39374 Federal Register / Vol. 79, No. 132 / Thursday, July 10, 2014 / Notices 

number of marine mammals that might 

be ‘‘taken’’ through behavioral 

harassment, NMFS must consider other 

factors, such as the likely nature of any 

responses (their intensity, duration, 

etc.), the context of any responses 

(critical reproductive time or location, 

feeding, migration, etc.), as well as the 

number and nature of estimated Level A 

harassment takes, the number of 

estimated mortalities, and effects on 

habitat. 

These activities are anticipated to 

result in Level B harassment of hauled 

out pinnipeds in the form of 

displacement or behavioral disturbance. 

These activities are not anticipated to 

result in injury, serious injury, or 

mortality of any marine mammal 

species and none is authorized. The 

activities would only occur twice in a 4- 

month period, and each time, activities 

would only occur for 5 consecutive 

days. Therefore, activities would only 

occur for 10 days between August 1 and 

November 30. 

None of the species for which take is 

authorized are listed as threatened or 

endangered under the ESA or as 

depleted under the MMPA. No critical 

habitat exists for these species. While 

certain beaches and haulouts on SNI 

have been used for mating, breeding, 

and pupping, the project dates have 

been selected to avoid these sensitive 

time periods. 

Based on the analysis contained 

herein of the likely effects of the 

specified activity on marine mammals 

and their habitat, and taking into 

consideration the implementation of the 

required monitoring and mitigation 

measures, NMFS finds that the total 

marine mammal take from the Navy’s 

roads and airfield repairs project will 

have a negligible impact on the affected 

marine mammal species or stocks. 

Small Numbers 

Based on survey counts of marine 

mammals anticipated to be present at 

the two proposed activity sites and the 

number of times the activity would 

occur, the Navy estimates that a total of 

750 California sea lions, 500 Pacific 

harbor seals, and 250 northern elephant 

seals may be taken by Level B 

(behavioral) harassment during the 

course of the activities. These estimates 

represent less than 1% of the California 

breeding stock of northern elephant 

seals and the U.S. stock of California sea 

lions and represents 1.7% of the 

California stock of Pacific harbor seals. 

These take estimates represent the 

percentage of each species or stock that 

could be taken by Level B behavioral 

harassment if each animal is taken only 

once. The numbers of marine mammals 

taken are small relative to the affected 

species or stock sizes. In addition, the 

mitigation and monitoring measures 

(described previously in this document) 

required in the IHA are expected to 

reduce even further any potential 

disturbance to marine mammals. NMFS 

finds that small numbers of marine 

mammals will be taken relative to the 

populations of the affected species or 

stocks. 

Impact on Availability of Affected 

Species for Taking for Subsistence Uses 

There are no relevant subsistence uses 

of marine mammals implicated by this 

action. Therefore, NMFS has 

determined that the total taking of 

affected species or stocks would not 

have an unmitigable adverse impact on 

the availability of such species or stocks 

for taking for subsistence purposes. 

Endangered Species Act (ESA) 

No species listed under the ESA are 

expected to be affected by these 

activities. Therefore, NMFS has 

determined that a section 7 consultation 

under the ESA is not required. 

National Environmental Policy Act 

(NEPA) 

In June 2012, the Navy prepared a 

final EA for the San Nicolas Island 

Roads and Airfield Repairs Project 

Naval Base Ventura County, California. 

This EA is available on our Web site 

(see ADDRESSES). In June 2014, NMFS 

prepared its own EA that includes an 

analysis of potential environmental 

effects associated with NMFS’ issuance 

of an IHA to the Navy to take marine 

mammals incidental to conducting the 

SNI roads and airfield repairs project. 

NMFS has finalized the EA and 

prepared a FONSI for this action. 

Therefore, preparation of an 

Environmental Impact Statement is not 

necessary. 

Authorization 

As a result of these determinations, 

NMFS has issued an IHA to the Navy for 

the take of marine mammals incidental 

to conducting a road and airfield repairs 

project on SNI, California, from August 

1 through November 30, 2014, provided 

the previously mentioned mitigation, 

monitoring, and reporting requirements 

are incorporated. 

Dated: July 7, 2014. 

Perry F. Gayaldo, 

Deputy Director, Office of Protected 

Resources, National Marine Fisheries Service. 

[FR Doc. 2014–16148 Filed 7–9–14; 8:45 am] 

BILLING CODE 3510–22–P 

DEPARTMENT OF EDUCATION 

[Docket No. ED–2014–ICCD–0049] 

Agency Information Collection 

Activities; Submission to the Office of 

Management and Budget for Review 

and Approval; Comment Request; 

Student Support Services Annual 

Performance Report 

AGENCY: Office of Postsecondary 

Education (OPE), 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 an extension of an existing 

information collection. 

DATES: Interested persons are invited to 

submit comments on or before August 

11, 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–0049 

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 2E103, 

Washington, DC 20202. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Lavelle Wright, 

202–502–7674. 

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 

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Federal Register / Vol. 79, No. 132 / Thursday, July 10, 2014 / Notices 39375 

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: Student Support 

Services Annual Performance Report. 

OMB Control Number: 1840–0525. 

Type of Review: An extension of an 

existing information collection. 

Respondents/Affected Public: Private 

sector. 

Total Estimated Number of Annual 

Responses: 1,027. 

Total Estimated Number of Annual 

Burden Hours: 15,405. 

Abstract: Student Support Services 

Program grantees must submit the report 

annually. The reports are used to 

evaluate grantees’ performance, and to 

award prior experience points at the end 

of each project (budget) period. The 

Department also aggregates the data to 

provide descriptive information on the 

projects and to analyze the impact of the 

Student Support Services Program on 

the academic progress of participating 

students. 

Dated: July 7, 2014. 

Kate Mullan, 

Acting Director, Information Collection 

Clearance Division, Privacy, Information and 

Records Management Services, Office of 

Management. 

[FR Doc. 2014–16114 Filed 7–9–14; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Parent 

Information and Training Program 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education 

ACTION: Notice. 

Overview Information 

Rehabilitation Services 

Administration—Parent Information 

and Training Program. 

Notice inviting applications for new 

awards for fiscal year (FY) 2014. 

Catalog of Federal Domestic Assistance 

(CFDA) Number: 84.235F. 

DATES: 

Applications Available: July 10, 2014. 

Date of Pre-Application Webinar: July 

15, 2014. 

Deadline for Transmittal of 

Applications: August 11, 2014. 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The Parent 

Information and Training Program is 

designed to support projects that 

provide training and information to 

enable individuals with disabilities, and 

the parents, family members, guardians, 

advocates, or other authorized 

representatives of the individuals 

(hereafter collectively referred to as 

‘‘individuals with disabilities and their 

families’’), to participate more 

effectively with professionals in meeting 

the vocational, independent living, and 

rehabilitation needs of individuals with 

disabilities. These grants are designed to 

meet the unique training and 

information needs of those individuals 

who live in the area to be served, 

particularly those who are members of 

populations that have been unserved or 

underserved by programs under the 

Rehabilitation Act of 1973, as amended 

(Rehabilitation Act). 

Priority: In accordance with 34 CFR 

75.105(b)(2)(v), this priority is from 

allowable activities specified in the 

statute (see section 303(c)(2) of the 

Rehabilitation Act (29 U.S.C. 773(c)(2))). 

Absolute Priority: For FY 2014 and 

any subsequent year in which we make 

awards from the list of unfunded 

applicants from this competition, this 

priority is an absolute priority. Under 34 

CFR 75.105(c)(3) we consider only 

applications that meet this priority. 

Background: The purpose of this 

competition is to fund six Parent 

Training and Information (PTI) centers 

to meet the information and training 

needs of individuals with disabilities 

and their families, so that such 

individuals with disabilities can achieve 

their employment and independent 

living goals. The PTI centers will be 

distributed geographically to the extent 

possible throughout the country. They 

will be designed to meet the unique 

training and information needs of 

individuals with disabilities and their 

families who live in the area to be 

served, particularly those who are 

members of populations that have been 

unserved or underserved by other 

Rehabilitation Act programs. The 

centers will coordinate and work closely 

with the PTI centers established 

pursuant to section 671 of the 

Individuals with Disabilities Education 

Act (IDEA) and with centers for 

independent living. 

The Department has funded PTI 

centers under IDEA for over 35 years. 

Research and experience has 

demonstrated that the education of 

youth with disabilities can be made 

more effective by strengthening parents’ 

ability to participate fully in their 

children’s education at school and at 

home. For example, research has found 

that trainings and programs, including 

those provided by the Office of Special 

Education Programs (OSEP), provide 

parents with much-needed information 

about how to monitor their children’s 

progress, be productive members of the 

Individualized Education Program (IEP) 

team, and support their children’s 

education at school (Newman, 2005). 

In addition to the PTI centers funded 

under IDEA, the Department has funded 

PTI centers under the Rehabilitation Act 

since 1993. For individuals with 

disabilities and their families, 

particularly for youth of transition age, 

the need for information about 

transition, vocational rehabilitation 

(VR), independent living, and other 

adult services is very critical. The 

current Federal approach to assisting 

students with disabilities in 

transitioning to postsecondary 

education or the workforce necessitates 

that students and their parents navigate 

multiple programs and service systems 

in order to piece together the supports 

these students need to achieve 

maximum independence in adulthood. 

Under this complex structure, 

information dissemination and service 

coordination are essential (GAO, 2012). 

Also, although families may be 

familiar with the supports provided 

while a youth with disabilities is in 

secondary school, the options available 

for postsecondary education and 

training, including how to obtain 

financial aid for such options, can often 

be daunting. Without receiving accurate 

and timely information about available 

services, students may miss 

opportunities to access needed services 

that could mean the difference between 

achieving an optimal level of selfsufficiency and relying on public 

assistance to meet their basic needs 

(GAO, 2012). Finally, although many 

youth with disabilities receive work 

experiences while in secondary school, 

additional exploration and on-the-job 

training experiences provided through a 

VR services program can introduce them 

to career possibilities not previously 

considered. 

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