Agency Information Collection Activities; Comment Request; Evaluation of the REL West Supporting Early Reading Comprehension Through Teacher Study Groups Toolkit, 1370-1371 [2023-00294]
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1370
Federal Register / Vol. 88, No. 6 / Tuesday, January 10, 2023 / Notices
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: Survey of
Postgraduate Employment for the
Foreign Language and Area Studies
(FLAS) Fellowship program.
OMB Control Number: 1840–0829.
Type of Review: Revision of a
currently approved ICR.
Respondents/Affected Public:
Individuals or Households.
Total Estimated Number of Annual
Responses: 24,000.
Total Estimated Number of Annual
Burden Hours: 4,500.
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 and graduate students
undergoing training in modern foreign
languages and related area or
international studies. This information
collection is a survey of 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.’’
VerDate Sep<11>2014
17:32 Jan 09, 2023
Jkt 259001
Dated: January 5, 2023.
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. 2023–00278 Filed 1–9–23; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No. ED–2023–SCC–0001]
Agency Information Collection
Activities; Comment Request;
Evaluation of the REL West Supporting
Early Reading Comprehension
Through Teacher Study Groups Toolkit
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).
SUMMARY:
Interested persons are invited to
submit comments on or before March
13, 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–
2023–SCC–0001. 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 Elizabeth
Nolan, 312–730–1532.
DATES:
PO 00000
Frm 00026
Fmt 4703
Sfmt 4703
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
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: Evaluation of the
REL West Supporting Early Reading
Comprehension through Teacher Study
Groups Toolkit.
OMB Control Number: 1850–NEW.
Type of Review: A new ICR.
Respondents/Affected Public:
Individuals and Households.
Total Estimated Number of Annual
Responses: 6,012.
Total Estimated Number of Annual
Burden Hours: 1,255.
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 central mission
and primary function of the RELs is to
support applied research and provide
technical assistance to state and local
education agencies within their region
(ESRA, Part D, section 174[f]). The REL
program’s goal 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.
SUPPLEMENTARY INFORMATION:
E:\FR\FM\10JAN1.SGM
10JAN1
1371
Federal Register / Vol. 88, No. 6 / Tuesday, January 10, 2023 / Notices
khammond on DSKJM1Z7X2PROD with NOTICES
Elementary-grade students in U.S.
public schools continue to struggle with
reading comprehension, with only 35
percent of 4th-grade students
performing at or above proficient on the
National Assessment of Educational
Progress (NAEP) scores in reading
(Hussar et al., 2020). To address this
problem in earlier grades, when schools
begin reading comprehension
instruction, REL West is developing a
toolkit to support teachers in
implementing evidence-based
instructional strategies to improve
reading comprehension among students
in grades K–3. The toolkit is based on
the Improving Reading Comprehension
in Kindergarten Through 3rd Grade IES
practice guide (Shanahan et al., 2010)
and is being developed in collaboration
with state and district partners in
Arizona. The toolkit contains the
following three parts: (1) Initial
Diagnostic and On-going Monitoring
Instruments, (2) Professional
Development Resources, and (3) Steps
for Institutionalizing Supports for
Evidence-Based Practice.
This study is designed to measure the
efficacy and implementation of the REL
West-developed toolkit designed to
improve reading comprehension among
students in grades K–3. The toolkit
evaluation team plans to conduct an
independent evaluation using a schoollevel, cluster randomized controlled
trial design to assess the efficacy and
cost-effectiveness of the school-based
professional development resources
included in the toolkit. The evaluation
will take place in 70 schools across six
districts in Arizona and focus on K–3
reading comprehension for all students.
The evaluation will also assess how
teachers and facilitators implement the
toolkit to provide context for the
efficacy findings and guidance to
improve the toolkit and its future use.
The toolkit evaluation will produce a
report for district and school leaders
who are considering strategies to
improve reading comprehension in
kindergarten through 3rd grade. The
report will be designed to help district
and school leaders decide whether and
how to use the toolkit to help them
implement the practice guide
recommendations.
Dated: January 5, 2023.
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. 2023–00294 Filed 1–9–23; 8:45 am]
BILLING CODE 4000–01–P
VerDate Sep<11>2014
17:32 Jan 09, 2023
Jkt 259001
DEPARTMENT OF EDUCATION
[Docket No.: ED–2022–SCC–0130]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; Comment Request;
Federal Student Aid User Experience
Design Research Generic Clearance
Federal Student Aid (FSA),
Department of Education (ED).
ACTION: Notice.
AGENCY:
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 February
9, 2023.
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 Beth
Grebeldinger, 202–377–4018.
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.
SUMMARY:
PO 00000
Frm 00027
Fmt 4703
Sfmt 4703
Title of Collection: Federal Student
Aid User Experience Design Research
Generic Clearance.
OMB Control Number: 1845–0159.
Type of Review: An extension without
change of a currently approved ICR.
Respondents/Affected Public:
Individuals and Households.
Total Estimated Number of Annual
Responses: 262,400.
Total Estimated Number of Annual
Burden Hours: 74,975.
Abstract: Federal Student Aid (FSA)
seeks an extension of its OMB Fast
Track Process (5-day) generic clearance
to continue to collect qualitative
feedback for the Next Generation
Financial Services Environment (Next
Gen) program. The Next Gen initiative
is a comprehensive, FSA-branded
customer engagement layer that will
create an environment where the
Department’s customers will receive
clear, consistent information and readily
accessible self-service options at every
stage of the student aid lifecycle. This
collection of information is necessary to
enable FSA to garner customer and
stakeholder qualitative feedback in an
efficient, timely manner, in accordance
with our commitment to improving
service and information delivery. By
qualitative feedback we mean
information that provides useful
insights on perceptions and opinions
but are not statistical surveys that yield
quantitative results that can be
generalized to the population of study.
The insights collected from our
customers and stakeholders will help
ensure that users have a consistent,
efficient, and satisfying experience with
FSA’s programs.
Dated: January 5, 2023.
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. 2023–00280 Filed 1–9–23; 8:45 am]
BILLING CODE 4000–01–P
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Federal Energy Regulatory
Commission
Notice of Effectiveness of Exempt
Wholesale Generator Status
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[Federal Register Volume 88, Number 6 (Tuesday, January 10, 2023)]
[Notices]
[Pages 1370-1371]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-00294]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No. ED-2023-SCC-0001]
Agency Information Collection Activities; Comment Request;
Evaluation of the REL West Supporting Early Reading Comprehension
Through Teacher Study Groups Toolkit
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
March 13, 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-2023-SCC-0001.
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 Elizabeth Nolan, 312-730-1532.
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 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: Evaluation of the REL West Supporting Early
Reading Comprehension through Teacher Study Groups Toolkit.
OMB Control Number: 1850-NEW.
Type of Review: A new ICR.
Respondents/Affected Public: Individuals and Households.
Total Estimated Number of Annual Responses: 6,012.
Total Estimated Number of Annual Burden Hours: 1,255.
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 central mission and primary function of the RELs is to
support applied research and provide technical assistance to state and
local education agencies within their region (ESRA, Part D, section
174[f]). The REL program's goal 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.
[[Page 1371]]
Elementary-grade students in U.S. public schools continue to
struggle with reading comprehension, with only 35 percent of 4th-grade
students performing at or above proficient on the National Assessment
of Educational Progress (NAEP) scores in reading (Hussar et al., 2020).
To address this problem in earlier grades, when schools begin reading
comprehension instruction, REL West is developing a toolkit to support
teachers in implementing evidence-based instructional strategies to
improve reading comprehension among students in grades K-3. The toolkit
is based on the Improving Reading Comprehension in Kindergarten Through
3rd Grade IES practice guide (Shanahan et al., 2010) and is being
developed in collaboration with state and district partners in Arizona.
The toolkit contains the following three parts: (1) Initial Diagnostic
and On-going Monitoring Instruments, (2) Professional Development
Resources, and (3) Steps for Institutionalizing Supports for Evidence-
Based Practice.
This study is designed to measure the efficacy and implementation
of the REL West-developed toolkit designed to improve reading
comprehension among students in grades K-3. The toolkit evaluation team
plans to conduct an independent evaluation using a school-level,
cluster randomized controlled trial design to assess the efficacy and
cost-effectiveness of the school-based professional development
resources included in the toolkit. The evaluation will take place in 70
schools across six districts in Arizona and focus on K-3 reading
comprehension for all students. The evaluation will also assess how
teachers and facilitators implement the toolkit to provide context for
the efficacy findings and guidance to improve the toolkit and its
future use. The toolkit evaluation will produce a report for district
and school leaders who are considering strategies to improve reading
comprehension in kindergarten through 3rd grade. The report will be
designed to help district and school leaders decide whether and how to
use the toolkit to help them implement the practice guide
recommendations.
Dated: January 5, 2023.
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. 2023-00294 Filed 1-9-23; 8:45 am]
BILLING CODE 4000-01-P