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Successful adoption, implementation, improvement, and scale of the Duke Endowment’s promising practice, the Rural Church Summer Literacy Program, holds the promise to combat learning loss in rural communities throughout North Carolina. As this initiative continues to grow to all rural counties in North Carolina, there is a need for an intermediary organization to provide dynamic, collaborative, and responsive support ultimately contributing to the impact and sustainability of the summer literacy program.
The team at Lancaster-Lebanon IU13 is looking to improve implementation efforts through monitoring district plans. To support the development of implementation capacity, the National Implementation Research Network (NIRN) will provide a blended model of training, coaching, and consultation support
This project brings together six Educare Early Learning Network schools and collaborating local evaluation partners (LEPs), UNC Frank Porter Graham Child Development Institute, and the Juniper Gardens Children’s Project at the University of Kansas in partnership to demonstrate the efficacy of implementing PC TALK, an early language intervention, to support the language learning of infants and young children with and at risk for disabilities. Designed to build the capacity of early educators and parents to promote communication opportunities and the development of infants and young children, the Promoting Communication Strategies will be embedded into randomly selected Educare classrooms across participating schools.
North Carolina has an ongoing commitment to families having a mixed delivery early care and learning system including equitable access to Family Child Care Home providers. North Carolina’s Department of Health and Human Services Division of Child Development and Early Education (DCDEE) started a pilot study in August of 2023 with Preschool Development Grant funds to determine if program quality would increase if Family Child Care Home providers were paid a higher reimbursement rate that was closer to the cost of care. Building on the work of the previous pilot, FPG will continue to evaluate the impact of increased reimbursement rates on quality and provider compensation and benefits.
The purpose of this study is to evaluate two group-based treatments: (1) the Program for Education and Enrichment of Relational Skills (PEERS), which targets social skills, and (2) Unstuck and On Target (UOT), which targets executive function skills. The interventions are two 45-minute sessions per week across 16 weeks and will be implemented by school-based staff in middle schools in North Carolina and Southern California (San Diego area).
Persistent, and quite pervasive, racial disparities have been found between Black, autistic children and their white, autistic peers. These disparities range from notable inequities in the timeliness of diagnosis to receipt of substandard services to their under-representation in research studies. While key disparities have been documented, there is a need for increased attention on potential underlying drivers of these disparities that are rooted in the Black experience. We know from existing research on Black health and wellness that racism is linked to some poorer physical and mental health outcomes. This project will examine the impact of racism and resulting racial trauma on the mental health outcomes of Black parents of autistic children (ages 3 -9) as well as the downstream consequences that parental racial trauma has on child behavior and development.
This project will support the University of Kansas in their research of the RAISE intervention to accelerate post-pandemic learning gains for students with or at risk for disabilities. The project involves implementing an evidence-based intervention on use of data to match instruction to student’s need, collecting data from participating schools, analyzing data, preparing reports and dashboards for monitoring and disseminating results.
The purpose of this project is to gather perspectives from current Parents As Teachers families and parent educators. This is a developmental evaluation to understand how Parents as Teachers (PAT) could address race-based trauma and stressors and support the positive racial identity formation for young children.
Effective implementation capacity is essential to improving education. The SISEP Center supports education systems in creating implementation capacity for evidence‐based practices benefiting students with disabilities. Project funding is by the Office of Special Education Programs.
This project's purpose is to expand the knowledge on the practices and supports necessary to improve access and participation within STEM learning opportunities for young children with disabilities and intersecting identities.
The California Abundant Birth Project (CA-ABP) is a guaranteed income program for pregnant people at greatest risk of birth inequities in five California counties (San Francisco, Alameda, Contra Costa, Riverside, and Los Angeles), funded by the State of California, municipal governments, and philanthropic funding. The California Abundant Birth Project will provide unconditional, monthly income supplements during pregnancy and postpartum to randomly selected participants, with the goal of curbing financial stress and promoting healthy pregnancy outcomes. The goal of this project is to evaluate the impact of this guaranteed income program on birthing outcomes, maternal and child health, and children’s early outcomes.
The mental health of children in the United States is a national emergency, with notable and accelerating rates of anxiety, depression, and ADHD. Recent research suggests exposure to natural environments (green spaces) reduces risk for these disorders, alleviating stress, restoring emotional and physiologic resources, providing opportunities to build regulatory skills through risky play and physical activity, and reducing harm from environmental stressors, such as heat.
Drawing from 18 years of observational, survey, and medical record data gathered from The Family Life Project, a population-based study of 1,292 children born in low-income, rural communities, the project will derive new, remotely-sensed, geospatial measures of types of greenspaces around children’s residences, and integrate these measures with extensive child, family, and home data from 2 months to 16-18 years of age to address critical questions about the types and timing of green space exposures that offset risk for anxiety, depression, and ADHD.
The purpose of this project, in partnership with Mathematica-MPR, is to understand the landscape of program structures and supports for mental and behavioral health in Early Head Start/Head Start for children, families, and staff. To accomplish this, efforts will include engagement with experts; conceptual model development; study design and measurement development; data collection and analysis; dissemination of findings; and archiving data.
The National Implementation Research Network (NIRN) at the UNC Frank Porter Graham Child Development Institute is partnering with EL Education to submit a proposal to the Research Partnership for Professional Learning. This project aims to implement EL Education's math professional learning to support teachers in transforming how math is taught and experienced by students, particularly students identifying as Black, Latino/a, and/or experiencing poverty.
The DCFW Implementation Support Project for the DHHS Child Behavioral Health Leadership Team (federally funded component) and its projects continues to build on the existing partnership that the Impact Center has with the CBH team at DHHS. The partnership creates an implementation science, practice-based set of activities and capacity building efforts in support of a multi-tiered policy/governance, program (e.g., EBP) support, and delivery system across North Carolina.
Beginning July 01, 2023, the Impact Center will continue to work alongside and receive directions from DCFW Leadership, embed implementation science best practices within the Team, its projects, and support system partners where directed.
Virginia's Evidence-Based Practice Initiative is seeking support for capacity development in best practices of implementation science. Multiple agencies within the state of Virginia are collaborating in their efforts to foster and facilitate the use of evidence within their local communities. The collaborating state agencies include the Office of Children Services (OCS), Department of Social Services (DSS), Department of Education (VDOE), Department of Juvenile Justice (DJJ), Department of Behavioral Health & Developmental Services (DBHDS), and Department of Medical Assistance Services (DMAS). A state leadership team comprised of representation from these various state agencies has been formed to design and lead the initiative. The National Implementation Research Network (NIRN; http://nirn.fpg.unc.edu) and partners within the Frank Porter Graham Child Development Institute propose providing a blended model of training, coaching, and consultation supports to support the implementation of the Virginia Evidence-Based Practice Initiative through a Transformation Zone approach. Equity will be centered and explicitly attended to in all aspects of services provided.
