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

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 perceptionsof 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 aseries 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


### 26226 Federal Register / Vol. 79, No. 88 / Wednesday, May 7, 2014 / Notices

1 Horner, 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.

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 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