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The National Special Education Research Agenda: Inside the Matrix.


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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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Slide 1

The National Special Education Research Agenda: Inside the Matrix

Slide 2

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

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IDEA Reauthorization in 2004 Amended The Education Sciences Reform Act of 2002 to set up the National Center for Special Education Research in the Institute of Education Sciences (IES) Transferred obligation regarding custom curriculum research and "Studies and Evaluations" (with the exception of the Annual Report) from the Office of Special Education Programs to NCSER.

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The Charge: Legislative Branch Research, measurable, and assessment exercises upheld by the Institute should "apply thorough, deliberate, and target technique to get dependable and substantial information … and present discoveries and make guarantees that are proper to and bolstered by the strategies that have been utilized." (ESRA, 2002)

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IES Goals create or recognize programs, practices, arrangements, and methodologies that upgrade scholastic accomplishment and that can be broadly conveyed distinguish what does not work and what is risky, and in this manner energize advancement and further research increase basic comprehension of the procedures that underlie varieties in the viability of instruction projects create conveyance frameworks for the consequences of training exploration that will be routinely utilized by specialists and the general population when settling on training choices

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Organizational Structure 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 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 You can lead a stallion to water, however in the event that you can motivate him to skim on his back, you have something. Bloch, A. (1982). Murphy's law and different reasons why things turn out badly . LA: Price/Stern/Sloan Publishers, Inc.

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Five Organizing Principles for National Center for Special Education Research in the Institute of Education Sciences

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NCSER Organizing Principles 1. The "science" must start things out -

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Ode to Feynman This marvel of having a memory for the race , of having a gathered information acceptable starting with one era then onto the next , was new on the planet. In any case, it had an ailment in it. It was conceivable to go on mixed up thoughts . It was conceivable to go on thoughts which were not productive for the race… Then a method for keeping away from the ailment was found… And that is the thing that science is: the aftereffect of the revelation that it is advantageous rechecking by new direct experience, and not as a matter of course believing the race experience from the past (p. 185). Richard P. Feynman (1999). The joy of discovering things out . Cambridge, MA: Perseus Publishing.

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"We've done well… now there's a chance to truly be astounding - to stun as a business, to astonish in the positive effect that we have on society. Yet, we need to do a few things a tad bit contrastingly to be as astounding as we trust we can be." Steve Ballmer, CEO, Microsoft Business 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 1. The "science" must start things out - and it must be the best, maybe notwithstanding "stunning."

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Methodological & Statistical Issues Traditional issues : Highly settled nature of understudy execution in complex frameworks that incite complex connections among scope of variables (familial, social, pedagogical, curricular, authoritative) exacerbated by heterogeneity of understudy qualities/execution; comorbidity. Quantitative amalgamation (meta-investigation) of single-case examination to recognize compelling instructive mediations; Statistical force for arbitrary task assessments of projects and intercessions; and so forth

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Evidence-based Education Using the best accessible observational confirmation in settling on choices about training - Particularly for understudies with inabilities

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IES NCSER + Practice (TA & D) Simple Formula 1. R - TA & D = Irrelevant 2. TA & D - R = Irresponsible 3. R + TA & D = Relevant & Responsible What Does This Mean? Levels of proof procedure & systems

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Levels of Evidence on What Works Meta-examinations of brilliant confirmation Experiments and all around outlined semi tests utilizing WWC measures (counting little n plans) Statistical displaying of correlational and longitudinal information Best practice considers with coordinating and contrastive investigation Expert conclusion upheld by theoretical models and speculations from superb exploration on related subjects Simple correlational studies, contextual investigations, pre-post studies, and best practice contemplates w/o coordinating

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What Can CEC Do? Build up an "Investigative Advisory Council" to grapple the power of science in CEC Advocate & demand thorough exploratory benchmarks in a custom curriculum research + TA & D (and inside association) Adopt levels of proof to mediate/elevate examination to-practice interpretation Launch an open mindfulness battle to illuminate guardians about significance of science

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President's FY 2006 Education Final Appropriations (in a huge number of dollars) Title I Grants to LEAs = $12,713 million (biggest segment of NCLB projects) Reading First/Early Reading First = $1,132 million Research in a specialized curriculum and studies and assessment = $82 million (0.11% of aggregate ED monies) Total Education Appropriation = $71,545 million Reference: http://www.ed.gov/about/review/spending plan/budget06/06action.pdf

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Comparison Agency 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 approved when contrasted with DOD 0.24% of monies approved when contrasted with DHS 6.83% of monies approved when contrasted with Secret Service Agency 1.08% of monies approved as contrasted and the EPA 0.003% of aggregate monies approved Comparison of FY2006 Appropriations with other Federal organizations (a great many 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 offices include: DOD, HHS, NASA, DOE, NSF, USDA, DHS, DOC, DOT, DVA, DOI, EPA, and Other "R&D" is described as "fundamental exploration, connected exploration, advancement, R& D hardware or R&D offices". NCSER Appropriation = $81.7 million (0.06% of R&D monies) Reference: http://www.whitehouse.gov/omb/spending plan/fy2006/budget.html

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NCSER Organizing Principles 2. Since the specialized curriculum "issue space" is endlessly wide and complex, we should contribute carefully and deliberately.

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To do as such requires going "inside" the Special Education Matrix What Special Education Matrix?

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Features of NCSER Research Matrix NCSER Statutory obligations: 18 Disability Statutory classifications: 12+ Total Research Matrix cells: 18 x 12 = 216

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Matrix of Disability Category by NCSER Duties

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Disability Category: Specific Learning Disabilities 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-auxiliary, and so on. Early Childhood School Age Transition (1) Speech and Language Development (2) Beginning Reading (Learning to Read) (3) Content (Reading to Learn) (4) Etc. NCSER Evidence Map: Just One of 216 Cells

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FY 2006 NCSER Research Programs 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 (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 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 Individualized Education Programs and Individualized Family Service Plans Secondary and Tr