Notice2023-08755
Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; 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
April 26, 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
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<title>Federal Register, Volume 88 Issue 80 (Wednesday, April 26, 2023)</title>
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[Federal Register Volume 88, Number 80 (Wednesday, April 26, 2023)]
[Notices]
[Page 25388]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-08755]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0001]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; 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.
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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
May 26, 2023.
ADDRESSES: Written comments and recommendations for proposed
information collection requests should be submitted within 30 days of
publication of this notice. Click on this link <a href="http://www.reginfo.gov/public/do/PRAMain">www.reginfo.gov/public/do/PRAMain</a> to access the site. Find this information collection request
(ICR) by selecting ``Department of Education'' under ``Currently Under
Review,'' then check the ``Only Show ICR for Public Comment'' checkbox.
<a href="http://Reginfo.gov">Reginfo.gov</a> provides two links to view documents related to this
information collection request. Information collection forms and
instructions may be found by clicking on the ``View Information
Collection (IC) List'' link. Supporting statements and other supporting
documentation may be found by clicking on the ``View Supporting
Statement and Other Documents'' link.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Elizabeth Nolan, (312) 703-1532.
SUPPLEMENTARY INFORMATION: 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: New ICR.
Respondents/Affected Public: Individuals or 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.
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: April 20, 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. 2023-08755 Filed 4-25-23; 8:45 am]
BILLING CODE 4000-01-P
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