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This targeted 5-year cooperative agreement is to be awarded to create a national center of excellence to develop, implement and evaluate curriculum in child welfare agency settings that will: Support the child welfare workforce to better understand social and emotional needs of children and families involved in the child welfare system. Support the child welfare workforce to better screen and assess for social and emotional needs of children and families. Support the child welfare workforce to understand the effective interventions and active ingredients of those interventions and how to ensure children and families receive those interventions. Increase exposure to active ingredients and Evidence Based Practices for agency staff through enhanced curriculum and practicums. Provide professional development opportunities for agency staff by developing, delivering, and evaluating course offerings, continuing education, and certificate programs aimed at addressing the shortage of child welfare practitioners prepared to deliver evidence based child and family treatment. Provide curriculum aimed at assisting case managers to make excellent decisions about how to refer and evaluate the effectiveness of the services provided to the children and families in their care. Develop decision making tools for agency leadership that might assist them in assessing their current mental health service array. These tools would provide direction about the cost and effectiveness of the mental health services in their current service array, assist the administrator in evaluating if the current mental health services are achieving intended outcomes, and provide guidance on best practice in implementing evidence based treatment services.

Supported by the Elaine Schlosser Lewis Fund, the program offers an annual $15,000 award for a child and adolescent psychiatry resident or junior faculty member who has an interest in beginning a career in child and adolescent mental health research. The program is designed to support a young investigator at a critical stage, encouraging a future career in child and adolescent psychiatry research.

In September 2016, the Office of Planning, Research and Evaluation (OPRE) funded 8 cooperative agreements, under HHS-2016-ACF-OPRE-YE-1177 (Child Care and Development Block Grant Implementation Research and Evaluation Planning Grants, Cohort I/Phase I), for 18-months to Child Care and Development Fund (CCDF) Lead Agencies. Those grants provided funding for Lead Agencies to develop a research-based evaluation plan of the implementation of policies and initiatives in response to the goals of the CCDBG Act of 2014. Under this funding opportunity announcement (FOA), all grantees awarded planning grants (Cohort I/Phase I) could be funded to implement their research plan (up to 8 awards may be made).

The purpose of this program is to reduce fatal and serious injuries among infants, children, and youth by supporting collaborative improvement among Title V agencies working to address child safety, including sudden unexpected infant deaths (SUID) and bullying. The program will accomplish this through two components: (1) providing capacity building services to Title V agencies in implementing effective child safety interventions in priority topic areas that are responsive to common state performance measures identified in the Title V State Action Plans; and (2) maintaining a coalition of national, state, and local agencies and other key stakeholders that support improvements in the adoption of evidence-based policies, programs, and practices. For the purposes of this notice of funding opportunity (NOFO), the term child safety applies to children ages 0-19 years nationally, and includes reductions in injury-related deaths, hospitalizations, and emergency department (ED) visits; SUID; and bullying. CSN will serve as the principal technical assistance provider to Title V agencies in their improvement efforts to address injury-related National Performance Measures (NPMs) pertaining to injury hospitalization (NPM 7), safe sleep behaviors (NPM 5), and bullying prevalence (NPM 9).

The American Psychological Association is accepting applications for its Elizabeth Munsterberg Koppitz Fellowship program, which is designed to nurture excellent young scholars for careers in areas of psychology, such as child-clinical, pediatric, school, educational and developmental psychopathology. Through the program, one-year grants of up to $25,000 will be awarded to support graduate research projects and scholarships in child psychology. To be eligible, applicants must have completed doctoral candidacy at the time of application (documentation required) and demonstrated research competence and area commitment. In addition, IRB approval must be received from their host institution before funding can be awarded if human participants are involved.

One of the oldest American foundations, the Russell Sage Foundation was established by Mrs. Margaret Olivia Sage in 1907 for "the improvement of social and living conditions in the United States." In pursuit of this mission, the foundation now dedicates itself to strengthening the methods, data, knowledge, and theoretical core of the social sciences as a means of diagnosing social problems and improving social policies. The foundation's program on Social Inequality supports research on the social, economic, political, and labor market consequences of rising economic inequalities in the United States. The program seeks Letters of Inquiry for investigator-initiated research projects that will broaden current understanding of the causes and consequences of rising economic inequalities. Priority will be given to projects that use innovative data or methodologies to address important questions about inequality. Examples of the kinds of topics that are of interest include, but are not limited to, economic well-being, equality of opportunity, and intergenerational mobility; the political process and the resulting policies; psychological and/or cultural change; education; labor markets; child development and child outcomes; neighborhoods and communities; families, family structure, and family formation; and other forms of inequality.

The Administration for Children and Families (ACF) announces the availability of approximately $975,412 to be competitively awarded for the purpose of expanding access to high-quality, comprehensive services to low-income infants and toddlers and their families through Early Head Start-Child Care (EHS-CC) Partnerships, or through the expansion of Early Head Start services. ACF solicits applications from public entities, including states, or private non-profit organizations, including community-based or faith-based organizations, or for-profit agencies that meet eligibility for applying as stated in section 645A of the Head Start Act. Interested applicants may email EHS.CCPartnerships@acf.hhs.gov for additional information. OHS encourages interested applicants to visit https://www.acf.hhs.gov/grants/howto#chapter-4. This webpage provides information on applying for grants, registering and applying through Grants.gov, submitting an application, and understanding the grant review process.

NIFA/USDA requests applications for the Virtual Lab School (aka Virtual Laboratory School) (VLS) program for fiscal year (FY) 2016 to provide all maintenance and support necessary to maintain the Virtual Lab School, a virtual learning platform which houses all statutorily mandated training for Department of Defense (DoD) child development program staff.

NIFA/USDA requests applications for the Virtual Lab School (aka Virtual Laboratory School) (VLS) program for fiscal year (FY) 2016 to provide all maintenance and support necessary to maintain the Virtual Lab School, a virtual learning platform which houses all statutorily mandated training for Department of Defense (DoD) child development program staff.

The purpose of this funding opportunity announcement (FOA) is to award one cooperative agreement to develop a state-of-the-art foster/adoptive parent training program to include intensive preparation and development components that reflect the capacities required of successful foster/adoptive parents. This is intended to be a product that could be utilized by all states, tribes, and territories and consistently applied wherever implemented. Development of this program would include research on the common characteristics of individuals and their foster/adoptive families that have succeeded in terms of well-being and stability. Common characteristics of families that are more likely to foster and/or adopt harder to place children/youth and are successful and remain committed to the relationship will be identified and integrated into the program. The program would be inclusive of development, training, and capacity needs of individuals/families that are interested in becoming foster parents, as well as those who are interested in fostering with the intention to eventually adopt; therefore many concepts would be in common for foster and adoptive parents. There would be particular focus for foster parents on working on reunification efforts with birth parents and for adoption there would be particular focus on the common adoption issues pertinent to all types of adoption, i.e., child welfare, private domestic, and international. The initial year would entail an extensive review of all current training and preparation programs and include new intervention strategies that foster/adoptive parents should be skilled in as they develop as foster and adoptive parents. The initial year would also involve the basic development of the new intensive training modules.

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/​content/​pkg/​FR-2019-02-13/​pdf/​2019-02206.pdf. Purpose of Program: The CCAMPIS Program supports the participation of low-income parents in postsecondary education through the provision of campus-based child care services.

The Administration on Intellectual and Developmental Disabilities (AIDD) within the Administration for Community Living (ACL), U.S. Department of Health and Human Services (HHS) forecasts the possible availability of Fiscal Year (FY) 2017 funds to make five-year grants to up to forty- two entities designated as University Centers for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD). These grantees carry out four core functions: (1) interdisciplinary pre-service preparation and continuing education of students; (2) community services, including training, technical assistance, and/or demonstration and model activities; (3) research; and (4) dissemination of information. UCEDDs are interdisciplinary education, research and public service units of universities, or public or not-for-profit entities associated with universities that implement the four core functions addressing, directly or indirectly, one or more of the areas of emphasis (e.g., quality assurance, education and early intervention, child care, health, employment, housing, transportation, recreation and other services available or offered to individuals in a community, including formal and informal community supports, that affect their quality of life).

The American Psychological Foundation is accepting applications for its APF Annette Urso Rickel Foundation Dissertation Award for Public Policy. The $1,000 scholarship supports dissertation research on public policy that has the potential to improve services for children and families facing psychosocial issues such as prevention of child abuse, school programs for children with psychological issues, services for youth in the criminal justice system, healthy parenting, math and science education, and contributions to the adoption of sound policy affecting children, youth, and families. To be eligible, applicants must be a graduate student in psychology enrolled full time in a regionally accredited institution located in the U.S. or Canada; have completed his/her doctoral candidacy, including dissertation approval by a doctoral committee; and have demonstrated research competence and commitment to the field.

The Improving Teacher Quality State Grants Program is funded under the No Child Left Behind (NCLB) Act of 2001 (Title II, Part A of Public Law 107-110). The purpose of the program is to increase the academic achievement of all students by helping schools and school districts improve teacher, instructional paraprofessional and principal quality. Ohio public and private colleges and universities are invited annually to submit proposals to support partnerships of institutions of higher education and high-need school districts to provide high quality professional development for elementary, middle and high school teachers of mathematics and science.

The foundation awards grants for the dissemination of information about new and innovative programs designed to benefit youth or information already possessed by well-established organizations. Projects must have the potential to help American children in a large geographic area (more than one state).

The purpose of this APS is to solicit innovative concept papers from international and local organizations that can propose the best approach for blind and deaf inclusive education in Mali. This will be done through a two steps application process consisting of: (a) the submission of an initial concept paper and then, (b) the submission of a full application, as detailed in Section II. This APS will be open for a period of one year, with up to three (03) rounds, depending on funds availability. Under this APS, USAID intends to award multiple grants and cooperative agreements ranging from $20,000 to $300,000 for a maximum period of performance of two years each. At time of releasing this APS, the total amount available for funding the grants/cooperative agreements is $882,000 over a period of two years, of which $400,000 is available to cover the year 1. There will be a pre-application meeting with all interested local organizations on the date specified above to review the application requirements. All interested organizations are required to send an email at least seven working days before the meeting with the name of the organization and names of the attendees and their contact information. The solicitation will be amended to provide answers to all questions raised (in writing and at the meeting) for the general consideration of all interested parties.

The purpose of this APS is to solicit innovative concept papers from international and local organizations that can propose the best approach for blind and deaf inclusive education in Mali. This will be done through a two steps application process consisting of: (a) the submission of an initial concept paper and then, (b) the submission of a full application, as detailed in Section II. This APS will be open for a period of one year, with up to three (03) rounds, depending on funds availability. Under this APS, USAID intends to award multiple grants and cooperative agreements ranging from $20,000 to $300,000 for a maximum period of performance of two years each. At time of releasing this APS, the total amount available for funding the grants/cooperative agreements is $882,000 over a period of two years, of which $400,000 is available to cover the year 1. There will be a pre-application meeting with all interested local organizations on the date specified above to review the application requirements. All interested organizations are required to send an email at least seven working days before the meeting with the name of the organization and names of the attendees and their contact information. The solicitation will be amended to provide answers to all questions raised (in writing and at the meeting) for the general consideration of all interested parties.

RWJF seeks to advance systemic changes that embed health in school environments. To help advance these systemic changes, the Foundation will support a collaborative, multipronged strategy with three complementary areas of work related to Research, Policy, and Strategic Action.

RWJF seeks to advance systemic changes that embed health in school environments. To help advance these systemic changes, the Foundation will support a collaborative, multipronged strategy with three complementary areas of work related to Research, Policy, and Strategic Action.

A Community Thrives is a new approach to social impact programs that was developed through a collaboration across the entire USA TODAY NETWORK. While most initiatives designate funds or give support to great charities, we're going to instead fund and support great ideas. The volunteering begins with you pitching your creative solutions to solving our communities' most critical needs.

RGK Foundation awards grants in the broad areas of Education, Community, and Health/Medicine. The Foundation's primary interests within Education include programs that focus on formal K-12 education (particularly mathematics, science and reading), teacher development, literacy, and higher education. Within Community, the Foundation supports a broad range of human services, community improvement, abuse prevention, and youth development programs. Human service programs of particular interest to the Foundation include children and family services, early childhood development, and parenting education. The Foundation supports a variety of Community Improvement programs including those that enhance non-profit management and promote philanthropy and voluntarism. Youth development programs supported by the Foundation typically include after-school educational enrichment programs that supplement and enhance formal education systems to increase the chances for successful outcomes in school and life. The Foundation is also interested in programs that attract female and minority students into the fields of mathematics, science, and technology. The Foundation's current interests in the area of Health/Medicine include programs that promote the health and well-being of children, programs that promote access to health services, and Foundation-initiated programs focusing on ALS.

The Research on Education and Learning (REAL) program represents the substantive foci of three previous EHR programs: Research and Evaluation on Education in Science and Engineering (REESE), Research in Disabilities Education (RDE), and Research on Gender in Science and Engineering (GSE). What is distinctive about the new REAL program is the emphasis placed on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation. The program supports advances in research on STEM (science, technology, engineering, and mathematics) learning and education by fostering efforts to explore all aspects of education research from foundational knowledge to improvements in STEM learning and learning contexts, both formal and informal, from childhood through adulthood, for all groups, and from the earliest developmental stages of life through participation in the workforce, resulting in increased public understanding of science and engineering. The REAL program will fund research on, human learning in STEM; learning in STEM learning environments, and broadening participation research.

Proposed fellowships must fit the Grant Foundation's research interests. The foundation currently supports research designed to understand and improve the everyday settings of youth between the ages of 8 and 25 in the United States. Specifically, the foundation funds studies that enhance the understanding of how youth settings work, how they affect youth development, and how they can be improved; and when, how, and under what conditions research evidence is used in policy and practices that affect youth, and how its use can be improved.