Notice of Proposed Information Collection Requests; Office of Postsecondary Education; Higher Education Opportunity Act (HEOA) Title II Reporting Forms on Teacher Quality and Preparation, 36263-36264 [2012-14809]
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Federal Register / Vol. 77, No. 117 / Monday, June 18, 2012 / Notices
receiving respite. RSVP will not be
required to participate in the survey.
(6) The survey represents too great a
time burden: 40 comments or 14 percent
of the total. Of the 40 comments, 72
percent were from RSVP. Response:
comments about the length of the
survey, CNCS reformat the survey into
individual instruments that each focus
on one discrete dimension of
performance.
(7) The survey should be conducted
as a sample, rather than the proposed
census: 15 comments or 5 percent of the
total. Of the 15 comments, 14 or 93
percent were from RSVP. Response: The
method original envisioned is that all
clients and caregivers receiving
independent living support and/or
respite, and all volunteers would
participate. While RSVP will not be
required to participate in the survey,
there may be some opportunity to
engage in a separate evaluation-focused
activity that would use a sampling
model.
(8) The survey is too costly: 47
comments or 16 percent of the total. Of
the 47, 41 comments or 87 percent were
from RSVP. Response: CNCS
determined that RSVP would be exempt
from participating in the survey process.
(9) The survey contains invasive
questions that would be perceived as
encroaching on the privacy of the
respondents: 29 comments or 10 percent
of the total. Of the 29 comments, 24 or
83 percent were from RSVP. Response:
CNCS will eliminate or de-identify the
data received so that individual
responses cannot be linked back to
specific respondents.
(10) The program model makes it
difficult to reach the clients in order to
conduct the survey: 32 comments or 12
percent of the comments. Of the 32
comments, 29 or 91 percent were from
RSVP. The Senior Companion Program
grantees did not raise this as a core
issue, and the model supports access to
the assigned clients and volunteers.
Response: CNCS will not require RSVP
grantees to participate in the survey.
(11) The condition of clients, such as
Alzheimer’s Disease or dementia, would
make it difficult to survey some number
of clients: 3 comments or 1 percent of
the total. All three of the comments
were from representatives of the Foster
Grandparent or Senior Companion
programs. Response: CNCS will
incorporate alternative protocols or
methods, such as observation, to collect
survey data.
Description: CNCS is seeking approval
of the Senior Corps Performance
Measures Surveys that are used by
Foster Grandparent and Senior
Companion Program grantees (required)
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and by RSVP grantees (voluntary/
optional) to collect performance data
related to independent living and
benefits to the volunteers who serve.
Type of Review: New.
Agency: Corporation for National and
Community Service.
Title: Senior Corps Performance
Measures Surveys.
OMB Number: None.
Agency Number: None.
Affected Public: Clients served by
Senior Companions, caregivers served
by Senior Companions, Foster
Grandparent and Senior Companion
volunteers.
Total Respondents:
Independent Living Surveys for
Clients and Caregivers: 74,000.
Benefits to Volunteer Survey: 46,000.
Frequency: Independent Living
Surveys for Clients and Caregivers:
Annual.
Benefits to the Volunteer Survey:
One-time.
Average Time per Response:
Independent Living Surveys for
Clients and Volunteers: 30 minutes per
survey.
Benefits to Volunteer Survey: 30
minutes per survey.
Estimated Total Burden Hours: 60,000
hours.
Total Burden Cost (capital/startup):
None.
Total Burden Cost (operating/
maintenance): None.
Dated: June 12, 2012.
Erwin J. Tan,
Director, Senior Corps.
[FR Doc. 2012–14819 Filed 6–15–12; 8:45 am]
BILLING CODE 6050–$$–P
DEPARTMENT OF EDUCATION
Notice of Proposed Information
Collection Requests; Office of
Postsecondary Education; Higher
Education Opportunity Act (HEOA)
Title II Reporting Forms on Teacher
Quality and Preparation
The Higher Education
Opportunity Act of 2008 calls for annual
reports from states and institutions of
higher education (IHEs) on the quality
of teacher preparation and state teacher
certification and licensure (Pub. L. 110–
315, sections 205–208). The purpose of
the reports is to provide greater
accountability in the preparation of the
nation’s teaching forces and to provide
information and incentives for its
improvement.
SUMMARY:
Interested persons are invited to
submit comments on or before August
17, 2012.
DATES:
PO 00000
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Sfmt 4703
36263
Written comments
regarding burden and/or the collection
activity requirements should be
electronically mailed to
ICDocketMgr@ed.gov or mailed to U.S.
Department of Education, 400 Maryland
Avenue SW., LBJ, Washington, DC
20202–4537. Copies of the proposed
information collection request may be
accessed from https://edicsweb.ed.gov,
by selecting the ‘‘Browse Pending
Collections’’ link and by clicking on
link number 04871. When you access
the information collection, click on
‘‘Download Attachments’’ to view.
Written requests for information should
be addressed to U.S. Department of
Education, 400 Maryland Avenue SW.,
LBJ, Washington, DC 20202–4537.
Requests may also be electronically
mailed to ICDocketMgr@ed.gov or faxed
to 202–401–0920. Please specify the
complete title of the information
collection and OMB Control Number
when making your request.
Individuals who use a
telecommunications device for the deaf
(TDD) may call the Federal Information
Relay Service (FIRS) at 1–800–877–
8339.
ADDRESSES:
Section
3506 of the Paperwork Reduction Act of
1995 (44 U.S.C. Chapter 35) requires
that Federal agencies provide interested
parties an early opportunity to comment
on information collection requests. The
Director, Information Collection
Clearance Division, Privacy, Information
and Records Management Services,
Office of Management, publishes this
notice containing proposed information
collection requests at the beginning of
the Departmental review of the
information collection. 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: Higher Education
Opportunity Act (HEOA) Title II
Reporting Forms on Teacher Quality
and Preparation.
OMB Control Number: 1840–0744.
Type of Review: Revision.
SUPPLEMENTARY INFORMATION:
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36264
Federal Register / Vol. 77, No. 117 / Monday, June 18, 2012 / Notices
Total Estimated Number of Annual
Responses: 1,309.
Total Estimated Number of Annual
Burden Hours: 235,961.
Abstract: The Higher Education
Opportunity Act of 2008 calls for annual
reports from states and institutions of
higher education (IHEs) on the quality
of teacher preparation and state teacher
certification and licensure (Pub. L. 110–
315, sections 205–208). The purpose of
the reports is to provide greater
accountability in the preparation of the
nation’s teaching forces and to provide
information and incentives for its
improvement. IHEs that have teacher
preparation programs must report
annually to their states on the
performance of their program
completers on teacher certification or
licensure tests. States, in turn, must
report test performance information,
institution by institution, to the
Secretary of Education. They must also
report on their requirements for teacher
certification and licensure, state
standards, alternative routes to
certification, low performing teacher
preparation programs and related items.
Dated: June 13, 2012.
Darrin A. King,
Director, Information Collection Clearance
Division, Privacy, Information and Records
Management Services, Office of Management.
[FR Doc. 2012–14809 Filed 6–15–12; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
Applications for New Awards;
Personnel Development To Improve
Services and Results for Children With
Disabilities—Early Childhood
Personnel Center
Office of Special Education and
Rehabilitative Services, Department of
Education.
ACTION: Notice.
AGENCY:
Overview Information:
Personnel Development to Improve
Services and Results for Children with
Disabilities—Early Childhood Personnel
Center.
Notice inviting applications for new
awards for fiscal year (FY) 2012.
Catalog of Federal Domestic Assistance
(CFDA) Number: 84.325B.
mstockstill on DSK4VPTVN1PROD with NOTICES
DATES:
Applications Available: June 18, 2012.
Deadline for Transmittal of
Applications: July 18, 2012.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purposes of
this program are to (1) help address
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State-identified needs for highly
qualified personnel in special
education, related services, early
intervention, and regular education to
work with infants, toddlers, and
children with disabilities; and (2)
ensure that those personnel have the
necessary skills and knowledge, derived
from practices that have been
determined through scientifically based
research and experience, to be
successful in serving those children.
Priority: In accordance with 34 CFR
75.105(b)(2)(iv), this priority is from
allowable activities specified in the
statute (see sections 662 and 681 of the
Individuals with Disabilities Education
Act (IDEA)).
Absolute Priority: For FY 2012 and
any subsequent year in which we make
awards from the list of unfunded
applicants 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:
Early Childhood Personnel Center.
Background:
The majority of professionals who
make up the current early childhood
workforce are not adequately prepared
to provide effective services and
evidence-based interventions that lead
to improved developmental and
learning outcomes for infants, toddlers,
and preschool children with disabilities
and their families (National Governor’s
Association, 2010). In a survey of IDEA
Part C and Part B, Section 619
coordinators, more than half of the
States reporting indicated that
personnel currently employed in early
intervention and preschool programs
were not properly trained to work with
infants, toddlers, and preschool
children with disabilities and their
families (Bruder, 2010). The Division for
Early Childhood of the Council for
Exceptional Children (DEC) and the
National Association for the Education
of Young Children (NAEYC) each has a
set of early childhood personnel
standards 1 for personnel working with
infants, toddlers, and preschool
children and their families. The
majority of States’ personnel standards,
however, do not align to these national
standards (Stayton et al., 2009).
1 For the purpose of this priority, ‘‘personnel
standards’’ refers to a set of expectations or
benchmarks conveyed as broad domains with
associated core knowledge and skills organized into
levels of expertise. Broad domains include
promoting child development and learning, and
core knowledge and skills involve knowing
evidence-based practices validated for specific
characteristics of learners and settings (National
Professional Development Center on Inclusion
(NPDCI), 2011).
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To address the needs of States in this
critical area, the Department plans to
support, through this priority, the
establishment and operation of an Early
Childhood Personnel Center to improve
professional development for personnel
working with infants, toddlers, and
preschool children with disabilities and
their families, including those working
in IDEA Part C and Part B preschool
programs. This Center would support
States in developing and implementing
an integrated early childhood
professional development system so that
all personnel providing services to
infants, toddlers, and preschool
children with disabilities and their
families can effectively serve those
populations.
‘‘Integrated early childhood
professional development system’’
refers to a comprehensive system of
preparation and ongoing development
and support for early childhood
personnel. Components of a statewide
integrated early childhood professional
development system include licensing
and certification requirements,
personnel standards and competencies,2
preservice preparation, inservice
training, and career pathways.
Integrated systems cross all early
childhood sectors (e.g., IDEA Part C,
IDEA Part B preschool, Head Start, child
care, State-funded Pre-K) (LeMoine,
2008; National Professional
Development Center on Inclusion
(NPDCI), 2010).
The Department’s Race to the Top—
Early Learning Challenge (RTT–ELC)
program recognizes the importance of
having an integrated early childhood
professional development system to
support the development and learning
of all young children. Thus, RTT–ELC
encourages States to work closely with
institutions of higher education (IHEs)
to develop a common, statewide
workforce knowledge and competency
framework 3 for all early childhood
2 For the purpose of this priority, ‘‘competencies’’
refers to the knowledge, skills, and dispositions
providers must master to be effective (NPDCI,
2011).
3 For the purpose of this priority, ‘‘workforce
knowledge and competency framework’’ means a
set of expectations that describes what early
childhood educators (including those working with
children with disabilities and English learners)
should know and be able to do. The Workforce
Knowledge and Competency Framework, at a
minimum, (a) is evidence based; (b) incorporates
knowledge and application of the State’s early
learning and development standards, the
comprehensive assessment systems, child
development, health, and culturally and
linguistically appropriate strategies for working
with families; (c) includes knowledge of early
mathematics and literacy development and effective
instructional practices to support mathematics and
literacy development in young children; (d)
incorporates effective use of data to guide
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]]>Agencies
[Federal Register Volume 77, Number 117 (Monday, June 18, 2012)]
[Notices]
[Pages 36263-36264]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2012-14809]
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DEPARTMENT OF EDUCATION
Notice of Proposed Information Collection Requests; Office of
Postsecondary Education; Higher Education Opportunity Act (HEOA) Title
II Reporting Forms on Teacher Quality and Preparation
SUMMARY: The Higher Education Opportunity Act of 2008 calls for annual
reports from states and institutions of higher education (IHEs) on the
quality of teacher preparation and state teacher certification and
licensure (Pub. L. 110-315, sections 205-208). The purpose of the
reports is to provide greater accountability in the preparation of the
nation's teaching forces and to provide information and incentives for
its improvement.
DATES: Interested persons are invited to submit comments on or before
August 17, 2012.
ADDRESSES: Written comments regarding burden and/or the collection
activity requirements should be electronically mailed to
ICDocketMgr@ed.gov or mailed to U.S. Department of Education, 400
Maryland Avenue SW., LBJ, Washington, DC 20202-4537. Copies of the
proposed information collection request may be accessed from https://edicsweb.ed.gov, by selecting the ``Browse Pending Collections'' link
and by clicking on link number 04871. When you access the information
collection, click on ``Download Attachments'' to view. Written requests
for information should be addressed to U.S. Department of Education,
400 Maryland Avenue SW., LBJ, Washington, DC 20202-4537. Requests may
also be electronically mailed to ICDocketMgr@ed.gov or faxed to 202-
401-0920. Please specify the complete title of the information
collection and OMB Control Number when making your request.
Individuals who use a telecommunications device for the deaf (TDD)
may call the Federal Information Relay Service (FIRS) at 1-800-877-
8339.
SUPPLEMENTARY INFORMATION: Section 3506 of the Paperwork Reduction Act
of 1995 (44 U.S.C. Chapter 35) requires that Federal agencies provide
interested parties an early opportunity to comment on information
collection requests. The Director, Information Collection Clearance
Division, Privacy, Information and Records Management Services, Office
of Management, publishes this notice containing proposed information
collection requests at the beginning of the Departmental review of the
information collection. 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: Higher Education Opportunity Act (HEOA) Title
II Reporting Forms on Teacher Quality and Preparation.
OMB Control Number: 1840-0744.
Type of Review: Revision.
[[Page 36264]]
Total Estimated Number of Annual Responses: 1,309.
Total Estimated Number of Annual Burden Hours: 235,961.
Abstract: The Higher Education Opportunity Act of 2008 calls for
annual reports from states and institutions of higher education (IHEs)
on the quality of teacher preparation and state teacher certification
and licensure (Pub. L. 110-315, sections 205-208). The purpose of the
reports is to provide greater accountability in the preparation of the
nation's teaching forces and to provide information and incentives for
its improvement. IHEs that have teacher preparation programs must
report annually to their states on the performance of their program
completers on teacher certification or licensure tests. States, in
turn, must report test performance information, institution by
institution, to the Secretary of Education. They must also report on
their requirements for teacher certification and licensure, state
standards, alternative routes to certification, low performing teacher
preparation programs and related items.
Dated: June 13, 2012.
Darrin A. King,
Director, Information Collection Clearance Division, Privacy,
Information and Records Management Services, Office of Management.
[FR Doc. 2012-14809 Filed 6-15-12; 8:45 am]
BILLING CODE 4000-01-P
