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]
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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
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interests (such as large manufacturers,
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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.
-----------------------------------------------------------------------
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
