[Federal Register Volume 79, Number 176 (Thursday, September 11, 2014)]
[Notices]
[Pages 54271-54272]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2014-21592]


=======================================================================
-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION

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


Agency Information Collection Activities; Submission to the 
Office of Management and Budget for Review and Approval; Comment 
Request; Case Studies of the Implementation of Kindergarten Entry 
Assessments

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

ACTION: Notice.

-----------------------------------------------------------------------

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 
October 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

[[Page 54272]]

Information Collection Clearance Division, U.S. Department of 
Education, 400 Maryland Avenue SW., LBJ, Mailstop L-OM-2-2E319, Room 
2E105, 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 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: 95.
    Total Estimated Number of Annual Burden Hours: 89.
    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: September 5, 2014.
Stephanie Valentine,
Acting Director, Information Collection Clearance Division, Privacy, 
Information and Records Management Services, Office of Management.
[FR Doc. 2014-21592 Filed 9-10-14; 8:45 am]
BILLING CODE 4000-01-P