Request for Information on Effective Interventions To Improve Middle School Science Achievement and Mathematics Achievement in Grades 3 Through 5 for Students With Disabilities

CourtEducation Department
Citation87 FR 2146
Record Number2022-00627
Publication Date13 January 2022
2146
Federal Register / Vol. 87, No. 9 / Thursday, January 13, 2022 / Notices
existing demographic data into the
Diversity Questionnaire data collection
tool is correctly estimated to be 30
minutes and does not warrant a
revision. Finally, for comments related
to organizational capacity, AmeriCorps
believes that all organizations have the
capacity to fill out the tool in a timely
and responsive manner; instructions in
the tool were updated to say that
organizations should complete the form
to the ‘‘best of their ability.’’
Title of Collection: AmeriCorps
Diversity Questionnaire Form.
OMB Control Number: 3045–0187.
Type of Review: Renewal.
Respondents/Affected Public:
Businesses and Organizations and State,
Local, or Tribal Governments.
Total Estimated Number of Annual
Responses: 3,500.
Total Estimated Number of Annual
Burden Hours: 1,750.
Abstract: The information provided
by prospective and current grantees and
sponsors through the AmeriCorps
Diversity Questionnaire Form will
enable AmeriCorps to better understand
the demographic characteristics of
current grantees, potential grantees, and
the people served by AmeriCorps
programs. The aim is to further
AmeriCorps’ efforts to consider the
diversity of communities and
participants in its grantmaking and
direct service activities and create
programs that represent and serve the
full diversity of the community/our
country.
The information requested in the
Diversity Questionnaire Form will be
collected in the aggregate for each
grantee, applicant for funding, and
sponsor receiving an AmeriCorps
resource. First, it will provide
AmeriCorps with a deeper
understanding of the demographics of
grantee and sponsor organizations and
people served by AmeriCorps programs.
Second, AmeriCorps will take the data
into account in its grantmaking and
resource allocation decisions,
particularly to better reach those who
are underserved. Over the next 5 years,
AmeriCorps aims to ensure that 40% of
all those served by AmeriCorps
members and AmeriCorps Seniors
volunteers are people in poverty.
(AmeriCorps uses ‘‘people in poverty’’
as its proxy measure for ‘‘underserved,’’
recognizing that data shows that a
higher proportion of people in poverty
are people of color and other minority
populations.) Third, the data will enable
AmeriCorps to better target training,
technical assistance, and outreach to
potential grantees and sponsors, in
particular those who are new to
AmeriCorps, with the goal of creating
programs that represent and serve the
full diversity of our nation’s
communities.
When it collects this data for the first
time, AmeriCorps will request that the
Diversity Questionnaire Form be filled
by every current grantee and applicant
for funding and resource allocation.
Following this baseline, AmeriCorps
expects this questionnaire to be
included with grant renewal and new
applications on an annual basis.
Estimated time for completion of the
form is less than 30 minutes, based on
staff testing of the survey. Questions
have been crafted for ease of reporting
and efficient collection.
In AmeriCorps’ grant making
processes, the questionnaire will be
submitted electronically as part of the
grant application and guidance about
the form will be part of an in-depth set
of grant application instructions.
Additionally, the form will be used to
collect data from sponsor applicants for
directly-managed programs such as
AmeriCorps’ National Civilian
Community Corps (NCCC). Staff will be
available to provide individualized
assistance, if needed, to organizations
filling out the form.
AmeriCorps also seeks to continue
using the currently approved
information collection until the revised
information collection is approved by
OMB. The currently approved
information collection is due to expire
on 3/31/2022.
Comments submitted in response to
this notice will be summarized and/or
included in the request for OMB
approval. Comments are invited on: (a)
Whether the collection of information is
necessary for the proper performance of
the functions of the agency, including
whether the information shall have
practical utility; (b) the accuracy of the
agency’s estimate of the burden of the
collection of information; (c) ways to
enhance the quality, utility, and clarity
of the information to be collected; (d)
ways to minimize the burden of the
collection of information on
respondents, including through the use
of automated collection techniques or
other forms of information technology;
and (e) estimates of capital or start-up
costs and costs of operation,
maintenance, and purchase of services
to provide information. Burden means
the total time, effort, or financial
resources expended by persons to
generate, maintain, retain, disclose, or
provide information to or for a Federal
agency. This includes the time needed
to review instructions; to develop,
acquire, install, and utilize technology
and systems for the purpose of
collecting, validating, verifying,
processing, and maintaining
information, and disclosing and
providing information; to train
personnel and to be able to respond to
a collection of information; to search
data sources, to complete and review
the collection of information; and to
transmit or otherwise disclose the
information. All written comments will
be available for public inspection on
regulations.gov.
Dated: January 6, 2022.
Anna Mecagni,
Chief of Program Operations.
[FR Doc. 2022–00474 Filed 1–12–22; 8:45 am]
BILLING CODE 6050–28–P
DEPARTMENT OF EDUCATION
[Docket ID ED–2022–IES–1]
Request for Information on Effective
Interventions To Improve Middle
School Science Achievement and
Mathematics Achievement in Grades 3
Through 5 for Students With
Disabilities
AGENCY
: Institute of Education Sciences,
Department of Education.
ACTION
: Request for information.
SUMMARY
: The National Center for
Education Evaluation and Regional
Assistance (NCEE) at the U.S.
Department of Education’s (Department)
Institute of Education Sciences (IES) is
charged by Congress to identify and
encourage the use of evidence-based
practices in education. Through this
request for information (RFI), NCEE
seeks public input about the
characteristics of middle school science
and upper elementary mathematics
interventions as well as information on
publicly available research describing
their efficacy. Feedback from developers
of such interventions would be of
particular value to the Department.
DATES
: We must receive your comments
by February 14, 2022.
ADDRESSES
: Submit your response to
this RFI through the Federal
eRulemaking Portal. We will not accept
submissions by postal mail, commercial
mail, hand delivery, fax, or email. To
ensure that we do not receive duplicate
copies, please submit your comments
only once. In addition, please include
the Docket ID at the top of your
comments.
Federal eRulemaking Portal: Go to
www.regulations.gov to submit your
comments electronically. Information
on using Regulations.gov, including
instructions for accessing agency
documents, submitting comments, and
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Federal Register / Vol. 87, No. 9 / Thursday, January 13, 2022 / Notices
1
Barbieri, C.A., Rodrigues, J., Dyson, N., & Jordan,
N.C. (2020). Improving fraction understanding in
sixth graders with mathematics difficulties: Effects
of a number line approach combined with cognitive
learning strategies. Journal of Educational
Psychology, 112(3), 628.
2
Namkung, J.M., Fuchs, L.S., & Koziol, N. (2018).
Does initial learning about the meaning of fractions
present similar challenges for students with and
without adequate whole-number skill? Learning
and Individual Differences, 61, 161–167.
doi:10.1016/j.lindif.2017.11.018
3
Siegler, R.S., Duncan, G.J., Davis-Kean, P.E.,
Duckworth, K., Claessens, A., Engel, M.,
Susperreguy, M.I., & Chen, M. (2012). Early
predictors of high school mathematics achievement.
Psychological Science, 23, 691–697. doi:10.1177/
0956797612440101
viewing the docket, is available on the
site under the ‘‘FAQ’’ tab.
Privacy Note: The Department’s
policy for comments received from
members of the public is to make these
submissions available for public
viewing in their entirety on the Federal
eRulemaking Portal at
www.regulations.gov. Therefore,
commenters should be careful to
include in their comments only
information that they wish to make
publicly available. We encourage, but
do not require, that each respondent
include his or her name, title,
institution or affiliation, and the name,
title, mailing and email addresses, and
telephone number of a contact person
for his or her institution or affiliation, if
any.
FOR FURTHER INFORMATION CONTACT
:
Matthew Soldner, Commissioner,
National Center for Education
Evaluation and Regional Assistance &
Agency Evaluation Officer, Institute of
Education Sciences, U.S. Department of
Education, 400 Maryland Avenue SW,
Room 4160, Potomac Center Plaza,
Washington, DC 20202–7240.
Telephone: (202) 245–8385. Email:
Matthew.Soldner@ed.gov.
If you use a telecommunications
device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay
Service (FRS), toll-free, at 1–800–877–
8339.
SUPPLEMENTARY INFORMATION
:
Background:
As evidenced by recent results from
the National Assessment of Educational
Progress (NAEP), too many of the
Nation’s students struggle with building
foundational skills in science (see
https://go.usa.gov/xehQC) and math (see
https://go.usa.gov/xehQY). The problem
is particularly acute among student
groups that education systems have
historically underserved.
In NAEP’s 2019 assessment of twelfth
graders’ science proficiency, 69 percent
of Black students, 56 percent of
Hispanic students, 58 percent of Native
Hawaiian/Other Pacific Islander
students, and 51 percent of American
Indian/Alaska Native students were
identified as ‘‘Below NAEP Basic.’’ On
the same assessment, 75 percent of
twelfth grade students with disabilities
demonstrated proficiency ‘‘Below NAEP
Basic,’’ a rate double that of their peers
not identified with a disability. These
results signal a need to intervene early
in students’ academic careers, with the
aim of increasing the likelihood that
students are scientifically literate by the
time they leave high school.
For many students, mastery of
foundational math skills is also a
significant challenge. The success of
students with disabilities is of particular
concern. In 2017, 54 percent of fourth
graders with disabilities scored ‘‘Below
NAEP Basic’’ in math, compared to only
15 percent of students without
disabilities. Students entering fourth
grade with poor whole number
knowledge are more likely to struggle in
later grades than their peers with a
better understanding,
12
and it is in
fourth grade where curricula
increasingly focus on rational numbers
and fractions.
3
Not developing
proficiency in these domains has
negative and long-term implications for
students. In addition to being critical to
life skills including personal finance,
cooking, and healthcare, this knowledge
is critical to later mathematical learning,
including algebra.
As part of its continuing effort to
respond to disruptions caused by the
COVID–19 pandemic, IES plans to
promote the advancement and testing of
programs and products (interventions)
that can improve students’ proficiency
in science and mathematics. We are
particularly interested in (1)
interventions that can improve middle
grades students’ science achievement,
particularly among students in the
lowest quartile of proficiency regardless
of disability status; and (2) digital
interventions that can improve the math
proficiency of third to fifth grade
students with or at risk of developing
disabilities, with an emphasis on the
domains of whole numbers, rational
numbers, and fractions. Through this
RFI, IES is seeking information from
developers and program providers about
relevant interventions. This includes
interventions that developers and
program providers believe are already
wholly responsive to the needs
identified above as well as those that
could be responsive to these needs if
modified slightly.
When responding to this RFI,
developers or program providers
intending to serve students ‘‘at risk’’ of
developing a disability should clearly
identify the disability or disability
categories that proposed beneficiaries
are at risk of developing and specific
factors that place them at heightened
risk. The determination may include, for
example, factors used for moving
children and youth to higher tiers in a
Response-to-Intervention model. Factors
based solely on general population
characteristics, such as labeling a
student ‘‘at risk’’ for disabilities because
they are from low-income families or are
English language learners, are not
sufficient for this purpose.
This is a request for information only.
This RFI is not a request for proposals
(RFP) or a promise to issue an RFP or
a notice inviting applications. This RFI
does not commit the Department to
contract for any supply or service
whatsoever. Further, we are not seeking
proposals and will not accept
unsolicited proposals. The Department
will not pay for any information or
administrative costs that you may incur
in responding to this RFI. The
documents and information submitted
in response to this RFI will not be
returned.
We will review every comment, and,
as described above, electronic
comments in response to this RFI will
be publicly available on the Federal
eRulemaking Portal at
www.regulations.gov. Please note that
IES will not directly respond to
comments.
Solicitation of Comments
We invite developers or program
providers with interventions relevant to
improved achievement in (1) middle
school science, or (2) upper elementary
math with an emphasis on students
with or at risk of developing a disability
to share the following in their
comments:
(1) The name of their intervention;
(2) The curricular focus of their
intervention (i.e., middle school science
or upper elementary math);
(3) A brief description of the
intervention, potentially including (a)
its major components and pedagogical
features, (b) its delivery modality (e.g.,
face-to-face; via an online platform
accessed through a browser or mobile
app), (c) its intended duration and
intensity (e.g., 60 minutes, three times a
week, for six weeks), and (d) the extent
to which information on student
progress is available for educators and
family members/caretakers;
(4) The extent to which the
intervention, as it is currently available,
focuses on improving the proficiency of
diverse groups of students, particularly
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Federal Register / Vol. 87, No. 9 / Thursday, January 13, 2022 / Notices
(a) low-performing students and (b)
students with or at risk of developing a
disability;
(5) The extent to which the
intervention is accessible to students
with disabilities;
(6) If available, a link or links to
publicly available information about the
outcomes associated with the
intervention’s use, including third-party
evaluations; and
(7) If available, a link or links to web
pages that provide additional relevant
detail about the intervention, such as
information about its cost or its
developers.
The Institute is committed to
improving the public’s access to, and
the discoverability of, research on the
efficacy of education interventions. In
service of that goal, we invite
developers who have commissioned
studies of their interventions’ efficacy
and who hold copyright to those
studies, or their authorized
representatives, to consider depositing
eligible content into ERIC: the Institute
of Education Sciences’ bibliographic
and full-text database of education
research (https://eric.ed.gov/). More
information about submitting content to
ERIC, including our selection policy and
how to access the online submission
portal, can be found at https://
eric.ed.gov/submit/.
Accessible Format: On request to the
program contact person listed under
FOR
FURTHER INFORMATION CONTACT
,
individuals with disabilities can obtain
this document 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.
Electronic Access to This Document:
The official version of this document is
the document published in the Federal
Register. You may access the official
edition of the Federal Register and the
Code of Federal Regulations at
www.govinfo.gov. At this site you can
view this document, as well as all other
documents of this Department
published in the Federal Register, in
text or Portable Document Format
(PDF). To use PDF you must have
Adobe Acrobat Reader, which is
available free at the site.
You may also access documents of the
Department published in the Federal
Register by using the article search
feature at www.federalregister.gov.
Specifically, through the advanced
search feature at this site, you can limit
your search to documents published by
the Department.
Mark Schneider,
Director, Institute of Education Sciences.
[FR Doc. 2022–00627 Filed 1–12–22; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF ENERGY
Federal Energy Regulatory
Commission
Notice of Effectiveness of Exempt
Wholesale Generator Status
Docket Nos.
Route 66 Solar Energy Center, LLC .............................................................................................................. EG22–1–000
Cypress Creek Fund 7 Tenant, LLC .............................................................................................................. EG22 EG22–2–000
Cypress Creek Fund 6 Tenant, LLC .............................................................................................................. EG22 EG22–3–000
Cypress Creek Fund 5 Tenant, LLC .............................................................................................................. EG22 EG22–4–000
CCP–PL Lessee, LLC .................................................................................................................................... EG22 EG22–5–000
Hecate Energy Highland LLC ......................................................................................................................... EG22 EG22–6–000
EnerSmart Chula Vista BESS LLC ................................................................................................................ EG22 EG22–7–000
Sagebrush Line, LLC ...................................................................................................................................... EG22 EG22–8–000
PGR 2021 Lessee 2, LLC .............................................................................................................................. EG22 EG22–9–000
Beulah Solar, LLC .......................................................................................................................................... EG22 EG22–10–000
Ellis Solar, LLC ............................................................................................................................................... EG22 EG22–11–000
King Creek Wind Farm 1 LLC ........................................................................................................................ EG22 EG22–12–000
King Creek Wind Farm 2 LLC ........................................................................................................................ EG22 EG22–13–000
Calhoun Solar Energy LLC ............................................................................................................................. EG22 EG22–14–000
ENGIE 2020 ProjectCo-NH1 LLC .................................................................................................................. EG22 EG22–15–000
Dunns Bridge Solar Center, LLC .................................................................................................................... EG22 EG22–16–000
Jackson Generation, LLC ............................................................................................................................... EG22 EG22–17–000
MPH AL Pierce, LLC ...................................................................................................................................... EG22 EG22–18–000
Take notice that during the month of
December 2021, the status of the above-
captioned entities as Exempt Wholesale
Generators became effective by
operation of the Commission’s
regulations. 18 CFR 366.7(a)(2021).
Dated: January 7, 2022.
Debbie-Anne A. Reese,
Deputy Secretary.
[FR Doc. 2022–00618 Filed 1–12–22; 8:45 am]
BILLING CODE 6717–01–P
DEPARTMENT OF ENERGY
Federal Energy Regulatory
Commission
[Docket No. CP21–134–000]
Transcontinental Gas Pipe Line
Company, LLC; Notice of Availability
of the Environmental Assessment for
the Proposed Happytown
Abandonment Project
The staff of the Federal Energy
Regulatory Commission (FERC or
Commission) has prepared an
environmental assessment (EA) for the
Happytown Abandonment Project,
proposed by Transcontinental Gas Pipe
Line Company, LLC (Transco) in the
above-referenced docket. Transco
requests authorization to abandon
pipelines and four-meter stations that
have not been utilized in over 20 years
and are not expected to be used in the
future, all located in Pointe Coupe
´e
Parish, Louisiana.
The EA assesses the potential
environmental effects of the
abandonment activities of the
Happytown Abandonment Project in
accordance with the requirements of the
National Environmental Policy Act
(NEPA). The FERC staff concludes that
approval of the proposed project, with
appropriate mitigating measures, would
not constitute a major federal action
significantly affecting the quality of the
human environment.
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