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Research Training Programs in Special Education (ALN 84. 324B) is a grant from the U.S. Department of Education Institute of Education Sciences (IES), National Center for Special Education Research that funds graduate training programs preparing researchers to conduct rigorous, scientific research in special education.
The program supports the development of a new generation of researchers who will advance understanding of effective practices for children and youth with disabilities. Eligible activities include developing research training curricula, mentoring doctoral students, and building research capacity at universities and institutions.
Eligible applicants include nonprofit and for-profit organizations and public and private institutions of higher education. Applications were due September 12, 2024, with possible start dates of July 1 to September 1, 2025.
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# Assistance Listing Number (ALN): 84. 324B # Research Training Programs in Special Education # Request for Applications Letter of Intent July 11, 2024 https://iesreview. ed.
gov/LOI/LOISubmit Application Package Available June 13, 2024 https://www. grants. gov/ Application Deadline 11:59:59 p.
m. Eastern Time on September 12, 2024 Possible Start Dates July 1 – September 1, 2025 See the companion IES Application Submission Guide ( https://ies. ed.
gov/funding/submission_guide. asp ) for guidance on preparing and submitting applications through Grants. gov. Table of Contents Part I: Overview ..................................................................................................................
1 A. Introduction .............................................................................................................................................. 1 B.
Getting Started .......................................................................................................................................... 1 1. Technical Assistance for Applicants .......................................................................................................
1 2. Eligible Applicants ................................................................................................................................. 1 3.
RFA Organization and the IES Application Submission Guide ........................................................... 2 4. Ensuring Your Application is Forwarded for Scientific Peer Review...................................................
2 C. Changes in the FY 2025 RFA ................................................................................................................... 3 Part II: Program Requirements and Recommendations .....................................................
4 A. Purpose .................................................................................................................................................... 4 B.
General Requirements ............................................................................................................................. 4 1. Principal Investigator (PI) .....................................................................................................................
4 2. Mentors ................................................................................................................................................. 5 3.
Learners With or At Risk for Disabilities.............................................................................................. 5 4. Education Setting ..................................................................................................................................
6 5. Award Limits ......................................................................................................................................... 6 C.
Training Program Narrative Requirements ............................................................................................ 6 1. Significance ............................................................................................................................................
6 2. Research Plan ........................................................................................................................................ 7 3.
Career Development Plan ..................................................................................................................... 8 4. Personnel ...............................................................................................................................................
8 5. Resources............................................................................................................................................... 8 D.
Recommendations for a Strong Application ........................................................................................... 9 1. Significance ............................................................................................................................................
9 2. Research Plan ...................................................................................................................................... 10 3.
Career Development Plan .................................................................................................................... 12 4. Personnel ..............................................................................................................................................
12 5. Resources.............................................................................................................................................. 13 E.
Additional Budget Parameters ............................................................................................................... 14 Part III: Preparing Your Application ................................................................................. 15 A.
Overview ................................................................................................................................................. 15 B. General Formatting ................................................................................................................................
15 1. Page Limits ........................................................................................................................................... 15 2.
Page and Margin Specifications ........................................................................................................... 15 3. Page Numbering ...................................................................................................................................
15 4. Spacing ................................................................................................................................................. 15 5.
Type Size (Font Size) ............................................................................................................................ 15 6. Citations ...............................................................................................................................................
16 7. Graphs, Diagrams, and Tables ............................................................................................................. 16 C.
Required and Optional Appendices........................................................................................................ 16 1. Appendix A: Engagement and Dissemination Plan (Required) ..........................................................
16 2. Appendix B: Response to Reviewers (Required for Resubmissions) .................................................. 17 3.
Appendix C: Summary of Research (Required) .................................................................................. 17 4. Appendix D: Letters of Agreement From Mentors (Required) ...........................................................
17 5. Appendix E: Letters of Agreement from Institution and Partners (Required) ................................... 18 6.
Appendix F: Supplemental Information (Optional)............................................................................ 18 D. Other Narrative Content ........................................................................................................................
18 1. Project Summary/Abstract ................................................................................................................... 18 2.
Bibliography and References Cited ...................................................................................................... 19 3. Human Subjects Narrative ...................................................................................................................
19 4. Biographical Sketches for Key Personnel ............................................................................................ 19 Part IV: Competition Regulations and Review Criteria ......................................................
21 A. Funding Mechanisms and Restrictions .................................................................................................. 21 1.
Mechanism of Support ......................................................................................................................... 21 2. Funding Available ................................................................................................................................
21 3. Special Considerations for Budget Expenses....................................................................................... 21 4.
Program Authority ............................................................................................................................... 21 5. Applicable Regulations.........................................................................................................................
21 B. Additional Award Requirements ........................................................................................................... 22 1.
Pre-Award ............................................................................................................................................ 22 2. Post Award ..........................................................................................................................................
23 C. Overview of Application and Scientific Peer Review Process ............................................................... 23 1.
Submitting a Letter of Intent............................................................................................................... 24 2. Resubmissions and Multiple Submissions .........................................................................................
24 3. Application Processing ........................................................................................................................ 25 4.
Scientific Peer Review Process ............................................................................................................ 25 5. Review Criteria for Scientific Merit ....................................................................................................
25 6. Award Decisions .................................................................................................................................. 26 Part V: Compliance and Responsiveness Checklist ...........................................................
28 Part VI: Program Code ..................................................................................................... 29 Posted June 11, 2024 Institute of Education Sciences | 1 The Institute of Education Sciences (IES) provides scientific evidence to improve education practice and policy and shares that evidence in ways that can be used by educators, parents, policymakers, researchers, and the public.
Within IES, the National Center for Special Education Research (NCSER) supports research to: 1. Expand knowledge and understanding of the needs of infants, toddlers, children, and youth with disabilities in order to improve the developmental, education, and transition outcomes of such individuals 2. Improve services provided under, and support the implementation of, the Individuals with Disabilities Education Act (IDEA; 20 U.S.C.
1400 et seq.) In this Request for Applications (RFA), NCSER invites applications for the Research Training Programs in Special Education (ALN 84. 324B).
For FY 2025, NCSER is accepting applications under one program: Early Career Development and Mentoring (Early Career).
The Early Career program provides support for an integrated research and career development plan for investigators in the early stages of their academic careers who have established an interest in special education research, with the ultimate aim of launching research careers focused on learners with or at risk for disabilities.
NCSER aims to fund rigorous research that helps solve significant education problems and that is relevant to the needs of the diverse population of learners with or at risk for disabilities in the United States.
NCSER’s ability to support high-quality research depends on the ability to train and support talented researchers who reflect this diversity and bring different backgrounds, perspectives, interests, and experiences to address complex education problems ( https://ies. ed. gov/aboutus/diversity.
asp ). NCSER also encourages applications from early career researchers at minority-serving institutions. ## 1.
Technical Assistance for Applicants NCSER strongly encourages applicants to contact the program officer for this competition at any time during the application planning and preparation process. The program officer can offer feedback on the appropriateness of project ideas for this competition and methodological and other substantive issues concerning research and career development.
The program officer can work with applicants until the time the application is submitted to Grants. gov. The program officer for this competition is Katherine (Katie) Taylor ( Katherine. Taylor@ed.
gov ). NCSER also strongly encourages applicants to submit a letter of intent (LOI) on the IES Peer Review website ( https://iesreview. ed.
gov/LOI/LOISubmit ). If you do so, a program officer will contact you regarding your proposed project. Applicants are encouraged to visit https://ies.
ed. gov/funding/ for additional resources that address a variety of issues related to application preparation, submission, and peer review. ## 2.
Eligible Applicants For the Early Career program, IES provides funds to the institution of higher education of the principal investigator (PI) who submitted the application for their research and career development (see Part II. B for information on PI eligibility). Eligible institutions are institutions of higher education, such as colleges and universities, in the United States and its territories.
Posted June 11, 2024 Institute of Education Sciences | 2 Broadening participation in the education sciences: 1 IES is interested in broadening institutional participation in its research training programs.
Early career researchers at the following types of minority-serving institutions (MSIs) are encouraged to apply for IES grants: Alaska Native or Native Hawaiian-Serving Institutions, Tribal Colleges and Universities, Asian American and Native American Pacific Islander-Serving Institutions, Hispanic-Serving Institutions, Historically Black Colleges and Universities, Predominantly Black Institutions, and Native American-Serving Nontribal Institutions.
## 3. RFA Organization and the IES Application Submission Guide To submit a compliant, responsive, and timely application, applicants will need to review two documents: 1. This RFA provides information on how to prepare an application that is compliant and responsive to the requirements.
Part I provides an overview of the competition. Part II describes the requirements and recommendations for the Early Career program. Part III provides information on formatting, the appendices, and other narrative content.
Part IV describes competition regulations and review criteria. Part V provides a checklist to help ensure the inclusion of all required application elements needed to advance to scientific peer review. Part VI provides the program code that you must enter in Item 4b of the SF 424 Application for Federal Assistance form.
2. The IES Application Submission Guide ( https://ies. ed.
gov/funding/submission_guide. asp ) provides important information about submission procedures and IES-specific guidance and recommendations to help ensure applications are complete and received without errors on time through Grants. gov. We strongly recommend that both the PI and the authorized organization representative (AOR) read both of these documents, whether submitting a new or revised application.
## 4. Ensuring Your Application is Forwarded for Scientific Peer Review Only compliant and responsive applications received before the date and time deadline are peer reviewed for scientific merit. The PI and the AOR should work together to ensure that the application meets these criteria.
## (a) On-time submission • Received and validated by Grants. gov no later than 11:59:59 p. m.
Eastern Time on September 12, 2024 (see the IES Application Submission Guide; https://ies. ed. gov/funding/submission_guide.
asp ) • Includes the required training program narrative (see RFA Part II. C ) • Adheres to all formatting requirements (see RFA Part III. B ) • Adheres to all page limit maximums for the training program narrative and appendices.
IES will remove any pages above the maximum before forwarding an application for peer review. • Includes all required appendices (see RFA Part III .
C) o Appendix A: Engagement and Dissemination Plan o Appendix B: Response to Reviewers (Resubmissions Only) o Appendix C: Summary of Research o Appendix D: Letters of Agreement from Mentors > 1Section 114 of the Education Science Reform Act of 2002 charges IES with undertaking “initiatives and programs to increase the participation of researchers and institutions that have been historically underutilized in Federal education research activities of the Institute, including historically Black colleges or universities or other institutions of higher education with large numbers of minority students.
” Posted June 11, 2024 Institute of Education Sciences | 3 o Appendix E: Letters of Agreement from Institution and Partners • Meets the general requirements (see RFA Part II. B ) • Meets the training program narrative requirements (see Part II. C ) # C.
Changes in the FY 2025 RFA Everyone involved in preparing and submitting an application, whether new or revised, should carefully read all relevant parts of this RFA. Major changes to the Early Career program in FY 2025 are listed below and described fully in relevant sections of the RFA.
• Principal Investigator (PI) Eligibility: NCSER clarified language around the types of positions that individuals must have in order to be eligible to serve as the PI. • Personnel: NCSER clarified recommendations pertaining to the types of personnel that can be included on Early Career grants and described in the training program narrative.
• Engagement and Dissemination Plan: To reflect a commitment to research that is informed by and reflects stakeholder input, NCSER changed the “Dissemination Plan” to the “Engagement and Dissemination Plan. ” See Part III. C.
1 for more information about what to include in the required Engagement and Dissemination Plan. This plan must be no more than two pages. • Persistent Identifiers (PIDs): IES is requiring that all key personnel for funded projects obtain a PID such as ORCID iD (Open Researcher and Contributor Identification; https://orcid.
org/ ) prior to award. If key personnel have a PID at the time of application, include it in the biosketches and in the “Credential, e.g., agency login” field on the Research and Related Senior/Key Person Profile (Expanded) form in the application package. See the IES Application Submission Guide ( https://ies.
ed. gov/funding/submission_guide. asp ) for more information about this form in the application package.
• ERIC Requirement: Grantees funded under this competition will be required to submit peer-reviewed manuscripts to ERIC ( https://eric. ed. gov/submit/ ) immediately upon acceptance for publication.
Posted June 11, 2024 Institute of Education Sciences | 4 # Part II: Program Requirements and Recommendations Program Officer: Katherine (Katie) Taylor, Ph. D. ( Katherine.
Taylor@ed. gov ; 202-987-0071) The Early Career program ( https://ies. ed.
gov/ncser/projects/program. asp? ProgID=79 ) supports grants that prepare researchers in the early stages of their academic careers to conduct high-quality research that addresses issues important to learners with or at risk for disabilities, their families, practitioners, and policymakers.
Under the Early Career program, investigators complete an integrated research and career development plan with guidance from experienced mentors. The purpose of this program is to prepare investigators to conduct the type of research that NCSER funds under its Special Education Research Grants program (ALN 84. 324A).
Like research proposed under that program, research proposed under the Early Career program must align to one or more specific research topics and one project type (see Part II. C. 1 ).
However, NCSER expects Early Career projects to be much smaller in scope given the award limits, the requirement for the early career researcher to be the sole PI, and the need for the PI to balance the goals of the research with the career development plan. Relatedly, NCSER does not expect the PI to be an expert on all aspects of the proposed research.
The proposed mentoring and training activities should support the PI in carrying out the aspects of the research on which they are less experienced. The sections below on the Training Program Narrative Requirements and Recommendations for a Strong Application specify the level of detail expected in the training program Early Career applications should incorporate the IES Standards for Excellence in Education Research (SEER; https://ies.
ed. gov/seer ), as applicable, in the research and career development plans. By the end of the Early Career grant, investigators should be prepared to collaborate with education stakeholders to conduct high-quality and practically significant education research.
Additional accomplishments may include: • Conducting a project that addresses applicable SEER principles ( https://ies. ed.
gov/seer ) • Taking on leadership roles related to special education or early intervention research • Establishing and maintaining strong partnerships with districts, schools, and/or education practitioners • Developing research products that are of use to practitioners and policymakers in improving outcomes for learners with or at risk for disabilities • Disseminating findings that contribute to the advancement of knowledge and theory and that have practical implications for education practitioners and policymakers • Submitting a federal research grant to continue research undertaken as part of the Early Career award # B.
General Requirements Applications must meet the requirements set out in this section in order to be sent forward for scientific peer review. ## 1. Principal Investigator (PI) The PI is the individual who has the authority and responsibility for the proper conduct of the research and training, including the appropriate use of federal funds and the submission of required scientific progress reports.
The early career researcher must be the sole PI. No other PIs or Co-PIs may be identified. The PI must have completed a doctoral degree or postdoctoral program no earlier than April 1, 2019 and no later than the start of the award period.
Please note that IES will use the date on which the University Posted June 11, 2024 Institute of Education Sciences | 5 granted the PI’s doctoral degree. For example, if their dissertation was defended on March 25, 2019, but the university granted the degree on April 2, 2019, the PI would be eligible to apply.
The PI must hold a faculty position or research scientist position 2 at an institution of higher education or must have accepted an offer for such a position to begin before the start of the award. In the case that the PI has accepted an offer, the PI must include a letter of support in Appendix E from the future home institution indicating that an offer has been made and accepted.
Visiting faculty, those in adjunct positions, or those in positions that focus on training (e.g., postdoctoral fellows) are not eligible. The following eligibility criteria will not be used in determining responsiveness, but if an application is recommended for funding, the PI must meet the following criteria: • The PI must be a citizen or permanent resident of the United States.
• The PI must not have served as a PI or Co-PI on a research grant from IES. The PI may be from special education or another relevant discipline, provided that the focus of their research and mentoring is on learners with or at risk for disabilities. Such fields may include, but are not limited to, economics, human development, political science, psychology, sociology, and statistics.
Training must be provided under the guidance of a mentor. One mentor should be designated as the primary mentor. The PI may have co-mentors depending on their training needs and location.
The term “mentors” includes both primary and co-mentors. At least one mentor (primary or co-mentor) must be at the PI’s home institution. Mentors must include only individuals who have not served as the PI’s primary graduate school advisor, dissertation advisor, or postdoctoral supervisor.
A faculty member who served on a dissertation committee but did not have a direct advisor-advisee relationship with the PI is eligible to serve as a mentor. Mentors may be from academic or nonacademic institutions, such as nonprofit and for-profit organizations or public and private agencies, that conduct rigorous special education or early intervention research. ## 3.
Learners With or At Risk for Disabilities Research supported under the Early Career program must focus on learners with or at risk for disabilities, any age from infancy through postsecondary education, and/or families, educators, or other professionals who support the development and education of these learners.
NCSER supports research on learners with or at risk for low-incidence disabilities as well as on learners with or at risk for high-incidence disabilities. For research focused on learners with or at risk for disabilities in early childhood and K-12 settings, disability is defined in Public Law 108-446 ( https://sites. ed.
gov/idea/statute-chapter-33/subchapter- I/1401 ). Risk for a disability is identified on an individual basis. You (the PI) should clearly identify the disability or disability categories that your sample is at risk of developing and present research-based evidence of an association between risk factors in your proposed sample and the potential identification of specific disabilities.
The determination of risk may include, for example, factors used for moving learners to higher tiers in a Response to Intervention model.
Evidence consisting only of general population characteristics, such as labeling learners as “at risk for disabilities” because they are from low-income > 2Research scientist titles may vary across institutions; for example, research associate, research analyst, etc. Posted June 11, 2024 Institute of Education Sciences | 6 families or are English language learners, is not sufficient for this purpose.
For research focused on students with disabilities in postsecondary settings, disability is described in the qualified students with a disability provision in the Rehabilitation Act of 1973, Section 504 (https://www2. ed. gov/about/offices/list/ocr/504faq.
html#protected ) and the qualified individual with a disability provision in the Americans with Disabilities Act of 1990 ( https://www. ecfr. gov/current/title- Although the focus of your research must be on learners with or at risk for disabilities, learners without disabilities may be included in your sample if appropriate for your research questions.
For example, learners without disabilities may be part of the comparison population or part of your research sample for assessment development and validation. Proposed research must be relevant to education in the United States and must address factors under the control of U.S. education systems.
Education for learners with disabilities in the U.S. is delivered in a wide range of settings, including homes, natural settings for early childhood special education services, childcare centers, preschools, public and private K-12 schools and alternative schools and settings (such as juvenile justice and residential treatment facilities), community colleges, technical colleges, and 4-year colleges and universities.
In addition, there are also formal programs under the control of education agencies that take place outside of school including after-school, distance learning, or online programs. IES does not support research that occurs in informal contexts outside of U.S. education systems. Applications must conform to the following limits on duration and cost: • The maximum duration is 4 years.
• The maximum cost is $700,000 (total cost = direct + indirect). See the discussion of indirect cost rate in Part IV . # C.
Training Program Narrative Requirements The training program narrative must include five sections – Significance, Research Plan, Career Development Plan, Personnel, and Resources. The five sections must include the content described below to be considered responsive to the requirements of this RFA. Applications lacking this specific content will not be forwarded for peer review.
The training program narrative must adhere to the formatting guidelines (see Part III. B ) and be no more than 25 pages. If the narrative exceeds this page limit, IES will remove any pages after the 25 th page of the narrative.
See the recommendations section for additional guidance on what you may want to include in the training program narrative. Recommendations reflect what IES expects as part of high-quality projects. It is your responsibility to demonstrate you have addressed the recommendations in the application.
The narrative should clearly demonstrate the integration of your research and career development plans. Please note that the research and career development plans may influence one another bi-directionally, as the proposed research conducted may inform which skills need enhancement just as the training and mentoring will provide those needed skills to successfully conduct the research. ## 1.
Significance Posted June 11, 2024 Institute of Education Sciences | 7 The purpose of this section is to explain why the proposed research and career development plans are important. • Describe your need for further career development. • Provide an overview of the proposed research project.
• Identify a primary and, if applicable, secondary research topic that aligns with the focus of your research from the list below. Research on postsecondary students and/or outcomes is allowed under any of the research topics.
o Cognition and Student Learning o Early Intervention and Early Learning o Educators and School-Based Service Providers o Families of Children with Disabilities o Reading, Writing, and Language o Science, Technology, Engineering and Mathematics (STEM) o Social, Emotional, and Behavioral Competence o Systems, Policy, and Finance o Transition to Postsecondary Education, Career, and/or Independent Living • Identify a project type that reflects the type and purpose of the work you will do from the list below.
o Measurement projects develop, refine, and/or validate assessments for use by educators or education researchers. o Exploration projects examine relationships between malleable factors at the learner, educator, education setting, and/or policy level and meaningful education outcomes.
A variety of approaches are appropriate under Exploration, including primary data collection and analyses, secondary data analyses, meta-analyses, or some combination of these approaches. o Development and Innovation projects develop or modify and pilot test new or modified interventions (programs, practices, or policies) that are intended to produce beneficial impacts on learner education outcomes.
o Impact projects evaluate the causal impacts of interventions (programs, practices, or policies) on learner education outcomes.
Impact projects include (a) initial efficacy studies that test an intervention that has not been rigorously evaluated previously to determine whether it has beneficial impacts on education outcomes, (b) replication studies that test an intervention that has been rigorously evaluated previously and demonstrated beneficial impacts on education outcomes to better understand for whom it works and under what conditions, and (c) follow-up studies that test the longer-term impact of an intervention that has been shown to have beneficial impacts on education outcomes in a previous or ongoing evaluation study.
A variety of approaches are appropriate for projects of this type, including primary data collection and analyses and/or secondary data analyses. Notably, the maximum allowable cost under the Early Career program may not be sufficient for conducting some types of rigorous Impact studies.
However, there may be instances when Impact studies are feasible (e.g., the intervention being evaluated is short-term and inexpensive, the evaluation utilizes data from administrative records). The purpose of this section is to describe the aims and methodology for the proposed research.
IES anticipates that certain aspects of the research plan will be less detailed than others and when this is the case, you should describe how these aspects will be further developed through the proposed training and mentoring. You must Posted June 11, 2024 Institute of Education Sciences | 8 • Describe the sample, research design, key outcome measures, and data analysis procedures.
• Describe how you will measure one or more of the following learner outcomes that support success in school and/or afterwards: o Developmental: cognitive, communicative, linguistic, social, emotional, adaptive, functional, and/or physical development o School Readiness: pre-reading, language, vocabulary, early STEM (science, technology, engineering, and/or mathematics) knowledge, and/or social and behavioral competencies (including self-regulation and executive function) o Literacy: reading, language, and/or writing o STEM: science (including computer science), technology, engineering, and/or mathematics o Social/Emotional/Behavioral: social skills, attitudes, behaviors, and/or mental health important to learners’ education and post-school success o Functional: behaviors and skills across domains that learners need to participate in developmentally appropriate routines and activities in the context of everyday living o Secondary/Transition: progression through education systems as indicated by course and grade completion; high school graduation; career and technical education (CTE) certification; and/or successful transition from high school to work settings, independent living, or postsecondary education and training o Postsecondary: access to, persistence in, progress through, and completion of postsecondary education and/or learning, achievement, and higher order thinking in postsecondary courses; in addition to these postsecondary outcomes, employment and earnings outcomes such as hours of employment, job stability, wages, and benefits may be considered ## 3.
Career Development Plan The purpose of this section is to describe your training goals, the proposed mentoring and additional training activities, and how those activities will help you reach your goals. This plan should describe how the proposed training and mentoring will provide the skills to successfully conduct the research. • Describe a training plan, including mentoring and additional training activities to extend your expertise.
The purpose of this section is to describe the expertise, responsibilities, and time commitments for you, your mentor(s), and any other personnel. • Describe your expertise as well as the expertise of your mentor(s) and other personnel. • Specify the date on which you were granted your doctoral degree and (if applicable) the date you completed your postdoctoral program.
• Specify the names of your dissertation or graduate school advisor and (if relevant) your postdoctoral supervisor in order to demonstrate that the mentors have not served as your primary graduate school or dissertation advisor or postdoctoral supervisor. The purpose of this section is to describe the institutional resources to support you in successfully carrying out the proposed research and career development plans.
Posted June 11, 2024 Institute of Education Sciences | 9 • Describe the resources to support you in conducting the proposed project. # D. Recommendations for a Strong Application The following recommendations are included to support you in preparing an application and reviewers in evaluating proposals that align with IES’s expectations of high-quality research and career development.
Reviewers are asked to use these recommendations, in conjunction with their professional judgement and expertise, to determine application quality.
Describe and justify your career development goals, including why you need additional training and mentoring in these areas and why they are important for helping you accomplish the proposed research activities and preparing you to conduct high-quality and meaningful education research going forward.
Describe the progression from your prior research to the research that will occur over the award period to the line of research that you will develop in the future. Describe the research study, including its theoretical and empirical rationale and practical importance. Address the following recommendations for your proposed project type.
Project Type Significance Recommendations Describe the assessment and the specific need for the measurement work. Describe the assessment framework.
Strong frameworks include the following: • The operational definition(s) of the construct(s) being measured • The theoretical model showing how constructs are related to each other and/or external variables • How the assessment provides evidence of the construct(s) • The intended use(s) and population(s) for which the assessment is meant to provide valid information Describe the malleable factors you propose to study and the relationships you expect them to have with learner education outcomes.
Discuss the practical significance of your proposed work, including how the results will inform future education research and/or affect policy or practice. Describe the intervention, its implementation, and the population intended to Describe the theory of change for the intervention and the theoretical and empirical evidence that supports it.
The theory of change should make clear why the intervention is expected to change learner outcomes. You may include a visual representation of your theory of change in Appendix F . This visual representation should specify intervention components, mechanisms of change, proximal outcomes, and distal outcomes (as applicable).
Describe the need for the intervention, including how it differs from current practice and addresses limitations of other interventions, as well as its potential uptake by educators and feasibility of implementation in the proposed settings. Describe the intervention, its implementation, and the population intended to benefit from it.
Posted June 11, 2024 Institute of Education Sciences | 10 Describe the theory of change for the intervention and the theoretical and empirical evidence that supports it. The theory of change should make clear why the intervention is likely to produce better education outcomes relative to current practice. You may include a visual representation of your theory of change in Appendix F .
This visual representation should specify intervention components, mechanisms of change, proximal outcomes, and distal outcomes (as applicable). For Impact studies of interventions that have not been rigorously evaluated previously (initial efficacy studies), justify the intervention’s readiness for evaluation by providing any available data on its feasibility, fidelity, and promise for improving learner outcomes.
For Impact studies of interventions that have been evaluated previously (follow-up studies and replication studies), describe the previous causal impact study (design, sample, measures, analyses), and the intervention’s beneficial impacts on education outcomes. For follow-up studies, discuss your ability to follow sample members from the prior study and why the impacts from the prior study would be expected to continue long-term.
For replication studies, describe and justify any aspects of the previous causal impact study that will be varied, such as the geographical location, the target population, or features of the intervention implementation and delivery. Describe the practical importance of the Impact study for educators and/or policymakers. The level of detail provided in this section should align with your expertise and proposed training activities.
The aspects of the research plan that are less detailed should be those on which you propose to receive additional training and mentoring. For example, if your career development plan includes training in implementing and analyzing data from single-case experimental designs, IES would not expect a detailed description of specific design features and visual and/or quantitative analysis in the research plan.
However, you should describe the basic type of single-case design you propose to conduct and how it is appropriate for your research questions and clearly indicate for
Based on current listing details, eligibility includes: Eligible applicants include, but are not limited to, nonprofit and for-profit organizations and public and private agencies and institutions of higher education, such as colleges and universities. Applicants should confirm final requirements in the official notice before submission.
Current published award information indicates Not specified Always verify allowable costs, matching requirements, and funding caps directly in the sponsor documentation.
The current target date is rolling deadlines or periodic funding windows. Build your timeline backwards from this date to cover registrations, approvals, attachments, and final submission checks.
Federal grant success rates typically range from 10-30%, varying by agency and program. Build a strong proposal with clear objectives, measurable outcomes, and a well-justified budget to improve your chances.
Requirements vary by sponsor, but typically include a project narrative, budget justification, organizational capability statement, and key personnel CVs. Check the official notice for the complete list of required attachments.
Yes — AI tools like Granted can help research funders, draft proposal sections, and check compliance. However, always review and customize AI-generated content to reflect your organization's unique strengths and the specific requirements of the solicitation.
Review timelines vary by funder. Federal agencies typically take 3-6 months from submission to award notification. Foundation grants may be faster, often 1-3 months. Check the program's timeline in the official solicitation for specific dates.
Many federal programs offer multi-year funding or allow competitive renewals. Check the official solicitation for continuation and renewal policies. Non-competing continuation applications are common for multi-year awards.
The National Leadership Grants for Libraries Program (NLG-L) supports projects that address critical needs of the library and archives fields and have the potential to advance practice and strengthen library and archival services for the American public. Successful proposals will generate results such as new models, tools, research findings, services, practices, and/or alliances that can be widely used, adapted, scaled, or replicated to extend and leverage the benefits of federal investment. Applications to IMLS should both advance knowledge and understanding and ensure that the federal investment made generates benefits to society. Specifically, the goals for this program are to generate projects of far-reaching impact that: • Build the workforce and institutional capacity for managing the national information infrastructure and serving the information and education needs of the public. • Build the capacity of libraries and archives to lead and contribute to efforts that improve community well-being and strengthen civic engagement. • Improve the ability of libraries and archives to provide broad access to and use of information and collections with emphasis on collaboration to avoid duplication and maximize reach. • Strengthen the ability of libraries to provide services to affected communities in the event of an emergency or disaster. • Strengthen the ability of libraries, archives, and museums to work collaboratively for the benefit of the communities they serve. Throughout its work, IMLS places importance on diversity, equity, and inclusion. This may be reflected in an IMLS-funded project in a wide range of ways, including efforts to serve individuals of diverse geographic, cultural, and socioeconomic backgrounds; individuals with disabilities; individuals with limited functional literacy or information skills; individuals having difficulty using a library or museum; and underserved urban and rural communities, including children from families with incomes below the poverty line. Application Process: The application process for the NLG-L program has two phases; applicants must begin by applying for Phase I. For Phase I, all applicants must submit Preliminary Proposals by the September 20th deadline listed for this Notice of Funding Opportunity. For Phase II, only selected applicants will be invited to submit Full Proposals, and only those Invited Full Proposals will be considered for funding. Invited Full Proposals will be due March 20, 2024. Funding Opportunity Number: NLG-LIBRARIES-FY24. Assistance Listing: 45.312. Funding Instrument: G. Category: AR,HU. Award Amount: $50K – $1M per award.
The California Department of Education (CDE) Early Education Division is making approximately .7 million available to expand California State Preschool Program (CSPP) services statewide, appropriated under the 2021 Budget Act. Eligible applicants are local educational agencies (LEAs), including school districts, county offices of education, community college districts, and direct-funded charter schools—both current CSPP contractors and new applicants. Funding supports full-day/full-year or part-day/part-year preschool services for income-eligible children beginning in FY 2024–25. Awards are allocated by county based on Local Planning Council priority areas and application scores, with redistribution provisions if county allocations are underutilized.
Strengthening Community Colleges Training Grants is sponsored by U.S. Department of Labor, Employment and Training Administration. This grant program builds the capacity of community colleges to collaborate with employers and the public workforce development system to meet local and regional labor market demand for a skilled workforce. The purpose is to increase the capacity and responsiveness of community colleges to address skill development needs, offer accelerated career pathways, and address challenges associated with the COVID-19 health crisis.