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Federal Register / Vol. 86, No. 123 / Wednesday, June 30, 2021 / Proposed Rules
These proposed priorities and definitions are intended to replace the current supplemental priorities published on March 2, 2018 83 FR
9096, the Opportunity Zones final priority published on November 27, 2019 84 FR 65300, and the Remote Learning priority published on December 30, 2020 85 FR 86545; NIAs published before the finalization of these proposed priorities that use the current priorities remain in effect. At this time, we are retaining the Administrative Priorities published on March 9, 2020 85 FR 13640 while the Department continues to examine potential updates to the Education Department General Administrative Regulations, which may include incorporation of these March 9, 2020, priorities.
Proposed Priority 1Addressing the Impact of COVID19 on Students, Educators, and Faculty.
Background:
The COVID19 pandemic negatively affected many students, educators, and faculty throughout the country.
Although virtually everyone was affected to some degree, the pandemic has had a disproportionate impact on underserved students and laid bare the unique challenges faced by these students. Many of these challenges predate the pandemic and will be felt for years to come. For example, some of these students were already less likely to have access to the resources, such as broadband, and student supports required to participate in high-quality remote education. Underserved students are also more likely to rely on key schoolor campus-supported resources such as food programs, special education and related services, health services including mental health, counseling, or after-school programs to meet basic or developmental needs.1 For parents, guardians, or caregivers who have less flexible jobs, staying at home to provide childcare or aid with remote learning may be impracticable or impossible, which may further exacerbate these challenges.2
To mitigate the impact of the COVID
19 pandemic and support safe in-person instruction, schools and campuses need sufficient resources, close collaboration with local public health officials, and the support of community members who commit to following State and local public health guidelines. Consistent implementation of effective strategies for preventing the transmission of
COVID19 during all school-related activities is critical for keeping schools and campuses open. It is essential that schools and students receive the resources, technical assistance, and other supports necessary to plan and implement comprehensive prevention strategies and that administrators, educators, and faculty consistently engage students, parents, and community partners throughout the processpaying close attention to underserved communities including communities of color, which have borne a disproportionate burden of COVID
19.3
Moving forward, as the effects of the pandemic will be residual and last for years, schools will also need to increase their support of students social, emotional, mental health, and academic needs in response to the impacts of COVID. As students return to in-person learning, they will need ongoing support and innovative approaches to learning in the coming years to accelerate learning and succeed.
Educators may need resources to learn new approaches to supporting students, especially in communities that have faced significant loss and trauma. In addition, educators may need additional support and development to mitigate the longer-term impact of COVID on their own well-being. States and districts also need resources to stabilize current workforce positions and protect the pipeline into the profession.
The impact of the COVID19
pandemic changed the education landscape for the foreseeable future, especially as students continue to make up for lost classroom instruction.
However, it also provides an opportunity to redesign how schools approach teaching and learning in ways that both address long-standing gaps in educational opportunity and better prepare students for college and careers.
This priority would support recovery and innovation to best serve students and support educators.
Proposed Priority:
Projects that are designed to address the impacts of the COVID19 pandemic, including impacts that extend beyond the timing of the pandemic itself, the students most impacted by the pandemic, and the educators who serve them through one or more of the following priority areas:
a Conducting community assetmapping and needs assessments that may include an assessment of the extent to which students have become
1 https learningpolicyinstitute.org/sites/default/

files/product-files/Educating_Whole_Child_
REPORT.pdf.
2 https files.eric.ed.gov/fulltext/ED610000.pdf.

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3 See www.cdc.gov/coronavirus/2019-ncov/
community/health-equity/racial-ethnic-disparities/
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disengaged from learning, including students not participating in in-person or remote instruction, and specific strategies for reengaging and supporting students.
b Providing resources and supports to meet the basic, fundamental, health and safety needs of students and educators.
c Addressing students social, emotional, mental health, and academic needs.
d Addressing teacher, faculty, and staff well-being.
e Providing students and educators with access to reliable high-speed broadband and devices; providing students with access to high-quality, technology-supported learning experiences that are accessible to children or students with disabilities 4
and educators with disabilities to accelerate learning; and providing educators with access to job-embedded professional development to support the effective use of technology.
f Using technology to enable evidence-based interventions to support personalized in-person student learning as well as evidence-based supplemental activities that extend learning time and increase student engagement and, where possible, increase parent engagement.
g Using evidence-based instructional approaches and supports to accelerate learning for students in ways that ensure all students have the opportunity to successfully meet challenging academic content standards without contributing to tracking or remedial courses.
h Using evidence-based instructional approaches or supports to better allow individuals who did not enroll in, withdrew from, or reduced course loads in postsecondary education or training programs due to COVID19
to enroll, remain enrolled, and complete credit-bearing coursework and earn recognized postsecondary credentials.
Proposed Priority 2Promoting Equity in Student Access to Educational Resources, Opportunities, and Welcoming Environments.
Background:
Improving educational equity is a priority for the Biden-Harris Administration, with particular focus on supporting underserved students. The Department seeks to remedy the deeply rooted inequities in this countrys education system which when addressed, will better allow access to educational opportunity for 4 In an NIA, the Department would use either children with disabilities or students with disabilities, depending on which term is more appropriate for the program. In this document, we use these terms interchangeably.

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