[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