Projects
Displaying 31 - 60 of 76
This study will iteratively develop and test an adapted professional development model to be used with the Advancing Social-communication And Play intervention.
The K-12 Coherent Instructional Systems portfolio of the Bill & Melinda Gates Foundation’s U.S. Program seeks to support a cohort of provider-local education agency partnerships focused on implementing coherent instructional systems (CIS) built around high-quality middle-years mathematics curricula in contexts that serve Black, Latino, and/or English Learning-designated students, and students who are experiencing poverty.
As a Learning Partner for the Effective Implementation Cohort (EIC), the National Implementation Research Network (NIRN) at UNC-Chapel Hill's Frank Porter Graham Child Development Institute seeks to support the cohort of Provider-Local Education Agency partnerships in their implementation and measurement efforts related to their scale-up of high-quality mathematics curricula.
This project intends to conduct an independent, unbiased evaluation of the MECK Pre-K program that will be longitudinal in scope, tracking cohorts of MECK Pre-K students in Charlotte-Mecklenburg Schools through 5th grade. Given the longitudinal nature of the evaluation and the need to track multiple cohorts, it is expected that this project will span 10 years. The focus of that evaluation will cover three key areas: program characteristics; program implementation and quality; and student outcomes.
The Minnesota Department of Education is seeking support for the capacity development of its team in advanced implementation practices. To support the development of implementation capacity, the National Implementation Research Network at the UNC Frank Porter Graham Child Development Institute proposes providing a blended model of implementation practice and implementation research to inform the future development of the Minnesota Department of Educations' implementation science infrastructure.
The National Center on Parent, Family, and Community Engagement (NCPFCE) was established to strengthen the capacity of Head Start, Early Head Start, and child care communities to achieve positive, enduring outcomes for the children and families they serve. NCPFCE's goal is to promote exemplary practices for family and community engagement in support of children’s school readiness and healthy development; parent leadership and advocacy; family economic mobility; community partnerships; individualized support for families; and staff-family relationships that are equitable and culturally and linguistically responsive. Researchers will conduct evaluation activities for the Region I FEM Academy, as well as support the ongoing operations and project management tasks. The evaluation data collection will focus on the post-academy phase, including a 6-month follow-up. The findings from the evaluation will be compiled into summary evaluation reports.
The National Clearinghouse on Autism Evidence and Practice (NCAEP) is conducting a systematic review of the current intervention literature targeting individuals on the autism spectrum. NCAEP is a continuation of the evidence review that was completed by the National Professional Development Center on Autism Spectrum Disorder.
This project consists of planning and implementing an evaluation of The Educare Learning Network, a consortium of programs nationwide providing high quality learning environments for at-risk children from birth to 5 years. The evaluation will document the features of Educare and how implementation of the model contributes to program quality and links to child and family outcomes.
The purpose of this project is to establish a data governance system for the NC Division of Child Development and Early Education (DCDEE) that supports integrated and consistent information sharing across the Division and with outside stakeholders. The work primarily involves gathering and organizing information to develop inventory spreadsheets of federal and legislative reporting requirements and requests and early childhood data sharing across units/sections within the Division; working with key Division staff to develop a standard operating procedures portfolio for collecting, analyzing, updating, and sharing data with stakeholders outside of the Division; and proposing metrics for all units/sections across the Division to use for publicly shared data.
The following specific activities will be conducted for the purpose of producing the legislatively mandated annual report from Division of Child Development and Early Education (DCDEE) regarding the North Carolina Pre-Kindergarten Program:
Extraction of data from NC Pre-K administrative databases provided to FPG by NC DHHD/DCDEE. This will occur on a monthly basis.
Cleaning of monthly data extracts in collaboration with DCDEE staff.
Compilation of the cleaned monthly data extractions into a longitudinal database that preserves the time-specific status of the NC Pre-K system.
Analysis of extracted data according to guidance of the legislation requiring annual reporting on the NC Pre-K system.
Preparation of the legislatively mandated material in draft report format.
Analyses and additions to draft report as directed by DCDEE (within the resources provided by this contract).
Ongoing communication with DCDEE regarding report content, progress of work, and requested revisions and edits to report draft resulting in production of a final report.
The Impact Center at FPG’s Implementation Capacity for Triple P (ICTP) projects are currently supporting the scale-up and expansion of Triple P System of Interventions in North Carolina. In the proposed project, the ICTP project team embedded in NC Triple P Support System will provide direct implementation support to ten NC Triple P regions to aid and support local, regional, and state partners’ scale-up of Triple P. The ICTP project team will collaborate with PCANC and Triple P America to align Triple P support system so that multifaceted, yet well-coordinated supports are available to statewide partners. Furthermore, ICTP teams will continue providing implementation science guidance to the NC Triple P Partnership for Strategy and Governance (PSG) and the Triple P NC Learning Collaborative (NCLC). Lastly, the ICTP project team plans to develop online implementation learning resources and/or communication products to facilitate greater application of implementation science and best practices for Triple P scale-up and continue to identify opportunities to enhance Triple P quality and outcome monitoring for improvement at community and state levels.
The National Implementation Research Network (NIRN) will convene, facilitate and support a network of New York state school districts to address the systemic implementation vision of high-quality math instruction. Initial partners include Buffalo Public Schools, Yonkers Public Schools, and Rochester City School. The project’s primary goal is to support a cadre of districts within the state of New York through a reflective planning process focused on implementing a system’s vision for high-quality math instruction. The project’s long-term vision is to create capacity within each respective district to sustain its systems for achieving its vision for high-quality math instruction and desired outcomes for students, instructional staff, and the community.
The National Implementation Research Center (NIRN) will partner with Rivet Education to design and conduct an empirical evaluation of the Scoring & Evidence Guide (SEG)’s reliability and validity. The free and public-facing SEG is an evidence-based framework and rubric that serves as the basis for Rivet's reviews of providers. It evaluates the extent to which providers have expertise in content and specific high-quality instructional materials implementation (HQIM), as defined as "green" on EdReports, the extent to which they design professional learning that meets overarching and type-specific indicators of quality, and the extent to which they collect data about the effectiveness of their services and use those data to improve their services.
The purpose of this project is to establish the psychometric feature and instrument useability of a practitioner-administered observer impression scale assessment of preschool children’s peer-related social competence. The ratings for this scale are based on three 5-minute observations of preschool children engaging in social interaction with their peers. The information may be used for general assessment for all children, screening for children who may need support in establishing positive peer social competence, and progress monitoring. At the end of this project, a fully developed, psychometrically verified, and practical assessment of preschool children’s peer social competence, suitable for scaling up for program use, will be available to early childhood programs and practitioners.
Through the OJJDP FY 2021 Juvenile Justice Reform Initiative, the Impact Center at the UNC Frank Porter Graham Child Development Institute (subcontractor and partner) will support Westat as the prime applicant, along with other project partners, to advance state level juvenile justice systems toward the adoption and delivery of evidence-supported practices stemming from a full system review, recommended modifications, capacity building where needed (or desired), and enhanced performance of chosen reforms.
OJJDP Juvenile Justice System Enhancements is a three-year broad systems improvement project. It is designed to advance state level juvenile justice systems toward the adoption and delivery of evidence-supported practices stemming from a full system review, recommended modifications, capacity building where needed (or desired), and enhanced performance of chosen reforms.
The aim of this research project is to investigate the relationships among housing stability, health and well-being, and climate change vulnerability. Findings will be shared with our community-both with people who experience homelessness and housing instability and with organizations and agencies working to serve those populations. The goal is that the research findings will advance racial and economic justice, not just in Orange and Durham Counties, but throughout the United States. As a nonprofit working toward systems change, these findings will influence the day-to-day programmatic work that CEF does and help to influence how CEF can use its person-centered approach while simultaneously steering members toward specific measures that increase stability.
Black families of children with disabilities face additional stress and difficulties because of their multiple marginalized statuses, particularly within the intersection between racism and ableism. These parents and caregivers may be tasked with teaching and conveying messages to their children about how to navigate social settings, like school, as a Black child with a disability. According to the U.S. Department of Education (2018), among students ages 3 through 21 served in special education, less than one-fifth are Black/African American (17.7 percent), but Black/African American students with disabilities account for more than one third (36.6 percent) of individuals who experienced disciplinary removal.
Ethnic-racial socialization (ERS) practices have been found to mitigate the effects of such discrimination on children’s development. They are defined as verbal and nonverbal racial communication between families of color and their children about cultural heritage and pride, preparing youth for racial bias, and promoting healthy distrust of the dominant racial/ethnic group. ERS practices promote academic engagement and achievement and serve as a protective factor among Black youth amid racist discrimination. Yet, little is known about what these practices may look like for Black children with disabilities as ERS practices have typically been studied among able-bodied children.
Ultimately, findings from this study seek to serve as a resource to educators, researchers, and policy makers who work with or on behalf of Black families and their young children with disabilities to aid them in developing best practices that are rooted in anti-racism, anti-bias, and equity.
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).
This study aims to identify unobserved heterogeneity and capture complex patterns of program and classroom characteristics to inform targeted program quality improvement and teacher professional development, and identify program quality features and instructional practices that are beneficial for the Migrant and Seasonal Head Start children’s language and literacy development.
The purpose of this collaborative partnership is to bring together the expertise of three research centers from top-tier research universities for the purpose of (a) understanding the science behind how racism impacts the lives of young children of color and (b) developing tools to communicate this impact to people who are making daily decisions on behalf of the well-being of children—their parents, educators, clinical practitioners, and policymakers.
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.
This project will continue a previously established formal research-policy and practice collaboration between the North Carolina Department of Health and Human Services (NC DHHS) Division of Child Development and Early Education (DCDEE) and the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill (FPG). FPG will develop structures to initiate working toward the project goals and to develop plans for expanding this work to educate/co-create learning between academia and policy practice in service of career advancement/efficacy.
The goal of this project is to expand the focus and reach of the RISER Network to Historically Black Colleges and Universities (HBCUs) and other related organizations and institutions to mentor pre- and post-doctoral fellows. Fellows interested in the research-to-practice-to-policy for Black children, families, and communities will receive multi-tiered, equity-centered, culturally grounded methodological and experiential experiences to guide their future careers.
The purpose of this multi-organization partnership is to leverage existing collaborations, expertise, and work to bolster all three partnering organizations’ activities to mitigate the impacts of this double pandemic – COVID-19 and racism – on Black families with children, birth to age 5.
This project will train school staff who support students using pull-out reading instruction and intervention (e.g., “educators” such as reading specialists, paraeducators, instructional facilitators, tutors) to use Targeted Reading Instruction (TRI, formerly called Targeted Reading Intervention) with two adaptations: 1) a digital version of the traditionally “paper and pencil” intervention (“TRI app”) in a 2) high dosage model whereby educators provide daily reading support to multiple K-3 students not yet reading on grade level.
The main objective of this project is to provide a more nuanced understanding of associations between school characteristics, classroom processes, and students’ language, academic, executive function, and social skills between prekindergarten and grade 1.
To support The Duke Endowment’s investments in evidence-based practices across the Rural Church and Child and Family Wellbeing program areas, the project team will engage in several system strengthening activities during the six-month period from January 1st, 2024 through June 30th, 2024. Within the Rural Church Summer Literacy Initiative, the project team will (1) support the refinement of the SLI practice model, (2) engage in programmatic coaching with staff at SLI grantee sites, (3) explore future tailored implementation support activities, and (4) provide design and consultation supports for bolstering data collection and monitoring across SLI grantee sites. Additionally, the project team will engage in several start-up activities for a Center of Excellence to support evidence-based programs and practices in North Carolina and South Carolina. These will include leadership engagement and system coaching, organizational development activities, and change management activities.
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" 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.