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## omb package

***2.1.3: The Effectiveness of the Alabama Mathematics, Science and
Technology Initiative (AMSTI)***

## 

***Supporting Statement Part A***

**Date Submitted:**

May 3, 2007

**Contract Number:**

ED-06-CO-0028

**Submitted to:**

Gil Garcia

Institute of Education Sciences

U.S. Department of Education

**Submitted by:**

Ludwig D. van Broekhuizen

REL-Southeast

SERVE Center

915 Northridge Street, Second Floor

Greensboro, NC 27403-2112

\(800\) 755-3277

\(336\) 315-7400

**TABLE OF CONTENTS**

**OMB Package Supporting Statement A**

[1. Circumstances that Make Collection of Information Necessary
1](#__RefHeading___Toc165970461)

[*1.1 How Information is Necessary for Performance of REL-SE's Function*
1](#__RefHeading___Toc165970462)

[*1.2 How Information is Necessary for the State of Alabama*
1](#__RefHeading___Toc165970463)

[2. How the Information will be Used, by Whom, and for What Purpose
2](#__RefHeading___Toc165970464)

[*2.1 Utility to the State of Alabama* 2](#__RefHeading___Toc165970465)

[*2.2 Utility to Educators, Policymakers and the General Public*
3](#__RefHeading___Toc165970466)

[*2.3 Utility for Researchers* 3](#__RefHeading___Toc165970467)

[3. Use of Technical Collection Techniques and Information Technology
4](#__RefHeading___Toc165970468)

[4. Identifying Duplication 4](#__RefHeading___Toc165970469)

[5. Impact on Small Entities 5](#__RefHeading___Toc165970470)

[6. Consequences if Study is not Conducted or if Conducted Less
Frequently 5](#__RefHeading___Toc165970471)

[*6.1 Entire Study* 5](#__RefHeading___Toc165970472)

[*6.2 Class Rosters, Student Demographics and Math, Reading and Science
Achievement Test Scores* 6](#__RefHeading___Toc165970473)

[*6.3 Teacher Web-based Surveys* 6](#__RefHeading___Toc165970474)

[*6.4 AMSTI Study Teacher Classroom Observations and Teacher Interviews*
6](#__RefHeading___Toc165970475)

[*6.5 Principal Web-based Surveys* 7](#__RefHeading___Toc165970476)

[*6.6 Principal Interviews* 7](#__RefHeading___Toc165970477)

[*6.7 Professional Development Trainer Logs*
7](#__RefHeading___Toc165970478)

[*6.8. Professional Development Participant Surveys*
7](#__RefHeading___Toc165970479)

[7. Special Circumstances 8](#__RefHeading___Toc165970480)

[8. Compliance with 5 CFR 1320.8(d) 8](#__RefHeading___Toc165970481)

[9. Payment of Gifts 9](#__RefHeading___Toc165970482)

[10. Assurances of Confidentiality 9](#__RefHeading___Toc165970483)

[11. Questions of a Sensitive Nature 10](#__RefHeading___Toc165970484)

[12. Estimate of Annual Hour Burden 11](#__RefHeading___Toc165970485)

[*A12.1: Number of Respondents and Frequency of Response*
12](#__RefHeading___Toc165970486)

[*A12.2: Hour Burden by Each Form* 19](#__RefHeading___Toc165970487)

[*A12.3: Annualized Cost for Each Instrument*
19](#__RefHeading___Toc165970488)

[13. Estimate of Total Cost Burden 21](#__RefHeading___Toc165970489)

[14. Estimate Cost to the Federal Government
21](#__RefHeading___Toc165970490)

[15. Reason for Program Changes or Adjustments
21](#__RefHeading___Toc165970491)

[16. Publication Results of Data Collection
21](#__RefHeading___Toc165970492)

[17. OMB Approval for Not Displaying OMB Date
23](#__RefHeading___Toc165970493)

[18. Exceptions to the Certificate Statement
23](#__RefHeading___Toc165970494)

**Supporting Statement for Request for OMB Approval of Data
Collection/Needs Assessment for the REL-SE**

**Part A. Justification**

1.  ***Explain the circumstances that make data collection of
    information necessary. Identify any legal or administrative
    requirements that necessitate the collection. Attach a copy of the
    appropriate section of each statute and regulation mandating or
    authorizing the collection of
    information.***[]{#__RefHeading___Toc165970461 .anchor}

This request by the Regional Educational Laboratory for the Southeast
(REL-SE) seeks a three- year clearance to collect data as part of a
study investigating the effectiveness of the Alabama Mathematics,
Science, and Technology Initiative (AMSTI). This study will consist of a
group randomized control trial with quantitative and qualitative data
collection to enable the Alabama State Department of Education (ALSDE)
to make decisions about the initiative.

***1.1 How Information is Necessary for Performance of REL-SE's
Function***[]{#__RefHeading___Toc165970462 .anchor}

The REL-SE is one of ten regional laboratories funded by the U.S.
Department of Education\'s Institute of Education Sciences for the
purpose of providing research-based information and services to all 50
states and territories. These Laboratories form a nationwide education
knowledge network, building a bank of information and resources shared
and disseminated nationally and regionally to improve student
achievement.

Since the passage of the *No Child Left Behind Act* (NCLB), REL-SE has
been charged with state and district responses to NCLB. REL-SE is
responsible for conducting studies that reflect NCLB\'s emphasis on
evidence-based education and NCLB\'s requirements to improve student
outcomes.

***1.2 How Information is Necessary for the State of
Alabama***[]{#__RefHeading___Toc165970463 .anchor}

This work is in response to a request by the Alabama State Department of
Education (ALSDE) for a scientific study of the effectiveness of AMSTI.
This study is needed so that ALSDE, following the requirements of NCLB,
can make decisions about this initiative based on scientific data
regarding the program's effectiveness at improving student achievement.

The AMSTI program was developed by the ALSDE to improve the quality of
mathematics and science instruction in grades Kindergarten through 12
(K-12) using technology. State staff have posted detailed information
about the program on the AMSTI website (www.amsti.org). In addition,
there are two documents, created by the State Department, which
highlight key components of AMSTI. These include the *Report on the
Review of the Literature: Alabama Mathematics, Science, and Technology
Initiative Committee*, and the *Executive Summary of the Annual Report
on the Alabama Science in Motion Program.*

2.  ***Indicate how, by whom, and for what purpose the information is to
    be used. Except for a new collection, indicate the actual use the
    agency has made of the information received from the current
    collection.***[]{#__RefHeading___Toc165970464 .anchor}

Under a contract with the U.S. Department of Education, REL-SE and its
subcontractors will use the information as part of a randomized control
trial. The evidence from this experiment will be used by the ALSDE and
the Alabama legislature in consideration of whether to extend funding to
the program being evaluated.

***2.1 Utility to the State of Alabama***[]{#__RefHeading___Toc165970465
.anchor}

The information that will be collected, analyzed, and reported by means
of the AMSTI study will be used by the state of Alabama to make
decisions about program continuation, expansion, and improvement. In
order to provide the precise information required by the state, the
study evaluates the program's theory of action. AMSTI was designed to
improve mathematics and science instruction (using technology) in
Alabama. The developers of AMSTI posited that the key to improving
student test scores in mathematics and science lay in the quality and
effectiveness of teachers. The most direct way to increase teacher
quality, in the AMSTI view, was to develop an in-depth, comprehensive
professional development program reflective of the national standards in
mathematics, science, and technology, and to provide teachers with a
variety of resources to support what they learned in that program.

Specifically, the study seeks to answer the following questions, key to
evaluating AMSTI's theory of action:

***a. On the Impact of AMSTI***

1.  What is the impact of AMSTI on student achievement during the first
    and second years of implementation?

2.  What is the impact of AMSTI on instructional practices of teachers
    during the first and second years of implementation?

3.  Does two years of AMSTI have a greater impact on student achievement
    than one year, due to delayed impact?

4.  Does AMSTI have a lasting effect on a school's success in increasing
    student achievement after the level of support for the intervention
    has been diminished?

5.  How does the impact of AMSTI vary with characteristics of teachers
    and students and with the school technology environment?

***b. On the Implementation of AMSTI***

6.  Is the delivery of the regional professional training consistent
    with the stated design of the AMSTI program? Are the technology
    materials that AMSTI uses made available to classrooms on a timely
    basis? Are all the follow-up supports in the program's design
    delivered as intended?

7.  What is the relationship between the training provided by each of
    the regional sites and classroom instructional practice observed in
    those regions?

8.  How does classroom implementation of AMSTI vary with teacher
    characteristics, student characteristics, and the technology
    environment of the school?

The AMSTI program began with a small number of school districts and has
expanded yearly in order to provide materials and services to a greater
proportion of the schools in the state. The state is currently
considering offering the program to all schools in the state. In order
to commit the necessary resources to this endeavor, the legislature
requires solid evidence of program effectiveness. In addition, it
requires information on the benefit of AMSTI within specific regions,
among specific populations, and data on the specific aspects of the
program that are related to improvement in student achievement.

***2.2 Utility to Educators, Policymakers and the General
Public***[]{#__RefHeading___Toc165970466 .anchor}

This study will also provide needed information for educators,
policymakers and the general public who have a stake in improving math
and science programs. Within Alabama, stakeholders need to know whether
their state program is effective, and if so, under what conditions it is
effective. For stakeholders considering applying to become an AMSTI
school, this information is critical to that decision. Stakeholders who
are already part of the AMSTI program require this information to
determine whether to continue the program and how to implement the
program. Parties outside of Alabama also have an interest in learning
about the effectiveness of AMSTI, either to decide whether to adopt
AMSTI in their own states or to gain information that will allow them to
compare other programs to the AMSTI program, in order to estimate
effectiveness and to inform implementation.

We did not use a probability-based sample design when selecting schools
for the study. Instead, using best practice in education research, we
used a convenience sample consisting of schools that applied to AMSTI
within three geographic regions of the state. Within the pool of
applicants from those regions we selected the schools such that the mean
of the sample closely matched their regions in terms of demographics and
test scores.

In this case we were constrained from using a probability-based sample
design given the design of the intervention (80% of the teachers in any
school had to commit to using the AMSTI program prior to randomization).
The education research community recognizes that probability-based
sample designs provide the best evidence for generalizable results.
However, the results of this study will be informative to schools and
districts within Alabama that have similar demographics, and they may
use the results to inform their decisions regarding participating in the
AMSTI program. These practices are broadly consistent with practices
that scientists have used to generalize across many areas over many
decades (Shadish, Cook and Campbell, 2002, pg.349). We will work with
OMB to ensure that we use appropriate language to caution that the
results are not broadly generalizable.

***2.3 Utility for Researchers***[]{#__RefHeading___Toc165970467
.anchor}

There is a paucity of scientifically based evidence regarding the
effectiveness of math and science programs. This study is intended to
help fill this gap. What is learned will add to the scientific
literature for reference in future studies. In addition, the data will
be kept in the data warehouse of Empirical Education (with all
identifying information removed) for use in future studies.

3.  ***Describe whether, and to what extent, the collection of
    information involves the use of automated, electronic, mechanical,
    or other technological collection techniques or other forms of
    information technology, e.g., permitting electronic submission of
    responses, and the basis for the decision for adopting this means of
    collection. Also describe any consideration of using information
    technology to reduce burden.***[]{#__RefHeading___Toc165970468
    .anchor}

Web-based surveys will be administered to teachers and principals. This
use of technology reduces the burden to the schools in comparison to the
added time and effort needed for paper surveys (e.g., paper surveys
entail distribution to the correct individuals and follow-up to
ascertain receipt by individuals, making a paper copy after the
completion of a survey and then mailing it back to the researchers,
responding to queries from researchers when paper copies are delayed or
lost in the mail and when researchers require clarification due to
illegible responses, etc.). The data from web-based surveys are
immediately uploaded into the researchers' database and immediately
connected to the respondent's identifying information, allowing
researchers to quickly seek clarification if questions arise. However,
all study participants will be informed that paper copies of the surveys
are also available.

Participants will receive an e-mailed invitation containing a link to
the survey on the web. The necessary e-mail addresses will be obtained
from the participants when they sign consent forms to participate in the
study. Researchers will then test the addresses to ensure that each
participant receives messages. In order to further verify the correct
contact for the correct teacher participants, researchers will follow-up
with an e-mail request for teacher information on the grade and class
they teach. These processes will help to ensure that the actual surveys
will reach the appropriate participants in a timely manner.

Investigators request class rosters from school systems and demographic
and assessment data from the state. Researchers e-mail a query to each
school system which school system staff enter into their student data
systems and immediately export the rosters. The school systems then only
need to return these results back to the researchers by one of two
methods at the convenience of the school system: either US Mail or
secure ftp. Once researchers have cleaned the roster data, we send a
spreadsheet by mail with the students' state identifiers to the state.
The state then runs a query to retrieve the needed data for each student
and returns the data to the researchers by mail or secure ftp.

4.  ***Describe efforts to identify duplication. Show specifically why
    any similar information available cannot be used or modified for use
    for the purposes described in item 2
    above.***[]{#__RefHeading___Toc165970469 .anchor}

This study is not duplicating other work and is indeed filling a gap.
The study is necessary because there is a lack of scientific evidence
concerning the effectiveness of educational programs in math and
science. ALSDE has, however, commissioned evaluations of AMSTI in the
past. Three external evaluations of AMSTI found that the students in the
earliest AMSTI schools consistently outperformed their counterparts in
non-AMSTI schools (Institute for Communication Research \[ICR\], 2004,
2005, 2006). Reported findings for middle school students in AMSTI
schools were particularly dramatic, showing that their *Stanford 10*
math scores were up to 8 percentile points higher than those of
non-AMSTI students, and their *Stanford 10* science scores were up to 5
percentile points higher. The evaluators also found that AMSTI had
"spillover" effects with respect to reading outcomes (ICR, 2006).

With regard to the past research, however, it is important to note that
these evaluations were quasi-experimental in nature, relying upon a
comparison of the AMSTI schools against demographically matched schools.
As with so many quasi-experimental studies, however, results may have
been subject to substantial selection bias. AMSTI schools had been
interested enough early in the program's history to know what it was and
to volunteer to have it implemented in their schools. Since 80% of the
teachers in each school were required to participate in the program, it
is likely that teachers in the volunteering schools possessed a more
positive disposition towards technology use in the classroom as well as
a greater willingness to invest substantial time in their own
professional development as compared to non-AMSTI schools. Because the
quasi-experimental criterion for comparability was only that the two
schools were in the same region, it may not have been sufficient to
protect them from selection bias. (ICR, University of Alabama, 2006).

Thus, while the AMSTI schools may very well have outperformed non-AMSTI
schools, it is difficult to determine whether this was due to other
factors or to the AMSTI intervention absent a more rigorous experimental
research design. A group-randomized control trial (RCT) of AMSTI, by
removing all potential bases of selection bias, represents an advance
over all previous research work on the intervention. This study will
provide ALSDE with critical information on program effectiveness that is
not currently available from other research.

5.  ***If the collection of information impacts small businesses or
    other small entities (item 5 of OMB Form 83-1), describe any methods
    used to minimize burden.***[]{#__RefHeading___Toc165970470 .anchor}

Researchers will collect the absolute minimum amount of data that is
needed in order to meet the study objectives. We will collect
demographic and assessment data centrally. The only information
collected at the classroom level will be observation/ interview data and
short teacher surveys.

6.  ***Describe the consequence to Federal program or policy activities
    if the collection is not conducted or is conducted less frequently,
    as well as any technical or legal obstacles to reducing burden.***
    []{#__RefHeading___Toc165970471 .anchor}

***6.1 Entire Study***[]{#__RefHeading___Toc165970472 .anchor}

The *No Child Left Behind Act* insists that education providers base
their decisions on scientifically based research. However, there is very
little research that carefully measures the effectiveness of different
pedagogical strategies. Furthermore, there is a gap between the theories
on which the published materials are based and the realities in the
classroom. Even with the most rigorously designed academic research, a
persistent gap remains between what educational scientists know about
what works in general and what works in their particular school
district. In the case of AMSTI, the state of Alabama is seeking
scientific evidence that is not otherwise available in order to make
critical policy decisions regarding this program by measuring directly
the impact of instructional practices in its classrooms on student
achievement.

***6.2 Class Rosters, Student Demographics and Math, Reading and Science
Achievement Test Scores***[]{#__RefHeading___Toc165970473 .anchor}

Data are collected from school systems and existing state records. For
each replication, these data requests are conducted once for the
baseline information and then annually (three times in total) in order
to capture any changes in demographics and to gather each new year's
assessment scores. If we did not collect assessment data annually, we
would not be able to provide ALSDE with scientific analyses on whether
AMSTI is effective at improving achievement. If we did not collect
demographic data annually, we would not be able to determine whether
results differed among subgroups.

***6.3 Teacher Web-based Surveys***[]{#__RefHeading___Toc165970474
.anchor}

The survey burden for teachers (both treatment and control) will consist
of up to 80 minutes annually, as 20 minute surveys will be administered
four times during the first year and four times during the second year
of the original study and of the replication study. The surveys collect
regular quantitative data (e.g., the number of minutes teaching math and
science) over the course of several months so that researchers can run
statistical analyses of program impact on instruction across all study
regions as well as by groups of teachers (e.g., by level of teacher
experience). Without quantitative teacher data, it would be difficult to
make meaningful connections between program implementation and
achievement. Because instruction varies daily, researchers attempt to
estimate averages of instructional activities by sampling teachers'
responses monthly. Only four monthly collections will be possible based
on the timeline for OMB approval. Each survey asks the teachers to
recall their instruction over the course of the prior two weeks. If data
were not collected each of the four months, researchers would not be
able to track teacher implementation over a sufficiently long period of
time to estimate average implementation. Copies of the four surveys are
provided in Appendices A through D.

***6.4 AMSTI Study Teacher Classroom Observations and Teacher
Interviews***[]{#__RefHeading___Toc165970475 .anchor}

A subset of the teachers (42) will be selected for classroom observation
and interview annually for each replication. Teachers (both treatment
and control) will be chosen at random from a stratified sample (seven
strata: grades 4, 5, 6, 7, and 8 math, grades 5 and 7 science) so that
data correspond to student achievement, trainer log and training
participant data. These teachers will have an added burden of about 60
minutes. The observation will in no way interfere with the class time.
Observations allow an external view of implementation in order to
triangulate with other implementation data. Teacher interviews give
context to the observation data.

A different subset of 42 teachers (both treatment and control) will be
interviewed only. Teachers who are interviewed will have an additional
burden of 15-20 minutes at one time only. Interviews, in general, allow
for much richer information than can be gathered by surveys, which,
again better informs the analysis of program implementation. The
stand-alone interviews allow for a second data point at each school (at
two schools there will be two observations and two interviews in order
to provide three observations and three interviews at each grade level
in each region) for classroom level qualitative data. Without
observations followed by interviews the analysis on the impact of AMSTI
on classroom instruction would be informed only by teacher self-reports.
If stand-alone interviews were eliminated, the amount of qualitative
data collected through site visits would be very small. Observation and
Interview Protocols are provided in Appendices E through G.

***6.5 Principal Web-based Surveys***[]{#__RefHeading___Toc165970476
.anchor}

Principal surveys are only collected once during the first year and once
during the second year of the study. The burden is about 30 minutes
annually. The surveys are collected in the beginning of the year to gain
baseline information on school climate, technology, curriculum,
professional development, and instruction in the schools during the
previous school year. Principal level data are critical to providing
information from the perspective of the school rather than only at the
classroom level. Without principal information, the study would rely
purely on classroom level data regarding implementation. In addition, we
would not be able to learn about integral aspects of the program, such
as community involvement. The Principal Web-based Survey is provided in
Appendix H.

***6.6 Principal Interviews***[]{#__RefHeading___Toc165970477 .anchor}

Principal interviews are only conducted once during the first year and
once during the second year of the original and of the replication
studies for both treatment and control principals. The burden is only
15-20 minutes each year. Interviews happen in the spring in order to
learn about the implementation from a school level (as opposed to
classroom level) perspective after the school has had the majority of
the year to incorporate the program into their classrooms. Interviews
allow for much richer information than is provided by the survey..
Without the interviews, the only information on program implementation
from the school level would be supplied by the annual principal survey.
The Principal Interview Protocols are provided in Appendices I and J.

***6.7 Professional Development Trainer
Logs***[]{#__RefHeading___Toc165970478 .anchor}

Trainers of grade 5 and grade 7 teachers complete logs during the Summer
Institutes the first and second years of the original and of the
replication studies. Trainers will have a burden of up to 105 minutes
over the course of the training (10 minutes after each session to
complete a brief log plus less than five minutes to complete a
background form only once). Without the logs we would not have detailed
information on a daily basis regarding the extent to which trainers
cover all of the training materials or which materials are covered. The
Professional Development Trainer Logs are provided in Appendices K
through N.

***6.8. Professional Development Participant
Surveys***[]{#__RefHeading___Toc165970479 .anchor}

Professional Development Participant surveys are completed only by grade
5 and grade 7 math and science teachers participating in the
corresponding training sessions. Trainees will have a burden of up to 20
minutes only once for the completing of questionnaires. Without the
participant surveys, information on training would rely solely on
self-reporting by the trainers. The Professional Development Participant
surveys are provided in Appendices O through R.

7.  ***Explain any special circumstances that would cause an information
    collection to be conducted in a manner: \*requiring respondents to
    report information to the agency more often that quarterly;
    \*requiring respondents to prepare a written response to a
    collection of information in fewer than 30 days after receipt of it;
    \*requiring respondents to submit more than an original and two
    copies of any document; \*requiring respondents to retain records,
    other than health, medical, government contract, grant-in-aid, or
    tax records, for more than three years; \*in connection with a
    statistical survey, that is not designed to produce valid and
    reliable results that can be generalized to the universe of study;
    \*requiring the use of a statistical data classification that has
    not been reviewed and approved by OMB; \*that includes a pledge of
    confidentiality that is not supported by authority established in
    statute or regulation, that is not supported by disclosure and data
    security policies that are consistent with the pledge, or which
    unnecessarily impedes sharing of data with other agencies for
    compatible confidential use; \*or requiring respondent to submit
    proprietary trade secrets, or other confidential information unless
    the agency can demonstrate that it has instituted procedures to
    protect the information's confidentiality to the extent permitted by
    law.***[]{#__RefHeading___Toc165970480 .anchor}

The survey burden for teachers will consist of up to 80 minutes
annually, as 20 minute web-based surveys will be administered 4 times
over the course of the first and second years of the study. The surveys
collect regular quantitative data (e.g., the number of minutes teaching
math and science) over the course of several months so that researchers
can run statistical analyses of program impact on instruction across all
study regions as well as by groups of teachers (e.g., by level of
teacher experience). Without quantitative teacher data, it would be
difficult to make meaningful connections between program implementation
and achievement. Because instruction varies daily, researchers attempt
to estimate averages of instructional activities by sampling teachers'
responses monthly. Each web-based survey asks the teachers to recall
their instruction over the course of the prior 2 weeks. If data were not
collected each of the four months, researchers would not be able to
track teacher implementation over a sufficiently long period of time to
estimate average implementation.

8.  ***If applicable, provide a copy and identify the date and page
    number of publication in the Federal Register of the agency's
    notice, required by 5 CFR 1320.8(d), soliciting comments on the
    information collection prior to submission to OMB. Summarize public
    comments received in response to that notice and describe actions
    taken buy the agency in response to these comments. Specifically
    address comments received on cost and hour burden. Consultation with
    representatives of those from who compile records should occur at
    least once every 3 years -- even if the collection of information
    activity is the same as in prior periods. There may be circumstances
    that may preclude consultation in a specific situation. These
    circumstances should be explained.***[]{#__RefHeading___Toc165970481
    .anchor}

##  {#section-1 .Style-Heading-2-+-Goudy-Old-Style}

Below is wording to be used for documentation of the Federal Register
notice:

*In accordance with the Paperwork Reduction Act of 1995, the public was
given 60 days to review and comment on the Federal Register Notice
(Month Day, 2007, Vol. xx, No. xxx, Pgs. xxxxx - xxxxx).*

A copy of the Federal Register Notice is attached in Appendix S.

9.  ***Explain any decision to provide any payment or gift to
    respondents, other than remuneration of contractors or
    grantees.***[]{#__RefHeading___Toc165970482 .anchor}

Teachers in the Original Study are offered a \$100 stipend as
appreciation for their time and effort to complete the four web-based
surveys. At the request of the OMB we have reduced the stipend to \$50
for the Replication Study. The stipend is considered appropriate given
that the surveys require 20 minutes of the teacher's time for four
consecutive months. Teachers' time is very limited -- they often receive
45-minutes or fewer per day for lesson planning and all other tasks
outside of classroom instruction. We believe it is important to
demonstrate to the teachers that we appreciate this sacrifice on their
part. We attribute our excellent response rates -- over 90% - in part to
the fact that we do honor teachers in this way. The validity of the
results is greatly dependent on the level of teacher response.

10. ***Describe any assurance of confidentiality provided to respondents
    and the basis for the assurance in statute, regulation, or agency
    policy.***[]{#__RefHeading___Toc165970483 .anchor}

**We provide respondents the following assurance of confidentiality:**

*The collection of information in this study is authorized by Public Law
107-279 Education Sciences Reform Act of 2002, Title I, Part C, Sec.
151(b) and Sec. 153(a). Participation is voluntary. You may skip
questions you do not wish to answer; however, we hope that you will
answer as many questions as you can. Your responses are protected from
disclosure by federal statute (PL 107-279 Title I, Part C, Sec. 183).
All responses that relate to or describe identifiable characteristics of
individuals may be used only for statistical purposes and may not be
disclosed, or used, in identifiable form for any other purpose, unless
otherwise compelled by law. Data will be combined to produce statistical
reports. No individual data that links your name, school name, address,
telephone number, or identification number with your responses will be
included in the statistical reports.*

Teachers, trainers and administrators within treatment and control
schools are asked to sign consent forms as follows:

-   AMSTI Teacher Consent Form

-   AMSTI Principal Consent Form

-   Professional Development Participant Consent Form

-   AMSTI Principal Interview Consent Form

-   Control Principal Interview Consent Form

-   Stand-Alone Teacher Interview Consent Form

-   Teacher Observation Interview Consent Form

-   Professional Development Trainer Log Consent Form

The research and the consent forms were approved by the University of
North Carolina at Greensboro Institutional Review Board, which insures
that research involving people follows federal regulations. Consent
forms assure participants of the following:

> By signing this consent form, you agree that you understand the
> procedures and any risks and benefits involved in this research, and
> that you agree to participate in the project during the 2006-2007
> school year. You are free to refuse to participate or to withdraw your
> consent to participate in this research at any time without penalty or
> prejudice; your participation is entirely voluntary. Your
> confidentiality will be protected because you and your school will not
> be identified by name as a participant in this project.

Documentation of UNCG IRB approval of the AMSTI Study (#067033; 8/25/06)
is provided as Appendix T. Consent forms are provided in Appendices U
through AA.

In the management and storage of data, we will strictly adhere to all
NCES Statistical Standards (see
http://nces.ed.gov/statprog/2002/std4_2.asp) to ensure that strict
confidentiality is maintained under all circumstances.

All collected data will be kept in a secure location where only the
principal investigators and researchers with certificates of
confidentiality will have access. Hardcopies of all data will be
destroyed at the conclusion of the study; electronic data will be kept
as long as needed, but the data records will be fully anonymized, i.e.,
all personally identifying information will be removed. Empirical
Education will retain the data in a secure location without personally
identifying information for use in re-analysis and follow-on research.
All publications and other publicly available documents will not contain
information that will make it possible to individually identify a
student, teacher, trainer, principal, or school.

11. ***Provide additional justification for any questions of a sensitive
    nature such as sexual behavior and attitudes, religious beliefs, and
    other matters that are commonly considered private. This
    justification should include the reasons why the agency considers
    the questions necessary, the specific uses to be made of the
    information, the explanation to be given to persons from whom the
    information is requested, and any steps to be taken to obtain their
    consent.***[]{#__RefHeading___Toc165970484 .anchor}

No questions of a sensitive nature will be asked.

12. ***Provide estimates of the hour burden of the collection of
    information. The statement should: \*Indicate the number of
    respondents, frequency of response, annual hour burden, and an
    explanation of how the burden was estimated. Unless directed to do
    so, agencies should not conduct special surveys to obtain
    information on which to base hour burden estimates. Consultation
    with a sample (fewer than 10) of potential respondents is desirable.
    If the hour burden on respondents is expected to vary widely because
    of differences in activity, size or complexity, show the range of
    estimated hour burden, and explain the reasons for the variance.
    Generally, estimates should not include burden hours for customary
    and usual business practices. \*If this request for approval covers
    more than one form, provide separate hour burden estimates for each
    form and aggregate the hour burdens in Item 13 of OMB Form 83-1.
    \*Provide estimates of annualized cost to respondents for the hour
    burdens for collections of information, identifying and using
    appropriated wage rate categories. The cost of contracting out or
    paying outside parties for information collection activities should
    not be included here. Instead this cost should be included in Item
    13.***[]{#__RefHeading___Toc165970485 .anchor}

***Introduction***

The AMSTI study consists of an original study in three regions of
Alabama during the 2006-2007 and the 2007-2008 school years, and a
replication study in two new regions of Alabama with new participants
during the 2007-2008 and the 2008-2009 school years. Both studies will
use identical data collection instruments to collect survey information,
observe classroom instruction, and interview teachers and principals.
The hour burden and cost burden estimates for each instrument are the
same for each year and are the same for the original and the replication
studies. The numbers of participants should also be similar for the
original and the replication studies, with the following exception: in
the summer of 2006 researchers conducted the Principal Web-based
Surveys, the Professional Development Participant Surveys, and the
Professional Development Trainer Logs under separate funding, so those
items are not part of this request nor are they included in the burden
table for 2006-2007.

**Table 1**

**Instruments by Type of Respondent and Year of Data Collection**

  -------------- --------------------------- --------------- --------------- ---------------
  **Type of      **Instruments**             **2006-2007**   **2007-2008**   **2008-2009**
  Respondent**                                                               

  A. Principals  Principal Surveys                           Y               Y

                 Principal Interview         Y[^1]           Y               Y
                 Protocols                                                   

  B. Teachers    Web-Based Teacher Survey #1 Y[^2]           Y               Y

                 Web-Based Teacher Survey #2 Y[^3]           Y               Y

                 Web-Based Teacher Survey #3 Y[^4]           Y               Y

                 Web-Based Teacher Survey #4 Y[^5]           Y               Y

                 AMSTI Study Teacher         Y[^6]           Y               Y
                 Classroom Observation                                       
                 Protocols                                                   

                 Teacher Interview Protocol  Y[^7]           Y               Y

                 Professional Development                    Y               Y
                 Participant Survey                                          

  C. Trainers    Professional Development                    Y               Y
                 Trainer Background Sheet                                    

                 Professional Development                    Y               Y
                 Trainer Logs (completed                                     
                 after each of the 10                                        
                 training sessions)                                          

  D. School      Query to Collect Class      Y               Y               Y
  Systems        Rosters from STI Data                                       
                 System                                                      

  E. State       Request to Collect          Y               Y               Y
                 Demographic and Assessment                                  
                 Data                                                        
  -------------- --------------------------- --------------- --------------- ---------------

***A12.1: Number of Respondents and Frequency of
Response***[]{#__RefHeading___Toc165970486 .anchor}

Following are four tables for the four years of data collection plus one
table that averages the annual burden for the four years. The
calculations in these tables are responding to all the questions asked
by OMB. The tables contain four years of data collection including both
the original and the replication studies. The final number of annual
respondents and annual responses on the 83-I are calculated by averaging
the numbers for the four years.

Table 2 contains the burden estimates for the 2006-2007 school year.
Only the original study occurs during this year.

**Table 2**

**2006-2007 Original Study Only**

+----------+-------+--------+-------+-------+------+-------+-------+
| **Type   | **N   | **Data | **N   | **    | **T  | *     | *     |
| of       | umber | Coll   | umber | Hours | otal | *Esti | *Esti |
| Resp     | of**  | ection | of    | per   | Time | mated | mated |
| ondent** |       | Instru | R     | Re    | Bu   | H     | Total |
|          | **Res | ment** | espon | spond | rden | ourly | C     |
|          | ponde |        | ses** | ent** | Hou  | Cost  | ost** |
|          | nts** |        |       |       | rs** | to    |       |
|          |       |        |       |       |      | Each  |       |
|          |       |        |       |       |      | Re    |       |
|          |       |        |       |       |      | spond |       |
|          |       |        |       |       |      | ent** |       |
+==========+=======+========+=======+=======+======+=======+=======+
| **A.     | 4     | Pri    | 40    | 0.33  | 1    | \$    | \$4   |
| Prin     | 0[^8] | ncipal |       |       | 3.33 | 35.16 | 68.80 |
| cipals** |       | Int    |       |       |      |       |       |
|          |       | erview |       |       |      |       |       |
|          |       | Pro    |       |       |      |       |       |
|          |       | tocols |       |       |      |       |       |
+----------+-------+--------+-------+-------+------+-------+-------+
| **P      | *     |        | *     |       | *    |       | **    |
| rincipal | *40** |        | *40** |       | *13. |       | \$468 |
| Total**  |       |        |       |       | 33** |       | .80** |
+----------+-------+--------+-------+-------+------+-------+-------+
| **B.     | 32    | Web    | 324   | 0.33  | 10   | \$    | \$2,9 |
| Te       | 4[^9] | -Based |       |       | 8.00 | 27.30 | 48.40 |
| achers** |       | T      |       |       |      |       |       |
|          |       | eacher |       |       |      |       |       |
|          |       | Survey |       |       |      |       |       |
|          |       | #1     |       |       |      |       |       |
+----------+-------+--------+-------+-------+------+-------+-------+
|          | 324   | Web    | 324   | 0.33  | 10   | \$    | \$2,9 |
|          | [^10] | -Based |       |       | 8.00 | 27.30 | 48.40 |
|          |       | T      |       |       |      |       |       |
|          |       | eacher |       |       |      |       |       |
|          |       | Survey |       |       |      |       |       |
|          |       | #2     |       |       |      |       |       |
+----------+-------+--------+-------+-------+------+-------+-------+
|          | 324   | Web    | 324   | 0.33  | 10   | \$    | \$2,9 |
|          | [^11] | -Based |       |       | 8.00 | 27.30 | 48.40 |
|          |       | T      |       |       |      |       |       |
|          |       | eacher |       |       |      |       |       |
|          |       | Survey |       |       |      |       |       |
|          |       | #3     |       |       |      |       |       |
+----------+-------+--------+-------+-------+------+-------+-------+
|          | 324   | Web    | 324   | 0.33  | 10   | \$    | \$2,9 |
|          | [^12] | -Based |       |       | 8.00 | 27.30 | 48.40 |
|          |       | T      |       |       |      |       |       |
|          |       | eacher |       |       |      |       |       |
|          |       | Survey |       |       |      |       |       |
|          |       | #4     |       |       |      |       |       |
+----------+-------+--------+-------+-------+------+-------+-------+
|          | 42    | AMSTI  | 42    | 1     | 4    | \$    | \$1,1 |
|          | [^13] | Study  |       |       | 2.00 | 27.30 | 46.60 |
|          |       | T      |       |       |      |       |       |
|          |       | eacher |       |       |      |       |       |
|          |       | Cla    |       |       |      |       |       |
|          |       | ssroom |       |       |      |       |       |
|          |       | Obser  |       |       |      |       |       |
|          |       | vation |       |       |      |       |       |
|          |       | Pro    |       |       |      |       |       |
|          |       | tocols |       |       |      |       |       |
+----------+-------+--------+-------+-------+------+-------+-------+
|          | 84    | T      | 84    | 0.33  | 2    | \$    | \$7   |
|          | [^14] | eacher |       |       | 8.00 | 27.30 | 64.40 |
|          |       | Int    |       |       |      |       |       |
|          |       | erview |       |       |      |       |       |
|          |       | Pr     |       |       |      |       |       |
|          |       | otocol |       |       |      |       |       |
+----------+-------+--------+-------+-------+------+-------+-------+
| *        | **    |        | **1   |       | **   |       | **\$1 |
| *Teacher | 324** |        | 422** |       | 502. |       | 3,704 |
| Total**  |       |        |       |       | 00** |       | .60** |
+----------+-------+--------+-------+-------+------+-------+-------+
| **C.     | 40    | Query  | 40    | 0.25  | 1    | 10.05 | \$1   |
| School   |       | to     |       |       | 0.00 |       | 00.50 |
| System** |       | C      |       |       |      |       |       |
|          |       | ollect |       |       |      |       |       |
|          |       | Class  |       |       |      |       |       |
|          |       | R      |       |       |      |       |       |
|          |       | osters |       |       |      |       |       |
|          |       | from   |       |       |      |       |       |
|          |       | STI    |       |       |      |       |       |
|          |       | Data   |       |       |      |       |       |
|          |       | System |       |       |      |       |       |
+----------+-------+--------+-------+-------+------+-------+-------+
| **School | *     |        | *     |       | *    |       | **    |
| System   | *40** |        | *40** |       | *10. |       | \$100 |
| Total**  |       |        |       |       | 00** |       | .50** |
+----------+-------+--------+-------+-------+------+-------+-------+
| **D.     | 1     | R      | 1     | 3     | 3.00 | 19.1  | \$    |
| State**  |       | equest |       |       |      |       | 57.30 |
|          |       | to     |       |       |      |       |       |
|          |       | C      |       |       |      |       |       |
|          |       | ollect |       |       |      |       |       |
|          |       | Demog  |       |       |      |       |       |
|          |       | raphic |       |       |      |       |       |
|          |       | and    |       |       |      |       |       |
|          |       | Asse   |       |       |      |       |       |
|          |       | ssment |       |       |      |       |       |
|          |       | Data   |       |       |      |       |       |
+----------+-------+--------+-------+-------+------+-------+-------+
| **State  | **1** |        | **1** |       | **1. |       | *     |
| Total**  |       |        |       |       | 00** |       | *\$57 |
|          |       |        |       |       |      |       | .30** |
+----------+-------+--------+-------+-------+------+-------+-------+
| **All    | **    | ** **  | **1   | ** ** | **   |       | **\$1 |
| Partic   | 405** |        | 503** |       | 528. |       | 4,331 |
| ipants** |       |        |       |       | 33** |       | .20** |
+----------+-------+--------+-------+-------+------+-------+-------+

Table 3 contains the burden estimates for the 2007-2008 school year.
Both the original and the replication studies occur during this year.

**Table 3**

**2007-2008 Original and Replication Studies**

+---------+-------+---------+-------+-------+------+-------+-------+
| **Type  | **N   | **Data  | **N   | **    | **T  | *     | *     |
| of      | umber | Col     | umber | Hours | otal | *Esti | *Esti |
| Respo   | of    | lection | of    | per   | Time | mated | mated |
| ndent** | Res   | Instr   | R     | Re    | Bu   | H     | Total |
|         | ponde | ument** | espon | spond | rden | ourly | C     |
|         | nts** |         | ses** | ent** | Hou  | Cost  | ost** |
|         |       |         |       |       | rs** | to    |       |
|         |       |         |       |       |      | Each  |       |
|         |       |         |       |       |      | Re    |       |
|         |       |         |       |       |      | spond |       |
|         |       |         |       |       |      | ent** |       |
+=========+=======+=========+=======+=======+======+=======+=======+
| **A.    | 80    | AMSTI   | 80    | 0.5   | 40   | \$    | \$1,4 |
| Princ   |       | Pr      |       |       |      | 35.16 | 06.40 |
| ipals** |       | incipal |       |       |      |       |       |
|         |       | We      |       |       |      |       |       |
|         |       | b-Based |       |       |      |       |       |
|         |       | Survey  |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 80    | Pr      | *     | 0.33  | 2    | \$    | \$9   |
|         |       | incipal | *80** |       | 6.67 | 35.16 | 37.60 |
|         |       | In      |       |       |      |       |       |
|         |       | terview |       |       |      |       |       |
|         |       | Pr      |       |       |      |       |       |
|         |       | otocols |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
| **Pr    | *     |         | **    |       | **66 |       | **\$  |
| incipal | *80** |         | 160** |       | .7** |       | 2,344 |
| Total** |       |         |       |       |      |       | .00** |
+---------+-------+---------+-------+-------+------+-------+-------+
| **B.    | 648   | We      | 648   | 0.33  | 216  | \$    | \$5,8 |
| Tea     |       | b-Based |       |       |      | 27.30 | 96.80 |
| chers** |       | Teacher |       |       |      |       |       |
|         |       | Survey  |       |       |      |       |       |
| ** **   |       | #1      |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
| ** **   |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
| ** **   |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 648   | We      | 648   | 0.33  | 216  | \$    | \$5,8 |
|         |       | b-Based |       |       |      | 27.30 | 96.80 |
|         |       | Teacher |       |       |      |       |       |
|         |       | Survey  |       |       |      |       |       |
|         |       | #2      |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 648   | We      | 648   | 0.33  | 216  | \$    | \$5,8 |
|         |       | b-Based |       |       |      | 27.30 | 96.80 |
|         |       | Teacher |       |       |      |       |       |
|         |       | Survey  |       |       |      |       |       |
|         |       | #3      |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 648   | We      | 648   | 0.33  | 216  | \$    | \$5,8 |
|         |       | b-Based |       |       |      | 27.30 | 96.80 |
|         |       | Teacher |       |       |      |       |       |
|         |       | Survey  |       |       |      |       |       |
|         |       | #4      |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 84    | AMSTI   | 84    | 1     | 84   | \$    | \$2,2 |
|         |       | Study   |       |       |      | 27.30 | 93.20 |
|         |       | Teacher |       |       |      |       |       |
|         |       | Cl      |       |       |      |       |       |
|         |       | assroom |       |       |      |       |       |
|         |       | Obse    |       |       |      |       |       |
|         |       | rvation |       |       |      |       |       |
|         |       | Pr      |       |       |      |       |       |
|         |       | otocols |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 168   | Teacher | 168   | 0.33  | 56   | \$    | \$1,5 |
|         |       | In      |       |       |      | 27.30 | 28.80 |
|         |       | terview |       |       |      |       |       |
|         |       | P       |       |       |      |       |       |
|         |       | rotocol |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 140   | Profe   | 140   | 0.17  | 2    | \$    | \$6   |
|         |       | ssional |       |       | 3.33 | 27.30 | 37.00 |
|         |       | Deve    |       |       |      |       |       |
|         |       | lopment |       |       |      |       |       |
|         |       | Part    |       |       |      |       |       |
|         |       | icipant |       |       |      |       |       |
|         |       | Survey  |       |       |      |       |       |
|         |       | Grade 5 |       |       |      |       |       |
|         |       | Math    |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 120   | Profe   | 120   | 0.17  | 2    | \$    | \$5   |
|         |       | ssional |       |       | 0.00 | 27.30 | 46.00 |
|         |       | Deve    |       |       |      |       |       |
|         |       | lopment |       |       |      |       |       |
|         |       | Part    |       |       |      |       |       |
|         |       | icipant |       |       |      |       |       |
|         |       | Survey  |       |       |      |       |       |
|         |       | Grade 5 |       |       |      |       |       |
|         |       | Science |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 80    | Profe   | 80    | 0.17  | 1    | \$    | \$3   |
|         |       | ssional |       |       | 3.33 | 27.30 | 64.00 |
|         |       | Deve    |       |       |      |       |       |
|         |       | lopment |       |       |      |       |       |
|         |       | Part    |       |       |      |       |       |
|         |       | icipant |       |       |      |       |       |
|         |       | Survey  |       |       |      |       |       |
|         |       | Grade 7 |       |       |      |       |       |
|         |       | Math    |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 80    | Profe   | 80    | 0.17  | 1    | \$    | \$3   |
|         |       | ssional |       |       | 3.33 | 27.30 | 64.00 |
|         |       | Deve    |       |       |      |       |       |
|         |       | lopment |       |       |      |       |       |
|         |       | Part    |       |       |      |       |       |
|         |       | icipant |       |       |      |       |       |
|         |       | Survey  |       |       |      |       |       |
|         |       | Grade 7 |       |       |      |       |       |
|         |       | Science |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
| **      | **    |         | **3   |       | **   |       | **\$2 |
| Teacher | 648** |         | 264** |       | 1074 |       | 9,320 |
| Total** |       |         |       |       | .0** |       | .20** |
+---------+-------+---------+-------+-------+------+-------+-------+
| **C.    | 8     | Profe   | 8     | 0.08  | 0.67 | 31.25 | \$    |
| Tra     |       | ssional |       |       |      |       | 20.83 |
| iners** |       | Deve    |       |       |      |       |       |
|         |       | lopment |       |       |      |       |       |
| ** **   |       | Trainer |       |       |      |       |       |
|         |       | Logs    |       |       |      |       |       |
| ** **   |       | Grade 5 |       |       |      |       |       |
|         |       | Math    |       |       |      |       |       |
| ** **   |       |         |       |       |      |       |       |
|         |       |         |       |       |      |       |       |
| ** **   |       |         |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 8     | Profe   | 8     | 0.08  | 0.67 | 31.25 | \$    |
|         |       | ssional |       |       |      |       | 20.83 |
|         |       | Deve    |       |       |      |       |       |
|         |       | lopment |       |       |      |       |       |
|         |       | Trainer |       |       |      |       |       |
|         |       | Logs    |       |       |      |       |       |
|         |       | Grade 5 |       |       |      |       |       |
|         |       | Science |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 6     | Profe   | 6     | 0.08  | 0.50 | 31.25 | \$    |
|         |       | ssional |       |       |      |       | 15.63 |
|         |       | Deve    |       |       |      |       |       |
|         |       | lopment |       |       |      |       |       |
|         |       | Trainer |       |       |      |       |       |
|         |       | Logs    |       |       |      |       |       |
|         |       | Grade 7 |       |       |      |       |       |
|         |       | Math    |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 12    | Profe   | 12    | 0.08  | 1.00 | 31.25 | \$    |
|         |       | ssional |       |       |      |       | 31.25 |
|         |       | Deve    |       |       |      |       |       |
|         |       | lopment |       |       |      |       |       |
|         |       | Trainer |       |       |      |       |       |
|         |       | Logs    |       |       |      |       |       |
|         |       | Grade 7 |       |       |      |       |       |
|         |       | Science |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
|         | 34    | Profe   | 34    | 0.17  | 5.67 | 31.25 | \$1   |
|         |       | ssional |       |       |      |       | 77.08 |
|         |       | Deve    |       |       |      |       |       |
|         |       | lopment |       |       |      |       |       |
|         |       | Trainer |       |       |      |       |       |
|         |       | Bac     |       |       |      |       |       |
|         |       | kground |       |       |      |       |       |
|         |       | Sheet   |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
| **      | *     |         | *     |       | **8. |       | **    |
| Trainer | *34** |         | *68** |       | 50** |       | \$265 |
| Total** |       |         |       |       |      |       | .63** |
+---------+-------+---------+-------+-------+------+-------+-------+
| **D.    | 80    | Query   | 80    | 0.25  | 2    | 10.05 | \$2   |
| School  |       | to      |       |       | 0.00 |       | 01.00 |
| Sy      |       | Collect |       |       |      |       |       |
| stems** |       | Class   |       |       |      |       |       |
|         |       | Rosters |       |       |      |       |       |
|         |       | from    |       |       |      |       |       |
|         |       | STI     |       |       |      |       |       |
|         |       | Data    |       |       |      |       |       |
|         |       | System  |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
| *       | *     |         | *     |       | *    |       | **    |
| *School | *80** |         | *80** |       | *20. |       | \$201 |
| System  |       |         |       |       | 00** |       | .00** |
| Total** |       |         |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
| **E.    | 1     | Request | 1     | 3     | 3.00 | 19.1  | \$    |
| State** |       | to      |       |       |      |       | 57.30 |
|         |       | Collect |       |       |      |       |       |
|         |       | Demo    |       |       |      |       |       |
|         |       | graphic |       |       |      |       |       |
|         |       | and     |       |       |      |       |       |
|         |       | Ass     |       |       |      |       |       |
|         |       | essment |       |       |      |       |       |
|         |       | Data    |       |       |      |       |       |
+---------+-------+---------+-------+-------+------+-------+-------+
| **State | **1** |         | **1** |       | **3. |       | *     |
| Total** |       |         |       |       | 00** |       | *\$57 |
|         |       |         |       |       |      |       | .30** |
+---------+-------+---------+-------+-------+------+-------+-------+
| **All   | **    | ** **   | **3   | ** ** | **1  |       | **\$3 |
| Partici | 843** |         | 573** |       | 172. |       | 2,188 |
| pants** |       |         |       |       | 17** |       | .13** |
+---------+-------+---------+-------+-------+------+-------+-------+

Table 4 contains the burden estimates for the 2008-2009 school year.
Researchers collect data from school systems and the state for both
original and replication studies, but only collect school site data from
replication schools.

**Table 4**

**2008-2009 Original and Replication Studies**

  --------------------------------------------------------------------------------------------------------------------------
  **Type of        **Number of     **Data         **Number of   **Hours per    **Total Time **Estimated    **Estimated Total
  Respondent**     Respondents**   Collection     Responses**   Respondent**   Burden       Hourly Cost to Cost**
                                   Instrument**                                Hours**      Each           
                                                                                            Respondent**   
  ---------------- --------------- -------------- ------------- -------------- ------------ -------------- -----------------
  **A.             40              AMSTI          40            0.5            20           \$35.16        \$703.20
  Principals**                     Principal                                                               
                                   Web-Based                                                               
                                   Survey                                                                  

                   40              Principal      40            0.33           13.33        \$35.16        \$468.80
                                   Interview                                                               
                                   Protocols                                                               

  **Principal      **40**                         **80**                       **33.33**                   **\$1,172.00**
  Total**                                                                                                  

  **B. Teachers**  324             Web-Based      324           0.33           108          \$27.30        \$2,948.40
                                   Teacher Survey                                                          
                                   #1                                                                      

                   324             Web-Based      324           0.33           108          \$27.30        \$2,948.40
                                   Teacher Survey                                                          
                                   #2                                                                      

                   324             Web-Based      324           0.33           108          \$27.30        \$2,948.40
                                   Teacher Survey                                                          
                                   #3                                                                      

                   324             Web-Based      324           0.33           108          \$27.30        \$2,948.40
                                   Teacher Survey                                                          
                                   #4                                                                      

                   42              AMSTI Study    42            1              42           \$27.30        \$1,146.60
                                   Teacher                                                                 
                                   Classroom                                                               
                                   Observation                                                             
                                   Protocols                                                               

                   84              Teacher        84            0.33           28           \$27.30        \$764.40
                                   Interview                                                               
                                   Protocol                                                                

                   70              Professional   70            0.17           11.67        \$27.30        \$318.50
                                   Development                                                             
                                   Participant                                                             
                                   Survey Grade 5                                                          
                                   Math                                                                    

                   60              Professional   60            0.17           10.00        \$27.30        \$273.00
                                   Development                                                             
                                   Participant                                                             
                                   Survey Grade 5                                                          
                                   Science                                                                 

                   40              Professional   40            0.17           6.67         \$27.30        \$182.00
                                   Development                                                             
                                   Participant                                                             
                                   Survey Grade 7                                                          
                                   Math                                                                    

                   40              Professional   40            0.17           6.67         \$27.30        \$182.00
                                   Development                                                             
                                   Participant                                                             
                                   Survey Grade 7                                                          
                                   Science                                                                 

  **Teacher        **324**                        **1632**                     **537.00**                  **\$14,660.10**
  Total**                                                                                                  

  **C. Trainers**  4               Professional   4             0.08           0.33         \$31.25        \$10.42
                                   Development                                                             
                                   Trainer Logs                                                            
                                   Grade 5 Math                                                            

                   4               Professional   4             0.08           0.33         \$31.25        \$10.42
                                   Development                                                             
                                   Trainer Logs                                                            
                                   Grade 5                                                                 
                                   Science                                                                 

                   3               Professional   3             0.08           0.25         \$31.25        \$7.81
                                   Development                                                             
                                   Trainer Logs                                                            
                                   Grade 7 Math                                                            

                   6               Professional   6             0.08           0.50         \$31.25        \$15.63
                                   Development                                                             
                                   Trainer Logs                                                            
                                   Grade 7                                                                 
                                   Science                                                                 

                   17              Professional   17            0.17           2.83         \$31.25        \$88.54
                                   Development                                                             
                                   Trainer                                                                 
                                   Background                                                              
                                   Sheet                                                                   

  **Trainer        **17**                         **34**                       **4.25**                    **\$132.81**
  Total**                                                                                                  

  **D. School      80              Query to       80            0.25           20.00        10.05          \$201.00
  Systems**                        Collect Class                                                           
                                   Rosters from                                                            
                                   STI Data                                                                
                                   System                                                                  

  **School System  **80**                         **80**                       **20.00**                   **\$201.00**
  Total**                                                                                                  

  **E. State**     1               Request to     1             3              3.00         19.1           \$57.30
                                   Collect                                                                 
                                   Demographic                                                             
                                   and Assessment                                                          
                                   Data                                                                    

  **State Total**  **1**                          **1**                        **3.00**                    **\$57.30**

  **All            **462**         ** **          **1827**      ** **          **597.58**                  **\$16,223.21**
  Participants**                                                                                           
  --------------------------------------------------------------------------------------------------------------------------

Table 5 contains the burden estimates for the 2009-2010 school year.
Only the replication study occurs during this year.

**Table 5**

**2009-2010 Replication Study Only**

  ----------------------------------------------------------------------------------------------------------------------
  **Type of        **Number of     **Data         **Number of   **Hours per    **Total     **Estimated    **Estimated
  Respondent**     Respondents**   Collection     Responses**   Respondent**   Time Burden Hourly Cost to Total Cost**
                                   Instrument**                                Hours**     Each           
                                                                                           Respondent**   
  ---------------- --------------- -------------- ------------- -------------- ----------- -------------- --------------
  **A. School      40              Query to       40            0.25           10.00       10.05          \$100.50
  Systems**                        Collect Class                                                          
                                   Rosters from                                                           
                                   STI Data                                                               
                                   System                                                                 

  **School System  **40**                         **40**                       **10.00**                  **\$100.50**
  Total**                                                                                                 

  **B. State**     1               Request to     1             3              3.00        19.1           \$57.30
                                   Collect                                                                
                                   Demographic                                                            
                                   and Assessment                                                         
                                   Data                                                                   

  **State Total**  **1**                          **1**                        **3.00**                   **\$57.30**

  **All            **41**          ** **          **41**        ** **          **13.00**                  **\$157.80**
  Participants**                                                                                          
  ----------------------------------------------------------------------------------------------------------------------

**Table 6**

**Average Burden**

  --------------- --------------- -------------- -------------- --------------
  **School        **Total         **Total        **Total Time   **Estimated
  Years**         Respondents**   Responses**    Burden Hours** Total Cost**

  2006-2007       405             1503           528.33         \$14,331.20

  2007-2008       843             3573           1172.17        \$32,188.13

  2008-2009       462             1827           597.58         \$16,223.21

  **2009-2010**   41              41             13.00          \$157.80

  **Average**     438             1736           578            \$15,725.08
  --------------- --------------- -------------- -------------- --------------

***A12.2: Hour Burden by Each Form***[]{#__RefHeading___Toc165970487
.anchor}

The AMSTI Principal Web-Based Survey (control and treatment) should take
approximately 30 minutes to complete. This estimate is based on the time
required by principals to complete the survey when the survey was
piloted during August of 2006.

The Principal Interview Protocols (control and treatment) should take
approximately 20 minutes to complete. Burden was determined based on the
study team's experience in conducting similar data collections.

The four AMSTI Teacher Web-Based surveys (control and treatment) should
each take approximately 20 minutes to complete. This estimate is based
on experience from similar web-based teacher surveys previously
conducted by Empirical Education Inc.

The AMSTI Study Teacher Classroom Observation Protocols (control and
treatment) should take approximately 1 hour to complete. Burden was
determined based on the study team's experience in conducting similar
data collections.

The Teacher Interview Protocols (control and treatment) should take
approximately 20 minutes to complete. Burden was determined based on the
study team's experience in conducting similar data collections.

The Professional Development Participant Surveys should take
approximately 10 minutes to complete. The participant surveys were
piloted with all grade 5 and grade 7 math and science teacher training
participants in the 2006 training Institutes.

The Professional Development Trainer Logs should take about 5 minutes
and the Background Sheets should take about 10 minutes. The trainer
checklist and background sheets were piloted with all grade 5 and grade
7 math and science trainers in the 2006 training institutes.

The query to collect class rosters from the STI data system should take
about 15 minutes in each school system. The collection of demographic
and assessment data from the state should take about three hours. These
estimates are based on telephone conversations with school system staff
and with state level staff.

***A12.3: Annualized Cost for Each
Instrument***[]{#__RefHeading___Toc165970488 .anchor}

The cost for each instrument was estimated by multiplying the hour
burden by the number of participants by the estimated hourly wage for
that participant type. Then the total costs for each year were averaged
over the four years.

Principals' hourly wages were estimated using figures from two sources.
The following list of median principal salaries from around the state
was taken from Salaries.Com at
[http://swz.salary.com/salarywizard/layouthtmls/AL/swzl_compresult_state_AL_ED03000012.html]{.underline}
on October 20, 2006. This table indicates that there is very little
regional variation in principal salaries. The median from this table,
\$67,514, was used to estimate principal salary. Then the salary was
divided by the number of hours worked annually or 8 hours per day on 240
days per year. This number was provided in a telephone conversation by
the Alabama Education Association on October 13, 2006.

**Table 7**

**Median Principal Salary by City in Alabama**

+----------------------------------+-----------------------------------+
| **City**                         | **Median Salary**                 |
+----------------------------------+-----------------------------------+
| Dothan                           | \$66,031                          |
+----------------------------------+-----------------------------------+
| Florence                         | \$66,623                          |
+----------------------------------+-----------------------------------+
| Top of Form                      | \$67,106                          |
|                                  |                                   |
| Montgomery                       |                                   |
+----------------------------------+-----------------------------------+
| Top of Form                      | \$67,514                          |
|                                  |                                   |
| Mobile                           |                                   |
+----------------------------------+-----------------------------------+
| Tuscaloosa                       | \$67,840                          |
+----------------------------------+-----------------------------------+
| Top of Form                      | \$69,411                          |
|                                  |                                   |
| Huntsville                       |                                   |
+----------------------------------+-----------------------------------+
| Top of Form                      | \$69,506                          |
|                                  |                                   |
| Birmingham                       |                                   |
+----------------------------------+-----------------------------------+

Teachers' hourly wages were estimated using figures from two sources.
According to a press release from the American Federation of Teachers
titled, *Alabama Ranks 43^rd^ in the Nation for Teacher Pay*, dated
October 5, 2005, Alabama teachers' average salary was \$38,282 during
the 2003-2004 school year. This annual salary was then divided by the
number of hours worked annually or 7.5 hours per day on 187 days per
year. This number was provided in a telephone conversation by the
Alabama Education Association on October 13, 2006.

Trainer salary information was provided by the Alabama State Department
of Education by telephone on October 12, 2006. Salaries for school
system Clerical -- Administrative Support staff and for state level Data
Processing IT Operations Specialists were provided by the state by
e-mail on April 18, 2007.

13. ***Provide an estimate for the total annual cost burden to
    respondents or record keepers resulting from the collection of
    information. (Do not include the cost of any hour burden shown in
    Items 12 and 14.) The cost estimate should be split into two
    components: (a) a total capital and start-up cost component
    (annualized over its expected useful life) and (b) a total operation
    and maintenance and purchase of services components. The estimates
    should take into account costs associated with generating,
    maintaining, and disclosing or providing the information. Include
    descriptions of methods used to estimate major cost factors
    including system and technology acquisition, expected useful life or
    capital equipment, the discount rate(s), and the time period over
    which costs will be incurred. Capital and start-up costs include,
    among other items, preparations for collecting information such as
    purchasing computers and software; monitoring, sampling, drilling,
    and testing equipment; and record storage facilities. \*If cost
    estimates are expected to vary widely, agencies should present
    ranges of cost burdens and explain the reasons for the variance. The
    cost of purchasing or contracting out information collections
    services should be a part of this cost burden estimate. In
    developing cost burden estimates, agencies may consult with a sample
    of respondents (fewer than 10). utilize the 60-day pre-OMB
    submission public comment process and use existing economic and
    regulatory impact analysis associated with the rulemaking containing
    the information collection, as appropriate. Generally, estimates
    should not include purchases of equipment or services, or portions
    thereof, made: (1) prior to October 1, 1995, (2) to achieve
    regulatory compliance with requirements not associated with the
    information collection, (3) for reasons other than to provide
    information or keep records for the government, or (4) as part of
    customary and usual business or private
    practices.***[]{#__RefHeading___Toc165970489 .anchor}

There is no estimated respondent cost burden for this project other than
the time spent on responding to the surveys/interviews, participating in
classroom observations, or e-mailing data.

14. ***Provide estimates of annualized costs to the Federal government.
    Also, provide a description of the method used to estimate cost,
    which should include quantification of hours, operation expenses
    (such as equipment, overhead, printing, and support staff), and any
    other expense that would not have been incurred without this
    collection of information. Agencies may also aggregate cost
    estimates from Items 12, 13, and 14 in a single
    table.***[]{#__RefHeading___Toc165970490 .anchor}

The data collection will be conducted by two subcontractors: the Academy
for Educational Development (AED) and Empirical Education, Inc. (EEI).
We estimate that AED's effort for data collection purposes equals
approximately 20% of the budget allocated for AMSTI; EEI's effort for
data collection purposes equals approximately 35% of the budget
allocated. The costs include staff time for developing the data
collection instruments (includes salary and fringe); communicating with
school, district and state staff; conducting observations and
interviews; travel costs; other direct costs (postage, equipment,
duplication); and the prorated amount of the approved indirect cost rate
for each organization. Total cost: \$722,323 over the course of the
study.

15. ***Explain the reasons for any program changes or adjustments
    reported in Items 13 or 14 of the OMB Form
    83-1.***[]{#__RefHeading___Toc165970491 .anchor}

Not applicable.

16. ***For collections of information whose results will be published,
    outline plans for tabulation and publication. Address any complex
    analytical techniques that will be used. Provide the time schedule
    for the entire project, including beginning and ending dates of the
    collection of information, completion of report, publication dates,
    and other actions.***[]{#__RefHeading___Toc165970492 .anchor}

Given the size and scope of the AMSTI study, it will be important to
disseminate study findings through different methods and with products
suited to a variety of interested audiences. Methods and products will
include articles in peer-reviewed, research- and practitioner-oriented,
journals, brief fact sheets appropriate for researchers, practitioners,
and parents, PowerPoint conference presentations, and additions to the
AMSTI website established by ALSDE. If time and resources permit, the
development of a book that highlights AMSTI and other IES-funded Task 2
studies at the REL-SE could be considered. Audiences to target will
include: (a) ALSDE staff, (b) the AL university training programs
providing the PD events and preparing AL teachers in math and science
education, (c) school principals and teachers in AL, and (d) nationwide
state boards of education and other policymakers, including those at the
federal level within IES and elsewhere.

Journal articles can be developed within three categories: (a) those
that focus on student academic achievement outcomes, including variation
of impacts among different types of students and based on variations in
exposure to different levels of AMSTI implementation practices; (b)
those that describe in detail the classroom implementation practices of
teachers, including comparison between experimental and control
teachers, and factors such as teacher experience levels or availability
of technology that might have mediated implementation practices; and (c)
those that describe the process of establishing and sustaining the
state-level infrastructure for AMSTI, including the in-depth,
comprehensive professional development program.

Research articles concerning student achievement outcomes and classroom
implementation practices can be developed primarily targeting the
research community and other interested groups and individuals (e.g.,
policymakers; university training program staff). Practitioner-oriented
articles on the same topics can target school principals, teachers,
school board members, policymakers, and training staff.

Brief, colorful and engaging fact sheets that describe the study,
methodology, key findings and implications for practice will be
developed for broad dissemination within Alabama, among other Labs, and
at appropriate conferences. Different fact sheets can be developed to
meet the information needs of different audiences.

A set of conference presentations that describe AMSTI, the study design
and methods, and outcomes can be made at the American Educational
Research Association, the American Evaluation Association, and other
similar research-oriented conference events. Conference presentations
that are more focused on describing the AMSTI intervention and how it
was implemented in school settings will be conducted at conferences of
school-based professionals (e.g., state-level program and curriculum
specialists and managers, principals, and classroom teachers). In
addition, the research team will work closely with ALSDE staff to
identify conferences, meetings and other venues within Alabama at which
presentations, tailored to the relevant audience, can be made. Web casts
can be considered as an efficient, lower cost method to provide study
information to large audiences.

The research team will also work with ALSDE to develop and post
information about the study and its findings on the state's AMSTI
website, www.AMSTI.org., as it will in parallel with the IES website for
the Regional Lab System and its implementation contractor.

**Table 8**

**Project Timeline**

+-------------------+--------------------------------------------------+
| **Month/Year**    | **Activity**                                     |
+===================+==================================================+
| February 2006     | Randomization of AMSTI Study Schools             |
+-------------------+--------------------------------------------------+
| June-July 2006    | Summer Institutes to Train New AMSTI Teachers    |
|                   | and Principals                                   |
+-------------------+--------------------------------------------------+
| July 2006         | Web-Based Principal Surveys                      |
+-------------------+--------------------------------------------------+
| August 2006       | AMSTI Implemented in AMSTI First Classrooms      |
+-------------------+--------------------------------------------------+
| January-April     | Web-Based Teacher Surveys                        |
| 2007              |                                                  |
+-------------------+--------------------------------------------------+
| March-April 2007  | Classroom Observations and Teacher Interviews,   |
|                   | Year One                                         |
+-------------------+--------------------------------------------------+
| July 2007         | Submit Interim Report, Year One                  |
+-------------------+--------------------------------------------------+
| June-July 2007    | Year Two Summer Institutes for AMSTI First Group |
|                   | and                                              |
|                   |                                                  |
|                   | Year One Summer Institutes for AMSTI Second      |
|                   | Group                                            |
+-------------------+--------------------------------------------------+
| July 2007         | Web-Based Principal Surveys, Year Two            |
+-------------------+--------------------------------------------------+
| August 2007       | AMSTI Implemented in AMSTI First and AMSTI       |
|                   | Second Group Classrooms                          |
+-------------------+--------------------------------------------------+
| September 2007    | Submit Final Reports, Year One                   |
+-------------------+--------------------------------------------------+
| January-April     | Web-Based Teacher Surveys, Year Two              |
| 2008              |                                                  |
+-------------------+--------------------------------------------------+
| March - April     | Classroom Observations and Teacher Interviews,   |
| 2008              | Year Two                                         |
+-------------------+--------------------------------------------------+
| July 2008         | Submit Interim Report, Year Two                  |
+-------------------+--------------------------------------------------+
| September 2008    | Submit Technical and Non-Technical Final         |
|                   | Reports, Year Two                                |
+-------------------+--------------------------------------------------+
| September 2009    | Submit Technical and Non-Technical Final         |
|                   | Reports, Year Three                              |
+-------------------+--------------------------------------------------+

*Note. The replication study timeline will be identical to that of the
original study, except that all replication study activities will be one
year later than the activities for the original study.*

17. ***If seeking approval to not display the expiration date for OMB
    approval of the information collection, explain the reasons that
    display would be inappropriate.***[]{#__RefHeading___Toc165970493
    .anchor}

##  {#section-2 .Style-Heading-2-+-Goudy-Old-Style-Left:--0.25\"-First-line:--0\"}

The OMB approval expiration date will be given to all survey respondents
for all surveys.

18. ***Explain each exception to the certification statement identified
    in Item 19, "certification for Paperwork Reduction Act Submissions,"
    of OMB Form 83-1.***[]{#__RefHeading___Toc165970494 .anchor}

##  {#section-3 .Style-Heading-2-+-Goudy-Old-Style-Left:--0.25\"-First-line:--0\"}

There are no exceptions to the certification statement

[^1]: As of May 1, 2007, we do not yet have OMB clearance, so
    researchers will not be able to conduct these interviews during the
    2006-2007 school year.

[^2]: The teacher web-based surveys were administered under different
    funding during the 2006-2007 school year, due to the fact that OMB
    clearance had not yet been received.

[^3]: The teacher web-based surveys were administered under different
    funding during the 2006-2007 school year, due to the fact that OMB
    clearance had not yet been received.

[^4]: The teacher web-based surveys were administered under different
    funding during the 2006-2007 school year, due to the fact that OMB
    clearance had not yet been received.

[^5]: The teacher web-based surveys were administered under different
    funding during the 2006-2007 school year, due to the fact that OMB
    clearance had not yet been received.

[^6]: As of May 1, 2007, we do not yet have OMB clearance, so
    researchers will not be able to conduct these observations during
    the 2006-2007 school year.

[^7]: As of May 1, 2007, we do not yet have OMB clearance, so
    researchers will not be able to conduct these interviews during the
    2006-2007 school year.

[^8]: As of May 1, 2007, we do not yet have OMB clearance, so
    researchers will not be able to conduct these interviews during the
    2006-2007 school year.

[^9]: The teacher web-based surveys were administered under different
    funding during the 2006-2007 school year, due to the fact that OMB
    clearance had not yet been received.

[^10]: The teacher web-based surveys were administered under different
    funding during the 2006-2007 school year, due to the fact that OMB
    clearance had not yet been received.

[^11]: The teacher web-based surveys were administered under different
    funding during the 2006-2007 school year, due to the fact that OMB
    clearance had not yet been received.

[^12]: The teacher web-based surveys were administered under different
    funding during the 2006-2007 school year, due to the fact that OMB
    clearance had not yet been received.

[^13]: As of May 1, 2007, we do not yet have OMB clearance, so
    researchers will not be able to conduct these observations during
    the 2006-2007 school year.

[^14]: As of May 1, 2007, we do not yet have OMB clearance, so
    researchers will not be able to conduct these interviews during the
    2006-2007 school year.