20636 Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 

ADDRESSES: Written comments should 

be addressed to the Office of 

Information and Regulatory Affairs, 

Attention: Education Desk Officer, 

Office of Management and Budget, 725 

17th Street, NW., Room 10222, New 

Executive Office Building, Washington, 

DC 20503, be faxed to (202) 395–5806 or 

e-mailed to 

oira_submission@omb.eop.gov with a 

cc: to ICDocketMgr@ed.gov. Please note 

that written comments received in 

response to this notice will be 

considered public records. 

SUPPLEMENTARY INFORMATION: Section 

3506 of the Paperwork Reduction Act of 

1995 (44 U.S.C. chapter 35) requires that 

the Office of Management and Budget 

(OMB) provide interested Federal 

agencies and the public an early 

opportunity to comment on information 

collection requests. The OMB is 

particularly interested in comments 

which: (1) Evaluate whether the 

proposed collection of information is 

necessary for the proper performance of 

the functions of the agency, including 

whether the information will have 

practical utility; (2) Evaluate the 

accuracy of the agency’s estimate of the 

burden of the proposed collection of 

information, including the validity of 

the methodology and assumptions used; 

(3) Enhance the quality, utility, and 

clarity of the information to be 

collected; and (4) Minimize the burden 

of the collection of information on those 

who are to respond, including through 

the use of appropriate automated, 

electronic, mechanical, or other 

technological collection techniques or 

other forms of information technology. 

Dated: April 7, 2011. 

Darrin A. King, 

Director, Information Collection Clearance 

Division, Information Management and 

Privacy Services, Office of Management. 

Institute of Education Sciences 

Type of Review: NEW. 

Title of Collection: Study of the 

Distribution of Teacher Effectiveness. 

OMB Control Number: Pending. 

Agency Form Number(s): N/A. 

Frequency of Responses: Once; On 

Occasion. 

Affected Public: State, Local, or Tribal 

Government, State Educational 

Agencies or Local Educational Agencies. 

Total Estimated Number of Annual 

Responses: 213. 

Total Estimated Annual Burden 

Hours: 1,217. 

Abstract: Title II, Part A, the 

Improving Teacher State Formula 

Grants program is the primary federal 

funding under the Elementary and 

Secondary Education Act to support a 

high quality teacher in every classroom. 

The American Recovery and 

Reinvestment Act (ARRA) supports 

reform in four key areas including 

increasing teacher effectiveness and 

promoting the equitable distribution of 

effective teachers. Therefore, this study 

describes the distribution of teacher 

quality within districts over time and 

any changes in that distribution 

associated with district strategies to 

promote an equitable distribution of 

high quality teachers. 

This study will provide information 

over time about the distribution of 

teacher quality and will document 

district efforts to promote teacher equity 

within a select number of districts. The 

research questions are: 

• What is the distribution of teacher 

quality across schools within districts? 

• What strategies and policies are 

districts promoting to address 

inequitable distribution of teacher 

quality? How these strategies/policies 

are enacted (e.g. strategy determination, 

goals and objectives, theory of action, 

features, administration, necessary 

resources, and challenges to 

administration, intended duration)? 

• What is the relationship between 

the district policies/strategies and the 

distribution of teacher quality? 

The study will be conducted in up to 

30 geographically-dispersed school 

districts. The study will document the 

distribution of teacher quality, within 

participating districts, using teacher 

value-added analyses. The study will 

also describe changes in the distribution 

of teacher quality across the outcomes 

years 2010–2011 through 2012–2013. 

Data collection will include student 

achievement obtained from 

administrative records, annual semistructured district leadership interviews 

about district strategies and policies to 

address inequitable distribution of 

teacher quality, and district 

administrative records/personnel data. 

Copies of the information collection 

submission for OMB review may be 

accessed from the RegInfo.gov Web site 

at http://www.reginfo.gov/public/do/ 

PRAMain or from the Department’s Web 

site at http://edicsweb.ed.gov, by 

selecting the ‘‘Browse Pending 

Collections’’ link and by clicking on link 

number 4484. When you access the 

information collection, click on 

‘‘Download Attachments ’’ to view. 

Written requests for information should 

be addressed to U.S. Department of 

Education, 400 Maryland Avenue, SW., 

LBJ, Washington, DC 20202–4537. 

Requests may also be electronically 

mailed to the Internet address 

ICDocketMgr@ed.gov or faxed to 202– 

401–0920. Please specify the complete 

title of the information collection and 

OMB Control Number when making 

your request. 

Individuals who use a 

telecommunications device for the deaf 

(TDD) may call the Federal Information 

Relay Service (FIRS) at 1–800–877– 

8339. 

[FR Doc. 2011–8878 Filed 4–12–11; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Notice of Submission for OMB Review 

AGENCY: Department of Education. 

ACTION: Comment request. 

SUMMARY: The Director, Information 

Collection Clearance Division, 

Information Management and Privacy 

Services, Office of Management, invites 

comments on the submission for OMB 

review as required by the Paperwork 

Reduction Act of 1995 (Pub. L. 104–13). 

DATES: Interested persons are invited to 

submit comments on or before May 13, 

2011. 

ADDRESSES: Written comments should 

be addressed to the Office of 

Information and Regulatory Affairs, 

Attention: Education Desk Officer, 

Office of Management and Budget, 725 

17th Street, NW., Room 10222, New 

Executive Office Building, Washington, 

DC 20503, be faxed to (202) 395–5806 or 

e-mailed to 

oira_submission@omb.eop.gov with a 

cc: to ICDocketMgr@ed.gov. Please note 

that written comments received in 

response to this notice will be 

considered public records. 

SUPPLEMENTARY INFORMATION: Section 

3506 of the Paperwork Reduction Act of 

1995 (44 U.S.C. chapter 35) requires that 

the Office of Management and Budget 

(OMB) provide interested Federal 

agencies and the public an early 

opportunity to comment on information 

collection requests. The OMB is 

particularly interested in comments 

which: (1) Evaluate whether the 

proposed collection of information is 

necessary for the proper performance of 

the functions of the agency, including 

whether the information will have 

practical utility; (2) Evaluate the 

accuracy of the agency’s estimate of the 

burden of the proposed collection of 

information, including the validity of 

the methodology and assumptions used; 

(3) Enhance the quality, utility, and 

clarity of the information to be 

collected; and (4) Minimize the burden 

of the collection of information on those 

who are to respond, including through 

the use of appropriate automated, 

electronic, mechanical, or other 

mstockstill on DSKH9S0YB1PROD with NOTICES

Federal Register / Vol. 76, No. 71 / Wednesday, April 13, 2011 / Notices 20637 

1For an example of standards for administrative 

skills, see the performance-based standards for a 

special education administrator developed by the 

Continued 

technological collection techniques or 

other forms of information technology. 

Dated: April 8, 2011. 

Darrin A. King, 

Director, Information Collection Clearance 

Division, Information Management and 

Privacy Services, Office of Management. 

Office of Postsecondary Education 

Type of Review: Extension. 

Title of Collection: Application for 

Grants under the Predominantly Black 

Institutions Program. 

OMB Control Number: 1840–0797. 

Agency Form Number(s): N/A. 

Frequency of Responses: Annually. 

Affected Public: Not-for-profit 

institutions. 

Total Estimated Number of Annual 

Responses: 40. 

Total Estimated Annual Burden 

Hours: 1,400. 

Abstract: The Predominantly Black 

Institutions (PBI) Program is authorized 

under Title III, Part F of the Higher 

Education Act of 1965, as amended 

(HEA). The PBI Program makes grant 

awards to eligible colleges and 

universities to support the strengthening 

of PBIs to carry out programs in the 

following areas: Science, technology, 

engineering, or mathematics; health 

education; internationalization or 

globalization; teacher preparation; or 

improving the educational outcomes of 

African American males. Grants support 

the establishment or strengthening of 

such programs that are designed to 

increase the institutions capacity to 

prepare students for instruction in the 

above noted fields. Grants are awarded 

competitively. This information 

collection is necessary to comply with 

Title III, Part F of the HEA. 

This information collection is being 

submitted under the Streamlined 

Clearance Process for Discretionary 

Grant Information Collections (1894– 

0001). Therefore, the 30-day public 

comment period notice will be the only 

public comment notice published for 

this information collection. 

Copies of the information collection 

submission for OMB review may be 

accessed from the RegInfo.gov Web site 

at http://www.reginfo.gov/public/do/ 

PRAMain or from the Department’s Web 

site at http://edicsweb.ed.gov, by 

selecting the ‘‘Browse Pending 

Collections’’ link and by clicking on link 

number 4481. When you access the 

information collection, click on 

‘‘Download Attachments ’’ to view. 

Written requests for information should 

be addressed to U.S. Department of 

Education, 400 Maryland Avenue, SW., 

LBJ, Washington, DC 20202–4537. 

Requests may also be electronically 

mailed to the Internet address 

ICDocketMgr@ed.gov or faxed to 202– 

401–0920. Please specify the complete 

title of the information collection and 

OMB Control Number when making 

your request. 

Individuals who use a 

telecommunications device for the deaf 

(TDD) may call the Federal Information 

Relay Service (FIRS) at 1–800–877– 

8339. 

[FR Doc. 2011–8877 Filed 4–12–11; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Personnel Development To Improve 

Services and Results for Children With 

Disabilities 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

Overview Information: Notice inviting 

applications for new awards for fiscal 

year (FY) 2011. 

Catalog of Federal Domestic 

Assistance (CFDA) Numbers: 84.325D, 

84.325K, and 84.325T. 

Note: This notice invites applications for 

three separate competitions. For key dates, 

contact person information, and funding 

information regarding each competition, see 

the chart in the Award Information section of 

this notice. 

DATES: 

Applications Available: See chart. 

Deadline for Transmittal of 

Applications: See chart. 

Deadline for Intergovernmental 

Review: See chart. 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purposes of 

this program are to (1) help address 

State-identified needs for highly 

qualified personnel—in special 

education, related services, early 

intervention, and regular education—to 

work with children, including infants 

and toddlers, with disabilities; and (2) 

ensure that those personnel have the 

necessary skills and knowledge, derived 

from practices that have been 

determined through scientifically-based 

research and experience, to be 

successful in serving those children. 

Priorities: In accordance with 34 CFR 

75.105(b)(2)(iv), these priorities are from 

allowable activities specified in the 

statute (see sections 662 and 681 of the 

Individuals with Disabilities Education 

Act (IDEA)). Each of the absolute 

priorities announced in this notice 

corresponds to a separate competition as 

follows: 

Absolute priority Competition 

CFDA No. 

Preparation of Special Education, Early Intervention, 

and Related Services Leadership Personnel.

84.325D 

Personnel Preparation in Special Education, Early Intervention, and Related Services.84.325K 

Special Education Preservice 

Program Improvement Grants.

84.325T 

Absolute Priorities: For FY 2011 and 

any subsequent year in which we make 

awards based on the list of unfunded 

applications from these competitions, 

these priorities are absolute priorities. 

Under 34 CFR 75.105(c)(3), for each 

competition, we consider only 

applications that meet the absolute 

priority for that competition. 

The priorities are: 

Absolute Priority 1—Preparation of 

Special Education, Early Intervention, 

and Related Services Leadership 

Personnel (84.325D). Background: 

There continues to be a persistent 

need for special education, early 

intervention, and related services 

personnel who are prepared at the 

doctoral and postdoctoral levels to fill 

faculty and research positions (Smith, 

Pion, & Tyler, 2004; Smith, Robb, West 

and Tyler, 2010; Woods & Snyder, 

2009). Further, according to Lashley & 

Boscardin (2003), there is a need for 

personnel who are prepared at the 

graduate level (i.e., masters, education 

specialist, and doctoral degrees, 

depending on State certification 

requirements) to fill special education 

and early intervention administrator 

positions. 

Federal support is needed to increase 

the supply of these personnel and 

ensure that they have the necessary 

knowledge and skills to assume special 

education, early intervention, and 

related services leadership positions in 

universities, State educational agencies 

(SEAs), State lead agencies (State LAs), 

local educational agencies (LEAs), local 

lead agencies (local LAs), schools, or 

programs. Critical competencies for 

special education, early intervention, 

and related services leadership 

personnel vary depending on the type of 

personnel preparation program; 

however, these competencies often 

include teaching skills, administrative 

skills,1 and research skills as well as 

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