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The Connect and Collaborate Grants Programincentivizes faculty, staff, students and their respective public/private sector community partners to develop proposals with the potential to catalyze engaged, collaborative teaching, research, and service activities benefiting the community with impactful, sustainable programs while advancing the scholarly goals of the university.

This program is designed to bring together multiple, available resources and leverage existing partnerships to develop programs/initiatives that achieve measurable, positive impacts in communities.

The maximum grant award for 2017-18 is $70,000.

The deadline to submit a letter of intent for the 2017-18 Connect and Collaborate Grants Program was Sept. 29, 2017.

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Letters of Intent Template

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Information Session

An information session recording for the 2017-18 Connect and Collaborate Grants Program from September 12, 2017 can be viewed at the link below.

Program

Stages

Programs at the design stage are beginning to be defined with a focus on proof that the program concept has merit both in terms of value to the community and scholarship. In this stage, the needs of target population groups and program requirements are identified, program goals that are consistent with the missions of the university and program partners are specified, and a program that can meet these goals is crafted and assessed for value creation.

In this stage, the initial focus is on a successful launch, then running the program in a formal fashion, but with a continual focus on improvement. New opportunities and challenges will arise often requiring the rethinking of the program model, which in turn will necessitate a return to assessment activities such as feasibility and marketing studies. The outcome of implementation is an established program where products or services have come to fruition with their value reinforced through evidence of impact and demand.

Expansion grants support scale-up, or otherwise strengthening, of a proven program's infrastructure and capacity to produce positive impacts. The goal of expansion is to add new products or services for existing customers or expand existing offerings into new geographic regions or target populations. Because expansion 'breaks new ground' it requires planning, research, and validation of new features, which should be complementary to existing experiences and capabilities, while building on the tried and true foundation established during the implementation phase.

Available for,and.

Watch Grade 1 Demo

Foundational Skills Toolkits Overview

How It Works

The IRLA Toolkits provides specific small-group strategy lessons to match the IRLA’s developmental reading taxonomy. Simply put: The IRLA identifies the WHAT (each child needs to learn next) and the toolkit delivers the HOW (to teach it).

Explicit lessons and hands-on tools provide systematic instruction that builds developmentally. The IRLA Toolkits allow teachers to change from traditional static guided reading groups to a model where students move from group to group as they master specific skills allows students to move at different paces and delivers better results for struggling subgroups.

Guided Reading sets included in the IRLA Toolkits are selected to teach specific skills at each stage of reading acquisition. Guided Reading Lessons include decoding practice, text specific questions, spelling, and phonics lessons.

IRLA Developmental Reading Taxonomy Research Base

The theory of action behind individual IRLA levels, based on independent research.

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Why a Structured Phonics Program is Effective

David Liben, Student Achievement Partners, and David D. Paige, Bellarmine University, explore the importance and effectiveness of structured phonics—specifically naming American Reading Company's IRLA and IRLA Toolkits as one of the structured phonics programs that gets it right.

Read the Full Article

Measurement Incorporated Supports Claims of IRLA Effectiveness

In a 2014 study conducted by Measurement Incorporated, an industry leader in delivering research and evaluation services to educational institutions, experts and practitioners alike agree that the IRLA® formative assessment framework does indeed offer a multitude of benefits for students, teachers, parents, and administrators.

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Summary of the Research Base for the IRLA Sequence of Skills

Results

Atlantic City Charter School

With ongoing professional development, grade-level instruction with project-based learning, increased strategic intervention for students struggling with Foundational Skills, Atlantic City Community Charter School ended the school year 2015–2016 with 80% of students able to read grade-level text with basic comprehension.

What Users are Saying

"The Foundational Skills Toolkit is a wonderful tool to help empower teachers on how to help bridge the gap between what our students know and what they don't know. The Foundational Skills Toolkit provides teachers with the material and lessons to meet each student's needs using the same language and system." —Leah Perrucci, School-Based Teacher Leader Bayard Taylor Elementary School, PA

"Now that I have the Foundational Skills Tool Kits my reading instruction is a lot more structured and I know exactly where my students are performing and how to bring my students to the next level." –Gabrielle Miller, Kindergarten Teacher Atlantic City Charter School

"With the IRLA, I look forward to assessing my students because of the wealth of relevant information I glean about my young readers." —Catherine Crenshaw, Fourth Grade Teacher Beaverton, Oregon

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SHARON BONCEK
Phone: (315) 473-3180

FINGER LAKES DDSO

GWEN CLIFTON
Phone: (585) 461-8899

HUDSON VALLEY DDSO

LEAH FIELDSON
Phone: (914) 715-7747

LONG ISLAND DDSO

DIKRA ZAMBRANO
Phone: (631) 694-7183

METRO DDSO - BRONX

MARJORIE ALLEN
Phone: (718) 430-0811

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SUNMOUNT DDSO

ANDREW DEVIRGELES
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WNY DDSO REGION 1

CYNTHIA EDWARDS
Phone: (716) 517-3470

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JIM PARKER
Phone: (518) 474-1155
LOU ANN EVANS
Phone: (518) 473-1395
SUSAN KEELER
Phone: (518) 474-8248
CHESTER SOBOTKA
Phone: (716) 847-3013
THERESA FERNANDEZ
Phone: (212) 417-6126

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FILOMENA SAVOCA
Phone: (518) 473-8838
CHESTER SOBOTKA
Phone: (716) 847-3013
JOSEPH GILLOOLY
Phone: (212) 383-4830

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JIM PARKER
Phone: (518) 474-1155
LOU ANN EVANS
Phone: (518) 473-1395
SUSAN KEELER
Phone: (518) 474-8248
CHESTER SOBOTKA
Phone: (716) 847-3013
VACANT

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JIM PARKER
Phone: (518) 474-1155
LOU ANN EVANS
Phone: (518) 473-1395
SUSAN KEELER
Phone: (518) 474-8248

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BINGHAMTON UNIVERSITY

ADA ROBINSON-PEREZ
Phone: (607) 777-6655
AKEMI GRAB
Phone: (607) 777-6655
MARY ELLEN NIEFER
Phone: (607) 777-6655

COLL ENVIR SCIENCE FORESTRY

NAN CLARK
Phone: (315) 470-6847

DOWNSTATE MEDICAL CENTER

MAGDA ALLIANCIN
Phone: (718) 270-1489

EMPIRE STATE COLLEGE

EAP MAIN OFFICE
Phone: 1 (800) 822-0244

FARMINGDALE STATE UNIVERSITY

KATHY DEVINE
Phone: (631) 420-2644

RESEARCH INSTITUTE

NEIL MCGILLICUDDY
Phone: (716) 645-4461 Alternate Phone: (716) 887-2498

STONY BROOK UNIVERSITY

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