[Federal Register Volume 88, Number 63 (Monday, April 3, 2023)]
[Notices]
[Pages 19630-19631]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-06785]


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DEPARTMENT OF EDUCATION

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


Agency Information Collection Activities; Submission to the 
Office of Management and Budget for Review and Approval; 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 (PRA) of 1995, 
the Department is proposing a new information collection request (ICR).

DATES: Interested persons are invited to submit comments on or before 
May 3, 2023.

ADDRESSES: Written comments and recommendations for proposed 
information collection requests should be submitted within 30 days of 
publication of this notice. Click on this link www.reginfo.gov/public/do/PRAMain to access the site. Find this information collection request 
(ICR) by selecting ``Department of Education'' under ``Currently Under 
Review,'' then check the ``Only Show ICR for Public Comment'' checkbox. 
Reginfo.gov provides two links to view documents related to this 
information collection request. Information collection forms and 
instructions may be found by clicking on the ``View Information 
Collection (IC) List'' link. Supporting statements and other supporting 
documentation may be found by clicking on the ``View Supporting 
Statement and Other Documents'' link.

FOR FURTHER INFORMATION CONTACT: For specific questions related to 
collection activities, please contact Yumiko Sekino, (202) 374-0936.

SUPPLEMENTARY INFORMATION: The Department is especially interested in 
public comment addressing the

[[Page 19631]]

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: New ICR.
    Respondents/Affected Public: State, Local, and Tribal Governments.
    Total Estimated Number of Annual Responses: 2,069.
    Total Estimated Number of Annual Burden Hours: 1,257.
    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: March 28, 2023.
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. 2023-06785 Filed 3-31-23; 8:45 am]
BILLING CODE 4000-01-P