Notice2023-23152
Agency Information Collection Activities; Comment Request; Evaluation of a Toolkit To Support Evidence-Based Writing Instruction in Grades 2 Through 4
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
October 20, 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 202 (Friday, October 20, 2023)</title>
</head>
<body><pre>
[Federal Register Volume 88, Number 202 (Friday, October 20, 2023)]
[Notices]
[Pages 72445-72446]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-23152]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0183]
Agency Information Collection Activities; Comment Request;
Evaluation of a Toolkit To Support Evidence-Based Writing Instruction
in Grades 2 Through 4
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
December 19, 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-0183.
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#337a70775c505856477e54417356571d545c45"><span class="__cf_email__" data-cfemail="064f454269656d63724b617446636228616970">[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 Heidi Gansen, (202) 245-6765.
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 A Toolkit to Support Evidence-
Based Writing Instruction in Grades 2 Through 4.
OMB Control Number: 1850-NEW.
Type of Review: New ICR.
Respondents/Affected Public: Individuals or households.
Total Estimated Number of Annual Responses: 4,176.
Total Estimated Number of Annual Burden Hours: 1,234.
Abstract: The Institute of Education Sciences (IES) within the U.S.
Department of Education (ED) requests clearance for data collection
activities to support an evaluation of A Toolkit to Support Evidence-
Based Writing Instruction in Grades 2 Through 4. Specifically, this
request covers collection of data to conduct an evaluation to assess
whether implementing the writing toolkit (1) improves teachers'
attitudes towards writing and helps them align their writing
instruction with the evidence-based recommendations in the What Works
Clearinghouse (WWC) Teaching Elementary School Students to Be Effective
Writers practice guide and (2) improves students' writing quality and
reading achievement. This randomized controlled trial study will
compare teacher and student outcomes in schools that implement the
writing toolkit (the treatment group) with the teacher and student
outcomes in schools that continue to provide their usual professional
development supports (the comparison group).
There is a great need for professional learning supports in
elementary writing instruction to address low reading and writing
proficiency across the country. Teacher preparation programs rarely
offer stand-alone writing instruction (Myers et al. 2016; Morgan 2010;
Brenner 2013), and surveys show many teachers and teacher educators do
not feel confident in writing instruction (Myers et al. 2016; Cutler
and Graham 2008). An accessible package of professional learning
materials designed to help educators translate evidence-based
recommendations for elementary writing instruction into daily
instruction could be a game-changer for improving teacher practice and
student writing.
The elementary writing toolkit aims to offer such an accessible,
evidence-based professional learning package by drawing on the WWC
Teaching Elementary School Students to Be Effective Writers practice
guide. The practice guide helps to fill the professional development
gaps for elementary writing instruction by providing clear, actionable
recommendations along with specific implementation steps and examples.
The toolkit will build on the practice guide to (1) make the
recommendations and implementation guidance accessible and engaging for
busy educators, (2) create a structure for learning and applying
practices throughout a school year, (3) promote collaborative learning
and planning among teachers, and (4) offer tools for sustaining
practices over time. The toolkit will be a one-stop shop that enables
schools and educators to access all supports in one place, complemented
by diagnostic tools to assess practices and resources for school
leaders to institutionalize practices over time. Incorporating
multimedia resources that are easy to navigate will make the toolkit
more inviting and will facilitate the reinforcement of concepts that
are difficult to learn through text alone.
To provide context for the impact findings and inform further
development of the toolkit, the evaluation will examine teachers'
experiences and engagement in toolkit activities, the learning modules
completed, challenges encountered and suggested solutions, feedback on
areas to improve the toolkit and institutional supports, and the extent
to which the professional development in writing
[[Page 72446]]
instruction received by teachers differs between treatment and control
schools. Obtaining feedback on improving the toolkit, regardless of
whether the impact findings are positive, is critical to ensure that
the toolkit is as useful as possible to districts, schools, and
teachers when they implement the evidence-based practices.
Dated: October 17, 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. 2023-23152 Filed 10-19-23; 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 October 20, 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.