Change Request Memo

November 16, 2022

MEMORANDUM

To: Bob Sivinski, OMB

From: Rachel Hansen, NCES

Through: Carrie Clarady, NCES

Re: School Pulse Panel 2022 December Questionnaire Items Change Request
(OMB# 1850-0969 v.10)

The School Pulse Panel (SPP) is a monthly data collection originally designed to collect voluntary responses from a nationally representative sample of public schools to better understand how schools, students, and educators are responding to the ongoing stressors of the coronavirus pandemic, along with other priority items for the White House, Centers for Disease Control and Prevention, and Department of Education program offices. This collection allows NCES to comply with the January 21, 2021 EO 14000 Executive Order on Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers. The SPP study is extremely important particularly now that COVID-19 has not waned, and the pulse model is one that the agency will need after the pandemic subsides for other quick-turnaround data needs. It is one of the nation’s few sources of reliable data on a wealth of information focused on school reopening efforts, virus spread mitigation strategies, services offered for students and staff, and technology use, as reported by school district staff and principals in U.S. public schools. Initially cleared as an emergency (OMB# 1850-0963), the SPP monthly data collection (OMB #1850-0969) was formally cleared in April 2022, with change requests (OMB# 1850-0969 v.2-3) clearing the May and June 2022 Questionnaires in April and May. A revision (complete with 30D public comment period; v.4) containing projected questionnaire items for August and September 2022, as well as further change requests (v. 5-7), were cleared in July and August 2022, and a revision (complete with 30D public comment period; v.8) containing projected questionnaire items for October, November, and December 2022 was cleared in September 2022. Additional revisions to November and December items were cleared in November 2022 (v.9).

The purpose of this memo is to request approval for changes to the final SPP questionnaire for December 2022, and to describe the changes to the research materials contained in that revision. Items that were approved in v.9 were very close to final but have since gone through additional review from SPP stakeholders that has resulted in modifications and additions.

The costs to the government have not changed as a result of this amendment, nor has the projected respondent burden. All changes to the materials that are part of this submission are detailed below with new additions show in red.

Changes to Appendix B

Appendix B.6 – Proposed December Items

Tutoring (December)

SR3a. As of today, what strategies have your school used to support learning recovery for students? Select all that apply.

• Tailored Aaccelerated instruction (i.e., teacher-led individualized learning, using new, grade-level content to teach prior-grade concepts or skills)

• Remedial instruction (i.e., using content from prior years to teach concepts or skills)

• Identifying individual student academic needs with diagnostic assessment data

• Identifying individual student academic needs with formative assessment data

• Extending class time spent on targeted subject areas during the school day

• Extending the school day to accommodate learning recovery activities

• Extending the school week to accommodate learning recovery activities

• Extending the school year to accommodate learning recovery activities

• Professional development for teachers/staff on learning recovery

• Family workshops to provide techniques and guidance to support learning recovery

• Family engagement/outreach activities (e.g., home visits, communicating via text apps, video conference meetings, etc.)

• Hiring additional educators to provide more small-group and individual instruction

• Other, please specify: ___________

• We have not implemented any strategies to support learning recovery

• Don’t know

Tutoring1. During the 2022-23 school year, which of the following types of tutoring, if any, are students at your school provided? Select all that apply.

• High-dosage tutoring (i.e., tutoring that takes place for at least 30 minutes per session, one-on-one or in small group instruction, offered three or more times per week, is provided by educators or well-trained tutors, aligns with an evidence-based core curriculum or program, and is also known as Evidence-based or High-quality tutoring). {Display HDT items if selected}

• Standard tutoring (i.e., a less intensive method of tutoring that may take place in one-on-one, small group, or large group settings, is offered less than three times per week, and is provided by educators who may or may not have received specific training in tutoring practices) {Display SDT items if selected}

• Self-paced tutoring (i.e., a method of tutoring in which students work on their own, typically online, where they are provided guided instruction that allows them to move onto new material after displaying mastery of content) {Display SPT items if selected}

• Other method(s) of tutoring, please specify: _________________

• No tutoring is provided to students by our school

The following items ask about high-dosage tutoring at your school during the 2022-23 school year

HDT1. Who administers high-dosage tutoring at your school? Select all that apply.

• Tutors whose primary or only role job is to provide tutoring

• Teachers who have received training or professional development in tutoring

• Teacher/classroom aides who have received training or professional development in tutoring

• Teachers who have NOT received training or professional development in tutoring

• Teacher/classroom aides who have NOT received training or professional development in tutoring

• Subject-area specialists (e.g., reading or math specialists)

• Other, please specify: _________________

Don’t know

HDT3. To the best of your knowledge, how does the percentage of students who receive high-dosage tutoring compare to last school year (2021-22)?

• More students are receiving high-dosage tutoring

• Fewer students are receiving high-dosage tutoring

• About the same percentage of students are receiving high-dosage tutoring

• No students participated in high-dosage tutoring in the 2021-22 school year

• Don’t Know

HDT11. Which of the following sources of funding have been used to support high-dosage tutoring during the 2022-23 school year? Select all that apply.

• COVID relief funds (ESSER I or ESSER II)

• American Rescue Plan funds Elementary and Secondary School Emergency Relief funds (ARP ESSER)

• Other federal grants or programs

• State grants or other state programs

• District or school financial funding

• Philanthropic support

• Partnerships or sponsorships with organizations

• Other, please specify: _____________

• None of the above

• Don’t know

SDT1. Who administers standard tutoring at your school? Select all that apply.

• Tutors whose primary or only role job is to provide tutoring

• Teachers who have received training or professional development in tutoring

• Teacher/classroom aides who have received training or professional development in tutoring

• Teachers who have NOT received training or professional development in tutoring

• Teacher/classroom aides who have NOT received training or professional development in tutoring

• Subject-area specialists (e.g., reading or math specialists)

• Other, please specify: _________________

• Don’t know

SDT3. To the best of your knowledge, how does the percentage of students who receive standard tutoring compare to last school year (2021-22)?

• More students are receiving standard tutoring

• Fewer students are receiving standard tutoring

• About the same percentage of students are receiving standard tutoring

• No students participated in standard tutoring in the 2021-22 school year

• Don’t Know

SDT11. Which of the following sources of funding have been used to support standard tutoring during the 2022-23 school year? Select all that apply.

• COVID relief funds (ESSER I or ESSER II)

• American Rescue Plan funds Elementary and Secondary School Emergency Relief funds (ARP ESSER)

• Other federal grants or programs

• State grants or other state programs

• District or school financial funding

• Philanthropic support

• Partnerships or sponsorships with organizations

• Other, please specify: _____________

• None of the above

• Don’t know

SPT3. To the best of your knowledge, how does the percentage of students who receive self-paced tutoring compare to last school year (2021-22)?

• More students are receiving standard tutoring

• Fewer students are receiving standard tutoring

• About the same percentage of students are receiving standard tutoring

• No students participated in self-paced tutoring in the 2021-22 school year

• Don’t Know

SPT11. Which of the following sources of funding have been used to support self-paced tutoring during the 2022-23 school year? Select all that apply.

• COVID relief funds (ESSER I or ESSER II)

• American Rescue Plan funds Elementary and Secondary School Emergency Relief funds (ARP ESSER)

• Other federal grants or programs

• State grants or other state programs

• District or school financial funding

• Partnerships or sponsorships with organizations

• Philanthropic support

• Other, please specify: _____________

• None of the above

• Don’t know

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