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Formula Grant S367B160041
Award Date
7/1/16
Completion Date
9/30/17
Dollars Obligated
$906K
Overview
Activity
Transactions
4
Subawards
8
Federal Agency
Office of Elementary and Secondary Education
Awardee
State Council Of Higher Education For VI (T3NNX4DJLQ13)
Federal Grant Program
84.367
Assistance Type
Formula Grant
Place of Performance
Richmond, VA 23219, USA
Description
Update #1
IMPROVING TEACHER QUALITY GRANTS - STATE AGENCY FOR HIGHER EDUCATION (SAHE)
Posted 7/1/16, 12:00 AM
Mod #
Description
Reason For Modification
Federal Obligation
(Click to sort descending)
Date
(Click to sort ascending)
Not listed
UNKNOWN TITLE
($153k)
8/25/19
Not listed
UNKNOWN TITLE
$3.9k
6/21/17
Not listed
IMPROVING TEACHER QUALITY GRANTS - STATE AGENCY FOR HIGHER EDUCATION (SAHE)
$797.8k
10/3/16
Not listed
IMPROVING TEACHER QUALITY GRANTS - STATE AGENCY FOR HIGHER EDUCATION (SAHE)
$257.1k
7/1/16
Grant Number
Description
Subgrantee
Prime Award
Dollars Obligated
(Click to sort descending)
Updated At
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VANCLB1718S
STEMLabs and Design Briefs for Building STEM Knowledge is a program designed to provide middle and high school STEM teachers techniques in using problem-based learning in a Makerspace setting to improve teacher content knowledge and provide a new model for delivery of that content. Faculty from the UMW Colleges of Education and Arts and Sciences and educators from the Friends of the Rappahannock will partner with approximately 77 teachers and administrators from four high-needs school divisions from Superintendent's Region III to develop a program of intense, high quality educational experiences that utilize a problem-based learning context, the Design Brief, to deliver middle and high school mathematics and science aligned with the Virginia Standards of Learning.
University Of Mary Washington
Formula Grant S367B160041
$183.0k
1/1/17
VANCLB1718S
This project is a continuation of our Science and Mathematics Institute with integrated literacy for 3-9th grade teachers. It is designed to increase content knowledge and promote the use of inquiry-based pedagogy aligned to the Virginia SOLs. The project will serve six urban and rural public school divisions and two community-based non-profit organizations. The project will include five phases: (I) classroom mini-grants for development of inquiry-based activities, (II) two interactive and content-based teaching Institutes, each summer for one week, (III) instructional practice, (IV) classroom observations, and (V) teacher-led workshops. The partnership is expected to enhance teacher quality and improve science and mathematics achievement, narrowing the achievement gap of 9th grade Earth Science and 3rd-8th grade students. Effectiveness will be assessed through multiple research methods.
Randolph College, Incorporated
Formula Grant S367B160041
$137.3k
1/1/17
VANCLB1718S
Hampton University will collaborate with Portsmouth Public Schools and the Elizabeth River Project to provide thirty-two teachers, grades 7-12, including special needs, with a year-long professional development graduate course, Biodiversity in the Critical Zone.
Hampton University
Formula Grant S367B160041
$119.0k
1/1/17
VANCLB1718S
SURN Visible Leaders Impact Learning: Data, Feedback, Action 2.0 cultivates a shared language of learning through collaborative observations and professional development for principles (115), teacher leaders (104), and central office supervisors (31) to improve learning and teaching. Teachers focus on nonfiction reading and problem-solving (grades 3-5) or college and career readiness skills (grades 6-12) and create exemplar learning guides using the lesson study process that will be disseminated on the Useful Strategies for Engaging Students Database. Administrators and their mentors (10) engage in school-based coaching and provide teachers with specific, formative feedback in post-observation dialogues using the SURN Indicators of Student Engagement tool. The focus on data, and action supports increased student learning.
College Of William And Mary
Formula Grant S367B160041
$205.9k
1/1/17
VANCLB1718S
Inspiring Teachers for Engaged Learners (InTEL), proposes to develop and implement an interdisciplinary STEM professional development experience for 20 teachers in grades 3-8 in 7 rural school districts in Southside Virginia. InTEL will provide professional development on the integration of technology, pedagogy that supports alternative assessments (PBL), and global collaboration in order to promote critical and creative thinking, collaboration, communication, and citizenship in the classroom (5Cs) and improve student achievement in the classroom through increased student engagement. There are four components: 1) Five-day professional development; 2) Online fall book study; 3) Year-long interaction and face-to-face meetings with project staff to assist with implementation of strategies into the classroom; and 4) Showcase in Spring 2018.
Longwood Univ
Formula Grant S367B160041
$91.3k
1/1/17