[Federal Register Volume 89, Number 62 (Friday, March 29, 2024)]
[Notices]
[Pages 22133-22134]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-06753]


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

DEPARTMENT OF EDUCATION

[Docket No.: ED-2024-SCC-0053]


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.

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

SUMMARY: In accordance with the Paperwork Reduction Act (PRA) of 1995, 
the Department is proposing a revision of a currently approved 
information collection request (ICR).

DATES: Interested persons are invited to submit comments on or before 
June 28, 2024.

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-2024-SCC-0053. 
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, the Department 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 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 Manager of the Strategic 
Collections and Clearance Governance and Strategy Division, U.S. 
Department of Education, 400 Maryland Ave. SW, LBJ, Room 6W203, 
Washington, DC 20202-8240.

FOR FURTHER INFORMATION CONTACT: For specific questions related to 
collection activities, please contact Yumiko Sekino, 202-453-7380.

SUPPLEMENTARY INFORMATION: The Department, 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

[[Page 22134]]

requirements and provide the requested data in the desired format. The 
Department is soliciting comments on the proposed information 
collection request (ICR) that is described below. The Department 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: 1850-0979.
    Type of Review: A revision of a currently approved ICR.
    Respondents/Affected Public: State, Local, and Tribal Governments.
    Total Estimated Number of Annual Responses: 6,090.
    Total Estimated Number of Annual Burden Hours: 2,924.
    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. This revised information collection 
request adds instruments to measure outcomes and assess the 
implementation and cost-effectiveness of each strategy.

    Dated: March 26, 2024.
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. 2024-06753 Filed 3-28-24; 8:45 am]
BILLING CODE 4000-01-P