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 School
Solicitation Title: 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 School
Funding Amount: 3 estimated awards ranging $375,000 to $400,000 per year, estimated Average Size of Awards: $400,000 per year.
Sponsor Deadline: Monday, July 3, 2017
Solicitation Link: https://www.gpo.gov/fdsys/pkg/FR-2017-05-19/pdf/2017-10249.pdf
Solicitation Number: CFDA 84.326M
Overview
<p>The purpose of the Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities program is 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.<br>Absolute Priority: For FY 2017 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority. This priority is: Model Demonstration Projects To Improve Algebraic Reasoning for Students With Disabilities in Middle and High School.<br>Model demonstrations to improve early intervention, educational, or transitional results for students with disabilities have been authorized under the Individuals with Disabilities Education Act (IDEA) since the mid- 1970s. <br>For the purposes of this priority, a model is a set of existing interventions supported by evidence and implementation strategies (i.e., core model components) that research suggests will improve child, teacher, or system outcomes when implemented with fidelity (Hughes, Powell, Lembke, & Riley-Tillman, 2016). Model demonstrations involve investigating the degree to which a model can be implemented, and sustained in typical settings, by staff employed in those settings, while achieving outcomes similar to those attained under research conditions. The purpose of this priority is to fund three cooperative agreements to establish and operate model demonstration projects that will assess how models can: (a) improve algebraic reasoning for students with disabilities in middle and high schools; and (b) be implemented and sustained by educators in general and special education settings. These proposed models will be the first to focus on mathematics for adolescents with disabilities, a critical area of need.<br>Algebraic reasoning (as defined in this notice) is a critical component of success in mathematics and is applied to topics within number operations, number systems, measurement and data, geometry, rational numbers, ratios and proportional relationships, expressions and equations, and functions (Van De Walle, Karp, & Bay-Williams, 2013). Algebra is a gateway to advanced coursework, graduation, and future earnings (National Mathematics Advisory Panel (NMAP), 2008); therefore, it is imperative to address the achievement gap in mathematics that exists between students with disabilities (SWD) and students without disabilities. The most recent National Assessment of Educational Progress report (NAEP; 2015) indicates that more than 70 percent of 8th grade SWD, excluding those with a 504 plan, performed below the basic level on the mathematics assessment compared to 24 percent of students without disabilities (U.S. Department of Education, 2015). For 12th graders, the disparity is greater, as 81 percent of SWD scored below basic level on the math assessment compared with 34 percent of students without disabilities (U.S. Department of Education, 2015). The average algebra scaled score for 8th graders with disabilities was 247 in a range of 0–500 points, compared to 293 for 8th graders without disabilities. For 12th graders with disabilities, the average scaled score was 117 in a range of 0–300 points, compared to 157 for 12th graders without disabilities. The discrepancies in algebra scores between SWD and those without disabilities in both 8th and 12th grade are statistically significant (NAEP; 2015).<br>There is a need to focus on meeting the specific needs of SWD in algebra (Witzel, 2016; Hughes, Witzel, Riccomini, Fries, & Kanyongo, 2014). Certain learner characteristics of SWD may impede their performance in algebra (Allsopp, van Igen, Simsek, & Haley, 2016). Difficulties SWD experience in algebra include understanding a</p>
Other Information:<p><span>Within this absolute priority, we give competitive preference to applications that address the following priority. Under 34 CFR 75.105(c)(2)(i), we award an additional two points to an application that meets this priority. The priority is: Evidence of Promise Supporting the Proposed Model (Two Points). Projects that are supported by evidence that meets the conditions set out in the definition of ‘‘evidence of promise’’ (as defined in this notice). The proposed project must include: A literature review, as required under paragraph (a) under the heading Application Requirements, 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.</span></p>Last Updated:
RODA ID: 265