Visual Representations for Proportional Reasoning: Impacts of a Teacher Professional Development Program for Multilingual Learners and Other Students

Forms and Documents

Forms and supporting documents for this ICR

Document	Type	Status	Availability
Teacher Characteristic Survey (Pre)	Form and Instruction	Unchanged	Available
Teacher Characteristic Survey (Post)	Form and Instruction	Unchanged	Available
Teacher Participant Consent Form	Form and Instruction	Unchanged	Available
Student IC - Paper	Form and Instruction	Unchanged	Available
Parent Consent Forms	Form and Instruction	Unchanged	Available
Diagnostic Teachers Assessments in Mathematics and Science (DTAMS, Number/ Computation Form)	Form and Instruction	Unchanged	Available
Classroom Video Analysis (CVA) Assessment	Form and Instruction	Unchanged	Available
Student IC - Online	Form and Instruction	Unchanged	Available
NE 5.1.1 CT OMB 83 C Form (Change Worksheet).pdf	Justification for No Material/Nonsubstantive Change	Uploaded 2023-09-28	Repair queued
NE 5.1.1 CT Supporting Statement B_revised.docx	Supporting Statement B	Uploaded 2023-01-12	Available
NE 5.1.1 CT Supporting Statement A revised May 2023 - clean.docx	Supporting Statement A	Uploaded 2023-09-28	Available

IC Document Collections

Information collection document groups

IC ID	Collection	Type	Status	Form
257694	Teacher Characteristic Survey (Pre)	Form and Instruction	Unchanged
257693	Teacher Characteristic Survey (Post)	Form and Instruction	Unchanged
257692	Teacher Participant Consent Form	Form and Instruction	Unchanged
257691	Student IC - Paper	Form and Instruction	Unchanged
257690	Parent Consent Forms	Form and Instruction	Unchanged
257689	Diagnostic Teachers Assessments in Mathematics and Science (DTAMS, Number/ Computation Form)	Form and Instruction	Unchanged
257688	Classroom Video Analysis (CVA) Assessment	Form and Instruction	Unchanged
257687	Student IC - Online	Form and Instruction	Unchanged

ICR Details

OMB Control No: 1850-0978	ICR Reference No: 202309-1850-012
Status: Received in OIRA	Previous ICR Reference No: 202212-1850-006
Agency/Subagency: ED/IES	Agency Tracking No: ED-2023-SCC-0006
Title: Visual Representations for Proportional Reasoning: Impacts of a Teacher Professional Development Program for Multilingual Learners and Other Students
Type of Information Collection: No material or nonsubstantive change to a currently approved collection	Common Form ICR:  No
Type of Review Request: Regular	Date Submitted to OIRA: 09/28/2023

table that charts list comparision

	Requested	Previously Approved
Expiration Date	05/31/2026	05/31/2026
Responses	36,784	36,784
Time Burden (Hours)	11,281	11,281
Cost Burden (Dollars)	0	0

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Abstract: This submission is a request for approval of data collection activities that will be used to support the Northeast and Islands Regional Educational Laboratory (REL) Visual Representations for Proportional Reasoning: Impacts of a Teacher Professional Development Program for Multilingual Learners and Other Students. The study is being funded by the Institute of Education Sciences (IES) U.S. Department of Education and is being implemented by Education Development Center (EDC) and its subcontractor, American Institutes for Research (AIR). This submission requests approval to recruit schools for the study, and administer measures to teachers and students. This study aims to contribute to the evidence base on professional development associated with improved student outcomes for multilingual learners (MLLs) in mathematics. The Visual Access to Mathematics Professional Development (VAM PD) leverages recent and rigorous evidence on the importance of visual representations (VRs) and integrates language and content to support MLLs in proportional reasoning. Proportional reasoning content is a major emphasis in grade 7 math content standards in most U.S. states, and is fundamental to success in subsequent mathematics coursework. Prior research has demonstrated positive impacts of the Visual Access to Mathematics Professional Development (VAM PD) on teacher outcomes (DePiper, et al., 2021b, Louie et al., 2022, DePiper et al., 2019 & DePiper, et al., 2021a). This study will fill the gap in information about how VAM PD impacts student outcomes. In the current study, we will collect pre- and post- data from both teachers and students to examine what impact the VAM PD has on student learning. Teachers in participating schools will be assigned randomly to either a treatment or control group. Both groups will complete (1) a measure of mathematical content knowledge, (2) a measure of teacher ability to analyze student work, and (3) a brief survey/questionnaire about instructional practices in fall 2023 and again in spring 2024. Students taught by teachers in both conditions will complete (1) a measure of mathematical content knowledge, (2) three items related to VRs, and (3) a survey regarding attitudes toward mathematics. Data collected will be summarized and analyzed using multilevel modeling to understand the efficacy of the VAM PD on both teacher and student level outcomes.

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Authorizing Statute(s): PL: Pub.L. 107 - 279 116 Name of Law: Education Sciences Reform Act of 2002
  

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:
	88 FR 3397	01/19/2023
30-day Notice:	Federal Register Citation:	Citation Date:
	88 FR 18304	03/28/2023
Did the Agency receive public comments on this ICR? No

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Number of Information Collection (IC) in this ICR: 8

table that charts list of burden

IC Title	Form No.	Form Name
Classroom Video Analysis (CVA) Assessment	N/A	Classroom Video Analysis (CVA) Assessment
Diagnostic Teachers Assessments in Mathematics and Science (DTAMS, Number/ Computation Form)	N/A	Diagnostic Teachers Assessments in Mathematics and Science (DTAMS, Number/ Computation Form)
Parent Consent Forms	N/A	Parent Consent Forms
Student IC - Online	N/A	Student IC
Student IC - Paper	N/A	Student IC - Paper
Teacher Characteristic Survey (Post)	N/A	Teacher Characteristic Survey (Post)
Teacher Characteristic Survey (Pre)	N/A	Teacher Characteristic Survey (Pre)
Teacher Participant Consent Form	N/A	Teacher Participant Consent Form

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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	36,784	36,784	0	0	0	0
Annual Time Burden (Hours)	11,281	11,281	0	0	0	0
Annual Cost Burden (Dollars)	0	0	0	0	0	0

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

Burden Increase Due to:

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

Burden Reduction Due to:

Short Statement: This is a new collection.

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Annual Cost to Federal Government: $414,936

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.     No

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.     Yes

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: 09/28/2023

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