Project Transform: A Trauma-Engaged Approach to Improve Social, Emotional, and Academic Outcomes - EIR/Early Phase Grant Proposal

Sep 15, 2026

Uploaded by Aurelia

Project Transform proposes a comprehensive model for embedding a trauma-engaged approach in Alaska schools. The proposal targets improved social-emotional development, academic achievement, and school functioning by using school-based professional learning, evidence-based strategies to shift educator practices, and multi-tiered supports (MTSS). The narrative links adverse childhood experiences to academic and attendance challenges and argues that trauma-informed systems can strengthen school climate, safety, and fidelity of implementation while building sustained district and educator capacity post–COVID-19.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

A. Significance

Absolute and Competitive Preference Priorities APl, AP4, CPP2

Project Rationale

B. Project Design

Conceptual Framework

Clear and Measurable Goals, Objectives, and Outcomes

How the Project Design Will Address the Needs of the Target Population

C. Project Personnel

Employment of Members of Underrepresented Groups

Relevant Training and Experience of Key Project Personnel

D. Management Plan

Achieving Objectives On Time and Within Budget

Clearly Defined Responsibilities

Timelines and Milestones

E. Project Evaluation

Performance feedback and assessment of progress

Implementation measures of key project components, mediators, outcomes, and threshold for implementation fidelity

Project Transform: A Trauma-Engaged Approach to Improve Social, Emotional, and Academic Outcomes EIR/Early Phase Grant Proposal The Association of Alaska School Boards Rural LEA partners: Chatham School District, Copper River School District, Juneau School District, Ketchikan Gateway Borough School District, and Lower Kuskokwim School District Additional Partners: State ofAlaska Department ofEducation and Early Development CFDA: 84.411C Absolute Priorities Addressed: APl, AP4 Competitive Preference Priority Addressed: CPP2 Table of Contents A. Significance ........................................................................................................................... 1 Absolute and Competitive Preference Priorities APl, AP4, CPP2 .................................... 1 Project Rationale .............................................................................................................4 B. Project Design ........................................................................................................................5 Conceptual Framework ...................................................................................................5 Clear and Measurable Goals, Objectives, and Outcomes..................................................9 How the Project Design Will Address the Needs of the Target Population..................... 12 C. Project Personnel .................................................................................................................. 14 Employment of Members of Underrepresented Groups ................................................. 14 Relevant Training and Experience of Key Project Personnel.......................................... 15 D. Management Plan................................................................................................................. 16 Achieving Objectives On Time and Within Budget ....................................................... 16 Clearly Defined Responsibilities ................................................................................... 17 Timelines and Milestones .............................................................................................. 18 E. Project Evaluation ................................................................................................................ 19 Performance feedback and assessment of progress ........................................................23 Implementation measures of key project components, mediators, outcomes, and threshold for implementation fidelity.............................................................................24 A. Significance Absolute and Competitive Preference Priorities APl, AP4, CPP2 Trauma can impact a child's social and emotional development, academic performance, and behavior (Frieze, 20 15; Perfect et al., 20 16; Stein & Kendall, 2004) . Students who experience trauma are less likely to be engaged in school and display appropriate school skills (Shonk & Ciccetti, 200 1) and more likely to have poor school performance, lower grade point averages, and more days of school absence (Stein & Kendall, 2004) . In Alaska, students with adverse childhood experiences (ACEs) are 3.6 times more likely to have learning disabilities and 5.4 times more likely to repeat a grade (AMHB, 20 16) . Educators who are unaware of the complexities of trauma, are unprepared to respond with support, or provide a negative school environment can exacerbate or even cause difficulties for students (Tanyu, 2020) . With intentional approaches and systems, schools can help buffer children from the negative effects of trauma. Evidence shows that social and emotional learning (SEL), schoolwide trauma-informed approaches, and positive school climate are all linked to improved academic achievement (Durlak et al., 20 11; Roseby & Gascoigne, 202 1; Thapa et al., 20 13) . More specifically, two recent systematic r

FAQs

How does trauma affect students’ social, emotional, and academic outcomes?

Trauma can disrupt social-emotional development, reduce school engagement and adaptive skills, and contribute to weaker academic performance and attendance issues. The proposal highlights strong associations in Alaska between ACEs and learning disabilities, grade repetition, and broader student difficulties.

What evidence-based strategies will Project Transform use to implement a trauma-engaged model in schools?

Project Transform will integrate a trauma-engaged approach through school-based professional learning and strategies grounded in the evidence base for trauma-informed environments. The proposal emphasizes changing educator practices and using a multi-tiered system of support (MTSS) to improve outcomes.

How will the project address COVID-19–related challenges in Alaska school districts?

The proposal states that during the pandemic, districts experienced increased student mental health concerns such as isolation, trauma, depression, and anxiety. It positions the trauma-engaged model and educator capacity-building as a response to these amplified challenges, especially for rural students and other impacted groups.

Sep 15, 2026

Uploaded by Aurelia