Agency Information Collection Activities; Comment Request; Impact Evaluation of Training in Multi-Tiered Systems of Support for Reading in Early Elementary School, 45713-45714 [2021-17500]
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Federal Register / Vol. 86, No. 155 / Monday, August 16, 2021 / Notices
DEPARTMENT OF EDUCATION
[Docket No.: ED–2021–SCC–0125]
Agency Information Collection
Activities; Comment Request; Foreign
Language and Area Studies (FLAS)
Fellowship Program Survey on
Postgraduate Employment Outcomes
Office of Postsecondary
Education (OPE), Department of
Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act of 1995, ED is
proposing a reinstatement without
change of a previously approved
collection.
SUMMARY:
Interested persons are invited to
submit comments on or October 15,
2021.
DATES:
To access and review all the
documents related to the information
collection listed in this notice, please
use https://www.regulations.gov by
searching the Docket ID number ED–
2021–SCC–0125. Comments submitted
in response to this notice should be
submitted electronically through the
Federal eRulemaking Portal at https://
www.regulations.gov by selecting the
Docket ID number or via postal mail,
commercial delivery, or hand delivery.
If the regulations.gov site is not
available to the public for any reason,
ED will temporarily accept comments at
ICDocketMgr@ed.gov. Please include the
docket ID number and the title of the
information collection request when
requesting documents or submitting
comments. Please note that comments
submitted by fax or email and those
submitted after the comment period will
not be accepted. Written requests for
information or comments submitted by
postal mail or delivery should be
addressed to the PRA Coordinator of the
Strategic Collections and Clearance
Governance and Strategy Division, U.S.
Department of Education, 400 Maryland
Ave SW, LBJ, Room 6W208D,
Washington, DC 20202–8240.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Charles
Jenkins, 202–453–5994.
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
lotter on DSK11XQN23PROD with NOTICES1
ADDRESSES:
VerDate Sep<11>2014
17:21 Aug 13, 2021
Jkt 253001
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: Foreign Language
and Area Studies (FLAS) Fellowship
Program Survey on Postgraduate
Employment Outcomes.
OMB Control Number: 1840–0829.
Type of Review: A reinstatement
without change of a previously
approved collection.
Respondents/Affected Public:
Individuals and Households.
Total Estimated Number of Annual
Responses: 2,400.
Total Estimated Number of Annual
Burden Hours: 600.
Abstract: The Foreign Language and
Area Studies (FLAS) Fellowships
program is authorized by 20 U.S.C.
1121(b), and provides allocations of
academic year and summer fellowships
to institutions of higher education or
consortia of institutions of higher
education to assist meritorious
undergraduate students and graduate
students undergoing training in modern
foreign languages and related area or
international studies. This information
collection is a survey for FLAS fellows
required by 20 U.S.C. 1121(d) which
states ‘‘The Secretary shall assist
grantees in developing a survey to
administer to students who have
completed programs under this
subchapter to determine postgraduate
employment, education, or training. All
grantees, where applicable, shall
administer such survey once every two
years and report survey results to the
Secretary.’’
This package is a reinstatement
without change.
PO 00000
Frm 00012
Fmt 4703
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45713
Dated: August 11, 2021.
Kate Mullan,
PRA Coordinator, Strategic Collections and
Clearance Governance and Strategy Division,
Office of Chief Data Officer, Office of
Planning, Evaluation and Policy
Development.
[FR Doc. 2021–17484 Filed 8–13–21; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2021–SCC–0124]
Agency Information Collection
Activities; Comment Request; Impact
Evaluation of Training in Multi-Tiered
Systems of Support for Reading in
Early Elementary School
Institute of Educational Science
(IES), Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act of 1995, ED is
proposing a revision of a currently
approved collection.
DATES: Interested persons are invited to
submit comments on or before October
15, 2021.
ADDRESSES: To access and review all the
documents related to the information
collection listed in this notice, please
use https://www.regulations.gov by
searching the Docket ID number ED–
2021–SCC–0124. Comments submitted
in response to this notice should be
submitted electronically through the
Federal eRulemaking Portal at https://
www.regulations.gov by selecting the
Docket ID number or via postal mail,
commercial delivery, or hand delivery.
If the regulations.gov site is not
available to the public for any reason,
ED will temporarily accept comments at
ICDocketMgr@ed.gov. Please include the
docket ID number and the title of the
information collection request when
requesting documents or submitting
comments. Please note that comments
submitted by fax or email and those
submitted after the comment period will
not be accepted. Written requests for
information or comments submitted by
postal mail or delivery should be
addressed to the PRA Coordinator of the
Strategic Collections and Clearance
Governance and Strategy Division, U.S.
Department of Education, 400 Maryland
Ave SW, LBJ, Room 6W208C,
Washington, DC 20202–8240.
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
SUMMARY:
E:\FR\FM\16AUN1.SGM
16AUN1
lotter on DSK11XQN23PROD with NOTICES1
45714
Federal Register / Vol. 86, No. 155 / Monday, August 16, 2021 / Notices
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: 1850–0953.
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: 24,480.
Total Estimated Number of Annual
Burden Hours: 5,413.
Abstract: This study will provide
much needed evidence on strategies to
support US students’ development of
foundational reading skills, essential to
later learning.
A third of US 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 this, 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)
VerDate Sep<11>2014
17:21 Aug 13, 2021
Jkt 253001
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: August 11, 2021.
Juliana Pearson,
PRA Coordinator, Strategic Collections and
Clearance Governance and Strategy Division,
Office of Chief Data Officer, Office of
Planning, Evaluation and Policy
Development.
[FR Doc. 2021–17500 Filed 8–13–21; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF ENERGY
Notice of Inquiry on Preparation of
Report to Congress on the PriceAnderson Act
AGENCY:
Office of General Counsel,
DOE.
ACTION:
Extension of public comment
period.
On July 26, 2021, the
Department of Energy (the
‘‘Department’’ or ‘‘DOE’’) published in
the Federal Register a notice of inquiry
(‘‘NOI’’) and request for comment from
the public concerning the need for
continuation or modification of the
provisions of the Price-Anderson Act
(‘‘PAA’’) as administered by DOE. The
PAA establishes a system of financial
protection that encourages the safe and
secure operation of nuclear power and
other nuclear activities and assures
equitable compensation of victims in
the event of a nuclear incident.
Comments from the public will assist
the Department in the preparation of its
report on the PAA to be submitted to
Congress, as required by the Atomic
Energy Act of 1954 (AEA), as amended.
The NOI provided an August 25, 2021,
deadline for comments. This notice
announces a 60-day extension of the
comment period to October 25, 2021.
DATES: The comment period for the NOI
published on July 26, 2021 (86 FR
40032) is extended. DOE will accept
written comments regarding the NOI
SUMMARY:
PO 00000
Frm 00013
Fmt 4703
Sfmt 4703
submitted no later than October 25,
2021.
You may submit comments
to: paareportnoi@hq.doe.gov. Although
DOE has routinely accepted public
comment submissions through a variety
of mechanisms, including postal mail
and hand delivery/courier, the
Department has found it necessary to
make temporary modifications to the
comment submission process in light of
the ongoing Covid-19 pandemic. DOE is
currently suspending receipt of public
comments via postal mail and hand
delivery/courier. If a commenter finds
that this change poses undue hardship,
please contact the Office of the General
Counsel staff at (202) 586–2177 to
discuss the need for alternative
arrangements. Once the Covid-19
pandemic health emergency is resolved,
DOE anticipates resuming all of its
regular options for public comment
submission, including postal mail and
hand delivery/courier.
FOR FURTHER INFORMATION CONTACT:
Stewart Forbes, Office of the Assistant
General Counsel for Civilian Nuclear
Programs, U.S. Department of Energy,
Room 6A–167, 1000 Independence Ave
SW, Washington, DC 20585; Email:
stewart.forbes@hq.doe.gov; and Phone:
(202) 586–2177.
SUPPLEMENTARY INFORMATION: The PAA
was enacted in 1957 as an amendment
to the AEA to encourage the
development of nuclear power and
nuclear activities by establishing a
system of financial protection for
persons who may be liable for and
persons who may be injured by a
nuclear incident.1 Since enactment, the
PAA has been amended several times,
most recently in 2005 as part of the
Energy Policy Act of 2005 (Title VI,
Subtitle A).2 The recent amendments
extended the authority of DOE to grant
the DOE Price-Anderson
indemnification until December 31,
2025 3 and amended section 170p. of the
AEA 4 to mandate, as it had done with
a prior extension, that DOE submit a
report to Congress by December 31,
2021 (‘‘2021 Report’’) on whether
ADDRESSES:
1 Price-Anderson Act, Public Law 85–256, 71 Stat.
576 (amending Atomic Energy Act of 1954, Pub. L.
83–703, codified as amended at 42 U.S.C. 2011 et.
seq.). The pertinent sections of the PAA amended
AEA § 11 and created AEA § 170, which are
codified respectively at 42 U.S.C. 2014 and 2210.
2 Price-Anderson Amendments Act of 2005,
Public Law 109–58, tit. VI, 119 Stat. 779 (amending
Atomic Energy Act § 170, codified as amended at
42 U.S.C. 2210 et. seq.).
3 Id. at tit. VI, § 602(b) (amending Atomic Energy
Act § 170d.(1)(A), codified as amended at 42 U.S.C.
2210(d)(1)(A)).
4 Id. at tit. VI, § 606 (amending Atomic Energy Act
§ 170p., codified as amended at 42 U.S.C. 2210(p)).
E:\FR\FM\16AUN1.SGM
16AUN1
]]>Agencies
[Federal Register Volume 86, Number 155 (Monday, August 16, 2021)]
[Notices]
[Pages 45713-45714]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-17500]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2021-SCC-0124]
Agency Information Collection Activities; Comment Request; Impact
Evaluation of Training in Multi-Tiered Systems of Support for Reading
in Early Elementary School
AGENCY: Institute of Educational Science (IES), Department of Education
(ED).
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: In accordance with the Paperwork Reduction Act of 1995, ED is
proposing a revision of a currently approved collection.
DATES: Interested persons are invited to submit comments on or before
October 15, 2021.
ADDRESSES: To access and review all the documents related to the
information collection listed in this notice, please use https://www.regulations.gov by searching the Docket ID number ED-2021-SCC-0124.
Comments submitted in response to this notice should be submitted
electronically through the Federal eRulemaking Portal at https://www.regulations.gov by selecting the Docket ID number or via postal
mail, commercial delivery, or hand delivery. If the regulations.gov
site is not available to the public for any reason, ED will temporarily
accept comments at [email protected]. Please include the docket ID
number and the title of the information collection request when
requesting documents or submitting comments. Please note that comments
submitted by fax or email and those submitted after the comment period
will not be accepted. Written requests for information or comments
submitted by postal mail or delivery should be addressed to the PRA
Coordinator of the Strategic Collections and Clearance Governance and
Strategy Division, U.S. Department of Education, 400 Maryland Ave SW,
LBJ, Room 6W208C, Washington, DC 20202-8240.
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
[[Page 45714]]
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: 1850-0953.
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: 24,480.
Total Estimated Number of Annual Burden Hours: 5,413.
Abstract: This study will provide much needed evidence on
strategies to support US students' development of foundational reading
skills, essential to later learning.
A third of US 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 this, 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: August 11, 2021.
Juliana Pearson,
PRA Coordinator, Strategic Collections and Clearance Governance and
Strategy Division, Office of Chief Data Officer, Office of Planning,
Evaluation and Policy Development.
[FR Doc. 2021-17500 Filed 8-13-21; 8:45 am]
BILLING CODE 4000-01-P
