Submission for OMB Review; Variations in Implementation of Quality Interventions (VIQI) Project (0970-0508), 22667-22669 [2021-08916]
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[FR Doc. 2021–08989 Filed 4–28–21; 8:45 am]
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VerDate Sep<11>2014
18:32 Apr 28, 2021
Jkt 253001
Submission for OMB Review;
Variations in Implementation of Quality
Interventions (VIQI) Project (0970–
0508)
Office of Planning, Research,
and Evaluation, Administration for
Children and Families, HHS.
ACTION: Request for public comment.
AGENCY:
The Office of Planning,
Research, and Evaluation (OPRE),
Administration for Children and
Families (ACF), U.S. Department of
Health and Human Services (HHS), is
requesting a 3-year extension with
SUMMARY:
PO 00000
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Fmt 4703
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22667
changes to continue collecting data for
the study Variations in Implementation
of Quality Interventions (VIQI). In
addition to extending data collection,
OPRE proposes to update burden
estimates to accommodate a different
sample size of centers, administrators,
teachers, and coaches; to revise data
collection instruments and activities for
the impact evaluation and process study
in line with lessons learned during the
pilot study; to add a second timepoint
of data collection for the teacher reports
to questions about children; to provide
one new instrument to collect parent
report of children’s skills and behaviors;
and to provide one new instrument in
anticipation of COVID–19 necessitating
further information gathering to
contextualize findings from the impact
evaluation and process study.
DATES: Comments due within 30 days of
publication. OMB must make a decision
about the collection of information
between 30 and 60 days after
publication of this document in the
Federal Register. Therefore, a comment
is best assured of having its full effect
if OMB receives it within 30 days of
publication.
ADDRESSES: Written comments and
recommendations for the proposed
information collection should be sent
within 30 days of publication of this
notice to www.reginfo.gov/public/do/
PRAMain. Find this particular
information collection by selecting
‘‘Currently under 30-day Review—Open
for Public Comments’’ or by using the
search function.
SUPPLEMENTARY INFORMATION:
Description: Through the VIQI Project,
OPRE aims to inform policymakers,
practitioners, and stakeholders about
effective ways to support the quality
and effectiveness of early care and
education (ECE) centers for promoting
young children’s learning and
development. The VIQI Project
completed a pilot study in about 40
centers in three metropolitan areas in
2018–2019 that is informing a year-long
impact evaluation and process study
that involves testing the effectiveness of
two curricular and professional
development models aiming to
strengthen the quality of classroom
processes and children’s outcomes. The
impact evaluation and process study is
expected to begin in the fall of 2021 and
will include about 140 communitybased and Head Start ECE centers
spread across about 12 different
metropolitan areas in the United States.
The VIQI Project will consist of a 3group experimental design where the
initial quality and other characteristics
of ECE centers are measured. For details
E:\FR\FM\29APN1.SGM
29APN1
22668
Federal Register / Vol. 86, No. 81 / Thursday, April 29, 2021 / Notices
about the study design, see the
Supporting Statements at https://
www.reginfo.gov/public/do/PRAView
Document?ref_nbr=202008-0970-009.
In anticipation of changes to center
characteristics due to COVID–19, annual
burden estimates and instruments have
been updated to accommodate a
different sample size of centers,
administrators, teachers, and coaches
for the impact evaluation and process
study.
The previously approved data
collection instruments for the impact
evaluation and process study include
the following:
(1) Instruments for Screening and
Recruitment of ECE Centers. We do not
propose any changes to these materials;
(2) Baseline Instruments.
Modifications made to surveys remove
items that showed little variation in the
pilot study, edit item wording to
increase clarity and ease of
understanding, and add a few new items
to capture new constructs of interest
based upon the insights gained from the
pilot study. The child assessment and
classroom observation instruments have
been updated to reflect the selected
assessments and observations. We
added an additional time point of data
collection (baseline) for teacher reports
on questions about children in the
classroom and have added in questions
about children’s academic skills. Parent/
guardian reports to questions about
children in the classroom have been
added to gather information about
children’s skills at the beginning of the
impact evaluation and process study.
Administrator/teacher COVID–19
supplemental survey questions have
been added to gather information about
how the pandemic has changed typical
center and classroom programming and
functioning, if there is a need to
contextualize findings from the impact
evaluation and process study due to
circumstances surrounding the COVID–
19 pandemic at the time of data
collection;
(3) Follow-Up Instruments.
Modifications made to surveys remove
items that showed little variation in the
pilot study, edit item wording to
increase clarity and ease of
understanding, and add a few new items
to capture new constructs of interest
based upon insights gained from the
pilot study. The child assessment and
classroom observation instruments have
been updated to reflect the selected
assessments and observations. We
added in questions about children’s
academic skills to the teacher reports on
questions about children in the
classroom. Parent/guardian reports to
questions about children have been
added to gather information about
children’s skills at the end of the impact
evaluation and process study; and
(4) Fidelity of Implementation
Instruments. Modifications to the Coach
Log have been made to remove or
consolidate items that showed little
variation or proved less useful in the
pilot study and to edit item wording to
increase clarity and ease of
understanding.
Respondents: Staff members working
in Head Start grantee and communitybased child care oversight agencies, staff
members working in about 140 ECE
centers in about 12 metropolitan areas
across the United States, and parents
and children being served in these
centers.
ANNUAL BURDEN ESTIMATES
Number of
respondents
(total over
request
period)
Instrument
Number of
responses per
respondent
(total over
request
period)
Average
burden per
response
(in hours)
Total burden
(in hours)
Annual burden
(in hours)
Instruments for Screening and Recruitment of ECE Centers for the Impact Evaluation and Process Study
Landscaping protocol with Stakeholder Agencies (staff
burden in Head Start (HS) grantee and communitybased child care agencies) ..............................................
Screening protocol for phone calls (staff burden in HS
grantees and community-based child care agencies) .....
Screening protocol for phone calls (HS and communitybased child care center staff burden) ..............................
Protocol for follow-up calls/in-person visits for screening
and recruitment activities (staff burden in HS grantees
and community-based child care agencies) ....................
Protocol for follow-up calls/in-person visits for screening
and recruitment activities (HS and community-based
child care center staff burden) .........................................
120
1
1.50
180
60
132
1
2.0
264
88
336
1
1.2
403
134
610
1
1.5
915
305
950
1
1.2
1140
380
jbell on DSKJLSW7X2PROD with NOTICES
Baseline Instruments for the Impact Evaluation and Process Study
Baseline administrator survey ..............................................
Baseline coach survey .........................................................
Baseline teacher/assistant teacher survey ..........................
Baseline parent/guardian information form in Impact Evaluation only ........................................................................
Baseline classroom observation protocol (teacher burden)
Baseline protocol for child assessments in Impact Evaluation only (child burden) .....................................................
Parent/guardian reports to questions about children (administered as part of the baseline parent/guardian information form) .....................................................................
Teacher reports to questions about children in classroom
(administered as part of the baseline teacher survey) ....
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175
59
1050
1
1
1
0.6
0.6
0.6
105
35
630
35
12
210
6300
420
1
1
0.1
0.3
630
126
210
42
4200
1
0.5
2100
700
6300
1
0.1
630
210
420
10
0.17
714
238
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29APN1
22669
Federal Register / Vol. 86, No. 81 / Thursday, April 29, 2021 / Notices
ANNUAL BURDEN ESTIMATES—Continued
Number of
respondents
(total over
request
period)
Instrument
Administrator/teacher COVID–19 supplemental survey
questions (administered as part of or in addition to administrator and/or teacher survey, to contextualize findings from impact evaluation and process study due to
circumstances surrounding COVID–19 at the time of
data collection) .................................................................
Number of
responses per
respondent
(total over
request
period)
980
Average
burden per
response
(in hours)
1
0.25
Total burden
(in hours)
Annual burden
(in hours)
245
82
Follow-Up Instruments for Impact Evaluation and Process Study
Follow-up administrator survey ............................................
Follow-up coach survey .......................................................
Follow-up teacher/assistant teacher survey ........................
Parent/guardian reports to questions about children ..........
Teacher reports to questions about children in classroom
(administered as part of the follow-up teacher survey) ...
Follow-up classroom observation protocol (teacher burden) ..................................................................................
Follow-up protocol for child assessments in Impact Evaluation only (child burden) .................................................
140
47
840
6300
1
1
1
1
0.5
0.5
0.75
0.1
70
24
630
630
23
8
210
210
420
10
0.17
714
238
420
3
0.3
378
126
4200
1
0.9
3780
1260
Fidelity of Implementation Instruments for the Process Study
Coach log .............................................................................
Teacher/assistant teacher log ..............................................
Implementation fidelity observation protocol (teacher burden) ..................................................................................
Interview/Focus group protocol (administrator, teacher/assistant teacher and coach burden) ..................................
Estimated Total Annual Burden
Hours: 7,850.
Authority: 42 U.S.C. 9858(a)(5); 42 U.S.C.
9835; and 42 U.S.C. 9844.
Mary B. Jones,
ACF/OPRE Certifying Officer.
[FR Doc. 2021–08916 Filed 4–28–21; 8:45 am]
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SUMMARY:
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47
840
108
36
0.25
0.25
1269
7560
423
2520
80
1
0.3
24
8
236
1
1.5
354
118
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]]>Agencies
[Federal Register Volume 86, Number 81 (Thursday, April 29, 2021)]
[Notices]
[Pages 22667-22669]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-08916]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF HEALTH AND HUMAN SERVICES
Administration for Children and Families
Submission for OMB Review; Variations in Implementation of
Quality Interventions (VIQI) Project (0970-0508)
AGENCY: Office of Planning, Research, and Evaluation, Administration
for Children and Families, HHS.
ACTION: Request for public comment.
-----------------------------------------------------------------------
SUMMARY: The Office of Planning, Research, and Evaluation (OPRE),
Administration for Children and Families (ACF), U.S. Department of
Health and Human Services (HHS), is requesting a 3-year extension with
changes to continue collecting data for the study Variations in
Implementation of Quality Interventions (VIQI). In addition to
extending data collection, OPRE proposes to update burden estimates to
accommodate a different sample size of centers, administrators,
teachers, and coaches; to revise data collection instruments and
activities for the impact evaluation and process study in line with
lessons learned during the pilot study; to add a second timepoint of
data collection for the teacher reports to questions about children; to
provide one new instrument to collect parent report of children's
skills and behaviors; and to provide one new instrument in anticipation
of COVID-19 necessitating further information gathering to
contextualize findings from the impact evaluation and process study.
DATES: Comments due within 30 days of publication. OMB must make a
decision about the collection of information between 30 and 60 days
after publication of this document in the Federal Register. Therefore,
a comment is best assured of having its full effect if OMB receives it
within 30 days of publication.
ADDRESSES: Written comments and recommendations for the proposed
information collection should be sent within 30 days of publication of
this notice to www.reginfo.gov/public/do/PRAMain. Find this particular
information collection by selecting ``Currently under 30-day Review--
Open for Public Comments'' or by using the search function.
SUPPLEMENTARY INFORMATION:
Description: Through the VIQI Project, OPRE aims to inform
policymakers, practitioners, and stakeholders about effective ways to
support the quality and effectiveness of early care and education (ECE)
centers for promoting young children's learning and development. The
VIQI Project completed a pilot study in about 40 centers in three
metropolitan areas in 2018-2019 that is informing a year-long impact
evaluation and process study that involves testing the effectiveness of
two curricular and professional development models aiming to strengthen
the quality of classroom processes and children's outcomes. The impact
evaluation and process study is expected to begin in the fall of 2021
and will include about 140 community-based and Head Start ECE centers
spread across about 12 different metropolitan areas in the United
States.
The VIQI Project will consist of a 3-group experimental design
where the initial quality and other characteristics of ECE centers are
measured. For details
[[Page 22668]]
about the study design, see the Supporting Statements at https://www.reginfo.gov/public/do/PRAViewDocument?ref_nbr=202008-0970-009.
In anticipation of changes to center characteristics due to COVID-
19, annual burden estimates and instruments have been updated to
accommodate a different sample size of centers, administrators,
teachers, and coaches for the impact evaluation and process study.
The previously approved data collection instruments for the impact
evaluation and process study include the following:
(1) Instruments for Screening and Recruitment of ECE Centers. We do
not propose any changes to these materials;
(2) Baseline Instruments. Modifications made to surveys remove
items that showed little variation in the pilot study, edit item
wording to increase clarity and ease of understanding, and add a few
new items to capture new constructs of interest based upon the insights
gained from the pilot study. The child assessment and classroom
observation instruments have been updated to reflect the selected
assessments and observations. We added an additional time point of data
collection (baseline) for teacher reports on questions about children
in the classroom and have added in questions about children's academic
skills. Parent/guardian reports to questions about children in the
classroom have been added to gather information about children's skills
at the beginning of the impact evaluation and process study.
Administrator/teacher COVID-19 supplemental survey questions have been
added to gather information about how the pandemic has changed typical
center and classroom programming and functioning, if there is a need to
contextualize findings from the impact evaluation and process study due
to circumstances surrounding the COVID-19 pandemic at the time of data
collection;
(3) Follow-Up Instruments. Modifications made to surveys remove
items that showed little variation in the pilot study, edit item
wording to increase clarity and ease of understanding, and add a few
new items to capture new constructs of interest based upon insights
gained from the pilot study. The child assessment and classroom
observation instruments have been updated to reflect the selected
assessments and observations. We added in questions about children's
academic skills to the teacher reports on questions about children in
the classroom. Parent/guardian reports to questions about children have
been added to gather information about children's skills at the end of
the impact evaluation and process study; and
(4) Fidelity of Implementation Instruments. Modifications to the
Coach Log have been made to remove or consolidate items that showed
little variation or proved less useful in the pilot study and to edit
item wording to increase clarity and ease of understanding.
Respondents: Staff members working in Head Start grantee and
community-based child care oversight agencies, staff members working in
about 140 ECE centers in about 12 metropolitan areas across the United
States, and parents and children being served in these centers.
Annual Burden Estimates
----------------------------------------------------------------------------------------------------------------
Number of
Number of responses per Average
respondents respondent burden per Total burden Annual burden
Instrument (total over (total over response (in (in hours) (in hours)
request request hours)
period) period)
----------------------------------------------------------------------------------------------------------------
Instruments for Screening and Recruitment of ECE Centers for the Impact Evaluation and Process Study
----------------------------------------------------------------------------------------------------------------
Landscaping protocol with 120 1 1.50 180 60
Stakeholder Agencies (staff
burden in Head Start (HS)
grantee and community-based
child care agencies)...........
Screening protocol for phone 132 1 2.0 264 88
calls (staff burden in HS
grantees and community-based
child care agencies)...........
Screening protocol for phone 336 1 1.2 403 134
calls (HS and community-based
child care center staff burden)
Protocol for follow-up calls/in- 610 1 1.5 915 305
person visits for screening and
recruitment activities (staff
burden in HS grantees and
community-based child care
agencies)......................
Protocol for follow-up calls/in- 950 1 1.2 1140 380
person visits for screening and
recruitment activities (HS and
community-based child care
center staff burden)...........
----------------------------------------------------------------------------------------------------------------
Baseline Instruments for the Impact Evaluation and Process Study
----------------------------------------------------------------------------------------------------------------
Baseline administrator survey... 175 1 0.6 105 35
Baseline coach survey........... 59 1 0.6 35 12
Baseline teacher/assistant 1050 1 0.6 630 210
teacher survey.................
Baseline parent/guardian 6300 1 0.1 630 210
information form in Impact
Evaluation only................
Baseline classroom observation 420 1 0.3 126 42
protocol (teacher burden)......
Baseline protocol for child 4200 1 0.5 2100 700
assessments in Impact
Evaluation only (child burden).
Parent/guardian reports to 6300 1 0.1 630 210
questions about children
(administered as part of the
baseline parent/guardian
information form)..............
Teacher reports to questions 420 10 0.17 714 238
about children in classroom
(administered as part of the
baseline teacher survey).......
[[Page 22669]]
Administrator/teacher COVID-19 980 1 0.25 245 82
supplemental survey questions
(administered as part of or in
addition to administrator and/
or teacher survey, to
contextualize findings from
impact evaluation and process
study due to circumstances
surrounding COVID-19 at the
time of data collection).......
----------------------------------------------------------------------------------------------------------------
Follow-Up Instruments for Impact Evaluation and Process Study
----------------------------------------------------------------------------------------------------------------
Follow-up administrator survey.. 140 1 0.5 70 23
Follow-up coach survey.......... 47 1 0.5 24 8
Follow-up teacher/assistant 840 1 0.75 630 210
teacher survey.................
Parent/guardian reports to 6300 1 0.1 630 210
questions about children.......
Teacher reports to questions 420 10 0.17 714 238
about children in classroom
(administered as part of the
follow-up teacher survey)......
Follow-up classroom observation 420 3 0.3 378 126
protocol (teacher burden)......
Follow-up protocol for child 4200 1 0.9 3780 1260
assessments in Impact
Evaluation only (child burden).
----------------------------------------------------------------------------------------------------------------
Fidelity of Implementation Instruments for the Process Study
----------------------------------------------------------------------------------------------------------------
Coach log....................... 47 108 0.25 1269 423
Teacher/assistant teacher log... 840 36 0.25 7560 2520
Implementation fidelity 80 1 0.3 24 8
observation protocol (teacher
burden)........................
Interview/Focus group protocol 236 1 1.5 354 118
(administrator, teacher/
assistant teacher and coach
burden)........................
----------------------------------------------------------------------------------------------------------------
Estimated Total Annual Burden Hours: 7,850.
Authority: 42 U.S.C. 9858(a)(5); 42 U.S.C. 9835; and 42 U.S.C.
9844.
Mary B. Jones,
ACF/OPRE Certifying Officer.
[FR Doc. 2021-08916 Filed 4-28-21; 8:45 am]
BILLING CODE 4184-23-P
