Accelerating the Academic Achievement of Students with Learning Disabilities Research Initiative

1. 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. 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

3. Purpose and need

4. 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

5. 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.

6. 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.

7. A3 basics

8. 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.

9. 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. 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)

11. 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 3rd-8th grade span. Note: Reading and math must cover the same grade span.

12. 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

13. 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.

14. Application requirements

15. 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

16. 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.

17. 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?

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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.

25. 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. 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. 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. 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. 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. 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

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

32. 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

33. 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

34. Peer review process

35. 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

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

37. 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?

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

39. 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?

40. 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?

41. 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?

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

43. Final reminders

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

47. 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 • We encourage all researchers to submit Letters of Intent • July 19, 2012

48. 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

49. Important Dates and Deadlines

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