22662 Federal Register / Vol. 79, No. 78 / Wednesday, April 23, 2014 / Notices 

reporting, please go to www.ed.gov/

fund/grant/apply/appforms/

appforms.html. 

4. Performance Measures: The overall 

purpose of the i3 program is to expand 

the implementation of, and investment 

in, innovative practices that are 

demonstrated to have an impact on 

improving student achievement or 

student growth for high-need students. 

We have established several 

performance measures for the i3 

Validation grants. 

Short-term performance measures: (1) 

The percentage of grantees that reach 

their annual target number of students 

as specified in the application; (2) the 

percentage of programs, practices, or 

strategies supported by a Validation 

grant with ongoing well-designed and 

independent evaluations that will 

provide evidence of their effectiveness 

at improving student outcomes; (3) the 

percentage of programs, practices, or 

strategies supported by a Validation 

grant with ongoing evaluations that are 

providing high-quality implementation 

data and performance feedback that 

allow for periodic assessment of 

progress toward achieving intended 

outcomes; and (4) the cost per student 

actually served by the grant. 

Long-term performance measures: (1) 

The percentage of grantees that reach 

the targeted number of students 

specified in the application; (2) the 

percentage of programs, practices, or 

strategies supported by a Validation 

grant that implement a completed welldesigned, well-implemented and 

independent evaluation that provides 

evidence of their effectiveness at 

improving student outcomes; (3) the 

percentage of programs, practices, or 

strategies supported by a Validation 

grant with a completed well-designed, 

well-implemented and independent 

evaluation that provides information 

about the key elements and the 

approach of the project so as to facilitate 

replication or testing in other settings; 

and (4) the cost per student for 

programs, practices, or strategies that 

were proven to be effective at improving 

educational outcomes for students. 

5. Continuation Awards: In making a 

continuation award, the Secretary may 

consider, under 34 CFR 75.253, the 

extent to which a grantee has made 

‘‘substantial progress toward meeting 

the objectives in its approved 

application.’’ This consideration 

includes the review of a grantee’s 

progress in meeting the targets and 

projected outcomes in its approved 

application, and whether the grantee 

has expended funds in a manner that is 

consistent with its approved application 

and budget. In making a continuation 

grant, the Secretary also considers 

whether the grantee is operating in 

compliance with the assurances in its 

approved application, including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

100.4, 104.5, 106.4, 108.8, and 110.23). 

VII. Agency Contact 

FOR FURTHER INFORMATION CONTACT: 

Kelly Terpak, U.S. Department of 

Education, 400 Maryland Avenue SW., 

Room 4W111, Washington, DC 20202– 

5930. Telephone: (202) 453–7122. FAX: 

(202) 205–5631 or by email: i3@ed.gov. 

If you use a TDD or a TTY, call the 

Federal Relay Service, toll free, at 1– 

800–877–8339. 

VIII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 

and a copy of the application package in 

an accessible format (e.g., braille, large 

print, audiotape, or compact disc) on 

request to either program contact person 

listed under FOR FURTHER INFORMATION

CONTACT in section VII of this notice. 

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 18, 2014. 

Nadya Chinoy Dabby, 

Assistant Deputy Secretary for Innovation and 

Improvement. 

[FR Doc. 2014–09262 Filed 4–22–14; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

DEPARTMENT OF HEALTH AND 

HUMAN SERVICES 

DEPARTMENT OF LABOR 

[Docket ID: ED–2014–OVAE–0044] 

Request for Information on Adoption 

of Career Pathways Approaches for 

the Delivery of Education, Training, 

Employment, and Human Services 

AGENCY: Office of Career, Technical, and 

Adult Education, Department of 

Education; Administration for Children 

and Families, Department of Health and 

Human Services; Employment and 

Training Administration, Department of 

Labor. 

ACTION: Request for Information. 

SUMMARY: Through this Request for 

Information (RFI), the Departments of 

Education (ED), Health and Human 

Services (HHS), and Labor (DOL) (the 

Departments) seek to further support the 

development of high-quality career 

pathways systems by jointly soliciting 

information and recommendations from 

a broad array of stakeholders in the 

public and private sectors, as well as in 

State, regional, tribal, and local areas. 

The Departments will analyze the 

career pathways information collected 

from the RFI to: (1) Inform and 

coordinate policy development, 

strategic investments, and technical 

assistance activities; and (2) improve 

coordination of Federal policy 

development with investments at the 

State, tribal and local levels. 

DATES: Responses must be received by 

June 9, 2014. 

ADDRESSES: Submit your comments 

through the Federal eRulemaking Portal 

or via U.S. mail, commercial delivery, or 

hand delivery. We will not accept 

comments 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 and the term ‘‘Career 

Pathways RFI’’ at the top of your 

comments. 

If you are submitting comments 

electronically, we strongly encourage 

you to submit any comments or 

attachments in Microsoft Word format. 

If you must submit a comment in 

Portable Document Format (PDF), we 

strongly encourage you to convert the 

PDF to print-to-PDF format or to use 

some other commonly used searchable 

text format. 

Please do not submit the PDF in a 

scanned or read-only format. Using a 


wreier-aviles on DSK5TPTVN1PROD with NOTICES
Federal Register / Vol. 79, No. 78 / Wednesday, April 23, 2014 / Notices 22663 

1 In its 2013 publication, Recovery: Job Growth 

and Education Requirements through 2020, The 

Georgetown Center for Education and the 

Workforce reports that 65% of the job openings by 

2020 will require some form of postsecondary 

education beyond high school and that individuals 

possessing only a high school diploma will have 

fewer employment options. See 

cew.georgetown.edu/recovery2020/. 

2 In a 2012 survey of a representative sample of 

its members, the Society for Human Resources 

Management found that 66 percent of respondents 

who were currently hiring full-time staff indicated 

that they were having a difficult time recruiting for 

specific job openings. See www.shrm.org/Research/ 

SurveyFindings/Articles/Pages/SHRM-RecessionRecruiting-Skill-Gaps-Technology.aspx. 

3See the April 2012 Joint Letter on Career 

Pathways at: www2.ed.gov/about/offices/list/ovae/

ten-attachment.pdf. 

4See U.S. Department of Labor Training and 

Employment Guidance Letter (TEGL) No. 15–10, 

Increasing Credential, Degree, and Certificate 

Attainment by Participants of the Public Workforce 

System. While the Joint Letter on Career Pathways 

references ‘‘certification,’’ the term ‘‘credential,’’ as 

defined in the TEGL, is an ‘‘umbrella term which 

encompasses postsecondary degrees, diplomas, 

licenses, certificates, and certifications’’—all of 

which career pathways seek to prepare individuals 

to attain. 

print-to-PDF format allows ED to 

electronically search and copy certain 

portions of your submissions. 

Federal eRulemaking Portal: To 

submit your comments electronically, 

go to www.regulations.gov. 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?’’ 

U.S. Mail, Commercial Delivery, or 

Hand Delivery: If you mail or deliver 

your comments, address them to Alicia 

Bolton, U.S. Department of Education, 

550 12th Street SW., Room 11108, 

Potomac Center Plaza (PCP), 

Washington, DC 20202. Please note that 

mail sent through the U.S. Mail is 

subject to x-ray or heat treatment, which 

typically results in delays and may 

damage paper products. 

Privacy Note: ED’s policy for 

comments received from members of the 

public (including comments submitted 

by mail, commercial delivery, or hand 

delivery) is to make these submissions 

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 on the Internet. 

FOR FURTHER INFORMATION CONTACT: 

Alicia Bolton, U.S. Department of 

Education, 550 12th Street SW., Room 

11108, PCP, Washington, DC 20202. 

Telephone: (202) 245–6868 or by email 

at: Alicia.Bolton@ed.gov. Stanley 

Koutstaal, U.S. Department of Health 

and Human Services, 370 L’Enfant 

Promenade, SW., Room 5C0059, 

Washington, DC 20447. Telephone: 

(202) 401–5457 or by email at: 

Stanley.koutstaal@acf.hhs.gov. Andrala 

Walker, U.S. Department of Labor 

Employment and Training 

Administration Office of Workforce 

Investment 200 Constitution Avenue 

NW., Room S–4203, Washington, DC 

20210. Telephone: (202) 693–3948 or by 

email at: Walker.andrala@dol.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:

Background 

Ensuring robust economic growth, a 

thriving middle class, and broadly 

shared prosperity will require a 

significant expansion of the skills and 

knowledge of American workers over 

the next few decades. However, even as 

millions more Americans seek the 

postsecondary education and training 

necessary to secure good jobs that pay 

family-sustaining wages,1 employers 

continue to report difficulty finding the 

skilled workers they need.2 In a time of 

intense global economic competition, 

and increasing income inequality at 

home, the United States must find 

innovative and cost-effective ways to 

help youths and adults gain the 

educational and industry-recognized 

credentials they need to participate fully 

in our economy and our society. 

Education, workforce, and human 

service agencies are critical partners in 

the development, implementation, and 

funding of systems that build the 

knowledge and skills our economy 

needs to thrive. Career pathways 

systems represent a promising strategy 

for meeting the skills challenge by 

offering distinct but complementary 

workforce, education, and support 

services that are aligned with the needs 

of business and industry. 

In April 2012, the Departments issued 

a joint letter on career pathways 3 (joint 

letter) encouraging State, tribal, and 

local policymakers to adopt career 

pathways approaches to promote 

alignment in the delivery of 

employment, training, and education 

services. For purposes of this RFI, and 

in the joint letter, the term ‘‘career 

pathways’’ generally refers to a series of 

connected education and training 

strategies and support services that 

enable individuals to secure industryrecognized credentials,4 obtain 

employment within an occupational 

area, and advance to higher levels of 

future education and employment in 

that area. The joint letter also discusses 

the Departments’ views on the essential 

components of a career pathways 

system. While the Departments’ 

understanding will be further 

strengthened by research and 

experience, what we have learned to 

date from our investments in this area, 

in addition to States’ efforts in career 

pathways, leads us to believe that 

essential components of a career 

pathways system should include the 

following: 

• Alignment of systems: secondary, 

postsecondary and workforce 

development; 

• Rigorous, sequential, connected, 

and efficient coursework that connects 

basic education and skills training and 

integrates education and training; 

• Multiple entry and exit points; 

• Comprehensive support services, 

such as career counseling, childcare, 

and transportation; 

• Financial supports or flexibility to 

accommodate the demands of the labor 

market in order to allow individuals to 

meet their ongoing financial needs and 

obligations; 

• Active engagement of business in 

targeted industry sectors that aligns 

with the skill needs of industries 

important to the local, regional, and/or 

State economies; 

• Appropriate curriculum and 

instructional strategies that make work 

a central context for learning and work 

readiness skills; 

• Credit for prior learning and the 

adoption of other strategies that 

accelerate the educational and career 

advancement of the participant; 

• Organized services to meet the 

particular needs of adults, including 

accommodating work schedules with 

flexible and non-semester-based 

scheduling, alternative class times and 

locations, and the innovative use of 

technology; 

• A focus on secondary and 

postsecondary industry-recognized 

credentials, sector-specific employment, 

and advancement over time in 

education and employment within that 

sector; and 

• A collaborative partnership among 

workforce, education, human service 

agencies, business and other community 

stakeholders to manage the system. 

One of the hallmarks of a career 

pathways system is its potential to 

provide an effective strategy for 

integrating educational instruction, 

workforce development, and human 

services and linking them to labor 

market trends and employer needs. The 

Departments believe that the more 

career pathways systems are aligned at 

the State, local, regional, and tribal 


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5The primary funding streams that are leveraged 

as part of a career pathways systems include, but 

are not limited to: Title I of the Workforce 

Investment Act of 1998 (WIA), the Wagner Peyser 

Act and the Trade Act, administered by DOL; Title 

II of the WIA (also known as the Adult Education 

and Family Literacy Act of 1998), the Carl D. 

Perkins Career and Technical Education Act of 2006 

(Perkins), and the Higher Education Act of 1965, as 

amended, administered by ED; and the Temporary 

Assistance for Needy Families programs of the 

Personal Responsibility and Work Opportunity Act 

administered by HHS. Competitive grants and 

contracts managed by each Department also play an 

important role in many career pathways initiatives, 

as well as programs and funding systems 

administered by other Federal agencies, including 

the Departments of Agriculture, Energy, and 

Transportation. 

6See www2.ed.gov/about/offices/list/ovae/pi/

AdultEd/factsh/difcp.pdf. 

7See cte.ed.gov/nationalinitiatives/advancing_

cte.cfm. 

8See www.acf.hhs.gov/programs/opre/research/

project/innovative-strategies-for-increasing-selfsufficiency. 

9See www.ssa.gov/OP_Home/ssact/title04/

0400.htm. 

levels, the easier it is to create a level 

of integration necessary to develop 

career pathway programs and ensure an 

individual’s success. 

The joint letter was the Departments’ 

first step to formally adopt a common 

definition and shared vision for career 

pathways systems, with the expectation 

that a common language would facilitate 

the forging of cross-agency partnerships 

and systems development. The joint 

letter was also the first time each of the 

Departments overseeing the major 

Federal funding streams for 

employment, training, education, and 

support services formally recognized 

their shared support for career pathways 

approaches. The impetus for the joint 

letter came from the awareness among 

Federal leaders of a growing 

convergence of strategies for promoting 

skills acquisition and labor market 

successes that fit loosely under the 

rubric of career pathways. 

While there are differences in 

emphasis and terminology, the 

Departments are using discretionary and 

formula funding 5 to encourage their 

State, tribal, and local partners to build 

cross-agency partnerships and to 

integrate the delivery of employment, 

education, and support services. The 

convergence of strategies is evidence of 

recent Federal investments aimed at 

building skills and employability. Since 

the publication of the joint letter, 

leaders and staff from the Departments 

have continued to explore opportunities 

to improve the alignment of their 

programs at the State, tribal, or local 

levels through the creation of an 

Interagency Working Group (IWG). 

During fiscal year 2012, the IWG jointly 

delivered technical assistance to a wide 

variety of stakeholders, including 

discretionary and formula grantees, 

Federal staff, and State, tribal, and local 

policymakers. In addition, each of the 

Departments invested in the creation 

and dissemination of key resources and 

technical assistance tools to help States, 

regional and local areas, and tribal 

communities adopt career pathways 

systems. For example, DOL developed a 

comprehensive set of technical 

assistance tools, including the Career 

Pathways Framework and Toolkit and 

Competency Model Clearinghouse, 

which can be found at its Community of 

Practice at: 

learnwork.workforce3one.org. 

ED implemented a variety of national 

activities, including ‘‘Designing 

Instruction for Career Pathways’’ 6 and 

‘‘Advancing Career and Technical 

Education in State and Local Career 

Pathways,’’ 7 both of which intend to 

strengthen connections between adult 

education, career and technical 

education, the public workforce system, 

human service agencies, and businesses 

and other employers. 

Each of the Departments has also 

made investments in research on the 

effectiveness of career pathways 

programs, including the HHS ten-year 

Innovative Strategies for Increasing SelfSufficiency (ISIS) 8 assignment 

evaluation of a number of different 

career pathways programs around the 

country. 

Career pathways systems have 

demonstrated promise for meeting the 

distinct but complementary goals of a 

number of Federal agencies, including 

the DOL goals for increasing credential 

attainment rates and helping 

individuals secure good jobs at familysustainable wages, ED’s goal of 

increasing college success and careerreadiness, and HHS’s goal of supporting 

family self-sufficiency and stability. 

Thus, this RFI builds on the joint letter 

and on related efforts across the Federal 

government to better coordinate 

investments in human capital and 

economic development while reducing 

waste and duplication. 

A subcommittee of the IWG, 

comprised of the Departments’ leaders 

and staff, developed the RFI questions 

and will jointly analyze the responses. 

This RFI marks the first time that the 

Departments are jointly collecting and 

analyzing information, a process that we 

believe will yield important insights on: 

(1) The challenges to aligning diverse 

funding streams, programs, and 

stakeholders; and (2) efforts to serve 

low-income youth and adults, lowskilled youth and adults, out-of-school 

youth, individuals with disabilities, 

Temporary Assistance to Needy 

Families program 9 (TANF) recipients, 

tribal communities, English learners, 

immigrants, rural populations, veterans, 

currently and formerly incarcerated 

individuals, dislocated workers, and 

trade-affected workers. We expect the 

analysis period to deepen our shared 

vision and understanding of career 

pathways systems. In addition, the joint 

analysis will generate essential 

information that can inform policy 

development and the next generation of 

investments and technical assistance by 

providing us with greater clarity on the 

facilitators and obstacles to career 

pathways systems development. 

Instructions: Who Should Respond 

We invite practitioners, policy 

makers, funders, business and industry 

associations, and researchers to provide 

information, including those who are, or 

those who work in: 

• Employers, Businesses, and/or 

Associations of Employers, such as local 

and regional employers and businesses, 

trade/industry associations, and others. 

• Education, such as State and local 

agencies; adult education, corrections/

re-entry, elementary/secondary special 

education, and career and technical 

education programs; community and 

technical colleges; institutions of higher 

education; tribal, community, and faithbased organizations; youth service 

providers; and student organizations. 

• Workforce Development, such as 

State, regional, tribal and local agencies; 

youth service providers; State and local 

workforce investment boards; training 

providers; community- and faith-based 

organizations; workforce intermediaries; 

sector-based training partnerships; 

American Job Centers; Registered 

Apprenticeship programs; student 

organizations (career-focused); and 

others in the workforce development 

field. 

• Human Services, such as State, 

tribal, and local TANF agencies; and 

community- and faith-based 

organizations. 

• Economic Development, such as 

State and local agencies, regional skills 

partnerships, planning and 

development organizations, area 

development districts, councils of 

governments, economic development 

associations, and economic 

development corporations. 

• Others, such as research 

organizations, philanthropic funders, 

advocacy organizations, think tanks, 

and associations. 


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10See the Background section of this notice for 

a discussion of the term ‘‘career pathways.’’ 

11Braiding funds refers to using two or more 

sources of funds for the same or similar purpose in 

such a way that the funds can be accounted for 

separately. 

12Supplemental Nutrition Assistance Program. 

13Within the context of workforce development 

generally, the term credential refers to an attestation 

of qualification or competence issued to an 

individual by a third party (such as an educational 

institution or an industry or occupational certifying 

organization) with the relevant authority or 

assumed competence to issue such a credential. 

Examples of credentials include: (1) Educational 

Diplomas and Certificates (typically for one 

academic year or less of study); (2) Educational 

Degrees, such as an associate’s (2-year) or bachelor’s 

(4-year) degree; (3) Registered Apprenticeship 

Certificate; (4) Occupational Licenses (typically, but 

not always, awarded by State government agencies); 

and (5) Industry-recognized or professional 

association certifications; also known as personnel 

certifications; and Other certificates of skills 

completion. For more details, see U.S. Department 

of Labor Training and Employment Guidance Letter 

(TEGL) No. 15–10, Increasing Credential, Degree, 

and Certificate Attainment by Participants of the 

Public Workforce System, available at: 

wdr.doleta.gov/directives/attach/TEGL15–10.pdf. 

Guidance for Submitting Documents 

We strongly recommend that you 

limit the narrative in your electronic 

word document, or hard copy 

submission to the equivalent of no more 

than 10 pages using the following 

standards: 

• A ‘‘page’’ is 8.5′′ × 11′′, on one side 

only, with 1′′ margins at the top, bottom, 

and both sides. 

• Double space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

references, and captions, as well as all 

text in charts, tables, figures, and 

graphs. 

• Use a font that is either 12 point or 

larger or no smaller than 10 pitch 

(characters per inch). 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

• If submitting electronically, please 

do not upload attachments, but you may 

include hyperlinks to additional 

materials you would like reviewed. 

On page 1 of your submission, please 

indicate your name, the name of your 

organization (if applicable), and your 

contact information (including phone 

number, postal address, and email 

address). While not required, it would 

assist us in reviewing your information 

if you also included the type of 

organization you represent (public, 

private, not-for-profit, or philanthropic), 

the field(s) in which you work 

(education, workforce development, 

human services, economic 

development, or other), and the level at 

which you operate (national, State, 

regional, local or tribal). 

Request for Information 

Through this RFI, the Departments are 

soliciting ideas and information from a 

broad array of stakeholders on 

improving outcomes for youth and 

adults through the use of career 

pathways approaches, including how to 

facilitate comprehensive, multi-system 

approaches and how to use existing 

resources in more coordinated and 

comprehensive ways. Responses to this 

RFI will inform the work of each 

Department as they design investments, 

policies, and legislative strategies to 

improve outcomes for youth and adults. 

This RFI is for information and planning 

purposes only and should not be 

construed as a solicitation or as an 

obligation on the part of the 

participating Federal agencies. 

We ask respondents to address the 

following questions, where possible, in 

the context of the discussion in this 

document. You do not need to address 

every question and you should focus on 

those where you have relevant 

expertise. You may also provide 

relevant information that is not directly 

responsive to a particular topic but may 

nevertheless be helpful. Please clearly 

indicate which question(s) you are 

addressing in your response. 

The Questions 

1. Using the list of key components of 

career pathways discussed in the 

Background section of this RFI as a 

general guideline, please describe any 

Federal, State, or local policies, 

frameworks, or initiatives of which you 

are aware that have been used to 

support the development of career 

pathways systems.10

2. What factors, in your opinion, have 

facilitated the implementation of career 

pathways systems at the State or local 

level (e.g., the use of key resources or 

technical assistance tools)? What factors 

have made career pathways systems 

difficult to implement and/or replicate 

on a large scale? 

3. What Federal, State, or local 

governmental and non-governmental 

funding streams are you aware of that 

have been used to support career 

pathways initiatives? If applicable, to 

what extent is your State or local area 

aligning or braiding 11 funding from 

across different funding streams to 

support career pathways? Please 

describe facilitators and/or challenges to 

aligning and braiding funding. If you are 

not aligning and/or braiding funding, 

please describe any specific barriers. 

4. For your career pathways system, 

please describe the roles and 

responsibilities of each of the following 

partners with whom you work (please 

answer only for those that are 

applicable). What factors facilitate and/ 

or create obstacles to successful 

partnership efforts? 

a. Businesses/employers and industry 

associations 

b. Education providers (e.g. K–12 

education, special education, 

institutions of higher education 

including but not limited to community 

and technical colleges, and/or other 

training providers) 

c. Workforce development agencies 

(e.g. Workforce Investment Boards and 

American Job Centers) 

d. Community-based organizations 

and human service providers that 

address barriers to employment (e.g. 

cash assistance/TANF, child care, 

transportation, housing, food assistance/ 

SNAP 12, etc.) 

e. Philanthropic organizations/

intermediaries 

f. State, regional, local, and/or tribal 

government agencies 

g. Other (please describe) 

5. Is your career pathways system 

connected to a State, regional, local, or 

tribal economic development strategy? If 

so, how? 

6. How do you ensure that your career 

pathways system is staying current with 

labor market trends, particularly current 

demand, to respond to the need for 

particular skills and credentials in 

emerging industry sectors? 

7. How can career pathways systems 

be made accessible to diverse 

populations and responsive to their 

needs beyond education and training 

(e.g., support services such as childcare, 

transportation, housing, etc.)? We are 

particularly, but not exclusively, 

interested in learning about efforts to 

serve low-income youth and adults, 

low-skilled youth and adults, out-ofschool youth, individuals with 

disabilities, TANF recipients, tribal 

communities, English language learners, 

immigrants, rural populations, veterans, 

currently and formerly incarcerated 

individuals, dislocated workers, and 

trade-affected workers. 

8. Which populations would you like 

to serve, but are unable to serve or face 

special challenges in serving? What are 

the barriers to serving these particular 

populations and what are the strategies, 

recommendations, or lessons learned 

that can be used to achieve positive 

outcomes in serving these populations? 

9. What are the challenges and/or 

facilitators to building and/or offering 

stackable and portable, industryrecognized credentials? 13 How can 

these industry-recognized credentials be 


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14 If you are not a business and industry 

respondent, but you have access to one or more 

business and industry entities that could respond 

to this question, please feel free to include their 

response to this question in your submission. 

incorporated into and/or aligned in a 

successful career pathways system? 

10. How are participants’ outcomes 

measured, and to what extent are the 

data used to monitor and improve the 

strength of your career pathways 

system? Please indicate if there are any 

other data points or ongoing evaluation 

efforts used to improve the strength of 

your career pathways system. 

11. How do performance measures 

associated with specific Federal funding 

statutes/streams (i.e., WIA, Perkins, 

TANF, etc.) facilitate or impede the 

tracking of participant outcomes? 

12. Do you have any suggestions for 

how Federal, State, regional, tribal, and 

local governments could support the 

development of high-quality career 

pathways systems and/or address gaps 

in current efforts? If so, please describe 

the specific changes that would be 

necessary in each of the following 

categories (please answer only for those 

that are applicable): 

a. Legislation, statutes and/or 

regulations; for example, 

(i) Administrative flexibility (i.e., 

waivers on use of funds or program 

eligibility) 

(ii) Expanded eligibility for financial 

aid and/or other support services 

(iii) Changes to performance 

measurement and program 

accountability rules 

b. Technical assistance activities and/ 

or non-regulatory guidance; 

c. Funding strategies; 

d. Research and evaluation activities; 

e. Other proposed changes. 

13. For business and industry 

respondents only,14 please indicate 

what successes and/or challenges you 

have faced at local, State, regional, and/ 

or national levels when developing a 

pipeline of workers. What strategies 

would you suggest to sustain the 

successes and/or mitigate the 

challenges? 

Rights to Materials Submitted 

By submitting material (e.g., 

descriptions of use or barriers to use of 

career pathways approaches) in 

response to this RFI, the respondent is 

agreeing to grant the Departments a 

worldwide, royalty-free, perpetual, 

irrevocable, non-exclusive license to use 

the material and to make it publicly 

available. Further, the respondent agrees 

that it owns, has a valid license, or is 

otherwise authorized to provide the 

material to the Department. The 

Departments will not provide any 

compensation for material submitted in 

response to this RFI. 

Request for Metadata Tags 

To make the best use of the 

information submitted in response to 

this RFI and to make it easier for 

interested parties to search the 

responses, the Departments will include 

specific words or phrases—also known 

as ‘‘keywords’’ or metadata ‘‘tags’’— 

with the material submitted. Therefore, 

you are strongly encouraged to use 

keywords or tags to identify components 

of the strategies described in your 

responses. The keywords or tags should 

be linked to, and accurately reflect 

substantial components of, the 

strategies, practices, programs, or other 

activities described in your submission. 

To simplify searches of the responses, 

Appendix A of this RFI provides a list 

of standard keywords and tags. You are 

encouraged to select from among these 

standard keywords and tags to the 

greatest extent possible. In the event 

that none of the words or phrases in 

Appendix A is sufficiently precise for 

the strategy that is the subject of your 

response, you may substitute other 

keywords or tags. Please do not provide 

more than eight keywords or tags for 

each strategy, and please limit each tag 

to no more than three words per tag and 

28 characters per word. 

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

CONTACT. 

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 the Departments 

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 

Departments 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 Departments. 

Authority: 20 U.S.C. 3402(2) and (4) and 20 

U.S.C. 2324(c)(1); 42 U.S.C. 1310; and 29 

U.S.C. 2811. 

Dated: April 18, 2014. 

John Uvin, 

Deputy Assistant Secretary for Policy and 

Strategic Initiatives, Delegated Authority to 

Perform the Duties and Functions of the 

Assistant Secretary for Career, Technical, and 

Adult Education. 

Eric Seleznow, 

Acting Assistant Secretary for Employment 

and Training, Administration. 

Mark Greenberg, 

Acting Assistant Secretary for Administration 

for Children and Families. 

Appendix 

Standard Keywords and Tags Population 

Descriptors 

• At-Risk Youth 

• Disadvantaged Youth 

• Dropouts 

• Foster Youth 

• Homeless Youth 

• In-school Youth 

• Incarcerated individuals 

• Individuals with Disabilities 

• Out-of-School Youth 

• Runaway Youth 

• Vulnerable 

• Workforce Investment Act (WIA) Youth 

• Youth in Adult Education 

• Young Adults 

• Adults 

• Basic-skills Deficient 

• Dislocated Workers 

• Immigrants 

• Limited English Proficient (LEP)/English 

Language Learner (ELL)/English as a Second 

Language (ESL) 

• Long-term Unemployed 

• Low-skilled Adults 

• Low-skilled Youth 

• Low-income Adults 

• Low-Income Youth 

• Workforce Investment Act (WIA) Adult 

• Temporary Assistance to Needy Families 

(TANF) Recipients 

• Trade-Adjusted (TA) Workers 

• Trade-affected Workers 

• Tribal Communities 

• Unemployed 

• Veterans 

Service Descriptors 

• Accommodations 

• Adult Basic Education (ABE) 

• Adult Education (AE) 

• Apprenticeship 

• Basic Skills 

• Career and Technical Education (CTE) 

• Career Pathways 

• Immigrant Integration 

• Reentry 

• Special Education 

• Workforce Development 

• Workforce Investment Act (WIA) Youth 

Services 

• Wrap Around Services 

• Youth and Basic Skills 

• Youth Development 

• Youth Service 

• Youth Workforce Development 

Strategy and Practice Descriptors 

• Alignment 

• Articulation 


wreier-aviles on DSK5TPTVN1PROD with NOTICES
Federal Register / Vol. 79, No. 78 / Wednesday, April 23, 2014 / Notices 22667 

• Career Ladders 

• Career Lattices 

• Career Pathways 

• Certificates 

• Certifications 

• Collaboration 

• Competency-based Education 

• Competency Models 

• Credentials 

• Dual Enrollment 

• Employer Engagement 

• Holistic 

• Innovation 

• Integrated 

• Integrated Education and Training 

• Outreach 

• Partnerships 

• Pay For Success Funding 

• Performance-Based Funding 

• Professional Development 

• Sector Strategies Shared 

[FR Doc. 2014–09274 Filed 4–22–14; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

Environmental Management SiteSpecific Advisory Board, NV 

AGENCY: Department of Energy. 

ACTION: Notice of Open Meeting. 

SUMMARY: This notice announces a 

meeting of the Environmental 

Management Site-Specific Advisory 

Board (EM SSAB), Nevada. The Federal 

Advisory Committee Act (Pub. L. 92– 

463, 86 Stat. 770) requires that public 

notice of this meeting be announced in 

the Federal Register. 

DATES: Wednesday, May 21, 2014; 5:00 

p.m. 

ADDRESSES: Bob Ruud Community 

Center, 150 N. Highway 160, Pahrump, 

Nevada 89060. 

FOR FURTHER INFORMATION CONTACT: 

Barbara Ulmer, Board Administrator, 

232 Energy Way, M/S 505, North Las 

Vegas, Nevada 89030. Phone: (702) 630– 

0522; Fax (702) 295–5300 or Email: 

NSSAB@nnsa.doe.gov. 

SUPPLEMENTARY INFORMATION: 

Purpose of the Board: The purpose of 

the Board is to make recommendations 

to DOE–EM and site management in the 

areas of environmental restoration, 

waste management, and related 

activities. 

Tentative Agenda 

1. Radioactive Waste Acceptance 

Program Assessment Improvement 

Opportunities—Work Plan Item #7 

2. Recommendation Development for 

Fiscal Year 2015–2016 Membership 

3. Recommendation Development for 

Ways to Increase/Enhance 

Communication Regarding Waste 

Transportation and Disposal—Work 

Plan Item #9 

Public Participation: The EM SSAB, 

Nevada, welcomes the attendance of the 

public at its advisory committee 

meetings and will make every effort to 

accommodate persons with physical 

disabilities or special needs. If you 

require special accommodations due to 

a disability, please contact Barbara 

Ulmer at least seven days in advance of 

the meeting at the phone number listed 

above. Written statements may be filed 

with the Board either before or after the 

meeting. Individuals who wish to make 

oral presentations pertaining to agenda 

items should contact Barbara Ulmer at 

the telephone number listed above. The 

request must be received five days prior 

to the meeting and reasonable provision 

will be made to include the presentation 

in the agenda. The Deputy Designated 

Federal Officer is empowered to 

conduct the meeting in a fashion that 

will facilitate the orderly conduct of 

business. Individuals wishing to make 

public comments can do so during the 

15 minutes allotted for public 

comments. 

Minutes: Minutes will be available by 

writing to Barbara Ulmer at the address 

listed above or at the following Web 

site: http://nv.energy.gov/nssab/

MeetingMinutes.aspx 

Issued at Washington, DC on April 18, 

2014. 

LaTanya R. Butler, 

Deputy Committee Management Officer. 

[FR Doc. 2014–09245 Filed 4–22–14; 8:45 am] 

BILLING CODE 6450–01–P 

DEPARTMENT OF ENERGY 

Environmental Management SiteSpecific Advisory Board, Savannah 

River Site 

AGENCY: Department of Energy. 

ACTION: Notice of Open Meeting. 

SUMMARY: This notice announces a 

meeting of the Environmental 

Management Site-Specific Advisory 

Board (EM SSAB), Savannah River Site. 

The Federal Advisory Committee Act 

(Pub. L. 92–463, 86 Stat. 770) requires 

that public notice of this meeting be 

announced in the Federal Register. 

DATES: Monday, May 19, 2014; 1:00 

p.m.–5:00 p.m. Tuesday, May 20, 2014; 

8:30 a.m.–5:00 p.m. 

ADDRESSES: Hilton Garden Inn 

Savannah Midtown, 5711 Abercorn 

Street, Savannah, GA 31405. 

FOR FURTHER INFORMATION CONTACT: 

Gerri Flemming, Office of External 

Affairs, Department of Energy, 

Savannah River Operations Office, P.O. 

Box A, Aiken, SC, 29802; Phone: (803) 

952–7886. 

SUPPLEMENTARY INFORMATION: 

Purpose of the Board: The purpose of 

the Board is to make recommendations 

to DOE–EM and site management in the 

areas of environmental restoration, 

waste management, and related 

activities. 

Tentative Agenda 

Monday, May 19, 2014: 

1:00 p.m.—Combined Committees 

Session. 

Order of committees: 

• Strategic & Legacy Management 

• Administrative & Outreach 

• Nuclear Materials 

• Waste Management 

• Facilities Disposition & Site 

Remediation 

4:45 p.m.—Public Comments Session. 

5:00 p.m.—Adjourn. 

Tuesday, May 20, 2014: 

8:30 a.m.—Opening, Pledge, Approval 

of Minutes, Chair and Agency Updates. 

10:00 a.m.—Recommendation & Work 

Plan Status. 

10:15 a.m.—Public Comments 

Session. 

Break (10:30 a.m.) 

Strategic & Legacy Management 

Report. 

Waste Management Report. 

12:45 p.m.—Public Comments 

Session. 

1:00 p.m.—Lunch Break. 

2:30 p.m.—Facilities Disposition & 

Site Remediation Report. 

Nuclear Materials Report. 

Administrative & Outreach Report. 

4:45 p.m.—Public Comments Session. 

5:00 p.m.—Adjourn. 

Public Participation: The EM SSAB, 

Savannah River Site, welcomes the 

attendance of the public at its advisory 

committee meetings and will make 

every effort to accommodate persons 

with physical disabilities or special 

needs. If you require special 

accommodations due to a disability, 

please contact Gerri Flemming at least 

seven days in advance of the meeting at 

the phone number listed above. Written 

statements may be filed with the Board 

either before or after the meeting. 

Individuals who wish to make oral 

statements pertaining to agenda items 

should contact Gerri Flemming’s office 

at the address or telephone listed above. 

Requests must be received five days 

prior to the meeting and reasonable 

provision will be made to include the 

presentation in the agenda. The Deputy 

Designated Federal Officer is 

empowered to conduct the meeting in a 

fashion that will facilitate the orderly 

conduct of business. Individuals 

wishing to make public comments will 

be provided a maximum of five minutes 

to present their comments. 


wreier-aviles on DSK5TPTVN1PROD with NOTICES