Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School

Forms and Documents

Forms and supporting documents for this ICR

Document	Type	Status	Availability
Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School	Form and Instruction	New	Missing upstream
MTSS-R OMB Part B 12.20.2021-Clean.docx	Supporting Statement B	Uploaded 2021-12-20	Repair queued
MTSS-R OMB Part A 12.20.2021-Clean.docx	Supporting Statement A	Uploaded 2021-12-20	Repair queued

IC Document Collections

Information collection document groups

IC ID	Collection	Type	Status	Form
248816	Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School	Form and Instruction	New
241450	Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School	Other-Consent Form	Unchanged

ICR Details

OMB Control No: 1850-0953	ICR Reference No: 202108-1850-004
Status: Received in OIRA	Previous ICR Reference No: 202004-1850-007
Agency/Subagency: ED/IES	Agency Tracking No: ED-2021-SCC-0124
Title: Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School
Type of Information Collection: Revision of a currently approved collection	Common Form ICR:  No
Type of Review Request: Regular	Date Submitted to OIRA: 12/27/2021

table that charts list comparision

	Requested	Previously Approved
Expiration Date	36 Months From Approved	12/31/2023
Responses	24,465	22,560
Time Burden (Hours)	5,301	4,660
Cost Burden (Dollars)	0	0

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Abstract: This study will provide much needed evidence on strategies to support US students' development of foundational reading skills, essential to later learning. A third of US students fail to develop foundational reading skills by 4th grade that are necessary to succeed academically. In addition, the achievement gap is growing as demonstrated by The Nation’s Report Card. To address this, the Every Student Succeeds Act (ESSA) promotes the use of evidence-based literacy interventions. And, the Department of Education (ED) has made supporting educators with the knowledge, skills, professional development, or materials necessary to improve reading instruction a key priority. The Individuals with Disabilities Education Act (IDEA) similarly encourages high quality instruction along with better identification of students needing extra support to prevent or mitigate student reading issues. This study will provide much needed evidence by evaluating two professional development strategies for bolstering core reading instruction and supplemental supports, guided by data, within a MTSS-R framework. MTSS-R is a widely used framework for providing high-quality reading instruction for all students, identifying students needing supplemental or more intensive supports, and providing these additional supports for those who need it.

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Authorizing Statute(s): PL: Pub.L. 114 - 95 8601 Name of Law: Elementary and Secondary Education Act as amended
   PL: Pub.L. 108 - 446 668 Name of Law: Individuals with Disabilities Education Act
   PL: Pub.L. 114 - 95 2103 Name of Law: Elementary and Secondary Education Act as amended
   PL: Pub.L. 114 - 95 3111 Name of Law: Elementary and Secondary Education Act as amended
  

Citations for New Statutory Requirements: None

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Associated Rulemaking Information
RIN:	Stage of Rulemaking:	Federal Register Citation:	Date:
	Not associated with rulemaking

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Federal Register Notices & Comments
60-day Notice:	Federal Register Citation:	Citation Date:
	86 FR 45713	08/16/2021
30-day Notice:	Federal Register Citation:	Citation Date:
	86 FR 73264	12/27/2021
Did the Agency receive public comments on this ICR? Yes

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Number of Information Collection (IC) in this ICR: 2

table that charts list of burden

IC Title	Form No.	Form Name
Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School	NA, NA, NA	Appendix A MTSS-R Teacher Survey ,   Appendix B MTSS-R Interventionist Survey ,   Appendix C MTSS-R Team Leader Survey
Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School

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ICR Summary of Burden

table that charts list of burden

	Total Request	Previously Approved	Change Due to New Statute	Change Due to Agency Discretion	Change Due to Adjustment in Estimate	Change Due to Potential Violation of the PRA
Annual Number of Responses	24,465	22,560	0	1,905	0	0
Annual Time Burden (Hours)	5,301	4,660	0	641	0	0
Annual Cost Burden (Dollars)	0	0	0	0	0	0

Burden increases because of Program Change due to Agency Discretion: Yes

Burden Increase Due to: Miscellaneous Actions

Burden decreases because of Program Change due to Agency Discretion: No

Burden Reduction Due to:

Short Statement: This is an impact evaluation that includes the collection of school staff surveys and interviews that will take place from the spring of the 2021-2022 school year through the 2023-2024 school year in 9 geographically-dispersed US school districts and 150 elementary schools. This collection is a revision of a previous package (OMB Control Number: 1850-0953) that was approved to collect parent consent forms and district records, along with interviews regarding districts' spending to support the study training. The previously approved collection will be ongoing simultaneous to the revised information request. Therefore, hours from the approved collection roll over to the revised request, along with the requested hours for the new information collection. The increase in hours is considered a program change.

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Annual Cost to Federal Government: $3,404,293

Does this IC contain surveys, censuses, or employ statistical methods? Yes Part B of Supporting Statement

Does this ICR request any personally identifiable information (see OMB Circular No. A-130 for an explanation of this term)? Please consult with your agency's privacy program when making this determination.     Yes

Does this ICR include a form that requires a Privacy Act Statement (see 5 U.S.C. §552a(e)(3))? Please consult with your agency's privacy program when making this determination.     No

Is this ICR related to the Affordable Care Act [Pub. L. 111-148 & 111-152]? No

Is this ICR related to the Dodd-Frank Wall Street Reform and Consumer Protection Act, [Pub. L. 111-203]? No

Is this ICR related to the American Recovery and Reinvestment Act of 2009 (ARRA)? No

Is this ICR related to the Pandemic Response? No

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Common Form ICR:  No

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On behalf of this Federal agency, I certify that the collection of information encompassed by this request complies with 5 CFR 1320.9 and the related provisions of 5 CFR 1320.8(b)(3).

The following is a summary of the topics, regarding the proposed collection of information, that the certification covers:

(a) It is necessary for the proper performance of agency functions;

(b) It avoids unnecessary duplication;

(c) It reduces burden on small entities;

(d) It uses plain, coherent, and unambiguous language that is understandable to respondents;

(e) Its implementation will be consistent and compatible with current reporting and recordkeeping practices;

(f) It indicates the retention periods for recordkeeping requirements;

(g) It informs respondents of the information called for under 5 CFR 1320.8 (b)(3) about:

(i) Why the information is being collected;

(ii) Use of information;

(iii) Burden estimate;

(iv) Nature of response (voluntary, required for a benefit, or mandatory);

(v) Nature and extent of confidentiality; and

(vi) Need to display currently valid OMB control number;

(h) It was developed by an office that has planned and allocated resources for the efficient and effective management and use of the information to be collected.

(i) It uses effective and efficient statistical survey methodology (if applicable); and

(j) It makes appropriate use of information technology.

If you are unable to certify compliance with any of these provisions, identify the item by leaving the box unchecked and explain the reason in the Supporting Statement.

Certification Date: 12/27/2021

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