Notice2023-12265
Agency Information Collection Activities; Comment Request; Efficacy Evaluation of the Mathematics Intervention Toolkit for the Elementary Grades
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
June 8, 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 110 (Thursday, June 8, 2023)</title>
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[Federal Register Volume 88, Number 110 (Thursday, June 8, 2023)]
[Notices]
[Pages 37521-37522]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-12265]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0097]
Agency Information Collection Activities; Comment Request;
Efficacy Evaluation of the Mathematics Intervention Toolkit for the
Elementary Grades
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).
[[Page 37522]]
DATES: Interested persons are invited to submit comments on or before
August 7, 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-0097.
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#034a40476c606866774e64714366672d646c75"><span class="__cf_email__" data-cfemail="1b52585f7478707e6f567c695b7e7f357c746d">[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 Janelle Sands, 202-245-6786.
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: Efficacy Evaluation of the Mathematics
Intervention Toolkit for the Elementary Grades.
OMB Control Number: 1850-NEW.
Type of Review: A new ICR.
Respondents/Affected Public: Individuals and Households.
Total Estimated Number of Annual Responses: 9,630.
Total Estimated Number of Annual Burden Hours: 3,106.
Abstract: The U.S. Department of Education (ED) requests OMB
clearance for data collection related to the Regional Educational
Laboratory (REL) program. ED, in consultation with REL Northeast and
the Islands (REL-NEI) under contract 91990022C0013 has planned a study
of the efficacy of a professional development (PD) course for fourth
and fifth grade math intervention teachers in the state of
Massachusetts. Researchers at WestEd will carry out a school-level
randomized controlled trial (RCT) to evaluate the efficacy of the PD
course and investigate how and whether the PD course is helping
teachers improve their practices and boost student learning. OMB
approval is being requested for REL-NEI's data collection for this
project, including pre and post measures of student skills and
attitudes, and teacher knowledge, beliefs, and feedback regarding
instructional practice and implementation of the PD course.
Elementary math achievement is a topic of national concern.
Students who leave elementary school with a strong foundation in
mathematics, particularly fractions, are better prepared to succeed in
middle school mathematics and algebra. Algebra is a well-documented
gatekeeper to advanced high school math coursework, which is
consistently linked to increased post-secondary opportunities and
earnings. On the 2019 NAEP report card, only 41% of grade 4 students
scored Proficient or above in math, and these numbers are lower for
students from marginalized backgrounds. These opportunity gaps persist
at the secondary level, so need to be addressed as soon as they appear.
Given this need, district leaders in Massachusetts are seeking ways
to bolster learning for students who struggle with mathematics. Some of
these approaches adopted by districts target core instruction, but
districts are also interested in strengthening their approaches to
intervention. Together with the Massachusetts Partnership to Support
Student Learning Through Math Intervention, REL-NEI is designing a
toolkit PD course to build educators' knowledge of and ability to
implement the recommendations of a new What Works Clearinghouse (WWC)
Practice Guide, Assisting Students Struggling with Mathematics:
Intervention in the Elementary Grades. By using the PD course's
extensive resources, districts will be able to provide teachers with
in-depth PD on the recommendations and how to implement them by using
specific instructional practices. Teachers will learn to use these
practices effectively, helping them to optimize intervention time to
improve student learning. Their students will be actively engaged in
doing math, communicating their ideas, and progressing toward clear
learning goals with feedback and support.
Dated: June 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. 2023-12265 Filed 6-7-23; 8:45 am]
BILLING CODE 4000-01-P
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