1. ies.ed.gov Connecting Research, Policy and Practice Accelerating the Academic Achievement of Students with Learning Disabilities Research Initiative Kristen Lauer, Ph.D. Program Officer National Center for Special Education Research Deborah Speece, Ph.D. Commissioner National Center for Special Education Research

2. ies.ed.gov Agenda Purpose of and Need for Accelerating the Academic Achievement of Students with Learning Disabilities Research Initiative (A3). A3 Basics Application Requirements Peer Review Process Final Reminders 2

3. ies.ed.gov PURPOSE AND NEED 3

4. ies.ed.gov Accelerating the Academic Achievement of Students with Learning Disabilities Research Initiative (84.324D) To develop and evaluate interventions (e.g., instructional approaches, curricula, technology) to accelerate the reading and math achievement of students with or at risk for reading and math disabilities in grades 3 through 8 To create a tightly linked network of researchers across a variety of disciplines who will work collaboratively to address the problem 4

5. ies.ed.gov The Need for A3 Intensive interventions as currently conceptualized and implemented are not adequate for meeting the academic needs of students who have the most intractable learning problems. Despite receiving increasingly intensive interventions, a number of students continue to demonstrate limited or no progress. 5

6. ies.ed.gov The Need for A3 A science of increasingly intensive instruction is needed in reading and math instruction for these students who demonstrate intractable learning problems. The need is particularly great for students in late elementary school and higher. 6

7. ies.ed.gov A3 BASICS 7

8. ies.ed.gov A3 Basics The Institute anticipates funding a maximum of 3 A3 Centers. The maximum duration for each A3 Center is 5 years. The maximum award for each 5-year Center is $10,000,000 (total cost = direct + indirect). Centers will be cooperative agreements. Applications are due September 20, 2012. 8

9. ies.ed.gov A3 Basics 35 page single-spaced narrative includes: – Significance – Research Plan – Personnel – Management Plan – Resources 35 page single-space narrative does not include: – Abstract, Appendices, References, CVs, Budget Information, Certificates and Assurances 9

10. ies.ed.gov A3 Scope of Work Each Center will: – Conduct a focused program of research (approximately 90% of total budget) – Participate in A3 R&D Network activities (approximately 10% of total budget along with other administrative activities) 10

11. ies.ed.gov A3 Focused Program of Research Each Center will: – Focus on developing and rigorously evaluating interventions to improve reading and mathematics outcomes, – Focus on students with learning disabilities or at risk for learning disabilities with the most intractable learning problems, – Address the academic achievement for a specific grade range that covers at least 3 years in a 3 rd -8 th grade span. Note: Reading and math must cover the same grade span. 11

12. ies.ed.gov A3 R&D Network Activities Two members from each A3 Center will participate in the A3 R&D Network. Network members must collaborate and cooperate with other members of the Network. This collaboration will include: – Using a common set of measures – Sharing findings, study instruments, data – Meeting 2-3 times a year with IES 12

13. ies.ed.gov Eligible Applicants Applicants that have the ability and capacity to conduct scientifically valid research are eligible to apply. Eligible applicants include, but are not limited to, non-profit and for-profit organizations and public and private agencies and institutions. 13

14. ies.ed.gov APPLICATION REQUIREMENTS 14

15. ies.ed.gov A3 Center Application Narrative Information related to the following five criteria should be included in the project narrative: – Significance – Research Plan (sample, development plan, evaluation plan, supplemental studies) – Personnel – Management Plan – Resources 15

16. ies.ed.gov A3 Center Application Narrative A minimum of two sets of studies should be described: – Development of a set of interventions for addressing reading and mathematics achievement – Evaluation of the efficacy of the interventions A timeline of activities is recommended. 16

17. ies.ed.gov A3 Center Application Narrative: Significance (RFA p. 8-9) Describe your research aims and provide a compelling rationale. Keep in mind the following questions: – What specific interventions are to be developed or modified? – Why are the interventions expected to produce better student outcomes than current education practice? – What is the overall importance of the proposed project? 17

18. ies.ed.gov A3 Center Application Narrative: Research Plan (RFA p. 9-12) Describe your plan or method for: – Developing (or modifying) the intervention or set of interventions to the point where it can be implemented by intended users – Collecting evidence on the feasibility of end users implementing the interventions in an authentic education delivery setting – Assessing the promise of the interventions for achieving the expected outcomes 18

19. ies.ed.gov Sections of an A3 Center Application Narrative: Research Plan: Sample (RFA p. 9) Define your sample: – Focus on students with learning disabilities or at risk for learning disabilities with the most intractable learning problems – Variability in ways to define the population Examples: pre-intervention screening measures, slope discrepancy, dual discrepancy 19

20. ies.ed.gov Sections of an A3 Center Application Narrative: Research Plan: Sample (RFA p. 9) Define your sample: Do not propose protracted identification methods. For example: spending two years to define your sample through a Response to Intervention model would not be appropriate 20

21. ies.ed.gov Sections of an A3 Center Application Narrative: Research Plan: Sample (RFA p. 9) Define your sample: – Coexisting characteristics (e.g., English learners) – Coexisting conditions (e.g., emotional disturbance) – Setting – How interventions are appropriate for the sample and setting 21

22. ies.ed.gov Sections of an A3 Center Application Narrative: Research Plan: Development Process (RFA p. 9-10) Describe: – What will be developed – How it will be developed to enhance usability – Chronological order of development – How you will collect evidence demonstrating that the intervention can be successfully implemented in an authentic education delivery setting – Procedures to address feasibility 22

23. ies.ed.gov A3 Center Application Narrative: Research Plan: Development Process (RFA p. 10) Iterative design process Pilot study – Determine if there is promise of impact on student outcomes when implemented in authentic education delivery settings 23

24. ies.ed.gov A3 Center Application Narrative: Research Plan: Development Process (RFA p. 9, 11) Applicants are encouraged to design their interventions to investigate and promote transfer of learned skills to broader domains and settings. 24

25. ies.ed.gov A3 Center Application Narrative: Research Plan: Evaluation of Intervention Efficacy (RFA p. 10-12) Research design should meet WWC evidence standards (with or without reservations). – http://ies.ed.gov/ncee/wwc/references/library/ Randomized controlled trials are preferred. Single case experimental designs are not allowed to evaluate the efficacy of the developed interventions. Single case experimental designs can be used to complement an RCT.

26. ies.ed.gov A3 Center Application Narrative: Research Plan: Evaluation of Intervention Efficacy (RFA p. 10-12) Provide detailed description of your: – Research design that meets WWC evidence standards (with or without reservations) – Research methods – Power analysis – Measures – Key moderators or mediators – Data analysis plan

27. ies.ed.gov A3 Center Application Narrative: Research Plan: Evaluation of Intervention Efficacy (RFA p. 10-11) A few notes about randomization: Provide compelling rationale for the unit of randomization Explain procedures for assignment of groups Explain how integrity of assignment process will be ensured

28. ies.ed.gov A3 Center Application Narrative: Research Plan: Evaluation of Intervention Efficacy (RFA p. 11) Measures should address: – Student outcomes (proximal and distal) – Fidelity of implementation – Experiences of the control group

29. ies.ed.gov A3 Center Application Narrative: Research Plan: Supplementary Research (RFA p. 12) You may also propose to conduct supplementary exploration studies. – Explore malleable factors that are associated with education (student) outcomes – Explore factors and conditions that may mediate or moderate the relations between malleable factors and education outcomes. This work is considered to be in addition to the focused program of research.

30. ies.ed.gov A3 Center Application Narrative: Personnel (RFA p. 12) Each Center will leverage expertise across a breadth of disciplines. Leadership and staff will demonstrate: – Expertise in developing reading and mathematics interventions – Expertise in evaluating the impact of interventions – Sufficient experience working with education delivery settings 30

31. ies.ed.gov A3 Center Application Narrative: Personnel (RFA p. 12) Describe key personnel – Qualifications – Roles – Responsibilities – Percent time 31

32. ies.ed.gov A3 Center Application Narrative: Management Plan (RFA p. 12-13) Describe plans and procedures for the overall management of the A3 research team Describe plans for coordinating the work of the subteams within the Center Acknowledge participation in A3 Network Provide evidence of participation in collaborative efforts like the A3 Leadership team Describe procedures for coordinating with schools or district partners Describe how you will ensure the objectivity of your research if developers or distributors of the intervention are involved 32

33. ies.ed.gov A3 Center Application Narrative: Resources (RFA p. 13) Describe access to institutional resources Describe access to schools Provide letters of participation and support from educational delivery settings 33

34. ies.ed.gov PEER REVIEW PROCESS 34

35. ies.ed.gov Peer Review Process Applications are reviewed for compliance and responsiveness to the RFA Applications that are compliant and responsive are assigned to a review panel At least three panel members conduct a primary review of each application At panel meeting, the most competitive applications are reviewed by full panel 35

36. ies.ed.gov Review Criteria for Scientific Merit (RFA p. 23-24) Significance Research Plan Personnel Management Plan Resources 36

37. ies.ed.gov Review Criteria for Scientific Merit: Significance Does the applicant provide a compelling rationale for the significance of the project as defined in the sections on the significance of the focused program of research? 37

38. ies.ed.gov Review Criteria for Scientific Merit: Research Plan Does the applicant meet the requirements described in the methodological requirements for the focused program of research? 38

39. ies.ed.gov Review Criteria for Scientific Merit: Personnel Does the description of the personnel make it apparent that the PI, project director, and other key personnel possess appropriate training and experience and will commit sufficient time to competently implement the proposed research? Does the team have a history of successful collaborations? Does the team demonstrate that school and district personnel will contribute to the development and implementation of the interventions? 39

40. ies.ed.gov Review Criteria for Scientific Merit: Management Plan Do the plans and procedures for the overall management of the project indicate that the team has the capacity to efficiently and successfully complete the proposed research and coordinate with other members of the A3 Network? 40

41. ies.ed.gov Review Criteria for Scientific Merit: Resources Does the applicant have the facilities, equipment, supplies, and other resources required to support the proposed activities? Do the commitments of each partner show support for the implementation and success of the project? 41

42. ies.ed.gov Notification 42 All applicants receive email notification of the status of their application. All applicants receive copies of reviewer comments.

43. ies.ed.gov FINAL REMINDERS 43

44. ies.ed.gov Review Application Requirements  Request for Applications  Currently available at http://ies.ed.gov/fundinghttp://ies.ed.gov/funding  Grants.gov Application Submission Guide  Will be available 7/19/12 at http://ies.ed.gov/funding.http://ies.ed.gov/funding  Application Package  Will be available on Grants.gov on 7/19/12 44

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47. ies.ed.gov Submit a Letter of Intent Letters of Intent are important, but not required Letters of Intent are submitted electronically using the instructions provided at: https://iesreview.ed.gov https://iesreview.ed.gov We encourage all researchers to submit Letters of Intent – July 19, 2012 47

48. ies.ed.gov Application Due Date Applications are due: – September 20, 2012 We do NOT accept late applications The authorized representative at your institution (not the PI) actually submits the grant to IES 48

49. ies.ed.gov FY 2013 Grant Programs Application Deadline Letter of Intent Due Date Application Posted Start Dates 324D: A3 Initiative9/20/127/19/12 7/1/13 to 9/1/13 Important Dates and Deadlines 49

50. ies.ed.gov Finding Application Package A3 Application Package will be available on www.grants.gov www.grants.gov 50

51. ies.ed.gov Resources for Researchers Visit links for faculty and researchers on IES website. Review past webinars, and participate in future webinars for the FY 2013 competitions (Application Submission Process). 51

52. ies.ed.gov http://ies.ed.gov/resourcesforresearchers.asp 52

53. ies.ed.gov Help Us Help You Read the Request for Applications carefully. Call or email Kristen early in the process. As time permits, Kristen can review draft proposals and provide feedback. Don’t be afraid to contact us! 53

54. ies.ed.gov For More Information http://ies.ed.gov/funding Kristen Lauer Kristen.Lauer@ed.gov 54