[Federal Register: June 16, 2005 (Volume 70, Number 115)]
[Notices]
[Page 35118-35136]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr16jn05-81]
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DEPARTMENT OF LABOR
Employment and Training Administration
Workforce Investment Act--Limited English Proficiency and
Hispanic Worker Initiative
Announcement Type: New. Notice of solicitation for grant
applications.
Funding Opportunity Number: SGA/DFA PY-05-02.
Catalog of Federal Domestic Assistance CFDA Number: 17.261.
Key Dates: Deadline for Application Receipt--August 15, 2005.
Executive
Executive Summary: The U.S. Department of Labor, Employment and
Training Administration (ETA), announces the availability of
approximately $5 million in demonstration grant funds to test unique
and innovative training strategies for services to individuals with
Limited English Proficiency (LEP) (those who do not speak English as
their primary language and who have a limited ability to read, speak,
write, or understand English \1\ ) and Hispanic Americans,
specifically, those who lack basic and occupational skills needed by
high-growth occupations. This demonstration program is targeted to
incumbent workers, new job entrants or youth who lack the language,
basic skills, and occupational skills necessary to succeed in the 21st
century workplace. This demonstration program emphasizes the use of
innovative contextualized learning strategies which simultaneously
provide language and occupational skills training that open career
opportunities and pathways for LEP and Hispanic Americans.
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\1\ Who is a Limited English Proficient individual? FAQ on
http://www.lep.gov Web site.
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The Limited English Proficiency (LEP) and Hispanic Worker
Initiative is a strategic effort to improve access to employment and
training services for LEP persons and to better serve Hispanic
Americans through workforce investment programs that address the
[[Page 35119]]
specific workforce challenges facing these individuals. Grant funds
awarded under this Solicitation for Grant Applications (SGA) should be
used to develop unique and innovative strategies that specifically
address the workforce challenges of LEP individuals and Hispanic
Americans. Applications must reflect a strategic partnership between
the public workforce investment system, the employer community, the
education and training community, and, if applicable, community-based
or faith-based organizations. It is anticipated that individual awards
will fall within the range of $500,000 to $1 million. The Department
reserves the right to award grants at either lower or higher amounts.
Key Dates: The closing date for receipt of applications under this
announcement is August 15, 2005. Applications must be received no later
than 5 p.m. (Eastern Time). Application and submission information is
explained in detail in Part IV of this SGA.
SUPPLEMENTARY INFORMATION: This solicitation provides background
information on the LEP and Hispanic Worker Initiative and critical
elements required of projects funded under the solicitation. It also
describes the application submission requirements, the process that
eligible entities must use to apply for funds covered by this
solicitation, and how grantees will be selected. This announcement
consists of eight parts:
Part I provides background information on the LEP and
Hispanic Worker Initiative; an overview of the current status of the
growing Hispanic American population; and describes the critical
elements of the LEP and Hispanic Worker Initiative grants.
Part II describes the size and nature of the award.
Part III describes who qualifies as eligible applicants.
Part IV provides information on the application and
submission process.
Part V explains the review process and rating criteria
that will be used to evaluate applications for funding.
Part VI provides award administration information.
Part VII contains DOL agency contact information.
Part VIII lists additional resources of interest to
applicants.
Part I--Funding Opportunity Description
A. Background on the Limited English Proficiency and Hispanic Worker
Initiative
The demographic composition of the American workforce is changing.
In the coming years the workforce will become much older and more
diverse, creating new challenges for employers, educators, and the
public workforce investment system. Current immigration trends, lower
birth rates in recent years, and the aging and retirement of the ``baby
boom'' generation have resulted in an ever-shrinking United States
labor force. Currently, the percentage of Hispanics within the general
population is steadily increasing and their participation in the
workforce is projected to grow tremendously in the coming years. As
employers continue to need skilled workers to remain competitive in a
global economy, the influx of Hispanics and other immigrants into the
workforce is creating a higher demand for English language and
occupational skill training to meet employer demands for highly skilled
workers. These circumstances make it critical that employers,
educators, and the public workforce system ensure that every available
worker is prepared with the language and occupational skills necessary
to join the workforce and for the continued competitiveness of American
businesses in the 21st century. To meet the rapidly changing skill
demands of growing and emerging industries and to address the issue of
a potential skilled labor shortage, employers in high-growth industries
and occupations are seeking out untapped labor pools, such as older
workers, Hispanics, and LEP individuals. These growing segments of the
population will need meaningful access to public workforce services to
gain the skills required by the 21st century economy and to connect
with the employers that need them.
Size of the LEP and Hispanic American Populations
According to the U.S. Census Bureau, Hispanics are the fastest-
growing segment of the population in the United States, representing
13.3 percent of the total population. This means that more than one in
eight people in the United States are of Hispanic origin. \2\ In
addition, the Bureau of Labor Statistics estimates that the Hispanic
labor force is expected to grow from 17.9 million in 2002 to 23.8
million by 2012. \3\
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\2\ Ramirez, R.R. and de la Cruz, C.P. June 2003. The Hispanic
Population in the United States: March 2002. Current Population
Reports. U.S. Census Bureau.
\3\ Bureau of Labor Statistics Press Release. February 11, 2004.
BLS Releases 2002-2012 Employment Projections. http://www.bls.gov/news.release/archives/ecopro_02112004.pdf
.
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The numbers for the LEP population are similarly striking.
According to the U.S. Census Bureau, the number of people in the United
States who spoke a language other than English at home increased by 15
million (4 percent) between 1990 and 2000. In 2000, 47 million people
(18 percent) aged 5 and over reported they spoke a language other than
English at home.\4\ Previously, in 1990, 32 million people (14 percent)
indicated they spoke a language other than English at home. In both
1990 and 2000, Spanish was the largest of the four major non-English
language groups; in 2000, Spanish was at 28 million followed by other
Indo-European languages at 10 million, Asian and Pacific Islander
languages at 7 million, and other languages at 1.9 million.
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\4\ Shin, H.B. and Bruno, R. October 2003. Language Use and
English-Speaking Ability: 2000. Census 2000 Brief. U.S. Census
Bureau.
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Workforce Challenges of LEP Individuals and Hispanic Americans
The influx of Hispanic workers and other immigrant populations over
the past two decades has significantly increased the need for language-
related services throughout the workforce investment system. LEP
individuals face critical challenges in their ability to perform self-
sustaining work in the United States. The lack of English language
skills impedes how LEP individuals communicate with employers,
educators, and service providers. In addition, immigrants with low
levels of formal education who lack English language skills are the
most disadvantaged in the labor market.\5\
Hispanic workers also face unique challenges in attaining the
necessary education and skill requirements demanded by high-growth
industries. More than two in five Hispanics aged 25 and older have not
graduated from high school; two in five Hispanics are born outside of
the United States, which presents language and cultural barriers; and
Hispanics are more likely to live in poverty in the United States.\6\
As a result of these and other factors, Hispanics are much more likely
to be out of the active labor force, and those
[[Page 35120]]
that are employed typically earn less than non-Hispanic workers.
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\5\ English Literacy and Language Minorities in the United
States: Results from the National Adult Literacy Survey. U.S.
Department of Education, Office of Educational Research and
Improvement. August 2001.
\6\ Ramirez, R.R. and de la Cruz, C.P. June 2003. The Hispanic
Population in the United States: March 2002. Current Population
Reports. U.S. Census Bureau.
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In 2003, ETA convened a working group to conduct an environmental
scan of the LEP and Hispanic workforce issues, and to identify the
major workforce challenges workers and youth in these groups face. The
working group concluded that LEP and/or Hispanic Americans face the
following five challenges in the workforce:
1. A severe mismatch between workers' skills and U.S. business'
demands.
2. The need for a mix of services to prepare LEP and Hispanic
workers for 21st century career opportunities.
3. The difficulties teachers face in helping LEP and Hispanic
workers learn.
4. The high dropout rate among Hispanic and potentially other LEP
youth.\7\
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\7\ According to a GAO Report, the dropout rate for Hispanics
was 29 percent whereas the national average was 11 percent for the
year 2000. According to the Current Population Survey, more than two
in five Hispanics have not graduated from high school, and more than
a quarter had less than a ninth-grade education.
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5. The LEP and Hispanic Workforce Paradox--high workforce
participation coupled with a lack of basic language and occupational
skills.
Workplace Literacy
Literacy plays an important role in each of the challenges
identified above, and is the foundation for success in the workplace
and for self-sufficiency. The Workforce Investment Act of 1998 (WIA)
defines literacy as ``an individual's ability to read, write, speak
English, compute, and solve problems at levels of proficiency necessary
to function on the job and in society.'' According to the U.S.
Department of Education, immigrants and Hispanics who arrived in the
United States before age 12 possess lower levels of literacy
proficiency than the general population, and those who arrived at age
12 or older are at an even greater literacy disadvantage.\8\ The
literacy levels among immigrants and Hispanics are not meeting the
minimum workplace standards for success in the labor market.
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\8\ Literacy Levels of the Foreign-born Population and Speakers
of English as a Second Language in the U.S. National Institute for
Literacy. http://www.nifl.gov/nifl/facts/esl.html.
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The U.S. Department of Education further defines English as a
Second Language (ESL) literacy which encompasses a range of speaking
and listening skills, basic reading and writing skills, and functional
and workplace skills. The lowest level, Beginning ESL Literacy,
indicates an ability to handle only very routine entry-level jobs that
do not require communication in English. The highest level, High
Advanced ESL, indicates the ability to understand and effectively use
English, to interpret graphs, charts, and tables, to complete forms, to
use common software and to learn new applications, as well as the
capacity to instruct others in these areas.\9\
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\9\ Measure and Methods for the National Reporting System for
Adult Education: Implementation Guidelines. U.S. Department of
Education, Office of Vocational and Adult Education, Division of
Adult Education and Literacy. March 2001. http://www.nrsweb.org/reports/implement.pdf
.
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This solicitation does not focus on the progression of an
individual through each of these traditional ESL levels since that is
generally a very long-term process. Rather, the projects awarded will
demonstrate how unique and innovative learning programs can quickly and
effectively connect the unemployed Hispanic or LEP individual to the
workplace, or upgrade the language skills, and earnings, of workers who
are already employed.
Applicants are encouraged to identify literacy assessment
instruments which are appropriate to the industry-identified literacy
benchmarks for each particular occupation being focused on, as well as
the English-language proficiency required by the industry to ensure a
project participant's workplace achievement. Improving literacy levels
through creative and accelerated teaching methodologies will help LEP
individuals and Hispanic Americans attain the minimum workplace
literacy standard necessary to successfully participate in the labor
market.
Strategies for Addressing the Workforce Challenges of LEP and Hispanic
Workers
In response to two Executive Orders, ETA has been strategically
investing in activities to help LEP individuals and Hispanic Americans
obtain services available through the workforce investment system.
Executive Order 13166, signed on August 11, 2000, emphasizes that the
protections of the Civil Rights Act of 1964 apply to LEP individuals
and reinforces the Administration's commitment to promoting activities
designed to help individuals learn English. The Order also requires all
recipients of Federal financial assistance to insure that individuals
in their area are being provided meaningful and equitable access to
program services. Executive Order 13230, signed on October 12, 2001,
established the Advisory Commission on Educational Excellence for
Hispanic Americans with the emphasis of providing services to Hispanic-
Americans through coordination of Federal efforts to promote high-
quality education.
On May 29, 2003, ETA issued guidance on the LEP Order to help the
workforce investment system understand how ETA grant funds and
partnerships can further maximize the coordination of benefits to LEP
individuals. In addition, the Department has developed tools to assist
the workforce investment system address the special needs of LEP
individuals. These include translation services on national electronic
tools for participants, as well as online resources for service
providers such as a technical assistance guide, a best practices
catalog for serving LEP individuals, and specialized Census data that
will provide local population census information and characteristics
for each language group by local workforce investment area. Complete
information on these activities is available at http://www.doleta.gov/reports/DPLD.cfm
.
The LEP and Hispanic Worker Initiative
The Limited English Proficiency (LEP) and Hispanic Worker
Initiative is a strategic effort to improve access to workforce
investment services for persons with limited English proficiency and to
better serve Hispanic Americans through workforce investment programs
by addressing the specific workforce challenges facing these
individuals. ETA has identified three broad strategies to meet these
challenges:
a. Increase the English language proficiency of LEP and Hispanics.
b. Increase the high school graduation rate of LEP and Hispanic
youth.
c. Upgrade the skills of LEP and Hispanic low-wage and low-skill
workers.
The strategies are focused on providing a mix of services through
partnerships between the public workforce investment system, community
colleges, employers and, where applicable, community-based or faith-
based organizations to help LEP individuals and Hispanic Americans
build the skills required by growing industries.
Examples of ETA LEP and Hispanic Initiative Investments to Date
ETA has funded several unique and innovative projects that
implement some of these strategies and provide solutions to the
workforce challenges of LEP and Hispanic Americans. These projects
offer significant examples of
[[Page 35121]]
solutions to meeting both the workforce challenges of LEP and Hispanic
individuals and the workforce needs of high-growth industry employers.
These projects can also serve as models for other areas and industries
facing similar concerns with LEP and Hispanic populations. It may be
useful to review these projects highlighted below:
The Oregon Manufacturing Extension Partnership (MEP) has formed a
partnership with Idaho Tech Help (Idaho MEP), Washington Manufacturing
Services, Nevada Management Assistance Partnership (MAP), and the
Northwest Food Processors Association to provide lean manufacturing
training for at least 2,000 workers in 48 value-added food processing
companies. A large portion of the workers in the food processing
industry have limited English skills; therefore, the project includes
the development of a curriculum for English language training in lean
manufacturing for food processing. Each company will receive customized
training based on its needs, including theory and application of
fundamental lean manufacturing principles and techniques as well as a
cultural awareness component for all employees. Employee training will
take place on the worksite during work hours. Those who are trained
will have increased job security, be on track for promotions, and
receive higher wages.
The Hotel Employees and Restaurant Employees (HERE) union is
implementing its Hospitality Industry-Demand project. HERE is
partnering with 24 hospitality industry employers and Nevada Partners,
Inc., a community-based training provider which houses the Culinary
Training Academy. The project demonstrates ways to prepare Hispanic
workers to fill the high-demand for qualified, trained employees in the
growing hospitality industry of Las Vegas, Nevada, and Atlantic City,
New Jersey. In Las Vegas, HERE is delivering occupational English
training to 2,000 new area residents and immigrant workers for entry-
level and career-ladder hospitality positions through its partnership.
Onsite pre- and post-shift occupational English proficiency training is
also being offered to 450 incumbent workers at 10 major area hotels. In
Atlantic City, HERE is partnering with 13 employers and Atlantic Cape
Community College to train 45 incumbent workers with limited English
skills for jobs as fully trained and skilled cooks.
The Cuban American National Council, Inc. (CNC) is implementing its
Academic, Leadership, and Career Prep for Hispanic American Youth
(ALPHA) Program. This program assists Hispanic youth to overcome
educational and employment barriers. CNC is operating Hispanic
community centers in Miami-Dade County and Orlando, Florida. The
project will serve 300 at-risk Hispanic youth in grades 9-12 and out-
of-school Hispanic youth ages 16-21. In Miami-Dade County, the program
serves students in grades 9-12 at Little Havana and Hialeah High School
Institute and out-of-school youth at the Youth Center located in South
Miami-Dade. In Greater Orlando, the program serves students in grades
9-12 in Orange and Osceola public high schools. The CNC also serves
out-of-school youth through Workforce Florida's Institute for the
Development of Engaged Adolescents (IDEA).
The Digital Learning Group (DLG) is developing and implementing its
Words for Work program. The program is geared toward underemployed and
unemployed Hispanics with limited English proficiency that impedes
their access to employment or a living wage. Words for Work is a user-
friendly multimedia instruction program that enhances participant
employability by developing occupation-specific English language and
related workplace skills training for health care and construction
industry employment. The program works closely with local employers in
demand occupations to provide quick-start training and job placement to
225 Hispanic youth and adults in the Baltimore, Maryland, metropolitan
area to maximize their chances for job retention.
These demonstration examples are helping both LEP individuals and
Hispanics overcome the aforementioned workforce challenges. Common in
all of these demonstration projects is the unique and innovative use of
creative teaching methodologies that assist workers and youth in
attaining and improving English language skills while concurrently
gaining the occupational skills demanded by businesses. Another common
thread is the regional scope of the solutions and their applicability
to multiple locations and industries. Some of the projects also provide
basic skills and computer literacy skills to assist LEP and Hispanic
workers and youth in becoming job ready.
Through these demonstrations and this LEP and Hispanic Worker
Initiative, ETA is pursuing additional unique and innovative strategies
which will assist our public workforce system in meeting the needs of
businesses for a pipeline of occupationally skilled individuals,
resulting in job placement or career enhancement opportunities in high-
growth industries for LEP individuals and/or Hispanic Americans. Unique
and innovative projects are those that:
Merge English language instruction with occupational skill
training; or
Accelerate both the English language and occupational
skills attainment by using technology in the instruction/curriculum; or
Customize English language and occupational skill training
to meet the specific needs of a high-growth industry; or
Provide new technological platforms for learners to attain
English language and occupational skills at their own pace.
B. Critical Elements of the LEP and Hispanic Worker Initiative
The purpose of the LEP and Hispanic Worker Initiative is to
demonstrate the effectiveness of creative teaching methodologies that
simultaneously enhance English language and occupational skills in
order to respond to specific workforce challenges identified by
employers. The 21st century job market demands workers with specific
occupational skills as well as the ability to interact in specialized
forms of English, (e.g., cultural nuance, reasoning, critical thinking,
team work, etc.). Projects funded under this LEP and Hispanic Worker
Initiative should include the following elements:
1. Creative Teaching Methodologies
Applicants will develop (if necessary) and implement creative
teaching methodologies that accelerate and focus the learning process
in order for participants to learn English language skills along with
the basic and occupational skills that are in demand by local high-
growth/high-demand industries and employers. Creative teaching
methodologies should be flexible and provide alternate settings and
schedules to ensure participants are able to successfully partake in
the training programs as well as balance work and life needs. This
solicitation is seeking proposals that are not centered on traditional
ESL programs, but rather are using Vocational English as a Second
Language (VESL) and/or Contextualized Language Instruction
methodologies to provide Hispanics and LEP individuals with both the
occupational skills and specialized English proficiency that will
enable them to be productive and competitive workers.
Vocational English as a Second Language--VESL programs are
primarily vocational training programs that provide basic English
language instruction to enable students to be successful in their
vocational training
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and careers. Rather than full English literacy, students are expected
to become proficient in the basic English required to interact with
English-speaking customers, managers, or employees to successfully
perform job-related duties (e.g., filling out job applications, using
manuals or catalogues to understand job-related safety requirements,
reading work schedules, etc.). Occupational contexts are often used to
emphasize the occupational language skills necessary for success in
vocational training and employment.\10\
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\10\ Buchanan, Keith. Vocational English-as-a-Second-Language
Programs. ERIC Digest, ED321551. ERIC Clearinghouse on Languages and
Linguistics. Washington, DC 1990. http://www.ericdigests.org/pre-9216/vocational.htm
.
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Contextualized Language Instruction--The contextualized
language instruction strategy approaches literacy instruction by
focusing on topics familiar to the learner. While traditional academic
language instruction teaches the abstractions of English grammar and
vocabulary in a manner that is often confusing and meaningless for LEP
individuals, contextualized language instruction approaches increasing
English proficiency from a practical viewpoint, seeking to relate these
abstractions to the everyday life or workplace of the learner.\11\
Concrete experiences are emphasized by using real objects and
situations to set a meaningful context for the lesson. Research shows
that English literacy instruction provided in a context shaped by
occupational requirements allows students to make greater progress in a
shorter period of time than when receiving traditional general ESL
instruction.\12\ This contextualized approach allows training programs,
including VESL programs, to incorporate literacy and language learning
opportunities into occupational education coursework.
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\11\ Tharp, Roland G. From At-Risk to Excellence: Research,
Theory, and Principles for Practice. Center for Research on
Education, Diversity & Excellence. 1997. http://crede.ucsc.edu/products/print/reports/rr1.html
.
\12\ What is Contextualized Learning? Contextualized learning
technical assistance project final report & handbook on
contextualized learning. Division of Adult and Continuing Education,
Office of Academic Affairs, City University of New York. July 1993.
http://literacy.kent.edu/nebraska/curric/ttim1/art5.html.
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In VESL and Contextualized Language Instruction, employers play a
pivotal role in determining the occupational skill and language content
required to perform the job successfully, and the minimum levels of
proficiency needed to do so. Through participation in these short-term
or accelerated training programs, which may be provided in conjunction
with employment, participants of projects funded under this SGA will
complete their participation prepared to meet the workforce demands of
employers in high-growth industries now and throughout the coming
decades.
2. Connections to High-Growth, High-Demand Industries
The Workforce Investment Act of 1998 emphasizes a workforce
investment system driven by the needs of local employers. To meet this
mandate, ETA is working to transform the public workforce investment
system through the identification of the challenges facing high-growth
industries and the development of targeted workforce solutions in
collaboration with industry leaders and workforce investment
professionals. The President's High Growth Job Training Initiative
(High Growth Initiative) has established that high-growth/high-demand
industries tend to meet one or more of the following criteria: (1) The
industry is projected to add substantial numbers of new jobs to the
economy; (2) the industry has a significant impact on the economy
overall; (3) the industry impacts the growth of other industries; (4)
the industry is being transformed by technology and innovation
requiring new skills sets for workers; or (5) the industry is a new and
emerging business that is projected to grow. Information specific to
the workforce challenges of each industry targeted in the High Growth
Initiative is available on ETA's Web site at http://www.doleta.gov/BRG/JobTrainInitiative
.
One of the common challenges identified by these high-growth
industries is access to new and untapped labor pools, such as Hispanic
and Asian workers, LEP individuals, older workers, and individuals with
disabilities. The issue of access to LEP and Hispanic individuals, in
particular, arose in discussions with retail, construction, and
hospitality industry leaders; however, the issue of language skills
impeding worker access to jobs and progress once hired was of universal
concern among all high-growth employers. For example, workers with
limited English language skills comprise a significant portion of the
construction workforce, therefore communication with LEP and Hispanic
workers can be challenging. However, improving their English language
skills can help them advance in the industry, and the jobs available
have good salaries. Similarly, a large percentage of workers in the
Hospitality industry are non-English speaking, resulting in the need to
identify and implement solutions that facilitate the attainment of
English language and workplace skills training. Finally, as the
demographics of the United States continue to diversify, multilanguage
employees become more desirable--such as is becoming increasingly
evident in the retail industry. Retailers are customer service driven
and need workers who can speak the languages of their customer base.
While workers speak the language of customers, their lack of basic
English language and literacy skills proficiency can hinder their
ability to perform all job functions, work effectively with other
employees, and move up the career ladder. As part of ETA's demand-
driven workforce strategy, projects funded under this solicitation will
be those that provide viable solutions to this access challenge and
connect Hispanic and LEP individuals with career opportunities in local
high-growth, high-demand industries where they can succeed and prosper.
3. Strategic Partnerships
In order to implement effective demand-driven training strategies
for the LEP and Hispanic workforce, ETA believes that strategic
partnerships must be created between the education and training
community, the public workforce investment system, and employers, all
of which must be actively involved in the project's design and
implementation. These strategic partnerships should focus broadly on
the workforce challenges of one or more of the high-growth, high-demand
industry(ies) and members of the partnership must work collaboratively
to identify and implement solutions that will equip the LEP and
Hispanic workforce with the language and occupational skills needed to
address those challenges.
Each partner should have clearly defined roles. The exact nature of
these roles may vary depending on the issue areas being addressed and
the scope and nature of the activities undertaken. ETA expects that
each partner will, at a minimum, contribute in the following ways:
Employers should be actively engaged and participate fully
in every aspect of grant activities including defining the program
strategy and goals; identifying needed skills and competencies;
designing training approaches and curricula; implementing the program;
contributing financial and in-kind support; and, where appropriate,
hiring qualified training graduates.
The workforce investment system may play a number of
roles, including
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identifying and assessing LEP and Hispanic candidates for training;
working collaboratively to leverage WIA investments; referring
qualified candidates to the training provider; providing wrap-around
support services, where appropriate; and referring qualified training
graduates to employers with existing job openings.
The education and training partner is expected to lead the
curriculum development and deliver contextualized training that will
prepare participants for employment opportunities in high-growth
industry(ies).
To maximize the success of the project and to keep pace with the
rapid changes in the economy and the nature of skills and competencies
necessary for work in these industries, these partnerships need to be
substantial and sustained throughout the operation of the project and
beyond.
4. Leveraged Resources
Leveraging resources in the context of strategic partnerships
accomplishes three goals: (1) It allows for the strategic pursuit of
resources; (2) it increases stakeholder investment in the project at
all levels including design and implementation phases; and (3) it
broadens the impact of the project itself.
Applicants must indicate that there are cash or in-kind resources
from non-Federal sources available to augment Federal dollars in the
development and implementation of the project. Non-Federal resources
may include those provided by private entities, foundations, and state
and local tax revenue funds, among others. The partnership as a whole
is expected to contribute resources, either through cash or in-kind
contributions, totaling at least 50 percent of the amount of funding
requested from ETA. Of this 50 percent, business partners are expected
to contribute at least half of the resources leveraged for the project.
ETA strongly encourages applicants to integrate WIA funding at the
state and local levels into their proposed project. Integrating WIA
funds ensures that the full spectrum of assets available from the
workforce investment system is leveraged to support the LEP and
Hispanic American worker training activities. The wide variety of WIA
programs and activities provides both breadth and depth to the proposed
solution that the project will offer to both business and individuals.
The use of WIA funds also serves to embed the training solution into
the local or regional workforce investment system, which strengthens
the system's ability to become more demand-driven. While these funds
may not count toward the match requirement, they are considered to be
leveraged resources and will serve to demonstrate the effective
integration of services in the grant application.
5. Sustainability and Replication
The funds awarded under this SGA should be considered seed funding.
Applicants are expected to sustain successful projects once grant funds
have been exhausted in order to provide long-term solutions to the
ongoing workforce challenges facing high-growth industries in hiring
and retaining LEP and Hispanic Americans. In addition, projects must be
designed with the expectation that curricula and training models that
prove successful through this demonstration will be shared with the
public workforce investment system in order to expand the impact of the
LEP and Hispanic Worker Initiative. Projects should be applicable to
multiple locations and/or industries.
6. Outcomes
The primary objective of the LEP and Hispanic Worker Initiative is
to raise the English and occupational skills levels of individuals
served in order to meet the workforce demands of high-growth/high-
demand industries. Therefore, projects funded under the initiative must
be results-oriented and identify clear and specific outcome measures
that are appropriate to the proposed training solution(s). Because the
LEP and Hispanic Worker Initiative will invest in customized
strategies, ETA recognizes that specific outcomes will vary from
project to project. Training outcomes should include those applicable
performance measures tracked by the workforce system's ``Common
Measures'' as specified in Training and Employment Guidance Letter No.
28-04 (http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=1711). Other
outcome measures may include the English literacy gains attained by
participants (as discussed above and referenced in TEGL 28-04
Attachment 4), employer satisfaction with the competencies of training
graduates, and other measures appropriate to the scope of activities in
the proposed project.
Part II--Award Information
A. Award Amount
ETA intends to fund 7 to 10 projects in a range of $500,000 to $1
million; however, this does not preclude funding decisions outside this
range, or funding a smaller or larger numbers of projects, based on the
number and quality of submissions. Applicants may submit budgets for
quality projects at appropriate funding levels, however, as noted the
limited funding available through this SGA is intended to supplement
project budgets (as mentioned under Part I.B.4--Leveraged Resources)
rather than be the sole funding source for the proposal.
B. Period of Performance
The period of performance will be up to 24 months from the date of
execution of the grant documents. Delivery of services to participants
should begin within 90 days of the grant execution date. The Department
may approve a request for a no-cost extension to grantees for an
additional period of time based on the success of the project and other
relevant factors.
Part III--Eligibility Information
A. Eligible Applicants
Eligible applicants include any organization meeting the
requirements of this Part and capable of fulfilling the terms and
conditions of this solicitation such as public, private for-profit, and
private non-profit organizations including community and faith-based
organizations. Any applicant that is not a Workforce Investment Board
or One-Stop Career Center will be required to demonstrate evidence of
an active partnership or coordination with the public workforce
investment system in the proposed service area for the delivery of
services to participants of that area. Such evidence may include a
memorandum of agreement, a memorandum of understanding, or letters of
commitment from partners. Applicants are also encouraged to work with
other local partners.
The application must clearly identify the applicant and describe
its capacity to administer this project. The applicant must also
identify whether the fiscal agent is an organization other than the
applicant.
B. Demonstrated Partnerships
Applicants are encouraged to think broadly and collaborate with
entities that possess a sound grasp of economic and labor market
conditions in the region and are in a position to address the workforce
challenges of Hispanics and LEP individuals. As indicated in Part
I.B.3--Strategic Partnerships, applicants must demonstrate the
existence of a partnership that includes at least one entity from each
of three categories:
The publicly funded workforce investment system, which may
include state or local Workforce Investment Boards, State Workforce
Agencies, and One-Stop Career Centers and their partners;
[[Page 35124]]
The education and training community, which includes
community and technical colleges, tribal colleges, four-year colleges
and universities, and other training entities; and
High-growth/high-demand employers or industry-related
organizations such as associations and unions.
Additionally, partnerships may include community-based or faith-
based organizations. While the Department welcomes applications from
newly formed partnerships, applicants are advised that grant funds may
not be used to develop partnerships, and participant services are
expected to be a part of the application.
C. Participant's Share of Resources
As mentioned in Part I.B.4--Leveraged Resources, applicants are
required to commit non-Federal resources equivalent to at least 50
percent of the grant award amount. The applicant's match resources may
be provided by cash or in-kind contributions to support allowable
activities; however, at least 50 percent of the applicant's share must
be made up of cash or in-kind contributions from the business partners.
Federal resources of any kind may not be counted to meet these
requirements. For example, if a project is expected to cost $750,000,
the applicant might request grant funds from ETA under this
solicitation in the amount of $500,000. The applicant would then be
expected to provide a match of non-Federal cash and in-kind
contributions totaling $250,000 (50 percent of the funding requested),
of which $125,000 (50 percent of the match) must be contributed by the
business partners. Match funds must be documented on either the
Application for Federal Assistance Standard Form (SF) 424 (available at
http://www.whitehouse.gov/omb/grants/sf424.pdf) or the Budget Information Sheet SF-424A (available at http://www.whitehouse.gov/omb/grants/sf424a.pdf
).
Please note that, to count toward these requirements, a cost must
be an allowable charge for Federal grant funds. If the cost would not
be allowable as a grant-funded charge, then it also cannot be counted
toward the selected applicant's share. Match resources are subject to
the Uniform Administrative Requirements at 29 CFR 97.24 and 29 CFR
95.23 (depending on the applicant's type of organization).
D. Other Eligibility Requirements
Veterans Priority. This program is subject to the provisions of the
``Jobs for Veterans Act,'' Public Law 107-288. In cases where providers
of services must choose between two or more candidates with similar
background and skill sets, the Job for Veterans Act requires that
veterans, and in some cases, their spouses, be given priority. Please
note that, to obtain priority of service, a veteran must meet the
program's eligibility requirements. The directive providing policy
guidance on veterans' priority is available at http://www.doleta.gov/programs/VETs/
.
Administrative Costs. The primary use of the grant funds should be
used to support the actual project (curriculum development, training,
etc.). Therefore, applicants receiving grant funds under this
solicitation may not use more than 10 percent of the amount requested
for administrative costs associated with the project. Administrative
costs are defined at 20 CFR 667.220.
Distribution Rights. Selected applicants must agree to give ETA the
right to use and distribute all materials such as training models,
curriculum, technical assistance products, etc., developed with grant
funds. Materials developed with grant resources are in the public
domain; therefore, ETA has the right to use, reuse, modify, and
distribute all grant-funded materials and products to any interested
party, including broad distribution to the public workforce investment
system via the Internet or other means.
Legal rules pertaining to inherently religious activities by
organizations that receive Federal financial assistance. The government
is generally prohibited from providing direct Federal financial
assistance for inherently religious activities. Grants under this
solicitation may not be used for religious instruction, worship,
prayer, proselytizing, or other inherently religious activities.
Neutral, non-religious criteria that neither favor nor disfavor
religion will be employed in the selection of grant recipients and must
be employed by grantees in the selection of sub-recipients.
Part IV--Application and Submission Information
A. Address To Request Application Package
This SGA contains all of the information and forms needed to apply
for grant funding.
B. Content and Form of Application Submission
Applicants must submit an original signed application and three
hard copies. The proposal consists of two separate and distinct parts,
part I and II. Both parts must be included in a complete application.
Applications that fail to adhere to the instructions in this section
will be deemed non-responsive and will not be considered for funding.
Part I of the proposal is the Financial Proposal and must include
the following two items.
The Application for Federal Assistance SF-424 (Appendix A)
(available at http://www.whitehouse.gov/omb/grants/sf424.pdf.) Upon
confirmation of an award, the individual signing the SF-424 on behalf
of the applicant shall represent the responsible entity. All
applications for Federal grant and funding opportunities are required
to have a Dun and Bradstreet (DUNS) number. See OMB Notice of Final
Policy Issuance, 68 FR 38402 (June 27, 2003). Applicants must supply
their DUNS number in item 5 of SF-424 (Rev. 9-2003). The DUNS
number is easy to obtain and there is no charge. To obtain a DUNS
number, access http://www.dunandbradstreet.com or call 1-866-705-5711.
The Budget Information Form SF-424A (Appendix B)
(available at http://www.whitehouse.gov/omb/grants/sf424a.pdf.) In
addition to preparing the Budget Information form, the applicant must
provide a concise narrative explanation to support the request. The
budget narrative should break down the budget and corresponding
matching funds by deliverable and should discuss precisely how the
administrative costs support the project goals.
Part II of the application is the Technical Proposal, which
demonstrates the applicant's capabilities to plan and implement a
demonstration project under the LEP and Hispanic Worker Initiative in
accordance with the provisions of this solicitation. The Technical
Proposal is limited to 20 double-spaced, single-sided, 8.5-inch-by-11-
inch pages with 12-point font and 1-inch margins. In addition, the
applicant may provide resumes, a staffing pattern, statistical
information, and related materials in attachments which may not exceed
10 pages. Letters of commitment from partners providing matching
resources may be submitted as attachments. Such letters will not count
against the allowable maximum page totals. The applicant must reference
any participating entities in the text of the Technical Proposal.
No cost data or reference to prices should be included in the
Technical Proposal. The following information is required:
A table of contents listing the application sections;
A two-page abstract summarizing the proposed project and
applicant
[[Page 35125]]
profile information including: Applicant name, project title, industry
focus, the LEP and Hispanic workforce challenge being addressed,
partnership members, funding level request, and the leveraged
resources;
A timeline outlining project activities; and
A project description addressing the Evaluation Criteria
in part V.A. of this solicitation.
Please note that the table of contents, the abstract, and the
timeline are not included in the 20-page limit. Applicants that do not
meet these requirements will not be considered.
C. Submission Date, Times and Addresses
The closing date for receipt of applications under this
announcement is August 15, 2005. Applications must be received at the
address below no later than 5 p.m. (Eastern Time). Applications sent by
e-mail, telegram, or facsimile (fax) 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.
Mailed applications must be addressed to the U.S. Department of
Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Mrs. Serena Boyd, Reference SGA/DFA PY 05-02,
200 Constitution Avenue, NW., Room N-4438, Washington, DC 20210.
Applicants are advised that mail delivery in the Washington area may be
delayed due to mail decontamination procedures. Hand-delivered
proposals will be received at the above address. All overnight mail
will be considered to be hand-delivered and must be received at the
designated place by the specified closing date.
Applicants may apply online at http://www.grants.gov. Any
application received after the deadline will not be accepted. For
applicants submitting electronic applications via Grants.gov, it is
strongly recommended that you immediately initiate and complete the
``Get Started'' steps to register with Grants.gov at http://www.grants.gov/GetStarted.
These steps will probably take multiple days
to complete which should be factored into your plans for electronic
application submission in order to avoid facing unexpected delays that
could result in the rejection of your application.
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
and it (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 U.S. Postal Service Express Mail or online to
addressee not later than 5 p.m. at the place of mailing or electronic
submission one working day prior to the date specified for receipt of
applications. It is highly recommended that online submissions be
completed one working day prior to the date specified for receipt of
applications to ensure that the applicant still has the option to
submit by U.S. Postal Service Express Mail in the event of any
electronic submission problems. ``Postmarked'' means a printed,
stamped, or otherwise placed impression (exclusive of a postage meter
machine 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
nonresponsiveness.
D. Intergovernmental Review
This funding opportunity is not subject to Executive Order (EO)
12372, ``Intergovernmental Review of Federal Programs.''
E. Funding Restrictions
Determinations of allowable costs will be made in accordance with
the applicable Federal cost principles as indicated in Part VI.B.
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. As discussed above, only costs that would be allowable with
grant funds may be counted as part of the recipients' share of project
costs.
F. Other Submission Requirements
Withdrawal of Applications. Applications may be withdrawn by
written notice or telegram (including mailgram) received 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 signs a receipt for the proposal.
Part V--Application Review Information
A. Rating Criteria
This section identifies and describes the criteria that will be
used to evaluate the proposals for the LEP and Hispanic Worker
Initiative. The criteria and point values are:
------------------------------------------------------------------------
Criteria Points
------------------------------------------------------------------------
1. Statement of Need and Target Population................... 15
2. Strategic Partnership and Leveraged Resources............. 10
3. Project Design............................................ 30
4. Outcomes, Benefits, and Impact............................ 25
5. Sustainability and Replication............................ 10
6. Program Management and Organization Capacity.............. 10
----------
Total Possible Points...................................... 100
------------------------------------------------------------------------
1. Statement of Need and Target Population (15 Points)
The applicant must demonstrate a clear and specific need for the
LEP and Hispanic Worker Initiative investment in that workforce area.
Projects funded through this solicitation should be based in local,
regional, or state labor markets. The applicant must describe the
economic and workforce conditions in the project community; identify
the needs of the targeted high-growth industry(ies) that will be
addressed by the project; and define the high-demand occupations
targeted for project participants. The applicant is expected to
indicate the appropriateness of the occupations being focused on given
local labor market conditions, wage enhancement potential, job
retention for the target group, and upward mobility opportunities for
participants. Applicants may draw from a variety of resources for
supporting data, including traditional labor market information,
information from economic developers on locally projected growth,
information collected by business organizations such as chambers of
commerce and trade associations, and discussions with local businesses
that make up the high-growth industries of the local area.
The applicant must describe the proposed target population for the
project, including the nature of the population in the region or area
that would be served such as what percent of the population is LEP or
Hispanic. The description should include the number of individuals to
be served, and the specific workforce challenge(s) to be addressed
through the project. In addition, the applicant should identify the
target group to be served (i.e., incumbent workers, new job entrants,
[[Page 35126]]
youth or adults) who lack the language, basic, and occupational skills
identified as in high demand locally.
Scoring on this criterion will be based on the extent of
demonstrated need. Important factors for evaluation include:
Demonstrated knowledge of the LEP and Hispanic population
in the project area, including their impact on and participation in the
local or regional labor force.
Clear identification of target population characteristics,
including their English language proficiency, and basic and
occupational skill needs.
Demonstrated existence of one or more industry identified
workforce challenge in the area in which the grant activity will take
place.
Documented language and skill shortages for industry or
occupations targeted.
Identification of the sources of the data used in the
analysis.
If appropriate, the nature of larger strategic economic
development or workforce investment plans or projects with which the
proposed project is aligned.
2. Strategic Partnership and Leveraged Resources (10 Points)
Applicants must demonstrate that the proposed project will be
implemented by a partnership that includes at least one entity from
each of three categories:
The publicly funded workforce investment system, which may
include state and local Workforce Investment Boards, State Workforce
Agencies, and One-Stop Career Centers and their partners;
The education and training community, which includes
community and technical colleges, four year colleges and universities,
and other training entities; and
Employers or industry-related organizations such as
associations and unions.
Additionally, partnerships may include community-based or faith-
based organizations. While the Department welcomes applications from
newly formed partnerships, applicants are advised that grant funds may
not be used to develop partnerships.
The Department encourages, and will be looking for, applications
that go beyond the minimum level of partnership and demonstrate
broader, substantive, and sustainable partnerships. The applicant must
identify the partners and explain the meaningful role each partner
plays in the project as well as how resources will be leveraged among
the partners. Applicants must demonstrate their ability to leverage
non-Federal resources equivalent to at least 50 percent of the amount
of funding requested from ETA. Both cash and in-kind contributions are
acceptable. At least 50 percent of the applicant's total share of
resources must be cash or in-kind contributions from business partners.
Federal resources cannot be counted towards the match.
Scoring on this criterion will be based on the comprehensiveness of
the partnership, the degree to which each partner plays a committed
role, and the demonstrated commitment of leveraged non-Federal
resources for the project. Important factors include:
The number of partners involved, the nature of their in-
kind or cash contribution, their knowledge and experience concerning
the proposed grant activities, and their ability to impact the success
of the project.
The overall completeness of the partnership, including its
ability to manage all aspects and stages of the project and to
coordinate individual activities with the partnership as a whole.
Evidence that key partners have expressed a clear
commitment to the project and understand their areas of responsibility.
(Examples include a letter of commitment, an MOU, or partner signatures
on the proposal.)
Evidence of a plan for interaction between partners at
each stage of the project, from planning to execution.
Evidence that the partnership has the capacity to achieve
the outcomes of the proposed project.
The demonstrated commitment of leveraged resources of at
least 50 percent of the total amount requested from ETA, including an
itemized description of each cash or in-kind contribution and a
description of how each contribution will be used to further the goals
of the project.
3. Project Design (30 Points)
Applicants are requested to specify the purpose of the proposed
project and demonstrate how the project will provide solutions to the
workforce challenges of LEP individuals or Hispanics as well as those
of the targeted high-growth industries. Describe how the training
curricula proposed to upgrade the language, basic, and occupational
skills of participants will be integrated. Describe how creative
teaching methodologies will be used in implementing accelerated
education and training services for participants and where such
methodologies will be provided (i.e., on the worksite, in a classroom
setting, at a One-Stop Career Center, etc.). Describe how these
creative teaching methodologies will:
Shorten the period of time required for individuals to
acquire the language, basic, and occupational skills demanded by local
high-growth industry employers;
Increase the levels of literacy and employment
communication skills to meet the levels demanded by local high-growth
employers; and
Increase the direct participation of high-growth employers
in developing or implementing the training.
Applicants are required to identify the outreach and recruitment
methods that will be used to contact and recruit participants including
(if applicable) any organization other than the grantee that will be
responsible for such activities. Describe why the methods and
organizations (if applicable) will be effective in achieving the
planned participation levels. Identify the criteria that will be used,
and the organization (if applicable) that will be responsible for
selecting individuals that will participate in the project.
Applicants are required to describe the service process that will
be used in the project including any sequence of services in the
overall process (i.e., assessments, training, etc.), how the specific
services for participants are determined, and which partner will
provide the services. For example, partners of the One-Stop Career
Center system can play a key role in assessing each participant's basic
language and occupational skill levels as well as assist in placing
individuals in employment after completion of training. In addition,
identify the support services (if applicable) that will be provided to
participants during and post training as well as pre- and post-
employment/placement services, and describe how such services will
facilitate the individuals' participation. Describe the rationale for
the services that are necessary for participants to attain, retain, or
advance in the targeted occupation or industry. Indicate what services
will be provided by project partners or sources other than the grant
itself.
Scoring on this criterion will be based on how well the service
plan/project design provides solutions to the workforce challenges of
LEP and Hispanic workers while addressing the needs of high-growth
employers for a skilled workforce. Important factors include:
The existence of a work plan that is responsive to the
applicant's statement of need and target population, and that includes
specific goals, objectives, activities, implementation strategies, and
a timeline.
[[Page 35127]]
The demonstrated link between the proposed project and the
workforce challenges identified for LEP and Hispanic workers.
The existence of a strategy that incorporates outreach and
recruitment activities geared toward the appropriate target group,
including disseminating information about the project and planned
activities.
The industry and occupation, in which participants are to
be placed, retained, or advanced relative to target skills and wage
goals.
Evidence that the training curricula will be developed (if
applicable) and implemented to meet language, basic, and occupational
skill standards required by high-growth employers.
The length of the project for participants.
4. Outcomes, Benefits and Impact (25 Points)
Applicants must fully describe the outcomes, benefits, and impacts
expected to result from the project in relation to the workforce
challenges described in the statement of need. Applicants must describe
the proposed outcome measures relevant to measuring the success or
impact of the project. To the extent possible, such outcome measures
should mirror those defined by the workforce system's Common Measures
for all Federal job training and employment programs, which include an
entered employment rate, a retention rate, and a measurement of
earnings gains as specified in Training and Employment Guidance Letter
No. 28-04 (http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=1711).
Other performance outcomes to be measured should include English
literacy skills gained by participants, and diplomas or credentials
resulting from the project, as appropriate. Applicants are required to
identify the assessment tool(s) and/or method(s) that will be used to
determine the skills and aptitudes of participants, including tools
that will be used to measure English proficiency and basic skills
levels. Describe the specific strategies and methods that will be used
for measuring skills acquisition during the training process. Any
discussion of outcome goals should include the methods proposed to
collect and validate outcome data in a timely and accurate manner.
Scoring on this criterion will be based on the following factors:
The expected project outcomes are clearly identified,
measurable, realistic, and consistent with the objectives of the
project.
Applicant commitment to track and report training outcome
measures, including employment outcomes.
Identification of the specific assessment instrument(s)
and method(s) that will be used for measuring industry-identified
occupational and literacy skills gains during the training process.
The ability of the applicant to achieve the stated
outcomes within the time frame of the grant.
The appropriateness of the outcomes with respect to the
requested level of funding.
The extent to which the project will be of significant and
practical use to the public workforce investment system.
5. Sustainability and Replication (10 Points)
Applicants must provide evidence that, if successful, activities
supported by the demonstration grant project will be continued after
the expiration date of the grant. Applicants must describe how the
model, training curricula, partnership strategies, and project design
elements can be replicated in other workforce investment areas.
Scoring of this criterion will be based on the extent to which the
project can be sustained after the grant expires and the expressed
commitment of the applicant to make curricula and training models
available for distribution.
6. Program Management and Organization Capacity (10 Points)
Applicants must describe their ability to provide the services
proposed and their experience working with integrated learning
strategies and with LEP individuals and Hispanics. The applicant must
also include a description of organizational capacity and the
organization's track record in projects similar to that described in
the proposal and/or related activities of the primary actors in the
partnership. Applicants must identify a project manager, discuss the
proposed staffing pattern and the qualifications and experience of key
staff members, and give evidence of the utilization of data systems to
track outcomes. Scoring on this factor will be based on evidence of the
following:
The time commitment of the proposed staff is sufficient to
assure proper direction, management, and timely completion of the
project.
The roles and contribution of staff, consultants, and
collaborative organizations are clearly defined and linked to specific
objects and tasks.
The background, experience, and other qualifications of
staff are sufficient to carry out their designated roles.
The applicant organization has significant capacity to
accomplish the goals and outcomes of the project, including appropriate
systems to track outcome data.
B. Review and Selection Process
Applications for the LEP and Hispanic Worker Initiative will be
accepted commencing on the date of publication of this announcement
until the closing date. A technical review panel will carefully
evaluate applications against the rating criteria described in Part
V.A., which are based on the policy goals, priorities, and emphases set
forth in this SGA. Up to 100 points may be awarded to an application,
based on the Rating Criteria described in Part V.A. The panel results
are advisory in nature and not binding on the Grant Officer. The Grant
Officer may consider any information that comes to his or her
attention.
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;
uniqueness and innovative aspect of the project; and which proposals
are most advantageous to the government. The government reserves the
right to award projects with or without negotiations. Should a grant be
awarded without negotiations, the award will be based on the
applicant's signature on the SF-424, which constitutes a binding offer.
Part VI--Award Administrative Information
A. Award Notices
All award notifications will be posted on the ETA homepage at
http://www.doleta.gov.
B. Administrative and National Policy Requirements
Administrative Program Requirements. All grantees, including faith-
based organizations, will be subject to all applicable Federal laws
(including provisions in appropriations law), regulations, and the
applicable Office of Management and Budget (OMB) Circulars. The
applicants selected under the SGA will be subject to the following
administrative standards and provisions, if applicable:
Workforce Investment Boards--20 Code of Federal
Regulations (CFR) Part 667.220 (Administrative Costs).
Non-Profit Organizations--Office of Management and Budget
(OMB) Circulars A-122 (Cost Principles) and 29 CFR Part 95
(Administrative Requirements).
[[Page 35128]]
Educational Institutions--OMB Circulars A-21 (Cost
Principles) and 29 CFR Part 95 (Administrative Requirements).
State and Local Governments--OMB Circulars A-87 (Cost
Principles) and 29 CFR Part 97 (Administrative Requirements).
Profit-Making Commercial Firms--Federal Acquisition
Regulation (FAR)--48 CFR Part 31 (Cost Principles), and 29 CFR Part 95
(Administrative Requirements).
All entities must comply with 29 CFR Parts 93 and 98, and,
where applicable, 29 CFR Parts 96 and 99.
In accordance with Section 18 of the Lobbying Disclosure
Act of 1995, Public Law 104-65 (2 U.S.C. 1611) non-profit entities
incorporated under Internal Revenue Code Section 501(c)(4) that engage
in lobbying activities will not be eligible for the receipt of 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 programs(s) does not provide a waiver of any grant requirements
and/or procedures. For example, the 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, the 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.
Evaluation Requirements. The Department may require that the
project participate in an overall evaluation of the LEP and Hispanic
Worker Initiative performance. To measure the impact of grants funded
under the initiative, the Department may arrange for or 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 to participants, as specified by the evaluator(s) under the
direction of the Department, including after the expiration date of the
grant.
C. Reporting Requirements
The grantee is required to provide the reports and documents listed
below:
Quarterly Financial Reports. A Quarterly Financial Status Report
(SF 269) is required until such time as all funds have been expended or
the grant period has expired. Quarterly financial reports are due 30
days after the end of each calendar year quarter. Grantees must use
ETA's Online Electronic Reporting System.
Progress Reports. The grantee must submit a quarterly progress
report to the designated Federal Project Officer within 30 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. The Department may require additional data elements to be
collected and reported on either a regular basis or special request
basis. Grantees must agree to meet the Department's reporting
requirements. The quarterly progress report should be in narrative form
and should include:
1. In-depth information on accomplishments including project
success stories, upcoming grant activities, and promising approaches
and processes.
2. Progress toward performance outcomes, including updates on
product, curricula, and training development.
Training outcomes should include employment placement,
employment retention, earnings gain data, as well as literacy,
language, and occupational skill attainment.
When appropriate, include employer outcomes such as
increased productivity, Return on Investment (ROI), and/or employee
retention rates.
3. Challenges, barriers, or concerns regarding project progress.
4. Lessons learned in the areas of project administration and
management, project implementation, partnership relationships, and
other related areas.
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 the project
solution approach. After responding to ETA's 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 the Department to prepare the final
report.
Part VII--Agency Contacts
Any questions regarding this SGA should be faxed to Ms. Serena
Boyd, Grants Management Specialist, Division of Federal Assistance, fax
number (202) 693-2705 (not a toll-free number). You must specifically
address your fax to the attention of Ms. Serena Boyd and should include
SGA/DFA PY 05-02 a contact name, fax, and phone number.
FOR FURTHER INFORMATION CONTACT: Ms. Serena Boyd, Grants Management
Specialist, Division of Federal Assistance, at (202) 693-3338 (not a
toll-free number). This announcement is also being made available on
the ETA Web site at http://www.doleta.gov/sga/sga.cfm and http://www.grants.gov.Part
VIII--Other Information
Resources for the Applicant. The Department maintains a number of
Web-based resources that may be of assistance to applicants. The Web
page for ETA's Division of Policy, Legislation and Dissemination
(http://www.doleta.gov/reports/DPLD.cfm) is a valuable source of
background information for the LEP and Hispanic Worker Initiative.
America's Service Locator (http://www.servicelocator.org) provides a
directory of the nation's One-Stop Career Centers. The Business
Relations Group (http://www.doleta.gov/BRG) provides information on the
President's High Growth Job Training Initiative. Applicants are
encouraged to review ``Understanding the Department of Labor
Solicitation for Grant Applications and How to Write an Effective
Proposal'' (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
(http://www.fbci.gov).
Signed at Washington, DC, this 13th day of June 2005.
James Stockton,
Grant Officer, Employment and Training Administration.
Attachments:
Appendix A: (SF) 424 Application Form
Appendix B: (SF) 424-A Budget Information Form
Appendix C: OMB Survey N. 1890-0014: Survey on Ensuring Equal
Opportunity for Applicants
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[FR Doc. 05-11881 Filed 6-15-05; 8:45 am]
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