Learning Center

HEAD START AND EARLY HEAD START

HEAD START: FULL YEAR PART DAY HANDICAPPED TRAINING AND TECHNICAL ASSISTANCE

HEAD START AND EARLY HEAD START

HEAD START AND EARLY HEAD START

HEAD START/EARLY HEAD START/FULL YEAR/PART DAY

HEAD START AND EARLY HEAD START

HEAD START AND EARLY HEAD START

HEAD START AND EARLY HEAD START

I.PURPOSE: THE TRANSIT WORKFORCE CENTER (TWC) WILL SUPPORT PUBLIC TRANSIT AGENCIES WORKFORCE DEVELOPMENT NEEDS FOR ALL MODES OF PUBLIC TRANSIT ACROSS URBAN TRIBAL AND RURAL ENTITIES. THE OVERARCHING MISSION OF THIS NEW CENTER IS TO ASSIST PUBLIC TRANSIT AGENCIES TO RECRUIT HIRE TRAIN AND RETAIN THE DIVERSE WORKFORCE NEEDED NOW AND IN THE FUTURE. THE TWC WILL ALSO HELP ADDRESS THE NATIONAL TRANSIT WORKER SHORTAGE BY PROVIDING TECHNICAL ASSISTANCE ACTIVITIES GEARED TOWARDS DEVELOPING FRONTLINE TRANSIT WORKERS SKILLS AND RECRUITING WORKERS TO TRANSIT CAREERS THROUGH VARIOUS PROGRAMS SUCH AS APPRENTICESHIPS AND PARTNERSHIPS.THE TRANSIT WORKFORCE CENTER WILL IMPLEMENT TWO PRIMARY PROGRAMS:1. CONDUCT TECHNICAL ASSISTANCE ACTIVITIES WITH AND FOR TRANSIT AGENCIES THAT PROMOTE MORE EFFECTIVE AND EFFICIENT TRAINING OF FRONTLINE WORKERS INVOLVED IN PUBLIC TRANSPORTATION MAINTENANCE AND OPERATIONS WHICH IS NEEDED TO SUPPORT TRANSFORMATIONS IN PUBLIC TRANSPORTATION SERVICES AND ASSETS; AND 2. IMPLEMENT TECHNICAL ASSISTANCE ACTIVITIES THROUGH COLLABORATIVE PARTNERSHIPS BETWEEN TRANSIT AGENCY MANAGEMENT AND LABOR INCLUDING APPRENTICESHIPS THEREBY PROVIDING AN OPPORTUNITY TO BEGIN ADDRESSING SOCIAL INEQUITIES THAT EXIST IN PUBLIC TRANSIT AND CREATING DIVERSITY WITHIN THE TRANSIT INDUSTRY WORKFORCE. THE TWC WILL ACT AS A ONE-STOP SHOP FOR TRANSIT AGENCIES STAKEHOLDERS AND PROVIDERS AND CONDUCT TECHNICAL ASSISTANCE ACTIVITIES THROUGH COLLABORATIVE PARTNERSHIPS AIMED AT PROMOTING EFFECTIVE AND EFFICIENT FRONTLINE WORKER TRAINING TO SUPPORT TRANSFORMATION CREATING APPRENTICESHIPS ADDRESSING THE INEQUITIES WITHIN TRANSIT AND ADVANCING WORKFORCE DIVERSITY. IN CARRYING OUT THIS WORK THE TWC WILL DEVELOP ROADMAPS FOR TECHNOLOGICAL TRANSFORMATION; DEVELOP OUTREACH AND MARKETING MATERIALS; LEAD WORKFORCE STRATEGIC PLANNING; CREATE A SUSTAINABLE FUNDING MODEL; AND DEVELOP KEY PERFORMANCE METRICS.II.ACTIVITIES TO BE PERFORMED:THE PRIMARY ACTIVITIES OF THE TWC ARE TO: 1. PROVIDE PUBLIC TRANSPORTATION WORKFORCE DEVELOPMENT TECHNICAL ASSISTANCE TO PUBLIC TRANSIT AGENCIES; 2. PROVIDE TARGETED WORKFORCE DEVELOPMENT TRAINING TO PUBLIC TRANSIT AGENCIES AS FUNDS ALLOW IF NOT PROVIDED BY THE NATIONAL TRANSIT INSTITUTE;3. DEVELOP ROADMAPS FOR PUBLIC TRANSPORTATION AGENCY WORKFORCE FUNCTIONS AND PERSONNEL THAT ADDRESS READINESS FOR IMPLEMENTING TRANSFORMATIVE TECHNOLOGIES AND PRACTICES; 4. DEVELOP OUTREACH AND MARKETING MATERIALS ON PROMISING WORKFORCE DEVELOPMENT PROJECTS FOR DISSEMINATION TO PUBLIC TRANSIT AGENCIES; 5. LEAD WORKFORCE STRATEGIC PLANNING ACTIVITIES FOR PUBLIC TRANSIT AGENCIES AND FTA; 6. CREATE A SUSTAINABLE FUNDING MODEL AMONG ITS PARTNERSHIPS TO CONTINUE AFTER FTAS INITIAL FUNDING ENDS; AND 7. DEVELOP KEY PERFORMANCE METRICS AS WELL AS IDENTIFY DATASET NEEDS AND DATA ANALYTIC ACTIVITIES TO MONITOR TRENDS IN PUBLIC TRANSPORTATION WORKFORCE NEEDS AND ISSUES INCLUDING IDENTIFICATION OF AREAS TO FURTHER DIVERSITY EQUITY AND INCLUSION.III.EXPECTED OUTCOMES:THROUGH ITS TECHNICAL ASSISTANCE ACTIVITIES THE TWC WILL INCREASE THE INDUSTRYS UNDERSTANDING OF ITS WORKFORCE AND SKILL NEEDS PROVIDE BEST PRACTICES AND RESOURCES FOR FRONTLINE WORKFORCE DEVELOPMENT AND IMPROVE AGENCIES INTERNAL CAPACITY TO RECRUIT DEVELOP AND RETAIN A QUALIFIED AND DIVERSE WORKFORCE. A SHORT LIST OF THE INTENDED OUTCOMES FROM THE TWC PROGRAM IN YEAR 1 ARE: INDUSTRY APPROVAL OF THE TWC WEBSITE WITH A MINIMUM 75% OR HIGHER SATISFACTION RATINGHELP DESK WITH AT LEAST 75% OR HIGHER SATISFACTION RATINGAT LEAST 200 DISTINCT RESOURCES HOSTED ON RESOURCE CENTERAT LEAST 1000 PARTICIPANTS SERVED THROUGH ALL TWC EVENTS AND TECHNICAL ASSISTANCEAT LEAST 35 TRANSIT ORGANIZATIONS SERVEDAT LEAST 150 TRAINERS AND MENTORS SERVED4 APPRENTICESHIP INFORMATION AND SHARING SESSIONS HELDONE MAKING CONNECTIONS CONFERENCE AND AT LEAST 4 PEER-TO-PEER EXCHANGE MEETINGS AT LEAST ONE TRAINING SESSION ON LEVERAGING FUNDS AND USING FTAS 0.5%IV.INTENDED BENEFICIARIES:THE PRIMARY BENEFICIARIES OF THE PROJECT WILL BE THE PUBLIC TRANSPORTATION PROVIDERS INCLUDING LARGE AND SMALL URBAN RURAL AND TRIBAL ENTITIES AND THEIR CURRENT AND FUTURE EMPLOYEES ESPECIALLY FRONTLINE OPERATION AND MAINTENANCE WORKERS. BY WORKING WITH AGENCIES AND THEIR UNIONS ON COMMUNITY OUTREACH RECRUITMENT TRAINING AND RETENTION TWC WILL ALSO PROVIDE DIRECT BENEFITS TO COMMUNITIES OF COLOR AND WOMEN WHO REMAIN UNDER-REPRESENTED ESPECIALLY IN SKILLED MAINTENANCE WORK.THE SECONDARY BENEFICIARIES WILL INCLUDE LABOR ORGANIZATIONS THAT REPRESENT PUBLIC TRANSPORTATION WORKERS INDUSTRY ASSOCIATIONS NONPROFIT ORGANIZATIONS AND EDUCATIONAL INSTITUTIONS THAT SERVE PUBLIC TRANSPORTATION WORKFORCE DEVELOPMENT NEEDS AND PUBLIC TRANSPORTATION RIDERS IN THE US. V.SUBRECIPIENT ACTIVITIES:AT THE TIME OF APPLICATION THERE ARE NO IDENTIFIED SUBRECIPIENTS. WE DO PLAN TO WORK WITH CTAA AS NOTED IN OUR NOFO SUBMISSION GIVEN THEIR EXPERTISE ON SMALL URBAN AND TRIBAL AGENCY NEEDS. THE DETAILS OF THIS RELATIONSHIP WILL BE DETERMINED EARLY IN THE PERIOD OF PERFORMANCE. OTHER SUBRECIPIENT ACTIVITIES WILL BE DETERMINED AS NEEDED THROUGHOUT THE PERIOD OF PERFORMANCE. 2 CFR PART 200.331-333 WILL BE FOLLOWED IN THOSE INSTANCES.

ADJUSTMENT PROBLEMS AND SUBSTANCE USE IN 3 GENERATIONS

LA PROMISE ZONE GEAR UP

CF CONGRESSIONALLY DIRECTED GRANTS

HEAD START PROGRAM

TRANSLATIONAL DRUG ABUSE PREVENTION CENTER

HEAD START

EARLY HEAD START

EARLY HEAD START

EARLY HEAD START

EARLY HEAD START

CENTER FOR DRUG ABUSE PREVENTION IN THE CHILD WELFARE SYSTEM

THE EARLY GROWTH AND DEVELOPMENT STUDY: FAMILY PROCESS, GENES AND SCHOOL ENTRY

HEAD START

EARLY HEAD START/CHILD CARE PARTNERSHIP

HEAD START ADDITIONAL COVID COSTS

HEAD START/EARLY HEAD START

HEAD START AND EARLY HEAD START

RECOVERY ACT GREEN JOBS

HEAD START DURATION

4TH INSTALLMENT OF THE "HELLO, AMERICA!" ENGLISH LANGUAGE CLASSES

KITS: SCHOOL READINESS IN FOSTER CARE EFFICACY TRIAL

AMERICAN APPRENTICESHIP INITIATIVE

PARENT INFORMATION AND RESOURCE CENTERS - PARENTAL INFORMATION AND RESOURCE CENTERS

FACILITATING SUSTAINMENT THROUGH IMPLEMENTATION FEEDBACK: THE SIC COACHING MODEL

LINKING A PEDIATRIC HEALTHCARE ADVANCE WITH A TASK-SHIFTING APPROACH TO OPTIMIZE JUVENILE JUSTICE OUTCOMES

EARLY HEAD START

RISK FOR DYSFUNCTIONAL RELATIONSHIPS FOR YOUNG ADULTS

SCHOOL CLIMATE TRANSFORMATION GRANT 2019

IMPROVING ACCESS TO SUBSTANCE ABUSE EVIDENCE-BASED PRACTICES FOR YOUTH IN THE JUSTICE SYSTEM: STRATEGIES USED BY JPOS

EXPERIMENTAL MEDIATION RESEARCH AIMED AT ENHANCING ADOLESCENT SUBSTANCE ABUSE TREATMENT

SUPPORTING SUSTAINABLE POSITIVE INTERACTIONS IN THE CHILD WELFARE SYSTEM: THE R3 SUPERVISOR STRATEGY

EFFICACY OF THE STUDENTS WITH INVOLVED FAMILIES AND TEACHER (SWIFT) PROGRAM FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS

TREATMENT OF JUSTICE-INVOLVED EMERGING ADULTS WITH SUBSTANCE USE DISORDERS

NATIONAL CENTER FOR EDUCATION RESEARCH

UNDERSTANDING ALCOHOL USE OVER TIME IN EARLY MID-ADULTHOOD FOR AT-RISK MEN

STAGE II RESEARCH ON OUTPATIENT TREATMENT FOR ADOLESCENTS WITH COMORBIDITY

THE ROLE OF RISK TAKING AND INHIBITORY CONTROL ON ALCOHOL USE IN MALTREATED YOUTH

SPECIAL EDUCATION RESEARCH GRANTS

TEENS' RISK DURING TRANSITION: PREVENTING DRUG USE, HIV & SCHOOL PROBLEMS

A RANDOMIZED TRIAL OF A MENTORING PROGRAM FOR HIGH RISK CHILDREN

NEXT CENTURY GEAR UP

COMMUNITY BASED JOB TRAINING

AWARD TYPE: PROJECT GRANT; ACTIVITIES TO BE PERFORMED: PROVIDE HIGH QUALITY SUPPORT AND TECHNICAL ASSISTANCE WITH PANDEMIC RELIEF PROGRAMS AND RECOVERY SERVICES TO SMALL BUSINESSES.; DELIVERABLES: GRANTEES WILL PROVIDE REPORTS ON ACTIVITIES AND PROGRESS TOWARD STATED GOALS TO SBA ON A QUARTERLY BASIS.; EXPECTED OUTCOMES: INCREASE AWARENESS OF AND PARTICIPATION IN PROGRAMS OF THE U.S SMALL BUSINESS ADMINISTRATION AND OTHER GOVERNMENT AGENCIES.; INTENDED BENEFICIARIES: SMALL BUSINESSES AND ENTREPRENEURS THAT FALL INTO A HISTORICALLY UNDERSERVED CATEGORY, INCLUDING MINORITY ENTREPRENEURS (BLACK, INDIGENOUS, AND PEOPLE OF COLOR), ENTREPRENEURS WITH DISABILITIES, LGBTQ ENTREPRENEURS, RURAL ENTREPRENEURS; VETERANS AND MILITARY ENTREPRENEURS (INCLUDING SPOUSES), WOMEN ENTREPRENEURS, INNOVATIVE STARTUPS, MICRO BUSINESSES, AND SOCIALLY AND ECONOMICALLY DISADVANTAGED SMALL BUSINESSES; SUBRECIPIENT ACTIVITIES: GRANTEES (HUBS) AND THEIR CONTRACTORS (SPOKES) WILL PROVIDE HIGH QUALITY SUPPORT AND TECHNICAL ASSISTANCE WITH PANDEMIC RELIEF PROGRAMS AND RECOVERY SERVICES TO SMALL BUSINESSES. THIS SUPPORT TAKES THE FORM OF 1:1 COUNSELING AND GROUP TRAININGS.

LA'A KENU ENHANCEMENT

JUVENILE JUSTICE GIRLS: PATHWAYS TO ADJUSTMENT AND SYSTEM USE IN YOUNG ADULTHOOD

HEAD START

SPACE MISSION EDUCATION SIMULATORS FOR MAINE STUDENTS

ED-GRANTS-042120-004

ED-GRANTS-041020-003

PURPOSE: ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING/CONGRESSIONAL DIRECTED SPENDING AWARDS ARE AUTHORIZED UNDER THE CONSOLIDATED APPROPRIATIONS ACT, 2022 PUBLIC LAW 117-328 AND THE EXPLANATORY STATEMENT FOR DIVISION L OF THAT ACT. PROJECTS SELECTED FOR COMMUNITY PROJECT FUNDING/CONGRESSIONAL DIRECTED SPENDING ARE LISTED IN THE JOINT EXPLANATORY STATEMENT (JES) THAT ACCOMPANIES A SPECIFIC FISCAL YEAR’S APPROPRIATIONS ACT OR CONGRESSIONAL RECORD. THE JES LISTS PROJECT, RECIPIENT, STATE, AMOUNT AND CONGRESSIONAL SPONSOR.; ACTIVITIES TO BE PERFORMED: ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING/CONGRESSIONALLY DIRECTED SPENDING AWARD PROJECTS INCLUDE A WIDE VARIETY OF ACTIVITIES THAT RESULT IN ECONOMIC DEVELOPMENT OR COMMUNITY DEVELOPMENT OUTCOMES. HUD WILL NOT KNOW THE FULL SCOPE OF THE PROJECT UNTIL THE RECIPIENT SUBMITS THE REQUIRED PROJECT NARRATIVE AND CONFIRMS ALIGNMENT WITH THE LANGUAGE AS PROVIDED IN THE CONGRESSIONAL RECORD. TO FIND THE DETAILS OF THE GRANT AWARD AS WRITTEN WITHIN THE CONGRESSIONAL RECORD USE THE FOLLOWING LINK AND PATH SELECTIONS TO GET TO THE DESCRIPTION OF THE ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING GRANTS HTTPS://WWW.HUD.GOV/PROGRAM_OFFICES/COMM_PLANNING/EDI-GRANTS, SELECT THE FISCAL YEAR OF INTEREST, SCROLL DOWN TO PROGRAM LAWS AND REGULATIONS, UNDER FISCAL YEAR 20XX CONSOLIDATED APPROPRIATIONS ACT, 20XX: CONGRESSIONAL RECORD (JOINT EXPLANATORY STATEMENT).; EXPECTED OUTCOMES: COMPLETION OF THE PROJECT AS DESCRIBED IN THE JOINT EXPLANATORY STATEMENT (JES) PROJECT DESCRIPTION AND SUBSEQUENT APPROVED PROJECT NARRATIVE.; INTENDED BENEFICIARIES: THE PROJECT BENEFICIARIES ARE THE INDIVIDUALS AND/OR ORGANIZATIONS THAT ARE AWARDED GRANT FUNDS OR SERVED BY THE ENTITIES THAT ARE AWARDED GRANT FUNDS AS IDENTIFIED IN THE JES RECIPIENT OR PROJECT DESCRIPTION SECTIONS.; SUBRECIPIENT ACTIVITIES: THE SUBRECIPIENT ACTIVITIES ARE UNKNOWN AT THE TIME OF AWARD.

THE STAGES OF IMPLEMENTATION COMPLETION FOR EVIDENCE-BASED PRACTICE

A CULTURALLY SPECIFIC INTERVENTION FOR LATINO FAMILIES

RURAL INNOVATION FUND

PREVENTING BEHAVIOR AND HEALTH PROBLEMS IN FOSTER TEENS

FULL SERVICE COMMUNITY SCHOOLS PROGRAM

ALASKA NATIVE EDUCATION

ALASKA NATIVE EDUCATION

INTERVENING IN THE LIVES OF FOSTER CARE YOUTH: USING INTEGRATIVE DATA ANALYSIS TO EXAMINE CROSSOVER AND LONG-TERM MENTAL HEALTH BENEFITS OF DUAL-FOCUSED CAREGIVER?YOUTH PREVENTATIVE INTERVENTIONS

ALASKA NATIVE EDUCATIONAL PROGRAM - ALASKA NATIVE EDUCATION

EHS ARRA EXPANSION

TSILQU

EXPANDING COMMUNITY-LEVEL KERES FLUENCY AND EXTENDING KCLC?S CROSS-GENERATIONAL EDUCATION MODEL

EO14042 EARMARK BUILDING CENTRAL AND WESTERN PENNSYLVANIAS WORKFORCE OF TOMORROW WITH THE CHALLENGER LEARNING CENTER AT INDIANA PENNSYLVANIA (CLCIP)

DOMESTIC WATER GRANTS - REGULAR

ALASKA NATIVE EDUCATION

CAROL M. WHITE PHYSICAL EDUCATION PROGRAM

ALLOCATION FOR PROPRIETARY INSTITUTIONS UNDER CRRSAA SECTION 314(A)(4)

SPECIAL EDUCATION RESEARCH PROGRAM

ALASKA NATIVE EDUCATION

SPECIAL EDUCATION RESEARCH

MOTIVATIONAL PARENT TRAINING IN COMMUNITY CORRECTIONS

HEAD START EARLY HEAD START

HEALTH PROFESSION OPPORTUNITY GRANTS TO SERVE

LINKING ACCULTURATION TO LATINO ADOLESCENT SUBSTANCE USE

FOLLOW UP OF A RANDOMIZED TRIAL FOR CD

TRAINING OUR FIRST TEACHERS

MISSISSIPPI COUNTY MISSOURI RURAL SEXUAL ASSAULT DOMESTIC VIOLENCE DATING VIOLENCE AND STALKING ASSISTANCE PROGRAM.

P18AC00018

BDOTE PARENTS, STAFF AND ALUMNI LANGUAGE PROJECT

CAREER LADDER TRAINING PROGRAM

CAREER LADDER TRAINING PROGRAM

CAREER LADDER TRAINING PROGRAM

STRATEGIES FOR EMERGENCY EMPOWERMENT FOR THE DELTA STUDENTS (SEEDS)

THE MULTICULTURAL LEARNING CENTER (MLC) WORKING WITH A CONSORTIUM OF 17 ADDITIONAL PUBLIC CHARTER SCHOOLS IN LOS ANGELES COUNTY, CALIFORNIA (CONSORTIUM) HAS A SIGNIFICANT NEED FOR BJA’S STOP SCHOOL VIOLENCE GRANT PROGRAM. THE ENROLLMENT FOR THE CONSORTIUM SCHOOLS WAS 6,981 STUDENTS IN GRADES K THROUGH 12. THE CONSORTIUM SERVES TWO K-4, TWO K-5, THREE K-8, FIVE MIDDLE SCHOOLS, ONE 6-12, AND FOUR HIGH SCHOOLS. ALL CONSORTIUM SCHOOLS, STUDENTS, AND STAFF MEMBERS WILL BENEFIT FROM THIS SOLICITATION. OUR REQUEST IS ALIGNED WITH THE FOLLOWING PURPOSE AREAS: 1) DEVELOP AND IMPLEMENT MULTI-DISCIPLINARY BEHAVIORAL THREAT ASSESSMENT TEAMS (BTA) WHICH WILL CONDUCT EVALUATIONS THAT  TRACK DATA PERTAINING TO THE USE OF BTA, THE DEMOGRAPHIC CHARACTERISTICS OF THOSE WHO UNDERGO ASSESSMENTS AND THE REFERRAL RESULTS OF THOSE ASSESSMENTS; 2) TRAIN SCHOOL PERSONNEL AND EDUCATE STUDENTS ON PREVENTING SCHOOL VIOLENCE; AND 3) CONDUCT SPECIALIZED TRAINING FOR LAW ENFORCEMENT WHO WORK IN SCHOOLS AND WITH SCHOOL-AGE POPULATION. PROGRAMS AND ACTIVITIES INCLUDE A) TRAINING AND TECHNICAL ASSISTANCE TO CREATE AND SUSTAIN MULTI-JURISDICTIONAL BTA AT EACH CONSORTIUM SCHOOL, UTILIZING AN ASSESSMENT TO MANAGE THE BTAS, AND ENHANCE POLICIES, PROCEDURES, AND PLANS BASED ON DATA GATHERED FROM THE ASSESSMENTS; B) ADOPT THE FRAMEWORK OF TRAUMA-INFORMED SCHOOLS WITH FIDELITY THROUGHOUT ALL CONSORTIUM SCHOOLS. THIS INCLUDES SPECIALIZED TRAINING FOR ALL ADULTS WORKING IN CONSORTIUM SCHOOLS, HAVING THERAPEUTIC MENTAL HEALTH PROVIDERS UTILIZE TRAUMA-INFORMED PROGRAMS  IN STUDENT COUNSELING SESSIONS, AND USING TRAUMA-INFORMED THREAT ASSESSMENTS FOR SCHOOL STAFF AND LAW ENFORCEMENT; C) TRAINING AND TECHNICAL ASSISTANCE ON RESTORATIVE PRACTICES INCLUDING SOCIAL-EMOTIONAL LEARNING AND PEACE CIRCLES AND CONDUCTING TRAINING ON OPERATIONAL PROCEDURES FOR SCHOOL SAFETY AUDITS AND EMERGENCY DRILLS; AND D) PROVIDE SPECIALIZED TRAINING FOR POLICE OFFICERS REGARDING RESPONDING TO ACTIVE SHOOTER INCIDENTS ON SCHOOL GROUNDS. OUR APPLICATION INCLUDES RESUMES FOR KEY PERSONNEL, A TIMELINE, AND A MEMORANDUM OF UNDERSTANDING WITH COMMUNITY PARTNERS. OUR OVERARCHING OBJECTIVE IS TO IMPROVE SECURITY AT CONSORTIUM SCHOOL SITES BY PROVIDING STUDENTS AND TEACHERS WITH THE TOOLS THEY NEED TO RECOGNIZE, RESPOND QUICKLY TO, AND HELP PREVENT ACTS OF VIOLENCE AND ENSURE A POSITIVE SCHOOL CLIMATE. THE RELATED GOALS, OBJECTIVES AND SPECIFIC OUTCOMES ARE INCLUDED IN THE NARRATIVE SECTION OF OUR APPLICATION. MLC HAS DESIGNED A MANAGEMENT PLAN TO ACHIEVE ALL THE OBJECTIVES OF THE PROPOSED PROGRAM ON TIME AND WITHIN BUDGET, INCLUDING CLEARLY DEFINED RESPONSIBILITIES OF STAFF, COMMUNITY PARTNERS, AND CONTRACTED SERVICE PROVIDERS.

YOUTH BUILD

WOMENS SUBSTANCE USE AND INTIMATE PARTNER VIOLENCE

AN INVESTIGATION OF CHILD MALTREATMENT OUTCOMES FOR HIGH RISK POPULATIONS

HOPE- HEALTH OPTIMIZATION & PREVENTION EDUCATION

INDU LEARNING CENTER

COMMUNITY STUDENTS LEARNING CENTER (CSLC) DELIVERS A ROBUST PROPOSAL FOR SCHOOL SAFETY, TIME: TRANSFORMING AND INVESTING IN MISSISSIPPI EDUCATION. THE ECONOMIC ROI IS POWERFUL. A VIOLENCE PREVENTION PROGRAM, LIKE TIME, DOESN’T JUST SAVE LIVES — IT SAVES MONEY: EVERY DOLLAR SPENT ON THE PROGRAM REDUCES MEDICAL AND CRIMINAL JUSTICE COSTS BY NEARLY $16. TARGET POP: HOLMES COUNTY CONSOLIDATED SCHOOL DISTRICT (HCCSD) STAFF AND STUDENTS IN K-12, LAW ENFORCEMENT, PROFESSIONALS, AND COMMUNITY STAKEHOLDERS. (ENROLLMENT + 2,723 STUDENTS).  TARGET AREA: HOLMES COUNTY, MS (THE POOREST COUNTY IN THE POOREST STATE IN THE U.S.).  GOAL: TO REDUCE RISK FACTORS AND INCREASE PROTECTIVE FACTORS TO PREVENT SCHOOL VIOLENCE WITH TRAINING FOR LOCAL LAW ENFORCEMENT OFFICERS, SCHOOL STAFF, STUDENTS, FAMILY, SERVICE PROVIDERS, PARTNERS, AND YOUTH-SERVING PROFESSIONALS. STRATEGY 1: ENHANCE COMMUNITY CAPACITY TO AUGMENT SCHOOL VIOLENCE PREVENTION & REDUCTION (VPR) EFFORTS. 2: EQUIP YOUTH AND ADULTS WITH THE KNOWLEDGE AND SKILLS THROUGH EVIDENCE-BASED PRACTICES (EBP). 3: INCREASE THE ENGAGEMENT, SKILLS, AND ACCESSIBILITY OF CARING ADULTS INCLUDING PROFESSIONALS, PARENTS, AND GRANDPARENTS TO REDUCE AND PREVENT SCHOOL VIOLENCE. 4: DELIVER TIME USING CULTURALLY INFORMED PRACTICE (CIP), SO THAT ALL COMPONENTS ARE TAILORED TO TARGET COMMUNITY.

EMPOWERING OUR OWN: FOR THE NEXT GENERATION

EARMARK MISSION CONTROL SIMULATOR ACQUISITION

PRACTICAL SIGNIFICANCE OF EFFECTS FROM GROWTH MODELING OF ALCOHOL USE DATA

DIMENSIONS OF EARLY STRESS AND CHILD WELFARE INVOLVEMENT

MIKELNGUUT QANERCIQUT YUGTUN LANGUAGE NEST ENHANCEMENT

LEGAL ASSISTANCE FOR VICTIMS GRANT PROGRAM

BUILDING COMMUNITY-LEVEL KERES FLUENCY USING A CROSS-GENERATIONAL MODEL OF EDUCATION

INDIGENOUS LANGUAGE IMMERSION CURRICULUM PROJECT

APPLICATION PURPOSE: SEE ORIGINAL APPLICATION; ACTIVITIES PERFORMED: SEE ORIGINAL APPLICATION; EXPECTED OUTCOMES: SEE ORIGINAL APPLICATION; INTENDED BENEFICIARIES: SEE ORIGINAL APPLICATION; SUBRECIPIENT ACTIVITIES: SEE ORIGINAL APPLICATION

EDUCATIONAL ACHIEVEMENT/ATTAINMENT

YUUT ELITNAURVIAT LICENSED PRACTICAL NURSING PROGRAM

WORKFORCE TRAINING

CHALLENGER LEARNING CENTER OF NORTHWEST INDIANA THE CHALLENGER LEARNING CENTER OF NORTHWEST INDIANA

INTEGRATING CAREER PATHWAYS IN PUBLIC TR

COMMUNITY PROJECT GRANTS CONGRESSIONALLY DELEGATED

COMPREHENSIVE REGIONAL FARMER-TO-FARMER TRAINING AND SUPPORT PROJECT

TO ASSIST NATIVE AMERICAN FARMERS IN OWNING AND OPERATING SUCCESSFUL FARMS BY ASSISTING THEM WITH ACCESS TO USDA PROGRAMS, AND PROVIDING TRAINING AND TECHNICAL SUPPORT.

** AWARDS ISSUED PRIOR TO JANUARY 20, 2025, WERE FUNDED UNDER PREVIOUS ADMINISTRATIONS AND MAY NOT REFLECT THE PRIORITIES AND POLICIES OF THE CURRENT ADMINISTRATION.** FINANCES, ADVANCED PLANNING, WEATHER, FAMILY CONCERNS, AND HEALTH CARE ARE LARGE DRIVERS OF FARMER DISTRESS, WHILE EXTREME WEATHER EVENTS CREATE AN ADDED STRESS THAT IMPACTS AGRICULTURALISTS MORE DEEPLY THAN OTHER ECONOMIC SECTORS. INCREASING DAY AND NIGHT TIME TEMPERATURES, ALTERED PRECIPITATION PATTERNS, UNPREDICTABLE SOIL MOISTURE LEVELS, AND NEW PEST AND DISEASE PRESSURES DUE TO CLIMATE CHANGE ARE IMPACTING FARMERS AND LANDOWNERS IN OUR REGION IN UNPREDICTABLE WAYS. NEW AND BEGINNING FARMERS FACE STEEP ENTRY COSTS, A HIGHLY COMPETITIVE MARKETING AND FINANCIAL LANDSCAPE, AND PRODUCTION-SPECIFIC CHALLENGES AS THEY TRY TO ESTABLISH FARM BUSINESSES. THIS IS ESPECIALLY TRUE FOR INDIVIDUALS FROM SOCIALLY DISADVANTAGED COMMUNITIES. THEREFORE, FINANCIAL RESILIENCE AND ENVIRONMENTAL RISK MITIGATION ARE EXTREMELY IMPORTANT CONSIDERATIONS WITH EVERY PRODUCTION AND BUSINESS-RELATED DECISION PARTICULARLY FOR NEW AND BEGINNING FARMERS.IN 2022, ANGELIC ORGANICS LEARNING CENTER AND CLOSE PARTNER ORGANIZATIONS INCLUDING THIS OLD FARM, CONDUCTED A QUALITATIVE NEEDS ASSESSMENT OF OUR STAKEHOLDERS WHICH FOUND SIMILAR RESULTS. THE NEEDS ASSESSMENT WAS CONDUCTED THROUGH INTERVIEWS AND SURVEYS OF 52 FARMERS IN IL, IN, AND WI, MADE UP OF ALMOST EXCLUSIVELY NEW AND BEGINNING FARMERS. THESE INDIVIDUALS IDENTIFIED THEIR TOP BARRIERS TO FARM SUCCESS AS A LACK OF FUNDING, ECONOMIC UNCERTAINTY, PRICING DIFFICULTY, CLIMATE CHANGE AND PERSONAL HEALTH CONCERNS. THEY IDENTIFIED THEIR TOP LEARNING NEEDS TO BE IMPROVING PRODUCTION PROCESSES, INCREASING LAND HEALTH, FINDING THE RIGHT PRODUCTS (ENTERPRISES) FOR THEIR FARM BUSINESS, AND EXPLORING NEW MARKETING CHANNELS.REGENERATIVE AGRICULTURE, DEFINED AS AN ECOLOGICAL APPROACH TO GROWING FOOD THAT SEEKS TO IMITATE NATURAL ECOSYSTEMS, MERGES THE GOALS OF PROFITABILITY WITH ENVIRONMENTAL SUSTAINABILITY, THEREFORE PRESENTING BOTH A STRONG CLIMATE RISK MITIGATION TOOL AND MARKETING STRATEGY FOR NEW AND BEGINNING FARMERS. REGENERATIVE STRATEGIES INCLUDEINCREASED USE OF COVER CROPPING, PERENNIAL-BASED AGRICULTURE INCLUDING PASTURED LIVESTOCK PRODUCTION, ROTATIONAL GRAZING, DIVERSIFIED CROPPING SYSTEMS AND ROTATIONS, AND MORE. INCORPORATING THESE STRATEGIES INTO NEW AND EXISTING FARM SYSTEMS DECREASES RISK RELATED TO MARKET VOLATILITY WHILE BENEFITING NATURAL SYSTEMS AND IMPROVING FARMER RESILIENCE. AND YET, EMBRACING REGENERATIVE FARM PRACTICES IS BOTH AN OPPORTUNITY AND CHALLENGE. REGENERATIVE PRODUCTION SYSTEMS REQUIRE TARGETED AND TAILORED ENTERPRISE DESIGN, FINANCIAL PLANNING, AND ESPECIALLY LONG-TERM ACCESS TO LAND TO BE ECONOMICALLY VIABLE. MARKETING PLANS MUST BE ALSO ADJUSTED AS REGENERATIVE PRODUCTS OFTEN REQUIRE FLEXIBLE, MORE DIRECT MARKET CHAINS FROM FARM TO CONSUMER.?WEATHERING CHANGE: HOLISTIC FARM TRAINING FOR FINANCIAL AND ENVIRONMENTAL RESILIENCE WILL PROVIDE FINANCIAL MANAGEMENT TRAINING, CLIMATE CHANGE EDUCATION, AND LAND-BASED TECHNICAL ASSISTANCE TO NEW AND BEGINNING FARMERS IN THE CENTRAL AND UPPER MIDWEST. THIS,PROJECT WILL SERVE PRIMARILY FARMERS WHO IMPLEMENT OR PLAN TO IMPLEMENT REGENERATIVE PRACTICES INCLUDING PASTURE-BASED LIVESTOCK PRODUCTION, DIVERSIFIED VEGETABLE PRODUCTION, OR A COMBINATION OF THE TWO. AS A RESULT OF THIS PROJECT, BEGINNING FARMERS AND RANCHERS WILL MANAGE VIABLE AND ECONOMICALLY STABLE FARM BUSINESSES, BE RESILIENT TO CLIMATE CHANGE-INDUCED WEATHER CHANGES, AND PRODUCE HIGH QUALITY FOOD USING REGENERATIVE FARMING PRACTICES.THIS PROJECT WILL BE IMPLEMENTED BY ANGELIC ORGANICS LEARNING CENTER AND THIS OLD FARM, INC., TWO ORGANIZATIONS WHICH HAVE WORKED TOGETHER AS PART OF THE ROUTES TO FARM ALLIANCE OF FARMER TRAINING ORGANIZATIONS FOR OVER 6 YEARS. THIS INNOVATIVE COLLABORATION EXPANDS OUR COLLECTIVE REACH TO BENEFIT NEW AND BEGINNING FARMERS IN N. ILLINOIS, S. WISCONSIN, INDIANA, W. OHIO AND N. KENTUCKY, AND COMBINES THE SUCCESSES OF A LONG-TERM NON-PROFIT FARMER TRAINING PROGRAM BASED IN FARMER-LED, SUSTAINABLE AGRICULTURE EDUCATION WITH A BUSINESS SAVVY, MARKET-INFORMED FOR-PROFIT MEAT PROCESSING FACILITY WITH FIRST HAND KNOWLEDGE OF THE DIRECT CONNECTION BETWEEN PRODUCTION MANAGEMENT AND PRODUCT QUALITY. TOGETHER, WE WILL PROVIDE CUTTING-EDGE SUPPORT FOR REGENERATIVE INNOVATION IN OUR REGION.*BIBLIOGRAPHY AND SOURCES AVAILABLE UPON REQUEST

CHILDCARE EXPANSION PROJECT

ALASKA NATIVE EDUCATION

THE RURAL DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING PROGRAM (RURAL PROGRAM) IS AUTHORIZED BY 34 U.S.C. § 12341. RURAL PROGRAM FUNDS ARE USED TO SUPPORT PROGRAMS THAT: A) IDENTIFY, ASSESS, AND APPROPRIATELY RESPOND TO CHILD, YOUTH, AND ADULT VICTIMS OF DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING IN RURAL COMMUNITIES; B) ESTABLISH AND EXPAND VICTIM SERVICES IN RURAL COMMUNITIES FOR CHILD, YOUTH, AND ADULT VICTIMS; AND/OR C) INCREASE THE SAFETY AND WELL-BEING OF WOMEN AND CHILDREN IN RURAL COMMUNITIES BY DEALING DIRECTLY AND IMMEDIATELY WITH DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING, AND CREATING AND IMPLEMENTING STRATEGIES TO INCREASE AWARENESS AND PREVENT THESE CRIMES. GRANTEES MUST USE AT LEAST ONE OF THE FOLLOWING STRATEGIES IN IMPLEMENTING THEIR PROJECTS: A) IMPLEMENT, EXPAND, AND ESTABLISH COOPERATIVE EFFORTS AND PROJECTS AMONG LAW ENFORCEMENT OFFICERS, PROSECUTORS, VICTIM SERVICE PROVIDERS, AND OTHER RELATED PARTIES TO INVESTIGATE AND PROSECUTE INCIDENTS OF DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING; B) PROVIDE TREATMENT, COUNSELING, ADVOCACY, LEGAL ASSISTANCE, AND OTHER LONG- AND SHORT-TERM ASSISTANCE TO ADULT AND MINOR VICTIMS OF DOMESTIC VIOLENCE, DATING VIOLENCE, SEXUAL ASSAULT, AND STALKING IN RURAL COMMUNITIES; C) WORK IN COOPERATION WITH THE COMMUNITY TO DEVELOP EDUCATION AND PREVENTION STRATEGIES DIRECTED TOWARD SUCH ISSUES; D) DEVELOP, ENLARGE, OR STRENGTHEN PROGRAMS ADDRESSING SEXUAL ASSAULT; AND E) DEVELOP PROGRAMS AND STRATEGIES THAT FOCUS ON THE SPECIFIC NEEDS OF VICTIMS WHO RESIDE IN REMOTE RURAL AND GEOGRAPHICALLY ISOLATED AREAS.    THE TIMING FOR PERFORMANCE OF THIS AWARD IS 36 MONTHS.

2012-WORKFORCE CAREER PATHWAYS/LADD

AMERICAN RESCUE PLAN

BDOTE LEARNING CENTER(BDOTE) - ENSURING THE SURVIVAL OF MINNESOTA'S INDIGENOUS LANGUAGES THROUGH LANGUAGE IMMERSION

RYAN WHITE PART C OUTPATIENT EIS PROGRAM

PUBLIC CHARTER SCHOOLS

IMPACT AID PROGRAM TITLE VIII SECTION 8003

REACHING OPTIMAL IMPLEMENTATION AND MENTAL HEALTH OUTCOMES FOR UNDERSERVED AND RURAL COMMUNITIES IN FOSTER AND KINSHIP CARE: ADAPTATION AND EVALUATION OF THE KEEP MODEL - PROJECT SUMMARY THERE ARE ALARMING DISPARITIES IN THE PREVALENCE OF MENTAL HEALTH (MH) DISORDERS AND SUICIDE BETWEEN YOUTH WITH A HISTORY OF CHILD WELFARE SYSTEM (CWS) AND THEIR NON-CWS-INVOLVED PEERS. YET FEW SERVICES ARE DESIGNED FOR THESE HIGH-RISK YOUTH, AND EVEN FEWER FOCUS ON RACIAL AND ETHNIC, AND SEXUAL AND GENDER MINORITY (SGM) POPULATIONS, WHICH BEAR A DISPROPORTIONATE PROPORTION OF THE BURDEN OF MH DISORDERS AND ARE OVERREPRESENTED IN THE CWS. ALSO UNDERSERVED IN THE CWS ARE RURAL POPULATIONS FOR WHICH FEW SERVICES EXIST. “KEEPING FOSTER AND KINSHIP PARENTS SUPPORTED AND TRAINED” (KEEP) IS AN EVIDENCE-BASED INTERVENTION THAT FOCUSES ON OPTIMIZING THE ROLE OF FOSTER/KIN PARENTS AS THE AGENTS OF POSITIVE CHANGE FOR CHILDREN AND YOUTH. THE PROPOSED APPLICATION CAPITALIZES ON A CURRENT CONTRACT WITH THE OREGON DEPARTMENT OF HUMAN SERVICES CHILD WELFARE TO IMPLEMENT KEEP STATE WIDE IN OREGON WITH A FOCUS ON INCREASING ACCESS TO SERVICES FOR RURAL AND MINORITY YOUTH POPULATIONS. TO HELP THE CWS MEET THEIR GOAL OF ACHIEVING HEALTH EQUITY, ADAPTATIONS TO THE KEEP CURRICULUM HAVE BEEN MADE FOR MINORITY GROUPS, AND KEEP IS BEING DELIVERED IN “AFFINITY GROUPS”. AFFINITY KEEP (A-KEEP) GROUPS ARE TAILORED TO MEET A SPECIFIC POPULATION’S NEEDS AND ARE COMPRISED OF PARENTS WHO ALL SHARE A COMMON INTEREST, PURPOSE, OR KEY CHARACTERISTIC. TO DATE, A-KEEP GROUPS ARE BEING OFFERED FOR FOSTER/KIN PARENTS OF POPULATIONS DEFINED BY SGM YOUTH AND NATIVE YOUTH, AND FOR SPANISH-SPEAKING PARENTS. THE CURRICULUM IS CURRENTLY BEING REVISED FOR TRANSRACIAL FOSTER/KIN PLACEMENTS WHERE BLACK/AFRICAN AMERICAN YOUTH ARE PLACED IN HOMES WITH ONE OR MORE WHITE PARENTS. KEEP GROUPS ARE ALSO OFFERED VIA WEB CONFERENCE FOR RURAL FOSTER/KIN PARENTS. THE CURRENT PROPOSAL SEEKS TO STUDY N = 500 NEW FAMILIES (53% RURAL AND 15% A- KEEP), AS PART OF THE ONGOING OREGON KEEP IMPLEMENTATION, AND AGGREGATE EXISTING DATA FROM FOUR KEEP STUDIES (N = 2,397) TO USE PROPENSITY SCORE MATCHING TO REDUCE SELECTION BIAS AND STRENGTHEN CAUSAL INFERENCES THAT CAN BE DRAWN FROM THE POTENTIAL BENEFITS OF PROVIDING KEEP TO UNDERSERVED RURAL AND MINORITY POPULATIONS. BY LEVERAGING TWO DECADES WORTH OF DATA ON THE KEEP INTERVENTION AND USING STATE-OF-THE-ART DATA HARMONIZATION TECHNIQUES AND A QUASI-EXPERIMENTAL DESIGN, THIS STUDY AFFORDS A RIGOROUS EVALUATION OF WHETHER TAILORING THE KEEP CURRICULUM TO MINORITY POPULATIONS’ SPECIFIC NEEDS, AND PROVIDING KEEP TO RURAL FOSTER/KIN PARENTS, IMPROVES YOUTH MH OUTCOMES (I.E., DEPRESSION/ANXIETY, PTSD SYMPTOMS, SUICIDALITY, AND EXTERNALIZING BEHAVIORS) (AIM 1), MAXIMIZES UPTAKE AND DOSAGE, AND IMPROVES PARENTING FACTORS (AIM 2). FURTHER, WHETHER SUCH IMPROVEMENTS ARE MECHANISMS OF ACTION EXPLAINING THE POSITIVE IMPACTS OF THE INTERVENTION ON YOUTH MH WILL BE EXAMINED (AIM 3), AS WELL AS THE OPTIMAL DOSAGE NECESSARY TO IMPROVE YOUTH MH OUTCOMES (AIM 4). THE PROPOSED STUDY COULD HAVE A WIDE REACH, IMPACTING OUR UNDERSTANDING OF HOW TO IMPROVE AND INFORM EQUITABLE DELIVERY OF SERVICES TO YOUTH AND FAMILIES INVOLVED IN THE CWS, AND EFFECTIVELY ADDRESS YOUTH MH DISORDERS AND IMPROVE CARE QUALITY AND LONG-TERM OUTCOMES FOR A HIGH-RISK, UNDERSERVED POPULATION OF YOUTH.

ESCALATOR/ELEVATOR MAINTENANCE

FARMER-TO-FARMER ADVANCED TRAINING PROJECT

EDI SPECIAL PROJECTS

BUILDING THE WORKFORCE OF TOMORROW WITH THE CHALLENGER LEARNING CENTER OF KENTUCKY

IMPACT AID PROGRAM TITLE VIII SECTION 8003

EMOTION-FOCUSED INTERVENTION FOR MOTHERS AND CHILDREN UNDER STRESS

ALASKA NATIVE EDUCATIONAL PROGRAM - ALASKA NATIVE EDUCATION

DRUG FREE COMMUNITY GRANT FOR RILEY COUNTY

COLLABORATIVE RESEARCH: DEBUGGING FAILURE: FOSTERING YOUTH ACADEMIC RESILIENCE IN COMPUTER SCIENCE

ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING, AND MISCELLANEOUS GRANTS

OPEN BOOKS: OPEN FARMLAND INCREASING FARM ECONOMIC VIABILITY IN NORTHERN ILLINOIS AND SOUTHERN WISCONSIN.

THE LONG-TERM GOAL OF THE STRENGTHENING FARMER ENTREPRENEURSHIP PROJECT IS TO HELP ALL BEGINNING FARMERS TO DEVELOP VIABLE, FINANCIALLY ROBUST FARM BUSINESSES IN NORTHERN ILLINOIS AND SOUTHERN WISCONSIN. THE PROJECT WIDENS PROVEN STRATEGIES IN FARMER TRAINING BY ADDRESSING THREE SPECIFIC PAIN POINTS IN THE PATH TO SUCCESSFUL FARM OPERATIONS: 1) ACCESS TO TRAINING AND MENTORSHIP, 2) LAND ACQUISITION, AND 3) PREPARATION TO SELL INTO WHOLESALE MARKETS. OUR PRIMARY APPROACH IS TO ANALYZE AND UPDATE FARMER-LED TRAINING PROGRAMS TO BE MORE RESPONSIVE TO STRUCTURAL BARRIERS THAT AFFECT WOMEN, PEOPLE OF COLOR, IMMIGRANT, AND VETERAN BEGINNING SUSTAINABLE AGRICULTURE FARMERS ON THEIR PATH TO SUCCESSFUL FARM BUSINESSES. IN THIS WAY, THE PROJECT CREATES A MORE ROBUST AND EQUITABLE FOOD SYSTEM WHICH IS BETTER EQUIPPED TO SERVE THE NEEDS OF THE LOCAL FOODSHED.FARMERS HAVE IDENTIFIED THE FOLLOWING PRIORITIES AS THEIR TOP NEEDS THROUGH A NEEDS ASSESSMENT,SURVEYS AND FARMER ALLIANCE MEETINGS:FARM ECONOMIC VIABILITY AND PROFITABILITY. SPECIFICALLY, FARMERS IDENTIFIED ENTREPRENEURSHIP, BUSINESS TRAINING, FINANCIAL AND RISK MANAGEMENT TRAINING - INCLUDING HOW TO GROW THEIR BUSINESSES AND INVEST WISELY IN THEIR FARMSHELP TO ADDRESS LAND AND LAND TENURE, AND ACQUIRING CAPITAL FOR INFRASTRUCTUREGUIDANCE DIRECTLY FROM OTHER FARMERS WHO HAVE NEGOTIATED SIMILAR OBSTACLES (MENTORING) AND ACCESS TO EFFICIENT AND INFORMATIVE SOURCES FOR TECHNICAL ASSISTANCE (RESOURCES ARE REFERRAL).WITH THESE PRIORITIES IN MIND, THE STRENGTHENING FARMER ENTREPRENEURSHIP PROJECT WILL PROVIDEMORE RESOURCES TO ATTRACT AND SUPPORT BEGINNING FARMERS FROM DIVERSE COMMUNITIES. AT EACH STEP IN THE PATH TO ENTREPRENEURIAL SUCCESS, THE PROJECT WILL ADDRESS STRUCTURES AND PROCESSES THAT POSE A BARRIER TO SOME BEGINNING FARMERSIN THE FOLLOWING WAYS:TRANSLATING TRAINING MATERIALS AND COMMUNICATIONSENSURING THAT LEADERS, MENTORS, AND HOST FARMS REPRESENT WOMEN, PEOPLE OF COLOR, IMMIGRANTS, AND VETERANSCOLLABORATING WITH COMMUNITY PARTNERS (SUCH AS ADVOCATES FOR URBAN AGRICULTURE) WHO HAVE DEEP ROOTS IN DIVERSE COMMUNITIESCREATING A PIPELINE OF PARTICIPANTS THAT FEEDS INTO LAND ACCESS AND WHOLESALE MARKET SUCCESSTHE PROJECT BUILDS OFF OF THE SUCCESS AND INNOVATION OF DECADES OF FARMING TRAINING EXPERTISE HELD BY BOTH ANGELIC ORGANICS LEARNING CENTER AND LIBERTY PRAIRIE FOUNDATION. ALL ACTIVITIES IN THIS PROJECT HAVE BEEN DESIGNED TO CAPITALIZE ON THE FARMER-TO-FARMER, LOCAL KNOWLEDGE MODEL, WHICH IS CRITICAL WHEN ADDRESSING UNDERSERVED COMMUNITIES. THE KEY POINT OF THIS PROJECT IS THAT IT NOT ONLY CUSTOMIZES THE TRAINING AND MENTORSHIP TO THE NEEDS OF THE INDIVIDUAL FARMER BUT ALSO INCORPORATES A MORE DIVERSE GROUP OF FARMERS INTO THE LEADERSHIP AND GOVERNANCE OF THE STRUCTURES THAT PROVIDE THAT TRAINING.

SIGNALING CAREER PATHWAYS: PUTTING VETER

IMPACT AID PROGRAM TITLE VIII SECTION 8003

CP4SMP PROPOSAL - STARS: STRENGTHENING TEACHING, AWARENESS AND RESOURCES IN SCIENCE THE PRIMARY GOAL OF THIS FIVE-YEAR STARS PROJECT IS TO BUILD RESO

IMPACT AID PROGRAM TITLE VIII SECTION 8003

YUUT ELITNAURVIAT YUKON-KUSKOKWIM CRITICAL SKILLS PROGRAM

IMPACT AID PROGRAM TITLE VIII SECTION 8003 AND SECTION 8007(A)

INCREASING KINDERGARTEN SOCIAL-EMOTIONAL SKILLS FOR POSITIVE LONG-TERM MENTAL HEALTH: A PILOT TEST OF THE STRENGTHENING SOCIAL-EMOTIONAL SKILLS FOR RELATING AND THRIVING AT SCHOOL (SSTRS) PROGRAM - ABSTRACT/PROJECT SUMMARY THE ULTIMATE GOAL OF THIS RESEARCH IS TO PREVENT THE DEVELOPMENT OF MENTAL HEALTH (MH) PROBLEMS IN YOUTH, AND THUS A NUMBER OF HARMFUL OUTCOMES INCLUDING SUICIDE, SUBSTANCE ABUSE, AND CRIMINALITY, BY PREVENTING DEFICITS IN CHILDREN’S SOCIAL-EMOTIONAL (SE) SKILLS—WHICH ARE TRANSDIAGNOSTIC RISK FACTORS FOR A RANGE OF MH PROBLEMS— AT THE TRANSITION TO KINDERGARTEN (K), ONE OF THE EARLIEST POINTS TO REACH LARGE NUMBERS OF YOUNG CHILDREN. THE SOCIAL-EMOTIONAL SKILLS FOR THRIVING AND RELATING AT SCHOOL (SSTRS) PROGRAM IS SPECIFICALLY DESIGNED TO INCREASE SE SKILLS IN K THROUGH PROGRAMMING TAILORED TO KINDERGARTENERS’ LEARNING NEEDS, AND AN INTEGRATED PARENT CURRICULUM. THE SSTRS PROGRAM WAS DESIGNED TO ADDRESS BARRIERS TO ACCESSIBILITY AND WIDESPREAD IMPLEMENTATION OF THE KIDS IN TRANSITION TO SCHOOL PROGRAM—AN EVIDENCE-BASED, SUMMER K TRANSITION PROGRAM—SHOWN TO INCREASE THE SE SKILLS AND DISTAL POSITIVE MH OUTCOMES (E.G., REDUCED SUICIDALITY) OF STUDENTS FROM SOCIOECONOMICALLY DISADVANTAGED BACKGROUNDS. THE PROPOSED STUDY WILL ALLOW FOR A PILOT STUDY OF THIS ADAPTATION TO DETERMINE ITS EFFECTS ON THE POSITED MECHANISMS OF INTERVENTION ACTION—CHILDREN’S SE SKILLS AND PARENT’S POSITIVE DISCIPLINE SKILLS AND INVOLVEMENT IN SCHOOL—AND CHILDREN’S MH OUTCOMES. USING A SIMPLIFIED DYNAMIC WAITLIST-CONTROLLED, CLUSTER-RANDOMIZED DESIGN, WE WILL COLLECT DATA AT BASELINE (BL), IMMEDIATELY POST-INTERVENTION (P; 2-MONTHS POST BL) AND FOLLOW-UP (F; 8-MONTHS POST BL) FROM 300 INCOMING KINDERGARTNERS ENROLLED IN THREE SCHOOLS SERVING A HIGH PROPORTION OF CHILDREN FROM SOCIOECONOMICALLY DISADVANTAGED BACKGROUNDS AND THEIR PARENTS. THE SPECIFIC AIMS INCLUDE EXAMINING: THE EFFECTS OF THE SSTRS PROGRAM ON CHILDREN’S SE SKILLS AND PARENTS’ INVOLVEMENT IN SCHOOL AND POSITIVE PARENTING SKILLS AT P, AND CHILDREN’S MH OUTCOMES AT F; THE HYPOTHESIS THAT CHANGES IN CHILDREN’S SE SKILLS AND PARENTS’ INVOLVEMENT AND PARENTING SKILLS ARE MECHANISMS THROUGH WHICH THE INTERVENTION IMPROVES CHILDREN’S MH OUTCOMES; AND THE FEASIBILITY AND ACCEPTABILITY OF SSTRS FROM PARENT, EDUCATOR, AND DISTRICT ADMINISTRATOR PERSPECTIVES TO DETERMINE WHICH PROCESSES MIGHT BE PARTICULARLY HELPFUL IN SUPPORTING THE SCALE UP OF SSTRS AND WHICH PROCESSES MAY NEED FURTHER REFINEMENT. THESE ACTIVITIES WILL ALLOW US TO PRODUCE FINALIZED CURRICULA AS WELL AS EFFECT SIZE ESTIMATES TO DEMONSTRATE THAT AN R01 WOULD BE SUFFICIENTLY POWERED TO BOTH DEMONSTRATE INTERVENTION EFFECTIVENESS AND ALLOW ROBUST EXAMINATION OF FACILITATORS OF AND BARRIERS TO IMPLEMENTATION AND SCALABILITY AT THE TEACHER, SCHOOL, AND DISTRICT LEVELS.

HIGHER EDUCATION EMERGENCY RELIEF FUND IHES/INSTITUTIONAL

HIGHER EDUCATION EMERGENCY RELIEF FUND - IHES FIRST 1/2 OF GRANT AWARD FOR DIRECT PAYMENT TO APPROXIMATELY 400 COLLEGE STUDENTS IMPACTED BY COVID-19 VIRUS

PURPOSE: ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING/CONGRESSIONAL DIRECTED SPENDING AWARDS ARE AUTHORIZED UNDER THE CONSOLIDATED APPROPRIATIONS ACT, 2022 PUBLIC LAW 117-328 AND THE EXPLANATORY STATEMENT FOR DIVISION L OF THAT ACT. PROJECTS SELECTED FOR COMMUNITY PROJECT FUNDING/CONGRESSIONAL DIRECTED SPENDING ARE LISTED IN THE JOINT EXPLANATORY STATEMENT (JES) THAT ACCOMPANIES A SPECIFIC FISCAL YEAR’S APPROPRIATIONS ACT OR CONGRESSIONAL RECORD. THE JES LISTS PROJECT, RECIPIENT, STATE, AMOUNT AND CONGRESSIONAL SPONSOR.; ACTIVITIES TO BE PERFORMED: ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING/CONGRESSIONALLY DIRECTED SPENDING AWARD PROJECTS INCLUDE A WIDE VARIETY OF ACTIVITIES THAT RESULT IN ECONOMIC DEVELOPMENT OR COMMUNITY DEVELOPMENT OUTCOMES. HUD WILL NOT KNOW THE FULL SCOPE OF THE PROJECT UNTIL THE RECIPIENT SUBMITS THE REQUIRED PROJECT NARRATIVE AND CONFIRMS ALIGNMENT WITH THE LANGUAGE AS PROVIDED IN THE CONGRESSIONAL RECORD. TO FIND THE DETAILS OF THE GRANT AWARD AS WRITTEN WITHIN THE CONGRESSIONAL RECORD USE THE FOLLOWING LINK AND PATH SELECTIONS TO GET TO THE DESCRIPTION OF THE ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING GRANTS HTTPS://WWW.HUD.GOV/PROGRAM_OFFICES/COMM_PLANNING/EDI-GRANTS, SELECT THE FISCAL YEAR OF INTEREST, SCROLL DOWN TO PROGRAM LAWS AND REGULATIONS, UNDER FISCAL YEAR 20XX CONSOLIDATED APPROPRIATIONS ACT, 20XX: CONGRESSIONAL RECORD (JOINT EXPLANATORY STATEMENT).; EXPECTED OUTCOMES: COMPLETION OF THE PROJECT AS DESCRIBED IN THE JOINT EXPLANATORY STATEMENT (JES) PROJECT DESCRIPTION AND SUBSEQUENT APPROVED PROJECT NARRATIVE.; INTENDED BENEFICIARIES: THE PROJECT BENEFICIARIES ARE THE INDIVIDUALS AND/OR ORGANIZATIONS THAT ARE AWARDED GRANT FUNDS OR SERVED BY THE ENTITIES THAT ARE AWARDED GRANT FUNDS AS IDENTIFIED IN THE JES RECIPIENT OR PROJECT DESCRIPTION SECTIONS.; SUBRECIPIENT ACTIVITIES: THE SUBRECIPIENT ACTIVITIES ARE UNKNOWN AT THE TIME OF AWARD.

ROAD (RURAL OPPORTUNITIES FOR ACCESS AND DEVELOPMENT) - THE MISSISSIPPI DELTA ISKNOWN FOR EXTREME HARDSHIP AND POVERTY. OUR ROADS ARE MIRED WITH DECADES OF HUMAN STRUGGLE AND RISK FACTORS FOR MENTAL HEALTH ISSUES. IN RESPONSE, COMMUNITY STUDENTS LEARNING CENTER (CSLC) AND PARTNERS INVITE THE SAMHSA TO FORGE A NEW ROAD TO WELLNESS. ROAD: RURAL OPPORTUNITIES FOR ACCESS AND DEVELOPMENT ESTABLISHES MENTAL HEALTH (MH) AWARENESS TRAININGS, DECREASES STIGMA, EXPANDS WORKFORCE TRAINING CAPACITY, AND RESULTS IN EXPANDED ACCESS AND AVAILABILITY OF TRAUMA-INFORMED, CULTURALLY, LINGUISTICALLY APPROPRIATE MENTAL HEALTH SERVICES. MS DEPT OF MH’S REGION 6 (HRSA MH CATCHMENT AREA #6). COMPRISED OF 12 DELTA COUNTIES (ATTALA, BOLIVAR, CARROLL, GRENADA, HOLMES, HUMPHREYS, ISSAQUENA, LEFLORE, MONTGOMERY, SHARKEY, SUNFLOWER, AND WASHINGTON), EACH IS DESIGNATED AS RURAL4 AND A HEALTH PROFESSIONAL SHORTAGE AREA (HSPA)5 IN PRIMARY CARE, DENTAL, AND MENTAL HEALTH. CONTRIBUTING FACTORS AND DEMOGRAPHICS AVERAGED ACROSS TWELVE COUNTIES POPULATION BLACK WHITE POVERTY CHILD POVERTY MENTAL DISTRESS GRANDPARENTS RAISING GRANDCHILDREN 18,101 36.25% 31.92% 30.45% 41.42% 15.08% 45.16% SEVERE HOUSING PROBLEMS UNINSURED POOR HEALTH INSUFFICIENT SLEEP SOCIAL ISOLATION 18.50% 16.75% 28.08% 37.67% 86.83% SOURCE: ROBERT WOOD JOHNSON FOUNDATION & U.S. CENSUS BUREAU A DECADE AFTER BEING SUED BY THE SOUTHERN POVERTY LAW CENTER7 FOR FAILING TO MEET THE NEEDS OF MEDICAID-ELIGIBLE CHILDREN WITH MENTAL HEALTH NEEDS, MISSISSIPPI REMAINS STUCK AT BOTTOM OF NATIONAL RANKINGS FOR ADULT AND CHILD ACCESS TO MH CARE.8 WITHIN THE STATE, ACCESS IS THE WORST IN THE DELTA.8,9,10 HRSA SPECIFIES REGION 6 AS A MH “HIGH NEEDS GEOGRAPHIC HPSA” GIVING IT A DISMAL SCORE 21 OUT OF 26.5WHILE ACCESS IS LOW, RISK FACTORS AND NEEDS ARE HIGH. POVERTY IS RAMPANT. YET, IT IS BLACK DELTA RESIDENTS WHO SHOULDER THE BRUNT; UNEQUALLY FACING POVERTY THREE TIMES THE RATE OF WHITE RESIDENTS (BLACK: 48.5%; WHITES 15.9%).12EVEN WORSE, MORE THAN TWICE AS MANY BLACK CHILDREN LIVE IN POVERTY.11 MOREOVER, RESEARCH INDICATES THAT 86.8% ADULTS OVERUSE PRESCRIPTION DRUGS IN THE DELTA.13SNAPSHOT DELTA ROAD IMPLEMENTATION TRAIN/CERTIFY INSTRUCTORS IN EVIDENCE-BASED PRACTICE (EBP): MENTAL HEALTH FIRST AID (MHFA) MHFA INSTRUCTORS PROVIDE MHFA TRAININGS TO TARGET TRAINING RECIPIENT GROUPS GRADUATES/COMPLETERS OF MHFA ARE KNOWN AS “MENTAL HEALTH FIRST AIDERS.” TRAININGS PREPARE MH AIDERS TO: RECOGNIZE THE SIGNS AND SYMPTOMS OF, PSYCHOLOGICAL DISTRESS/CRISIS, SUBSTANCE MISUSE, AND/OR MENTAL DISORDERS PARTICULARLY SMI AND/OR SERIOUS EMOTIONAL DISTURBANCES SED. RESPOND APPROPRIATELY & SAFELY TO ADULTS WITH MH DISORDERS USING DE-ESCALATION TECHNIQUES. REFER ADULTS WITH THE SIGNS OR SYMPTOMS OF MENTAL ILLNESS TO MENTAL HEALTH SERVICES. SAMSHA SAYS EFFECTIVE PREVENTION SAVES $18 PER $1 INVESTED. THUS, WITH THIS $625,000 INVESTMENT - ROAD WILL SAVE AN ESTIMATED $11.2M. FURTHER, IT ALLOWS US TO BUILD ROADS TO HEALTH/WELLNESS WHERE NONE HAVE BEEN BEFORE. (SOURCES IN

COMMUNITY PROJECT GRANTS CONGRESSIONALLY DELEGATED

ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING, AND MISCELLANEOUS GRANTS

33RD JUDICIAL CIRCUIT JUSTICE FOR FAMILIES

OUTDOOR SCHOOLS COLLABORATE WITH NPS PARKS AND SITES TO PROMOTE FIELD-SCIENCE AND STEWARDSHIP THROUGH ON-SITE RESIDENTIAL EDUCATION PROGRAMS. OUTDOOR SCHOOLS WORK CLOSELY WITH K-12 SCHOOLS AND DIVERSE GROUP OF RESEARCH AND EDUCATIONAL ORGANIZATIONS TO ACCOMPLISH THE MISSION OF THE PROGRAM. RECIPIENT INSPIRES THE STEWARDS OF TOMORROW WITH ENVIRONMENTAL EDUCATION PROGRAMS THAT EXPLORE THE SCIENCE OF ECOSYSTEMS AS WELL AS THE RELATIONSHIPS BETWEEN PEOPLE AND THEIR ENVIRONMENT OVER TIME. THE LIFELONG LEARNING MODEL AT DUNES LEARNING CENTER FEATURES A CONTINUUM OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) STRONG OUTREACH AND IMMERSIVE OVERNIGHT STUDY TRIPS DURING THE SCHOOL YEAR, DAY OVERNIGHT SUMMER CAMPS, AND COMMUNITY EDUCATION PROGRAMS THAT EXPLORE THE NATURAL, CULTURAL, HISTORICAL, AND RECREATIONAL RESOURCES OF THE INDIANA DUNES REGION. BENEFICIARIES INCLUDE STATE, LOCAL, PUBLIC NONPROFIT INSTITUTIONS ORGANIZATION, SPECIALIZED GROUP (E.G. HEALTH PROFESSIONALS, STUDENTS, AND VETERANS). EDUCATORS BRING REAL-WORLD, PLACE-BASED SCIENCE TO STUDENTS IN ACCORDANCE WITH STATE EDUCATION STANDARDS.

GEOSPATIAL EXPLORERS: INTEGRATING SPATIAL REASONING ACROSS THE CURRICULUM IN PUERTO RICO -SPATIAL SKILLS ARE AN ESSENTIAL FOUNDATION FOR SUCCESS IN STEM FIELDS, YET SPATIAL SKILLS ARE NOT EXPLICITLY TAUGHT IN SCHOOL. ONE POWERFUL TECHNOLOGICAL TOOL FOR TEACHING SPATIAL SKILLS IS GEOGRAPHIC INFORMATION SYSTEMS (GIS). THE GEOSPATIAL EXPLORERS PROJECT BUILDS UPON THE SUCCESSFUL GEOSPATIAL SEMESTER PROGRAM (GSS) AT JAMES MADISON UNIVERSITY AND AT THE CHICAGO PUBLIC SCHOOLS. GSS USES GIS TO SUPPORT STUDENTS IN THEIR DEVELOPMENT OF GEOSPATIAL PROBLEM-SOLVING SKILLS AND THE APPLICATION OF THOSE SKILLS TO EXTENDED LOCAL PROBLEMS THAT THEY SELF-SELECT. PRIOR RESEARCH HAS SHOWN THAT USING GIS FOR PROBLEM SOLVING CAN FACILITATE SPATIAL HABITS OF MIND AND CAN INCREASE THE FOUNDATIONAL REASONING AND ARGUMENTATION SKILLS THAT ARE SEEN AS CRITICAL FOR STEM SUCCESS. MOREOVER, EXPOSURE TO JUST ONE GIS UNIT CAN SIGNIFICANTLY INCREASE STUDENTS' SPATIAL REASONING ABILITIES AND INCREASE STUDENT INTEREST IN PURSUING STEM CAREERS. THE GEOSPATIAL EXPLORERS PROJECT AIMS TO EXPAND ON THE SUCCESS OF GSS BY CO-DEVELOPING, IMPLEMENTING, AND STUDYING THE IMPACT OF FOUR GIS TECHNOLOGY-ENHANCED CURRICULAR UNITS PER YEAR IN EACH OF CAREER AND TECHNICAL EDUCATION (CTE) BUSINESS, SCIENCE, SOCIAL STUDIES, AND HEALTH CLASSES IN HIGH SCHOOLS IN THE U.S. TERRITORY OF PUERTO RICO. THE GEOSPATIAL EXPLORERS PROJECT WILL COLLABORATE WITH THE REGIONAL DIRECTOR OF THE MAYAGUEZ REGION OF PUERTO RICO TO IDENTIFY AND SUPPORT HIGH SCHOOLS THAT CAN ENACT GIS ACROSS ALL FOUR DISCIPLINES. THE GEOSPATIAL EXPLORERS PROFESSIONAL DEVELOPMENT MODEL WILL NOT ONLY SUPPORT IMPLEMENTATION OF THIS PROGRAM BUT ALSO SUPPORT IMPLEMENTATION OF ANY PROGRAM WHERE STUDENTS ARE EXPLORING PUBLICLY AVAILABLE DATASETS. THE PROJECT WILL DIRECTLY IMPACT 40 TEACHERS AND APPROXIMATELY 2,400 STUDENTS IN THIS REGION. ADDITIONALLY, COLLABORATION WITH AND DISSEMINATION THROUGH THE LUQUILLO LONG-TERM ECOLOGICAL RESEARCH EDUCATION NETWORK AND THE PUERTO RICO DEPARTMENT OF EDUCATION WILL EXTEND THE REACH OF THE PROGRAM TO POTENTIALLY THOUSANDS OF MORE STUDENTS ACROSS DIFFERENT SCHOOL CONTEXTS. THE PRIMARY GOAL OF THE GIS+X PROJECT IS TO VALIDATE A LOCALIZED VERSION OF THE GEOSPATIAL EXPLORERS MODEL ADAPTED FROM A PREVIOUS MODEL OF GEOSPATIAL LEARNING INVOLVING GIS TECHNOLOGY-ENHANCED CURRICULUM AND PROFESSIONAL DEVELOPMENT. THE PROJECT WILL INVESTIGATE THE EFFICACY OF THE GEOSPATIAL EXPLORERS MODEL IN SUPPORTING AN ACCUMULATION OF KNOWLEDGE AND SKILLS RELATED TO SPATIAL REASONING ACROSS DIFFERENT DISCIPLINES AMONG HIGH SCHOOL STUDENTS IN PUERTO RICO. IT WILL ALSO EXAMINE THE EXTENT TO WHICH PARTICIPATION IN GIS TECHNOLOGY-ENHANCED LESSONS ACROSS DIFFERENT DISCIPLINES IMPACTS HIGH SCHOOL STUDENTS' INTEREST IN PURSUING STEM CAREERS. IN ADDITION TO EXAMINING THESE STUDENT-LEVEL OUTCOMES, THE RESEARCH WILL INVOLVE A SYSTEMS-LEVEL EXAMINATION OF THE LEVELS OF SUPPORT AND EDUCATION SYSTEM INFRASTRUCTURE NECESSARY FOR SUCCESSFUL IMPLEMENTATION OF GIS TECHNOLOGY-ENHANCED CURRICULUM AND THE EXPANDED PROFESSIONAL DEVELOPMENT MODEL IN THE MAYAGUEZ REGION OF PUERTO RICO. GEOSPATIAL EXPLORERS UNITS WILL INTEGRATE GIS TECHNOLOGY AND BE CO-CREATED TO ADDRESS SIX DESIGN PRINCIPLES: ENGAGING STUDENT-DRIVEN INQUIRY, CREATING MEANINGFUL EXPERIENCES TO ADDRESS LOCAL ISSUES, FOREGROUNDING SPATIAL REASONING, CONNECTING TO DISCIPLINARY CONTENT, AND CREATING A COLLABORATIVE COMMUNITY OF LEARNERS. THE LEARNING FOR USE FRAMEWORK WILL PROVIDE A MEANS TO POWERFULLY SEQUENCE THE UNITS THROUGHOUT THE YEAR BY MOTIVATING COURSE TOPICS, CONSTRUCTING SPATIAL SKILLS AND DISCIPLINARY UNDERSTANDING, AND REFINING THE APPLICATION OF THOSE SKILLS AND DISCIPLINARY UNDERSTANDING TO THE DEVELOPMENT OF PROJECTS THAT ADDRESS LOCAL PROBLEMS. THE PROJECT INVOLVES PARTNERSHIPS WITH BOTH ACADEMIC INSTITUTIONS AND INDUSTRY. TO PROMOTE INTEREST IN STEM CAREERS AMONG PARTICIPATING HIGH SCHOOL STUDENTS, PARTNERS WILL PROVIDE GIS MENTORS IN CTE BUSINESS, SCIENCE, SOCIAL STUDIES, AND HEALTH. MENTORS WILL SERVE AS ROLE MODELS, SHARE THEIR EXPERIENCES IN STEM AND ITS RELATION TO THEIR DISCIPLINE, AND CO-HOST DISCIPLINE-SPECIFIC SHOWCASES OF STUDENTS' FINAL PROJECTS. THIS PROJECT IS FUNDED BY THE INNOVATIVE TECHNOLOGY EXPERIENCES FOR STUDENTS AND TEACHERS (ITEST) PROGRAM, WHICH SUPPORTS PROJECTS THAT BUILD UNDERSTANDINGS OF PRACTICES, PROGRAM ELEMENTS, CONTEXTS AND PROCESSES CONTRIBUTING TO INCREASING STUDENTS' KNOWLEDGE AND INTEREST IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) CAREERS. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

PUBLIC CHARTER SCHOOLS

THIS AWARD FUNDS THE APPROVED 2024?25 FOSTER GRANDPARENT PROGRAM. YOUR 2024?25 STATUTORY MATCH REQUIREMENT IS 10% AND YOUR BUDGETED MATCH IS 10.49%.

CITIZENSHIP INSTRUCTION AND NATURALIZATION APPLICATION SERVICES FOR LEGAL PERMANENT RESIDENTS IN NORTHERN UTAH

CULTIVATING COCHITI CULTURE AND LANGUAGE: EXPANDING OUR FUTURE, EXPANDING KERES CHILDREN'S LEARNING CENTER

2012 WORKFORCE SIGNALS TRAINING COU

IMPACT AID PROGRAM, TITLE VIII, SECTION 8003

COVID (P.L. 116-260) & AMERICAN RESCUE PLAN

INSTITUTIONAL PORTION OF THE HIGHER EDUCATION EMERGENCY RELIEF FUND (CARES ACT)

OFFERING OF POST-SECONDARY VOCATIONAL EDUCATIONAL PROGRAMS IN ALLIED HEALTH AND COMPUTER SOFTWARE

ESCALATOR/ELEVATOR MAINTENANCE

ADAPTING A DECISION-MAKING TASK TO EXPLORE ITS ERP CORRELATES THROUGH ADOLESCENCE

PREDICTING INTIMATE PARTNER VIOLENCE FOR AT-RISK YOUNG ADULTS AND THEIR ROMANTIC PARTNERS.

NATIVES RAISING NATIVES: INNOVATIVE SOLUTIONS TO HELPING SOCIALLY DISADVANTAGED TRIBAL MEMBERS IN RURAL OKLAHOMA ACHIEVE AGRICULTURAL SUCCESS

HEERF CFDA 84.425Q ((A)(4) PROGRAM)

CHILD EXPOSURE TO INTIMATE PARTNER VIOLENCE AND PARENT AGGRESSION IN TWO GENERATIONS

STRAIGHT TALK

LEGAL SERVICES TO VICTIMS

EXAMINING THE EFFECTS OF WORKING MEMORY TRAINING IN LOW SES CHILDREN

RESEARCHER-PRACTITIONER PARTNERSHIPS IN EDUCATION RESEARCH

NATIONAL WIND DISTANCE LEARNING COLLABORATIVE

IMPACT AID PROGRAM, TITLE VIII, SECTION 8003

YOUTH BUILD

ASSISTANCE FOR RURAL INTERVENTION STRATEGIES AND EMPOWERMENT (ARISE)

OVW FY 2009 ENHANCED TRAINING AND SERVICES TO END VIOLENCE AGAINST AND ABUSE OF WOMEN LATER IN LIFE PROGRAM

DRUG FREE COMMUNITIES GRANT FOR RILEY COUNTY

AB CHRISTIAN LEARNING CENTER?S (ABCLC) MISSION IS TO STRENGTHEN AND IMPROVE THE ACADEMIC PERFORMANCE OF AT-RISK STUDENTS BY TAKING A HOLISTIC APPROACH TO ADDRESSING THEIR NEEDS. ABCLC?S PROPOSED VISTA PROJECT ALIGNS WITH THE EDUCATION FOCUS AREA. THE VISTA PROJECT WILL SEEK TO; 1) ENSURE THAT CHILDREN 0 TO 3 YEARS ARE READY TO ENTER SCHOOL AND READY TO LEARN (ESTIMATED 200 CHILDREN); 2) CHILDREN GRADES PRE-K THRU 12TH ARE ACADEMICALLY SUCCESSFULLY IN SCHOOL (ESTIMATED 600 STUDENTS); AND 3) STUDENTS GRADUATING FROM HIGH SCHOOL ARE COLLEGE AND OR CAREER READY (ESTIMATED 200 STUDENTS). THE PROJECT WILL COORDINATE WITH FORT WORTH INDEPENDENT SCHOOL DISTRICT AND TWO EARLY LEARNING CENTERS, ALL PROPOSED SITES, TO IDENTIFY AND TRACK DATA ON STUDENTS SERVED AND ENROLLED IN EARLY LEARNING AND PRE-KINDERGARTEN PROGRAMS. WE CURRENTLY HAVE DATA SHARING AGREEMENT WITH THE THREE ENTITIES AND WILL COLLABORATE TO COLLECT AND REPORT RESULTS. ABCLC IS CURRENTLY A COLLABORATING PARTNER WITH TARRANT AREA FOOD BANK, A NATIONAL SERVICE PROGRAM, TO FEED CHILDREN BREAKFAST, SNACK AND DINNER TO MAKE SURE THEY ARE NOT HUNGRY AND READY TO LEARN.

IMPACT AID PROGRAM, TITLE VIII, SECTION 8003

IMPACT AID PROGRAM, TITLE VIII, SECTION 8003

BASIC CENTER PROGRAM.

FIE EARMARK GRANT AWARDS

ULU A'E PROJECT: IMPROVING FINANCIAL AND TECHNOLOGY SYSTEMS TO INCREASE IMPACT

AMERICAN RESCUE PLAN

FIE EARMARK GRANT AWARDS

ASSIST NATIVE AMERICANS WITH GRASSLAND CONSERVATION AND NATIVE PLANT RESTORATION TO INCREASE HABITAT FOR MONARCHS, POLLINATORS, AND GROUND NESTING BIRDS. THE ASSISTANCE PROVIDED WILL BE MULTI-FACETED, ENCOMPASSING PLANNING, TRAINING, IMPLEMENTATION, AND ON-SITE TECHNICAL SUPPORT.

ECONOMIC DEVELOPMENT INITIATIVE, COMMUNITY PROJECT FUNDING, AND MISCELLANEOUS GRANTS

ROCKFORD URBAN TRAINING FARM AND ENTERPRISE CENTER

LEGAL ASSISTANCE TO VICTIMS

THE FAIR FOOD PROJECT: YOUTH & ADULT NEIGHBORHOOD LEADERS CREATE COMMUNITY FOOD SECURITY IN ROCKFORD ILLINOIS

PROGRAMMING AS A CONTEXT FOR MAKING PROBLEM SOLVING VISIBLE: AN EQUITY FOCUSED K-5 RESEARCH PRACTICE PARTNERSHIP

EAT TO LIVE FARM AND GARDEN: A COMPREHENSIVE HEALTHY FOOD INITIATIVE OF CHICAGO`S ENGLEWOOD NEIGHBORHOOD

FIE EARMARK GRANT AWARDS

HEAD START: FULL YEAR PART DAY HANDICAPPED TRAINING AND TECHNICAL ASSISTANCE

ESCALATOR/ELEVATOR MAINTENANCE

BOLSTERING THE EASTERN POPULATION OF MONARCH BUTTERFLIES BY PROVIDING TRAINING WORKSHOPS FOR THE ELEVEN TRIBES OF MINNESOTA, WHILE CONTINUING CAPACITY BUILDING IN ITS CORE SERVICE AREA OF OKLAHOMA.

(EARMARK: ACF/FYSB) PASS