The Community Enrichment personal interest courses encourage lifelong learning and allow you to express your creative, cultural, civic, and leisure inter. Page3 NUMPAGES38 Keystone STARS Program Performance Standards Welcome to Keystone STARS Keystone STARS is a program of Pennsylvanias Office of Child. Early life. Schultz was born in Norfolk, Virginia, and grew up in the Larchmont area near Old Dominion University, the son of George June 19, 1910 May 6, 1992. Federal Register. Applications for New Awards Education Innovation and Research Program Early Phase Grants. Start Preamble. AGENCY Office of Innovation and Improvement, Department of Education. ACTION Notice. Overview Information. Education Innovation and Research ProgramEarly phase Grants. Notice inviting applications for new awards for fiscal year FY 2. Catalog of Federal Domestic Assistance CFDA Number 8. C Early phase Grants. DATES Applications Available December 1. Deadline for Notice of Intent To Apply February 1. Deadline for Transmittal of Applications April 1. Suspension Of The Early Career Transition Program' title='Suspension Of The Early Career Transition Program' />The Texarkana Gazette is the premier source for local news and sports in Texarkana and the surrounding Arklatex areas. The former X Division Champion is still preparing for a world championship match at Destination X despite the title now being vacant. Boston/2011-2020/2017/08/23/BostonGlobe.com/Regional/Images/Handout_20noNECC02_no-001.jpg' alt='Suspension Of The Early Career Transition Program' title='Suspension Of The Early Career Transition Program' />Deadline for Intergovernmental Review June 1. Full Text of Announcement. I. Funding Opportunity Description. Purpose of Program The Education Innovation and Research EIR Program, established under section 4. Elementary and Secondary Education Act ESEA, as amended by Every Student Succeeds Act ESSA, provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence based, field initiated innovations to improve student achievement as defined in this notice and attainment for high need students as defined in this notice and rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent educational challenges and to support the expansion of effective solutions to serve substantially larger numbers of students. The central design element of the EIR program is its multi tier structure that links the amount of funding that an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project, with the expectation that projects that build this evidence will advance through EIRs grant tiers. Applicants proposing innovative projects that are supported by limited evidence can receive relatively small grants to support the development, iteration, and initial evaluation of the practices as defined in this notice applicants proposing projects supported by evidence from rigorous evaluations, such as large randomized controlled trials as defined in this notice, can receive larger grant awards to support expansion across the country. This structure provides incentives for applicants to 1 Explore new ways of addressing persistent challenges that other educators can build on and learn from 2 build evidence of effectiveness of their practices and 3 replicate and scale successful practices in new schools, districts, and states while addressing the barriers to scale, such as cost structures and implementation fidelity. All EIR projects are expected to generate information regarding their effectiveness in order to inform EIR grantees efforts to learn about and improve upon their efforts, and to help similar, non EIR efforts across the country benefit from EIR grantees knowledge. By requiring that all grantees conduct independent evaluations as defined in this notice of their EIR projects, EIR ensures that its funded projects make a significant contribution to improving the quality and quantity of information available to practitioners and policymakers about which practices improve student achievement, for which types of students, and in what contexts. The Department of Education Department awards three types of grants under this program Early phase grants, Mid phase grants, and Expansion grants. These grants differ in terms of the level of prior evidence of effectiveness required for consideration for funding, the expectations regarding the kind of evidence and information funded projects should produce, the level of scale funded projects should reach, and, consequently, the amount of funding available to support each type of project. EIR Early phase grants provide funding to support the development, iteration, implementation, and feasibility testing of practices that are expected to be novel and significant relative to others that are underway nationally. These Early phase grants are not intended simply to implement established practices in additional locations or address needs that are unique to one particular context. The goal is to determine whether and in what ways relatively newer practices can improve student achievement for high need students. Book Learning English. This notice invites applications for Early phase grants only. The notices inviting applications for Mid phase and Expansion grants are published elsewhere in this issue of the Federal Register. Background EIR builds on seven years of investmentsover 1. Departments Investing in Innovation i. EIR is designed to build upon the successes of i. States, districts, schools, and educators to develop innovations and scale effective practices that address their most pressing challenges. Early phase EIR grantees are expected to continuously make improvements in project design and implementation before conducting a full scale evaluation of effectiveness. Forge File Extractor. Grantees should consider questions such as How easy would it be for others to implement this practice, and how can its implementation be improved How can I use data from early indicators to gauge impact, and what changes in implementation and student achievement do these early indicators suggest By focusing on continuous improvement and iterative development, Early stage grantees can make adaptations that are necessary to increase their practices potential to be effective and ensure that its EIR funded evaluation assesses the impact of a thoroughly conceived practice. In order to leverage existing information that can inform which kinds of practices could have a meaningful impact on underserved students, Early phase applicants must demonstrate a rationale as defined in this notice for their project. In addition, like all EIR grantees, Early stage grantees are expected to conduct an independent evaluation. Given EIRs goal of helping develop a collective body of evidence that can inform the future expansion and refinement of practices that effectively serve high need students, Early stage grantees evaluation designs are expected to have the potential meet the moderate evidence as defined in this notice threshold. Not only will such evaluation data build the knowledge base about effective practices for underserved students, but it will also encourage prospective Mid phase applicants to leverage the findings from Early phase Start Printed Page 9. Download Do Jogo Dragon Ball Z Legends Psx Iso. EIR funded practices. To the extent possible, we intend to fund multiple projects addressing similar challenges. By so doing, we aim to accelerate the building of a knowledge base of effective practices for addressing these challenges and increase the likelihood that grantees can learn from one another while still exploring different approaches. We believe that improving outcomes across the education sector depends, in part, upon policymakers, practitioners and researchers continually building upon one anothers efforts to have the greatest impact. All EIR applicants are required to serve high need students and are therefore required to address absolute priority one. In addition, EIR Early phase applicants are also required to address one of the other five absolute priorities. These are critical areas in which rigorous evidence is scarce, and schools, districts, and States can meaningfully contribute to the generation and use of evidence based approaches. First, we include an absolute priority to improve school climate.