Evaluation of the REL West Supporting Early Reading Comprehension through Teacher Study Groups Toolkit

Forms and Documents

Forms and supporting documents for this ICR

Document	Type	Status	Availability
District Interview Protocol	Form and Instruction	Unchanged	Available
School Leader and Facilitator Survey	Form and Instruction	Unchanged	Available
Teacher Logs	Form and Instruction	Unchanged	Available
Teacher Surveys	Form and Instruction	Unchanged	Available
Evaluation of the REL West Supporting Early Reading Comprehension through Teacher Study Groups Toolkit	Form and Instruction	Unchanged	Repair queued
OMB83C Change Memo_RELWest_5.1.12_to IES 2024.11.18.docx	Justification for No Material/Nonsubstantive Change	Uploaded 2024-11-21	Repair queued
OMB83C Change Memo_RELWest_5.1.12_to IES 2024.11.18.docx	Justification for No Material/Nonsubstantive Change	Uploaded 2024-11-21	Available
OMB 83 C Form (Change Worksheet) 1850 0982 + signed.pdf	Justification for No Material/Nonsubstantive Change	Uploaded 2024-11-21	Available
OMB 83 C Form (Change Worksheet) 1850 0982 + signed.pdf	Justification for No Material/Nonsubstantive Change	Uploaded 2024-11-21	Available
WE 5.1.12 PRA Supporting Statement Part B_04.20.2023_clean.docx	Supporting Statement B	Uploaded 2023-04-20	Available
WE 5.1.12 PRA Supporting Statement Part B_04.20.2023_clean.docx	Supporting Statement B	Uploaded 2023-04-20	Repair queued
WE 5.1.12 PRA Supporting Statement Part A_04.20.2023_clean_rev.docx	Supporting Statement A	Uploaded 2023-04-26	Available
WE 5.1.12 PRA Supporting Statement Part A_04.20.2023_clean_rev.docx	Supporting Statement A	Uploaded 2023-04-26	Repair queued

IC Document Collections

Information collection document groups

IC ID	Collection	Type	Status	Form
257665	Evaluation of the REL West Supporting Early Reading Comprehension through Teacher Study Groups Toolkit	Form and Instruction	Unchanged	District Interview Protocol
257665	Evaluation of the REL West Supporting Early Reading Comprehension through Teacher Study Groups Toolkit	Form and Instruction	Unchanged	School Leader and Facilitator Survey
257665	Evaluation of the REL West Supporting Early Reading Comprehension through Teacher Study Groups Toolkit	Form and Instruction	Unchanged	Teacher Logs
257665	Evaluation of the REL West Supporting Early Reading Comprehension through Teacher Study Groups Toolkit	Form and Instruction	Unchanged	Teacher Surveys
257665	Evaluation of the REL West Supporting Early Reading Comprehension through Teacher Study Groups Toolkit	Form and Instruction	Unchanged

ICR Details

OMB Control No: 1850-0982	ICR Reference No: 202411-1850-004
Status: Historical Active	Previous ICR Reference No: 202212-1850-005
Agency/Subagency: ED/IES	Agency Tracking No: ED-2023-SCC-0001
Title: Evaluation of the REL West Supporting Early Reading Comprehension through Teacher Study Groups Toolkit
Type of Information Collection: No material or nonsubstantive change to a currently approved collection	Common Form ICR:  No
Type of Review Request: Regular
OIRA Conclusion Action: Approved without change	Conclusion Date: 11/29/2024
Retrieve Notice of Action (NOA)	Date Received in OIRA: 11/21/2024
Terms of Clearance:

table that charts list comparision

	Inventory as of this Action	Requested	Previously Approved
Expiration Date	06/30/2026	06/30/2026	06/30/2026
Responses	6,012	0	6,012
Time Burden (Hours)	1,255	0	1,255
Cost Burden (Dollars)	0	0	0

---

Abstract: The current authorization for the Regional Educational Laboratories (REL) program is under the Education Sciences Reform Act of 2002, Part D, Section 174, (20 U.S.C. 9564), administered by the Department of Education, Institute of Education Sciences (IES), National Center for Education Evaluation and Regional Assistance (NCEE). The central mission and primary function of the RELs is to support applied research and provide technical assistance to state and local education agencies within their region (ESRA, Part D, section 174[f]). The REL program's goal is to partner with educators and policymakers to conduct work that is change-oriented and supports meaningful local, regional, or state decisions about education policies, programs, and practices to improve outcomes for students. Elementary-grade students in U.S. public schools continue to struggle with reading comprehension, with only 35 percent of 4th-grade students performing at or above proficient on the National Assessment of Educational Progress (NAEP) scores in reading (Hussar et al., 2020). To address this problem in earlier grades, when schools begin reading comprehension instruction, REL West is developing a toolkit to support teachers in implementing evidence-based instructional strategies to improve reading comprehension among students in grades K–3. The toolkit is based on the Improving Reading Comprehension in Kindergarten Through 3rd Grade IES practice guide (Shanahan et al., 2010) and is being developed in collaboration with state and district partners in Arizona. The toolkit contains the following three parts: 1) Initial Diagnostic and On-going Monitoring Instruments, 2) Professional Development Resources, and 3) Steps for Institutionalizing Supports for Evidence-Based Practice. This study is designed to measure the efficacy and implementation of the REL West-developed toolkit designed to improve reading comprehension among students in grades K–3. The toolkit evaluation team plans to conduct an independent evaluation using a school-level, cluster randomized controlled trial design to assess the efficacy and cost-effectiveness of the school-based professional development resources included in the toolkit. The evaluation will take place in 70 schools across six districts in Arizona and focus on K–3 reading comprehension for all students. The evaluation will also assess how teachers and facilitators implement the toolkit to provide context for the efficacy findings and guidance to improve the toolkit and its future use. The toolkit evaluation will produce a report for district and school leaders who are considering strategies to improve reading comprehension in kindergarten through 3rd grade. The report will be designed to help district and school leaders decide whether and how to use the toolkit to help them implement the practice guide recommendations.

---

Authorizing Statute(s): None

Citations for New Statutory Requirements: None

---

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

---

Federal Register Notices & Comments
60-day Notice:	Federal Register Citation:	Citation Date:
	88 FR 1370	01/10/2023
30-day Notice:	Federal Register Citation:	Citation Date:
	88 FR 25388	04/26/2023
Did the Agency receive public comments on this ICR? Yes

---

Number of Information Collection (IC) in this ICR: 1

table that charts list of burden

IC Title	Form No.	Form Name
Evaluation of the REL West Supporting Early Reading Comprehension through Teacher Study Groups Toolkit	N/A, N/A, N/A, N/A	Teacher Surveys ,   Teacher Logs ,   School Leader and Facilitator Survey ,   District Interview Protocol

---

ICR Summary of Burden

table that charts list of burden

	Total Approved	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	6,012	6,012	0	0	0	0
Annual Time Burden (Hours)	1,255	1,255	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 data collection.

---

Annual Cost to Federal Government: $405,702

Does this IC contain surveys, censuses, or employ statistical methods? No

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

---

Common Form ICR:  No

---

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: 11/21/2024

---