[Federal Register Volume 86, Number 245 (Monday, December 27, 2021)]
[Notices]
[Page 73264]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-28061]


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DEPARTMENT OF EDUCATION

[Docket No.: ED-2021-SCC-0124]


Agency Information Collection Activities; Submission to the 
Office of Management and Budget for Review and Approval; Comment 
Request; Impact Evaluation of Training in Multi-Tiered Systems of 
Support for Reading in Early Elementary School

AGENCY: Institute of Education Sciences (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 
January 26, 2022.

ADDRESSES: Written comments and recommendations for proposed 
information collection requests should be sent within 30 days of 
publication of this notice to www.reginfo.gov/public/do/PRAMain. Find 
this information collection request by selecting ``Department of 
Education'' under ``Currently Under Review,'' then check ``Only Show 
ICR for Public Comment'' checkbox. Comments may also be sent to 
[email protected].

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 
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: 24,465.
    Total Estimated Number of Annual Burden Hours: 5,301.
    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: December 21, 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. 2021-28061 Filed 12-23-21; 8:45 am]
BILLING CODE 4000-01-P