Agency Information Collection Activities; Comment Request; Regional Educational Laboratory Southwest Leading Early Childhood Achievement and Development (LEAD) Efficacy Study, 89976-89977 [2024-26509]
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Federal Register / Vol. 89, No. 220 / Thursday, November 14, 2024 / Notices
IPAD for consideration. Written
comments may be submitted via email
to the DAC–IPAD at
whs.pentagon.em.mbx.dacipad@
mail.mil in the following formats:
Adobe Acrobat or Microsoft Word.
Written comments may also be mailed
to the address listed in FOR FURTHER
INFORMATION CONTACT. Please note that
since the DAC–IPAD operates under the
provisions of the FACA, all written
comments received will be treated as
public documents and will be made
available for public inspection.
Oral public comments: Individuals
may submit a request to make an oral
public comment at the December 4,
2024 meeting. Advance copy of oral
public comments must be sent via email
at whs.pentagon.em.mbx.dacipad@
mail.mil with the subject line ‘‘DAC–
IPAD: Request to Speak <insert the issue
and question>’’ no later than 11:59 p.m.
EST on Tuesday, November 26, 2024.
Submissions received after the deadline
will not be considered for oral public
comment but will be provided to the
Chair of the DAC IPAD for
consideration. All submitted oral
comments become government property
and may be published as part of the
meeting record.
Registration for oral public comment
is on a first-come, first-served basis.
Comments are limited to five (5)
minutes or less per person. After the
maximum number of speakers is
exceeded, individuals registered to
provide oral comment will be placed on
a wait list and notified should an
opening become available. Should time
expire for oral public comments those
not presented will be provided to the
Chair of the DAC IPAD for
consideration. You will be notified via
email no later than December 3, 2024 if
you have been identified to provide inperson public comment.
Dated: November 8, 2024.
Stephanie J. Bost,
Alternate OSD Federal Register Liaison
Officer, Department of Defense.
[FR Doc. 2024–26521 Filed 11–13–24; 8:45 am]
BILLING CODE 6001–FR–P
DEPARTMENT OF EDUCATION
ddrumheller on DSK120RN23PROD with NOTICES1
[Docket No.: ED–2024–SCC–0139]
Agency Information Collection
Activities; Comment Request;
Regional Educational Laboratory
Southwest Leading Early Childhood
Achievement and Development (LEAD)
Efficacy Study
Institute of Education Sciences
(IES), Department of Education (ED).
AGENCY:
VerDate Sep<11>2014
20:16 Nov 13, 2024
Jkt 265001
ACTION:
Notice.
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
13, 2025.
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–0139. 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 4C210,
Washington, DC 20202–1200.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Anousheh
Shayestehpour, 202–987–1148.
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
SUMMARY:
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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: Regional
Educational Laboratory Southwest
Leading Early Childhood Achievement
and Development (LEAD) Efficacy
Study.
OMB Control Number: 1850–NEW.
Type of Review: A new ICR.
Respondents/Affected Public:
Individuals and Households.
Total Estimated Number of Annual
Responses: 408.
Total Estimated Number of Annual
Burden Hours: 260.
Abstract: The Oklahoma State
Department of Education (OSDE) would
like to address disparities in
instructional quality by increasing the
use of research-based early learning
practices in PreK and kindergarten
classrooms. OSDE, Anadarko Public
Schools, Shawnee Public Schools, and
the Regional Educational Laboratory
(REL) Southwest formed the Leading
Early Childhood Achievement and
Development (LEAD) partnership in
Oklahoma to respond to this need. Since
2023, REL Southwest has collaborated
with these partners to codevelop,
iteratively refine, and test a professional
learning intervention (referred to as the
LEAD intervention). The LEAD
intervention is designed to complement
and fully support the use of Oklahoma’s
Academic Standards and districtselected curricula. The intervention
aims to build school leaders’ and PreK
and kindergarten teachers’ knowledge of
research-based early learning
practices—play-based instructional
practices and high-quality interactions.
In addition, the LEAD intervention aims
to develop school leaders’ instructional
leadership skills and provide resources
to support PreK and kindergarten
teachers’ implementation of researchbased practices. In time, these practices
are expected to lead to better academic
outcomes for students.
REL Southwest is developing the
LEAD intervention through an approved
Training, Coaching, and Technical
Support (TCTS) project. To increase the
likelihood that the LEAD intervention
will achieve its intended outcomes, the
partnership is also studying the
usability, feasibility, and acceptability
of the core components of the LEAD
E:\FR\FM\14NON1.SGM
14NON1
Federal Register / Vol. 89, No. 220 / Thursday, November 14, 2024 / Notices
intervention, through two iterations of
piloting the LEAD intervention across
two cohorts: cohort 1 during the 2023/
24 school year and cohort 2 during the
2024/25 school year. To date, the LEAD
intervention has completed the cohort 1
pilot with two districts and their four
schools and is conducting the cohort 2
pilot with two districts and their two
schools.
REL Southwest is requesting
clearance to conduct an efficacy study
with a third cohort of schools. The
study will be conducted in 44 schools
across Oklahoma and will focus on
school leaders and preK and
kindergarten teachers and students. Data
collected for this study will be used to
measure the implementation of the
LEAD intervention in participating
schools and the LEAD intervention’s
efficacy in improving school leaders’
and teachers’ knowledge of researchbased early learning practices; teachers’
use of play-based learning practices and
high-quality teacher-student
interactions; and students’ attendance,
early academic skills, and skills to
support learning. This efficacy study
will provide evidence on LEAD
implementation and its impact on
educators and preK and kindergarten
students in Oklahoma.
Dated: November 8, 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. 2024–26509 Filed 11–13–24; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF ENERGY
Federal Energy Regulatory
Commission
[Docket No. AC25–21–000]
ddrumheller on DSK120RN23PROD with NOTICES1
Louisville Gas and Electric Company;
Notice of Filing
Take notice that on November 7,
2024, Louisville Gas and Electric
Company requested from the Chief
Accountant of the Federal Energy
Regulatory Commission (Commission or
FERC) approval to use Account 182.2,
Unrecovered Plant and Regulatory
Study Costs, of the Commission’s
Uniform System of Accounts, to record
the Retirement Costs of its Mill Creek
Unit 1.
Any person desiring to intervene or to
protest this filing must file in
accordance with Rules 211 and 214 of
the Commission’s Rules of Practice and
VerDate Sep<11>2014
20:16 Nov 13, 2024
Jkt 265001
Procedure (18 CFR 385.211 and
385.214). Protests will be considered by
the Commission in determining the
appropriate action to be taken, but will
not serve to make protestants parties to
the proceeding. Any person wishing to
become a party must file a notice of
intervention or motion to intervene, as
appropriate. Such notices, motions, or
protests must be filed on or before the
comment date. Anyone filing a motion
to intervene or protest must serve a copy
of that document on the Applicant. On
or before the comment date, it is not
necessary to serve motions to intervene
or protests on persons other than the
Applicant.
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 strongly encourages
electronic filings of comments, protests
and interventions in lieu of paper using
the ‘‘eFiling’’ link at https://
www.ferc.gov. 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.
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
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Fmt 4703
Sfmt 4703
89977
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.
Comment Date: 5:00 p.m. Eastern
Time on November 28, 2024.
Dated: November 7, 2024.
Debbie-Anne A. Reese,
Secretary.
[FR Doc. 2024–26492 Filed 11–13–24; 8:45 am]
BILLING CODE 6717–01–P
DEPARTMENT OF ENERGY
Federal Energy Regulatory
Commission
[Docket No. CP07–414–003]
Golden Triangle Storage, Inc; Request
for Extension of Time
Take notice that on October 31, 2024,
Golden Triangle Storage, Inc. (GTS)
requested that the Commission grant an
extension of time, until December 31,
2027, to complete the development of
Storage Caverns 1 and 2 to their
certificated storage capacities for the
GTS Project in Jefferson and Orange
Counties, Texas as authorized in the
Order Authorizing Certificates issued on
December 31, 2007.1 On January 11,
2022, the Commission granted GTS an
extension of time until December 31,
2024, to complete construction of the
GTS Project,2 the currently effective
deadline for constructing and placing
the GTS Project into service at
certificated levels.
GTS explains that as of June 16, 2012,
GTS placed all certificated facilities into
service except the completion of
Caverns 1 and 2 to their maximum
certificated capacities. GTS further
explains that, prior to this request, it
requested and received three extensions
of time, primarily to accommodate the
lengthy cavern rewatering process
required to enlarge the caverns to their
full capacity and to deal with salt creep
which slowly reduces cavern capacity.
GTS states that it will not be able to
complete the expansion of Caverns 1
and 2 by December 31, 2024, and
therefore requests an extension of time
until December 31, 2027.
This notice establishes a 15-calendar
day intervention and comment period
deadline. Any person wishing to
comment on GTS’s request for an
extension of time may do so. No reply
1 Golden Triangle Storage, Inc., 121 FERC
¶ 61,313 (2007).
2 2 Golden Triangle Storage, Inc., Docket No.
CP07–414–000, et al. (Jan. 11, 2022) (delegated
letter order) (‘‘2022 Order’’).
E:\FR\FM\14NON1.SGM
14NON1
]]>Agencies
[Federal Register Volume 89, Number 220 (Thursday, November 14, 2024)]
[Notices]
[Pages 89976-89977]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-26509]
=======================================================================
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2024-SCC-0139]
Agency Information Collection Activities; Comment Request;
Regional Educational Laboratory Southwest Leading Early Childhood
Achievement and Development (LEAD) Efficacy Study
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 13, 2025.
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-0139.
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 4C210,
Washington, DC 20202-1200.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Anousheh Shayestehpour, 202-987-
1148.
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: Regional Educational Laboratory Southwest
Leading Early Childhood Achievement and Development (LEAD) Efficacy
Study.
OMB Control Number: 1850-NEW.
Type of Review: A new ICR.
Respondents/Affected Public: Individuals and Households.
Total Estimated Number of Annual Responses: 408.
Total Estimated Number of Annual Burden Hours: 260.
Abstract: The Oklahoma State Department of Education (OSDE) would
like to address disparities in instructional quality by increasing the
use of research-based early learning practices in PreK and kindergarten
classrooms. OSDE, Anadarko Public Schools, Shawnee Public Schools, and
the Regional Educational Laboratory (REL) Southwest formed the Leading
Early Childhood Achievement and Development (LEAD) partnership in
Oklahoma to respond to this need. Since 2023, REL Southwest has
collaborated with these partners to codevelop, iteratively refine, and
test a professional learning intervention (referred to as the LEAD
intervention). The LEAD intervention is designed to complement and
fully support the use of Oklahoma's Academic Standards and district-
selected curricula. The intervention aims to build school leaders' and
PreK and kindergarten teachers' knowledge of research-based early
learning practices--play-based instructional practices and high-quality
interactions. In addition, the LEAD intervention aims to develop school
leaders' instructional leadership skills and provide resources to
support PreK and kindergarten teachers' implementation of research-
based practices. In time, these practices are expected to lead to
better academic outcomes for students.
REL Southwest is developing the LEAD intervention through an
approved Training, Coaching, and Technical Support (TCTS) project. To
increase the likelihood that the LEAD intervention will achieve its
intended outcomes, the partnership is also studying the usability,
feasibility, and acceptability of the core components of the LEAD
[[Page 89977]]
intervention, through two iterations of piloting the LEAD intervention
across two cohorts: cohort 1 during the 2023/24 school year and cohort
2 during the 2024/25 school year. To date, the LEAD intervention has
completed the cohort 1 pilot with two districts and their four schools
and is conducting the cohort 2 pilot with two districts and their two
schools.
REL Southwest is requesting clearance to conduct an efficacy study
with a third cohort of schools. The study will be conducted in 44
schools across Oklahoma and will focus on school leaders and preK and
kindergarten teachers and students. Data collected for this study will
be used to measure the implementation of the LEAD intervention in
participating schools and the LEAD intervention's efficacy in improving
school leaders' and teachers' knowledge of research-based early
learning practices; teachers' use of play-based learning practices and
high-quality teacher-student interactions; and students' attendance,
early academic skills, and skills to support learning. This efficacy
study will provide evidence on LEAD implementation and its impact on
educators and preK and kindergarten students in Oklahoma.
Dated: November 8, 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. 2024-26509 Filed 11-13-24; 8:45 am]
BILLING CODE 4000-01-P
