OPRE Study: Variations in Implementation of Quality Interventions (VIQI) [Pilot, Impact, Process Studies]

ICR 202104-0970-010

OMB: 0970-0508

Federal Form Document

IC Document Collections
IC ID
Document
Title
Status
246849 New
246848 New
246847 New
246846 New
231372 Modified
231371 Modified
231370 Modified
231369 Modified
231368 Modified
231367 Modified
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231352 Modified
ICR Details
0970-0508 202104-0970-010
Received in OIRA 202008-0970-009
HHS/ACF OPRE
OPRE Study: Variations in Implementation of Quality Interventions (VIQI) [Pilot, Impact, Process Studies]
Revision of a currently approved collection   No
Regular 04/29/2021
  Requested Previously Approved
36 Months From Approved 05/31/2021
26,142 24,821
7,850 8,418
0 0

The Administration for Children and Families (ACF) at the U.S. Department of Health and Human Services (HHS), Office of Planning, Research, and Evaluation (OPRE) has launched the Variations in Implementation of Quality Interventions (VIQI): Examining the Quality-Child Outcomes Relationship in Child Care and Early Education Project. VIQI is a large-scale, experimental study that 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 by building rigorous evidence that aims to: 1) identify dimensions of quality within ECE settings that are key levers for promoting children’s outcomes; 2) inform what levels of quality are necessary to successfully support children’s developmental gains; 3) identify drivers that facilitate and inhibit successful implementation of interventions aimed at strengthening quality; and, 4) understand how these relations vary across different ECE settings, staff and children – all noted gaps in the knowledge base guiding policy, investments, and practice in the ECE field. The project conducted a year-long pilot study in 2018-2019. Lessons learned from the pilot have informed the study design and updates to data collection instruments and installation activities focused on teacher professional development. In September 2019, the study team began landscaping and recruitment activities for the Impact Evaluation and Process Study. However, in March2020 the COVID-19 pandemic resulted in the closure of many businesses and organizations, including Head Start and community-based child care centers, which are the target of these landscaping and recruitment activities. In light of this, the study team decided to postpone the Impact Evaluation and Process Study to the 2021-2022 school year. In addition to a request for an extension to complete data collection, the following changes are being requested: o Updated burden estimates to accommodate a different sample size of centers, administrators, teachers, and coaches in order to achieve sufficient sample while centers are operating at reduced capacity due to COVID-19; o Revised data collection instruments and activities for the impact evaluation and process study in line with lessons learned during the pilot study; o Addition of a second timepoint of data collection for the teacher reports to questions about children, if COVID-19 precludes in-person data collection; o Addition of one new instrument to collect parent report of children’s skills and behaviors, if COVID-19 precludes in-person data collection; and o Addition of one new instrument in anticipation of COVID-19 necessitating further information gathering to contextualize findings from the impact evaluation and process study.

US Code: 42 USC 9858(a)(5) Name of Law: Section 658O(a)(5) of the Child Care and Development Block Grant Act
  
None

Not associated with rulemaking

  86 FR 543 01/06/2021
86 FR 22667 04/29/2021
No

25
IC Title Form No. Form Name
Instrument 10: Baseline teacher reports to questions about children in classroom
Instrument 11: Administrator/ teacher COVID-19 supplemental survey questions
Instrument 12: Baseline Parent/guardian reports to questions about children
Instrument 12: Follow-up Parent/guardian reports to questions about children
Instrument 13: Follow-up administrator survey
Instrument 14: Follow-up teacher/assistant teacher survey
Instrument 15: Follow-up coach survey
Instrument 16: Follow-up classroom observation protocol (teacher burden)
Instrument 17: Follow-up protocol for child assessments (child burden)
Instrument 18: Follow-up Teacher reports to questions about children in classroom (administered as part of the follow-up teacher survey)
Instrument 19: Teacher/assistant teacher Log
Instrument 1: Landscaping protocol with Stakeholder Agencies (staff burden in Head Start (HS) grantee and community-based child care agencies)
Instrument 20: Coach Log
Instrument 21: Implementation fidelity observation protocol (teacher burden)
Instrument 22: Interview/Focus group protocol (administrator, teacher/assistant teacher and coach burden)
Instrument 2: Screening protocol for phone calls (HS and community-based child care center staff burden)
Instrument 2: Screening protocol for phone calls (staff burden in HS grantees and community-based child care agencies)
Instrument 3: Protocol for in-person visits for screening and recruitment activities (staff burden in HS grantees and community-based child care agencies)
Instrument 3: Protocol for in-person visits for screening and recruitment activities (staff burden in HS grantees and community-based child care agencies)
Instrument 4: Baseline administrator survey
Instrument 5: Baseline teacher/assistant teacher survey
Instrument 7: Baseline classroom observation protocol (teacher burden)
Instrument 8: Baseline parent/guardian information form
Instrument 9: Baseline protocol for child assessments (child burden)
Insturment 6: Baseline coach survey

  Total Request Previously Approved Change Due to New Statute Change Due to Agency Discretion Change Due to Adjustment in Estimate Change Due to Potential Violation of the PRA
Annual Number of Responses 26,142 24,821 0 -777 2,098 0
Annual Time Burden (Hours) 7,850 8,418 0 -778 210 0
Annual Cost Burden (Dollars) 0 0 0 0 0 0
Yes
Miscellaneous Actions
Yes
Miscellaneous Actions
The following are key reasons for program changes in burden. These adjustments are being made based upon insights from the pilot study, as well as due to COVID-19 circumstances: • A different sample size of centers, administrators, teachers, and coaches in the impact evaluation and process study in order to achieve sufficient sample sizes of children; • Addition of a second timepoint of data collection for the teacher reports to questions about children, if COVID-19 precludes in-person data collection; • Addition of one new instrument to collect parent report of children’s skills and behaviors, if COVID-19 precludes in-person data collection; and • Addition of one new instrument in anticipation of COVID-19 necessitating further information gathering to contextualize findings from the impact evaluation and process study.

$5,900,000
No
    Yes
    No
No
No
No
Yes
Molly Buck 202 205-4724 mary.buck@acf.hhs.gov

  No

On behalf of this Federal agency, I certify that the collection of information encompassed by this request complies with 5 CFR 1320.9 and the related provisions of 5 CFR 1320.8(b)(3).
The following is a summary of the topics, regarding the proposed collection of information, that the certification covers:
 
 
 
 
 
 
 
    (i) Why the information is being collected;
    (ii) Use of information;
    (iii) Burden estimate;
    (iv) Nature of response (voluntary, required for a benefit, or mandatory);
    (v) Nature and extent of confidentiality; and
    (vi) Need to display currently valid OMB control number;
 
 
 
If you are unable to certify compliance with any of these provisions, identify the item by leaving the box unchecked and explain the reason in the Supporting Statement.
04/29/2021


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