TEACHLEY, LLC — Department of Health and Human Services SBIR Phase I: 500
TEACHLEY, LLC — SBIR Phase I award from Department of Health and Human Services.
Phase I SBIR feasibility signal
- Phase I awards fund proof-of-concept work. For capture teams, they mark early interest from Department of Health and Human Services in a technical approach.
- Watch for Phase II follow-ons from the same firm/topic family — that conversion path is where budgets and transition pressure rise.
- Obligated amount $149,650. Cross-check similar awards in the same agency and technology tags for going-rate context.
- Topic code 500 links this award to a solicitation family — search the same topic stem for incumbents and recompete timing.
- Amount
- $149,650
- Agency
- Department of Health and Human Services · National Institutes of Health
- Program / Phase
- SBIR · Phase I
- Topic
- 500
- Solicitation
- PA17-302
- NAICS
- —
- Place of performance
- NY
- Period
- 2018-09-01 → 2019-02-28
Description
ProjectSummary AbstractThereisanenormousdeficitinstudentsunderstandingoffractionsintheUnitedStatesFifthgradefractionknowledgepredictshighschoolmathperformanceevenwhencontrolling forworkingmemorywholenumberknowledgeIQreadingabilityanddemographicfactorsSiegleretalThereforeaddressingthisdeficitisaparticularlyimportantareaforearly interventionWiththisFast TrackgrantDeepFractionsLearningweproposetotransformthe wayinwhichstudentslearncoremathcurriculumsothatmaterialsaremoreinteractiveand engagingpromotedeeperlearningofcontentandarealignedwiththeCommonCoreMore specificallywewilldevelopandevaluateadigitalcurriculumforgradescoveringthe fractionsdomainthatcombinesgamescollaborationandaninquiryapproachWeproposeto developaninnovativetechnologyinfrastructurethatwillintegrateTeachleylearninggamesSuccessforAll sSFAcooperativelearningframeworkandrigorouslessoncontentWewill integrateresearchintothedesignprocessandworkwithJohnsHopkinsUniversitytoevaluate theefficacyoftheinterventionOutcomesTheinterventionwillencouragefourdirectoutcomesforstudentsnamely improvedconceptualunderstandingoffractionsproceduralfluencywithfractions operationsmathematicaljustificationandmotivationFirstthecurriculumwillbuildboth conceptualunderstandingandproceduralfluencyprovidingstrongvisualmodelswithin engaginggamesthatmotivatestudentstopracticeThecollaborativelearningmodelandinquiry approachwillimprovestudentsmathematicaljustificationFinallyweencouragethese outcomeswithinamotivationalsupportstructuredesignedtofosterengagementand self efficacyImprovingstudentsacademicoutcomesandself efficacyintheareaoffractionsduring elementaryschoolwillpromotelatersuccessinhighschoolmathematicsSinceeachadditional mathclassstudentscompleteinhighschoolmorethandoublestheoddsofcollegecompletionAdelmantheinterventionhasthepotentialtomakearealdifferenceinwhether studentsachievesustainablecareersversusbeingstuckinlow wagejobs ProjectNarrativeFractionsknowledgeinthefifthgradestronglypredictshighschoolmathperformanceevenwhencontrollingforworkingmemorywholenumberknowledgeIQreadingabilityand demographicfactorsSiegleretalInterventioninthisessentialcontentareawill improvestudentsmathabilityintheshortandlongtermwhichinturnwillleadtoseveral positivedistaloutcomessuchasgreaterhighschoolgraduationratesandcollegeattendance