9330 Federal Register / Vol. 87, No. 34 / Friday, February 18, 2022 / Notices 

Safety Board, 625 Indiana Avenue NW, 

Suite 700, Washington, DC 20004–2001. 

FOR FURTHER INFORMATION CONTACT: 

Deborah A. Biscieglia by telephone at 

(202) 669–9138 or by email at debbieb@

dnfsb.gov. 

SUPPLEMENTARY INFORMATION: 5 U.S.C. 

4314 (c)(1) through (5) requires each 

agency to establish, in accordance with 

regulations prescribed by the Office of 

Personnel Management, one or more 

performance review boards. The PRB 

shall review and evaluate the initial 

summary rating of the senior executives’ 

performance, the executives’ responses, 

and the higher-level officials’ comments 

on the initial summary rating. In 

addition, the PRB will review and 

recommend executive performance 

bonuses and pay increases. 

The DNFSB is a small, independent 

Federal agency; therefore, the members 

of the DNFSB SES Performance Review 

Board listed in this notice are drawn 

from the SES ranks of other agencies. 

The following persons comprise a 

standing roster to serve as members of 

the Defense Nuclear Facilities Safety 

Board SES Performance Review Board: 

Dolline L. Hatchett, Director, Office of 

Safety Recommendations and 

Communications, National 

Transportation Safety Board; 

Andrea Kock, Deputy Office Director 

for Engineering, Office of Nuclear 

Reactor Regulation, Nuclear Regulatory 

Commission; 

Catherine Haney, Deputy Executive 

Director for Materials, Waste, Research, 

State, Tribal, Compliance, 

Administration and Human Capital 

Programs, Nuclear Regulation 

Commission. 

Authority: 5 U.S.C. 4314. 

Dated: February 14, 2022. 

Joyce L. Connery, 

Chair. 

[FR Doc. 2022–03509 Filed 2–17–22; 8:45 am] 

BILLING CODE 3670–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2022–SCC–0021] 

Agency Information Collection 

Activities; Comment Request; Program 

for the International Assessment of 

Adult Competencies (PIAAC) Cycle II 

2022 Main Study 

AGENCY: Institute of Educational Science 

(IES), Department of Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act of 1995, ED is 

proposing a revision of a currently 

approved information collection. 

DATES: Interested persons are invited to 

submit comments on or before April 19, 

2022. 

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– 

2022–SCC–0021. Comments submitted 

in response to this notice should be 

submitted electronically through the 

Federal eRulemaking Portal at https://

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, 

ED 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 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 PRA Coordinator of the 

Strategic Collections and Clearance 

Governance and Strategy Division, U.S. 

Department of Education, 400 Maryland 

Ave. SW, LBJ, Room 6W208B, 

Washington, DC 20202–8240. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Carrie Clarady, 

202–245–6347. 

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: Program for the 

International Assessment of Adult 

Competencies (PIAAC) Cycle II 2022 

Main Study. 

OMB Control Number: 1850–0870. 

Type of Review: A revision of a 

currently approved collection. 

Respondents/Affected Public: 

Individuals and Households. 

Total Estimated Number of Annual 

Responses: 30,857. 

Total Estimated Number of Annual 

Burden Hours: 9,726. 

Abstract: The Program for the 

International Assessment of Adult 

Competencies (PIAAC) is a cyclical, 

large-scale study of adult skills and life 

experiences focusing on education and 

employment. PIAAC is an international 

study designed to assess adults in 

different countries over a broad range of 

abilities, from simple reading to 

complex problem-solving skills, and to 

collect information on individuals’ skill 

use and background. The U.S. will 

administer the PIAAC 2022 assessment 

to a nationally representative sample of 

adults, along with a background 

questionnaire with questions about their 

education background, work history, the 

skills they use on the job and at home, 

their civic engagement, and sense of 

their health and well-being. The results 

are used to compare the skills capacities 

of the workforce-aged adults in 

participating countries, and to learn 

more about relationships between 

educational background, employment, 

and other outcomes. PIAAC is 

coordinated by the Organization for 

Economic Cooperation and 

Development (OECD) and developed by 

participating countries with the support 

of the OECD. In the United States, the 

National Center for Education Statistics 

(NCES), within the U.S. Department of 

Education (ED) conducts PIAAC. NCES 

has contracted with Westat to 

administer the PIAAC Cycle II Field 

Test data collection in the U.S. The 

United States participated in the PIAAC 

Main Study data collection in 2012 and 

conducted national supplement data 

collections in 2014 and 2017. All three 

of these collections are part of PIAAC 

Cycle I, in which 39 countries 

participated (24 countries in 2012, 9 

new countries in 2014, and 5 more new 

countries in 2017) with close to 200,000 

adults assessed across the 39 countries 

over the three data collections. A new 

PIAAC cycle is to be conducted 

internationally every 10 years, and 


jspears on DSK121TN23PROD with NOTICES1
Federal Register / Vol. 87, No. 34 / Friday, February 18, 2022 / Notices 9331 

PIAAC Cycle II Main Study data 

collection will be conducted from 

September 2022 through April 2023. In 

preparation for the main study 

collection, PIAAC Cycle II began with 

an Operational Field Test in 2021, in 

which 34 countries are expected to 

participate with the primary goal of 

testing the PIAAC 2022 planned 

operations. In recognition of the 

continuing global pandemic OECD 

shifted the timeline of PIAAC Cycle II 

Field Test and Main Study. Originally, 

the Field Test was scheduled for 2020 

and the Main Study for 2021. The first 

shift in timeline was to move the Field 

Test to 2021 and the Main Study to 

2022. The second shift in the PIAAC 

Cycle II collection affected the timing 

and nature of the field test, which was 

operational only and included a 

reduced field test effort both in scope 

and in sampling. In addition, the 

reduced Operational Field Test shifted 

the timeline from April through June 

2021 to June through August 2021. This 

submission describes the final plans for 

the administration of the PIAAC Cycle 

II 2022 Main Study. As the OECD is still 

working to finalize some materials for 

this study, the Appendices will be 

updated with final materials before the 

30D public comment period. 

Dated: February 15, 2022. 

Stephanie Valentine, 

PRA Coordinator, Strategic Collections and 

Clearance, Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2022–03543 Filed 2–17–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Indian 

Education Discretionary Grant 

Programs—Native Youth Community 

Program 

AGENCY: Office of Elementary and 

Secondary Education, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

is issuing a notice inviting applications 

for new awards for fiscal year (FY) 2022 

for Demonstration Grants for the Indian 

Children and Youth Program 

(Demonstration program), Assistance 

Listing Number (ALN) 84.299A. This 

notice relates to the approved 

information collection under OMB 

control number 1810–0722. 

DATES:

Applications Available: February 18, 

2022. 

Deadline for Notice of Intent to Apply: 

March 10, 2022. 

Date of Pre-Application Webinar: 

March 7, 2022. 

Deadline for Transmittal of 

Applications: April 19, 2022. 

Deadline for Intergovernmental 

Review: June 20, 2022. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on December 27, 2021 

(86 FR 73264) and available at 

www.federalregister.gov/d/2021-27979. 

Please note that these Common 

Instructions supersede the version 

published on February 13, 2019, and, in 

part, describe the transition from the 

requirement to register in SAM.gov a 

Data Universal Numbering System 

(DUNS) number to the implementation 

of the Unique Entity Identifier (UEI). 

More information on the phase-out of 

DUNS numbers is available at https://

www2.ed.gov/about/offices/list/ofo/ 

docs/unique-entity-identifier-transitionfact-sheet.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Donna Bussell, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 3W239, Washington, DC 20202– 

6335. Telephone: (202) 453–6813. 

Email: donna.bussell@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

Service (FRS), toll free, at 1–800–877– 

8339. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purpose of 

the Demonstration program is to provide 

financial assistance to projects that 

develop, test, and demonstrate the 

effectiveness of services and programs 

to improve the educational 

opportunities and achievement of 

Indian students in preschool, 

elementary, and secondary schools. 

Background: For FY 2022, the 

Department will use the priority for 

Native Youth Community Projects 

(NYCP) to support community-led, 

comprehensive projects to help 

American Indian/Alaska Native (AI/AN) 

children become college- and careerready. NYCP funding is one of many 

efforts across the Federal government to 

coordinate, measure progress, and make 

investments in Native youth programs. 

These grants are designed to help 

communities improve educational 

outcomes for Native youth, specifically 

college- and career-readiness, through 

strategies tailored to address the specific 

challenges and build upon the specific 

opportunities and culture within a 

community. Such strategies can include 

supplemental academic programs or 

courses, social-emotional services, 

cultural education, and other support 

services for AI/AN students and 

families. 

Recognizing the importance of Tribal 

Nations to the education of Native 

youth, NYCP projects are based on a 

partnership that includes at least one 

Tribe and one school district or 

Department of the Interior Bureau of 

Indian Education (BIE)-funded school. 

We expect that this partnership will 

facilitate capacity building within the 

community, generating positive results 

and practices for student college-andcareer readiness beyond the period of 

Federal financial assistance. The 

requirement in this competition for a 

written partnership agreement helps to 

ensure that all relevant partners needed 

to achieve the project goals are included 

from the outset. 

Further, a key priority of the 

Department is to promote equity in 

student access to educational resources 

and opportunities. This competition 

includes a competitive preference 

priority to encourage projects that 

bridge the purpose of NYCP (to improve 

Native children and youth’s college- and 

career-readiness) and the Secretary’s 

supplemental priority on promoting 

equity in student access to educational 

resources and opportunities by 

supporting community-led projects that 

engage school-age children in career 

exploration opportunities, with an 

emphasis on learning about the teaching 

profession. For example, applicants 

could propose projects that are designed 

to provide middle and high school 

students with career exploration 

opportunities such as: Classes about the 

teaching profession, hands-on teaching 

experience, guided support and 

mentorship from an experienced 

educator, college credit toward a future 

degree, and resources to know where 

and how to pursue a degree in 

education. By increasing exploration of 

the teaching profession among Native 

youth, the Department hopes to recruit 

future educators from traditionally 

underrepresented backgrounds or the 

communities they serve. 

Priorities: This competition includes 

one absolute priority and three 

competitive preference priorities. In 

accordance with 34 CFR 75.105(b)(2)(ii), 

the absolute priority is from 34 CFR 

263.20 and 263.21(c)(1); Competitive 

Preference Priority 1 is from 34 CFR 

263.21(b)(1); and Competitive 


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