Federal Register / Vol. 74, No. 70 / Tuesday, April 14, 2009 / Notices 17177 

of these requests to OMB. Each 

proposed information collection, 

grouped by office, contains the 

following: (1) Type of review requested, 

e.g., new, revision, extension, existing 

or reinstatement; (2) Title; (3) Summary 

of the collection; (4) Description of the 

need for, and proposed use of, the 

information; (5) Respondents and 

frequency of collection; and (6) 

Reporting and/or Recordkeeping 

burden. OMB invites public comment. 

Dated: April 9, 2009. 

Angela C. Arrington, 

Director, Information Collection Clearance 

Division, Regulatory Information 

Management Services, Office of Management. 

Institute of Education Sciences 

Type of Review: Revision. 

Title: High School Longitudinal Study 

of 2009 (HSLS:09) Full Scale Collection. 

Frequency: One time. 

Affected Public: Individuals or 

household; State, Local, or Tribal Gov’t, 

SEAs or LEAs. 

Reporting and Recordkeeping Hour 

Burden: 

Responses: 55,672. 

Burden Hours: 31,182. 

Abstract: The High School 

Longitudinal Study of 2009 (HSLS:09) is 

a nationally representative, longitudinal 

study of more than 20,000 9th graders 

in 944 schools who will be followed 

through their secondary and 

postsecondary years. The study focuses 

on understanding students’ trajectories 

from the beginning of high school into 

university or the workforce and beyond. 

What students decide to pursue when, 

why, and how are crucial questions for 

HSLS:09, especially, but not solely, in 

regards to science, technology, 

engineering, and math (STEM) courses, 

majors, and careers. This study will 

include a new student assessment in 

algebraic skills, reasoning, and problem 

solving and like past studies, will 

survey students, their parents, math and 

science teachers, school administrators, 

and school counselors. This first wave 

of data collection for HSLS:09 will 

produce not only a nationally 

representative dataset but also ten 

individual state representative datasets 

for each of ten states. The attached 

change memo reflects changes to the 

survey instruments and operations 

based on results of the field test 

conducted in the fall of 2008. 

Requests for copies of the information 

collection submission for OMB review 

may be accessed from http:// 

edicsweb.ed.gov, by selecting the 

‘‘Browse Pending Collections’’ link and 

by clicking on link number 4004. When 

you access the information collection, 

click on ‘‘Download Attachments’’ to 

view. Written requests for information 

should be addressed to U.S. Department 

of Education, 400 Maryland Avenue, 

SW., LBJ, Washington, D.C. 20202– 

4537. Requests may also be 

electronically mailed to the Internet 

address ICDocketMgr@ed.gov or faxed to 

202–401–0920. Please specify the 

complete title of the information 

collection when making your request. 

Comments regarding burden and/or 

the collection activity requirements 

should be electronically mailed to 

ICDocketMgr@ed.gov. Individuals who 

use a telecommunications device for the 

deaf (TDD) may call the Federal 

Information Relay Service (FIRS) at 1– 

800–877–8339. 

[FR Doc. E9–8503 Filed 4–13–09; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Notice of Proposed Information 

Collection Requests 

AGENCY: Department of Education. 

SUMMARY: The Director, Information 

Collection Clearance Division, 

Regulatory Information Management 

Services, Office of Management, invites 

comments on the proposed information 

collection requests as required by the 

Paperwork Reduction Act of 1995. 

DATES: Interested persons are invited to 

submit comments on or before June 15, 

2009. 

SUPPLEMENTARY INFORMATION: Section 

3506 of the Paperwork Reduction Act of 

1995 (44 U.S.C. Chapter 35) requires 

that the Office of Management and 

Budget (OMB) provide interested 

Federal agencies and the public an early 

opportunity to comment on information 

collection requests. OMB may amend or 

waive the requirement for public 

consultation to the extent that public 

participation in the approval process 

would defeat the purpose of the 

information collection, violate State or 

Federal law, or substantially interfere 

with any agency’s ability to perform its 

statutory obligations. The Director, 

Information Collection Clearance 

Division, Regulatory Information 

Management Services, Office of 

Management, publishes that notice 

containing proposed information 

collection requests prior to submission 

of these requests to OMB. Each 

proposed information collection, 

grouped by office, contains the 

following: (1) Type of review requested, 

e.g., new, revision, extension, existing 

or reinstatement; (2) Title; (3) Summary 

of the collection; (4) Description of the 

need for, and proposed use of, the 

information; (5) Respondents and 

frequency of collection; and (6) 

Reporting and/or Recordkeeping 

burden. OMB invites public comment. 

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. 

Dated: April 8, 2009. 

Angela C. Arrington, 

Director, Information Collection Clearance 

Division, Regulatory Information 

Management Services, Office of Management. 

Federal Student Aid 

Type of Review: Extension. 

Title: Federal Perkins Loan Program/ 

NDSL Assignment Form. 

Frequency: On Occasion. 

Affected Public: Businesses or other 

for-profit; Individuals or household; 

Not-for-profit institutions. 

Reporting and Recordkeeping Hour 

Burden: 

Responses: 21,262. 

Burden Hours: 8,505. 

Abstract: The Federal Perkins Loan 

Program allows for assignment of 

certain defaulted loans from schools to 

the Department of Education for 

continued collection efforts when the 

school has exhausted all of its efforts in 

recovering an outstanding loan. The 

Perkins Assignment Form serves as the 

transmittal document in the assignment 

of such loans to the Federal 

Government. 

Requests for copies of the proposed 

information collection request may be 

accessed from http://edicsweb.ed.gov, 

by selecting the ‘‘Browse Pending 

Collections’’ link and by clicking on 

link number 4009. When you access the 

information collection, click on 

‘‘Download Attachments’’ to view. 

Written requests for information should 

be addressed to U.S. Department of 

Education, 400 Maryland Avenue, SW., 

LBJ, Washington, DC 20202–4537. 

Requests may also be electronically 

mailed to ICDocketMgr@ed.gov or faxed 

to 202–401–0920. Please specify the 

complete title of the information 

collection when making your request. 

Comments regarding burden and/or 

the collection activity requirements 

17178 Federal Register / Vol. 74, No. 70 / Tuesday, April 14, 2009 / Notices 

should be electronically mailed to 

ICDocketMgr@ed.gov. Individuals who 

use a telecommunications device for the 

deaf (TDD) may call the Federal 

Information Relay Service (FIRS) at 1– 

800–877–8339. 

[FR Doc. E9–8502 Filed 4–13–09; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Office of Special Education and 

Rehabilitative Services; Overview 

Information; State Personnel 

Development Grants (SPDG) Program; 

Notice Inviting Applications for New 

Awards for Fiscal Year (FY) 2009 

Catalog of Federal Domestic 

Assistance (CFDA) Number: 84.323A. 

Dates: 

Applications Available: April 14, 

2009. 

Deadline for Transmittal of 

Applications: May 29, 2009. 

Deadline for Intergovernmental 

Review: July 28, 2009. 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purpose of 

this program is to assist State 

educational agencies (SEAs) in 

reforming and improving their systems 

for personnel preparation and 

professional development in early 

intervention, educational, and transition 

services in order to improve results for 

children with disabilities. 

Priority: This priority is from the 

notice of final priority for this program, 

published in the Federal Register on 

June 9, 2006 (71 FR 33578). 

Absolute Priority: For FY 2009 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. 

This Priority is: 

Priority: 

The Assistant Secretary establishes a 

priority to assist SEAs in reforming and 

improving their personnel preparation 

and professional development systems 

for teachers, principals, administrators, 

related services personnel, 

paraprofessionals, and early 

intervention personnel. The intent of 

this priority is to improve educational 

results for children with disabilities 

through the delivery of high quality 

instruction and the recruitment, hiring, 

and retention of highly qualified special 

education teachers. 

In order to meet this priority an 

applicant must demonstrate that the 

project for which it seeks funding—(1) 

Provides professional development 

activities that improve the knowledge 

and skills of personnel, as defined in 

section 651(b) of the Individuals with 

Disabilities Education Act (IDEA), in 

delivering scientifically based 

instruction to meet the needs of, and 

improve the performance and 

achievement of, infants, toddlers, 

preschoolers, and children with 

disabilities; (2) Implements practices to 

sustain the knowledge and skills of 

personnel who have received training in 

scientifically based instruction; and (3) 

Implements strategies that are effective 

in promoting the recruitment, hiring, 

and retention of highly qualified special 

education teachers in accordance with 

section 602(10) and section 612(a)(14) of 

IDEA. 

Projects Funded Under This Priority 

Must Also: 

(a) Budget for a three-day Project 

Directors’ meeting in Washington, DC 

during each year of the project; 

(b) Budget $4,000 annually for 

support of the State Personnel 

Development Grants Program Web site 

currently administered by the 

University of Oregon (http:// 

www.signetwork.org); and 

(c) If a project receiving assistance 

under this program authority maintains 

a Web site, include relevant information 

and documents in a form that meets a 

government or industry-recognized 

standard for accessibility. 

Statutory Requirements. 

State Personnel Development Plan. 

An applicant must submit a State 

Personnel Development Plan that 

identifies and addresses the State and 

local needs for personnel preparation 

and professional development of 

personnel, as well as individuals who 

provide direct supplementary aids and 

services to children with disabilities, 

and that— 

(a) Is designed to enable the State to 

meet the requirements of section 

612(a)(14) and section 635(a)(8) and (9) 

of IDEA; 

(b) Is based on an assessment of State 

and local needs that identifies critical 

aspects and areas in need of 

improvement related to the preparation, 

ongoing training, and professional 

development of personnel who serve 

infants, toddlers, preschoolers, and 

children with disabilities within the 

State, including— 

(i) Current and anticipated personnel 

vacancies and shortages; and 

(ii) The number of preservice and 

inservice programs; 

(c) Is integrated and aligned, to the 

maximum extent possible, with State 

plans and activities under the 

Elementary and Secondary Education 

Act of 1965, as amended (ESEA); the 

Rehabilitation Act of 1973, as amended; 

and the Higher Education Act of 1965, 

as amended (HEA); 

(d) Describes a partnership agreement 

that is in effect for the period of the 

grant, which agreement must specify— 

(i) The nature and extent of the 

partnership described in accordance 

with section 652(b) of IDEA and the 

respective roles of each member of the 

partnership, including, if applicable, an 

individual, entity, or agency other than 

the SEA that has the responsibility 

under State law for teacher preparation 

and certification; and 

(ii) How the SEA will work with other 

persons and organizations involved in, 

and concerned with, the education of 

children with disabilities, including the 

respective roles of each of the persons 

and organizations; 

(e) Describes how the strategies and 

activities the SEA uses to address 

identified professional development and 

personnel needs will be coordinated 

with activities supported with other 

public resources (including funds 

provided under Part B and Part C of 

IDEA and retained for use at the State 

level for personnel and professional 

development purposes) and private 

resources; 

(f) Describes how the SEA will align 

its personnel development plan with the 

plan and application submitted under 

sections 1111 and 2112, respectively, of 

the ESEA; 

(g) Describes strategies the SEA will 

use to address the identified 

professional development and 

personnel needs and how such 

strategies will be implemented, 

including— 

(i) A description of the programs and 

activities that will provide personnel 

with the knowledge and skills to meet 

the needs of, and improve the 

performance and achievement of, 

infants, toddlers, preschoolers, and 

children with disabilities; and 

(ii) How such strategies will be 

integrated, to the maximum extent 

possible, with other activities supported 

by grants funded under section 662 of 

IDEA; 

(h) Provides an assurance that the 

SEA will provide technical assistance to 

local educational agencies (LEAs) to 

improve the quality of professional 

development available to meet the 

needs of personnel who serve children 

with disabilities; 

(i) Provides an assurance that the SEA 

will provide technical assistance to 

entities that provide services to infants 

and toddlers with disabilities to 

improve the quality of professional