Federal Register / Vol. 87, No. 90 / Tuesday, May 10, 2022 / Notices 27993 

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 Director of the Strategic 

Collections and Clearance Governance 

and Strategy Division, U.S. Department 

of Education, 400 Maryland Ave. SW, 

LBJ, Room 6W201, Washington, DC 

20202–8240. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Carrie Clarady, 

202–245–6347. 

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: NCES System 

Clearance for Cognitive, Pilot, and Field 

Test Studies 2022–2025. 

OMB Control Number: 1850–0803. 

Type of Review: An extension of a 

currently approved information 

collection. 

Respondents/Affected Public: 

Individuals and Households. 

Total Estimated Number of Annual 

Responses: 600,000. 

Total Estimated Number of Annual 

Burden Hours: 240,000. 

Abstract: This is a request for a 3-year 

renewal of the generic clearance to 

allow the National Center for Education 

Statistics (NCES) to continue to develop, 

test, and improve its survey and 

assessment instruments and 

methodologies. The procedures utilized 

to this effect include but are not limited 

to experiments with levels of incentives 

for various types of survey operations, 

focus groups, cognitive laboratory 

activities, pilot testing, exploratory 

interviews, experiments with 

questionnaire design, and usability 

testing of electronic data collection 

instruments. 

Dated: May 5, 2022. 

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. 2022–09985 Filed 5–9–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No. ED–2022–SCC–0029] 

Agency Information Collection 

Activities; Submission to the Office of 

Management and Budget for Review 

and Approval; Comment Request; 

Transition and Postsecondary 

Programs for Students With 

Intellectual Disabilities (TPSID) 

Evaluation Protocol 

AGENCY: Office of Postsecondary 

Education (OPE), Department of 

Education (ED). 

ACTION: Notice. 

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 June 9, 

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 ICDocketmgr@ed.gov. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Shedita Alston, 

202–453–7090. 

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: Transition and 

Postsecondary Programs for Students 

with Intellectual Disabilities (TPSID) 

Evaluation Protocol. 

OMB Control Number: 1840–0825. 

Type of Review: A revision of a 

currently approved collection. 

Respondents/Affected Public: Private 

Sector. 

Total Estimated Number of Annual 

Responses: 40. 

Total Estimated Number of Annual 

Burden Hours: 792. 

Abstract: In October 2020, the 

Institute for Community Inclusion (ICI), 

UMass Boston received a five-year 

cooperative agreement from the Office 

of Postsecondary Education to serve as 

the National Coordinating Center (NCC) 

for colleges and universities 

implementing inclusive higher 

education programs for students with 

intellectual disabilities, including 22 

newly-funded model demonstration 

projects aimed at creating inclusive 

comprehensive transition and 

postsecondary programs for students 

with intellectual disabilities known as 

Transition and Postsecondary Programs 

for Students with Intellectual 

Disabilities (TPSIDs). 

To reduce respondent burden, the 

NCC has streamlined and simplified the 


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27994 Federal Register / Vol. 87, No. 90 / Tuesday, May 10, 2022 / Notices 

1 Davis, G.M., Hanzsek-Brill, M.B., Petzold, M.C., 

and Robinson, D.H., ‘‘Students’ Sense of Belonging: 

The Development of a Predictive Retention Model.’’ 

Journal of the Scholarship of Teaching and 

Learning, vol. 19, no. 1, pp. 117–27 (Feb. 2019). 

2Museus, S.D., Ravello, J.N., ‘‘Characteristics of 

Academic Advising That Contribute to Racial and 

Ethnic Minority Student Success at Predominantly 

White Institutions.’’ NACADA Journal, vol. 41, no. 

1, pp. 13–25 (2021). https://files.eric.ed.gov/fulltext/ 

EJ1300278.pdf. 

3 ‘‘Indicators of Higher Education Equity in the 

United States: 2016 Historical Trend Report,’’ The 

Pell Institute and PennAHEAD (Jan. 2016). https:// 

firstgen.naspa.org/report/indicators-of-highereducation-equity-in-the-united-states-2016- 

historical-trend-report. 

previously approved evaluation system 

for the TPSID programs. The NCC will 

enhance the collection and analyses of 

longitudinal follow-up data from the 

new 22 TPSID model programs via an 

already developed and previously OMB 

approved evaluation system for the 

TPSID programs. The revised data 

collection system is part of an 

evaluation effort. The system will 

collect program data at the institutions 

from TPSID program staff via an online, 

secure data management system. 

Dated: May 5, 2022. 

Kun 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. 2022–09986 Filed 5–9–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Native 

American-Serving Nontribal 

Institutions Program 

AGENCY: Office of Postsecondary 

Education, Department of Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for new awards for fiscal 

year (FY) 2022 for the Native AmericanServing Nontribal Institutions (NASNTI) 

Program, Assistance Listing Number 

84.031X. This notice relates to the 

approved information collection under 

OMB control number 1840–0816. 

DATES: 

Applications Available: May 10, 2022. 

Deadline for Transmittal of 

Applications: July 11, 2022. 

Deadline for Intergovernmental 

Review: September 7, 2022. 

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 December 27, 2021 

(86 FR 73264) and available at 

www.federalregister.gov/d/2021-27979. 

Please note that these Common 

Instructions supersede the version 

published on February 13, 2019, and, in 

part, describe the transition from the 

requirement to register in SAM.gov a 

Data Universal Numbering System 

(DUNS) number to the implementation 

of the Unique Entity Identifier (UEI). 

More information on the phase-out of 

DUNS numbers is available at https://

www2.ed.gov/about/offices/list/ofo/

docs/unique-entity-identifier-transitionfact-sheet.pdf. 

FOR FURTHER INFORMATION CONTACT: Don 

Crews, U.S. Department of Education, 

400 Maryland Avenue SW, Room 

2B110, Washington, DC 20202–4260. 

Telephone: (202) 453–7920. Email: 

Don.Crews@ed.gov. 

If you are deaf, hard of hearing, or 

have a speech disability and wish to 

access telecommunications relay 

services, please dial 7–1–1. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The NASNTI 

Program provides grants to eligible 

institutions of higher education (IHEs) 

to enable them to improve and expand 

their capacity to serve Native Americans 

and low-income individuals. 

Institutions may use the grants to plan, 

develop, undertake, and carry out 

activities to improve and expand their 

capacity to serve Native American and 

low-income students. 

Background: Students’ sense of 

belonging impacts postsecondary 

retention.1 Creating that sense of 

belonging begins with ensuring the 

institution’s ability to serve students 

well. Research shows that implementing 

intrusive advising practices 2 and other 

proactive strategies to directly support 

underserved students can lead to 

successful outcomes. Such proactive 

practices may be increasingly important 

as institutions reengage postsecondary 

students following enrollment decreases 

due to COVID–19. 

Proactive practices alone may not be 

sufficient to retain students who suffer 

from financial hardship, however. Data 

have shown that higher education 

opportunity and outcomes are highly 

inequitable across family income 

groups.3 Therefore, implementing or 

expanding supports that provide 

students with financial literacy, paid 

internship placement, and other 

services that help to alleviate financial 

stressors further support student 

retention. 

Through this grant program, the 

Department encourages Native 

American-serving nontribal institutions 

to develop, create, or enhance programs 

that foster students’ sense of belonging 

and to implement services that will help 

students complete their degree 

programs. Through the competitive 

preference priorities for this grant 

competition, the Department invites 

applicants to submit proposals to 

provide high-quality learning, improve 

student engagement, and reduce the cost 

of obtaining a college degree for Native 

American and low-income students. 

Although the most effective strategy to 

reduce the cost of attending college may 

vary across IHEs, we encourage 

applicants to consider strategies that 

reduce a student’s need to incur debt to 

earn a degree, for example, by reducing 

the time to degree completion. 

Priorities: This notice contains two 

competitive preference priorities. The 

priorities are from the Secretary’s 

Supplemental Priorities and Definitions 

for Discretionary Grants Programs, 

published in the Federal Register on 

December 10, 2021 (86 FR 70612) 

(Supplemental Priorities). 

Competitive Preference Priorities: For 

FY 2022 and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition, these priorities are 

competitive preference priorities. Under 

34 CFR 75.105(c)(2)(i) we award up to 

an additional 5 points to an application 

for each priority, depending on how 

well the application meets the priorities. 

Applicants may respond to one or both 

priorities, for a total of up to 10 

additional points. 

These priorities are: 

Competitive Preference Priority 1: 

Meeting Student Social, Emotional, and 

Academic Needs (up to 5 points). 

Projects that are designed to improve 

students’ social, emotional, academic, 

and career development, with a focus on 

underserved students (as defined in this 

notice), by creating a positive, inclusive, 

and identity-safe climate at IHEs 

through one or more of the following 

activities: 

(a) Fostering a sense of belonging and 

inclusion for underserved students. 

(b) Implementing evidence-based 

practices for advancing student success 

for underserved students. 

(c) Providing evidence-based 

professional development opportunities 

designed to build asset-based mindsets 

for faculty and staff on campus and that 

are inclusive with regard to race, 

ethnicity, culture, language, and 

disability status. 


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