Federal Register / Vol. 79, No. 88 / Wednesday, May 7, 2014 / Notices 26225 

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] 

BILLING CODE 4000–01–P 

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 

AGENCY: Institute of Education Sciences/ 

National Center for Education Statistics 

(NES), Department of Education (ED). 

ACTION: Notice. 

SUMMARY: 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 ICDocketMgr@ed.gov. 

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 

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 


pmangrum on DSK3VPTVN1PROD with NOTICES
26226 Federal Register / Vol. 79, No. 88 / Wednesday, May 7, 2014 / Notices 

1Horner, R., Sugai, G., and Vincent, C. (2005). 

School-wide Positive Behavior Support: Investing 

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. 

2Borum, 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. 

3Bradshaw, 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. 

4Bradshaw, 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. 

5Bradshaw, 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. 

6Barrett, S.B., Bradshaw, C.P. & Lewis-Palmer, T. 

(2008). Maryland statewide PBIS initiative: 

Systems, evaluation, and next steps. Journal of 

Positive Behavior Interventions. 

7McIntosh, K., Bennett, J.L., & Price, K. (2011). 

Evaluation of social and academic effects of schoolinstitutionalized. 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] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Notice of Proposed Collection 

Requests; Comment Request 

AGENCY: Department of Education. 

ACTION: Correction notice. 

SUMMARY: 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. 

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] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; School 

Climate Transformation Grant 

Program—Local Educational Agency 

Grants 

AGENCY: Office of Elementary and 

Secondary Education, Department of 

Education. 

ACTION: Notice. 

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

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 


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