82462 Federal Register / Vol. 85, No. 244 / Friday, December 18, 2020 / Notices 

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: Comprehensive 

Literacy Program Evaluation: 

Comprehensive Literacy State 

Development (CLSD) Program 

Evaluation 

OMB Control Number: 1850–0945 

Type of Review: A revision of a 

currently approved collection 

Respondents/Affected Public: 

Individuals and Households; State, 

Local, and Tribal Governments 

Total Estimated Number of Annual 

Responses: 612 

Total Estimated Number of Annual 

Burden Hours: 331 

Abstract: The data collection 

described in this submission includes 

activities for the legislatively mandated 

evaluation of the Comprehensive 

Literacy State Development (CLSD) 

Program. The evaluation will provide 

information on the implementation of 

the program and its impact on student 

reading achievement. The CLSD 

evaluation is the second component of 

an evaluation of the U.S. Department of 

Education’s comprehensive literacy 

programs. An earlier clearance package 

(OMB control number 1850–0945) 

covered the first component of the 

evaluation—an implementation study of 

the Striving Readers Comprehensive 

Literacy Program (the precursor program 

to CLSD). The CLSD evaluation will 

include an examination of 

implementation, a randomized trial to 

estimate the impact of CLSD funding on 

teacher and student outcomes, and a 

longitudinal comparison of trends in 

achievement in CLSD and similar, nonCLSD schools. This package requests 

clearance for data collection associated 

with the implementation analyses, the 

randomized trial, and initial data 

collection for the comparisons of 

longitudinal trends. A separate package 

will be submitted at a later date for all 

remaining data collection activities for 

the comparisons of longitudinal trends, 

which will take place following the 

2023–24 school year. 

Dated: December 15, 2020. 

Stephanie Valentine, 

PRA Coordinator,Strategic Collections and 

Clearance,Governance and Strategy 

Division,Office of Chief Data Officer,Office 

of Planning, Evaluation and Policy 

Development. 

[FR Doc. 2020–27878 Filed 12–17–20; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No. ED–2020–SCC–0129] 

Agency Information Collection 

Activities; Submission to the Office of 

Management and Budget for Review 

and approval; Comment Request; 

Implementation of Key Federal Policies 

in the Wake of the Coronavirus 

Pandemic 

AGENCY: Institute of Educational 

Sciences (IES), Department of Education 

(ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act of 1995, ED is 

proposing a new information collection. 

DATES: Interested persons are invited to 

submit comments on or before January 

19, 2021. 

ADDRESSES: Written comments and 

recommendations for proposed 

information collection requests should 

be sent within 30 days of publication of 

this notice to www.reginfo.gov/public/ 

do/PRAMain. Find this particular 

information collection request by 

selecting ‘‘Department of Education’’ 

under ‘‘Currently Under Review,’’ then 

check ‘‘Only Show ICR for Public 

Comment’’ checkbox. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Erica Lee, 202– 

245–7437. 

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 

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: Implementation of 

Key Federal Policies in the Wake of the 

Coronavirus Pandemic. 

OMB Control Number: 1850–NEW. 

Type of Review: A new information 

collection. 

Respondents/Affected Public: State, 

Local, and Tribal Governments. 

Total Estimated Number of Annual 

Responses: 228. 

Total Estimated Number of Annual 

Burden Hours: 177. 

Abstract: The coronavirus pandemic 

significantly disrupted K–12 

educational operations and learning in 

spring 2020 and is likely to do so again 

during the 2020–21 school year. Federal 

education policies and funding are 

intended to support state and local 

agencies as they respond to the crisis. 

But the crisis may also shape the way 

federal programs are carried out. The 

U.S. Department of Education (the 

Department), through its Institute for 

Education Sciences (IES), is requesting 

clearance for a new data collection to 

examine how the pandemic may be 

influencing: (1) Implementation of, and 

waivers, from key provisions of the 

Elementary and Secondary Education 

Act, reauthorized as the Every Student 

Succeeds Act of 2015 (ESSA), and (2) 

state and district use of federal funds, 

including those provided specifically to 

help in the pandemic recovery, and (3) 

supports for English learners (ELs) in 

districts with high EL enrollments. The 

surveys of all state education agencies 

and a nationally representative sample 

of school districts is being conducted as 

part of an ongoing evaluation of Titles 

I and IIA of ESSA. Interviews of district 

and school personnel in high-EL 

districts are being conducted as part of 

an ongoing evaluation of Title III of 

ESSA. 


khammond on DSKJM1Z7X2PROD with NOTICES
Federal Register / Vol. 85, No. 244 / Friday, December 18, 2020 / Notices 82463 

1Romero-Little, M.E., McCarty, T.L., Warhol, L., 

and Zepeda, O. (2007). Language policies in 

practice: Preliminary findings from a large-scale 

study of Native American language shift. TESOL 

Quarterly 41:3, 607–618. 

2 Valentino, R.A., and Reardon, S.F. (2015). 

Effectiveness of four instructional programs 

designed to serve English language learners: 

Variation by ethnicity and initial English 

proficiency. Educational Evaluation and Policy 

Analysis, doi: 10.3102/0162373715573310. 

3Lindholm-Leary, K.J. (2001). Dual-language 

education (Vol. 28). Multilingual Matters. 

Dated: December 15, 2020. 

Stephanie Valentine, 

PRA Coordinator, Strategic Collections and 

Clearance, Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2020–27879 Filed 12–17–20; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Application for New Awards; Native 

American and Alaska Native Children 

in School Program 

AGENCY: Office of English Language 

Acquisition, Department of Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for fiscal year (FY) 2021 for 

the Native American and Alaska Native 

Children in School (NAM) Program, 

Assistance Listing Number 84.365C. 

This notice relates to the approved 

information collection under OMB 

control number 1894–0006. 

DATES: 

Applications Available: December 18, 

2020. 

Deadline for Notice of Intent to Apply: 

January 4, 2021. 

Deadline for Transmittal of 

Applications: March 3, 2021. 

Deadline for Intergovernmental 

Review: May 3, 2021. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 13, 2019 

(84 FR 3768) and available at 

www.govinfo.gov/content/pkg/FR–2019– 

02–13/pdf/2019–02206.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Celeste McLaughlin, U.S. Department of 

Education, 400 Maryland Avenue SW, 

room 4W206, Washington, DC 20202. 

Telephone: (202) 453–6054. Email: 

NAM2021@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: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purpose of 

the NAM program is to award grants to 

eligible entities to develop and enhance 

capacity to provide effective instruction 

and support to Native American and 

Alaska Native students, including 

Native Hawaiian and Native American 

Pacific Islander students, who are 

identified as English learners (ELs). The 

goal of this program is to support the 

teaching, learning, and studying of 

Native American languages while also 

increasing the English language 

proficiency and academic achievement 

of students served. 

Background: Through previous 

competitions, the NAM program has 

funded a range of grantees that are 

currently implementing 17 projects 

across the country. As we are focused 

on closing longstanding achievement 

and attainment gaps that have 

continued to grow, there is also a need 

to increase the knowledge of what 

practices work to effectively improve 

learning outcomes for Native American 

and Alaska Native ELs. 

Congress, in the Native American 

Languages Act of 1990, recognized the 

fundamental importance of preserving 

Native American languages. This 

legislation provides that it is the policy 

of the United States to: 

Preserve, protect, and promote the 

rights and freedom of Native Americans 

to use, practice, and develop Native 

American languages. 

25 U.S.C. 2903(1) 

In addition, the legislation states that 

it is the policy of the United States to 

encourage and support the use of Native 

American languages as a medium of 

instruction in order to encourage and 

support— 

(A) Native American language 

survival, 

(B) Educational opportunity, 

(C) Increased student success and 

performance, 

(D) Increased student awareness and 

knowledge of their culture and history, 

and 

(E) Increased student and community 

pride. 

25 U.S.C. 2903(3) 

This Federal policy is supported by 

growing recognition of the importance 

of Native language preservation in 

facilitating educational success for 

Native students. In a 2007 study by 

Teachers of English to Students of Other 

Languages (TESOL), the majority of 

Native youth surveyed stated that they 

value their Native language, view it as 

integral to their sense of self, want to 

learn it, and view it as a means of 

facilitating their success in school and 

life.1 Collaborative efforts between 

educators, families, and communities, 

the study suggests, may be especially 

promising ways to ensure that all Native 

students have the critical opportunity to 

learn their Native languages. 

Not only is Native language 

instruction critical for student 

engagement and fostering a rich sense of 

self, but research has shown that 

students who are bilingual have certain 

cognitive and social benefits that their 

monolingual peers may lack.2

Additionally, for students who are 

classified as ELs, well-implemented 

language instruction educational 

programs (as defined in this notice), 

including dual language approaches, 

may result in ELs performing equal to or 

better than their peers in English-only 

language instruction programs. These 

approaches have shown promise in 

increasing language acquisition in 

English and Native languages, and may 

also promote greater achievement in the 

academic content areas, including 

English language arts and mathematics.3

Therefore, to facilitate high-quality 

language instruction and academic 

success for Native American and Alaska 

Native students who are classified as 

ELs, this competition includes an 

absolute priority for projects that will 

support the preservation and 

revitalization of Native American 

languages while also increasing the 

English language proficiency of the 

children served under the project. 

For this competition, the Department 

also seeks projects designed to promote 

seamless integration of in-person and 

remote learning needs through digital 

learning. Accordingly, this notice 

includes an invitational priority related 

to instructional adaptation for remote 

learning and educator professional 

development related to remote 

instruction. 

In addition, the Department is 

interested in projects designed to 

promote literacy. Families play a critical 

role in preparing their children to enter 

kindergarten ready to succeed in school 

and in life. Research suggests that when 

families and schools work together and 

support each other in their respective 

roles, children have a more positive 

attitude toward school and experience 

more school success. Specifically, 

research has found that having parents 

reinforce specific literacy skills is 

effective in improving children’s 


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