[Federal Register: October 10, 2008 (Volume 73, Number 198)]
[Notices]
[Page 60340-60356]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr10oc08-128]
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DEPARTMENT OF LABOR
Employment and Training Administration
Notice of Availability of Funds and Solicitation for Grant
Applications (SGA) for Community-Based Job Training Grants
Announcement type: Notice of Solicitation for Grant Applications.
Funding Opportunity Number: SGA/DFA PY 08-02.
Catalog of Federal Domestic Assistance Number: 17.269.
Key Dates: The closing date for receipt of applications under this
announcement is November 24, 2008. Applications must be received at the
address below no later than 4 p.m. (Eastern Time). Application and
submission information is explained in detail in Part IV of this SGA. A
Virtual Prospective Applicant Conference will be held for this grant
competition on October 24, 2008 at 1 p.m. Eastern Time. Additional
information and links to registration for the Virtual Prospective
Applicant Conference will be posted on ETA's Web site at http://
www.doleta.gov/business/Community-BasedJobTrainingGrants.cfm.
SUMMARY: The Employment and Training Administration (ETA), U.S.
Department of Labor (DOL), announces the availability of approximately
$125 million in grant funds for Community-Based Job Training Grants.
Community-Based Job Training Grants will be awarded through a
competitive process to support workforce training for high-growth/high-
demand industries through the national system of community and
technical colleges. Funds will be awarded to individual community and
technical colleges, community college districts, state community
college systems, and One-Stop Career Centers to support or engage in a
combination of capacity building and training activities for the
purpose of building the capacity of community colleges to train
individuals for careers in high-growth/high-demand industries in the
local and/or regional economies. This Solicitation contains an
exception for rural areas and other communities that are educationally
underserved due to their lack of access to community or technical
colleges.
In awarding Community-Based Job Training Grants, every effort will
be made to fairly distribute grants across rural and urban areas and
across the different geographic regions of the United States. It is
anticipated that individual awards will range from $500,000 to $2
million.
This Solicitation provides background information and describes the
application submission requirements, outlines the process that eligible
entities must use to apply for funds covered by this Solicitation, and
details how grantees will be selected.
ADDRESSES: Mailed applications must be addressed to the U.S. Department
of Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Chari Magruder, Reference SGA/DFA PY 08-02, 200
Constitution Avenue, NW., Room N-4716, Washington, DC 20210.
Telefacsimile (FAX) applications will not be accepted. Information
about applying online can be found in Section IV.C of this document.
Applicants are advised that mail delivery in the Washington area may be
delayed due to mail decontamination procedures. Hand delivered
proposals will be received at the above address.
SUPPLEMENTARY INFORMATION:
This solicitation consists of eight parts:
Part I is the funding opportunity description that
includes background information on the topics of: Globalization,
regional innovation, economic competitiveness, and talent development;
the Employment and Training Administration's strategic workforce
investment strategies; and a description of the critical elements of
Community-Based Job Training Grants.
Part II describes the size and nature of the anticipated
awards.
Part III describes eligibility information and other grant
specifications.
Part IV provides information on the application and
submission process.
Part V describes the criteria against which applications
will be reviewed and evaluated, and explains the proposal review
process.
Part VI provides award administration information.
Part VII contains DOL agency contact information.
[[Page 60341]]
Part VIII lists additional resources of interest to
applicants.
Attachment A provides grantees with a template for a
Memorandum of Agreement that they can submit with their proposal
regarding a grant evaluation.
I. Funding Opportunity Description
The Community-Based Job Training Grants (CBJTGs) are designed to
support workforce training for high-growth/high-demand industries
through the national system of community and technical colleges. The
primary purposes of these grants are to build the capacity of community
colleges to provide training and to train workers to develop the skills
required to succeed in local or regional (i) industries and occupations
that are expected to experience high-growth and (ii) industries where
demand for qualified workers is outstripping the supply. Part A
provides an overview of globalization, regional innovation and economic
competitiveness and ETA's transformational vision of talent development
in a regional economy; and Part B describes the critical elements of
CBJTGs.
A. Background
1. Globalization, Regional Innovation and Economic Competitiveness
In the 21st Century global economy, talent development is a key
factor in our nation's competitiveness. Global competition is typically
seen as a national challenge. In reality, regions are where companies,
workers, researchers, entrepreneurs and governments come together to
create and contribute to our nation's competitive advantage in the
global marketplace. That advantage rests on the ability to transform
new ideas and new knowledge into advanced, high quality products or
services--in other words, to innovate.
Regions that are successful in creating a competitive advantage
demonstrate the ability to organize people, institutions, capital, and
infrastructure to generate growth and prosperity in the region's
economy. In the new global economy, a region's ability to develop,
attract, and retain a well-educated and skilled workforce is a key
factor in our nation's economic competitiveness.
Maximizing the impact of talent development activities requires
strong strategic partnerships composed of individuals and organizations
that act in concert to transform the regional economy, including: The
workforce investment system; employers; educators and training
providers (such as community and technical colleges); economic
development entities; local, regional, and state government; the
philanthropic community; faith-based and community organizations;
research institutions; and other civic leaders with a stake in economic
growth and talent development. These strategic partnerships should
focus on systemic solutions that address short-term challenges while
contributing to long-term talent development and economic growth.
A regional approach to talent development brings together all the
key players in a region to leverage their collective public and private
sector assets and resources, and to devise strategies that focus on
infrastructure, investment, and talent development. It incorporates
demand-driven skills development into the region's larger economic
development, and integrates workforce development, economic
development, and education efforts into a comprehensive system that is
both flexible and responsive to the needs of business and workers.
ETA has modeled the role of strategic partnerships in demand-driven
workforce investment through the High Growth Job Training Initiative
(HGJTI). Through the HGJTI, ETA identifies high-growth, high-demand
industries; evaluates their skill needs; and funds local and national
partnership-based demonstration projects that provide workforce
solutions to ensure that individuals can gain the skills to get good
jobs with career pathways in rapidly expanding or transforming
industries. CBJTGs address one of the key workforce issue areas for
many high growth industries, lack of educational capacity. CBJTGs build
the capacity of the nation's community college system to train workers
in the skills required to succeed in high growth, high demand
industries. ETA seeks to ensure that these investments are fully
connected to broader talent development strategies that are critical to
regional economic growth.
The CBJTGs continue to build upon the work of the HGJTI by
incorporating its focus on high-growth, high-demand industries and its
emphasis on the role of strategic partnerships in workforce development
while addressing the critical capacity constraints of community
colleges.
Businesses in high-growth, high-demand industries face increasing
difficulties in finding workers with the right skills. According to the
Bureau of Labor Statistics, ninety percent of the fastest growing jobs
in the United States require some level of education or training beyond
high school. The accessibility and affordability of community college
training, combined with the adaptability of community college curricula
to changing skill needs, make community colleges a vital training
resource for many U.S. workers. Furthermore, community colleges are
closely connected to local and regional labor markets, making them
well-positioned to prepare workers for good jobs with good wages in
their regional economy.
However, community college leaders and industry executives report
that many community colleges are unable to meet the demand for training
in their region because of critical capacity constraints. These
capacity constraints occur when community colleges lack sufficient
resources to support training facilities and equipment, curriculum
development, faculty appointments, clinical experiences, and/or other
elements that are necessary to provide either the volume or quality of
training that industry requires. Despite rising application rates, the
reality of current state and local budgets often prevent community
colleges from funding the programs, faculty, and student services
needed to be responsive to regional workforce demands.
Similar to the HGJTI, CBJTGs highlight the critical role community
colleges play as key strategic partners in a demand-driven workforce
investment system, and the need for strong integration of industry
driven training initiatives to broader talent development strategies in
regional economies.
Recognizing the growing need for regional economic competitiveness
in the global economy, ETA has continued to evolve its strategies for
supporting strategic workforce development. Through the Workforce
Innovation in Regional Economic Development (WIRED) initiative, ETA
supports broad regional partnerships as they expand employment and
advancement opportunities for American workers and catalyze the
creation of high-skill and high-wage opportunities in regional
economies. To optimize innovation and successful regional economic
transformation, the WIRED strategic framework brings together all the
key players in a region to leverage their collective public and private
sector assets and resources, and to devise strategies that focus on
infrastructure, investment, and talent development.
The WIRED strategic framework supports regions in incorporating
demand-driven talent and skills development into their larger economic
strategies and integrating workforce development, economic development,
[[Page 60342]]
and education efforts into a comprehensive system that is both flexible
and responsive to the needs of business and workers. More information
and tools to help implement a WIRED strategic framework can be found
at: http://www.doleta.gov/WIRED.
B. Critical Elements of Community-Based Job Training Grants
It is ETA's expectation that CBJTGs will contain at least seven
critical elements. These elements consist of: (1) A focus on skill and
competency needs of high-growth/high-demand industries that are locally
defined in the context of the regional economy; (2) strategic
partnerships; (3) industry-driven capacity building and training
efforts; (4) leveraged resources; (5) replication of successful models
for broad distribution; (6) clear and specific outcomes; and (7)
integration with regional economic and talent development strategies.
These characteristics are reflected in the evaluation criteria in Part
V and are described in further detail below.
1. Focus on Skill and Competency Needs of High-Growth/High-Demand
Industries as locally defined in the context of the regional economy.
The Workforce Investment Act of 1998 (Pub. L. 105-220) (WIA) emphasizes
a workforce system driven by the needs of local employers. In order for
America to remain competitive in the global economy, it is essential
that ETA target its investments to support employers in high-growth/
high-demand industries. Community colleges, Workforce Investment
Boards, and One-Stop Career Centers play a vital role in this effort by
understanding the workforce needs of these industries and providing
training and other services to address those needs.
A high-growth/high-demand industry meets one or more of the
following criteria: (1) Is projected to add substantial numbers of new
jobs to the economy; (2) has a significant impact on the economy
overall; (3) impacts the growth of other industries; (4) is being
transformed by technology and innovation requiring new skill sets for
workers; or (5) is a new and emerging business that is projected to
grow. CBJTGs will support industry demand for training in local or
regional high-growth/high-demand industries. Regions are typically
defined as geographically contiguous areas and can include multiple
counties and cities and cross state lines. A range of factors
contribute to the formation of a region, including economic
interdependence (such as a common industry or industries) and shared
assets (such as human capital, research and development entities,
educational institutions, and airports and other types of
infrastructure). ETA encourages applicants to define local high-growth
industries in the context of their regional economy by illustrating how
the industry is aligned with and fits into the region's economic
development activities.
2. Strategic Partnerships. ETA believes that strategic partnerships
between community colleges; the workforce investment system, including
One-Stop Career Centers; business and industry; and the continuum of
education, including the K-12 system, adult education, and four-year
colleges and universities need to be in place in order to implement
effective demand-driven training and capacity building strategies.
These strategic partnerships may have a local, regional, or statewide
focus, and may include a consortium of partners or cross-industry
representatives. Specific requirements for strategic partnerships are
outlined in Section III.C.1 and in the exception detailed in Section
III.C.5. These strategic partnerships should focus broadly on the
workforce challenges of one or more high-growth, high-demand industries
and work collaboratively to identify and implement solutions to those
challenges. Solutions should include, among others, strategies to
increase the capacity of community colleges to educate and train more
workers with industry-defined skills and competencies. Therefore, the
investment in community college capacity building would be one of many
strategies and solutions that evolve from the partnership. While ETA
welcomes applications from newly formed strategic partnerships,
applicants are advised that grant funds may not be used for partnership
development.
In order to maximize the long-term success of the proposed solution
and to keep pace with the rapid changes in the economy and the nature
of the skills and competencies necessary for work in these industries,
these partnerships need to be substantial and sustained. ETA encourages
partners to plan for the partnership's sustainability beyond the CBJTGs
investment period to enable ongoing assessment of industry workforce
needs and collaborative development of solutions on a continual basis.
Within the context of the broader strategic partnership and as it
relates to this grant, each collaborative partner should have clearly
defined roles. These roles must be verified through a letter of
commitment submitted by each partner. The letter of commitment must
detail the role the partner will play in the project, including
specific responsibilities and resources committed, if appropriate. The
exact nature of these roles may vary depending on the issue areas being
addressed and the scope and nature of the activities undertaken.
However, ETA expects that employers, education and training providers,
and the workforce system will contribute to the partnership in the
following ways as outlined below. In addition, applicants are also
encouraged to partner with faith-based and community organizations, as
described below:
a. Employers must be actively engaged in the project and should
participate fully with other key partners in grant activities
including: defining the program strategy and goals; identifying needed
skills and competencies; designing training approaches and curricula;
implementing the program; contributing financial support; and, where
appropriate, hiring qualified training graduates.
b. Education and training providers, including K-12 (elementary,
middle, and high schools, as well as career and technical high
schools), adult education, community and technical colleges, four-year
colleges and universities, and other training entities, are important
foundational partners to ensure the project's activities are tied to
the broader continuum of education in the region. These entities assist
in developing and implementing industry-driven workforce education
strategies in partnership with employers that include competency
models, curricula, and new learning methodologies, including
technology-based learning.
c. The workforce investment system, which may include State and
Local Workforce Investment Boards, State Workforce Agencies, and One-
Stop Career Centers and their cooperating partners, as such terms are
defined under WIA, may play a number of roles, including: Identifying
and assessing candidates for training; working collaboratively to
leverage WIA investments; referring qualified candidates to the
community college for enrollment in training programs; providing access
to wrap-around supportive services, when appropriate; and connecting
qualified training graduates to employers that have existing job
openings. Additionally, the workforce investment system in general, and
One-Stop Career Centers in particular, have substantive experience in
tracking the outcomes of program participants. One-Stop Career Centers
may coordinate, provide support, or manage the tracking of training
[[Page 60343]]
recipients for the performance management aspect of the CBJTGs. State
labor market information systems are a valuable source of information
on regional workforce needs. ETA encourages applicants to utilize these
systems both as they develop their proposals and as part of their
ongoing efforts to understand the workforce needs of their regional
economies.
d. ETA also encourages applicants to partner with faith-based and
community organizations to serve populations with barriers to
employment. Faith-based and community organizations often possess the
compassion, commitment and expertise needed to prepare and mentor
people in search of employment. These organizations also possess an
intimate knowledge of the community, its resources and potential
program participants. Faith-based and community organizations can
provide a variety of services to help populations with barriers to
employment prepare for, enter, and stay in the labor market, such as:
Assessment of skills and barriers to employment, case management,
mentoring, English language acquisition, and job retention services,
among others. Faith-based and community organizations can also provide
wrap-around, holistic, and comprehensive support services where
appropriate, such as employability skills training, life skills
training, job retention support, family support services and career
awareness activities.
Faith-based and community organizations can also be effective
partners in serving populations with barriers to employment.
Populations with barriers to employment are prevalent in regional
economies around the country, and include groups such as ex-offenders,
individuals with disabilities, veterans, and older workers. In many
communities these populations are key non-traditional labor pools that
can help employers address their pressing workforce challenges, but may
not be fully utilized by regional employers. ETA encourages applicants
to identify specific faith-based and community organizations with whom
they will collaborate; outline the specific role these organizations
will play in their project and demonstrate how partnerships with faith-
based and community organizations are part of the regional training
efforts that are included in their project; and discuss how these
partnerships will help populations with barriers to employment receive
training in high-growth, high-demand industries.
3. Industry-Driven Capacity Building and Training Efforts. Under
CBJTGs, community colleges, or other entities as specified in the
exception detailed in Section III.C.5, must develop and implement a
combination of capacity building and training activities that target
skills and competencies demanded by local high-growth/high-demand
industries as defined in the context of the region's economy.
Applicants are not limited in the strategies and approaches they may
employ to implement college capacity building and training strategies,
provided the activities meet the following requirements:
a. Training. Training activities must: (1) Be provided by a
community or technical college, except as specified in Section III.C.5
of this Solicitation; (2) occur within the context of workforce
education that supports long-term career growth, such as an articulated
career ladder/lattice; and (3) result in credentials that are industry-
recognized and indicate a level of mastery and competence in a given
field or function. Please note, when using credentials, CBJTGs must
follow the definition of credential and (if applicable) certificate in
Attachment B to TEGL 17-05 on Common Measures, found at: http://
wdr.doleta.gov/directives/attach/TEGL17-05_AttachB.pdf.
The credential awarded to participants upon completion should be
based on the type of training provided through the grant and the
requirements of the targeted occupation, and should be selected based
on consultations with industry partners. For example:
i. Customized and short-term training should result in a
performance-based certification or credential. This certification may
be developed jointly by employers and the community college, based on
defined knowledge and skill requirements for specific high-demand
occupations/functions. Performance-based certifications may also be
based on industry-recognized curriculum and standards.
ii. Training in information technology, allied health professions,
and other fields with established professional standards and
examinations should result in certification or appropriate licensure.
iii. In states where licensure is required for the specific
occupation targeted by the training, the credentialing requirement
should take licensing requirements into account.
iv. In some instances, credential attainment may not occur prior to
the end of the grant period due to the length of the training program.
For example, training provided under CBJTGs may lead to a degree after
the grant program is over. In these instances, college credit for each
course leading to a Certificate or an Associates or Applied Associates
degree will meet the program's credential requirement.
b. Capacity Building. CBJTGs applicants are encouraged to broadly
assess their capacity to meet the training needs of the targeted high-
growth/high-demand industry or industries. Proposed capacity building
strategies are expected to address significant barriers which impede
the ability of the community college, or other entity as specified in
the exception detailed in Section III.C.5, to meet local and regional
industry demand for workforce training as well as increase the capacity
of the college to provide training resulting in an increase in the
pipeline of skilled workers ready for employment or promotion in the
regional economy. These strategies should not simply address isolated
deficits, but rather provide a comprehensive solution to identified
capacity challenges as they relate to the industry or industries of
focus. Additionally, to avoid duplication, applicants are encouraged to
align and leverage their proposed capacity building activities with
existing curricula, competency models and other frameworks developed by
existing HGJTI and CBJT grantees.
Examples of capacity building activities include, but are not
limited to:
i. The development or adaptation of competency models and curricula
to support training;
ii. The development of innovative curricula, teaching methods and
instructional design to maximize the impact of the initiative in
meeting the skills needs of employers;
iii. Innovative strategies to ensure availability of qualified and
certified instructors;
iv. Procurement of equipment and simulation equipment necessary to
train to industry-demanded skills;
v. Support for clinical experiences required for certification or
licensure; or
vi. Development of technology-based distance learning curricula and
programs to promote better access to education and training programs.
Capacity building activities must meet two criteria: (1) The
proposed capacity building efforts must be directly linked to the
specific training supported under the grant; and (2) grantees must use
their grant funds in a manner consistent with the regulations and
policies governing use of funds under Section 171(d) of WIA, which
broadly allows the funds to be utilized to test an array of approaches
to the provision of training services and supports the development and
replication of effective training strategies. Applicants are strongly
encouraged to review Section
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171(d) of WIA and to review allowable types of capacity building
activities under Federal funds. Grantees may not utilize Federal funds
on unallowable activities, even if those activities are written in a
successful application, and any such activities will need to be removed
from a grant statement of work.
In their capacity building and training activities, ETA encourages
CBJTGs applicants, particularly those serving rural areas and other
areas that are educationally underserved due to lack of access to
community colleges, to look at technology-based distance learning
options when building their capacity to provide training. Technology-
Based Learning (TBL) is transforming the way people learn and can
increase the geographic reach of training. TBL can be defined as the
learning of content via all electronic technology, including the
Internet, intranets, satellite broadcasts, audio and video tape, video
and audio conference, Internet conferencing, chat rooms, bulletin
boards, Web casts, computer-based instruction and CD-ROM. It
encompasses related terms, such as online learning, Web-based learning,
computer-based learning and e-learning. For example, a college may
convert industry-specific curricula typically offered in traditional
classroom settings to technology-based learning (e-learning or online)
or develop technology-based learning training programs so that
dislocated workers, incumbent workers, and/or new job entrants can
access training 24 hours a day and seven days a week.
4. Leveraged Resources. Projects funded through CBJTGs should
leverage resources from key entities in the strategic partnership.
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.
Leveraged resources include both Federal and non-Federal funds and
may come from many sources. Applicants are required to leverage WIA
training resources to support their project, and encouraged to leverage
other types of WIA funding at the state and local level into their
proposed project. Integrating WIA funds ensures that the full spectrum
of assets available from the workforce system is leveraged to support
capacity building and training activities. The wide variety of WIA
programs and activities provide both breadth and depth to the proposed
solution offered to both businesses and individuals. The use of WIA
funds also serves to embed the solutions-based approach into the local
or regional workforce investment system, which strengthens the system's
ability to become more demand-driven.
Applicants must demonstrate the integration of WIA training
resources into grant activities, such as covering tuition costs for
eligible new or incumbent workers. Examples of WIA training resources
include Individual Training Accounts (ITAs), customized training, and
Career Advancement Accounts (CAAs). ITAs are training funds that can be
used by individuals who have been determined eligible by their local
One-Stop Career Center(s) to receive WIA funded training. Customized
training, defined at 20 CFR 663.715, is designed to meet the special
requirements of an employer; is conducted with a commitment by the
employer to employ, or continue to employ, an individual on successful
completion of the training; and has the employer providing not less
than 50% of the cost of the training (if employer contributions are
provided toward the costs of customized training in support of grant
activities, non-wage portions of these contributions may be considered
leveraged resources). CAAs are self-managed accounts that are currently
being piloted in eight states: Georgia, Indiana, Michigan, Minnesota,
Missouri, Ohio, Pennsylvania, and Wyoming. Under the demonstrations, an
individual would apply for a CAA at a One-Stop Career Center that would
enable the individual to gain the education and training needed to
successfully enter, navigate, and advance in 21st century jobs.
Other key sources of leveraged resources may be businesses, faith-
based and community organizations, economic development entities,
education systems, and philanthropic foundations, which often invest
resources to support workforce development. 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. Faith-based and community organizations also 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.
When leveraging resources, please include the following information
in the budget narrative and Part II of the application, as applicable:
(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 non-Federal),
to be implemented utilizing these resources. Applicants should note
that, as ETA evaluates proposals, the quality of the leveraged
resources contributed will be evaluated, rather than the specific
amount of resources contributed.
ETA encourages CBJTG 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 capacity
building and training strategies to effectively address the workforce
challenges identified by industry.
5. Replication of Successful Models for Broad Distribution. CBJTGs
are intended to drive the community college and workforce investment
systems to be more responsive to the workforce demands of industry by
making the products, models, and effective approaches that result from
CBJTG investments available to both systems. To that end, grantees will
develop the foundations and outcomes of CBJTGs projects, including the
learning and achievements resulting from the projects, into solutions-
based models that can be shared with, and implemented by, other
community colleges, the workforce system, and industry leaders.
ETA is currently pursuing an aggressive national dissemination
strategy for grant products that focuses on widely distributing grantee
tools, models, and products through a network of stakeholders including
education and industry partners, and the public workforce system. As
noted in section IV.E., the Federal government retains the right to use
and distribute materials developed with grant funds. CBJTG grantees are
required to submit the products and tools developed through the CBJTGs,
including curriculum, competency models, distance learning tools,
career awareness and outreach materials, research, case studies, career
lattices, creation of industry skill centers, and Web sites to ETA for
dissemination. Products will be available online at
www.Workforce3One.org.
Workforce3 One offers the public workforce system, employers,
economic development professionals, and
[[Page 60345]]
education professionals an innovative knowledge network designed to
create and support demand-driven communities, one that responds
directly to business needs and prepares workers for good jobs in the
fastest growing careers. By supporting replicable projects that can be
implemented in multiple areas and industries, ETA is able to maximize
its investment by expanding the grant's impact beyond the initial grant
site and helping additional businesses and workers in other regions.
6. Clear and Specific Outcomes. The CBJTGs are intended to achieve
increased training capacity of community colleges for high growth, high
demand industries and to train workers for those industries. Grants are
expected to generate clear and specific outcomes that are appropriate
to the nature of the solution and size of the project; that are
achievable by the partnership during the life of the grant; that
indicate progress towards meeting the workforce challenges identified
by the partnership; and that the partnership can effectively report to
ETA on a quarterly basis. Because CBJTG grantees are expected to invest
in customized strategies to address local and regional workforce and
skills shortages, ETA recognizes that specific outcomes will vary from
project to project based on the specific activities proposed by
applicants. Standard data collected from all grantees provides only
part of the information necessary to measure CBJTGs successes
effectively, so grant recipients may also define additional outcome
measures appropriate to their project. CBJTGs applicants must
demonstrate the effectiveness of the proposed training activities by
creating appropriate outcome projections for the project, which will be
considered baseline performance measures for the grant if awarded.
Additionally, applicants should note that CBJT grantees must report to
ETA, on a quarterly basis, their progress towards meeting the projected
capacity building and training outcomes listed in their applications.
a. Training Outcomes: Training outcomes must include those tracked
by the Common Measures, which are uniform evaluation metrics for job
training and employment programs. The Common Measures are an integral
part of ETA's performance accountability system. Applicants must
include projected outcomes to be achieved during the life of the grant
for the Entered Employment Rate Adult Common Measure. Grantees will
also be required to report quarterly on their outcomes for all three
Adult Common Measures--Entered Employment Rate, Employment Retention
Rate, and Average Earnings. Please note that ETA recognizes that the
reporting of certain data is contingent on the timing of the
availability of data. Data must be reported when it is available.
Additionally, tracking Common Measures requires either the collection
of four data elements (Social Security number, employment status at
participation, date of exit, and reason for exit) or use of
supplemental data. A detailed description of ETA's policy on the Common
Measures can be found in the Training and Employment Guidance Letter
(TEGL) No. 17-05 (http://wdr.doleta.gov/directives/corr_
doc.cfm?DOCN=2195). Applicants may find it useful to review this
document prior to submitting applications under this Solicitation.
The Common Measures provide only part of the information necessary
to measure CBJTGs successes effectively. Applicants are required to
provide projections and track and report outcomes for each of the
following outcome categories: total number of participants served,
total number of participants beginning education/training activities;
total number of participants completing education/training activities;
total number of participants that complete education/training
activities that receive a degree/certificate; total number of
participants that complete education/training activities that enter
employment; and the total number of participants that complete
education/training activities that enter training-related employment.
Grantees will be required, on a quarterly basis, to report on their
outcomes for each of these outcome categories, as well as additional
information such as total exiters.
Applicants should also note that proposals will be evaluated based
on outcomes, per the evaluation criteria in Section V.4.a. Therefore,
all outcome categories and outcome projections provided in the
application will become part of the project's statement of work as the
baseline goals for the grant, should the application be funded. It is
not ETA's intent to renegotiate performance outcomes after grant awards
are made, though it reserves the right to do so if necessary.
Finally, ETA has cleared and published a report format for grantees
under the HGJTI and CBJTGs entitled: ``High Growth and Community-Based
Job Training Grants: General Quarterly Reporting Forms &
Instructions.'' The required format and associated instructions are
available at: http://www.doleta.gov/Performance/Guidance/wia.cfm#HGBIT,
and provide grantees with information on all of the above referenced
outcome categories as well as specific instructions regarding how
grantees report their performance in these categories on a quarterly
basis. ETA strongly encourages applicants to review the required report
format for detailed information on the program reporting requirements
and to ensure they will be able to track and report the information
required under the grant.
b. Capacity Building Outcomes: The intent behind collecting
capacity building outcomes is to assess how well the capacity building
strategies of the program are meeting the training needs of the
targeted high-growth, high-demand industry or industries through impact
measures. CBJTGs employ a variety of strategies and many of them have
an associated deliverable that is developed using grant funds. These
strategies include (a) developing and disseminating career awareness
information; (b) developing adequate numbers of qualified instructors,
such as through train-the-trainer and professional development
activities; (c) identifying occupational competencies and developing
competency-based curricula; (d) developing applied learning and
clinical experiences, such as internships or the use of simulations;
and (e) developing innovative learning models and environments and ways
of structuring the education process, such as distance learning and
blended-learning models.
Grantees will be required to report, on a quarterly basis, the
outcomes of capacity building activities, which include impacts and
other verifiable measures of participation where appropriate. An
example of a capacity building activity where it is appropriate to
report impact is for teacher professional development/train-the-trainer
activities, in which there are no employment related outcomes for those
being trained, but the impact of the grant activities has a far greater
effect than on those just being trained. For example, a grant may train
25 college students to be volunteer after-school ``instructors'' and
the impact would be a total of 500 high school students because, over
the three year period under the grant, each ``instructor'' taught one
class with 20 high school students. In their quarterly reports,
grantees will be required to track and report the following three
categories for capacity building outcomes:
1. The number of instructors who participated in grant-funded
capacity building activities;
[[Page 60346]]
2. The number of students subsequently trained by those
instructors; and
3. The number of other people participating and/or benefitting from
capacity building activities.
Please note that capacity building outcomes and impacts of the
proposed project must satisfactorily address the industry-identified
workforce need and the capacity constraints identified by the community
college, or other entity as specified in the exception detailed in
Section III.C.5. Please see the recently approved required reporting
format and associated instructions at http://www.doleta.gov/
Performance/Guidance/wia.cfm#HGBIT for additional information on
reporting capacity building outcomes.
c. It is imperative that applicants include projections for the
above-mentioned required outcome categories in their grant proposals.
Applicants that fail to include projections for required outcome
categories (e.g., Entered Employment Rate Adult Common Measure) in
their proposals will lose points during the review process.
Additionally, reporting quarterly on all information contained in the
grantee statement of work and the required reporting format are a
condition of the grant award.
7. Integration with Regional Economic and Talent Development
Strategies.
Today's global economy requires new workforce development
strategies that build on demand-driven approaches to propel economic
growth. Successful workforce investment leads to the creation of new
jobs by attracting new businesses and industries, and expanding
existing companies in communities through a talent-rich workforce.
Maintaining America's competitive position in the global economy
requires a workforce with postsecondary education credentials and the
capacity to work in a high-technology environment while creatively and
collaboratively adapting as new technologies and business process
innovations evolve. To keep pace with change, workers require lifelong
learning opportunities. Rather than simply training the workforce for
today's jobs, community colleges, the workforce investment system, and
other entities in the continuum of education must operate as a talent
development system, meeting industry's present needs while also
collaborating with the region's economic development system to identify
and support emerging industries. The goal is to ensure the availability
of an educated and prepared workforce that is able to compete in the
global economy by attracting and sustaining industry's investment in
regional economies.
While CBJTGs assist individual community colleges in building their
capacity to provide training in high-growth/high-demand industry
sectors of the economy, they also play a vital role in the development
of a regional talent development system. Therefore, the capacity
building and training activities occurring under CBJTGs should be
aligned with, and integrated into, regional talent and economic
development strategies. A regional approach under CBJTGs ensures that
the full range of assets, resources, knowledge, and leadership are at
the table to implement a solution that will address the critical
capacity constraints faced by the community college while supporting
talent development in the regional economy.
To demonstrate that their projects are aligned with and integrated
into regional talent and economic development strategies, applicants
should describe how their capacity building and training solution are
part of or complement existing regional approaches under regional
talent and economic development plans and initiatives or is the
catalyst for bringing partners together to begin the analysis and
strategic planning in their region. Additionally, applicants should
demonstrate alignment with regional talent and economic development
strategies by integrating regional partnerships into their proposed
capacity building and training activities. In addition to the partners
required under this Solicitation, applicants can demonstrate connection
to regional talent and economic development activities through broader
and deeper partnerships with regional business leadership and
organizations, such as chambers of commerce; regional economic
development organizations; the philanthropic community; seed and
venture capital organizations or individuals; investor networks;
entrepreneurs; faith-based and community organizations; and other
regional entities. Finally, applicants should demonstrate that
leveraged resources come from regional partners or from existing or
planned talent development efforts within the region.
II. Award Information
A. Award Amount
ETA intends to fund approximately seventy-five (75) grants ranging
from $500,000 to $2 million through this competition. 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 should recognize
that the funds available through this SGA are designed to complement
additional leveraged resources rather than be the sole source of funds
for the proposal.
B. 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. A timeline clearly detailing these required grant
activities and their expected completion dates must be included in the
grant application. 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
applies for, and provides a significant justification for, such an
extension.
III. Eligibility Information and Other Grant Specifications
A. Eligible Applicants
In order to be eligible for consideration under this solicitation,
the applicant must be either: (1) An individual Community or Technical
College, (2) a Community College District, (3) a state Community
College System, or (4) a One-Stop Career Center in partnership with its
Local Workforce Investment Board. For educationally underserved
communities without access to community or technical colleges, there
are other eligible applicants; please see Section III.C.5. Requirements
for each of these applicant types are provided below.
1. Community or Technical College applicants must demonstrate that
they are a public, accredited institution of higher education that
predominantly awards Associate's Degrees. This definition includes
tribally controlled colleges and universities. For the purposes of this
paragraph, an ``Institution of Higher Education'' is defined as an
entity that has its own Federal Tax Identification Number and has
direct control of its funds. Entities that do not meet the above
criteria may be eligible to apply under the exception in Section
III.C.5, if the conditions of that section are met. However, private
for-profit institutions of higher education are not eligible to apply
at all under this Solicitation.
[[Page 60347]]
2. Community College District applicants must demonstrate that they
are an education district organized by the state to define the
community in which the college operates. Community College District
applications must specify one or more community college(s) within the
district where capacity building and training activities will occur
under the grant.
3. State Community College System applicants must demonstrate that
their office represents the management and supervision of a unified
statewide system of community and technical colleges. State system
applications must specify one or more community college(s) within the
state where capacity building and training activities will occur under
the grant.
4. One-Stop Career Centers, as established under Section 121 of the
Workforce Investment Act of 1998 (Pub. L. 105-220). The eligible
applicant for One-Stop Career Centers must be the One-Stop Operator, as
defined under Section 121 of the Workforce Investment Act of 1998 (Pub.
L. 105-220), on behalf of the One-Stop Career Center. The applicant
must: (1) Have a letter of concurrence from the Local Workforce
Investment Board; (2) demonstrate that the proposed activities are
consistent with the state and local strategic Workforce Investment Act
plan; and (3) demonstrate that the Local Workforce Investment Board, or
its designated fiscal agent, will serve as the fiscal agent for the
grant by clearly providing the legal name and EIN of the fiscal agent.
The Local Workforce Investment Board's support and involvement in the
project should be detailed in the letter of concurrence, which should
also address the above requirements (2) and (3). Applications from One-
Stop Career Centers without a letter of concurrence from their Local
Workforce Investment Board will be considered non-responsive and will
not be reviewed. One-Stop Career Center applications must specify one
or more community college(s) where all capacity building and training
activities will occur under the grant. One-Stop Career Center
applicants should clearly note in the Abstract that they are applying
under Section III.A.4 of the SGA. Additionally, in the abstract, One-
Stop Career Center applicants should note that they are the One-Stop
Career Center operator and provide the name of the One-Stop Career
Center. Finally, in the abstract of the proposal, the One-Stop Career
Center applicant must clearly articulate and demonstrate their role in
operating the One-Stop Career Center and as appropriate, describe their
relationship to the local Workforce Investment Board, local workforce
and/or economic development agency, and state workforce and/or economic
development agency.
In addition, it is important to note that under each of the four
applicant types above, an application could be submitted on behalf of a
consortium of community or technical colleges. When applicants submit
an application on behalf of a consortium, in addition to meeting other
application requirements they will need to specify which organization
will serve as fiscal agent for the grant by clearly providing the name
and EIN of that organization. The applicant will also need to identify
the specific role that each participating community and/or technical
college will play in the project. Finally, the application will need to
include a letter of support from each member of the consortium
indicating their support for the project and identifying the specific
role they will play in the project.
Finally, within each specific category of applicant type noted
above, an applicant may only submit one individual proposal. For
example, an individual community college applying for a grant award may
only submit one proposal, and a state community college system may only
submit one proposal. However, please note that an individual community
college may submit a proposal as an applicant and also be a partner in
other applications submitted by other eligible applicants, but may not
also be the applicant for a separate proposal submitted on behalf of a
consortium.
B. Cost Sharing or Matching
Cost sharing, matching, or cost participation is not required for
eligibility; however, applicants are required to leverage WIA training
resources to support their project, and encouraged to leverage other
types of resources from key entities in the strategic partnership in
order to maximize the impact of the project in the region. The quality
of leveraged resources is considered as part of the evaluation of
proposals.
C. Other Grant Specifications
1. Demonstrated Partnerships. To be considered for funding under
this SGA, the applicant must demonstrate that the proposed project will
be implemented by a strategic partnership that includes at least one
entity from each of the following categories: (1) The Workforce
Investment System, which may include State and Local Workforce
Investment Boards, State Workforce Agencies, and One-Stop Career
Centers and their partners; (2) an individual community or technical
college; (3) employers and industry-related organizations such as
associations and unions; and (4) the continuum of education, including
the K-12 public education system, adult education, four-year colleges
and universities, and other training providers. In addition to the
previously identified entities, applicants are encouraged to include
faith-based and community organizations as a component of their
partnerships. Please note that some applicants applying under the
exception in Section III.C.5 may not have a community college partner.
In these cases, the applicant should substitute the training provider
as the required community college partner. Please see Section III.C.5
for more details. The strategic partnership may be a legally organized
partnership, joint venture, or a more informal collaboration. Please
note, while at least one entity from each category is required, ETA
strongly encourages as many partners as necessary from each category to
fully represent the community and the entire continuum of education.
2. Required Capacity Building and Training Activities. To be
considered for funding under this SGA, proposed grant activities must
include a combination of capacity building and training activities at
the community college, or other entities as specified in the exception
detailed in Section III.C.5, that target skills and competencies
demanded by local high-growth/high-demand industries that are defined
in the context of the regional economy. A component of all grants must
be direct training costs, which include, but are not limited to the
following types of costs (when these costs are directly related to the
provision of training to participants): faculty costs, including
salaries and fringe benefits; in-house training staff; support staff
costs such as lab or teaching assistants; classroom space, including
laboratories, mock-ups or other facilities used for training purposes;
and books, materials, and supplies used in the training course,
including specialized equipment. Grantees are strongly encouraged to
leverage other resources to cover the tuition costs for the students
trained under the grant. Possible sources of leveraged resources for
tuition include, but are not limited to: Pell Grants; WIA resources,
including ITAs and CAAs; and employer tuition reimbursement. Applicants
must also describe how tuition for students participating in the
program will be covered, including tuition charged to students, funding
made available through the workforce
[[Page 60348]]
investment system, business paid training, or other sources.
Proposed capacity building activities must address barriers that
impede the ability of the community college, or other entities
specified in the exception detailed in Section III.C.5, to meet local
and regional industry demand for workforce training and must be
directly linked to the specific training supported under the grant.
Applicants may propose a cross-cutting capacity building and training
strategy that will support training in more than one high-growth/high-
demand industry if the applicant can demonstrate that skill needs in
the identified industries are shared. Applicants that wish to propose
training programs in two or more high-growth industries that do not
share skill needs should do so through separate applications in which
they are involved. Applicants must also describe their specific
recruiting strategy for enrolling students in the new training
opportunities available once capacity constraints are addressed.
3. Participants Eligible to Receive Training. Generally, the scope
of potential trainees is very broad. WIA Sec. 171(d) authorizes
demonstration programs to serve dislocated workers, incumbent workers,
and new entrants to the workforce. This authorization supports a broad
range of training for a variety of populations, including: incumbent
workers who need new skills for jobs in demand at higher levels of the
career ladder or because the skill needs for their current jobs have
changed; untapped labor pools such as immigrant workers, individuals
with limited English proficiency, individuals with disabilities,
veterans, Indian and Native Americans, older workers, youth, etc.; or
entry level workers who need basic skills and/or specific occupational
skill training. Please note that ETA will award five bonus points in
this Solicitation to applicants that provide evidence of collaboration
with faith-based and community organizations to serve populations with
barriers to employment. The identification of targeted and qualified
trainees should be part of the larger project planning process
undertaken by the required partnership and should relate to the
workforce challenge that is being addressed by the training.
4. Training Providers. Community and technical colleges are the
required training providers under CBJTGs, regardless of the applicant,
with the exception of rural areas and other educationally underserved
communities with no reasonable access to community colleges (please see
Section III.C.5 below for more information on this exception). ETA
encourages applicants to be creative in integrating partner resources
and expertise into the training plan. For example, a business partner
may provide a qualified instructor to the community college; the
community college may provide on-site training for workers to take
advantage of business-loaned equipment; the training may be provided
jointly; or the training may utilize technology-based distance learning
alternatives as well as blended learning, which combines self-paced and
instructor-led interactions.
5. Exception to Eligible Applicants and Training Provider
Requirements for Rural and Other Educationally Underserved Areas with
No Access to Community Colleges. ETA recognizes that some communities,
particularly those in rural areas, may lack access to community and
technical college training where physical college facilities are not
reasonably close and technology-based and distance learning options are
limited or not available. Educationally underserved communities that
lack this access may submit proposals under the parameters detailed in
this exception. In such cases, the applicant will be required to
clearly state it is applying under this exception and must fully
demonstrate as part of its statement of need that community college
training is not reasonably available within commuting distance of the
community in which grant activities will take place and that there are
no viable technology-based or distance learning options available.
Applicants may use mileage, population, and access to classrooms,
Internet and other technology, public transportation and other
services, as factors to support their demonstration of the lack of
access to and availability of community college training. Please note
that applications submitted under the exception must still meet all
other requirements set forth in this Solicitation. Applicants must
clearly note in the abstract that they are applying under this
exception.
Under this exception, the additional eligible applicants and
requirements on training are listed below.
a. Public, accredited Institutions of Higher Education that award
certificates and both two-year and four-year degrees, and satellite
campuses of such Institutions, are eligible to apply under this
exception. However, the emphasis for capacity building and training
activities under the grant must be at the certificate or two-year
Associate's Degree level. The public institution of higher education
applicant is also required to be the training provider for applications
submitted under this exception and will serve as a substitute for the
required community college training provider detailed in Section
III.C.4;
b. Alternate Educational Entities that are governmental or not-for-
profit organizations that directly deliver, or broker for delivery,
post-secondary education opportunities in educationally underserved
communities that lack access to community colleges are eligible to
apply under this exception. Alternate Educational Entity applicants
must demonstrate that: (1) The emphasis for capacity building and
training activities under the grant must be at the certificate or two-
year Associate's Degree level; (2) the training is offered in
partnership with a community college outside the underserved area and
is acceptable for credit at or a credential from the partner community
college; and (3) a component of the capacity building activities
supports the partnering community college for the purposes of enhancing
the training services provided by that college to the underserved area.
Additionally, applications must specify one or more community
college(s) where capacity building and training activities will occur
under the grant.
6. 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 CBJTG
recipient must choose between two equally qualified candidates for
training, one of whom is a veteran, the Jobs for Veterans Act requires
that CBJTG recipients 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.
7. Re-designation of One-Stop Operators. If at any time the
applicant One-Stop Operator changes, then DOL and the WIB will modify
the application or grant on behalf of the One-Stop Career Center, for
the purpose of designating a new One-Stop Operator.
8. CBJTGs Evaluation. ETA is interested in determining if training
[[Page 60349]]
provided through the CBJTGs impacts students' future labor force
outcomes. To that end, ETA expects to select some grantees awarded
funds through this SGA to participate in a random assignment impact
evaluation. Therefore, to receive funds under this solicitation, sites
must include in their application a statement that, if selected as a
grantee they agree to the random assignment of students to either a
control group, which does not receive CBJTG training, or a program
group, which can receive this training. Procedures for random
assignment will be specified by an independent contractor selected by
ETA. In addition, sites must be willing to share with the evaluation
contractor individual information on demographics, participant
characteristics, services received and outcomes. Sites must also agree
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.
(9) Leveraging WIA Training Resources. To be considered for funding
under this SGA, the applicant must demonstrate that the proposed
project will leverage WIA training resources to support their project.
Examples of WIA training resources include ITAs, customized training,
and Career Advancement Accounts.
IV. Application and Submission Information
A. Address To Request Application Package
This SGA contains all of the information and links to forms needed
to apply for grant funding.
B. Content and Form of Application Submission
The proposal must consist of two (2) separate and distinct parts,
Parts I and II. 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 of the proposal is the Cost Proposal and must include the
following three items:
The Standard Form (SF) 424, ``Application for Federal
Assistance'' (available at http://www07.grants.gov/agencies/forms_
repository_information.jsp and http://www.doleta.gov/grants/find_
grants.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://
www07.grants.gov/agencies/forms_repository_information.jsp and http:/
/www.doleta.gov/grants/find_grants.cfm). In preparing the Budget
Information Form, the applicant must provide a concise narrative
explanation to support the request. The budget narrative should
include: (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 to be
implemented utilizing leveraged resources, broken out by the source of
the leveraged resource (Federal or non-Federal). In applications
submitted by Community College Districts, State Community College
Systems, One-Stop Career Centers, and alternate educational entities,
the budget narrative should also break out the portion of the budget
going to the applicant as well as the funds going to the community
college for capacity building and training.
Please note that applicants that fail to provide the SF 424, SF
424A or the budget narrative will be removed from consideration prior
to the technical review process. Leveraged resources should not be
listed on the SF 424 or SF 424A Budget Information Form, but should be
described in the budget narrative and in Part II of the proposal. The
amount of DOL funding requested for the entire period of performance
(up to 36 months) should be shown together on the SF 424 and SF 424A
Budget Information Form. Please do not show only one year of funding on
your SF 424 or SF424A. Applicants are also encouraged, but not
required, to submit OMB Survey N. 1890-0014: Survey on Ensuring Equal
Opportunity for Applicants, which can be found at http://
www07.grants.gov/agencies/forms_repository_information.jsp and http:/
/www.doleta.gov/grants/find_grants.cfm.
Part II of the application is the Technical Proposal, which
demonstrates the applicant's capabilities to plan and implement the
CBJTGs in accordance with the provisions of this solicitation. The
Technical Proposal is limited to twenty (20) double-spaced, single-
sided, 8.5 inch x 11 inch pages with 12 point text font and one-inch
margins. Applicants should number the Technical Proposal beginning with
page number one. Any pages over the 20 page limit will not be reviewed.
In addition, in attachments which may not exceed ten (10) pages, the
applicant may provide resumes, a list of staff positions to be funded
by the grant, statistical information, general letters of support, and
other related material. The required letters of commitment from
partners must be submitted as additional attachments and will not count
against the allowable 10-page limit on attachments. Please note that
applicants should not send letters of commitment or support separately
to ETA because letters are tracked through a different system and will
not be attached to the application for review. Additionally, the
applicant must reference grant partners by organizational name in the
text of the Technical Proposal. Except for the discussion of any
leveraged resource to address the evaluation criteria, no cost data or
reference to prices should be included in the Technical Proposal. In
addition, the following information is required:
A table of contents listing the application sections;
A one to two page time line outlining project activities
and an anticipated schedule for deliverables;
A one to two page abstract summarizing the proposed
project and applicant profile information including: applicant name,
project title, industry focus, partnership members, proposed training
and capacity building activities, funding level requested, the amount
of leveraged resources, the target group(s), and a project description
as described in the evaluation criteria section at Section V.A of this
Solicitation. The abstract should also clearly note whether the
application is being submitted by a One-Stop Career Center as mentioned
in Section III.A.4 or under the exception detailed in Section III.C.5.
If the application is being submitted by a One-Stop Career Center, the
applicant should note that they are the One-Stop Career
[[Page 60350]]
Center Operator and provide the name of the One-Stop Career Center; and
A summary of up to three pages listing all projected
training, employment, and capacity building outcomes that includes the
following:
[cir] For training-related outcomes, for participants served with
grant funds list the projected numbers for all training-related
activities provided through the grant, including but not limited to:
--Entered Employment Rate (common measure);
--Total participants served;
--Total participants beginning education/training activities;
--Total participants completing education/training activities;
--Total participants that complete education/training activities that
receive a degree/certificate;
--Total participants that complete education/training activities that
enter employment;
--Total participants that complete education/training activities that
enter training-related employment; and
--Increase in enrollment attributed to grant (number of additional
students).
[cir] For capacity building outcomes (for activities funded by
grant funds) include:
[dec221] All products to be developed during the grant period.
--List the capacity building product (including, but not limited to,
curriculum and course materials, competency models and career ladders,
outreach materials, reports and databases, and program management and
implementation tools); and
--The projected date the product(s) will be completed;
[dec221] The number of instructors projected to participate in
capacity building activities;
[dec221] The number of students projected to be trained by these
instructors; and
[dec221] The estimated number of other individuals (besides these
students and instructors) projected to participate and/or benefit from
capacity building activities.
[cir] A statement that the applicant is willing to implement and
participate in a random assignment impact evaluation process. This can
be accomplished by supplying an authorizing signature to the attached
Memorandum of Agreement (Attachment A) which declares the applicant's
commitment to support and participate in a random assignment impact
evaluation.
Please note that the abstract, summary of outcomes, table of
contents, time line, and statement regarding participation in the
evaluation are not included in the Technical Proposal page limitation
(though most have their own page limitations, listed above).
Applications that do not provide Part II of the application may be
removed from consideration prior to the technical review process.
Applications may be submitted electronically on www.grants.gov or
in hard-copy via U.S. mail, professional overnight delivery service, or
hand delivery. These processes are described in further detail in
Section 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 DOL. Applicants submitting
proposals in hard-copy are also requested, though not required, to
provide an electronic copy of the proposal on CD-ROM.
C. Submission Date, Times, and Addresses
The closing date for receipt of applications under this
Solicitation is November 24, 2008. Applications must be received at the
address below or successfully submitted through grants.gov no later
than 4 p.m. (Eastern Time). Applications sent by e-mail, telegram, or
facsimile (fax) will not be accepted. Applications that do not meet the
conditions set forth in this notice will not be honored. No exceptions
to the mailing and delivery requirements set forth in this notice will
be granted.
Mailed applications must be addressed to the U.S. Department of
Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Chari Magruder, Reference SGA/DFA PY 08-02, 200
Constitution Avenue, NW., Room N-4716, Washington, DC 20210. Applicants
are advised that mail delivery in the Washington area may be delayed
due to mail decontamination procedures. Hand delivered proposals will
be received at the above address.
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.
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. An application submitted though grants.gov will not be
considered ``received'' by the Department of Labor unless it is:
Electronically submitted on grants.gov prior to the deadline;
``validated'' by grants.gov; and forwarded by grants.gov to the
Department of Labor. It is highly recommended that online submissions
be completed two working days prior to the date specified for receipt
of applications to ensure that the applicant still has the option to
submit by professional overnight delivery service in the event of any
electronic submission problems. Applicants take a significant risk by
waiting to the last day to submit by grants.gov. ``Post marked'' means
a printed, stamped or otherwise placed impression (exclusive of a
postage meter machine impression) that is readily identifiable, without
further action, as having been supplied or affixed on the date of
mailing by an employee of the U.S. Postal Service. Therefore,
applicants should request the postal clerk to place a legible hand
cancellation ``bull's eye'' postmark on both the receipt and the
package. Failure to adhere to the above instructions will be a basis
for a determination of 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.
ETA will post Frequently Asked Questions (FAQs) and host a Virtual
Prospective Applicant Conference for this grant competition. The FAQs,
as well as registration information for the Prospective Applicant
Conference will be posted on ETA's Web site at: http://www.doleta.gov/
business/Community-BasedJobTrainingGrants.cfm and http://
www.workforce3one.org. Please check
[[Page 60351]]
these pages for updates periodically during the Solicitation.
D. Intergovernmental Review
This funding opportunity is not subject to Executive Order (EO)
12372, ``Intergovernmental Review of Federal Programs.''
E. Cost Principles
Determinations of allowable costs will be made in accordance with
the applicable Federal cost principles, e.g., Educational Institution--
OMB Circular A-21. 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.
Indirect Costs. As specified in OMB Circular Cost Principles,
indirect costs are those that have been incurred for common or joint
objectives and cannot be readily identified with a particular cost
objective. In order to utilize grant funds for indirect costs incurred,
the applicant must obtain an Indirect Cost Rate Agreement with its
Federal Cognizant Agency either before or shortly after the grant
award.
Administrative Costs. Under the CBJTGs, an entity that receives a
grant to carry out a project or program may not use more than 5 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 SF
424A Budget Information Form. They should be discussed in the budget
narrative and tracked through the grantee's accounting system. Although
there will be administrative costs associated with the managing of the
partnership as it relates to specific grant activity, the primary use
of funding should be to support the actual capacity building and
training activity(ies). 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. Use of grant funds for
supportive services, such as transportation and childcare, including
funds provided through stipends for such purposes, is not an allowable
cost under this Solicitation for Grant Applications.
Use of stipends. The provision of stipends to training enrollees
for the purposes of wage replacement is not an allowable cost under
this Solicitation for Grant Applications.
Salary and bonus limitations. In compliance with Public Law 109-234
and Public Law 110-5, none of the funds appropriated in Public Law 109-
149, Public Law 110-5, or prior Acts under the heading `Employment and
Training' that are available for expenditure on or after June 15, 2006,
shall be used by a recipient or sub-recipient of such funds to pay the
salary and bonuses of an individual, either as direct costs or indirect
costs, at a rate in excess of Executive Level II, except as provided
for under section 101 of Public Law 109-149. This limitation shall not
apply to vendors providing goods and services as defined in OMB
Circular A-133. See Training and Employment Guidance Letter number 5-06
for further clarification: http://wdr.doleta.gov/directives/corr_
doc.cfm?DOCN=2262.
Legal Rules Pertaining to Inherently Religious Activities by
Organizations that Receive Federal Financial Assistance. 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. Therefore, organizations must take
steps to separate, in time or location, their inherently religious
activities from the services funded under this program. Neutral, non-
religious criteria that neither favor nor disfavors religion will be
employed in the selection of grant recipients and must be employed by
grantees in the selection of sub-recipients. A faith-based or community
organization receiving ETA funds retains its independence from Federal,
state, and local governments, and may continue to carry out its
mission, including the definition, practice, and expression of its
religious beliefs. For example, a faith-based or community organization
may use space in its facilities to provide secular programs or services
funded with Federal funds without removing religious art, icons,
scriptures, or other religious symbols. In addition, a faith-based or
community organization that receives Federal funds retains its
authority over its internal governance, and it may retain religious
terms in its organization's name, select its board members on a
religious basis, and include religious references in its organization's
mission statements and other governing documents in accordance with all
program requirements, statutes, and other applicable requirements
governing the conduct of ETA funded activities.
Faith and community-based organizations may also reference ETA
Training and Employment Guidance Letter (TEGL) No. 01-05 (July 6,
2005), available at http://wdr.doleta.gov/directives/corr_
doc.cfm?DOCN=2088. Faith-based and community organizations may learn
about equal treatment and religion-related regulations through the
DOL's new online training course at Workforce3one (http://
www.workforce3one.org). The course can be found by typing the key
words--equal treatment--in the search box on the upper right hand
corner of the page. If you are previously registered on this site, you
can find the course directly at http://www.workforce3one.org/public/_
shared/detail.cfm?id=5566&simple=false.
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.
Additional Requirements. Federal funds may not be used to pay any
royalty or licensing fee associated with such copyrighted material,
although they may be used to pay costs for obtaining a copy which is
limited to the developer/seller costs of copying and shipping. If
revenues are generated through selling products developed with grant
funds, including intellectual property, these revenues are program
income. Program income is added to the grant and must be expended for
allowable grant activities.
F. 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.
V. Application Review Information
A. Evaluation Criteria
This section identifies and describes the criteria that will be
used to evaluate
[[Page 60352]]
proposals for a CBJT Grant. These criteria and point values are:
------------------------------------------------------------------------
Criterion Points
------------------------------------------------------------------------
1. Statement of Need.................................... 10
2. Linkages to Key Partners............................. 20
3. Training and Capacity Building Plan.................. 25
4. Outcomes, Benefits, and Impact....................... 30
5. Program Management and Organization Capacity......... 10
6. Integration with Regional Economic and Talent 5
Development Strategies.................................
7. Bonus: Partnership with Faith-Based and Community 5
Organizations..........................................
---------------
Total Possible Points................................. 105
------------------------------------------------------------------------
1. Statement of Need (10 Points)
Applicants must demonstrate a clear and specific need for the
Federal investment in the proposed activities by: (a) Identifying the
industry or industries of focus; (b) establishing that the identified
industry satisfies ETA's criteria for a high-growth/high-demand
industry in the local or regional economy as described in Section I.B.1
of this solicitation; (c) providing evidence of industry demand for
training in the local or regional economy; and (d) describing in detail
the capacity challenges the community college(s), or other entity as
specified in the exception detailed in Section III.C.5, faces that
limit its ability to provide sufficient quantity or quality of training
to meet the identified industry's demand.
Applicants may draw from a variety of resources for supporting
data, including: Traditional labor market information, such as
projections; industry data from trade or industry associations,
Chambers of Commerce, or direct information from the local employers or
industry; information on the local and regional economy from economic
development agencies; and other transactional data, such as job
vacancies.
In addition to the above, applicants applying under the exception
detailed in Section III.C.5 must also demonstrate that community
college training is not reasonably available within commuting distance
of the community in which grant activities will take place and that
there are no viable technology-based or distance learning options
available. Applicants may wish to use mileage, population, and access
to classrooms, Internet and other technology, public transportation and
other services, in their demonstration of community college training
not being reasonably available in their community.
2. Linkages to Key Partners (20 Points)
The applicant must demonstrate that the proposed project will be
implemented by a strategic partnership that includes at least one
entity from each of four categories: (1) The workforce investment
system, which may include State and Local Workforce Investment Boards,
State Workforce Agencies, and One-Stop Career Centers and their
partners, as such terms are defined under WIA; (2) community and
technical colleges; (3) employers and industry-related organizations
such as associations and unions; and (4) the continuum of education,
including the K-12 public education system. Please note, some
applications submitted under the exception outlined in Section III.C.5
may have a substitution for the community college partner. Please see
Section III.C.5 for more details. In addition, please note that bonus
points are available for applicants that provide evidence of
collaboration with faith-based and community organizations to serve
populations with barriers to employment. Please see section V.A.7 for
more details.
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 resources leveraged from each partner.
Collaborating partners must verify their role through a letter of
commitment detailing the roles, responsibilities, and resources the
partner will commit to the project. The letters of commitment must be
attached to the proposal. Applicants must also identify resources
leveraged from other organizations, including other workforce
investment system partners.
ETA encourages, and will be looking for, applications that go
beyond the minimum level of partnership and demonstrate broader,
substantive and sustainable partnerships. Scoring on this criterion
will be based on the following factors:
Evidence of Required Partners (5 points): The applicant
must identify and provide evidence that the partnership contains each
of the required partner entities. Applications that do not have each of
the four required entities represented in the partnership will not
receive any points for this factor.
Comprehensiveness of the Partnership (7 points): The
applicant must explain the meaningful role each partner will play in
the project. Points for this factor will be awarded based on: (1) The
degree to which each partner, including all required partners, plays a
committed role, either financial or non-financial, in the proposed
project; (2) the breadth and depth of each partners contribution, their
knowledge and experience concerning grant activities, their ability to
impact the success of the project, and any specific outcomes that will
result from any leveraged resources they contribute to the project; and
(3) evidence, including letters of commitment from required partners,
that key partners have expressed a clear dedication to the project and
understand their area of responsibility. Applications that do not have
each of the four required entities represented in the partnership
cannot receive full points for this factor.
As part of this description, applicants must provide evidence of
the integration of WIA training resources into grant activities.
Examples of WIA training resources include, but are not limited to,
ITAs, customized training, and CAAs, as applicable. Applicants must
provide a detailed description of the role of WIA training resources in
the CBJTGs project that includes: (1) The type of WIA training
resources leveraged; (2) the dollar amount leveraged; (3) the workforce
system partner involved; (4) the role of the resources in the project;
and (5) the impact of the WIA training resources. An example of a
responsive description is: ``The One Stop Career Center will leverage
from its WIA resources $X in ITAs for our CBJTGs project. The impact
will be that the One-Stop Career Center will assess and refer a minimum
of X candidates for training and provide them with ITAs for training
under the CBJTGs.'' This information should also be included in the
letter of commitment from the workforce system partner. Applicants
cannot simply state that WIA funds will be integrated into the project.
Partnership Management (8 points): Points for this factor
will be awarded based on: (1) The evidence of a plan for interaction
between partners at each stage of the project, from planning to
execution; (2) the evidence that the capacity challenge to be addressed
by the grant was identified in the context of the strategic
partnership; (3) demonstrated ability of the lead partner to
successfully manage partnerships; (4) the ability of the partnership to
manage all aspects and stages of the project and to coordinate
individual activities with the partnership as a whole; (5) the
robustness of the applicant's plan for sustaining the partnership
beyond the funding period, and (6) evidence that the partnership has
the capacity to achieve the outcomes of the proposed project.
[[Page 60353]]
3. Training and Capacity Building Plan (25 Points)
The applicant must describe its proposed capacity building and
training strategies in full. Scoring on this criterion will be based
on:
Effective, Innovative Training and Capacity Building
Strategies (15 points): The applicant must provide evidence that: (1)
The proposed project will address identified industry workforce or
skills shortages and identified capacity constraints at the community
college level or in the community if the application is submitted under
the exception detailed in Section III.C.5; (2) there is a demonstrated
link between the proposed project and the identified industry workforce
challenge or skills shortages and identified capacity constraints at
the community college level or in the community, if the application is
submitted under the exception detailed in Section III.C.5; (3) the
proposed project clearly integrates industry-driven capacity building
and training activities; (4) proposed capacity building solutions are
broad-based and include an appropriate range of activities; (5) the
proposed capacity building activities increase the capacity of the
college to provide training by increasing their enrollment numbers,
thereby increasing the pipeline of skilled workers ready for employment
or promotion in the regional economy; (6) it has developed a
recruitment strategy to ensure that students enroll in training
opportunities that are available once capacity constraints are
addressed; (7) proposed training activities occur within the context of
a continuum of education and training that supports long-term career
growth, such as an articulated career ladder/lattice; (8) proposed
training activities lead to appropriate credentialing; and (9) an
explanation regarding how training costs will be paid for those
students whose tuition is not paid for through grant funds.
Implementation Strategy (10 points): Applicants can earn
up to 10 points based on evidence that the applicant has a clear
understanding of the tasks required to successfully meet the objectives
of the grant. Factors considered in evaluating this evidence include:
(1) The existence of a work plan that is responsive to the applicant's
statement of need and includes specific goals, objectives, activities,
implementation strategies, and a timeline; (2) the feasibility and
reasonableness of the timeline for accomplishing all necessary
implementation activities, including start-up, capacity building and
training activities, participant follow-up for performance outcomes,
and grant closeout activities; (3) whether the budget line items are
consistent with and tied to work plan objectives; (4) the extent to
which the budget is justified with respect to the adequacy and
reasonableness of the resources requested; and (5) the presence of a
robust outreach strategy that includes the dissemination of information
regarding the project to others who would benefit most, and, if
appropriate, recruitment of eligible participants.
4. Outcomes, Benefits, and Impact (30 Points)
Applicants must demonstrate an outcome-based approach to managing
and operating their CBJTGs. This should be achieved by fully describing
the measures that will be used to evaluate the success and impact of
the project, and highlighting the benefits and impact of the outcomes
and products on the larger capacity constraint(s) described in the
statement of need. Scoring on this criterion will be based on the
following factors:
a. Description of Outcomes (20 points): Applicants may earn up to
20 points for indicating the appropriate outcomes that will be tracked
as detailed below. Additionally, the description of outcomes must
include: (1) Projected outcomes, to be used as baseline numbers for
tracking progress, in several categories related to training and (2)
the methods proposed to collect and validate outcome data in a timely
and accurate manner.
1. Training (10 points): Applicants must provide projections for
ETA's Entered Employment Rate Adult Common Measure for participants
served with grant funds. Grantees must track outcomes for ETA's Adult
Common Measures (Entered Employment Rate, Employment Retention Rate,
and Average Earnings) for these participants as well. Applicants must
also provide projections and track outcomes for each of the following
outcome categories for participants served with grant funds: total
participants served; total number of participants beginning education/
training activities; total number of participants completing education/
training activities; total number of participants that complete
education/training activities that receive a degree/certificate; total
number of participants that complete education/training activities that
enter employment; and total number of participants that complete
education/training activities that enter training-related employment.
The required format and associated instructions that grantees will use
to report their outcomes for these various categories are available at
http://www.doleta.gov/Performance/Guidance/wia.cfm#HGBIT, and provide
applicants with additional information on all of the above referenced
outcome categories. Applicants are strongly encouraged to review these
before including outcome projections. Please note that applications
that do not contain projections for all these categories cannot receive
full points for this section.
Applicants must also identify the credential that participants will
earn as a result of the proposed training, and the employer-, industry-
, or state-defined standards associated with the credential. If the
credential targeted by the training project is a certificate or
performance-based certification, applicants should either (a)
demonstrate employer engagement in the curriculum development process,
or (b) indicate that the certification will translate into concrete job
opportunities with an employer.
Finally, applicants should identify the increase in enrollment
attributed to the grant (i.e., the number of additional students that
will be served as a result of the grant). This projection demonstrates
the grant's impact on education and training provided by college or
other provider as a direct result of the grant.
2. Capacity Building (10 points): Applicants must clearly describe
all products, models, curricula, etc. that will be developed or
acquired with grant funds. When applicants propose to use grant funds
to develop curricula, instructional and course materials, and other
types of deliverables, applicants must demonstrate that substantial
research has been conducted to ensure that the proposed workforce
solutions are not duplicative of existing materials. Applicants must
conduct a thorough review of existing curricula, instructional and
course materials, and other types of products that are available
through and contained on ETA's Workforce\3\One Web site. (A copy of the
Workforce Solutions Catalogue may be downloaded from Workforce\3\One
at: http://www.workforce3one.org/wfsolutions/). In addition, applicants
should also examine other sources that may have the types of materials
that the applicant would like to use grant funds to develop. For
example, if the grantee is interested in developing curricula there are
a growing number of resources that house curricula in addition to ETA's
Workforce\3\One Web site such as: the U.S. Department of Education's
Web site
[[Page 60354]]
at http://www.free.ed.gov; Curriki, a compendium of open source
curricula and other learning objects at www.curriki.org; and
OpenCourseWare Consortium at http://www.opencoursewareconsortium.org.
Industry association Web sites may also be a source of training
materials. In their proposal, applicants should describe their research
process for ensuring that the proposed workforce solutions are not
duplicative of existing materials, including the specific sources that
they researched, and indicate how the deliverables that they propose to
develop differ from those materials that already exist.
Applicants must also indicate the impact of capacity building
activities (i.e., the number of participants or entities who will
benefit from proposed activities) provided with grant funds, where
appropriate. All applicants must include projections and track outcomes
(as applicable) for the number of instructors who will participate in
capacity building activities; the number of students trained by those
instructors; and the number of other people participating and/or
benefitting from capacity building activities. Applicants must also
describe the methodology for determining the impact of their capacity
building activities.
b. Appropriateness of Outcomes (10 points): Applicants may earn up
to 10 points based on three factors: (1) The extent to which the
expected project outcomes are clearly identified and measurable,
realistic and consistent with the objectives of the project; (2) the
ability of the applicant to achieve the stated outcomes and report
results within the timeframe of the grant; (3) the appropriateness of
the outcomes with respect to the extent of the community college's
identified capacity challenges and the requested level of funding.
5. Program Management and Organization Capacity (10 Points)
To satisfy this criterion, applicants must describe their proposed
project management structure including, where appropriate, the
identification of a proposed project manager, and discuss the proposed
staffing pattern and the qualifications and experience of key staff
members. Applicants should also provide information on current and/or
proposed data systems to track participant services and outcomes in a
timely and accurate manner. The applicant should include a description
of organizational capacity (including its capacity to satisfy reporting
requirements, particularly those pertaining to data collection,
processing and reporting) 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
objectives and tasks;
The background, experience, and other qualifications of
the staff are sufficient to carry out their designated roles; and
The applicant organization demonstrates significant
capacity to accomplish the goals and outcomes of the project, including
the ability to collect, manage, and report data in a way that allows
consistent, accurate, and expedient reporting. Applicants should be
aware that ETA is modifying an existing software system to help
grantees collect and report the performance data that is required by
this grant, and expects to make this system available to grantees at no
cost. Applicants' response to this section of the evaluation criteria
could reference the use of this software system.
6. Integration With Regional Economic and Talent Development Strategies
(5 Points)
Scoring on this criterion will be based on the applicant's ability
to demonstrate that their CBJTG 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; and
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 CBJTG 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-based and community organizations.
Describing how leveraged resources come from regional
partners or from existing or planned talent development efforts within
the region.
7. Collaboration With Faith-Based and Community Organizations (5
Points)
ETA will award five bonus points to applicants that provide
evidence of collaboration with faith-based and community organizations
to serve populations with barriers to employment as part of their
regional training efforts. To receive these five bonus points,
applicants must provide a detailed description of this collaboration,
including: (1) Clear identification of the specific faith-based and
community organizations that will be involved in the collaboration; (2)
a concise, detailed description of the specific role that these
organizations will play in the project; (3) any projected outcomes
associated with the organizations' role in the project, and (4) letters
of commitment from each of these organizations stating their support
for the project and outlining their specific role in the project.
B. Review and Selection Process
Applications for the CBJTGs will be accepted after the publication
of this announcement until the closing date. A technical review panel
will make a careful evaluation of applications against the criteria set
forth in Section V.A of this Solicitation. These criteria are based on
the policy goals, priorities, and emphases set forth in this SGA. Up to
105 points may be awarded to an application, based on the required
information described in Section V.A of this Solicitation. 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; industry 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 their attention. DOL may
elect to award the grant(s) with or without prior discussions with the
applicants. Should a grant be awarded without discussions, the award
will be based on the applicant's signature on the SF 424, which
constitutes a binding offer.
[[Page 60355]]
VI. Award Administration Information
A. Award Notices
All award notifications will be posted on the ETA Homepage (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.
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:
a. Non-Profit Organizations--OMB Circulars A-122 (Cost Principles)
and 29 CFR Part 95 (Administrative Requirements).
b. Educational Institutions--OMB Circulars A-21 (Cost Principles)
and 29 CFR Part 95 (Administrative Requirements).
c. State and Local Governments--OMB Circulars A-87 (Cost
Principles) and 29 CFR Part 97 (Administrative Requirements).
d. Profit Making Commercial Firms--Federal Acquisition Regulation
(FAR)--48 CFR Part 31 (Cost Principles), and 29 CFR Part 95
(Administrative Requirements).
e. All entities must comply with 29 CFR Parts 93 and 98, and, where
applicable, 29 CFR Parts 96 and 99.
f. 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.
g. 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.
h. 29 CFR Part 32--Nondiscrimination on the Basis of Handicap in
Programs and Activities Receiving or Benefiting from Federal Financial
Assistance.
i. 29 CFR Part 33--Enforcement of Nondiscrimination on the Basis of
Handicap in Programs or Activities Conducted by the Department of
Labor.
j. 29 CFR Part 35--Nondiscrimination on the Basis of Age in
Programs or Activities Receiving Federal Financial Assistance from the
Department of Labor.
k. 29 CFR Part 36--Nondiscrimination on the Basis of Sex in
Education Programs or Activities Receiving Federal Financial
Assistance.
The following administrative standards and provisions may be
applicable:
a. Workforce Investment Act--20 Code of Federal Regulations (CFR)
Part 667 (General Fiscal and Administrative Rules).
b. 29 CFR Part 30--Equal Employment Opportunity in Apprenticeship
and Training; and
c. 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, DOL/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, the DOL/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
Evaluation. DOL may require that the program or project participate
in an evaluation of overall performance of CBJTGs, as described in
Section III.C.8.
D. Reporting
The grantee is required to provide the reports and documents listed
below:
Quarterly Financial Reports. A Quarterly Financial Status Report
(SF 9130) is required until such time as all funds have been expended
or the grant period has expired. Quarterly reports are due 45 days
after the end of each calendar year quarter, including the last
calendar quarter of the grant period. Grantees must use ETA's On-Line
Electronic Reporting System.
Quarterly Progress Reports. The grantee must submit a quarterly
progress report within 45 days after the end of each calendar year
quarter. Grantees must utilize the required reporting form and
instructions, referenced earlier in Section I.B.6 and Section V.A.4 and
available at the following Web site: http://www.doleta.gov/Performance/
Guidance/wia.cfm#HGBIT. DOL may require additional data elements to be
collected and reported on either a regular basis or special request
basis. Grantees must agree to meet DOL reporting requirements.
Final Report. A final report must be submitted no later than 90
days after 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. Three copies of
the final report must be submitted to ETA, and grantees must agree to
use a designated format specified by DOL for preparing the final
report.
A Closeout Financial Status Report is due 90 days after the grant
period.
Record Retention. Applicants should be aware of Federal guidelines
on record retention, which require grantees to maintain all records
pertaining to grant activities for a period of not less than three
years from the time of final grant close-out.
VII. Agency Contacts
For further information regarding this SGA, please contact Chari
Magruder, Grant Officer, Division of Federal Assistance, at (202) 693-
3313 (Please note this is not a toll-free number). Applicants should e-
mail all technical questions to Chari Magruder at
magruder.chari@dol.gov and must specifically include SGA/DFA PY 08-02
in the subject line, 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/grants/find_grants.cfm, http://
www.grants.gov, as well as the Federal Register.
VIII. Additional Resources and Other Information
Resources for the Applicant
DOL maintains a number of web-based resources that may be of
assistance to applicants.
The Web site for the Employment and Training
Administration (http://www.doleta.gov) is a valuable source for
background information on the President's High Growth Job Training
Initiative.
Short descriptions of previously funded Community-Based
Job Training Grants can be found at http://www.doleta.gov/BRG/
CBJTGrants/.
The Workforce\3\ One Web site, http://
www.workforce3one.org, is a valuable resource for information about
demand-driven projects of the workforce investment system,
[[Page 60356]]
educators, employers, and economic development representatives.
Additionally, current High Growth and Community-Based Job Training
Grantees are posting their deliverables on this Web site.
America's Service Locator (http://www.servicelocator.org)
provides a directory of the nation's One-Stop Career Centers.
Career Voyages (http://www.careervoyages.gov), a Web site
targeted at youth, parents, counselors, and career changers, provides
information about career opportunities in high-growth/high-demand
industries.
Applicants are encouraged to review ``Help with
Solicitation for Grant Applications'' (http://www.dol.gov).
For a basic understanding of the grants process and basic
responsibilities of receiving Federal grant support, please see
``Guidance for Faith-Based and Community Organizations on Partnering
with the Federal Government'' (http://www.whitehouse.gov/government/
fbci/guidance/index.html).
Other Information
OMB Control Number 1225-0086.
Expires September 30, 2009.
According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. Public reporting burden
for this collection of information is estimated to average 20 hours per
response, including time for reviewing instructions, searching existing
data sources, gathering and maintaining the data needed, and completing
and reviewing the collection of information. Send comments regarding
the burden estimated or any other aspect of this collection of
information, including suggestions for reducing this burden, to the OMB
Desk Officer for ETA, Office of Management and Budget, Room 10235,
Washington, DC 20503. PLEASE DO NOT RETURN THE COMPLETED APPLICATION TO
THE OMB. SEND IT TO THE SPONSORING AGENCY AS SPECIFIED IN THIS
SOLICITATION.
This information is being collected for the purpose of awarding a
grant. The information collected through this ``Solicitation for Grant
Applications'' will be used by the Department of Labor to ensure that
grants are awarded to the applicant 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 1st day of October 2008.
Chari A. Magruder,
Employment and Training Administration, Grant Officer.
Attachment A
Memorandum of Agreement
In applying for these funds, the organization represented by the
undersigned (the ``applicant'') agrees to participate in a random
assignment evaluation in which individuals applying to the program
are randomly assigned to either receive or not to receive program
services. This agreement is intended to serve as evidence of the
applicant's commitment to support and participate in a random
assignment study.
The impact study will require selected applicants to adhere to
the assignment criteria as developed by the impact study team. In
order to achieve a sufficient sample size to compute reliable
impacts the intake process for the evaluation will last at least one
year. During that time, the applicant agrees that up to half of the
participants they recruit may be assigned to a control group not
receiving services.
Additionally, the applicant agrees to provide all data requested
by the evaluation contractor (to be selected by ETA), subject to
applicable confidentiality and privacy statutes.
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[FR Doc. E8-24107 Filed 10-9-08; 8:45 am]
BILLING CODE 4510-FN-P