Notice2021-17500
Agency Information Collection Activities; Comment Request; Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
August 16, 2021
Issuing agencies
Education Department
Abstract
In accordance with the Paperwork Reduction Act of 1995, ED is proposing a revision of a currently approved collection.
Full Text
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<title>Federal Register, Volume 86 Issue 155 (Monday, August 16, 2021)</title>
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[Federal Register Volume 86, Number 155 (Monday, August 16, 2021)]
[Notices]
[Pages 45713-45714]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2021-17500]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2021-SCC-0124]
Agency Information Collection Activities; Comment Request; Impact
Evaluation of Training in Multi-Tiered Systems of Support for Reading
in Early Elementary School
AGENCY: Institute of Educational Science (IES), Department of Education
(ED).
ACTION: Notice.
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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
October 15, 2021.
ADDRESSES: To access and review all the documents related to the
information collection listed in this notice, please use <a href="http://www.regulations.gov">http://www.regulations.gov</a> by searching the Docket ID number ED-2021-SCC-0124.
Comments submitted in response to this notice should be submitted
electronically through the Federal eRulemaking Portal at <a href="http://www.regulations.gov">http://www.regulations.gov</a> by selecting the Docket ID number or via postal
mail, commercial delivery, or hand delivery. If the <a href="http://regulations.gov">regulations.gov</a>
site is not available to the public for any reason, ED will temporarily
accept comments at <a href="/cdn-cgi/l/email-protection#5b12181f3438303e2f163c291b3e3f753c342d"><span class="__cf_email__" data-cfemail="216862654e424a44556c46536144450f464e57">[email protected]</span></a>. 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 Lauren Angelo, 202-245-7474.
SUPPLEMENTARY INFORMATION: The Department of Education (ED), in
[[Page 45714]]
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: 24,480.
Total Estimated Number of Annual Burden Hours: 5,413.
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: August 11, 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. 2021-17500 Filed 8-13-21; 8:45 am]
BILLING CODE 4000-01-P
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