Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Promoting Student Success in Algebra I Project, 18532-18533 [2014-07309]
Download as PDF
<![CDATA[
18532
Federal Register / Vol. 79, No. 63 / Wednesday, April 2, 2014 / Notices
Type of Review: A revision of an
existing information collection.
Respondents/Affected Public: State,
Local, or Tribal Governments.
Total Estimated Number of Annual
Responses: 850.
Total Estimated Number of Annual
Burden Hours: 4,850.
Abstract: The Elementary and
Secondary Education Act of 1965, as
amended, provides funds to districts to
improve the quality of their teaching
and principal force and raise student
achievement. These funds are provided
to districts through Title II, Part A
(Improving Teacher Quality State Grants
Subgrants to Local Educational
Agencies (LEA)). The purpose of this
survey is for the U.S. Department of
Education to have a better
understanding of how districts use these
funds. The survey also collects
information on high-quality professional
development in LEAs. In addition to the
LEA survey, the package also includes
a short survey for State Educational
Agencies (SEA) that provides
information on fiscal year allocations of
Title II, Part A funds made to the LEAs
selected for participation in the LEA
survey.
This OMB clearance request is to
continue these analyses using a similar
data collection instrument and sampling
plan for the 2014–2015 school year and
subsequent years. Minor changes to the
LEA survey are requested. No changes
to the State Educational Agency (SEA)
survey are required.
Dated: March 27, 2014.
Tomakie Washington,
Acting Director, Information Collection
Clearance Division, Privacy, Information and
Records Management Services, Office of
Management.
[FR Doc. 2014–07310 Filed 4–1–14; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2014–ICCD–0052]
Agency Information Collection
Activities; Comment Request; Annual
Client Assistance Program (CAP)
Report
Office of Special Education and
Rehabilitative Services (OSERS),
Department of Education (ED).
ACTION: Notice.
tkelley on DSK3SPTVN1PROD with NOTICES
AGENCY:
In accordance with the
Paperwork Reduction Act of 1995 (44
U.S.C. chapter 3501 et seq.), ED is
proposing an extension of an existing
information collection.
SUMMARY:
VerDate Mar<15>2010
17:01 Apr 01, 2014
Jkt 232001
Interested persons are invited to
submit comments on or before June 2,
2014.
DATES:
Comments submitted in
response to this notice should be
submitted electronically through the
Federal eRulemaking Portal at https://
www.regulations.gov by selecting
Docket ID number ED–2014–ICCD–0052
or via postal mail, commercial delivery,
or hand delivery. If the regulations.gov
site is not available to the public for any
reason, ED will temporarily accept
comments at ICDocketMgr@ed.gov.
Please note that comments submitted by
fax or email and those submitted after
the comment period will not be
accepted; ED will ONLY accept
comments during the comment period
in this mailbox when the regulations.gov
site is not available. Written requests for
information or comments submitted by
postal mail or delivery should be
addressed to the Director of the
Information Collection Clearance
Division, U.S. Department of Education,
400 Maryland Avenue SW., LBJ,
Mailstop L–OM–2–2E319, Room 2E115,
Washington, DC 20202.
ADDRESSES:
For
specific questions related to collection
activities, please contact Jim Doyle,
202–245–6630.
FOR FURTHER INFORMATION CONTACT:
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
SUPPLEMENTARY INFORMATION:
PO 00000
Frm 00026
Fmt 4703
Sfmt 4703
response to this notice will be
considered public records.
Title of Collection: Annual Client
Assistance Program (CAP) Report.
OMB Control Number: 1820–0528.
Type of Review: An extension of an
existing information collection.
Respondents/Affected Public: Private
Sector, Federal Government.
Total Estimated Number of Annual
Responses: 112.
Total Estimated Number of Annual
Burden Hours: 1,792.
Abstract: Form RSA 227 is used to
meet specific data collection
requirements contained in Section 112
of the Rehabilitation Act of 1973, as
amended, and its implementing Federal
Regulations at 34 CFR Part 370. Data
from the form have been used to
evaluate individual programs. These
data also have been used to indicate
trends in the provision of services from
year-to-year. In addition, Form RSA–227
is used to analyze and evaluate the
effectiveness of individual Client
Assistance Program (CAP) grantees.
These agencies provide services to
individuals seeking or receiving services
from programs and projects authorized
by the Rehabilitation Act of 1973, as
amended. Form RSA–227 has enabled
RSA to furnish the President and
Congress with data on the provision of
advocacy services and has helped to
establish a sound basis for future
funding requests.
Dated: March 27, 2014.
Tomakie Washington,
Acting Director, Information Collection
Clearance Division, Privacy, Information and
Records Management Services, Office of
Management.
[FR Doc. 2014–07311 Filed 4–1–14; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2013–ICCD–0060]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; Comment Request;
Promoting Student Success in Algebra
I Project
Office of Elementary and
Secondary Education (OESE),
Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act of 1995 (44
U.S.C. chapter 3501 et seq.), ED is
proposing a new information collection.
DATES: Interested persons are invited to
submit comments on or before May 2,
2014.
SUMMARY:
E:\FR\FM\02APN1.SGM
02APN1
Federal Register / Vol. 79, No. 63 / Wednesday, April 2, 2014 / Notices
Comments submitted in
response to this notice should be
submitted electronically through the
Federal eRulemaking Portal at https://
www.regulations.gov by selecting
Docket ID number ED–2013–ICCD–0060
or via postal mail, commercial delivery,
or hand delivery. If the regulations.gov
site is not available to the public for any
reason, ED will temporarily accept
comments at ICDocketMgr@ed.gov.
Please note that comments submitted by
fax or email and those submitted after
the comment period will not be
accepted; ED will ONLY accept
comments during the comment period
in this mailbox when the regulations.gov
site is not available. Written requests for
information or comments submitted by
postal mail or delivery should be
addressed to the Director of the
Information Collection Clearance
Division, U.S. Department of Education,
400 Maryland Avenue SW., LBJ,
Mailstop L–OM–2–2E319, Room 2E115,
Washington, DC 20202.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Ivonne Jaime,
202–260–1519.
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: Promoting Student
Success in Algebra I Project.
tkelley on DSK3SPTVN1PROD with NOTICES
ADDRESSES:
VerDate Mar<15>2010
17:01 Apr 01, 2014
Jkt 232001
OMB Control Number: 1810—NEW.
Type of Review: A new information
collection.
Respondents/Affected Public: State,
Local, or Tribal Governments.
Total Estimated Number of Annual
Responses: 314.
Total Estimated Number of Annual
Burden Hours: 162.
Abstract: The Promoting Student
Success in Algebra I (PSSA) study aims
to provide policy-makers and
practitioners with a deeper
understanding of how instructional
practices, professional development,
instructional coaching, curriculum
alignment, and expanded learning/
double-dose algebra can serve as
possible avenues for improving student
success in mathematics and particularly
Algebra I, a critical gateway course for
which student success is a strong
predictor of high-school graduation.
The PSSA study will incorporate
research findings, school-based
perspectives from education
practitioners, and case studies of district
and school sites that are implementing
exemplary initiatives in the five topical
areas that represent common leverage
points for addressing student needs in
mathematics. This work will make an
important contribution by producing
actionable information for educators
and policymakers about how to promote
success in Algebra I for all students
while simultaneously increasing the
demands on teacher effectiveness and
student performance in preparation for
the Common Core State Standards for
Mathematics (CCSSM). The study
centers around three major research
questions as follows:
(1) What is the evidence to support
practices or strategies in the areas of
instructional practices, professional
development, instructional coaching,
curricular alignment, and expanded
learning/double-dose algebra for
promoting student success in Algebra I?
(2) What do district- and school-based
representatives think about evidence for
practices or strategies in these areas?
(3) What does exemplary
implementation of each practice or
strategy look like in districts or schools
with demonstrated improvement in
student outcomes?
The subject of this OMB clearance
request is PSSA’s series of five topical
area case studies (Research Question
#3). The case studies are designed to
address five focused sets of case study
research questions that are grounded in
the study’s overall conceptual
framework. These research questions
explore factors associated with the
successful implementation of programs
or initiatives in each of the five topical
PO 00000
Frm 00027
Fmt 4703
Sfmt 4703
18533
areas, including (a) actions taken to
implement the program/initiative; (b)
processes used to develop and select the
program/initiative; (c) contextual factors
that enable and constrain successful
implementation; and (d) indicators that
are used to describe the effectiveness of
the program/initiative.
Dated: March 27, 2014.
Tomakie Washington,
Acting Director, Information Collection
Clearance Division, Privacy, Information and
Records Management Services, Office of
Management.
[FR Doc. 2014–07309 Filed 4–1–14; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
President’s Advisory Commission on
Educational Excellence for African
Americans
President’s Advisory
Commission on Educational Excellence
for African Americans, U.S. Department
of Education.
ACTION: Notice of an Open Meeting.
AGENCY:
This notice sets forth the
schedule and agenda of the meeting of
the President’s Advisory Commission
on Educational Excellence for African
Americans. The notice also describes
the functions of the Commission. Notice
of the meeting is required by section 10
(a) (2) of the Federal Advisory
Committee Act and intended to notify
the public of its opportunity to attend.
DATES: Friday, April 18, 2014.
Time: 9:00 a.m.—4:00 p.m. (EDT).
ADDRESSES: U.S. Department of
Education, 400 Maryland Avenue SW.,
LBJ Auditorium, Washington, DC 20202,
202–260–8197.
FOR FURTHER INFORMATION CONTACT:
Kimberly Watkins-Foote, Acting Deputy
Director, White House Initiative on
Educational Excellence for African
Americans, 400 Maryland Avenue SW,
Washington, DC 20204; telephone: (202)
260–8197, fax: (202) 401–1971.
SUPPLEMENTARY INFORMATION: The
President’s Advisory Commission on
Educational Excellence for African
Americans is established by Executive
Order 13621 (July 26, 2012). The
Commission is governed by the
provisions of the Federal Advisory
Committee Act (FACA), (Pub. L 92–463;
as amended, 5 U.S.C.A., Appendix 2)
which sets forth standards for the
formation and use of advisory
committees. The purpose of the
Commission is to advise the President
and the Secretary of Education on
matters pertaining to the educational
SUMMARY:
E:\FR\FM\02APN1.SGM
02APN1
]]>Agencies
[Federal Register Volume 79, Number 63 (Wednesday, April 2, 2014)]
[Notices]
[Pages 18532-18533]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2014-07309]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2013-ICCD-0060]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; Comment
Request; Promoting Student Success in Algebra I Project
AGENCY: Office of Elementary and Secondary Education (OESE), Department
of Education (ED).
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: In accordance with the Paperwork Reduction Act of 1995 (44
U.S.C. chapter 3501 et seq.), ED is proposing a new information
collection.
DATES: Interested persons are invited to submit comments on or before
May 2, 2014.
[[Page 18533]]
ADDRESSES: Comments submitted in response to this notice should be
submitted electronically through the Federal eRulemaking Portal at
https://www.regulations.gov by selecting Docket ID number ED-2013-ICCD-
0060 or via postal mail, commercial delivery, or hand delivery. If the
regulations.gov site is not available to the public for any reason, ED
will temporarily accept comments at ICDocketMgr@ed.gov. Please note
that comments submitted by fax or email and those submitted after the
comment period will not be accepted; ED will ONLY accept comments
during the comment period in this mailbox when the regulations.gov site
is not available. Written requests for information or comments
submitted by postal mail or delivery should be addressed to the
Director of the Information Collection Clearance Division, U.S.
Department of Education, 400 Maryland Avenue SW., LBJ, Mailstop L-OM-2-
2E319, Room 2E115, Washington, DC 20202.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Ivonne Jaime, 202-260-1519.
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: Promoting Student Success in Algebra I
Project.
OMB Control Number: 1810--NEW.
Type of Review: A new information collection.
Respondents/Affected Public: State, Local, or Tribal Governments.
Total Estimated Number of Annual Responses: 314.
Total Estimated Number of Annual Burden Hours: 162.
Abstract: The Promoting Student Success in Algebra I (PSSA) study
aims to provide policy-makers and practitioners with a deeper
understanding of how instructional practices, professional development,
instructional coaching, curriculum alignment, and expanded learning/
double-dose algebra can serve as possible avenues for improving student
success in mathematics and particularly Algebra I, a critical gateway
course for which student success is a strong predictor of high-school
graduation.
The PSSA study will incorporate research findings, school-based
perspectives from education practitioners, and case studies of district
and school sites that are implementing exemplary initiatives in the
five topical areas that represent common leverage points for addressing
student needs in mathematics. This work will make an important
contribution by producing actionable information for educators and
policymakers about how to promote success in Algebra I for all students
while simultaneously increasing the demands on teacher effectiveness
and student performance in preparation for the Common Core State
Standards for Mathematics (CCSSM). The study centers around three major
research questions as follows:
(1) What is the evidence to support practices or strategies in the
areas of instructional practices, professional development,
instructional coaching, curricular alignment, and expanded learning/
double-dose algebra for promoting student success in Algebra I?
(2) What do district- and school-based representatives think about
evidence for practices or strategies in these areas?
(3) What does exemplary implementation of each practice or strategy
look like in districts or schools with demonstrated improvement in
student outcomes?
The subject of this OMB clearance request is PSSA's series of five
topical area case studies (Research Question 3). The case
studies are designed to address five focused sets of case study
research questions that are grounded in the study's overall conceptual
framework. These research questions explore factors associated with the
successful implementation of programs or initiatives in each of the
five topical areas, including (a) actions taken to implement the
program/initiative; (b) processes used to develop and select the
program/initiative; (c) contextual factors that enable and constrain
successful implementation; and (d) indicators that are used to describe
the effectiveness of the program/initiative.
Dated: March 27, 2014.
Tomakie Washington,
Acting Director, Information Collection Clearance Division, Privacy,
Information and Records Management Services, Office of Management.
[FR Doc. 2014-07309 Filed 4-1-14; 8:45 am]
BILLING CODE 4000-01-P
