Agency Information Collection Activities; Comment Request; Evaluation of Transition Supports for Youth With Disabilities, 67458 [2022-24364]
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67458
Federal Register / Vol. 87, No. 215 / Tuesday, November 8, 2022 / Notices
Education Opportunity Act of 2008.
Eligible applicants include institutions
of higher education, public or private
agencies, or organizations, including
community-based organizations with
experience in serving disadvantaged
youth, secondary schools, and
combinations of institutions, agencies,
organizations and secondary schools.
The UB and UBMS Program’s
participants must be potential firstgeneration college students, low-income
individuals, or individuals who have
high risk of academic failure and have
a need for academic support in order to
pursue successfully a program of
education beyond high school. Required
services of the UB–UBMS Program
include: (1) academic tutoring; (2)
advice and assistance in secondary and
postsecondary course selection; (3)
preparation for college entrance exams
and completing college admission
applications; (4) information on federal
student financial aid programs
including (a) Federal Pell grant awards,
(b) loan forgiveness, and (c)
scholarships; (5) assistance completing
financial aid applications; (6) guidance
and assistance in: (a) secondary school
reentry, (b) alternative programs for
secondary school drop outs that lead to
the receipt of a regular secondary school
diploma, (c) entry into general
educational development (GED)
programs or (d) entry into
postsecondary education; and (7)
education or counseling services
designed to improve the financial and
economic literacy of students or the
students’ parents, including financial
planning for postsecondary education.
(8) Also, projects funded for at least two
years under the program must provide
instruction in mathematics through precalculus; laboratory science; foreign
language; composition; and literature.
Dated: November 3, 2022.
Kun 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. 2022–24359 Filed 11–7–22; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
lotter on DSK11XQN23PROD with NOTICES1
[Docket No.: ED–2022–SCC–0139]
Agency Information Collection
Activities; Comment Request;
Evaluation of Transition Supports for
Youth With Disabilities
Institute of Education Sciences
(IES), Department of Education (ED).
AGENCY:
VerDate Sep<11>2014
16:56 Nov 07, 2022
Jkt 259001
ACTION:
Notice.
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 January
9, 2023.
ADDRESSES: To access and review all the
documents related to the information
collection listed in this notice, please
use https://www.regulations.gov by
searching the Docket ID number ED–
2022–SCC–0139. Comments submitted
in response to this notice should be
submitted electronically through the
Federal eRulemaking Portal at https://
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,
ED 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 by fax or email and those
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 PRA Coordinator of the
Strategic Collections and Clearance
Governance and Strategy Division, U.S.
Department of Education, 400 Maryland
Ave SW, LBJ, Room 6W208C,
Washington, DC 20202–8240.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Yumiko
Sekino, 202–374–0936.
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;
SUMMARY:
PO 00000
Frm 00023
Fmt 4703
Sfmt 9990
(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
Transition Supports for Youth with
Disabilities.
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: 2,096.
Total Estimated Number of Annual
Burden Hours: 937.
Abstract: This study will examine the
effectiveness, implementation, and costs
of two new strategies for supporting
youth with disabilities and their
families to prepare for a successful
transition from high school to adult life.
The first strategy is based on a model of
self-determination instruction designed
to help students develop skills such as
goal setting, decision making, planning
and apply those skills to plan and
pursue their transition goals. The
second strategy not only teaches selfdetermination skills but also provides
individual mentoring to help students
engage in and take active steps toward
their post-school goals. The study will
compare the intermediate and postschool outcomes for approximately
3,000 students who have an
individualized education program and
are approximately two years from high
school graduation. Participating
students in up to 100 schools and 16
districts will be randomly assigned to
receive one of the study’s strategies or
continue with the regular transition
supports they receive from their school.
Dated: November 3, 2022.
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. 2022–24364 Filed 11–7–22; 8:45 am]
BILLING CODE 4000–01–P
E:\FR\FM\08NON1.SGM
08NON1
]]>Agencies
[Federal Register Volume 87, Number 215 (Tuesday, November 8, 2022)]
[Notices]
[Page 67458]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-24364]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2022-SCC-0139]
Agency Information Collection Activities; Comment Request;
Evaluation of Transition Supports for Youth With Disabilities
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 new information collection.
DATES: Interested persons are invited to submit comments on or before
January 9, 2023.
ADDRESSES: To access and review all the documents related to the
information collection listed in this notice, please use https://www.regulations.gov by searching the Docket ID number ED-2022-SCC-0139.
Comments submitted in response to this notice should be submitted
electronically through the Federal eRulemaking Portal at https://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, ED will temporarily
accept comments at [email protected]. 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 by fax or email and those 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 PRA
Coordinator of the Strategic Collections and Clearance Governance and
Strategy Division, U.S. Department of Education, 400 Maryland Ave SW,
LBJ, Room 6W208C, Washington, DC 20202-8240.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Yumiko Sekino, 202-374-0936.
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: Evaluation of Transition Supports for Youth
with Disabilities.
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: 2,096.
Total Estimated Number of Annual Burden Hours: 937.
Abstract: This study will examine the effectiveness,
implementation, and costs of two new strategies for supporting youth
with disabilities and their families to prepare for a successful
transition from high school to adult life. The first strategy is based
on a model of self-determination instruction designed to help students
develop skills such as goal setting, decision making, planning and
apply those skills to plan and pursue their transition goals. The
second strategy not only teaches self-determination skills but also
provides individual mentoring to help students engage in and take
active steps toward their post-school goals. The study will compare the
intermediate and post-school outcomes for approximately 3,000 students
who have an individualized education program and are approximately two
years from high school graduation. Participating students in up to 100
schools and 16 districts will be randomly assigned to receive one of
the study's strategies or continue with the regular transition supports
they receive from their school.
Dated: November 3, 2022.
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. 2022-24364 Filed 11-7-22; 8:45 am]
BILLING CODE 4000-01-P
