U.S. Department of Education: Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities – Model Demonstration Projects To Improve Algebraic Reasoning for Students With Disabilities in Middle and High SchoolDeadline: July 3, 2017
The Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities program aims to promote academic achievement and to improve results for children with disabilities by providing technical assistance (TA), supporting model demonstration projects, disseminating useful information, and implementing activities that are supported by scientifically based research. The absolute priority for this program is “Model Demonstration Projects To Improve Algebraic Reasoning for Students With Disabilities in Middle and High School.” This priority will provide funding to establish and operate model demonstration projects that will assess how models can: (a) improve algebraic reasoning for students with disabilities (SWD) in middle and high schools; and (b) be implemented and sustained by educators in general and special education settings. Proposed models will be the first to focus on mathematics for adolescents with disabilities, a critical area of need.
Applicants must propose models that meet the following requirements:
a. The model’s core intervention components (e.g., services, assessments, processes, data collection instruments) must include:
- A framework that includes universal screening, progress monitoring, and core instructional practices supported by evidence and based on current research
- Core instructional practices for improving algebraic reasoning supported by evidence and based on current research that meet the needs of students with disabilities in middle and high school
- Standardized measures of students’ algebraic reasoning, individual instructor (e.g., teacher, paraprofessional, specialist), and system-level outcomes, when appropriate
- Procedures to refine the model based on the ongoing assessment of students’ performance on algebraic reasoning; and measures of the model’s social validity, i.e., measures of educators’, parents’, and students’ satisfaction with the model components, processes, and outcomes.
b. The model’s core implementation components must include:
- Criteria and strategies for selecting and recruiting sites, including approaches to introducing the model to, and promoting the model among, site participants, with consideration given to the following criteria – each project must include at least three middle or at least three high schools and the identified SWD must have math goals on their Individualized Education Programs (IEPs) and can be classified under any of the IDEA disability categories
- A lag site implementation design, which allows for model development and refinement at the first site in year one of the project period, with sites two and three implementing a revised model based on data from the first site beginning in year two
- A professional development component that includes a coaching strategy supported by evidence to enable staff (e.g., teacher, paraprofessional, specialist) to implement the interventions with fidelity
- Measures of the results of the professional development (e.g., improvements in teachers’/service providers’ instructional delivery and knowledge), including measures of the fidelity of implementation
c. The core strategies for sustaining the model must include:
- Documentation that permits current and future practitioners to replicate and tailor the model at other sites
- A dissemination plan that includes strategies and measurable goals for the grantee to disseminate or sustain the model, such as developing easily accessible training materials or coordinating with TA providers who might serve as future trainers
Within the absolute priority there is one competitive preference priority – Evidence of Promise Supporting the Proposed Model: This priority targets projects that are supported by evidence that meets the conditions set out in the definition of “evidence of promise.” The proposed project must include: a literature review that includes research that meets at least the evidence of promise standard supporting the promise of the proposed model, its components, and processes to improve algebraic reasoning in middle and high schools.
Amount: Approximately $1,200,000 is available to award three cooperative agreements that range from $375,000-$400,000 and average $400,000 per year. The project period is for 48 months.
Eligibility: State educational agencies (SEAs); local educational agencies (LEAs), including public charter schools that are considered LEAs under state law; institutions of higher education (IHEs); other public agencies; private nonprofit organizations; outlying areas; freely associated states; Indian tribes or tribal organizations; and for-profit organizations.