Request for Information on Supporting the Reopening and Continuing Operation of Schools, Colleges and Universities, and Early Childhood Education Providers, 14616-14618 [2021-05588]
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14616
Federal Register / Vol. 86, No. 50 / Wednesday, March 17, 2021 / Notices
Request for Information on Supporting
the Reopening and Continuing
Operation of Schools, Colleges and
Universities, and Early Childhood
Education Providers
Office of Elementary and
Secondary Education; Office of
Planning, Evaluation and Policy
Development; Office of Postsecondary
Education; Department of Education.
ACTION: Request for information.
AGENCY:
Consistent with the
President’s Executive order titled
‘‘Supporting the Reopening and
Continuing Operation of Schools and
Early Childhood Education Providers,’’
the U.S. Department of Education
(Department) is requesting information
to enable teachers, faculty, staff,
schools, districts, institutions of higher
education (IHEs), early childhood
education providers, other places of
educational instruction, and States to
share lessons learned and best practices
for operating safely and supporting all
children and students, including
children and students with disabilities,
English learners, racial and ethnic
minorities, and other underserved
children and students, teachers, faculty,
and staff during the pandemic. We will
consider this information when
populating a Safer Schools and
Campuses Best Practices Clearinghouse.
Responding to the request for
information or undertaking any of the
lessons learned included in the
Clearinghouse are completely voluntary
activities and are not prerequisites to
receipt of any Federal funding.
DATES: We will receive submissions on
a continuous basis until September
2021.
SUMMARY:
Submit your response to
this request for information by email to
Bestpracticesclearinghouse@ed.gov. We
will not accept submissions by postal
mail, commercial mail, hand delivery,
or fax. To ensure that we do not receive
duplicate copies, please submit each
lesson learned or best practice only one
time.
FOR FURTHER INFORMATION CONTACT:
Victoria Hammer, Ph.D., Office of
Elementary and Secondary Education,
U.S. Department of Education, 400
Maryland Avenue SW, Washington, DC
20202–7240. Telephone: (202) 213–
9771. Email: Victoria.Hammer@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.
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ADDRESSES:
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Every
student in America deserves a highquality education in a safe and inclusive
environment. The novel coronavirus
2019 (COVID–19) pandemic has
threatened this promise, which was
already out of reach for many of this
Nation’s historically underserved
students. In the wake of the pandemic,
PreK–12 and higher education
administrators, teachers, faculty, staff,
early childhood education providers,
counselors and advisors, custodians,
school bus drivers, information
technology, housing and food service,
and other staff, and families have
mobilized to go above and beyond to
support the well-being and safety of all
of our children and students during this
crisis. Students and teaches, faculty,
and staff alike have found new ways to
teach and learn.
On January 21, 2021, President Biden
issued Executive Order (E.O.) 14000,
‘‘Supporting the Reopening and
Continuing Operation of Schools and
Early Childhood Education Providers.’’
The E.O. directs the Department to take
several actions to support States to
safely open schools, PreK through IHEs,
and ensure that all students receive a
high-quality education. One of those
actions is the development of a Safer
Schools and Campuses Best Practices
Clearinghouse (Clearinghouse) to enable
teachers, faculty, staff, schools, districts,
IHEs, early childhood education
providers, other places of educational
instruction, and States to share lessons
learned and best practices for operating
safely during the pandemic. The
Clearinghouse will include a collection
of lessons learned and best practices
submitted by teachers, faculty, staff,
schools, districts, IHEs, early childhood
education providers, other places of
educational instruction, and States
describing approaches to operating
during the COVID–19 pandemic that the
submitters believe to have worked well
in their contexts. It will also include a
wide variety of resources that the
Department and other Federal agencies
have published in response to the
pandemic. The purpose of this
information sharing is so that teachers,
faculty, staff, schools, districts, IHEs,
early childhood education providers,
other places of educational instruction,
and States may learn from what others
are doing around the Nation, and
accelerate the return to safe in-person
teaching and learning.
Through this request for information
(RFI), we seek lessons learned and best
practices for review and inclusion in the
Clearinghouse on three topics: Safe and
healthy environments; providing
support to students to meet their social,
SUPPLEMENTARY INFORMATION:
DEPARTMENT OF EDUCATION
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emotional, mental health, academic,
financial, and other needs, including
access to food and other basic needs;
and teacher, faculty, and staff wellbeing, professional development, and
supports. The submissions should
include substantive materials such as
fact sheets, step-by-step guidance,
policies or regulations, sample
agreements among partners (e.g.,
between a local education agency and a
local health agency, or an employee
union), ready-to-implement resources,
videos or other media focused on how
to implement practices, and
descriptions of how strategies have been
implemented. Generally, submissions
from the field should not include or
reference materials such as commercial
advertisements, vendor solicitations or
products, and editorials. Submitters
may include the actual materials or
links to them.
Please include the following with
each submission:
(1) Contact information.
(2) Topic (e.g., safe and healthy
environments; providing supports for
students; teacher, faculty, and staff wellbeing, professional development, and
supports).
(3) Target audience (e.g., early
childhood, PreK–12, postsecondary).
(4) A short description (two to three
sentences).
(5) What makes it a lesson learned or
best practice (e.g., it is based on local
data regarding number of cases of
COVID in the community, State or
Federal guidance, research), including a
summary of the impact and any
evidence of positive outcomes and
clarification of the type of setting the
practice has been used in (e.g., rural/
urban/suburban, public/private/
proprietary, 2-year or 4-year higher
education institution, Historically Black
College or University/Tribally
Controlled College or University/
Minority Serving Institution; other
educational settings such as correctional
facilities).
(6) Whether there is a focus on racial
equity and/or another equity focus, such
as a focus on historically underserved
populations including students with
disabilities; English learners; students
from low-income backgrounds; firstgeneration college students; students
experiencing homelessness; students in
or formerly in foster care; Lesbian, Gay,
Bisexual, Transgender, Queer, Intersex,
Asexual (LGBTQIA) students;
undocumented students; student
veterans and military-connected
students; student parents; and
international students.
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Federal Register / Vol. 86, No. 50 / Wednesday, March 17, 2021 / Notices
The following table provides
examples of the content for which we
seek best practices and lessons learned.
Example content for lessons learned/best practices
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Topic
Early childhood
K–12
Postsecondary
Safe and healthy environments:
School and campus approaches
to implementing the Centers for
Disease Control and Prevention’s (CDC) recommended mitigation strategies and preparing
for and sustaining in-person operations safely. This includes
recommendations across all
grade and age levels of students
served, with focus on reopening
buildings for the first time as well
as keeping them open safely.
• Cleaning early childhood centers.
• Ensuring proper mask wearing
for early childhood education
centers.
• Social distancing during class
and in hallways between classes.
• Ensuring proper mask wearing
• Use of pods with educational
equity and staffing considerations.
• Protocols for extra-curricular activities.
Providing Supports to Students:
School and campus strategies to
meet student social, emotional,
mental health, academic, financial, and other needs, including
access to food and other basic
needs. This includes a specific
focus on the most vulnerable
learners and ensuring that resources provided by schools and
campuses will be able to connect with and meet the needs of
those disconnected from learning.
• Helping to ensure nutritional
needs are met.
• Supporting children who have
lost relatives or whose relatives
have lost employment due to
the pandemic.
• Supporting students who have
lost relatives or whose relatives
have lost employment due to
the pandemic.
• Re-engaging
students
who
have been chronically absent
during the pandemic or who
have had significant adverse
experiences.
• Strategies to identify and mitigate equity issues (e.g., access
to broadband).
Teacher, Faculty, and Staff WellBeing, Professional Development, and Supports: School and
campus strategies to address
the social, emotional, health,
and other needs of teachers,
faculty, and staff.
• Mental health support for early
childhood education providers.
• Assistance with child- or eldercare.
• Stabilizing a qualified and diverse educator workforce.
• Assisting educators in providing
effective virtual or hybrid instruction (including supporting
the use of educational technology).
• Supporting emotional well-being
for all school personnel.
• Assistance with child- or eldercare.
• Accommodating
staff
with
health risks.
• Campus
protocols
for
distancing,
mask
wearing,
hand-washing stations, maximum occupants, etc. in classrooms and other campus locations (e.g., libraries, museums,
sports facilities).
• Institutions as testing and vaccination sites and sources of information for campus and surrounding communities.
• Supporting students on and off
campus who are in isolation/
quarantine.
• Mental health and child-/elder
care supports to students who
are struggling with issues such
as loss, isolation, significant
family challenges, unemployment or financial distress and
serving as the support system
for others on campus.
• Supporting students who are
isolated from campus support
networks.
• Ensuring students can provide
for basic needs such as food,
housing, and health care.
• Effective course management
and delivery strategies.
• Creating flexibilities in the academic calendar and class
schedule.
• Creating flexibilities in admissions and enrollment (e.g., test
optional, transfer, policies, forgiving or delaying collection of
outstanding balances).
• Strategies to identify and mitigate equity issues (e.g., access
to broadband).
• Student financial support.
• Mental health supports to faculty and staff who are struggling
with issues such as loss, isolation, significant family challenges, unemployment or financial distress and serving as the
support system for others on
campus.
• Assistance with child- or eldercare.
• Institutional policy changes that
allow faculty and staff access to
sick leave or other flexibilities if
exposed to COVID–19.
• Designing and delivering effective remote or hybrid instruction
(e.g., synchronous versus asynchronous).
Each submitter will be notified of the
Department’s receipt of the submission.
Note that the Department will not
include all submissions in the
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Clearinghouse, and submissions that are
included may be modified. Further, the
Department will not include
commercial product endorsements, nor
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any strategies that may lead a user to
violate Federal law.
This is a request for information only.
This RFI is not a request for proposals
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Federal Register / Vol. 86, No. 50 / Wednesday, March 17, 2021 / Notices
(RFP) or a promise to issue an RFP or
a notice inviting applications. This RFI
does not commit the Department to
contract for any supply or service
whatsoever. Further, we are not seeking
proposals and will not accept
unsolicited proposals. The Department
will not pay for any information or
administrative costs that you may incur
in responding to this RFI. Inclusion of
or publishing of any submissions in the
Clearinghouse does not necessarily
equate endorsement from the U.S.
Department of Education or from the
Federal Government, nor is it a
certification of the effectiveness of the
suggestion.
jbell on DSKJLSW7X2PROD with NOTICES
Paperwork Reduction Act of 1995
As part of its continuing effort to
reduce paperwork and respondent
burden, the Department provides the
general public and Federal agencies
with an opportunity to comment on
proposed and continuing collections of
information in accordance with the
Paperwork Reduction Act of 1995 (PRA)
(44 U.S.C. 3506(c)(2)(A)). This helps
ensure that the public understands the
Department’s collection instructions,
respondents provide the requested data
in the desired format, reporting burden
(time and financial resources) is
minimized, collection instruments are
clearly understood, and the Department
can properly assess the impact of
collection requirements on respondents.
A Federal agency may not conduct or
sponsor a collection of information
unless the Office of Management and
Budget (OMB) approves the collection
under the PRA and the corresponding
information collection instrument
displays a currently valid OMB control
number. Notwithstanding any other
provision of the law, no person is
required to comply with, or is subject to
penalty for failure to comply with, a
collection of information if the
collection instrument does not display a
currently valid OMB control number.
The Department requested and was
granted an emergency paperwork
clearance from OMB for the data
collection associated with this RFI. The
Department will publish 60- and 30-day
Federal Register notices as required by
5 CFR 1320.8(d), soliciting comments on
the information collection.
We estimate that 300 respondents will
submit materials such as fact sheets,
step-by-step guidance, and ready-toimplement resources in response to this
RFI. We estimate that it will take each
respondent one hour and 30 minutes to
review instructions, gather submission
materials, and submit the requested
information. This will result in a total
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burden of 300 responses and 450 hours
to the public.
Accessible Format: On request to the
program contact person listed under FOR
FURTHER INFORMATION CONTACT,
individuals with disabilities can obtain
this document in an accessible format.
The Department will provide the
requestor with an accessible format that
may include Rich Text Format (RTF) or
text format (txt), a thumb drive, an MP3
file, braille, large print, audiotape, or
compact disc, or other accessible format.
Electronic Access to This Document:
The official version of this document is
the document published in the Federal
Register. You may access the official
edition of the Federal Register and the
Code of Federal Regulations at
www.govinfo.gov. At this site you can
view this document, as well as all other
documents of this Department
published in the Federal Register, in
text or Portable Document Format
(PDF). To use PDF you must have
Adobe Acrobat Reader, which is
available free at the site.
You may also access documents of the
Department published in the Federal
Register by using the article search
feature at www.federalregister.gov.
Specifically, through the advanced
search feature at this site, you can limit
your search to documents published by
the Department.
Ruth Ryder,
Deputy Assistant Secretary for Policy and
Programs, Office of Elementary and
Secondary Education.
Erin McHugh,
Acting Assistant Secretary for Planning,
Evaluation, and Policy Development.
Tiwanda Burse,
Deputy Assistant Secretary for Management
and Planning, Office of Postsecondary
Education.
[FR Doc. 2021–05588 Filed 3–16–21; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF ENERGY
Energy Conservation Program for
Consumer Products: Representative
Average Unit Costs of Energy
Office of Energy Efficiency and
Renewable Energy, Department of
Energy.
ACTION: Notice.
AGENCY:
In this notice, the U.S.
Department of Energy (DOE) is
forecasting the representative average
unit costs of five residential energy
sources for the year 2021 pursuant to
the Energy Policy and Conservation Act
(Act). The five sources are electricity,
SUMMARY:
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natural gas, No. 2 heating oil, propane,
and kerosene.
DATES: The representative average unit
costs of energy contained in this notice
will become effective April 16, 2021 and
will remain in effect until further notice.
FOR FURTHER INFORMATION CONTACT: Mr.
John Cymbalsky, U.S. Department of
Energy, Office of Energy Efficiency and
Renewable Energy Forrestal Building,
Mail Station EE–5B, 1000 Independence
Avenue SW, Washington, DC 20585–
0121, (202) 287–1692,
ApplianceStandardsQuestions@
ee.doe.gov.
Ms. Francine Pinto, Esq. U.S.
Department of Energy, Office of General
Counsel Forrestal Building, Mail Station
GC–33, 1000 Independence Avenue SW,
Washington, DC 20585–0103, (202) 586–
7432, Francine.Pinto@hq.doe.gov.
SUPPLEMENTARY INFORMATION: Section
323 of the Energy Policy and
Conservation Act requires that DOE
prescribe test procedures for the
measurement of the estimated annual
operating costs or other measures of
energy consumption for certain
consumer products specified in the Act.
(42 U.S.C. 6293(b)(3)) These test
procedures are found in Title 10 of the
Code of Federal Regulations (CFR) part
430, subpart B.
Section 323(b)(3) of the Act requires
that the estimated annual operating
costs of a covered product be calculated
from measurements of energy use in a
representative average use cycle or
period of use and from representative
average unit costs of the energy needed
to operate such product during such
cycle. (42 U.S.C. 6293(b)(3)) The section
further requires that DOE provide
information to manufacturers regarding
the representative average unit costs of
energy. (42 U.S.C. 6293(b)(4)) This cost
information should be used by
manufacturers to meet their obligations
under section 323(c) of the Act. Most
notably, these costs are used to comply
with Federal Trade Commission (FTC)
requirements for labeling.
Manufacturers are required to use the
revised DOE representative average unit
costs when the FTC publishes new
ranges of comparability for specific
covered products, 16 CFR part 305.
Interested parties can also find
information covering the FTC labeling
requirements at https://www.ftc.gov/
appliances.
DOE last published representative
average unit costs of residential energy
in a Federal Register notice entitled,
‘‘Energy Conservation Program for
Consumer Products: Representative
Average Unit Costs of Energy’’, dated
August 14, 2020, 85 FR 49645.
E:\FR\FM\17MRN1.SGM
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]]>Agencies
[Federal Register Volume 86, Number 50 (Wednesday, March 17, 2021)]
[Notices]
[Pages 14616-14618]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-05588]
[[Page 14616]]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Request for Information on Supporting the Reopening and
Continuing Operation of Schools, Colleges and Universities, and Early
Childhood Education Providers
AGENCY: Office of Elementary and Secondary Education; Office of
Planning, Evaluation and Policy Development; Office of Postsecondary
Education; Department of Education.
ACTION: Request for information.
-----------------------------------------------------------------------
SUMMARY: Consistent with the President's Executive order titled
``Supporting the Reopening and Continuing Operation of Schools and
Early Childhood Education Providers,'' the U.S. Department of Education
(Department) is requesting information to enable teachers, faculty,
staff, schools, districts, institutions of higher education (IHEs),
early childhood education providers, other places of educational
instruction, and States to share lessons learned and best practices for
operating safely and supporting all children and students, including
children and students with disabilities, English learners, racial and
ethnic minorities, and other underserved children and students,
teachers, faculty, and staff during the pandemic. We will consider this
information when populating a Safer Schools and Campuses Best Practices
Clearinghouse. Responding to the request for information or undertaking
any of the lessons learned included in the Clearinghouse are completely
voluntary activities and are not prerequisites to receipt of any
Federal funding.
DATES: We will receive submissions on a continuous basis until
September 2021.
ADDRESSES: Submit your response to this request for information by
email to [email protected]. We will not accept
submissions by postal mail, commercial mail, hand delivery, or fax. To
ensure that we do not receive duplicate copies, please submit each
lesson learned or best practice only one time.
FOR FURTHER INFORMATION CONTACT: Victoria Hammer, Ph.D., Office of
Elementary and Secondary Education, U.S. Department of Education, 400
Maryland Avenue SW, Washington, DC 20202-7240. Telephone: (202) 213-
9771. Email: [email protected].
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.
SUPPLEMENTARY INFORMATION: Every student in America deserves a high-
quality education in a safe and inclusive environment. The novel
coronavirus 2019 (COVID-19) pandemic has threatened this promise, which
was already out of reach for many of this Nation's historically
underserved students. In the wake of the pandemic, PreK-12 and higher
education administrators, teachers, faculty, staff, early childhood
education providers, counselors and advisors, custodians, school bus
drivers, information technology, housing and food service, and other
staff, and families have mobilized to go above and beyond to support
the well-being and safety of all of our children and students during
this crisis. Students and teaches, faculty, and staff alike have found
new ways to teach and learn.
On January 21, 2021, President Biden issued Executive Order (E.O.)
14000, ``Supporting the Reopening and Continuing Operation of Schools
and Early Childhood Education Providers.'' The E.O. directs the
Department to take several actions to support States to safely open
schools, PreK through IHEs, and ensure that all students receive a
high-quality education. One of those actions is the development of a
Safer Schools and Campuses Best Practices Clearinghouse (Clearinghouse)
to enable teachers, faculty, staff, schools, districts, IHEs, early
childhood education providers, other places of educational instruction,
and States to share lessons learned and best practices for operating
safely during the pandemic. The Clearinghouse will include a collection
of lessons learned and best practices submitted by teachers, faculty,
staff, schools, districts, IHEs, early childhood education providers,
other places of educational instruction, and States describing
approaches to operating during the COVID-19 pandemic that the
submitters believe to have worked well in their contexts. It will also
include a wide variety of resources that the Department and other
Federal agencies have published in response to the pandemic. The
purpose of this information sharing is so that teachers, faculty,
staff, schools, districts, IHEs, early childhood education providers,
other places of educational instruction, and States may learn from what
others are doing around the Nation, and accelerate the return to safe
in-person teaching and learning.
Through this request for information (RFI), we seek lessons learned
and best practices for review and inclusion in the Clearinghouse on
three topics: Safe and healthy environments; providing support to
students to meet their social, emotional, mental health, academic,
financial, and other needs, including access to food and other basic
needs; and teacher, faculty, and staff well-being, professional
development, and supports. The submissions should include substantive
materials such as fact sheets, step-by-step guidance, policies or
regulations, sample agreements among partners (e.g., between a local
education agency and a local health agency, or an employee union),
ready-to-implement resources, videos or other media focused on how to
implement practices, and descriptions of how strategies have been
implemented. Generally, submissions from the field should not include
or reference materials such as commercial advertisements, vendor
solicitations or products, and editorials. Submitters may include the
actual materials or links to them.
Please include the following with each submission:
(1) Contact information.
(2) Topic (e.g., safe and healthy environments; providing supports
for students; teacher, faculty, and staff well-being, professional
development, and supports).
(3) Target audience (e.g., early childhood, PreK-12,
postsecondary).
(4) A short description (two to three sentences).
(5) What makes it a lesson learned or best practice (e.g., it is
based on local data regarding number of cases of COVID in the
community, State or Federal guidance, research), including a summary of
the impact and any evidence of positive outcomes and clarification of
the type of setting the practice has been used in (e.g., rural/urban/
suburban, public/private/proprietary, 2-year or 4-year higher education
institution, Historically Black College or University/Tribally
Controlled College or University/Minority Serving Institution; other
educational settings such as correctional facilities).
(6) Whether there is a focus on racial equity and/or another equity
focus, such as a focus on historically underserved populations
including students with disabilities; English learners; students from
low-income backgrounds; first-generation college students; students
experiencing homelessness; students in or formerly in foster care;
Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual (LGBTQIA)
students; undocumented students; student veterans and military-
connected students; student parents; and international students.
[[Page 14617]]
The following table provides examples of the content for which we
seek best practices and lessons learned.
------------------------------------------------------------------------
Example content for lessons learned/best practices
Topic -----------------------------------------------------
Early childhood K-12 Postsecondary
------------------------------------------------------------------------
Safe and healthy Social Campus
environments: Cleaning early distancing protocols for
School and campus childhood during class distancing,
approaches to centers. and in hallways mask wearing,
implementing the between classes. hand-washing
Centers for Ensuring proper stations,
Disease Control mask wearing Ensuring proper maximum
and Prevention's for early mask wearing. occupants, etc.
(CDC) recommended childhood Use of in classrooms
mitigation education pods with and other
strategies and centers. educational campus
preparing for and equity and locations
sustaining in- staffing (e.g.,
person operations considerations. libraries,
safely. This museums, sports
includes Protocols for facilities).
recommendations extra-
across all grade curricular Institutions as
and age levels of activities. testing and
students served, vaccination
with focus on sites and
reopening sources of
buildings for the information for
first time as campus and
well as keeping surrounding
them open safely. communities.
Supporting
students on and
off campus who
are in
isolation/
quarantine.
Providing Supports Helping Mental
to Students: to ensure Supporting health and
School and campus nutritional students who child-/elder
strategies to needs are met. have lost care supports
meet student relatives or to students who
social, Supporting whose relatives are struggling
emotional, mental children who have lost with issues
health, academic, have lost employment due such as loss,
financial, and relatives or to the pandemic. isolation,
other needs, whose relatives Re- significant
including access have lost engaging family
to food and other employment due students who challenges,
basic needs. This to the pandemic. have been unemployment or
includes a chronically financial
specific focus on absent during distress and
the most the pandemic or serving as the
vulnerable who have had support system
learners and significant for others on
ensuring that adverse campus.
resources experiences.
provided by Supporting
schools and Strategies to students who
campuses will be identify and are isolated
able to connect mitigate equity from campus
with and meet the issues (e.g., support
needs of those access to networks.
disconnected from broadband).
learning. Ensuring
students can
provide for
basic needs
such as food,
housing, and
health care.
Effective
course
management and
delivery
strategies.
Creating
flexibilities
in the academic
calendar and
class schedule.
Creating
flexibilities
in admissions
and enrollment
(e.g., test
optional,
transfer,
policies,
forgiving or
delaying
collection of
outstanding
balances).
Strategies to
identify and
mitigate equity
issues (e.g.,
access to
broadband).
Student
financial
support.
Teacher, Faculty, Mental Mental
and Staff Well- health support Stabilizing a health supports
Being, for early qualified and to faculty and
Professional childhood diverse staff who are
Development, and education educator struggling with
Supports: School providers. workforce. issues such as
and campus loss,
strategies to Assistance with Assisting isolation,
address the child- or elder- educators in significant
social, care. providing family
emotional, effective challenges,
health, and other virtual or unemployment or
needs of hybrid financial
teachers, instruction distress and
faculty, and (including serving as the
staff. supporting the support system
use of for others on
educational campus.
technology).
Assistance with
Supporting child- or elder-
emotional well- care.
being for all
school Institutional
personnel. policy changes
that allow
Assistance with faculty and
child- or elder- staff access to
care. sick leave or
other
Accommodating flexibilities
staff with if exposed to
health risks. COVID-19.
Designing and
delivering
effective
remote or
hybrid
instruction
(e.g.,
synchronous
versus
asynchronous).
------------------------------------------------------------------------
Each submitter will be notified of the Department's receipt of the
submission. Note that the Department will not include all submissions
in the Clearinghouse, and submissions that are included may be
modified. Further, the Department will not include commercial product
endorsements, nor any strategies that may lead a user to violate
Federal law.
This is a request for information only. This RFI is not a request
for proposals
[[Page 14618]]
(RFP) or a promise to issue an RFP or a notice inviting applications.
This RFI does not commit the Department to contract for any supply or
service whatsoever. Further, we are not seeking proposals and will not
accept unsolicited proposals. The Department will not pay for any
information or administrative costs that you may incur in responding to
this RFI. Inclusion of or publishing of any submissions in the
Clearinghouse does not necessarily equate endorsement from the U.S.
Department of Education or from the Federal Government, nor is it a
certification of the effectiveness of the suggestion.
Paperwork Reduction Act of 1995
As part of its continuing effort to reduce paperwork and respondent
burden, the Department provides the general public and Federal agencies
with an opportunity to comment on proposed and continuing collections
of information in accordance with the Paperwork Reduction Act of 1995
(PRA) (44 U.S.C. 3506(c)(2)(A)). This helps ensure that the public
understands the Department's collection instructions, respondents
provide the requested data in the desired format, reporting burden
(time and financial resources) is minimized, collection instruments are
clearly understood, and the Department can properly assess the impact
of collection requirements on respondents.
A Federal agency may not conduct or sponsor a collection of
information unless the Office of Management and Budget (OMB) approves
the collection under the PRA and the corresponding information
collection instrument displays a currently valid OMB control number.
Notwithstanding any other provision of the law, no person is required
to comply with, or is subject to penalty for failure to comply with, a
collection of information if the collection instrument does not display
a currently valid OMB control number.
The Department requested and was granted an emergency paperwork
clearance from OMB for the data collection associated with this RFI.
The Department will publish 60- and 30-day Federal Register notices as
required by 5 CFR 1320.8(d), soliciting comments on the information
collection.
We estimate that 300 respondents will submit materials such as fact
sheets, step-by-step guidance, and ready-to-implement resources in
response to this RFI. We estimate that it will take each respondent one
hour and 30 minutes to review instructions, gather submission
materials, and submit the requested information. This will result in a
total burden of 300 responses and 450 hours to the public.
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document in an accessible format. The Department will
provide the requestor with an accessible format that may include Rich
Text Format (RTF) or text format (txt), a thumb drive, an MP3 file,
braille, large print, audiotape, or compact disc, or other accessible
format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at www.govinfo.gov. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Portable Document Format (PDF). To
use PDF you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Ruth Ryder,
Deputy Assistant Secretary for Policy and Programs, Office of
Elementary and Secondary Education.
Erin McHugh,
Acting Assistant Secretary for Planning, Evaluation, and Policy
Development.
Tiwanda Burse,
Deputy Assistant Secretary for Management and Planning, Office of
Postsecondary Education.
[FR Doc. 2021-05588 Filed 3-16-21; 8:45 am]
BILLING CODE 4000-01-P
