Submission for OMB Review; Comment Request, 54346-54348 [2017-24901]
Download as PDF
<![CDATA[
54346
Federal Register / Vol. 82, No. 221 / Friday, November 17, 2017 / Notices
Estimated Total Annual Burden
Hours:
In compliance with the requirements
of Section 506(c)(2)(A) of the Paperwork
Reduction Act of 1995, the
Administration for Children and
Families is soliciting public comment
on the specific aspects of the
information collection described above.
Copies of the proposed collection of
information can be obtained and
comments may be forwarded by writing
to the Administration for Children and
Families, Office of Planning, Research
and Evaluation, 370 L’Enfant
Promenade SW., Washington, DC 20447,
Attn: ACF Reports Clearance Officer.
Email address: infocollection@
acf.hhs.gov. All requests should be
identified by the title of the information
collection.
The Department specifically requests
comments on: (a) Whether the proposed
collection of information is necessary
for the proper performance of the
functions of the agency, including
whether the information shall have
practical utility; (b) the accuracy of the
agency’s estimate of the burden of the
proposed collection of information; (c)
the quality, utility, and clarity of the
information to be collected; and (d)
ways to minimize the burden of the
collection of information on
respondents, including through the use
of automated collection techniques or
other forms of information technology.
Consideration will be given to
comments and suggestions submitted
within 60 days of this publication.
Robert Sargis,
Reports Clearance Officer.
[FR Doc. 2017–24902 Filed 11–16–17; 8:45 am]
BILLING CODE 4184–01–P
DEPARTMENT OF HEALTH AND
HUMAN SERVICES
Administration for Children and
Families
sradovich on DSK3GMQ082PROD with NOTICES
Submission for OMB Review;
Comment Request
Title: Variations in Implementation of
Quality Interventions (VIQI) Project:
Data Collection.
OMB No.: New Collection.
Description: The Administration for
Children and Families (ACF), Office of
Planning, Research and Evaluation
(OPRE) proposes to collect information
as part of the Variations in
Implementation of Quality Interventions
(VIQI): Examining the Quality-Child
Outcomes Relationship in Child Care
and Early Education Project.
VerDate Sep<11>2014
18:32 Nov 16, 2017
Jkt 244001
The VIQI Project will inform
policymakers, practitioners, and
stakeholders about effective ways to
support the quality and effectiveness of
early care and education (ECE) centers
for promoting young children’s learning
and development. In partnership with
ECE centers across the United States
that serve young children with diverse
economic backgrounds, the VIQI Project
aims to (1) identify dimensions of
quality within ECE settings that are key
levers for promoting children’s
outcomes; (2) inform what levels of
quality are necessary to successfully
support children’s developmental gains;
(3) identify drivers that facilitate and
inhibit successful implementation of
interventions aimed at strengthening
quality; and (4) understand how these
relations vary across different ECE
settings, staff, and children. To achieve
these aims, the VIQI Project will include
a year-long pilot study that will pilot up
to three curricular and professional
development models, followed by a
year-long impact evaluation and process
study that involve testing the
effectiveness of two curricular and
professional development models that
aim to strengthen teacher practices, the
quality of classroom processes, and
children’s outcomes. The study will
include up to 189 community-based and
Head Start ECE centers spread across
seven different metropolitan areas in the
United States.
To test the effectiveness of the
curricular and professional
development models, the VIQI project
will consist of a 3- or 4-group
experimental design in the pilot study
and a 3-group experimental design in
the impact evaluation and the process
study in which the initial quality and
other characteristics of ECE centers are
measured. The centers then will be
stratified based upon select information
collected—by setting type (e.g., Head
Start and community-based ECE
centers) and initial levels of quality—
and randomly assigned to one of the
intervention conditions where they will
be offered curricular and professional
development supports aimed at
strengthening the quality of classroom
and teacher practices, or to a businessas-usual comparison condition.
In the pilot study, 24 centers in one
metropolitan area will participate in the
VIQI Project. Information about center
and staff characteristics and classroom
and teacher practices will be collected
(1) to stratify and randomly assign
centers; (2) to describe how the different
interventions are implemented and are
experienced by centers and teachers;
and (3) to document the treatment
differentials across research conditions.
PO 00000
Frm 00031
Fmt 4703
Sfmt 4703
The information will then be used to
adjust and to refine the research design
and measures that will be used in the
impact evaluation and process study.
In the impact evaluation and process
study, 165 centers in seven metropolitan
areas will participate in the VIQI
Project. Information about center and
staff characteristics and classroom and
teacher practices will be collected (1) to
stratify and randomly assign centers; (2)
to identify subgroups of interest; (3) to
describe how the interventions are
implemented and are experienced by
centers and teachers; (4) to document
the treatment differentials across
research conditions; and (5) to assess
the impacts of each of the interventions
on different dimensions of quality and
teacher practices when compared to a
business-as-usual comparison condition
for the impact evaluation sample and
separately for subgroups of interest. In
addition, information about the
background characteristics of families
and children being served in the centers
will be collected, as well as measures of
children’s skills at the beginning and
end of the year-long impact evaluation
for a subset of children in these centers.
This information will also be used (1) to
define subgroups of interest defined by
family and child characteristics, and (2)
to assess the impacts of each of the
interventions on children’s skills for the
full impact evaluation sample and
separately for subgroups of interest.
Lastly, the information on quality,
teacher practices and children’s skills
will be used in a set of analyses that will
rigorously examine the nature of the
quality-to-child outcomes relationship
by exploring the effects of different
dimensions and thresholds (or levels) of
quality on child outcomes for the full
impact evaluation sample and
separately for subgroups of interest.
The data collection instruments for
the VIQI Project include the following:
(1) Instruments for Screening and
Recruitment of ECE Centers will be used
in the pilot study, impact evaluation,
and process study to assess ECE centers’
eligibility, to inform the sampling
strategy, and to recruit ECE centers to
participate in the VIQI Project;
(2) Baseline Instruments for the Pilot
Study, Impact Evaluation, and Process
Study will be used to collect
background information about centers,
classrooms, center staff, and families
and children being served in the
centers. All of the instruments will be
administered at the beginning of the
pilot study, impact evaluation, and
process study, with the exception of the
baseline survey administered to parents
of children enrolled in participating
ECE centers and the protocol for
E:\FR\FM\17NON1.SGM
17NON1
54347
Federal Register / Vol. 82, No. 221 / Friday, November 17, 2017 / Notices
baseline assessments of children’s skills
at the beginning of the impact
evaluation and process study;
(3) Follow-Up Instruments for the
Pilot Study, Impact Evaluation, and
Process Study will be used to inform
how centers, classrooms, teachers, and
children changed and to assess the
impacts of each of the interventions
over the course of the pilot study,
impact evaluation, and process study.
All of the instruments will be
administered at the end of the pilot
study, impact evaluation, and process
study, with the exception of the
protocol for follow-up assessments of
children’s skills at the end of the impact
evaluation and process study; and,
(4) Fidelity of Implementation
Instruments for Pilot Study and Process
Study will be used to document how the
curricular and professional
development models are delivered and
experienced by staff, to document
treatment differentials across research
conditions, and to provide context for
interpreting the findings of the impact
evaluation.
Respondents: The target population of
the VIQI Project will include staff
members working in Head Start grantee
and community-based child care
oversight agencies, staff members
working in 189 ECE centers in seven
metropolitan areas across the United
States, and parents and children being
served in these centers.
ANNUAL BURDEN ESTIMATES
Total
number of
respondents
Instrument
Annual
number of
respondents
Number of
responses per
respondent
Average
burden hours
per response
Annual
burden hours
Instruments for Screening and Recruitment of ECE Centers
Landscaping protocol with Stakeholder Agencies (staff
burden in Head Start (HS) grantee and communitybased child care agencies) ..............................................
Screening protocol for phone calls (staff burden in HS
grantees and community-based child care agencies) .....
Screening protocol for phone calls (HS and communitybased child care center staff burden) ..............................
Protocol for in-person visits for screening and recruitment
activities (staff burden in HS grantees and communitybased child care agencies) ..............................................
Protocol for in-person visits for screening and recruitment
activities (HS and community-based child care center
staff burden) .....................................................................
100
33
1
1.50
50
110
37
1
2
74
280
93
1
1.20
112
488
163
1
1.50
245
760
253
1
1.20
304
Baseline Instruments for the Pilot Study, Impact Evaluation, and Process Study
Baseline administrator survey ..............................................
Baseline coach survey .........................................................
Baseline teacher/assistant teacher survey ..........................
Baseline parent/guardian information form in Impact Evaluation only ........................................................................
Baseline classroom observation protocol (teacher burden)
Baseline protocol for child assessments in Impact Evaluation only (child burden) .....................................................
236
223
1,358
79
74
453
1
1
1
0.60
0.60
0.60
47
44
272
8,568
543
2,856
181
1
1
0.20
0.30
571
54
1,980
660
1
0.50
330
Follow-Up Instruments for Pilot Study, Impact Evaluation, and Process Study
Follow-up administrator survey ............................................
Follow-up coach survey .......................................................
Follow-up teacher/assistant teacher survey ........................
Teacher reports to questions about children in classroom
(administered as part of the follow-up teacher survey) ...
Follow-up classroom observation protocol (teacher burden) ..................................................................................
Follow-up protocol for child assessments in Impact Evaluation only (child burden) .................................................
189
178
1,086
63
59
362
1
1
1
0.50
0.50
0.75
32
30
272
543
181
1
0.67
121
543
181
2
0.30
109
1,980
660
1
1
660
sradovich on DSK3GMQ082PROD with NOTICES
Fidelity of Implementation Instruments for Pilot Study and Process Study
Coach log .............................................................................
Teacher/assistant teacher log ..............................................
Implementation fidelity observation protocol (teacher burden) ..................................................................................
Interview/Focus group protocol (administrator, teacher/assistant teacher and coach burden) ..................................
Estimated Total Annual Burden
Hours: 7,289.
Additional Information: Copies of the
proposed collection may be obtained by
writing to the Administration for
VerDate Sep<11>2014
18:32 Nov 16, 2017
Jkt 244001
117
1,086
39
362
55
36
0.25
0.25
536
3258
72
24
1
0.30
7
322
107
1
1.5
161
Children and Families, Office of
Planning, Research and Evaluation, 330
C Street, SW., Washington, DC 20201,
Attn: OPRE Reports Clearance Officer.
All requests should be identified by the
PO 00000
Frm 00032
Fmt 4703
Sfmt 4703
title of the information collection. Email
address: OPREinfocollection@
acf.hhs.gov.
OMB Comment: OMB is required to
make a decision concerning the
E:\FR\FM\17NON1.SGM
17NON1
54348
Federal Register / Vol. 82, No. 221 / Friday, November 17, 2017 / Notices
collection of information between 30
and 60 days after publication of this
document in the Federal Register.
Therefore, a comment is best assured of
having its full effect if OMB receives it
within 30 days of publication. Written
comments and recommendations for the
proposed information collection should
be sent directly to the following: Office
of Management and Budget, Paperwork
Reduction Project, Email: OIRA_
SUBMISSION@OMB.EOP.GOV, Attn:
Desk Officer for the Administration for
Children and Families.
Mary Jones,
ACF/OPRE Certifying Officer.
[FR Doc. 2017–24901 Filed 11–16–17; 8:45 am]
BILLING CODE 4184–23–P
DEPARTMENT OF HEALTH AND
HUMAN SERVICES
Administration for Children and
Families
Proposed Information Collection
Activity: Comment Request
Proposed Projects:
Community Services Block Grant
(CSBG) State Plan Application for
States
Community Services Block Grant
(CSBG) Eligible Entity Master List
Community Services Block Grant
(CSBG) ACSI Survey of Eligible
Entities
Title: Community Services Block
Grant (CSBG) State Plan Application
OMB Number: 0970–0382
Description: Section 676 of the
Community Services Block Grant
(CSBG) Act requires states, including
the District of Columbia and the
Commonwealth of Puerto Rico, and U.S.
territories applying for CSBG funds to
submit an application and plan (CSBG
State Plan). The CSBG State Plan must
meet statutory requirements prior to
states and territories being funded with
CSBG funds. Applicants have the option
to submit a detailed plan annually or
biannually. Entities that submit a
biannual plan must provide an
abbreviated plan the following year if
substantial changes to the initial plan
will occur.
This request is to revise the
automated CSBG State Plan format for
states and territories by revising
questions for clarity and system
compatibility. It is not anticipated that
these revisions will cause any
additional burden to states as they have
been completing the automated plan for
three years. It is anticipated that the
burden will continue to diminish in
subsequent years due to improved
automation.
In addition to the CSBG State Plan,
states will be requested to complete a
CSBG Eligible Entity Master List in year
one, and then make updates as
necessary in subsequent years. As the
states have the information about their
eligible entities (or sub-grantees), the
burden will be minimal to the states to
complete this the first year.
Lastly, the request includes a survey
for the CSBG eligible entities (or subgrantees). The survey focuses on the
customer service that the eligible
entities receive from the CSBG states.
The survey is optional, and this will be
the third time that the eligible entities
that chose to submit will complete it.
Respondents: State Governments,
including the District of Columbia and
the Commonwealth of Puerto Rico, and
U.S. territories, and local level subgrantees.
ANNUAL BURDEN ESTIMATES
Number of
respondents
Instrument
sradovich on DSK3GMQ082PROD with NOTICES
CSBG State Plan Application for States .........................................................
CSBG State Plan Eligible Entity List ...............................................................
CSBG ACSI Survey of Eligible Entities ...........................................................
Estimated Total Annual Burden
Hours: 1,792 hours for states and
territories; 152.85 for eligible entities.
In compliance with the requirements
of the Paperwork Reduction Act of 1995
(Pub. L. 104–13, 44 U.S.C. Chap. 35), the
Administration for Children and
Families is soliciting public comment
on the specific aspects of the
information collection described above.
Copies of the proposed collection of
information can be obtained and
comments may be forwarded by writing
to the Administration for Children and
Families, Office of Planning, Research
and Evaluation, 330 C Street SW.,
Washington, DC 20201. Attn: ACF
Reports Clearance Officer. Email
address: infocollection@acf.hhs.gov. All
requests should be identified by the title
of the information collection.
The Department specifically requests
comments on: (a) Whether the proposed
collection of information is necessary
for the proper performance of the
VerDate Sep<11>2014
18:32 Nov 16, 2017
Jkt 244001
56
56
1,019
functions of the agency, including
whether the information shall have
practical utility; (b) the accuracy of the
agency’s estimate of the burden of the
proposed collection of information; (c)
the quality, utility, and clarity of the
information to be collected; and (d)
ways to minimize the burden of the
collection of information on
respondents, including through the use
of automated collection techniques or
other forms of information technology.
Consideration will be given to
comments and suggestions submitted
within 60 days of this publication.
Robert Sargis,
Reports Clearance Officer.
[FR Doc. 2017–24905 Filed 11–16–17; 8:45 am]
BILLING CODE 4184–27–P
PO 00000
Frm 00033
Fmt 4703
Sfmt 4703
Number of
responses per
respondent
1
1
1
Average
burden hours
per
response
Total burden
hours
31
1
.15
1,736
56
152.85
DEPARTMENT OF HEALTH AND
HUMAN SERVICES
Food and Drug Administration
[Docket No. FDA–2017–N–4179]
Cardiac Troponin Assays; Public
Workshop; Request for Comments;
Extension of Comment Period
AGENCY:
Food and Drug Administration,
HHS.
ACTION:
Notice; extension of comment
period.
The Food and Drug
Administration (FDA or Agency) is
extending the comment period provided
in the notice entitled ‘‘Cardiac Troponin
Assays; Public Workshop; Request for
Comments’’ that appeared in the
Federal Register on July 31, 2017. That
notice announced the public workshop
and requested comments by November
28, 2017; FDA is extending the public
SUMMARY:
E:\FR\FM\17NON1.SGM
17NON1
]]>Agencies
[Federal Register Volume 82, Number 221 (Friday, November 17, 2017)]
[Notices]
[Pages 54346-54348]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2017-24901]
-----------------------------------------------------------------------
DEPARTMENT OF HEALTH AND HUMAN SERVICES
Administration for Children and Families
Submission for OMB Review; Comment Request
Title: Variations in Implementation of Quality Interventions (VIQI)
Project: Data Collection.
OMB No.: New Collection.
Description: The Administration for Children and Families (ACF),
Office of Planning, Research and Evaluation (OPRE) proposes to collect
information as part of the Variations in Implementation of Quality
Interventions (VIQI): Examining the Quality-Child Outcomes Relationship
in Child Care and Early Education Project.
The VIQI Project will inform policymakers, practitioners, and
stakeholders about effective ways to support the quality and
effectiveness of early care and education (ECE) centers for promoting
young children's learning and development. In partnership with ECE
centers across the United States that serve young children with diverse
economic backgrounds, the VIQI Project aims to (1) identify dimensions
of quality within ECE settings that are key levers for promoting
children's outcomes; (2) inform what levels of quality are necessary to
successfully support children's developmental gains; (3) identify
drivers that facilitate and inhibit successful implementation of
interventions aimed at strengthening quality; and (4) understand how
these relations vary across different ECE settings, staff, and
children. To achieve these aims, the VIQI Project will include a year-
long pilot study that will pilot up to three curricular and
professional development models, followed by a year-long impact
evaluation and process study that involve testing the effectiveness of
two curricular and professional development models that aim to
strengthen teacher practices, the quality of classroom processes, and
children's outcomes. The study will include up to 189 community-based
and Head Start ECE centers spread across seven different metropolitan
areas in the United States.
To test the effectiveness of the curricular and professional
development models, the VIQI project will consist of a 3- or 4-group
experimental design in the pilot study and a 3-group experimental
design in the impact evaluation and the process study in which the
initial quality and other characteristics of ECE centers are measured.
The centers then will be stratified based upon select information
collected--by setting type (e.g., Head Start and community-based ECE
centers) and initial levels of quality--and randomly assigned to one of
the intervention conditions where they will be offered curricular and
professional development supports aimed at strengthening the quality of
classroom and teacher practices, or to a business-as-usual comparison
condition.
In the pilot study, 24 centers in one metropolitan area will
participate in the VIQI Project. Information about center and staff
characteristics and classroom and teacher practices will be collected
(1) to stratify and randomly assign centers; (2) to describe how the
different interventions are implemented and are experienced by centers
and teachers; and (3) to document the treatment differentials across
research conditions. The information will then be used to adjust and to
refine the research design and measures that will be used in the impact
evaluation and process study.
In the impact evaluation and process study, 165 centers in seven
metropolitan areas will participate in the VIQI Project. Information
about center and staff characteristics and classroom and teacher
practices will be collected (1) to stratify and randomly assign
centers; (2) to identify subgroups of interest; (3) to describe how the
interventions are implemented and are experienced by centers and
teachers; (4) to document the treatment differentials across research
conditions; and (5) to assess the impacts of each of the interventions
on different dimensions of quality and teacher practices when compared
to a business-as-usual comparison condition for the impact evaluation
sample and separately for subgroups of interest. In addition,
information about the background characteristics of families and
children being served in the centers will be collected, as well as
measures of children's skills at the beginning and end of the year-long
impact evaluation for a subset of children in these centers. This
information will also be used (1) to define subgroups of interest
defined by family and child characteristics, and (2) to assess the
impacts of each of the interventions on children's skills for the full
impact evaluation sample and separately for subgroups of interest.
Lastly, the information on quality, teacher practices and children's
skills will be used in a set of analyses that will rigorously examine
the nature of the quality-to-child outcomes relationship by exploring
the effects of different dimensions and thresholds (or levels) of
quality on child outcomes for the full impact evaluation sample and
separately for subgroups of interest.
The data collection instruments for the VIQI Project include the
following:
(1) Instruments for Screening and Recruitment of ECE Centers will
be used in the pilot study, impact evaluation, and process study to
assess ECE centers' eligibility, to inform the sampling strategy, and
to recruit ECE centers to participate in the VIQI Project;
(2) Baseline Instruments for the Pilot Study, Impact Evaluation,
and Process Study will be used to collect background information about
centers, classrooms, center staff, and families and children being
served in the centers. All of the instruments will be administered at
the beginning of the pilot study, impact evaluation, and process study,
with the exception of the baseline survey administered to parents of
children enrolled in participating ECE centers and the protocol for
[[Page 54347]]
baseline assessments of children's skills at the beginning of the
impact evaluation and process study;
(3) Follow-Up Instruments for the Pilot Study, Impact Evaluation,
and Process Study will be used to inform how centers, classrooms,
teachers, and children changed and to assess the impacts of each of the
interventions over the course of the pilot study, impact evaluation,
and process study. All of the instruments will be administered at the
end of the pilot study, impact evaluation, and process study, with the
exception of the protocol for follow-up assessments of children's
skills at the end of the impact evaluation and process study; and,
(4) Fidelity of Implementation Instruments for Pilot Study and
Process Study will be used to document how the curricular and
professional development models are delivered and experienced by staff,
to document treatment differentials across research conditions, and to
provide context for interpreting the findings of the impact evaluation.
Respondents: The target population of the VIQI Project will include
staff members working in Head Start grantee and community-based child
care oversight agencies, staff members working in 189 ECE centers in
seven metropolitan areas across the United States, and parents and
children being served in these centers.
Annual Burden Estimates
----------------------------------------------------------------------------------------------------------------
Total number Annual number Number of Average
Instrument of of responses per burden hours Annual burden
respondents respondents respondent per response hours
----------------------------------------------------------------------------------------------------------------
Instruments for Screening and Recruitment of ECE Centers
----------------------------------------------------------------------------------------------------------------
Landscaping protocol with 100 33 1 1.50 50
Stakeholder Agencies (staff
burden in Head Start (HS)
grantee and community-based
child care agencies)...........
Screening protocol for phone 110 37 1 2 74
calls (staff burden in HS
grantees and community-based
child care agencies)...........
Screening protocol for phone 280 93 1 1.20 112
calls (HS and community-based
child care center staff burden)
Protocol for in-person visits 488 163 1 1.50 245
for screening and recruitment
activities (staff burden in HS
grantees and community-based
child care agencies)...........
Protocol for in-person visits 760 253 1 1.20 304
for screening and recruitment
activities (HS and community-
based child care center staff
burden)........................
----------------------------------------------------------------------------------------------------------------
Baseline Instruments for the Pilot Study, Impact Evaluation, and Process Study
----------------------------------------------------------------------------------------------------------------
Baseline administrator survey... 236 79 1 0.60 47
Baseline coach survey........... 223 74 1 0.60 44
Baseline teacher/assistant 1,358 453 1 0.60 272
teacher survey.................
Baseline parent/guardian 8,568 2,856 1 0.20 571
information form in Impact
Evaluation only................
Baseline classroom observation 543 181 1 0.30 54
protocol (teacher burden)......
Baseline protocol for child 1,980 660 1 0.50 330
assessments in Impact
Evaluation only (child burden).
----------------------------------------------------------------------------------------------------------------
Follow-Up Instruments for Pilot Study, Impact Evaluation, and Process Study
----------------------------------------------------------------------------------------------------------------
Follow-up administrator survey.. 189 63 1 0.50 32
Follow-up coach survey.......... 178 59 1 0.50 30
Follow-up teacher/assistant 1,086 362 1 0.75 272
teacher survey.................
Teacher reports to questions 543 181 1 0.67 121
about children in classroom
(administered as part of the
follow-up teacher survey)......
Follow-up classroom observation 543 181 2 0.30 109
protocol (teacher burden)......
Follow-up protocol for child 1,980 660 1 1 660
assessments in Impact
Evaluation only (child burden).
----------------------------------------------------------------------------------------------------------------
Fidelity of Implementation Instruments for Pilot Study and Process Study
----------------------------------------------------------------------------------------------------------------
Coach log....................... 117 39 55 0.25 536
Teacher/assistant teacher log... 1,086 362 36 0.25 3258
Implementation fidelity 72 24 1 0.30 7
observation protocol (teacher
burden)........................
Interview/Focus group protocol 322 107 1 1.5 161
(administrator, teacher/
assistant teacher and coach
burden)........................
----------------------------------------------------------------------------------------------------------------
Estimated Total Annual Burden Hours: 7,289.
Additional Information: Copies of the proposed collection may be
obtained by writing to the Administration for Children and Families,
Office of Planning, Research and Evaluation, 330 C Street, SW.,
Washington, DC 20201, Attn: OPRE Reports Clearance Officer. All
requests should be identified by the title of the information
collection. Email address: OPREinfocollection@acf.hhs.gov.
OMB Comment: OMB is required to make a decision concerning the
[[Page 54348]]
collection of information between 30 and 60 days after publication of
this document in the Federal Register. Therefore, a comment is best
assured of having its full effect if OMB receives it within 30 days of
publication. Written comments and recommendations for the proposed
information collection should be sent directly to the following: Office
of Management and Budget, Paperwork Reduction Project, Email:
OIRA_SUBMISSION@OMB.EOP.GOV, Attn: Desk Officer for the Administration
for Children and Families.
Mary Jones,
ACF/OPRE Certifying Officer.
[FR Doc. 2017-24901 Filed 11-16-17; 8:45 am]
BILLING CODE 4184-23-P
