Agency Information Collection Activities; Comment Request; Evaluating the Impact of the Professional Learning Community: Evaluating the Impact of the Professional Learning Community: Emergent Literacy (PLC-EL), 71315-71316 [2022-25434]
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Federal Register / Vol. 87, No. 224 / Tuesday, November 22, 2022 / Notices
ACTION:
Notice.
In accordance with the
Paperwork Reduction Act (PRA) of
1995, the Department is proposing an
extension without change of a currently
approved information collection request
(ICR).
DATES: Interested persons are invited to
submit comments on or before
December 22, 2022.
ADDRESSES: Written comments and
recommendations for proposed
information collection requests should
be submitted within 30 days of
publication of this notice. Click on this
link www.reginfo.gov/public/do/
PRAMain to access the site. Find this
information collection request (ICR) by
selecting ‘‘Department of Education’’
under ‘‘Currently Under Review,’’ then
check the ‘‘Only Show ICR for Public
Comment’’ checkbox. Reginfo.gov
provides two links to view documents
related to this information collection
request. Information collection forms
and instructions may be found by
clicking on the ‘‘View Information
Collection (IC) List’’ link. Supporting
statements and other supporting
documentation may be found by
clicking on the ‘‘View Supporting
Statement and Other Documents’’ link.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Bryan
Williams, 202–453–6715.
SUPPLEMENTARY INFORMATION: The
Department 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: Bipartisan Safer
Communities Act (BSCA), Stronger
Connections Grant (SCG) Program.
OMB Control Number: 1810–0770.
Type of Review: An extension without
change of a currently approved ICR.
Respondents/Affected Public: State,
local, and Tribal Governments.
Total Estimated Number of Annual
Responses: 56.
Total Estimated Number of Annual
Burden Hours: 3,360.
Abstract: The Department of
Education (the Department) requests an
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SUMMARY:
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extension of the information collection
under the School Improvement
Programs section of the Bipartisan Safer
Communities Act (BSCA), and the
Stronger Connections Grant (SCG), OMB
number 1810–0770. Under this program,
the Department awards grants to State
educational agencies (SEAs) for the
purpose of providing competitive grants
to high-need local educational agencies
(LEAs) for activities under section 4108
of the Elementary and Secondary
Education Act of 1965 (ESEA).
Eligible applicants for the SCG funds
include those in any of the 50 States, the
District of Columbia, the
Commonwealth of Puerto Rico, the
Bureau of Indian Education, and the
Outlying Areas. Each SEA will award no
less than 95 percent of its SCG
allocation on a competitive basis to
high-need LEAs as determined by the
State. The SEA will reserve no more
than 1% of its SCG allocation for
administration and will use any
remaining funds not awarded to LEAs
for State-level activities to support
section 4108 of the Elementary and
Secondary Education Act of 1965
(ESEA).
This information collection will
support the Department in providing
effective technical assistance,
monitoring and oversight to ensure that
these funds are awarded and used as
required by the BSCA—i.e., that the
funds are awarded to high-need LEAs
on a competitive basis for activities
allowable under section 4108 of the
ESEA. Department staff will review the
information submitted by SEAs (1) for
monitoring purposes, to verify that
SEAs are implementing the BSCA
requirements for SEA award of the SCG
funds; and (2) to understand the manner
in which SEAs are implementing these
requirements. This information will
enable the Department to provide
effective technical assistance and
support to States. If this information is
not collected, the Department will be
unable to fully and adequately meet
monitoring and technical assistance
responsibilities as States implement this
program.
Dated: November 17, 2022.
Kun 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. 2022–25441 Filed 11–21–22; 8:45 am]
BILLING CODE 4000–01–P
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71315
DEPARTMENT OF EDUCATION
[Docket No.: ED–2022–SCC–0136]
Agency Information Collection
Activities; Comment Request;
Evaluating the Impact of the
Professional Learning Community:
Evaluating the Impact of the
Professional Learning Community:
Emergent Literacy (PLC–EL)
Institute of Education Sciences
(IES), Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act (PRA) of
1995, the Department is proposing a
new information collection request
(ICR).
DATES: Interested persons are invited to
submit comments on or before January
23, 2023.
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–
2022–SCC–0136. 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,
the Department 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
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 Manager of the
Strategic Collections and Clearance
Governance and Strategy Division, U.S.
Department of Education, 400 Maryland
Ave. SW, LBJ, Room 6W203,
Washington, DC 20202–8240.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Janelle Sands,
202–245–6786.
SUPPLEMENTARY INFORMATION: The
Department, 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
SUMMARY:
E:\FR\FM\22NON1.SGM
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71316
Federal Register / Vol. 87, No. 224 / Tuesday, November 22, 2022 / Notices
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. The
Department is soliciting comments on
the proposed information collection
request (ICR) that is described below.
The Department 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: Evaluating the
Impact of the Professional Learning
Community: Emergent Literacy (PLC–
EL).
OMB Control Number: 1850–NEW.
Type of Review: A new ICR.
Respondents/Affected Public:
Individuals and Households.
Total Estimated Number of Annual
Responses: 1,726.
Total Estimated Number of Annual
Burden Hours: 3,156.
Abstract: The current authorization
for the Regional Educational
Laboratories (REL) program is under the
Education Sciences Reform Act of 2002,
Part D, Section 174, (20 U.S.C. 9564),
administered by the Department of
Education, Institute of Education
Sciences (IES), National Center for
Education Evaluation and Regional
Assistance (NCEE). The goal of the REL
program is to partner with educators
and policymakers to conduct work that
is change-oriented and supports
meaningful local, regional, or state
decisions about education policies,
programs, and practices to improve
outcomes for students.
School readiness, particularly
language and literacy readiness, in
South Carolina (SC) remains a highleverage need. This need is reflected in
the state’s Kindergarten Readiness
Assessment (KRA). The KRA measures
four domains of learning and
development, including language and
literacy. Demonstrating readiness occurs
when students show the foundational
skills and behaviors that prepare them
for instruction based on kindergarten
standards. In 2020/21 Modified KRA
scores in SC revealed that only 27
percent of incoming kindergartners
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17:48 Nov 21, 2022
Jkt 259001
demonstrated readiness (South Carolina
Education Oversight Committee, 2021).
Achievement gaps were also observed,
with 17 percent of African American
kindergarteners and 13 percent of
Hispanic kindergarteners meeting the
demonstrating readiness mark,
compared to 35 percent of White
students. There is a clear need to
improve equity in learning
opportunities and in school readiness
outcomes among SC children. Members
of the SC research partnership have
identified teacher professional
development (PD) in language and
literacy as a critical component to
improving the quality of early learning
and are specifically interested in
understanding the effectiveness of and
the facilitators and barriers to
implementation of the Professional
Learning Community: Emergent Literacy
(PLC–EL; Kosanovich et al., 2020).
The purpose of this study is to
understand the impact of the PLC–EL
program on preschool teachers’
knowledge, practice, and student
achievement in print knowledge,
phonological awareness, oral language,
and vocabulary. In addition, this study
will identify factors that influence
program effectiveness and the
facilitators and barriers of effective
implementation that inform scale-up
initiatives across the state. This study
will using a randomized controlled trial
design to help ensure that—all else
equal—this study will yield the
strongest, most reliable evidence
possible on which to base policy and
practice. The study sample will include
approximately 100 preschool centers
across SC, 2,940 students, 226 preschool
teachers, 25 PLC–EL Facilitators, center
leaders, and a subset of district and state
education leaders.
The study findings will help the
Office of Early Learning & Literacy
(OELL) at SCDE meet its goals of
improving equitable access to highquality PD for educators and equitable
access to high-quality instruction for
students by training facilitators to
implement the PLC–EL in a large
sample of preschool centers in four
separate regions of the state. In addition,
the study findings will provide the
OELL at SCDE with actionable
information about facilitators and
barriers to implementation that can be
used to inform scale-up initiatives
across the state.
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Dated: November 17, 2022.
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. 2022–25434 Filed 11–21–22; 8:45 am]
BILLING CODE 4000–01–P
ELECTION ASSISTANCE COMMISSION
Sunshine Act Meetings
U.S. Election Assistance
Commission
ACTION: Sunshine Act Notice; notice of
public meeting agenda.
AGENCY:
Public Meeting: U.S. Election
Assistance Commission Local
Leadership Council Meeting.
DATES: Wednesday, December 14, 2022,
1:00 p.m.–2:30 p.m. Eastern.
ADDRESSES: Virtual via Zoom.
The meeting is open to the public and
will be livestreamed on the U.S.
Election Assistance Commission
YouTube Channel: https://
www.youtube.com/channel/
UCpN6i0g2rlF4ITWhwvBwwZw.
FOR FURTHER INFORMATION CONTACT:
Kristen Muthig, Telephone: (202) 897–
9285, Email: kmuthig@eac.gov.
SUPPLEMENTARY INFORMATION:
Purpose: In accordance with the
Government in the Sunshine Act
(Sunshine Act), Public Law 94–409, as
amended (5 U.S.C. 552b), the U.S.
Election Assistance Commission (EAC)
will conduct a virtual meeting of the
EAC Local Leadership Council.
Agenda: The U.S. Election Assistance
Commission (EAC) Local Leadership
Council will discuss the organizational
structure and consider the adoption of
the initial committee Bylaws. The
Bylaws serve to establish the guidelines
for the conduct of the Local Leadership
Council members, meetings, and
subcommittees. The Bylaws cover
several topics including the process for
calling and conducting meetings,
establishment of committees, the
structure of the Executive Committee,
the makeup of Regional Committees,
and the process of holding elections.
Background: The Local Leadership
Council was established in June 2021
under agency authority pursuant to and
in accordance with the provisions of the
Federal Advisory Committee Act, as
amended (5 U.S.C. App. 2). The
Advisory Committee is governed by the
Federal Advisory Committee Act, which
sets forth standards for the formation
and use of advisory committees. The
SUMMARY:
E:\FR\FM\22NON1.SGM
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]]>Agencies
[Federal Register Volume 87, Number 224 (Tuesday, November 22, 2022)]
[Notices]
[Pages 71315-71316]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-25434]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2022-SCC-0136]
Agency Information Collection Activities; Comment Request;
Evaluating the Impact of the Professional Learning Community:
Evaluating the Impact of the Professional Learning Community: Emergent
Literacy (PLC-EL)
AGENCY: Institute of Education Sciences (IES), Department of Education
(ED).
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: In accordance with the Paperwork Reduction Act (PRA) of 1995,
the Department is proposing a new information collection request (ICR).
DATES: Interested persons are invited to submit comments on or before
January 23, 2023.
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-2022-SCC-0136.
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, the Department 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 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 Manager of the Strategic
Collections and Clearance Governance and Strategy Division, U.S.
Department of Education, 400 Maryland Ave. SW, LBJ, Room 6W203,
Washington, DC 20202-8240.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Janelle Sands, 202-245-6786.
SUPPLEMENTARY INFORMATION: The Department, 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
[[Page 71316]]
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. The Department is
soliciting comments on the proposed information collection request
(ICR) that is described below. The Department 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: Evaluating the Impact of the Professional
Learning Community: Emergent Literacy (PLC-EL).
OMB Control Number: 1850-NEW.
Type of Review: A new ICR.
Respondents/Affected Public: Individuals and Households.
Total Estimated Number of Annual Responses: 1,726.
Total Estimated Number of Annual Burden Hours: 3,156.
Abstract: The current authorization for the Regional Educational
Laboratories (REL) program is under the Education Sciences Reform Act
of 2002, Part D, Section 174, (20 U.S.C. 9564), administered by the
Department of Education, Institute of Education Sciences (IES),
National Center for Education Evaluation and Regional Assistance
(NCEE). The goal of the REL program is to partner with educators and
policymakers to conduct work that is change-oriented and supports
meaningful local, regional, or state decisions about education
policies, programs, and practices to improve outcomes for students.
School readiness, particularly language and literacy readiness, in
South Carolina (SC) remains a high-leverage need. This need is
reflected in the state's Kindergarten Readiness Assessment (KRA). The
KRA measures four domains of learning and development, including
language and literacy. Demonstrating readiness occurs when students
show the foundational skills and behaviors that prepare them for
instruction based on kindergarten standards. In 2020/21 Modified KRA
scores in SC revealed that only 27 percent of incoming kindergartners
demonstrated readiness (South Carolina Education Oversight Committee,
2021). Achievement gaps were also observed, with 17 percent of African
American kindergarteners and 13 percent of Hispanic kindergarteners
meeting the demonstrating readiness mark, compared to 35 percent of
White students. There is a clear need to improve equity in learning
opportunities and in school readiness outcomes among SC children.
Members of the SC research partnership have identified teacher
professional development (PD) in language and literacy as a critical
component to improving the quality of early learning and are
specifically interested in understanding the effectiveness of and the
facilitators and barriers to implementation of the Professional
Learning Community: Emergent Literacy (PLC-EL; Kosanovich et al.,
2020).
The purpose of this study is to understand the impact of the PLC-EL
program on preschool teachers' knowledge, practice, and student
achievement in print knowledge, phonological awareness, oral language,
and vocabulary. In addition, this study will identify factors that
influence program effectiveness and the facilitators and barriers of
effective implementation that inform scale-up initiatives across the
state. This study will using a randomized controlled trial design to
help ensure that--all else equal--this study will yield the strongest,
most reliable evidence possible on which to base policy and practice.
The study sample will include approximately 100 preschool centers
across SC, 2,940 students, 226 preschool teachers, 25 PLC-EL
Facilitators, center leaders, and a subset of district and state
education leaders.
The study findings will help the Office of Early Learning &
Literacy (OELL) at SCDE meet its goals of improving equitable access to
high-quality PD for educators and equitable access to high-quality
instruction for students by training facilitators to implement the PLC-
EL in a large sample of preschool centers in four separate regions of
the state. In addition, the study findings will provide the OELL at
SCDE with actionable information about facilitators and barriers to
implementation that can be used to inform scale-up initiatives across
the state.
Dated: November 17, 2022.
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. 2022-25434 Filed 11-21-22; 8:45 am]
BILLING CODE 4000-01-P
