Final Priority; Rehabilitation Training: Vocational Rehabilitation Technical Assistance Center-Youth With Disabilities, 45423-45428 [2015-18713]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 80, Number 146 (Thursday, July 30, 2015)]
[Rules and Regulations]
[Pages 45423-45428]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2015-18713]


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DEPARTMENT OF EDUCATION

34 CFR Chapter III

[CFDA Number: 84.264H.]


Final Priority; Rehabilitation Training: Vocational 
Rehabilitation Technical Assistance Center--Youth With Disabilities

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

ACTION: Final priority.

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SUMMARY: The Assistant Secretary for Special Education and 
Rehabilitative Services announces a priority under the Rehabilitation 
Training program. The Assistant Secretary may use this priority for 
competitions in fiscal year (FY) 2015 and later years. This priority is 
designed to ensure that professionals working in State vocational 
rehabilitation (VR) agencies receive the technical assistance (TA) they 
need to provide youth with disabilities with services and supports that 
lead to postsecondary education and competitive integrated employment.

DATES: This priority is effective August 31, 2015.

FOR FURTHER INFORMATION CONTACT: Tara Jordan, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 5040, Potomac Center Plaza 
(PCP), Washington, DC 20202-2800. Telephone: (202) 245-7341 or by 
email: tara.jordan@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: 
    Purpose of Program: Under the Rehabilitation Act of 1973 
(Rehabilitation Act), as amended by the Workforce Innovation and 
Opportunity Act (WIOA), the Rehabilitation Services Administration 
(RSA) makes grants to States and public or nonprofit agencies and 
organizations (including institutions of higher education) to support 
projects that provide training, traineeships, and TA designed to 
increase the numbers of, and improve the skills of, qualified 
personnel, especially rehabilitation counselors, who are trained to: 
provide vocational, medical, social, and psychological rehabilitation 
services to individuals with disabilities; assist individuals with 
communication and related disorders; and provide other services 
authorized under the Rehabilitation Act.
    Program Authority: 29 U.S.C. 772(a)(1).
    Applicable Program Regulations: 34 CFR part 385.
    We published a notice of proposed priority for this competition in 
the Federal Register on May 15, 2015 (80 FR 27868). That notice 
contained background information and our reasons for proposing the 
particular priority. There are differences between the proposed 
priority and this final priority, and we explain those differences in 
the Analysis of Comments and Changes section of this notice.
    Public Comment: In response to our invitation in the notice of 
proposed priority, three parties submitted comments on the proposed 
priority.
    Generally, we do not address technical and other minor changes.
    Analysis of Comments and Changes: An analysis of the comments and 
of any changes in the priority since publication of the notice of 
proposed priority follows.
    Comment: One commenter suggested that the Vocational Rehabilitation 
Technical Assistance Center--Youth with Disabilities (VRTAC-Y) include 
as a focus of the training and TA to be provided by the Center best 
practices for improving services and supports for children with 
disabilities who are home schooled as well as children with 
disabilities in foster care. In addition, the commenter noted that, 
like youth without disabilities, youth with disabilities need support 
in obtaining work experience in intermediate jobs while they are still 
being encouraged to seek careers requiring postsecondary education or 
training. The commenter also suggested that the VRTAC-Y consult with 
adults with disabilities who are successful in order to identify 
practices they found to be helpful. Finally, the commenter suggested 
that

[[Page 45424]]

best practices include mentoring programs pairing youth with 
disabilities and individuals with disabilities who have been successful 
in their chosen careers.
    Discussion: The focus of this priority is to provide TA to State VR 
agencies to improve services to and outcomes for: (1) Students with 
disabilities, as defined in section 7(37) of the Rehabilitation Act, 
who are in school and who are not receiving services under the 
Individuals with Disabilities Education Act (IDEA); and (2) youth with 
disabilities, as defined in section 7(42) of the Rehabilitation Act, 
who are no longer in school and who are not employed, often referred to 
as dropouts. Thus, an applicant could propose to include as a focus of 
its TA students with disabilities who are home schooled or in foster 
care and who are not receiving services under the IDEA, and youth with 
disabilities in foster care who are between the ages of 14 and 24 and 
who are dropouts, if such a focus is consistent with the TA needs 
identified by the Center under this priority.
    Similarly, nothing in this priority as currently written precludes 
the grantee from providing TA to help students and youth with 
disabilities to obtain intermediate jobs as they pursue their long-term 
career goals. In addition, an applicant may employ or otherwise consult 
with adults with disabilities to identify best practices in serving 
students and youth with disabilities, and an applicant may propose this 
strategy as one of its TA activities. Finally, we agree that developing 
supportive mentoring relationships can help to improve employment 
outcomes for youth with disabilities, and we have added language to the 
priority under topic area (c) to address this comment.
    Changes: We have added mentoring services under topic area (c) as 
an example of a collaborative and coordinated service strategy that is 
designed to increase the number of students and youth with disabilities 
who obtain competitive integrated employment.
    Comment: Given the potential for overlap with TA and materials 
provided by other TA centers on related topics, one commenter suggested 
that applicants for the VRTAC-Y describe their plans to coordinate with 
other previously established TA centers. The commenter also questioned 
the requirement to review current VR agency State Plans while State 
agencies are in the midst of developing Unified or Combined State Plans 
with WIOA core programs and updating relevant interagency agreements, 
suggesting that review of these State Plans that were developed before 
the implementation of WIOA might not yield current information on which 
to base selection of intensive TA sites or the measurement of TA impact 
on performance.
    Discussion: Coordinating responsibilities between the VRTAC-Y and 
existing TA centers is required under Coordination Activities, section 
(b), and Application Requirements, section (b)(1)(iii), and we believe 
the commenter's concerns are adequately addressed in those sections.
    While we recognize that State VR agencies are working with WIOA 
partners to develop Unified or Combined State Plans, including updating 
relevant interagency agreements, we expect that review of current State 
Plans will still provide valuable information for TA purposes. The 
review of State Plans is only one source of information the VRTAC-Y 
will consider in its knowledge development activities. In addition to 
reviewing State-reported data and other information, the VRTAC-Y will 
conduct a survey of relevant stakeholders and VR service providers to 
identify TA needs. Finally, the applicant is required to describe how 
it will determine the effectiveness of the TA, including any proposed 
standards or targets for determining effectiveness, and its progress 
toward achieving intended outcomes, which at a minimum must include 
data on a number of variables.
    Changes: None.
    Comment: One commenter suggested that the Technical Assistance and 
Dissemination Activities section of this priority could be strengthened 
by specifically identifying service providers as partners of the State 
VR agency in these activities in section (a)(1). The commenter 
suggested using the phrase ``public and community-based'' to better 
describe the service systems discussed under section (a)(2) (how to 
access and leverage partnerships across agencies and public and 
community-based service delivery systems to increase the number of 
students and youth with disabilities provided with relevant and 
accessible information regarding services available through the State 
VR agency) and under section (b)(1) (a curriculum guide for developing 
partnerships). The commenter also suggested that work experience 
opportunities and programs be included in section (b)(3) (a curriculum 
guide for developing training and work experience programs).
    Discussion: Service providers are included in the term ``relevant 
stakeholders,'' which already is used in the priority, so we do not 
believe it is necessary to mention them specifically. We agree that the 
phrase ``public and community-based'' is most inclusive of potential 
partners in serving students and youth with disabilities. We also agree 
that the addition of work opportunities to the curriculum guide on 
developing training and work experience programs is consistent with the 
individualized nature of customized training that is included in this 
curriculum guide description.
    Changes: We have added the phrase ``public and community-based'' in 
sections (a)(2)(i) and (ii) and (b)(1) under Technical Assistance and 
Dissemination Activities in order to better describe coordination among 
service systems. Under section (b)(3), we have added the words ``career 
pathways'' and ``work opportunities'' in the description of the 
curriculum guide.
    Comment: None.
    Discussion: In reviewing the NPP, we recognized that we had 
overlooked an obvious but important set of training programs to which 
students and youth with disabilities should have access.
    Changes: We have added language under paragraph (3)(iii) of the 
Technical Assistance and Dissemination Activities section. We clarify 
that TA on assisting students and youth with disabilities to access 
training that is directly responsive to employer needs and hiring 
requirements may include training offered by providers under the WIOA 
core programs.
    Final Priority:
    The purpose of this priority is to fund a cooperative agreement to 
establish a Vocational Rehabilitation Technical Assistance Center--
Youth with Disabilities (VRTAC-Y). The focus of this priority is to 
provide technical assistance (TA) to State vocational rehabilitation 
(VR) agencies to improve services to and outcomes of: (1) Students with 
disabilities, as defined in section 7(37) of the Rehabilitation Act, 
who are in school and who are not receiving services under the IDEA; 
and (2) youth with disabilities, as defined in section 7(42) of the 
Rehabilitation Act, who are no longer in school and who are not 
employed, often referred to as dropouts. For purposes of this priority, 
``Students and youth with disabilities'' refers to these two groups.
    The VRTAC-Y is designed to achieve, at a minimum, the following 
outcomes:
    (a) Assist State VR agencies to identify and meet the VR needs of 
students and youth with disabilities consistent with section 101(a)(15) 
of the Rehabilitation Act;
    (b) Improve the ability of State VR agencies to develop 
partnerships with State and local agencies, service

[[Page 45425]]

providers, or other entities to ensure that students and youth with 
disabilities are referred for VR services and have access to 
coordinated supports, services, training, and employment opportunities, 
including: (1) Increasing the number of referrals and applications 
received by State VR agencies from agencies, service providers and 
others serving students and youth with disabilities; and (2) increasing 
the number of students and youth with disabilities receiving VR 
services;
    (c) Improve the ability of VR personnel to develop individualized 
plans for employment that ensure the successful transition of students 
and youth with disabilities and the achievement of post-school goals; 
and
    (d) Increase the number of students and youth with disabilities 
served by VR agencies (particularly dropouts and youth involved in the 
foster care and correctional systems) who are engaged in education and 
training programs leading to the attainment of postsecondary 
educational skills and credentials needed for employment in high-demand 
occupations.

Topic Areas

    Under this priority, the VRTAC-Y must develop and provide training 
and TA to State VR agency staff and related rehabilitation 
professionals and service providers in the following topic areas:
    (a) Developing and maintaining formal and informal partnerships and 
relationships with relevant stakeholders (including, but not limited 
to, school systems, institutions of higher education (IHEs), State and 
local service agencies, community rehabilitation programs, correctional 
facilities and programs, and employers) to increase referral of 
students and youth with disabilities to the State VR system for the 
supports and services they need to achieve competitive integrated 
employment;
    (b) Developing and implementing outreach policies and procedures 
using evidence-based and promising practices that ensure that students 
and youth with disabilities in the State are located, identified, and 
evaluated for services; and
    (c) Developing and implementing collaborative and coordinated 
service strategies, such as mentoring services; higher education and 
training services; and internship, apprenticeship, and other work 
experience services designed to increase the number of students and 
youth with disabilities who are served by the State VR agency who 
obtain competitive integrated employment.

Project Activities

    To meet the requirements of this priority, the VRTAC-Y must, at a 
minimum, conduct the following activities:

Knowledge Development Activities

    (a) In the first year, collect information from the literature and 
from existing Federal, State, and other programs on evidence-based and 
promising practices relevant to the work of the VRTAC-Y and make this 
information publicly available in a searchable, accessible, and useful 
format. The VRTAC-Y must review, at a minimum:
    (1) State VR agency State Plan descriptions of outreach plans and 
procedures, coordination and collaboration with other agencies, and 
coordination and collaboration with education officials relating to 
students and youth with disabilities;
    (2) State VR agency formal interagency agreements with SEAs for the 
coordination of transition services, including the provision of pre-
employment transition services;
    (3) The results of State VR agency monitoring conducted by RSA, 
when available;
    (4) State VR agency program and performance data; and
    (5) Information on promising practices and VR needs of students and 
youth with disabilities from TA centers that serve relevant public and 
private non-profit agencies, as well as existing RSA and Office of 
Special Education Programs (OSEP) TA centers and RSA and OSEP Parent 
Training and Information Centers.
    (b) In the first year, conduct a survey of relevant stakeholders 
and VR service providers to identify TA needs that the VRTAC-Y can meet 
and develop a process by which TA solutions can be offered to State VR 
agencies and their partners. The VRTAC-Y must survey, at a minimum:
    (1) State VR agency staff;
    (2) Relevant RSA staff;
    (3) Grantees of the National Institute on Disability, Independent 
Living, and Rehabilitation Research that are researching topics related 
to the work of the VRTAC-Y; and
    (4) Educators or other professionals conducting research on topics 
related to the work of the VRTAC-Y.

Technical Assistance and Dissemination Activities

    (a) Over the five-year grant period, provide intensive TA to a 
minimum of 10 State VR agencies and their associated rehabilitation 
professionals and service providers in the topic areas set out in this 
priority.\1\ In each of the second, third, fourth, and fifth years of 
the project, the VRTAC-Y must provide intensive TA to at least two 
different State VR agencies. Applicants must clearly describe the 
application process and selection criteria for the State VR agencies 
that would receive intensive TA. Such TA must include:
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    \1\ For the purposes of this priority, ``intensive TA'' means TA 
services often provided on-site and requiring a stable, ongoing 
relationship between the TA Center staff and the TA recipient. ``TA 
services'' are defined as a negotiated series of activities designed 
to reach a valued outcome. Intensive TA should result in changes to 
policy, programs, practices, or operations that support increased 
recipient capacity or improved outcomes at one or more systems 
levels.
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    (1) For topic area (a)--
    (i) Identification of relevant stakeholders in the State or region 
who can improve the State VR agency's ability to perform outreach 
activities and meet the employment and training needs of students and 
youth with disabilities;
    (ii) Effective marketing and outreach to school and community 
services personnel, such as how best to present information about VR 
supports, training, and programming for students and youth with 
disabilities; and
    (iii) How to develop formal and informal service and outreach 
agreements with relevant stakeholders to meet the employment and 
training needs of students and youth with disabilities.
    (2) For topic area (b)--
    (i) How to conduct an analysis and assessment of outreach 
strategies to determine gaps between public and community-based service 
delivery systems, as well as the need for coordinated services and 
supports across service systems for students and youth with 
disabilities;
    (ii) How to access and leverage partnerships across agencies and 
public and community-based service delivery systems to increase the 
number of students and youth with disabilities provided with relevant 
and accessible information regarding services available through the 
State VR agency.
    (3) For topic area (c)--
    (i) Evidence-based and promising practices in the development and 
implementation of vocational services to meet the employment and 
training needs of students and youth with disabilities;
    (ii) How to incorporate students and youth with disabilities into 
training programs in which they have been historically 
underrepresented; and
    (iii) How to assist students and youth with disabilities in 
accessing

[[Page 45426]]

customized vocational, occupational, or certification training or other 
career training that is directly responsive to employer needs and 
hiring requirements, including, but not limited to, training offered by 
providers under the WIOA core programs, Carl D. Perkins Career and 
Technical Education Improvement Act, H-1B Ready to Work Partnership 
Grants, and Trade Adjustment Assistance Community College and Career 
Training Grants, including two-year and four-year IHEs.
    (b) In the first year, develop and refine a minimum of five 
curriculum guides for VR staff training in topics related to the work 
of the VRTAC-Y, which must include:
    (1) Partnership development across public and community-based 
service delivery systems for purposes of leveraging resources and 
coordinating supports, services, training, and employment opportunities 
for students and youth with disabilities;
    (2) Development, implementation, and dissemination of effective 
model outreach strategies, policies, and procedures to improve access 
for students and youth with disabilities to VR services and supports;
    (3) Development of customized training, career pathways, other 
career training, work opportunities and work experience programs for 
students and youth with disabilities;
    (4) Development and delivery of support services to providers of 
career training programs that facilitate completion of training and 
result in competitive integrated employment for students and youth with 
disabilities; and
    (5) Delivery of support services to employers who hire students and 
youth with disabilities from customized or career training programs or 
who offer internships and work experience opportunities.
    (c) Provide a range of targeted and general TA products and 
services on the topic areas in this priority. Such TA must include, at 
a minimum, the following activities:
    (1) Developing and maintaining a state-of-the-art information 
technology platform sufficient to support Webinars, teleconferences, 
video conferences, and other virtual methods of dissemination of 
information and TA;

    Note:  All products produced by the VRTAC-Y must meet government 
and industry-recognized standards for accessibility, including 
section 508 of the Rehabilitation Act. The VRTAC-Y may either 
develop a new platform or system, or modify existing platforms or 
systems, so long as the requirements of the priority are met.

    (2) Ensuring that all TA products are sent to the National Center 
for Rehabilitation Training Materials, including: course curricula; 
audiovisual materials; Webinars; examples of emerging and best 
practices related to the topic areas in this priority; and any other TA 
products; and
    (3) Providing a minimum of four Webinars or video conferences on 
each of the topic areas in this priority to describe and disseminate 
information about emerging and promising practices in each area.

Coordination Activities

    (a) Establish a community of practice for all interested State VR 
agencies that will act as a vehicle for communication, exchange of 
information among State VR agencies and partners, and a forum for 
sharing the results of TA projects that are in progress or have been 
completed. Such community of practice must be focused on partnerships 
across service systems, outreach and identification strategies for 
students and youth with disabilities, and the development and provision 
of vocational services and vocational training to students and youth 
with disabilities.
    (b) Communicate and coordinate, on an ongoing basis, with other 
Department-funded projects and those supported by the Departments of 
Labor and Commerce; and
    (c) Maintain ongoing communication with the RSA project officer.

Application Requirements

    To be funded under this priority, applicants must meet the 
application requirements in this priority. RSA encourages innovative 
approaches to meet these requirements, which are to:
    (a) Demonstrate, in the narrative section of the application, under 
``Significance of the Project,'' how the proposed project will--
    (1) Address State VR agencies' capacity to meet the employment and 
training needs of students and youth with disabilities. To meet this 
requirement, the applicant must:
    (i) Demonstrate knowledge of emerging and best practices in 
conducting outreach and providing VR services to students and youth 
with disabilities;
    (ii) Demonstrate knowledge of current applicable Federal statutes 
and regulations, current RSA guidance, and State and Federal 
initiatives designed to improve employment outcomes for students and 
youth with disabilities; and
    (iii) Present information about the difficulties that State VR 
agencies and service providers have encountered in developing and 
implementing effective outreach and service delivery plans for students 
and youth with disabilities; and
    (2) Result in increases in both the number of students and youth 
with disabilities receiving services from State VR agencies and related 
agencies and the number and quality of employment outcomes in 
competitive integrated employment for students and youth with 
disabilities;
    (b) Demonstrate, in the narrative section of the application, under 
``Quality of Project Services,'' how the proposed project will--
    (1) Achieve its goals, objectives, and intended outcomes. To meet 
this requirement, the applicant must provide--
    (i) Measurable intended project outcomes;
    (ii) A plan for how the proposed project will achieve its intended 
outcomes; and
    (iii) A plan for communicating and coordinating with key staff in 
State VR agencies, State and local partner programs, advocates for 
students and youth with disabilities, RSA partners such as the Council 
of State Administrators of Vocational Rehabilitation (CSAVR), the 
National Council of State Agencies for the Blind (NCSAB), and other TA 
Centers and relevant programs within the Departments of Education, 
Labor, and Commerce;
    (2) Use a conceptual framework to develop project plans and 
activities, describing any underlying concepts, assumptions, 
expectations, beliefs, or theories, as well as the presumed 
relationships or linkages among these variables, and any empirical 
support for this framework;
    (3) Be based on current research and make use of evidence-based and 
promising practices. To meet this requirement, the applicant must 
describe--
    (i) The current research on emerging, promising, and evidence-based 
practices in the topic areas in this priority;
    (ii) How the current research about adult learning principles and 
implementation science will inform the proposed TA; and
    (iii) How the proposed project will incorporate current research 
and evidence-based practices in the development and delivery of its 
products and services;
    (4) Develop products and provide services that are of high quality 
and sufficient intensity and duration to achieve the intended outcomes 
of the proposed project. To address this

[[Page 45427]]

requirement, the applicant must describe--
    (i) Its proposed activities to identify or develop the knowledge 
base on emerging and promising practices in the topic areas in this 
priority;
    (ii) Its proposed approach to universal, general TA; \2\
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    \2\ For the purposes of this priority, ``universal, general 
technical assistance'' means TA and information provided to 
independent users through their own initiative, resulting in minimal 
interaction with TA center staff and including one-time, invited or 
offered conference presentations by TA center staff. This category 
of TA also includes information or products, such as newsletters, 
guidebooks, or research syntheses, downloaded from the TA center's 
Web site by independent users. Brief communications by TA center 
staff with recipients, either by telephone or email, are also 
considered universal, general TA.
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    (iii) Its proposed approach to targeted, specialized TA,\3\ which 
must identify--
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    \3\ For the purposes of this priority, ``targeted, specialized 
technical assistance'' means TA services based on needs common to 
multiple recipients and not extensively individualized. A 
relationship is established between the TA recipient and one or more 
TA center staff. This category of TA includes one-time, labor-
intensive events, such as facilitating strategic planning or hosting 
regional or national conferences. It can also include episodic, less 
labor-intensive events that extend over a period of time, such as 
facilitating a series of conference calls on single or multiple 
topics that are designed around the needs of the recipients. 
Facilitating communities of practice can also be considered 
targeted, specialized TA.
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    (A) The intended recipients of the products and services under this 
approach; and
    (B) Its proposed approach to measure the readiness of State VR 
agencies to work with the proposed project, assessing, at a minimum, 
their current infrastructure, available resources, and ability to 
effectively respond to the TA, as appropriate;
    (iv) Its proposed approach to intensive, sustained TA, which must 
identify--
    (A) The intended recipients of the products and services under this 
approach;
    (B) Its proposed approach to measure the readiness of the State VR 
agencies to work with the proposed project including the State VR 
agencies' commitment to the TA initiatives, appropriateness of the 
initiatives, current infrastructure, available resources, and ability 
to respond effectively to the TA, as applicable;
    (C) Its proposed plan for assisting State VR agencies to build 
training systems that include professional development based on adult 
learning principles and coaching; and
    (D) Its proposed plan for developing intensive TA agreements with 
State VR agencies to provide intensive, sustained TA. The plan must 
describe how the intensive TA agreements will outline the purposes of 
the TA, the intended outcomes of the TA, and the measurable objectives 
of the TA that will be evaluated;
    (5) Develop products and implement services to maximize the 
project's efficiency. To address this requirement, the applicant must 
describe--
    (i) How the proposed project will use technology to achieve the 
intended project outcomes; and
    (ii) With whom the proposed project will collaborate and the 
intended outcomes of this collaboration;
    (c) Demonstrate, in the narrative section of the application under 
``Quality of the Evaluation Plan,'' how the proposed project will--
    (1) Measure and track the effectiveness of the TA provided. To meet 
this requirement, the applicant must describe its proposed approach 
to--
    (i) Collecting data on the effectiveness of each TA activity from 
State VR agencies, partners, or other sources, as appropriate; and
    (ii) Analyzing data and determining the effectiveness of each TA 
activity, including any proposed standards or targets for determining 
effectiveness. At a minimum, the VRTAC-Y must analyze data on school 
and service system referrals to State VR agencies and employment 
outcomes of students and youth with disabilities, including type of 
employment, wages, hours worked, weeks of employment, and public 
benefits received;
    (2) Collect and analyze data on specific and measurable goals, 
objectives, and intended outcomes of the project, including measuring 
and tracking the effectiveness of the TA provided. To address this 
requirement, the applicant must describe--
    (i) Its proposed evaluation methodologies, including instruments, 
data collection methods, and analyses;
    (ii) Its proposed standards or targets for determining 
effectiveness;
    (iii) How it will use the evaluation results to examine the 
effectiveness of its implementation and its progress toward achieving 
the intended outcomes; and
    (iv) How the methods of evaluation will produce quantitative and 
qualitative data that demonstrate whether the project and individual TA 
activities achieved their intended outcomes;
    (d) Demonstrate, in the narrative section of the application under 
``Adequacy of Project Resources,'' how--
    (1) The proposed project will encourage applications for employment 
from persons who are members of groups that have historically been 
underrepresented based on race, color, national origin, gender, age, or 
disability, as appropriate;
    (2) The proposed key project personnel, consultants, and 
subcontractors have the qualifications and experience to provide TA to 
State VR agencies and their partners in each of the topic areas in this 
priority and to achieve the project's intended outcomes;
    (3) The applicant and any key partners have adequate resources to 
carry out the proposed activities; and
    (4) The proposed costs are reasonable in relation to the 
anticipated results and benefits;
    (e) Demonstrate, in the narrative section of the application under 
``Quality of the Management Plan,'' how--
    (1) The proposed management plan will ensure that the project's 
intended outcomes will be achieved on time and within budget. To 
address this requirement, the applicant must describe--
    (i) Clearly defined responsibilities for key project personnel, 
consultants, and subcontractors, as applicable; and
    (ii) Timelines and milestones for accomplishing the project tasks;
    (2) Key project personnel and any consultants and subcontractors 
that will be allocated to the project and how these allocations are 
appropriate and adequate to achieve the project's intended outcomes, 
including an assurance that such personnel will have adequate 
availability to ensure timely communications with stakeholders and RSA;
    (3) The proposed management plan will ensure that the products and 
services provided are of high quality; and
    (4) The proposed project will benefit from a diversity of 
perspectives, including those of State and local personnel, TA 
providers, researchers, and policy makers, among others, in its 
development and operation.
    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

[[Page 45428]]

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)).
    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 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 final 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 final 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 final priority only on a reasoned determination 
that its benefits justify its costs. In choosing among alternative 
regulatory approaches, we selected those approaches that maximize net 
benefits. Based on the analysis that follows, the Department believes 
that this regulatory action is consistent with the principles in 
Executive Order 13563.
    We also have determined that this regulatory action does 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 Rehabilitation Training program have been well 
established over the years through the successful completion of similar 
projects. This priority will better prepare State VR agency personnel 
to assist the students and youth with disabilities who are the focus of 
this priority to achieve competitive integrated employment in today's 
challenging labor market.
    Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. One of the 
objectives of the Executive order is to foster an intergovernmental 
partnership and a strengthened federalism. The Executive order relies 
on processes developed by State and local governments for coordination 
and review of proposed Federal financial assistance.
    This document provides early notification of our specific plans and 
actions for this program.
    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 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: July 27, 2015.
Michael K. Yudin,
Assistant Secretary for Special Education and Rehabilitative Services.
[FR Doc. 2015-18713 Filed 7-29-15; 8:45 am]
 BILLING CODE 4000-01-P