[Federal Register Volume 88, Number 248 (Thursday, December 28, 2023)]
[Notices]
[Pages 89676-89677]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-28653]


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DEPARTMENT OF EDUCATION

[Docket No.: ED-2023-SCC-0183]


Agency Information Collection Activities; Submission to the 
Office of Management and Budget for Review and Approval; 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.

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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 
January 29, 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 www.reginfo.gov/public/do/PRAMain 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. 
Reginfo.gov 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 Heidi Gansen, (202) 245-6765.

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: 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: 4,188.
    Total Estimated Number of Annual Burden Hours: 1,237.
    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

[[Page 89677]]

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 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: December 22, 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. 2023-28653 Filed 12-27-23; 8:45 am]
BILLING CODE 4000-01-P