatives include disaster relief, arts support, and civic engagement, fostering resilient communities. By investing in meaningful change, they build a foundation for shared success across the country, ensuring that community needs are met and future generations thrive.