Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and approval; Comment Request; Impact Evaluation of Teacher Residency Programs, 13347-13348 [2021-04704]
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jbell on DSKJLSW7X2PROD with NOTICES
Federal Register / Vol. 86, No. 43 / Monday, March 8, 2021 / Notices
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. ED is
soliciting comments on the proposed
information collection request (ICR) that
is described below. The Department of
Education 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: Title I, Part A
Accountability Waiver Requests for
School Year 2020–2021.
OMB Control Number: 1810–NEW.
Type of Review: New collection.
Respondents/Affected Public: State,
Local, and Tribal Governments.
Total Estimated Number of Annual
Responses: 53.
Total Estimated Number of Annual
Burden Hours: 159.
Abstract: On February 22, 2021 the
U.S. Department of Education (the
Department) invited waivers for the
2020–2021 school year of
accountability, school identification,
and related reporting requirements
under Title I of the Elementary and
Secondary Education Act of 1965, as
amended by the Every Student Succeeds
Act (ESEA), pursuant to the
Department’s authority under section
8401 of the ESEA. The purpose for this
new collection is collect waiver requests
from each State education agency
wishing to use the provided waiver
template.
Additional Information: The
Department is providing a streamlined
process for SEA waiver requests that
will speed the process for both the SEA
and the Department and help ensure
State and local staff are able to maintain
focus on the pressing needs of students.
Any additional delay will have a
negative impact on schools and
students. In order to reduce the burden
on States, the Department has created an
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optional template for States to collect
the information required under ESEA
section 8401 to request waivers of
accountability, school identification,
and related reporting requirements. The
optional template requests only
information that is required under ESEA
section 8401.
Dated: March 3, 2021.
Kate Mullan,
PRA Coordinator, Strategic Collections and
Clearance Governance and Strategy Division,
Office of Chief Data Officer, Office of
Planning, Evaluation and Policy
Development.
[FR Doc. 2021–04703 Filed 3–5–21; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2020–SCC–0189]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and approval; Comment Request;
Impact Evaluation of Teacher
Residency Programs
Institute of Educational
Science, Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act of 1995, ED is
proposing a new information collection.
DATES: Interested persons are invited to
submit comments on or before April 7,
2021.
ADDRESSES: Written comments and
recommendations for proposed
information collection requests should
be sent within 30 days of publication of
this notice to www.reginfo.gov/public/
do/PRAMain. Find this information
collection request by selecting
‘‘Department of Education’’ under
‘‘Currently Under Review,’’ then check
‘‘Only Show ICR for Public Comment’’
checkbox. Comments may also be sent
to ICDocketmgr@ed.gov.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Meredith
Bachman, 202–245–7494.
SUPPLEMENTARY INFORMATION: The
Department of Education (ED), 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
SUMMARY:
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13347
Department’s information collection
requirements and provide the requested
data in the desired format. ED is
soliciting comments on the proposed
information collection request (ICR) that
is described below. The Department of
Education 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: Impact Evaluation
of Teacher Residency Programs.
OMB Control Number: 1850–NEW.
Type of Review: A new information
collection.
Respondents/Affected Public: State,
Local, and Tribal Governments.
Total Estimated Number of Annual
Responses: 467.
Total Estimated Number of Annual
Burden Hours: 117.
Abstract: The U.S. Department of
Education (ED)’s Institute of Education
Sciences (IES) requests clearance for
data collection activities to support a
study of teacher residency programs.
Teacher residency programs aim to
better prepare new teachers by
combining education coursework with
extensive on-the-job training. Program
participants complete a full-year
apprenticeship, or ‘‘residency,’’ under
the supervision of an experienced
mentor teacher before they become
teachers of record. The programs help
meet the needs of their partner districts
by preparing teachers to fill shortages in
high-needs schools and subjects. They
offer financial support for residents in
exchange for a commitment to teach for
at least three to five years in the district,
in an effort to improve teacher retention.
This financial support may also help
expand the pool of teacher candidates
by encouraging people to enter the
profession who might be deterred by the
cost of a traditional teacher preparation
program. This request covers collection
of classroom rosters from schools to
randomly assign students to teachers
and to monitor any movement between
study classes during the school year. A
future request will cover all remaining
instruments and data collection
activities.
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13348
Federal Register / Vol. 86, No. 43 / Monday, March 8, 2021 / Notices
Dated: March 3, 2021.
Stephanie Valentine,
PRA Coordinator, Strategic Collections and
Clearance Governance and Strategy Division,
Office of Chief Data Officer, Office of
Planning, Evaluation and Policy
Development.
If you use a telecommunications
device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay
Service (FRS), toll free, at 1–800–877–
8339.
SUPPLEMENTARY INFORMATION:
[FR Doc. 2021–04704 Filed 3–5–21; 8:45 am]
Full Text of Announcement
BILLING CODE 4000–01–P
I. Funding Opportunity Description
Purpose of Program: The purpose of
the Technical Assistance and
Dissemination to Improve Services and
Results for Children with Disabilities
program is to promote academic
achievement and to improve results for
children with disabilities by providing
TA, supporting model demonstration
projects, disseminating useful
information, and implementing
activities that are supported by
scientifically based research.
Priority: This competition includes
one absolute priority. In accordance
with 34 CFR 75.105(b)(2)(v), this
priority is from allowable activities
specified in sections 663 and 681(d) of
the Individuals with Disabilities
Education Act (IDEA); 20 U.S.C. 1463
and 1481(d)).
Absolute Priority: For FY 2021 and
any subsequent year in which we make
awards from the list of unfunded
applications from this competition, this
priority is an absolute priority. Under 34
CFR 75.105(c)(3), we consider only
applications that meet this priority.
This priority is:
National Center for Students with
Disabilities Who Require Intensive
Intervention.
Background:
Across all disability categories, there
is a group of students who do not make
expected progress when standardized
evidence-based interventions are
implemented with fidelity and who,
therefore, require intensive intervention.
Intensive interventions are interventions
and services provided under IDEA that
are individually designed by
systematically adjusting intervention
components, such as duration,
frequency, strength, alignment, and
comprehensiveness, to address a
student’s unique, severe, and persistent
learning or behavior, or both learning
and behavior, difficulties. A significant
challenge for State educational agencies
(SEAs) and local educational agencies
(LEAs) is supporting schools and
educators in implementing
interventions for students with
disabilities who have severe and
persistent learning or behavior
difficulties who require intensive
specialized instruction (‘‘students who
require intensive intervention’’) to
succeed in school and be prepared for
DEPARTMENT OF EDUCATION
Applications for New Awards;
Technical Assistance and
Dissemination To Improve Services
and Results for Children With
Disabilities—National Center for
Students With Disabilities Who
Require Intensive Intervention
Office of Special Education and
Rehabilitative Services, Department of
Education.
ACTION: Notice.
AGENCY:
The Department of Education
(Department) is issuing a notice inviting
applications for new awards for fiscal
year (FY) 2021 for a National Center for
Students with Disabilities Who Require
Intensive Intervention, Assistance
Listing Number 84.326Q. This notice
relates to the approved information
collection under OMB control number
1820–0028.
DATES:
Applications Available: March 8,
2021.
Deadline for Transmittal of
Applications: April 22, 2021.
Deadline for Intergovernmental
Review: June 21, 2021.
Pre-Application Webinar Information:
No later than March 15, 2021, the Office
of Special Education Programs (OSEP)
will post pre-recorded informational
webinars designed to provide technical
assistance (TA) to interested applicants.
The webinars may be found at
www2.ed.gov/fund/grant/apply/osep/
new-osep-grants.html.
ADDRESSES: For the addresses for
obtaining and submitting an
application, please refer to our Common
Instructions for Applicants to
Department of Education Discretionary
Grant Programs, published in the
Federal Register on February 13, 2019
(84 FR 3768), and available at
www.govinfo.gov/content/pkg/FR-201902-13/pdf/2019-02206.pdf.
FOR FURTHER INFORMATION CONTACT:
Celia Rosenquist, U.S. Department of
Education, 400 Maryland Avenue SW,
Room 5158, Potomac Center Plaza,
Washington, DC 20202–5076.
Telephone: (202) 245–7373. Email:
Celia.Rosenquist@ed.gov.
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SUMMARY:
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postsecondary opportunities.
Incorporating intensive intervention in
systems of academic and behavioral
instruction and intervention presents
challenges due to the complexity of
intensive intervention and the needed
professional development and
organizational resources to effectively
support its implementation (e.g.,
Berkeley et al., 2020; Briesch at al.,
2019).
Addressing the complex needs of
students who require intensive
intervention has presented a significant
challenge to SEAs and LEAs in several
areas. An ongoing need of SEAs and
LEAs has been identifying and
implementing evidence-based
interventions, especially intensive
intervention. Academic data reveals
long-standing significant achievement
gaps for students with disabilities (e.g.,
National Assessment of Educational
Progress; see Sparks, 2018). In addition
to the academic data, it has been welldocumented that students with
persistent learning or behavior
difficulties are at increased risk of being
suspended, expelled, or arrested as well
as experience other challenges that can
severely limit their academic success
and postsecondary options (e.g.,
Brobbey, 2018; Mitchell et al., 2019).
Another area of challenge for SEAs and
LEAs is that systems of academic and
behavioral instruction and intervention
are often developed and implemented in
a parallel and non-integrated manner.
For example, SEAs and LEAs may have
adopted over time separate tiered
frameworks to address academic or
behavioral instruction and intervention
which may have resulted in differing
implementation approaches as well as
varying levels of resources such as
funding, professional development
opportunities, prioritization by
leadership, or hiring of personnel.
Moreover, such an approach does not
recognize that academic and behavioral
needs often co-occur and influence one
another and can limit the effectiveness
of intensive intervention.
Compounding the concern of longstanding significant academic
achievement gaps and behavioral
challenges for students with disabilities
is the impact of the novel coronavirus
2019 (COVID–19) pandemic, the longterm effects of which are unknown.
Families, educators, administrators, and
other stakeholders have voiced concerns
that the disruption in typical instruction
due to the COVID–19 pandemic will
have a disproportionate negative impact
on students who require intensive
intervention (e.g., Jones et al., 2020) as
well as English learners (e.g., U.S.
Government Accountability Office,
E:\FR\FM\08MRN1.SGM
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]]>Agencies
[Federal Register Volume 86, Number 43 (Monday, March 8, 2021)]
[Notices]
[Pages 13347-13348]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-04704]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2020-SCC-0189]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and approval; Comment
Request; Impact Evaluation of Teacher Residency Programs
AGENCY: Institute of Educational Science, Department of Education (ED).
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: In accordance with the Paperwork Reduction Act of 1995, ED is
proposing a new information collection.
DATES: Interested persons are invited to submit comments on or before
April 7, 2021.
ADDRESSES: Written comments and recommendations for proposed
information collection requests should be sent within 30 days of
publication of this notice to www.reginfo.gov/public/do/PRAMain. Find
this information collection request by selecting ``Department of
Education'' under ``Currently Under Review,'' then check ``Only Show
ICR for Public Comment'' checkbox. Comments may also be sent to
[email protected].
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Meredith Bachman, 202-245-7494.
SUPPLEMENTARY INFORMATION: The Department of Education (ED), 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. ED is soliciting comments on the proposed
information collection request (ICR) that is described below. The
Department of Education 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: Impact Evaluation of Teacher Residency
Programs.
OMB Control Number: 1850-NEW.
Type of Review: A new information collection.
Respondents/Affected Public: State, Local, and Tribal Governments.
Total Estimated Number of Annual Responses: 467.
Total Estimated Number of Annual Burden Hours: 117.
Abstract: The U.S. Department of Education (ED)'s Institute of
Education Sciences (IES) requests clearance for data collection
activities to support a study of teacher residency programs. Teacher
residency programs aim to better prepare new teachers by combining
education coursework with extensive on-the-job training. Program
participants complete a full-year apprenticeship, or ``residency,''
under the supervision of an experienced mentor teacher before they
become teachers of record. The programs help meet the needs of their
partner districts by preparing teachers to fill shortages in high-needs
schools and subjects. They offer financial support for residents in
exchange for a commitment to teach for at least three to five years in
the district, in an effort to improve teacher retention. This financial
support may also help expand the pool of teacher candidates by
encouraging people to enter the profession who might be deterred by the
cost of a traditional teacher preparation program. This request covers
collection of classroom rosters from schools to randomly assign
students to teachers and to monitor any movement between study classes
during the school year. A future request will cover all remaining
instruments and data collection activities.
[[Page 13348]]
Dated: March 3, 2021.
Stephanie Valentine,
PRA Coordinator, Strategic Collections and Clearance Governance and
Strategy Division, Office of Chief Data Officer, Office of Planning,
Evaluation and Policy Development.
[FR Doc. 2021-04704 Filed 3-5-21; 8:45 am]
BILLING CODE 4000-01-P
