Federal Register / Vol. 86, No. 43 / Monday, March 8, 2021 / Notices 13347 

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: Title I, Part A 

Accountability Waiver Requests for 

School Year 2020–2021. 

OMB Control Number: 1810–NEW. 

Type of Review: New collection. 

Respondents/Affected Public: State, 

Local, and Tribal Governments. 

Total Estimated Number of Annual 

Responses: 53. 

Total Estimated Number of Annual 

Burden Hours: 159. 

Abstract: On February 22, 2021 the 

U.S. Department of Education (the 

Department) invited waivers for the 

2020–2021 school year of 

accountability, school identification, 

and related reporting requirements 

under Title I of the Elementary and 

Secondary Education Act of 1965, as 

amended by the Every Student Succeeds 

Act (ESEA), pursuant to the 

Department’s authority under section 

8401 of the ESEA. The purpose for this 

new collection is collect waiver requests 

from each State education agency 

wishing to use the provided waiver 

template. 

Additional Information: The 

Department is providing a streamlined 

process for SEA waiver requests that 

will speed the process for both the SEA 

and the Department and help ensure 

State and local staff are able to maintain 

focus on the pressing needs of students. 

Any additional delay will have a 

negative impact on schools and 

students. In order to reduce the burden 

on States, the Department has created an 

optional template for States to collect 

the information required under ESEA 

section 8401 to request waivers of 

accountability, school identification, 

and related reporting requirements. The 

optional template requests only 

information that is required under ESEA 

section 8401. 

Dated: March 3, 2021. 

Kate Mullan, 

PRA Coordinator, Strategic Collections and 

Clearance Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2021–04703 Filed 3–5–21; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2020–SCC–0189] 

Agency Information Collection 

Activities; Submission to the Office of 

Management and Budget for Review 

and approval; Comment Request; 

Impact Evaluation of Teacher 

Residency Programs 

AGENCY: Institute of Educational 

Science, Department of Education (ED). 

ACTION: Notice. 

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 April 7, 

2021. 

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 ICDocketmgr@ed.gov. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Meredith 

Bachman, 202–245–7494. 

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 Teacher Residency Programs. 

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: 467. 

Total Estimated Number of Annual 

Burden Hours: 117. 

Abstract: The U.S. Department of 

Education (ED)’s Institute of Education 

Sciences (IES) requests clearance for 

data collection activities to support a 

study of teacher residency programs. 

Teacher residency programs aim to 

better prepare new teachers by 

combining education coursework with 

extensive on-the-job training. Program 

participants complete a full-year 

apprenticeship, or ‘‘residency,’’ under 

the supervision of an experienced 

mentor teacher before they become 

teachers of record. The programs help 

meet the needs of their partner districts 

by preparing teachers to fill shortages in 

high-needs schools and subjects. They 

offer financial support for residents in 

exchange for a commitment to teach for 

at least three to five years in the district, 

in an effort to improve teacher retention. 

This financial support may also help 

expand the pool of teacher candidates 

by encouraging people to enter the 

profession who might be deterred by the 

cost of a traditional teacher preparation 

program. This request covers collection 

of classroom rosters from schools to 

randomly assign students to teachers 

and to monitor any movement between 

study classes during the school year. A 

future request will cover all remaining 

instruments and data collection 

activities. 


jbell on DSKJLSW7X2PROD with NOTICES
13348 Federal Register / Vol. 86, No. 43 / Monday, March 8, 2021 / Notices 

Dated: March 3, 2021. 

Stephanie Valentine, 

PRA Coordinator, Strategic Collections and 

Clearance Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2021–04704 Filed 3–5–21; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Technical Assistance and 

Dissemination To Improve Services 

and Results for Children With 

Disabilities—National Center for 

Students With Disabilities Who 

Require Intensive Intervention 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for new awards for fiscal 

year (FY) 2021 for a National Center for 

Students with Disabilities Who Require 

Intensive Intervention, Assistance 

Listing Number 84.326Q. This notice 

relates to the approved information 

collection under OMB control number 

1820–0028. 

DATES: 

Applications Available: March 8, 

2021. 

Deadline for Transmittal of 

Applications: April 22, 2021. 

Deadline for Intergovernmental 

Review: June 21, 2021. 

Pre-Application Webinar Information: 

No later than March 15, 2021, the Office 

of Special Education Programs (OSEP) 

will post pre-recorded informational 

webinars designed to provide technical 

assistance (TA) to interested applicants. 

The webinars may be found at 

www2.ed.gov/fund/grant/apply/osep/ 

new-osep-grants.html. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 13, 2019 

(84 FR 3768), and available at 

www.govinfo.gov/content/pkg/FR-2019- 

02-13/pdf/2019-02206.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Celia Rosenquist, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5158, Potomac Center Plaza, 

Washington, DC 20202–5076. 

Telephone: (202) 245–7373. Email: 

Celia.Rosenquist@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

Service (FRS), toll free, at 1–800–877– 

8339. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purpose of 

the Technical Assistance and 

Dissemination to Improve Services and 

Results for Children with Disabilities 

program is to promote academic 

achievement and to improve results for 

children with disabilities by providing 

TA, supporting model demonstration 

projects, disseminating useful 

information, and implementing 

activities that are supported by 

scientifically based research. 

Priority: This competition includes 

one absolute priority. In accordance 

with 34 CFR 75.105(b)(2)(v), this 

priority is from allowable activities 

specified in sections 663 and 681(d) of 

the Individuals with Disabilities 

Education Act (IDEA); 20 U.S.C. 1463 

and 1481(d)). 

Absolute Priority: For FY 2021 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an absolute priority. Under 34 

CFR 75.105(c)(3), we consider only 

applications that meet this priority. 

This priority is: 

National Center for Students with 

Disabilities Who Require Intensive 

Intervention. 

Background: 

Across all disability categories, there 

is a group of students who do not make 

expected progress when standardized 

evidence-based interventions are 

implemented with fidelity and who, 

therefore, require intensive intervention. 

Intensive interventions are interventions 

and services provided under IDEA that 

are individually designed by 

systematically adjusting intervention 

components, such as duration, 

frequency, strength, alignment, and 

comprehensiveness, to address a 

student’s unique, severe, and persistent 

learning or behavior, or both learning 

and behavior, difficulties. A significant 

challenge for State educational agencies 

(SEAs) and local educational agencies 

(LEAs) is supporting schools and 

educators in implementing 

interventions for students with 

disabilities who have severe and 

persistent learning or behavior 

difficulties who require intensive 

specialized instruction (‘‘students who 

require intensive intervention’’) to 

succeed in school and be prepared for 

postsecondary opportunities. 

Incorporating intensive intervention in 

systems of academic and behavioral 

instruction and intervention presents 

challenges due to the complexity of 

intensive intervention and the needed 

professional development and 

organizational resources to effectively 

support its implementation (e.g., 

Berkeley et al., 2020; Briesch at al., 

2019). 

Addressing the complex needs of 

students who require intensive 

intervention has presented a significant 

challenge to SEAs and LEAs in several 

areas. An ongoing need of SEAs and 

LEAs has been identifying and 

implementing evidence-based 

interventions, especially intensive 

intervention. Academic data reveals 

long-standing significant achievement 

gaps for students with disabilities (e.g., 

National Assessment of Educational 

Progress; see Sparks, 2018). In addition 

to the academic data, it has been welldocumented that students with 

persistent learning or behavior 

difficulties are at increased risk of being 

suspended, expelled, or arrested as well 

as experience other challenges that can 

severely limit their academic success 

and postsecondary options (e.g., 

Brobbey, 2018; Mitchell et al., 2019). 

Another area of challenge for SEAs and 

LEAs is that systems of academic and 

behavioral instruction and intervention 

are often developed and implemented in 

a parallel and non-integrated manner. 

For example, SEAs and LEAs may have 

adopted over time separate tiered 

frameworks to address academic or 

behavioral instruction and intervention 

which may have resulted in differing 

implementation approaches as well as 

varying levels of resources such as 

funding, professional development 

opportunities, prioritization by 

leadership, or hiring of personnel. 

Moreover, such an approach does not 

recognize that academic and behavioral 

needs often co-occur and influence one 

another and can limit the effectiveness 

of intensive intervention. 

Compounding the concern of longstanding significant academic 

achievement gaps and behavioral 

challenges for students with disabilities 

is the impact of the novel coronavirus 

2019 (COVID–19) pandemic, the longterm effects of which are unknown. 

Families, educators, administrators, and 

other stakeholders have voiced concerns 

that the disruption in typical instruction 

due to the COVID–19 pandemic will 

have a disproportionate negative impact 

on students who require intensive 

intervention (e.g., Jones et al., 2020) as 

well as English learners (e.g., U.S. 

Government Accountability Office, 


jbell on DSKJLSW7X2PROD with NOTICES