A Framework for Developing High-Quality English Language Proficiency Standards and Assessments, 31300-31302 [E7-10919]
Download as PDF
31300
Federal Register / Vol. 72, No. 108 / Wednesday, June 6, 2007 / Notices
for continued acceptance in the NTS
program, the Warehouse Performance
Bond shall be used to offset costs
associated in relocating the lots stored
in the unacceptable facility to an
approved facility of the Regional
Program Manager’s choosing.
Background: Due to the monetary loss
associated with re-procuring services for
shipments in storage, it has been
determined that a Warehouse
Performance Bond is in the best interest
of DOD. This Bond will be used to cover
the costs associated in relocating stored
shipments to an approved warehouse
site as determined by the SDDC,
Regional Storage Management Office,
Regional Program Manager. Relocation
of stored shipments becomes necessary
when the warehouse currently in use is
no longer approved for use in the DOD
Personal Property Storage Program or
the TSP/contractor is no longer
acceptable as a service provider.
Regulation Flexibility Act
This action is not considered rule
making within the meaning of
Regulatory Flexibility Act, 5 U.S.C. 601–
612.
Paperwork Reduction Act
The Paperwork Reduction Act, 44
U.S.C. 3051 et seq., does not apply
because no information collection or
recordkeeping requirements are
imposed on contractors, offerors of
members of the public.
DEPARTMENT OF EDUCATION
A Framework for Developing HighQuality English Language Proficiency
Standards and Assessments
Office of the Deputy Secretary,
Department of Education.
ACTION: Notice of public meetings and
request for recommendations on a
framework for developing high-quality
English language proficiency standards
and assessments (Framework).
AGENCY:
BILLING CODE 3710–08–M
DEPARTMENT OF DEFENSE
Department of the Navy
Meeting of the Ocean Research and
Resources Advisory Panel
Department of the Navy, DoD.
Notice of open meeting.
AGENCY:
jlentini on PROD1PC65 with NOTICES
SUMMARY: The Ocean Research and
Resources Advisory Panel (ORRAP) will
meet to discuss National Ocean
Research Leadership Council (NORLC)
and Interagency Committee on Ocean
Science and Resource Management
Integration (ICOSRMI) activities. All
sessions of the meeting will remain
open to the public.
DATES: The meeting will be held on
Wednesday, June 27, 2007, from 8 a.m.
to 5:30 p.m. and Thursday, June 28,
2007, from 8 a.m. to 1:30 p.m. In order
to maintain the meeting time schedule,
VerDate Aug<31>2005
16:59 Jun 05, 2007
Jkt 211001
Dated: June 1, 2007.
L.R. Almand,
Office of the Judge Advocate General,
Administrative Law, Federal Register Liaison
Officer.
[FR Doc. E7–10862 Filed 6–5–07; 8:45 am]
BILLING CODE 3810–FF–P
Steven L. Amato,
Col, USAF, DCS, Passenger and Personal
Property.
[FR Doc. 07–2807 Filed 6–5–07; 8:45 am]
ACTION:
members of the public will be limited in
their time to speak to the Panel.
Members of the public should submit
their comments one week in advance of
the meeting to the meeting Point of
Contact.
ADDRESSES: The meeting will be held at
the Consortium for Ocean Research and
Engineering, 1201 New York Ave., Suite
420, Washington, DC.
FOR FURTHER INFORMATION CONTACT: Dr.
James E. Eckman, Office of Naval
Research, 875 North Randolph Street,
Suite 1425, Arlington, VA 22203–1995,
telephone: 703–696–4590.
SUPPLEMENTARY INFORMATION: This
notice of open meeting is provided in
accordance with the Federal Advisory
Committee Act (5 U.S.C. App. 2). The
meeting will include discussions on
ocean research to applications, ocean
observing, professional certification
programs, and other current issues in
the ocean science and resource
management communities.
SUMMARY: The Secretary of Education
(Secretary) seeks recommendations on
developing a Framework for States to
consider in examining the quality of
their standards and assessments for
English language proficiency (ELP)
under Title III of the Elementary and
Secondary Education Act of 1965
(ESEA), as amended by the No Child
Left Behind Act of 2001 (NCLB). The
Framework, once developed, will be
provided to States for their use in
evaluating their ELP standards and
assessments. The Framework also will
help States identify their technical
assistance needs related to ELP
standards and assessments and,
therefore, help the U.S. Department of
Education (Department) provide States
with the assistance they need to
PO 00000
Frm 00032
Fmt 4703
Sfmt 4703
implement the Title III standards and
assessment requirements effectively.
DATES: We must receive your
recommendations on or before 5 p.m.,
Eastern time, on August 1, 2007.
ADDRESSES: Address all
recommendations to the Office of the
Deputy Secretary, U.S. Department of
Education, 400 Maryland Avenue, SW.,
room 7W308, Washington, DC 20202–
6132.
If you prefer to send your
recommendations through the Internet,
use the following e-mail address:
LEP.Partnership@ed.gov.
You must use the term ‘‘Framework
for Title III’’ in the subject line of your
electronic message.
FOR FURTHER INFORMATION CONTACT:
Hanna Skandera. Telephone: (202) 401–
0831.
If you use a telecommunications
device for the deaf (TDD), you may call
the Federal Relay Service (FRS) at
1–800–877–8339.
Individuals with disabilities may
obtain this document in an alternative
format (e.g., Braille, large print,
audiotape, or computer diskette) on
request to the contact person listed
under FOR FURTHER INFORMATION
CONTACT.
SUPPLEMENTARY INFORMATION:
Background
Addressing the needs of the Nation’s
more than 4.6 million (and growing)
population of limited English proficient
(LEP) students is central to meeting the
goals of NCLB. Improving instruction
and closing the achievement gap for LEP
students start with high-quality
standards and assessments. We must be
able to measure what LEP students
know and do not know, in terms of core
subject matter and the acquisition of
English language skills, in order to
address their academic needs. The focus
on both core subject matter (e.g.,
reading/language arts, math, and
science) and the acquisition of English
language skills requires coordination
and collaboration between the Title I
and Title III programs. Therefore, we
invite and encourage recommendations
from not only technical experts in
standards, assessment, and language
development, but also parents, teachers,
administrators, researchers, and others
with experience and expertise in Title I
or Title III programs.
Section 3113 of the ESEA requires
each State educational agency (SEA) to
submit a plan to the Secretary
describing how the agency will establish
standards and objectives for raising the
level of English proficiency that are
derived from the four recognized
E:\FR\FM\06JNN1.SGM
06JNN1
jlentini on PROD1PC65 with NOTICES
Federal Register / Vol. 72, No. 108 / Wednesday, June 6, 2007 / Notices
domains of speaking, listening, reading,
and writing, and that are aligned with
the achievement of the challenging
academic content and student academic
achievement standards for all students
that States have adopted pursuant to
section 1111(b)(1) of Title I of the ESEA.
Further, under section 1111(b)(7) of
Title I, each State plan must
demonstrate that local educational
agencies (LEAs) in the State provide an
annual assessment of the English
proficiency (measuring students’ oral
language, reading, and writing skills in
English) of all LEP students in their
schools. Finally, section
3122(a)(3)(A)(ii) of Title III requires that
increases in the number or percentage of
children attaining English proficiency
be determined using a valid and reliable
assessment of English proficiency.
The Department expects the
Framework to be informed by States’
experiences in developing standards
and assessments in the academic
content areas, as well as their work
related to English language acquisition.
In addition, the Department recognizes
that there are professional standards for
the technical quality of assessments, as
well as accepted methodologies for
developing standards and evaluating the
alignment of standards with
assessments. Such experiences and
knowledge can, and should, inform the
development of ELP standards and
assessments under Title III. However, in
developing their ELP standards and
assessments, States have raised
additional questions, such as on the
level of English proficiency that is
necessary to learn academic content; the
differences between the skills necessary
for speaking English and the skills
necessary for reading and writing
English; and the relationship of ELP
standards and assessments to the
standards and assessments developed
under Title I. To address these issues
and to support the States in their work
to improve English language proficiency
and the academic achievement of LEP
students, the Department initiated the
LEP Partnership. The LEP Partnership
includes States, the National Council of
La Raza, the Mexican American Legal
Defense and Educational Fund, the
Council of Chief State School Officers,
the Comprehensive Center on
Assessment and Accountability, and the
National Clearinghouse on English
Language Acquisition. For more
information about the LEP Partnership,
please see https://www.ed.gov/about/
inits/ed/lep-partnership.
Through the LEP Partnership, the
Department has pledged to provide
technical assistance and support to
States on various strategies for
VerDate Aug<31>2005
16:59 Jun 05, 2007
Jkt 211001
appropriately assessing LEP students. At
the second meeting of the LEP
Partnership in Washington, DC in
October 2006, Department officials
asked States to identify areas in which
they needed technical assistance. States
agreed that they needed assistance from
the Department on how they should
evaluate their ELP standards and the
technical quality of their ELP
assessments, as well as how they should
demonstrate the alignment of their ELP
standards with their ELP assessments.
Many States also asked about the
statutory language in Title III that
requires States to demonstrate that their
ELP standards and assessments are
aligned with achievement of their
State’s challenging academic content
and achievement standards under Title
I, and how they should demonstrate this
alignment. Some States specifically
asked whether a single assessment
could be used to assess a student’s
English language proficiency and
achievement of content in reading/
language arts.
Invitation To Submit Recommendations
We invite you to submit
recommendations on a Framework for
States to use in examining their ELP
standards and assessments under Title
III to ensure that they are of high quality
and promote effective instruction to
raise the level of English proficiency
and academic achievement of LEP
students. Specifically, we invite you to
submit recommendations in response to
the following four questions that are
based on the statutory language in Title
III. The Department anticipates that,
within each of these questions, there
will be numerous specific and technical
issues you will want to address.
1. What are the critical elements that
States should examine to ensure that
their ELP standards promote effective
instruction to raise LEP students’ level
of English proficiency? (Section
3113(b)(2))
2. What are the critical elements that
States should examine to ensure that
their ELP assessments provide a valid
and reliable assessment of English
language proficiency? (Section
3122(a)(3)(A)(ii))
3. What are the critical elements that
States should examine to ensure that
their ELP standards are aligned with
their ELP assessments? (Sections
3113(b)(2) and (3)(D) and
3122(a)(3)(A)(ii)).
4. What are strategies that States can
use to ensure that their ELP standards
are aligned with the achievement of
challenging State academic content
standards and student academic
achievement standards they have
PO 00000
Frm 00033
Fmt 4703
Sfmt 4703
31301
adopted under Title I? (Section
3113(b)(2)).
To ensure that your recommendations
are considered in the development of
the Framework, we urge you to identify
clearly the specific question that each
recommendation addresses and to
arrange your recommendations in the
order listed above.
We encourage you to make your
recommendations as specific as
possible. Please also include, with your
recommendations, a description of your
involvement in LEP issues.
During and after the period for
submitting recommendations, you may
inspect all recommendations about the
Framework at the U.S. Department of
Education, 400 Maryland Avenue, SW.,
room 7W308, Washington, DC, between
the hours of 8:30 a.m. and 4 p.m.,
Eastern time, Monday through Friday of
each week except Federal holidays.
Assistance to Individuals With
Disabilities in Reviewing the
Recommendations
On request, we will supply an
appropriate aid, such as a reader or
print magnifier, to an individual with a
disability who needs assistance to
review the recommendations. If you
want to schedule an appointment for
this type of aid, please contact the
person listed under FOR FURTHER
INFORMATION CONTACT.
Announcement of Public Meetings
We also will be holding a series of
meetings to seek recommendations for
developing the Framework. The
meetings will occur on the following
dates at the times and locations
indicated:
Wednesday, June 20, 2007, in
Nashville, Tennessee at the Gaylord
Opryland Resort and Convention
Center, 2800 Opryland Drive, Nashville,
TN, from 1 p.m. to 5 p.m.
Wednesday, July 18, 2007, in
Washington, DC at the Wyndham Hotel,
1400 M Street, NW., from 2 p.m. to 6
p.m.
Thursday, July 26, 2007, in
Washington, DC at the Capitol Hilton,
1001 16th Street, NW., from 1 p.m. to
5 p.m.
Each meeting will begin with a
roundtable discussion, with experts
who have been invited by the
Department to participate in a
discussion, focused on the four
questions listed above. These experts
will be from State Departments of
Education, LEAs, universities, and nongovernmental organizations and have
knowledge and expertise in the
following areas: Assessment
development (both content assessments
E:\FR\FM\06JNN1.SGM
06JNN1
31302
Federal Register / Vol. 72, No. 108 / Wednesday, June 6, 2007 / Notices
under Title I and language acquisition
assessments under Title III); standards
development; assessment and
instruction of LEP students; Title III
requirements; Title I requirements; and
English language development. Staff
from the Department’s comprehensive
technical assistance centers will
facilitate the roundtable discussions.
During the final 90 minutes of each
meeting, we will provide the public
with an opportunity to comment on the
discussion or to provide additional
recommendations.
Individuals interested in giving
testimony during the public session of
the meetings to address one or more of
the four questions will be allowed three
to five minutes to make their statements.
We request that you submit three
written copies and an electronic file (CD
or diskette) of your statement at the
meeting. Please include your name and
contact information on the written and
electronic files.
If you are interested in giving
testimony during the public session of
a meeting, please register at the LEP
Partnership Web site,
LEP.Partnership@ed.gov, at least one
week before the public meeting. We will
process registrations on a first-come,
first-served basis. Persons who are
unable to register to present testimony
during the meeting are encouraged to
submit written recommendations.
Written recommendations will be
accepted at the meeting site or via email at the addresses listed in the
ADDRESSES section of this notice.
jlentini on PROD1PC65 with NOTICES
Assistance to Individuals With
Disabilities at the Public Meetings
The meeting sites will be accessible to
individuals with disabilities and sign
language interpreters will be available.
If you need an auxiliary aid or service
other than a sign language interpreter to
participate in the meeting (e.g.,
interpreting service such as oral, cued
speech, or tactile interpreter; assisted
listening device; or materials in
alternate format), notify the contact
person listed under FOR FURTHER
INFORMATION CONTACT at least two weeks
before the scheduled meeting date.
Although we will attempt to meet a
request we receive after this date, we
may not be able to make available the
requested auxiliary aid or service
because of insufficient time to arrange
it.
Electronic Access to This Document
You may review this document, as
well as all other Department of
Education documents published in the
Federal Register, in text or Adobe
Portable Document Format (PDF) on the
VerDate Aug<31>2005
16:59 Jun 05, 2007
Jkt 211001
Internet at the following site: https://
www.ed.gov/news/fedregister.
To use PDF you must have Adobe
Acrobat Reader, which is available free
at this site. If you have questions about
using PDF, call the U.S. Government
Printing Office (GPO), toll free, at 1–
888–293–6498; or in the Washington,
DC, area at (202) 512–1530.
Note: The official version of this document
is the document published in the Federal
Register. Free Internet access to the official
edition of the Federal Register and the Code
of Federal Regulations is available on GPO
Access at: https://www.gpoaccess.gov/nara/
index.html.
Dated: June 1, 2007.
Raymond Simon,
Deputy Secretary.
[FR Doc. E7–10919 Filed 6–5–07; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF ENERGY
Office of Fossil Energy; UltraDeepwater Advisory Committee
Department of Energy.
Notice of open meeting.
AGENCY:
ACTION:
This notice announces a meeting of
the Ultra-Deepwater Advisory
Committee. Federal Advisory
Committee Act (Pub. L. 92–463, 86
Stat.770) requires that notice of these
meetings be announced in the Federal
Register.
DATES: Thursday, June 21, 2007, 8:30
a.m.—Registration. 9 a.m. to 5 p.m.
ADDRESSES: Crystal City Marriott at
Reagan National Airport, 1999 Jefferson
Davis Highway, Arlington, Virginia
22202.
FOR FURTHER INFORMATION CONTACT:
Elena Melchert or Bill Hochheiser, U.S.
Department of Energy, Office of Oil and
Natural Gas, Washington, DC 20585.
Phone: 202–586–5600.
SUPPLEMENTARY INFORMATION:
Purpose of the Committee: The
purpose of the Ultra-Deepwater
Advisory Committee is to provide
advice on development and
implementation of programs related to
ultra-deepwater natural gas and other
petroleum resources to the Secretary of
Energy; provide comments and
recommendations and priorities for the
Department of Energy Annual Plan per
requirements of the Energy Policy Act of
2005, Subtitle J, Section 999.
Tentative Agenda:
8:30 a.m.–9 a.m. Registration.
9 a.m.–12 p.m. Welcome &
Introductions, Opening Remarks by the
Designated Federal Officer, Overview of
PO 00000
Frm 00034
Fmt 4703
Sfmt 4703
Draft Annual Plan, presentation on the
DOE Traditional Oil and Gas Program,
Section 999 Planning Process and draft
annual plan including the National
Energy Technology Laboratory
Complimentary Plan, overview of the
RPSEA Ultra-Deep Water proposed
plan, and overview of Section 999D
Advisory Committees
12 p.m.–1 p.m. Lunch.
1 p.m.–4:30 p.m. Facilitated
Discussions.
4:30 p.m.–5 p.m. Public Comments.
5 p.m. Adjourn.
Public Participation: The meeting is
open to the public. The Designated
Federal Officer, Chairman of the
Committee, and a Facilitator will lead
the meeting for the orderly conduct of
business. If you would like to file a
written statement with the Committee,
you may do so either before or after the
meeting. If you would like to make oral
statements regarding any of the items on
the agenda, you should contact Elena
Melchert or Bill Hochheiser at the
address or telephone number listed
above. You must make your request for
an oral statement at least five business
days prior to the meeting, and
reasonable provisions will be made to
include the presentation on the agenda.
Public comment will follow the 10
minute rule.
Minutes: The minutes of this meeting
will be available for public review and
copying within 60 days at the Freedom
of Information Public Reading Room,
Room 1E–190, Forrestal Building, 1000
Independence Avenue, SW.,
Washington, DC, 20585, between 9 a.m.
and 4 p.m., Monday through Friday,
except federal holidays.
Issued at Washington, DC, on June 1, 2007.
Rachel M. Samuel,
Deputy Advisory Committee Management
Officer.
[FR Doc. E7–10912 Filed 6–5–07; 8:45 am]
BILLING CODE 6450–01–P
DEPARTMENT OF ENERGY
Office of Fossil Energy;
Unconventional Resources
Technology Advisory Committee
Department of Energy.
Notice of open meeting.
AGENCY:
ACTION:
This notice announces a meeting of
the Unconventional Resources
Technology Advisory Committee.
Federal Advisory Committee Act (Pub.
L. 92–463, 86 Stat.770) requires that
notice of these meetings be announced
in the Federal Register.
DATES: Friday, June 22, 2007, 8:30
a.m.—Registration. 9 a.m. to 5 p.m.
E:\FR\FM\06JNN1.SGM
06JNN1
Agencies
[Federal Register Volume 72, Number 108 (Wednesday, June 6, 2007)]
[Notices]
[Pages 31300-31302]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E7-10919]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
A Framework for Developing High-Quality English Language
Proficiency Standards and Assessments
AGENCY: Office of the Deputy Secretary, Department of Education.
ACTION: Notice of public meetings and request for recommendations on a
framework for developing high-quality English language proficiency
standards and assessments (Framework).
-----------------------------------------------------------------------
SUMMARY: The Secretary of Education (Secretary) seeks recommendations
on developing a Framework for States to consider in examining the
quality of their standards and assessments for English language
proficiency (ELP) under Title III of the Elementary and Secondary
Education Act of 1965 (ESEA), as amended by the No Child Left Behind
Act of 2001 (NCLB). The Framework, once developed, will be provided to
States for their use in evaluating their ELP standards and assessments.
The Framework also will help States identify their technical assistance
needs related to ELP standards and assessments and, therefore, help the
U.S. Department of Education (Department) provide States with the
assistance they need to implement the Title III standards and
assessment requirements effectively.
DATES: We must receive your recommendations on or before 5 p.m.,
Eastern time, on August 1, 2007.
ADDRESSES: Address all recommendations to the Office of the Deputy
Secretary, U.S. Department of Education, 400 Maryland Avenue, SW., room
7W308, Washington, DC 20202-6132.
If you prefer to send your recommendations through the Internet,
use the following e-mail address: LEP.Partnership@ed.gov.
You must use the term ``Framework for Title III'' in the subject
line of your electronic message.
FOR FURTHER INFORMATION CONTACT: Hanna Skandera. Telephone: (202) 401-
0831.
If you use a telecommunications device for the deaf (TDD), you may
call the Federal Relay Service (FRS) at 1-800-877-8339.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed under FOR FURTHER
INFORMATION CONTACT.
SUPPLEMENTARY INFORMATION:
Background
Addressing the needs of the Nation's more than 4.6 million (and
growing) population of limited English proficient (LEP) students is
central to meeting the goals of NCLB. Improving instruction and closing
the achievement gap for LEP students start with high-quality standards
and assessments. We must be able to measure what LEP students know and
do not know, in terms of core subject matter and the acquisition of
English language skills, in order to address their academic needs. The
focus on both core subject matter (e.g., reading/language arts, math,
and science) and the acquisition of English language skills requires
coordination and collaboration between the Title I and Title III
programs. Therefore, we invite and encourage recommendations from not
only technical experts in standards, assessment, and language
development, but also parents, teachers, administrators, researchers,
and others with experience and expertise in Title I or Title III
programs.
Section 3113 of the ESEA requires each State educational agency
(SEA) to submit a plan to the Secretary describing how the agency will
establish standards and objectives for raising the level of English
proficiency that are derived from the four recognized
[[Page 31301]]
domains of speaking, listening, reading, and writing, and that are
aligned with the achievement of the challenging academic content and
student academic achievement standards for all students that States
have adopted pursuant to section 1111(b)(1) of Title I of the ESEA.
Further, under section 1111(b)(7) of Title I, each State plan must
demonstrate that local educational agencies (LEAs) in the State provide
an annual assessment of the English proficiency (measuring students'
oral language, reading, and writing skills in English) of all LEP
students in their schools. Finally, section 3122(a)(3)(A)(ii) of Title
III requires that increases in the number or percentage of children
attaining English proficiency be determined using a valid and reliable
assessment of English proficiency.
The Department expects the Framework to be informed by States'
experiences in developing standards and assessments in the academic
content areas, as well as their work related to English language
acquisition. In addition, the Department recognizes that there are
professional standards for the technical quality of assessments, as
well as accepted methodologies for developing standards and evaluating
the alignment of standards with assessments. Such experiences and
knowledge can, and should, inform the development of ELP standards and
assessments under Title III. However, in developing their ELP standards
and assessments, States have raised additional questions, such as on
the level of English proficiency that is necessary to learn academic
content; the differences between the skills necessary for speaking
English and the skills necessary for reading and writing English; and
the relationship of ELP standards and assessments to the standards and
assessments developed under Title I. To address these issues and to
support the States in their work to improve English language
proficiency and the academic achievement of LEP students, the
Department initiated the LEP Partnership. The LEP Partnership includes
States, the National Council of La Raza, the Mexican American Legal
Defense and Educational Fund, the Council of Chief State School
Officers, the Comprehensive Center on Assessment and Accountability,
and the National Clearinghouse on English Language Acquisition. For
more information about the LEP Partnership, please see https://
www.ed.gov/about/inits/ed/lep-partnership.
Through the LEP Partnership, the Department has pledged to provide
technical assistance and support to States on various strategies for
appropriately assessing LEP students. At the second meeting of the LEP
Partnership in Washington, DC in October 2006, Department officials
asked States to identify areas in which they needed technical
assistance. States agreed that they needed assistance from the
Department on how they should evaluate their ELP standards and the
technical quality of their ELP assessments, as well as how they should
demonstrate the alignment of their ELP standards with their ELP
assessments. Many States also asked about the statutory language in
Title III that requires States to demonstrate that their ELP standards
and assessments are aligned with achievement of their State's
challenging academic content and achievement standards under Title I,
and how they should demonstrate this alignment. Some States
specifically asked whether a single assessment could be used to assess
a student's English language proficiency and achievement of content in
reading/language arts.
Invitation To Submit Recommendations
We invite you to submit recommendations on a Framework for States
to use in examining their ELP standards and assessments under Title III
to ensure that they are of high quality and promote effective
instruction to raise the level of English proficiency and academic
achievement of LEP students. Specifically, we invite you to submit
recommendations in response to the following four questions that are
based on the statutory language in Title III. The Department
anticipates that, within each of these questions, there will be
numerous specific and technical issues you will want to address.
1. What are the critical elements that States should examine to
ensure that their ELP standards promote effective instruction to raise
LEP students' level of English proficiency? (Section 3113(b)(2))
2. What are the critical elements that States should examine to
ensure that their ELP assessments provide a valid and reliable
assessment of English language proficiency? (Section 3122(a)(3)(A)(ii))
3. What are the critical elements that States should examine to
ensure that their ELP standards are aligned with their ELP assessments?
(Sections 3113(b)(2) and (3)(D) and 3122(a)(3)(A)(ii)).
4. What are strategies that States can use to ensure that their ELP
standards are aligned with the achievement of challenging State
academic content standards and student academic achievement standards
they have adopted under Title I? (Section 3113(b)(2)).
To ensure that your recommendations are considered in the
development of the Framework, we urge you to identify clearly the
specific question that each recommendation addresses and to arrange
your recommendations in the order listed above.
We encourage you to make your recommendations as specific as
possible. Please also include, with your recommendations, a description
of your involvement in LEP issues.
During and after the period for submitting recommendations, you may
inspect all recommendations about the Framework at the U.S. Department
of Education, 400 Maryland Avenue, SW., room 7W308, Washington, DC,
between the hours of 8:30 a.m. and 4 p.m., Eastern time, Monday through
Friday of each week except Federal holidays.
Assistance to Individuals With Disabilities in Reviewing the
Recommendations
On request, we will supply an appropriate aid, such as a reader or
print magnifier, to an individual with a disability who needs
assistance to review the recommendations. If you want to schedule an
appointment for this type of aid, please contact the person listed
under FOR FURTHER INFORMATION CONTACT.
Announcement of Public Meetings
We also will be holding a series of meetings to seek
recommendations for developing the Framework. The meetings will occur
on the following dates at the times and locations indicated:
Wednesday, June 20, 2007, in Nashville, Tennessee at the Gaylord
Opryland Resort and Convention Center, 2800 Opryland Drive, Nashville,
TN, from 1 p.m. to 5 p.m.
Wednesday, July 18, 2007, in Washington, DC at the Wyndham Hotel,
1400 M Street, NW., from 2 p.m. to 6 p.m.
Thursday, July 26, 2007, in Washington, DC at the Capitol Hilton,
1001 16th Street, NW., from 1 p.m. to 5 p.m.
Each meeting will begin with a roundtable discussion, with experts
who have been invited by the Department to participate in a discussion,
focused on the four questions listed above. These experts will be from
State Departments of Education, LEAs, universities, and non-
governmental organizations and have knowledge and expertise in the
following areas: Assessment development (both content assessments
[[Page 31302]]
under Title I and language acquisition assessments under Title III);
standards development; assessment and instruction of LEP students;
Title III requirements; Title I requirements; and English language
development. Staff from the Department's comprehensive technical
assistance centers will facilitate the roundtable discussions.
During the final 90 minutes of each meeting, we will provide the
public with an opportunity to comment on the discussion or to provide
additional recommendations.
Individuals interested in giving testimony during the public
session of the meetings to address one or more of the four questions
will be allowed three to five minutes to make their statements. We
request that you submit three written copies and an electronic file (CD
or diskette) of your statement at the meeting. Please include your name
and contact information on the written and electronic files.
If you are interested in giving testimony during the public session
of a meeting, please register at the LEP Partnership Web site,
LEP.Partnership@ed.gov, at least one week before the public meeting. We
will process registrations on a first-come, first-served basis. Persons
who are unable to register to present testimony during the meeting are
encouraged to submit written recommendations. Written recommendations
will be accepted at the meeting site or via e-mail at the addresses
listed in the ADDRESSES section of this notice.
Assistance to Individuals With Disabilities at the Public Meetings
The meeting sites will be accessible to individuals with
disabilities and sign language interpreters will be available. If you
need an auxiliary aid or service other than a sign language interpreter
to participate in the meeting (e.g., interpreting service such as oral,
cued speech, or tactile interpreter; assisted listening device; or
materials in alternate format), notify the contact person listed under
FOR FURTHER INFORMATION CONTACT at least two weeks before the scheduled
meeting date. Although we will attempt to meet a request we receive
after this date, we may not be able to make available the requested
auxiliary aid or service because of insufficient time to arrange it.
Electronic Access to This Document
You may review this document, as well as all other Department of
Education documents published in the Federal Register, in text or Adobe
Portable Document Format (PDF) on the Internet at the following site:
https://www.ed.gov/news/fedregister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC, area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: https://www.gpoaccess.gov/
nara/.
Dated: June 1, 2007.
Raymond Simon,
Deputy Secretary.
[FR Doc. E7-10919 Filed 6-5-07; 8:45 am]
BILLING CODE 4000-01-P