Notice2024-17624
Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Providing Reading Interventions for Students in Middle School Toolkit Evaluation
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 8, 2024
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 89 Issue 153 (Thursday, August 8, 2024)</title>
</head>
<body><pre>
[Federal Register Volume 89, Number 153 (Thursday, August 8, 2024)]
[Notices]
[Pages 64898-64899]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2024-17624]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2024-SCC-0075]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; Comment
Request; Providing Reading Interventions for Students in Middle School
Toolkit Evaluation
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
September 9, 2024.
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
[[Page 64899]]
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 Anousheh Shayestehpour, (202)
987-1148.
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: Providing Reading Interventions for Students
in Middle School Toolkit Evaluation.
OMB Control Number: 1850-NEW.
Type of Review: New ICR.
Respondents/Affected Public: Individuals or Households.
Total Estimated Number of Annual Responses: 2,647.
Total Estimated Number of Annual Burden Hours: 851.
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.
Grades 6-8 mark an extended and crucial period in which students
are expected to master increasingly complex literacy skills (Biancarosa
& Snow, 2006; Hagaman et al., 2016). By the middle school grades,
reading instruction typically shifts from a focus on fundamental
literacy skills, such as decoding and phonemic awareness, to genre-
specific textual conventions, comprehension strategies, and learning
curricular content from texts (Chall, 1983; Goldman & Snow, 2015). For
students without the fundamental skills to read fluently, decode
accurately, and comprehend text, the more advanced literacy practices
needed for secondary content acquisition and text reading can be out of
reach. Students who struggle with reading at the middle school level
often have limited ability to access curricular content aligned to
grade-level standards in English language arts and other subject areas
(Torgesen et al., 2007) and may experience adverse educational outcomes
with respect to attendance (Fisher & Frey, 2014), graduation rates
(Daniel et al., 2006), and mental health (Daniel et al., 2006; Mugnaini
et al., 2009).
The purpose of this evaluation is to test the efficacy of the
Providing Reading Interventions for Students in Middle School Toolkit,
or the PRISMS Toolkit. This toolkit supports the application of
evidence-based recommendations from the What Works Clearinghouse (WWC)
Providing Reading Interventions for Students in Grades 4-9 Educator's
Practice Guide (hereafter, practice guide; Vaughn et al., 2022) through
a suite of professional development activities. We anticipate that the
toolkit will impact teacher knowledge, self-efficacy, and instructional
practice. These changes in teacher knowledge, beliefs, and practice, in
turn, will positively impact student outcomes, including student
engagement, as measured by student engagement in reading and school
attendance, and reading proficiency.
The evaluation team plans to conduct an independent evaluation
using a school-level, cluster randomized control trial design to assess
the program's impact on teachers' practices and beliefs and students'
engagement and literacy outcomes. The evaluation will also assess the
implementation of the toolkit and how it may be effectively scaled. The
evaluation will take place in 52 schools across an estimated 10
districts in Texas and will focus on teachers and students in grade 6-
8. The evaluation will produce a report and presentations to study
participants, practitioners, policymakers, and researchers, and
infographics and blog posts for a wider audience of educators and
policymakers. These will be designed to inform district and school
leaders and teachers about reading interventions that could be
beneficial for all students in grade 6-8, but particularly those who
are reading below grade level expectations.
Dated: August 5, 2024.
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. 2024-17624 Filed 8-7-24; 8:45 am]
BILLING CODE 4000-01-P
</pre></body>
</html>Indexed from Federal Register on August 8, 2024.
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.