Workforce Investment Act-Limited English Proficiency and Hispanic Worker Initiative, 35118-35136 [05-11881]

Agencies

• Employment and Training Administration
• DEPARTMENT OF LABOR

[Federal Register Volume 70, Number 115 (Thursday, June 16, 2005)]
[Notices]
[Pages 35118-35136]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 05-11881]


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DEPARTMENT OF LABOR

Employment and Training Administration


Workforce Investment Act--Limited English Proficiency and 
Hispanic Worker Initiative

    Announcement Type: New. Notice of solicitation for grant 
applications.
    Funding Opportunity Number: SGA/DFA PY-05-02.
    Catalog of Federal Domestic Assistance CFDA Number: 17.261.
    Key Dates: Deadline for Application Receipt--August 15, 2005.

Executive

    Executive Summary: The U.S. Department of Labor, Employment and 
Training Administration (ETA), announces the availability of 
approximately $5 million in demonstration grant funds to test unique 
and innovative training strategies for services to individuals with 
Limited English Proficiency (LEP) (those who do not speak English as 
their primary language and who have a limited ability to read, speak, 
write, or understand English \1\ ) and Hispanic Americans, 
specifically, those who lack basic and occupational skills needed by 
high-growth occupations. This demonstration program is targeted to 
incumbent workers, new job entrants or youth who lack the language, 
basic skills, and occupational skills necessary to succeed in the 21st 
century workplace. This demonstration program emphasizes the use of 
innovative contextualized learning strategies which simultaneously 
provide language and occupational skills training that open career 
opportunities and pathways for LEP and Hispanic Americans.
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    \1\ Who is a Limited English Proficient individual? FAQ on 
https://www.lep.gov Web site.
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    The Limited English Proficiency (LEP) and Hispanic Worker 
Initiative is a strategic effort to improve access to employment and 
training services for LEP persons and to better serve Hispanic 
Americans through workforce investment programs that address the

[[Page 35119]]

specific workforce challenges facing these individuals. Grant funds 
awarded under this Solicitation for Grant Applications (SGA) should be 
used to develop unique and innovative strategies that specifically 
address the workforce challenges of LEP individuals and Hispanic 
Americans. Applications must reflect a strategic partnership between 
the public workforce investment system, the employer community, the 
education and training community, and, if applicable, community-based 
or faith-based organizations. It is anticipated that individual awards 
will fall within the range of $500,000 to $1 million. The Department 
reserves the right to award grants at either lower or higher amounts.
    Key Dates: The closing date for receipt of applications under this 
announcement is August 15, 2005. Applications must be received no later 
than 5 p.m. (Eastern Time). Application and submission information is 
explained in detail in Part IV of this SGA.

SUPPLEMENTARY INFORMATION: This solicitation provides background 
information on the LEP and Hispanic Worker Initiative and critical 
elements required of projects funded under the solicitation. It also 
describes the application submission requirements, the process that 
eligible entities must use to apply for funds covered by this 
solicitation, and how grantees will be selected. This announcement 
consists of eight parts:
     Part I provides background information on the LEP and 
Hispanic Worker Initiative; an overview of the current status of the 
growing Hispanic American population; and describes the critical 
elements of the LEP and Hispanic Worker Initiative grants.
     Part II describes the size and nature of the award.
     Part III describes who qualifies as eligible applicants.
     Part IV provides information on the application and 
submission process.
     Part V explains the review process and rating criteria 
that will be used to evaluate applications for funding.
     Part VI provides award administration information.
     Part VII contains DOL agency contact information.
     Part VIII lists additional resources of interest to 
applicants.

Part I--Funding Opportunity Description

A. Background on the Limited English Proficiency and Hispanic Worker 
Initiative

    The demographic composition of the American workforce is changing. 
In the coming years the workforce will become much older and more 
diverse, creating new challenges for employers, educators, and the 
public workforce investment system. Current immigration trends, lower 
birth rates in recent years, and the aging and retirement of the ``baby 
boom'' generation have resulted in an ever-shrinking United States 
labor force. Currently, the percentage of Hispanics within the general 
population is steadily increasing and their participation in the 
workforce is projected to grow tremendously in the coming years. As 
employers continue to need skilled workers to remain competitive in a 
global economy, the influx of Hispanics and other immigrants into the 
workforce is creating a higher demand for English language and 
occupational skill training to meet employer demands for highly skilled 
workers. These circumstances make it critical that employers, 
educators, and the public workforce system ensure that every available 
worker is prepared with the language and occupational skills necessary 
to join the workforce and for the continued competitiveness of American 
businesses in the 21st century. To meet the rapidly changing skill 
demands of growing and emerging industries and to address the issue of 
a potential skilled labor shortage, employers in high-growth industries 
and occupations are seeking out untapped labor pools, such as older 
workers, Hispanics, and LEP individuals. These growing segments of the 
population will need meaningful access to public workforce services to 
gain the skills required by the 21st century economy and to connect 
with the employers that need them.
Size of the LEP and Hispanic American Populations
    According to the U.S. Census Bureau, Hispanics are the fastest-
growing segment of the population in the United States, representing 
13.3 percent of the total population. This means that more than one in 
eight people in the United States are of Hispanic origin. \2\ In 
addition, the Bureau of Labor Statistics estimates that the Hispanic 
labor force is expected to grow from 17.9 million in 2002 to 23.8 
million by 2012. \3\
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    \2\ Ramirez, R.R. and de la Cruz, C.P. June 2003. The Hispanic 
Population in the United States: March 2002. Current Population 
Reports. U.S. Census Bureau.
    \3\ Bureau of Labor Statistics Press Release. February 11, 2004. 
BLS Releases 2002-2012 Employment Projections. https://www.bls.gov/
news.release/archives/ecopro_02112004.pdf.
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    The numbers for the LEP population are similarly striking. 
According to the U.S. Census Bureau, the number of people in the United 
States who spoke a language other than English at home increased by 15 
million (4 percent) between 1990 and 2000. In 2000, 47 million people 
(18 percent) aged 5 and over reported they spoke a language other than 
English at home.\4\ Previously, in 1990, 32 million people (14 percent) 
indicated they spoke a language other than English at home. In both 
1990 and 2000, Spanish was the largest of the four major non-English 
language groups; in 2000, Spanish was at 28 million followed by other 
Indo-European languages at 10 million, Asian and Pacific Islander 
languages at 7 million, and other languages at 1.9 million.
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    \4\ Shin, H.B. and Bruno, R. October 2003. Language Use and 
English-Speaking Ability: 2000. Census 2000 Brief. U.S. Census 
Bureau.
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Workforce Challenges of LEP Individuals and Hispanic Americans
    The influx of Hispanic workers and other immigrant populations over 
the past two decades has significantly increased the need for language-
related services throughout the workforce investment system. LEP 
individuals face critical challenges in their ability to perform self-
sustaining work in the United States. The lack of English language 
skills impedes how LEP individuals communicate with employers, 
educators, and service providers. In addition, immigrants with low 
levels of formal education who lack English language skills are the 
most disadvantaged in the labor market.\5\
    Hispanic workers also face unique challenges in attaining the 
necessary education and skill requirements demanded by high-growth 
industries. More than two in five Hispanics aged 25 and older have not 
graduated from high school; two in five Hispanics are born outside of 
the United States, which presents language and cultural barriers; and 
Hispanics are more likely to live in poverty in the United States.\6\ 
As a result of these and other factors, Hispanics are much more likely 
to be out of the active labor force, and those

[[Page 35120]]

that are employed typically earn less than non-Hispanic workers.
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    \5\ English Literacy and Language Minorities in the United 
States: Results from the National Adult Literacy Survey. U.S. 
Department of Education, Office of Educational Research and 
Improvement. August 2001.
    \6\ Ramirez, R.R. and de la Cruz, C.P. June 2003. The Hispanic 
Population in the United States: March 2002. Current Population 
Reports. U.S. Census Bureau.
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    In 2003, ETA convened a working group to conduct an environmental 
scan of the LEP and Hispanic workforce issues, and to identify the 
major workforce challenges workers and youth in these groups face. The 
working group concluded that LEP and/or Hispanic Americans face the 
following five challenges in the workforce:
    1. A severe mismatch between workers' skills and U.S. business' 
demands.
    2. The need for a mix of services to prepare LEP and Hispanic 
workers for 21st century career opportunities.
    3. The difficulties teachers face in helping LEP and Hispanic 
workers learn.
    4. The high dropout rate among Hispanic and potentially other LEP 
youth.\7\
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    \7\ According to a GAO Report, the dropout rate for Hispanics 
was 29 percent whereas the national average was 11 percent for the 
year 2000. According to the Current Population Survey, more than two 
in five Hispanics have not graduated from high school, and more than 
a quarter had less than a ninth-grade education.
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    5. The LEP and Hispanic Workforce Paradox--high workforce 
participation coupled with a lack of basic language and occupational 
skills.
Workplace Literacy
    Literacy plays an important role in each of the challenges 
identified above, and is the foundation for success in the workplace 
and for self-sufficiency. The Workforce Investment Act of 1998 (WIA) 
defines literacy as ``an individual's ability to read, write, speak 
English, compute, and solve problems at levels of proficiency necessary 
to function on the job and in society.'' According to the U.S. 
Department of Education, immigrants and Hispanics who arrived in the 
United States before age 12 possess lower levels of literacy 
proficiency than the general population, and those who arrived at age 
12 or older are at an even greater literacy disadvantage.\8\ The 
literacy levels among immigrants and Hispanics are not meeting the 
minimum workplace standards for success in the labor market.
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    \8\ Literacy Levels of the Foreign-born Population and Speakers 
of English as a Second Language in the U.S. National Institute for 
Literacy. https://www.nifl.gov/nifl/facts/esl.html.
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    The U.S. Department of Education further defines English as a 
Second Language (ESL) literacy which encompasses a range of speaking 
and listening skills, basic reading and writing skills, and functional 
and workplace skills. The lowest level, Beginning ESL Literacy, 
indicates an ability to handle only very routine entry-level jobs that 
do not require communication in English. The highest level, High 
Advanced ESL, indicates the ability to understand and effectively use 
English, to interpret graphs, charts, and tables, to complete forms, to 
use common software and to learn new applications, as well as the 
capacity to instruct others in these areas.\9\
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    \9\ Measure and Methods for the National Reporting System for 
Adult Education: Implementation Guidelines. U.S. Department of 
Education, Office of Vocational and Adult Education, Division of 
Adult Education and Literacy. March 2001. https://www.nrsweb.org/
reports/implement.pdf.
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    This solicitation does not focus on the progression of an 
individual through each of these traditional ESL levels since that is 
generally a very long-term process. Rather, the projects awarded will 
demonstrate how unique and innovative learning programs can quickly and 
effectively connect the unemployed Hispanic or LEP individual to the 
workplace, or upgrade the language skills, and earnings, of workers who 
are already employed.
    Applicants are encouraged to identify literacy assessment 
instruments which are appropriate to the industry-identified literacy 
benchmarks for each particular occupation being focused on, as well as 
the English-language proficiency required by the industry to ensure a 
project participant's workplace achievement. Improving literacy levels 
through creative and accelerated teaching methodologies will help LEP 
individuals and Hispanic Americans attain the minimum workplace 
literacy standard necessary to successfully participate in the labor 
market.
Strategies for Addressing the Workforce Challenges of LEP and Hispanic 
Workers
    In response to two Executive Orders, ETA has been strategically 
investing in activities to help LEP individuals and Hispanic Americans 
obtain services available through the workforce investment system. 
Executive Order 13166, signed on August 11, 2000, emphasizes that the 
protections of the Civil Rights Act of 1964 apply to LEP individuals 
and reinforces the Administration's commitment to promoting activities 
designed to help individuals learn English. The Order also requires all 
recipients of Federal financial assistance to insure that individuals 
in their area are being provided meaningful and equitable access to 
program services. Executive Order 13230, signed on October 12, 2001, 
established the Advisory Commission on Educational Excellence for 
Hispanic Americans with the emphasis of providing services to Hispanic-
Americans through coordination of Federal efforts to promote high-
quality education.
    On May 29, 2003, ETA issued guidance on the LEP Order to help the 
workforce investment system understand how ETA grant funds and 
partnerships can further maximize the coordination of benefits to LEP 
individuals. In addition, the Department has developed tools to assist 
the workforce investment system address the special needs of LEP 
individuals. These include translation services on national electronic 
tools for participants, as well as online resources for service 
providers such as a technical assistance guide, a best practices 
catalog for serving LEP individuals, and specialized Census data that 
will provide local population census information and characteristics 
for each language group by local workforce investment area. Complete 
information on these activities is available at https://www.doleta.gov/
reports/DPLD.cfm.
The LEP and Hispanic Worker Initiative
    The Limited English Proficiency (LEP) and Hispanic Worker 
Initiative is a strategic effort to improve access to workforce 
investment services for persons with limited English proficiency and to 
better serve Hispanic Americans through workforce investment programs 
by addressing the specific workforce challenges facing these 
individuals. ETA has identified three broad strategies to meet these 
challenges:
    a. Increase the English language proficiency of LEP and Hispanics.
    b. Increase the high school graduation rate of LEP and Hispanic 
youth.
    c. Upgrade the skills of LEP and Hispanic low-wage and low-skill 
workers.
    The strategies are focused on providing a mix of services through 
partnerships between the public workforce investment system, community 
colleges, employers and, where applicable, community-based or faith-
based organizations to help LEP individuals and Hispanic Americans 
build the skills required by growing industries.
Examples of ETA LEP and Hispanic Initiative Investments to Date
    ETA has funded several unique and innovative projects that 
implement some of these strategies and provide solutions to the 
workforce challenges of LEP and Hispanic Americans. These projects 
offer significant examples of

[[Page 35121]]

solutions to meeting both the workforce challenges of LEP and Hispanic 
individuals and the workforce needs of high-growth industry employers. 
These projects can also serve as models for other areas and industries 
facing similar concerns with LEP and Hispanic populations. It may be 
useful to review these projects highlighted below:
    The Oregon Manufacturing Extension Partnership (MEP) has formed a 
partnership with Idaho Tech Help (Idaho MEP), Washington Manufacturing 
Services, Nevada Management Assistance Partnership (MAP), and the 
Northwest Food Processors Association to provide lean manufacturing 
training for at least 2,000 workers in 48 value-added food processing 
companies. A large portion of the workers in the food processing 
industry have limited English skills; therefore, the project includes 
the development of a curriculum for English language training in lean 
manufacturing for food processing. Each company will receive customized 
training based on its needs, including theory and application of 
fundamental lean manufacturing principles and techniques as well as a 
cultural awareness component for all employees. Employee training will 
take place on the worksite during work hours. Those who are trained 
will have increased job security, be on track for promotions, and 
receive higher wages.
    The Hotel Employees and Restaurant Employees (HERE) union is 
implementing its Hospitality Industry-Demand project. HERE is 
partnering with 24 hospitality industry employers and Nevada Partners, 
Inc., a community-based training provider which houses the Culinary 
Training Academy. The project demonstrates ways to prepare Hispanic 
workers to fill the high-demand for qualified, trained employees in the 
growing hospitality industry of Las Vegas, Nevada, and Atlantic City, 
New Jersey. In Las Vegas, HERE is delivering occupational English 
training to 2,000 new area residents and immigrant workers for entry-
level and career-ladder hospitality positions through its partnership. 
Onsite pre- and post-shift occupational English proficiency training is 
also being offered to 450 incumbent workers at 10 major area hotels. In 
Atlantic City, HERE is partnering with 13 employers and Atlantic Cape 
Community College to train 45 incumbent workers with limited English 
skills for jobs as fully trained and skilled cooks.
    The Cuban American National Council, Inc. (CNC) is implementing its 
Academic, Leadership, and Career Prep for Hispanic American Youth 
(ALPHA) Program. This program assists Hispanic youth to overcome 
educational and employment barriers. CNC is operating Hispanic 
community centers in Miami-Dade County and Orlando, Florida. The 
project will serve 300 at-risk Hispanic youth in grades 9-12 and out-
of-school Hispanic youth ages 16-21. In Miami-Dade County, the program 
serves students in grades 9-12 at Little Havana and Hialeah High School 
Institute and out-of-school youth at the Youth Center located in South 
Miami-Dade. In Greater Orlando, the program serves students in grades 
9-12 in Orange and Osceola public high schools. The CNC also serves 
out-of-school youth through Workforce Florida's Institute for the 
Development of Engaged Adolescents (IDEA).
    The Digital Learning Group (DLG) is developing and implementing its 
Words for Work program. The program is geared toward underemployed and 
unemployed Hispanics with limited English proficiency that impedes 
their access to employment or a living wage. Words for Work is a user-
friendly multimedia instruction program that enhances participant 
employability by developing occupation-specific English language and 
related workplace skills training for health care and construction 
industry employment. The program works closely with local employers in 
demand occupations to provide quick-start training and job placement to 
225 Hispanic youth and adults in the Baltimore, Maryland, metropolitan 
area to maximize their chances for job retention.
    These demonstration examples are helping both LEP individuals and 
Hispanics overcome the aforementioned workforce challenges. Common in 
all of these demonstration projects is the unique and innovative use of 
creative teaching methodologies that assist workers and youth in 
attaining and improving English language skills while concurrently 
gaining the occupational skills demanded by businesses. Another common 
thread is the regional scope of the solutions and their applicability 
to multiple locations and industries. Some of the projects also provide 
basic skills and computer literacy skills to assist LEP and Hispanic 
workers and youth in becoming job ready.
    Through these demonstrations and this LEP and Hispanic Worker 
Initiative, ETA is pursuing additional unique and innovative strategies 
which will assist our public workforce system in meeting the needs of 
businesses for a pipeline of occupationally skilled individuals, 
resulting in job placement or career enhancement opportunities in high-
growth industries for LEP individuals and/or Hispanic Americans. Unique 
and innovative projects are those that:
     Merge English language instruction with occupational skill 
training; or
     Accelerate both the English language and occupational 
skills attainment by using technology in the instruction/curriculum; or
     Customize English language and occupational skill training 
to meet the specific needs of a high-growth industry; or
     Provide new technological platforms for learners to attain 
English language and occupational skills at their own pace.

B. Critical Elements of the LEP and Hispanic Worker Initiative

    The purpose of the LEP and Hispanic Worker Initiative is to 
demonstrate the effectiveness of creative teaching methodologies that 
simultaneously enhance English language and occupational skills in 
order to respond to specific workforce challenges identified by 
employers. The 21st century job market demands workers with specific 
occupational skills as well as the ability to interact in specialized 
forms of English, (e.g., cultural nuance, reasoning, critical thinking, 
team work, etc.). Projects funded under this LEP and Hispanic Worker 
Initiative should include the following elements:
1. Creative Teaching Methodologies
    Applicants will develop (if necessary) and implement creative 
teaching methodologies that accelerate and focus the learning process 
in order for participants to learn English language skills along with 
the basic and occupational skills that are in demand by local high-
growth/high-demand industries and employers. Creative teaching 
methodologies should be flexible and provide alternate settings and 
schedules to ensure participants are able to successfully partake in 
the training programs as well as balance work and life needs. This 
solicitation is seeking proposals that are not centered on traditional 
ESL programs, but rather are using Vocational English as a Second 
Language (VESL) and/or Contextualized Language Instruction 
methodologies to provide Hispanics and LEP individuals with both the 
occupational skills and specialized English proficiency that will 
enable them to be productive and competitive workers.
     Vocational English as a Second Language--VESL programs are 
primarily vocational training programs that provide basic English 
language instruction to enable students to be successful in their 
vocational training

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and careers. Rather than full English literacy, students are expected 
to become proficient in the basic English required to interact with 
English-speaking customers, managers, or employees to successfully 
perform job-related duties (e.g., filling out job applications, using 
manuals or catalogues to understand job-related safety requirements, 
reading work schedules, etc.). Occupational contexts are often used to 
emphasize the occupational language skills necessary for success in 
vocational training and employment.\10\
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    \10\ Buchanan, Keith. Vocational English-as-a-Second-Language 
Programs. ERIC Digest, ED321551. ERIC Clearinghouse on Languages and 
Linguistics. Washington, DC 1990. https://www.ericdigests.org/pre-
9216/vocational.htm.
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     Contextualized Language Instruction--The contextualized 
language instruction strategy approaches literacy instruction by 
focusing on topics familiar to the learner. While traditional academic 
language instruction teaches the abstractions of English grammar and 
vocabulary in a manner that is often confusing and meaningless for LEP 
individuals, contextualized language instruction approaches increasing 
English proficiency from a practical viewpoint, seeking to relate these 
abstractions to the everyday life or workplace of the learner.\11\ 
Concrete experiences are emphasized by using real objects and 
situations to set a meaningful context for the lesson. Research shows 
that English literacy instruction provided in a context shaped by 
occupational requirements allows students to make greater progress in a 
shorter period of time than when receiving traditional general ESL 
instruction.\12\ This contextualized approach allows training programs, 
including VESL programs, to incorporate literacy and language learning 
opportunities into occupational education coursework.
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    \11\ Tharp, Roland G. From At-Risk to Excellence: Research, 
Theory, and Principles for Practice. Center for Research on 
Education, Diversity & Excellence. 1997. https://crede.ucsc.edu/
products/print/reports/rr1.html.
    \12\ What is Contextualized Learning? Contextualized learning 
technical assistance project final report & handbook on 
contextualized learning. Division of Adult and Continuing Education, 
Office of Academic Affairs, City University of New York. July 1993. 
https://literacy.kent.edu/nebraska/curric/ttim1/art5.html.
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    In VESL and Contextualized Language Instruction, employers play a 
pivotal role in determining the occupational skill and language content 
required to perform the job successfully, and the minimum levels of 
proficiency needed to do so. Through participation in these short-term 
or accelerated training programs, which may be provided in conjunction 
with employment, participants of projects funded under this SGA will 
complete their participation prepared to meet the workforce demands of 
employers in high-growth industries now and throughout the coming 
decades.
2. Connections to High-Growth, High-Demand Industries
    The Workforce Investment Act of 1998 emphasizes a workforce 
investment system driven by the needs of local employers. To meet this 
mandate, ETA is working to transform the public workforce investment 
system through the identification of the challenges facing high-growth 
industries and the development of targeted workforce solutions in 
collaboration with industry leaders and workforce investment 
professionals. The President's High Growth Job Training Initiative 
(High Growth Initiative) has established that high-growth/high-demand 
industries tend to meet one or more of the following criteria: (1) The 
industry is projected to add substantial numbers of new jobs to the 
economy; (2) the industry has a significant impact on the economy 
overall; (3) the industry impacts the growth of other industries; (4) 
the industry is being transformed by technology and innovation 
requiring new skills sets for workers; or (5) the industry is a new and 
emerging business that is projected to grow. Information specific to 
the workforce challenges of each industry targeted in the High Growth 
Initiative is available on ETA's Web site at https://www.doleta.gov/BRG/
JobTrainInitiative.
    One of the common challenges identified by these high-growth 
industries is access to new and untapped labor pools, such as Hispanic 
and Asian workers, LEP individuals, older workers, and individuals with 
disabilities. The issue of access to LEP and Hispanic individuals, in 
particular, arose in discussions with retail, construction, and 
hospitality industry leaders; however, the issue of language skills 
impeding worker access to jobs and progress once hired was of universal 
concern among all high-growth employers. For example, workers with 
limited English language skills comprise a significant portion of the 
construction workforce, therefore communication with LEP and Hispanic 
workers can be challenging. However, improving their English language 
skills can help them advance in the industry, and the jobs available 
have good salaries. Similarly, a large percentage of workers in the 
Hospitality industry are non-English speaking, resulting in the need to 
identify and implement solutions that facilitate the attainment of 
English language and workplace skills training. Finally, as the 
demographics of the United States continue to diversify, multilanguage 
employees become more desirable--such as is becoming increasingly 
evident in the retail industry. Retailers are customer service driven 
and need workers who can speak the languages of their customer base. 
While workers speak the language of customers, their lack of basic 
English language and literacy skills proficiency can hinder their 
ability to perform all job functions, work effectively with other 
employees, and move up the career ladder. As part of ETA's demand-
driven workforce strategy, projects funded under this solicitation will 
be those that provide viable solutions to this access challenge and 
connect Hispanic and LEP individuals with career opportunities in local 
high-growth, high-demand industries where they can succeed and prosper.
3. Strategic Partnerships
    In order to implement effective demand-driven training strategies 
for the LEP and Hispanic workforce, ETA believes that strategic 
partnerships must be created between the education and training 
community, the public workforce investment system, and employers, all 
of which must be actively involved in the project's design and 
implementation. These strategic partnerships should focus broadly on 
the workforce challenges of one or more of the high-growth, high-demand 
industry(ies) and members of the partnership must work collaboratively 
to identify and implement solutions that will equip the LEP and 
Hispanic workforce with the language and occupational skills needed to 
address those challenges.
    Each partner should have clearly defined roles. The exact nature of 
these roles may vary depending on the issue areas being addressed and 
the scope and nature of the activities undertaken. ETA expects that 
each partner will, at a minimum, contribute in the following ways:
     Employers should be actively engaged and participate fully 
in every aspect of grant activities including defining the program 
strategy and goals; identifying needed skills and competencies; 
designing training approaches and curricula; implementing the program; 
contributing financial and in-kind support; and, where appropriate, 
hiring qualified training graduates.
     The workforce investment system may play a number of 
roles, including

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identifying and assessing LEP and Hispanic candidates for training; 
working collaboratively to leverage WIA investments; referring 
qualified candidates to the training provider; providing wrap-around 
support services, where appropriate; and referring qualified training 
graduates to employers with existing job openings.
     The education and training partner is expected to lead the 
curriculum development and deliver contextualized training that will 
prepare participants for employment opportunities in high-growth 
industry(ies).
    To maximize the success of the project and to keep pace with the 
rapid changes in the economy and the nature of skills and competencies 
necessary for work in these industries, these partnerships need to be 
substantial and sustained throughout the operation of the project and 
beyond.
4. Leveraged Resources
    Leveraging resources in the context of strategic partnerships 
accomplishes three goals: (1) It allows for the strategic pursuit of 
resources; (2) it increases stakeholder investment in the project at 
all levels including design and implementation phases; and (3) it 
broadens the impact of the project itself.
    Applicants must indicate that there are cash or in-kind resources 
from non-Federal sources available to augment Federal dollars in the 
development and implementation of the project. Non-Federal resources 
may include those provided by private entities, foundations, and state 
and local tax revenue funds, among others. The partnership as a whole 
is expected to contribute resources, either through cash or in-kind 
contributions, totaling at least 50 percent of the amount of funding 
requested from ETA. Of this 50 percent, business partners are expected 
to contribute at least half of the resources leveraged for the project.
    ETA strongly encourages applicants to integrate WIA funding at the 
state and local levels into their proposed project. Integrating WIA 
funds ensures that the full spectrum of assets available from the 
workforce investment system is leveraged to support the LEP and 
Hispanic American worker training activities. The wide variety of WIA 
programs and activities provides both breadth and depth to the proposed 
solution that the project will offer to both business and individuals. 
The use of WIA funds also serves to embed the training solution into 
the local or regional workforce investment system, which strengthens 
the system's ability to become more demand-driven. While these funds 
may not count toward the match requirement, they are considered to be 
leveraged resources and will serve to demonstrate the effective 
integration of services in the grant application.
5. Sustainability and Replication
    The funds awarded under this SGA should be considered seed funding. 
Applicants are expected to sustain successful projects once grant funds 
have been exhausted in order to provide long-term solutions to the 
ongoing workforce challenges facing high-growth industries in hiring 
and retaining LEP and Hispanic Americans. In addition, projects must be 
designed with the expectation that curricula and training models that 
prove successful through this demonstration will be shared with the 
public workforce investment system in order to expand the impact of the 
LEP and Hispanic Worker Initiative. Projects should be applicable to 
multiple locations and/or industries.
6. Outcomes
    The primary objective of the LEP and Hispanic Worker Initiative is 
to raise the English and occupational skills levels of individuals 
served in order to meet the workforce demands of high-growth/high-
demand industries. Therefore, projects funded under the initiative must 
be results-oriented and identify clear and specific outcome measures 
that are appropriate to the proposed training solution(s). Because the 
LEP and Hispanic Worker Initiative will invest in customized 
strategies, ETA recognizes that specific outcomes will vary from 
project to project. Training outcomes should include those applicable 
performance measures tracked by the workforce system's ``Common 
Measures'' as specified in Training and Employment Guidance Letter No. 
28-04 (https://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=1711). Other 
outcome measures may include the English literacy gains attained by 
participants (as discussed above and referenced in TEGL 28-04 
Attachment 4), employer satisfaction with the competencies of training 
graduates, and other measures appropriate to the scope of activities in 
the proposed project.

Part II--Award Information

A. Award Amount

    ETA intends to fund 7 to 10 projects in a range of $500,000 to $1 
million; however, this does not preclude funding decisions outside this 
range, or funding a smaller or larger numbers of projects, based on the 
number and quality of submissions. Applicants may submit budgets for 
quality projects at appropriate funding levels, however, as noted the 
limited funding available through this SGA is intended to supplement 
project budgets (as mentioned under Part I.B.4--Leveraged Resources) 
rather than be the sole funding source for the proposal.

B. Period of Performance

    The period of performance will be up to 24 months from the date of 
execution of the grant documents. Delivery of services to participants 
should begin within 90 days of the grant execution date. The Department 
may approve a request for a no-cost extension to grantees for an 
additional period of time based on the success of the project and other 
relevant factors.

Part III--Eligibility Information

A. Eligible Applicants

    Eligible applicants include any organization meeting the 
requirements of this Part and capable of fulfilling the terms and 
conditions of this solicitation such as public, private for-profit, and 
private non-profit organizations including community and faith-based 
organizations. Any applicant that is not a Workforce Investment Board 
or One-Stop Career Center will be required to demonstrate evidence of 
an active partnership or coordination with the public workforce 
investment system in the proposed service area for the delivery of 
services to participants of that area. Such evidence may include a 
memorandum of agreement, a memorandum of understanding, or letters of 
commitment from partners. Applicants are also encouraged to work with 
other local partners.
    The application must clearly identify the applicant and describe 
its capacity to administer this project. The applicant must also 
identify whether the fiscal agent is an organization other than the 
applicant.

B. Demonstrated Partnerships

    Applicants are encouraged to think broadly and collaborate with 
entities that possess a sound grasp of economic and labor market 
conditions in the region and are in a position to address the workforce 
challenges of Hispanics and LEP individuals. As indicated in Part 
I.B.3--Strategic Partnerships, applicants must demonstrate the 
existence of a partnership that includes at least one entity from each 
of three categories:
     The publicly funded workforce investment system, which may 
include state or local Workforce Investment Boards, State Workforce 
Agencies, and One-Stop Career Centers and their partners;

[[Page 35124]]

     The education and training community, which includes 
community and technical colleges, tribal colleges, four-year colleges 
and universities, and other training entities; and
     High-growth/high-demand employers or industry-related 
organizations such as associations and unions.
    Additionally, partnerships may include community-based or faith-
based organizations. While the Department welcomes applications from 
newly formed partnerships, applicants are advised that grant funds may 
not be used to develop partnerships, and participant services are 
expected to be a part of the application.

C. Participant's Share of Resources

    As mentioned in Part I.B.4--Leveraged Resources, applicants are 
required to commit non-Federal resources equivalent to at least 50 
percent of the grant award amount. The applicant's match resources may 
be provided by cash or in-kind contributions to support allowable 
activities; however, at least 50 percent of the applicant's share must 
be made up of cash or in-kind contributions from the business partners. 
Federal resources of any kind may not be counted to meet these 
requirements. For example, if a project is expected to cost $750,000, 
the applicant might request grant funds from ETA under this 
solicitation in the amount of $500,000. The applicant would then be 
expected to provide a match of non-Federal cash and in-kind 
contributions totaling $250,000 (50 percent of the funding requested), 
of which $125,000 (50 percent of the match) must be contributed by the 
business partners. Match funds must be documented on either the 
Application for Federal Assistance Standard Form (SF) 424 (available at 
https://www.whitehouse.gov/omb/grants/sf424.pdf) or the Budget 
Information Sheet SF-424A (available at https://www.whitehouse.gov/omb/
grants/sf424a.pdf).
    Please note that, to count toward these requirements, a cost must 
be an allowable charge for Federal grant funds. If the cost would not 
be allowable as a grant-funded charge, then it also cannot be counted 
toward the selected applicant's share. Match resources are subject to 
the Uniform Administrative Requirements at 29 CFR 97.24 and 29 CFR 
95.23 (depending on the applicant's type of organization).

D. Other Eligibility Requirements

    Veterans Priority. This program is subject to the provisions of the 
``Jobs for Veterans Act,'' Public Law 107-288. In cases where providers 
of services must choose between two or more candidates with similar 
background and skill sets, the Job for Veterans Act requires that 
veterans, and in some cases, their spouses, be given priority. Please 
note that, to obtain priority of service, a veteran must meet the 
program's eligibility requirements. The directive providing policy 
guidance on veterans' priority is available at https://www.doleta.gov/
programs/VETs/.
    Administrative Costs. The primary use of the grant funds should be 
used to support the actual project (curriculum development, training, 
etc.). Therefore, applicants receiving grant funds under this 
solicitation may not use more than 10 percent of the amount requested 
for administrative costs associated with the project. Administrative 
costs are defined at 20 CFR 667.220.
    Distribution Rights. Selected applicants must agree to give ETA the 
right to use and distribute all materials such as training models, 
curriculum, technical assistance products, etc., developed with grant 
funds. Materials developed with grant resources are in the public 
domain; therefore, ETA has the right to use, reuse, modify, and 
distribute all grant-funded materials and products to any interested 
party, including broad distribution to the public workforce investment 
system via the Internet or other means.
    Legal rules pertaining to inherently religious activities by 
organizations that receive Federal financial assistance. The government 
is generally prohibited from providing direct Federal financial 
assistance for inherently religious activities. Grants under this 
solicitation may not be used for religious instruction, worship, 
prayer, proselytizing, or other inherently religious activities. 
Neutral, non-religious criteria that neither favor nor disfavor 
religion will be employed in the selection of grant recipients and must 
be employed by grantees in the selection of sub-recipients.

Part IV--Application and Submission Information

A. Address To Request Application Package

    This SGA contains all of the information and forms needed to apply 
for grant funding.

B. Content and Form of Application Submission

    Applicants must submit an original signed application and three 
hard copies. The proposal consists of two separate and distinct parts, 
part I and II. Both parts must be included in a complete application. 
Applications that fail to adhere to the instructions in this section 
will be deemed non-responsive and will not be considered for funding.
    Part I of the proposal is the Financial Proposal and must include 
the following two items.
     The Application for Federal Assistance SF-424 (Appendix A) 
(available at https://www.whitehouse.gov/omb/grants/sf424.pdf.) Upon 
confirmation of an award, the individual signing the SF-424 on behalf 
of the applicant shall represent the responsible entity. All 
applications for Federal grant and funding opportunities are required 
to have a Dun and Bradstreet (DUNS) number. See OMB Notice of Final 
Policy Issuance, 68 FR 38402 (June 27, 2003). Applicants must supply 
their DUNS number in item 5 of SF-424 (Rev. 9-2003). The DUNS 
number is easy to obtain and there is no charge. To obtain a DUNS 
number, access https://www.dunandbradstreet.com or call 1-866-705-5711.
     The Budget Information Form SF-424A (Appendix B) 
(available at https://www.whitehouse.gov/omb/grants/sf424a.pdf.) In 
addition to preparing the Budget Information form, the applicant must 
provide a concise narrative explanation to support the request. The 
budget narrative should break down the budget and corresponding 
matching funds by deliverable and should discuss precisely how the 
administrative costs support the project goals.
    Part II of the application is the Technical Proposal, which 
demonstrates the applicant's capabilities to plan and implement a 
demonstration project under the LEP and Hispanic Worker Initiative in 
accordance with the provisions of this solicitation. The Technical 
Proposal is limited to 20 double-spaced, single-sided, 8.5-inch-by-11-
inch pages with 12-point font and 1-inch margins. In addition, the 
applicant may provide resumes, a staffing pattern, statistical 
information, and related materials in attachments which may not exceed 
10 pages. Letters of commitment from partners providing matching 
resources may be submitted as attachments. Such letters will not count 
against the allowable maximum page totals. The applicant must reference 
any participating entities in the text of the Technical Proposal.
    No cost data or reference to prices should be included in the 
Technical Proposal. The following information is required:
     A table of contents listing the application sections;
     A two-page abstract summarizing the proposed project and 
applicant

[[Page 35125]]

profile information including: Applicant name, project title, industry 
focus, the LEP and Hispanic workforce challenge being addressed, 
partnership members, funding level request, and the leveraged 
resources;
     A timeline outlining project activities; and
     A project description addressing the Evaluation Criteria 
in part V.A. of this solicitation.
    Please note that the table of contents, the abstract, and the 
timeline are not included in the 20-page limit. Applicants that do not 
meet these requirements will not be considered.

C. Submission Date, Times and Addresses

    The closing date for receipt of applications under this 
announcement is August 15, 2005. Applications must be received at the 
address below no later than 5 p.m. (Eastern Time). Applications sent by 
e-mail, telegram, or facsimile (fax) will not be accepted. Applications 
that do not meet the conditions set forth in this notice will not be 
honored. No exceptions to the mailing and delivery requirements set 
forth in this notice will be granted.
    Mailed applications must be addressed to the U.S. Department of 
Labor, Employment and Training Administration, Division of Federal 
Assistance, Attention: Mrs. Serena Boyd, Reference SGA/DFA PY 05-02, 
200 Constitution Avenue, NW., Room N-4438, Washington, DC 20210. 
Applicants are advised that mail delivery in the Washington area may be 
delayed due to mail decontamination procedures. Hand-delivered 
proposals will be received at the above address. All overnight mail 
will be considered to be hand-delivered and must be received at the 
designated place by the specified closing date.
    Applicants may apply online at https://www.grants.gov. Any 
application received after the deadline will not be accepted. For 
applicants submitting electronic applications via Grants.gov, it is 
strongly recommended that you immediately initiate and complete the 
``Get Started'' steps to register with Grants.gov at https://
www.grants.gov/GetStarted. These steps will probably take multiple days 
to complete which should be factored into your plans for electronic 
application submission in order to avoid facing unexpected delays that 
could result in the rejection of your application.
    Late Applications: Any application received after the exact date 
and time specified for receipt at the office designated in this notice 
will not be considered, unless it is received before awards are made 
and it (a) was sent by U.S. Postal Service registered or certified mail 
not later than the fifth calendar day before the date specified for 
receipt of applications (e.g., an application required to be received 
by the 20th of the month must be postmarked by the 15th of that month) 
or (b) was sent by U.S. Postal Service Express Mail or online to 
addressee not later than 5 p.m. at the place of mailing or electronic 
submission one working day prior to the date specified for receipt of 
applications. It is highly recommended that online submissions be 
completed one working day prior to the date specified for receipt of 
applications to ensure that the applicant still has the option to 
submit by U.S. Postal Service Express Mail in the event of any 
electronic submission problems. ``Postmarked'' means a printed, 
stamped, or otherwise placed impression (exclusive of a postage meter 
machine impression) that is readily identifiable, without further 
action, as having been supplied or affixed on the date of mailing by an 
employee of the U.S. Postal Service. Therefore, applicants should 
request the postal clerk to place a legible hand cancellation ``bull's 
eye'' postmark on both the receipt and the package. Failure to adhere 
to the above instructions will be a basis for a determination of 
nonresponsiveness.

D. Intergovernmental Review

    This funding opportunity is not subject to Executive Order (EO) 
12372, ``Intergovernmental Review of Federal Programs.''

E. Funding Restrictions

    Determinations of allowable costs will be made in accordance with 
the applicable Federal cost principles as indicated in Part VI.B. 
Disallowed costs are those charges to a grant that the grantor agency 
or its representative determines not to be allowed in accordance with 
the applicable Federal Cost Principles or other conditions contained in 
the grant. As discussed above, only costs that would be allowable with 
grant funds may be counted as part of the recipients' share of project 
costs.

F. Other Submission Requirements

    Withdrawal of Applications. Applications may be withdrawn by 
written notice or telegram (including mailgram) received at any time 
before an award is made. Applications may be withdrawn in person by the 
applicant or by an authorized representative thereof, if the 
representative signs a receipt for the proposal.

Part V--Application Review Information

A. Rating Criteria

    This section identifies and describes the criteria that will be 
used to evaluate the proposals for the LEP and Hispanic Worker 
Initiative. The criteria and point values are:

------------------------------------------------------------------------
                           Criteria                              Points
------------------------------------------------------------------------
1. Statement of Need and Target Population...................         15
2. Strategic Partnership and Leveraged Resources.............         10
3. Project Design............................................         30
4. Outcomes, Benefits, and Impact............................         25
5. Sustainability and Replication............................         10
6. Program Management and Organization Capacity..............         10
                                                              ----------
  Total Possible Points......................................        100
------------------------------------------------------------------------

1. Statement of Need and Target Population (15 Points)
    The applicant must demonstrate a clear and specific need for the 
LEP and Hispanic Worker Initiative investment in that workforce area. 
Projects funded through this solicitation should be based in local, 
regional, or state labor markets. The applicant must describe the 
economic and workforce conditions in the project community; identify 
the needs of the targeted high-growth industry(ies) that will be 
addressed by the project; and define the high-demand occupations 
targeted for project participants. The applicant is expected to 
indicate the appropriateness of the occupations being focused on given 
local labor market conditions, wage enhancement potential, job 
retention for the target group, and upward mobility opportunities for 
participants. Applicants may draw from a variety of resources for 
supporting data, including traditional labor market information, 
information from economic developers on locally projected growth, 
information collected by business organizations such as chambers of 
commerce and trade associations, and discussions with local businesses 
that make up the high-growth industries of the local area.
    The applicant must describe the proposed target population for the 
project, including the nature of the population in the region or area 
that would be served such as what percent of the population is LEP or 
Hispanic. The description should include the number of individuals to 
be served, and the specific workforce challenge(s) to be addressed 
through the project. In addition, the applicant should identify the 
target group to be served (i.e., incumbent workers, new job entrants,

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youth or adults) who lack the language, basic, and occupational skills 
identified as in high demand locally.
    Scoring on this criterion will be based on the extent of 
demonstrated need. Important factors for evaluation include:
     Demonstrated knowledge of the LEP and Hispanic population 
in the project area, including their impact on and participation in the 
local or regional labor force.
     Clear identification of target population characteristics, 
including their English language proficiency, and basic and 
occupational skill needs.
     Demonstrated existence of one or more industry identified 
workforce challenge in the area in which the grant activity will take 
place.
     Documented language and skill shortages for industry or 
occupations targeted.
     Identification of the sources of the data used in the 
analysis.
     If appropriate, the nature of larger strategic economic 
development or workforce investment plans or projects with which the 
proposed project is aligned.
2. Strategic Partnership and Leveraged Resources (10 Points)
    Applicants must demonstrate that the proposed project will be 
implemented by a partnership that includes at least one entity from 
each of three categories:
     The publicly funded workforce investment system, which may 
include state and local Workforce Investment Boards, State Workforce 
Agencies, and One-Stop Career Centers and their partners;
     The education and training community, which includes 
community and technical colleges, four year colleges and universities, 
and other training entities; and
     Employers or industry-related organizations such as 
associations and unions.
    Additionally, partnerships may include community-based or faith-
based organizations. While the Department welcomes applications from 
newly formed partnerships, applicants are advised that grant funds may 
not be used to develop partnerships.
    The Department encourages, and will be looking for, applications 
that go beyond the minimum level of partnership and demonstrate 
broader, substantive, and sustainable partnerships. The applicant must 
identify the partners and explain the meaningful role each partner 
plays in the project as well as how resources will be leveraged among 
the partners. Applicants must demonstrate their ability to leverage 
non-Federal resources equivalent to at least 50 percent of the amount 
of funding requested from ETA. Both cash and in-kind contributions are 
acceptable. At least 50 percent of the applicant's total share of 
resources must be cash or in-kind contributions from business partners. 
Federal resources cannot be counted towards the match.
    Scoring on this criterion will be based on the comprehensiveness of 
the partnership, the degree to which each partner plays a committed 
role, and the demonstrated commitment of leveraged non-Federal 
resources for the project. Important factors include:
     The number of partners involved, the nature of their in-
kind or cash contribution, their knowledge and experience concerning 
the proposed grant activities, and their ability to impact the success 
of the project.
     The overall completeness of the partnership, including its 
ability to manage all aspects and stages of the project and to 
coordinate individual activities with the partnership as a whole.
     Evidence that key partners have expressed a clear 
commitment to the project and understand their areas of responsibility. 
(Examples include a letter of commitment, an MOU, or partner signatures 
on the proposal.)
     Evidence of a plan for interaction between partners at 
each stage of the project, from planning to execution.
     Evidence that the partnership has the capacity to achieve 
the outcomes of the proposed project.
     The demonstrated commitment of leveraged resources of at 
least 50 percent of the total amount requested from ETA, including an 
itemized description of each cash or in-kind contribution and a 
description of how each contribution will be used to further the goals 
of the project.
3. Project Design (30 Points)
    Applicants are requested to specify the purpose of the proposed 
project and demonstrate how the project will provide solutions to the 
workforce challenges of LEP individuals or Hispanics as well as those 
of the targeted high-growth industries. Describe how the training 
curricula proposed to upgrade the language, basic, and occupational 
skills of participants will be integrated. Describe how creative 
teaching methodologies will be used in implementing accelerated 
education and training services for participants and where such 
methodologies will be provided (i.e., on the worksite, in a classroom 
setting, at a One-Stop Career Center, etc.). Describe how these 
creative teaching methodologies will:
     Shorten the period of time required for individuals to 
acquire the language, basic, and occupational skills demanded by local 
high-growth industry employers;
     Increase the levels of literacy and employment 
communication skills to meet the levels demanded by local high-growth 
employers; and
     Increase the direct participation of high-growth employers 
in developing or implementing the training.
    Applicants are required to identify the outreach and recruitment 
methods that will be used to contact and recruit participants including 
(if applicable) any organization other than the grantee that will be 
responsible for such activities. Describe why the methods and 
organizations (if applicable) will be effective in achieving the 
planned participation levels. Identify the criteria that will be used, 
and the organization (if applicable) that will be responsible for 
selecting individuals that will participate in the project.
    Applicants are required to describe the service process that will 
be used in the project including any sequence of services in the 
overall process (i.e., assessments, training, etc.), how the specific 
services for participants are determined, and which partner will 
provide the services. For example, partners of the One-Stop Career 
Center system can play a key role in assessing each participant's basic 
language and occupational skill levels as well as assist in placing 
individuals in employment after completion of training. In addition, 
identify the support services (if applicable) that will be provided to 
participants during and post training as well as pre- and post-
employment/placement services, and describe how such services will 
facilitate the individuals' participation. Describe the rationale for 
the services that are necessary for participants to attain, retain, or 
advance in the targeted occupation or industry. Indicate what services 
will be provided by project partners or sources other than the grant 
itself.
    Scoring on this criterion will be based on how well the service 
plan/project design provides solutions to the workforce challenges of 
LEP and Hispanic workers while addressing the needs of high-growth 
employers for a skilled workforce. Important factors include:
     The existence of a work plan that is responsive to the 
applicant's statement of need and target population, and that includes 
specific goals, objectives, activities, implementation strategies, and 
a timeline.

[[Page 35127]]

     The demonstrated link between the proposed project and the 
workforce challenges identified for LEP and Hispanic workers.
     The existence of a strategy that incorporates outreach and 
recruitment activities geared toward the appropriate target group, 
including disseminating information about the project and planned 
activities.
     The industry and occupation, in which participants are to 
be placed, retained, or advanced relative to target skills and wage 
goals.
     Evidence that the training curricula will be developed (if 
applicable) and implemented to meet language, basic, and occupational 
skill standards required by high-growth employers.
     The length of the project for participants.
4. Outcomes, Benefits and Impact (25 Points)
    Applicants must fully describe the outcomes, benefits, and impacts 
expected to result from the project in relation to the workforce 
challenges described in the statement of need. Applicants must describe 
the proposed outcome measures relevant to measuring the success or 
impact of the project. To the extent possible, such outcome measures 
should mirror those defined by the workforce system's Common Measure