National Assessment of Educational Progress (NAEP) in Reading, 6012-6013 [2010-2550]
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Federal Register / Vol. 75, No. 24 / Friday, February 5, 2010 / Notices
1. The adequacy of the management
plan to achieve the objectives of the
proposed project on time and within
budget, including clearly defined
responsibilities, timelines, and
milestones for accomplishing project
tasks.
2. How the applicant will ensure that
a diversity of perspectives are brought to
bear in the operation of the proposed
project, including those of parents,
teachers, the business community, a
variety of disciplinary and professional
fields, recipients or beneficiaries of
services, or others, as appropriate.
3. The adequacy of procedures for
ensuring feedback and continuous
improvement in the operation of the
proposed project.
Note: The Secretary encourages applicants
to address this criterion by providing such
information as:
• The title, responsibilities, and time
commitment of each key individual helping
implement the project’s goals and objectives.
• A year-to-year timeline for undertaking
important project activities, with benchmarks
for determining whether the project is
achieving its stated goals and objectives.
• The strategies for monitoring whether or
not the project is meeting its goals and
objectives, and for making mid-course
corrections, as appropriate.
• The strategies for including the
identified partners and other stakeholders in
meeting the project’s goals and objectives.
• Evidence of committed engagement by
identified partners.
srobinson on DSKHWCL6B1PROD with NOTICES
2. Applicant’s Past Performance and
Compliance History: In accordance with
34 CFR 75.217(d)(3)(ii), the Secretary
may consider an applicant’s past
performance and compliance history
when evaluating applications and in
making funding decisions.
VI. Award Administration Information
1. Award Notices: If your application
is successful, we notify your U.S.
Representative and U.S. Senators and
send you a Grant Award Notification
(GAN). We may notify you informally,
also.
If your application is not evaluated or
not selected for funding, we notify you.
2. Administrative and National Policy
Requirements: We identify
administrative and national policy
requirements in the application package
and reference these and other
requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining
the terms and conditions of an award in
the Applicable Regulations section of
this notice and include these and other
specific conditions in the GAN. The
GAN also incorporates your approved
application as part of your binding
commitments under the grant.
VerDate Nov<24>2008
16:26 Feb 04, 2010
Jkt 220001
3. Reporting: At the end of your
project period, you must submit a final
performance report, including financial
information, as directed by the
Secretary. If you receive a multi-year
award, you must submit an annual
performance report that provides the
most current performance and financial
expenditure information as directed by
the Secretary under 34 CFR 75.118. The
Secretary may also require more
frequent performance reports under 34
CFR 75.720(c). For specific
requirements on reporting, please go to
https://www.ed.gov/fund/grant/apply/
appforms/appforms.html.
4. Performance Measures: The
Secretary has established two
performance measures for assessing the
effectiveness of the SLP: (1) the
percentage of participants who become
certified principals including assistant
principals who are then placed and
retained in schools in high-need LEAs,
and (2) the percentage of principals
including assistant principals who
participate in professional activities,
show an increase in their pre-post
scores on a standardized measure of
principal skills, and are retained in their
positions in schools in high-need LEAs
for at least two years. Grantees will be
expected to provide data on each
component of the two measures.
VII. Agency Contacts
FOR FURTHER INFORMATION CONTACT:
Beatriz Ceja, U.S. Department of
Education, 400 Maryland Avenue, SW.,
room 4W210, Washington, DC 20202–
5960. Telephone: (202) 205–5009 or by
e-mail:
Schoolleadershipmatters@ed.gov.
If you use a TDD, call the FRS, toll
free, at 1–800–877–8339.
VIII. Other Information
Accessible Format: Individuals with
disabilities can obtain this document
and a copy of the application package in
an accessible format (e.g., braille, large
print, audiotape, or computer diskette)
on request to the program contact
person listed under FOR FURTHER
INFORMATION CONTACT in section VII of
this notice.
Electronic Access to This Document:
You can view this document, as well as
all other documents of this Department
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.
Note: The official version of this document
is the document published in the Federal
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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: February 2, 2010.
James H. Shelton, III,
Assistant Deputy Secretary for Innovation and
Improvement.
[FR Doc. 2010–2561 Filed 2–4–10; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
National Assessment of Educational
Progress (NAEP) in Reading
AGENCY: U.S. Department of Education,
National Assessment Governing Board.
ACTION: Notice of opportunity for public
comment for evaluating and finalizing
achievement levels definitions for the
National Assessment of Educational
Progress (NAEP) in Reading.
SUMMARY: The National Assessment
Governing Board is soliciting public
comment and recommendations for
improvements to the achievement levels
definitions for the National Assessment
of Educational Progress (NAEP) in
reading. These achievement levels
definitions describe the reading skills
and abilities that students should
demonstrate at each achievement level.
Public and private parties and
organizations are invited to provide
written comments and
recommendations. Voluntary
participation by all interested parties is
urged. This notice sets forth the review
schedule, identifies the kind of
information that the Governing Board is
required to verify regarding
achievement levels, and provides
information for accessing additional
materials that will be useful for this
review. This document is intended to
notify members of the general public of
their opportunity to provide comment.
Background
Under Public Law 107–279, the
National Assessment Governing Board
(NAGB) is authorized to formulate
policy guidelines for NAEP. The
legislation specifies that the Governing
Board is to develop appropriate student
achievement levels for each subject and
grade tested, as provided in section
303(e). Such levels are determined by
identifying the knowledge that can be
measured and verified objectively using
widely accepted professional
assessment standards; and developing
achievement levels that are consistent
with relevant widely accepted
professional assessment standards and
E:\FR\FM\05FEN1.SGM
05FEN1
Federal Register / Vol. 75, No. 24 / Friday, February 5, 2010 / Notices
based on the appropriate level of subject
matter knowledge for grade levels to be
assessed, or the age of the students, as
the case may be.
In preparation for reporting the results
of the new assessment of reading at
grades 4, 8, and 12, the Governing Board
convened panels of reading content
experts to participate in a study for
producing draft achievement levels
descriptions. The Governing Board
seeks comment on the draft
achievement levels descriptions and
recommendations for improvements. All
responses will be taken into
consideration before finalizing the
definitions for Board adoption. Once
adopted, these descriptions will be used
in reporting performance on NAEP
relative to the achievement levels in
2009 and for all subsequent assessments
until a new framework is developed for
the reading NAEP.
srobinson on DSKHWCL6B1PROD with NOTICES
Review Materials for Comment and
Review
Materials for this review are located at
https://www.nagb.org/newsroom/release/
release-012710.htm.
(1) Policy Definitions: The Governing
Board adopted policy definitions of
student performance that identify in
very general terms what is meant by
Basic, Proficient, and Advanced
achievement levels. These policy
definitions apply for any subject and
grade assessed in NAEP, and they are
used for developing the achievement
levels descriptions to be used in
reporting NAEP results in a specific
subject and grade—such as for the 2009
reading NAEP at grades 4, 8, and 12.
The policy definitions are posted on the
web site for this review.
(2) Draft Achievement Level
Descriptions for Reading: The draft
achievement levels descriptions for
reading at the Basic, Proficient, and
Advanced levels for grades 4, 8, and 12.
The achievement levels descriptions
(ALDs) were written to describe how
students should be able to perform on
the reading NAEP assessment in order
to demonstrate achievement that the
Governing Board has defined as Basic,
Proficient, and Advanced for NAEP.
(3) Reading Framework: In addition to
the policy definitions of Basic,
Proficient, and Advanced achievement,
the achievement levels descriptions
must represent the framework used for
developing the reading NAEP. Please
see chapter 2 of the Reading Framework
for the 2009 National Assessment of
Educational Progress for more
information about the NAEP reading
assessment and details regarding the
cognitive targets assessed.
VerDate Nov<24>2008
16:26 Feb 04, 2010
Jkt 220001
(4) Focus Questions: Finally, some of
the aspects of the achievement levels
descriptions that the Governing Board
must address are included. All
comments will be appreciated, and your
comments on and recommendations
regarding these aspects will be
especially appreciated.
The Board is seeking comment from
policymakers, teachers, researchers,
state and local reading specialists,
members of professional reading and
teacher organizations, and members of
the public.
It is anticipated that the finalized
achievement levels descriptions will be
presented for approval at the Governing
Board meeting on March 4–6, 2010.
Timelines
Comments must be received by
February 10, 2010 and sent to:
National Assessment Governing Board,
800 North Capitol Street, NW., Suite
825, Washington, DC 20002,
Attention: Susan Loomis: Public
Comment, FAX: (202) 357–6945, Email: Susan.Loomis@ed.gov.
FOR FURTHER INFORMATION CONTACT:
Susan Loomis, National Assessment
Governing Board, 800 North Capitol
Street, NW., Suite 825, Washington, DC
20002–4233, Telephone: (202) 357–
6940.
SUPPLEMENTARY INFORMATION:
Specific questions that the Board
seeks responses to include the
following:
1. How well do the reading
achievement levels descriptions (ALDs)
for each grade and level represent the
policy definitions overall? You may
want to address each grade level
separately.
2. Does the progression within each
grade from Basic to Proficient to
Advanced in the reading skills that
students should demonstrate seem
reasonable?
3. Does the progression across the
three grade levels of reading skills
required for performance within each
achievement level (Basic/Proficient/
Advanced) seem reasonable?
4. Is the relative emphasis of the
cognitive targets in the achievement
levels descriptions appropriate for each
achievement level and grade?
5. Finally, are the achievement
definitions useful, i.e., do they convey
an understanding of what students
should be able to do in reading at the
different grade levels?
Your comments and
recommendations for improving the
achievement levels descriptions will be
appreciated.
Electronic Access to This Document:
You may view this document, as well as
PO 00000
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Sfmt 4703
6013
all other documents of this Department
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/
index.html.
Dated: February 2, 2010.
Mary Crovo,
Deputy Executive Director, National
Assessment Governing Board, U.S.
Department of Education.
[FR Doc. 2010–2550 Filed 2–4–10; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF ENERGY
[Case No. CAC–022]
Energy Conservation Program for
Consumer Products: Decision and
Order Granting a Waiver to Hallowell
International (Hallowell) From the
Department of Energy Residential
Central Air Conditioner and Heat Pump
Test Procedures
AGENCY: Office of Energy Efficiency and
Renewable Energy, Department of
Energy.
ACTION: Decision and order.
SUMMARY: This notice publishes the U.S.
Department of Energy’s (DOE) decision
and order in Case No. CAC–022. DOE
grants a waiver to Hallowell from the
existing DOE test procedure applicable
to residential central air conditioners
and heat pumps. The waiver pertains to
Hallowell’s boosted compression heat
pumps, a product line that uses threestage technology to enable efficient
heating at very low outdoor
temperatures. The existing test
procedure accounts for two-capacity
operation, but not three-capacity
operation. Therefore, Hallowell has
suggested an alternate test procedure to
calculate the heating performance of its
three-stage boosted compression
products. As a condition of this waiver,
Hallowell must test and rate its boosted
compression heat pump products
according to the alternate test procedure
set forth in this notice.
E:\FR\FM\05FEN1.SGM
05FEN1
Agencies
[Federal Register Volume 75, Number 24 (Friday, February 5, 2010)]
[Notices]
[Pages 6012-6013]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2010-2550]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
National Assessment of Educational Progress (NAEP) in Reading
AGENCY: U.S. Department of Education, National Assessment Governing
Board.
ACTION: Notice of opportunity for public comment for evaluating and
finalizing achievement levels definitions for the National Assessment
of Educational Progress (NAEP) in Reading.
-----------------------------------------------------------------------
SUMMARY: The National Assessment Governing Board is soliciting public
comment and recommendations for improvements to the achievement levels
definitions for the National Assessment of Educational Progress (NAEP)
in reading. These achievement levels definitions describe the reading
skills and abilities that students should demonstrate at each
achievement level.
Public and private parties and organizations are invited to provide
written comments and recommendations. Voluntary participation by all
interested parties is urged. This notice sets forth the review
schedule, identifies the kind of information that the Governing Board
is required to verify regarding achievement levels, and provides
information for accessing additional materials that will be useful for
this review. This document is intended to notify members of the general
public of their opportunity to provide comment.
Background
Under Public Law 107-279, the National Assessment Governing Board
(NAGB) is authorized to formulate policy guidelines for NAEP. The
legislation specifies that the Governing Board is to develop
appropriate student achievement levels for each subject and grade
tested, as provided in section 303(e). Such levels are determined by
identifying the knowledge that can be measured and verified objectively
using widely accepted professional assessment standards; and developing
achievement levels that are consistent with relevant widely accepted
professional assessment standards and
[[Page 6013]]
based on the appropriate level of subject matter knowledge for grade
levels to be assessed, or the age of the students, as the case may be.
In preparation for reporting the results of the new assessment of
reading at grades 4, 8, and 12, the Governing Board convened panels of
reading content experts to participate in a study for producing draft
achievement levels descriptions. The Governing Board seeks comment on
the draft achievement levels descriptions and recommendations for
improvements. All responses will be taken into consideration before
finalizing the definitions for Board adoption. Once adopted, these
descriptions will be used in reporting performance on NAEP relative to
the achievement levels in 2009 and for all subsequent assessments until
a new framework is developed for the reading NAEP.
Review Materials for Comment and Review
Materials for this review are located at https://www.nagb.org/newsroom/release/release-012710.htm.
(1) Policy Definitions: The Governing Board adopted policy
definitions of student performance that identify in very general terms
what is meant by Basic, Proficient, and Advanced achievement levels.
These policy definitions apply for any subject and grade assessed in
NAEP, and they are used for developing the achievement levels
descriptions to be used in reporting NAEP results in a specific subject
and grade--such as for the 2009 reading NAEP at grades 4, 8, and 12.
The policy definitions are posted on the web site for this review.
(2) Draft Achievement Level Descriptions for Reading: The draft
achievement levels descriptions for reading at the Basic, Proficient,
and Advanced levels for grades 4, 8, and 12. The achievement levels
descriptions (ALDs) were written to describe how students should be
able to perform on the reading NAEP assessment in order to demonstrate
achievement that the Governing Board has defined as Basic, Proficient,
and Advanced for NAEP.
(3) Reading Framework: In addition to the policy definitions of
Basic, Proficient, and Advanced achievement, the achievement levels
descriptions must represent the framework used for developing the
reading NAEP. Please see chapter 2 of the Reading Framework for the
2009 National Assessment of Educational Progress for more information
about the NAEP reading assessment and details regarding the cognitive
targets assessed.
(4) Focus Questions: Finally, some of the aspects of the
achievement levels descriptions that the Governing Board must address
are included. All comments will be appreciated, and your comments on
and recommendations regarding these aspects will be especially
appreciated.
The Board is seeking comment from policymakers, teachers,
researchers, state and local reading specialists, members of
professional reading and teacher organizations, and members of the
public.
It is anticipated that the finalized achievement levels
descriptions will be presented for approval at the Governing Board
meeting on March 4-6, 2010.
Timelines
Comments must be received by February 10, 2010 and sent to:
National Assessment Governing Board, 800 North Capitol Street, NW.,
Suite 825, Washington, DC 20002, Attention: Susan Loomis: Public
Comment, FAX: (202) 357-6945, E-mail: Susan.Loomis@ed.gov.
FOR FURTHER INFORMATION CONTACT: Susan Loomis, National Assessment
Governing Board, 800 North Capitol Street, NW., Suite 825, Washington,
DC 20002-4233, Telephone: (202) 357-6940.
SUPPLEMENTARY INFORMATION:
Specific questions that the Board seeks responses to include the
following:
1. How well do the reading achievement levels descriptions (ALDs)
for each grade and level represent the policy definitions overall? You
may want to address each grade level separately.
2. Does the progression within each grade from Basic to Proficient
to Advanced in the reading skills that students should demonstrate seem
reasonable?
3. Does the progression across the three grade levels of reading
skills required for performance within each achievement level (Basic/
Proficient/Advanced) seem reasonable?
4. Is the relative emphasis of the cognitive targets in the
achievement levels descriptions appropriate for each achievement level
and grade?
5. Finally, are the achievement definitions useful, i.e., do they
convey an understanding of what students should be able to do in
reading at the different grade levels?
Your comments and recommendations for improving the achievement
levels descriptions will be appreciated.
Electronic Access to This Document: You may view this document, as
well as all other documents of this Department 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: February 2, 2010.
Mary Crovo,
Deputy Executive Director, National Assessment Governing Board, U.S.
Department of Education.
[FR Doc. 2010-2550 Filed 2-4-10; 8:45 am]
BILLING CODE 4000-01-P