Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Visual Representations for Proportional Reasoning: Impacts of a Teacher Professional Development Program for Multilingual Learners and Other Students, 18303-18304 [2023-06393]
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lotter on DSK11XQN23PROD with NOTICES1
Federal Register / Vol. 88, No. 59 / Tuesday, March 28, 2023 / Notices
Vicksburg, MS 39180; ATTN: Dr. Robert
P. Jones, or call 601–634–4098.
SUPPLEMENTARY INFORMATION:
Title; Associated Form; and OMB
Number: Stakeholder and Community
Coastal Storm Hazard Surveys; OMB
Control Number 0710–CCFR.
Needs and Uses: Information from the
surveys described here is needed to
address the research questions funded
in the Compound Coastal Flooding
Congressional Add; a $5 million joint
effort between the U.S. Army Corps of
Engineers—Engineer Research and
Development Center (ERDC) and the
University of Alabama. Research seeks
to inform improved modeling of
compound coastal storm events,
including improved simulation of
impacts to communities and of
protective action-taking. The
collaborative Broad Agency Agreement
with the University of Alabama includes
proposed tasks to identify effective
flood risk communication tools which
influence coastal residents’ risk
mitigation actions and to better
understand key community stakeholder
communication of hazards. Execution of
these funded tasks requires the
University of Alabama Principal
Investigator and team to gather
information through three community
and stakeholder surveys. Findings from
their analysis will inform coastal storm
hazard modeling and risk
communication for better outcomes
from storm events.
Affected Public: Individuals or
households.
Annual Burden Hours: 1,525.
Number of Respondents: 3,050.
Responses per Respondent: 1.
Annual Responses: 3,050.
Average Burden per Response: 30
minutes.
Frequency: Once.
The coastal storm hazard surveys will
be distributed to stakeholders and
members of the general public in
Houston, Texas, Mobile, Alabama, and
Savannah, Georgia. The stakeholder
survey instrument aims to identify the
perceptions and attitudes of local
stakeholders in these at-risk areas
toward coastal storm hazards, mitigation
of those hazards, and the information
dissemination to the public regarding
those hazards. Three community survey
instruments aim to identify the
perceptions and use of information by
the general public regarding coastal
hazards, specifically hurricane and
flood events, before, during, and after
the Atlantic hurricane season. The data
will be used for statistical tests to
identify significant trends in the distinct
topics addressed by each survey.
VerDate Sep<11>2014
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Dated: March 22, 2023.
Aaron T. Siegel,
Alternate OSD Federal Register Liaison
Officer, Department of Defense.
[FR Doc. 2023–06331 Filed 3–27–23; 8:45 am]
BILLING CODE 3710–08–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2023–SCC–0013]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; Comment Request;
Presidential Cybersecurity Education
Award
Office of Career, Technical, and
Adult Education (OCTAE), 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 April 27,
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 Corinne Sauri,
202–245–6412.
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
DATES:
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18303
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: Presidential
Cybersecurity Education Award.
OMB Control Number: 1830–NEW.
Type of Review: A new ICR.
Respondents/Affected Public:
Individuals and Households.
Total Estimated Number of Annual
Responses: 80.
Total Estimated Number of Annual
Burden Hours: 80.
Abstract: The Executive Order on
America’s Cybersecurity Workforce
(Executive Order 13870), signed on May
2, 2019, included a directive for the
Secretary of Education, in consultation
with the DAPHSCT and the National
Science Foundation, to develop and
implement an annual Presidential
Cybersecurity Education Award to be
presented to one elementary and one
secondary school educator per year who
best instill skills, knowledge, and
passion with respect to cybersecurity
and cybersecurity-related subjects.
This information collection request
supports this executive order.
Dated: March 22, 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. 2023–06333 Filed 3–27–23; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2023–SCC–0006]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; 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).
SUMMARY:
E:\FR\FM\28MRN1.SGM
28MRN1
18304
Federal Register / Vol. 88, No. 59 / Tuesday, March 28, 2023 / Notices
Interested persons are invited to
submit comments on or before April 27,
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 Janelle Sands,
(202) 245–6786.
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: 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: New ICR.
Respondents/Affected Public:
Individuals or Households; State, Local,
and Tribal Governments; Federal
Government.
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
lotter on DSK11XQN23PROD with NOTICES1
DATES:
VerDate Sep<11>2014
16:59 Mar 27, 2023
Jkt 259001
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
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.
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Dated: March 23, 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. 2023–06393 Filed 3–27–23; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
Applications for New Awards;
International Research and Studies
Program—Research, Studies and
Surveys; and Specialized Instructional
Materials
Office of Postsecondary
Education, Department of Education.
ACTION: Notice.
AGENCY:
The Department of Education
is issuing a notice inviting applications
for fiscal year (FY) 2023 for the
International Research and Studies (IRS)
program, Assistance Listing Number
84.017A. This notice relates to the
approved information collection under
OMB control number 1840–0795.
DATES:
Applications Available: March 28,
2023.
Pre-Application Webinar: The
Department will hold a pre-application
meeting via webinar for prospective
applicants. Detailed information
regarding the webinar, including date
and time, will be provided on the
website for the IRS program at https://
www2.ed.gov/programs/iegpsirs/
applicant.html.
Deadline for Transmittal of
Applications: May 12, 2023.
ADDRESSES: For the addresses for
obtaining and submitting an
application, please refer to our Common
Instructions for Applicants to
Department of Education Discretionary
Grant Programs, published in the
Federal Register on December 7, 2022
(87 FR 75045) and available at
www.federalregister.gov/documents/
2022/12/07/2022-26554/commoninstructions-for-applicants-todepartment-of-education-discretionarygrant-programs. Please note that these
Common Instructions supersede the
version published on December 27,
2021.
SUMMARY:
FOR FURTHER INFORMATION CONTACT:
Dana Sapatoru, U.S. Department of
Education, 400 Maryland Avenue SW,
Room 5C108, Lyndon Baines Johnson
(LBJ) Building, Washington, DC 20202.
Telephone: (202) 987–1944. Email:
dana.sapatoru@ed.gov.
E:\FR\FM\28MRN1.SGM
28MRN1
]]>Agencies
[Federal Register Volume 88, Number 59 (Tuesday, March 28, 2023)]
[Notices]
[Pages 18303-18304]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-06393]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0006]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; 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).
[[Page 18304]]
DATES: Interested persons are invited to submit comments on or before
April 27, 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 Janelle Sands, (202) 245-6786.
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: 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: New ICR.
Respondents/Affected Public: Individuals or Households; State,
Local, and Tribal Governments; Federal Government.
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 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: March 23, 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. 2023-06393 Filed 3-27-23; 8:45 am]
BILLING CODE 4000-01-P
