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Special Education Research Grants (ALN 84.324A) is sponsored by U.S. Department of Education, Institute of Education Sciences (IES), National Center for Special Education Research (NCSER). This program supports rigorous research on infants, toddlers, children, and youth with and at risk for disabilities to advance the understanding of and practices for teaching, learning, and organizing education systems.
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# Assistance Listing Number (ALN): 84. 324A # Special Education Research Grants Program # 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 and Eligibility ................................................................
............................ 1 A. Introduction ................................................................................................................................
.............. 1 B. How to Get Started ................................................................................................................................
.. 2 1. Technical Assistance for Applicants ................................................................................................
... 2 2. Eligible Applicants ................................................................................................
............................. 2 3. Building Your Project Team ................................................................................................
............... 2 4. Documents Needed ................................................................................................
............................ 3 5. Ensuring Your Application is Forwarded for Scientific Peer Review ................................
............... 3 C. Changes to the FY 2025 RFA ................................................................................................
................... 4 Part II: Program Description and General Requirements ................................ ...................
6 A. Introduction ................................................................................................................................ .............
6 B. Program Requirements ................................................................................................ ............................
7 1. Children and Youth with or At Risk for a Disability ................................................................ ...........
7 2. Research Focus on Education Systems ................................................................ .............................
8 3. Student Outcomes ................................................................................................ ..............................
8 4. Systems Outcomes ................................................................................................ .............................
8 5. Project Type ................................................................................................................................ .......
8 6. Engagement and Dissemination Plan ............................................................................................... 9 7.
Award Limits ..................................................................................................................................... 10 Part III: Project Type Requirements and Recommendations ............................................. 11 A.
Applying Under a Project Type .............................................................................................................. 11 B. Measurement ................................................................................................................................
.......... 12 1. Purpose ................................................................................................................................
.............. 12 2. Award Limit ................................................................................................................................
...... 12 3. Requirements ................................................................................................................................
.... 12 4. Recommendations for Strong Applications .....................................................................................
13 C. Exploration ................................................................................................................................ .............
18 1. Purpose .............................................................................................................................................. 18 2.
Award Limit ................................................................................................................................ ...... 18 3.
Requirements ................................................................................................................................ .... 18 4.
Recommendations for Strong Applications ................................................................ ..................... 19 D.
Development and Innovation ............................................................................................................... 23 1. Purpose ................................................................................................................................
............. 23 2. Award Limit ................................................................................................................................
..... 23 3. Requirements ................................................................................................................................
... 23 4. Recommendations for Strong Applications ....................................................................................
24 E. Impact ................................................................................................................................ ....................
29 1. Purpose ............................................................................................................................................. 29 2.
Award Limit ..................................................................................................................................... 29 3. Requirements ................................................................................................................................
... 29 4. Recommendations for Strong Applications ....................................................................................
30 Part IV: Preparing Your Application ................................................................ ................. 38 A.
Overview ................................................................................................................................................ 38 B. General Formatting ................................................................................................
............................... 38 1. Page Limits .......................................................................................................................................
38 2. Page and Margin Specifications ....................................................................................................... 38 3.
Page Numbering ............................................................................................................................... 38 4. Spacing..............................................................................................................................................
38 5. Type Size (Font Size) ........................................................................................................................ 38 6.
Citations ............................................................................................................................................ 39 7. Graphs, Diagrams, and Tables .........................................................................................................
39 C. Required and Optional Appendices ................................................................................................ ......
39 1. Appendix A: Engagement and Dissemination Plan (Required) ...................................................... 39 2.
Appendix B: Response to Reviewers (Required for Resubmissions) ................................ ............. 40 3.
Appendix C: Supplemental Charts, Tables, and Figures (Optional)............................................... 40 4. Appendix D: Examples of Program, Practice, Policy, or Assessment Materials (Optional) ..........
40 5. Appendix E: Letters of Agreement (Optional) ................................................................ .................
41 6. Appendix F: Data Sharing and Management Plan (Required) ........................................................ 41 D.
Other Narrative Content ................................................................................................ ....................... 43 1.
Project Summary/Structured Abstract ................................................................ ............................ 43 2.
Bibliography and References Cited ................................................................................................ . 44 3.
Human Subjects Narrative .............................................................................................................. 44 4. Biographical Sketches for Key Personnel ................................................................
........................ 45 Part V: Competition Regulations and Review Criteria ...................................................... 46 A.
Funding Mechanisms and Restrictions ................................................................................................ 46 1. Mechanism of Support .....................................................................................................................
46 2. Funding Available ................................................................................................ ............................
46 3. Special Considerations for Budget Expenses ................................................................ ..................
46 4. Program Authority ................................................................................................ ............................
47 5. Applicable Regulations ................................................................................................ .....................
47 B. Additional Requirements ................................................................................................ .......................
47 1. Pre-Award ................................................................................................................................ ..........
47 2. Post Award ................................................................................................................................ .......
48 C. Overview of Application and Scientific Peer Review Process ................................ ...............................
49 1. Submitting Your Letter of Intent ..................................................................................................... 49 2.
Resubmissions and Multiple Submissions ...................................................................................... 50 3. Application Processing ....................................................................................................................
50 4. Scientific Peer Review Process ......................................................................................................... 51 5.
Review Criteria for Scientific Merit .................................................................................................. 51 6. Award Decisions ..............................................................................................................................
52 Part VI: Compliance and Responsiveness Checklist ................................ .......................... 53 Part VII: Topic and Project Type Codes ................................................................
.............. 55 Part VIII: Program Officer Contact Information ................................ ...............................
56 Special Education Research Grants / Awards Beginning FY 2025 # Part I: Overview and Eligibility Through its National Center for Special Education Research (NCSER), the Institute of Education Sciences (IES) supports a program of field-initiated research to foster solutions to pressing problems faced by students with or at risk for disabilities, their families, and education systems.
NCSER’s Special Education Research Grants program supports both basic and applied research that builds scientific knowledge and theory of teaching, learning, and organizing education systems; yields outcomes and products that are useful to learners and the educators and education institutions that serve them; and informs stakeholders about the cost and practical benefits and effects of programs, practices, and policies on relevant outcomes for learners across the lifespan (ESRA, § 112.
1). Special Note for FY 2025 : Due to funding limitations, the National Center for Special Education Research (NCSER) has limited resources available for new research grants in FY 2025. To accommodate these limited resources and address a critical need in special education research, NCSER is restricting the focus of the FY 2025 Request for Applications (RFA) to research on Education Systems.
See Part II for additional detail.
As part of this FY25 competition, NCSER intends to fund the development and validation of assessments to support education systems research and practice; exploratory research to build conceptual frameworks and generate hypotheses to guide future applied research; the development and pilot testing of innovative systems-level programs, practices, and policies; and impact studies to determine the benefits of systems-level programs, practices, and policies for learner education outcomes (See Part III ).
Collectively, this research investment is intended to build knowledge in the education sciences, along with practical tools necessary to lead to meaningful change in education practice. All applicants are expected to incorporate the IES Standards for Excellence in Education Research (SEER; https://ies. ed.
gov/seer/ ) into their proposed research, as applicable.
SEER encourages rigorous education research that is transparent, actionable, and focused on meaningful outcomes by recommending that researchers: • Make findings, methods, and data open • Address inequities in learners' opportunities, access to resources, and outcomes • Identify interventions' components • Document treatment implementation and contrast • Analyze interventions' costs • Use high-quality outcome measures • Facilitate generalization of study findings • Support scaling of promising interventions IES believes that stakeholder engagement in research and dissemination efforts has the potential to increase the quality, usefulness, and use of the research it funds.
As such, NCSER anticipates that applicants will engage stakeholders in the design and conduct of their projects. NCSER expects grantees to disseminate evidence in a way that is useful to and accessible by learners, educators, parents, policymakers, researchers, and the public (ESRA, § 112. 2).
To support broad access to research data and study findings, IES grantees must comply with the IES Policy Regarding Public Access to Research (https://ies. ed. gov/funding/researchaccess.
asp ) and adhere to other open science practices and SEER principles ( https://ies. ed. gov/seer/ ) where applicable.
Special Education Research Grants / Awards Beginning FY 2025 ## 1. Technical Assistance for Applicants We strongly encourage all applicants to contact NCSER program officers (see Part VIII ) during the application planning and preparation process. Applicants may do so at any time via phone or e-mail.
Program officers can offer feedback on whether your research idea is a good fit for this or any other IES research grant program and can address substantive or methodological issues concerning your specific proposal. IES program officers can work with applicants until the time the application is submitted to Grants. gov. We also strongly encourage you 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.
IES also offers webinars ( https://ies. ed. gov/funding/webinars/index.
asp ) and/or virtual office hours ( https://ies. ed. gov/funding/technicalassistance.
asp ) for general guidance on grant writing and submitting your application and choosing the appropriate competition, topic, and project type. ## 2. Eligible Applicants Institutions that have the ability and capacity to conduct rigorous 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, such as colleges and universities. Broadening Participation in the Education Sciences 1: IES is committed to broadening institutional participation in its research grant programs.
IES encourages applications from minority-serving institutions (MSIs) that meet the eligibility criteria for this RFA.
MSIs include 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. Building Your Project Team All IES work benefits from diverse perspectives.
Our ability to support high-quality research depends upon our ability to support talented researchers, and other project team members, from all backgrounds and representing a wide variety of expertise and experience ( https://ies. ed. gov/aboutus/diversity.
asp ). Team members making substantial contributions to the work should be considered as key personnel, described in the Personnel section of the Project Narrative, and have a biosketch included. The Principal Investigator (PI) is the primary point of contact with IES.
The PI has the authority and responsibility for the proper conduct of the research, including the appropriate use of federal funds and the submission of required scientific progress reports. The PI is designated by the institution submitting the application. Other personnel having authority and responsibility for the research and use of grant funds should be designated as co-Principal Investigators (co-PIs).
Only one PI may be identified as the PI for the purposes of making a grant award, regardless of whether more than one person will share the authority and responsibility for leading and directing the proposed research. The PI and any co-PIs will be listed on the grant award notification (GAN) when a new award is made.
You may identify anyone to serve as a co-PI on a grant, including members of the project team who are at different institutions or those who may be serving as a consultant. Co-Investigators (co-Is) may also be listed on the GAN at the awardee’s discretion.
> 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 Special Education Research Grants / Awards Beginning FY 2025 Although not required at the time of application, all key personnel must have a persistent identifier (PID), such as an ORCID iD (Open Researcher and Contributor ID; https://orcid.
org/ ) at the time of award. For all key personnel who have a PID at the time of application, include the PID in the biosketch 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.
All key personnel must have a PID as a condition of award. To submit a compliant, responsive, and timely application, you will need to review two documents: 1. This RFA, which provides information on how to prepare an application that is compliant and responsive to the requirements.
Part I provides an overview of the grants program and eligibility information. Parts II and III provide further detail on requirements. Part II provides details on general requirements and Part III provides detail on project type requirements and recommendations.
Part IV provides information about general formatting and the other narrative content for the application, including required appendices. Part V provides general information on competition regulations and the review process. Part VI provides a checklist that you can use to ensure you have included all required application elements to advance to scientific peer review .
Part VII provides the codes that you must enter in Item 4b of the SF 424 Application for Federal Assistance form. Part VIII provides program officer contact 2. The IES Application Submission Guide (https://ies.
ed. gov/funding/submission_guide. asp ), which provides important information about submission procedures and IES-specific guidance and recommendations to help you ensure your application is complete and received on time without errors through Grants.
gov. We strongly recommend that both the PI and the authorized organization representative (AOR) read both documents, whether submitting a new or revised application. ## 5. 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 and practical significance.
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. o See the separate IES Application Submission Guide (https://ies.
ed. gov/funding/submission_guide. asp ) for more information about how to submit your application on-time through Grants.
gov. • Includes the required project narrative (see Part III ) • Adheres to all formatting requirements (see Part IV ) • Adheres to all page limit maximums for the project narrative and appendices.
IES will remove any pages above the maximum before forwarding an application for scientific peer review • Includes all required appendices (see Part IV ) o Appendix A: Engagement and Dissemination Plan (All applications) o Appendix B: Response to Reviewers (Resubmissions only) Special Education Research Grants / Awards Beginning FY 2025 o Appendix F: Data Sharing and Management Plan (All applications) • Meets requirements for all applications (see Part II ) o Children and Youth with or At Risk for a Disability o Research Focus on Education Systems • Meets Project Narrative Requirements for the selected IES Project Type (see Part III ) # C.
Changes to 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 Special Education Research Grants program (ALN 84. 324A) competition in FY 2025 are listed below and described fully in relevant sections of the RFA.
NCSER is only accepting applications to the Education Systems topic as outlined in Part II: Program Description and General Requirements . Engagement and Dissemination Plan – To reflect our commitment to research that is informed by and reflects stakeholder input, IES has changed the “Dissemination History and Plan” to “Engagement and Dissemination Plan. ” See Part II B.
6 and Part IV. C. 1 for more information about what to include in the required Engagement and Dissemination Plan.
IES Public Access Policy Requirements: Where to include persistent identifiers (PIDs) for key personnel – while optional at the time of application, all key personnel must have a PID such as an ORCID iD (Open Researcher and Contributor ID; https://orcid. org/ ) as a condition of 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. We have made changes to requirements and recommendations for sharing data and peer-reviewed publications in keeping with the U.S. Department of Education’s approved Public Access Plan posted on February 13, 2024 ( https://ies.
ed. gov/funding/researchaccess. asp ).
• Appendix F: Data Sharing and Management Plan (DSMP) required for all applications –beginning in FY 2025, all applicants will be required to include a DSMP in Appendix F that describes how they will manage project data and ultimately share a final research data set.
This includes a requirement to share data reported in a publication immediately upon publication, or to share all data five years after the grant ends, whichever occurs first. • Updated guidance for data sharing – DSMPs should now include plans for data curation in advance of publication to ensure readiness to share upon publication and should address whether funds are being budgeted to support data sharing efforts.
To increase public accessibility, we encourage you to designate a public repository for data sharing that is aligned with the characteristics described in the National Science and Technology Council document entitled “Desirable Characteristics of Data Repositories for Federally Funded Research” ( https://repository. si. edu/handle/10088/113528 ) whenever feasible.
Housing data on the grantee institution’s website or making data available only by request is not consistent with new public access policies. Special Education Research Grants / Awards Beginning FY 2025 • Requirement for grantees to submit peer-reviewed publications to the Education Resources Information Center (ERIC; https://eric. ed.
gov/ ) immediately upon acceptance for publication – IES 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 and will also be required to share the data described in the paper immediately upon publication.
Special Education Research Grants / Awards Beginning FY 2025 # Part II: Program Description and General Requirements For fiscal year 2025, NCSER is only accepting applications that focus on Education Systems and are submitted to the Education Systems topic.
The Education Systems topic supports research designed to improve the structure and function of education systems at the school, district, state, or national level to better meet the needs of learners with or at risk for disabilities.
Although NCSER-funded research has generated important evidence about individual- and classroom-based programs and practices, to truly transform outcomes for learners with disabilities, we need a deeper understanding of the systems in which these programs and services are delivered.
This need is especially pressing in light of changing and challenging realities of the current education environment, including staffing shortages, chronic student absenteeism, and fiscal uncertainties. Meeting the educational needs of learners with or at risk for disabilities often requires coordination of personnel and resources within and across multiple complex systems.
The coordination at every level of a system (e.g., school, district, state) and across systems is critical to ensuring efficient, effective, and impactful service delivery to meet the wide range of student needs.
For example, in K-12 systems, many special education services are coordinated within schools, such as instructional and related services, but special education is also coordinated at the district or state level, with policies and procedures dictated to or directly influencing individual schools.
Additionally, some students with disabilities receive services delivered through outside providers, such as community health and mental health agencies. Particularly as the number of personnel and systems involved in special education grows, the connections between these services are often absent or fragmented, resulting in services that may be of reduced quality or absent altogether.
The ability for systems to coordinate activities and meet the needs of learners with disabilities is directly impacted by their organizational features (such as funding or other resources, policies and priorities, leadership, and staffing).
Resources and personnel may be allocated to support service coordination and delivery or may be siloed in ways that prevent coordination; leaders may or may not have the expertise and training to support the coordination of staff and services; and different policies may work together to support or hinder coordination.
Research is needed on how these organizational features can be improved and/or leveraged to better meet the needs of learners with or at risk for disabilities. Examples of Needed Research Below are examples of research that have the potential to lead to advances in the field. You may consider these in developing your application, but you should not feel limited by them.
You are encouraged to think broadly about important research questions related to education systems. • Coordination Across Systems During Transitions.
Investigation of how to promote positive outcomes for learners with or at risk for disabilities by strengthening the connection and coordination of services across systems during key transitions, for example, early intervention to early childhood education, early childhood education to K-12, and K-12 to postsecondary systems. • Coordination Across Education and Related Systems.
Exploration around the ways in which education systems interact with other connected systems—such as health, mental health, vocational rehabilitation, and criminal justice systems—to directly inform future efforts to strengthen the coordination of services across these systems to better serve learners with or at risk for disabilities. • Funding.
Identification of how states, districts, and education leaders blend or braid various funding streams, allocate school and student funding, and track programmatic spending to determine which strategies are associated with improved education outcomes for learners with or at risk for disabilities. Special Education Research Grants / Awards Beginning FY 2025 • Policies.
Impact of state and local policies, such as recent state-level dyslexia legislation, on the coordination and provision of services and outcomes for learners with or at risk for disabilities. • Leadership.
Identification of the features of effective leadership within early childhood, K-12, and postsecondary education systems; and development and testing of leadership practices and programs—including interventions to better prepare train leaders—to support education and positive outcomes for learners with or at risk for disabilities. • Service Delivery Models.
Exploration of various early intervention and special education staffing and service delivery models, including their critical components and ability to promote efficiency and positive outcomes for learners. • Identification of Learners Eligible for Services.
Improvement of systemic processes for identifying learners who are eligible for early intervention, special education, or postsecondary disability services, including as appropriate, the coordination and collaboration among educators, related service providers, learners, and families, in ways that promote efficiency and equity and reduce burden on parents and caregivers.
• Individualized Family Service Plans (IFSP), Individualized Education Programs (IEP), and 504 Plans . Intervention to improve the coordination of services across educators and related service providers to successfully develop and implement IFSPs, IEPs, and 504 plans. • Systems Measures.
Development and validation of systems measures that assess effectiveness of leadership, the quality of service delivery models, organizational health, and other systems-level factors such as coordination of personnel and resources, that affect the education outcomes of learners with or at risk for disabilities and may identify systems-level improvements.
In FY 2025, NCSER will not support research to develop, refine, or evaluate individual- and classroom-based practices or programs embedded in systems ; for instance, a Tier 2 reading or behavior intervention that happens to be delivered in the context of a multi-tiered system of supports, or evaluation of specific intervention practices adopted by an early intervention agency would not be supported.
In addition, NCSER will not solely support the development and/or validation of student-level measures , unless that development and/or validation is in the service of answering a systems-level question that is the focus of the research. # B. Program Requirements Applications under the Special Education Research Grants program must meet the requirements set out in this section to be sent forward for scientific peer review.
## 1. Children and Youth with or At Risk for a Disability Requirement: All research supported under the Special Education Research Grants program must focus on children and/or youth with or at risk for disabilities. For research focused on education systems across early intervention, early childhood, and K-12, 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 should present research-based evidence of an association between risk factors in your proposed sample and the potential identification of the specific disabilities listed above. • The determination of risk may include, for example, factors used for moving children and youth to higher tiers in a Response-to-Intervention model.
Evidence consisting only of general population characteristics such as labeling children and youth as “at risk for disabilities” because they are from low-income families or are English language learners is not sufficient for this purpose.
Special Education Research Grants / Awards Beginning FY 2025 For postsecondary education systems research, 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- Across all project types, IES encourages education systems research that addresses the needs of learners with low-incidence disabilities.
IES recognizes that most education systems include learners with and without disabilities. Although the focus must be on improving the education of learners with or at risk for disabilities, learners without disabilities may be included in your sample if appropriate for the research questions. ## 2.
Research Focus on Education Systems Requirement: All research supported under the Special Education Research Grants program must focus on education systems-level issues and must be relevant to education in the United States. Broadly speaking, education systems include early intervention systems, early childhood education systems, public and private K-12 systems, alternative education systems, and postsecondary education systems.
Other systems (e.g., mental health) may be addressed in the proposed research, but the research must focus primarily on education systems. For the purposes of this RFA, schools themselves can serve as education systems. You may choose to focus on schools as systems or on education systems at a broader level (e.g., district, state, national).
Contact an IES program officer if you have questions about whether your proposed research meets this requirement. Requirement: All research supported under the Special Education Research Grants program must include measures of one or more student outcomes for learners with or at risk for disabilities (birth through postsecondary).
Education outcomes support success in school and afterwards and may include developmental, school readiness, literacy, STEM (science, technology, engineering, and/or mathematics), social/emotional/behavioral, functional, secondary/transition, or postsecondary outcomes. Outcomes may be at the individual student level or aggregated at the school, district, or state level, as appropriate for the proposed research questions.
Selected outcomes should reflect those the target disability population(s) have identified as important. Requirement: All research supported under the Special Education Research Grants program must include measures of one or more systems-level outcomes. There are a variety of outcomes and measures that may be used to address this requirement.
IES does not specify the range of outcomes that can be included; you should clearly identify and justify the systems-level outcome(s) that will be measured. Systems-level outcomes should focus on characteristics of how the system is operating, rather than only being an aggregation of student-level outcomes for a system.
Note: It may be the case that research questions and analyses focused on systems-level outcomes are descriptive in nature.
Requirement: For FY 2025, your application must be directed to one of the following four project types: Special Education Research Grants / Awards Beginning FY 2025 Development and Innovation See the project type descriptions in Part III for more information about the purpose of each type, requirements that you must address in your application, and recommendations for a strong application.
Program officers can advise on which project type provides the best fit for your proposed project. In general, you should select the project type that most closely aligns with the purpose of the research you propose, regardless of the specific methodology you plan to use. IES encourages using a mixed methods approach that integrates quantitative and qualitative methods for all project types, as appropriate.
## 6. Engagement and Dissemination Plan Stakeholder engagement in research and dissemination efforts has the potential to increase the quality, usefulness, and use of IES-funded research.
IES expects applicants to describe (1) how input from stakeholders has informed the development of their application; (2) how, if funded, they intend to further engage stakeholders in the research process and in the dissemination of results; and (3) their history of implementing similar engagement and dissemination strategies, if any.
The plan should articulate how the applicant, if funded will, (1) elicit input from learners, educators, policymakers, researchers, parents/caregivers, and/or other relevant audiences; (2) consider its applicability for enhancing the relevance of the project, while maintaining the objectivity of the research; and (3) adapt research and dissemination activities accordingly.
A wide range of engagement and dissemination strategies, techniques, and platforms may be appropriate. Depending on the goals of the project, how and when the research team engages with stakeholders and disseminates information about their project may vary.
Applicants should describe their engagement and dissemination history in ways that demonstrate their ability and capacity to carry out their plan for engaging with stakeholders and disseminating research findings transparently and accessibly.
To support transparency and accessibility in scholarly dissemination, and in keeping with IES’s commitment to open science best practices and the IES Policy Regarding Public Access to Research (https://ies. ed. gov/funding/researchaccess.
asp ), applicants are encouraged to plan and budget for: (1) preregistration of their research, (2) curation of data and analysis code to facilitate ease of data sharing and reanalysis, and (3) publication of findings in open access journals.
IES grantees must comply with the IES Public Access Policy by ensuring that the full text of their accepted peer-reviewed scholarly publications is submitted to ERIC (Education Resources Information Center; https://eric. ed. gov/ ) immediately upon acceptance for publication and by sharing final data at time of publication or, if unpublished, five years after the IES award ends, whichever comes first.
Peer reviewers will score Engagement and Dissemination as a separate criterion in the review process.
Special Education Research Grants / Awards Beginning FY 2025 Posted June 13, 2024 | 10 Requirement : Applications to the Special Education Research Grants program may not exceed the following limits on award duration and cost by project type and should reflect the actual time and amount of funding necessary to conduct your proposed scope of work , rather than the maximums allowable by IES.
IES Project Type Maximum Duration Maximum Cost Measurement 4 years $2,000,000 Exploration 4 years $1,700,000 Development and Innovation 4 years $2,000,000 Impact 5 years $4,000,000 In your application, provide a detailed budget justification that explains how the requested costs are allowable, allocable, and reasonable (see 2 CFR 200, Subpart E; https://www. ecfr. gov/cgi- bin/retrieveECFR?
gp=&SID=7231b530d56ee549812e4d9a6e6aa9f2&mc=true&n=sp2. 1. 200.
e&r=SUBPA RT&ty=HTML ) and reflect the proposed scope of work. See the IES Application Submission Guide (https://ies. ed.
gov/funding/submission_guide. asp ) for information about completing the SF 424 Research and Related Budget form that is included in the application package available through Grants. gov, and for information
Based on current listing details, eligibility includes: 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.