Agency Information Collection Activities; Comment Request; Evaluation of the Toolkit To Support Evidence-Based Algebra Instruction in Middle and High School, 11266-11267 [2024-03067]
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Federal Register / Vol. 89, No. 31 / Wednesday, February 14, 2024 / Notices
made substantial progress in achieving
the goals and objectives of the project;
whether the grantee has expended funds
in a manner that is consistent with its
approved application and budget; and,
if the Secretary has established
performance measurement
requirements, whether the grantee has
made substantial progress in achieving
the performance targets in the grantee’s
approved application.
In making a continuation award, the
Secretary also considers whether the
grantee is operating in compliance with
the assurances in its approved
application, including those applicable
to Federal civil rights laws that prohibit
discrimination in programs or activities
receiving Federal financial assistance
from the Department (34 CFR 100.4,
104.5, 106.4, 108.8, and 110.23).
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VII. Other Information
Accessible Format: On request to the
program contact person listed under FOR
FURTHER INFORMATION CONTACT,
individuals with disabilities can obtain
this document and a copy of the
application package in an accessible
format. The Department will provide the
requestor with an accessible format that
may include Rich Text Format (RTF) or
text format (txt), a thumb drive, an MP3
file, braille, large print, audiotape, or
compact disc, or other accessible format.
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Dante´ Allen,
Commissioner, Rehabilitation Services
Administration, Office of Special Education
and Rehabilitative Services.
[FR Doc. 2024–02973 Filed 2–13–24; 8:45 am]
BILLING CODE 4000–01–P
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DEPARTMENT OF EDUCATION
[Docket No.: ED–2024–SCC–0024]
Agency Information Collection
Activities; Comment Request;
Evaluation of the Toolkit To Support
Evidence-Based Algebra Instruction in
Middle and High School
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 April 15,
2024.
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–
2024–SCC–0024. 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 Amy Johnson,
(202) 453–7439.
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
SUMMARY:
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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 the
Toolkit to Support Evidence-Based
Algebra Instruction in Middle and High
School.
OMB Control Number: 1850–NEW.
Type of Review: New ICR.
Respondents/Affected Public:
Individuals or Households.
Total Estimated Number of Annual
Responses: 1,029.
Total Estimated Number of Annual
Burden Hours: 348.
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.
Even prior to the COVID–19
pandemic, Algebra 1 proved challenging
for many students because of the
extensive abstract thinking it requires
(Katz, 2007; Susa et al., 2014). To help
students succeed in Algebra 1, REL
Central is developing a toolkit of
professional learning supports to help
Algebra 1 teachers learn about, make
sense of, plan for, and implement three
evidence-based Algebra 1 teaching
practices that were identified in the
E:\FR\FM\14FEN1.SGM
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Federal Register / Vol. 89, No. 31 / Wednesday, February 14, 2024 / Notices
related What Works Clearinghouse
(WWC) Practice Guide, ‘‘Teaching
Strategies for Improving Algebra
Knowledge in Middle and high School
Students.’’ 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 will assess whether
implementing the toolkit improves
teacher and student outcomes and will
describe the implementation of the
toolkit in study schools that use it.
Using a school-level randomized
controlled trial during the 2024–2025
school year, the study will estimate the
impact of the toolkit on teachers’ selfefficacy and their understanding and
use of the promising practices, as well
as on students’ algebraic content
knowledge, self-efficacy, and
mathematical mindsets. To provide
context for the impact estimates and
inform future use of the toolkit, the
study will also describe the
implementation of the toolkit. The study
plans to include 20 schools from up to
three school districts. To disseminate
these findings, REL Central will produce
a report for school leaders and teachers
who are potential users of the toolkit.
Dated: February 9, 2024.
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. 2024–03067 Filed 2–13–24; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF ENERGY
[GDO Docket No. PP–503]
Application for Presidential Permit;
Basin Electric Power Cooperative
Grid Deployment Office,
Department of Energy.
ACTION: Notice of application.
AGENCY:
Basin Electric Power
Cooperative (the Applicant or Basin
Electric) has filed an application
requesting a new Presidential permit to
allow for the construction, connection,
operation, and maintenance of facilities
for transmission of electric energy at the
international border between North
Dakota and Saskatchewan, Canada.
DATES: Comments, protests, or motions
to intervene must be submitted on or
before March 15, 2024.
ddrumheller on DSK120RN23PROD with NOTICES1
SUMMARY:
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Comments, protests, or
motions to intervene should be
addressed by electronic mail to
Electricity.Exports@hq.doe.gov.
FOR FURTHER INFORMATION CONTACT:
Christina Gomer, (240) 474–2403,
Electricity.Exports@hq.doe.gov.
SUPPLEMENTARY INFORMATION: The
construction, operation, maintenance,
and connection of facilities at the
international border of the United States
for the transmission of electric energy
between the United States and a foreign
country is prohibited in the absence of
a Presidential permit issued by the
Secretary of Energy pursuant to
Executive Order (E.O.) 10485, as
amended by E.O. 12038. On April 10,
2023, the authority to issue such
permits was delegated to the DOE’s Grid
Deployment Office by Delegation Order
No. S1–DEL–S3–2023 and Redelegation
Order No. S3–DEL–GD1–2023.
On November 9, 2023, Basin Electric
filed an application (Application or
App.) with the Department of Energy
(DOE) for a Presidential Permit to
construct the Tande and Wheelock to
Saskatchewan 230-kV Transmission
Project.1 App. at 1.
Basin Electric is an electric power
generation and transmission cooperative
headquartered in Bismarck, North
Dakota. Id. The Applicant generates and
transmits wholesale electricity to 141member rural electric cooperatives
located in a nine-state service area,
which serves three million customers on
their respective systems. Id.
Basin Electric’s proposed project
‘‘includes two new 230-kV electric
transmission lines from existing
substations in North Dakota (ND) to the
Canadian Border.’’ Id. According to the
Application, Saskatchewan Power
Corporation (SaskPower), ‘‘a generation
and transmission provider in
Saskatchewan, will construct the
transmission lines from the border to a
new substation in Canada,
approximately five miles north of the
border.’’ Id. The Applicant intends to
route one circuit from the Wheelock
substation near Ray, North Dakota, and
the second circuit from Tande
substation near Tioga, North Dakota. Id.
Each circuit would require a separate
border crossing. Id.
The Southwest Power Pool approved
the project in 2022, and Basin Electric
is the designated transmission owner for
the upgrade in the United States. App.
at 1. The project would provide export
ADDRESSES:
1 On January 17, 2023, Basin Electric also filed a
revised Application in response to DOE feedback on
its November filing. The references to the
Application in this notice reflect the latest revisions
submitted by Basin Electric.
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11267
and import capabilities of up to 650
megawatts. Id.
Procedural Matters: Any person
desiring to be heard in this proceeding
should file a comment or protest to the
Application at Electricity.Exports@
hq.doe.gov. Protests should be filed in
accordance with Rule 211 of Federal
Energy Regulatory Commission’s
(FERC’s) Rules of Practice and
Procedure (18 CFR 385.211). Any
person desiring to become a party to this
proceeding should file a motion to
intervene at Electricity.Exports@
hq.doe.gov in accordance with FERC
Rule 214 (18 CFR 385.214).
Comments and other filings
concerning Basin Electric’s Application
should be clearly marked with Docket
No. PP–503. Additional copies are to be
provided directly to Anine Merkens,
Staff Counsel, Basin Electric,
amerkens@bepc.com; Erin Dukart,
Director, Environmental Services, Basin
Electric, edukart@bepc.com; and Bob
Nasset, Civil Engineering, Basin
Electric, rnasset@bepc.com.
Before a Presidential permit may be
issued, DOE must determine whether
the proposed action is in the public
interest. In making that determination,
DOE will consider the environmental
impacts of the proposed action (i.e.,
granting the Presidential permit, with
any conditions and limitations, or
denying the permit) pursuant to DOE’s
National Environmental Policy Act
Implementing Procedures (10 CFR part
1021); determine the Applicant’s
proposed project’s impact on electric
reliability by ascertaining whether the
proposed project would adversely affect
the operation of the U.S. electric power
supply system under normal and
contingency conditions; and weigh any
other factors that DOE may also
consider relevant to the public interest.
DOE also must obtain the favorable
recommendation of the Secretary of
State and the Secretary of Defense
before taking final action on a
Presidential permit application.
Basin’s Application may be reviewed
or downloaded electronically at
www.energy.gov/gdo/pendingapplications-0 or by emailing
Electricity.Exports@hq.doe.gov.
Signing Authority: This document of
the Department of Energy was signed on
February 8, 2024, by Maria Robinson,
Director, Grid Deployment Office,
pursuant to delegated authority from the
Secretary of Energy. That document
with the original signature and date is
maintained by DOE. For administrative
purposes only, and in compliance with
requirements of the Office of the Federal
Register, the undersigned DOE Federal
Register Liaison Officer has been
E:\FR\FM\14FEN1.SGM
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]]>Agencies
[Federal Register Volume 89, Number 31 (Wednesday, February 14, 2024)]
[Notices]
[Pages 11266-11267]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-03067]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2024-SCC-0024]
Agency Information Collection Activities; Comment Request;
Evaluation of the Toolkit To Support Evidence-Based Algebra Instruction
in Middle and High School
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
April 15, 2024.
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-2024-SCC-0024.
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 Amy Johnson, (202) 453-7439.
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 Toolkit to Support Evidence-
Based Algebra Instruction in Middle and High School.
OMB Control Number: 1850-NEW.
Type of Review: New ICR.
Respondents/Affected Public: Individuals or Households.
Total Estimated Number of Annual Responses: 1,029.
Total Estimated Number of Annual Burden Hours: 348.
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.
Even prior to the COVID-19 pandemic, Algebra 1 proved challenging
for many students because of the extensive abstract thinking it
requires (Katz, 2007; Susa et al., 2014). To help students succeed in
Algebra 1, REL Central is developing a toolkit of professional learning
supports to help Algebra 1 teachers learn about, make sense of, plan
for, and implement three evidence-based Algebra 1 teaching practices
that were identified in the
[[Page 11267]]
related What Works Clearinghouse (WWC) Practice Guide, ``Teaching
Strategies for Improving Algebra Knowledge in Middle and high School
Students.'' 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 will assess whether implementing the toolkit improves
teacher and student outcomes and will describe the implementation of
the toolkit in study schools that use it. Using a school-level
randomized controlled trial during the 2024-2025 school year, the study
will estimate the impact of the toolkit on teachers' self-efficacy and
their understanding and use of the promising practices, as well as on
students' algebraic content knowledge, self-efficacy, and mathematical
mindsets. To provide context for the impact estimates and inform future
use of the toolkit, the study will also describe the implementation of
the toolkit. The study plans to include 20 schools from up to three
school districts. To disseminate these findings, REL Central will
produce a report for school leaders and teachers who are potential
users of the toolkit.
Dated: February 9, 2024.
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. 2024-03067 Filed 2-13-24; 8:45 am]
BILLING CODE 4000-01-P
