60Day Federal Register Notice

Federal Register / Vol. 79, No. 88 / Wednesday, May 7, 2014 / Notices

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that written comments received in
response to this notice will be
considered public records.
Title of Collection: Charter School
Authorizer Annual Update.
OMB Control Number: 1855–0023.
Type of Review: An extension of an
existing information collection.
Respondents/Affected Public: State,
Local, or Tribal Governments.
Total Estimated Number of Annual
Responses: 900.
Total Estimated Number of Annual
Burden Hours: 2,025.
Abstract: The U.S. Department of
Education (ED) has as one of its
important policy goals expanding the
number of high-quality public school
choice options. Specifically, according
to Part B section 5201 of the Elementary
and Secondary Education Act, two of
the established purposes of the Charter
School Program office are: Evaluating
the effects of charter schools, including
the effects on students, student
academic achievement, staff and
parents, and expanding the number of
high-quality charter schools available to
students across the nation.
Charter school authorization is at the
very crux of any efforts to expand and
ensure high-quality public school
choice options through public charter
schools because charter school
authorizers are the public entities
primarily responsible for: Initial charter
authorizations, on-going monitoring and
oversight, and charter renewal and
closure decisions.
Currently, there is no other
comprehensive national database of the
roughly 900 charter school authorizers
complete with the schools under their
authority; some of these data elements
are available from public documents,
but they are not made available to the
public consistently across all
authorizers. There is also no other
comprehensive, fully-populated tool for
tracking the activities of and evaluating
the quality of authorizers nationwide
based on their authorizing decisions in
light of schools performance. This data
collection will be administered to the all
charter school authorizers.
Dated: May 2, 2014.
Stephanie Valentine,
Acting Director, Information Collection
Clearance Division, Privacy, Information and
Records Management Services, Office of
Management.
[FR Doc. 2014–10439 Filed 5–6–14; 8:45 am]
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DEPARTMENT OF EDUCATION
[Docket No.: ED–2014–ICCD–0071]

Agency Information Collection
Activities; Comment Request; 2015
National Household Education Survey
(NHES 2015) Full Scale Data Collection
Institute of Education Sciences/
National Center for Education Statistics
(NES), Department of Education (ED).
ACTION: Notice.
AGENCY:

In accordance with the
Paperwork Reduction Act of 1995 (44
U.S.C. chapter 3501 et seq.), ED is
proposing a revision of an existing
information collection.
DATES: Interested persons are invited to
submit comments on or before July 7,
2014.
ADDRESSES: Comments submitted in
response to this notice should be
submitted electronically through the
Federal eRulemaking Portal at http://
www.regulations.gov by selecting
Docket ID number ED–2014–ICCD–0071
or via postal mail, commercial delivery,
or hand delivery. If the regulations.gov
site is not available to the public for any
reason, ED will temporarily accept
comments at [email protected].
Please note that comments submitted by
fax or email and those submitted after
the comment period will not be
accepted; ED will ONLY accept
comments during the comment period
in this mailbox when the regulations.gov
site is not available. Written requests for
information or comments submitted by
postal mail or delivery should be
addressed to the Director of the
Information Collection Clearance
Division, U.S. Department of Education,
400 Maryland Avenue SW., LBJ,
Mailstop L–OM–2–2E319, Room 2E105,
Washington, DC 20202.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Kashka
Kubdzela, 202–502–7411.
SUPPLEMENTARY INFORMATION: The
Department of Education (ED), 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. ED is
soliciting comments on the proposed
SUMMARY:

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information collection request (ICR) that
is described below. The Department of
Education 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: 2015 National
Household Education Survey (NHES
2015) Full Scale Data Collection.
OMB Control Number: 1850–0768.
Type of Review: A revision of an
existing information collection.
Respondents/Affected Public:
Individuals or households.
Total Estimated Number of Annual
Responses: 248,420.
Total Estimated Number of Annual
Burden Hours: 40,299.
Abstract: The National Household
Education Surveys Program (NHES) is
conducted by the National Center for
Education Statistics (NCES). NHES is
NCESs principal mechanism for
addressing education topics appropriate
for households rather than
establishments. Such topics cover a
wide range of issues, including early
childhood care and education, childrens
readiness for school, parent perceptions
of school safety and discipline, beforeand after-school activities of school-age
children, participation in adult
education and training, parent
involvement in education, school
choice, homeschooling, and civic
involvement. The NHES consists of a
series of rotating surveys using a twostage design in which a household
screener collects household
membership and key characteristics for
sampling and then appropriate topical
survey(s) are mailed to sample
members. Data from the NHES are used
to provide national cross-sectional
estimates on populations of special
interest to education researchers and
policymakers. For surveys about
children, the population of interest is
defined by age or grade in school, or
both, depending on the particular
survey topic and research questions. For
surveys of adults, the population of
interest is those aged 16 to 65 who are
not enrolled in grade 12 or below,
excluding those on active duty military
service and those who are

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Federal Register / Vol. 79, No. 88 / Wednesday, May 7, 2014 / Notices

institutionalized. The NHES targets
these populations using specific
screening and sampling procedures. The
NHES design also yields estimates for
subgroups of interest for each child and
adult survey. In addition to providing
cross-sectional estimates, the NHES is
designed to produce estimates from
repeated cross sections to measure
changes in key statistics. NHES surveys
were conducted approximately every
other year from 1991 through 2007
using random digit dial (RDD)
methodology; beginning in 2012 NHES
began collecting data by mail to improve
response rates. This submission seeks
clearance to repeat the child topical
surveys conducted in 2012, Parent and
Family Involvement in Education (PFI)
and Early Childhood Program
Participation (ECPP), to begin to
measure changes over time with the
new methodology. It also seeks
clearance to conduct the first adult
topical survey in NHES since 2005, the
Credentials for Work Survey (CWS), and
to pilot an adult topical survey for
NHES:2017, the Training for Work
Survey (TWS). The adult surveys were
developed in conjunction with the
Interagency Working Group on
Expanded Measures of Enrollment and
Attainment (GEMEnA) and the CWS
was pilot tested in the 2014 NHES
Feasibility Study. Data collection
approaches that were most successful at
balancing the need to limit overall bias,
respondent burden, and cost in the
Feasibility Study will be used for the
2015 data collection.
Dated: May 2, 2014
Stephanie Valentine,
Acting Director, Information Collection
Clearance Division, Privacy, Information and
Records Management Services, Office of
Management.
[FR Doc. 2014–10440 Filed 5–6–14; 8:45 am]
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DEPARTMENT OF EDUCATION
Notice of Proposed Collection
Requests; Comment Request
AGENCY:
ACTION:

Department of Education.

Correction notice.

On April 21, 2014, the U.S.
Department of Education published a
30-day comment period notice in the
Federal Register (Page 22107, Column
1) seeking public comment for an
information collection entitled, ‘‘Race to
the Top—District Annual Performance
Report.’’ This notice has been
withdrawn. A new 30-day notice will be
published.

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SUMMARY:

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The Director, Information Collection
Clearance Division, Privacy, Information
and Records Management Services,
Office of Management, hereby issues a
correction notice as required by the
Paperwork Reduction Act of 1995.
Dated: May 2, 2014.
Stephanie Valentine,
Acting Director, Information Collection
Clearance Division, Privacy, Information and
Records Management Services, Office of
Management.
[FR Doc. 2014–10417 Filed 5–6–14; 8:45 am]
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DEPARTMENT OF EDUCATION
Applications for New Awards; School
Climate Transformation Grant
Program—Local Educational Agency
Grants
Office of Elementary and
Secondary Education, Department of
Education.
ACTION: Notice.
AGENCY:

Overview Information:
School Climate Transformation Grant
Program—Local Educational Agency
Grants.
Notice inviting applications for new
awards for fiscal year (FY) 2014.
Catalog of Federal Domestic
Assistance (CFDA) Number: 84.184G.
Dates:
Applications Available: May 7, 2014.
Deadline for Transmittal of
Applications: June 23, 2014.
Deadline for Intergovernmental
Review: August 20, 2014.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The School
Climate Transformation Grant
Program—Local Educational Agency
Grants provides competitive grants to
local educational agencies (LEAs) to
develop, enhance, or expand systems of
support for, and technical assistance to,
schools implementing an evidencebased multi-tiered behavioral
framework for improving behavioral
outcomes and learning conditions for all
students.
Background:
Although schools have long attempted
to address issues of discipline,
disruptive and problem behavior,
violence, and bullying, the vast majority
of our Nation’s schools have not
implemented comprehensive, effective
supports that address the full range of
students’ social, emotional, and
behavioral needs.1
1 Horner, R., Sugai, G., and Vincent, C. (2005).
School-wide Positive Behavior Support: Investing

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A report issued by the U.S. Secret
Service and the Department of
Education following the Columbine
shooting found that one of the most
effective ways schools can reduce
violence and bullying is to improve a
school’s climate and thereby increase
trust and communication between
students and staff.2 Research
demonstrates that the implementation of
an evidence-based, multi-tiered
behavioral framework, such as positive
behavioral interventions and supports
(PBIS), can help improve overall school
climate and safety.3 A key aspect of this
multi-tiered approach is providing
differing levels of support and
interventions to students based on their
needs. Certain supports involve the
whole school (e.g., consistent rules,
consequences, and reinforcement of
appropriate behavior), with more
intensive supports for groups of
students exhibiting at-risk behavior and
individualized services for students
who continue to exhibit troubling
behavior.
When a multi-tiered behavioral
framework has been implemented with
fidelity, studies have found the
following statistically significant results:
An increase in perceived school safety,
reductions in overall problem behaviors,
reductions in bullying behaviors,4 and
reductions in office discipline referrals
and suspensions.5 Studies have also
found a correlation between the use of
multi-tiered behavioral frameworks and
improved social skills.6 Emerging
evidence also links implementing a
multi-tiered behavioral framework with
improved academic achievement.7 In
in student success. Impact: Feature Issue on
Fostering Success in School and Beyond for
Students with Emotional/Behavioral Disorders.
Retrieved from: http://ici.umn.edu.
2 Borum, R., Fein, R., Modzeleski, W., Pollack,
W., Reddy, M., Vossekuil, B., Threat Assessment in
Schools: A Guide to Managing Threatening
Situations and Creating Safe School Climates, 2002.
3 Bradshaw, C., Koth, C.W., Thornton, L.A., &
Leaf, P.J. (2009). Altering school climate through
school-wide Positive Behavioral Interventions and
Supports: Findings from a group-randomized
effectiveness trial. Prevention Science.
4 Bradshaw, C., Goldweber, A., Leaf, P., Pasa, E.,
Rosenberg, M. (2012). Integrating school-wide
Positive Behavioral Interventions and Supports
with tier 2 coaching to student support teams: The
PBISplus model. Advances in School Mental Health
Promotion.
5 Bradshaw, C., Leaf, P., Mitchell, M. (2009).
Examining the effects of schoolwide Positive
Behavioral Interventions and Supports on student
outcomes: Results from a randomized controlled
effectiveness trial in elementary schools. Journal of
Positive Behavior Interventions.
6 Barrett, S.B., Bradshaw, C.P. & Lewis-Palmer, T.
(2008). Maryland statewide PBIS initiative:
Systems, evaluation, and next steps. Journal of
Positive Behavior Interventions.
7 McIntosh, K., Bennett, J.L., & Price, K. (2011).
Evaluation of social and academic effects of school-

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