73830 Federal Register / Vol. 88, No. 207 / Friday, October 27, 2023 / Notices 

275–6012 no later than Wednesday, 

November 22, 2023. Additional details 

will be required from all members of the 

public attending in-person that do not 

have Gatehouse building access. Once 

registered, participant access 

information will be provided. 

Special Accommodations: Individuals 

requiring special accommodations to 

access the public meeting should 

contact Mr. Rubens Lacerda at least five 

(5) business days prior to the meeting so 

that appropriate arrangements can be 

made. 

Written Statements: Any member of 

the public wishing to provide comments 

to the DHB related to its current taskings 

or mission may do so at any time in 

accordance with section 10(a)(3) of the 

FACA, 41 CFR 102–3.105(j) and 102– 

3.140, and the procedures described in 

this notice. Written statements may be 

submitted to the DHB’s Designated 

Federal Officer (DFO), CAPT Clausen, at 

shawn.s.clausen.mil@health.mil. 

Supporting documentation may also be 

included, to establish the appropriate 

historical context and to provide any 

necessary background information. If 

the written statement is not received at 

least five (5) business days prior to the 

meeting, the DFO may choose to 

postpone consideration of the statement 

until the next open meeting. The DFO 

will review all timely submissions with 

the DHB President and ensure they are 

provided to members of the DHB before 

the meeting that is subject to this notice. 

After reviewing the written comments, 

the President and the DFO may choose 

to invite the submitter to orally present 

their issue during an open portion of 

this meeting or at a future meeting. 

Dated: October 23, 2023. 

Natalie M. Ragland, 

Alternate OSD Federal Register Liaison 

Officer, Department of Defense. 

[FR Doc. 2023–23713 Filed 10–26–23; 8:45 am] 

BILLING CODE 6001–FR–P 

DEPARTMENT OF EDUCATION 

Historically Black Colleges and 

Universities Capital Financing 

Advisory Board 

AGENCY: Historically Black Colleges and 

Universities Capital Financing Advisory 

Board, Department of Education 

(Department), Office of Postsecondary 

Education (OPE). 

ACTION: Notice of an open meeting. 

SUMMARY: This notice sets forth the 

agenda, time, and instructions for how 

to access or attend the meeting of the 

Historically Black Colleges and 

Universities Capital Financing Advisory 

Board (Board). This notice provides 

information about the meeting to 

members of the public who may be 

interested in attending and instructions 

for how to provide written comment. 

Notice of this meeting is required by 

Section 1009(a)(2) of 5 U.S.C. chapter 10 

(Federal Advisory Committees). 

DATES: The Board will hold a hybrid 

meeting on November 13, 2023, from 

10:00 a.m. to 12:30 p.m. EST. 

FOR FURTHER INFORMATION CONTACT: 

Donald Watson, Executive Director/ 

Designated Federal Official, U.S. 

Department of Education, Office of 

Postsecondary Capital Financing, 400 

Maryland Avenue SW, Washington, DC 

20202; telephone (202) 453- 6166, or 

email donald.watson@ed.gov. 

SUPPLEMENTARY INFORMATION: 

Statutory Authority and Function: 

The Board is established by 20 U.S.C. 

1066f. The Board is also governed by 5 

U.S.C. chapter 10 (Federal Advisory 

Committees), which sets forth standards 

for the formation and use of advisory 

committees. The purpose of this Board 

is to advise the Secretary of Education 

(Secretary) and the designated bonding 

authority on the most effective and 

efficient ways to implement 

construction financing on the campuses 

of Historically Black Colleges and 

Universities (HBCUs). The Board also 

advises Congress regarding progress 

made in implementing the HBCU 

Capital Financing Program. 

Meeting Agenda: The meeting agenda 

will include roll call; an update from 

the Executive Director of the HBCU 

Capital Financing Program; a discussion 

regarding several recommendations 

from the Board to the Secretary and to 

Congress; the Board may vote on those 

recommendations, and a discussion 

regarding dates and locations for 

meetings that will be held during 

calendar year 2024. The public 

comment period will begin immediately 

following the discussion of meeting 

dates and locations. 

Instructions for Accessing and 

Attending the Meeting 

Individuals can attend the meeting in 

person at 400 Maryland Ave. SW, 1st 

Floor, Washington, DC, Lyndon Baines 

Johnson Auditorium. Individuals 

attending virtually must register online 

at https://ed-gov.zoomgov.com/webinar/ 

register/WN_A3GrX6U_QASIFA-yVWC_

bQ any time before the meeting begins 

on November 13, 2023 or join using an 

H.323/SIP room system: 

H.323: 161.199.138.10 (U.S. West) or 

161.199.136.10 (U.S. East). 

Meeting ID: 160 344 0326. 

Passcode: 080503. 

SIP: 1603440326@sip.zoomgov.com. 

Passcode: 080503. 

Public Comment: Members of the 

public interested in submitting written 

comments may do so via email to 

Donald Watson donald.watson@ed.gov 

no later than 11:59 p.m. Eastern Time 

(ET) on November 9, 2023. Please note 

that written comments should pertain to 

the work of the Board. 

Reasonable Accommodations: The 

meeting is accessible to individuals 

with disabilities. If you will need an 

auxiliary aid or service for the meeting 

(e.g., interpreting service, assistive 

listening device, or materials in an 

alternate format), please notify the 

contact person listed in this notice no 

later than two weeks before the meeting 

date. Although we will attempt to meet 

a request received after that date, we 

may not be able to make available the 

requested auxiliary aid or service 

because of insufficient time to arrange 

it. 

Access to Records of the Meeting: The 

Department will post the official 

minutes of this meeting on the 

Resources—Historically Black College 

and University Capital Financing 

Program website, https://www2.ed.gov/ 

programs/hbcucapfinance/ 

resources.html, no later than 60 days 

after the meeting. Pursuant to 5 U.S.C. 

1009(b), the public may also inspect the 

meeting materials and other Board 

records at 400 Maryland Avenue SW, 

Washington, DC 20202, by emailing 

Donald Watson at donald.watson@

ed.gov, or calling (202) 453–6166 to 

schedule an appointment. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. Free internet access to the 

official edition of the Federal Register 

and the Code of Federal Regulations is 

available via the Federal Digital System 

at: www.gpo.gov/fdsys. 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 Adobe Portable Document 

Format (PDF). To use PDF, you must 

have Adobe Acrobat Reader, which is 

available free at the site. You also may 

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. 


ddrumheller on DSK120RN23PROD with NOTICES1
Federal Register / Vol. 88, No. 207 / Friday, October 27, 2023 / Notices 73831 

Authority: 20 U.S.C. 1066f. 

Nasser H. Paydar, 

Assistant Secretary, Office of Postsecondary 

Education. 

[FR Doc. 2023–23771 Filed 10–26–23; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2023–SCC–0185] 

Agency Information Collection 

Activities; Comment Request; 

Regional Educational Laboratory (REL) 

Southwest Write To Succeed 

Evaluation 

AGENCY: Institute of Education Sciences 

(IES), Department of Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act (PRA) of 

1995, the Department is proposing a 

new information collection request 

(ICR). 

DATES: Interested persons are invited to 

submit comments on or before 

December 26, 2023. 

ADDRESSES: To access and review all the 

documents related to the information 

collection listed in this notice, please 

use https://www.regulations.gov by 

searching the Docket ID number ED– 

2023–SCC–0185. Comments submitted 

in response to this notice should be 

submitted electronically through the 

Federal eRulemaking Portal at http://

www.regulations.gov by selecting the 

Docket ID number or via postal mail, 

commercial delivery, or hand delivery. 

If the regulations.gov site is not 

available to the public for any reason, 

the Department will temporarily accept 

comments at ICDocketMgr@ed.gov. 

Please include the docket ID number 

and the title of the information 

collection request when requesting 

documents or submitting comments. 

Please note that comments submitted 

after the comment period will not be 

accepted. Written requests for 

information or comments submitted by 

postal mail or delivery should be 

addressed to the Manager of the 

Strategic Collections and Clearance 

Governance and Strategy Division, U.S. 

Department of Education, 400 Maryland 

Ave. SW, LBJ, Room 6W203, 

Washington, DC 20202–8240. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Christopher 

Boccanfuso, 202–453–7383. 

SUPPLEMENTARY INFORMATION: The 

Department, 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. The 

Department is soliciting comments on 

the proposed information collection 

request (ICR) that is described below. 

The Department 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: Regional 

Educational Laboratory (REL) Southwest 

Write to Succeed Evaluation. 

OMB Control Number: 1850–NEW. 

Type of Review: A new ICR. 

Respondents/Affected Public: State, 

Local, and Tribal Governments. 

Total Estimated Number of Annual 

Responses: 2,453. 

Total Estimated Number of Annual 

Burden Hours: 366. 

Abstract: The current authorization 

for the Regional Educational 

Laboratories (REL) program is under the 

Education Sciences Reform Act of 2002, 

part D, section 174, (20 U.S.C. 9564), 

administered by the Department of 

Education, Institute of Education 

Sciences (IES), National Center for 

Education Evaluation and Regional 

Assistance (NCEE). The central mission 

and primary function of the RELs is to 

support applied research and provide 

technical assistance to state and local 

education agencies within their region 

(ESRA, part D, section 174[f]). The REL 

program’s goal is to partner with 

educators and policymakers to conduct 

work that is change-oriented and 

supports meaningful local, regional, or 

state decisions about education policies, 

programs, and practices to improve 

outcomes for students. 

Supporting equitable educational 

opportunities and achievement for 

English learner students in New Mexico 

is a high priority for the New Mexico 

Public Education Department (NMPED, 

n.d., 2021). In light of analysis showing 

English learner students in the state 

have lower rates of English language arts 

(ELA) proficiency (Arellano et al., 2018), 

plus legal rulings in the state that 

English learner students’ rights to a 

sufficient public education have been 

violated (NMPED, 2022a), NMPED 

created a strategic plan that includes 

supporting the whole child through 

literacy instruction that is culturally and 

linguistically responsive (NMPED, 

2022b). Improving English learner 

students’ English proficiency and the 

literacy skills of all students is a top 

priority of NMPED and the district and 

regional partners of REL Southwest. To 

address this problem, REL Southwest is 

implementing, refining, and building 

evidence for the Write to Succeed 

professional learning program. The core 

focus of the Write to Succeed program 

is scaffolded writing instruction that can 

support all students but with embedded 

opportunities to meet the language 

needs to English learner students. Prior 

to this study, the program will be 

further enhanced with supports for 

teacher collaboration and culturally and 

linguistically relevant instructional 

routines, as prior work with New 

Mexico partners has indicated these are 

two elements in need of further support. 

This study is designed to measure the 

efficacy and implementation of the 

Write to Succeed. The evaluation team 

plans to conduct an independent 

evaluation using a school-level, cluster 

randomized control trial design to 

assess the program’s impact on teachers’ 

practices and beliefs and students’ 

language and literacy outcomes. The 

evaluation will also assess the 

implementation of the program and how 

it may be effectively scaled. The 

evaluation will take place in 40 schools 

across an estimated 10 districts in New 

Mexico and will focus on teachers and 

students in grades 4–8. The evaluation 

will produce a report and presentations 

to study participants, practitioners, 

policymakers, and researchers, and 

infographics and blog posts for a wider 

audience of educators and 

policymakers. These will be designed to 

inform district and school leaders and 

teachers about scaffolded writing 

practices that could be beneficial for 

English learner students and all 

students. 


ddrumheller on DSK120RN23PROD with NOTICES1