[Federal Register: May 16, 2008 (Volume 73, Number 96)]
[Notices]
[Page 28510-28528]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr16my08-117]
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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 Targeting Dislocated
Workers
Announcement type: New, Notice of Solicitation for Grant
Applications.
Funding Opportunity Number: SGA/DFA PY-07-10.
Catalog of Federal Assistance Number: 17.269.
Key Dates: The closing date for receipt of applications under this
announcement is June 13, 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.
SUMMARY: The U.S. Department of Labor (DOL), Employment and Training
Administration (ETA) announces the availability of approximately $20
million to fund grants to State Workforce Agencies (SWAs) for
demonstration projects targeting Workforce Investment Act (WIA)
dislocated workers. This solicitation provides SWAs with the option to
choose from four categories under which applicants can submit a single
grant application. Please note that two options exist under category
one and two options exist under category three. If the applicant
chooses to apply under categories one or three, the applicant must
indicate which option the proposal addresses. Applicants may only
submit a grant application under one category and only one application
per SWA will be accepted. Applicants must indicate in the abstract of
their proposal the category under which they are applying.
Category 1--Entrepreneurship Opportunities for Dislocated Workers
(two options).
Category 2--Getting Ahead of the Curve: Raising Educational/Skill
Levels of Workers in Declining Industries.
Category 3--Innovative Adult Learning Models for Dislocated Workers
(two options).
Category 4--Preventing Dislocations of TANF Recipients Moving Into
Entry Level Jobs Subject to Economic Churn.
Additional background information is provided under Part I.
ADDRESSES: Mailed applications must be addressed to the U.S. Department
of Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: BJai Johnson, Reference SGA/DFA PY-07-10, 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 V.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 for each category.
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
This section provides background information for each of the four
categories for grant applications. In some cases the background
information is applicable to more than one category and is identified
as such.
Background Information for Category 1--Entrepreneurship
Opportunities for Dislocated Workers: Applicants may submit an
application under only one of the following options: Option A--Project
GATE (Growing America Through Entrepreneurship) for Dislocated Workers
in Rural Areas or Option B--Project GATE for Dislocated Workers Fifty
Years and Older. This background information is relevant to both
options.
Although many Americans have neither the skills nor the desire to
be self-employed (more than 90 percent of employed Americans work for
other people in ``wage and salary'' jobs) some Americans do want to be
self-employed. Some have a passion for a particular business idea,
while others want to be their own bosses, have no access to wage and
salary jobs in which they can use their skills, or desire the
flexibility of self-employment. These people often are willing to work
hard, and have specific skills, interests, and talents they can use in
a business.
Many aspiring entrepreneurs' lack of business knowledge and access
to credit poses significant barriers to self-employment. This lack of
knowledge may encompass marketing, finance, regulations, how to develop
a business plan, or other aspects of developing and running a business.
Disadvantaged populations in particular are less likely to have access
to the information sources that would make such knowledge and skills
available to them. Many people may need loans to start their businesses
but have little collateral and poor or no credit histories. Moreover,
commercial banks frequently are reluctant to make loans to small, risky
ventures.
In providing assistance designed to surmount these obstacles to
self-employment, Project GATE aims to promote both workforce and
economic development. In improving the likelihood of being successful
at self-employment, the project sought to increase employment,
earnings, and the self-sufficiency of GATE participants. Even if not
successful at self-employment, the program could have improved success
at wage and salary employment by providing GATE participants with
contacts, business skills, or just the knowledge that entrepreneurship
is not for them. By promoting small businesses and the jobs they
create, Project GATE also aimed to promote economic development in some
low-income areas.
1. Project GATE Demonstration
This initiative builds on the prior Project GATE Demonstration
funded by ETA which began in early fall 2003 and was implemented in
three states-Pennsylvania, Minnesota, and Maine. Participants in
Project GATE were offered assessments, classroom training and one-on-
one business counseling in developing their businesses and applying for
a Small Business Administration (SBA) Microloan or other source of
business finance. Nonprofit Community-Based Organizations and the SBA's
Small Business Development Centers provided the classroom training and
business counseling.
One-Stop Career Centers were the gateways to the program. These
centers conducted outreach for Project GATE and hosted the program's
orientation session. Project GATE added a new service to the One-Stop
Career Centers' arsenal of employment services--helping people become
self-employed. In addition, Project GATE attracted new
[[Page 28511]]
and diverse customers to the participating One-Stop Career Centers.
The Project GATE demonstration also provided technical assistance
to grantees to implement the project. In addition, the Project GATE
demonstration was also evaluated to determine whether the project works
and whether it could be replicated on a broader scale. Below is a
summary of the findings from the first 18 months of the Project GATE
demonstration, which have led ETA to announce a new round of Project
GATE grants.
Self-employment service programs can be offered at One-Stop Career
Centers. During the demonstration, Project GATE was implemented
successfully across a wide variety of sites. While One-Stop Career
Centers are not traditionally known as places to go for self-employment
services, Project GATE was able, with some marketing, to draw
entrepreneurs and prospective entrepreneurs into the centers. As long
as local training and business counseling providers with a reputation
for providing good quality services are willing to participate in the
program, Project GATE, or a similar program, could be offered as an
additional service at One-Stop Career Centers.
The Project GATE service model appears to have several advantages
over the existing self-employment services available within
participating communities. In addition to receiving more hours of self-
employment services, Project GATE participants reported higher levels
of satisfaction with the services received than did control group
members. Offering a one-on-one assessment with a trained business
counselor and a choice of quality local service providers appears to
have added value to the existing service network within the local
communities.
GATE participants started businesses at a higher rate than control
group members. Over the 18-month follow up period, participation in
Project GATE led to an increase in business ownership. While the
increase in business ownership was statistically significant, the
magnitude of the impact was relatively modest-six percentage points. It
is important to note, however, that an analysis of the impact of
Project GATE on the unemployed found more substantial program impacts
for this subgroup.
Project GATE had larger impacts on business ownership among
Unemployment Insurance (UI) recipients. Over the entire follow-up
period, the impact of Project GATE on business ownership among UI
recipients was nine percentage points (statistically significant),
compared with no impact on those who did not receive UI. Project GATE
may have had a larger impact on those who were receiving UI benefits
when they applied because they had fewer alternative opportunities in
the regular labor market. Moreover, not having a wage and salary job
provided them with more time to work on their businesses, while the UI
benefits provided a regular income.
Project GATE had much larger impacts on business ownership among
recent UI recipients in Minnesota, where job search requirements were
waived for GATE program group members. For the recent UI recipients in
Minnesota, the impact of Project GATE on business ownership started at
+12 percentage points in the first quarter of the follow-up period and
increased to +15 percentage points in the last quarter, all
statistically significant. One reason for larger impacts among recent
UI recipients in Minnesota may be attributable to the fact that the job
search requirements that accompany the receipt of UI were waived for
GATE participants which allowed them to continue receiving benefits
while concentrating on their businesses, rather than looking for a wage
and salary job
Finally, Project GATE is a successful entrepreneurial training
model in rural areas. Rural areas in the demonstration were especially
innovative in providing access to training and business counseling to
entrepreneurs. For more information on Project GATE, please visit the
following weblink: http://wdr.doleta.gov/research/
keyword.cfm?fuseaction=dsp--resultDetails&pub--id=2337&mp=y.
2. Necessary Project Components
The new Project GATE grantees would follow the service delivery
strategy employed by the successful Project GATE Demonstration. Intake
for the grants would involve three steps: (1) Registration, (2)
orientation, and (3) completion of an application package. These are
described in detail below.
Registration. Persons interested in applying for training
under the grant must first signal their interest in the program by
registration. This would be done at a participating One-Stop Career
Center, at the GATE Web site, by mailing a postcard, or by calling a
toll-free number. Registered individuals will be notified by mail of
the times and locations of the GATE orientations in their areas. The
Project GATE Web site will be reactivated for the purposes of the
grants. Other outreach materials developed for the GATE demonstration
will be adapted for use under the grants. Registrants will be asked to
contact a One-Stop Career Center to select which orientation they plan
to attend.
Orientation. The GATE orientation has four main
objectives. First, it aims to provide the attendees with a balanced
picture of both the positive and negative aspects of self-employment.
Second, the orientation describes GATE services so that applicants have
realistic expectations about services provided and do not expect to
become eligible for grants or loans directly from GATE. Third, the
orientation describes the services provided by the One-Stop Career
Center. Finally, One-Stop Career Center staff members describe the GATE
application process and offer each attendee an application package.
Application Package. Orientation attendees will be given
an application package. The application collects information for the
evaluation. It also is used to check on eligibility for Project GATE
and to provide the assessment counselor (see below) with some
information about the participant's needs. The applicant will be
required to send the application package to the evaluation contractor.
Forms that are less than 90 percent complete will be returned to the
applicant for completion.
3. Necessary Project Services
Each Project GATE grantee must offer at minimum three basic
services: (1) An assessment, (2) classroom training, and (3) one-on-one
business counseling. All Project GATE grant participants must receive
an assessment. After the assessment, participants may receive classroom
training only, business counseling only, or both.
Assessment. Soon after being accepted into the project,
each participant should meet with a GATE assessment counselor. The GATE
counselor is generally a member of a local economic development entity
such as a chamber of commerce or small business development center. The
main objective of the assessment is to recommend the services and
providers that best meet the participant's needs. On the basis of this
review, the counselor recommends the appropriate set of services to the
participant and refers them to a training or business counseling
provider.
Training. The training courses offered will vary by
provider. Many providers offer multiple training courses. At minimum,
service providers must offer basic courses for those just starting
businesses that focus on developing a business plan. Topics covered in
these basic courses may also include: Market research, marketing,
pricing, financing, cash flow,
[[Page 28512]]
accounting, hiring, permits and licenses, and legal issues. Other
courses should target participants who already have developed business
plans and may have started their businesses, but need assistance in
growing the business. These more advanced courses may cover topics such
as growth strategies, business planning, and customer relations. In
addition to training courses, some providers also may offer seminars on
specific business types (e.g., child-care businesses), e-commerce, or
accounting software packages.
Business Counseling. All Project GATE grant participants
may meet one-on-one with a business counselor to receive assistance
with their specific businesses or business ideas. The amount of
business counseling received should be tailored to the needs of the
participants. Suggested topics to be covered in business counseling
sessions may include refinement of the business idea, business plan
writing and development, marketing, budget and cash flow projections,
and availability of financing. For those in need of financing for their
businesses, the counselors may provide assistance in applying for loans
from the SBA or other funding sources. Individual business counseling
is an important and effective strategy for assisting entrepreneurs with
their business needs. Existing small business owners who do not need
classroom training often use one-on-one business counseling to work
through specific business issues. Individuals at the business start-up
phase often use technical assistance to help work through specific
issues after completing classroom training. Not only do these sessions
provide practical advice on business-related issues, but they also
allow counselors the opportunity to provide emotional support and
encouragement when participants face difficulties in the business
development process.
Background Information for Category 2--Getting Ahead of the Curve:
Raising Educational/Skill Levels of Workers in Declining Industries:
Today's global economy is marked by tremendous advancements in
communication, travel, and trade--allowing individuals instant access
to commerce from almost anywhere in the world. At the same time,
American businesses find themselves competing not only with companies
across the street, but also with companies around the globe. As a
result, many companies are streamlining or reinventing their
operations. Long-term employees in these companies find themselves at a
disadvantage because of outdated skills. Because of their skill
deficit, they face dislocation not only in the face of plant closures
or relocations but in the case of reinvention, where companies and
industries must modify their core competency and skill requirements to
remain competitive in the global marketplace.
The roots of the workforce investment system were designed to meet
the needs of a different economy than we are in today. The system was
designed for an economy characterized by interchangeable labor,
cyclical layoffs, and employers that, for the most part, required a
workforce with no more than a high school diploma from workers. In the
21st century globally competitive economy, it is becoming increasingly
important that the workforce investment system act as a strategic
partner in regional economic and talent development. A critical part of
talent development that helps create a competitive advantage for a
region is to develop innovative strategies to assist businesses in
layoff aversion by raising the education and skill levels of workers in
declining or at-risk industries, or industries that are transforming.
This requires strategic partnerships with employers, education and
training providers at all levels, including apprenticeship providers,
economic development entities, local, regional, and state governments,
the philanthropic community, faith-based and community organizations,
research institutions, and other civic leaders with a stake in economic
growth and talent development.
1. Getting Ahead of the Curve Demonstration
Under this category, the strategies employed to upgrade workers
skills should be designed to (a) meet employers' critical skill needs,
enhancing employers' ability to avoid layoffs; and/or (b) provide
workers with updated transferable skills to enhance their ability to
transition to other occupations and/or careers. Solutions should
examine the concept of career lattices based on competencies. The
objective is to enhance the value of workers to their current employer
and to raise their education and skill levels to position them to
quickly move into new jobs, either within or outside their current
employer/industry if their current jobs are eliminated.
2. Necessary Project Components
Applications under this category must consist of the following two
components: (1) Development of an ``early warning system'' for tracking
declining industries/businesses. The early warning system can involve
coordination and evaluation of current activities as well as creation
of new activities. (2) Engagement with businesses in declining
industries, such as traditional manufacturing, or transforming
industries that require new skill sets, such as information technology
and advanced manufacturing, to collaboratively develop strategies to
raise the education and skill levels of the current workforce. This may
be focused on either lay-off aversion or to position workers to advance
in their current careers, while increasing worker productivity, but it
also supports their potential need to transition to other occupations
if employment in the industry or business is no longer viable. It is
ETA's expectation that workers will receive training as part of grant
activities.
Early Warning System and engagement with businesses in at-risk
industries to provide training: In 1988, Congress passed the Worker
Adjustment and Retraining Notification (WARN) Act to provide workers
with sufficient time to prepare for the transition between the jobs
they currently hold and new jobs. The WARN Act requires employers to
provide written notice at least 60 calendar days in advance of covered
plant closings and mass layoffs. Once receiving a WARN notice, state
and local workforce agencies engage the employer and its employees in
rapid response activities. Additionally, many states have created their
own regulations around advanced notices that place further restrictions
on employers. These models, while valuable, represent a more reactive
approach to assisting both employers and workers and are also limited
in their coverage. In today's global economy, rapid response and other
actions targeting individuals at risk for dislocation need to be
proactive rather than reactive. In fact, proactive strategies targeting
businesses at-risk for closure or realignment and employees at-risk for
dislocation are a vital part of retaining competitive advantage in a
regional economic and talent development framework.
Some state and local workforce agencies are working with employers
and other state agencies to create ``early warning'' systems. These
systems track companies and industries that are likely to experience
closures, move to another location/state, experience layoffs, or face
industry transformation that requires a substantive change in skill
requirements. This demonstration intends to support the development and
implementation of replicable models for early warning systems. Using
the early warning systems, the workforce
[[Page 28513]]
investment system and its partners should work together to provide
workers at risk for layoff with training to upgrade their skills.
3. Early Warning System Requirements
Early warning enables the workforce investment system and its
economic development, education, and other partners to strategically
deploy regional assets to support industry transformation and up-skill
or re-skill the workforce to ensure successful transitions into new
occupations and industries. Early warning systems will vary based on
the needs in each state and region, however they should include at a
minimum:
Strong collaboration with state Labor Market Information
departments to understand how and where the state and regional economy
is transitioning and how to identify declining industries and
companies.
Partnerships between the workforce investment system at
the state and local levels, governmental and non-governmental economic
development agencies at the state and local levels, educational
entities at all levels, businesses, industry associations, and
outplacement firms. Additionally, optional partners include
philanthropic organizations, faith and community-based organizations,
governmental and non-governmental education agencies, and labor
management organizations if applicable.
Aligning the resources and activities of different
federal, state, and local governments. For example rapid response,
Regional Innovation Grants, Trade Act funding (including the Trade
Adjustment Assistance for Firms program operated under the Department
of Commerce's Economic Development Administration (EDA)), state and
local WIA dislocated worker funds, federal, state, and local economic
development resources (such as EDA grants), and any other federal and
state resources that align with the goals of serving dislocated
workers.
Leveraging resources from governmental and non-
governmental partners.
Outreach and education strategies to business and industry
about benefits of collaboration.
Creation of a replication model to be disseminated to
other workforce agencies.
A plan for sustainability beyond the life of the grant.
It is expected that by the end of year one of the grant, the
grantee will have established an early warning system and that the
grantee will constantly assess and evaluate the effectiveness of their
model and make changes as needed.
4. Business Engagement Strategies and Training Requirement
A regional economy's competitiveness depends on the skills of its
workers. According to the Bureau of Labor Statistics, Americans now
average 14 jobs between the ages of 18 and 34--or approximately one new
job every 14 months. This statistic demonstrates the need for a
flexible workforce that receives competency-based training as part of a
lifelong learning strategy. Workers with outdated skills in declining
industries represent untapped potential that can be difficult to reach.
The purpose of this component is to support the development of
partnerships and business engagement strategies that ultimately result
in these workers receiving competency-based training to allow them to
quickly adapt to changes in their current occupation or industry or
move to new industries should their current environment no longer
present viable career options. ETA's goal is not only to enhance the
value of workers in their current jobs but also to position them to
move into new jobs quickly if their current jobs are eliminated.
Declining industries are not defined in this solicitation but ETA
intends them to be those traditional industries that have been in
decline for the past decade, such as traditional manufacturing,
textiles, furniture production, tobacco, etc. Transforming industries
are also not strictly defined but are intended to be those facing
significant changes in the skill requirements of their occupations and
career ladders due to shifts in the industry requirements, such as
information technology and advanced manufacturing. Applicants who make
a persuasive case that a non-traditional industry is in decline or
transforming in their area will also be considered.
Business engagement strategies will vary based on the needs of the
state and applicants are encouraged to be innovative in their proposed
activities. Applicants' business engagement strategies and subsequent
training strategies may focus on outreach to affected businesses and
industries, lay-off aversion, increasing worker productivity, and/or
positioning workers to advance in their current careers. However,
training must also support workers' potential need to transition to
other occupations if the industry or business is no longer viable.
ETA intends grants to include a planning period of up to one year
to identify declining, at-risk, or transforming industries, build
business and education partnerships, and understand training strategies
that will respond to the needs of employers and workers in the context
of the regional economy. Years two and three are intended to serve as
the implementation period, when the workforce investment system will
use the early warning system to identify specific employers, identify
or design appropriate incumbent-worker training programs, and deliver
training to workers at risk for layoff.
The one-year planning period should include, at a minimum, the
following elements:
Partnership with economic development organizations,
business and industry, and education and training providers to create a
consensus about skills gaps between the skills of the industry or
industries in decline and growth sectors and the skills that are needed
in the 21st century industry competencies. This may include development
and administration of assessments, surveys of employers and industry
associations, identification of requirements in current industry
certifications, and a mapping of the existing skills areas against
those that are needed.
Partnership with the One-Stop Career Center system and its
partners and faith and community-based organizations to examine support
options to support participant success in education and training
programs.
Connection to ongoing activities with similar goals, such
as Regional Innovation Grants, Base Realignment and Closure activities,
Workforce Innovation in Regional Economic Development Grants, and other
federal, state or local efforts that have begun planning or are
implementing activities in the area.
Identification of existing education and training models,
remediation models, competency-based models, career ladders, curricula,
and other materials.
Identification of, or where necessary development of,
curricula, competency-based models, career ladders, and other materials
to support training.
Creation of a sustainability plan to continue engagement
with at-risk businesses after the grant ends.
The implementation period should be a minimum of two years and it
may overlap with the planning period. The implementation phase should
incorporate the information gathered through the Early Warning System
created in year one of the grant. The
[[Page 28514]]
implementation period should include, at a minimum, the following
elements:
Partnerships with education and training providers to
provide the necessary education and training to individuals at risk for
dislocation including work readiness; remediation; science, technology,
engineering and math (STEM); and other industry required competencies
and curricula.
Leveraging financial and non-financial resources to
support training, including existing curricula, space, equipment,
faculty, and other resources.
Outcomes appropriate to the nature of the solution,
including the number of businesses impacted, the return of investment
to the business, the number of individuals who receive services, the
number of individuals who receive training, the number of individuals
who complete training, the number of credentials awarded, ETA's common
measures (entered employment, employment retention, average earnings),
wage gains, promotions, and other outcomes determined important by the
applicant. Outcomes for each grantee will be negotiated following grant
award based on the information contained in their grant agreement and
the needs of ETA's independent evaluation of the demonstration if
applicable.
Creation of a replication model to be disseminated to
other workforce agencies.
Background Information for Category 3--Innovative Adult Learning
Models for Dislocated Workers: Applicants may only submit an
application under one of the following options: Option A--Innovative
Adult Learning Strategies or Option B--Innovative Earn/Learn Models
Using Apprenticeship. This background information is relevant to both
options.
More than three million jobs have been lost between 1998 and 2003,
with 2.7 million lost since the immediate pre-recession year of 2000.
Manufacturing job losses have primarily been in traditional sectors
such as automotive and textiles, and now with the economic slowdown,
layoffs are projected in finance, construction and other industries.
Many of these are jobs that will likely not come back. The 21st century
economy demands a workforce with postsecondary education credentials,
and the adaptability to respond immediately to changing economic and
business needs. Innovative approaches need to be tried to retrain and
retool dislocated workers for high-demand jobs in industries that will
be here for the long term and can provide wages comparable to what they
have been earning such as Information Technology, Healthcare,
Biotechnology, Advanced Manufacturing, Energy and others.
The public workforce investment system plays a leadership role in
meeting these demands by catalyzing the implementation of innovative
talent development and lifelong learning strategies that will enable
American workers to advance their skills and remain competitive in the
global economy.
1. Innovative Adult Learning Models Demonstration
This demonstration is focused on creating new or identifying
existing innovative strategies for educating and training dislocated
workers. These strategies must address the issues commonly faced by
dislocated workers including: (1) The need to earn income while in
training, (2) the need for basic skills remediation, particularly for
STEM\1\ areas and literacy, to achieve skill levels required for
education and training programs, (3) difficulty learning in traditional
education formats, (4) accelerated learning options to shorten the time
of skills upgrading. Applicants may only submit an application under
one of the following options: Option A--Innovative Adult Learning
Strategies or Option B--Innovative Earn/Learn Models Using
Apprenticeship. Applicants may only submit an application under one
option.
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\1\ Science, Technology, Engineering and Mathematics.
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Option A--Innovative Adult Learning Strategies (Including, But Not
Limited to Earn/Learn)
A.1. Adult Learning Strategies Demonstration
Under this option, projects will focus on identifying successful
adult learning education and training models and implementing a
demonstration of the model or models in a state, region, or local area
targeting adult dislocated workers. Projects will adapt the education
and training model, which may have been developed for adult populations
in specific target populations, and demonstrate the viability of the
model in helping workers learn new skills at a faster and more in-depth
rate while allowing the ability to earn income.
Education and training must focus on state, regional, or local
high-growth, high-demand industries. This demonstration will require
strong partnerships among State Workforce Agencies, state and local
workforce investment boards, One-Stop Career Centers, businesses
(existing or new partners), education and training providers including
community colleges, adult and vocational education providers, 4-year
universities, other training providers, and community or faith based
organizations.
A.2. Necessary Project Components
Applicants will identify innovative adult learning strategies and
models that address the needs dislocated workers have for: accelerated
time to credential, blended learning strategies, remediation in
foundational academics, different learning environments, and accessing
learning on different schedules and using different modalities. These
models may not include apprenticeship components, but may include on-
the-job training. Applicants will select a least one model to be
adapted for their demonstration. Each applicant must determine what
high-growth, high-demand industries are driving their economy and where
there are job and skill shortages. This should be done in collaboration
with state Labor Market Information agencies, economic development
agencies, business and industry partners, and education and training
providers. This model will require a formal partnership between the
applicant SWA and at least one entity from each of the following: local
workforce investment board/One-Stop Career Center; an education or
training provider, and an individual business or industry association.
Multiple partners in these categories are not required but are strongly
encouraged. Economic development organizations and faith and community-
based organizations are not required but are also strongly encouraged.
The SWA, in conjunction with its local workforce investment board(s)
will oversee the design and operation of this demonstration.
It is expected that the demonstration will accomplish a seamless
transition for dislocated workers who will be retrained under the
innovative adult learning strategy or model for jobs in high-growth and
high-demand industries. Using leveraged resources, incentives may be
provided to dislocated workers including, but not limited to, wrap
around supportive services including stipends. However, it is not ETA's
intent to have grant funds used in the provision of supportive services
under this component.
A.3. Project Requirements
The Innovative Adult Learning Strategies Demonstration is not
intended to fund the creation of entirely new training models. Rather,
projects should be innovative in how they adapt existing models to the
adult dislocated
[[Page 28515]]
worker population and be tailored to the specific needs of workers in
their region. Applications must include, but are not limited, to the
following elements:
A demonstration of need in the area of the demonstration,
including identification of: the dislocated worker pool, the high-
growth, high-demand industries in the area, the occupations on which to
focus retraining efforts, the skills and competencies required in those
occupations, and the assets the currently exist for the project to
leverage.
A description of the roles of current and future partners
in the grant and the leveraged resources they will bring to the table.
A description of how the innovative training model was
identified and selected to be adapted for demonstration. A discussion
of the ways in which the model will need to be adapted to meet the
education and training needs of the targeted dislocated workers
including the need to earn while they learn, an accelerated timeline,
remediation, and different learning schedules and modalities.
Additionally, applicants should describe anticipated skill assessments
and mapping to high growth, high demand industries.
A description of the projected number of individuals to be
trained under the grants and the expected outcomes including ETA's
common measures (entered employment, employment retention, and average
earnings), the number of credentials awarded, and other outcomes
determined important by the applicant. Specific outcomes for each
grantee will be negotiated following grant award based on the
information contained in their grant agreement and the needs of ETA's
independent evaluation of the demonstration if applicable.
A commitment to documenting the training model in such a
way that the model can be disseminated to other workforce agencies.
Option B--Innovative Earn/Learn Model Using Apprenticeship
B.1. Earn/Learn Using Apprenticeship Demonstration
This option focuses on demonstrating innovative and fresh
approaches in retraining and re-skilling adult learners and dislocated
workers through Registered Apprenticeship in high-demand industries.
Projects must demonstrate the viability of the model in helping adult
workers learn new skills at a faster and more in-depth rate for high
growth industries such as advanced manufacturing, biotechnology,
energy, health care, and information technology.
This demonstration will require strong partnerships among WIA state
agencies, Workforce Investment Boards, One-Stop Career Centers,
businesses (existing or potential apprenticeship sponsors), labor
organizations, industry, education/training providers, Registered
Apprenticeship offices (the federal Office of Apprenticeship or a State
Apprenticeship Agency) and any other appropriate federal or state
offices or other entities with resources that can be leveraged to make
the project a success. The strategy may be incorporated into regional
economic development goals to build a globally competitive and prepared
workforce.
A goal of this option is to develop and register new apprenticeship
programs to serve dislocated workers and adult learners. Registered
Apprenticeship is a critical postsecondary education, training, and
employment option available in every state in the country, and is an
important component of talent development strategies. The model is an
excellent option for dislocated workers and others who are
transitioning from declining industries to new occupations because it
provides immediate employment for apprentices.
Registered Apprenticeship is a national training system that
combines paid learning on-the-job and related technical and theoretical
instruction in a skilled occupation with guaranteed wage structures. As
an ``earn-while-you-learn'' model, Registered Apprenticeship is
particularly attractive for dislocated workers with families and
financial obligations who must have a paycheck while they gain
additional education or workforce skills while transitioning to a new
career. Most dislocated workers may not be able to go to school full
time without benefit of a job. Registered Apprenticeships provide
access to education and training that may not otherwise be accessible
to many adults. Additionally, regions that adopt robust Registered
Apprenticeship programs in the context of economic development
strategies create seamless pipelines of skilled workers and flexible
career pathways to meet current and future workforce demands.
Upon completion of the apprenticeship, apprentices earn
certificates that are recognized nationwide as portable industry
credentials. Many apprenticeship programs-particularly in high-growth
industries such as health care, advanced manufacturing and
transportation--also offer interim credentials and training
certificates based on a competency model that leads to a Certificate of
Completion. There may be beginning, intermediate, advanced, and
specialty certification levels. Registered Apprenticeship programs also
allow credit for previous apprenticeship-related experience.
Registered Apprenticeship is a highly versatile training strategy
that aligns with and advances the goals of key workforce investment
system initiatives. By coordinating and collaborating with the
knowledgeable professionals that make up the Registered Apprenticeship
system, the workforce system can increase the quality of its services
to both its employer and worker customers and enhance activities in
support of current workforce system priorities.
B.2. Necessary Project Components
Applicants will develop a registered apprenticeship model that
targets dislocated workers and adult learners to help them transition
into a high-demand industry. The Registered Apprenticeship programs are
expected to produce skilled workers that are in demand in a minimum of
one high-growth industry in local area(s) where dislocation occurs.
Each location must determine what high-demand industries are driving
their economy and where there are job and skill shortages. This model
will require applicants to form formal partnerships and/or consortia
among WIA, employers (current and/or potential apprenticeship
sponsors), organized labor, employer associations, educational
institutions, state apprenticeship agencies, or the federal Office of
Apprenticeship and other entities whose resources can be leveraged to
make the program a success. Members of the partnership/consortium will
oversee the design and operation of this initiative.
It is expected that the project will accomplish a seamless
transition for adult learners and dislocated workers who will be
retrained through Registered Apprenticeship for high demand jobs in
industries that will be here for a long time and can provide wages
comparable to what they have been earning. Using leveraged resources,
incentives may be provided including, but not limited to, wrap around
supportive services including stipends. However, it is not ETA's intent
to have grant funds used in the provision of supportive services under
this component.
Projects should be innovative, fresh approaches to retraining and
re-skilling dislocated workers and mature adult learners for high-
demand jobs. The following are possible models and linkages with
registered apprenticeship
[[Page 28516]]
to transition dislocated workers to new industries and which consortia/
partnerships may want to test. However, applicants are not limited to
these suggestions.
Identify companies and geographic areas with large
concentrations of requests for H-1B visas and develop a demonstration
to train and employ dislocated workers to fill these jobs.
Develop a demonstration which leverages competency-based
registered apprenticeship occupations.
Develop models and linkages with registered apprenticeship
to transition workers to the nuclear and alternative energy industries
drawing from laid off workers in these communities.
Explore options for developing ``green collar''
apprenticeships.
Promote Registered Apprenticeship as a career development
strategy in industries with high turnover.
B.3. Project Requirements
Additionally, applicants must include the following in their grant
application:
Description of model.
Description of the types of High Growth Industry
apprenticeable occupations in which the registered apprenticeship
program's plans to train and employ workers.
Description of each partner's role in recruiting,
selecting, training, placing and retaining workers in registered
apprenticeships in the project.
Strategies for identifying the employers who will train
and employ Adult Learners and/or Dislocated Workers.
Discuss in detail how the applicant and its partnership/
consortium plan to: (1) Conduct outreach strategies to declining
businesses and industries; (2) outreach strategies to industries that
will employ the dislocated and/or mature adult workers; (3) conduct
outreach strategies and orientation sessions to recruit dislocated
workers into education and training; (4) utilize support groups and
facilitating networks for Dislocated Workers in registered
apprenticeships, on or off the job site, to improve their retention.
Description of all services that will be offered and who
will provide them.
Describe how the partners will assure that there are or
will be suitable and appropriate positions available in the High Growth
Industry registered apprenticeship programs.
Activities and Timeline.
Description of Outcomes. Please note, ETA will consider
the successful placement of a minimum of 50 Adult learners and/or
Dislocated Workers in High Growth industry registered apprenticeships
the primary successful outcome a grantee can achieve.
Budget.
Background Information for Category 4--Preventing Dislocations of
TANF Recipients Moving Into Entry Level Jobs Subject to Economic Churn:
1. Preventing Dislocations of TANF Recipients Demonstration
Since the passage of the Temporary Assistance to Needy Families
(TANF) program in 1996, there has been success in transitioning
individuals off welfare and into transitional employment. Transitional
employment opportunities typically are located on the lowest rung of
the career ladder and require work readiness and basic education and
skill training. These positions are most susceptible to churn resulting
from economic shifts that cause employment opportunities to grow and
contract on a regular basis depending on the state of the economy or
the season. The result is individuals cycling between low-level
employment and government assistance, such as unemployment insurance
benefits and food stamps. Former TANF recipients who have moved into
employment are becoming the next generation of employees most at risk
for dislocation.
Given that unemployment insurance is becoming the new safety net
for those former TANF recipients that are moving into the workforce,
the goal of this demonstration is to provide additional education and
training to former TANF recipients, who have successfully entered
transitional employment, to move them up the career ladder in the high-
growth, high-demand sectors of healthcare, hospitality, and retail
resulting in: (1) An increase in the employment retention of former
TANF recipients, (2) a reduction in the number of former TANF
recipients that are unemployed, and (3) an increase in earnings for
former TANF recipients through placement in career-ladder positions to
enable them to achieve self sufficiency. This will require partnerships
with the TANF system at the state and local level, education and
training providers including adult education and community colleges,
and business and industry.
2. Necessary Project Components
Applicants must include the following project components: partner
roles and industry focus. These are described in detail below.
Partner Roles. Required partners in this demonstration
include: the State Workforce Agency (applicant) and at least one entity
from each of the following categories: local workforce investment board
and One-Stop Career Center, state TANF agency, local TANF agency,
community or technical college, adult or vocational education provider,
business and industry, and faith and community-based organizations.
Additional partners are encouraged, but not required, including
economic development agencies, the state adult education agency, K-12
high school systems, four year universities, and philanthropic
organizations. Partners must submit letters of commitment detailing
their roles in the project. At a minimum, the partner should contribute
the following to the demonstration:
The State Workforce Agency should be responsible for
coordinating the work of the partners and reaching out to other state
agencies.
Local workforce investment boards and One-Stop Career
Centers should at a minimum:
Work with state or local TANF agencies to identify former
TANF recipients who obtained successful entered transitional employment
but (1) are currently receiving unemployment insurance or (2) are at
risk of unemployment;
Assess and refer candidates to trainings; and
Track outcomes of candidates.
State and local TANF agencies should work with the local
workforce investment system to identify former TANF recipients for
training; share expertise and models in moving individuals into
employment; and leveraging resources where appropriate.
Community Colleges should map the competencies needed to
advance up the chosen career ladder, assist in design and provision of
remediation, and provide education and training.
Adult or Vocational Education Providers should assist in
the design and provision of remediation, and provide education and
training.
Business and Industry partners should assist in
identifying individuals for the demonstration, identify career ladder
opportunities, and work with education and training partners to develop
demand-driven training to move individuals up career ladders.
Faith and Community Based Organizations should share
expertise in successful strategies for working with the target
population and should provide outreach and wrap around support services
as needed. For applicants partnering 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.
Additional partners, including those listed above, will enhance the
depth and
[[Page 28517]]
breadth of the demonstration and are strongly encouraged.
Industry Focus. This project is intended to be a sectoral
demonstration focused on the healthcare, hospitality, and retail
industries. Education and training must be focused on career ladder
opportunities in one of these industries. Examples of career-ladder
based education and training programs already demonstrated either under
the High Growth Job Training Initiative and Community-Based Job
Training Grants and by state and local areas, educational institutions
and non-profit organizations can be found at www.workforce3one.org. The
Workforce3 One Web site is a valuable resource for information about
demand-driven projects of the workforce investment system, educators,
employers, and economic development representatives. ETA encourages
applicants to look to existing education and training models that may
be adaptable to serve the target population and goals outlined in this
Solicitation.
3. Project Requirements
ETA is seeking innovative solutions to address the goal of moving
former-TANF recipients up the career ladder in the healthcare,
hospitality, and retail industries. The demonstration should meet the
needs of former TANF recipients as well as business and industry. In
addition, ETA is looking for demonstrations that include at least two
of the following components:
Use of college-bridge programs for individuals with low
skills. Bridge programs offer a way for low-skilled individuals to
successfully complete education and training in a college environment.
The bridge program offers an intermediate step between the individual's
current position and full integration into college-level coursework;
Use of contextualized learning to integrate basic skills
remediation into industry skills training curricula;
Use of on-the-job training or other learn/earn education
strategies;
``Grow your own'' strategies with employers committing to
education and training onsite to advance employees in low-level
positions and partnering with state and local workforce and TANF
agencies to backfill entry-level positions with individuals currently
receiving TANF but who are ready to move into transitional employment;
Non-traditional education models that utilize flexible
schedules to accommodate individuals' work and family schedules;
Development of modularized credit-based courses that allow
individuals to break up certificate or degree programs into shorter,
more manageable tracks; or
Inclusion of career counseling and mentors.
Part II. Award Information
1. Award Amount
ETA anticipates awarding between 16 and 20 grants under this
solicitation, with individual grants ranging in value from $500,000 to
$2 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 to 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. Leveraged Resources
Under this funding opportunity, ETA is not requiring the applicants
to provide leveraged resources. However, projects funded under this
solicitation should leverage resources per the rating criteria from key
entities in the strategic partnership. Businesses, faith-based and
community organizations, economic development entities, education
systems, and philanthropic foundations often invest resources to
support workforce development. In addition, other federal, state, and
local government programs may have resources available that can be
integrated into the proposed project. Examples of such programs include
other Department of Labor programs such as registered apprenticeship,
as well as non-DOL One-Stop partner programs such as Vocational
Rehabilitation, Adult Education, and Department of Education Pell
Grants.
As applicable, applications will be scored based on the quality and
the degree to which the source and use of leveraged funds are clearly
explained and the extent to which they are integrated into the project
in support of grant outcomes. 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 are encouraged to leverage significant resources from key
partners and other organizations to maximize the impact of the project
on the community.
Leveraged Resources include the value of goods and services that
would be allowable costs if paid for with grant funds whether incurred
as a cost by the recipient or a sub-recipient and paid for with either
non-federal or federal dollars, or provided as volunteer services
valued in accordance with the provisions at 29 CFR part 95.23(d) and
(e) or part 97.24(c)(1) and (2), as appropriate. Also, leveraged
resources are subject to monitoring reviews. Partnering organizations
may provide resources such as supportive services, mentoring, tutoring,
and volunteers--all of which are important for grantees to leverage
when assisting certain individuals targeted by these funds. 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 SF424A form.
ETA encourages applicants and their strategic partners to be
entrepreneurial as they seek out, utilize, and sustain these resources,
whether they are in-kind or cash contributions, when creating strategic
partnerships under this solicitation.
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 the skills and competencies required,
flexibility
[[Page 28518]]
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
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 to carry out
a project or program under one of the categories in 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. It is not ETA's intent for
grant funds to be used for the provision of supportive services, such
as transportation and childcare, including funds provided through
stipends for such purposes. However, applicants are encouraged to
identify strategic partners as appropriate who can provide these
services as leveraged resources. If supportive services are proposed as
an integral part of the project, use of grant funds for this purpose
will require a one-time approval from the Grant Officer prior to the
grantee incurring these costs.
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 Office of Management and Budget (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. The government
is generally prohibited from providing direct financial assistance for
inherently religious activities (please see 29 CFR part 2, subpart D).
These grants may not be used for religious instruction, worship,
prayer, proselytizing or other inherently religious activities except
as provided in those regulations. Neutral, non-religious criteria that
neither favors nor disfavors religion will be employed in the selection
of grant recipients and must be employed by grantees in the selection
of sub-recipients.
ETA Intellectual Property Rights. Applicants should note that
grantees must agree to provide ETA a paid-up, nonexclusive and
irrevocable license to reproduce, publish, or otherwise use for Federal
purposes all products developed or for which ownership was purchased
under an award, including but not limited to curricula, training
models, technical assistance products, and any related materials, and
to authorize them to do so. Such uses include, but are not limited to,
the right to modify and distribute such products worldwide by any
means, electronically or otherwise.
Distribution Rights. Selected applicants must agree to give ETA the
right to use and distribute all materials developed with grant funds
such as training models, curricula, technical assistance products, etc.
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.
Part III. Eligibility Information
1. Eligible Applicants.
Eligible applicants for the grants under all categories shall be
SWAs including the five territories of Puerto Rico, Virgin Islands,
Guam, Northern Mariana Islands and American Samoa. Each SWA would be
required to identify the local workforce investment boards and One-Stop
Career Center as established under Section 121 of WIA, [29 U.S.C. 2841]
that would be participating in the proposed project. Applicants must
submit a letter of commitment from each of the partners participating
in the proposed project.
2. Participant Eligibility Requirements
Dislocated Workers. Under Categories 1, 3 and 4, the eligible
participants for these demonstrations are dislocated workers.
Dislocated Workers eligibility is defined under WIA Section 101(9) as
follows.
The term ``dislocated worker'' means an individual who--
(A)(i) has been terminated or laid off, or who has received a
notice of termination or layoff, from employment;
(ii)(I) is eligible for or has exhausted entitlement to
unemployment compensation; or
(II) has been employed for a duration sufficient to demonstrate, to
the appropriate entity at a one-stop center referred to in section
134(c), attachment to the workforce, but is not eligible for
unemployment compensation due to insufficient earnings or having
performed services for an employer that were not covered under a State
unemployment compensation law; and
(iii) is unlikely to return to a previous industry or occupation;
(B)(i) has been terminated or laid off, or has received a notice of
termination or layoff, from employment as a result of any permanent
closure of, or any substantial layoff at, a plant, facility, or
enterprise;
(ii) is employed at a facility at which the employer has made a
general announcement that such facility will close within 180 days; or
(iii) for purposes of eligibility to receive services other than
training services described in section 134(d)(4), intensive services
described in section 134(d)(3), or supportive services, is employed at
a facility at which the employer has made a general announcement that
such facility will close;
(C) was self-employed (including employment as a farmer, a rancher,
or
[[Page 28519]]
a fisherman) but is unemployed as a result of general economic
conditions in the community in which the individual resides or because
of natural disasters; or
(D) is a displaced homemaker.
Incumbent Workers. Under Category 2, the eligible participants are
incumbent workers at risk for dislocation. Incumbent Workers at risk
for dislocation are defined as those workers who are in declining, at
risk, or transforming industries who are in need of skill upgrades to
avert lay off in the their current position or to obtain new employment
in the same or a different industry should their current employment no
longer be viable.
TANF Recipients. Under Category 4, eligible participants will meet
the definition of a dislocated worker as stated above and will have
received assistance under the Temporary Assistance for Needy Families
Act within the past five years.
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
Applicants may submit only one application under this solicitation.
Applications submitted after receipt of the initial application will
not be accepted unless the initial application is withdrawn in
accordance with Section E. of this part. The proposal must consist of
two (2) separate and distinct parts, Parts 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.dunandbradstreet.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 category
selected. 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 20 page
limit. 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
http://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 June 13, 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.
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 Training Administration, Division
of Federal
[[Page 28520]]
Assistance, Attention: BJai Johnson, Reference SGA/DFA PY-07-10, 200
Constitution Avenue, NW., Room N-4716, Washington, DC 20210.
Information about applying online through www.grants.gov can be found
in Section IV.C 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.
Also, 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
three (3) 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
post marked 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. It is highly recommended that online submissions be
completed three 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 under each of the four categories. In some
cases the evaluation criteria are the same for more than one category
and such is identified.
Category 1--Entrepreneurship Opportunities for Dislocated Workers
The criteria and point values for Option A--Project GATE for
Dislocated Workers in Rural Areas and Option B--Project GATE for
Dislocated Workers Fifty Years and Older are listed in the table below.
------------------------------------------------------------------------
------------------------------------------------------------------------
1.A. Option Selected for Grant Application..................... N/A
1.B. Expanding Entrepreneurial Training Opportunities for 30
Dislocated Workers............................................
1.C. Strategic Partnerships for Entrepreneurship Development... 25
1.D. Program Design and Outcomes............................... 30
1.E. Comprehensive Training Program Leading to Business 10
Formation.....................................................
1.F. Integration with Regional Economic and Talent Development 5
Strategies....................................................
1.G. Bonus Points.............................................. 10
------------------------------------------------------------------------
1.A. Option Selected for Grant Application
This category contains two project options; therefore, the
applicant must indicate under which option they are submitting their
grant application. The same application will not be reviewed under both
categories.
1.B. Expanding Entrepreneurial Training Opportunities for Dislocated
Workers (up to 30 points)
As described below, the applicant must show in detail how the grant
resources will expand and/or improve upon entrepreneurial training
opportunities for WIA Dislocated Workers.
Need for Federal Investment (10 points)--Applicants must
clearly outline the need for additional capacity for entrepreneurial
training, as well as the necessity of the Federal investment.
Successful applications will describe in detail the current challenges
the proposal seeks to overcome and must demonstrate how the proposed
project will increase opportunities for entrepreneurial training for
WIA Dislocated Workers in rural areas or WIA Dislocated Workers 50
years and older.
Expanding Entrepreneurial Training Opportunities for
Dislocated Workers (15 points)--Applicants must clearly show how the
grant resources will expand the entrepreneurial training options
available to WIA Dislocated Workers. Applications must clearly show how
many more individuals will be served than are currently being served by
existing programs. Applications will be scored on how well they clearly
describe the pipeline of individuals that would be trained and the
recruitment strategy by which they would learn of the training
opportunity. ETA expects that at minimum 200 individuals would be
trained per $1 million in grant award.
Sustainability and Scalability (5 points)--ETA places a
high premium on demonstrations that can be sustainable after the grant
period has ended. Proposals should outline plans for sustainability of
the program post-grant
[[Page 28521]]
in regard to the program and partnerships. Also, applications will
outline the feasibility of expanding a successful program in terms of
geographic reach, sites served, numbers of individuals trained, and
program replication.
1.C. Strategic Partners for Entrepreneurial Development (up to 25
points)
Each SWA would be required to identify the local workforce
investment boards and One-Stop Career Centers that would be
participating in the project. In addition, the SWA must identify the
sources of local entrepreneurial technical assistance and training that
will be employed for project participants. These sources could include
small business development centers, women's business development
centers, minority business development centers, community-based or
faith-based service providers, local chambers of commerce, or other
local economic development entities including rural economic
development organization. Applicants must provide letters of commitment
from each partner detailing their involvement in the proposal.
Strategic Partners (10 points)--The strength of the
strategic partnership is critical to the successful execution of the
proposal and the post-grant viability of the program. Applicants must
clearly explain how the range of partners matches the needs of
participants and provides the deepest possible reach into the affected
community. In addition, the strategic partners must be engaged to the
fullest extent possible and articulate how each partner's area of
expertise will be utilized in the project. Letters of commitment from
each partner detailing their participation in each stage of the project
are required. The applicant must discuss how the partners will interact
at each stage of the project and the ability of the lead organization
to successfully manage the partnership and project. In selecting
strategic partners, it is important to engage those partners that can
provide a complete service delivery strategy for project participants.
This complete strategy would include partners that provide assistance
with business counseling, entrepreneurial training, and loan
application and financial assistance.
Economic Development Institutions (10 points)--Critical to
the success of the grants will be the participation of key economic
development institutions in the local area. These institutions could
include small business development centers, women's business
development centers, minority business development centers, local
chambers of commerce, or other local economic development entities
including rural economic development organizations. For example,
applicants would leverage the business counseling expertise of a local
small business development center or SCORE (Counselors to America's
Small Business) chapter. Applicants will be scored based upon how well
they describe the role of the economic development institutions in the
project and how they will integrate into a seamless service delivery
strategy for project participants.
Organizational Capacity (5 points)--The applicant must
discuss their ability to successfully manage the project and
partnership. Applications will be scored based on how well they detail
each partner's experience, expertise, and ability to fulfill their part
of the proposal and document any history of past collaborations (if
applicable). In addition, expertise in previous demonstration grant
projects and entrepreneurship projects should be well documented.
1.D. Program Design and Outcomes (up to 30 points)
In evaluating the quality of the program design and management plan
for each proposal, ETA will consider the following elements.
Program Design (25 points)--Applicants must clearly
outline the training or learning program to be developed, expanded,
and/or created, and include timelines for implementation and benchmark
evaluations as appropriate. Applicants will be scored on this criteria
based on their ability to implement the GATE model as described in Part
I of this SGA. Applicants will also be scored on the extent to which
the management plan appears likely to achieve the objectives of the
project in meeting the goals of the Project GATE grant.
Performance Management and Outcomes (5 points)--
Applications will project the increased number of individuals that will
be able to receive training and business counseling. Estimations of
projected increases in individuals trained should be compelling and
fully formed, and include consideration from all appropriate factors.
1. E. Comprehensive Training Program Leading to Business Formation (up
to 10 Points)
The applicant must describe the type of curriculum being used for
the entrepreneurial training portion of the grant. At minimum, training
providers must offer basic courses for those just starting businesses
that focus on developing a business plan. Topics covered in these basic
courses should include: the development of a business plan, market
research, marketing, pricing, financing, cash flow, accounting, hiring,
permits and licenses, and legal issues. Other courses should target
participants who already have developed business plans and may have
started their businesses, but need assistance in growing the business.
These more advanced courses may cover topics such as growth strategies,
business planning, and customer relations.
1.F. Integration with Regional Economic and Talent Development
Strategies (up to 5 points)
Scoring on this criterion will be based on the applicant's ability
to demonstrate that their project is aligned with and integrated into
their region's talent development and economic development strategy.
Applicants may receive up to 5 points by:
Summarizing the region's strategic vision and workforce
education strategies in support of talent development and economic
growth.
Either describing how their capacity building and training
solution is part of or complements existing approaches under regional
talent development and economic development plans and initiatives; or
describing how their project is a catalyst for bringing partners
together to begin the analysis and strategic planning in their region.
Describing any regional partnerships that are part of
their capacity building and training plans and detail how the
partnerships are broader and deeper in scope than the local
partnerships in place for the proposed capacity building and training
activity. Regional partners may include regional business leadership
and organizations, such as chambers of commerce; economic development
entities at the regional level; the philanthropic community; seed and
venture capital organizations or individuals; investor networks;
entrepreneurs; and faith and community-based organizations.
For applicants leveraging resources, describing how the
funds leveraged come from regional partners or from existing or planned
talent development efforts within the region.
1.G. Bonus Points (up to 10 points)
ETA will award a total of ten bonus points to applicants who
address the following two criteria.
Financial Assistance (5 points)--Additional points will be
awarded to SWAs that identify service providers for their client
service delivery plan that
[[Page 28522]]
provide direct financial assistance to their clients. Types of direct
financial assistance may include, but are not limited to, individual
development accounts, low-cost, low-documentation loans, grants, seed
money, or angel investment.
Work Search Waiver (5 points)--Additional points will be
awarded to those states that provide dislocated workers receiving
unemployment compensation a waiver from the work search requirement
while engaged in entrepreneurial training.
Category 2--Getting Ahead of the Curve: Raising Educational/Skill
Levels of Workers in Declining Industries
The criteria and point values for this category are listed in the
table below.
------------------------------------------------------------------------
------------------------------------------------------------------------
2.A. Statement of Need......................................... 10
2.B. Strategic Partnerships.................................... 20
2.C. Project Design and Implementation......................... 40
2.D. Work plan, Timeline, and Outcomes......................... 15
2.E. Program Management and Organizational Capacity, and Budget 10
2.F. Integration with Regional Economic and Talent Development 5
Strategies....................................................
------------------------------------------------------------------------
2.A. Statement of Need (up to 10 points)
Applicants must clearly outline the need in their state for an
early warning network and strategies to engage businesses in delivering
incumbent worker training in declining industries. Successful
applicants will describe in detail the current challenges in their
state in identifying industries and companies in decline or
transformation and in re-skilling or up-skilling incumbent workers to
avoid dislocation. Additionally, the applicant should describe the
workforce system's current relationship with businesses and how the
proposed project will increase the engagement with at-risk business
with the result of raising the education and skill levels of their
workers.
2.B. Strategic Partnerships (up to 20 points)
The applicant must demonstrate that strategic partnerships are an
integral component of their Early Warning Network and Business
Engagement Strategy and are comprised at a minimum of: the workforce
system, education and training providers (which may include community
and technical colleges, adult education and vocational education
programs or providers, alternative education programs or providers,
four-year universities, and other private or not-for-profit training
providers), business and industry, and economic development entities.
Applicants must:
Identify all current and potential partners and explain
the meaningful role that each partner will play in the project.
[cir] Required partners include the workforce system at the state
and local levels, governmental and/or non-governmental economic
development agencies at the state and/or local levels, one or more
educational or training entities, one or more companies or business or
industry associations, and one or more outplacement firms.
Additionally, optional partners include philanthropic organizations,
faith and community-based organizations, governmental and non-
governmental education agencies, and labor management organizations if
applicable.
Describe how new and existing partnerships will be engaged
to plan and implement the Early Warning Network and Business engagement
strategy.
Identify the sources of leveraged resources and what
activities will be implemented using those resources
Elaborate on how leveraged resources and partnerships will
achieve more significant impacts
Demonstrate existing coordination of partnerships or
capacity to quickly establish these links
Demonstrate that the project has the partnerships
necessary to have broad community reach.
Points for this criterion will be awarded based on several factors:
The completeness of the partnership, based on project
design;
The degree of meaningful engagement of partners in project
activities; and
The extent to which the applicant integrates partners'
strengths and assets into project design and implementation; and;
The extent to which strategic partnerships meet the
elements laid our under the early warning system and business
engagement planning and implementation sections of this Solicitation.
2.C. Project Design and Implementation (up to 40 points)
The applicant must fully describe all features of the proposed
project, how it would be operationalized and how all activities,
strategies, and resources would be integrated to support the goal of
raising the education and skill levels of workers at risk of
dislocation.
Elements in this section should address:
A description of the strategies that will be employed to
create the early warning system including the demonstration of strong
collaboration with state Labor Market Information (LMI) departments
through documented ongoing working relationships with LMI staff;
working knowledge of core products, services, reports and Web sites;
selection of targeted occupations and industries based on Workforce
Information; and collaboration with LMI departments to develop new
products and services to assist in the prediction of economic change;
Aligning resources between different federal, state, and
local governments;
Leveraging financial and non-financial resources from
governmental and non-governmental partners;
Outreach and education strategies to business and industry
about benefits of collaboration with the workforce system, early notice
of potential layoffs, and the benefits of incumbent worker training for
the purposes of up-skilling or re-skilling employees;
Strategy for provision of incumbent worker training and
the credentials to be associated with training;
Strategy for re-employment of individual following
completion of training, either within the same company or industry or
in a new industry or occupation;
Creation of a replication model to be disseminated to
other workforce agencies;
A plan for sustainability beyond the life of the grant;
Identification of existing education and training models,
remediation models, competency models, career ladders, curricula, and
other materials; and
A plan for identifying or creating curricula, competency
models, career ladders, and other materials to support training.
Points for this criterion will be awarded based on several factors:
The completeness of the project description and evidence
that proposed activities will achieve the objectives of
[[Page 28523]]
this Solicitation as described in this Solicitation, including clear
strategies for planning and implementation phases;
Demonstrated capacity of the application to align
resources and provide services;
Evidence that the proposed activities are clearly linked
to the need in the region; and
The existence of a clear sustainability plan that will
continue to support the early warning network and business engagements
strategies to identify or design appropriate incumbent-worker training
programs, and deliver training to workers at risk for layoff.
2.D. Work plan, Timeline, and Outcomes (up to 15 points)
In this section, applicants will provide a plan of work that
outlines how the early warning network and business engagement
activities and incumbent worker training will be accomplished. The work
plan should include a timeline as well as the lead partner for each
activity/strategy. Applicants are encouraged to create tight work plans
that will provide actionable activities during the period of
performance for this grant. It is not necessary to have an extensive
list of strategies, but rather strategies that will bring about the
desired outcomes and address the challenges laid out in the statement
of need. In addition, the applicant must provide information on the
outcomes which are expected to be achieved. Applicants are not required
to include specific numerical outcome projections but should include a
detailed summary of the projected outcomes and impacts appropriate to
the nature of their project including the number of businesses
impacted, the return of investment to the business, the number of
individuals who receive services, the number of individuals who receive
training, the number of individuals who complete training, the number
of credentials awarded, ETA's common measures (entered employment,
employment retention, average earnings), wage gains, promotions, and
other outcomes determined important by the applicant.
Scoring on this section will be based on the extent to which
applicants provide the following:
The potential for the work plan to achieve the desired
outcomes;
The viability of the timeline;
The extent to which the expected project outcomes are
identified, realistic and consistent with the objectives of the
project;
The ability of the project to achieve the outcomes in the
stated timeframe; and
The appropriateness of the outcomes with respect to the
challenges described in the statement of need and the proposed project
activities listed in the project design and implementation section.
2.E. Program Management, Organizational Capacity, and Budget (10
points)
To satisfy this criterion, applicants must describe their 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. Applicants should also show evidence of the use of data
systems to track outcomes in a timely and accurate manner. The
applicant should 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 partners.
Scoring under this criterion will be based on the extent to which
applicants provide evidence of the following:
The time commitment of the proposed staff is sufficient to
ensure 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
the 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 the ability
to collect and manage data in a way that allows consistent, accurate,
and expedient reporting; and
The budget is sufficient to meet project goals.
2.F. Integration with Regional Economic and Talent Development
Strategies (up to 5 points)
Scoring on this criterion will be based on the applicant's ability
to demonstrate that their project is aligned with and integrated into
their region's talent development and economic development strategy.
Applicants may receive up to 5 points by:
Summarizing the region's strategic vision and workforce
education strategies in support of talent development and economic
growth.
Either describing how their capacity building and training
solution is part of or complements existing approaches under regional
talent development and economic development plans and initiatives; or
describing how their project is a catalyst for bringing partners
together to begin the analysis and strategic planning in their region.
Describing any regional partnerships that are part of
their capacity building and training plans and detail how the
partnerships are broader and deeper in scope than the local
partnerships in place for the proposed capacity building and training
activity. Regional partners may include regional business leadership
and organizations, such as chambers of commerce; economic development
entities at the regional level; the philanthropic community; seed and
venture capital organizations or individuals; investor networks;
entrepreneurs; and faith and community-based organizations.
For applicants leveraging resources, describing how the
funds leveraged come from regional partners or from existing or planned
talent development efforts within the region.
Category 3--Innovative Adult Learning Models for Dislocated Workers
The rating criteria listed below apply to applications focusing on
either Option A or Option B. All applicants are required to use the
rating criteria format when developing their proposals. Up to 100
points may be awarded to an application. 10 bonus points are available
for applications focusing on Option B--Apprenticeship strategies. There
are no bonus points for applications submitted under Option A.
The criteria and point values for this category are listed in the
table below.
------------------------------------------------------------------------
------------------------------------------------------------------------
3.A. Option Selected for Grant Application..................... N/A
3.B. Statement of Need......................................... 10
3.C. Partnership Composition, Capacity and Management.......... 25
3.D. Project Description, Strategies, Work Plan and Time Line.. 30
3.E. Scope of Project and Projected Outcomes................... 30
3.F. Integration with Regional Economic and Talent Development 5
Strategies....................................................
[[Page 28524]]
3.G. Bonus for Option B--Innovative Earn/Learn Model Using 10
Apprenticeship................................................
------------------------------------------------------------------------
3.A. Option Selected for Grant Application
This category contains two grant award options; therefore, the
applicant must indicate under which option they are submitting their
grant application: Option A--Innovative Adult Learning Strategies or
Option B--Innovative Earn/Learn Models Using Apprenticeship.
3.B. Statement of Need (up to 10 points)
Applicants must clearly outline the need for innovative adult
learning strategies in the community or communities to be served.
Successful applicants will describe in detail: (1) The current
unemployment and poverty rates in the targeted community(ies) of the
project; (2) the layoffs/dislocations in the community(ies); and (3)
the high growth high demand industries and occupations in the area, and
4) the skill requirements in the high growth and high demand community
or communities to which most of the dislocated workers will be re-
employed. The applicant must:
Describe the need for this project in the communities to
be served.
Describe unemployment and poverty rates in these
communities.
Describe the layoffs/dislocations that have occurred in
the past three years.
Describe skill and job shortages in the communities to
which most of the dislocated workers will be re-employed.
3.C. Partnership Composition, Capacity and Management (up to 25 points)
The applicant must demonstrate that the proposed project will be
implemented by a strategic partnership. The applicant must identify the
partners by organizational name and category, explain the meaningful
role each partner will play in the project, and document the leveraged
resources from each partner. The amount of leveraged resources will not
be factored into the score for this section, rather applications will
be scored on the quality and the degree to which the source and use of
the funds are clearly explained and integrated into the project in
support of grant outcomes. Additionally, the applicant must describe
its (or the consortium of partners) capacity to manage the project,
including identifying all key tasks, the hours required for the
completion of such tasks, and the partner/persons responsible for
completing each task.
The applicant must describe in detail their experience, capability
and qualifications for administering this project. Scoring on this
criterion will be based on the extent to which applicant provide
evidence of the following: To be considered fully responsive, the
applicant must address all of the following:
Describe each partner's experience, how and why the
partners were selected and clearly define why what they bring to the
partnership will make it make it successful;
Describe each partner's role in recruiting, selecting,
training, placing and retaining workers into employment.
Describe each partner's specific role and tasks in the
project and that their commitment to sustainability is sufficient to
ensure both successful completion of the project and its sustainability
after the end of the grant.
Each partner has a well-defined role in recruiting,
selecting, training, placing and/or retaining workers into employment.
Describe how the management structure and staffing of the
organizations are aligned with the grant requirements, vision, and
goals; and how the structure and staffing are designed to ensure
responsible general management of the project.
Identify all key tasks, the hours required for the
completion of such tasks, and the partner/persons responsible for
completing each task.
Where applicable, clearly differentiate between the roles
and contributions of: (1) The applicant or, the partnership/consortium
(where applicable) under the grant, (2) staff, and (3) any proposed
consultants or subcontractors and, providing information on each of the
above, link each entity to specific objects and tasks;
The time commitment of the proposed staff is sufficient to
ensure proper direction, management, and timely completion of the
project;
Provide resumes of individuals who will manage and staff
the project and describe why the background, experience, and other
qualifications of the staff are sufficient to carry out their
designated roles; and
The applicant organization has significant 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.
Applicants must clearly address the above elements. In addition to
the above, when evaluating proposals, reviewers will be using the
following questions. Please make sure that these questions are
addressed in the proposal.
Does the applicant clearly indicate an understanding of
each element in the specific program?
Will the partners identified and their proposed roles meet
the objectives outlined in the Solicitation?
Do the partnership roles thoroughly identify, describe and
consider each element related to partnership outlined in this category
of the Solicitation?
3.D. Project Description, Strategies, Work Plan and Time Line (up to 30
points)
In this section the applicant will clearly describe the vision and
blueprint for their project and how it will be developed, including
providing sufficient explanation and detail about the types of
activities and strategies which that will be used. Applicant must also
include a clear and detailed work plan with a timeline that outlines
how the work will be accomplished in a manner that is realistic and
sufficient to meet the goals of objectives of the project within in the
identified budget and timeframe.
Applicants must clearly address the above elements. In addition to
the above, when evaluating proposals, reviewers will be using the
following questions. Please make sure that these questions are
addressed in the proposal.
Does the applicant clearly indicate an understanding of
each element specified in the project requirements section of this
Solicitation?
Are the proposed solutions logical, reasonable, and
comprehensive? Will they meet the objectives outlined in the SGA?
Does the proposal thoroughly identify, describe, and
consider each element of the specific program?
Is the proposal presented in a clear and concise format?
3.E. Scope of Project and Projected Outcomes (up to 30 points)
In this section, applicants will provide a plan of work that
clearly conveys the scope of the project and the outcomes projected to
be achieved during the life of the grant. Through its project scope and
projected outcomes, the applicant must demonstrate the viability of its
model in helping mature adult workers/dislocated workers learn new
skills at a faster and more in-depth rate.
[[Page 28525]]
Scoring on this section will be based on the extent to which
applicants provide the following:
Discuss in detail how they plan to present a clear
strategy to: (1) Conduct outreach strategies to businesses and
industries who will employ the dislocated and/or mature adult workers
and develop outreach strategies and orientation sessions to recruit
dislocated workers into education and training; (2) develop outreach
and education strategies to declining businesses and industries to
advise them of the grant's purpose and activities and seek their
participation and support;
Describe the outcomes the applicant anticipates as a
result of the project that include but are not limited to: ETA's common
measures, the number of Dislocated Workers to be placed in employment,
and the number of credentials to be awarded;
The extent to which the projected outcomes are realistic
and consistent with the objectives of the project;
The potential for the proposed project to achieve the
desired outcomes;
The appropriateness of the outcomes with respect to the
challenges described in the statement of needs and the proposed project
activities detailed in the work plan.
Document any leveraged resources or funding anticipated
for the accomplishment of the proposed project and a description of how
the funds will be used.
Please note, to be considered fully responsive and able to achieve
full points in this section, each of the above must be addressed.
3.F. Integration with Regional Economic and Talent Development
Strategies (up to 5 points)
Scoring on this criterion will be based on the applicant's ability
to demonstrate that their project is aligned with and integrated into
their region's talent development and economic development strategy.
Applicants may receive up to 5 points by:
Summarizing the region's strategic vision and workforce
education strategies in support of talent development and economic
growth.
Either describing how their capacity building and training
solution is part of or complements existing approaches under regional
talent development and economic development plans and initiatives; or
describing how their project is a catalyst for bringing partners
together to begin the analysis and strategic planning in their region.
Describing any regional partnerships that are part of
their capacity building and training plans and detail how the
partnerships are broader and deeper in scope than the local
partnerships in place for the proposed capacity building and training
activity. Regional partners may include regional business leadership
and organizations, such as chambers of commerce; economic development
entities at the regional level; the philanthropic community; seed and
venture capital organizations or individuals; investor networks;
entrepreneurs; and faith and community-based organizations.
For applicants leveraging resources, describing how the
funds leveraged come from regional partners or from existing or planned
talent development efforts within the region.
3.G. Bonus Points for applicants focusing on Apprenticeship strategies
(Option B) (up to 10 points)
Bonus points will be awarded for proposals that demonstrate the
following:
Capacity to graduate 100 or more apprentices (10 points)
into apprenticeships/jobs.
Category 4--Preventing Dislocations of TANF Recipients Moving Into
Entry Level Jobs Subject to Economic Churn
The criteria and point values for the evaluation criteria under
this category are listed in the table below:
------------------------------------------------------------------------
------------------------------------------------------------------------
4.A. Statement of Need......................................... 10
4.B. Partnership Composition, Capacity and Management.......... 25
4.C. Project Description, Strategies, Work Plan and Time Line.. 30
4.D. Scope of Project and Projected Outcomes................... 30
4.E. Integration with Regional Economic and Talent Development 5
Strategies....................................................
------------------------------------------------------------------------
4.A. Statement of Need (up to 10 points)
Applicants must clearly outline the need for innovative adult
learning strategies in the community to advance dislocated former TANF
recipients up the career ladder. Successful applicants will describe in
detail: (1) The pool of former TANF recipients who are unemployed or at
risk for unemployment; (2) the occupations and industries of those
individuals; (3) the career ladder opportunities for individuals to
advance into; and (4) how the project will enhance coordination between
federal, state, and local agencies in serving this target population.
The applicant must: describe the need for this project in the
communities to be served by indentifying:
The pool of former TANF recipients who are unemployed or
at risk for unemployment,
The occupations and industries of those individuals;
The career ladder opportunities for individuals to advance
into; and
How the project will enhance coordination between federal,
state, and local agencies in serving this target population.
4.B. Partnership Composition, Capacity and Management (up to 25 points)
The applicant must demonstrate that the proposed project will be
implemented by a strategic partnership. The applicant must identify the
partners by organizational name and category, explain the meaningful
role each partner will play in the project, and document the leveraged
resources from each partner. The amount of leveraged resources will not
be factored into the score for this section, rather applications will
be scored on the quality and the degree to which the source and use of
the funds are clearly explained and integrated into the project in
support of grant outcomes. Additionally, the applicant must describe
its (or the consortium of partners) capacity to manage the project,
including identifying all key tasks, the hours required for the
completion of such tasks, and the partner/persons responsible for
completing each task. The applicant will also describe in detail their
experience, capability and qualifications for administering this
project. Scoring on this criterion will be based on the extent to which
applicant provide evidence of the following:
How and why partners were selected and what they bring to
the partnership to make it successful;
How partners will provide maximum depth and breadth to the
project including providing access to poor, disadvantaged, and
disconnected populations;
How each partner's specific role and tasks in the project
is sufficient to ensure both successful completion of the project and
its sustainability after the end of the grant;
[[Page 28526]]
Each partner has a well-defined role in recruiting,
selecting, training, placing and/or retaining workers into employment;
The management structure and staffing of the organizations
are aligned with the grant requirements, vision, and goals; and how the
structure and staffing are designed to assure responsible general
management of the project;
Clearly define the roles and contributions of: (1) The
applicant or the partnership/consortium (where applicable), (2) staff,
and (3) any proposed consultants or subcontractors and link each entity
to specific objects and tasks;
The time commitment of the proposed staff is sufficient to
ensure proper direction, management, and timely completion of the
project;
Provide resumes of individuals who will manage and staff
the project and describe why the background, experience, and other
qualifications of the staff are sufficient to carry out their
designated roles; and
The applicant organization has significant 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.
Applicants must clearly address the above elements. In addition to
the above, when evaluating proposals, reviewers will be using the
following questions. Please make sure that these questions are
addressed in the proposal.
Does the applicant clearly indicate an understanding of
each element in the specific program?
Will the partners identified and their proposed roles meet
the objectives outlines in the Solicitation?
Do the partnership roles thoroughly identify, describe and
consider each element related to partnership outlined in this category
of the Solicitation?
4.C. Project Description, Strategies, Work Plan and Time Line (up to 30
points)
In this section the applicant will clearly describe the vision for
their project and how it will be developed, including providing
sufficient explanation and detail about the types of activities and
strategies that will be used. Applicant must also include a clear and
detailed work plan with a timeline that outlines how the work will be
accomplished in a manner that is realistic and sufficient to meet the
goals of objectives of the project within in the identified budget and
timeframe.
Applicants must clearly address the above. In addition to the
above, when evaluating proposals, reviewers must address the following
questions. Does the applicant clearly indicate an understanding of each
element specified in the project requirements section of this
Solicitation?
Are the proposed solutions logical, reasonable, and
comprehensive? Will they meet the objectives outlined in the SGA?
Does the proposal thoroughly identify, describe, and
consider each element of the specific program?
Is the proposal presented in a clear and concise format?
4.D. Scope of Project and Projected Outcomes (up to 30 points)
In this section, applicants will provide a plan of work that
clearly conveys the scope of the project and the outcomes projected to
be achieved during the life of the grant. Through its project scope and
projected outcomes, the applicant must demonstrate the viability of its
model in helping mature adult workers/dislocated workers learn new
skills at a faster and more in-depth rate.
Scoring on this section will be based on the extent to which
applicants provide the following:
Presentation of a clear strategy to: (1) Conduct outreach
strategies to businesses and industries who will employ the dislocated
former TANF recipients; and (2) conduct outreach strategies and
orientation sessions to recruit dislocated former TANF recipients into
education and training with a special emphasis on community and faith-
based groups that operate in targeted neighborhoods and communities;
Comprehensive outcomes anticipated as a result of the
project that include, but are not limited to: ETA's common measures,
the number of Dislocated Workers to be placed in employment, and the
number of credentials to be awarded;
The extent to which the projected outcomes are realistic
and consistent with the objectives of the project;
The potential for the proposed project to achieve the
desired outcomes;
The appropriateness of the outcomes with respect to the
challenges described in the statement of needs and the proposed project
activities detailed in the Project Description, Strategies, Work Plan
and Time Line section.
4.E. Integration With Regional Economic and Talent Development
Strategies (up to 5 Points)
Scoring on this criterion will be based on the applicant's ability
to demonstrate that their project is aligned with and integrated into
their region's talent development and economic development strategy.
Applicants may receive up to 5 points by:
Summarizing the region's strategic vision and workforce
education strategies in support of talent development and economic
growth.
Either describing how their capacity building and training
solution is part of or complements existing approaches under regional
talent development and economic development plans and initiatives; or
describing how their project is a catalyst for bringing partners
together to begin the analysis and strategic planning in their region.
Describing any regional partnerships that are part of
their capacity building and training plans and detail how the
partnerships are broader and deeper in scope than the local
partnerships in place for the proposed capacity building and training
activity. Regional partners may include regional business leadership
and organizations, such as chambers of commerce; economic development
entities at the regional level; the philanthropic community; seed and
venture capital organizations or individuals; investor networks;
entrepreneurs; and faith and community-based organizations.
For applicants leveraging resources, describing how the
funds leveraged come from regional partners or from existing or planned
talent development efforts within the region.
Review and Selection Process. Applications will be accepted after
the publication of this announcement until the closing date. Applicants
may submit only one application under this solicitation. Applications
submitted after receipt of the initial application will not be accepted
unless the initial application is withdrawn in accordance with Section
E. of this part. 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. ETA may or may not award
grants under each Category of this Solicitation, depending on the
quality and quantity of proposals submitted. Separate panels for each
[[Page 28527]]
category will be convened to score proposals. The Grant Officer may
choose to select a lower scoring proposal from one category (or option)
over a higher scoring proposal from another category or option if she
determines that such a selection is more advantageous to the
government. ETA may elect to award the grant(s) with or without prior
discussions with the applicants. 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. 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
http://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;
vii. 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.
C. Special Program Requirements
ETA will require that the program or project participate in an
evaluation of overall performance. To measure the impact of the grant
program, ETA will 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 participants, as
specified by the evaluator(s) under the direction of ETA, including
after the expiration date of the grant.
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. 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
[[Page 28528]]
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 BJai
Johnson, Grants Management Specialist, (202) 693-3296. (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 BJai Johnson and should include SGA/DFA PY-07-10, a
contact name, fax and phone number, and e-mail address. 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 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/fbci/guidance/index.html.
Other Information
OMB Information Collection No. 1205-0458.
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
U.S. Department of Labor, the OMB Desk Officer for ETA, Office of
Management and Budget, 200 Constitution Avenue, NW., Room N-1031,
Washington, DC 20210. 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 8th day of May, 2008.
James W. Stockton,
Grant Officer.
[FR Doc. E8-10971 Filed 5-15-08; 8:45 am]
BILLING CODE 4510-FN-P