Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Evaluation of A Toolkit To Support Evidence-Based Writing Instruction in Grades 2 Through 4, 89676-89677 [2023-28653]
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Federal Register / Vol. 88, No. 248 / Thursday, December 28, 2023 / Notices
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VI. Other Information
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Adam Schott,
Deputy Assistant Secretary for Policy and
Programs Delegated the Authority to Perform
the Functions and Duties of the Assistant
Secretary for Elementary and Secondary
Education.
[FR Doc. 2023–28597 Filed 12–27–23; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2023–SCC–0183]
khammond on DSKJM1Z7X2PROD with NOTICES
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; Comment Request;
Evaluation of A Toolkit To Support
Evidence-Based Writing Instruction in
Grades 2 Through 4
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:
VerDate Sep<11>2014
20:14 Dec 27, 2023
Jkt 262001
Interested persons are invited to
submit comments on or before January
29, 2024.
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 Heidi Gansen,
(202) 245–6765.
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: Evaluation of A
Toolkit to Support Evidence-Based
Writing Instruction in Grades 2 Through
4.
OMB Control Number: 1850–NEW.
Type of Review: New ICR.
Respondents/Affected Public:
Individuals or Households Total
Estimated Number of Annual
Responses: 4,188.
Total Estimated Number of Annual
Burden Hours: 1,237.
Abstract: The Institute of Education
Sciences (IES) within the U.S.
Department of Education (ED) requests
clearance for data collection activities to
support an evaluation of A Toolkit to
Support Evidence-Based Writing
Instruction in Grades 2 Through 4.
Specifically, this request covers
collection of data to conduct an
DATES:
PO 00000
Frm 00023
Fmt 4703
Sfmt 4703
evaluation to assess whether
implementing the writing toolkit (1)
improves teachers’ attitudes towards
writing and helps them align their
writing instruction with the evidencebased recommendations in the What
Works Clearinghouse (WWC) Teaching
Elementary School Students to Be
Effective Writers practice guide and (2)
improves students’ writing quality and
reading achievement. This randomized
controlled trial study will compare
teacher and student outcomes in schools
that implement the writing toolkit (the
treatment group) with the teacher and
student outcomes in schools that
continue to provide their usual
professional development supports (the
comparison group).
There is a great need for professional
learning supports in elementary writing
instruction to address low reading and
writing proficiency across the country.
Teacher preparation programs rarely
offer stand-alone writing instruction
(Myers et al. 2016; Morgan 2010;
Brenner 2013), and surveys show many
teachers and teacher educators do not
feel confident in writing instruction
(Myers et al. 2016; Cutler and Graham
2008). An accessible package of
professional learning materials designed
to help educators translate evidencebased recommendations for elementary
writing instruction into daily
instruction could be a game-changer for
improving teacher practice and student
writing.
The elementary writing toolkit aims to
offer such an accessible, evidence-based
professional learning package by
drawing on the WWC Teaching
Elementary School Students to Be
Effective Writers practice guide. The
practice guide helps to fill the
professional development gaps for
elementary writing instruction by
providing clear, actionable
recommendations along with specific
implementation steps and examples.
The toolkit will build on the practice
guide to (1) make the recommendations
and implementation guidance accessible
and engaging for busy educators, (2)
create a structure for learning and
applying practices throughout a school
year, (3) promote collaborative learning
and planning among teachers, and (4)
offer tools for sustaining practices over
time. The toolkit will be a one-stop shop
that enables schools and educators to
access all supports in one place,
complemented by diagnostic tools to
assess practices and resources for school
leaders to institutionalize practices over
time. Incorporating multimedia
resources that are easy to navigate will
make the toolkit more inviting and will
facilitate the reinforcement of concepts
E:\FR\FM\28DEN1.SGM
28DEN1
Federal Register / Vol. 88, No. 248 / Thursday, December 28, 2023 / Notices
that are difficult to learn through text
alone.
To provide context for the impact
findings and inform further
development of the toolkit, the
evaluation will examine teachers’
experiences and engagement in toolkit
activities, the learning modules
completed, challenges encountered and
suggested solutions, feedback on areas
to improve the toolkit and institutional
supports, and the extent to which the
professional development in writing
instruction received by teachers differs
between treatment and control schools.
Obtaining feedback on improving the
toolkit, regardless of whether the impact
findings are positive, is critical to
ensure that the toolkit is as useful as
possible to districts, schools, and
teachers when they implement the
evidence-based practices.
Dated: December 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. 2023–28653 Filed 12–27–23; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF ENERGY
Federal Energy Regulatory
Commission
[Docket No. ER24–707–000]
khammond on DSKJM1Z7X2PROD with NOTICES
Quartz Solar, LLC; Supplemental
Notice That Initial Market-Based Rate
Filing Includes Request for Blanket
Section 204 Authorization
This is a supplemental notice in the
above-referenced proceeding of Quartz
Solar, LLC’s application for marketbased rate authority, with an
accompanying rate tariff, noting that
such application includes a request for
blanket authorization, under 18 CFR
part 34, of future issuances of securities
and assumptions of liability.
Any person desiring to intervene or to
protest should file with the Federal
Energy Regulatory Commission, 888
First Street NE, Washington, DC 20426,
in accordance with Rules 211 and 214
of the Commission’s Rules of Practice
and Procedure (18 CFR 385.211 and
385.214). Anyone filing a motion to
intervene or protest must serve a copy
of that document on the Applicant.
Notice is hereby given that the
deadline for filing protests with regard
to the applicant’s request for blanket
authorization, under 18 CFR part 34, of
future issuances of securities and
VerDate Sep<11>2014
20:14 Dec 27, 2023
Jkt 262001
assumptions of liability, is January 10,
2024.
The Commission encourages
electronic submission of protests and
interventions in lieu of paper, using the
FERC Online links at https://
www.ferc.gov. To facilitate electronic
service, persons with internet access
who will eFile a document and/or be
listed as a contact for an intervenor
must create and validate an
eRegistration account using the
eRegistration link. Select the eFiling
link to log on and submit the
intervention or protests.
Persons unable to file electronically
may mail similar pleadings to the
Federal Energy Regulatory Commission,
888 First Street, NE, Washington, DC
20426. Hand delivered submissions in
docketed proceedings should be
delivered to Health and Human
Services, 12225 Wilkins Avenue,
Rockville, Maryland 20852.
In addition to publishing the full text
of this document in the Federal
Register, the Commission provides all
interested persons an opportunity to
view and/or print the contents of this
document via the internet through the
Commission’s Home Page (https://
www.ferc.gov). From the Commission’s
Home Page on the internet, this
information is available on eLibrary.
The full text of this document is
available on eLibrary in PDF and
Microsoft Word format for viewing,
printing, and/or downloading. To access
this document in eLibrary, type the
docket number excluding the last three
digits of this document in the docket
number field.
User assistance is available for
eLibrary and the Commission’s website
during normal business hours from
FERC Online Support at 202–502–6652
(toll free at 1–866–208–3676) or email at
ferconlinesupport@ferc.gov, or the
Public Reference Room at (202) 502–
8371, TTY (202) 502–8659. Email the
Public Reference Room at
public.referenceroom@ferc.gov.
The Commission’s Office of Public
Participation (OPP) supports meaningful
public engagement and participation in
Commission proceedings. OPP can help
members of the public, including
landowners, environmental justice
communities, Tribal members and
others, access publicly available
information and navigate Commission
processes. For public inquiries and
assistance with making filings such as
interventions, comments, or requests for
rehearing, the public is encouraged to
contact OPP at (202) 502–6595 or OPP@
ferc.gov.
PO 00000
Frm 00024
Fmt 4703
Sfmt 4703
89677
Dated: December 21, 2023.
Debbie-Anne A. Reese,
Deputy Secretary.
[FR Doc. 2023–28694 Filed 12–27–23; 8:45 am]
BILLING CODE 6717–01–P
DEPARTMENT OF ENERGY
Federal Energy Regulatory
Commission
[Docket No. ER24–720–000]
SJS 1 Storage, LLC; Supplemental
Notice That Initial Market-Based Rate
Filing Includes Request for Blanket
Section 204 Authorization
This is a supplemental notice in the
above-referenced proceeding of SJS 1
Storage, LLC’s application for marketbased rate authority, with an
accompanying rate tariff, noting that
such application includes a request for
blanket authorization, under 18 CFR
part 34, of future issuances of securities
and assumptions of liability.
Any person desiring to intervene or to
protest should file with the Federal
Energy Regulatory Commission, 888
First Street NE, Washington, DC 20426,
in accordance with Rules 211 and 214
of the Commission’s Rules of Practice
and Procedure (18 CFR 385.211 and
385.214). Anyone filing a motion to
intervene or protest must serve a copy
of that document on the Applicant.
Notice is hereby given that the
deadline for filing protests with regard
to the applicant’s request for blanket
authorization, under 18 CFR part 34, of
future issuances of securities and
assumptions of liability, is January 10,
2024.
The Commission encourages
electronic submission of protests and
interventions in lieu of paper, using the
FERC Online links at https://
www.ferc.gov. To facilitate electronic
service, persons with internet access
who will eFile a document and/or be
listed as a contact for an intervenor
must create and validate an
eRegistration account using the
eRegistration link. Select the eFiling
link to log on and submit the
intervention or protests.
Persons unable to file electronically
may mail similar pleadings to the
Federal Energy Regulatory Commission,
888 First Street NE, Washington, DC
20426. Hand delivered submissions in
docketed proceedings should be
delivered to Health and Human
Services, 12225 Wilkins Avenue,
Rockville, Maryland 20852.
In addition to publishing the full text
of this document in the Federal
Register, the Commission provides all
E:\FR\FM\28DEN1.SGM
28DEN1
]]>Agencies
[Federal Register Volume 88, Number 248 (Thursday, December 28, 2023)]
[Notices]
[Pages 89676-89677]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-28653]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0183]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; Comment
Request; Evaluation of A Toolkit To Support Evidence-Based Writing
Instruction in Grades 2 Through 4
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 29, 2024.
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 Heidi Gansen, (202) 245-6765.
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: Evaluation of A Toolkit to Support Evidence-
Based Writing Instruction in Grades 2 Through 4.
OMB Control Number: 1850-NEW.
Type of Review: New ICR.
Respondents/Affected Public: Individuals or Households Total
Estimated Number of Annual Responses: 4,188.
Total Estimated Number of Annual Burden Hours: 1,237.
Abstract: The Institute of Education Sciences (IES) within the U.S.
Department of Education (ED) requests clearance for data collection
activities to support an evaluation of A Toolkit to Support Evidence-
Based Writing Instruction in Grades 2 Through 4. Specifically, this
request covers collection of data to conduct an evaluation to assess
whether implementing the writing toolkit (1) improves teachers'
attitudes towards writing and helps them align their writing
instruction with the evidence-based recommendations in the What Works
Clearinghouse (WWC) Teaching Elementary School Students to Be Effective
Writers practice guide and (2) improves students' writing quality and
reading achievement. This randomized controlled trial study will
compare teacher and student outcomes in schools that implement the
writing toolkit (the treatment group) with the teacher and student
outcomes in schools that continue to provide their usual professional
development supports (the comparison group).
There is a great need for professional learning supports in
elementary writing instruction to address low reading and writing
proficiency across the country. Teacher preparation programs rarely
offer stand-alone writing instruction (Myers et al. 2016; Morgan 2010;
Brenner 2013), and surveys show many teachers and teacher educators do
not feel confident in writing instruction (Myers et al. 2016; Cutler
and Graham 2008). An accessible package of professional learning
materials designed to help educators translate evidence-based
recommendations for elementary writing instruction into daily
instruction could be a game-changer for improving teacher practice and
student writing.
The elementary writing toolkit aims to offer such an accessible,
evidence-based professional learning package by drawing on the WWC
Teaching Elementary School Students to Be Effective Writers practice
guide. The practice guide helps to fill the professional development
gaps for elementary writing instruction by providing clear, actionable
recommendations along with specific implementation steps and examples.
The toolkit will build on the practice guide to (1) make the
recommendations and implementation guidance accessible and engaging for
busy educators, (2) create a structure for learning and applying
practices throughout a school year, (3) promote collaborative learning
and planning among teachers, and (4) offer tools for sustaining
practices over time. The toolkit will be a one-stop shop that enables
schools and educators to access all supports in one place, complemented
by diagnostic tools to assess practices and resources for school
leaders to institutionalize practices over time. Incorporating
multimedia resources that are easy to navigate will make the toolkit
more inviting and will facilitate the reinforcement of concepts
[[Page 89677]]
that are difficult to learn through text alone.
To provide context for the impact findings and inform further
development of the toolkit, the evaluation will examine teachers'
experiences and engagement in toolkit activities, the learning modules
completed, challenges encountered and suggested solutions, feedback on
areas to improve the toolkit and institutional supports, and the extent
to which the professional development in writing instruction received
by teachers differs between treatment and control schools. Obtaining
feedback on improving the toolkit, regardless of whether the impact
findings are positive, is critical to ensure that the toolkit is as
useful as possible to districts, schools, and teachers when they
implement the evidence-based practices.
Dated: December 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. 2023-28653 Filed 12-27-23; 8:45 am]
BILLING CODE 4000-01-P
