Projects

This project is developing and evaluating a Recognition & Response model to address the development of pre-k children’s mathematics skills in public school pre-k classrooms. Consistent with a Response to Intervention approach, the R&R system consists of recognition–universal screening and progress monitoring and response–foundational instruction and tiered interventions based on assessment results.

Reliability training on the Inclusive Classroom Profile was provided to support the San Francisco Unified School District (SFUSD) Early Education Department in building the capacity to assess inclusive classroom quality in early childhood programs for the purpose of guiding program improvements.

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.

Through the Research-Policy and Practice Collaboration, FPG will develop structures to initiate working toward project goals and develop plans for expanding this work to educate/co-create learning between academia and policy practice in service of career advancement/efficacy. FPG will also review research and conduct analyses as directed by the Division to inform evidence-based decision-making at the state level, educate the public, and guide future efforts designed to support young children and families. Finally, FPG will provide coordination support for the B-3 Interagency Council and the B-3 Interagency Council planning team.

The RI-Asthma Integrated Response (RI-AIR) Asthma Care Implementation Program (ACIP) is a comprehensive system of identification, screening, and intervention for pediatric asthma. We aim to demonstrate that RI-AIR ACIP is a replicable, evidence-based, and cost-saving model that improves asthma outcomes for children at most risk, and can be disseminated to other urban communities to address asthma disparities.

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 Substance Abuse and Mental Health Services Administration (SAMHSA) created the Science and Service Awards as a way of recognizing community-based organizations and/or coalitions that successfully have implemented one or more recognized evidence-based interventions to benefit consumers and/or communities.

The San Diego County Office of Education is seeking support for the capacity development of their county office staff in best practices of implementation science to support implementation of improvement strategies within their differentiated system of support for local education agencies. The National Implementation Research Network will provide a hybrid model of onsite and virtual training, coaching, and consultation supports for identified San Diego County Office of Education staff comprising an implementation team.

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.

This study examined how selected youth, peer, family, and school factors serve as risk and protective factors for African American youth’s school competence during the transition to high school.

The current project is designed to improve outcomes of juvenile justice youth who have been incarcerated or under community supervision. The Impact Center at Frank Porter Graham Child Development Institute will provide implementation science and active implementation support training and technical assistance for local juvenile justice jurisdictions to improve their outcomes for youth in confinement and under community supervision.

The SERP Institute has received funding to support an effective partnership among external researchers, consultants, and Oakland Unified School District leaders in service of a program of math and science improvement efforts in the school district. FPG supports the SERP agenda through partnership facilitation and consultation with school leaders.

This workshop, Building a Sexual Assault Prevention Model that Respects, Supports, and Protects Individuals with Intellectual Disabilities, created a supportive environment for discussion about sexual assault prevention and how to create opportunities for both person-centered and systems action on a local and state level. Topics included foundational concepts of healthy sexuality, effective principles of prevention, the public health model of prevention, and policy approaches to prevention.