Notice of Availability of Funds and Solicitation for Grant Applications (SGA) for Youthful Offender Registered Apprenticeship, Alternative Education, and Project Expansion Grants, 24329-24338 [E7-8345]

Agencies

• Employment and Training Administration
• DEPARTMENT OF LABOR

[Federal Register Volume 72, Number 84 (Wednesday, May 2, 2007)]
[Notices]
[Pages 24329-24338]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E7-8345]


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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 
Labor.
    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 
grantees.

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.

[[Page 24330]]


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 
process.
    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 
other information.

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 
learning disabled.
    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 
disorders.
    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 
minimum.

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 
education.
    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

[[Page 24331]]

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 
biotechnology.
    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 
levels.
     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 
curriculum.
     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 
diverse funding.
    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

[[Page 24332]]

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 
schedules;
     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 
student mastery.
    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 
diploma.
     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 
after training.

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.

[[Page 24333]]

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 
recognized.

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 
project.

C. Other Eligibility Requirements

Eligible Enrollees
    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; 
and
     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; 
and
     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 
such individual:
     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: https://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 https://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 
applicant.
     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

[[Page 24334]]

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 https://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 
Information Form.
    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 https://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 https://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 https://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.''

[[Page 24335]]

 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 
are:

------------------------------------------------------------------------
                           Criterion                             Points
------------------------------------------------------------------------
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
 Sustainability...............................................
                                                               ---------
  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)
    Registered Apprenticeships:
     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.
    Project Expansion:
     Describe the need for this project in the communities to 
be served.
     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.
    Project Expansion:
     Describe project leadership skills, staff qualifications, 
and overall capacity to implement project expansion into other 
communities.
     Describe any previous projects similar to this project 
expansion demonstration that the organization has successfully 
conducted.
     Describe any previous efforts of the organization to 
establish multiple partnerships with public and private sector 
organizations.
     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 
fiscal integrity.
3. Project Design, Key Partners, Service Strategy, and Program Outcomes 
(50 points)
    Registered Apprenticeship:
     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 
project.
     Describe the experience of the sponsoring agency(ies) in 
conducting apprenticeship training, including any currently operating 
apprenticeship training that they are providing.

[[Page 24336]]

     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 
advisory council.
     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 
project.
     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 
educational barriers.
     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 
and students.
     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.
    Expansion:
     Provide a basic description of the program to be 
replicated.
     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 
project timeline.
     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 
sites.
     Describe how enrollees will be referred to the expansion 
project sites.
     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)
    All applicants:
     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 
additional partners.
     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, 
etc.).
     Describe plans for sustaining the project after DOL grant 
funds cease.
    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 
investment system.
     The amount and quality of leveraged resources.

[[Page 24337]]

     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 https://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 (https://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 
particular grantee:
    1. 20 Code of Federal Regulations (CFR) 667.220, administrative 
costs;
    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 
and grants;
    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 
Assistance;
    11. 29 CFR part 33--Enforcement of Nondiscrimination on the Basis 
of Handicap in Programs or Activities Conducted by the Department of 
Labor;
    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 
Assistance;
    14. 29 CFR part 37--Implementation of the Nondiscrimination and 
Equal Opportunity Provisions of the Workforce Investment Act of 1998 
(WIA);
    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 
Labor Provisions.

    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 
grant.
    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 
otherwise.

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

[[Page 24338]]

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 
and processes.
    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 https://www.doleta.gov/sga/sga.cfm, at https://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 https://www.doleta.gov. Questions will be received for one month 
after publication.
     The Web site for the Employment and Training 
Administration (https://www.doleta.gov) is a valuable source for 
background information on the President's High Growth Job Training 
Initiative.
     The Workforce \3\ One Web site (https://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 
industries.
     Applicants are encouraged to review ``Help with 
Solicitation for Grant Applications'' (
                    

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