### 2639 Federal Register / Vol. 79, No. 10 / Wednesday, January 15, 2014 / Notices

Division, U.S. Department of Education, 400 Maryland Avenue SW., LBJ, Room 2E105, Washington, DC 20202–4537.

**FOR FURTHER INFORMATION CONTACT :**  For questions related to collection activities or burden, please call Kathy Axt, 540– 776–7742 or electronically mail ICDocketMgr@ed.gov. Please do not
send comments here. We will ONLY accept comments in this mailbox when the regulations.gov site is not available to the public for any reason.

**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: Study of Clinical
Practice in Traditional Teacher Preparation Programs in Missouri.

OMB Control Number: 1850–NEW. Type of Review: A new information
collection.

Respondents/Affected Public:
Individuals or households.

Total Estimated Number of Annual Responses: 2,800.

Total Estimated Number of Annual
Burden Hours: 1,176.

Abstract: This study will collect information about the clinical practice (student teaching and field experience) components of traditional teacher preparation programs (TPPs). The study will use a survey of first-year public
school teachers in Missouri to collect information about: (1) the characteristics of clinical practice in traditional TPPs completed by first-year teachers; and (2) how clinical practice in traditional TPPs varies among certification tracks completed by first-year teachers. The study will be implemented during the 2014–15 school year.

Dated: January 8, 2014.
Stephanie Valentine,
Acting Director, Information Collection Clearance Division, Privacy, Information and Records Management Services, Office of Management.

[FR Doc. 2014–00459 Filed 1–14–14; 8:45 am]

**BILLING CODE 4000–01–P**

**DEPARTMENT OF EDUCATION**

**[Docket No. ED–2013–ICCD–0133]**

**Agency Information Collection Activities; Submission to the Office of**  **Management and Budget for Review and Approval; Comment Request;**  **Survey of Principals of Rural Schools Receiving School Improvement Grants**  **and Using the Transformation**

**AGENCY :**  Institute of Education Sciences/
National Center for Education Statistics (IES), 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 new information collection.

**DATES :**  Interested persons are invited to submit comments on or before February

14, 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–2013–ICCD–0133 or via postal mail, commercial delivery, or hand delivery. Please note that comments submitted by fax or email and those 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 Director of
the Information Collection Clearance Division, U.S. Department of Education, 400 Maryland Avenue SW., LBJ, Mailstop L–OM–2–2E319, Room 2E107, Washington, DC 20202.

**FOR FURTHER INFORMATION CONTACT :**  For questions related to collection activities or burden, please call Kathy Axt, 540– 776–7742 or electronically mail ICDocketMgr@ed.gov. Please do not
send comments here. We will ONLY accept comments in this mailbox when the regulations.gov site is not available to the public for any reason. **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: Survey of Principals of Rural Schools Receiving School Improvement Grants and Using
the Transformation.

OMB Control Number: 1850–NEW. Type of Review: A new information
collection.

Respondents/Affected Public:
Individuals or households.

Total Estimated Number of Annual Responses: 221.

Total Estimated Number of Annual
Burden Hours: 58.

Abstract: This study collects survey data from principals of schools that received federal School Improvement Grants (SIGs) in cohort 1 and implemented the school transformation
model. Rural schools and districts often face steep challenges when trying to implement the kinds of staff replacement and on-site professional development practices required in the transformation model. By examining the implementation of the SIG transformation model in challenging rural settings, the study will produce findings that can help policymakers, rural schools, and their partners plan for school improvement. Our study will do this in two ways: (1) By asking principals to specify the extent to which
the transformation activities were


### 2640 Federal Register / Vol. 79, No. 10 / Wednesday, January 15, 2014 / Notices

implemented and the challenges to implementation, and (2) by identifying which activities were supported by technical assistance providers and how sufficient principals found this support.

Dated: January 9, 2014.
Stephanie Valentine,
Acting Director, Information Collection Clearance Division, Privacy, Information and Records Management Services, Office of Management.

[FR Doc. 2014–00572 Filed 1–14–14; 8:45 am]

**BILLING CODE 4000–01–P**

**DEPARTMENT OF EDUCATION**

**Applications for New Awards; Credit**
**Enhancement for Charter School Facilities Program** 

**AGENCY :**  Office of Innovation and Improvement, Department of Education.

**ACTION :**  Notice.

Overview Information: Credit
Enhancement for Charter School Facilities Program. Notice inviting applications for new awards for fiscal year (FY) 2014.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.354A.

**DATES :**  Applications Available: January

15, 2014.

Date of Pre-Application Webinar (all times are Washington, DC time): Wednesday, January 29, 2014, at 2:00 p.m., Washington, DC time.

Deadline for Transmittal of Applications: March 3, 2014.

Deadline for Intergovernmental Review: April 30, 2014.

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program: This program provides grants to eligible entities to permit them to enhance the credit of charter schools so that they can access private-sector and other non-Federal capital in order to acquire, construct,
and renovate facilities at a reasonable cost. Grant projects awarded under this program will be of sufficient size, scope, and quality to enable the grantees to implement effective strategies for reaching that objective.

Priorities: This competition includes one competitive preference priority and one invitational priority.

Competitive Preference Priority: In accordance with 34 CFR 75.105(b)(2)(ii), this priority is from the regulations for this program (34 CFR 225.12).

For FY 2014 and any subsequent year
in which we make awards from the list of unfunded applicants from this competition, this priority is a competitive preference priority. Under 34 CFR 75.105(c)(2)(i) we award up to an additional 15 points to an application, depending on how well the application meets this priority.

This priority is: The capacity of charter schools to offer public school choice in those communities with the greatest need for
school choice based on—

(1) The extent to which the applicant would target services to geographic areas in which a large proportion or number of public schools have been identified for improvement, corrective action, or restructuring under Title I of the Elementary and Secondary Education Act of 1965 (ESEA), as
amended.

Note: In order to receive competitive preference points under this priority, applicants serving charter schools in States operating under ESEA Flexibility that have opted to waive the requirement in ESEA section 1116(b) for local educational agencies (LEAs) to identify for improvement, corrective action, or restructuring, as appropriate, their Title I schools that fail to make adequate yearly progress (AYP) for two or more consecutive years should target services to geographic areas in which a large proportion or number of public schools have been identified as priority or focus schools, or belonging to a subset of other Title Ischools specifically identified as lowachieving under the State’s approved ESEA flexibility request (see the June 7, 2012, ‘‘ESEA Flexibility’’ document at http:// www.ed.gov/esea/flexibility).

(2) The extent to which the applicant would target services to geographic areas in which a large proportion of students perform below proficient on State academic assessments; and

(3) The extent to which the applicant would target services to communities with large proportions of students from
low-income families.

Invitational 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 invitational priority. Under 34 CFR 75.105(c)(1) we do not give an application that meets this invitational priority a competitive or absolute preference over other applications.

This priority is: The applicant proposes a grant project that demonstrates its ability to partner with new actors and/or leverage new sources of capital and untapped non-Federal programs in order to finance charter
school facilities.

Definitions: The following definitions are from 34 CFR 77.1(c):

Ambitious means promoting continued, meaningful improvement for program participants or for other individuals or entities affected by the grant, or representing a significant
advancement in the field of education research, practices, or methodologies. When used to describe a performance target, whether a performance target is ambitious depends upon the context of the relevant performance measure and
the baseline for that measure.

Logic model (also referred to as theory of action) means a well-specified conceptual framework that identifies key components of the proposed process, product, strategy, or practice (i.e., the active ‘‘ingredients’’ that are hypothesized to be critical to achieving the relevant outcomes) and describes the relationships among the key components and outcomes, theoretically and operationally.

Performance measure means any quantitative indicator, statistic, or metric used to gauge program or project performance.

Performance target means a level of performance that an applicant would seek to meet during the course of a project or as a result of a project.

Relevant outcome means the student outcome(s) (or the ultimate outcome if not related to students) the proposed process, product, strategy, or practice is designed to improve; consistent with the specific goals of a program.

Strong theory means a rationale for the proposed process, product, strategy, or practice that includes a logic model.

Program Authority: 20 U.S.C. 7223– 7223j.

Applicable Regulations: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 84, 86, 97, 98, and 99. (b) The Education Department debarment and suspension regulations in 2 CFR part 3485. (c) The regulations for this program in 34 CFR
part 225.

Note: The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian tribes.

Note: The regulations in 34 CFR part 86 apply to institutions of higher education only.

II. Award Information

Type of Award: Discretionary grants.
Estimated Available Funds: The Administration’s budget request for FY
2014 does not include funds for this program. However, we are inviting applications at this time to allow enough time to complete the grant process if Congress appropriates funds for the program.

Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY