Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and approval; Comment Request; Implementation of Key Federal Policies in the Wake of the Coronavirus Pandemic, 82462-82463 [2020-27879]
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Federal Register / Vol. 85, No. 244 / Friday, December 18, 2020 / Notices
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: Comprehensive
Literacy Program Evaluation:
Comprehensive Literacy State
Development (CLSD) Program
Evaluation
OMB Control Number: 1850–0945
Type of Review: A revision of a
currently approved collection
Respondents/Affected Public:
Individuals and Households; State,
Local, and Tribal Governments
Total Estimated Number of Annual
Responses: 612
Total Estimated Number of Annual
Burden Hours: 331
Abstract: The data collection
described in this submission includes
activities for the legislatively mandated
evaluation of the Comprehensive
Literacy State Development (CLSD)
Program. The evaluation will provide
information on the implementation of
the program and its impact on student
reading achievement. The CLSD
evaluation is the second component of
an evaluation of the U.S. Department of
Education’s comprehensive literacy
programs. An earlier clearance package
(OMB control number 1850–0945)
covered the first component of the
evaluation—an implementation study of
the Striving Readers Comprehensive
Literacy Program (the precursor program
to CLSD). The CLSD evaluation will
include an examination of
implementation, a randomized trial to
estimate the impact of CLSD funding on
teacher and student outcomes, and a
longitudinal comparison of trends in
achievement in CLSD and similar, nonCLSD schools. This package requests
clearance for data collection associated
with the implementation analyses, the
randomized trial, and initial data
collection for the comparisons of
longitudinal trends. A separate package
will be submitted at a later date for all
remaining data collection activities for
the comparisons of longitudinal trends,
which will take place following the
2023–24 school year.
VerDate Sep<11>2014
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Jkt 253001
Dated: December 15, 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. 2020–27878 Filed 12–17–20; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No. ED–2020–SCC–0129]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and approval; Comment Request;
Implementation of Key Federal Policies
in the Wake of the Coronavirus
Pandemic
Institute of Educational
Sciences (IES), 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 January
19, 2021.
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 Erica Lee, 202–
245–7437.
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
SUMMARY:
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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: Implementation of
Key Federal Policies in the Wake of the
Coronavirus Pandemic.
OMB Control Number: 1850–NEW.
Type of Review: A new information
collection.
Respondents/Affected Public: State,
Local, and Tribal Governments.
Total Estimated Number of Annual
Responses: 228.
Total Estimated Number of Annual
Burden Hours: 177.
Abstract: The coronavirus pandemic
significantly disrupted K–12
educational operations and learning in
spring 2020 and is likely to do so again
during the 2020–21 school year. Federal
education policies and funding are
intended to support state and local
agencies as they respond to the crisis.
But the crisis may also shape the way
federal programs are carried out. The
U.S. Department of Education (the
Department), through its Institute for
Education Sciences (IES), is requesting
clearance for a new data collection to
examine how the pandemic may be
influencing: (1) Implementation of, and
waivers, from key provisions of the
Elementary and Secondary Education
Act, reauthorized as the Every Student
Succeeds Act of 2015 (ESSA), and (2)
state and district use of federal funds,
including those provided specifically to
help in the pandemic recovery, and (3)
supports for English learners (ELs) in
districts with high EL enrollments. The
surveys of all state education agencies
and a nationally representative sample
of school districts is being conducted as
part of an ongoing evaluation of Titles
I and IIA of ESSA. Interviews of district
and school personnel in high-EL
districts are being conducted as part of
an ongoing evaluation of Title III of
ESSA.
E:\FR\FM\18DEN1.SGM
18DEN1
Federal Register / Vol. 85, No. 244 / Friday, December 18, 2020 / Notices
Dated: December 15, 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. 2020–27879 Filed 12–17–20; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
Application for New Awards; Native
American and Alaska Native Children
in School Program
Office of English Language
Acquisition, Department of Education.
ACTION: Notice.
AGENCY:
The Department of Education
(Department) is issuing a notice inviting
applications for fiscal year (FY) 2021 for
the Native American and Alaska Native
Children in School (NAM) Program,
Assistance Listing Number 84.365C.
This notice relates to the approved
information collection under OMB
control number 1894–0006.
DATES:
Applications Available: December 18,
2020.
Deadline for Notice of Intent to Apply:
January 4, 2021.
Deadline for Transmittal of
Applications: March 3, 2021.
Deadline for Intergovernmental
Review: May 3, 2021.
ADDRESSES: For the addresses for
obtaining and submitting an
application, please refer to our Common
Instructions for Applicants to
Department of Education Discretionary
Grant Programs, published in the
Federal Register on February 13, 2019
(84 FR 3768) and available at
www.govinfo.gov/content/pkg/FR–2019–
02–13/pdf/2019–02206.pdf.
FOR FURTHER INFORMATION CONTACT:
Celeste McLaughlin, U.S. Department of
Education, 400 Maryland Avenue SW,
room 4W206, Washington, DC 20202.
Telephone: (202) 453–6054. Email:
NAM2021@ed.gov.
If you use a telecommunications
device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay
Service (FRS), toll free, at 1–800–877–
8339.
khammond on DSKJM1Z7X2PROD with NOTICES
SUMMARY:
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of
the NAM program is to award grants to
eligible entities to develop and enhance
capacity to provide effective instruction
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22:22 Dec 17, 2020
Jkt 253001
and support to Native American and
Alaska Native students, including
Native Hawaiian and Native American
Pacific Islander students, who are
identified as English learners (ELs). The
goal of this program is to support the
teaching, learning, and studying of
Native American languages while also
increasing the English language
proficiency and academic achievement
of students served.
Background: Through previous
competitions, the NAM program has
funded a range of grantees that are
currently implementing 17 projects
across the country. As we are focused
on closing longstanding achievement
and attainment gaps that have
continued to grow, there is also a need
to increase the knowledge of what
practices work to effectively improve
learning outcomes for Native American
and Alaska Native ELs.
Congress, in the Native American
Languages Act of 1990, recognized the
fundamental importance of preserving
Native American languages. This
legislation provides that it is the policy
of the United States to:
Preserve, protect, and promote the
rights and freedom of Native Americans
to use, practice, and develop Native
American languages.
25 U.S.C. 2903(1)
In addition, the legislation states that
it is the policy of the United States to
encourage and support the use of Native
American languages as a medium of
instruction in order to encourage and
support—
(A) Native American language
survival,
(B) Educational opportunity,
(C) Increased student success and
performance,
(D) Increased student awareness and
knowledge of their culture and history,
and
(E) Increased student and community
pride.
25 U.S.C. 2903(3)
This Federal policy is supported by
growing recognition of the importance
of Native language preservation in
facilitating educational success for
Native students. In a 2007 study by
Teachers of English to Students of Other
Languages (TESOL), the majority of
Native youth surveyed stated that they
value their Native language, view it as
integral to their sense of self, want to
learn it, and view it as a means of
facilitating their success in school and
life.1 Collaborative efforts between
1 Romero-Little, M.E., McCarty, T.L., Warhol, L.,
and Zepeda, O. (2007). Language policies in
practice: Preliminary findings from a large-scale
study of Native American language shift. TESOL
Quarterly 41:3, 607–618.
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82463
educators, families, and communities,
the study suggests, may be especially
promising ways to ensure that all Native
students have the critical opportunity to
learn their Native languages.
Not only is Native language
instruction critical for student
engagement and fostering a rich sense of
self, but research has shown that
students who are bilingual have certain
cognitive and social benefits that their
monolingual peers may lack.2
Additionally, for students who are
classified as ELs, well-implemented
language instruction educational
programs (as defined in this notice),
including dual language approaches,
may result in ELs performing equal to or
better than their peers in English-only
language instruction programs. These
approaches have shown promise in
increasing language acquisition in
English and Native languages, and may
also promote greater achievement in the
academic content areas, including
English language arts and mathematics.3
Therefore, to facilitate high-quality
language instruction and academic
success for Native American and Alaska
Native students who are classified as
ELs, this competition includes an
absolute priority for projects that will
support the preservation and
revitalization of Native American
languages while also increasing the
English language proficiency of the
children served under the project.
For this competition, the Department
also seeks projects designed to promote
seamless integration of in-person and
remote learning needs through digital
learning. Accordingly, this notice
includes an invitational priority related
to instructional adaptation for remote
learning and educator professional
development related to remote
instruction.
In addition, the Department is
interested in projects designed to
promote literacy. Families play a critical
role in preparing their children to enter
kindergarten ready to succeed in school
and in life. Research suggests that when
families and schools work together and
support each other in their respective
roles, children have a more positive
attitude toward school and experience
more school success. Specifically,
research has found that having parents
reinforce specific literacy skills is
effective in improving children’s
2 Valentino, R.A., and Reardon, S.F. (2015).
Effectiveness of four instructional programs
designed to serve English language learners:
Variation by ethnicity and initial English
proficiency. Educational Evaluation and Policy
Analysis, doi: 10.3102/0162373715573310.
3 Lindholm-Leary, K.J. (2001). Dual-language
education (Vol. 28). Multilingual Matters.
E:\FR\FM\18DEN1.SGM
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]]>Agencies
[Federal Register Volume 85, Number 244 (Friday, December 18, 2020)]
[Notices]
[Pages 82462-82463]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2020-27879]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No. ED-2020-SCC-0129]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and approval; Comment
Request; Implementation of Key Federal Policies in the Wake of the
Coronavirus Pandemic
AGENCY: Institute of Educational Sciences (IES), 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
January 19, 2021.
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 Erica Lee, 202-245-7437.
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: Implementation of Key Federal Policies in the
Wake of the Coronavirus Pandemic.
OMB Control Number: 1850-NEW.
Type of Review: A new information collection.
Respondents/Affected Public: State, Local, and Tribal Governments.
Total Estimated Number of Annual Responses: 228.
Total Estimated Number of Annual Burden Hours: 177.
Abstract: The coronavirus pandemic significantly disrupted K-12
educational operations and learning in spring 2020 and is likely to do
so again during the 2020-21 school year. Federal education policies and
funding are intended to support state and local agencies as they
respond to the crisis. But the crisis may also shape the way federal
programs are carried out. The U.S. Department of Education (the
Department), through its Institute for Education Sciences (IES), is
requesting clearance for a new data collection to examine how the
pandemic may be influencing: (1) Implementation of, and waivers, from
key provisions of the Elementary and Secondary Education Act,
reauthorized as the Every Student Succeeds Act of 2015 (ESSA), and (2)
state and district use of federal funds, including those provided
specifically to help in the pandemic recovery, and (3) supports for
English learners (ELs) in districts with high EL enrollments. The
surveys of all state education agencies and a nationally representative
sample of school districts is being conducted as part of an ongoing
evaluation of Titles I and IIA of ESSA. Interviews of district and
school personnel in high-EL districts are being conducted as part of an
ongoing evaluation of Title III of ESSA.
[[Page 82463]]
Dated: December 15, 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. 2020-27879 Filed 12-17-20; 8:45 am]
BILLING CODE 4000-01-P
