Agency Information Collection Activities; Comment Request; Visual Representations for Proportional Reasoning: Impacts of a Teacher Professional Development Program for Multilingual Learners and Other Students, 3397-3398 [2023-00897]
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Federal Register / Vol. 88, No. 12 / Thursday, January 19, 2023 / Notices
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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 FullService Community Schools: Early
Implementation Data Collection.
OMB Control Number: 1850–NEW.
Type of Review: A new ICR.
Respondents/Affected Public: State,
local, and Tribal governments.
Total Estimated Number of Annual
Responses: 14.
Total Estimated Number of Annual
Burden Hours: 4.
Abstract: The Full-Service
Community Schools program seeks to
improve student outcomes by helping
schools expand and enrich learning
opportunities, provide integrated
student support services, strengthen
family and community engagement, and
adopt collaborative leadership practices
that include families and community
organizations. Congress has invested
$180 million in Full-Service
Community Schools grants and
mandated an evaluation of the program.
This package requests approval to
conduct a survey of Full-Service
Community Schools 2022 grantees.
These data will be used to study the
early implementation of the Full-Service
Community Schools program.
Dated: January 13, 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. 2023–00939 Filed 1–18–23; 8:45 am]
BILLING CODE 4000–01–P
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DEPARTMENT OF EDUCATION
[Docket No.: ED–2023–SCC–0006]
Agency Information Collection
Activities; Comment Request; Visual
Representations for Proportional
Reasoning: Impacts of a Teacher
Professional Development Program for
Multilingual Learners and Other
Students
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 March
20, 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–0006. 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:
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3397
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: Visual
Representations for Proportional
Reasoning: Impacts of a Teacher
Professional Development Program for
Multilingual Learners and Other
Students.
OMB Control Number: 1850–NEW.
Type of Review: A new ICR.
Respondents/Affected Public:
Individuals and households; State,
local, and Tribal governments.
Total Estimated Number of Annual
Responses: 36,784.
Total Estimated Number of Annual
Burden Hours: 11,281.
Abstract: This submission is a request
for approval of data collection activities
that will be used to support the
Northeast and Islands Regional
Educational Laboratory (REL) Visual
Representations for Proportional
Reasoning: Impacts of a Teacher
Professional Development Program for
Multilingual Learners and Other
Students. The study is being funded by
the Institute of Education Sciences (IES)
U.S. Department of Education and is
being implemented by Education
Development Center (EDC) and its
subcontractor, American Institutes for
Research (AIR). This submission
requests approval to recruit schools for
the study, and administer measures to
teachers and students.
This study aims to contribute to the
evidence base on professional
development associated with improved
student outcomes for multilingual
learners (MLLs) in mathematics. The
Visual Access to Mathematics
Professional Development (VAM PD)
leverages recent and rigorous evidence
on the importance of visual
representations (VRs) and integrates
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3398
Federal Register / Vol. 88, No. 12 / Thursday, January 19, 2023 / Notices
language and content to support MLLs
in proportional reasoning. Proportional
reasoning content is a major emphasis
in grade 7 math content standards in
most U.S. states, and is fundamental to
success in subsequent mathematics
coursework. Prior research has
demonstrated positive impacts of the
Visual Access to Mathematics
Professional Development (VAM PD) on
teacher outcomes (DePiper, et al., 2021b,
Louie et al., 2022, DePiper et al., 2019
& DePiper, et al., 2021a). This study will
fill the gap in information about how
VAM PD impacts student outcomes. In
the current study, we will collect preand post-data from both teachers and
students to examine what impact the
VAM PD has on student learning.
Teachers in participating schools will be
assigned randomly to either a treatment
or control group. Both groups will
complete (1) a measure of mathematical
content knowledge, (2) a measure of
teacher ability to analyze student work,
and (3) a brief survey/questionnaire
about instructional practices in fall 2023
and again in spring 2024. Students
taught by teachers in both conditions
will complete (1) a measure of
mathematical content knowledge, (2)
three items related to VRs, and (3) a
survey regarding attitudes toward
mathematics. Data collected will be
summarized and analyzed using
multilevel modeling to understand the
efficacy of the VAM PD on both teacher
and student level outcomes.
Dated: January 12, 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. 2023–00897 Filed 1–18–23; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF ENERGY
Environmental Management SiteSpecific Advisory Board, Idaho
Cleanup Project
Office of Environmental
Management, Department of Energy.
ACTION: Notice of open meeting.
AGENCY:
This notice announces a
virtual open meeting of the
Environmental Management SiteSpecific Advisory Board (EM SSAB),
Idaho Cleanup Project (ICP). The
Federal Advisory Committee Act
requires that public notice of this
meeting be announced in the Federal
Register.
khammond on DSKJM1Z7X2PROD with NOTICES
SUMMARY:
VerDate Sep<11>2014
17:49 Jan 18, 2023
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Thursday, February 16, 2023; 9
a.m.–3 p.m. MT.
The opportunities for public comment
are at 11 a.m. and 1 p.m. MT.
These times are subject to change;
please contact the ICP Citizens Advisory
Board (CAB) Administrator (below) for
confirmation of times prior to the
meeting.
DATES:
This virtual meeting will be
open to the public via Zoom. To attend
virtually, please contact Jordan Davies,
ICP CAB Administrator, by email
jdavies@northwindgrp.com or phone
(720) 775–7522, no later than 5 p.m. MT
on Tuesday, February 14, 2023.
FOR FURTHER INFORMATION CONTACT:
Jordan Davies, ICP CAB Administrator,
by phone (720) 775–7522 or email
jdavies@northwindgrp.com or visit the
Board’s internet homepage at https://
energy.gov/em/icpcab.
SUPPLEMENTARY INFORMATION:
Purpose of the Board: The purpose of
the Board is to make recommendations
to DOE–EM and site management in the
areas of environmental restoration,
waste management, and related
activities.
Tentative Agenda (agenda topics may
change up to the day of the meeting;
please contact Jordan Davies for the
most current agenda):
1. Recent Public Outreach
2. Program Presentations
3. DOE Presentation
4. EM SSAB Meeting Update
Public Participation: The virtual
meeting is open to the public via Zoom.
To sign-up for public comment, please
contact the ICP CAB Administrator
(above) no later than 5 p.m. MT on
Tuesday, February 14, 2023. In addition
to participation in the live public
comment sessions identified above,
written statements may be filed with the
Board either five days before or five
days after the meeting by sending them
to the ICP CAB Administrator at the
aforementioned email address. Written
public comment received prior to the
meeting will be read into the record.
The Deputy Designated Federal Officer
is empowered to conduct the meeting in
a fashion that will facilitate the orderly
conduct of business. Individuals
wishing to make public comments will
be provided a maximum of five minutes
to present their comments.
Minutes: Minutes will be available by
writing or calling Jordan Davies, ICP
CAB Administrator, phone (720) 775–
7522 or email jdavies@
northwindgrp.com. Minutes will also be
available at the following website:
https://www.energy.gov/em/icpcab/
listings/cab-meetings.
ADDRESSES:
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Signed in Washington, DC, on January 13,
2023.
LaTanya Butler,
Deputy Committee Management Officer.
[FR Doc. 2023–00938 Filed 1–18–23; 8:45 am]
BILLING CODE 6450–01–P
DEPARTMENT OF ENERGY
Agency Information Collection
Extension
U.S. Department of Energy.
Notice of request for comments.
AGENCY:
ACTION:
The Department of Energy
(DOE) invites public comment on a
proposed collection of information that
DOE is developing for submission to the
Office of Management and Budget
(OMB) pursuant to the Paperwork
Reduction Act of 1995.
DATES: Comments regarding this
proposed information collection must
be received on or before February 21,
2023. If you anticipate that you will be
submitting comments but find it
difficult to do so within the period of
time allowed by this notice, please
advise the OMB Desk Officer of your
intention to make a submission as soon
as possible. The Desk Officer may be
telephoned at (202) 881–8588.
ADDRESSES: Written comments and
recommendations for the proposed
information collection should be sent
within 30 days of publication of this
notice to www.reginfo.gov/public/do/
PRAMain. Find this information
collection by selecting ‘‘Currently under
30-day Review—Open for Public
Comments’’ or by using the search
function.
SUMMARY:
FOR FURTHER INFORMATION CONTACT:
Scott Whiteford, Director, Office of
Asset Management, 950 L’Enfant Plaza,
Washington, DC 20585, (202) 287–1563,
or by email at scott.whiteford@
hq.doe.gov.
Comments
are invited on: (a) Whether the extended
collection of information is necessary
for the proper performance of the
functions of the agency, including
whether the information shall have
practical utility; (b) the accuracy of the
agency’s estimate of the burden of the
proposed collection of information,
including the validity of the
methodology and assumptions used; (c)
ways to enhance the quality, utility, and
clarity of the information to be
collected; and (d) ways to minimize the
burden of the collection of information
on respondents, including through the
use of automated collection techniques
SUPPLEMENTARY INFORMATION:
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]]>Agencies
[Federal Register Volume 88, Number 12 (Thursday, January 19, 2023)]
[Notices]
[Pages 3397-3398]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-00897]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0006]
Agency Information Collection Activities; Comment Request; Visual
Representations for Proportional Reasoning: Impacts of a Teacher
Professional Development Program for Multilingual Learners and Other
Students
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 20, 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-0006.
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 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: Visual Representations for Proportional
Reasoning: Impacts of a Teacher Professional Development Program for
Multilingual Learners and Other Students.
OMB Control Number: 1850-NEW.
Type of Review: A new ICR.
Respondents/Affected Public: Individuals and households; State,
local, and Tribal governments.
Total Estimated Number of Annual Responses: 36,784.
Total Estimated Number of Annual Burden Hours: 11,281.
Abstract: This submission is a request for approval of data
collection activities that will be used to support the Northeast and
Islands Regional Educational Laboratory (REL) Visual Representations
for Proportional Reasoning: Impacts of a Teacher Professional
Development Program for Multilingual Learners and Other Students. The
study is being funded by the Institute of Education Sciences (IES) U.S.
Department of Education and is being implemented by Education
Development Center (EDC) and its subcontractor, American Institutes for
Research (AIR). This submission requests approval to recruit schools
for the study, and administer measures to teachers and students.
This study aims to contribute to the evidence base on professional
development associated with improved student outcomes for multilingual
learners (MLLs) in mathematics. The Visual Access to Mathematics
Professional Development (VAM PD) leverages recent and rigorous
evidence on the importance of visual representations (VRs) and
integrates
[[Page 3398]]
language and content to support MLLs in proportional reasoning.
Proportional reasoning content is a major emphasis in grade 7 math
content standards in most U.S. states, and is fundamental to success in
subsequent mathematics coursework. Prior research has demonstrated
positive impacts of the Visual Access to Mathematics Professional
Development (VAM PD) on teacher outcomes (DePiper, et al., 2021b, Louie
et al., 2022, DePiper et al., 2019 & DePiper, et al., 2021a). This
study will fill the gap in information about how VAM PD impacts student
outcomes. In the current study, we will collect pre- and post-data from
both teachers and students to examine what impact the VAM PD has on
student learning. Teachers in participating schools will be assigned
randomly to either a treatment or control group. Both groups will
complete (1) a measure of mathematical content knowledge, (2) a measure
of teacher ability to analyze student work, and (3) a brief survey/
questionnaire about instructional practices in fall 2023 and again in
spring 2024. Students taught by teachers in both conditions will
complete (1) a measure of mathematical content knowledge, (2) three
items related to VRs, and (3) a survey regarding attitudes toward
mathematics. Data collected will be summarized and analyzed using
multilevel modeling to understand the efficacy of the VAM PD on both
teacher and student level outcomes.
Dated: January 12, 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. 2023-00897 Filed 1-18-23; 8:45 am]
BILLING CODE 4000-01-P
