Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School, 73264 [2021-28061]
Download as PDF
<![CDATA[
73264
Federal Register / Vol. 86, No. 245 / Monday, December 27, 2021 / Notices
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: International
Resource Information System (IRIS).
OMB Control Number: 1840–0759.
Type of Review: Extension without
change of a currently approved
collection.
Respondents/Affected Public: Private
Sector; Individuals or Households;
Federal Government.
Total Estimated Number of Annual
Responses: 6,596.
Total Estimated Number of Annual
Burden Hours: 35,712.
Abstract: Information Resource
Information System (IRIS) is an online
performance reporting system for
grantees of International and Foreign
Language Education (IFLE) programs.
The site also allows for IFLE program
officers to process overseas language
requests, travel authorization requests,
and grant activation requests. IRIS keeps
a record of these requests and also of
Foreign Language and Area Studies
(FLAS) Fellowship recipients and
grantee performance reports.
Dated: December 20, 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. 2021–27933 Filed 12–23–21; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
khammond on DSKJM1Z7X2PROD with NOTICES
[Docket No.: ED–2021–SCC–0124]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; Comment Request;
Impact Evaluation of Training in MultiTiered Systems of Support for Reading
in Early Elementary School
Institute of Education Sciences
(IES), Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act of 1995, ED is
SUMMARY:
VerDate Sep<11>2014
19:11 Dec 23, 2021
Jkt 256001
proposing a revision of a currently
approved collection.
DATES: Interested persons are invited to
submit comments on or before January
26, 2022.
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 Lauren Angelo,
202–245–7474.
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 Training in Multi-Tiered Systems of
Support for Reading in Early Elementary
School.
OMB Control Number: 1850–0953.
Type of Review: A revision of a
currently approved collection.
Respondents/Affected Public:
Individuals and Households; State,
Local, and Tribal Governments
PO 00000
Frm 00028
Fmt 4703
Sfmt 4703
Total Estimated Number of Annual
Responses: 24,465.
Total Estimated Number of Annual
Burden Hours: 5,301.
Abstract: This study will provide
much needed evidence on strategies to
support US students’ development of
foundational reading skills, essential to
later learning.
A third of US students fail to develop
foundational reading skills by 4th grade
that are necessary to succeed
academically. In addition, the
achievement gap is growing as
demonstrated by The Nation’s Report
Card. To address this, the Every Student
Succeeds Act (ESSA) promotes the use
of evidence-based literacy interventions.
And, the Department of Education (ED)
has made supporting educators with the
knowledge, skills, professional
development, or materials necessary to
improve reading instruction a key
priority. The Individuals with
Disabilities Education Act (IDEA)
similarly encourages high quality
instruction along with better
identification of students needing extra
support to prevent or mitigate student
reading issues.
This study will provide much needed
evidence by evaluating two professional
development strategies for bolstering
core reading instruction and
supplemental supports, guided by data,
within a MTSS–R framework. MTSS–R
is a widely used framework for
providing high-quality reading
instruction for all students, identifying
students needing supplemental or more
intensive supports, and providing these
additional supports for those who need
it.
Dated: December 21, 2021.
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. 2021–28061 Filed 12–23–21; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
Common Instructions for Applicants to
Department of Education Discretionary
Grant Programs
Office for Planning, Evaluation
and Policy Development, Department of
Education.
ACTION: Notice; revised common
instructions.
AGENCY:
On February 13, 2019, the
Department of Education (Department)
published a set of common instructions
SUMMARY:
E:\FR\FM\27DEN1.SGM
27DEN1
]]>Agencies
[Federal Register Volume 86, Number 245 (Monday, December 27, 2021)]
[Notices]
[Page 73264]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-28061]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2021-SCC-0124]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; Comment
Request; Impact Evaluation of Training in Multi-Tiered Systems of
Support for Reading in Early Elementary School
AGENCY: Institute of Education Sciences (IES), Department of Education
(ED).
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: In accordance with the Paperwork Reduction Act of 1995, ED is
proposing a revision of a currently approved collection.
DATES: Interested persons are invited to submit comments on or before
January 26, 2022.
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 Lauren Angelo, 202-245-7474.
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 Training in Multi-Tiered
Systems of Support for Reading in Early Elementary School.
OMB Control Number: 1850-0953.
Type of Review: A revision of a currently approved collection.
Respondents/Affected Public: Individuals and Households; State,
Local, and Tribal Governments
Total Estimated Number of Annual Responses: 24,465.
Total Estimated Number of Annual Burden Hours: 5,301.
Abstract: This study will provide much needed evidence on
strategies to support US students' development of foundational reading
skills, essential to later learning.
A third of US students fail to develop foundational reading skills
by 4th grade that are necessary to succeed academically. In addition,
the achievement gap is growing as demonstrated by The Nation's Report
Card. To address this, the Every Student Succeeds Act (ESSA) promotes
the use of evidence-based literacy interventions. And, the Department
of Education (ED) has made supporting educators with the knowledge,
skills, professional development, or materials necessary to improve
reading instruction a key priority. The Individuals with Disabilities
Education Act (IDEA) similarly encourages high quality instruction
along with better identification of students needing extra support to
prevent or mitigate student reading issues.
This study will provide much needed evidence by evaluating two
professional development strategies for bolstering core reading
instruction and supplemental supports, guided by data, within a MTSS-R
framework. MTSS-R is a widely used framework for providing high-quality
reading instruction for all students, identifying students needing
supplemental or more intensive supports, and providing these additional
supports for those who need it.
Dated: December 21, 2021.
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. 2021-28061 Filed 12-23-21; 8:45 am]
BILLING CODE 4000-01-P
