[Federal Register Volume 79, Number 72 (Tuesday, April 15, 2014)]
[Proposed Rules]
[Pages 21168-21173]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2014-08556]


=======================================================================
-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION

34 CFR Chapter III

[Docket ID ED-2014-OSERS-0012]


Proposed Priorities--National Institute on Disability and 
Rehabilitation Research--Rehabilitation Research and Training Centers

AGENCY: Office of Special Education and Rehabilitative Services, 
Department of Education.

ACTION: Proposed priorities.

-----------------------------------------------------------------------

[CFDA Numbers: 84.133B-6 and B-7.]

SUMMARY: The Assistant Secretary for Special Education and 
Rehabilitative Services proposes two priorities for the Rehabilitation 
Research and Training Center (RRTC) Program administered by the 
National Institute on Disability and Rehabilitation Research (NIDRR). 
Specifically, this notice proposes priorities for an RRTC on Transition 
to Employment for Youth and Young Adults with Serious Mental Health 
Conditions and Community Living and Participation of Youth and Young 
Adults with Serious Mental Health Conditions. This RRTC will be jointly 
funded by NIDRR and the Substance Abuse Mental Health Services 
Administration (SAMHSA). We take this action to focus research 
attention on an area of national need. We intend these priorities to 
contribute to improved outcomes in the transition to employment and in 
community living and participation of youth and young adults with 
serious mental health conditions and psychiatric disabilities.

DATES: We must receive your comments on or before May 15, 2014.

[[Page 21169]]


ADDRESSES: Submit your comments through the Federal eRulemaking Portal 
or via postal mail, commercial delivery, or hand delivery. We will not 
accept comments submitted by fax or by email or those submitted after 
the comment period. To ensure that we do not receive duplicate copies, 
please submit your comments only once. In addition, please include the 
Docket ID at the top of your comments.
     Federal eRulemaking Portal: Go to www.regulations.gov to 
submit your comments electronically. Information on using 
Regulations.gov, including instructions for accessing agency documents, 
submitting comments, and viewing the docket, is available on the site 
under ``Are you new to the site?''
     Postal Mail, Commercial Delivery, or Hand Delivery: If you 
mail or deliver your comments about these proposed regulations, address 
them to Patricia Barrett, U.S. Department of Education, 400 Maryland 
Avenue SW., Room 5142, Potomac Center Plaza (PCP), Washington, DC 
20202-2700.
    Privacy Note: The Department's policy is to make all comments 
received from members of the public available for public viewing in 
their entirety on the Federal eRulemaking Portal at 
www.regulations.gov. Therefore, commenters should be careful to include 
in their comments only information that they wish to make publicly 
available.

FOR FURTHER INFORMATION CONTACT: Patricia Barrett, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 5142, PCP, Washington, DC 
20202-2700. Telephone: (202) 245-6211 or by email: 
[email protected].
    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: These proposed priorities are in concert 
with NIDRR's currently approved Long-Range Plan (Plan). The Plan, which 
was published in the Federal Register on April 4, 2013 (78 FR 20299), 
can be accessed on the Internet at the following site: www.ed.gov/about/offices/list/osers/nidrr/policy.html.
    Through the implementation of the Plan, NIDRR seeks to: (1) Improve 
the quality and utility of disability and rehabilitation research; (2) 
foster an exchange of research findings, expertise, and other 
information to advance knowledge and understanding of the needs of 
individuals with disabilities and their family members, including those 
from among traditionally underserved populations; (3) determine 
effective practices, programs, and policies to improve community living 
and participation, employment, and health and function outcomes for 
individuals with disabilities of all ages; (4) identify research gaps 
and areas for promising research investments; (5) identify and promote 
effective mechanisms for integrating research and practice; and (6) 
disseminate research findings to all major stakeholder groups, 
including individuals with disabilities and their families in formats 
that are appropriate and meaningful to them.
    This notice proposes two priorities that NIDRR intends to use for 
one or more competitions in FY 2014 and possibly later years. NIDRR is 
under no obligation to make an award under these priorities. The 
decision to make an award will be based on the quality of applications 
received and available funding. NIDRR may publish additional 
priorities, as needed.
    Invitation to Comment: We invite you to submit comments regarding 
these priorities. To ensure that your comments have maximum effect in 
developing the final priorities, we urge you to identify clearly the 
specific topic that each comment addresses.
    We invite you to assist us in complying with the specific 
requirements of Executive Orders 12866 and 13563 and their overall 
requirement of reducing regulatory burden that might result from these 
proposed priorities. Please let us know of any further ways we could 
reduce potential costs or increase potential benefits while preserving 
the effective and efficient administration of the programs.
    During and after the comment period, you may inspect all public 
comments about these proposed priorities in Room 5142, 550 12th Street 
SW., PCP, Washington, DC, between the hours of 8:30 a.m. and 4:00 p.m., 
Washington, DC time, Monday through Friday of each week except Federal 
holidays.
    Assistance to Individuals with Disabilities in Reviewing the 
Rulemaking Record: On request we will provide an appropriate 
accommodation or auxiliary aid to an individual with a disability who 
needs assistance to review the comments or other documents in the 
public rulemaking record for this notice. If you want to schedule an 
appointment for this type of accommodation or auxiliary aid, please 
contact the person listed under FOR FURTHER INFORMATION CONTACT.
    Purpose of Program: The purpose of the Disability and 
Rehabilitation Research Projects and Centers Program is to plan and 
conduct research, demonstration projects, training, and related 
activities, including international activities, to develop methods, 
procedures, and rehabilitation technology that maximize the full 
inclusion and integration into society, employment, independent living, 
family support, and economic and social self-sufficiency of individuals 
with disabilities, especially individuals with the most severe 
disabilities, and to improve the effectiveness of services authorized 
under the Rehabilitation Act of 1973, as amended (Rehabilitation Act).

Rehabilitation Research and Training Centers

    The purpose of the RRTCs, which are funded through the Disability 
and Rehabilitation Research Projects and Centers Program, is to achieve 
the goals of, and improve the effectiveness of, services authorized 
under the Rehabilitation Act through well-designed research, training, 
technical assistance, and dissemination activities in important topical 
areas as specified by NIDRR. These activities are designed to benefit 
rehabilitation service providers, individuals with disabilities, family 
members, policymakers and other research stakeholders. Additional 
information on the RRTC program can be found at: http://www2.ed.gov/programs/rrtc/index.html.

    Program Authority: 29 U.S.C. 762(g) and 764(b)(2).

    Applicable Program Regulations: 34 CFR part 350.

Proposed Priorities

    This notice contains two proposed priorities:

Background

    The estimated prevalence of serious mental health conditions (SMHC) 
in young adults ages 18 to 26 ranges from 6 percent to 8 percent (U.S. 
Government Accountability Office [GAO], 2008; Substance Abuse and 
Mental Health Services Administration [SAMHSA], 2012a). In addition, 
the prevalence of serious emotional disturbance in youth ages 13 to 17 
has been estimated to be about 8 percent (Kessler et. al., 2012). Some 
youth and young adults are at particularly high risk for challenges 
associated with SMHC, including youth with multiple diagnoses, those 
who are or have been involved in foster care, those involved in the 
justice system, and those who experience psychosis (GAO, 2008; 
Institute of Medicine [IOM], 2013). They also include those who reside 
in poverty and low service access communities, those who experience 
socioeconomic disadvantage,

[[Page 21170]]

and those from underserved cultural communities (Alegria et al., 2010).
    Youth and young adults with SMHC face serious challenges to 
achieving successful employment outcomes, including challenges in 
completing postsecondary education or training (IOM, 2013; Woolsey & 
Katz-Leavy, 2008), as well as challenges in community living and 
participation (Kaplan et al., 2012; Seo et al., 2013). One key to 
facing these challenges may be improved self-determination (Seo et al., 
2013). Self-determination is a personal characteristic that leads 
individuals to make their own choices and decisions, to monitor and 
regulate their own actions and to be goal-oriented and self-directing 
(National Gateway to Self-Determination, www.ngsd.org/everyone/what-self-determination). It is also reflected in SAMHSA's definition of 
recovery from mental disorders (SAMHSA, 2012b).
    Youth and young adults with SMHC are more likely to suffer negative 
outcomes in high school completion, short- and long-term unemployment, 
and other employment related variables (Bradley et al, 2008; Wagner et 
al., 2005). For example, they are less likely than their peers with 
other disabilities (e.g., learning disabilities) to be employed, and 
have marked difficulty in maintaining employment. There is a need for 
evidence-based and effective interventions, systems, and policies 
designed to improve employment and employment-related outcomes for 
youth and young adults with SMHC. Because evidence suggests that the 
effectiveness of interventions depends on the age of the participant 
(Burke-Miller et al., 2012), employment-related interventions should be 
developmentally appropriate for youth and young adults.
    In addition, because educational attainment is a consistent 
predictor of later employment achievements (Burke-Miller et al., 2012; 
Ellison, et al., 2008; Tsang et al., 2000) it is important to develop 
effective supports for academic success, retention, and post-secondary 
participation for youth and young adults with SMHC (Rogers, et al., 
2010).
    As in the case for employment, there is a need for evidence-based 
and effective interventions, systems, and policies designed to improve 
community living and participation for youth and young adults with 
SMHC. This population is more likely than their peers without SMHC to 
have been involved with the justice system, to have defaulted on a 
financial obligation, and to be involved in a violent relationship 
(IOM, 2013; Newman et al., 2011). In addition, youth and young adults 
with SMHC frequently encounter stigma in their community (Gulliver et 
al., 2010; Walker, 2010), and experience challenges in the area of 
social skills (Wagner et al., 2005). As a result of the challenges 
associated with SMHC, youth and young adults with SMHC are frequently 
at a disadvantage in establishing the relationships and connections 
that contribute to community living and participation (Kaplan et al., 
2012).
    Improving employment and community living and participation 
outcomes for youth and young adults depends not just on improvements in 
interventions and services but also on improvements in policies and 
systems established to deliver those interventions and services. Such 
improvements might include increased coordination across types of 
services, increased coordination between the child and adult mental 
health system, and increasing the developmental appropriateness of 
services for young adults in adult systems (GAO, 2008, 2012; Osgood et 
al., 2010; Plotner et al., 2012; Pottick et al., 2007).
    In sum, youth and young adults with SMHC frequently experience 
challenges in employment and in community living and participation. 
There is a need for more evidence-based and effective interventions, 
systems change and coordination, and policies to improve outcomes in 
these areas for these individuals, particularly those who face the 
greatest challenges.

References

Alegria, M., Vallas, M., & Pumariega, A. (2010). Racial and ethnic 
disparities in pediatric mental health. Child and Adolescent 
Psychiatric Clinics of North America, 19(4), 759.
Bradley, R., Dootlittle, J., & Bartolotta, R. (2008). Building on 
the data and adding to the discussion: The experiences and outcomes 
of students with emotional disturbance. Journal of Behavioral 
Education, 17 (1), 4-23.
Burke-Miller, J., Razzano, L. A., Grey, D. D., Blyler, C. R., & 
Cook, J. A. (2012). Supported employment outcomes for transition age 
youth and young adults. Psychiatric Rehabilitation Journal, 35, 171-
179.
Ellison, M. L., Russinova, Z., Lyass, A., & Rogers, E. S. (2008). 
Professionals and managers with severe mental illnesses: Findings 
from a national survey. The Journal of Nervous and Mental Disease, 
196(3), 179-189.
Gulliver, A., Griffiths, K. M., & Christensen, H. (2010). Perceived 
barriers and facilitators to mental health help-seeking in young 
people: A systematic review. BMC Psychiatry, 10, 113-121.
Institute of Medicine (2013). Improving the health, safety, and 
well-being of young adults: Workshop summary. Washington, DC: 
National Academies Press.
Kaplan, K., Salzer, M. S., & Brusilovskly, E. (2012). Community 
participation as a predictor of recovery-oriented outcomes among 
emerging and mature adults with mental illnesses. Psychiatric 
Rehabilitation Journal, 35, 219-229.
Kessler, R. C., Avenevoli, S., Costello, J., Green, J. G., Gruber, 
M. J., McLaughlin, K. A., Petukova, M., Sampson, N. A., Zaslavsky, 
A. M., & Merikangas, K. R. (2012). Severity of 12-month DSM-IV 
disorders in the National Comorbidity Survey Replication Adolescent 
Supplement. Archives of General Psychiatry, 69, 381-389.
Newman, L., Wagner, M., Knokey, A., Marder, C., Nagle, K., Shaver, 
D., & Wei, X. (2011). The post-high school outcomes of young adults 
with disabilities up to 8 years after high school: A report from the 
National Longitudinal Transition Study 2 (NLTS2). NCSER2011-3005. 
National Center for Special Education Research.
Osgood, D. W., Foster, E. M., & Courtney, M. E. (2010). Vulnerable 
populations and the transition to adulthood. The Future of Children, 
20(1), 209-229.
Plotner, A. J., Trach, J. S., & Strauser, D. (2012). Vocational 
rehabilitation counselors' identified transition competencies. 
Rehabilitation Counseling Bulletin, 55, 135-143.
Pottick, K. J., Bilder, S., Vander Stoep, A., Warner, L. A., & 
Alvarez, M. F. (2007). US patterns of mental health service 
utilization for transition-age youth and young adults. Journal of 
Behavioral Health Services & Research, 35, 373-389.
Rogers, E. S., Kash-Macdonald, M., Bruker, D., & Maru, M. (2010). 
Systematic review of supported education literature, 1989-2009. 
Boston, MA: Boston University, Sargent College, Center for 
Psychiatric Rehabilitation.
Seo, H., Wehmeyer, M. L., Palmer, S. B., & Little, T. D. (2013). A 
two-group confirmatory factor analysis of The Arc's Self-
Determination Scale with students with emotional/behavioral 
disorders or learning disabilities. Journal of Emotional and 
Behavioral Disorders. Advanced online publication.doi:10.1177/
1063426613503496.
Substance Abuse and Mental Health Services Administration, U.S. 
Department of Health and Human Services. (2012a). 2010-2011 National 
Survey on Drug Use and Health-Model Based Estimates (50 states and 
the District of Columbia). Retrieved from: www.samhsa.gov/data/NSDUH/2k11State/NSDUHsaeTables2011.pdf.
Substance Abuse and Mental Health Services Administration, U.S. 
Department of Health and Human Services (2012b). SAMHSA's working 
definition of recovery updated. Retrieved from: blog.samhsa.gov/2012/03/23/defintion-of-recovery-updated.
Tsang, H., Lam, P., Ng, B., & Leung, O. (2000). Predictors of 
employment outcome for people with psychiatric

[[Page 21171]]

disabilities: A review of literature since the mid80s. Journal of 
Rehabilitation, 66(2), 19-31.
U.S. General Accountability Office (June, 2008). Young adults with 
serious mental illness: Some states and federal agencies are taking 
steps to address their transition challenges. GAO-08-678.
U.S. General Accountability Office (July, 2012). Students with 
disabilities: Better Federal coordination could lessen challenges in 
the transition from high school. GAO-12-594.
Wagner, M., Kutash, K., Duchnowski, A., Epstein, M., & Sumi, W. 
(2005). The children and Youth We Serve A National Picture of the 
Characteristics of Students with Emotional disturbances Receiving 
Special Education. Journal of emotional and behavior disorders, 
13(2), 79-96.
Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). 
After high school: A first look at the postschool experiences of 
youth with disabilities. A report from the National Longitudinal 
Transition Study-2 (NLTS2). Retrieved from: http://files.eric.ed.gov/fulltext/ED494935.pdf.
Walker, J. S. (2010). Children's stigmatization of peers with common 
emotional and behavioral disorders. Emotional & Behavioral Disorders 
in Youth, 10(2), 44-51.
Woolsey, L., & Katz-Leavy, J. (2008). Transitioning youth with 
mental health needs to meaningful employment and independent living. 
Washington, DC: National Collaborative on Workforce and Disability.

Definitions

    The research that is proposed under this priority must be focused 
on one or more stages of research. If the RRTC is to conduct research 
that can be categorized under more than one research stage, or research 
that progresses from one stage to another, those research stages must 
be clearly specified. For purposes of this priority, the stages of 
research are from the notice of final priorities and definitions 
published in the Federal Register on May 7, 2013 (78 FR 26513).
    (i) Exploration and discovery means the stage of research that 
generates hypotheses or theories by conducting new and refined analyses 
of data, producing observational findings, and creating other sources 
of research-based information. This research stage may include 
identifying or describing the barriers to and facilitators of improved 
outcomes of individuals with disabilities, as well as identifying or 
describing existing practices, programs, or policies that are 
associated with important aspects of the lives of individuals with 
disabilities. Results achieved under this stage of research may inform 
the development of interventions or lead to evaluations of 
interventions or policies. The results of the exploration and discovery 
stage of research may also be used to inform decisions or priorities;
    (ii) Intervention development means the stage of research that 
focuses on generating and testing interventions that have the potential 
to improve outcomes for individuals with disabilities. Intervention 
development involves determining the active components of possible 
interventions, developing measures that would be required to illustrate 
outcomes, specifying target populations, conducting field tests, and 
assessing the feasibility of conducting a well-designed intervention 
study. Results from this stage of research may be used to inform the 
design of a study to test the efficacy of an intervention;
    (iii) Intervention efficacy means the stage of research during 
which a project evaluates and tests whether an intervention is 
feasible, practical, and has the potential to yield positive outcomes 
for individuals with disabilities. Efficacy research may assess the 
strength of the relationships between an intervention and outcomes, and 
may identify factors or individual characteristics that affect the 
relationship between the intervention and outcomes. Efficacy research 
can inform decisions about whether there is sufficient evidence to 
support ``scaling-up'' an intervention to other sites and contexts. 
This stage of research can include assessing the training needed for 
wide-scale implementation of the intervention, and approaches to 
evaluation of the intervention in real world applications; and
    (iv) Scale-Up evaluation means the stage of research during which a 
project analyzes whether an intervention is effective in producing 
improved outcomes for individuals with disabilities when implemented in 
a real-world setting. During this stage of research, a project tests 
the outcomes of an evidence-based intervention in different settings. 
It examines the challenges to successful replication of the 
intervention, and the circumstances and activities that contribute to 
successful adoption of the intervention in real-world settings. This 
stage of research may also include well-designed studies of an 
intervention that has been widely adopted in practice, but that lacks a 
sufficient evidence-base to demonstrate its effectiveness.

Proposed Priorities

Proposed Priority 1--Transition to Employment for Youth and Young 
Adults With Serious Mental Health Conditions

    The Acting Assistant Secretary for Special Education and 
Rehabilitative Services proposes a priority for a Rehabilitation 
Research and Training Center (RRTC) on Transition to Employment for 
Youth and Young Adults with Serious Mental Health Conditions (SMHC). 
This RRTC must conduct research that contributes to improved employment 
outcomes (e.g., obtaining employment, retention, and earnings) and 
employment-related outcomes (e.g., postsecondary education, training 
and career development activities) for youth and young adults with 
SMHC.
    For purposes of this priority, the term ``youth and young adults 
with SMHC'' refers to individuals between the ages of 14 and 30, 
inclusive, who have been diagnosed either with a serious emotional 
disturbance (for individuals under the age of 18 years) or a serious 
mental illness (for those 18 years of age or older). Under this 
priority, the RRTC must contribute to the following outcomes:
    (a) More effective and developmentally appropriate interventions 
that improve employment outcomes and increase capacity to use self-
determination skills and strategies for youth and young adults with 
SMHC. The RRTC must contribute to this outcome by:
    (i) Identifying or developing, and then evaluating, innovative 
interventions that meet the needs of youth and young adults with SMHC;
    (ii) Involving youth and young adults with SMHC, and their families 
or family surrogates, in the processes of identifying or developing, 
and then evaluating interventions; and
    (iii) Including youth and young adults with SMHC who are at 
particular risk for less favorable employment outcomes, (e.g., 
unemployment and difficulty maintaining employment). Applicants must 
identify the specific at-risk group or groups of youth and young adults 
with SMHC they propose to study, provide evidence that the selected 
population or populations are at risk for poor employment outcomes, and 
explain how the proposed practices are expected to address the needs of 
the identified population.
    (b) Increased knowledge about workforce participation of youth and 
young adults with SMHC, as well as the service systems and evidence-
based supported practices that enhance

[[Page 21172]]

positive educational and vocational development. In generating this new 
knowledge, applicants should identify one or more specific stages of 
research. If the RRTC is to conduct research that can be categorized 
under more than one of the research stages, or research that progresses 
from one stage to another, those stages should be clearly specified. 
(These research stages and their definitions are provided in the 
Definitions section of this notice.)
    (c) Increased capacity of organizations, State agencies, and other 
service providers for youth and young adults with SMHC to improve their 
educational and employment outcomes. The RRTC will provide training and 
technical assistance to service providers who work with youth and young 
adults with SMHC.
    (d) New knowledge regarding changes in systems and policies that 
could improve education, career development, and employment for youth 
and young adults with SMHC.
    (e) Serving as a national resource center to:
    (i) Provide information and technical assistance to youth and young 
adults with SMHC and their representatives, and other key stakeholders;
    (ii) Provide training (including graduate, pre-service, and in-
service training) and technical assistance to vocational rehabilitation 
providers and other disability service providers to facilitate more 
effective delivery of services to youth and young adults with SMHC. 
This training may be provided through conferences, workshops, public 
education programs, in-service training programs, and similar 
activities;
    (iii) Disseminate research-based information and materials related 
to employment of youth and young adults with SMHC; and
    (iv) Involve key stakeholder groups in the activities conducted 
under paragraph (a) in order to maximize the relevance and usability of 
the new knowledge generated by the RRTC.

 Priority 2--Community Living and Participation for Youth and Young 
Adults With Serious Mental Health Conditions

    The Acting Assistant Secretary for Special Education and 
Rehabilitative Services proposes a priority for a Rehabilitation 
Research and Training Center (RRTC) on Community Living and 
Participation of Youth and Young Adults with Serious Mental Health 
Conditions (SMHC). This RRTC must conduct research that contributes to 
improved community participation for youth and young adults with SMHC.
    For purposes of this priority, the term ``youth and young adults 
with SMHC'' refers to individuals between the ages of 14 and 30, 
inclusive, who have been diagnosed either with serious emotional 
disturbance (for individuals under the age of 18 years) or a serious 
mental illness (for those 18 years of age or older). Under this 
priority, the RRTC must contribute to the following outcomes:
    (a) More effective and developmentally appropriate interventions 
that improve community living and participation outcomes and increase 
capacity to use self-determinations skills and strategies for youth and 
young adults with SMHC. The RRTC must contribute to this outcome by:
    (i) Identifying or developing and then evaluating innovative 
interventions that meet the needs of youth and young adults with SMHC;
    (ii) Involving youth and young adults with SMHC, and their families 
or family surrogates, in the processes of identifying or developing and 
then evaluating interventions; and
    (iii) Ensuring that samples include youth and young adults with 
SMHC who are at particular risk for less favorable community living and 
participation outcomes, including, but not limited to those with 
justice system involvement, those in foster care, and those with 
multiple diagnoses. Applicants must identify the specific at-risk group 
or groups of youth and young adults with SMHC they propose to study, 
provide evidence that the selected population or populations are at 
risk for less favorable community living and participation outcomes, 
and explain how the proposed practices are expected to address the 
needs of the identified population.
    (b) Increased capacity of organizations and service providers for 
youth and young adults with SMHC to promote the social and self-
determination skills of youth and young adults with SMHC and help them 
build connections with positive individuals and organizations in their 
communities. The RRTC will provide training and technical assistance to 
service providers who work with youth and young adults with SMHC.
    (c) New knowledge about key systems and policy issues that 
influence decisions about eligibility, effectiveness, structure, 
implementation and funding for programs and initiatives that support 
community living and participation and self-determination in youth and 
young adults with SMHC. In generating this new knowledge, applicants 
should identify one or more specific stages of research. If the RRTC is 
to conduct research that can be categorized under more than one of the 
research stages, or research that progresses from one stage to another, 
those stages should be clearly specified. (These research stages and 
their definitions are provided in the Definitions section of this 
notice.)
    (d) Serving as a national resource center related to community 
participation and self-determination of youth and young adults with 
SMHC by:
    (i) Providing information and technical assistance to youth and 
young adults with SMHC and their representatives, and other key 
stakeholders;
    (ii) Providing training (including graduate, pre-service, and in-
service training) and technical assistance service providers, to 
facilitate more effective delivery of services to youth and young 
adults with SMHC. This training may be provided through conferences, 
workshops, public education programs, in-service training programs, and 
similar activities;
    (iii) Disseminating research-based information and materials 
related to community living and participation and self-determination of 
youth and young adults with SMHC; and
    (iv) Involving key stakeholder groups in the activities conducted 
under paragraph (a) in order to maximize the relevance and usability of 
the new knowledge generated by the RRTC.

Types of Priorities

    When inviting applications for a competition using one or more 
priorities, we designate the type of each priority as absolute, 
competitive preference, or invitational through a notice in the Federal 
Register. The effect of each type of priority follows:
    Absolute priority: Under an absolute priority, we consider only 
applications that meet the priority (34 CFR 75.105(c)(3)).
    Competitive preference priority: Under a competitive preference 
priority, we give competitive preference to an application by (1) 
awarding additional points, depending on the extent to which the 
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2) 
selecting an application that meets the priority over an application of 
comparable merit that does not meet the priority (34 CFR 
75.105(c)(2)(ii)).
    Invitational priority: Under an invitational priority, we are 
particularly interested in applications that meet the priority. 
However, we do not give an application that meets the priority a 
preference over other applications (34 CFR 75.105(c)(1)).

[[Page 21173]]

Final Priorities

    We will announce the final priorities in a notice in the Federal 
Register. We will determine the final priorities after considering 
responses to this notice and other information available to the 
Department. This notice does not preclude us from proposing additional 
priorities, requirements, definitions, or selection criteria, subject 
to meeting applicable rulemaking requirements.

     Note:
    This notice does not solicit applications. In any year in which 
we choose to use one or more of these priorities, we invite 
applications through a notice in the Federal Register.

Executive Orders 12866 and 13563

Regulatory Impact Analysis

    Under Executive Order 12866, the Secretary must determine whether 
this regulatory action is ``significant'' and, therefore, subject to 
the requirements of the Executive order and subject to review by the 
Office of Management and Budget (OMB). Section 3(f) of Executive Order 
12866 defines a ``significant regulatory action'' as an action likely 
to result in a rule that may--
    (1) Have an annual effect on the economy of $100 million or more, 
or adversely affect a sector of the economy, productivity, competition, 
jobs, the environment, public health or safety, or State, local, or 
tribal governments or communities in a material way (also referred to 
as an ``economically significant'' rule);
    (2) Create serious inconsistency or otherwise interfere with an 
action taken or planned by another agency;
    (3) Materially alter the budgetary impacts of entitlement grants, 
user fees, or loan programs or the rights and obligations of recipients 
thereof; or
    (4) Raise novel legal or policy issues arising out of legal 
mandates, the President's priorities, or the principles stated in the 
Executive order.
    This proposed regulatory action is not a significant regulatory 
action subject to review by OMB under section 3(f) of Executive Order 
12866.
    We have also reviewed this regulatory action under Executive Order 
13563, which supplements and explicitly reaffirms the principles, 
structures, and definitions governing regulatory review established in 
Executive Order 12866. To the extent permitted by law, Executive Order 
13563 requires that an agency--
    (1) Propose or adopt regulations only upon a reasoned determination 
that their benefits justify their costs (recognizing that some benefits 
and costs are difficult to quantify);
    (2) Tailor its regulations to impose the least burden on society, 
consistent with obtaining regulatory objectives and taking into 
account--among other things and to the extent practicable--the costs of 
cumulative regulations;
    (3) In choosing among alternative regulatory approaches, select 
those approaches that maximize net benefits (including potential 
economic, environmental, public health and safety, and other 
advantages; distributive impacts; and equity);
    (4) To the extent feasible, specify performance objectives, rather 
than the behavior or manner of compliance a regulated entity must 
adopt; and
    (5) Identify and assess available alternatives to direct 
regulation, including economic incentives--such as user fees or 
marketable permits--to encourage the desired behavior, or provide 
information that enables the public to make choices.
    Executive Order 13563 also requires an agency ``to use the best 
available techniques to quantify anticipated present and future 
benefits and costs as accurately as possible.'' The Office of 
Information and Regulatory Affairs of OMB has emphasized that these 
techniques may include ``identifying changing future compliance costs 
that might result from technological innovation or anticipated 
behavioral changes.''
    We are issuing these proposed priorities only upon a reasoned 
determination that their benefits would justify their costs. In 
choosing among alternative regulatory approaches, we selected those 
approaches that would maximize net benefits. Based on the analysis that 
follows, the Department believes that these proposed priorities are 
consistent with the principles in Executive Order 13563.
    We also have determined that this regulatory action would not 
unduly interfere with State, local, and tribal governments in the 
exercise of their governmental functions.
    In accordance with both Executive orders, the Department has 
assessed the potential costs and benefits, both quantitative and 
qualitative, of this regulatory action. The potential costs are those 
resulting from statutory requirements and those we have determined as 
necessary for administering the Department's programs and activities.
    The benefits of the Disability and Rehabilitation Research Projects 
and Centers Program have been well established over the years. Projects 
similar to the RRTCs have been completed successfully, and the proposed 
priorities will generate new knowledge through research. The new RRTCs 
will generate, disseminate, and promote the use of new information that 
would improve outcomes for individuals with disabilities in the areas 
of community living and participation, employment, and health and 
function.
    Intergovernmental Review: This program is not subject to Executive 
Order 12372 and the regulations in 34 CFR Part 79.
    Accessible Format: Individuals with disabilities can obtain this 
document in an accessible format (e.g., braille, large print, 
audiotape, or compact disc) by contacting the Grants and Contracts 
Services Team, U.S. Department of Education, 400 Maryland Avenue SW., 
Room 5075, PCP, Washington, DC 20202-2550. Telephone: (202) 245-7363. 
If you use a TDD or TTY, call the FRS, toll free, at 1-800-877-8339.
    Electronic Access to This Document: 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 via the Federal Digital System 
at: www.gpo.gov/fdsys. At this site 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). To use PDF 
you must have Adobe Acrobat Reader, which is available free at the 
site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at: 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

    Dated: April 10, 2014.
Michael K. Yudin,
Acting Assistant, Secretary for Special Education and Rehabilitative 
Services.
[FR Doc. 2014-08556 Filed 4-14-14; 8:45 am]
BILLING CODE 4000-01-P