Notice of Availability of Funds and Solicitation for Grant Applications (SGA) To Fund Demonstration Projects, 57670-57680 [E8-23319]

Agencies

• Employment and Training Administration
• DEPARTMENT OF LABOR

[Federal Register Volume 73, Number 193 (Friday, October 3, 2008)]
[Notices]
[Pages 57670-57680]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E8-23319]



[[Page 57670]]

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DEPARTMENT OF LABOR

Employment and Training Administration


Notice of Availability of Funds and Solicitation for Grant 
Applications (SGA) To Fund Demonstration Projects

    Announcement Type: New, Notice of Solicitation for Grant 
Applications.
    Funding Opportunity Number: SGA/DFA PY 08-08.
    Catalog of Federal Assistance Number: 17.261.

DATES: Key Dates: The closing date for receipt of applications under 
this announcement is November 17, 2008. Applications must be received 
at the address below no later than 4:30 p.m. (Eastern Time). 
Application and submission information is explained in detail in Part 
IV of this SGA. A Webinar for prospective applicants will be held for 
this grant competition approximately 30 days from date of publication 
in the Federal Register . Access information for the Webinar will be 
posted on the U.S. Department of Labor's, Employment and Training 
Administration Web site at: https://www.workforce3one.org.

SUMMARY: The U.S. Department of Labor (DOL), Employment and Training 
Administration (ETA) announces the availability of approximately $5 
million to fund demonstration grants that target the employment and 
training needs of young parents. The Young Parents Demonstration 
program is to provide educational and occupational skills training 
leading to family economic self-sufficiency to both mothers and 
fathers, and expectant mothers ages 16 to 24. Projects funded will be 
encouraged to serve young parents in high-risk categories, including 
those who are court-involved, in the child welfare or foster care 
system, homeless, or victims of child abuse.
    This solicitation provides background information and describes the 
application submission requirements, outlines the process that eligible 
entities must use to apply for funds covered by this solicitation, and 
details how grantees will be selected.

ADDRESSES: Mailed applications must be addressed to the U.S. Department 
of Labor, Employment and Training Administration, Division of Federal 
Assistance, Attention: Eileen Banks, Reference SGA/DFA PY 08-08, 200 
Constitution Avenue, NW., Room N-4716, Washington, DC 20210. Facsimile 
applications will not be accepted. Information about applying online 
can be found in Part IV. Section C. of this document. Applicants are 
advised that mail delivery in the Washington, DC area may be delayed 
due to mail decontamination procedures. Hand delivered proposals will 
be received at the above address.

SUPPLEMENTARY INFORMATION: This solicitation consists of eight parts:

Part I provides background information.
Part II describes award information.
Part III describes eligibility information.
Part IV describes the application and submission process.
Part V describes the applications review process.
Part VI contains award administration information.
Part VII contains DOL agency contact information.
Part VIII lists additional resources of interest to applicants.

Part I. Background Information

1. Background

    Although the rate has declined by one-third since the early 1990's, 
the United States continues to have one of the highest rates of teen 
pregnancy and teen births among industrialized nations. In 2006, there 
were nearly 420,000 births to adolescents under the age of 20.
    Early pregnancy and childbearing is closely linked to a host of 
critical social issues reflecting both the disadvantaged backgrounds of 
most teen parents and the consequences of early childbearing. Teenage 
mothers and their children experience more negative outcomes than 
mothers who delay childbearing until they are older. Children of teen 
mothers are more likely to be born prematurely and at low birth weight, 
to suffer higher rates of neglect and abuse, to perform poorly in 
school, and to become teen parents themselves. Teen mothers are more 
likely to drop out of school, live in poverty, have lower overall 
educational attainment, and be dependent on public assistance at some 
point in their lives.
    Teens in foster care or transitioning out of foster care are at a 
greater risk of becoming teen parents: They are two and a half times 
more likely than their peers not in foster care to experience a 
pregnancy by age 19. Many foster youth lack the support system a stable 
family can provide; the results are pregnant and parenting teens 
exiting foster care with the additional challenge of trying to support 
themselves in addition to raising a child.
    Teen childbearing is estimated to cost taxpayers at least $9.1 
billion each year, including public sector health care costs, increased 
child welfare costs, and lost tax revenue. Two-thirds of families begun 
by a young unmarried mother are low-income and 52 percent of all 
mothers on welfare had their first child as a teenager. Current federal 
welfare law places a lifetime limit on the amount of financial 
assistance provided to parents with children and is increasingly 
encouraging a work-first approach; however, many teen parents lack the 
skills and social support to achieve economic self-sufficiency.
    Teen pregnancy is the number one reason young women drop out of 
school, and although our society has become better at addressing this 
problem, the logistics of parenting and completing an education remain 
a challenge for teen parents, schools, government, and community and 
faith-based organizations. Even more challenging is the ever increasing 
need for additional education and training to enter unsubsidized 
employment and become self-sufficient, as teen mothers are less likely 
to attend college than women who delay childbearing. Reduced 
educational attainment of teen mothers has an impact on workforce 
participation and subsequent earnings. Teen mothers also tend to have 
more children over their lifetime, which has a strong negative effect 
on their labor force participation. With less work experience prior to 
parenthood, teen mothers have difficulty competing in the labor market. 
Research shows that teen parents have lower career aspirations, lower 
occupational prestige, and less satisfaction with their job and the 
progress of their career.
    Although most of the focus of teenage pregnancy and parenting is on 
the mother, fathers of children born to teens also experience the 
educational and financial effects of early childbearing. Teen fathers 
tend to complete fewer years of education and are less likely to 
receive a high school diploma or GED. The annual earnings of teen 
fathers are 10-15 percent less than for men who do not have children 
during their teen years.\1\
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    \1\ Berglas, Nancy; Brindis and Cohen, ``Adolescent Pregnancy 
and Childbearing in California.'' California Research Bureau. June, 
2003. Sacramento, CA. Page 25.
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    As an outgrowth of high teen pregnancy rates, programs aimed at 
pregnancy prevention and at fostering parenting skills for adolescents 
with children have increased to advance the well-being and success of 
adolescent parents. However, research indicates programs aimed at teen 
mothers show modest, if any, gains in employment and earnings and many 
of these gains do not last. Barriers to education and employment 
include unstable housing, lack of suitable child care arrangements, 
unstable relationships, alcohol and drug

[[Page 57671]]

use, mental health issues, and domestic violence.
    Innovative, flexible programs that facilitate the long-term self-
sufficiency of young parents and build their parenting capacity must 
combine academics, work experience, intensive personal attention and 
support services. Practitioners agree that best practices include the 
provision of quality education and training, case management, family 
support services, health services, flexible child care, life skills 
education, and programs that increase a father's involvement. Complete 
success involves the ability of a teenage parent to enter the labor 
market and become self-sufficient. Many of these programs do not have 
the resources to provide comprehensive services and must stop short of 
providing employment and occupational skills training. Such training 
may not be available within a reasonable distance or factors such as 
child care or transportation may prohibit active participation.

2. Prior Research on Young Parent's Programs

    There are literally hundreds of programs for teen parents to 
complete their schooling. In 1999, the National Institute on Early 
Childhood Development and Education profiled 43 programs for pregnant 
and parenting teens in a variety of settings including public schools, 
alternative schools, community-based facilities, and medical 
facilities. The focus on education, training, and employability 
reflects a recognition that in order to improve the long-term economic 
self-sufficiency of young parents and their families, it is critical 
that they obtain a high school diploma or equivalency and pursue 
additional education or job training that can improve employment and 
earnings in the long run.
    In the welfare reforms of the early 1990's, teen parents were 
required to remain in school and most were expected to live at home 
with parents or relatives. Due to this focus on school completion, few 
programs for teen mothers have been rigorously evaluated in terms of 
employment and earnings outcomes since the 1990's, although the 
findings from the early studies remain informative. Information about 
some of these studies is listed below.
New Chance
    The New Chance program was a national research and demonstration 
project in the mid 1980's that provided comprehensive education, 
training, and other services intended to improve the prospects and 
well-being of low-income mothers and their children. The program's 
eligibility criteria were designed to assure that the research sample 
represented populations that were central to the welfare reform debates 
of the time: families headed by young mothers who had their first child 
as teenagers, were high school dropouts, and were receiving Aid for 
Families with Dependent Children (AFDC). One of the program's 
distinguishing features was its explicit two-generational focus on both 
mothers and children. The program substantially increased young 
parents' participation in education and skills training. Eighteen to 19 
year old and 20 to 22 year old project participants were more likely to 
earn a high school diploma or GED than their counterparts in the 
control group.
Teenage Parent Demonstration (TPD)
    The TPD operated in Camden and Newark, New Jersey and the south 
side of Chicago from 1987 to 1991. All teens who applied for AFDC 
during the demonstration period in these sites and who were randomly 
assigned to the demonstration program were required to participate in 
education, job training, or employment-related activities, as 
appropriate, or be sanctioned until they did participate. The sites 
paid for or provided child care, transportation, and other services so 
that such needs were not a barrier to participation in required 
activities. Each teen was assigned to a case manager who developed a 
self-sufficiency plan, guided the teen to needed services, and 
monitored the teen's progress in required activities. The sites 
provided initial workshops and other services to prepare the teens for 
later education, training, and employment-related activities. Program 
costs were modest, averaging $2,200 per year per participant (including 
community-provided services, such as alternative educational services, 
but neither included AFDC payments nor the cost of regular high school 
attendance).
    Some of the sites had positive employment and earnings results 
initially, but these results decayed because of subsequent pregnancy, 
insufficient child care and other services, and low skills. The 
evaluation of the TPD offers important lessons for state and local 
agencies that are implementing and have implemented the teenage parent 
provisions of Temporary Assistance for Needy Families. The highlights 
of the research were that mandatory participation and needed support 
services can be implemented successfully for teen parents on a large 
scale and at reasonable cost. Linking cash assistance to program 
participation increases the level of self-sufficiency activities when 
the participation is mandatory. TPD increased rates of school 
attendance, job training, and employment while the programs were 
operating. The increases faded after the end of the program.
Learning, Earning and Parenting Program (LEAP)
    The LEAP Program, conducted from 1989 to 1997, was designed to 
promote school attendance of pregnant and parenting teens on welfare, 
with the ultimate goal of producing improved employment outcomes and 
reductions in welfare dependence. LEAP provided financial incentives 
for educational achievement, case management, and support services such 
as child care and transportation assistance. Experimental evaluations 
showed that participation in LEAP increased school enrollment, school 
attendance, and college enrollment, and decreased welfare 
participation. For the subgroups of participants who were enrolled in 
school at the time of program enrollment, there were also significant 
positive impacts on high school graduation and GED attainment rates as 
well as employment-related outcomes. Ohio's LEAP increased teenage 
parents' school and GED program attendance significantly during the 
first year after they entered the program. The program also increased 
the rates at which teen parents completed 9th, 10th, and 11th grade 
during the first three years after program entry.
Parents' Fair Share (PFS)
    The PFS, a national demonstration project authorized by the Family 
Support Act of 1988, was one of the first programs providing targeted 
assistance to low-income fathers who were behind on child support 
payments. The PFS evaluation studied 5,500 fathers who were randomly 
assigned to a PFS group or control group at each of seven sites from 
1994 to 1996. Some of the key findings were that PFS increased 
employment and earnings for the least-employable men and encouraged 
some fathers, particularly those who were least involved initially, to 
take a more active parenting role. Also, men referred to the PFS 
program paid more child support than men in the control group.
Partners for Fragile Families (PFF)
    Sponsored by the Department of Health and Human Services and the 
Ford Foundation, the PFF demonstration was initially developed in 1996 
with planning grants to 16 sites. From 2000 to 2003, 13 of these sites 
operated in the demonstration phase.

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PFF targeted young fathers (age 16-25) who had not yet established 
paternity or had extensive involvement with the child support 
enforcement system. The demonstration also included coordinated 
technical assistance (TA) and program development from the National 
Partnership for Community Leadership, a nonprofit provider of TA to 
community-based organizations and public agencies serving young fathers 
and fragile families. Some of the key findings were that the 
participants' earnings improved over time but were still low ($2,470 
earnings per quarter one year after enrollment) and that the number of 
child support orders and the number and size of child support payments 
by participants increased over time.

3. The Young Parents Demonstration

    The Fiscal Year 2008 Department of Labor Appropriations Act 
provides for approximately $5 million in Workforce Investment Act (WIA) 
Pilot, Demonstration and Research funds to conduct a new demonstration 
program of competitive grants to address the employment and training 
needs of young parents. The Young Parents Demonstration program is to 
provide educational and occupational skills training leading to family 
economic self-sufficiency to both mothers and fathers, and expectant 
mothers ages 16 to 24. Projects funded are to serve young parents 
including, as applicable, those in high-risk categories such as victims 
of child abuse, children of incarcerated parents, court-involved youth, 
youth at risk of court involvement, homeless and runaway youth, Indian 
and Native American youth, migrant youth, youth in or aging out of 
foster care, and youth with disabilities.
    To ensure rigorous, valid results from the Young Parents 
Demonstration, each grantee must agree to participate in an innovative 
random assignment technique called a ``bump-up'' experiment. A ``bump-
up'' experiment is a random assignment experiment \2\ that provides an 
additional level of services above and beyond what exists in the 
current environment (the bump). Project participants have a 50/50 
chance of receiving the additional level of services. Those 
participants assigned to the treatment group would get the additional 
services while participants assigned to the control group would receive 
the existing services offered by the grantee. Individuals assigned to 
the control group would not be harmed or denied services under this 
design. Please note that submissions that do not propose a ``bump-up'' 
experiment will be deemed non-responsive to this solicitation and will 
not be considered.
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    \2\ The major purpose of this experiment is to measure the 
difference that the program intervention makes relative to what 
would have happened--either better or worse--without it 
(counterfactual). The presence of this ``counterfactual'' world, or 
world without the presence of the intervention, makes it possible to 
conduct rigorous studies of pilots, demonstrations, and existing 
programs. Random assignment experiments provide the best 
counterfactuals. These studies deliberately exclude some members of 
the group from receiving an intervention in order to create and 
observe a ``world without the intervention.''
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    ETA encourages applicants who are targeting disconnected 
populations to partner with networks of faith and community-based 
organizations. Faith and community-based organizations have valuable 
expertise in successful strategies for working with disconnected 
populations and can provide outreach and wrap around support services 
as needed. For applicants choosing to partner with faith and community-
based organizations, please visit https://www.dol.gov/cfbci/
accesspoints.htm for specific mechanisms and strategies for integrating 
these organizations into the proposal.

4. Necessary Project Components

    A. Each applicant must currently be operating a program with the 
following required components:
     Education, Training, and Employment Strategies--this 
component is focused on providing young parents with skills and 
credentials relevant to the industries or occupations in demand in the 
local labor market.
     Mentoring--this component is aimed at providing life 
skills and ongoing support to young parents. Mentoring can be defined 
as informal activities, such as one-on-one mentoring or group 
mentoring, or formal activities, such as home visitation. ETA requires 
that a faith-based or community-based organization experienced in 
providing social services to young parents or in operating mentoring 
programs will have the lead in this component of the program. The 
mentoring component should include a period of mentoring and follow-up 
that is no less than 18 months in duration and longer if possible.
     Case Management--Case management should include the 
identification, assessment, and enrollment of young parents in the 
project and the development of a personalized service strategy that may 
include personal, educational, or employment-related supports and the 
identification of appropriate supportive services. Case managers should 
have a central role in ensuring that project participants receive all 
of the necessary and appropriate services to overcome any barriers to 
full project participation. Case management includes: follow-up and 
retention services intended to sustain and advance the gains made in 
education and employment outcomes; individualized, consistent follow-up 
after training and during the retention period for at least one year; 
and/or intensive follow-up and retention services such as home visits 
or employer visits rather than periodic phone calls.
     Supportive Services--this component is aimed at reducing 
barriers to stable participation in education and employment, which may 
include child care assistance, transportation assistance, mental or 
physical health care, parenting education classes, work-based stipends, 
or other efforts.
    B. This grant will provide an opportunity for a grantee to 
supplement their existing program (as described in section A above). 
The grant must provide a new, persistent service intervention above and 
beyond the grantee's existing menu of services (i.e. a ``bump-up'' 
initiative). The grant can be used to expand initiatives under the 
education, employment, and training component or the mentoring 
component, but NOT the case management or supportive services 
components. The ``bump-up'' initiative must not consist of services 
that could otherwise reasonably be provided by an existing partner.
    C. The following is a list of examples of program services or 
models for specific components that would qualify for the ``bump-up.'' 
Please note that case management and supportive services are not 
eligible components for the additional bump-up. However, applicants are 
free to include in their proposed design services or models other than 
those provided here.
Education, Training, and Employment
     Work with an educational institution to develop a 
vocational training program which would encompass the flexibility 
needed by pregnant/parenting young adults.
     Provide alternative education options such as credit 
retrieval or GED completion.
     Provide assistance with transition to post-secondary 
education at a two-year or four-year institution.
     Coordinate with employers to identify career ladders, 
establish training needs, develop employer-based training, and/or hire 
individuals upon completion of the training.

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     Work with employers to develop internships specifically 
for this population which would allow flexibility to accommodate child 
care or pre-natal care.
     Increase employment opportunities through the addition of 
Job Developer/Specialist positions that work closely with the local 
One-Stop Career Center staff to identify job opportunities for young 
parents.
     Provide flexible employment/training scheduling such as 
split shifts, night work, or evening classes to ensure continuity of 
child care.
Mentoring
     Provide individualized, consistent mentoring for 
participants, with an added emphasis on participants who are enrolled 
in off-site activities.
     Work with employers to develop a workplace mentoring 
program to assist expectant mothers and/or young parents in retaining 
employment and advancing their careers.
     Work with educational entities to develop mentoring 
programs to assist expectant mothers and/or young parents in remaining 
engaged in and complete the education and training program.
     Provide a comprehensive mentoring program that addresses 
each of three types of mentoring strategies: Personal Development 
Mentoring which educates and supports youth during times of personal or 
social stress and provides guidance for decision making; Educational or 
Academic Mentoring which helps a student improve their overall academic 
achievement; and Career Mentoring which helps the youth develop the 
necessary skills to enter or continue on a career pathway.
     An example of a program with effective mentoring 
strategies includes:
     Ready 4 Work--Ready4Work was a three-year, $25 million 
pilot program designed to assist men and women returning from 
incarceration through faith-based and community-based organizations. 
Over 60 percent of Ready4Work participants received mentoring as part 
of their services. Participants who met with a mentor at least once 
showed stronger outcomes than those who did not participate in 
mentoring. Information on this program can be found at https://
www.dol.gov/cfbci/ready4.htm.
     Information on starting mentorship programs is available 
at the MENTOR/National Mentoring Partnership Web site at https://
www.mentoring.org/, including their guide Elements of Effective 
Practice at https://www.mentoring.org/downloads/mentoring_411.pdf and 
their tool kit How to Build a Successful Mentoring Program Using the 
Elements of Effective Practice at https://www.mentoring.org/downloads/
mentoring_413.pdf.

Part II. Award Information

1. Award Amount

    ETA anticipates awarding between 5-7 grants under this 
solicitation, with individual grants ranging in value from $500,000 to 
$1 million. However, this does not preclude ETA from funding grants at 
either a lower or higher amount, or funding a smaller or larger number 
of projects, based on the type and the number of quality submissions. 
Applicants are encouraged to submit budgets for quality projects at 
whatever funding level is appropriate for their project.

2. Period of Performance

    The period of grant performance will be up to 36 months from the 
date of execution of the grant documents. This performance period shall 
include all necessary implementation and start-up activities, 
participant follow-up for performance outcomes, and grant close-out 
activities. ETA may elect to exercise its option to award no-cost 
extensions to grants for an additional period, based on the success of 
the program and other relevant factors, if the grantee requests, and 
provides a significant justification for, such an extension.

3. Matching Resources

    Under this solicitation, matching or leveraged resources are not 
required. The applicant may provide leveraged resources from key 
entities to strengthen the service program offered to project 
participants. For applicants who choose to leverage resources, please 
include the following information in the technical proposal: (1) The 
total amount leveraged from federal sources; (2) the total amount 
leveraged from non-federal sources; (3) the partners contributing the 
resources; and (4) the projected activities, broken out by the source 
of the leveraged resource (federal or nonfederal), to be implemented 
utilizing these resources. Applicants should address leveraged 
resources (as applicable) in the technical proposal but should not 
reflect the leveraged resources on the SF-424A form.

4. Funding Restrictions

    Determinations of allowable costs will be made in accordance with 
the applicable federal cost principles. Disallowed costs are those 
charges to a grant that the grantor agency or its representative 
determines not to be allowed in accordance with the applicable federal 
cost principles or other conditions contained in the grant. Applicants 
will not be entitled to reimbursement of pre-award costs.
    Limitations on Cost Per Participant. Since training costs may vary 
considerably depending on required skills and competencies, flexibility 
will be provided on cost per participant. However, applications for 
funding will be reviewed to determine if the cost of the training is 
appropriate and will produce the outcomes identified. Applicants should 
demonstrate that the proposed cost per participant is aligned with 
existing price structures for similar training in the local area or 
other areas with similar characteristics. When calculating cost per 
participant, applicants must distinguish between non-training and 
training costs utilizing grant funds.
    Indirect Costs. As specified in the Office of Management and Budget 
(OMB) Circular Cost Principles, indirect costs are those that have been 
incurred for common or joint objectives and cannot be readily 
identified with a particular cost objective. An indirect cost rate 
(ICR) is required when an organization operates under more than one 
grant or other activity whether federally-assisted or not. 
Organizations must use the ICR supplied by the cognizant federal 
agency. If an organization requires a new ICR or has a pending ICR, the 
Grant Officer will award a temporary billing rate for 90 days until a 
provisional rate can be issued. This rate is based on the fact that an 
organization has not established an ICR agreement. Within this 90 day 
period, the organization must submit an acceptable indirect cost 
proposal to their Federal cognizant agency to obtain a provisional ICR.
    Administrative Costs. An entity that receives a grant under this 
solicitation may not use more than 10 percent of the amount of the 
grant to pay administrative costs associated with the program or 
project. Administrative costs could be both direct and indirect costs 
and are defined at 20 CFR 667.220. Administrative costs do not need to 
be identified separately from program costs on the Standard Form 424A 
Budget Information Form.
    Administrative costs should be discussed in the budget narrative 
and tracked through the grantee's accounting system. To claim any 
administrative costs that are also indirect costs, the applicant must 
obtain an indirect cost rate agreement from its Federal cognizant 
agency as specified above.
    Use of Funds for Supportive Services. Grant funds under this 
solicitation may not be used to provide supportive services, such as 
transportation and

[[Page 57674]]

childcare, including funds provided through stipends for such purposes.
    Salary and Bonus Limitations. None of the funds appropriated in 
Public Law 109-149, Public Law 110-5, or prior Acts under the heading 
`Employment and Training' that are available for expenditure on or 
after June 15, 2006, shall be used by a recipient or sub-recipient of 
such funds to pay the salary and bonuses of an individual, either as 
direct costs or indirect costs, at a rate in excess of Executive Level 
II, except as provided for under section 101 of Public Law 109-149. 
This limitation shall not apply to vendors providing goods and services 
as defined in OMB Circular A-133. See Training and Employment Guidance 
Letter number 5-06 for further clarification: https://wdr.doleta.gov/
directives/corr_doc.cfm?DOCN=2262.
    Legal Rules Pertaining to Inherently Religious Activities by 
Organizations that Receive Federal Financial Assistance. Direct Federal 
grants, sub-awards, or contracts under this program shall not be used 
to support inherently religious activities such as religious 
instruction, worship, or proselytization. Therefore, organizations must 
take steps to separate, in time or location, their inherently religious 
activities from the services supported with DOL financial assistance 
under this program. 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 and the Religious 
Freedom Restoration Act of 1993), national origin, age, disability, or 
political affiliation or belief.'' Regulations pertaining to the Equal 
Treatment for Faith-Based Organizations, which includes the prohibition 
against supporting inherently religious activities with direct DOL 
financial assistance, can be found at 29 CFR part 2, Subpart D. 
Provisions relating to the use of indirect support (such as vouchers) 
are at 29 CFR 2.33(c) and 20 CFR 667.266.
    A faith-based organization receiving federal financial assistance 
retains its independence from Federal, State, and local governments, 
and may continue to carry out its mission, including the definition, 
practice, and expression of its religious beliefs. For example, a 
faith-based organization may use space in its facilities to provide 
secular programs or services supported with Federal financial 
assistance without removing religious art, icons, scriptures, or other 
religious symbols. In addition, a faith-based organization that 
receives Federal financial assistance retains its authority over its 
internal governance, and it may retain religious terms in its 
organization's name, select its board members on a religious basis, and 
include religious references in its organization's mission statements 
and other governing documents in accordance with all program 
requirements, statutes, and other applicable requirements governing the 
conduct of DOL funded activities.
    The Department notes that the Religious Freedom Restoration Act 
(RFRA) , 42 U.S.C. sec. 2000bb, applies to all Federal law and its 
implementation. If your organization is a faith-based organization that 
makes hiring decisions on the basis of religious belief, it may be 
entitled to receive Federal financial assistance under Title I of the 
Workforce Investment Act and maintain that hiring practice even though 
Section 188 of the Workforce Investment Act contains a general ban on 
religious discrimination in employment. If you are awarded a grant, you 
will be provided with information on how to request such an exemption.
    Faith-based and community organizations may reference 
``Transforming Partnerships: How to Apply the U.S. Department of 
Labor's Equal Treatment and Religion-Related Regulations to Public-
Private Partnerships'' at: https://www.workforce3one.org/public/_
shared/detail.cfm?id=5566&simple=false.
    Intellectual Property Rights. The Federal Government reserves a 
paid-up, nonexclusive and irrevocable license to reproduce, publish or 
otherwise use, and to authorize others to use for federal purposes: (i) 
The copyright in all products developed under the grant, including a 
subgrant or contract under the grant or subgrant; and (ii) any rights 
to copyright to which the grantee, subgrantee or a contractor purchases 
ownership 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. Federal funds may not be used to pay any 
royalty or licensing fee associated with such copyrighted material, 
although they may be used to pay costs for obtaining a copy which are 
limited to the developer/seller costs of copying and shipping. If 
revenues are generated through selling products developed with grant 
funds, including intellectual property, these revenues are program 
income. Program income is added to the grant and must be expended for 
allowable grant activities.

Part III. Eligibility Information

1. Eligible Applicants

    This SGA intends to encourage new and continuing partnerships 
between: The publicly funded workforce investment system; 
representatives from business, industry, and economic development; and 
the continuum of education.
    In order to be eligible for consideration under this solicitation, 
the applicant must be either:
     An accredited educational institution in partnership with 
a Workforce Investment Board;
     A non-profit provider of workforce system services 
determined to be tax exempt under section 501(c) of the Internal 
Revenue Code in partnership with a Workforce Investment Board. Please 
note that 501(c)(4) organizations which engage in lobbying activities 
are not eligible applicants under this solicitation;
     A One-Stop Career Center as established under Section 121 
of WIA, [29 U.S.C. 2841], in partnership with a state or local 
Workforce Investment Board. The eligible applicant for One-Stop Career 
Centers is the One-Stop Operator, as defined under Section 121(d) of 
WIA [29 U.S.C. 2841(d)], on behalf of the One-Stop Career Center;
     An employer or industry association in partnership with a 
Workforce Investment Board; or
     A private, for-profit organization in partnership with a 
Workforce Investment Board.
    Applicants must have a letter of commitment from the participating 
Workforce Investment Board. Please note that applications without a 
letter of commitment from a Workforce Investment Board will be 
considered non-responsive and will not be reviewed. Please note that 
each applicant must currently be operating a program with the required 
components as stated in Part I., Section 4 of the solicitation.

[[Page 57675]]

2. Participant Eligibility Requirements

    Eligible Participants. The grants must be used to serve young 
parents (both mothers and fathers and in-school and out-of-school young 
parents) and expectant mothers ages 16 to 24, including those in high-
risk categories such as victims of child abuse, children of 
incarcerated parents, court-involved youth, youth at risk of court 
involvement, homeless and runaway youth, Indian and Native American 
youth, migrant youth, youth in or aging out of foster care, and youth 
with disabilities. For the purposes of this SGA, in-school young 
parents are defined as individuals that are enrolled in a secondary or 
post-secondary institution either full or part-time at the time of 
participating in the young parent demonstration project proposed.
    Furthermore, given that out-of-school expectant mothers and out-of-
school young parents are more difficult to serve and may not have the 
opportunity to receive the extensive array of services that is 
available to in-school young parents, ten additional points will be 
awarded to applicants who primarily serve out-of-school youth.
    Veterans Priority. The Jobs for Veterans Act (Pub. L. 107-288) 
provides priority of service to veterans and spouses of certain 
veterans for the receipt of employment, training, and placement 
services in any job training program directly funded, in whole or in 
part, by the Department of Labor. In circumstances where a grantee must 
choose between two equally qualified candidates for training, one of 
whom is a veteran, the Jobs for Veterans Act requires that the grantee 
give the veteran priority of service by admitting him or her into the 
program. Please note that, to obtain priority of service, a veteran 
must meet the program's eligibility requirements. ETA Training and 
Employment Guidance Letter (TEGL) No. 5-03 (September 16, 2003) 
provides general guidance on the scope of the Job for Veterans Act and 
its effect on current employment and training programs. TEGL No. 5-03, 
along with additional guidance, is available at the Jobs for Veterans 
Priority of Service Web site: https://www.doleta.gov/programs/vets.

Part IV. Application and Submission Process

A. Address to Request Application Package

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

B. Content and Form of Application Submission

    The proposal must consist of two (2) separate and distinct parts, 
Part I--The Cost Proposal and Part II--The Technical Proposal. 
Applications that fail to adhere to the instructions in this section 
will be considered non-responsive and may not be given further 
consideration. Applicants who wish to apply do not need to submit a 
Letter of Intent. The completed application package is all that is 
required.
    Part I--The Cost Proposal must include the following three items:
     The Standard Form (SF)-424, ``Application for Federal 
Assistance'' (available at https://www.doleta.gov/sga/forms.cfm). The 
SF-424 must clearly identify the applicant and be signed by an 
individual with authority to enter into a grant agreement. Upon 
confirmation of an award, the individual signing the SF-424 on behalf 
of the applicant will be considered the Authorized Representative of 
the applicant.
     All applicants for federal grant and funding opportunities 
are required to have a Data Universal Numbering System (DUNS) number 
provided by Dun and Bradstreet. See OMB Notice of Final Policy 
Issuance, 68 FR 38402 (June 27, 2003). Applicants must supply their 
DUNS number on the SF-424. The DUNS number is a nine-digit 
identification number that uniquely identifies business entities. 
Obtaining a DUNS number is easy and there is no charge. To obtain a 
DUNS number, access this Web site, www.dunanbradstreet.com, or call 1-
866-705-5711.
     The SF-424A Budget Information Form (available at https://
www.doleta.gov/sga/forms.cfm). In preparing the Budget Information 
Form, the applicant must provide a concise narrative explanation to 
support the request. The budget narrative should explain the 
administrative costs and how they support the project goals. All 
applicants should indicate training costs-per-participant by dividing 
the total amount of the budget designated for training by the number of 
participants trained. Please note that applicants that fail to provide 
an SF-424, SF-424A and a budget narrative will be removed from 
consideration prior to the technical review process. If the proposal 
calls for integrating WIA or other federal funds or includes other 
leveraged resources, these funds should not be listed on the SF-424 or 
SF-424A, Budget Information Form, but should be described in the budget 
narrative. The amount of federal funding requested for the entire 
period of performance should be shown together on the SF-424 and SF-
424A Budget Information Form. Applicants are also encouraged, but not 
required, to submit the OMB Survey No. 1890-0014: Survey on Ensuring 
Equal Opportunity for Applicants, which can be found at: https://
www.doleta.gov/sga/forms.cfm.
    Part II--The Technical Proposal of the application demonstrates the 
applicant's capabilities to fulfill the intention of the SGA. The 
Technical Proposal is limited to twenty (20) double-spaced, single-
sided, 8.5 inch x 11 inch pages with twelve point text font and one-
inch margins. The first page of Part II--The Technical Proposal must 
consist entirely of an executive summary not to exceed one page. 
Applicants should number the Technical Proposal beginning with page 
number one. Any pages over the 20-page limit will not be reviewed. The 
required letter(s) of commitment and/or documentation of partnership 
must be submitted and will not count against the first 20 allowable 
pages. Please note, letters of commitment should be sent with or 
attached to the application. Additionally, the applicant must reference 
grant partners by organizational name in the text of the Technical 
Proposal. No cost data or reference to prices should be included in the 
Technical Proposal. Applications may be submitted electronically on 
www.grants.gov or in hard-copy via U.S. mail, professional overnight 
delivery service, or hand delivery. These processes are described in 
further detail in Part IV.C. Applicants submitting proposals in hard-
copy must submit an original signed application (including the SF-424) 
and one (1) ``copy-ready'' version free of bindings, staples or 
protruding tabs to ease in the reproduction of the proposal by USDOL/
ETA.

C. Submission Date, Times and Mailing Address

    The closing date for receipt of applications under this 
announcement is November 17, 2008. Applications must be received at the 
address below no later than 4:30 p.m. (Eastern Time). Applications sent 
by e-mail, telegram, or facsimile will not be accepted. Applications 
that do not meet the conditions set forth in this notice will not be 
honored. No exceptions to the mailing and delivery requirements set 
forth in this notice will be granted.
    To apply by mail, please submit one (1) blue-ink signed, 
typewritten original of the application and two (2) signed photocopies 
in one package to the U.S. Department of Labor, Employment and

[[Page 57676]]

Training Administration, Division of Federal Assistance, Attention: 
Eileen Banks, Reference SGA/DFA PY 08-08, 200 Constitution Avenue, NW., 
Room N-4716, Washington, DC 20210. Information about applying online 
through https://www.grants.gov can be found in Section IV.B of this 
document. Applicants are advised that mail delivery in the Washington 
area is delayed due to mail decontamination procedures. Hand delivered 
proposals will be received at the above address.
    Applicants may apply online through grants.gov (https://
www.grants.gov). It is strongly recommended that applicants applying 
online for the first time via grants.gov immediately initiate and 
complete the ``Get Registered'' registration steps at https://
www.grants.gov/applicants/get_registered.jsp. These steps may take 
multiple days or weeks to complete, and this time should be factored 
into plans for electronic application submission in order to avoid 
unexpected delays that could result in the rejection of an application. 
It is highly recommended that online submissions be completed at least 
two (2) working days prior to the date specified for the receipt of 
applications to ensure that the applicant still has the option to 
submit by overnight delivery service in the event of any electronic 
submission problems. If submitting electronically through grants.gov, 
the components of the application must be saved as either .doc, .xls or 
.pdf files.
    Late Applications. Any application received after the exact date 
and time specified for receipt at the office designated in this notice 
will not be considered, unless it is received before awards are made, 
was properly addressed, and: (a) Was sent by U.S. Postal Service 
registered or certified mail not later than the fifth calendar day 
before the date specified for receipt of applications (e.g., an 
application required to be received by the 20th of the month must be 
postmarked by the 15th of that month) or (b) was sent by professional 
overnight delivery service or submitted on grants.gov to the addressee 
not later than one working day prior to the date specified for receipt 
of applications. An application submitted though grants.gov will not be 
considered ``received'' by the Department of Labor unless it is: 
Electronically submitted on grants.gov prior to the deadline; 
``validated'' by grants.gov; and forwarded by grants.gov to the 
Department of Labor. It is highly recommended that online submissions 
be completed two working days prior to the date specified for receipt 
of applications to ensure that the applicant still has the option to 
submit by professional overnight delivery service in the event of any 
electronic submission problems. Applicants take a significant risk by 
waiting until the last day to submit by grants.gov. ``Postmarked'' 
means a printed, stamped or otherwise placed impression that is readily 
identifiable, without further action, as having been supplied or 
affixed on the date of mailing by an employee of the U.S. Postal 
Service. Therefore, applicants should request the postal clerk to place 
a legible hand cancellation ``bull's eye'' postmark on both the receipt 
and the package. Failure to adhere to the above instructions will be a 
basis for a determination of non-responsiveness. Evidence of timely 
submission by a professional overnight delivery service must be 
demonstrated by equally reliable evidence created by the delivery 
service provider indicating the time and place of receipt.

D. Intergovernmental Review

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

E. Withdrawal of applications

    Applications may be withdrawn by written notice at any time before 
an award is made. Applications may be withdrawn in person by the 
applicant or by an authorized representative thereof, if the 
representative's identity is made known and the representative signs a 
receipt for the proposal.

Part V. Applications Review Process

    This section identifies and describes the criteria that will be 
used to evaluate proposals for the Young Parents Demonstration. The 
criteria and maximum point values are:

------------------------------------------------------------------------
                          Criterion                              Points
------------------------------------------------------------------------
1. Description of Existing Program and Program Outcomes......         15
2. Statement of Need and Targeted Population.................         10
3. Project Design and Service Strategy.......................         40
4. Program Management and Organizational Capacity............         20
5. Linkages to Key Partners..................................         15
  Bonus Points (Programs Serving Out-of-School Expectant              10
   Mothers and Out-of-School Young Parents)..................
                                                              ----------
        Total Possible Points (including bonus)..............        110
------------------------------------------------------------------------

1. Description of Existing Program and Program Outcomes (up to 15 
Points)

    The applicant should fully describe the existing program and 
document the past accomplishments of the program for expectant mothers 
and/or young parents. Please explain:
     How long the program has been in operation;
     What education, training and employment strategies are 
included;
     How case management services (including follow-up and 
retention) are provided;
     The type of mentoring available; and
     The support services provided in the existing program.
    The applicant should also provide annual performance data on the 
following factors, as applicable:
     Number of youth recruited;
     Number of youth enrolled;
     Number of youth that have completed the program;
     Number and percent of youth receiving their GED or high 
school diploma (Please differentiate between the two.);
     Rate of literacy and numeracy gains by participants;
     Number and percent of youth who have entered employment;
     Employment retention rates;
     Number and percent of youth who have entered post-
secondary training or education;
     Post-secondary training or education retention rates; 
where available, please indicate the number of participants who have 
completed post-secondary training or education and have achieved a 
credential;
     Number and percent of youth who have entered registered 
apprenticeship programs; and
     Annual cost per participant.
    Scoring under this criterion will be based on the extent to which 
applicants describe their existing program and their performance 
accomplishments including:
     The inclusion of the necessary program components listed 
in Part I, Section 4;
     The types of education, training and employment activities 
undertaken;
     The degree to which youth are exposed to and trained in a 
variety of high-growth and high-demand fields; and
     The degree to which the performance data is provided and 
documented.

2. Statement of Need and Targeted Population (up to 10 Points)

    The applicant must clearly describe the need for the additional 
services

[[Page 57677]]

provided under this grant opportunity. Applicants will describe in 
detail the community in which the grant will operate, the need in that 
community for the grant resources, and the pool of individuals who will 
be receiving the grant services. Scoring under this criterion will be 
based on the extent to which applicants describe the following:
     The community where the Young Parents Demonstration Grant 
will operate. If there are particular neighborhoods within the 
community where the grant will be focused, describe these neighborhoods 
and provide available data and data sources specific to those areas. 
Required information includes the population of the area, its poverty 
rate, its unemployment rate, the drop-out rate, and the number of 16-24 
year olds without a high school diploma; \3\
---------------------------------------------------------------------------

    \3\ To obtain these indicators, applicants can use Census Tract 
Data from the 2000 Census--go to https://factfinder.census.gov and 
use the link on the left for People.
---------------------------------------------------------------------------

     The needs of the community that is proposed to be served 
through the grant and the benefits to the community of the additional 
service intervention; and
     The characteristics of the targeted expectant mothers and/
or young parents, ages and number to be served by the grant. Please 
identify, if any, the high-risk category to which the targeted 
participants belong including: Victims of child abuse, children of 
incarcerated parents, court-involved youth, youth at-risk of court 
involvement, homeless and runaway youth, Indian and Native American 
youth, migrant youth, youth in or aging out of foster care, and youth 
with disabilities.
    All of these indicators should be presented in chart form and the 
applicant must provide the sources for the data provided.

3. Project Design and Service Strategy (up to 40 Points)

a. Bump-Up Experiment Strategy (15 Points)
    Applicants are requested to specify the purpose of the proposed 
project and demonstrate how the proposed program intervention (bump-up 
service) will provide solutions to the workforce challenges of young 
parents. Scoring under this criterion will be based on the extent to 
which applicants describe:
     The new intervention proposed and how it will upgrade the 
education, basic and occupational skills of the participants. Please 
note that the intervention must be a new, persistent service 
intervention above and beyond the grantee's existing or committed menu 
of services (i.e., a ``bump-up'' initiative). The grant can be used to 
expand initiatives under the education, employment, and/or training 
component or the mentoring component (but NOT the case management or 
supportive services components). Please see Part I, Section 4 for more 
information on this requirement.
     How the additional ``bump-up'' services will be used to 
enhance participants' educational attainment, training services and 
employment prospects and how such methodologies will be provided (i.e., 
at the program facilities, high school, community college, community 
center, One-Stop Career Center, etc.).
     How the services will shorten the period of time required 
for expectant mothers and/or young parents to acquire basic and 
occupational skills, and credentials demanded by local high-growth 
industry employers; and incorporate follow-up retention services 
intended to sustain and advance the gains made in education and 
employment and increase the participants' opportunities for economic 
self-sufficiency.
b. Participant Recruitment (5 Points)
    Applicants must provide a description of how eligible youth will be 
selected as participants, including a description of arrangements that 
will be made with Local Workforce Investment Boards, One-Stop Career 
Centers, faith-based and community-based organizations, state 
educational agencies or local educational agencies, public assistance 
agencies, the courts of jurisdiction, and other appropriate public and 
private agencies. As appropriate, please fully describe the special 
outreach efforts that will be undertaken to recruit expectant mothers 
and/or young parents from the high-risk categories mentioned 
previously. Applicants will be evaluated on the quality and 
comprehensiveness of their recruitment strategy including methods for 
outreach, referral, and selection.
c. Education and Occupational Skills Training Service Delivery (10 
Points)
    Applicants must describe the educational and job training 
activities, work opportunities, post-secondary education and training 
opportunities, and other services that will be provided to participants 
(whether they are part of the existing service strategy or bump-up 
component), and how those activities, opportunities, and services will 
prepare participants for employment in occupations in demand in the 
local labor market. Scoring under this criterion will be based on the 
extent to which applicants describe:
     The service process that will be used in the project 
including any sequence of services in the overall process (i.e., 
assessment, case management, referrals, training, etc.), how specific 
services for participants will be determined, and which partner(s) will 
provide the services. Also, the applicant must identify when the 
services will become available to the participants (i.e., before, 
during or after training, or pre- or post-employment/placement), and 
describe how these services will facilitate young parents' 
participation in the program;
     How these activities are integrated with the academic, 
skills training, and career exploration and employment components of 
the program; and
     A comprehensive service delivery program that includes 
education, training and/or employment, case management services, 
ongoing services such as mentoring and life skills, and other related 
services that may mitigate barriers to stable program participation 
such as: child care assistance, transportation assistance, mental or 
physical health care, and parenting education classes, among others.
i. Education Program
    The applicant must indicate the type of academic credential that 
participants earn while in the program (such as a GED or high school 
diploma). Under this sub-criterion, applicants will be rated on 
evidence of the following:
     The quality of the academic program and the qualifications 
of the teaching staff;
     The presence of innovative and successful strategies that 
the program or initiative has used to address low basic skills of 
participants. If distance learning and/or credit retrieval is used, 
please fully describe how this is incorporated into the overall 
academic program;
     The relationship between the program and the local school 
district(s) (if applicable);
     How the academic program is integrated with the 
occupational skills training component of the program;
     The interaction of the academic and occupational skills 
training;
     The program's linkages to local high schools, community 
colleges and trade schools;
     The types of college exploration, planning, preparation, 
and assistance that will be provided; and
     The types of follow-up services that will be provided to 
support youth as they transition to post-secondary

[[Page 57678]]

education and ensure that they graduate.
ii. Occupational Skills Training
    The applicant must discuss the occupational skills training 
component of the program. Under this sub-criterion, applicants will be 
rated on evidence of the following:
     Where and how the training will be conducted,
     How the curriculum is developed,
     The existence of a career ladder,
     The type of industry recognized credentials that result 
from the training, and
     The involvement of industry partners in the development of 
the training.
    The applicant should provide labor market information for the 
community, state, and/or region where the grant will be implemented, 
including both current data (as of the date of submission of the 
application) and projections of career opportunities in growing 
industries. The applicant should explain how the grant will prepare 
youth for the local labor market in demand driven occupations and other 
high-growth career fields.
d. Mentoring and Other Supportive Services (5 Points)
    Applicants must describe mentoring services and other supportive 
services that will be available for expectant mothers and/or young 
parents through the proposed program, and the qualifications of 
instructors, mentors and other required professionals in charge to 
facilitate the young parents' participation. The applicant must 
indicate how the mentoring and other supportive services fit into the 
overall service plan for the project participants. Proposed mentoring 
projects should seek to address each of three types of mentoring 
strategies: Personal Development Mentoring which educates and supports 
youth during times of personal or social stress and provides guidance 
for decision making; Educational or Academic Mentoring which helps a 
student improve their overall academic achievement; and Career 
Mentoring which helps the youth develop the necessary skills to enter 
or continue on a career path. The proposed mentoring strategies should 
include a period of mentoring and follow-up that is no less than 18 
months in duration. The Department does not expect that every project 
participant will have a mentor, but that a sufficient proportion of the 
project participants have a mentor.
e. Post-Program Transition (5 Points)
    The applicant must describe the types of post-program transition 
services that will be offered to prepare youth for a career pathway 
and/or educational opportunities and placements. Scoring under this 
criterion will be based on the extent to which applicants describe the 
following:
     The program's assessment of each participant's work 
readiness and how work readiness training will be provided, how an 
individual's readiness for placement in secondary or post-secondary 
education and/or apprenticeship programs will be assessed, and the 
types of career exploration and planning activities that will be 
offered by the program, particularly for high-growth, high-demand, and 
high-wage occupations; \4\
---------------------------------------------------------------------------

    \4\ For a list of the U.S. Department of Labor's Employment and 
Training Administration's Targeted High-Growth Industries, go to: 
https://www.doleta.gov/BRG/eta_default.cfm.
---------------------------------------------------------------------------

     The program's job placement and retention strategy, 
including how the program will work with employers and/or One-Stop 
Career Centers to identify and create job openings for the young 
parents served by the program; and
     The types of follow-up that will be provided to young 
parents after completing the program. These services should relate to 
employment placement and retention, post-secondary transition and 
degree attainment. Describe how appropriate continued support services 
will be provided.

4. Program Management and Organizational Capacity (up to 20 Points)

    The applicant must describe their organization and state its 
qualifications for running a Young Parents Demonstration Grant 
including years of operation, current annual budget, experience of 
staff working with the targeted population and continuity of leadership 
and the