Connecting Research, Policy and Practice
Research Training Programs in Special Educa#on Ka#e Taylor, Ph.D. Program Officer Na-onal Center for Special Educa-on Research
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Agenda • Introduc#on to IES and NCSER • Research Training Programs in Special Educa-on • Early Career Development and Mentoring • Applica-on Submission and Review
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Legisla-ve Mission of IES • Describe the condi-on and progress of educa-on in the United States • Iden-fy educa-on prac-ces that improve academic achievement and access to educa-on opportuni-es • Evaluate the effec-veness of Federal and other educa-on programs
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Organiza-onal Structure of IES Office of the Director Standards & Review Office
Na#onal Center for Educa#on Evalua#on ies.ed.gov
Na#onal Center for Educa#on Research (NCER)
Na#onal Center for Educa#on Sta#s#cs 4
Na#onal Board for Educa#on Sciences
Na#onal Center for Special Educa#on Research (NCSER)
Objec-ves of IES Grant Programs • Develop or iden-fy educa-on interven-ons (prac-ces, programs, policies, and approaches) that enhance academic achievement and can be widely deployed • Iden-fy what does not work and thereby encourage innova-on and further research • Understand the processes that underlie the effec-veness of educa-on interven-ons and the varia-on in their effec-veness ies.ed.gov
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Na-onal Center for Special Educa-on Research (NCSER) • NCSER sponsors a rigorous and comprehensive program of special educa-on research designed to expand the knowledge and understanding of infants, toddlers and students with or at risk for disabili-es from birth through high school.
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Agenda • Introduc-on to IES and NCSER • Research Training Programs in Special Educa#on • Early Career Development and Mentoring • Applica-on Submission and Review
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Research Training Program in Special Educa-on (84.324B) • The purpose is to prepare individuals to conduct rigorous and relevant special educa-on and early interven-on research that advances knowledge within the field and addresses issues important to educa-on policymakers and prac--oners.
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Changes in the 2017 RFA • The Ins-tute is accep-ng applica-ons under one topic only: Early Career Development and Mentoring. • Early Career awards will be made as grants, as opposed to Coopera-ve Agreements. • Language was revised to make clear that consultants may be included, in addi-on to mentors and co-‐ mentors. • You have the op-on of using SciENcv to create an IES Biosketch for each key person and significant contributor to include in your applica-on. ies.ed.gov
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Agenda • Introduc-on to IES and NCSER • Research Training Programs in Special Educa-on • Early Career Development and Mentoring – Purpose – Requirements – Narra-ve – Appendices – Budget • Applica-on Submission and Review ies.ed.gov
Purpose of Early Career Program • Develop and maintain a strong cadre of independent researchers addressing the needs of infants, toddlers, children, and youth with disabili-es, and their families and teachers • Provide support for an integrated research and career development plan for inves-gators in the early stages of their academic careers ies.ed.gov
Awards • Maximum Number: no more than 5 awards will be made • Maximum Dura-on: 4 years • Maximum Cost: $400,000 total (direct plus indirect)
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Principal Inves-gator Requirements • Must have completed a doctoral degree or postdoctoral program no earlier than April 1, 2013 and no later than the start of the award period • Must hold a tenure-‐track posi-on or research scien-st posi-on at an ins-tu-on of higher educa-on or must have accepted an offer for such a posi-on to begin before the start of the award ies.ed.gov
Mentor Requirements • Designate a primary mentor • Include a mentor at your home ins-tu-on • Select as mentors only individuals who were not your primary graduate school or disserta-on advisor or postdoctoral supervisor
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Mentor Recommenda-ons • If proposing mul-ple mentors, include mentors with a variety of areas of exper-se (e.g., content area and methodology) • Select mentors with research experience with children and youth with or at risk for disabili-es, and/or their families or teachers, as well as your specific topic of interest • Select a mentor at your home ins-tu-on to guide your career development there, as well as provide addi-onal content and/or methodological exper-se ies.ed.gov
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Research Focus Requirements • Focus on infants, toddlers, preschool children, or students in K-‐12 with or at risk for disabili-es, their families, teachers, related services providers, or other instruc-onal personnel • Address student educa-on outcomes: – Developmental – School readiness – Academic – Social and behavioral – Func-onal
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Required Sec-ons of Training Program Narra-ve • • • • •
Significance Research Plan Career Development Plan Personnel Resources
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Significance • Jus-fy and describe: – Need for further career development – Research program and research ques-ons – Ra-onale for proposed research topic and goal
• How will the research and career development ac-vi-es enhance your knowledge and skills?
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Special Educa-on Research Topics (84.324A) • • • • • • • • • • •
Au-sm Spectrum Disorders Cogni-on and Student Learning in Special Educa-on Early Interven-on and Early Learning in Special Educa-on Families of Children with Disabili-es Mathema-cs and Science Educa-on Professional Development for Teachers and Related Service Providers Reading, Wri-ng, and Language Development Social and Behavioral Outcomes to Support Learning Special Educa-on Policy, Finance, and Systems Technology for Special Educa-on Transi-on Outcomes for Secondary Students with Disabili-es
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Research Goals • Goal 1: Explora-on • Goal 2: Development & Innova-on • Goal 3: Efficacy & Replica-on • Goal 5: Measurement
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Explora-on Goal • Explore associa-ons between malleable factors and student educa-on outcomes • AND/OR iden-fy factors and condi-ons that may mediate or moderate rela-ons between malleable factors and student educa-on outcomes • Possible methodological approaches include: – Analyze secondary data – Collect primary data – Complete a meta-‐analysis – Combina-on of above
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Development & Innova-on Goal • Develop an innova-ve interven-on (e.g., curriculum, instruc-onal approach, program, or policy) OR improve an exis-ng educa-on interven-on
Development process must be itera#ve!
• AND collect data on its feasibility, usability, and fidelity of implementa-on in actual educa-on seings • AND collect pilot data on the interven-on’s promise for improving student educa-on outcomes ies.ed.gov
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Efficacy & Replica-on Goal • Evaluate whether or not a fully developed interven-on is efficacious under limited or ideal condi-ons OR
• Generate addi-onal evidence for an efficacious interven-on by directly replica-ng or varying the original condi-ons OR
• Gather follow-‐up data examining the longer term effects of an efficacious interven-on
OR
• Analyze retrospec-ve (historical) secondary data to test the efficacy of an interven-on implemented in the past
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Measurement Goal • Development of new assessments or refinement of exis-ng assessments, and the valida-on of these assessments
OR
• Valida-on of exis-ng assessments for specific purposes, contexts and popula-ons
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Research Plan and Career Development Plan • Research and career development plans are designed to enhance the knowledge and skills of the Principal Inves-gator • Plans should be integrated, so that the career development plan supports the research plan
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Research Plan: Major Elements • • • • •
Focus of your research, topic area and goal Research Design Sample Key outcome measures Data analysis
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Developing the Research Plan • Mentors should assist with development of Research Plan. • Less detail is expected compared to proposals submiled to the Special Educa-on Research Grants compe--on.
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Research Plan: Ques-ons to Consider 1. What educa#on problem do you want to solve? What research ques#ons do you want to answer? 2. Does your research focus fit within one of the IES grant topics? 3. What content will you address? What sample will you study? 4. Does your research design fit the requirements of one of the IES goals? ies.ed.gov
Research Designs • Development & Innova#on pilot studies may include: – Fully-‐powered randomized controlled trials (RCT) – Underpowered RCTs – Single-‐case studies – Quasi-‐experimental studies • Efficacy & Replica#on projects should use a research design that meets the WWC evidence standards: – RCTs – Sequen-al, Mul-ple Assignment, Randomized Trials (SMARTs) – Regression discon-nuity designs – Single-‐case experimental designs – Quasi-‐experimental designs ies.ed.gov
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Career Development Plan • Describe the following components of your Career Development Plan – Process of mentoring – Educa-onal opportuni-es to extend your exper-se
• Describe how both components of your Career Development Plan are integrated with and support the Research Plan ies.ed.gov
Example Educa-onal Opportuni-es • IES Summer Ins-tutes (e.g., RCT or single-‐case design) • Grant-‐wri-ng workshops • Advanced sta-s-cal workshops or courses to learn new analysis skill (e.g., HLM, SEM)
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Personnel • Exper-se of your research team, including you, your mentors, and any consultants – Qualifica-ons, roles, and rela-onship to content and methodology foci of IES – Mentors’ prior experiences with mentoring early career researchers – Special educa-on research projects conducted by mentors
• Time commitments and lelers of agreement ies.ed.gov
Resources • Describe the ins-tu-onal capacity and your access to the resources needed to successfully complete this project. – Do not use university boilerplate – Describe ins-tu-onal training supports (e.g., workshops, research groups on campus) – Include start-‐up packages
• Describe the resources to disseminate project results ies.ed.gov
Appendices • Appendix A (required for resubmissions): Response to the previous reviewers • Appendix B: Summary table of you and your mentors’ ongoing and recently completed SPED research projects • Appendix C: Lelers of agreement from all mentors • Appendix D: Lelers of agreement from your ins-tu-on and from school partners, data sources, and consultants • Appendix E (op-onal): Examples of training or research materials and tables/charts that support the Program Narra-ve (e.g., project -meline) ies.ed.gov
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Budget for Early Career Program • Up to 50% of PI’s academic year salary • Up to $3,000 per year for your mentors • Travel – For you or your mentor(s) to meet when you are not at the same ins-tu-on – For specialized workshops at other ins-tu-ons – For professional conferences (including IES PI mee-ng in Washington, DC) ies.ed.gov
Agenda • Introduc-on to IES and NCSER • Research Training Programs in Special Educa-on • Early Career Development and Mentoring • Applica#on Submission and Review
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Important Dates and Deadlines Applica#on LeRer of Intent Deadline Due Date August 4, 2016 4:30:00pm DC Time
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May 19, 2016
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Applica#on Package Posted May 19, 2016
Start Dates
July 1, 2017 to Sept 1, 2017
Applica-on Due Dates • Applica-ons are accepted once a year. • The authorized representa-ve at your ins-tu-on (not the PI) actually submits the grant to IES. • For FY 2017, applica-ons are due August 4, 2016 at 4:30:00pm Washington DC ?me.
We do NOT accept late applica?ons.
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Finding Applica-on Packages FY 2017 Applica-on Packages available on www.grants.gov
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Peer Review Process • Applica-ons are reviewed for compliance and responsiveness to the RFA. • Applica-ons that are compliant and responsive are assigned to a review panel. • 2-‐3 panel members conduct a primary review of each applica-on. • Applica-ons are rank ordered according to average overall score. • The most compe--ve applica-ons are reviewed and scored by the full panel. ies.ed.gov
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Peer Review Process Informa-on The Standards and Review Office
hlp://ies.ed.gov/director/sro/peer_review/index.asp
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No-fica-on • All applicants will receive e-‐mail no-fica-on that the following informa-on is available via the Applicant No-fica-on System (ANS): – Status of award – Reviewer summary statement
• If you are not granted an award the first -me, consider resubmiing and talk with the program officer. ies.ed.gov
Resources for Researchers • Visit the IES website for a variety of resources for researchers: hlp://ies.ed.gov/resourcesforresearchers.asp • Par-cipate in webinars for FY 2017 compe--ons
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Reminders • Alend to: ü Page, budget, and grant period limits ü Materials allowed in appendices ü Review criteria
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Help Us Help You! • Read the Request for Applica-ons carefully • Call or e-‐mail the project officer early in the process • As -me permits, the program officer can review dras proposals and provide feedback Don’t be afraid to contact the program officer! ies.ed.gov
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For More Informa-on Funding Opportuni-es: hlp://ies.ed.gov/funding Program Officer: Ka-e Taylor
[email protected]
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