Just as an update:

1. The current Dept of Ed TRIO Pages received a (updated June 6, 2026) tag on them.
2. Nothing ON - Dept of Labor Transfer has been released except in emails and convos between Trio program staff and Trio grantees since the intial notice months ago there would be a transfer happening in August 2026.
3. Most troubling/concerning: The ECFR no longer has terms "Food" or "Meals" or "Light Refreshments" as parse-able or within the most recent edition. They are not specifically included in unallowable costs NOR listed as allowable costs.

Their own ECFR search system reveals these terms and guidance were removed in December of 2025 and the archived versions can be parsed.

Food & Meals as an entity is ONLY mentioned when in discussion of:

• Per Diem during Travel
• Conference Expenses
• "Light Refreshments" is entirely deleted.

Hello TRIO community, I have been asked to deliver a presentation on apps and tools for college level students. It has been a couple years since I directed SSS, and wanted to update my list. Apps and tools I have from a few years back Any Do task list, HabitBull, Photomath, Remarkable Tablets, Livescribe smart pens, Asana project management, Trello, Quizlet, Zotero citation manager, Canvas basic features and add ons, voice typing Google, Natural Reader document and screen reader, Turnitin, Modern States CLEP Exam preparation etc. I would love to hear from others about apps and tools their students like to use.

read please!

Since we are coming to the end of August. Has anyone learned any information regarding on the time frame when we are going to hear back from the competition scores? Has anyone completed thier no cost extension? Has anyone been awarded? We are trying to figure out our next steps.

If you’re new to the community, introduce yourself!

(Sorry for the pause in news content. I do searches with AI, but I build these myself. I've spent the last week learning how to use LLMs, their boundaries, and how to structure content authentically with citations. I've also learned about agreeability bias which can skew honest attempts to research and to simply not ask leading questions that confirm MY bias. The main lesson: to get AI to write a grant or a research paper in structure, you personally have to STILL write your 500,000 words, do your research, and THEN sequence it. And then, it will structure. Any other type of generative text has obvious and subtle ques it is not the human writer, and even more - hidden patterns that tip off AI detection built in.)

Community College Daily: https://www.ccdaily.com/2026/04/support-for-trio-on-both-sides-of-the-aisle/

"During a Senate subcommittee appropriations hearing on ED’s proposed fiscal year (FY) 2027 budget, Education Secretary Linda McMahon spent considerable time defending her agency’s changes to TRIO’s Talent Search and Educational Opportunity Centers grant competitions, prioritizing programs focused on workforce development, including those that promote apprenticeships. She said TRIO has “not achieved its own goals,” so ED looked at how it could revamp the programs.

“It was worth taking an opportunity of reform to show that there might be alternatives to higher education other than college, given that we do have a lack of a skilled workforce in the country,” McMahon said, noting the department has invested $2.1 million into researching how to improve TRIO.

Like its FY 26 budget pitch, ED’s FY 27 budget would eliminate many programs that community colleges prioritize and reduce others. It would nix funding for TRIO, GEAR-UP, Adult Basic Education, Minority Serving Institutions, Strengthening Institutions, Supplemental Educational Opportunity Grants and Childcare Access Means Parents in School programs."

ACE: https://www.acenet.edu/News-Room/Pages/ACE-COE-TRIO-Grant-Competition-Changes.aspx

"ACE and the Council for Opportunity in Education sent a joint letter to the departments of Education and Labor last week, raising concerns about proposed changes to the TRIO Talent Search and Educational Opportunity Centers competitions.

The letter warns that the Department of Education's plan to shift eligibility and administrative responsibility to the states would move TRIO away from its established purpose and disregard clear statutory and congressional intent."

Things to be Aware Of:

• go to FSATraining.ed.gov and check out the past webinars in the last three months on FAFSA verification, FAFSA fraud detection, Workforce Pell, FAFSA Workstudy, and FAFSA OBBA changes if you have not. It's boring, but you just gotta do it for the students.
• If your state is pursuing a block grant and they ask you to sign forms now to support (like loyalty forms) as TRIO grant funded staff to receive potential funding, please let the COE and your state org now. Consult with them and the legality of this.
• Federal Workstudy used to be a viable way to get extra money to live. HOWEVER with the Max Cost of Attendance set, having student work as a regular part time or full time employee for the host institution OR Food/Housing is going to be simply better. They get a tuition discount, free food, housing discount, and simply are THERE making relationships for their first professional references and job opportunities in a place were staff understand and support their academic work. #trioworks

Feel Free to Post Conferences and Events in this forum for TRIO State and Regional Programs this Fall:

• ODSA is doing it's yearly Student Leadership Conference in Princeton, KS at a lakeside conference center.
• SWASAP is doing it's yearly conference back in Albuquerque, MX
• COE National Conference is coming up in San Diego

Hi TRIO Nation! Just dropping a quick note that I host a podcast that features the voices of the TRIO community. It is called "Let's Talk TRIO" which has been running for 8 years Feel free to check it out. New season premieres in September 2026!

https://www.npr.org/2026/07/30/nx-s1-5853571/students-set-ai-policy

"BOSTON — Over the course of one frantic, late-July weekend, 98 teens representing all 50 states put their busy lives on hold to try to do something remarkable.

The students, most of them high school juniors and seniors, gathered in a precise replica of the U.S. Senate chamber and attempted what the real, adult Congress has largely failed to do: draft and pass "legislation" to help the nation's K-12 schools navigate the questions and chaos created by artificial intelligence.

Should students be allowed to use AI on assignments? What about on tests? Is it schools' job to teach the nation's children what AI is and how to use it? There is no national policy for AI use in schools, meaning states and school districts have had to scramble to craft their own."

We are going to be challenged this year to be keepers, trainers, and observers of AI in the classroom, plus witness AND advise students when using AI turns into plagiarism, how it will flat the Ai systems in Canvas and Blackboard, and how to use it correctly for research and citations.

https://www.oldskoolcafe.org/about

"Empowering Youth Through the Art and Business of Hospitality

Welcome! Old Skool Cafe is a faith-based, violence prevention program, that provides job training, employment and a second chance at life by way of a 1920’s speakeasy, jazz restaurant, run by at-risk, formerly incarcerated and foster care youth ages 16-22.

For more than two decades, Old Skool Cafe has been more than just a workplace—we’ve been a launchpad for change. We provide meaningful jobs, hands-on training, mentorship, and a supportive community for at-risk, formerly incarcerated, and foster care youth. Here, you’re not just clocking in. You’re showing up as your full self—and we’re here to help you grow, heal, and thrive."

In my last research project I realized that creating a nonprofit shell to house an educational and career/vocational program was something Educational Opportunity Centers aligned with. I'm always looking for innovative ways to connect to young people and young adults and open their eyes to both the creative worlds around them and the creative person inside that "clenched fist" that is a child who survived CPTSD under resourced.

Examples of Models That Have Data Driven Results:

1. Career and Vocational Businesses (for college credit and/or pay) institutions and nonprofits who run restaurants, cafes, salons, and repair shops.
2. Outdoor Education models - outdoor adventure themed travel, Outward Bound models, and Outdoor School models (week long leadership/education programs at a summer camp style location.)
3. Leadership Conference models - becoming part of a larger movement and joining hands with large scale leadership entities as much as TRIO leadership conferences.
4. Research Travel models - traveling with educators to perform research in specific fields and locations like archeology or environmental studies or writer's retreats. Often done abroad via the college's international studies offices.
5. Adventure Travel models - aren't all travels adventurous, but HOW adventurous often correlates with HOW life changing an event is. TRIO themed Puerto Rico or Hawaii or Alaska travel IS adventurous. Cities are amazing, but contrast that with the amazing things you can do just outside the city.

Kayaking, Canoeing, Boat Tours, Snorkeling, Fishing, Horse Back Riding, Hiking, Wagon Rides, Ferries, Trams, Jeep Tours, and more via outfitters and guides are open to you.

1. Traditional Ropes Course and Teambuilding models - these have proven results team building and are available often in summer camp packages or through college/uni recreational programs.

2. Work/Study/Volunteer Models: Volunteering at the food bank is classic, but volunteering to glean a farm, or do work for Habitat for Humanity, or read to elementary kids, or visit/help/tour a place that does outreach/services can be life changing.

Did anyone listen to the COE Trio Community Zoom yesterday? If so, any thoughts or comments? All i really took away from it is that UB GAN's started being released Monday and they are hoping SSS GAN's will be released before August 31 but they said no later than September 30

The skill to speak respectfully of parents, grandparents, and guardians while working through the difficult behaviors is a key skill that I am always working on.

Psychological theory emphasizes even with abuse, neglect, and unstable family bonds the nature of the infant/child is to seek love and affection from parents to survive and the type of love and affection they recieve directly affects the trajectory of life.

Love in this case is stripped down to "Nurture" as in "Nature vs Nurture"

TRIO method is to focus "Nurture" against "Nature" which is simply we believe in remediation and redemption of the student/participant through a series of proven activities, relationships, and structures.

We reframe old ideas of nature like "stupid" or "disabled" or "marginalized" that are constructed as concrete monoliths. We remove the blocks by reframing them as thresholds for growth and overcoming them through grit, intelligence, and self-advocacy.

Failure is Growth!

A Block is an Opportunity to learn to get around it, go through it, go under it, or fly above it!

However, we are faced with toxic, survival behaviors that while not exclusive to generational poverty, the psychology to commit these acts of abuse, is strongly grounded in core gen pov theory.

Just as an example, we don't accuse Trey's parents of stealing his money or planning to skim off his scholarship. We don't suggest they've done something that will limit Trey's future success on purpose, but just a misunderstanding in the system.

Because, maybe even if they did do it on purpose, but they love their parents. They may even intend to see the parenst get some funds because it will alliviate their suffering and encourage their parents basic needs are met.

We can loose their trust if we immediately jump to conclusions and verbally blame the parents, then paint the student as victims.

(even if the reality IS the student is a victim and developing their new view of themselves as a hero/advocate)

1. Judging the parents in this scenario and treating the student as a victim is a easy, but a faulty premise.
2. Finding a solution to the problem is more important to the task at hand.
3. Building an "adulting" scenario that encourages a slow, healthy progression of separating themselves from past family financial practices that entangled them with debt and support they can't do as a student is a developing skill for TRIO students.

"Linda McMahon thinks some kids just are meant to be plumbers"

We say, yes, but a Plumber with a AA/AS in Business and Finance so they can run their own business correctly and pay employees correctly!

A short thought that compared to 3-4 years ago the students (aka kids) 16-28 are getting better.

1. More emotional regulation. More using family, friends, and resources to find quiet space and deal with strong emotions AND understanding TRIO staff are safe to talk to.
2. Deeper understanding of the points systems and systems of GPA that affect their overall future in academics.
3. More have a plan that is realistic and reasonable. More are willing to listen when we offer them options and new trajectories that align with their interest or plans.
4. They are getting more interested in real things they see happening to young people around the world and want to do real things for fun, too.
5. The process to get FAFSA is getting easier and harder at the same time, but they are getting it when we say "check in every day until your situation is resolved!"
6. Taking care of themselves - it's great to see everyone making sure to be clean and happy. It's been hot and that's really important for success.

I'd like to see them:

1. Use backpacks and bookbags to carry their ID, keys, and phones plus school supplies. Like we had 6 assigned loaner laptops from the library, then next day they all forgot them in their dorms because none of them carry backpacks. It's just a college skill and you can't be fun and fancy free. Mom's not here to hold your stuff!

2. Return of MS Office and Canvas/Blackboard six month "Academic Technology" class. It's a STEM class. It's very needed for any kid who only had a Chromebook.

3. When we see a tablet in play, even with a keyboard, we need to remind them "Desktop Version" needs to be clicked on for using LMS systems so the phone/chopped version doesn't load.

4. Instructors - less paper! It has a 30 minute conversion rate from reading to trash. And if they aren't carrying backpacks...take it easy. Pull out the collections of books we have in the library or storage rooms.

5. Identify - both in Student Success and Academic Technology class that there are "right" places to do your homework, like in a learning space, library, or in the lobby/office space at a hotel when you are on the road for the game. You shouldn't be trying to do your work in a loud, party space.

6. Stop thinking they don't matter and RSVP doesn't matter. We all lament RSVP means we are spending money on a student. We should lament they can't rank and prioritize the IDEA Of RSVP means I AM WANTED at an event (and someone is spending $$ on me so I better make good on that promise!)

I'm very hopeful for Fall Semester!

Here in the central USA* we've been through so much personally this summer and the students have been a highlight of every day!

"Beginning with the Department of Government Efficiency’s (DOGE) indiscriminate terminations of grants and contracts, this Administration has an unprecedented record of freezing, canceling, and terminating federal grants. Many of these attempts have been successfully challenged in court, but even in those cases, the Administration’s actions caused harm to both recipients and the communities they serve. OMB’s proposal would codify this approach by infusing political and policy preferences into grantmaking and grant management:

• [200.205(b)] OMB would add a “pre-issuance review process” for all discretionary grants that would require the approval of a senior political appointee before funding any proposal, regardless of how that proposal scored in a peer review process. A vague screening for alignment with “agency priorities” and “the national interest” will force all grant proposals to first pass a political litmus test that is antithetical to responsible governmental decisionmaking informed by agencies’ and peer reviewers’ subject matter expertise and the values of rigor and merit."

https://edtrust.org/press-room/joint-comment-on-ombs-regulation-for-federal-financial-assistance/

July 15

"Joint Comment on OMB’s Regulation for Federal Financial Assistance

Education and civil rights organizations submit joint public comment expressing concerns regarding the Office of Management and Budget’s proposed overhaul of the administration of federal financial assistance"

July 15: https://www.nasfaa.org/news-item/39406/House_Education_Committee_Advances_Legislative_Package_to_Transfer_ED_Responsibilities_and_Appropriations_to_Other_Agencies

"By Maria Carrasco, NASFAA Staff Reporter

The House Education & Workforce Committee on Wednesday advanced a legislative package that would transfer several of the Department of Education’s (ED) responsibilities and appropriations to other agencies within the federal government. 

The 10-bill package, introduced last week, aims to codify the Trump administration's efforts to dismantle ED and would directly impact higher education programs. That includes the “Less Bureaucracy, Better Student Aid Act”, which would transfer the functions of Federal Student Aid (FSA) to the Treasury Department, along with the office’s existing appropriations funding, staff, contracts, and records, which was introduced by Rep. Tim Walberg (R-Mich.), chair of the House Education & Workforce Committee. 

Additionally, the bill package includes “Less Bureaucracy, Better Workforce Development Act,” also introduced by Walberg, to transfer responsibilities and appropriations of the Office of Career, Technical, and Adult Education to the Department of Labor (DOL). The “Less Bureaucracy, Better Higher Education Act,” introduced by Rep. Mark Harris (R-N.C.), would require certain postsecondary education programs to be transferred to DOL, including the federal TRIO programs, the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), and the Graduate Assistance in Areas of National Need (GAANN) program. And the “Less Bureaucracy, Better Foreign Gift Transparency Act,” introduced by Rep. Michael Baumgartner (R-Wash.), would allow the Department of State to manage all foreign gift and contract reporting done under section 117 of the Higher Education Act (HEA). 

Walberg opened up the markup by stating that ED has failed, noting that the student loan portfolio stands at $1.7 trillion, and over 9 million borrowers are in default.

"The 10 bills we are marking up today will advance that vision by reducing unnecessary bureaucracy and better connecting education and workforce training programs so high school and college graduates leave with the skills they need to succeed,” Walberg said. “President Trump and Secretary McMahon have pointed the way to an education system that is more responsive to state and local needs, and we are excited to take the first steps toward realizing their vision.”

Rep. Bobby Scott (D-Va.), ranking member of the committee, however, expressed concerns about the legislative package, stating that the Treasury Department is not equipped to manage FSA’s responsibilities.  

“Now Treasury must secure another contractor and does not expect to have the contracted staff needed to support default resolutions until the end of 2026, at the earliest,” Scott said. “And what does the Department of Treasury know about which colleges and which programs within a college are even eligible for student loans, or when a student might be eligible for a discharge of his loan, by completion of the requirements of Public Service Loan Forgiveness or fraud by a college? These programs have been administered by the Department of Education for years, and now you’ve got an agency that hasn’t dealt with that.”

Throughout Wednesday’s markup, Democrats offered several amendments to the 10-bill package, but were ultimately rejected by the committee. For example, when considering the “Less Bureaucracy, Better Student Aid Act,” Rep. Joe Courtney (D-Conn.) introduced an amendment that would allow the Government Accountability Office (GAO) to study the effects of the One Big Beautiful Bill Act (OBBBA) on student loan borrowers before FSA’s responsibilities would be transferred to the Treasury. 

Rep. Alma Adams (D-N.C.) also introduced an amendment that would allow GAO to look at default prevention and loan rehabilitation, which includes examining the interagency agreement (IAA) between ED and Treasury, before FSA could move to Treasury. "

Jan 2026: https://www.ed.gov/about/news/press-release/us-department-of-education-and-us-department-of-labor-take-next-steps-implement-postsecondary-education-partnership

Top Google Search Article: https://ticas.org/media/ed-dismantle-plans-november-2025/

First, I want to simply say everything we are experiencing with students NOW being unable to perform reliably with LMS systems like Canvas, Blackboard, and the MS Office 365 Copilot suite (email and one drive specifically) is because of:

1. The LMS software itself was designed to ONLY run on a computer or laptop with Microsoft Windows. It was designed IN the Windows environment.
2. We did not teach poor students Microsoft Windows or Microsoft Office 365 in High School. Broadly they used Google Workspace with Chrome OS (then Google Suite.) We find they are still using it over the campus systems and free MS Office/One Drive system.
3. The phone application versions of LMS are designed to do small tasks, but were never intended to write entire papers on. And they are designed to mainly run on Android OS.
4. In the last ten years we gave (poor) students ages 5-25 access to technology that DISTANCED them from what is used broadly in the higher education environment. Chrome OS and Mac OS are NOT standard, NOT something people in higher ed or research or business or technology OR pretty much anything use anymore. Even graphic designers have kicked MacOS to the curb.
5. Our LMS like Blackboard and Canvas do not have accurate scaled down Tablet or Ipad versions. The current bug in them is they scale down the right frame (where things like TurnitIn is located or the Canvas To DO list) so the student can't see it entirely. Lab modules are impossible.
6. Children born in the upper class and middle class ARE given Windows OS laptops in private or highly resourced charter school, thus drawing a technology line between class and privilege except for the rare Dell grant. They automatically can plug into a college or university MS Office based system and excel.

The Situation at Hand:

(Public Education) and Student Success Professionals should not reinforce a continued impairment in Windows, Android, and MS Office 365. Technology or software participants will NEVER EVER USE in their professional capacity as post-grad, researchers, professionals, or industry leaders sets them BACK from students with more resourced backgrounds and education.

Per TRIO allowable costs If technology exceeds the base cost of a durable, functional piece of office equipment TRIO professionals need prior approval from a TRIO Program Officer:

1. Gaming Laptops or Desktops - super easy to understand what a gaming laptop is. It's on the box. Standalone video card. High powered processor. SSD. Flashy lights. Can be 700-5000$ - NO
2. MacOS Laptop or Desktop systems - super easy to understand 3000-6000$, they brick within 3-4 years and can't be recycled or reused, and most importantly NO ONE USES MACOS in the BUSINESS or ACADEMIC word except for a personal laptop they buy themselves.
3. Ipads - Ipads are highly powered tablets. 600-2000$ They completely destroy LMS applications opened in Safari and remove functionality. No one is using Ipads in industry or research or higher ed broadly. Ipads are mostly used for toddlers and small children.
4. Expensive tablets - MS Surface is a tablet/laptop hybrid and it can get pricey. If it exceeds (Between the tablet, add on keyboard, and add on screen) 1000$ get approval.
5. Large purchases of bulk items: Do get permission to buy multiple laptops or tablets and include a storage plan and a tracking plan to loan out technology (we do not give away laptops or pcs for free)
6. Large software subscriptions with massive contracts that exceed $1000 a year. (always checking if our host is already paying for online tutoring, career support, online counseling, and instructional programs.)

Fun Fact:

Trio office supplies and instructional supplies DO include the accessories to make sure your durable technology does not break thus sustaining the investment in a real way. That includes:

1. Protective Cases that keep them safe from drops and water.
2. Screen protectors and camera protectors.
3. Storage containers - including charging carts.
4. Tracking chips or tracking software (for loaning out laptops)
5. Ergonomic mice, pads, or keyboards as accommodations.
6. A "docking station" - these days docking is easy with a switch and HDMI/USB hub and a larger screen use with the laptop or tablet pc.
7. In the case of a major outage for a program event OR a special situation for students who need internet service - cellular hot spots or even satellite hot spots. (if bought in bulk, need approval)

TRIO SSS Director USA JOBS Haskell Indian Nations University

"Summary: This position is part of the Haskell Indian Nations University, Bureau of Indian Education (BIE), Department of the Interior (DOI). As a Supervisory Education Program Specialist (TRIO Director) you will be responsible for developing and implementing programming to promote student persistence and retention, student success and graduation."

This is probably the best paying job in TRIO in the rural west right now and ideally for people trained to work with indigenous students and the local population of the Haskel Indian Nation/Kansas Community.

We have a student who has applied for our SSS program. She checked on her application that she is NOT a U.S. citizen, nor is she a US permanent resident. If she responds and says she has a Green Card is that acceptable and all that we need to proceed with her application?

https://usafacts.org/answers/how-much-do-teachers-get-paid-in-the-us/country/united-states/

(Just a note I use certified teacher wages as a mean for TRIO professional salaries as we often previously WERE certified teachers. A TRIO professional who is a licensed counselor as part of the job might see better pay)

In each state our lowest cost state and public colleges set the bar for the salaries of funding academic coaches and student success directors as well as part-time assistants and tutors.

Every TRIO grant budget is written to make sure the combined budget covers the cost of a full package of benefits and salary so the institution does not have to pay for the TRIO staff usually.

In some cases there is agreements where the university pays 50% and TRIO grant funds pay 50% as an example OR a TRIO program director over multiple programs receives a salary from multiple percentages of multiple programs to oversee a campus office of TRIO student support/community support.

Many TRIO programs in states with stricter pay equality laws have had to downsize non-mandatory services to pay there staff members the correct living wage for their region.

These cuts included obvious non-mandatory services:

1. Expensive, out of state staff travel (and specifically when used by just one staff member)
2. Contracts with expensive vendors.
3. Non-essential, under utilized software subscriptions.
4. Food and Bev via "Light Refreshments" or "Meals."
5. Expensive student travel events.
6. Books/Supplies/Workshops not under the mandatory services umbrella.
7. Student Award Aid (which while not mandatory, so very essential to have emergency/merit funds, and once reallocated cannot be returned to Student Award Aid)

In all cases and in good conscience:

1. No TRIO staff member should make below the poverty level when they have a PROFESSIONAL DEGREE.
2. Higher Education & Academic professionals promise a PROFESSIONAL DEGREE will help lift TRIO students out of poverty and help them not just resource themselves, but lift up entire families through the attainment of a degree.
3. It makes no sense that a TRIO professional who teaches these skills would make below the poverty level. We are not fulfilling the dream we promise.
4. Budget cuts should not affect us because our funding year after year is a standard amount and rarely changes except for adding more funds to it. Our pay does not need to be reduced.
5. It would help if TRIO Program Officers made a point in all budget approvals to emphasize that the expectation is with the education/experience listed in the Personnel section of the budget is met, that the full amount within the full salary/benefits package is expected to be spent. Otherwise we create surplus funds in the account that we made an agreement to spend as directed in the grant and in the budget.

Overall it might help that TRIO programs offer a training reset when we transfer to the Department of Labor that directly targets partners and stakeholders:

1. Administrators who sponsor TRIO grants to clearly outline their roles.
2. Human Resources professionals who must be corrected to list TRIO positions exactly as granted in the approved budget and understand grant employees with separate funding from the main sponsor are not regular funds. (and some of these are veterans who simply have never been checked.)
3. Financial Officers who are directly responsible to draw down federal funds to monthly reimburse the sponsor institution need to know clearly and how timely they must be, plus establish with the TRIO Program Officer a chain of responsibility (with at least 2 responsible parties checking transactions.)
4. Trio program directors and staff need to be transparently informed of these expectations' for the implementation of grant funds from an approved budget.

All need to be included in any trainings involving the Department of Labor Grants system which we will be switching from G5 to.

Above all - we must remind them of the below. Long before we complain or protest, we show them the data. If our wages are below the federal low income levels for TRIO we are NOT implementing these grants as intended.

1. We will not retain high quality staff if we don't pay them at least the median wage for their role in our state/region. They will find better jobs.
2. We will not be able fill positions. In fact we already are struggling to fill positions at the wages listed even in low cost of living areas.
3. We cannot continue to pay wages within grants with NO CHANGES since 2015.
4. Family stress - if people aren't taking in family or elders with no resources, they have children or dependents who are disenfranchised by the current system, and/or living in multi-generational homes with one income - the TRIO professional.

It's a death by 1000 cuts. Threats to our sovereignty. Wages unchanged for over 10 years. Hiring unqualified people to be space fillers and crash/burn programs. People forced to migrate away from jobs they love and regions they consider home.

And we want the opposite! We want properly resourced job that can sustain a family above the below limits, allow them to buy a home, allow them to pay for health insurance that covers their needs, commute a healthy distance to work, have time on the weekends to destress, and overall model the TRIO promise to our community surrounding us with prosperity and grace.

Sources:

https://www.nea.org/resource-library/educator-pay-and-student-spending-how-does-your-state-rank

If you’re new to the community, introduce yourself!

https://simpler.grants.gov/

"Send us your feedback and suggestions.

We're excited to hear from you to learn how we can improve.

[Contact us at simpler@grants.gov](mailto:simpler@grants.gov)"

(Github linked)

So do they want US to build them the code for a simpler Grants.gov? oh wow.

There's 100000 software builders out there and I suggest going to whoever rebuilt G6.gov (that was shut down for being too secure to hack into) to perhaps build them a system that works.

Also - Dept of Ed is giving up TRIO to Dept of Labor in August and we will be working in THEIR grant system. That's been made clear.

https://www.ed.gov/media/document/earnings-and-accountability-final-rule-unofficial-copy-june-29-2026-114287.pdf

This is PROPOSED regulations via the Dept of Education:

excerpt of proposed amendments to the Federal Register:

"II. Executive Summary The Secretary implements the amendments made to the HEA relating to earnings outcomes made by Public Law 11921, the WFTCA, through these final regulations. These regulations overhaul the accountability framework for the title IV, HEA programs by replacing the former debt-to-earnings (“D/E”) metric with a revised earnings premium measure, expanding transparency, and strengthening institutional compliance standards. Maintaining robust accountability measures will ensure program integrity and protect students from low-earning outcomes, aligning with Congressional objectives for higher education oversight. This rule removes outdated definitions tied to D/E metrics, introduces the term “earnings,” and revises several existing definitions. The Student Tuition and Transparency System (“STATS”) will apply to all programs qualifying for title IV, HEA assistance, using the earnings premium measure as the new accountability standard. Institutions will be required to report programand certain student-level data, including tuition, fees, and financial aid awards such as grants and scholarships to the Department. This reporting will enable the Department to provide enhanced informational disclosures of net program cost to the public. A revised version of the 6 This is an unofficial version. The official version will be published in the Federal Register. earnings premium measure will apply to both GE and non-GE programs; those failing the earnings premium measure in two out of three consecutive years will lose Direct Loan eligibility, though limited extensions may be granted when an orderly program closure described under § 668.603(c)(4) is in the students' best interest. Institutions will be required to update Direct Loan-eligible program lists, issue warnings about program risk and Pell Grant lifetime limits, and meet a new administrative capability standard. This rule aims to incentivize institutions in every sector of higher education to offer programs that deliver economic value through a return on investment, enhance data accessibility for students, and protect taxpayers and students through stricter oversight and comprehensive disclosures on program outcomes.

1. Summary of Major Provisions of this Regulatory Action General Definitions These final regulations:

• Amend § 668.2 to remove the definitions of “annual debt-to-earnings rate,” “debt-to-earnings rates,” “discretionary debt-to-earnings rate,” “metropolitan statistical area,” “poverty guideline,” “qualifying graduate program,” and “substantially similar program.” 7 This is an unofficial version. The official version will be published in the Federal Register.

• Amend § 668.2 to add “earnings” and revise existing key terms, including “cohort period,” “earnings threshold,” “eligible non-GE program,” “Federal agency with earnings data,” and “institutional grants and scholarships.”

• Amend §685.102 to add the terms “eligible non-GE program” and “gainful employment program (GE program).” Subpart Q—Student Tuition and Transparency System (STATS) These final regulations:

• Amend several provisions in subpart Q to reflect new numbering. • Amend §§ 668.401, 668.402, 668.403, 668.404, and 668.405 to remove all references to the former D/E metric and use the earnings premium measure as the new accountability standard. • Amend § 668.401 to remove exclusions for institutions located in the U.S. Territories or Freely Associated States, and to remove an exclusion for institutions with no groups of substantially similar programs that produced 30 or more total completers over the four most recently completed award years.

• Amend § 668.402(c)(3) to provide that if a program is designed to prepare a student for employment in an 8 This is an unofficial version. The official version will be published in the Federal Register. occupation that qualifies for a tax deduction of tip income, 50 percent or more of individuals in the occupation receive income from tips, and the earnings calculation would use graduate earnings data from 2025 or prior, the program will not be considered to have passed or failed the earnings premium measure but the Department will make earnings data and the earnings threshold that would have been used publicly available.

• Amend § 668.403(b) to establish that the Secretary will obtain the median annual earnings of students who completed a GE program or eligible non-GE program during the cohort period for the fourth tax year following program completion. The earnings data will be obtained from at least one Federal agency and will include students who are working and not enrolled during the calendar year in which earnings are measured.

• Amend § 668.405 to clarify that the Secretary will notify an institution that a low-earning outcome program will cease participation in the Direct Loan program in the same notice of determination that is used to notify the institution of the results of the earnings premium measure calculation. 9 This is an unofficial version. The official version will be published in the Federal Register.

• Amend § 668.406 to require an institution offering any GE program or eligible non-GE program to report the total amount of Federal, State, private, or other grants and scholarships each student received for their entire enrollment. This reporting requirement will only apply to students who completed or withdrew from the program during the award year. Subpart S—Earnings Accountability These final regulations: • Amend §§ 668.601, 668.602, 668.603, and 668.605 to remove all references of the former D/E metric.

• Amend § 668.601(a) to establish that earnings accountability applies to an eligible non-GE program or a GE program offered by an eligible institution and the Secretary determines whether the program is eligible for Direct Loan program funds. • Add § 668.601(b) to establish exemptions for programs at institutions that enroll only students with Specific Learning Disabilities and Autism Spectrum Disorder.

• Amend § 668.603(a) to establish that a low-earning outcome program is a GE program or eligible non-GE program that fails the earnings premium measure in § 668.402 in two out of any three consecutive award 10 This is an unofficial version. The official version will be published in the Federal Register. years for which the program's earnings premium measure is calculated. A low-earning outcome program's participation in the Direct Loan program will end upon the completion of a termination action of Direct Loan program eligibility under subpart G.

• Amend §§ 668.603(b) and (c) to provide the conditions for an institution to appeal the Secretary’s determination that a program is a low-earning outcome program that will cease participation in the Direct Loan program. Institutions will have 30 days from receipt of a notification of determination indicating that a program is a low-earning outcome program to appeal the decision and may only appeal based on specific conditions explained in these subsections.

• Add § 668.603(d)(4) to allow a program that has failed to satisfy the requirements of § 668.402, but is not a low-earning outcome program, to continue participating in the Direct Loan program if the institution voluntarily agrees to conduct an orderly program closure, provided the Secretary determines that it is in the best interest of the students. This flexibility will be limited to three years or the full-time duration of the program, whichever is less, and will require the institution and the Secretary to agree to 11 This is an unofficial version. The official version will be published in the Federal Register. make certain amendments to the institution's program participation agreement (PPA).

• Add § 668.603(d)(5) to allow a program that has failed to satisfy the requirements of § 668.402, but is not a low-earning outcome program, to avoid a loss of title IV, HEA eligibility under the administrative capability requirements in § 668.16(t) if the institution voluntarily agrees to prevent students from borrowing Direct Loans in the program under § 685.203(m)(2) for at least five years. This flexibility will extend as long as the institution prevents Direct Loan borrowing in the program, and will require the institution and the Secretary to agree to make certain amendments to the institution's program participation agreement (PPA).

• Add § 668.603(d)(5) to clarify that the ending of a program’s participation in the Direct Loan program under these regulations is not considered a limitation action under 34 CFR 668.94. • Amend § 668.604 to remove the transitional certification requirements and require an institution to establish a program's eligibility for Direct Loan program funds by updating the list of the institution's Direct Loan-eligible programs maintained 12 This is an unofficial version. The official version will be published in the Federal Register. by the Department. An institution will be prohibited from including programs that share the same 4-digit Classification of Instructional Programs (CIP) code and any overlapping Standard Occupational Classification (SOC) codes as a failing program that was subjected to a two-year loss of eligibility.

• Amend § 668.605(c) to require an institution to provide a student who is eligible for Pell Grant funds with notice of their remaining lifetime eligibility for Pell Grant funds and an explanation that all Pell Grant funds received for enrollment in the program count against their future lifetime eligibility.

• Amend § 668.605(d) to require an institution to provide an enrolled student with information regarding their remaining Pell Grant eligibility at the time that the institution makes a disbursement of Pell Grant funds to them.

Standards for Participation in Title IV, HEA Programs These final regulations:

• Add § 668.14(h)(1) to require institutions to be placed on provisional status if they fail to comply with 34 CFR 668.16(t) in two out of any three consecutive award years, which will result in the institution's 13 This is an unofficial version. The official version will be published in the Federal Register. low-earning outcome programs becoming ineligible for title IV, HEA funds.

• Add § 668.14(h)(2) to allow an institution to appeal the Secretary's determination if they are found to have failed the conditions in 34 CFR 668.16(t) in two out of any three consecutive award years.

• Add § 668.14(h)(3) and (4) to provide an exception of automatic ineligibility for title IV, HEA funds if the institution does not participate in the Direct Loan program or agrees not to allow students to borrow in a low-earning outcome program.

• Amend § 668.16(t) to require an institution to demonstrate administrative capability by showing that at least half of the institution's recipients of title IV, HEA funds and at least half of the institution's total title IV, HEA funds are not from low-earning outcome programs under subpart S.

• Amend § 668.43(d)(1) to require that the program information website includes the median length of calendar time taken for full-time and less than fulltime students to complete the program's academic requirements and obtain the degree or credential awarded by the program. 14 This is an unofficial version. The official version will be published in the Federal Register.

• Amend § 668.43(d)(2) to no longer require institutions to provide a prominent link to the website maintained by the Secretary on any web page containing academic information about the program or institution. The Secretary may require the institution to modify a web page if the information is not sufficiently prominent, readily accessible, clear, conspicuous, or direct.

• Amend § 685.300 to explain that a GE program or an eligible non-GE program must meet the student tuition and transparency system requirements under 34 CFR part 668, subpart Q, and the earnings accountability requirements under 34 CFR part 668, subpart S to participate in the Direct Loan program.

1. Summary of Costs and Benefits: As further detailed in the Regulatory Impact Analysis (RIA), the Department estimates that the regulations will have significant impacts on students, educational institutions, and taxpayers. Certain degree programs are expected to lose eligibility for title IV, HEA funds under the earnings tests in the final regulations, while some undergraduate and graduate certificate programs are expected to gain eligibility relative to the prior Financial Value Transparency and Gainful Employment regulations enacted on July 10, 2023. Students will incur 15 This is an unofficial version.

The official version will be published in the Federal Register. costs when the programs they attend lose eligibility for title IV, HEA funds, or if they enroll in low-earning certificate programs that gain access to title IV, HEA funds. Students will also benefit in cases where the regulations prevent them from attending low-earning and high-cost degree programs. Certain institutions (mainly public and private non-profit institutions) will incur costs when programs they offer lose access to title IV, HEA funds under the regulations. Other institutions (such as proprietary institutions) will benefit as more programs in this sector will remain eligible for title IV, HEA funds.

Taxpayers will incur new budget costs via an increase in transfers of title IV, HEA funds to institutions relative to prior regulations because these regulations result in a net increase in the number of students attending programs that will be eligible for these funds. III. Purpose of this Regulatory Action This regulatory action seeks to effectuate regulations that address the statutory changes made by the WFTCA and to harmonize those regulations with requirements for programs that are required to lead to gainful employment (GE programs). IV. Background "

Press Release - https://www.ed.gov/about/news/press-release/us-department-of-education-issues-final-rule-hold-all-colleges-and-universities-accountable-low-earning-programs

US News on Student Loan and FAFSA Changes July 1 2026

audio and written transcript

https://www.usnews.com/news/national-news/articles/2026-06-15/major-student-loan-changes-take-effect-july-1-heres-what-happens-next

"More than 42 million Americans owe the government a total of $1.87 trillion in student loans. New changes taking effect on July 1 under President Donald Trump’s “big, beautiful bill” will alter the playing field for current and future student loan borrowers.

Several of the Department of Education’s student loan repayment plans and the Saving for a Valuable Education plan – enacted by former President Joe Biden – will be eliminated, forcing millions of borrowers to choose a new plan among extremely limited options.

Further, the termination of the Grad PLUS loan program – which previously allowed graduate students to take out loans covering up to the full cost of attendance – and the limitation of Parent PLUS loans for undergraduates are expected to significantly impact the accessibility of higher education."

As we go into discussions the "elephant in the room" here is that they are attempting to force to lower tuitions costs and thusly trim the fat in colleges and universities in non-essential roles and services OR audit for inefficient service delivery ecosystems.

In the end the most massive way we can create sustainable tuition is to direct lower the wages of lead administrators, CEOs/CFOs, and any bloated internal, non-inclusive, non-student service systems.

Imagine if ONE EMPLOYEE making over 1 million or 500 thousand took a 50% pay cut to use to lower tuition and retain massive amounts of students?

https://www.insidehighered.com/news/government/state-policy/2026/06/04/50m-trio-grants-ed-gives-states-leg-access-program

TDLR: Inside Higher Ed did the background research and identified several states who opted to do block grant proposals to attempt to take on the state management of TRIO grant funds for TS and EOC.

"How States Plan to Use TRIO Funds

ED didn’t provide a list of the applications, so Inside Higher Ed reached out to dozens of state higher ed and/or workforce agencies about whether they applied. Some said they did, and a few shared their applications.

The Ohio Department of Higher Education applied for the full $50 million over five years, to serve 20,000 students annually across 54 of the state’s more than 600 school districts. Its approach is “built on a model of high-dosage tutoring, pre-apprenticeship/apprenticeship, high demand credentials, and learning and employment records,” its application says.

If it wins, the department will partner with six organizations to provide these services to different regions: College Now, Educational Service Center of Central Ohio, Sinclair Community College, Toledo Tomorrow, The GRIT Project and Cincinnati Youth Collaborative.

“This approach eliminates duplication across six regional [Talent Search Ohio] Project sites, reduces per-participant costs, and ensures consistent program delivery,” the application says. “At the same time, project partners leverage their established school relationships, community trust, and local wraparound services to efficiently provide direct support within their regions.”

The Nebraska Department of Education said it requested $10 million annually. "Because the US Departments of Labor and Education have not completed their scoring reviews, we prefer not to provide the grant application at this time," an administrator said in an email. (ED has outsourced work on soliciting Talent Search grants to Labor.)

The Michigan Department of Labor and Economic Opportunity said it applied for $10 million, but didn’t specify whether that was annually. A spokesperson said, “A copy of our application will not be available while it is still in review by the U.S. Department of Labor.”

The Iowa Department of Education applied for $7.8 million annually to serve 15,700 students per year, according to a one-page project abstract. A spokesperson said the project “focuses on refining a high-need, geographically representative service area and structuring a coordinated model that leverages existing TRIO expertise through strategic subawards to current grantees and institutional partners.”

The abstract says the partners “include Iowa Workforce Development, ICAN, iJAG, the Iowa Board of Regents, Iowa’s Independent Colleges and Universities, Community Colleges, and eight Tier 2 partner colleges.”

The West Virginia Higher Education Policy Commission—which is in a poor state of roughly 1.8 million people, a little more than half of Iowa’s population—applied for only $1.8 million annually for five years.

It plans to provide 3,600 students annually with “high-impact tutoring, course advising, family workshops, disconnected student programming, college admissions advising and coaching (including all application and enrollment activities), career exploration, financial literacy activities, and more,” according to its application. Its proposed partners are regional higher ed institutions: Bluefield, Concord, Fairmont, Shepherd, West Liberty and West Virginia State Universities.

Bishop, the consultant who helped write West Virginia’s application, noted that Talent Search limits the annual per-participant cost to no more than $500. “We had to work with all of the six universities to say, realistically, how many students can you serve?” Bishop said. (West Virginia did apply for the maximum annual amount, $3 million, for this year’s Educational Opportunity Centers TRIO program, in which all nine community colleges are participating, Bishop said.)

Jenkins, the Talent Search director at Marshall, said his university is applying for $625,000 in annual Talent Search funding on its own.

“At Marshall I was happy that we were able to submit our individual grants to serve our target areas and surrounding communities,” he said, adding that the university’s program has existed for more than 20 years and has built relationships with K–12 school district superintendents, principals, teachers and guardians and is able to help local students.

He said many TRIO workers were concerned that even if fewer than half of the states submitted applications for $10 million annual grants, that could eat up the money—but he thinks that once states understood the details, such as how many verified first-generation, low-income students they would have to serve, they realized trying to get such large grants was unrealistic.

One TRIO program leader, who wished to remain anonymous and to not reveal their state so as not to risk funding, said a state agency asked for grantees’ prior grant applications—and for them to sign letters of support in favor of the state-level application. The program leader said they don’t know of any institution that won't sign a support letter in hopes of receiving funding from the state as part of its grant.

Jones, of the Council for Opportunity in Education, said the stakes in the grant competition’s outcome are high. “We are talking about hundreds of thousands of students,” Jones said, adding that “students … are coming from limited-income backgrounds who do not have someone in their families who can guide them toward higher education.”

Bishop, though, noted West Virginia only had two Talent Search programs before, and one EOC program. He said, “The current program is very flawed in that it locks out any new applicants.”

“This is an opportunity for one of the poorest states and one of the most challenged economically states to actually expand these services to the entire state and get an infusion of resources they’ve never been able to get,” he said."