[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]
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