[Federal Register Volume 79, Number 94 (Thursday, May 15, 2014)]
[Notices]
[Pages 27866-27867]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2014-11122]


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DEPARTMENT OF EDUCATION

[Docket No.: ED-2014-ICCD-0073]


Agency Information Collection Activities; Comment Request; Case 
Studies of the Implementation of Kindergarten Entry Assessments

AGENCY: Department of Education (ED), Office of Planning, Evaluation 
and Policy Development (OPEPD).

ACTION: Notice.

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SUMMARY: In accordance with the Paperwork Reduction Act of 1995 (44 
U.S.C. chapter 3501 et seq.), ED is proposing a new information 
collection.

DATES: Interested persons are invited to submit comments on or before 
July 14, 2014.

ADDRESSES: Comments submitted in response to this notice should be 
submitted electronically through the Federal eRulemaking Portal at 
http://www.regulations.gov by selecting Docket ID number ED-2014-ICCD-
0073 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 note 
that comments submitted by fax or email and those submitted after the 
comment period will not be accepted; ED will only accept comments 
during the comment period in this mailbox when the regulations.gov site 
is not available. Written requests for information or comments 
submitted by postal mail or delivery should be addressed to the 
Director of the Information Collection Clearance Division, U.S. 
Department of Education, 400 Maryland Avenue SW., LBJ, Mailstop L-OM-2-
2E319, Room 2E103, Washington, DC 20202.

FOR FURTHER INFORMATION CONTACT: For specific questions related to 
collection activities, please contact Erica Lee, 202-260-1463.

SUPPLEMENTARY INFORMATION: The Department of Education (ED), in 
accordance with the Paperwork

[[Page 27867]]

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: Case Studies of the Implementation of 
Kindergarten Entry Assessments.
    OMB Control Number: 1875-NEW.
    Type of Review: A new information collection.
    Respondents/Affected Public: State, Local, or Tribal Governments.
    Total Estimated Number of Annual Responses: 240.
    Total Estimated Number of Annual Burden Hours: 230.
    Abstract: In the past decade, interest has increased in 
implementing Kindergarten Entry Assessments (KEAs) to better understand 
individual children's strengths and needs, plan instruction, pinpoint 
areas for program improvement and staff development, and evaluate the 
effectiveness of prekindergarten (PreK) programs to inform program 
planning and improvement. The purpose of the Kindergarten Entry 
Assessments implementation case studies is to document the processes, 
accomplishments, challenges, and solutions of four states implementing 
KEAs, and to share what state, district, and school personnel have 
learned with federal and state policymakers, and practitioners in the 
field. These findings will support the technical assistance efforts of 
the U.S. Department of Education (the Department) regarding the 
implementation of KEAs across the nation. This information collection 
consists of interview and observation protocols for case studies of the 
implementation of Kindergarten Entry Assessments in 24 schools within 
12 districts within 4 states.

    Dated: May 9, 2014.
Kate Mullan,
Acting Director, Information Collection Clearance Division, Privacy, 
Information and Records Management Services, Office of Management.
[FR Doc. 2014-11122 Filed 5-14-14; 8:45 am]
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