Federal Register / Vol. 88, No. 202 / Friday, October 20, 2023 / Notices 72445 

Authority. Delaware River Basin 

Compact, Public Law 87–328, Approved 

September 27, 1961, 75 Statutes at 

Large, 688, sec. 14.4. 

Dated: October 11, 2023. 

Pamela M. Bush, 

Commission Secretary and Assistant General 

Counsel. 

[FR Doc. 2023–23157 Filed 10–19–23; 8:45 am] 

BILLING CODE P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2023–SCC–0183] 

Agency Information Collection 

Activities; Comment Request; 

Evaluation of a Toolkit To Support 

Evidence-Based Writing Instruction in 

Grades 2 Through 4 

AGENCY: Institute of Education Sciences 

(IES), Department of Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act (PRA) of 

1995, the Department is proposing a 

new information collection request 

(ICR). 

DATES: Interested persons are invited to 

submit comments on or before 

December 19, 2023. 

ADDRESSES: To access and review all the 

documents related to the information 

collection listed in this notice, please 

use http://www.regulations.gov by 

searching the Docket ID number ED– 

2023–SCC–0183. Comments submitted 

in response to this notice should be 

submitted electronically through the 

Federal eRulemaking Portal at http://

www.regulations.gov by selecting the 

Docket ID number or via postal mail, 

commercial delivery, or hand delivery. 

If the regulations.gov site is not 

available to the public for any reason, 

the Department will temporarily accept 

comments at ICDocketMgr@ed.gov. 

Please include the docket ID number 

and the title of the information 

collection request when requesting 

documents or submitting comments. 

Please note that comments submitted 

after the comment period will not be 

accepted. Written requests for 

information or comments submitted by 

postal mail or delivery should be 

addressed to the Manager of the 

Strategic Collections and Clearance 

Governance and Strategy Division, U.S. 

Department of Education, 400 Maryland 

Ave. SW, LBJ, Room 6W203, 

Washington, DC 20202–8240. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Heidi Gansen, 

(202) 245–6765. 

SUPPLEMENTARY INFORMATION: The 

Department, in accordance with the 

Paperwork Reduction Act of 1995 (PRA) 

(44 U.S.C. 3506(c)(2)(A)), provides the 

general public and Federal agencies 

with an opportunity to comment on 

proposed, revised, and continuing 

collections of information. This helps 

the Department assess the impact of its 

information collection requirements and 

minimize the public’s reporting burden. 

It also helps the public understand the 

Department’s information collection 

requirements and provide the requested 

data in the desired format. The 

Department is soliciting comments on 

the proposed information collection 

request (ICR) that is described below. 

The Department is especially interested 

in public comment addressing the 

following issues: (1) is this collection 

necessary to the proper functions of the 

Department; (2) will this information be 

processed and used in a timely manner; 

(3) is the estimate of burden accurate; 

(4) how might the Department enhance 

the quality, utility, and clarity of the 

information to be collected; and (5) how 

might the Department minimize the 

burden of this collection on the 

respondents, including through the use 

of information technology. Please note 

that written comments received in 

response to this notice will be 

considered public records. 

Title of Collection: Evaluation of A 

Toolkit to Support Evidence-Based 

Writing Instruction in Grades 2 Through 

4. 

OMB Control Number: 1850–NEW. 

Type of Review: New ICR. 

Respondents/Affected Public: 

Individuals or households. 

Total Estimated Number of Annual 

Responses: 4,176. 

Total Estimated Number of Annual 

Burden Hours: 1,234. 

Abstract: The Institute of Education 

Sciences (IES) within the U.S. 

Department of Education (ED) requests 

clearance for data collection activities to 

support an evaluation of A Toolkit to 

Support Evidence-Based Writing 

Instruction in Grades 2 Through 4. 

Specifically, this request covers 

collection of data to conduct an 

evaluation to assess whether 

implementing the writing toolkit (1) 

improves teachers’ attitudes towards 

writing and helps them align their 

writing instruction with the evidencebased recommendations in the What 

Works Clearinghouse (WWC) Teaching 

Elementary School Students to Be 

Effective Writers practice guide and (2) 

improves students’ writing quality and 

reading achievement. This randomized 

controlled trial study will compare 

teacher and student outcomes in schools 

that implement the writing toolkit (the 

treatment group) with the teacher and 

student outcomes in schools that 

continue to provide their usual 

professional development supports (the 

comparison group). 

There is a great need for professional 

learning supports in elementary writing 

instruction to address low reading and 

writing proficiency across the country. 

Teacher preparation programs rarely 

offer stand-alone writing instruction 

(Myers et al. 2016; Morgan 2010; 

Brenner 2013), and surveys show many 

teachers and teacher educators do not 

feel confident in writing instruction 

(Myers et al. 2016; Cutler and Graham 

2008). An accessible package of 

professional learning materials designed 

to help educators translate evidencebased recommendations for elementary 

writing instruction into daily 

instruction could be a game-changer for 

improving teacher practice and student 

writing. 

The elementary writing toolkit aims to 

offer such an accessible, evidence-based 

professional learning package by 

drawing on the WWC Teaching 

Elementary School Students to Be 

Effective Writers practice guide. The 

practice guide helps to fill the 

professional development gaps for 

elementary writing instruction by 

providing clear, actionable 

recommendations along with specific 

implementation steps and examples. 

The toolkit will build on the practice 

guide to (1) make the recommendations 

and implementation guidance accessible 

and engaging for busy educators, (2) 

create a structure for learning and 

applying practices throughout a school 

year, (3) promote collaborative learning 

and planning among teachers, and (4) 

offer tools for sustaining practices over 

time. The toolkit will be a one-stop shop 

that enables schools and educators to 

access all supports in one place, 

complemented by diagnostic tools to 

assess practices and resources for school 

leaders to institutionalize practices over 

time. Incorporating multimedia 

resources that are easy to navigate will 

make the toolkit more inviting and will 

facilitate the reinforcement of concepts 

that are difficult to learn through text 

alone. 

To provide context for the impact 

findings and inform further 

development of the toolkit, the 

evaluation will examine teachers’ 

experiences and engagement in toolkit 

activities, the learning modules 

completed, challenges encountered and 

suggested solutions, feedback on areas 

to improve the toolkit and institutional 

supports, and the extent to which the 

professional development in writing 


ddrumheller on DSK120RN23PROD with NOTICES1
72446 Federal Register / Vol. 88, No. 202 / Friday, October 20, 2023 / Notices 

instruction received by teachers differs 

between treatment and control schools. 

Obtaining feedback on improving the 

toolkit, regardless of whether the impact 

findings are positive, is critical to 

ensure that the toolkit is as useful as 

possible to districts, schools, and 

teachers when they implement the 

evidence-based practices. 

Dated: October 17, 2023. 

Juliana Pearson, 

PRA Coordinator, Strategic Collections and 

Clearance, Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2023–23152 Filed 10–19–23; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket ID ED–2023–IES–0146] 

Privacy Act of 1974; System of 

Records 

AGENCY: Institute of Education Sciences, 

Department of Education. 

ACTION: Notice of a new system of 

records. 

SUMMARY: In accordance with the 

Privacy Act of 1974, as amended 

(Privacy Act), the U.S. Department of 

Education (Department) publishes this 

notice of a new system of records titled 

‘‘Connecting Adults to Success: 

Evaluation of Career Navigator 

Training’’ (18–13–46). This system 

contains personally identifiable 

information provided by adult learners 

and staff at adult education sites who 

participate in the Connecting Adults to 

Success: Evaluation of Career Navigator 

Training (the Study). The information in 

this system will be used to assess 

whether providing career navigators 

with training leads to improved 

education and employment outcomes 

among adult learners. The Study will 

examine whether outcomes measured at 

18 and 30 months after beginning 

participation in the Study differ on 

average between learners in the Study’s 

sites who are assigned by lottery to 

receive the Study’s career navigator 

training and learners in the Study’s sites 

who are assigned by lottery to a control 

group. 

DATES: Submit your comments on this 

notice of a new system of records on or 

before November 20, 2023. This new 

system of records will become 

applicable upon publication in the 

Federal Register on October 20, 2023, 

unless it needs to be changed as a result 

of public comment. The routine uses 

outlined in the section titled ‘‘ROUTINE 

USES OF RECORDS MAINTAINED IN 

THE SYSTEM, INCLUDING 

CATEGORIES OF USERS AND 

PURPOSES OF SUCH USES’’ will 

become effective on the expiration of 

the 30-day period of public comment on 

November 20, 2023, unless they need to 

be changed as a result of public 

comment. The Department will publish 

any significant changes to the system of 

records or routine uses resulting from 

public comment. 

ADDRESSES: Comments must be 

submitted via the Federal eRulemaking 

Portal at regulations.gov. However, if 

you require an accommodation or 

cannot otherwise submit your 

comments via regulations.gov, please 

contact the program contact person 

listed under FOR FURTHER INFORMATION

CONTACT. The Department will not 

accept comments submitted by fax or by 

email, or comments submitted after the 

comment period closes. To ensure that 

the Department does not receive 

duplicate copies, please submit your 

comments only once. In addition, please 

include the Docket ID at the top of your 

comments. 

• Federal eRulemaking Portal: Go to 

www.regulations.gov to submit your 

comments electronically. Information 

on using Regulations.gov, including 

instructions for accessing agency 

documents, submitting comments, and 

viewing the docket, is available on the 

site under the ‘‘FAQ’’ tab. 

Privacy Note: The Department’s 

policy is to make all comments received 

from members of the public available for 

public viewing in their entirety on the 

Federal eRulemaking Portal at 

www.regulations.gov. Therefore, 

commenters should be careful to 

include in their comments only 

information that they wish to make 

publicly available. 

Assistance to Individuals With 

Disabilities in Reviewing the 

Rulemaking Record: On request, we will 

provide an appropriate accommodation 

or auxiliary aid to an individual with a 

disability who needs assistance to 

review the comments or other 

documents in the public rulemaking 

record for this notice. If you want to 

schedule an appointment for this type of 

accommodation or auxiliary aid, please 

contact the person listed under FOR

FURTHER INFORMATION CONTACT. 

FOR FURTHER INFORMATION CONTACT: 

Teresa Cahalan, SORN coordinator, 

Institute of Education Sciences, U.S. 

Department of Education, Potomac 

Center Plaza, 550 12th Street SW, Room 

4126, Washington, DC 20202. 

Telephone: 202–245–7299. Email: IES_

SORN@ed.gov. 

If you are deaf, hard of hearing, or 

have a speech disability, please dial 7– 

1–1 to access telecommunications relay 

services. 

SUPPLEMENTARY INFORMATION: The 

records maintained in this system will 

be used to measure the effectiveness of 

training for career navigators in 

improving the education and 

employment outcomes of adult learners. 

The records maintained in this system 

will be used to address the following 

research questions: 

• Can providing training to career 

navigators improve adult learners’ 

college enrollment and credential 

attainment rates? 

• Can providing training to career 

navigators improve adult learners’ 

employment rates and earnings? 

• What types of services do career 

navigators typically provide, and does 

the training provided to career 

navigators change the nature or 

intensity of such services in ways that 

explain any impacts on adult learners’ 

postsecondary and employment 

outcomes? 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document in an accessible format. 

The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

text format (txt), a thumb drive, an MP3 

file, braille, large print, audiotape, 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Mark Schneider, 

Director, Institute of Education Sciences. 

For the reasons discussed in the 

preamble, the Director of the Institute of 

Education Sciences (IES), U.S. 

Department of Education (Department), 


ddrumheller on DSK120RN23PROD with NOTICES1