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[Federal Register: October 3, 2008 (Volume 73, Number 193)]
[Notices]
[Page 57670-57680]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr03oc08-98]
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DEPARTMENT OF LABOR
Employment and Training Administration
Notice of Availability of Funds and Solicitation for Grant
Applications (SGA) To Fund Demonstration Projects
Announcement Type: New, Notice of Solicitation for Grant
Applications.
Funding Opportunity Number: SGA/DFA PY 08-08.
Catalog of Federal Assistance Number: 17.261.
DATES: Key Dates: The closing date for receipt of applications under
this announcement is November 17, 2008. Applications must be received
at the address below no later than 4:30 p.m. (Eastern Time).
Application and submission information is explained in detail in Part
IV of this SGA. A Webinar for prospective applicants will be held for
this grant competition approximately 30 days from date of publication
in the Federal Register . Access information for the Webinar will be
posted on the U.S. Department of Labor's, Employment and Training
Administration Web site at: http://www.workforce3one.org.
SUMMARY: The U.S. Department of Labor (DOL), Employment and Training
Administration (ETA) announces the availability of approximately $5
million to fund demonstration grants that target the employment and
training needs of young parents. The Young Parents Demonstration
program is to provide educational and occupational skills training
leading to family economic self-sufficiency to both mothers and
fathers, and expectant mothers ages 16 to 24. Projects funded will be
encouraged to serve young parents in high-risk categories, including
those who are court-involved, in the child welfare or foster care
system, homeless, or victims of child abuse.
This solicitation provides background information and describes the
application submission requirements, outlines the process that eligible
entities must use to apply for funds covered by this solicitation, and
details how grantees will be selected.
ADDRESSES: Mailed applications must be addressed to the U.S. Department
of Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Eileen Banks, Reference SGA/DFA PY 08-08, 200
Constitution Avenue, NW., Room N-4716, Washington, DC 20210. Facsimile
applications will not be accepted. Information about applying online
can be found in Part IV. Section C. of this document. Applicants are
advised that mail delivery in the Washington, DC area may be delayed
due to mail decontamination procedures. Hand delivered proposals will
be received at the above address.
SUPPLEMENTARY INFORMATION: This solicitation consists of eight parts:
Part I provides background information.
Part II describes award information.
Part III describes eligibility information.
Part IV describes the application and submission process.
Part V describes the applications review process.
Part VI contains award administration information.
Part VII contains DOL agency contact information.
Part VIII lists additional resources of interest to applicants.
Part I. Background Information
1. Background
Although the rate has declined by one-third since the early 1990's,
the United States continues to have one of the highest rates of teen
pregnancy and teen births among industrialized nations. In 2006, there
were nearly 420,000 births to adolescents under the age of 20.
Early pregnancy and childbearing is closely linked to a host of
critical social issues reflecting both the disadvantaged backgrounds of
most teen parents and the consequences of early childbearing. Teenage
mothers and their children experience more negative outcomes than
mothers who delay childbearing until they are older. Children of teen
mothers are more likely to be born prematurely and at low birth weight,
to suffer higher rates of neglect and abuse, to perform poorly in
school, and to become teen parents themselves. Teen mothers are more
likely to drop out of school, live in poverty, have lower overall
educational attainment, and be dependent on public assistance at some
point in their lives.
Teens in foster care or transitioning out of foster care are at a
greater risk of becoming teen parents: They are two and a half times
more likely than their peers not in foster care to experience a
pregnancy by age 19. Many foster youth lack the support system a stable
family can provide; the results are pregnant and parenting teens
exiting foster care with the additional challenge of trying to support
themselves in addition to raising a child.
Teen childbearing is estimated to cost taxpayers at least $9.1
billion each year, including public sector health care costs, increased
child welfare costs, and lost tax revenue. Two-thirds of families begun
by a young unmarried mother are low-income and 52 percent of all
mothers on welfare had their first child as a teenager. Current federal
welfare law places a lifetime limit on the amount of financial
assistance provided to parents with children and is increasingly
encouraging a work-first approach; however, many teen parents lack the
skills and social support to achieve economic self-sufficiency.
Teen pregnancy is the number one reason young women drop out of
school, and although our society has become better at addressing this
problem, the logistics of parenting and completing an education remain
a challenge for teen parents, schools, government, and community and
faith-based organizations. Even more challenging is the ever increasing
need for additional education and training to enter unsubsidized
employment and become self-sufficient, as teen mothers are less likely
to attend college than women who delay childbearing. Reduced
educational attainment of teen mothers has an impact on workforce
participation and subsequent earnings. Teen mothers also tend to have
more children over their lifetime, which has a strong negative effect
on their labor force participation. With less work experience prior to
parenthood, teen mothers have difficulty competing in the labor market.
Research shows that teen parents have lower career aspirations, lower
occupational prestige, and less satisfaction with their job and the
progress of their career.
Although most of the focus of teenage pregnancy and parenting is on
the mother, fathers of children born to teens also experience the
educational and financial effects of early childbearing. Teen fathers
tend to complete fewer years of education and are less likely to
receive a high school diploma or GED. The annual earnings of teen
fathers are 10-15 percent less than for men who do not have children
during their teen years.\1\
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\1\ Berglas, Nancy; Brindis and Cohen, ``Adolescent Pregnancy
and Childbearing in California.'' California Research Bureau. June,
2003. Sacramento, CA. Page 25.
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As an outgrowth of high teen pregnancy rates, programs aimed at
pregnancy prevention and at fostering parenting skills for adolescents
with children have increased to advance the well-being and success of
adolescent parents. However, research indicates programs aimed at teen
mothers show modest, if any, gains in employment and earnings and many
of these gains do not last. Barriers to education and employment
include unstable housing, lack of suitable child care arrangements,
unstable relationships, alcohol and drug
[[Page 57671]]
use, mental health issues, and domestic violence.
Innovative, flexible programs that facilitate the long-term self-
sufficiency of young parents and build their parenting capacity must
combine academics, work experience, intensive personal attention and
support services. Practitioners agree that best practices include the
provision of quality education and training, case management, family
support services, health services, flexible child care, life skills
education, and programs that increase a father's involvement. Complete
success involves the ability of a teenage parent to enter the labor
market and become self-sufficient. Many of these programs do not have
the resources to provide comprehensive services and must stop short of
providing employment and occupational skills training. Such training
may not be available within a reasonable distance or factors such as
child care or transportation may prohibit active participation.
2. Prior Research on Young Parent's Programs
There are literally hundreds of programs for teen parents to
complete their schooling. In 1999, the National Institute on Early
Childhood Development and Education profiled 43 programs for pregnant
and parenting teens in a variety of settings including public schools,
alternative schools, community-based facilities, and medical
facilities. The focus on education, training, and employability
reflects a recognition that in order to improve the long-term economic
self-sufficiency of young parents and their families, it is critical
that they obtain a high school diploma or equivalency and pursue
additional education or job training that can improve employment and
earnings in the long run.
In the welfare reforms of the early 1990's, teen parents were
required to remain in school and most were expected to live at home
with parents or relatives. Due to this focus on school completion, few
programs for teen mothers have been rigorously evaluated in terms of
employment and earnings outcomes since the 1990's, although the
findings from the early studies remain informative. Information about
some of these studies is listed below.
New Chance
The New Chance program was a national research and demonstration
project in the mid 1980's that provided comprehensive education,
training, and other services intended to improve the prospects and
well-being of low-income mothers and their children. The program's
eligibility criteria were designed to assure that the research sample
represented populations that were central to the welfare reform debates
of the time: families headed by young mothers who had their first child
as teenagers, were high school dropouts, and were receiving Aid for
Families with Dependent Children (AFDC). One of the program's
distinguishing features was its explicit two-generational focus on both
mothers and children. The program substantially increased young
parents' participation in education and skills training. Eighteen to 19
year old and 20 to 22 year old project participants were more likely to
earn a high school diploma or GED than their counterparts in the
control group.
Teenage Parent Demonstration (TPD)
The TPD operated in Camden and Newark, New Jersey and the south
side of Chicago from 1987 to 1991. All teens who applied for AFDC
during the demonstration period in these sites and who were randomly
assigned to the demonstration program were required to participate in
education, job training, or employment-related activities, as
appropriate, or be sanctioned until they did participate. The sites
paid for or provided child care, transportation, and other services so
that such needs were not a barrier to participation in required
activities. Each teen was assigned to a case manager who developed a
self-sufficiency plan, guided the teen to needed services, and
monitored the teen's progress in required activities. The sites
provided initial workshops and other services to prepare the teens for
later education, training, and employment-related activities. Program
costs were modest, averaging $2,200 per year per participant (including
community-provided services, such as alternative educational services,
but neither included AFDC payments nor the cost of regular high school
attendance).
Some of the sites had positive employment and earnings results
initially, but these results decayed because of subsequent pregnancy,
insufficient child care and other services, and low skills. The
evaluation of the TPD offers important lessons for state and local
agencies that are implementing and have implemented the teenage parent
provisions of Temporary Assistance for Needy Families. The highlights
of the research were that mandatory participation and needed support
services can be implemented successfully for teen parents on a large
scale and at reasonable cost. Linking cash assistance to program
participation increases the level of self-sufficiency activities when
the participation is mandatory. TPD increased rates of school
attendance, job training, and employment while the programs were
operating. The increases faded after the end of the program.
Learning, Earning and Parenting Program (LEAP)
The LEAP Program, conducted from 1989 to 1997, was designed to
promote school attendance of pregnant and parenting teens on welfare,
with the ultimate goal of producing improved employment outcomes and
reductions in welfare dependence. LEAP provided financial incentives
for educational achievement, case management, and support services such
as child care and transportation assistance. Experimental evaluations
showed that participation in LEAP increased school enrollment, school
attendance, and college enrollment, and decreased welfare
participation. For the subgroups of participants who were enrolled in
school at the time of program enrollment, there were also significant
positive impacts on high school graduation and GED attainment rates as
well as employment-related outcomes. Ohio's LEAP increased teenage
parents' school and GED program attendance significantly during the
first year after they entered the program. The program also increased
the rates at which teen parents completed 9th, 10th, and 11th grade
during the first three years after program entry.
Parents' Fair Share (PFS)
The PFS, a national demonstration project authorized by the Family
Support Act of 1988, was one of the first programs providing targeted
assistance to low-income fathers who were behind on child support
payments. The PFS evaluation studied 5,500 fathers who were randomly
assigned to a PFS group or control group at each of seven sites from
1994 to 1996. Some of the key findings were that PFS increased
employment and earnings for the least-employable men and encouraged
some fathers, particularly those who were least involved initially, to
take a more active parenting role. Also, men referred to the PFS
program paid more child support than men in the control group.
Partners for Fragile Families (PFF)
Sponsored by the Department of Health and Human Services and the
Ford Foundation, the PFF demonstration was initially developed in 1996
with planning grants to 16 sites. From 2000 to 2003, 13 of these sites
operated in the demonstration phase.
[[Page 57672]]
PFF targeted young fathers (age 16-25) who had not yet established
paternity or had extensive involvement with the child support
enforcement system. The demonstration also included coordinated
technical assistance (TA) and program development from the National
Partnership for Community Leadership, a nonprofit provider of TA to
community-based organizations and public agencies serving young fathers
and fragile families. Some of the key findings were that the
participants' earnings improved over time but were still low ($2,470
earnings per quarter one year after enrollment) and that the number of
child support orders and the number and size of child support payments
by participants increased over time.
3. The Young Parents Demonstration
The Fiscal Year 2008 Department of Labor Appropriations Act
provides for approximately $5 million in Workforce Investment Act (WIA)
Pilot, Demonstration and Research funds to conduct a new demonstration
program of competitive grants to address the employment and training
needs of young parents. The Young Parents Demonstration program is to
provide educational and occupational skills training leading to family
economic self-sufficiency to both mothers and fathers, and expectant
mothers ages 16 to 24. Projects funded are to serve young parents
including, as applicable, those in high-risk categories such as victims
of child abuse, children of incarcerated parents, court-involved youth,
youth at risk of court involvement, homeless and runaway youth, Indian
and Native American youth, migrant youth, youth in or aging out of
foster care, and youth with disabilities.
To ensure rigorous, valid results from the Young Parents
Demonstration, each grantee must agree to participate in an innovative
random assignment technique called a ``bump-up'' experiment. A ``bump-
up'' experiment is a random assignment experiment \2\ that provides an
additional level of services above and beyond what exists in the
current environment (the bump). Project participants have a 50/50
chance of receiving the additional level of services. Those
participants assigned to the treatment group would get the additional
services while participants assigned to the control group would receive
the existing services offered by the grantee. Individuals assigned to
the control group would not be harmed or denied services under this
design. Please note that submissions that do not propose a ``bump-up''
experiment will be deemed non-responsive to this solicitation and will
not be considered.
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\2\ The major purpose of this experiment is to measure the
difference that the program intervention makes relative to what
would have happened--either better or worse--without it
(counterfactual). The presence of this ``counterfactual'' world, or
world without the presence of the intervention, makes it possible to
conduct rigorous studies of pilots, demonstrations, and existing
programs. Random assignment experiments provide the best
counterfactuals. These studies deliberately exclude some members of
the group from receiving an intervention in order to create and
observe a ``world without the intervention.''
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ETA encourages applicants who are targeting disconnected
populations to partner with networks of faith and community-based
organizations. Faith and community-based organizations have valuable
expertise in successful strategies for working with disconnected
populations and can provide outreach and wrap around support services
as needed. For applicants choosing to partner with faith and community-
based organizations, please visit http://www.dol.gov/cfbci/
accesspoints.htm for specific mechanisms and strategies for integrating
these organizations into the proposal.
4. Necessary Project Components
A. Each applicant must currently be operating a program with the
following required components:
Education, Training, and Employment Strategies--this
component is focused on providing young parents with skills and
credentials relevant to the industries or occupations in demand in the
local labor market.
Mentoring--this component is aimed at providing life
skills and ongoing support to young parents. Mentoring can be defined
as informal activities, such as one-on-one mentoring or group
mentoring, or formal activities, such as home visitation. ETA requires
that a faith-based or community-based organization experienced in
providing social services to young parents or in operating mentoring
programs will have the lead in this component of the program. The
mentoring component should include a period of mentoring and follow-up
that is no less than 18 months in duration and longer if possible.
Case Management--Case management should include the
identification, assessment, and enrollment of young parents in the
project and the development of a personalized service strategy that may
include personal, educational, or employment-related supports and the
identification of appropriate supportive services. Case managers should
have a central role in ensuring that project participants receive all
of the necessary and appropriate services to overcome any barriers to
full project participation. Case management includes: follow-up and
retention services intended to sustain and advance the gains made in
education and employment outcomes; individualized, consistent follow-up
after training and during the retention period for at least one year;
and/or intensive follow-up and retention services such as home visits
or employer visits rather than periodic phone calls.
Supportive Services--this component is aimed at reducing
barriers to stable participation in education and employment, which may
include child care assistance, transportation assistance, mental or
physical health care, parenting education classes, work-based stipends,
or other efforts.
B. This grant will provide an opportunity for a grantee to
supplement their existing program (as described in section A above).
The grant must provide a new, persistent service intervention above and
beyond the grantee's existing menu of services (i.e. a ``bump-up''
initiative). The grant can be used to expand initiatives under the
education, employment, and training component or the mentoring
component, but NOT the case management or supportive services
components. The ``bump-up'' initiative must not consist of services
that could otherwise reasonably be provided by an existing partner.
C. The following is a list of examples of program services or
models for specific components that would qualify for the ``bump-up.''
Please note that case management and supportive services are not
eligible components for the additional bump-up. However, applicants are
free to include in their proposed design services or models other than
those provided here.
Education, Training, and Employment
Work with an educational institution to develop a
vocational training program which would encompass the flexibility
needed by pregnant/parenting young adults.
Provide alternative education options such as credit
retrieval or GED completion.
Provide assistance with transition to post-secondary
education at a two-year or four-year institution.
Coordinate with employers to identify career ladders,
establish training needs, develop employer-based training, and/or hire
individuals upon completion of the training.
[[Page 57673]]
Work with employers to develop internships specifically
for this population which would allow flexibility to accommodate child
care or pre-natal care.
Increase employment opportunities through the addition of
Job Developer/Specialist positions that work closely with the local
One-Stop Career Center staff to identify job opportunities for young
parents.
Provide flexible employment/training scheduling such as
split shifts, night work, or evening classes to ensure continuity of
child care.
Mentoring
Provide individualized, consistent mentoring for
participants, with an added emphasis on participants who are enrolled
in off-site activities.
Work with employers to develop a workplace mentoring
program to assist expectant mothers and/or young parents in retaining
employment and advancing their careers.
Work with educational entities to develop mentoring
programs to assist expectant mothers and/or young parents in remaining
engaged in and complete the education and training program.
Provide a comprehensive mentoring program that addresses
each of three types of mentoring strategies: Personal Development
Mentoring which educates and supports youth during times of personal or
social stress and provides guidance for decision making; Educational or
Academic Mentoring which helps a student improve their overall academic
achievement; and Career Mentoring which helps the youth develop the
necessary skills to enter or continue on a career pathway.
An example of a program with effective mentoring
strategies includes:
Ready 4 Work--Ready4Work was a three-year, $25 million
pilot program designed to assist men and women returning from
incarceration through faith-based and community-based organizations.
Over 60 percent of Ready4Work participants received mentoring as part
of their services. Participants who met with a mentor at least once
showed stronger outcomes than those who did not participate in
mentoring. Information on this program can be found at http://
www.dol.gov/cfbci/ready4.htm.
Information on starting mentorship programs is available
at the MENTOR/National Mentoring Partnership Web site at http://
www.mentoring.org/, including their guide Elements of Effective
Practice at http://www.mentoring.org/downloads/mentoring_411.pdf and
their tool kit How to Build a Successful Mentoring Program Using the
Elements of Effective Practice at http://www.mentoring.org/downloads/
mentoring_413.pdf.
Part II. Award Information
1. Award Amount
ETA anticipates awarding between 5-7 grants under this
solicitation, with individual grants ranging in value from $500,000 to
$1 million. However, this does not preclude ETA from funding grants at
either a lower or higher amount, or funding a smaller or larger number
of projects, based on the type and the number of quality submissions.
Applicants are encouraged to submit budgets for quality projects at
whatever funding level is appropriate for their project.
2. Period of Performance
The period of grant performance will be up to 36 months from the
date of execution of the grant documents. This performance period shall
include all necessary implementation and start-up activities,
participant follow-up for performance outcomes, and grant close-out
activities. ETA may elect to exercise its option to award no-cost
extensions to grants for an additional period, based on the success of
the program and other relevant factors, if the grantee requests, and
provides a significant justification for, such an extension.
3. Matching Resources
Under this solicitation, matching or leveraged resources are not
required. The applicant may provide leveraged resources from key
entities to strengthen the service program offered to project
participants. For applicants who choose to leverage resources, please
include the following information in the technical proposal: (1) The
total amount leveraged from federal sources; (2) the total amount
leveraged from non-federal sources; (3) the partners contributing the
resources; and (4) the projected activities, broken out by the source
of the leveraged resource (federal or nonfederal), to be implemented
utilizing these resources. Applicants should address leveraged
resources (as applicable) in the technical proposal but should not
reflect the leveraged resources on the SF-424A form.
4. Funding Restrictions
Determinations of allowable costs will be made in accordance with
the applicable federal cost principles. Disallowed costs are those
charges to a grant that the grantor agency or its representative
determines not to be allowed in accordance with the applicable federal
cost principles or other conditions contained in the grant. Applicants
will not be entitled to reimbursement of pre-award costs.
Limitations on Cost Per Participant. Since training costs may vary
considerably depending on required skills and competencies, flexibility
will be provided on cost per participant. However, applications for
funding will be reviewed to determine if the cost of the training is
appropriate and will produce the outcomes identified. Applicants should
demonstrate that the proposed cost per participant is aligned with
existing price structures for similar training in the local area or
other areas with similar characteristics. When calculating cost per
participant, applicants must distinguish between non-training and
training costs utilizing grant funds.
Indirect Costs. As specified in the Office of Management and Budget
(OMB) Circular Cost Principles, indirect costs are those that have been
incurred for common or joint objectives and cannot be readily
identified with a particular cost objective. An indirect cost rate
(ICR) is required when an organization operates under more than one
grant or other activity whether federally-assisted or not.
Organizations must use the ICR supplied by the cognizant federal
agency. If an organization requires a new ICR or has a pending ICR, the
Grant Officer will award a temporary billing rate for 90 days until a
provisional rate can be issued. This rate is based on the fact that an
organization has not established an ICR agreement. Within this 90 day
period, the organization must submit an acceptable indirect cost
proposal to their Federal cognizant agency to obtain a provisional ICR.
Administrative Costs. An entity that receives a grant under this
solicitation may not use more than 10 percent of the amount of the
grant to pay administrative costs associated with the program or
project. Administrative costs could be both direct and indirect costs
and are defined at 20 CFR 667.220. Administrative costs do not need to
be identified separately from program costs on the Standard Form 424A
Budget Information Form.
Administrative costs should be discussed in the budget narrative
and tracked through the grantee's accounting system. To claim any
administrative costs that are also indirect costs, the applicant must
obtain an indirect cost rate agreement from its Federal cognizant
agency as specified above.
Use of Funds for Supportive Services. Grant funds under this
solicitation may not be used to provide supportive services, such as
transportation and
[[Page 57674]]
childcare, including funds provided through stipends for such purposes.
Salary and Bonus Limitations. None of the funds appropriated in
Public Law 109-149, Public Law 110-5, or prior Acts under the heading
`Employment and Training' that are available for expenditure on or
after June 15, 2006, shall be used by a recipient or sub-recipient of
such funds to pay the salary and bonuses of an individual, either as
direct costs or indirect costs, at a rate in excess of Executive Level
II, except as provided for under section 101 of Public Law 109-149.
This limitation shall not apply to vendors providing goods and services
as defined in OMB Circular A-133. See Training and Employment Guidance
Letter number 5-06 for further clarification: http://wdr.doleta.gov/
directives/corr_doc.cfm?DOCN=2262.
Legal Rules Pertaining to Inherently Religious Activities by
Organizations that Receive Federal Financial Assistance. Direct Federal
grants, sub-awards, or contracts under this program shall not be used
to support inherently religious activities such as religious
instruction, worship, or proselytization. Therefore, organizations must
take steps to separate, in time or location, their inherently religious
activities from the services supported with DOL financial assistance
under this program. Neutral, secular criteria that neither favor nor
disfavor religion must be employed in the selection of grant and sub-
grant recipients. In addition, under the Workforce Investment Act of
1998 and DOL regulations implementing the Workforce Investment Act, a
recipient may not use direct Federal assistance to train a participant
in religious activities, or employ participants to construct, operate,
or maintain any part of a facility that is used or to be used for
religious instruction or worship. See 29 CFR 37.6(f). Under WIA, ``no
individual shall be excluded from participation in, denied the benefits
of, subjected to discrimination under, or denied employment in the
administration of or in connection with, any such program or activity
because of race, color, religion, sex (except as otherwise permitted
under Title IX of the Education Amendments of 1972 and the Religious
Freedom Restoration Act of 1993), national origin, age, disability, or
political affiliation or belief.'' Regulations pertaining to the Equal
Treatment for Faith-Based Organizations, which includes the prohibition
against supporting inherently religious activities with direct DOL
financial assistance, can be found at 29 CFR part 2, Subpart D.
Provisions relating to the use of indirect support (such as vouchers)
are at 29 CFR 2.33(c) and 20 CFR 667.266.
A faith-based organization receiving federal financial assistance
retains its independence from Federal, State, and local governments,
and may continue to carry out its mission, including the definition,
practice, and expression of its religious beliefs. For example, a
faith-based organization may use space in its facilities to provide
secular programs or services supported with Federal financial
assistance without removing religious art, icons, scriptures, or other
religious symbols. In addition, a faith-based organization that
receives Federal financial assistance retains its authority over its
internal governance, and it may retain religious terms in its
organization's name, select its board members on a religious basis, and
include religious references in its organization's mission statements
and other governing documents in accordance with all program
requirements, statutes, and other applicable requirements governing the
conduct of DOL funded activities.
The Department notes that the Religious Freedom Restoration Act
(RFRA) , 42 U.S.C. sec. 2000bb, applies to all Federal law and its
implementation. If your organization is a faith-based organization that
makes hiring decisions on the basis of religious belief, it may be
entitled to receive Federal financial assistance under Title I of the
Workforce Investment Act and maintain that hiring practice even though
Section 188 of the Workforce Investment Act contains a general ban on
religious discrimination in employment. If you are awarded a grant, you
will be provided with information on how to request such an exemption.
Faith-based and community organizations may reference
``Transforming Partnerships: How to Apply the U.S. Department of
Labor's Equal Treatment and Religion-Related Regulations to Public-
Private Partnerships'' at: http://www.workforce3one.org/public/_
shared/detail.cfm?id=5566&simple=false.
Intellectual Property Rights. The Federal Government reserves a
paid-up, nonexclusive and irrevocable license to reproduce, publish or
otherwise use, and to authorize others to use for federal purposes: (i)
The copyright in all products developed under the grant, including a
subgrant or contract under the grant or subgrant; and (ii) any rights
to copyright to which the grantee, subgrantee or a contractor purchases
ownership under an award (including but not limited to curricula,
training models, technical assistance products, and any related
materials). Such uses include, but are not limited to, the right to
modify and distribute such products worldwide by any means,
electronically or otherwise. Federal funds may not be used to pay any
royalty or licensing fee associated with such copyrighted material,
although they may be used to pay costs for obtaining a copy which are
limited to the developer/seller costs of copying and shipping. If
revenues are generated through selling products developed with grant
funds, including intellectual property, these revenues are program
income. Program income is added to the grant and must be expended for
allowable grant activities.
Part III. Eligibility Information
1. Eligible Applicants
This SGA intends to encourage new and continuing partnerships
between: The publicly funded workforce investment system;
representatives from business, industry, and economic development; and
the continuum of education.
In order to be eligible for consideration under this solicitation,
the applicant must be either:
An accredited educational institution in partnership with
a Workforce Investment Board;
A non-profit provider of workforce system services
determined to be tax exempt under section 501(c) of the Internal
Revenue Code in partnership with a Workforce Investment Board. Please
note that 501(c)(4) organizations which engage in lobbying activities
are not eligible applicants under this solicitation;
A One-Stop Career Center as established under Section 121
of WIA, [29 U.S.C. 2841], in partnership with a state or local
Workforce Investment Board. The eligible applicant for One-Stop Career
Centers is the One-Stop Operator, as defined under Section 121(d) of
WIA [29 U.S.C. 2841(d)], on behalf of the One-Stop Career Center;
An employer or industry association in partnership with a
Workforce Investment Board; or
A private, for-profit organization in partnership with a
Workforce Investment Board.
Applicants must have a letter of commitment from the participating
Workforce Investment Board. Please note that applications without a
letter of commitment from a Workforce Investment Board will be
considered non-responsive and will not be reviewed. Please note that
each applicant must currently be operating a program with the required
components as stated in Part I., Section 4 of the solicitation.
[[Page 57675]]
2. Participant Eligibility Requirements
Eligible Participants. The grants must be used to serve young
parents (both mothers and fathers and in-school and out-of-school young
parents) and expectant mothers ages 16 to 24, including those in high-
risk categories such as victims of child abuse, children of
incarcerated parents, court-involved youth, youth at risk of court
involvement, homeless and runaway youth, Indian and Native American
youth, migrant youth, youth in or aging out of foster care, and youth
with disabilities. For the purposes of this SGA, in-school young
parents are defined as individuals that are enrolled in a secondary or
post-secondary institution either full or part-time at the time of
participating in the young parent demonstration project proposed.
Furthermore, given that out-of-school expectant mothers and out-of-
school young parents are more difficult to serve and may not have the
opportunity to receive the extensive array of services that is
available to in-school young parents, ten additional points will be
awarded to applicants who primarily serve out-of-school youth.
Veterans Priority. The Jobs for Veterans Act (Pub. L. 107-288)
provides priority of service to veterans and spouses of certain
veterans for the receipt of employment, training, and placement
services in any job training program directly funded, in whole or in
part, by the Department of Labor. In circumstances where a grantee must
choose between two equally qualified candidates for training, one of
whom is a veteran, the Jobs for Veterans Act requires that the grantee
give the veteran priority of service by admitting him or her into the
program. Please note that, to obtain priority of service, a veteran
must meet the program's eligibility requirements. ETA Training and
Employment Guidance Letter (TEGL) No. 5-03 (September 16, 2003)
provides general guidance on the scope of the Job for Veterans Act and
its effect on current employment and training programs. TEGL No. 5-03,
along with additional guidance, is available at the Jobs for Veterans
Priority of Service Web site: http://www.doleta.gov/programs/vets.
Part IV. Application and Submission Process
A. Address to Request Application Package
This SGA contains all of the information and links to forms needed
to apply for grant funding.
B. Content and Form of Application Submission
The proposal must consist of two (2) separate and distinct parts,
Part I--The Cost Proposal and Part II--The Technical Proposal.
Applications that fail to adhere to the instructions in this section
will be considered non-responsive and may not be given further
consideration. Applicants who wish to apply do not need to submit a
Letter of Intent. The completed application package is all that is
required.
Part I--The Cost Proposal must include the following three items:
The Standard Form (SF)-424, ``Application for Federal
Assistance'' (available at http://www.doleta.gov/sga/forms.cfm). The
SF-424 must clearly identify the applicant and be signed by an
individual with authority to enter into a grant agreement. Upon
confirmation of an award, the individual signing the SF-424 on behalf
of the applicant will be considered the Authorized Representative of
the applicant.
All applicants for federal grant and funding opportunities
are required to have a Data Universal Numbering System (DUNS) number
provided by Dun and Bradstreet. See OMB Notice of Final Policy
Issuance, 68 FR 38402 (June 27, 2003). Applicants must supply their
DUNS number on the SF-424. The DUNS number is a nine-digit
identification number that uniquely identifies business entities.
Obtaining a DUNS number is easy and there is no charge. To obtain a
DUNS number, access this Web site, www.dunanbradstreet.com, or call 1-
866-705-5711.
The SF-424A Budget Information Form (available at http://
www.doleta.gov/sga/forms.cfm). In preparing the Budget Information
Form, the applicant must provide a concise narrative explanation to
support the request. The budget narrative should explain the
administrative costs and how they support the project goals. All
applicants should indicate training costs-per-participant by dividing
the total amount of the budget designated for training by the number of
participants trained. Please note that applicants that fail to provide
an SF-424, SF-424A and a budget narrative will be removed from
consideration prior to the technical review process. If the proposal
calls for integrating WIA or other federal funds or includes other
leveraged resources, these funds should not be listed on the SF-424 or
SF-424A, Budget Information Form, but should be described in the budget
narrative. The amount of federal funding requested for the entire
period of performance should be shown together on the SF-424 and SF-
424A Budget Information Form. Applicants are also encouraged, but not
required, to submit the OMB Survey No. 1890-0014: Survey on Ensuring
Equal Opportunity for Applicants, which can be found at: http://
www.doleta.gov/sga/forms.cfm.
Part II--The Technical Proposal of the application demonstrates the
applicant's capabilities to fulfill the intention of the SGA. The
Technical Proposal is limited to twenty (20) double-spaced, single-
sided, 8.5 inch x 11 inch pages with twelve point text font and one-
inch margins. The first page of Part II--The Technical Proposal must
consist entirely of an executive summary not to exceed one page.
Applicants should number the Technical Proposal beginning with page
number one. Any pages over the 20-page limit will not be reviewed. The
required letter(s) of commitment and/or documentation of partnership
must be submitted and will not count against the first 20 allowable
pages. Please note, letters of commitment should be sent with or
attached to the application. Additionally, the applicant must reference
grant partners by organizational name in the text of the Technical
Proposal. No cost data or reference to prices should be included in the
Technical Proposal. Applications may be submitted electronically on
www.grants.gov or in hard-copy via U.S. mail, professional overnight
delivery service, or hand delivery. These processes are described in
further detail in Part IV.C. Applicants submitting proposals in hard-
copy must submit an original signed application (including the SF-424)
and one (1) ``copy-ready'' version free of bindings, staples or
protruding tabs to ease in the reproduction of the proposal by USDOL/
ETA.
C. Submission Date, Times and Mailing Address
The closing date for receipt of applications under this
announcement is November 17, 2008. Applications must be received at the
address below no later than 4:30 p.m. (Eastern Time). Applications sent
by e-mail, telegram, or facsimile will not be accepted. Applications
that do not meet the conditions set forth in this notice will not be
honored. No exceptions to the mailing and delivery requirements set
forth in this notice will be granted.
To apply by mail, please submit one (1) blue-ink signed,
typewritten original of the application and two (2) signed photocopies
in one package to the U.S. Department of Labor, Employment and
[[Page 57676]]
Training Administration, Division of Federal Assistance, Attention:
Eileen Banks, Reference SGA/DFA PY 08-08, 200 Constitution Avenue, NW.,
Room N-4716, Washington, DC 20210. Information about applying online
through http://www.grants.gov can be found in Section IV.B of this
document. Applicants are advised that mail delivery in the Washington
area is delayed due to mail decontamination procedures. Hand delivered
proposals will be received at the above address.
Applicants may apply online through grants.gov (http://
www.grants.gov). It is strongly recommended that applicants applying
online for the first time via grants.gov immediately initiate and
complete the ``Get Registered'' registration steps at http://
www.grants.gov/applicants/get_registered.jsp. These steps may take
multiple days or weeks to complete, and this time should be factored
into plans for electronic application submission in order to avoid
unexpected delays that could result in the rejection of an application.
It is highly recommended that online submissions be completed at least
two (2) working days prior to the date specified for the receipt of
applications to ensure that the applicant still has the option to
submit by overnight delivery service in the event of any electronic
submission problems. If submitting electronically through grants.gov,
the components of the application must be saved as either .doc, .xls or
.pdf files.
Late Applications. Any application received after the exact date
and time specified for receipt at the office designated in this notice
will not be considered, unless it is received before awards are made,
was properly addressed, and: (a) Was sent by U.S. Postal Service
registered or certified mail not later than the fifth calendar day
before the date specified for receipt of applications (e.g., an
application required to be received by the 20th of the month must be
postmarked by the 15th of that month) or (b) was sent by professional
overnight delivery service or submitted on grants.gov to the addressee
not later than one working day prior to the date specified for receipt
of applications. An application submitted though grants.gov will not be
considered ``received'' by the Department of Labor unless it is:
Electronically submitted on grants.gov prior to the deadline;
``validated'' by grants.gov; and forwarded by grants.gov to the
Department of Labor. It is highly recommended that online submissions
be completed two working days prior to the date specified for receipt
of applications to ensure that the applicant still has the option to
submit by professional overnight delivery service in the event of any
electronic submission problems. Applicants take a significant risk by
waiting until the last day to submit by grants.gov. ``Postmarked''
means a printed, stamped or otherwise placed impression that is readily
identifiable, without further action, as having been supplied or
affixed on the date of mailing by an employee of the U.S. Postal
Service. Therefore, applicants should request the postal clerk to place
a legible hand cancellation ``bull's eye'' postmark on both the receipt
and the package. Failure to adhere to the above instructions will be a
basis for a determination of non-responsiveness. Evidence of timely
submission by a professional overnight delivery service must be
demonstrated by equally reliable evidence created by the delivery
service provider indicating the time and place of receipt.
D. Intergovernmental Review
This funding opportunity is not subject to Executive Order (EO)
12372, ``Intergovernmental Review of Federal Programs.''
E. Withdrawal of applications
Applications may be withdrawn by written notice at any time before
an award is made. Applications may be withdrawn in person by the
applicant or by an authorized representative thereof, if the
representative's identity is made known and the representative signs a
receipt for the proposal.
Part V. Applications Review Process
This section identifies and describes the criteria that will be
used to evaluate proposals for the Young Parents Demonstration. The
criteria and maximum point values are:
------------------------------------------------------------------------
Criterion Points
------------------------------------------------------------------------
1. Description of Existing Program and Program Outcomes...... 15
2. Statement of Need and Targeted Population................. 10
3. Project Design and Service Strategy....................... 40
4. Program Management and Organizational Capacity............ 20
5. Linkages to Key Partners.................................. 15
Bonus Points (Programs Serving Out-of-School Expectant 10
Mothers and Out-of-School Young Parents)..................
----------
Total Possible Points (including bonus).............. 110
------------------------------------------------------------------------
1. Description of Existing Program and Program Outcomes (up to 15
Points)
The applicant should fully describe the existing program and
document the past accomplishments of the program for expectant mothers
and/or young parents. Please explain:
How long the program has been in operation;
What education, training and employment strategies are
included;
How case management services (including follow-up and
retention) are provided;
The type of mentoring available; and
The support services provided in the existing program.
The applicant should also provide annual performance data on the
following factors, as applicable:
Number of youth recruited;
Number of youth enrolled;
Number of youth that have completed the program;
Number and percent of youth receiving their GED or high
school diploma (Please differentiate between the two.);
Rate of literacy and numeracy gains by participants;
Number and percent of youth who have entered employment;
Employment retention rates;
Number and percent of youth who have entered post-
secondary training or education;
Post-secondary training or education retention rates;
where available, please indicate the number of participants who have
completed post-secondary training or education and have achieved a
credential;
Number and percent of youth who have entered registered
apprenticeship programs; and
Annual cost per participant.
Scoring under this criterion will be based on the extent to which
applicants describe their existing program and their performance
accomplishments including:
The inclusion of the necessary program components listed
in Part I, Section 4;
The types of education, training and employment activities
undertaken;
The degree to which youth are exposed to and trained in a
variety of high-growth and high-demand fields; and
The degree to which the performance data is provided and
documented.
2. Statement of Need and Targeted Population (up to 10 Points)
The applicant must clearly describe the need for the additional
services
[[Page 57677]]
provided under this grant opportunity. Applicants will describe in
detail the community in which the grant will operate, the need in that
community for the grant resources, and the pool of individuals who will
be receiving the grant services. Scoring under this criterion will be
based on the extent to which applicants describe the following:
The community where the Young Parents Demonstration Grant
will operate. If there are particular neighborhoods within the
community where the grant will be focused, describe these neighborhoods
and provide available data and data sources specific to those areas.
Required information includes the population of the area, its poverty
rate, its unemployment rate, the drop-out rate, and the number of 16-24
year olds without a high school diploma; \3\
---------------------------------------------------------------------------
\3\ To obtain these indicators, applicants can use Census Tract
Data from the 2000 Census--go to http://factfinder.census.gov and
use the link on the left for People.
---------------------------------------------------------------------------
The needs of the community that is proposed to be served
through the grant and the benefits to the community of the additional
service intervention; and
The characteristics of the targeted expectant mothers and/
or young parents, ages and number to be served by the grant. Please
identify, if any, the high-risk category to which the targeted
participants belong including: Victims of child abuse, children of
incarcerated parents, court-involved youth, youth at-risk of court
involvement, homeless and runaway youth, Indian and Native American
youth, migrant youth, youth in or aging out of foster care, and youth
with disabilities.
All of these indicators should be presented in chart form and the
applicant must provide the sources for the data provided.
3. Project Design and Service Strategy (up to 40 Points)
a. Bump-Up Experiment Strategy (15 Points)
Applicants are requested to specify the purpose of the proposed
project and demonstrate how the proposed program intervention (bump-up
service) will provide solutions to the workforce challenges of young
parents. Scoring under this criterion will be based on the extent to
which applicants describe:
The new intervention proposed and how it will upgrade the
education, basic and occupational skills of the participants. Please
note that the intervention must be a new, persistent service
intervention above and beyond the grantee's existing or committed menu
of services (i.e., a ``bump-up'' initiative). The grant can be used to
expand initiatives under the education, employment, and/or training
component or the mentoring component (but NOT the case management or
supportive services components). Please see Part I, Section 4 for more
information on this requirement.
How the additional ``bump-up'' services will be used to
enhance participants' educational attainment, training services and
employment prospects and how such methodologies will be provided (i.e.,
at the program facilities, high school, community college, community
center, One-Stop Career Center, etc.).
How the services will shorten the period of time required
for expectant mothers and/or young parents to acquire basic and
occupational skills, and credentials demanded by local high-growth
industry employers; and incorporate follow-up retention services
intended to sustain and advance the gains made in education and
employment and increase the participants' opportunities for economic
self-sufficiency.
b. Participant Recruitment (5 Points)
Applicants must provide a description of how eligible youth will be
selected as participants, including a description of arrangements that
will be made with Local Workforce Investment Boards, One-Stop Career
Centers, faith-based and community-based organizations, state
educational agencies or local educational agencies, public assistance
agencies, the courts of jurisdiction, and other appropriate public and
private agencies. As appropriate, please fully describe the special
outreach efforts that will be undertaken to recruit expectant mothers
and/or young parents from the high-risk categories mentioned
previously. Applicants will be evaluated on the quality and
comprehensiveness of their recruitment strategy including methods for
outreach, referral, and selection.
c. Education and Occupational Skills Training Service Delivery (10
Points)
Applicants must describe the educational and job training
activities, work opportunities, post-secondary education and training
opportunities, and other services that will be provided to participants
(whether they are part of the existing service strategy or bump-up
component), and how those activities, opportunities, and services will
prepare participants for employment in occupations in demand in the
local labor market. Scoring under this criterion will be based on the
extent to which applicants describe:
The service process that will be used in the project
including any sequence of services in the overall process (i.e.,
assessment, case management, referrals, training, etc.), how specific
services for participants will be determined, and which partner(s) will
provide the services. Also, the applicant must identify when the
services will become available to the participants (i.e., before,
during or after training, or pre- or post-employment/placement), and
describe how these services will facilitate young parents'
participation in the program;
How these activities are integrated with the academic,
skills training, and career exploration and employment components of
the program; and
A comprehensive service delivery program that includes
education, training and/or employment, case management services,
ongoing services such as mentoring and life skills, and other related
services that may mitigate barriers to stable program participation
such as: child care assistance, transportation assistance, mental or
physical health care, and parenting education classes, among others.
i. Education Program
The applicant must indicate the type of academic credential that
participants earn while in the program (such as a GED or high school
diploma). Under this sub-criterion, applicants will be rated on
evidence of the following:
The quality of the academic program and the qualifications
of the teaching staff;
The presence of innovative and successful strategies that
the program or initiative has used to address low basic skills of
participants. If distance learning and/or credit retrieval is used,
please fully describe how this is incorporated into the overall
academic program;
The relationship between the program and the local school
district(s) (if applicable);
How the academic program is integrated with the
occupational skills training component of the program;
The interaction of the academic and occupational skills
training;
The program's linkages to local high schools, community
colleges and trade schools;
The types of college exploration, planning, preparation,
and assistance that will be provided; and
The types of follow-up services that will be provided to
support youth as they transition to post-secondary
[[Page 57678]]
education and ensure that they graduate.
ii. Occupational Skills Training
The applicant must discuss the occupational skills training
component of the program. Under this sub-criterion, applicants will be
rated on evidence of the following:
Where and how the training will be conducted,
How the curriculum is developed,
The existence of a career ladder,
The type of industry recognized credentials that result
from the training, and
The involvement of industry partners in the development of
the training.
The applicant should provide labor market information for the
community, state, and/or region where the grant will be implemented,
including both current data (as of the date of submission of the
application) and projections of career opportunities in growing
industries. The applicant should explain how the grant will prepare
youth for the local labor market in demand driven occupations and other
high-growth career fields.
d. Mentoring and Other Supportive Services (5 Points)
Applicants must describe mentoring services and other supportive
services that will be available for expectant mothers and/or young
parents through the proposed program, and the qualifications of
instructors, mentors and other required professionals in charge to
facilitate the young parents' participation. The applicant must
indicate how the mentoring and other supportive services fit into the
overall service plan for the project participants. Proposed mentoring
projects should seek to address each of three types of mentoring
strategies: Personal Development Mentoring which educates and supports
youth during times of personal or social stress and provides guidance
for decision making; Educational or Academic Mentoring which helps a
student improve their overall academic achievement; and Career
Mentoring which helps the youth develop the necessary skills to enter
or continue on a career path. The proposed mentoring strategies should
include a period of mentoring and follow-up that is no less than 18
months in duration. The Department does not expect that every project
participant will have a mentor, but that a sufficient proportion of the
project participants have a mentor.
e. Post-Program Transition (5 Points)
The applicant must describe the types of post-program transition
services that will be offered to prepare youth for a career pathway
and/or educational opportunities and placements. Scoring under this
criterion will be based on the extent to which applicants describe the
following:
The program's assessment of each participant's work
readiness and how work readiness training will be provided, how an
individual's readiness for placement in secondary or post-secondary
education and/or apprenticeship programs will be assessed, and the
types of career exploration and planning activities that will be
offered by the program, particularly for high-growth, high-demand, and
high-wage occupations; \4\
---------------------------------------------------------------------------
\4\ For a list of the U.S. Department of Labor's Employment and
Training Administration's Targeted High-Growth Industries, go to:
http://www.doleta.gov/BRG/eta_default.cfm.
---------------------------------------------------------------------------
The program's job placement and retention strategy,
including how the program will work with employers and/or One-Stop
Career Centers to identify and create job openings for the young
parents served by the program; and
The types of follow-up that will be provided to young
parents after completing the program. These services should relate to
employment placement and retention, post-secondary transition and
degree attainment. Describe how appropriate continued support services
will be provided.
4. Program Management and Organizational Capacity (up to 20 Points)
The applicant must describe their organization and state its
qualifications for running a Young Parents Demonstration Grant
including years of operation, current annual budget, experience of
staff working with the targeted population and continuity of leadership
and their relevant experience. Scoring under this criterion will be
based on the extent to which applicants describe the following:
The previous experience of the organization in operating
grants from either federal or non-federal sources;
The organization's capacity to accomplish the goals and
outcomes of the project, including the ability to collect and manage
data in a way that allows consistent, accurate, and expedient reporting
for the project evaluation;
The fiscal controls in place in the organization for
auditing and accountability procedures;
The organization's ability to handle multiple funding
streams. As some grantees may be simultaneously managing grants from
other federal or state agencies, or private organizations, it is
especially important that organizations be able to demonstrate that
they have accounting systems in place that are able to manage multiple
funding streams in an organized and delineated manner;
The proposed project management structure including, where
appropriate, the identification of a proposed project manager,
discussion of the proposed staffing pattern, and the qualifications and
experience of key staff members;
The time commitment of all proposed staff; and
The roles and contribution of staff, consultants, and
collaborative organizations.
5. Linkages to Key Partners (up to 15 Points)
The applicant must demonstrate that the proposed project will be
implemented by a strategic partnership. Collaboration across youth
serving agencies/organizations is critical to the success of any youth
initiative or program. A single organization does not typically have
the resources to respond to the myriad of issues that impact youth most
in need. Partnering across youth serving organizations that address
specific youth barriers is critical to the success of any youth serving
entity. Because of the importance of collaboration and partnership, DOL
is a member of the Shared Youth Vision Federal Partnership. The Federal
Partnership has a mission to collaborate and coordinate across agencies
in order to effectively serve the youth most in need. There are a
number of states (currently over half) who have formed Shared Youth
Vision State teams. Please go to the ETA's Web site for a list of state
teams and more information on the Shared Youth Vision at http://
www.doleta.gov/ryf/WhiteHouseReport/VMO.cfm.
Points for this factor will be awarded based on: (a) The
comprehensiveness of the partnership and the degree to which each key
partner plays a committed role, either financial or non-financial, in
the proposed project; (b) the breadth and depth of each key partner's
contribution, their knowledge and experience concerning the proposed
grant activities, and their ability to impact the success of the
project; (c) evidence, including letters of commitment, that key
partners have expressed a clear dedication to the project and
understand their areas of responsibility; and (d) the inclusion of
[[Page 57679]]
existing statewide and local collaborations focused on implementing a
coordinated and jointly funded overall youth strategy.
Applicants should provide evidence of a plan for interaction and
communication between partners and the demonstrated ability of the lead
agency to successfully manage partnerships. Scoring under this
criterion will be based on the extent to which applicants describe:
The qualifications of the key partners who will be
involved in the proposed project. Specifically, the applicant should
describe in detail the activities to be undertaken by partners, the
level of commitment from each partnering organization, and their
qualifications to assist with this project. As an attachment, the
applicant should include a letter of commitment from each key partner;
How the existing program coordinates or will coordinate
its services with those provided by other entities including public
schools, community colleges, national service programs, other youth
service providers, the juvenile justice system, foster care, housing,
faith-based and community-based organizations such as those providing
mentoring, and other community entities;
The specific role of employer partners in the proposed
program, such as their role in developing the new ``bump-up''
intervention, providing on-the-job training, job shadowing,
internships, or placement activities.
Bonus Points (10 Points)
Given that out-of-school expectant mothers and out-of-school young
parents are more difficult to serve and may not have the opportunity to
receive the extensive array of services that is available for in-school
young parents, ten bonus points will be granted to applicants who serve
out-of-school expectant mothers and/or young parents.
Review and Selection Process. Applications will be accepted after
the publication of this announcement until the closing date. A
technical review panel will make a careful evaluation of applications
against the criteria set forth in Part V of this Solicitation. These
criteria are based on the policy goals, priorities, and emphases set
forth in this SGA. The ranked scores will serve as the primary basis
for selection of applications for funding, in conjunction with other
factors such as: Urban-rural, and geographic balance; the availability
of funds; and which proposals are most advantageous to the Government.
The panel results are advisory in nature and not binding on the Grant
Officer, who may consider any information that comes to his attention.
The Government will consider applications rated by the evaluation
panels with a score of 80 or above to be eligible for a grant award.
Applicants that score less than 80 will not be eligible for a grant
award. It is possible that ETA may not award grants under this
Solicitation, depending on the quality and quantity of proposals
submitted. ETA may elect to award the grant(s) with or without prior
discussions with the applicants. Should a grant be awarded without
discussions, the award will be based on the applicant's signature on
the SF 424, which constitutes a binding offer.
Part VI. Award Administration Information
A. Award Notices
All award notifications will be posted on the ETA Web site at
www.doleta.gov. Applicants selected for award will be contacted
directly before the grant's execution. Applicants not selected for
award will be notified by mail as soon as possible.
Note: Selection of an organization as a grantee does not
constitute approval of the grant application as submitted. Before
the actual grant is awarded, ETA may enter into negotiations about
such items as programs components, staffing, and administrative
systems in place to support grant implementation. If negotiations do
not result in a mutually acceptable submission, the Grant Officer
reserves the right to terminate the negotiation and decline to fund
the application.
B. Administrative and National Policy Requirements
1. Administrative Program Requirements
All grantees will be subject to all applicable Federal laws,
regulations, and the applicable OMB Circulars. The grant(s) awarded
under this SGA will be subject to the following administrative
standards and provisions, if applicable:
a. Workforce Investment Act--20 CFR part 667. (General Fiscal and
Administrative Rules).
b. Non-Profit Organizations--OMB Circulars A-122 (Cost Principles)
and 29 CFR part 95 (Administrative Requirements).
c. Educational Institutions--OMB Circulars A-21 (Cost Principles)
and 29 CFR part 95 (Administrative Requirements).
d. State and Local Governments--OMB Circulars A-87 (Cost
Principles) and 29 CFR part 97 (Administrative Requirements).
e. Profit Making Commercial Firms--FAR--48 CFR part 31 (Cost
Principles), and 29 CFR part 95 (Administrative Requirements).
f. All entities must comply with 29 CFR parts 93 and 98, and, where
applicable, 29 CFR parts 96 and 99.
g. The following administrative standards and provisions may also
be applicable:
i. 29 CFR part 2, subpart D--Equal Treatment in Department of Labor
Programs for Religious Organizations, Protection of Religious Liberty
of Department of Labor Social Service Providers and Beneficiaries;
ii. 29 CFR part 30--Equal Employment Opportunity in Apprenticeship
and Training;
iii. 29 CFR part 31--Nondiscrimination in Federally Assisted
Programs of the Department of Labor--Effectuation of Title VI of the
Civil Rights Act of 1964;
iv. 29 CFR part 32--Nondiscrimination on the Basis of Handicap in
Programs and Activities Receiving or Benefiting from Federal Financial
Assistance;
v. 29 CFR part 33--Enforcement of Nondiscrimination on the Basis of
Handicap in Programs or Activities Conducted by the Department of
Labor;
vi. 29 CFR part 35--Nondiscrimination on the Basis of Age in
Programs or Activities Receiving Federal Financial Assistance from the
Department of Labor;
vii. 29 CFR part 36--Nondiscrimination on the Basis of Sex in
Education Programs or Activities Receiving Federal Financial
Assistance;
viii. 29 CFR part 37--Implementation of the Nondiscrimination and
Equal Opportunity Provisions of the Workforce Investment Act of 1998.
In accordance with Section 18 of the Lobbying Disclosure Act of 1995
(Pub. L. 104-65) (2 U.S.C. 1611) non-profit entities incorporated under
Internal Revenue Service Code section 501(c)(4) that engage in lobbying
activities are not eligible to receive Federal funds and grants.
Note: Except as specifically provided in this Notice, ETA's
acceptance of a proposal and an award of Federal funds to sponsor
any program(s) does not provide a waiver of any grant requirements
and/or procedures. For example, OMB Circulars require that an
entity's procurement procedures must ensure that all procurement
transactions are conducted, as much as practical, to provide open
and free competition. If a proposal identifies a specific entity to
provide services, ETA's award does not provide the justification or
basis to sole source the procurement, i.e., avoid competition,
unless the activity is regarded as the primary work of an official
partner to the application.
[[Page 57680]]
C. Special Program Requirements
ETA will require that the program or project participate in a
formal evaluation of overall grant performance. To measure the impact
of the grant program, ETA will conduct an independent evaluation of the
outcomes and benefits of the projects. Grantees must agree to make
records on participants, employers and funding available, and to
provide access to program operating personnel and participants, as
specified by the evaluator(s) under the direction of ETA, including
after the expiration date of the grant. Please note that each grantee
must agree to participate in a ``bump-up'' random assignment
experiment. Please see Part I, Section 3 for more information on this
requirement. ETA will provide both a technical assistance and
evaluation contractor to assist grantees in developing and implementing
the individual random assignment demonstrations to ensure project
fidelity across the sites.
D. Reporting
As a condition of participation in the grant program, applicants
will be required to submit periodic reports such as the Quarterly
Financial Reports, Progress Reports and Final Reports as follows:
Quarterly Financial Reports. A Quarterly Financial Status Report
(ETA 9130)/OMB Approval No. 1205-0461 is required until such time as
all funds have been expended and/or the grant period has expired.
Quarterly financial reports are due 45 days after the end of each
calendar year quarter. Grantees must use ETA's Online Electronic
Reporting System.
Quarterly Progress Reports. The grantee must submit a quarterly
Performance Progress Report, SF-PPR/OMB Approval Number: 0970-0443 to
the designated Federal Project Officer within 45 days after the end of
each calendar year quarter. Two copies are to be submitted providing a
detailed account of activities undertaken during that quarter. ETA may
require additional data elements to be collected and reported on either
a regular basis or special request basis. Please see Part V Section 1
of this SGA for the types of data elements ETA will require for
quarterly submission. Grantees must agree to meet ETA's reporting
requirements.
The quarterly progress report must be in narrative form and must
include: In-depth information on accomplishments including project
success stories, upcoming grant activities, promising approaches and
processes, and progress toward performance outcomes, among others.
Also, reports should include updates on product, curricula, training
development, challenges, barriers, or concerns regarding project
progress. Reports should also include lessons learned in the areas of
project administration and management, project implementation,
partnership relationships, and other related information. ETA will
provide grantees with guidance and tools to help develop the quarterly
reports once the grants are awarded.
Final Report. A draft final report must be submitted no later than
60 days prior to the expiration date of the grant. This report must
summarize project activities, employment outcomes, and related results
of the training project, and should thoroughly document capacity
building and training approaches. The final report should also include
copies of all deliverables, e.g. curricula and competency models. After
responding to ETA questions and comments on the draft report, three
copies of the final report must be submitted no later than the grant
expiration date. Grantees must agree to use a designated format
specified by ETA for preparing the final report.
Part VII. Agency Contact Information
For further information regarding this SGA, please contact Eileen
Banks, Grants Management Specialist, (202) 693-3403. (Please note this
is not a toll-free number.) Applicants should fax all technical
questions to (202) 693-2879 and must specifically address the fax to
the attention of Eileen Banks and should include SGA/DFA PY-08-08, a
contact name, fax and phone number, and e-mail address. B. Jai Johnson
is the Acting Grant Officer for this announcement and Jim Stockton is
the Senior Grant Officer for this announcement. This announcement is
being made available on the ETA Web site at http://www.doleta.gov/sga/
sga.cfm, at http://www.grants.gov, as well as in the Federal Register.
Part VIII. Additional Resources of Interest to Applicants
Resources for the Applicant
ETA maintains a number of Web-based resources that may be of
assistance to applicants.
America's Service Locator at http://www.servicelocator.org
provides a directory of the nation's One-Stop Career Centers.
Applicants are encouraged to review ``Help with
Solicitation for Grant Applications'' at http://www.dol.gov/cfbci/
sgabrochure.htm.
For a basic understanding of the grants process and basic
responsibilities of receiving Federal grant support, please see
``Guidance for Faith-Based and Community Organizations on Partnering
with the Federal Government'' available at http://www.whitehouse.gov/
government/fbco/guidance/index.html.
Other Information
OMB Information Collection No. 1225-0086
Expires: September 30, 2009
According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. Public reporting burden
for this collection of information is estimated to average 20 hours per
response, including time for reviewing instructions, searching existing
data sources, gathering and maintaining the data needed, and completing
and reviewing the collection of information. Send comments regarding
the burden estimated or any other aspect of this collection of
information, including suggestions for reducing this burden, to the OMB
Desk Officer for ETA, Office of Management and Budget, Room 10235,
Washington, DC 20503. Please do not return the completed application to
the OMB. Send it to the sponsoring agency as specified in this
solicitation. This information is being collected for the purpose of
awarding a grant. The information collected through this ``Solicitation
for Grant Applications'' will be used by the Department of Labor to
ensure that grants are awarded to the applicants best suited to perform
the functions of the grant. Submission of this information is required
in order for the applicant to be considered for award of this grant.
Unless otherwise specifically noted in this announcement, information
submitted in the respondent's application is not considered to be
confidential.
Signed at Washington, DC, this 24th day of September 2008.
James Stockton,
Grant Officer, Employment and Training Administration.
[FR Doc. E8-23319 Filed 10-2-08; 8:45 am]
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