Draft Policy Statement on Developing Student Achievement Levels for the National Assessment of Educational Progress, 45618-45619 [2018-19650]

Download as PDF 45618 Federal Register / Vol. 83, No. 175 / Monday, September 10, 2018 / Notices Title of Collection: Comprehensive Literacy Program Evaluation: Striving Readers Implementation Study. OMB Control Number: 1850–NEW. Type of Review: A new information collection. Respondents/Affected Public: Individuals or Households; State, Local, and Tribal Governments. Total Estimated Number of Annual Responses: 4,824. Total Estimated Number of Annual Burden Hours: 2,082. Abstract: The data collection described in this submission includes activities associated with the legislatively mandated evaluation of the Striving Readers Comprehensive Literacy (SRCL) program. The purpose of this evaluation is to provide information to policymakers, administrators, and educators regarding the implementation of the SRCL program, including grant award procedures, technical assistance, continuous improvement procedures, and literacy interventions at the school level. Data collection will include interviews with state-level grantees and district administrators; school principals, reading specialists, and teachers; and teacher surveys. In addition, the study team will conduct site visits to 50 schools and observe instruction in 100 classrooms using SRCL-funded literacy interventions, however the study team does not request clearance for these observations, which impose no burden. The study team also will collect and review grantee and subgrantee applications and comprehensive literacy plans. Dated: September 4, 2018. Stephanie Valentine, Acting Director, Information Collection Clearance Division, Office of the Chief Privacy Officer, Office of Management. [FR Doc. 2018–19466 Filed 9–7–18; 8:45 am] BILLING CODE 4000–01–P Draft Policy Statement on Developing Student Achievement Levels for the National Assessment of Educational Progress National Assessment Governing Board, U.S. Department of Education. ACTION: Notice of opportunity for public comment for policy statement on Student Achievement Levels for the National Assessment of Educational Progress (NAEP). daltland on DSKBBV9HB2PROD with NOTICES AGENCY: The National Assessment Governing Board (Governing Board) is VerDate Sep<11>2014 17:54 Sep 07, 2018 Jkt 244001 Comments must be received no later than September 30, 2018. DATES: Comments may be provided via email at NAEPALSpolicy@ed.gov and may also be mailed to the following address: NAEP Achievement Level Setting Policy, National Assessment Governing Board, 800 North Capitol Street NW, Suite 825, Washington, DC 20002. ADDRESSES: FOR FURTHER INFORMATION CONTACT: Sharyn Rosenberg, National Assessment Governing Board, 800 North Capitol Street NW, Suite 825, Washington, DC 20002–4233, Telephone: (202) 357– 6940. All responses will be taken into consideration before finalizing the updated policy on Developing Achievement levels for NAEP for Board adoption. Once adopted, the policy will be used in setting and reporting achievement levels for NAEP assessments. Additional information (including the materials referenced below) can be found on the Governing Board website at https://www.nagb.gov/news-andevents/calendar/public-comment-onals-policy.html. SUPPLEMENTARY INFORMATION: DEPARTMENT OF EDUCATION SUMMARY: soliciting public comment for guidance in finalizing a revised policy on Developing Student Achievement Levels for the National Assessment of Educational Progress (NAEP). The Governing Board is authorized to formulate policy guidelines for NAEP. The NAEP legislation specifies that the Governing Board is to develop appropriate student achievement levels for each subject and grade tested. Such levels are determined by identifying the knowledge and skills that can be measured and verified using widely accepted professional assessment standards. It is anticipated that the revised policy on Developing Student Achievement Levels for NAEP will be presented for approval at the National Assessment Governing Board quarterly meeting on November 15–17, 2018. 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 and provides information for accessing additional materials that will be useful for this review. PO 00000 Frm 00025 Fmt 4703 Sfmt 4703 Proposed Revised Policy on Developing Student Achievement Levels for the National Assessment of Educational Progress The proposed revised policy can be downloaded from the Governing Board website. Existing Policy on Developing Student Performance Levels for the National Assessment of Educational Progress The existing policy (adopted in 1995) can be downloaded from the Governing Board website. Governing Board’s Formal Response to the Evaluation of NAEP Achievement Levels From 2014–2016, the National Academies of Sciences, Engineering, and Medicine conducted an independent evaluation of the NAEP achievement levels. The Governing Board’s formal response to the recommendations put forth in the evaluation noted that the revision of the Board policy on developing achievement levels for NAEP would specify a process and timeline for conducting regularly recurring reviews of the achievement level descriptions and would be explicit about the conditions that necessitate consideration of a new standard setting. More information about the evaluation and the Governing Board’s response can be found on the Governing Board website. A link to the final report from the evaluation can be found on the Governing Board website. Summary of Proposed Revisions Compared to the existing 1995 policy on Developing Student Performance Levels for NAEP, the proposed revised policy reflects: • Reorganization of principles, streamlining of language, minimization of redundancies • Minor (non-substantive) edits to the NAEP policy definitions for clarity • A change in terminology from Proficient to NAEP Proficient to better differentiate the NAEP achievement levels from other common uses of Basic, Proficient, Advanced • A new principle on periodic review of achievement level descriptions and cut scores, prompted by the Board’s response to the evaluation of NAEP achievement levels • A new principle to clarify participation of multiple stakeholders at various points throughout process • A new principle to summarize the role of the Board • Reference to an interpretative guide that would accompany the release of E:\FR\FM\10SEN1.SGM 10SEN1 Federal Register / Vol. 83, No. 175 / Monday, September 10, 2018 / Notices NAEP results and explain how the achievement levels should (and should not) be used • Reference to multiple types of achievement level descriptions (ALDs), including reporting ALDs that would be created using empirical data and written in terms of what students do know and can do rather than what students should know and be able to do • Clarification on the standard setting participants, in particular the noneducator group • Additional details about the achievement level setting process, including some practices that have become institutionalized over time (e.g., the use of ‘‘impact data’’) • Removal of details on implementation directed to staff and contractors, which will instead be included in a ‘‘procedures manual’’ 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: www.gpoaccess.gov/nara/ index.html. Dated: September 5, 2018. Lisa Stooksberry, Deputy Executive Director, National Assessment Governing Board, U.S. Department of Education. [FR Doc. 2018–19650 Filed 9–7–18; 8:45 am] BILLING CODE 4000–01–P DEPARTMENT OF ENERGY International Energy Agency Meetings Department of Energy. Notice of meetings. AGENCY: daltland on DSKBBV9HB2PROD with NOTICES ACTION: The Industry Advisory Board (IAB) to the International Energy Agency (IEA) will meet on September 18–19, 2018, at the Conference Centre of the French Ministry of Foreign Affairs, 27, Rue de la Convention, 75015 Paris, France. SUMMARY: VerDate Sep<11>2014 17:54 Sep 07, 2018 Jkt 244001 September 18–19, 2018. 27, Rue de la Convention, 75015 Paris, France. FOR FURTHER INFORMATION CONTACT: Thomas Reilly, Assistant General Counsel for International and National Security Programs, Department of Energy, 1000 Independence Avenue SW, Washington, DC 20585, 202–586– 5000. DATES: ADDRESSES: In accordance with section 252(c)(1)(A)(i) of the Energy Policy and Conservation Act (42 U.S.C. 6272(c)(1)(A)(i)) (EPCA), the following notice of meetings is provided: A meeting involving members of the Industry Advisory Board (IAB) to the International Energy Agency (IEA) in connection with a workshop meeting of the IEA’s Standing Group on Emergency Questions (SEQ) will be held at the French Ministry of Foreign Affairs Building (Centre de Confe´rence Ministe´riel), 27 rue de la Convention, Paris 75015, France, on September 18– 19, 2018. The purpose of the workshop is to discuss relevant key issues in order to establish a basis for drafting a proposal for possible improvements to the emergency oil stockholding requirement. The purpose of this notice is to permit attendance by representatives of U.S. company members of the IAB at a workshop meeting of the IEA’s Standing Group on Emergency Questions (SEQ). The agenda of the meeting is under the control of the IEA. It is expected that the IEA will adopt the following agenda: Draft Agenda of the IEA’s Workshop on the Review of the IEA Stockholding Requirement: —Introduction by the Chairman —Introduction by the IEA Secretariat —Roundtable discussions—4 sessions on centralized topics —Session 1—What to prepare for —Session 2—How to divide the level of stocks needed Session 3—What to count as stocks contributing to the obligation —Session 4—Flexibility to make this work —Wrap-up and conclusions Close As provided in section 252(c)(1)(A)(ii) of the Energy Policy and Conservation Act (42 U.S.C. 6272(c)(1)(A)(ii)), the meetings of the IAB are open to representatives of members of the IAB and their counsel; representatives of members of the IEA’s Standing Group on Emergency Questions and the IEA’s Group of Reporting Companies; representatives of the Departments of Energy, Justice, and SUPPLEMENTARY INFORMATION: PO 00000 Frm 00026 Fmt 4703 Sfmt 4703 45619 State, the Federal Trade Commission, the General Accounting Office, Committees of Congress, the IEA, and the European Commission; and invitees of the IAB or the IEA. Issued in Washington, DC, September 5, 2018. Thomas Reilly, Assistant General Counsel for International and National Security Programs. [FR Doc. 2018–19582 Filed 9–7–18; 8:45 am] BILLING CODE 6450–01–P DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. RM98–1–000] Records Governing Off-the-Record Communications; Public Notice This constitutes notice, in accordance with 18 CFR 385.2201(b), of the receipt of prohibited and exempt off-the-record communications. Order No. 607 (64 FR 51222, September 22, 1999) requires Commission decisional employees, who make or receive a prohibited or exempt off-the-record communication relevant to the merits of a contested proceeding, to deliver to the Secretary of the Commission, a copy of the communication, if written, or a summary of the substance of any oral communication. Prohibited communications are included in a public, non-decisional file associated with, but not a part of, the decisional record of the proceeding. Unless the Commission determines that the prohibited communication and any responses thereto should become a part of the decisional record, the prohibited off-the-record communication will not be considered by the Commission in reaching its decision. Parties to a proceeding may seek the opportunity to respond to any facts or contentions made in a prohibited off-the-record communication, and may request that the Commission place the prohibited communication and responses thereto in the decisional record. The Commission will grant such a request only when it determines that fairness so requires. Any person identified below as having made a prohibited off-the-record communication shall serve the document on all parties listed on the official service list for the applicable proceeding in accordance with Rule 2010, 18 CFR 385.2010. Exempt off-the-record communications are included in the decisional record of the proceeding, unless the communication was with a E:\FR\FM\10SEN1.SGM 10SEN1

Agencies

DEPARTMENT OF EDUCATION

[Federal Register Volume 83, Number 175 (Monday, September 10, 2018)]
[Notices]
[Pages 45618-45619]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2018-19650]


-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION


Draft Policy Statement on Developing Student Achievement Levels 
for the National Assessment of Educational Progress

AGENCY: National Assessment Governing Board, U.S. Department of 
Education.

ACTION: Notice of opportunity for public comment for policy statement 
on Student Achievement Levels for the National Assessment of 
Educational Progress (NAEP).

-----------------------------------------------------------------------

SUMMARY: The National Assessment Governing Board (Governing Board) is 
soliciting public comment for guidance in finalizing a revised policy 
on Developing Student Achievement Levels for the National Assessment of 
Educational Progress (NAEP).
    The Governing Board is authorized to formulate policy guidelines 
for NAEP. The NAEP legislation specifies that the Governing Board is to 
develop appropriate student achievement levels for each subject and 
grade tested. Such levels are determined by identifying the knowledge 
and skills that can be measured and verified using widely accepted 
professional assessment standards. It is anticipated that the revised 
policy on Developing Student Achievement Levels for NAEP will be 
presented for approval at the National Assessment Governing Board 
quarterly meeting on November 15-17, 2018.
    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 
and provides information for accessing additional materials that will 
be useful for this review.

DATES: Comments must be received no later than September 30, 2018.

ADDRESSES: Comments may be provided via email at [email protected] 
and may also be mailed to the following address: NAEP Achievement Level 
Setting Policy, National Assessment Governing Board, 800 North Capitol 
Street NW, Suite 825, Washington, DC 20002.

FOR FURTHER INFORMATION CONTACT: Sharyn Rosenberg, National Assessment 
Governing Board, 800 North Capitol Street NW, Suite 825, Washington, DC 
20002-4233, Telephone: (202) 357-6940.

SUPPLEMENTARY INFORMATION: All responses will be taken into 
consideration before finalizing the updated policy on Developing 
Achievement levels for NAEP for Board adoption. Once adopted, the 
policy will be used in setting and reporting achievement levels for 
NAEP assessments.
    Additional information (including the materials referenced below) 
can be found on the Governing Board website at https://www.nagb.gov/news-and-events/calendar/public-comment-on-als-policy.html.

Proposed Revised Policy on Developing Student Achievement Levels for 
the National Assessment of Educational Progress

    The proposed revised policy can be downloaded from the Governing 
Board website.

Existing Policy on Developing Student Performance Levels for the 
National Assessment of Educational Progress

    The existing policy (adopted in 1995) can be downloaded from the 
Governing Board website.

Governing Board's Formal Response to the Evaluation of NAEP Achievement 
Levels

    From 2014-2016, the National Academies of Sciences, Engineering, 
and Medicine conducted an independent evaluation of the NAEP 
achievement levels. The Governing Board's formal response to the 
recommendations put forth in the evaluation noted that the revision of 
the Board policy on developing achievement levels for NAEP would 
specify a process and timeline for conducting regularly recurring 
reviews of the achievement level descriptions and would be explicit 
about the conditions that necessitate consideration of a new standard 
setting. More information about the evaluation and the Governing 
Board's response can be found on the Governing Board website. A link to 
the final report from the evaluation can be found on the Governing 
Board website.

Summary of Proposed Revisions

    Compared to the existing 1995 policy on Developing Student 
Performance Levels for NAEP, the proposed revised policy reflects:

 Reorganization of principles, streamlining of language, 
minimization of redundancies
 Minor (non-substantive) edits to the NAEP policy definitions 
for clarity
 A change in terminology from Proficient to NAEP Proficient to 
better differentiate the NAEP achievement levels from other common uses 
of Basic, Proficient, Advanced
 A new principle on periodic review of achievement level 
descriptions and cut scores, prompted by the Board's response to the 
evaluation of NAEP achievement levels
 A new principle to clarify participation of multiple 
stakeholders at various points throughout process
 A new principle to summarize the role of the Board
 Reference to an interpretative guide that would accompany the 
release of

[[Page 45619]]

NAEP results and explain how the achievement levels should (and should 
not) be used
 Reference to multiple types of achievement level descriptions 
(ALDs), including reporting ALDs that would be created using empirical 
data and written in terms of what students do know and can do rather 
than what students should know and be able to do
 Clarification on the standard setting participants, in 
particular the non-educator group
 Additional details about the achievement level setting 
process, including some practices that have become institutionalized 
over time (e.g., the use of ``impact data'')
 Removal of details on implementation directed to staff and 
contractors, which will instead be included in a ``procedures manual''

    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: www.gpoaccess.gov/nara/.

     Dated: September 5, 2018.
Lisa Stooksberry,
Deputy Executive Director, National Assessment Governing Board, U.S. 
Department of Education.
[FR Doc. 2018-19650 Filed 9-7-18; 8:45 am]
 BILLING CODE 4000-01-P

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