Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School, 43824 [2020-15568]

Download as PDF 43824 Federal Register / Vol. 85, No. 139 / Monday, July 20, 2020 / Notices serve on a panel or make a presentation, and if so, submit to the email provided an abstract of your topic of less than one page. Staff will select panelists and individuals to make presentations at the Forum based on considerations such as: The submitted abstract information, the individual’s demonstrated familiarity or expertise with the topic to be discussed, the practical utility of the information to be presented, and the individual’s viewpoint or ability to represent certain interests (such as large manufacturers, small manufacturers, consumer advocates, and consumers). Staff would like the presentations to represent and address a wide variety of stakeholders and interests. Although staff will make an effort to accommodate all persons who wish to make a presentation, the time allotted for presentations will depend on the agenda and the number of persons who wish to speak on a given topic. Staff recommends that individuals and organizations with common interests consolidate or coordinate their presentations and request time for a joint presentation. If you have any questions regarding participating in the Forum, or if you wish to make a presentation, you should email an electronic version of the presentation abstract to Lawrence Mella, LMella@ cpsc.gov, 301–987–2537 by August 3, 2020. Staff will notify those who are selected to make a presentation or participate in a panel at least 2 weeks before the Forum. Alberta E. Mills, Secretary, U.S. Consumer Product Safety Commission. [FR Doc. 2020–15583 Filed 7–17–20; 8:45 am] BILLING CODE 6355–01–P DEPARTMENT OF EDUCATION [Docket No.: ED–2020–SCC–0062] Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Impact Evaluation of Training in MultiTiered Systems of Support for Reading in Early Elementary School Institute for Education Sciences, Department of Education (ED). ACTION: Notice. AGENCY: In accordance with the Paperwork Reduction Act of 1995, ED is proposing a new information collection. DATES: Interested persons are invited to submit comments on or before August 19, 2020. SUMMARY: VerDate Sep<11>2014 18:30 Jul 17, 2020 Jkt 250001 Written comments and recommendations for proposed information collection requests should be sent within 30 days of publication of this notice to www.reginfo.gov/public/ do/PRAMain. Find this particular information collection request by selecting ‘‘Department of Education’’ under ‘‘Currently Under Review,’’ then check ‘‘Only Show ICR for Public Comment’’ checkbox. FOR FURTHER INFORMATION CONTACT: For specific questions related to collection activities, please contact Lauren Angelo, 202–245–7474. 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: Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School. OMB Control Number: 1850–NEW. Type of Review: A new information collection. Respondents/Affected Public: Individuals or households. Total Estimated Number of Annual Responses: 22,560. Total Estimated Number of Annual Burden Hours: 4,660. Abstract: This study will provide much needed evidence on strategies to support U.S. students’ development of foundational reading skills, essential to later learning. ADDRESSES: PO 00000 Frm 00019 Fmt 4703 Sfmt 4703 A third of U.S. students fail to develop foundational reading skills by 4th grade that are necessary to succeed academically. In addition, the achievement gap is growing as demonstrated by The Nation’s Report Card. To address, the Every Student Succeeds Act (ESSA) promotes the use of evidence-based literacy interventions. And, the Department of Education (ED) has made supporting educators with the knowledge, skills, professional development, or materials necessary to improve reading instruction a key priority. The Individuals with Disabilities Education Act (IDEA) similarly encourages high quality instruction along with better identification of students needing extra support to prevent or mitigate student reading issues. This study will provide much needed evidence by evaluating two professional development strategies for bolstering core reading instruction and supplemental supports, guided by data, within a MTSS–R framework. MTSS–R is a widely used framework for providing high-quality reading instruction for all students, identifying students needing supplemental or more intensive supports, and providing these additional supports for those who need it. Dated: July 14, 2020. Stephanie Valentine, PRA Coordinator, Strategic Collections and Clearance Governance and Strategy Division, Office of Chief Data Officer, Office of Planning, Evaluation and Policy Development. [FR Doc. 2020–15568 Filed 7–17–20; 8:45 am] BILLING CODE 4000–01–P DEPARTMENT OF ENERGY Update on Reimbursement for Costs of Remedial Action at Uranium and Thorium Processing Sites Office of Environmental Management, Department of Energy. ACTION: Notice of the Title X claims during fiscal year (FY) 2020. AGENCY: This Notice announces the Department of Energy’s (DOE) acceptance of claims in FY 2021 from eligible uranium and thorium processing site licensees for reimbursement under Title X of the Energy Policy Act of 1992. The FY 2021 DOE Office of Environmental Management’s Congressional Budget Request included $21.284 million for the Title X Uranium and Thorium Reimbursement Program. SUMMARY: E:\FR\FM\20JYN1.SGM 20JYN1

Agencies

[Federal Register Volume 85, Number 139 (Monday, July 20, 2020)]
[Notices]
[Page 43824]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2020-15568]


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DEPARTMENT OF EDUCATION

[Docket No.: ED-2020-SCC-0062]


Agency Information Collection Activities; Submission to the 
Office of Management and Budget for Review and Approval; Comment 
Request; Impact Evaluation of Training in Multi-Tiered Systems of 
Support for Reading in Early Elementary School

AGENCY: Institute for Education Sciences, Department of Education (ED).

ACTION: Notice.

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SUMMARY: In accordance with the Paperwork Reduction Act of 1995, ED is 
proposing a new information collection.

DATES: Interested persons are invited to submit comments on or before 
August 19, 2020.

ADDRESSES: Written comments and recommendations for proposed 
information collection requests should be sent within 30 days of 
publication of this notice to www.reginfo.gov/public/do/PRAMain. Find 
this particular information collection request by selecting 
``Department of Education'' under ``Currently Under Review,'' then 
check ``Only Show ICR for Public Comment'' checkbox.

FOR FURTHER INFORMATION CONTACT: For specific questions related to 
collection activities, please contact Lauren Angelo, 202-245-7474.

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: Impact Evaluation of Training in Multi-Tiered 
Systems of Support for Reading in Early Elementary School.
    OMB Control Number: 1850-NEW.
    Type of Review: A new information collection.
    Respondents/Affected Public: Individuals or households.
    Total Estimated Number of Annual Responses: 22,560.
    Total Estimated Number of Annual Burden Hours: 4,660.
    Abstract: This study will provide much needed evidence on 
strategies to support U.S. students' development of foundational 
reading skills, essential to later learning.
    A third of U.S. students fail to develop foundational reading 
skills by 4th grade that are necessary to succeed academically. In 
addition, the achievement gap is growing as demonstrated by The 
Nation's Report Card. To address, the Every Student Succeeds Act (ESSA) 
promotes the use of evidence-based literacy interventions. And, the 
Department of Education (ED) has made supporting educators with the 
knowledge, skills, professional development, or materials necessary to 
improve reading instruction a key priority. The Individuals with 
Disabilities Education Act (IDEA) similarly encourages high quality 
instruction along with better identification of students needing extra 
support to prevent or mitigate student reading issues.
    This study will provide much needed evidence by evaluating two 
professional development strategies for bolstering core reading 
instruction and supplemental supports, guided by data, within a MTSS-R 
framework. MTSS-R is a widely used framework for providing high-quality 
reading instruction for all students, identifying students needing 
supplemental or more intensive supports, and providing these additional 
supports for those who need it.

    Dated: July 14, 2020.
Stephanie Valentine,
PRA Coordinator, Strategic Collections and Clearance Governance and 
Strategy Division, Office of Chief Data Officer, Office of Planning, 
Evaluation and Policy Development.
[FR Doc. 2020-15568 Filed 7-17-20; 8:45 am]
BILLING CODE 4000-01-P