[Federal Register Volume 88, Number 177 (Thursday, September 14, 2023)]
[Notices]
[Pages 63093-63094]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-19879]


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DEPARTMENT OF EDUCATION

[Docket No.: ED-2023-SCC-0161]


Agency Information Collection Activities; Comment Request; 
Evaluation of the REL Appalachia Teaching Math to Young Children 
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 
November 13, 2023.

ADDRESSES: To access and review all the documents related to the 
information collection listed in this notice, please use http://www.regulations.gov by searching the Docket ID number ED-2023-SCC-0161. 
Comments submitted in response to this notice should be submitted 
electronically through the Federal eRulemaking Portal at http://www.regulations.gov by selecting the Docket ID number or via postal 
mail, commercial delivery, or hand delivery. If the regulations.gov 
site is not available to the public for any reason, the Department will 
temporarily accept comments at [email protected]. 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 4C210, 
Washington, DC 20202-8240.

FOR FURTHER INFORMATION CONTACT: For specific questions related to 
collection activities, please contact Amy Johnson, 202-453-5974.

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 the REL Appalachia Teaching Math 
to Young Children Toolkit.
    OMB Control Number: 1850-NEW.
    Type of Review: A new ICR.
    Respondents/Affected Public: Individuals and households.
    Total Estimated Number of Annual Responses: 320.
    Total Estimated Number of Annual Burden Hours: 95.
    Abstract: Mathematics knowledge acquired in early childhood 
provides a

[[Page 63094]]

critical foundation for long-term student success in math as well as 
reading (Duncan et al., 2007; Watts et al., 2014), but the professional 
development (PD) and curricular support for preschool teachers often 
lack specific content and training on high-quality math instruction 
delivered by math content experts. To address this problem, the REL 
Appalachia toolkit development team is developing a toolkit to provide 
preschool teachers with support in implementing core teaching practices 
essential to promoting early math skills and knowledge in children. The 
toolkit is based on the Teaching Math to Young Children IES practice 
guide (Frye et al., 2013) and is being developed in collaboration with 
state and district partners in Virginia.
    IES requests clearance for activities to support the recruitment of 
schools and districts to participate in an efficacy study of the 
toolkit as part of the REL Appalachia contract. A second OMB package, 
which will be submitted later this year, will request clearance for 
data collection instruments and the collection of district 
administrative data.
    The study will assess the efficacy of the professional development 
resources included in the toolkit. The evaluation will also assess how 
teachers implement the toolkit to provide context for the efficacy 
findings and guidance to improve the toolkit and its future use.
    The evaluation will take place in 50 schools across approximately 
10 school divisions in Virginia and focus on mathematics teaching 
practices and student mathematics knowledge and skills in preschool 
classrooms. The purpose of this study will be to measure the efficacy 
and implementation of the REL AP-developed toolkit designed to improve 
teacher practice and preschool students' math learning outcomes. The 
toolkit evaluation will produce a report for district and school 
leaders who are considering strategies to improve math learning in 
preschool. The report will be designed to help them decide whether and 
how to use the toolkit to help them implement the practice guide 
recommendations.

    Dated: September 11, 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. 2023-19879 Filed 9-13-23; 8:45 am]
BILLING CODE 4000-01-P