Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School
Revision of a currently approved collection
No
Regular
12/27/2021
Requested
Previously Approved
36 Months From Approved
12/31/2023
24,465
22,560
5,301
4,660
0
0
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 Nationâs 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.
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.
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:
(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;
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.
Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School
MTSS-R OMB Part B 12.20.2021-Clean.docx
Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School