[Federal Register Volume 87, Number 215 (Tuesday, November 8, 2022)]
[Notices]
[Page 67458]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-24364]


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DEPARTMENT OF EDUCATION

[Docket No.: ED-2022-SCC-0139]


Agency Information Collection Activities; Comment Request; 
Evaluation of Transition Supports for Youth With Disabilities

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 new information collection.

DATES: Interested persons are invited to submit comments on or before 
January 9, 2023.

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-2022-SCC-0139. 
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 Yumiko Sekino, 202-374-0936.

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: Evaluation of Transition Supports for Youth 
with Disabilities.
    OMB Control Number: 1850-NEW.
    Type of Review: A new information collection.
    Respondents/Affected Public: State, local, and Tribal governments.
    Total Estimated Number of Annual Responses: 2,096.
    Total Estimated Number of Annual Burden Hours: 937.
    Abstract: This study will examine the effectiveness, 
implementation, and costs of two new strategies for supporting youth 
with disabilities and their families to prepare for a successful 
transition from high school to adult life. The first strategy is based 
on a model of self-determination instruction designed to help students 
develop skills such as goal setting, decision making, planning and 
apply those skills to plan and pursue their transition goals. The 
second strategy not only teaches self-determination skills but also 
provides individual mentoring to help students engage in and take 
active steps toward their post-school goals. The study will compare the 
intermediate and post-school outcomes for approximately 3,000 students 
who have an individualized education program and are approximately two 
years from high school graduation. Participating students in up to 100 
schools and 16 districts will be randomly assigned to receive one of 
the study's strategies or continue with the regular transition supports 
they receive from their school.

    Dated: November 3, 2022.
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. 2022-24364 Filed 11-7-22; 8:45 am]
BILLING CODE 4000-01-P