[Federal Register Volume 72, Number 84 (Wednesday, May 2, 2007)]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E7-8345]
DEPARTMENT OF LABOR
Employment and Training Administration
Notice of Availability of Funds and Solicitation for Grant
Applications (SGA) for Youthful Offender Registered Apprenticeship,
Alternative Education, and Project Expansion Grants
AGENCY: Employment and Training Administration, U.S. Department of
Announcement Type: Notice of Solicitation for Grant Applications.
Funding Opportunity Number: SGA/DFA PY 06-10.
Catalog Federal Assistance Number: 17.261.
SUMMARY: The Employment and Training Administration announces the
availability of approximately $20 million for Youthful Offender Grants.
These grants will be awarded through a competitive process for three
categories of projects--(1) Registered Apprenticeship (to increase the
placement of young adults being released from the criminal justice
system in registered apprenticeship); (2) Alternative Educational
Pathways (to increase the educational achievement and attainment of
youth in the juvenile justice system); and (3) Project Expansion (to
replicate effective programs for serving juvenile offenders).
Applicants can apply for grants in more than one of these categories,
but separate applications must be submitted for each category.
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
outlines the evaluation criteria used as a basis for selecting the
DATES: Key Dates: The closing date for receipt of applications under
this announcement is May 31, 2007. Application and submission
information is explained in detail in Part IV of this SGA. There will
be a Prospective Applicant Webinar held for this grant competition. The
date and access information for this Prospective Applicant Webinar will
be posted on ETA's Web site at www.doleta.gov/youth_services.
ADDRESSES: Applications that do not meet the conditions set forth in
this notice will not be considered. No exceptions to the submission
requirements set forth in this notice will be granted. For detailed
guidance, please refer to Section IV.C.
SUPPLEMENTARY INFORMATION: This solicitation consists of eight parts:
Part I provides a description of this funding opportunity.
Part II describes the size and nature of the anticipated awards.
Part III describes eligibility information.
Part IV provides information on the application and submission
Part V describes the criteria against which applications will be
reviewed and explains the proposal review process.
Part VI provides award administration information.
Part VII contains DOL agency contact information.
Part VIII lists additional resources of interest to applicants and
I. Funding Opportunity Description
Over the next decade, the percentage of workers between the ages of
16 and 24 is expected to grow more rapidly than the overall workforce.
The 21st century economic landscape is rapidly changing with technology
and globalization altering the nature of work and the skills and
training needed by workers to compete in this new reality. Ninety
percent of the fastest growing jobs in the United States today require
post-secondary education. Therefore, the rapidly growing youth labor
force is emerging at a time where advanced education, skills, and
abilities have a heightened importance in preparing the talent
employers will need to populate their workforce.
This issue has significant impact on the economic development of
communities, states, and regional economies and in particular relates
to ETA's WIRED framework, which recognizes the role of talent
development strategies in driving economic growth and job creation
within regional economies. For regional economies to grow successfully,
youth strategies need to be fully integrated with a region's talent
development strategies in support of economic growth. The workforce
investment system plays a vital role in addressing the need to develop
deep talent pools of young workers who serve as a ``youth supply
pipeline'' to help drive regional economic growth.
The overarching goal for this solicitation is to improve the long-
term career prospects of young offenders by increasing both the
educational attainment of juvenile offenders and the employment
outcomes of young adult offenders. Both youth in the juvenile justice
system and adults in the criminal justice system face severe
educational and labor market barriers. The White House Task Force for
Disadvantaged Youth notes that illiteracy and school failure are
serious and widespread among youth in detention, correctional, and
shelter facilities, with such youth typically scoring between grades 5
and 7 in reading and between grades 5 and 9 in math. An American Bar
Association Report notes that the percentage of youth in juvenile
correctional facilities who were served in special education programs
prior to their incarceration is at least three to five times the
percentage of the general public school population identified as
Court-involved youth are predominantly male and disproportionately
minority youth. In 2000, minority youth made up about 32 percent of the
U.S. population, but 58 percent of youth in juvenile facilities.
African American youth under age 18 make up 15 percent of the youth
population, but 26 percent of all juvenile arrests and 44 percent of
the detained population.
Multiple risk factors and events converge in the lives of young
people and put them at high risk for coming into contact with the
justice system. The Department of Justice (DOJ) collects data on youth
offenders and adjudicated youth both through research studies and
reports from the state corrections departments. One study by DOJ's
Office of Juvenile Justice and Delinquency Prevention (OJJDP) that
surveyed administrators at public and private detention centers and
training schools found that 75 percent of the offenders come from
families affected by problems such as divorce and separation, 52
percent showed signs of depression, and 51 percent appeared to have
been abused by a parent or adult. Mental illness is also especially
high among youth offenders. Studies estimate that 80 percent of youth
in the juvenile justice system have a diagnosable mental health
disorder and many also suffer from co-occurring substance abuse
Adults in the criminal justice system have similarly low levels of
educational achievement and attainment. An estimated 19 percent of
adult state prisoners are completely illiterate and 40 percent are
functionally illiterate; over half of state parole entrants are not
high school graduates; and as many as eleven percent have only an
eighth grade education or less. These low levels of educational
achievement and attainment are steep barriers to employment when
released prisoners return home. The unemployment rate among ex-
prisoners has been estimated between 25 and 40 percent.
To help address these problems the Department of Labor will award
grants under this announcement for youthful offender projects to
improve the employment prospects of youth and young adults in the
criminal justice system. Funds will be awarded for three categories of
projects--(1) increasing the placement of young adults being released
from the criminal justice system in registered apprenticeships; (2)
increasing the educational achievement and attainment of youth in the
juvenile justice system; and (3) replicating effective programs for
serving young juvenile offenders. Successful grantees in all three
categories will have strong collaborations with business and industry,
other education institutions, and the workforce investment system at a
A. Registered Apprenticeship
The goal of this initiative is to develop and register new
apprenticeship programs to serve offenders that begin during their
period of incarceration. A Registered Apprenticeship is a nationally
registered program overseen by the U.S. Department of Labor Office of
Apprenticeship working in conjunction with state Apprenticeship
Coordinators. Apprenticeship is full-time employment combined with both
on-the-job training and related classroom instruction. An experienced
and skilled journey worker teaches the practical skills learned on the
job. Apprenticeship is based on a written agreement between the
apprentice and the sponsor that stipulates the terms of the
apprenticeship, such as length of training, credit for previous
experience or education, increasing scale of wages, and method of
Applicants will develop a registered apprenticeship model that
targets offenders between the ages of 18 and 24 housed in state adult
correctional facilities. Requirements for this program are described in
section V.A.3. of this notice. The registered apprenticeship training
started under this grant is expected to be one unified program that
begins within the correctional facility and continues uninterrupted
post-release. The portion of the Registered Apprenticeship program
participation within the correctional facility should represent no less
than one year and no more than 50 percent of all combined
apprenticeship training requirements. DOL expects that participants
will be enrolled one to two years prior to release. This model will
require applicants to form formal partnerships
with groups of employers, organized labor, employer associations, State
Apprenticeship Agencies (SAAs), or the Federal Office of Registered
Apprenticeship in those states where a SAA does not exist. Together,
representatives of these partnerships will serve as the Advisory
Council for the design and operation of this initiative.
The registered apprenticeship training developed is expected to
produce skilled workers that are in demand in at least one high-growth,
high-demand industry in those local area(s) where released offenders
are expected to return. Such industries may include, but are not
limited to, construction, healthcare, information technology, and
As part of a continuum of service delivery, it is expected that a
seamless transition to post-release registered apprenticeship and
supportive services will be accomplished. Upon release and through
previously established coordination, participants will complete their
registered apprenticeship training and enroll in an approved registered
apprenticeship program. Direct job placement consistent with the
individual offender's occupational goals will also be encouraged.
B. Alternative Educational Pathways
The Alternative Educational Pathways category will provide grants
to start or enhance services to alternative and charter schools that
serve youth ages 14 to 17 who have been involved in the juvenile
justice system. DOL expects that grant award funds combined with
leveraged funds will be sufficient to start an alternative or charter
school that serves 100 youth the first year that can then be expanded
in subsequent years using average daily attendance funds. Schools
enhanced or started with these grant funds do not have to serve
offender youth exclusively, but non-grant funds must be used to support
non-offender youth in these schools. Schools started or enhanced with
these grants funds must offer state-sanctioned high school diplomas.
Requirements for these schools are described in section V.A.3. of this
notice. Applicants that are not public school districts will need to
demonstrate formal connections with their local school system. DOL
envisions funding programs of various designs through these grants, but
we expect that these schools will share the following attributes of
strong and successful alternative education programs:
Academic Instruction: Schools supported under these grants
must offer state-recognized high school diplomas, and have a strong
emphasis on improving reading and math skills of youth. The schools
will offer particular support to youth who have low basic skills
Instructional Staff: Instructors in successful alternative
education programs choose to be part of the program, routinely employ
positive discipline techniques, and establish rapport with students and
peers. They have high expectations of the youth, are certified in their
academic content area, and are creative in their classrooms. They have
a role in governing the school and designing the program and
Professional Development: Successful alternative education
programs provide instructors with ongoing professional development
activities that help them maintain an academic focus, enhance teaching
strategies, and develop alternative instructional methods. Staff
development involves teacher input, work with colleagues, and
opportunities to visit and observe teaching in other settings.
Size: Successful alternative education programs are small.
They have a low teacher/student ratio and small classes that encourage
caring relationships between youth and adults.
Facility: Effective alternative learning programs are in
clean and well-maintained buildings (not necessarily traditional school
houses) that are attractive and inviting and that foster emotional
well-being, a sense of pride, and safety. In some instances, the
programs are purposely located away from other high schools in
`neutral' territory. Some reside on community college campuses and most
are close to public transportation. Funds under this grant can pay for
rent and limited renovations with grant officer approval, but not for
new construction or purchasing a building.
Relationships/Building a Sense of Community: Successful
alternative education programs link to a wide variety of community
organizations (cultural, social service, educational, etc.) and the
business community to provide assistance and opportunities for
participants. Through partnerships with the business community,
alternative education providers are able to provide their students with
job shadowing and internship opportunities, guest speakers, and company
tours. They also receive valuable input into their curriculum and
project development from these partners. Community organization
partners can provide health care, mental health services, and cultural
and recreational opportunities for youth in these schools.
Leadership, Governance, Administration, and Oversight:
Many studies highlight the need for administrative and bureaucratic
autonomy and operational flexibility. Administrators, teachers, support
services staff, students, and parents should be involved in the
different aspects of the program. This autonomy builds trust and
loyalty among the staff. A successful alternative education program has
a strong, engaged, continuous, and competent leadership, preferably
with a teacher/director administering the program.
Student Supports: Successful alternative education
programs support their students through flexible individualized
programming with high expectations and clear rules of behavior. They
provide opportunities for youth to participate and have a voice in
school matters. Structure, curricula, and supportive services are
designed with both the educational and social needs of the student in
mind. Many schools do daily follow-up with all students who are absent
or tardy, and develop reward systems to promote attendance and academic
achievement. Programs are both highly structured and extremely
flexible. Rules for the school, which the students help create, are
few, simple, and consistently enforced. There are processes in place
that assist students in transitioning from school to work and from high
school to post-high school training.
Other factors contributing to successful alternative
education programs include clearly identified goals; the integration of
research into practice in areas such as assessment, curriculum, and
teacher training; the integration of special education services and
ESL; connections with national organizations with local affiliations
that support workforce development, academic support, and stable and
Applicants for a grant under this section may want to consider
designs that include the following characteristics:
Support to dropouts that augment existing high school
classroom credit with college level courses resulting in dual high
school and college level credit;
Education and supportive services to participants that
offer a rigorous literacy and student engagement program, targeting
participants who read significantly below grade level and including a
structured ``restorative practices'' approach that emphasizes
structure and high expectations, as well as counseling and support;
Classroom and vocational training structures that
incorporates either an alternating week or alternating half-day
Education and career programming organized around such
themes as health, business and finance, and computer technology that
support participants taking classes together, remaining with the same
group of teachers/instructors over time, while providing a combination
of academic and career-oriented courses, and offer participants the
opportunity to work in internships and other career-related experiences
with corporate sponsors; and
Educational settings where the completion of high school
is determined by proficiency, rather than by seat time and where
teachers demonstrate for students how to apply learning strategies
during related coursework and internships while assisting in the
development of individual portfolios that capture and demonstrate
Educational tools and approaches that applicants may also want to
consider as part of their project design include:
Educational software available from various commercial
dealers designed specifically to increase the reading and math skills
of low-performing students.
Credit retrieval or recovery programs that make use of
educational software available from various commercial dealers to allow
students to make up lost credits while working towards a high school
Education transition coordinators to help students resolve
issues that may cause them to drop out of school, compile credits that
may have been earned while in correctional facilities or other schools,
apply to college, and make career plans.
C. Project Expansion
Currently there are program models and organizations that operate
``cutting edge'' youth development and training programs in one or more
locations across the country. These programs often include integrated
learning and training strategies that engage and prepare youth for the
world of work, provide individual guidance and support to participants
through caring adults, achieve high levels of program performance, and
are led by dynamic and innovative leaders. Other key attributes
include: meaningful work opportunities, including graduated
transitional employment that allows youth to start with public
subsidized jobs and work up to private sector unsubsidized jobs; access
to an array of social support through other agencies, including help
resolving child support issues, outstanding bench warrants, and
substance abuse treatment; relevant and rigorous educational
opportunities and support; and leadership development and community
service learning opportunities.
The Employment and Training Administration is very interested in
providing organizations that have been able to achieve outstanding
outcomes in one or more existing program sites, an opportunity to
further replicate their program model. The third part of the
solicitation will provide applicants funding to expand proven and
successful program models into additional communities to serve youth
ages 14 to 21 who are involved, have been involved, or are at high risk
of involvement in the juvenile justice system. Applicants are requested
to propose replicating an existing model project in at least two
additional sites. The implementing organization would be expected to
provide leadership and technical assistance to the new sites as part of
its overall responsibility for implementing this project, partner with
a variety of educational, juvenile justice, and social service
agencies, and provide a demand-driven focus that engages employers and
high-growth industries within the new locations. Leveraged resources
can be used to provide services not allowable with DOL grant funds.
Allowable uses of grant funds for youthful offender projects across
all three categories are as follows:
(1) Education and workforce activities, such as:
Basic skills instruction and remedial education;
Language instruction educational programs for individuals
with limited English proficiency;
Tutoring, credit retrieval programs, dropout prevention
activities, GED instruction, and career awareness classes;
Counseling and assistance in obtaining postsecondary
education and required financial aid ;
Alternative secondary school services;
Job placement services;
Vocational skills training;
Occupational skills training; and
Paid and unpaid work experiences, including internships
and job shadowing.
(2) Case management services and related activities, such as
mentoring and comprehensive guidance and counseling on drug and alcohol
abuse and referral;
(3) Participant personal development activities that seek to
develop non-technical skills, abilities, and traits that participants
need to function in a specific employment environment that support one
or more workplace competencies including problem-solving and other
cognitive skills, oral communication skills, personal qualities, and
work ethic, and interpersonal and teamwork skills. Examples include
leadership training, financial literacy, and job readiness training;
(4) Supportive housing, mental health and substance abuse referral
services as may be available;
(5) The provision of stipends or need-based stipends necessary to
enable individuals to participate in the program; and
(6) Follow-up services that focus efforts on job retention, wage
gains and career progress through regular contact with participant
employers, including assistance in addressing work-related problems
that arise, assistance in securing better paying jobs, career
development and further education, work-in peer support groups, adult
mentoring, and tracking of progress made by participants in employment
II. Award Information
A. Award Amount
Funding for the three categories of awards is expected to be as
follows: Registered apprenticeship, four grants at $1 million each;
Alternative Educational Pathways, six grants at $1 million each; and
Expansion, five grants at $2 million each. Applicants are required to
submit budgets within this financial range. The budget should reflect a
phased approach that anticipates a planning period of up to 6 months
followed by 12 full months of project operations and service delivery.
Each grant may receive additional years of funding depending on the
availability of such funds and satisfactory performance. At the
Department's discretion, no-cost extensions maybe granted. If an
insufficient number of acceptable applications are received for any
category of award, the Department may decide to fund additional awards
in another category.
B. Period of Performance
Grants will be awarded for an 18 month period of performance. This
period of performance includes a 90-day planning period prior to
project implementation and 12 full months of direct service delivery.
III. Eligibility Information and Other Grant Specifications
A. Eligible Applicants
Registered Apprenticeship: Applicants may be faith-based and
community organizations, national community-based organizations, State
Apprenticeship Agencies, state workforce agencies, local workforce
investment boards, state correctional agencies, Indian/Native American,
Native Hawaiian, Alaskan Native and Pacific Islander Tribal Governments
or organizations that are Federally recognized.
Alternative Educational Pathways: Applicants may be public school
districts, faith-based and community organizations currently operating
or wishing to operate charter schools, state or local juvenile justice
agencies, local workforce investment boards, Indian/Native American,
Native Hawaiian, Alaskan Native and Pacific Islander, Tribal
Governments or organizations that are Federally recognized.
Project Expansion: Applicants may be national or local community
and faith-based organizations, local workforce investment boards,
Indian/Native American, Native Hawaiian, Alaskan Native and Pacific
Islander Tribal Governments or organizations that are federally
B. Cost Sharing or Matching
For all three categories, leveraged resources must equal at least
20 percent of the requested amount. These resources can be Federal and
non-Federal and can be in-kind or cash. Applicants will be rated on
both the quality and the amount of leveraged resources. Leveraged
resources can come from a variety of sources, including: Public sector
(e.g., Federal, state, or local governments); non-profit sector (e.g.,
community organizations, faith-based organizations, or education and
training institutions); private sector (e.g., businesses or industry
associations); investor community (e.g., angel networks); philanthropic
community; and the economic development community. Applicants must
describe in detail how such leveraged funds will be used and
demonstrate how these funds will contribute to the goals of the
C. Other Eligibility Requirements
Registered Apprenticeship: An individual may participate in a
registered apprenticeship-focused project only if such individual is:
Between the ages of 18 and 24 on the date of enrollment;
Incarcerated in a state adult correctional facility with
at least one year remaining on their sentence.
Alternative Educational Pathways: An individual may participate in
an alternative educational pathways project only if such individual is:
Between the ages of 14 and 17 on the date of enrollment;
Is returning from a juvenile detention or juvenile
correctional facility, is on probation through the juvenile justice
system, or has previously been detained or put on probation through the
juvenile justice system.
Expansion: An individual may participate in an expansion project if
Is between the ages of 14 to 21 at enrollment; and
Is involved, has been involved, or is at high risk of
involvement in the juvenile justice system. For the purposes of
eligibility for services under this category, indicators of high risk
of involvement in the juvenile justice system include poor school
attendance; low grade point average; low standardized test scores;
retention in the 8th, 9th, 10th, or 11th grades; discipline problems or
suspension from school; special education placement; and low reading
and math skills.
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. See 29 CFR Part 2, Subpart D.
Provision relating to the use of indirect support (such as vouchers)
are at 29 CFR 2.33(c) and 20 CFR 667.266. These grants may not be used
to directly support religious instruction, worship, prayer,
proselytizing or other inherently religious practices. Neutral, secular
criteria that neither favor nor disfavor religion must be employed in
the selection of grant and sub-grant recipients. In addition, under the
Workforce Investment Act of 1998 and DOL regulations implementing the
Workforce Investment Act, a recipient may not use direct Federal
assistance to train a participant in religious activities, or employ
participants to construct, operate, or maintain any part of a facility
that is used or to be used for religious instruction or worship. See 29
CFR 37.6(f). Under WIA, ``no individual shall be excluded from
participation in, denied the benefits of, subjected to discrimination
under, or denied employment in the administration of or in connection
with, any such program or activity because of race, color, religion,
sex (except as otherwise permitted under Title IX of the Education
Amendments of 1972), national origin, age, disability, or political
affiliation or belief.''
D. Veterans Priority
This program is subject to the provisions of the ``Jobs for
Veterans Act,'' Public Law 107-288, which 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. Please note that to obtain priority of service, a veteran must
meet the grantee's program eligibility requirements. ETA Training and
Employment Guidance Letter (TEGL) No. 5-03 (September 16, 2003),
available at: http://wdr.doleta.gov/directives/corr_cfm?DOCN=1512,
provides general guidance on the scope of the veterans priority statute
and its effect on current employment and training programs.
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 will consist of two separate and distinct parts--a
cost proposal and a technical proposal. Applications that fail to
adhere to the instructions in this section will be considered non-
responsive and will not be considered.
Part I. The Cost Proposal. The Cost Proposal must include the
following three items:
The Standard Form (SF) 424, ``Application for Federal
Assistance'' (available at http://www.whitehouse.gov/omb/grants/sf424.pdf). 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 shall be considered the representative of the
All applicants for Federal grant and funding opportunities
are required to have a Dun and Bradstreet (DUNS) number. See Office of
Management and Budget (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 website: www.dunandbradstreet.com or call 1-866-705-5711.
The SF 424A Budget Information Form (available at http://www.whitehouse.gov/omb/grants/sf424a.pdf). In preparing the Budget
Information Form, the applicant must provide a detailed backup budget
for both the planning and service delivery periods in addition to the
narrative explanation in support of the request. The budget narrative
should break down the budget and leveraged resources by project
activity, should discuss cost-per-participant, and should discuss
precisely how the administrative costs support the project goals.
Applicants can budget up to 10% of grant funds for use during the
planning period prior to the actual implementation of the project's
service delivery strategy. Administrative costs do not need to be
identified separately from program costs on the SF 424A Budget
Please note that applicants who fail to provide a SF 424, SF 424A
and/or a budget narrative will be removed from consideration prior to
the technical review process. If the proposal calls for integrating WIA
or other Federal funds or includes other leveraged resources, these
funds should not be listed on the SF 424 or SF 424A Budget Information
Form, but should be described in the budget narrative and in Part II of
the proposal. The amount of Federal funding requested for the entire
period of performance should be shown on the SF 424 and SF 424A Budget
Information Form. 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://www.doleta.gov/sga/forms.cfm.
Part II. The Technical Proposal. The Technical Proposal will
demonstrate the applicant's capability to plan and implement a project
consistent with the application category selected and in accordance
with the provisions of this solicitation. The guidelines for the
content of the Technical Proposal are provided in Part V Section A of
this SGA. The Technical Proposal is limited to twenty (20) double-
spaced single-sided pages with 12 point text font and one-inch margins.
Any pages submitted in excess of this 20 page limit will not be
reviewed. In addition, the applicant must provide an organization chart
for staff that will operate the proposed project. In instances where
the project is part of a larger organization (i.e. a lead human
services agency), please include a diagram that indicates where the
proposed project will fit within the larger organization. Also, the
applicant must provide a timeline outlining project activities; a two-
page Abstract summarizing the proposed project including applicant
name, project title, and the funding level requested. These additional
materials do not count against the 20-page limit for the Technical
Proposal, but may not exceed fifteen (15) pages.
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
announcement is May 31, 2007. Applications must be received at the
address below, or electronically received at the website below, no
later than 5 p.m. (Eastern Daylight Saving Time), except as identified
in the ``Late Applications'' paragraph below. Applications sent by
mail, 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 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: James W. Stockton, Reference SGA/DFA PY 06-10,
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 at http://www.grants.gov by the deadline specified above. Any
application received after the deadline will not be accepted. For
applicants submitting electronic applications via Grants.gov, please
note that it may take several days to complete the ``Get Started'' step
to register with Grants.gov. It is strongly recommended that these
applicants immediately initiate this step in order to avoid unexpected
delays that could result in the disqualification of their application.
If submitted electronically through http://www.grants.gov, applicants
should save applications documents as a .doc or .pdf file. It is the
sole responsibility of the applicant to ensure timely submission.
Late Applications: Any application received after the exact date
and time specified for receipt at the office designated in this notice
will not be considered, unless it is received before awards are made,
was properly addressed, and: (a) Was sent by U.S. Postal Service
registered or certified mail not later than the fifth calendar day
before the date specified for receipt of applications (e.g., an
application required to be received by the 20th of the month must be
post marked by the 15th of that month) or (b) was sent by professional
overnight delivery service or submitted on Grants.gov to the addressee
not later than one working day prior to the date specified for receipt
of applications. It is highly recommended that online submissions be
completed one working day prior to the date specified for receipt of
applications to ensure that the applicant still has the option to
submit by overnight delivery service in the event of any electronic
submission problems. ``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.
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's identity is
made known and the representative signs a receipt for the proposal.
C. Intergovernmental Review
This funding opportunity is not subject to Executive Order (EO)
12372, ``Intergovernmental Review of Federal Programs.''
D. Funding Restrictions
All proposal costs must be necessary and reasonable in accordance
with Federal guidelines. Determinations of allowable costs will be made
in accordance with the applicable Federal cost principles, e.g., Non-
Profit Organizations--OMB Circular A-122. 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 Circulars on 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. The Federal Cognizant Agency is generally determined based on
the preponderance of Federal dollars received by the recipient.
Administrative Costs. An entity that receives a grant to carry out
a project or program may not use more than 15 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. 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.
V. Application Review Information
A. Evaluation Criteria
This section identifies and describes the criteria that will be
used to evaluate proposals submitted. These criteria and point values
1. Statement of Need.......................................... 15
2. Program Management and Organizational Capacity............. 20
3. Project Design, Service Strategy, and Program Outcomes..... 50
4. Linkages to Key Partners, Leveraged Resources, and 15
Total Possible Points....................................... 100
The rated components listed above make up the Technical Proposal
(along with the additional requirements listed in section IV. B).
1. Statement of Need (15 points)
Describe the need in the communities to which most of the
prisoners enrolled in the program will be returned.
Discuss the poverty rate, unemployment rate, and crime
rate in these communities.
Alternative Educational Pathways:
Describe the need in the communities that will be served
by the proposed project.
Discuss the level of success local schools have
experienced in complying with the requirements of the No Child Left
Behind Act of 2001.
Provide the most recent cohort dropout rate for the
comprehensive high school that serves the community to be served by
comparing the number of students who entered the 9th grade at the high
school in September 2002 with the number of students in the graduating
class at the high school in June 2006.
Provide the poverty rate, unemployment rate, and crime
rate of the community to be served.
Describe the need for this project in the communities to
Provide the poverty rate, unemployment rate, and crime
rate of the communities to be served.
Proposals in all three categories will be evaluated under this
criterion based on:
The case that they make for the need for the project in
the communities to be served, which for the apprenticeship category are
the communities to which most prisoners served will be returned.
The poverty rate, unemployment rate, and crime rate of
these communities, and in the case of the alternative educational
pathways category the dropout rate of the comprehensive high school
that serves the community.
2. Program Management and Organizational Capacity (20 points)
Registered Apprenticeships and Alternative Educational Pathways:
Provide a description of the organization applying for the
grant and a statement of its qualifications for conducting this
project, including years of operation, current annual budget,
experience of staff, continuity of leadership and the relevant
experience of management.
Discuss the professional development activities available
to staff, either on-site or through training funds.
Describe any previous projects similar to the proposed
apprenticeship or alternative education pathways demonstration that the
organization has successfully conducted.
Describe the fiscal controls in place in your organization
for auditing and accountability procedures, and the organizations track
record for fiscal integrity.
Describe project leadership skills, staff qualifications,
and overall capacity to implement project expansion into other
Describe any previous projects similar to this project
expansion demonstration that the organization has successfully
Describe any previous efforts of the organization to
establish multiple partnerships with public and private sector
Describe the fiscal controls in place in your organization
for auditing and accountability procedures; and the organizations track
record for fiscal integrity.
Proposals in all three categories will be evaluated under this
criterion based on:
The capacity of the organization and staff to effectively
carry out this project, particularly as demonstrated by past success in
conducting similar projects.
The sound fiscal management procedures of the
organizations, particularly as demonstrated by a consistent record of
3. Project Design, Key Partners, Service Strategy, and Program Outcomes
Describe the apprenticeship training program that will be
started with these grant funds, specifying the occupations that will be
the focus of the program.
Identify the unions and/or employers that will be the
sponsoring agency(ies) for the registered apprenticeship program, and
provide a memorandum or understanding or letter from these unions or
employers indicating that they will be the sponsoring agencies for the
Describe the experience of the sponsoring agency(ies) in
conducting apprenticeship training, including any currently operating
apprenticeship training that they are providing.
Identify the firms and unions that will serve on the
advisory council for the apprenticeship program, and provide letters
from these firms and unions indicating that they will serve on the
Provide the number of expected registered apprenticeship
participants the project will enroll during the initial year of the
grant, and the number of participants who will complete the combined
pre-release and post-release phases of their apprenticeship training.
Identify the number of individuals that will be served by
this program when fully operational.
Identify how inmates will be selected for the registered
apprenticeship program, and at what point prior to release they will be
enrolled in the program.
Describe the characteristics of the inmates the project
expects to serve.
Describe the state correctional institution where the
registered apprenticeship program will be started.
Describe the steps that will be taken to implement this
program, including a time-line for project implementation.
Describe the skill shortages in the communities to which
most of the prisoners enrolled in the program will be returned.
Describe the availability of placement slots in registered
apprenticeship program(s) in those communities where offenders are
likely to return; i.e., compare the number of slots with the number of
applicants for these slots.
Describe the specific role of the sponsoring agencies in
the proposed program, including how the sponsoring agencies will ensure
a placement in the post-release phase of the apprenticeship for all
individuals who completed the pre-release phase of the apprenticeship.
Describe the types of post-release transition services
(defined as services that will assist the participant in making a
successful transition from the pre-release to the post-release phases
of the apprenticeship) that will be provided.
Describe the types of post-transition follow-up services
that will be provided.
Alternative Educational Pathways:
If an alternative or charter school will be started with
grant funds, describe the key features of the planned school. If an
alternative or charter school will be enhanced with grant funds,
clearly delineate the current offerings of the school and what
enhancements will be made.
Discuss how the local juvenile justice system will be a
partner in this project, and include a memorandum of understanding or
letter from the juvenile justice system describing their role in the
If the applicant is not a public school district, indicate
how the public school system will coordinate with the project, and
include a memorandum of understanding or letter from the school
district describing their role in the project.
Discuss how youth will be referred from the juvenile
justice system to the school.
Identify the number of individuals that will be served by
this program when fully operational.
Describe the characteristics of the youth the project
expects to serve.
Describe the educational barriers faced by the youth who
will be served, and which program components will address these
Describe the intensive remedial reading and math component
that will be provided, given that youth offenders are on average below
grade level in these subjects.
Describe how the school will provide a structured
environment for youth that promotes high expectations among both staff
Describe how staff will be selected for the school,
ensuring that the staff are selected competitively and desire to be
assigned to the school.
Discuss plans for accessing average daily attendance funds
to help support the school.
If a school will be started with grant funds, provide a
timeline and the steps needed to get the school started.
If non-offender youth are attending or will attend the
school, discuss what complementary funds will be provided to cover the
share of services being provided to these youth.
Provide a basic description of the program to be
Utilizing a minimum cohort of 50 participants, provide
information that will demonstrate project effectiveness in the
following workforce related outcomes:
Unsubsidized full-time employment
Placement in post secondary institutions
High school diploma and/or GED attainment
Provide a detailed outline the major components leading to
full project replication inclusive of major milestones and over-all
Describe what efforts will be undertake to establish
workforce, justice system, community, business and school-based
partnerships sufficient to support project expansion.
Describe the organization's commitment to implementing
this project expansion.
Provide a plan and describe the short-term and on-going
technical assistance that will be provided to the additional project
Describe how enrollees will be referred to the expansion
Indicate how many individuals will be served at expansion
sites during the initial year of the project, and how many will be
served each year when the expansion sites are fully mature.
Proposals in all three categories will be evaluated under this
criterion based on:
The quality of the proposed design, including its
practicality and its potential for having a positive impact on persons
to be served.
The likelihood that the proposed project will be
implemented successfully, as indicated by the extent to which the
applicant demonstrates that it has thought through how it will
implement the project and in the case of the apprenticeship and
alternative education categories has in place the necessary
partnerships to start the project. Applicants for the expansion
category are not expected to have necessary partnerships in place.
4. Linkages to Additional Partners, Leveraged Resources, and
Sustainability (15 points)
Describe the additional partners that will be supporting
the proposed project other than those required in the above section.
Successful grantees will have strong collaborations with business and
industry, other education institutions, and the workforce investment
system at a minimum.
Include as an attachment letters of commitment from these
Describe what leveraged resources are being contributed to
the project. Leveraged resources must amount to a minimum of 20 percent
of the requested grant award for all applications. The description of
leveraged resources must be supported by explicit MOUs or letters of
commitment and describe the resource amount and type (in-kind, cash,
Describe plans for sustaining the project after DOL grant
Proposals in all three categories will be evaluated under this
criterion based on:
The quality of collaborations with partners such as
business and industry, education institutions, and the workforce
The amount and quality of leveraged resources.
How detailed and plausible a case is made for the
sustainment of the project after DOL grant funds cease.
B. Review and Selection Process
Proposals that are timely and responsive to the requirements of
this SGA will be rated against the criteria listed above by an
independent panel comprised of representatives from DOL and other
peers. Each of the three categories will be rated separately. The
ranked scores will serve as the primary basis for selection of
applications for funding, in conjunction with other factors such as
urban, rural, and geographic balance; the availability of funds; and
which proposals are most advantageous to the Government. The panel
results are advisory in nature and not binding on the Grant Officer,
and the Grant Officer may consider any information that comes to his/
her attention. If an insufficient number of acceptable applications are
received for any category of award, the Department may decide to fund
additional awards in another category. The Government may elect to
award the grant(s) with or without 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 by the applicant (including electronic signature via E-
Authentication on http://www.grants.gov).
C. Anticipated Announcement and Award Dates
The anticipated date of announcement and award is June 30, 2007.
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. The notice of award signed by
the Grants Officer will serve as the authorizing document. Applicants
not selected for award will be notified by mail.
B. Administrative and National Policy Requirements
1. Administrative Program Requirements
All grantees, including faith-based organizations, will be subject
to all applicable Federal laws (including provisions of appropriation
laws), regulations, and the applicable OMB Circulars. The grant(s)
awarded under this SGA must comply with all provisions of this
solicitation and will be subject to the following statutory and
administrative standards and provisions, as applicable to the
1. 20 Code of Federal Regulations (CFR) 667.220, administrative
2. Non-Profit Organizations--OMB Circular A-122 (cost principles)
and 29 CFR part 95 (administrative requirements);
3. Educational Institutions--OMB Circular A-21 (cost principles)
and 29 CFR part 95 (administrative requirements);
4. State, local and Indian Tribal--OMB Circular A-87 (cost
principles) and 29 CFR part 97 (administrative requirements);
5. All entities must comply with 29 CFR parts 93 and 98 and, where
applicable, 29 CFR parts 96 and 99;
6. In accordance with Section 18 of the Lobbying Disclosure Act of
1995, Public Law 104-65 (2 U.S.C. 1611), non-profit entities
incorporated under Internal Revenue Service Code section 501(c)(4) that
engage in lobbying activities are not eligible to receive Federal funds
7. 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;
8. 29 CFR part 30--Equal Employment Opportunity in Registered
Apprenticeship and Training;
9. 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;
10. 29 CFR part 32--Nondiscrimination on the Basis of Handicap in
Programs and Activities Receiving or Benefiting from Federal Financial
11. 29 CFR part 33--Enforcement of Nondiscrimination on the Basis
of Handicap in Programs or Activities Conducted by the Department of
12. 29 CFR part 35--Nondiscrimination on the Basis of Age in
Program or Activities Receiving Federal Financial Assistance from the
Department of Labor;
13. 29 CFR part 36--Nondiscrimination on the Basis of Sex in
Education Programs or Activities Receiving Federal Financial
14. 29 CFR part 37--Implementation of the Nondiscrimination and
Equal Opportunity Provisions of the Workforce Investment Act of 1998
15. 29 CFR part 1926, Safety and Health Regulations for
Construction of the Occupational Safety and Health Act (OSHA); and
16. 29 CFR part 570, Child Labor Regulations, Orders and Statements
of Interpretation of the Employment Standard Administration's Child
Note: Except as specifically provided in this Notice, DOL/ETA's
acceptance of a proposal and award of Federal funds to sponsor any
program(s) do 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.
2. Special Program Requirements
Evaluation. DOL may require that the program or project participate
in an evaluation. To measure the impact of the project, DOL may arrange
for or conduct an independent evaluation of the outcomes and benefits
of the project. The grantee must agree to make records on participants,
employers and funding available, and to provide access to program
operating personnel and participants, as specified by the evaluator(s)
under the direction of DOL, including after the expiration date of the
ETA Intellectual Property Rights. Applicants should note that
grantees must agree to provide DOL/ETA a fully paid, 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. Such
uses include, but are not limited to, the right to modify and
distribute such products worldwide by any means, electronically or
C. Reporting and Accountability
The Registered Apprenticeship grants will be accountable for the
adult WIA core measures including placements, earnings change, and
retention. Alternative Educational Pathways grants will be accountable
for the youth common measures including reading and math gains and
educational attainment. Project expansion grants will be subject to
performance measures based upon project focus.
Quarterly financial reports, quarterly progress reports, and MIS
data will be submitted by the grantee electronically. Grantees must
agree to meet DOL
reporting requirements. The grantee is required to provide the reports
and documents listed below:
Quarterly Financial Reports. A Quarterly Financial Status Report
(SF 269) is required until such time as all funds have been expended or
the grant period has expired, whichever is sooner. Quarterly reports
are due 30 days after the end of each calendar year quarter. Grantees
must use ETA's On-Line Electronic Reporting System; information and
instructions will be provided to grantees.
Quarterly Progress Reports. The grantee must submit a quarterly
progress report based on a DOL template to its designated Federal
Project Officer within 30 days after the end of each quarter. This
report should provide a detailed account of activities undertaken
during that quarter. The quarterly progress report should be in
narrative form and should include:
1. In-depth information on accomplishments, including project
success stories, upcoming grant activities, and promising approaches
2. Progress toward performance outcomes, including updates on
product, curricula, and training development.
MIS Reports. Organizations will be required to submit updated MIS
data based on a DOL template that reports on enrollment, services
provided, placements, outcomes, and follow-up status.
VII. Agency Contacts
For further information regarding this SGA, please contact B. Jai
Johnson, Grants Management Specialist, Division of Federal Assistance,
at (202) 693-3296 (please note this is not a toll-free number).
Applicants should fax all technical questions to (202) 693-2705 and
must specifically address the fax to the attention of B. Jai Johnson
and should include SGA/DFA PY 06-10, a contact name, fax and phone
number, and e-mail address. This announcement is being made available
on the ETA Web site at http://www.doleta.gov/sga/sga.cfm, at http://www.grants.gov, and in the Federal Register.
VIII. Additional Resources and Other Information
A. Resources for the Applicant
DOL maintains a number of web-based resources that may be of
assistance to applicants:
Questions and responses submitted to the Grant Officer
regarding the SGA will be posted on the Employment and Training website
at http://www.doleta.gov. Questions will be received for one month
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
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, educators,
employers, and economic development representatives.
America's Service Locator (www.servicelocator.org)
provides a directory of the nation's One-Stop Career Centers.
Career Voyages (www.careervoyages.com), a Web site
targeted at youth, parents, counselors, and career changers, provides
information about career opportunities in high-growth/high-demand
Applicants are encouraged to review ``Help with
Solicitation for Grant Applications'' (