Post on 06-Jan-2016
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Connecting Research,Connecting Research,Policy and PracticePolicy and Practice
May 29, 2014
Elizabeth R. Albro, Ph.D.Associate Commissioner of Teaching & Learning
National Center for Education Research
Jacquelyn A. Buckley, Ph.D.National Center for Special Education Research
@IESResearch
IES Grant Writing Workshop
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Purpose of the Workshop
This workshop will provide instruction and advice on writing a successful application to the Institute of Education Sciences’research grant programs, specifically to the:
•Education Research Grants Program (84.305A)•Special Education Research Grants Program (84.324A)
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Grant Writing Is A Process
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Agenda
• Introduction to IES• Grant Writing Tips• General Requirements• Grant Research Topics• Grant Research Goals • Four Sections of the Project Narrative
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What is IES?
• Research arm of the U.S. Department of Education, non-partisan by law.
• Charged with providing rigorous and relevant evidence on which to ground education practice and policy and share this information broadly.
• By identifying what works, what doesn't, and why, we aim to improve educational outcomes for all students, particularly those at risk of failure.
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IES Organizational Structure
Office of the Director
National Board for Education
Sciences
National Center for Education Evaluation
National Center for Education Statistics
National Center for Education Research
National Center for
Special Education Research
Standards & Review Office
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FY 2015 Funding Opportunities
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RFA Changes of Note
• Revised formatting, highlighting minimal requirements for an application to be sent forward for peer review
• Identified research gaps in each topic domain• Dissemination plans are required• Appendices have been modified• Submission Guide incorporated into each RFA• Glossary of important terms added
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Primary Research Grant Programs
• Education Research Grants (84.305A)
• Special Education Research Grants (84.324A)
These grant programs are organized by research topic and research goal.
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Agenda
• Introduction to IES• Grant Writing Tips• General Requirements• Grant Research Topics• Grant Research Goals • Four Sections of the Project Narrative
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What You Need to Do
Sell your research idea, promote yourself as the best person to do the research, and build
goodwill and trust.
How?
By demonstrating that you know what the problem is and have a way to address it.
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Opening Paragraph
• Sets the scene for readers:– Identifies the significance of the work to be
done and what actually will be done– Readers use it to organize information in rest of
the application– You can lose your readers right off with an
unclear opening
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Statement of Purpose
Should:– Be short and attention-getting – Contain the problem statement and your contribution
to solving it.
Your fellow researchers, friends, and family members should be able to understand it and see its relevance.
NOTE: It’s not as easy to do as you may think. You have to know a lot about what it is you want to do before you can describe it succinctly.
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Theory of Change (ToC)
• The model underlying your research. • A roadmap to your project narrative.• A source for generating research questions.• Constantly evolving.
NOTE: Some fields and scholars use terms like Logic Model or Logical Framework to mean things similar to what we are calling a Theory of Change here.
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ToC & Your Research Plan
In your research plan, you need to specify exactly what it is you’re exploring, creating, validating, or testing. You
also need to specify how you will do these things.
Strategies/Activities What are the pieces that you’ll be exploring, creating, testing, etc.?Outcomes Indicators: What will you measure, and how you will measure it?
Populations: Who and where (both in treatment and control/comparison)?Thresholds: What effect (size) should you expect?Timeline: When should you be collecting what data?
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Helpfulness of the Program Officer
• Share your framework and statement of purpose with the Program Officer– Ensure you are submitting to the correct
competition/topic – Springboard for further discussion
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Clarity of Writing
• Readers (e.g., application reviewers) often complain about lack of clarity. – Significance too general – Lack of detail regarding intervention,
development cycle, or data analysis– Use of jargon and assumptions of knowledge– Poor writing (e.g., grammar), awkward
constructions, etc.
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Resources for Researchers
• Visit links for faculty and researchers on IES websitehttp://ies.ed.gov/resourcesforresearchers.asp
• Review past webinars and participate in future webinars for the FY 2015 competitionshttp://ies.ed.gov/funding/webinars/index.asp
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Agenda
• Introduction to IES• Grant Writing Tips• General Requirements• Grant Research Topics• Grant Research Goals • Four Sections of the Project Narrative
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All Proposed Studies Must
• Measure Student Education Outcomes• Be Relevant to Education in the U.S.• Address Authentic Education Settings• Specify 1 Research Topic• Specify 1 Research Goal
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NCER Ultimate Outcomes of Interest: Student Outcomes
Grade OutcomePrekindergarten School readiness (e.g., pre-reading, language,
vocabulary, early math and science knowledge, social and behavioral competencies)
Kindergarten – Grade 12
Learning, achievement, and higher-order thinking in reading, writing, mathematics, and science; progress through the education system (e.g., course and grade completion or retention, high school graduation, and dropout); social skills, attitudes, and behaviors that support learning in school
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NCER Ultimate Outcomes of Interest: Student Outcomes
Grade OutcomePostsecondary(Grades 13 – 16)
Access to, persistence in, progress through, and completion of postsecondary education; for students in developmental programs, additional outcomes include achievement in reading, writing, English language proficiency, and mathematics
Adult Education(Adult Basic Education, Adult Secondary Education, Adult ESL, and GED preparation)
Student achievement in reading, writing, and mathematics; access to, persistence in, progress through, and completion of adult education programs
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NCSER Ultimate Outcomes of Interest: Student Outcomes
Grade OutcomeBirth - 5 Developmental outcomes and school readiness
Kindergarten – High School
Achievement in core academic content (reading, writing, mathematics, science), behaviors that support learning in academic contexts, functional outcomes that improve educational results and transitions to employment, independent living, and postsecondary education
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Who Should Read the RFA?
• You, the proposed Principal Investigator• Your team members, including your co-PIs,
statistician, methodologist, developer• Your assigned sponsored projects officer• Anyone else participating in the preparation of
the application
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Agenda
• Introduction to IES• Grant Writing Tips• General Requirements• Grant Research Topics• Grant Research Goals • Four Sections of the Project Narrative
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Grant Topics
• All applications to the primary research grant programs must be directed to a specific topic– Note on SF 424 Form, Item 4b (Agency
Identifier Number)– Note at top of Abstract and Project Narrative
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Research TopicsEducation Research (305A) Special Education Research (324)
Cognition & Student Learning Cognition & Student Learning in SpEd
Early Learning Programs and Policies Early Intervention & Early Learning in SpEd
Education Technology Technology for Special Education
Effective Teachers & Effective Teaching PD for Teachers & Related Service Providers
English Learners Autism Spectrum Disorders
Improving Education Systems SpEd Policy, Finance, and Systems
Mathematics & Science Education Mathematics & Science Education
Postsecondary & Adult Education Transition Outcomes for Secondary Students with Disabilities
Reading & Writing Reading, Writing & Language Development
Social & Behavioral Context for Academic Learning
Social & Behavioral Outcomes to Support Learning
Families of Children with Disabilities
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Topics: Nota Bene
• Must address student education outcomes• Grade range varies by topic• Your project might fit in more than one topic
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305A: Topics and Their Grade Range
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324A: Topics, Grade Level, Disability Status
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Choosing among Overlapping Topics
• What literature are you citing?• To which topic is your area of expertise best
aligned?• If your focus is on a specific population of
students/teachers, go to that program/topic:– Is your focus on a specific type of
student/teacher (e.g., English Learners), or are you studying them as a subgroup of your sample?
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New This Year: Research Gaps & Considerations
• Every topic now includes a section which describes research gaps and/or considerations that the Institute has identified.
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Agenda
• Introduction to IES• Grant Writing Tips• General Requirements• Grant Research Topics• Grant Research Goals • Four Sections of the Project Narrative
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Grant Research Goals
• All applications to 84.305A/84.324A must be directed to a specific goal– Note on SF 424 Form, Item 4b– Note at top of Abstract and Research Narrative
• The goal describes the type of research to be done
• Every application is directed to a specific topic/goal combination
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What Topic X Goal Fits Your Project?
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Program Officer Role
• As you are thinking through which is the appropriate topic and goal for your project, we encourage applicants to reach out to your program officers.
• They are a valuable resource.
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FY 2015 Research Goals
• Exploration • Development & Innovation• Efficacy & Replication• Effectiveness• Measurement
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Goal Max. Duration & Award (direct + indirect)
Exploration W/ secondary data or meta-analysis With primary data
2 years, $700,0004 years, $1,600,000
Development & Innovation 4 years, $1,500,000
Efficacy & Replication Follow-up study Retrospective
4 years, $3,500,0003 years, $1,200,0003 years, $800,000
Effectiveness Follow-up study
5 years, $5,000,0003 years, $1,600,000
Measurement 4 years, $1,600,000
Maximum Award Amounts (84.305A)
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NCER Grants by Goal (2004-2013)
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NCSER Grants by Goal (2006-2013)
Percentage of Funded GrantsFY 2006-2013
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Goal Requirements
• Your application must meet all Project Narrative and Award Requirements listed for the goal you select in order for your application to be considered responsive and sent forward to review.
• We strongly encourage you to incorporate the recommendations into your Project Narrative.
• All applications must include a Dissemination Plan.
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Exploration Projects: Malleable Factors
• Malleable factors must be under the control of the education system– Something that can be changed by the system
• Examples– Student characteristics: behavior, skills– Teacher characteristics: practices, credentials– School characteristics: size, climate, organization– Education interventions: practices, curricula,
instructional approaches, programs, and policies
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Development & Innovation Projects: Key Features
• Iterative development process• Well specified theory of change• Data collected on feasibility and
usability in authentic education settings
• Fidelity must be measured• Pilot data on student outcomes
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Development process must be
iterative!
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Efficacy & Replication Projects:Key Features
• Testing a causal question.• Ask what might be needed to implement
intervention under routine practice, even if you intend to test under ideal conditions
• Consider role of developer to avoid conflict of interest for developer-evaluators
• Do not require confirmatory mediator analyses but recommend exploratory ones
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Effectiveness Projects: Key Features
• IES expects researchers to– Implement intervention under routine practice– Include evaluators independent of development/distribution– Describe strong efficacy evidence for intervention (from at
least 2 previous studies)
• Does not expect wide generalizability from a single study– Expects multiple Effectiveness projects to this end– Sample size is not a key distinction from Efficacy
• Does not require confirmatory mediator analyses but encourages exploratory ones
• Cost of implementation is limited to 25% of budget45
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Measurement Projects: Key Features
• Assessments may also be developed in other goals, but not as the primary focus
• Primary product of measurement grant is the design, refinement, and/or validation of an assessment
• Include an assessment framework• Must link the assessment to student education
outcomes
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Expected Products
• Expected Products for each goal can help you identify the right goal for your project
• At the end of a funded project, IES expects you to provide…
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Agenda
• Introduction to IES• Grant Writing Tips• General Requirements• Grant Research Topics• Grant Research Goals • Four Sections of the Project Narrative
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Project Narrative• Four Required Sections
– Significance– Research Plan– Personnel– Resources
• Each of these sections will be scored individually by the peer reviewers
• In addition, reviewers provide an overall score of Scientific Merit
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The Application’s Project Narrative
• Requirements vary by program & goal• READ THE REQUIREMENTS CAREFULLY• 25 pages, single spaced• Project Narrative is supported by Appendices, but all
critical content for reviewers should be included within the 25 pages of the Project Narrative.
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Significance Section
• Describes the overall project– Your research question to be answered; intervention
to be developed or evaluated, or measure to be developed and/or validated
• Provides a compelling rationale for the project– Theoretical justification
• Theory of Change– Empirical justification– Practical justification
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Significance
• Do not assume reviewers know significance of your work
• Do not quote back RFA on general importance of a topic, – e.g., RFA paragraph on lack of reading proficiency of 8th and
12th graders based on NAEP data
• Do quote back RFA if your project is addressing a research gap identified in the RFA – e.g., disproportionality in discipline (Social/Behavioral);
impact of early childhood policy initiatives (Early Learning)
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Significance – 2 Key Problem Areas
1. Description of Malleable Factor/Intervention– Unclear what intervention is: confuses reviewers
• Many components and may be applied at different times – how fit together – Graphic may help
– Unclear how to be implemented to ensure fidelity– Intervention not shown to be strong enough to expect an impact
• Especially true for information interventions – e.g., provide data on students, short teacher workshops
– Overly focused on actions not content• Ex.: 20 hours of PD held over 10 weeks but no detail on what is to
be covered in the sessions
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Significance – 2 Key Problem Areas
2. Theory of change– Why a malleable factor is expected to be related to a student
outcome– Why the proposed intervention should improve outcomes
versus current practice– Why an assessment/instrument will measure a specific
construct– When well laid out, a theory of change makes clear what is
expected to happen and in what order– Easy for reviewers to understand research plan – why
measure certain outcomes – Graphic can be helpful
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Theory of Change Should Describe:
• How the intervention addresses the need and why it should work
– Content: what the student should know or be able to do; why this meets the need
– Pedagogy: instructional techniques and methods to be used; why appropriate
– Delivery System: how the intervention will arrange to deliver the instruction
• Which aspects of the intervention are different from the counterfactual condition
• Key factors or core ingredients most essential and distinctive to the intervention
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Simple Theory of Change
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Logic Model Graphics Don’t Do This!
• Overwhelm the reader• Use color as a key because applications are
reviewed in black and white
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PLTProfile AnalysisSet instructional goals & WL focus
PLTProfile AnalysisSet instructional goals & WL focus
[4 weeks at end of prior year or beg of current
year]
PLTBegins weekly
meetings
PLTBegins weekly
meetings PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
PLT
WLDebrief
[Processes 4-11 repeat to mid-year]
[PLT appoints SLT1 to address PD Topic 1]
SLT 1Research
SLT 1Research
SLT 1Implement Prof Devt
SLT 1Implement Prof Devt
DEVELOPMENT MODEL FOR “WL” INTERVENTION
DEVELOPED BY “ABC” WITH THE ASSISTANCE OF “DEF”
PLT = Primary Leadership team
SLT = Secondary Leadership team
= Begin Process
= Feedback for next process
= Delegation of PD
KEY
10. ABC reviews/revises
model based on DEF findings
10. ABC reviews/revises
model based on DEF findings
14a. SLT and Coaches
create PD unit
14a. SLT and Coaches
create PD unit
1a. PI Recruits
and Trains Coaches
1a. PI Recruits
and Trains Coaches
6a. Coaches facilitate PLT
identification of annual instr. goal
6a. Coaches facilitate PLT
identification of annual instr. goal
1b. DEF develops
data collection
tools
1b. DEF develops
data collection
tools
11. Coaches share/
implement revisions with PLTs
11. Coaches share/
implement revisions with PLTs
3a. Coaches collect 3 yrs. stud. ach. & demo. data per school
3a. Coaches collect 3 yrs. stud. ach. & demo. data per school
2a. ABC PI matches
Coaches to schools (n=5)
2a. ABC PI matches
Coaches to schools (n=5) 2b. DEF
trains coaches to
use all data tools
2b. DEF trains
coaches to use all
data tools
5. DEF guides Coaches and PLTs
in constructing and analyzing
profiles based on data collected
5. DEF guides Coaches and PLTs
in constructing and analyzing
profiles based on data collected
4. Coaches and DEF
work with PLT to
collect climate
data
4. Coaches and DEF
work with PLT to
collect climate
data
3b. DEF develops electronic
profile develop-ment tool
3b. DEF develops electronic
profile develop-ment tool
7a. Coaches teach PLT to
conduct Learning Walks (WL)
7a. Coaches teach PLT to
conduct Learning Walks (WL)
approx. 3 wks after school begins
8a2. Coaches assist PLTs in
weekly WLs and Debriefing
through mid-year
8a2. Coaches assist PLTs in
weekly WLs and Debriefing
through mid-year
6-8b. DEF observes PLTs,
documents implementation
6-8b. DEF observes PLTs,
documents implementation
9. DEF interviews
coaches and PLTs about WL process
9. DEF interviews
coaches and PLTs about WL process
approx. 9 wks after school begins
13a.ABC researchers train SLT to research
best-practices in PD area
13a.ABC researchers train SLT to research
best-practices in PD area
12. Coaches & PLTs choose 2-4 teachers (based on WLs) to become Dynamic
Leadership Team 1]
12. Coaches & PLTs choose 2-4 teachers (based on WLs) to become Dynamic
Leadership Team 1]
13-15b. DEF observes/consul
ts SLTs, documents
implementation
13-15b. DEF observes/consul
ts SLTs, documents
implementation
15a.Coaches assist SLT in
implementing PD with faculty
15a.Coaches assist SLT in
implementing PD with faculty
16. DEF interviews
coaches, SLTs, and PLTs about
PD and WL processes
16. DEF interviews
coaches, SLTs, and PLTs about
PD and WL processes
17. ABC reviews/revises
model based on DEF findings
17. ABC reviews/revises
model based on DEF findings
8a1. Coaches assist PLTs in
using all data to ID area for prof
devt
8a1. Coaches assist PLTs in
using all data to ID area for prof
devt
[Processes 3-17 repeat twice in Year 2]
18a. ABC and DEF submit
Annual Report to DOE and
schools
18a. ABC and DEF submit
Annual Report to DOE and
schools
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Research Plan Section
• Describe the work you intend to do– How you will answer your research question; develop your
intervention; evaluate the intervention, or develop and/or validate your assessment
• Make certain Research Plan is aligned to Significance section– All research questions should have justification in
Significance
• Step-by-step process– A timeline is strongly recommended!
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Identify Setting, Population, & Sample
• Identify the places you will be doing research• Identify the population you are addressing• Identify the sample
– Inclusion and exclusion criteria– Sample size (issues of power for analysis)– The importance of attrition and how to address it– External validity: can you generalize to your population or
only to a subset of it• If using secondary data, discuss these for the datasets you will
be using
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Specify Your Outcome Measures
• For both proximal and distal outcomes• Sensitive (often narrow) measures• Measures of broad interest to educators• Measures not expected to be linked can be used as
additional evidence• Describe reliability, validity, and relevance• Do not include measures not linked to research
questions• Consider issue of multiple comparisons
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Specify Features of All Other Measures
• Measures that feed back into iterative development process
• Fidelity of Implementation– Operating as intended– Able to address comparison groups
• Feasibility
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Measures Derived From Qualitative Research
• Describe– Actual items to be used– How items link to constructs – the validity of these
measures– Procedures for collection and coding (address inter-rater
reliability)– How consent obtained for an adequate percent of sample– How qualitatively collected measures are used in analysis of
quantitative outcomes (e.g., test scores)
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Measurement Projects
• Alternate forms – horizontal equating• Vertical equating, if measuring growth• Test fairness• Non-student instruments must be validated against
student outcomes
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Analysis Depends on Design
• Describe how your analysis answers your research questions
• Describe analyses of qualitative data
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Analysis (cont.)
• Show your model– Identify coefficients of interest and their meaning– Show different models for different analyses– Include Equations
• Address clustering• Describe plan for missing data – check for
equivalency at start and attrition bias• Use sensitivity tests of assumptions
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Personnel Section
• Describe key personnel– Show that every aspect of project has person with
expertise to do it• Appropriate methodological expertise• Substantive person for all issues addressed• Do not propose to hire a key person with X expertise• Project management skills
– Show that every aspect of project has enough time from an expert
• Orient CVs so specific to project– 4 pages plus 1 page for other sources of support
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Personnel Strategies for PI
• Senior Researcher as PI– Show adequate time to be PI– Make credentials clear (not all reviewers may know)
• Junior Researcher as PI– Show you have adequate expertise not only to do work but
to manage project• Continuation of graduate research• Management skills as graduate student
– Reviewers more comfortable if you have senior person(s) on project to turn to for advice
• Co-PI, Co-I, contractors, advisory board• Have them on for enough time to be taken seriously
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Resources
• Show institutions involved have capacity to support work– Do not use university boilerplate
• Show that all organizations involved understand and agree to their roles– What will each institution, including schools, contribute
to the project– Show strong commitment of schools and districts and
alternatives in case of attrition• If you have received a prior grant award for similar
work, describe the success of that work
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Resources (cont.)
• Appendix D should back up the Resources section
• Detailed Letters of Agreement from research institutions, States, districts, schools– Do letters show that partners understand their
role in the project (e.g., random assignment to condition; time commitments)?
– Do letters show that you have access to all necessary data to do the proposed work?
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Budget and Budget Narrative
• Provide a clear budget and budget narrative for overall project and each sub-award
• Provide detail on the assumptions used in the budget (e.g., assumptions for travel)
• Budget categories are described beginning on pg. 102 of NCER RFA, pg. 104 of NCSER RFA
• Check RFA for specific budget requirements for Research Goals
• Ensure alignment among Project Narrative, Budget, and Budget Narrative
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AppendicesAppendix Content to be included
A 3 page response to reviewers for resubmitted applications
B Figures, charts, tables that supplement project narrative; examples of measures to be used in the project (optional)
C Examples of materials to be used in the intervention or assessment that is the focus of your project (optional)
D Letters of agreement from partners, data sources, and consultants (optional)
E Data Management Plan (Required for Efficacy/Replication and Effectiveness Applications)
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Application Deadline
Letter of Intent Due
Date
Application Package Posted
Start Dates
August 7, 2014
4:30:00 PM DC Time
June 5, 2014 June 5, 2014 July 1, 2015to
Sept 1, 2015
Important Dates and Deadlines
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Finding Application Packages
• FY 2015 Application Packages will be available on www.grants.gov
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Review Application Requirements
Request for Applications Currently available at http://ies.ed.gov/funding
Application Package Will be available on Grants.gov on 6/5/2014
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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
• Two or three panel members conduct a primary review of each application
• The most competitive applications are reviewed and discussed by the full panel
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Peer Review Process
• Peer Review of Grants Process– http://ies.ed.gov/director/sro/peer_review/applic
ation_review.asp
• Lists of Peer Reviewers– http://ies.ed.gov/director/sro/peer_review/revie
wers.asp
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Help Us Help You
• Read the Request for Applications carefully
• Call or e-mail IES Program Officers early in the process
• As time permits, IES program staff can review draft proposals and provide feedback
Don’t be afraid to contact us!
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Wrap-up and Final Q&A
Elizabeth AlbroAssociate Commissioner, Teaching and Learning, NCER
Elizabeth.Albro@ed.gov(202) 219-2148
Jacquelyn BuckleyNCSER
Jacquelyn.Buckley@ed.gov202-219-2130