[Federal Register Volume 86, Number 155 (Monday, August 16, 2021)]
[Notices]
[Pages 45713-45714]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[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 http://www.regulations.gov 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 http://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 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