30056 Federal Register / Vol. 79, No. 101 / Tuesday, May 27, 2014 / Proposed Rules 

Dated: May 21, 2014. 

Leslie Kux, 

Assistant Commissioner for Policy. 

[FR Doc. 2014–12094 Filed 5–23–14; 8:45 am] 

BILLING CODE 4160–01–P 

DEPARTMENT OF HEALTH AND 

HUMAN SERVICES 

Food and Drug Administration 

21 CFR Part 101 

[Docket No. FDA–2004–N–0258 (Formerly 

Docket No. 2004N–0456)] 

RIN 0910–AF23 

Food Labeling: Serving Sizes of Foods 

That Can Reasonably Be Consumed at 

One-Eating Occasion; Dual-Column 

Labeling; Updating, Modifying, and 

Establishing Certain Reference 

Amounts Customarily Consumed; 

Serving Size for Breath Mints; and 

Technical Amendments; Extension of 

Comment Period 

AGENCY: Food and Drug Administration, 

HHS. 

ACTION: Proposed rule; extension of 

comment period. 

SUMMARY: The Food and Drug 

Administration (FDA, the Agency, or 

we) is extending the comment period for 

the proposed rule that appeared in the 

Federal Register of March 3, 2014. In 

the proposed rule, FDA requested 

comments on FDA’s regulations for 

serving sizes for the Nutrition Facts 

Label. We are taking this action in 

response to requests for an extension to 

allow interested persons additional time 

to submit comments. 

DATES: FDA is extending the comment 

period on the proposed rule published 

on March 3, 2014 (79 FR 11990). Submit 

either electronic or written comments 

by August 1, 2014. 

ADDRESSES: You may submit comments 

by any of the following methods: 

Electronic Submissions 

Submit electronic comments in the 

following way: 

• Federal eRulemaking Portal: http:// 

www.regulations.gov. Follow the 

instructions for submitting comments. 

Written Submissions 

Submit written submissions in the 

following ways: 

• Mail/Hand delivery/Courier (for 

paper submissions): Division of Dockets 

Management (HFA–305), Food and Drug 

Administration, 5630 Fishers Lane, rm. 

1061, Rockville, MD 20852. 

Instructions: All submissions received 

must include the Agency name, Docket 

No. FDA–2004–N–0258, and RIN 0910– 

AF23 for this rulemaking. All comments 

received may be posted without change 

to http://www.regulations.gov, including 

any personal information provided. For 

additional information on submitting 

comments, see the ‘‘Request for 

Comments’’ heading of the 

SUPPLEMENTARY INFORMATION section of 

this document. 

Docket: For access to the docket to 

read background documents or 

comments received, go to http://

www.regulations.gov and insert the 

docket number, found in brackets in the 

heading of this document, into the 

‘‘Search’’ box and follow the prompts 

and/or go to the Division of Dockets 

Management, 5630 Fishers Lane, rm. 

1061, Rockville, MD 20852. 

FOR FURTHER INFORMATION CONTACT: 

Cherisa Henderson, Center for Food 

Safety and Applied Nutrition (HFS– 

830), Food and Drug Administration, 

5100 Paint Branch Pkwy., College Park, 

MD 20740, 240–402–5429, email: 

NutritionProgramStaff@fda.hhs.gov. 

SUPPLEMENTARY INFORMATION: 

I. Background 

In the Federal Register of March 3, 

2014 (79 FR 11990), we published a 

proposed rule entitled ‘‘Food Labeling: 

Serving Sizes of Foods That Can 

Reasonably Be Consumed At One-Eating 

Occasion; Dual-Column Labeling; 

Updating, Modifying, and Establishing 

Certain Reference Amounts Customarily 

Consumed; Serving Size for Breath 

Mints; and Technical Amendments’’ 

with a 90-day comment period to 

request comments on amending the 

definition of a single-serving container; 

requiring dual-column labeling for 

certain containers; updating and 

modifying several reference amounts 

customarily consumed; adding several 

food products and food product 

categories to the reference amounts 

customarily consumed per eating 

occasion for the general food supply; 

amending the label serving size for 

breath mints; and making technical 

amendments to various aspects of the 

serving size regulations. Comments on 

the proposed rule will inform FDA’s 

rulemaking to amend the regulations for 

serving sizes for the Nutrition Facts 

Label. 

We received multiple requests for a 

90-day extension of the comment period 

for the proposed rule. Each request 

conveyed concern that the original 90- 

day comment period does not allow 

sufficient time to develop a meaningful 

or thoughtful response to the proposed 

rule. 

We have considered the requests and 

are extending the comment period for 

the proposed rule for 60 days, until 

August 1, 2014. We believe that a 60- 

day extension allows adequate time for 

interested persons to submit comments 

without significantly delaying 

rulemaking on these important issues. 

II. Request for Comments 

Interested persons may submit either 

electronic comments regarding this 

document to http://www.regulations.gov 

or written comments to the Division of 

Dockets Management (see ADDRESSES). It 

is only necessary to send one set of 

comments. Received comments may be 

seen in the Division of Dockets 

Management between 9 a.m. and 4 p.m., 

Monday through Friday, and will be 

posted to the docket at http://

www.regulations.gov. 

Dated: May 21, 2014. 

Leslie Kux, 

Assistant Commissioner for Policy. 

[FR Doc. 2014–12095 Filed 5–23–14; 8:45 am] 

BILLING CODE 4160–01–P 

DEPARTMENT OF EDUCATION 

34 CFR Chapter III 

[Docket ID ED–2014–OSERS–0028; CFDA 

Number: 84.133B–1.] 

Proposed Priority—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 priority. 

SUMMARY: The Assistant Secretary for 

Special Education and Rehabilitative 

Services proposes a priority for the 

Rehabilitation Research and Training 

Center (RRTC) Program administered by 

the National Institute on Disability and 

Rehabilitation Research (NIDRR). 

Specifically, this document proposes a 

priority for a RRTC on Vocational 

Rehabilitation Practices for Youth and 

Young Adults. We take this action to 

focus research attention on an area of 

national need. We intend for this 

priority to contribute to improved 

outcomes of youth and young adults 

with disabilities in the State Vocational 

Rehabilitation Services program. 

DATES: We must receive your comments 

on or before June 26, 2014. 

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 


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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, Potomac Center Plaza 

(PCP), Washington, DC 20202–2700. 

Telephone: (202) 245–6211 or by email: 

patricia.barrett@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

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

8339. 

SUPPLEMENTARY INFORMATION: This 

proposed priority is 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. 

The Plan identifies a need for research 

and training in a number of areas. To 

address this need, 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 document proposes one priority 

that NIDRR intends to use for one or 

more competitions in fiscal year (FY) 

2014 and possibly in later years. NIDRR 

is under no obligation to make an award 

under this priority. 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 this 

proposed priority. To ensure that your 

comments have maximum effect in 

developing the notice of final priority, 

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 this proposed priority. 

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 program. 

During and after the comment period, 

you may inspect all public comments 

about this proposed priority 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 document. 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 selfsufficiency of individuals with 

disabilities, especially individuals with 

the most severe disabilities. This 

program is also intended 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 welldesigned 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 Priority 

This document contains one proposed 

priority. 

Vocational Rehabilitation Practices for 

Youth and Young Adults. 

Background 

Individuals with disabilities are less 

likely to be employed, or to participate 

in the labor force, than individuals 

without disabilities (U.S. Bureau of 

Labor Statistics, 2013). Similarly, youth 

and young adults with disabilities (age 

16–24) are less likely than their peers 

without disabilities to be employed 

(U.S. Department of Labor, 2013). 

Compared to their peers without 

disabilities, youth and young adults 

with disabilities are also more likely to 

drop out of school (Chapman et al., 

2011), less likely to participate in 

postsecondary education, (Newman et 

al., 2010; Newman et al., 2011; Wagner 

et al., 2005), and less likely to be 

employed after completing school 

(Wagner et al., 2005). Some groups of 

youth and young adults with disabilities 

are at increased risk for poor post-school 

employment outcomes, including those 

with mental illness or intellectual 

disabilities, and those from underserved 


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populations (Davies et al., 2009; Wagner 

et al., 2005). 

From a policy perspective, improving 

the employment outcomes of youth and 

young adults with disabilities could 

decrease reliance on long-term public 

benefits. Research indicates that young 

adults with disabilities, especially those 

who receive Social Security Income 

(SSI) benefits before the age of 18, are 

at high risk of poor employment 

outcomes, low incomes, and continued 

reliance on public benefits (Davies et al., 

2009; Fraker, 2011). The public cost of 

these benefits is high; in 2009, the 

combined cost of SSI benefits for youth 

age 13–25 was $7.5 billion; the cost of 

Social Security Disability Insurance 

(SSDI) benefits to individuals under the 

age of 25 was greater than $1 billion 

(Fraker, 2011). 

The State Vocational Rehabilitation 

Services (VR) program administered by 

the Rehabilitation Services 

Administration (RSA) provides grants to 

States to support a wide range of 

services to assist individuals with 

disabilities prepare for and engage in 

gainful employment consistent with 

their strengths, resources, priorities, 

concerns, abilities, capabilities, 

interests, and informed choice. State 

reported data from RSA’s Case Services 

Report (RSA–911) from FY 2012 show 

that youth and young adults age 14–24 

accounted for 35 percent (about 

113,850) of the total number of 

individuals whose service records were 

closed after receiving services from the 

VR program. However, RSA–911 data 

also show that 46 percent of these youth 

and young adults had not achieved an 

employment outcome at the time their 

service records were closed. The three 

most frequent reported reasons for their 

service record closure were: (1) Unable 

to contact or locate the client (36 

percent), (2) refused services or further 

services (22 percent), and (3) failure to 

cooperate (22 percent). However, a 

recent study by Mathematica (Honeycutt 

et al., 2013) found wide variation in 

service patterns and outcomes among 

State VR agencies. 

State VR agencies can play a critical 

role in helping youth and young adults 

attain their vocational goals, including 

collaborating with State and local 

education agencies to plan and provide 

services for students with disabilities. 

However, knowledge about best 

practices for VR agencies serving youth 

and young adults is insufficient given 

the persistent poor employment 

outcomes of youth and young adults 

with disabilities (Honeycutt et al., 

2013). There are emerging practices that 

VR agencies may employ to assist youth 

and young adults to achieve 

postsecondary goals. For example, some 

evidence-based secondary transition 

practices used in schools may be useful 

in VR settings (Test & Cease-Cook, 

2012). In addition, a description of 

selected emerging transition practices, 

services, and models in State VR 

agencies is provided on RSA’s 

‘‘Emerging Practices’’ Web site (http://

rsa.ed.gov/emerging-practices.cfm). The 

transition practices which are 

particularly appropriate to this age 

group, include interagency 

collaboration, career development 

activities, work experience, mentoring 

programs, shadowing programs, 

postsecondary education opportunities, 

and others. However, these activities 

vary in the degree to which their 

effectiveness in achieving successful 

outcomes for youth and young adults 

with disabilities is supported by 

research-based evidence (Cobb et al., 

2013). 

There is, therefore, a need to identify 

best practices that could be used by VR 

programs to improve outcomes for 

youth, especially those at high risk for 

poor outcomes. In addition, given the 

high proportion of youth and young 

adults who discontinue participation in 

the VR program, there is a need to 

understand the factors that may cause 

youth and young adults with disabilities 

to exit the VR program without an 

employment outcome and whether 

interventions can be implemented by 

the VR program to improve their 

outcomes. 

References 

Chapman, C., Laird, J., Ifill, N., and 

KewalRamani, A. (2011). Trends in High 

School Dropout and Completion Rates in 

the United States: 1972–2009 (NCES 

2012–006). U.S. Department of 

Education. Washington, DC: National 

Center for Education Statistics. Retrieved 

April 22, 2014, from http://nces.ed.gov/ 

pubs2012/2012006.pdf. 

Cobb, R. B., Lipscomb, S., Wolgemuth, J., 

Schulte, T., Veliquette, A., Alwell, M., 

Batchelder, K., Bernard, R., Hernandez, 

P., Holmquist-Johnson, H., Orsi, R., 

Sample McMeeking, L., Wang, J., and 

Weinberg, A. (2013). Improving PostHigh School Outcomes for TransitionAge Students with Disabilities: An 

Evidence Review Executive Summary 

(NCEE 2013–4012). Washington, DC: 

National Center for Education Evaluation 

and Regional Assistance, Institute of 

Education Sciences. 

Davies, P. S., Rupp, K., & Wittenburg, D. 

(2009). A life-cycle perspective on the 

transition to adulthood among children 

receiving Supplemental Security Income 

payments. Journal of Vocational 

Rehabilitation, 30(3), 133–151. Available 

at: www.mathematica-mpr.com/

publications/PDFs/disability/

lifecycleperspective.pdf. 

Fraker, T. (2011). The Youth Transition 

Demonstration: Interim Findings and 

Lessons for Program Implementation 

(No. 7151). Mathematica Policy 

Research. Available at: http://

mathematica-mpr.com/publications/

pdfs/disability/ytd_brief11-04.pdf. 

Honeycutt, T., Thompkins, Al., Bardos, M., & 

Stern, S. (October, 2013). State 

differences in the vocational 

rehabilitation experiences of transitionage youth with disabilities. Working 

paper. Available at: www.mathematicampr.com/publications/PDFs/disability/

state_diff_vr_youth_wp.pdf. 

Neubert, D. A., & Leconte, P. J. (2013). Ageappropriate transition assessment: The 

position of the Division on Career 

Development and Transition. Career 

Development and Transition for 

Exceptional Individuals, 3i), 72–83. 

Newman, L., Wagner, M., Knokey, A.-M., 

Marder, C., Nagle, K., Shaver, D., Wei, 

X., with Cameto, R., Contreras, E., 

Ferguson, K., Greene, S., and 

Schwarting, M. (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) 

(NCSER 2011–3005). Menlo Park, CA: 

SRI International. Available at: 

www.nlts2.org/reports/2011_09_02/

index.html. U.S. Department of Labor 

(2013). Youth employment rate. 

Available at: www.dol.gov/odep/

categories/youth/youthemployment.htm. 

Test, D. W., & Cease-Cook, J. (2012). 

Evidence-based secondary transition 

practices for rehabilitation counselors. 

Journal of Rehabilitation, 78(2), 30–38. 

U.S. Bureau of Labor Statistics (December, 

2013). Employment status of the civilian 

population by sex, age, and disability 

status, not seasonally adjusted. Available 

at: www.bls.gov/news.release/

empsit.t06.htm. 

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). Available 

at: http://files.eric.ed.gov/fulltext/

ED494935.pdf. 

Definitions 

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, 


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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 ‘‘scalingup’’ 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. 

(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 realworld setting. During this stage of 

research, a project tests the outcomes of 

an evidence-based intervention in 

different settings. The project 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 welldesigned studies of an intervention that 

has been widely adopted in practice, but 

that lacks a sufficient evidence-base to 

demonstrate its effectiveness. 

Proposed Priority 

The Assistant Secretary for Special 

Education and Rehabilitative Services 

proposes a priority for an RRTC to 

conduct research on VR Practices for 

Youth and Young Adults. The RRTC 

must contribute to increased knowledge 

about effective VR practices that can 

improve employment outcomes of youth 

and young adults with disabilities by: 

(a) Generating new knowledge that 

builds the evidence base of vocational 

rehabilitation practices, services, or 

models that improve the employment 

outcomes for youth and young adults. 

The center will conduct research to 

better understand the factors that affect 

the likelihood that youth and young 

adults are fully engaged in the VR 

program and achieve their vocational 

goals, i.e., completion of postsecondary 

education and training programs, and 

attainment of competitive employment, 

including research that— 

(i) Identifies individual- and systemlevel factors that affect engagement and 

attainment of an employment outcome. 

Individual-level factors include, but are 

not limited to, demographic 

characteristics and impairment types 

and severity. System-level factors 

include, but are not limited to, financial 

disincentives to obtaining employment 

associated with other public programs 

and systems, characteristics and 

practices of VR State agencies, employer 

practices and perceptions, and 

macroeconomic conditions; and 

(ii) Identifies the reasons for which 

youth and young adults with a disability 

discontinue their participation in the 

VR program before achieving successful 

postsecondary goals (e.g., postsecondary 

education or training) or employment 

outcomes. 

(b) Conducting research to identify VR 

services and transition practices that 

increase the likelihood of youth and 

young adults with disabilities achieving 

successful employment outcomes. The 

research must also identify practices 

relevant to improving the outcomes of 

youth and young adults who are at 

particular risk for poor employment 

outcomes. Applicants must identify the 

specific at-risk group or groups of youth 

and young adults with disabilities they 

propose to include; provide evidence 

that the selected population or 

populations are, in fact, at risk for poor 

employment outcomes; and explain 

how the practices are expected to 

address the needs of the population or 

populations. 

(c) Focusing its research on 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 research stages must be clearly 

specified. (These stages and their 

definitions are provided at end of the 

background statement section of this 

document.) 

(d) Serving as a national resource 

center for youth and young adults with 

disabilities, their families, and other 

stakeholders, including other relevant 

grantees funded by the Office of Special 

Education and Rehabilitative Services. 

Specifically, this center must 

coordinate, as appropriate, with the 

OSEP-funded Parent Training and 

Information Centers, the OSEP-funded 

National Technical Assistance Center on 

Improving Transition and the RSAfunded Parent Information and Training 

Projects, and other relevant entities by 

conducting knowledge translation 

activities related to improving 

employment outcomes of youth and 

young adults that must, but are not 

limited to: 

(i) Providing information and 

technical assistance to VR State agencies 

and related service providers, educators, 

employers, youth and young adults with 

disabilities and their representatives, 

families, and other key stakeholders. 

(ii) Providing training, including 

graduate, pre-service, and in-service 

training, to educators, VR professionals, 

direct service professionals and related 

service providers, to facilitate a 

seamless and effective transition service 

delivery system. Training may be 

offered through conferences, workshops, 

public education programs, in-service 

training programs, and similar activities. 

(iii) Disseminating research-based 

information and materials related to VR 

practices and services that increase 

employment for youth and young adults 

with disabilities. 

(iv) Involving key stakeholder groups 

in the activities conducted under 

paragraphs (a) through (d) of this 

priority 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 


emcdonald on DSK67QTVN1PROD with PROPOSALS
30060 Federal Register / Vol. 79, No. 101 / Tuesday, May 27, 2014 / Proposed Rules 

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)). 

Final Priority 

We will announce the final priority in 

a document in the Federal Register. We 

will determine the final priority after 

considering responses to this document 

and other information available to the 

Department. This document does not 

preclude us from proposing additional 

priorities, requirements, definitions, or 

selection criteria, subject to meeting 

applicable rulemaking requirements. 

Note: This document does not solicit 

applications. In any year in which we choose 

to use this priority, 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 this proposed priority 

only upon a reasoned determination 

that its benefits would justify its 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 

this proposed priority is 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: May 20, 2014. 

Michael K. Yudin, 

Acting Assistant Secretary for Special 

Education and Rehabilitative Services. 

[FR Doc. 2014–12039 Filed 5–23–14; 8:45 am] 

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