Notice2023-18053
Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; 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
August 22, 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 161 (Tuesday, August 22, 2023)</title>
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[Federal Register Volume 88, Number 161 (Tuesday, August 22, 2023)]
[Notices]
[Pages 57105-57106]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-18053]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0097]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; 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).
DATES: Interested persons are invited to submit comments on or before
September 21, 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 Janelle Sands, 202-245-6786.
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: 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)
[[Page 57106]]
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: August 17, 2023.
Stephanie Valentine,
PRA Coordinator, Strategic Collections and Clearance, Governance and
Strategy Division, Office of Chief Data Officer, Office of Planning,
Evaluation and Policy Development.
[FR Doc. 2023-18053 Filed 8-21-23; 8:45 am]
BILLING CODE 4000-01-P
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