### 14087 Federal Register / Vol. 78, No. 42 / Monday, March 4, 2013 / Notices

SEA, LEA, or school define and implement significant impact of a language other than English on English language proficiency? What are the factors that determine the number of generations that are affected by this significant impact? How sensitive are current English language proficiency assessment instruments in measuring the significant impact of an environment in which a language other than English is spoken? What trends or patterns have SEAs, LEAs, schools, or tribes observed regarding the identification of Native American students as English learners and the progress of these students in acquiring English and attaining English proficiency?

4.2.3 PHLOTE Surveys. How do SEAs and LEAs frame questions on PHLOTE surveys to ascertain that a language other than English has had a significant impact on a student’s level of English language proficiency? What are the practices and policies with regard to PHLOTE surveys that SEAs and LEAs have used to accurately identify Native American students who are English learners? Are any of these practices promising? If so, please describe the practices, as well as evidence to support that they are promising.

4.2.4 Multi-Step Process for Identifying Native American English Learners. Several States have indicated that they use a multi-step process to identify Native American English learners, such as interviewing a parent after completion of the PHLOTE survey or using a teacher language-observation checklist to verify a child’s language needs. What are the multi-step processes used in the State, LEA, or school, including the components, timeline, and roles and responsibilities of individuals who assist with identification of students?

What evidence or research exists to support that a multi-step process is effective in accurately identifying Native American English learner students? What steps or considerations in a multi-step process are of value in evaluating Native American students who are English learners and who have or may be suspected of having disabilities; e.g., hearing impairment, particularly in the younger age range when eligibility evaluations for special education services are often conducted? What are the benefits and drawbacks of using a multi-step process? What are the roles of parents and community members in assisting with identification of these students as English learners? Are there barriers to the adoption of these practices at the SEA, LEA, or school level? Accessible Format: Individuals with disabilities can obtain this document in an accessible format (e.g., braille, large print, audiotape, or compact disc) on request to the program contact person listed under **FOR FURTHER INFORMATION**
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Program Authority: 20 U.S.C. 6801–6871. Dated: February 26, 2013. Deborah S. Delisle, Assistant Secretary for Elementary and Secondary Education.

References
Bailey, A. L. and Kelly, K. R. (July 2010). The Use and Validity of Home Language Surveys in State English Language Proficiency Assessment Systems: A Review and Issues Perspective. Bright, W. (2004). American Indian Languages. Retrieved from http:// anthropology.si.edu/outreach/indbibl/ americanindianlanguages.pdf

. Department of Health, Education, and Welfare. (July 18, 1970). Identification of Discrimination and Denial of Services on the Basis of National Origin. 35 FR 11,595 available at www.ed.gov/ocr/ docs/lau1970.html

. Encyclopedia Britannica. (2012). North American Indian Languages. Encyclopedia Britannica Online Academic Education. Retrieved from www.britannica.com/EBchecked/topic/418877/North-American-Indianlanguages

. Institute of Education Sciences, U.S. Department of Education. (November 2011). NCES 2012459 The Nation’s Report Card: Findings in Brief Reading and Mathematics 2011

. Institute of Education Sciences, U.S. Department of Education. Table A–33–2. Number of status dropouts and status dropout rates of 16- through 24-year-olds in the noninstitutionalized group quarters and household population, by nativity and selected characteristics: American Community Survey (ACS)
2010. Retrieved from http://nces.ed.gov/ programs/coe/tables/table-sde-2.asp

. Leap, W.L. (1993). American Indian English. Salt Lake City, UT: University of Utah Press. National Caucus of Native American State Legislators. (2008). Striving to Achieve Helping Native American Students Succeed. Retrieved from Retrieved from www.ncsl.org/print/statetribe/ strivingtoachieve.pdf

. U.S. Department of Education. (November 30, 2011). Tribal Leaders Speak: The State of American Indian Education, 2010. Retrieved from www.ed.gov/edblogs/whiaiane/files/2012/04/Tribal-LeadersSpeak-2010.pdf

. United States Census (nd). American Indians by the Numbers. Retrieved from www.infoplease.com/spot/ aihmcensus1.html

. Weaver, H. N. (2001). Indigenous Identity: What is it and Who Really Has it? The American Indian Quarterly. Volume 25, Number 2, Spring 2001. pp. 240–255. [FR Doc. 2013–04819 Filed 3–1–13; 8:45 am]

**BILLING CODE 4000–01–P**

**DEPARTMENT OF ENERGY**

**DOE/NSF High Energy Physics Advisory Panel: Correction** 

**AGENCY :**  Office of Science, Department of Energy.

**ACTION :**  Notice of open meeting: Correction.

**SUMMARY :**  On February 14, 2013, the Department of Energy (DOE) published a notice of open meeting for the DOE/ NSF High Energy Physics Advisory Panel to be held on March 11–12, 2013. This document makes a correction to that notice.

**FOR FURTHER INFORMATION CONTACT :**  John Kogut, Executive Secretary; High Energy Physics Advisory Panel; U.S. Department of Energy; SC–25; Germantown Building, 1000 Independence Avenue SW., Washington, DC 20585–1290; Telephone: 301–903–1298.

Corrections

In the Federal Register of February 21, 2013, in FR Doc. 2013–04064, on page 12043, please make the following correction:

Under **DATES** , page 12043, third column, first paragraph, first line, the time has changed. The new time is 9:00 a.m.–6:00 p.m.

Issued in Washington, DC, on February 26,
2013. LaTanya R. Butler, Deputy Committee Management Officer.
[FR Doc. 2013–04876 Filed 3–1–13; 8:45 am]

**BILLING CODE 6450–01–P**