1. ies.ed.gov Connecting Research, Policy and Practice Funding Opportunities: Researcher & Policymaker Training Programs in the Education Sciences Meredith Larson, Ph.D. Research Training Programs in the Education Sciences Policy & Systems Division National Center for Education Research

2. ies.ed.gov Overview □Overview of IES and its mission □Researcher & Policymaker Training Grants (Topic 2 in Research Training in the Education Sciences FY 2013 RFA)  Purpose of the programs  How to develop your application □Submitting an Application □What Happens Next

3. ies.ed.gov Legislative Mission □Describe the condition and progress of education in the United States □Identify education practices that improve academic achievement and access to education opportunities □Evaluate the effectiveness of Federal and other education programs

4. ies.ed.gov IES’ Mission (cont.) To provide rigorous and relevant evidence upon which to ground education practice and policy and to share this information broadly – To identify what works, what doesn't, and why – To improve education outcomes for all students, particularly those at risk of failure

5. ies.ed.gov Situating Training within IES’ Mission To inform education policy & practice, we need researchers with the tools to produce high-quality evidence that addresses policymakers’ and practitioners’ questions, and policymakers and practitioners who are aware of the available evidence and how to use it. Thus, IES aims to provide training opportunities

6. ies.ed.gov Previous IES Training Programs Through NCER National Center for Education Research (NCER) Training: Predoctoral Training 611 doctoral students since 2004 Postdoctoral Training 99 postdoctoral fellows since 2005 Researcher Training Two researcher training summer workshops on methodology NCER aims to expand on these activities through its Researcher & Policymaker Research Training Grant Program.

7. ies.ed.gov Connecting Research, Policy and Practice Researcher & Policymaker Training Grant Opportunities

8. ies.ed.gov What IES wants from the programs  IES is interested in projects that target methodological techniques of importance to training education researchers or policy issues of importance to policymakers.  IES is interested in projects that provide researchers, policymakers, and practitioners with targeted relevant training they can immediately apply in their work.  IES is NOT interested in supporting broad methodological education or general training of policymakers in how to obtain or use research findings in their work.

9. ies.ed.gov IES’ Expectations of the Programs 1.Description of the training program as realized 2.Data demonstrating program’s success in recruiting and training participants and perceived value of the training 3.Fully specified description of measures used to track progress of participants through the training program. 4.Evaluation of program’s ability to produce participants with the skills described in original application 5.Recommendations for future training programs

10. ies.ed.gov The Basics  This is the first year that the Researcher & Policymaker Training Program in the Education Sciences is being competed.  The awards will be made as Cooperative Agreements.  IES intends to award no more than three (3) Researcher & Policymaker Training grants.

11. ies.ed.gov The Basics (cont.)  Max length of grant = 3 years  Max award amount = $1,000,000 (total cost = direct + indirect costs) NOTE: Do not interpret the maximum award as a suggestion that only large projects will be funded. Smaller programs with significant goals are as of much interest as larger ones Request budget that reflects the scope of your training program

12. ies.ed.gov Who Can Apply?  Applicants with the ability and capacity to conduct training in scientifically valid research are eligible to apply.  Applying institution may have more than one award and may submit more than one Researcher & Policymaker Training application, but each must address a different issue and have a different set of key personnel.  PIs for training programs may be from a variety of disciplines and fields but must be able to provide intensive training in education research and statistics.  All key training personnel must be named in the application.

13. ies.ed.gov Who Can Be Trained?  Training participants must be citizens or permanent residents of the United States.  Researcher training participants should be primarily people who have already received their doctorate and are working in the field of education research.  Policymaker training participants must be working in the policy or program area covered by the training.  Participants’ work must be relevant to education in the United States.

14. ies.ed.gov Onto the types of trainings themselves…

15. ies.ed.gov Researcher Training Programs Researcher Training projects are intended to help current education researchers maintain and upgrade their methodological skills.

16. ies.ed.gov Researcher Training Programs: Examples Through the Unsolicited Grants Topic, IES has supported two researcher training summer workshops projects focused on research methods: – Cluster Randomized Trials (RCT) Workshops – Summer Quasi-Experimental Design Workshop Other topic areas and formats are also of interest. Videos of the workshops are available online: http://ies.ed.gov/funding/videos.asp http://ies.ed.gov/funding/videos.asp

17. ies.ed.gov Policymaker Training Programs Policymaker Training projects are intended to bring together policymakers, practitioners, and researchers around a specific issue in order to share the latest evidence on the issue with policymakers and practitioners and offer them opportunities to tell researchers what they need evidence on in regards to the specific issue.

18. ies.ed.gov Policymaker Training Programs: Examples The audience and issue should guide the actual design of the training and its intended outcome. Example: English Language Learners State directors – may want evidence of the impact of dual-language programs on academic achievement for EL students. Program directors/District supervisors – may want evidence about practices of promise and effective curriculum or professional development courses.

19. ies.ed.gov Program Models (for Both Types of Training) Different training models and formats may be used – one-time short courses – multiple sessions over a longer period – online courses that can be accessed at any time – infusing training into an already existing program or working group Training may be provided to one or multiple cohorts of participants over the course of the project

20. ies.ed.gov Program Models (for Policymaker Training) If you want to conduct policymaker training, at the earliest stages consider collaborations with – State education agencies – Local education agencies – Non-profit organizations – Professional associations (Include letters of agreement from such institutions in Appendix C)

21. ies.ed.gov Getting started with you application…

22. ies.ed.gov Getting Started: What are the End Goals? General goals For researchers – to help them become capable of conducting the type of research IES funds For policymakers/practitioners – to help them become aware of and apply findings from rigorous education research to specific and relevant education issues But what is your specific goal? What sort of researcher, policymaker, or practitioner does the field need? Why?

23. ies.ed.gov Getting Started: Preparing Your Justification Think of this training as an intervention Develop a “Theory of Change” to help guide the training program – What sorts of tasks must researcher, policymakers, or practitioners perform? – What sorts of skills do they need in order to perform them well? – What sorts of experiences can a training program provide to help them acquire these skills?

24. ies.ed.gov What should be in the application? The heart of the application is the Training Plan Narrative □Significance □Research Training Plan □Personnel □Resources

25. ies.ed.gov Significance Describe the focus of your training program and its importance to the field and the participants Clearly answer the following: – What is your issue (methodology, policy, etc.)? – Who is your audience? – Why is this combination important?

26. ies.ed.gov Significance: Your Issue Be sure to highlight importance of the methodological issue or policy issue to participants, the work they do, and the larger field of education. If there are other sources that could give similar training, identify them and justify why your training program is necessary.

27. ies.ed.gov Significance: Your Participants Justify why your target participants are significant, why they will benefit from this training, and how they will use what they’ve learned. Education researchers: include their field and pre- existing skills and expertise. Policymakers/practitioners: include the level they operate at, their responsibilities, and the background you expect they have in using education research. Estimate the number of participants you will train. Explain why this number is appropriate.

28. ies.ed.gov Significance: Training Model Training models can vary 1-week full-time session 4-week, 2-hour online course that meets twice a week A monthly meeting over a 2-year period participants may take part directly (e.g., through an in-person meeting) or indirectly (e.g., through online modules) Participants may receive all of the training or some part of it (e.g., through a website that hosts recorded training sessions) Discuss why it best meets intended participants’ needs, how it is a cost-effective, and how it offers others opportunity to benefit from portions of the training

29. ies.ed.gov Significance: Summary You have outlined the significance of your training by discussing – importance of your issue and your participants – scope and reach of your training – impact that training will have on participants and the field From the reviewers’ perspective, a summary paragraph is helpful. It helps organize the arguments and better prepares them to read the Training Plan.

30. ies.ed.gov Research Training Plan Detail your proposed training program – Recruitment – Providing training activities – Providing support to participants – Evaluating the program Provide timeline (in the narrative or Appendix A)

31. ies.ed.gov Training Plan: Recruitment  Participants can be recruited over the course of a grant for 1-time or multiple training activities.  Participants you recruit should align with the goals in the Significance section.  You must include a well-developed and well- articulated plan for recruiting participants that includes outreach efforts to members of under- represented minorities.

32. ies.ed.gov Training Plan: Recruitment  Researcher Training opportunities must be announced to the education research community  Policymaker Training opportunities must be announced to the relevant policymaker and practitioner community  Have a clear timeline and examples of venues where you will advertise  Keep in mind that the earliest start date for a training project is July 1, 2013

33. ies.ed.gov Training Plan: Recruitment Application Process You must have an application process, and it needs to be clearly described. This process must be announced to the relevant communities. The selection criteria you will use to select participants must be made available to applicants. You must describe how the selection criteria will be applied to the applications and who will make the decisions regarding admission to the training. You should describe how you will make the selection process fair and avoid any appearances of conflict of interest.

34. ies.ed.gov Training Plan: Requirements Reminder Please keep in mind… Participants must be citizens or permanent residents of the United States Most researcher training participants should have received their doctorate prior to beginning the fellowship and be working in the field of education research Policymaker training participants must be working on the policy or practice issue addressed by the training

35. ies.ed.gov Training Plan: Training Activities Detail specific components of your training and how they will help participants to develop the skills and knowledge that will allow them reach the goals you discussed in the Significance section

36. ies.ed.gov Training Plan: Training Activities General Considerations Relate each part of the content to the skills and knowledge you intend to provide the participants and to how they will be able to apply it in their work Discuss any difficulties participants might encounter in learning the content that might arise due to the format of the training and how you will work to overcome these problems

37. ies.ed.gov Training Plan: Training Activities For Research Training programs, you should describe the methodology you intend the participants to learn and provide the specific content you will present to them. For example, □What are the methods or theories they will explore? □Will you be using texts? Articles? Software programs?

38. ies.ed.gov Training Plan: Training Activities For Policymaker Training programs, you should describe the policy or practice issue the training will address, the specific evidence from research you intend to present, and the conclusions you anticipate being able to draw from the literature for changing practice or making policy. For example, □Will you be using specific reports? Databases? Software programs?

39. ies.ed.gov Training Plan: Training Activities Describe format through which training will take place – How much time will be spent on each part of the content? – How will each part of the content be taught? – Who will provide each part of the content? – Will portions of the training will be made available to non- participants? If so, how?

40. ies.ed.gov Training Plan: Providing Support Describe what sort of support participants will receive from the training program – Please be mindful of the restrictions discussed in the RFA along with any additional restrictions your institution may have

41. ies.ed.gov Training Plan: Support for Researchers Allowable and Non-Allowable Expenses: Researcher Participants Researcher Training participants and their institutions cannot receive financial recompense. Researcher Training participants are expected to cover their own travel costs. – A small number of exceptions are permitted when applicants are accepted but lack travel funding. Lodging of participants can be covered by the grant but must not exceed federal government reimbursement rates for place and time of year. (See http://www.gsa.gov/portal/category/21287.)http://www.gsa.gov/portal/category/21287

42. ies.ed.gov Training Plan: Support for Policymakers Allowable and Non-Allowable Expenses: Policymaker Participants Policymaker Training participants cannot individually receive financial recompense for attending a training program – A school district or State can be reimbursed for the regular work hours an employee spends in the training. You may cover travel costs for Policymaker Training participants from school districts and state governments. You may cover lodging of participants, if justified, but you must not exceed federal government reimbursement rates for place and time of year. If Policymaker Training participants have access to travel and lodging funds, IES expects that they will use them funds to cover travel and lodging costs.

43. ies.ed.gov Training Plan: Providing Support How to Minimize Costs Consider your location carefully. Consider travel costs (and try to keep them low) when you select sites and times of year for in- person trainings. Consider holding training sessions in single location that the participants are already likely to congregate, e.g., during regularly attended meetings or sessions. Consider using low cost forms of transportation (e.g., flying economy class).

44. ies.ed.gov Training Plan: Providing Support Working meals can be covered by grant funds when – Clear description of the work to be accomplished during the meal is provided – Cost per person for the meal is provided and is moderate. Meals held outside the formal training hours cannot be included in the budget

45. ies.ed.gov Training Plan: Evaluating the Program Basic measures: The program’s ability to – recruit the intended type of participants, – have them stay long enough to benefit from the training, and – following up with them after the training to see if they found the training useful and if they have applied the skills and knowledge taught. If you will repeat the training, you can discuss how you would use the feedback you receive to refine your delivery if possible.

46. ies.ed.gov Training Plan: Evaluating the Program Other potential measures: You may also propose self-defined measures that you value as signs of a program’s success – should be aligned to the goals of the program mentioned in the Significance section You should also provide an analysis of the cost per participant

47. ies.ed.gov Personnel Identify all key personnel on the team: the PI, Co-PI (if there is one), and other trainers Discuss how research expertise of the key personnel reflect the content and focus of the training program. Briefly describe for each key personnel – Qualifications and how they contribute to the focus – Roles and responsibilities within the training program – % time and calendar months per year (academic plus summer) to be devoted to the training program – Previous experience providing training for current researchers or policymakers or practitioners.

48. ies.ed.gov Personnel (cont.) You cannot propose to hire experts in specific methodological or policy issues to provide the training once the grant is received. All trainers must be identified in the application.

49. ies.ed.gov Resources Describe the institutional resources available to support the training program at the participating institution – On-site technical support – Meeting spaces – Other facilities

50. ies.ed.gov What else should be in the application? □Appendix A □Appendix C □Budget and Budget Narrative

51. ies.ed.gov Appendix A LIMIT: 10 pages You may include any figures, charts, or tables that supplement the training program narrative – a timeline for the training program – a syllabus for the training – an example of an application form to the training. No narrative text related to any aspect of the training plan may be included in Appendix A. It will be removed prior to review.

52. ies.ed.gov Appendix C No Page Limit Appendix C contains letters of agreement from research and training partners – Ensure that letters reproduce well and do not reduce the size of the letters

53. ies.ed.gov Budget and Budget Justification The maximum amount for a Researcher & Policymaker Training grant is $1,000,000. – The size of the award will depend on the type and number of participants, length of the training, and format used to provide the training.

54. ies.ed.gov Budget and Budget Justification Provide detailed justification that explains each of the costs. Make sure that budget justification matches both SF 424 and Training Narrative. – Categorize expenses by program/trainer costs and participant costs. – Consider further grouping expenses by year. – All funds spent on the participants themselves (e.g., their travel, their lodging, their stipends) must be in Section E of the SF 424. – All other funds (e.g., recruitment costs, program materials, administrative support) must be captured in other parts of the SF 424.

55. ies.ed.gov Preparing and Submitting an Application

56. ies.ed.gov Application Deadline Letter of Intent Due Date Application Package Posted Start Dates Sept 20, 2012 July 19, 2012 July 1, 2013 to Sept 1, 2013 Important Dates and Deadlines 56 R305B: Research Training in the Education Sciences See the RFA at http://ies.ed.gov/funding/pdf/2013_84305B.pdf http://ies.ed.gov/funding/pdf/2013_84305B.pdf

57. ies.ed.gov Getting Started  Request for Applications  IES Grants.gov Application Submission Guide  Application Package

58. ies.ed.gov Finding Requests for Applications FY 2013 Requests for Applications and the IES Grants.gov Application Submission Guide are available at http://ies.ed.gov/funding/13rfas.asp

59. ies.ed.gov Finding Application Packages FY 2013 Application Packages for Research Training Programs will be available on www.grants.govwww.grants.gov Will be available on July 19, 2012

60. ies.ed.gov

61. ies.ed.gov Page Restrictions for Researcher & Policymaker Training Applications SectionPage Limit Abstract1 page Training Program Narrative15 pages, single-spaced BibliographyNone Biographical Sketch4 pages (for each key personnel) Budget JustificationNone Appendix A10 pages Appendix CNone

62. ies.ed.gov Help Us Help You Read the RFA carefully Call or e-mail IES Program Officers early in the process IES program staff can review draft proposals and provide feedback Don’t be afraid to contact us!

63. ies.ed.gov When reading the RFA and application instructions… Be sure to attend to the following: Eligible Applicants Special Requirements Content and Formatting Requirements Application Submission and Processing Application Due Dates

64. ies.ed.gov Final Tips: Reviewers’ Perspectives Write clearly and concisely. Address the points described in RFA. Organize information in logical sequence. Label sections and number pages. Make it easy for reviewers to find and understand the information.

65. ies.ed.gov Connecting Research, Policy and Practice What happens next?

66. ies.ed.gov Peer Review Application is reviewed for compliance. Compliant applications are assigned to a review panel. Two or three panel members conduct primary review of each application. The most competitive applications are reviewed by full panel at the panel meeting.

67. ies.ed.gov Notification All applicants will receive e-mail notification of the status of their application. All applicants receive copies of reviewer comments. If you are not granted an award the first time, consider resubmitting and talking with your Program Officer.

68. ies.ed.gov For more information about the Research Training Programs in the Education Sciences (FY 2013) – 84.305B Meredith Larson Meredith.Larson@ed.gov (202) 219-2025