6012 Federal Register / Vol. 75, No. 24 / Friday, February 5, 2010 / Notices 

1. The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks. 

2. How the applicant will ensure that 

a diversity of perspectives are brought to 

bear in the operation of the proposed 

project, including those of parents, 

teachers, the business community, a 

variety of disciplinary and professional 

fields, recipients or beneficiaries of 

services, or others, as appropriate. 

3. The adequacy of procedures for 

ensuring feedback and continuous 

improvement in the operation of the 

proposed project. 

Note: The Secretary encourages applicants 

to address this criterion by providing such 

information as: 

• The title, responsibilities, and time 

commitment of each key individual helping 

implement the project’s goals and objectives. 

• A year-to-year timeline for undertaking 

important project activities, with benchmarks 

for determining whether the project is 

achieving its stated goals and objectives. 

• The strategies for monitoring whether or 

not the project is meeting its goals and 

objectives, and for making mid-course 

corrections, as appropriate. 

• The strategies for including the 

identified partners and other stakeholders in 

meeting the project’s goals and objectives. 

• Evidence of committed engagement by 

identified partners. 

2. Applicant’s Past Performance and 

Compliance History: In accordance with 

34 CFR 75.217(d)(3)(ii), the Secretary 

may consider an applicant’s past 

performance and compliance history 

when evaluating applications and in 

making funding decisions. 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN). We may notify you informally, 

also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Reporting: At the end of your 

project period, you must submit a final 

performance report, including financial 

information, as directed by the 

Secretary. If you receive a multi-year 

award, you must submit an annual 

performance report that provides the 

most current performance and financial 

expenditure information as directed by 

the Secretary under 34 CFR 75.118. The 

Secretary may also require more 

frequent performance reports under 34 

CFR 75.720(c). For specific 

requirements on reporting, please go to 

http://www.ed.gov/fund/grant/apply/ 

appforms/appforms.html. 

4. Performance Measures: The 

Secretary has established two 

performance measures for assessing the 

effectiveness of the SLP: (1) the 

percentage of participants who become 

certified principals including assistant 

principals who are then placed and 

retained in schools in high-need LEAs, 

and (2) the percentage of principals 

including assistant principals who 

participate in professional activities, 

show an increase in their pre-post 

scores on a standardized measure of 

principal skills, and are retained in their 

positions in schools in high-need LEAs 

for at least two years. Grantees will be 

expected to provide data on each 

component of the two measures. 

VII. Agency Contacts 

FOR FURTHER INFORMATION CONTACT: 

Beatriz Ceja, U.S. Department of 

Education, 400 Maryland Avenue, SW., 

room 4W210, Washington, DC 20202– 

5960. Telephone: (202) 205–5009 or by 

e-mail: 

Schoolleadershipmatters@ed.gov. 

If you use a TDD, call the FRS, toll 

free, at 1–800–877–8339. 

VIII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 

and a copy of the application package in 

an accessible format (e.g., braille, large 

print, audiotape, or computer diskette) 

on request to the program contact 

person listed under FOR FURTHER

INFORMATION CONTACT in section VII of 

this notice. 

Electronic Access to This Document: 

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) on the Internet at the 

following site: http://www.ed.gov/news/ 

fedregister. To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at this site. 

Note: 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 on GPO 

Access at: http://www.gpoaccess.gov/nara/ 

index.html. 

Dated: February 2, 2010. 

James H. Shelton, III, 

Assistant Deputy Secretary for Innovation and 

Improvement. 

[FR Doc. 2010–2561 Filed 2–4–10; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

National Assessment of Educational 

Progress (NAEP) in Reading 

AGENCY: U.S. Department of Education, 

National Assessment Governing Board. 

ACTION: Notice of opportunity for public 

comment for evaluating and finalizing 

achievement levels definitions for the 

National Assessment of Educational 

Progress (NAEP) in Reading. 

SUMMARY: The National Assessment 

Governing Board is soliciting public 

comment and recommendations for 

improvements to the achievement levels 

definitions for the National Assessment 

of Educational Progress (NAEP) in 

reading. These achievement levels 

definitions describe the reading skills 

and abilities that students should 

demonstrate at each achievement level. 

Public and private parties and 

organizations are invited to provide 

written comments and 

recommendations. Voluntary 

participation by all interested parties is 

urged. This notice sets forth the review 

schedule, identifies the kind of 

information that the Governing Board is 

required to verify regarding 

achievement levels, and provides 

information for accessing additional 

materials that will be useful for this 

review. This document is intended to 

notify members of the general public of 

their opportunity to provide comment. 

Background 

Under Public Law 107–279, the 

National Assessment Governing Board 

(NAGB) is authorized to formulate 

policy guidelines for NAEP. The 

legislation specifies that the Governing 

Board is to develop appropriate student 

achievement levels for each subject and 

grade tested, as provided in section 

303(e). Such levels are determined by 

identifying the knowledge that can be 

measured and verified objectively using 

widely accepted professional 

assessment standards; and developing 

achievement levels that are consistent 

with relevant widely accepted 

professional assessment standards and 


srobinson on DSKHWCL6B1PROD with NOTICES
Federal Register / Vol. 75, No. 24 / Friday, February 5, 2010 / Notices 6013 

based on the appropriate level of subject 

matter knowledge for grade levels to be 

assessed, or the age of the students, as 

the case may be. 

In preparation for reporting the results 

of the new assessment of reading at 

grades 4, 8, and 12, the Governing Board 

convened panels of reading content 

experts to participate in a study for 

producing draft achievement levels 

descriptions. The Governing Board 

seeks comment on the draft 

achievement levels descriptions and 

recommendations for improvements. All 

responses will be taken into 

consideration before finalizing the 

definitions for Board adoption. Once 

adopted, these descriptions will be used 

in reporting performance on NAEP 

relative to the achievement levels in 

2009 and for all subsequent assessments 

until a new framework is developed for 

the reading NAEP. 

Review Materials for Comment and 

Review 

Materials for this review are located at 

http://www.nagb.org/newsroom/release/ 

release-012710.htm. 

(1) Policy Definitions: The Governing 

Board adopted policy definitions of 

student performance that identify in 

very general terms what is meant by 

Basic, Proficient, and Advanced 

achievement levels. These policy 

definitions apply for any subject and 

grade assessed in NAEP, and they are 

used for developing the achievement 

levels descriptions to be used in 

reporting NAEP results in a specific 

subject and grade—such as for the 2009 

reading NAEP at grades 4, 8, and 12. 

The policy definitions are posted on the 

web site for this review. 

(2) Draft Achievement Level 

Descriptions for Reading: The draft 

achievement levels descriptions for 

reading at the Basic, Proficient, and 

Advanced levels for grades 4, 8, and 12. 

The achievement levels descriptions 

(ALDs) were written to describe how 

students should be able to perform on 

the reading NAEP assessment in order 

to demonstrate achievement that the 

Governing Board has defined as Basic, 

Proficient, and Advanced for NAEP. 

(3) Reading Framework: In addition to 

the policy definitions of Basic, 

Proficient, and Advanced achievement, 

the achievement levels descriptions 

must represent the framework used for 

developing the reading NAEP. Please 

see chapter 2 of the Reading Framework 

for the 2009 National Assessment of 

Educational Progress for more 

information about the NAEP reading 

assessment and details regarding the 

cognitive targets assessed. 

(4) Focus Questions: Finally, some of 

the aspects of the achievement levels 

descriptions that the Governing Board 

must address are included. All 

comments will be appreciated, and your 

comments on and recommendations 

regarding these aspects will be 

especially appreciated. 

The Board is seeking comment from 

policymakers, teachers, researchers, 

state and local reading specialists, 

members of professional reading and 

teacher organizations, and members of 

the public. 

It is anticipated that the finalized 

achievement levels descriptions will be 

presented for approval at the Governing 

Board meeting on March 4–6, 2010. 

Timelines 

Comments must be received by 

February 10, 2010 and sent to: 

National Assessment Governing Board, 

800 North Capitol Street, NW., Suite 

825, Washington, DC 20002, 

Attention: Susan Loomis: Public 

Comment, FAX: (202) 357–6945, Email: Susan.Loomis@ed.gov. 

FOR FURTHER INFORMATION CONTACT: 

Susan Loomis, National Assessment 

Governing Board, 800 North Capitol 

Street, NW., Suite 825, Washington, DC 

20002–4233, Telephone: (202) 357– 

6940. 

SUPPLEMENTARY INFORMATION: 

Specific questions that the Board 

seeks responses to include the 

following: 

1. How well do the reading 

achievement levels descriptions (ALDs) 

for each grade and level represent the 

policy definitions overall? You may 

want to address each grade level 

separately. 

2. Does the progression within each 

grade from Basic to Proficient to 

Advanced in the reading skills that 

students should demonstrate seem 

reasonable? 

3. Does the progression across the 

three grade levels of reading skills 

required for performance within each 

achievement level (Basic/Proficient/ 

Advanced) seem reasonable? 

4. Is the relative emphasis of the 

cognitive targets in the achievement 

levels descriptions appropriate for each 

achievement level and grade? 

5. Finally, are the achievement 

definitions useful, i.e., do they convey 

an understanding of what students 

should be able to do in reading at the 

different grade levels? 

Your comments and 

recommendations for improving the 

achievement levels descriptions will be 

appreciated. 

Electronic Access to This Document: 

You may 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) on the Internet at the 

following site: http://www.ed.gov/news/ 

fedregister/index.html. To use PDF you 

must have Adobe Acrobat Reader, 

which is available free at this site. If you 

have questions about using PDF, call the 

U.S. Government Printing Office (GPO), 

toll free at 1–888–293–6498; or in the 

Washington, DC, area at (202) 512–1530. 

Note: 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 on GPO 

Access at: http://www.gpoaccess.gov/nara/ 

index.html. 

Dated: February 2, 2010. 

Mary Crovo, 

Deputy Executive Director, National 

Assessment Governing Board, U.S. 

Department of Education. 

[FR Doc. 2010–2550 Filed 2–4–10; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

[Case No. CAC–022] 

Energy Conservation Program for 

Consumer Products: Decision and 

Order Granting a Waiver to Hallowell 

International (Hallowell) From the 

Department of Energy Residential 

Central Air Conditioner and Heat Pump 

Test Procedures 

AGENCY: Office of Energy Efficiency and 

Renewable Energy, Department of 

Energy. 

ACTION: Decision and order. 

SUMMARY: This notice publishes the U.S. 

Department of Energy’s (DOE) decision 

and order in Case No. CAC–022. DOE 

grants a waiver to Hallowell from the 

existing DOE test procedure applicable 

to residential central air conditioners 

and heat pumps. The waiver pertains to 

Hallowell’s boosted compression heat 

pumps, a product line that uses threestage technology to enable efficient 

heating at very low outdoor 

temperatures. The existing test 

procedure accounts for two-capacity 

operation, but not three-capacity 

operation. Therefore, Hallowell has 

suggested an alternate test procedure to 

calculate the heating performance of its 

three-stage boosted compression 

products. As a condition of this waiver, 

Hallowell must test and rate its boosted 

compression heat pump products 

according to the alternate test procedure 

set forth in this notice. 


srobinson on DSKHWCL6B1PROD with NOTICES