Notice2023-00294
Agency Information Collection Activities; Comment Request; Evaluation of the REL West Supporting Early Reading Comprehension Through Teacher Study Groups Toolkit
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
January 10, 2023
Issuing agencies
Education Department
Abstract
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing a new information collection request (ICR).
Full Text
<html>
<head>
<title>Federal Register, Volume 88 Issue 6 (Tuesday, January 10, 2023)</title>
</head>
<body><pre>
[Federal Register Volume 88, Number 6 (Tuesday, January 10, 2023)]
[Notices]
[Pages 1370-1371]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-00294]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No. ED-2023-SCC-0001]
Agency Information Collection Activities; Comment Request;
Evaluation of the REL West Supporting Early Reading Comprehension
Through Teacher Study Groups Toolkit
AGENCY: Institute of Education Sciences (IES), Department of Education
(ED).
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: In accordance with the Paperwork Reduction Act (PRA) of 1995,
the Department is proposing a new information collection request (ICR).
DATES: Interested persons are invited to submit comments on or before
March 13, 2023.
ADDRESSES: To access and review all the documents related to the
information collection listed in this notice, please use <a href="http://www.regulations.gov">http://www.regulations.gov</a> by searching the Docket ID number ED-2023-SCC-0001.
Comments submitted in response to this notice should be submitted
electronically through the Federal eRulemaking Portal at <a href="http://www.regulations.gov">http://www.regulations.gov</a> by selecting the Docket ID number or via postal
mail, commercial delivery, or hand delivery. If the <a href="http://regulations.gov">regulations.gov</a>
site is not available to the public for any reason, the Department will
temporarily accept comments at <a href="/cdn-cgi/l/email-protection#a1e8e2e5cec2cac4d5ecc6d3e1c4c58fc6ced7"><span class="__cf_email__" data-cfemail="a5ece6e1cac6cec0d1e8c2d7e5c0c18bc2cad3">[email protected]</span></a>. Please include the
docket ID number and the title of the information collection request
when requesting documents or submitting comments. Please note that
comments submitted after the comment period will not be accepted.
Written requests for information or comments submitted by postal mail
or delivery should be addressed to the Manager of the Strategic
Collections and Clearance Governance and Strategy Division, U.S.
Department of Education, 400 Maryland Ave. SW, LBJ, Room 6W203,
Washington, DC 20202-8240.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Elizabeth Nolan, 312-730-1532.
SUPPLEMENTARY INFORMATION: The Department, in accordance with the
Paperwork Reduction Act of 1995 (PRA) (44 U.S.C. 3506(c)(2)(A)),
provides the general public and Federal agencies with an opportunity to
comment on proposed, revised, and continuing collections of
information. This helps the Department assess the impact of its
information collection requirements and minimize the public's reporting
burden. It also helps the public understand the Department's
information collection requirements and provide the requested data in
the desired format. The Department is soliciting comments on the
proposed information collection request (ICR) that is described below.
The Department is especially interested in public comment addressing
the following issues: (1) is this collection necessary to the proper
functions of the Department; (2) will this information be processed and
used in a timely manner; (3) is the estimate of burden accurate; (4)
how might the Department enhance the quality, utility, and clarity of
the information to be collected; and (5) how might the Department
minimize the burden of this collection on the respondents, including
through the use of information technology. Please note that written
comments received in response to this notice will be considered public
records.
Title of Collection: Evaluation of the REL West Supporting Early
Reading Comprehension through Teacher Study Groups Toolkit.
OMB Control Number: 1850-NEW.
Type of Review: A new ICR.
Respondents/Affected Public: Individuals and Households.
Total Estimated Number of Annual Responses: 6,012.
Total Estimated Number of Annual Burden Hours: 1,255.
Abstract: The current authorization for the Regional Educational
Laboratories (REL) program is under the Education Sciences Reform Act
of 2002, Part D, Section 174, (20 U.S.C. 9564), administered by the
Department of Education, Institute of Education Sciences (IES),
National Center for Education Evaluation and Regional Assistance
(NCEE). The central mission and primary function of the RELs is to
support applied research and provide technical assistance to state and
local education agencies within their region (ESRA, Part D, section
174[f]). The REL program's goal is to partner with educators and
policymakers to conduct work that is change-oriented and supports
meaningful local, regional, or state decisions about education
policies, programs, and practices to improve outcomes for students.
[[Page 1371]]
Elementary-grade students in U.S. public schools continue to
struggle with reading comprehension, with only 35 percent of 4th-grade
students performing at or above proficient on the National Assessment
of Educational Progress (NAEP) scores in reading (Hussar et al., 2020).
To address this problem in earlier grades, when schools begin reading
comprehension instruction, REL West is developing a toolkit to support
teachers in implementing evidence-based instructional strategies to
improve reading comprehension among students in grades K-3. The toolkit
is based on the Improving Reading Comprehension in Kindergarten Through
3rd Grade IES practice guide (Shanahan et al., 2010) and is being
developed in collaboration with state and district partners in Arizona.
The toolkit contains the following three parts: (1) Initial Diagnostic
and On-going Monitoring Instruments, (2) Professional Development
Resources, and (3) Steps for Institutionalizing Supports for Evidence-
Based Practice.
This study is designed to measure the efficacy and implementation
of the REL West-developed toolkit designed to improve reading
comprehension among students in grades K-3. The toolkit evaluation team
plans to conduct an independent evaluation using a school-level,
cluster randomized controlled trial design to assess the efficacy and
cost-effectiveness of the school-based professional development
resources included in the toolkit. The evaluation will take place in 70
schools across six districts in Arizona and focus on K-3 reading
comprehension for all students. The evaluation will also assess how
teachers and facilitators implement the toolkit to provide context for
the efficacy findings and guidance to improve the toolkit and its
future use. The toolkit evaluation will produce a report for district
and school leaders who are considering strategies to improve reading
comprehension in kindergarten through 3rd grade. The report will be
designed to help district and school leaders decide whether and how to
use the toolkit to help them implement the practice guide
recommendations.
Dated: January 5, 2023.
Juliana Pearson,
PRA Coordinator, Strategic Collections and Clearance, Governance and
Strategy Division, Office of Chief Data Officer, Office of Planning,
Evaluation and Policy Development.
[FR Doc. 2023-00294 Filed 1-9-23; 8:45 am]
BILLING CODE 4000-01-P
</pre><script data-cfasync="false" src="/cdn-cgi/scripts/5c5dd728/cloudflare-static/email-decode.min.js"></script></body>
</html>Indexed from Federal Register on January 10, 2023.
This is legal information, not legal advice. Laws vary by jurisdiction and change frequently. Always verify current law with official sources and consult a licensed attorney in your jurisdiction for advice on your specific situation.