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The National Special Education Research Agenda: Inside the Matrix. The National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES): But… What exactly is the Institute of Education Sciences? (And, what happened to OSERS and OSEP?).

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The National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES): But…What exactly is the Institute of Education Sciences? (And, what happened to OSERS and OSEP?)


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IDEA Reauthorization in 2004 in the Institute of Education Sciences (IES):

  • Amended the The Education Sciences Reform Act of 2002 to establish the National Center for Special Education Research in the Institute of Education Sciences (IES)

  • Transferred responsibility for special education research and “Studies and Evaluations” (except for the Annual Report) from the Office of Special Education Programs to NCSER.


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The Charge: Legislative Branch in the Institute of Education Sciences (IES):

Research, statistical, and evaluation activities supported by the Institute shall “apply rigorous, systematic, and objective methodology to obtain reliable and valid knowledge … and present findings and make claims that are appropriate to and supported by the methods that have been employed.” (ESRA, 2002)


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IES Goals in the Institute of Education Sciences (IES):

  • develop or identify programs, practices, policies, and approaches that enhance academic achievement and that can be widely deployed

  • identify what does not work and what is problematic, and thereby encourage innovation and further research

  • gain fundamental understanding of the processes that underlie variations in the effectiveness of education programs

  • develop delivery systems for the results of education research that will be routinely used by practitioners and the public when making education decisions


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Organizational Structure in the Institute of Education Sciences (IES):

Office of the Director

Grover J. Whitehurst, Director

National Board for Education Sciences

Robert C. Granger,

Chair

Sonia Chessen,

Executive Director

Office of Communication and Outreach

Mike Bowler,

Director of Communications and Outreach

Office of Administration and Policy

Sue Betka,

Deputy Director for Administration and Policy

Office of Science

Andrew White,

Deputy Director for Science

Office of Information Technology

Gerald Malitz,

Chief Information Technology Officer


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Organizational Structure in the Institute of Education Sciences (IES):

Office of the Director

Grover J. Whitehurst, Director

National Board for Education Sciences

Robert C. Granger,

Chair

Sonia Chessen,

Executive Director

National Center for Education Statistics

Mark Schneider,

Commissioner

National Center for Education Research

Lynn Okagaki,

Commissioner

National Center for Education Evaluation and Regional Assistance

Phoebe Cottingham,

Commissioner

National Center for Special Education Research

Edward J. Kame’enui,

Commissioner


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The National Center for Special Education Research (NCSER) in The Institute of Education Sciences (IES):In Appreciation of Hartley’s First Law


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Hartley’s First Law in The Institute of Education Sciences (IES):

You can lead a horse to water,

but if you can get him to float on his back, you’ve got something.

Bloch, A. (1982). Murphy’s law and other reasons why things go wrong. LA: Price/Stern/Sloan Publishers, Inc.


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Five Organizing Principles in The Institute of Education Sciences (IES):

for

National Center for Special Education Research in the

Institute of Education Sciences


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NCSER Organizing Principles in The Institute of Education Sciences (IES):

1. The “science” must come first--


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Ode to Feynman in The Institute of Education Sciences (IES):

This phenomenon of having a memory for the race, of having an accumulated knowledge passable from one generation to another, was new in the world. But it had a disease in it. It was possible to pass on mistaken ideas. It was possible to pass on ideas which were not profitable for the race… Then a way of avoiding the disease was discovered… And that is what science is: the result of the discovery that it is worthwhile rechecking by new direct experience, and not necessarily trusting the race experience from the past (p. 185).

Richard P. Feynman (1999). The pleasure of finding things out.

Cambridge, MA: Perseus Publishing.


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“We’ve done well…now there’s an opportunity to really be amazing--to be amazing as a business, to be amazing in the positive impact that we have on society. But we have to do some things a little bit differently to be as amazing as we hope we can be.” Steve Ballmer, CEO, MicrosoftBusiness Week, June 17, 2002 (http://www.business week.com/magazine/content/02_24/b3787001.htm)

Invoking the Ballmer Standard


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NCSER Organizing Principles really be amazing--to be amazing as a business, to be amazing in the positive impact that we have on society. But we have to do some things a little bit differently to be as amazing as we hope we can be.”

1. The “science” must come first--and it must be the best, perhaps even “amazing.”


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Methodological & Statistical Issues really be amazing--to be amazing as a business, to be amazing in the positive impact that we have on society. But we have to do some things a little bit differently to be as amazing as we hope we can be.”

  • Traditional issues: Highly nested nature of student performance in complex systems that provoke complex interactions among range of variables (familial, social, pedagogical, curricular, organizational) compounded by heterogeneity of student characteristics/performance; comorbidity.

  • Quantitative synthesis (meta-analysis) of single-case research to identify effective educational interventions;

  • Statistical power for random assignment evaluations of programs and interventions; etc.


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Evidence-based Education really be amazing--to be amazing as a business, to be amazing in the positive impact that we have on society. But we have to do some things a little bit differently to be as amazing as we hope we can be.”

  • Using the best available empirical evidence in making decisions about education

-- Particularly for students with disabilities


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IES NCSER + Practice (TA & D) really be amazing--to be amazing as a business, to be amazing in the positive impact that we have on society. But we have to do some things a little bit differently to be as amazing as we hope we can be.”

Simple Formula

1. R - TA & D = Irrelevant

2. TA & D - R = Irresponsible

3. R + TA & D = Relevant & Responsible

What Does This Mean?

  • Levels of evidence process & mechanisms


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Levels of Evidence on What Works really be amazing--to be amazing as a business, to be amazing in the positive impact that we have on society. But we have to do some things a little bit differently to be as amazing as we hope we can be.”

  • Meta-analyses of high quality evidence

  • Experiments and well designed quasi-experiments using WWC standards (including small n designs)

  • Statistical modeling of correlational and longitudinal data

  • Best practice studies with matching and contrastive analysis

  • Expert opinion supported by conceptual models and generalizations from high quality research on related topics

  • Simple correlational studies, case studies, pre-post studies, and best practice studies w/o matching


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What Can CEC Do? really be amazing--to be amazing as a business, to be amazing in the positive impact that we have on society. But we have to do some things a little bit differently to be as amazing as we hope we can be.”

  • Establish a “Scientific Advisory Council” to anchor the primacy of science in CEC

  • Advocate & insist upon rigorous scientific standards in special education research + TA & D (and within organization)

  • Adopt levels of evidence to adjudicate/promote research-to-practice translation

  • Launch a public awareness campaign to inform parents about importance of science


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President’s FY 2006 Education Final Appropriations (in millions of dollars)

  • Title I Grants to LEAs = $12,713 million (largest portion of NCLB programs)

  • Reading First/Early Reading First = $1,132 million

  • Research in special education and studies and evaluation = $82 million (0.11% of total ED monies)

  • Total Education Appropriation = $71,545 million

    Reference: http://www.ed.gov/about/overview/budget/budget06/06action.pdf


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Comparison Agency millions of dollars)

Defense Budget Authority = $419,341

Homeland Security Authority= $34,152

Secret Service Agency = $1,200

Environmental Protection Agency = $7,571

Total Federal Budget = $2,568 (in billions of dollars)

Comparative % for NCSER ($82 million):

0.02% monies authorized as compared to DOD

0.24% of monies authorized as compared to DHS

6.83% of monies authorized as compared to Secret Service Agency

1.08% of monies authorized as compared with the EPA

0.003% of total monies authorized

Comparison of FY2006 Appropriations with other Federal agencies (millions of dollars)

Reference: http://www.gpoaccess.gov/usbudget/fy06/browse.html


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Federal Research and Development Spending (Proposed: FY 2006)

  • Total Across Federal Agencies = $132,304 million

  • Federal agencies include: DOD, HHS, NASA, DOE, NSF, USDA, DHS, DOC, DOT, DVA, DOI, EPA, and Other

  • “R&D” is characterized as “basic research, applied research, development, R& D equipment or R&D facilities”.

  • NCSER Appropriation = $81.7 million (0.06% of R&D monies)

  • Reference: http://www.whitehouse.gov/omb/budget/fy2006/budget.html


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NCSER Organizing Principles 2006)

2. Because the special education “problem space” is infinitely broad and complex, we must invest wisely and strategically.


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To do so requires going “inside” the Special Education Matrix

What Special Education Matrix?


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Features of NCSER Research Matrix Matrix

NCSER Statutory responsibilities: 18

Disability Statutory categories: 12+

Total Research Matrix cells: 18 x 12 = 216



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Disability Category: Specific Learning Disabilities Matrix

Age—Growth & Development x Time

Content

(1)

Infants/

Toddlers

(2)

Pre-school

(3)

Kinder-garten

(4)-(6) Grades 1

through 3

(7)—(16)

Grades 4 through 12

(17)—(25)

School to post-school, post-secondary, etc.

Early Childhood

School Age

Transition

(1) Speech and Language Development

(2) Beginning Reading (Learning to Read)

(3) Content Reading

(Reading to Learn)

(4) Etc.

NCSER Evidence Map: Just One of 216 Cells


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FY 2006 NCSER Research Programs Matrix

  • Reading & Writing Special Education Research

  • Math & Science Special Education Research

  • Special Education Teacher Quality – Reading/Writing

  • Special Education Teacher Quality – Math/Science

  • Early Intervention and Assessment for Young Children with Disabilities


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FY 2006 NCSER Programs Matrix(cont’d)

  • Assessment for Accountability Special Education Research

  • Individualized Education Programs Research

  • Serious Behavior Disorders Special Education Research

  • Secondary and Post-Secondary Outcomes Special Education Research

  • Language and Vocabulary Development Special Education Research


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FY 2007 Grant Competitions Matrix

  • Early Intervention, Early Childhood Special Education, and Assessment for Young Children with Disabilities

  • Mathematics and Science

  • Reading, Writing, and Language

  • Serious Behavior Disorders

  • Assessment for Accountability


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FY 2007 Grant Competitions Matrix

  • Individualized Education Programs and Individualized Family Service Plans

  • Secondary and Transition Services

  • Quality of Teacher and Other Service Providers for Students with Disabilities

  • Autism Spectrum Disorders

  • Response to Intervention


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R Matrixesearch Grant Program Goals

Goals differ by topic area, and include:

  • Goal 1: Identifyingpromising practices.

  • Goal 2: Developing and testing new approaches.

  • Goal 3: Conducting efficacy and replication trials.

  • Goal 4: Conducting large scale evaluations.

  • Goal 5: Developing and validating assessments.


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NCSER Organizing Principles Matrix

3. Research in “special education” is at the heart of the National Center for Special Education Research (NCSER) in IES.


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Public Law 108-446—December 3, 2004 Matrix118 STAT. 2647 - 108th Congress

USC 1401 Sec. 602. DEFINITIONS

  • “(29) SPECIAL EDUCATION.—The term ‘special education’ means specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including—

    • “(A) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

    • “(b) instruction in physical education.


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NOT Matrix

special institutions

teaching strategies

curricular programs

special support

special learning

general programs

Design = Architecture of information

Individualized Education Program (IEP)

AND “Related Services”

Families

Specially Designed Instruction


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NCSER Organizing Principles Matrix

4. Building the research capacity of the field is not a “Lone Ranger” endeavor: Collaboration and consultation are essential.


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The Charge: Customers Matrix

  • Make research more practical

  • Fill gaps in knowledge

  • Provide digested and vetted findings

  • Consider products for end users

  • Consider expanding current IES research grammar and goal structure


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Office of Special Education and Rehabilitative Services (OSERS)

Dr. Troy Justesen, Deputy Assistant Secretary

Dr. Alexa E. Posny, Director, Office of Special Education Programs

(OSEP)

Dr. Lou Danielson, Director of Research to Practice

Division

John Hager, Assistant Secretary


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Ode to Boren’s First Law (OSERS)

5. Good science is good “business” for everyone; but good science is not enough. Results must lead to the engineering of high quality performance and delivery systems.


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“Why the Global Economy Is Here To Stay” (OSERS)

Jeffrey E. Garten, Dean, Yale School of Management

(Business Week, March 23, 1998, p. 21)

Delivering some 2.8 million packages in 210 countries each day, FedEx is pushing globalization faster and deeper…because it is using information technology to reengineer its clients’ worldwide supply and distribution systems…FedEx can…electronically track where any shipment is at any given moment, and it can guarantee on-time delivery.


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“Cream of the Crop,” Alison Peacock. (OSERS)

Horizon Air, April, 1998, p. 12-17.

“A computerized system keeps track of how much milk each cow gives each time. Obrist can look up any cow on his computer and track her milking yields for weeks at a time, noting at a glance when she is at peak production or if her health is ailing” (p. 13).


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Engineering Systems (OSERS)

IT Systems (including digital technology) that permit, for example:

  • the large scale, real time management of a range of student performance data at the district, school, and classroom levels, including the real time management of individualized education programs (e.g., FedEx; Dairy Farmers);

  • greater and faster accessibility to the full range of print materials;

  • accountability and information management systems linked to student performance and results



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Harsh Realities (OSERS)

  • We have more cells than research dollars. Most cells are either empty or partially filled. None of the cells are completely filled. Where should NCSER make investments for the short and long term? What organizing principles and values should guide these decisions?

  • Space and time is at least three-dimensional: Investments must reflect a long-term horizontal view (breadth) with vertical short-term investments (depth) that vary over time, complimented with diagonal investments when possible/feasible (depending on quality of research from field).


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Harsh Realities (OSERS) (Cont’d)

  • What is the capacity of the field to deliver the research “goods”? The quality of the research infrastructure and capacity is essential to good science and research.

    Needed: Short and long-term investments in building professional capacity that is interdisciplinary, rigorous, and content intensive in special education as a primary discipline.


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Harsh Realities (cont’d) (OSERS)

  • What is the capacity of the U.S. Department of Education and the Institute of Education Sciences (IES) to deliver the goods?

  • What are the mechanisms for obtaining input from the field—individuals and parents/ caregivers of children and individuals with disabilities, professional organizations, stakeholders and the general public—on the research investments?


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Stockmayer’s Theorem (OSERS)

If it looks easy, it’s tough.

If it looks tough, it’s damn well impossible.

Bloch, A. (1982). Murphy’s law and other reasons why things go wrong. LA: Price/Stern/Sloan Publishers, Inc.


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The home of (OSERS)

evidence-based education


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