[Federal Register: August 8, 2007 (Volume 72, Number 152)]
[Notices]
[Page 44574-44589]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr08au07-108]
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DEPARTMENT OF LABOR
Employment and Training Administration
Notice of Availability of Funds and Solicitation for Grant
Applications (SGA) for Community-Based Job Training Grants
Announcement Type: Notice of Solicitation for Grant Applications.
Funding Opportunity Number: SGA/DFA PY 07-01.
Catalog of Federal Assistance Number: 17.269.
DATES: The closing date for receipt of applications under this
announcement is October 10, 2007. Applications must be received at the
address below no later than 4 p.m. (Eastern Time). Application and
submission information is explained in detail in Part IV of this SGA.
Virtual Prospective Applicant Conferences will be held for this grant
competition on August 14 and 15, 2007 at 1 p.m. Eastern Time.
Additional information and links to registration for these Virtual
Prospective Applicant Conferences will be posted on ETA's Web site at
http://www.doleta.gov/business/Community-BasedJobTrainingGrants.cfm.
SUMMARY: The Employment and Training Administration (ETA), U.S.
Department of Labor (DOL), announces the availability of approximately
$125 million in grant funds for Community-Based Job Training Grants.
Community-Based Job Training Grants will be awarded through a
competitive process to support workforce training for high-growth/high-
demand industries through the national system of community and
technical colleges. Funds will be awarded to individual community and
technical colleges, community college districts, state community
college systems, and One-Stop Career Centers to support or engage in a
combination of capacity building and training activities for the
purpose of building the capacity of community colleges to train
individuals for careers in high-growth/high-demand industries in the
local and/or regional economies. This Solicitation contains an
exception for rural areas and other communities that are educationally
underserved due to their lack of access to community or technical
colleges.
In awarding Community-Based Job Training Grants, every effort will
be made to fairly distribute grants across rural and urban areas and
across the different geographic regions of the United States. It is
anticipated that individual awards will range from $500,000 to $2
million.
This Solicitation provides background information and describes the
application submission requirements, outlines the process that eligible
entities must use to apply for funds covered by this Solicitation, and
details how grantees will be selected.
ADDRESSES: Mailed applications must be addressed to the U.S. Department
of Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Eric Luetkenhaus, Reference SGA/DFA PY 07-01,
200 Constitution Avenue, NW., Room N-4716, Washington, DC 20210.
Telefacsimile (FAX) applications will not be accepted. Information
about applying online can be found in Section IV(C) of this document.
Applicants are advised that mail delivery in the Washington area may be
delayed due to mail decontamination procedures. Hand delivered
proposals will be received at the above address.
SUPPLEMENTARY INFORMATION: This solicitation consists of eight parts:
Part I is the funding opportunity description that
includes background information on the topics of:
[[Page 44575]]
Globalization, regional innovation, economic competitiveness, and
talent development; the Employment and Training Administration's
solutions-based approaches to workforce investment strategies; and a
description of the critical elements of Community-Based Job Training
Grants.
Part II describes the size and nature of the anticipated
awards.
Part III describes eligibility information and other grant
specifications.
Part IV provides information on the application and
submission process.
Part V describes the criteria against which applications
will be reviewed and evaluated, and explains the proposal review
process.
Part VI provides award administration information.
Part VII contains DOL agency contact information.
Part VIII lists additional resources of interest to
applicants.
I. Funding Opportunity Description
The Community-Based Job Training Grants (CBJTGs) are designed to
support workforce training for high-growth/high-demand industries
through the national system of community and technical colleges. The
primary purposes of these grants are to build the capacity of community
colleges to provide training and to train workers to develop the skills
required to succeed in local or regional (i) industries and occupations
that are expected to experience high-growth and (ii) industries where
demand for qualified workers is outstripping the supply. Part A
provides an overview of globalization, regional innovation and economic
competitiveness and ETA's transformational vision of talent development
in a regional economy; Part B; describes ETA's solutions-based
approaches to workforce investment strategies; and Part C describes the
critical elements of CBJTGs.
A. Background
1. Globalization, Regional Innovation and Economic Competitiveness
The world is now witnessing one of the greatest economic
transformations in history. Revolutions in technology and information
have ushered in the globalization of the economic marketplace.
Globalization is marked by tremendous advances in communications,
travel, and trade--allowing individuals instant access to commerce from
almost anywhere in the world. At the same time, American businesses now
compete not only with companies across the street, but also with
companies around the globe.
Global competition is typically seen as a national challenge. In
reality, regions are where companies, workers, researchers,
entrepreneurs and governments come together to create a competitive
advantage in the global marketplace. That advantage stems from the
ability to transform new ideas and new knowledge into advanced, high
quality products or services--in other words, to innovate.
Regions that are successful in creating a competitive advantage
demonstrate the ability to organize ``innovation assets''--people,
institutions, capital and infrastructure--to generate growth and
prosperity in the region's economy. These regions are successful
because they have connected three key elements: Workforce skills and
lifelong learning; learning strategies, investments and entrepreneurial
strategies; and regional infrastructure and economic development
strategies.
In the new global economy, a region's ability to develop, attract,
and retain a well-educated and skilled workforce is a key factor in our
nation's economic competitiveness. A region may possess a strong
infrastructure and the investment resources for success, but without
the talented men and women to use those elements for economic growth,
they are meaningless. Talent can also drive investment and
infrastructure because investment capital is smart money and will
follow talent, while infrastructure can be built to support a growing
economy.
2. Talent Development In the Global Economy
Each year the federal government invests billions of dollars in a
state and local workforce investment network to assist businesses in
recruiting, training, and retaining a skilled workforce. This network
is called the workforce investment system and consists of state and
local workforce investment boards, state workforce agencies, and One-
Stop Career Centers and their cooperating partners.
In this 21st century globally competitive economy, it is becoming
increasingly important that the workforce system act as a strategic
partner in regional economic development. As the leader in regional
talent development, the workforce system aligns workforce investment
dollars with regional economic growth goals by focusing on workforce
and lifelong learning strategies that are demanded by employers and
based on an understanding of future job growth in emerging, high-growth
and economically vital industries and sectors of the American economy.
Through this strategic alignment, the workforce system helps to ward
off and respond to economic shocks, creating more stable and rewarding
employment opportunities for the workforce. In addition, the system
serves as a galvanizing partner by bringing together entities that can
grow talent as well as leverage that talent base in attracting industry
investment to the local or regional economy.
To maximize the impact of talent development activities, workforce
investment boards must partner with a strong team composed of
individuals and organizations necessary to transform the regional
economy, including: Employers; educators at all levels, including
community colleges; economic development entities; local, regional, and
state government; the philanthropic community; faith-based and
community organizations; research institutions; and other civic leaders
with a stake in economic growth and talent development.
B. Solutions-Based Approaches To Workforce Investment Strategies: A Key
Component For Regional Innovation and Talent Development
Within the context of these strategic partnerships, the workforce
system should take a solutions-based approach to workforce development,
focusing on systemic solutions that address short-term challenges while
contributing to long-term talent development and economic growth.
Partners should work collaboratively to:
(1) Identify the regional economy.
(2) Form the Core Leadership Group.
(3) Conduct a SWOT Analysis.
(4) Identify a Shared Regional Identity and Vision for the Regional
Economy.
(5) Devise Strategies in Support of the Shared Vision.
(6) Leverage resources and implement.
Please note, this process is not linear--the steps may occur and
reoccur depending on regional circumstances. The goal of this process
is to ensure that workforce system resources help workers get education
and training that aligns with regional industry-identified needs and
job opportunities, and that these needs reflect economic development
priorities in the region.
The Employment and Training Administration (ETA) has modeled the
role of strategic partnerships in demand-driven workforce investment
through the President's High Growth Job Training Initiative (HGJTI).
Through the HGJTI, ETA identified high-growth, high-demand industries;
evaluated their skill needs; and funded local and national partnership-
based
[[Page 44576]]
demonstration projects that provide workforce solutions to ensure that
individuals can gain the skills to get good jobs with career pathways
in rapidly expanding or transforming industries.
The foundation of the HGJTI has been partnerships between the
publicly funded workforce investment system, business and industry
representatives, and the continuum of education. These partnerships
engage each partner in its area of strength. Industry representatives
and employers define workforce challenges facing the industry and
identify the competencies and skills required for the industry's
workforce. Education and training providers, such as community
colleges, assist in developing competency models and curricula and
train new and incumbent workers. The workforce investment system
compiles and analyzes local labor market information, accesses human
capital (e.g. youth, unemployed, underemployed, and dislocated
workers), provides funding to support training for qualified
individuals, and connects trained workers to good jobs.
The Community-Based Job Training Grants (CBJTGs) continue the work
of the HGJTI by incorporating its focus on high-growth, high-demand
industries and its emphasis on the role of strategic partnerships in
workforce development while addressing the critical capacity
constraints of community colleges.
Businesses in high growth, high demand industries face increasing
difficulties in finding workers with the right skills. According to the
Bureau of Labor Statistics, ninety percent of the fastest growing jobs
in the United States require some level of education or training beyond
high school. The accessibility and affordability of community college
training, combined with the adaptability of community college curricula
to changing skill needs, make community colleges a vital training
resource for many U.S. workers. Furthermore, community colleges are
closely connected to local and regional labor markets, making them
well-positioned to prepare workers for good jobs with good wages in
their regional economy.
However, community college leaders and industry executives report
that many community colleges are unable to meet the demand for training
in their region because of critical capacity constraints. These
capacity constraints occur when community colleges lack sufficient
resources to support training facilities and equipment, curriculum
development, faculty appointments, clinical experiences, and/or other
elements that are necessary to provide either the volume or quality of
training that industry requires. Despite rising application rates, the
reality of current state and local budgets often prevent community
colleges from funding the programs, faculty, and student services
needed to be responsive to regional workforce demands.
The CBJTGs build on the work of the High Growth Initiative by
highlighting the critical role community colleges play as partners in a
demand-driven workforce investment system, and by supporting community
efforts to link training initiatives to the skill demands of local and
regional employers. As a result, CBJTG activities will lead to an
increased number of high-growth/high-demand firms being supported by
regional workforce and education systems, and more individuals being
trained and employed in high-growth/high-demand sectors.
Recognizing the growing need for regional economic competitiveness
in the global economy, ETA has continued to evolve its strategies for
supporting strategic workforce development. In February 2006, ETA
launched the Workforce Innovation in Regional Economic Development
(WIRED) Initiative, focusing on the role of talent development in
driving regional economic competitiveness, leading to increased job
growth and new opportunities for American workers. To optimize
innovation and successful regional economic transformation, the WIRED
framework brings together all the key players in a region to leverage
their collective public and private sector assets and resources, and to
devise strategies that focus on infrastructure, investment, and talent
development.
The WIRED strategic framework supports regions in incorporating
demand-driven talent and skills development into their larger economic
strategies and integrating workforce development, economic development,
and education efforts into a comprehensive system that is both flexible
and responsive to the needs of business and workers. More information
and tools to help implement a WIRED strategic framework can be found at
http://www.doleta.gov/WIRED.
C. Critical Elements of Community-Based Job Training Grants
It is ETA's expectation that CBJTGs will contain at least seven
critical elements. These elements consist of: (1) A focus on skill and
competency needs of high-growth/high-demand industries that are Locally
Defined in the Context of the Regional Economy; (2) strategic
partnerships; (3) industry-driven capacity building and training
efforts; (4) leveraged resources; (5) replication of successful models
for broad distribution; (6) clear and specific outcomes; and (7)
integration with regional economic and talent development strategies.
These characteristics are reflected in the evaluation criteria in Part
V and are described in further detail below.
1. Focus on Skill and Competency Needs of High-Growth/High-Demand
Industries as Locally Defined in the Context of the Regional Economy
The Workforce Investment Act of 1998 (Pub. L. 105-220) (WIA)
emphasizes a workforce system driven by the needs of local employers.
In order for America to remain competitive in the global economy, it is
essential that ETA target its investments to support employers in high-
growth/high-demand industries. Community colleges, Workforce Investment
Boards, and One-Stop Career Centers play a vital role in this effort by
understanding the workforce needs of these industries and providing
training and other services to address those needs.
A high-growth/high-demand industry meets one or more of the
following criteria: (1) Is projected to add substantial numbers of new
jobs to the economy; (2) has a significant impact on the economy
overall; (3) impacts the growth of other industries; (4) is being
transformed by technology and innovation requiring new skill sets for
workers; or (5) is a new and emerging business that is projected to
grow. CBJTGs will support industry demand for training in local or
regional high-growth/high-demand industries. Regions are typically
defined as geographically contiguous areas and can include multiple
counties and cities and cross state lines. A range of factors
contribute to the formation of a region, including economic
interdependence (such as a common industry or industries) and shared
assets (such as human capital, research and development entities,
educational institutions, and airports and other types of
infrastructure). ETA encourages applicants to define local high-growth
industries in the context of their regional economy by illustrating how
the industry is aligned with and fits into the region's economic
development activities.
2. Strategic Partnerships
ETA believes that strategic partnerships between community
colleges; the workforce investment system, including One-Stop Career
Centers; business and industry; and the continuum of education,
including the
[[Page 44577]]
K-12 system, adult education, and four-year colleges and universities,
need to be in place in order to implement effective demand-driven
training and capacity building strategies. These strategic partnerships
may have a local, regional, or statewide focus, and may include a
consortium of partners or cross-industry representatives. Specific
requirements for strategic partnerships are outlined in Section
III(C)(1) and in the exception detailed in Section III(C)(5). These
strategic partnerships should focus broadly on the workforce challenges
of one or more high-growth, high-demand industries and work
collaboratively to identify and implement solutions to those
challenges. Solutions should include, among others, strategies to
increase the capacity of community colleges to educate and train more
workers with industry-defined skills and competencies. Therefore, the
investment in community college capacity building would be one of many
strategies and solutions that evolve from the partnership. While ETA
welcomes applications from newly formed strategic partnerships,
applicants are advised that grant funds may not be used for partnership
development.
In order to maximize the long-term success of the proposed solution
and to keep pace with the rapid changes in the economy and the nature
of the skills and competencies necessary for work in these industries,
these partnerships need to be substantial and sustained. ETA encourages
partners to plan for the partnership's sustainability beyond the CBJTG
investment period to enable ongoing assessment of industry workforce
needs and collaborative development of solutions on a continual basis.
Within the context of the broader strategic partnership and as it
relates to this grant, each collaborative partner should have clearly
defined roles. These roles must be verified through a letter of
commitment submitted by each partner. The letter of commitment must
detail the role the partner will play in the project, including
specific responsibilities and resources committed, if appropriate. The
exact nature of these roles may vary depending on the issue areas being
addressed and the scope and nature of the activities undertaken.
However, ETA expects that each collaborative partner will, at a
minimum, contribute in the following ways:
a. Employers must be actively engaged in the project and should
participate fully in grant activities including: Defining the program
strategy and goals; identifying needed skills and competencies;
designing training approaches and curricula; implementing the program;
contributing financial support; and, where appropriate, hiring
qualified training graduates.
b. Education and training providers, including K-12 (elementary,
middle, and high schools, as well as career and technical high
schools), adult education, community and technical colleges, four-year
colleges and universities, and other training entities, are important
foundational partners to ensure the project's activities are tied to
the broader continuum of education in the region. These entities assist
in developing and implementing industry-driven workforce education
strategies in partnerships with employers including competency models,
curricula, and new learning methodologies, including technology-based
learning.
c. The workforce investment system, which may include State and
Local Workforce Investment Boards, State Workforce Agencies, and One-
Stop Career Centers and their cooperating partners, as such terms are
defined under the Workforce Investment Act, may play a number of roles,
including: Identifying and assessing candidates for training; working
collaboratively to leverage WIA investments; referring qualified
candidates to the community college for enrollment in training
programs; providing access to wrap-around supportive services, when
appropriate; and connecting qualified training graduates to employers
that have existing job openings. Additionally, the workforce investment
system in general, and One-Stop Career Centers in particular, have
substantive experience in tracking the outcomes of program
participants. One-Stop Career Centers may coordinate, provide support,
or manage the tracking of training recipients for the performance
management aspect of the CBJTG.
Partnerships with faith-based and community organizations, while
not required, are also encouraged. These organizations may provide a
variety of grant services, such as case management, mentoring, and
English language acquisition, among others. Faith-based and community-
based organizations can also provide comprehensive supportive services,
when appropriate.
3. Industry-Driven Capacity Building and Training Efforts
Under CBJTGs, community colleges, or other entities as specified in
the exception detailed in Section III(C)(5), must develop and implement
a combination of capacity building and training activities that target
skills and competencies demanded by local high-growth/high-demand
industries as defined in the context of the region's economy.
Applicants are not limited in the strategies and approaches they may
employ to implement college capacity building and training strategies,
provided the activities meet the following requirements:
a. Training. Training activities must: (1) Be provided by a
community or technical college, except as specified in Section
III(C)(5) of this Solicitation; (2) occur within the context of
workforce education that supports long-term career growth, such as an
articulated career ladder/lattice; and (3) result in college credit or
other credentials that are industry-recognized and indicate a level of
mastery and competence in a given field or function. Please note, when
using credentials, CBJTGs must follow the definition of certificate
and/or credential found in Attachment B to TEGL 17-05 on Common
Measures, found at: http://wdr.doleta.gov/directives/attach/TEGL17-05_AttachB.pdf
.
The credential awarded to participants upon completion should be
based on the type of training provided through the grant and the
requirements of the targeted occupation, and should be selected based
on consultations with industry partners. For example:
i. Customized and short-term training should result in a
performance-based certification or credential. This certification may
be developed jointly by employers and the community college, based on
defined knowledge and skill requirements for specific high-demand
occupations/functions. Performance-based certifications may also be
based on industry-recognized curriculum and standards.
ii. Training in information technology, allied health professions,
and other fields with established professional standards and
examinations should result in certification.
iii. In states where licensure is required for the specific
occupation targeted by the training, the credentialing requirement
should be set accordingly.
iv. In some instances, training provided under CBJTGs may lead to a
degree after the grant program is over. In these instances, the
credential required will be the college credit for each course leading
to an Associate's or Applied Associate's degree.
b. Capacity Building. CBJTG applicants are encouraged to broadly
assess their capacity to meet the training needs of the targeted high-
growth/high-demand industry or industries.
[[Page 44578]]
Proposed capacity building strategies are expected to address
significant barriers which impede the ability of the community college,
or other entity as specified in the exception detailed in Section
III(C)(5), to meet local and regional industry demand for workforce
training as well as increase the capacity of the college to provide
training resulting in an increase in the pipeline of skilled workers
ready for employment or promotion in the regional economy. These
strategies should not simply address isolated deficits, but rather
provide a comprehensive solution to identified capacity challenges as
they relate to the industry or industries of focus. Additionally, to
avoid duplication, applicants are encouraged to align and leverage
their proposed capacity building activities with existing curricula,
competency models and other frameworks developed by existing HGJTI and
CBJT grantees.
Examples of capacity building activities include, but are not
limited to:
i. The development or adaptation of competency models and curricula
to support training;
ii. The development of innovative curricula, teaching methods and
instructional design to maximize the impact of the initiative in
meeting the skills needs of employers;
iii. Innovative strategies to ensure availability of qualified and
certified instructors;
iv. Procurement of equipment and simulation equipment necessary to
train to industry-demanded skills;
v. Support for clinical experiences required for certification or
licensure; or
vi. Development of technology-based distance learning curricula and
programs to promote better access to education and training programs.
Capacity building activities must meet two criteria: (1) The
proposed capacity building efforts must be directly linked to the
specific training supported under the grant; and (2) grantees must use
their grant funds in a manner consistent with the regulations and
policies governing use of funds under Section 171(d) of WIA, which
broadly allows the funds to be utilized to test an array of approaches
to the provision of training services and supports the development and
replication of effective training strategies. Applicants are strongly
encouraged to review Section 171(d) of WIA and to review allowable
types of capacity building activities under federal funds. In addition,
OMB Circular A-21 provides guidance to educational institutions on
allowable costs. Grantees may not utilize federal funds on unallowable
activities, even if those activities are written in a successful
application, and any such activities will need to be removed from a
grant statement of work.
In their capacity building and training activities, ETA encourages
CBJTG applicants, particularly those serving rural areas and other
areas that are educationally underserved due to lack of access to
community colleges, to look at technology-based distance learning
options when building their capacity to provide training. Technology-
Based Learning (TBL) is transforming the way people learn and can
increase the geographic reach of training. TBL can be defined as the
learning of content via all electronic technology, including the
Internet, intranets, satellite broadcasts, audio and video tape, video
and audio conference, Internet conferencing, chat rooms, bulletin
boards, Web casts, computer-based instruction and CD-ROM. It
encompasses related terms, such as online learning, Web-based learning,
computer-based learning and e-learning. For example, a college may
convert industry-specific curricula typically offered in traditional
classroom settings to technology-based learning (e-learning or online)
or develop technology-based learning training programs so that
dislocated workers, incumbent workers, and/or new job entrants can
access training 24 hours a day and seven days a week.
4. Leveraged Resources
Projects funded through CBJTGs should leverage resources from key
entities in the strategic partnership. Leveraging resources in the
context of strategic partnerships accomplishes three goals: (1) It
allows for the strategic pursuit of resources; (2) it increases
stakeholder investment in the project at all levels including design
and implementation phases; and (3) it broadens the impact of the
project itself. Applicants are encouraged to leverage significant
resources from key partners and other organizations to maximize the
impact of the project on the community.
Leveraged resources include both federal and non-federal funds and
may come from many sources. Businesses, faith-based and community
organizations, economic development entities, education systems, and
philanthropic foundations often invest resources to support workforce
development. In addition, other federal, state, and local government
programs may have resources available that can be integrated into the
proposed project. Examples of such programs include other Department of
Labor programs such as registered apprenticeship, as well as non-DOL
One-Stop partner programs such as Vocational Rehabilitation, Adult
Education, and Department of Education Pell Grants. Faith-based and
community organizations may provide resources such as supportive
services, mentoring, tutoring, and volunteers--all of which are
important for grantees to leverage when assisting certain individuals
targeted by these funds. For applicants who choose to leverage
resources, please include the following information: (1) The total
amount leveraged from federal sources; (2) the total amount leveraged
from non-federal sources; (3) the partners contributing the resources;
and (4) the projected activities, broken out by the source of the
leveraged resource (federal or non-federal), to be implemented
utilizing these resources.
ETA encourages CBJTG applicants and their strategic partners to be
entrepreneurial as they seek out, utilize, and sustain these resources,
whether they are in-kind or cash contributions, when creating capacity
building and training strategies to effectively address the workforce
challenges identified by industry.
ETA also encourages applicants to integrate WIA funding at the
state and local level into their proposed project. Integrating WIA
funds ensures that the full spectrum of assets available from the
workforce system is leveraged to support capacity building and training
activities. The wide variety of WIA programs and activities provide
both breadth and depth to the proposed solution offered to both
businesses and individuals. The use of WIA funds also serves to embed
the solutions-based approach into the local or regional workforce
investment system, which strengthens the system's ability to become
more demand-driven.
ETA will award 5 bonus points to applications that demonstrate the
integration of WIA training funds into grant activities, such as
covering tuition costs for eligible new or incumbent workers. Examples
of WIA training funds include Individual Training Accounts, customized
training, and Career Advancement Accounts. Individual Training Accounts
(ITAs) are training funds that can be used by individuals who have been
determined eligible by their local One-Stop Career Center(s) to receive
Workforce Investment Act (WIA) funded training. Customized training,
defined under the Workforce Investment Act and 20 CFR 663.715, is
designed to meet the special requirements of an employer; is conducted
with a commitment by the employer to employ, or continue to employ, an
individual on successful completion of the training; and has the
[[Page 44579]]
employer providing not less than 50% of the cost of the training.
Career Advancement Accounts (CAAs) have been proposed in the
President's Fiscal Year 2008 budget and are currently being piloted in
eight states: Georgia, Indiana, Michigan, Minnesota, Missouri, Ohio,
Pennsylvania, and Wyoming. CAAs are self-managed accounts an individual
would apply for at a One-Stop Career Center that would enable the
individual to gain the education and training needed to successfully
enter, navigate, and advance in 21st century jobs.
5. Replication of Successful Models for Broad Distribution
CBJTGs are intended to drive the community college and workforce
investment systems to be more responsive to the workforce demands of
industry by making the products, models, and effective approaches that
result from CBJTG investments available to both systems. To that end,
grantees will develop the foundations and outcomes of CBJTG projects,
including the learning and achievements resulting from the projects,
into solutions-based models that can be shared with, and implemented
by, other community colleges, the workforce system, and industry
leaders.
ETA is currently pursuing an aggressive national dissemination
strategy for grant products that focuses on widely distributing grantee
tools, models, and products through a network of stakeholders including
education and industry partners, and the public workforce system. The
products and tools developed through the CBJTGs, including curriculum,
competency models, distance learning tools, career awareness and
outreach materials, research, case studies, career lattices, creation
of industry skill centers, and Web sites, will be part of this
dissemination strategy. CDs with available products will be developed
and distributed to appropriate education, workforce, and business and
industry association partners. All of these products will also be
available online at http://www.Workforce3One.org. CBJT grantees are required
to submit to ETA products developed with grant funding; these products
will be included in ETA's dissemination strategy.
Workforce\3\ One offers the public workforce system, employers,
economic development professionals, and education professionals an
innovative knowledge network designed to create and support demand-
driven communities, one that responds directly to business needs and
prepares workers for good jobs in the fastest growing careers. By
supporting replicable projects that can be implemented in multiple
areas and industries, ETA is able to maximize its investment by
expanding the grant's impact beyond the initial grant site and helping
additional businesses and workers in other regions.
6. Clear and Specific Outcomes
The CBJTGs are fundamentally results-oriented. Grants are expected
to generate clear and specific outcomes that are appropriate to the
nature of the solution and size of the project; that are achievable by
the partnership during the life of the grant; and that indicate
progress towards meeting the workforce challenges identified by the
partnership. Because CBJT grantees are expected to invest in customized
strategies to address local and regional workforce and skills
shortages, ETA recognizes that specific outcomes will vary from project
to project based on the specific activities proposed by applicants.
CBJTG applicants must demonstrate the effectiveness of the proposed
training activities by creating appropriate outcome projections for the
project, which will be considered baseline performance measures for the
grant if awarded. Additionally, applicants should note that CBJT
grantees must report to ETA, on a quarterly basis, their progress
towards meeting the projected capacity building and training outcomes
listed in their applications.
a. Training Outcomes: Training outcomes must include those tracked
by the Common Measures, which are uniform evaluation metrics for job
training and employment programs. The Common Measures are an integral
part of ETA's performance accountability system. Applicants must
include projected outcome numbers to be achieved during the life of the
grant for each of the Common Measures. The Common Measures for adults
include entered employment, job retention, and average earnings. For
youth, the Common Measures include placement in employment or
education, attainment of a degree or certificate, and literacy and
numeracy gains. A detailed description of ETA's policy on the Common
Measures can be found in the Training and Employment Guidance Letter
(TEGL) No. 17-05 (http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=2195
). A basic list of Common Measures is provided as
attachment A to the TEGL (http://wdr.doleta.gov/directives/attach/TEGL17-05_AttachA.pdf
). Applicants are strongly encouraged to review
these documents prior to submitting applications under this
Solicitation.
In addition to Common Measures, grantees will be required to report
the number and types of credentials awarded to trainees, if
appropriate, and the number of individuals placed in employment related
to training. Applications must include projections of the number and
type of credentials to be awarded and, if appropriate, the number of
individuals placed in employment related to training. Please note that
the Common Measures provide only part of the information necessary to
measure CBJTGs successes effectively. CBJTG recipients may also have
additional outcome measures appropriate to their project.
On a quarterly basis, ETA will collect data from CBJT grantees on
spending, program activities, participants, and all outcomes necessary
to convey the full and accurate information on the performance of
grantees and the program in general to policymakers and stakeholders.
Applicants should note that proposals are evaluated based on outcomes,
per the evaluation criteria in Section V(4)(A). Therefore, all outcomes
and outcome projections provided in the application will become part of
the project's statement of work as the baseline goals for the grant,
should the application be funded. It is not ETA's intent to renegotiate
performance outcomes after grant awards are made.
Please note, ETA has published in the Federal Register a report
format for Grantees under the High Growth Job Training Initiative and
Community-Based Job Training Grants entitled: ``High Growth and
Community-Based Job Training Grants: General Quarterly Reporting Forms
& Instructions.'' This report format contains all of the above
referenced outcomes, as well as other outcome categories, and was open
for viewing and public comment through July 30, 2007. To view the
entire proposed reporting package, including a link to the Federal
Register, visit: http://www.doleta.gov/OMBCN/OMB_1205-0NEW_20070530.cfm.
ETA strongly encourages applicants to review the proposed
report format to ensure that they will be able to track and report on
the information required.
b. Capacity Building Outcomes: Grantees will be required to report,
on a quarterly basis, the status of all capacity building activities
under the grant; how the activity is linked to the specific training
supported under the grant; and, if appropriate, the impact of the
capacity building activity, including the exact methodology with
operational parameters of how the impact measure is calculated. An
example of a capacity building activity where it is appropriate to
report impact is for teacher
[[Page 44580]]
professional development/train-the-trainer activities, in which there
are no employment related outcomes for those being trained; however,
the impact of the grant activities has a far greater effect than on
those just being trained. In this example, a grant may train 25 college
students to be volunteer after-school ``instructors'' and the impact
would be a total of 500 high school students because, over the three
year period under the grant, each ``instructor'' taught one class with
20 high school students. Another area where it is appropriate to report
impact is career awareness activities. Some capacity building
activities, such as equipment purchases and faculty hires, may not have
impact measures; therefore they do not require reports on impact
numbers or methodology.
Please note that capacity building outcomes and impacts of the
proposed project must satisfactorily address the industry-identified
workforce need and the capacity constraints identified by the community
college, or other entity as specified in the exception detailed in
Section III(C)(5).
7. Integration with Regional Economic and Talent Development Strategies
Today's global economy requires new workforce development
strategies that build on demand-driven approaches to propel economic
growth. Successful workforce investment leads to the creation of new
jobs by attracting new businesses and industries, and expanding
existing companies in communities through a talent-rich workforce.
Maintaining America's competitive position in the global economy
requires a workforce with postsecondary education credentials and the
capacity to work in a high-technology environment while creatively and
collaboratively adapting as new technologies and business process
innovations evolve. To keep pace with change, workers require lifelong
learning opportunities. Rather than simply training the workforce for
today's jobs, community colleges, the workforce investment system, and
other entities in the continuum of education must operate as a talent
development system, meeting industry's present needs while also
collaborating with the region's economic development system to identify
and support emerging industries. The goal is to ensure the availability
of an educated and prepared workforce that is able to compete in the
global economy by attracting and sustaining industry's investment in
regional economies.
While Community-Based Job Training Grants assist individual
community colleges in building their capacity to provide training in
high-growth/high-demand industry sectors of the economy, they also play
a vital role in the development of a regional talent development
system. Therefore, the capacity building and training activities
occurring under CBJTGs should be aligned with, and integrated into,
regional talent and economic development strategies. A regional
approach under CBJTGs ensures that the full range of assets, resources,
knowledge, and leadership are at the table to implement a solution that
will address the critical capacity constraints faced by the community
college while supporting talent development in the regional economy.
To demonstrate that their projects are aligned with and integrated
into regional talent and economic development strategies, applicants
should describe how their capacity building and training solution are
part of or complement existing regional approaches under regional
talent and economic development plans and initiatives or is the
catalyst for bringing partners together to begin the analysis and
strategic planning in their region. Additionally, applicants should
demonstrate alignment with regional talent and economic development
strategies by integrating regional partnerships into their proposed
capacity building and training activities. In addition to the partners
required under this Solicitation, applicants can demonstrate connection
to regional talent and economic development activities through broader
and deeper partnerships with regional business leadership and
organizations, such as chambers of commerce; economic development
organizations at the regional level; the philanthropic community; seed
and venture capital organizations or individuals; investor networks;
entrepreneurs; faith and community-based organizations; and other
regional entities. Finally, for applicants leveraging resources,
applicants should demonstrate that the funds leveraged come from
regional partners or from existing or planned talent development
efforts within the region.
II. Award Information
A. Award Amount
ETA intends to fund approximately seventy-five (75) grants ranging
from $500,000 to $2 million through this competition. However, this
does not preclude ETA from funding grants at either a lower or higher
amount, or funding a smaller or larger number of projects, based on the
type and the number of quality submissions. Applicants are encouraged
to submit budgets for quality projects at whatever funding level is
appropriate to their project. Nevertheless, applicants should recognize
that the funds available through this SGA are designed to complement
additional leveraged resources rather than be the sole source of funds
for the proposal.
B. Period of Performance
The period of grant performance will be up to 36 months from the
date of execution of the grant documents. This performance period shall
include all necessary implementation and start-up activities,
participant follow-up for performance outcomes, and grant close-out
activities. A timeline clearly detailing these required grant
activities and their expected completion dates must be included in the
grant application. ETA may elect to exercise its option to award no-
cost extensions to grants for an additional period, based on the
success of the program and other relevant factors, if the grantee
applies for, and provides a significant justification for, such an
extension.
III. Eligibility Information and Other Grant Specifications
A. Eligible Applicants
In order to be eligible for consideration under this solicitation,
the applicant must be either: (1) An individual Community or Technical
College, (2) a Community College District, (3) a state Community
College System, or (4) a One-Stop Career Center in partnership with its
Local Workforce Investment Board. For educationally underserved
communities without access to community or technical colleges, there
are other eligible applicants; please see Section III(C)(5) .
Requirements for each of these applicant types are provided below.
1. Community or Technical College applicants must demonstrate that
they are a public, accredited institution of higher education that
predominantly awards Associate's Degrees. This definition includes
tribally controlled colleges and universities. Private for-profit and
private not-for-profit institutions of higher education are not
eligible to apply under this Solicitation. For the purposes of this
paragraph, an ``Institution of Higher Education'' is defined as an
entity that has its own Federal Tax Identification Number and has
direct control of its funds. Entities that do not meet the above
criteria may
[[Page 44581]]
be eligible to apply under the exception in Section III(A)(5).
2. Community College District applicants must demonstrate that they
are an education district organized by the state to define the
community in which the college operates. Community College District
applications must specify one or more community college(s) within the
district where capacity building and training activities will occur
under the grant.
3. State Community College System applicants must demonstrate that
their office represents the management and supervision of a unified
statewide system of community and technical colleges. State system
applications must specify one or more community college(s) within the
state where capacity building and training activities will occur under
the grant.
4. One-Stop Career Centers, as established under Section 121 of the
Workforce Investment Act of 1998 (Pub. L. 105-220). The eligible
applicant for One-Stop Career Centers must be the One-Stop Operator, as
defined under Section 121 of the Workforce Investment Act of 1998 (Pub.
L. 105-220), on behalf of the One-Stop Career Center. The applicant
must: (1) Have a letter of concurrence from the Workforce Investment
Board; (2) demonstrate that the proposed activities are consistent with
the state strategic Workforce Investment Act plan; and (3) demonstrate
that the Local Workforce Investment Board, or its designated fiscal
agent, will serve as the fiscal agent for the grant by clearly
providing the legal name and EIN of the fiscal agent. The Workforce
Investment Board's support and involvement in the project should be
detailed in the letter of concurrence, which should also address the
above requirements (2) and (3). Applications from One-Stop Career
Centers without a letter of concurrence from their Workforce Investment
Board will be considered non-responsive and will not be reviewed. One-
Stop Career Center applications must specify one or more community
college(s) where all capacity building and training activities will
occur under the grant. One-Stop Career Center applicants should clearly
note in the Abstract that they are applying under Section III(A)4, of
the SGA. Additionally, in the abstract, One-Stop Career Center
applicants should note that they are the One-Stop Career Center
operator and provide the name of the One-Stop Career Center.
B. Cost Sharing or Matching
Cost sharing, matching, or cost participation is not required for
eligibility; however, applicants are encouraged to leverage the
resources of the partnership whenever possible. Five bonus points are
available for applications that demonstrate that WIA training funds are
integrated into grant activities.
C. Other Grant Specifications
1. Demonstrated Partnerships. To be considered for funding under
this SGA, the applicant must demonstrate that the proposed project will
be implemented by a strategic partnership that includes at least one
entity from each of the following categories: (1) The Workforce
Investment System, which may include State and Local Workforce
Investment Boards, State Workforce Agencies, and One-Stop Career
Centers and their partners; (2) an individual community or technical
college; (3) employers and industry-related organizations such as
associations and unions; and (4) the continuum of education, including
the K-12 public education system, adult education, four-year colleges
and universities, and other training providers. Please note that some
applicants applying under the exception may not have a community
college partner. In these cases, the applicant should substitute the
training provider as the required community college partner. Please see
Section III(C)(5) for more details. The strategic partnership may be a
legally organized partnership, joint venture, or a more informal
collaboration. Please note, while at least one entity from each
category is required, ETA strongly encourages as many partners as
necessary from each category to fully represent the community and the
entire continuum of education.
2. Required Capacity Building and Training Activities. To be
considered for funding under this SGA, proposed grant activities must
include a combination of capacity building and training activities at
the community college, or other entities as specified in the exception
detailed in Section III(C)(5), that target skills and competencies
demanded by local high-growth/high-demand industries that are defined
in the context of the regional economy. In all applications, at least
50 percent of the proposed budget must be for tuition and related
training costs for a substantive number of students enrolled in the
grant training program. Related training costs include, but are not
limited to, books, supplies, tools, and uniforms. Grantees are strongly
encouraged to leverage other resources to cover the tuition costs for
the students trained with grant funds to expand the number of
individuals trained with the grant. Possible sources of leveraged
resources for tuition include, but are not limited to, Pell Grants,
student loans, and employer tuition reimbursement. Grantees may charge
tuition and related training costs to students enrolled in the training
program whose tuition is not covered by the grant; however, the
leveraging of resources described above is strongly encouraged.
Grantees must track and report performance outcomes on any individuals
trained using grant dollars, either in whole or in part. Where grant
dollars are combined with other leveraged resources to cover tuition
for an individual being trained, that individual must be tracked for
purposes of performance as well.
Proposed capacity building activities must address barriers that
impede the ability of the community college, or other entities
specified in the exception detailed in Section III(C)(5), to meet local
and regional industry demand for workforce training and must be
directly linked to the specific training supported under the grant.
Applicants may propose a cross-cutting capacity building and training
strategy that will support training in more than one high-growth/high-
demand industry if the applicant can demonstrate that skill needs in
the identified industries are shared. Applicants that wish to propose
training programs in two or more high-growth industries that do not
share skill needs should do so through separate applications.
3. Participants Eligible to Receive Training. Generally, the scope
of potential trainees is very broad. WIA Sec. 171(d) authorizes
demonstration programs to serve dislocated workers, incumbent workers,
and new entrants to the workforce. This authorization supports a broad
range of training for a variety of populations, including: Incumbent
workers who need new skills for jobs in demand at higher levels of the
career ladder or because the skill needs for their current jobs have
changed; untapped labor pools such as immigrant workers, individuals
with limited English proficiency, individuals with disabilities,
veterans, Indian and Native Americans, older workers, youth, etc; or
entry level workers who need basic skills and/or specific occupational
skill training. The identification of targeted and qualified trainees
should be part of the larger project planning process undertaken by the
required partnership and should relate to the workforce challenge that
is being addressed by the training.
4. Training Providers. Community and technical colleges are the
required training providers under Community-Based Job Training Grants,
regardless of the applicant, with the exception of
[[Page 44582]]
rural areas and other educationally underserved communities with no
reasonable access to community colleges (please see Section III(C)(5)
below for more information on this exception). ETA encourages
applicants to be creative in integrating partner resources and
expertise into the training plan. For example, a business partner may
provide a qualified instructor to the community college; the community
college may provide on-site training for workers to take advantage of
business-loaned equipment; the training may be provided jointly; or the
training may utilize technology-based distance learning alternatives as
well as blended learning, which combines self-paced and instructor-led
interactions.
5. Exception to Eligible Applicants and Training Provider
Requirements for Rural and Other Educationally Underserved Areas with
No Access to Community Colleges. ETA recognizes that some communities,
particularly those in rural areas, may lack access to community and
technical college training where physical college facilities are not
reasonably close and technology-based and distance learning options are
limited or not available. Educationally underserved communities that
lack this access may submit proposals under the parameters detailed in
this exception. In such cases, the applicant will be required to
clearly state it is applying under this exception and must fully
demonstrate as part of its statement of need that community college
training is not reasonably available within commuting distance of the
community in which grant activities will take place and that there are
no viable technology-based or distance learning options available.
Applicants may use mileage, population, and access to classrooms,
Internet and other technology, public transportation and other
services, as factors to support their demonstration of the lack of
access to and availability of community college training. Please note
that applications submitted under the exception must still meet all
other requirements set forth in this Solicitation. Applicants must
clearly note in the abstract that they are applying under this
exception.
Under this exception, the additional eligible applicants and
requirements on training are listed below.
a. Public, accredited Institutions of Higher Education that award
certificates and both two-year and four-year degrees, and satellite
campuses of such Institutions, are eligible to apply under this
exception. However, the emphasis for capacity building and training
activities under the grant must be at the certificate or two-year
Associate's Degree level. The public institution of higher education
applicant is also required to be the training provider for applications
submitted under this exception and will serve as a substitute for the
required community college training provider detailed in Section
III(C)(4);
b. Alternate Educational Entities that are governmental or not-for-
profit organizations that directly deliver, or broker for delivery,
post-secondary education opportunities in educationally underserved
communities that lack access to community colleges are eligible to
apply under this exception. Alternate Educational Entity applicants
must demonstrate that: (1) The emphasis for capacity building and
training activities under the grant must be at the certificate or two-
year Associates Degree level; (2) the training is offered in
partnership with a community college outside the underserved area and
is acceptable for credit at or a credential from the partner community
college; and (3) a component of the capacity building activities
supports the partnering community college for the purposes of enhancing
the training services provided by that college to the underserved area.
Additionally, applications must specify one or more community
college(s) where capacity building and training activities will occur
under the grant.
6. Veterans Priority. The Jobs for Veterans Act (Pub. L. 107-288)
provides priority of service to veterans and spouses of certain
veterans for the receipt of employment, training, and placement
services in any job training program directly funded, in whole or in
part, by the Department of Labor. In circumstances where a Community-
Based Job Training Grant recipient must choose between two equally
qualified candidates for training, one of whom is a veteran, the Jobs
for Veterans Act requires that CBJTG recipients give the veteran
priority of service by admitting him or her into the program. Please
note that, to obtain priority of service, a veteran must meet the
program's eligibility requirements. ETA Training and Employment
Guidance Letter (TEGL) No. 5-03 (September 16, 2003) provides general
guidance on the scope of the Job for Veterans Act and its effect on
current employment and training programs. TEGL No. 5-03, along with
additional guidance, is available at the ``Jobs for Veterans Priority
of Service'' Web site: http://www.doleta.gov/programs/vets.
7. Re-designation of One-Stop Operators. If at any time the
applicant One-Stop Operator changes, then DOL and the WIB will modify
the application or grant on behalf of the One-Stop Career Center, for
the purpose of designating a new One-Stop Operator.
IV. Application and Submission Information
A. Address To Request Application Package
This SGA contains all of the information and links to forms needed
to apply for grant funding.
B. Content and Form of Application Submission
The proposal must consist of two (2) separate and distinct parts,
Parts I and II. Applications that fail to adhere to the instructions in
this section will be considered non-responsive and may not be given
further consideration. Applicants who wish to apply do not need to
submit a Letter of Intent. The completed application package is all
that is required.
Part I of the proposal is the Cost Proposal and must include the
following three items:
The Standard Form (SF) 424, ``Application for Federal
Assistance'' (available at http://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 Office of Management and Budget
(OMB) Notice of Final Policy Issuance, 68 FR 38402 (June 27, 2003).
Applicants must supply their DUNS number on the SF 424. The DUNS number
is a nine-digit identification number that uniquely identifies business
entities. Obtaining a DUNS number is easy and there is no charge. To
obtain a DUNS number, access this Web site, http://www.dunandbradstreet.com,
or call 1-866-705-5711.
The SF 424A Budget Information Form (available at http://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 include: (1) The total
amount leveraged from federal sources; (2) the total amount leveraged
from non-federal sources; (3) the partners contributing the
[[Page 44583]]
resources; (4) the projected activities to be implemented utilizing
leveraged resources, broken out by the source of the leveraged resource
(federal or non-federal); (5) the amount of grant funds to be spent on
tuition and related training costs (Note: At least 50% of the proposed
budget must be for tuition and related training costs for a substantive
number of students enrolled in the grant training program); and (6)
cost per-participant. In applications submitted by Community College
Districts, State Community College Systems, One-Stop Career Centers,
and alternate educational entities, the budget narrative should also
break out the portion of the budget going to the applicant as well as
the funds going to the community college for capacity building and
training.
Please note that applicants that fail to provide either the SF 424,
SF 424A or the 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 DOL funding
requested for the entire period of performance (up to 36 months) should
be shown together on the SF 424 and SF 424A Budget Information Form.
Please do not show only one year of funding on your SF 424 or SF424A.
Applicants are also encouraged, but not required, to submit OMB Survey
N. 1890-0014: Survey on Ensuring Equal Opportunity for Applicants,
which can be found at http://www.doleta.gov/sga/forms.cfm.
Part II of the application is the Technical Proposal, which
demonstrates the applicant's capabilities to plan and implement the
CBJTG in accordance with the provisions of this solicitation. The
Technical Proposal is limited to twenty (20) double-spaced, single-
sided, 8.5 inch x 11 inch pages with 12 point text font and one-inch
margins. Applicants should number the Technical Proposal beginning with
page number one. Any pages over the 20 page limit will not be reviewed.
In addition, in attachments which may not exceed ten (10) pages, the
applicant may provide resumes, a list of staff positions to be funded
by the grant, statistical information, general letters of support, and
other related material. The required letters of commitment from
partners must be submitted as additional attachments and will not count
against the allowable 10-page limit on attachments. Please note that
applicants should not send letters of commitment or support separately
to ETA because letters are tracked through a different system and will
not be attached to the application for review. Additionally, the
applicant must reference grant partners by organizational name in the
text of the Technical Proposal. Except for the discussion of any
leveraged resource to address the evaluation criteria, no cost data or
reference to prices should be included in the Technical Proposal. In
addition, the following information is required:
A table of contents listing the application sections; and
A one- to two-page time line outlining project activities and
an anticipated schedule for deliverables.
A one- to two-page abstract summarizing the proposed project
and applicant profile information including: Applicant name, project
title, industry focus, partnership members, proposed training and
capacity building activities, funding level requested, the amount of
leveraged resources, the target group(s), and a project description as
described in the evaluation criteria section at Section V(A) of this
Solicitation. The abstract should also clearly note whether the
application is being submitted by a One-Stop Career Center as mentioned
in Section III(A)4 or under the exception detailed in Section
III(C)(5). If the application is being submitted by a One-Stop Career
Center, the applicant should note that they are the One-Stop Career
Center operator and provide the name of the One-Stop Career Center.
A one- to three-page listing of all projected training,
employment, and capacity building outcomes that includes the following:
For training outcomes list the projected numbers for all
training activities, including but not limited to:
Total enrollment in training program;
Increase in enrollment attributed to grant (number of
additional students);
The number of individuals trained using grant dollars,
including individuals trained as a result of leveraging of resources
(e.g., training is paid in whole or in part through sources other than
the grant or tuition, including Pell Grants, student loans, employer
tuition reimbursement, and Workforce Investment Act training resources
such as customized training, ITAs, or pilot CAAs);
The number of individuals trained without use of grant
dollars, such as those who pay tuition.
For those trained using grant dollars or leveraged
resources, provide projections for:
--Entered employment;
--Employment retention;
--Average earnings;
--Entered employment in industry related to training;
--Number receiving promotions and/or wage gains;
--Number receiving credentials; and
--For youth, literacy and/or numeracy gains.
For capacity building outcomes, include:
All products to be developed during the grant period.
--List the capacity building product (including, but not limited
to, curriculum and course materials, competency models and career
ladders, outreach materials, reports and databases, and program
management and implementation tools);
--The projected date the product will be completed; and
--The estimated number of individuals impacted or affected during
the grant period.
Please note that the abstract, summary of outcomes, table of
contents, and time line are not included in the Technical Proposal page
limitation, but have their own page limitations, listed above.
Applications that do not provide Part II of the application may be
removed from consideration prior to the technical review process.
Applications may be submitted electronically on http://www.grants.gov or
in hard-copy via U.S. mail, professional overnight delivery service, or
hand delivery. These processes are described in further detail in
Section IV(C). Applicants submitting proposals in hard-copy must submit
an original signed application (including the SF 424) and one (1)
``copy-ready'' version free of bindings, staples or protruding tabs to
ease in the reproduction of the proposal by DOL. Applicants submitting
proposals in hard-copy are also requested, though not required, to
provide an electronic copy of the proposal on CD-ROM.
B. Submission Date, Times, and Addresses
The closing date for receipt of applications under this
Solicitation is October 10, 2007. Applications must be received at the
address below or successfully submitted through grants.gov no later
than 4 p.m. (Eastern Time). Applications sent by e-mail, telegram, or
facsimile (fax) will not be
[[Page 44584]]
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.
ETA will post Frequently Asked Questions (FAQs) and host Virtual
Prospective Applicant Conferences for this grant competition. The FAQs,
as well as registration information for the Prospective Applicant
Conferences will be posted on ETA's Web site at: http://www.doleta.gov/business/Community-BasedJobTrainingGrants.cfm
and
http://www.workforce3one.org. Please check these pages for updates
periodically during the Solicitation.
Mailed applications must be addressed to the U.S. Department of
Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Eric Luetkenhaus, Reference SGA/DFA PY 07-01,
200 Constitution Avenue, NW., Room N-4716, Washington, DC 20210.
Applicants are advised that mail delivery in the Washington area may be
delayed due to mail decontamination procedures. Hand delivered
proposals will be received at the above address.
Applicants may apply online through Grants.gov (http://www.grants.gov
). It is strongly recommended that applicants applying
online for the first time via Grants.gov immediately initiate and
complete the ``Get Registered'' registration steps at http://www.grants.gov/applicants/get_registered.jsp.
These steps may take
multiple days or weeks to complete, and this time should be factored
into plans for electronic application submission in order to avoid
unexpected delays that could result in the rejection of an application.
If submitting electronically through Grants.gov, the components of the
application must be saved as either .doc, .xls or .pdf files.
Late Applications: Any application received after the exact date
and time specified for receipt at the office designated in this notice
will not be considered, unless it is received before awards are made,
was properly addressed, and: (a) Was sent by U.S. Postal Service
registered or certified mail not later than the fifth calendar day
before the date specified for receipt of applications (e.g., an
application required to be received by the 20th of the month must be
post marked by the 15th of that month) or (b) was sent by professional
overnight delivery service or submitted on Grants.gov to the addressee
not later than one working day prior to the date specified for receipt
of applications. 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 professional overnight delivery service in the event of any
electronic submission problems. Applicants take a significant risk by
waiting to the last day to submit by grants.gov. ``Post marked'' means
a printed, stamped or otherwise placed impression (exclusive of a
postage meter machine impression) that is readily identifiable, without
further action, as having been supplied or affixed on the date of
mailing by an employee of the U.S. Postal Service. Therefore,
applicants should request the postal clerk to place a legible hand
cancellation ``bull's eye'' postmark on both the receipt and the
package. Failure to adhere to the above instructions will be a basis
for a determination of nonresponsiveness. 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.
C. Intergovernmental Review
This funding opportunity is not subject to Executive Order (EO)
12372, ``Intergovernmental Review of Federal Programs.''
D. Funding Restrictions
Determinations of allowable costs will be made in accordance with
the applicable Federal cost principles, e.g., Educational Institution--
OMB Circular A-21. Disallowed costs are those charges to a grant that
the grantor agency or its representative determines not to be allowed
in accordance with the applicable Federal Cost Principles or other
conditions contained in the grant. Applicants will not be entitled to
reimbursement of pre-award costs.
Limitations on Cost Per-Participant. Because the costs of training
may vary considerably depending on the skills and competencies required
in different occupations in different industries, 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, if available, or with the
community college's, or other entity's as specified in the exception
detailed in Section III(C)(5), existing price structures for the type
of program offered.
Indirect Costs. As specified in OMB Circular Cost Principles,
indirect costs are those that have been incurred for common or joint
objectives and cannot be readily identified with a particular cost
objective. In order to utilize grant funds for indirect costs incurred,
the applicant must obtain an Indirect Cost Rate Agreement with its
Federal Cognizant Agency either before or shortly after the grant
award.
Administrative Costs. Under the CBJTGs, an entity that receives a
grant to carry out a project or program may not use more than 5 percent
of the amount of the grant to pay administrative costs associated with
the program or project. Administrative costs could be both direct and
indirect costs and are defined at 20 CFR 667.220. Administrative costs
do not need to be identified separately from program costs on the SF
424A Budget Information Form. They should be discussed in the budget
narrative and tracked through the grantee's accounting system. Although
there will be administrative costs associated with the managing of the
partnership as it relates to specific grant activity, the primary use
of funding should be to support the actual capacity building and
training activity(ies). To claim any administrative costs that are also
indirect costs, the applicant must obtain an indirect cost rate
agreement from its federal cognizant agency as specified above.
Use of Funds for Supportive Services. Use of grant funds for
supportive services, such as transportation and childcare, is not an
allowable cost under this Solicitation for Grant Applications,
including funds provided through stipends for such purposes.
Use of Stipends. The provision of stipends to training enrollees
for the purposes of wage replacement is not an allowable cost under
this Solicitation for Grant Applications.
Salary and Bonus Limitations. In compliance with Public Law 109-234
and Public Law 110-5, none of the funds appropriated in Public Law 109-
149, Public Law 110-5, or prior Acts under the heading `Employment and
Training' that are available for expenditure on or after June 15, 2006,
shall be used by a recipient or sub-recipient of such funds to pay the
salary and bonuses of an individual, either as direct costs or indirect
costs, at a rate in excess of Executive Level II, except as provided
for under section 101 of Public Law 109-149. This limitation shall not
apply to vendors providing goods and services as defined in OMB
Circular A-133. See Training and Employment Guidance Letter number 5-06
for further
[[Page 44585]]
clarification: http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=2262
.
Legal Rules Pertaining to Inherently Religious Activities by
Organizations that Receive Federal Financial Assistance. The government
is generally prohibited from providing direct financial assistance for
inherently religious activities (please see 29 CFR part 2, subpart D).
These grants may not be used for religious instruction, worship,
prayer, proselytizing or other inherently religious activities.
Neutral, non-religious criteria that neither favors nor disfavors
religion will be employed in the selection of grant recipients and must
be employed by grantees in the selection of sub-recipients.
ETA Intellectual Property Rights. Applicants should note that
grantees must agree to provide USDOL/ETA a paid-up, nonexclusive and
irrevocable license to reproduce, publish, or otherwise use for federal
purposes all products developed or for which ownership was purchased
under an award, including but not limited to curricula, training
models, technical assistance products, and any related materials, and
to authorize them to do so. Such uses include, but are not limited to,
the right to modify and distribute such products worldwide by any
means, electronically or otherwise.
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.
V. Application Review Information
A. Evaluation Criteria
This section identifies and describes the criteria that will be
used to evaluate proposals for a Community-Based Job Training Grant.
These criteria and point values are:
------------------------------------------------------------------------
Criterion Points
------------------------------------------------------------------------
1. Statement of Need....................................... 10
2. Linkages to Key Partners................................ 20
3. Training and Capacity Building Plan..................... 25
4. Outcomes, Benefits, and Impact.......................... 30
5. Program Management and Organization Capacity............ 10
6. Integration with and Regional Economic and Talent 5
Development Strategies....................................
7. Bonus: Integration of Workforce Investment Act training 5
funds.....................................................
Total Possible Points.................................. 105
------------------------------------------------------------------------
1. Statement of Need (10 Points)
Applicants must demonstrate a clear and specific need for the
federal investment in the proposed activities by: (a) Identifying the
industry or industries of focus; (b) establishing that the identified
industry satisfies ETA's criteria for a high-growth/high-demand
industry in the local or regional economy as described in Section
I(C)(1) of this solicitation; (c) providing evidence of industry demand
for training in the local or regional economy; and (d) describing in
detail the capacity challenges the community college(s), or other
entity as specified in the exception detailed in Section III(C)(5),
faces that limit its ability to provide sufficient quantity or quality
of training to meet the identified industry's demand.
Applicants may draw from a variety of resources for supporting
data, including: Traditional labor market information, such as
projections; industry data from trade or industry associations,
Chambers of Commerce, or direct information from the local employers or
industry; information on the local and regional economy from economic
development agencies; and other transactional data, such as job
vacancies.
In addition to the above, applicants applying under the exception
detailed in Section III(C)(5) must also demonstrate that community
college training is not reasonably available within commuting distance
of the community in which grant activities will take place and that
there are no viable technology-based or distance learning options
available. Applicants may wish to use mileage, population, and access
to classrooms, Internet and other technology, public transportation and
other services, in their demonstration of community college training
not being reasonably available in their community.
2. Linkages to Key Partners (20 Points)
The applicant must demonstrate that the proposed project will be
implemented by a strategic partnership that includes at least one
entity from each of four categories: (1) The workforce investment
system, which may include State and Local Workforce Investment Boards,
State Workforce Agencies, and One-Stop Career Centers and their
partners, as such terms are defined under WIA; (2) community and
technical colleges; (3) employers and industry-related organizations
such as associations and unions; and (4) the continuum of education,
including the K-12 public education system. Please note, some
applications submitted under the exception outlined in Section
III(C)(5) may have a substitution for the community college partner.
Please see Section III(C)(5) for more details.
The applicant must identify the partners by organizational name and
category, explain the meaningful role each partner will play in the
project, and document the resources leveraged from each partner.
Collaborating partners must verify their role through a letter of
commitment detailing the roles, responsibilities, and resources the
partner will commit to the project. The letters of commitment must be
attached to the proposal. Applicants must also identify resources
leveraged from other organizations, including other workforce
investment system partners.
ETA encourages, and will be looking for, applications that go
beyond the minimum level of partnership and demonstrate broader,
substantive and sustainable partnerships. Scoring on this criterion
will be based on the following factors:
Evidence of Required Partners (5 points): The applicant
must identify and provide evidence that the partnership contains each
of the required partner entities. Applications that do not have each of
the four required entities represented in the partnership will not
receive any points for this factor.
Comprehensiveness of the Partnership (7 points): The
applicant must explain the meaningful role each partner will play in
the project. Points for this factor will be awarded based on: (1) The
degree to which each partner, including all required partners, plays a
committed role, either financial or non-financial, in the proposed
project; (2) the breadth and depth of each partners contribution, their
knowledge and experience concerning grant activities, and their ability
to impact the success of the project; and (3) evidence, including
letters of commitment from required partners, that key partners have
expressed a clear dedication to the project and understand their area
of responsibility. Applications that do not have each of the four
required entities represented in the partnership cannot receive full
points for this factor.
Partnership Management (8 points): Points for this factor
will be awarded based on: (1) The evidence of a plan for interaction
between partners at each stage of the project, from planning to
execution; (2) the evidence that the capacity challenge to be addressed
by the grant was identified in the context of the strategic
partnership; (3) demonstrated ability of the lead partner to
successfully manage partnerships; (4) the ability of the partnership to
manage
[[Page 44586]]
all aspects and stages of the project and to coordinate individual
activities with the partnership as a whole; (5) the robustness of the
applicant's plan for sustaining the partnership beyond the funding
period, and (6) evidence that the partnership has the capacity to
achieve the outcomes of the proposed project.
3. Training and Capacity Building Plan (25 Points)
The applicant must describe its proposed capacity building and
training strategies in full. Scoring on this criterion will be based
on:
Effective, Innovative Training and Capacity Building
Strategies (15 points): The applicant must provide evidence that: (1)
The proposed project will address identified industry workforce or
skills shortages and identified capacity constraints at the community
college level or in the community if the application is submitted under
the exception detailed in Section III(C)(5); (2) there is a
demonstrated link between the proposed project and the identified
industry workforce challenge or skills shortages and identified
capacity constraints at the community college level or in the
community, if the application is submitted under the exception detailed
in Section III(C)(5); (3) the proposed project clearly integrates
industry-driven capacity building and training activities; (4) proposed
capacity building solutions are broad-based and include an appropriate
range of activities; (5) the proposed capacity building activities
increase the capacity of the college to provide training by increasing
their enrollment numbers, thereby increasing the pipeline of skilled
workers ready for employment or promotion in the regional economy; (6)
proposed training activities occur within the context of a continuum of
education and training that supports long-term career growth, such as
an articulated career ladder/lattice; (7) proposed training activities
lead to appropriate college credit or credentialing; and (8) at least
50% of the proposed budget is for tuition and related training costs,
which include but are not limited to books, supplies, tools, and
uniforms, for a substantive number of students enrolled in the grant
training program.
Implementation Strategy (10 points): Applicants can earn
up to 10 points based on evidence that the applicant has a clear
understanding of the tasks required to successfully meet the objectives
of the grant. Factors considered in evaluating this evidence include:
(1) The existence of a work plan that is responsive to the applicant's
statement of need and includes specific goals, objectives, activities,
implementation strategies, and a timeline; (2) the feasibility and
reasonableness of the timeline for accomplishing all necessary
implementation activities, including start-up, capacity building and
training activities, participant follow-up for performance outcomes,
and grant closeout activities; (3) whether the budget line items are
consistent with and tied to work plan objectives; (4) the extent to
which the budget is justified with respect to the adequacy and
reasonableness of the resources requested; (5) the extent to which the
proposed cost-per-participant is aligned with existing price structures
for similar training; and (6) the presence of a robust outreach
strategy that includes the dissemination of information regarding the
project to others who would benefit most, and, if appropriate,
recruitment of eligible participants.
4. Outcomes, Benefits, and Impact (30 Points)
Applicants must demonstrate an outcome-based approach to managing
and operating their CBJTG. This should be achieved by fully describing
the measures that will be used to evaluate the success and impact of
the project, and highlight the benefits and impact of the outcomes and
products on the larger capacity constraint(s) described in the
statement of need. Scoring on this criterion will be based on the
following factors:
a. Description of Outcomes (20 points): Applicants may earn up to
20 points for indicating the appropriate outcomes that will be tracked
as detailed below. Additionally, the description of outcomes must
include: (1) Projected outcomes, to be used as baseline numbers for
tracking progress, in the categories of total enrollment in training
program, increase in enrollment attributed to grant (number of
additional students), completion of training, entered employment in an
industry related to training, and ETA's Common Measures, which include
entered employment, employment, and average earnings for adults; and
placement in employment or education, degree or certificate attainment,
and literacy and numeracy gains for youth; and (2) the methods proposed
to collect and validate outcome data in a timely and accurate manner.
b. Training (10 points): Applicants must track training outcome
measures that are consistent with ETA's Common Measures, including
employment placement numbers, employment retention, and average
earnings for adults; and placement in employment or education, degree
or certificate attainment, and literacy and numeracy gains for youth.
Other outcome measures that must be tracked include the number of
individuals awarded credentials or degrees; the number of individuals
trained using grant dollars, including individuals trained as a result
of leveraging of resources (e.g. training is paid in whole or in part
through sources other than the grant or tuition, including Pell Grants,
student loans, employer tuition reimbursement, and Workforce Investment
Act training resources such as customized training, ITAs, or pilot
CAAs); the number of individuals trained without use of grant dollars,
such as those who pay tuition; the number of individuals employed in
training-related occupation; the number of individuals that received a
promotion or wage gain as a result of training; and other outcome
measures specific to the proposed training project. Applicants must
also identify the credential that participants will earn as a result of
the proposed training, and the employer-, industry-, or state-defined
standards associated with the credential. If the credential targeted by
the training project is a certificate or performance-based
certification, applicants should either (a) demonstrate employer
engagement in the curriculum development process, or (b) indicate that
the certification will translate into concrete job opportunities with
an employer.
c. Capacity Building (10 points): Applicants must clearly describe
all products, models, curricula, etc. that will be developed or
acquired with federal funds through the grant and indicate the impact
of the capacity building activity (e.g. the number of participants or
entities who will benefit from the proposed activities). Applicants
must describe the impact measure associated with the capacity building
activity, if applicable, and the exact methodology of the impact
measure, including any important operational parameters.
d. Appropriateness of Outcomes (10 points): Applicants may earn up
to 10 points based on three factors: (1) The extent to which the
expected project outcomes are clearly identified and measurable,
realistic and consistent with the objectives of the project; (2) the
ability of the applicant to achieve the stated outcomes within the
timeframe of the grant; (3) the appropriateness of the outcomes with
respect to the extent of the community college's identified capacity
challenges and the requested level of funding.
[[Page 44587]]
5. Program Management and Organization Capacity (10 Points)
To satisfy this criterion, applicants must describe their proposed
project management structure including, where appropriate, the
identification of a proposed project manager, and discuss the proposed
staffing pattern and the qualifications and experience of key staff
members. Applicants should also provide evidence of the use of data
systems to track outcomes in a timely and accurate manner. The
applicant should include a description of organizational capacity and
the organization's track record in projects similar to that described
in the proposal and/or related activities of the primary partners.
Scoring under this criterion will be based on the extent to which
applicants provide evidence of the following:
The time commitment of the proposed staff is sufficient to
ensure proper direction, management, and timely completion of the
project;
The roles and contribution of staff, consultants, and
collaborative organizations are clearly defined and linked to specific
objectives and tasks;
The background, experience, and other qualifications of
the staff are sufficient to carry out their designated roles; and
The applicant organization has significant capacity to
accomplish the goals and outcomes of the project, including the ability
to collect and manage data in a way that allows consistent, accurate,
and expedient reporting.
6. Integration With Regional Economic and Talent Development Strategies
(5 Points)
Scoring on this criterion will be based on the applicant's ability
to demonstrate that their CBJTG project is aligned with and integrated
into their region's talent development and economic development
strategy. Applicants may receive up to 5 points by:
Summarizing the region's strategic vision and workforce
education strategies in support of talent development and economic
growth; and
Either describing how their capacity building and training
solution is part of or complements existing approaches under regional
talent development and economic development plans and initiatives; or
describing how their CBJTG project is a catalyst for bringing partners
together to begin the analysis and strategic planning in their region.
Describing any regional partnerships that are part of
their capacity building and training plans and detail how the
partnerships are broader and deeper in scope than the local
partnerships in place for the proposed capacity building and training
activity. Regional partners may include regional business leadership
and organizations, such as chambers of commerce; economic development
entities at the regional level; the philanthropic community; seed and
venture capital organizations or individuals; investor networks;
entrepreneurs; and faith and community-based organizations.
For applicants leveraging resources, describing how the
funds leveraged come from regional partners or from existing or planned
talent development efforts within the region.
7. Integration of Workforce Investment Act Training Funds (5 Points).
ETA will award 5 bonus points to applications that demonstrate with
evidence the integration of WIA training funds into grant activities.
Examples of WIA training funds include, but are not limited to,
Individual Training Accounts, customized training, and Career
Advancement Accounts, as applicable.
To receive 5 bonus points, applicants must provide a detailed
description of the role of Workforce Investment Act training resources
in the CBJTG project that includes: (1) The type of WIA training funds
leveraged; (2) the dollar amount leveraged; (3) the workforce system
partner involved; (4) the role of the resources in the project; and (5)
the impact of the Workforce Investment Act training funds. An example
of 5-point description is: ``The One Stop Career Center will leverage
from its WIA resources $x in ITA's for our CBJTG project The impact
will be that the One-Stop Career Center will assess and refer a minimum
of x candidates for training and provide them with ITA's for training
under the CBJTG.'' This information should also be included in the
letter of commitment from the workforce system partner. No bonus points
will be awarded to applicants for simply stating that WIA funds will be
integrated into the project.
B. Review and Selection Process
Applications for the Community-Based Job Training Grants will be
accepted after the publication of this announcement until the closing
date. A technical review panel will make a careful evaluation of
applications against the criteria set forth in Section V(A) of this
Solicitation. These criteria are based on the policy goals, priorities,
and emphases set forth in this SGA. Up to 105 points may be awarded to
an application, based on the required information described in Section
V(A) of this Solicitation. The ranked scores will serve as the primary
basis for selection of applications for funding, in conjunction with
other factors such as urban, rural, and geographic balance; industry
balance; the availability of funds; and which proposals are most
advantageous to the Government. The panel results are advisory in
nature and not binding on the Grant Officer, who may consider any
information that comes to his attention. DOL may elect to award the
grant(s) with or without prior discussions with the applicants. Should
a grant be awarded without discussions, the award will be based on the
applicant's signature on the SF 424, which constitutes a binding offer.
VI. Award Administration Information
A. Award Notices
All award notifications will be posted on the ETA Homepage (http://www.doleta.gov
). Applicants selected for award will be contacted
directly before the grant's execution. Applicants not selected for
award will be notified by mail.
B. Administrative and National Policy Requirements
1. Administrative Program Requirements
All grantees will be subject to all applicable Federal laws,
regulations, and the applicable OMB Circulars. The grant(s) awarded
under this SGA will be subject to the following administrative
standards and provisions, if applicable:
a. Workforce Investment Act--20 Code of Federal Regulations (CFR)
Part 667. (General Fiscal and Administrative Rules).
b. Non-Profit Organizations--OMB Circulars A-122 (Cost Principles)
and 29 CFR Part 95 (Administrative Requirements).
c. Educational Institutions--OMB Circulars A-21 (Cost Principles)
and 29 CFR Part 95 (Administrative Requirements).
d. State and Local Governments--OMB Circulars A-87 (Cost
Principles) and 29 CFR Part 97 (Administrative Requirements).
e. Profit Making Commercial Firms--Federal Acquisition Regulation
(FAR)--48 CFR Part 31 (Cost Principles), and 29 CFR Part 95
(Administrative Requirements).
f. All entities must comply with 29 CFR Parts 93 and 98, and, where
applicable, 29 CFR Parts 96 and 99.
g. The following administrative standards and provisions may also
be applicable:
[[Page 44588]]
i. 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;
ii. 29 CFR part 30--Equal Employment Opportunity in Apprenticeship
and Training;
iii. 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;
iv. 29 CFR part 32--Nondiscrimination on the Basis of Handicap in
Programs and Activities Receiving or Benefiting from Federal Financial
Assistance;
v. 29 CFR part 33--Enforcement of Nondiscrimination on the Basis of
Handicap in Programs or Activities Conducted by the Department of
Labor;
vi. 29 CFR part 35--Nondiscrimination on the Basis of Age in
Programs or Activities Receiving Federal Financial Assistance from the
Department of Labor;
vii. 29 CFR part 36--Nondiscrimination on the Basis of Sex in
Education Programs or Activities Receiving Federal Financial
Assistance;
vii. 29 CFR part 37--Implementation of the Nondiscrimination and
Equal Opportunity Provisions of the Workforce Investment Act of 1998.
In accordance with Section 18 of the Lobbying Disclosure Act of
1995 (Pub. L. 104-65) (2 U.S.C. 1611) non-profit entities incorporated
under Internal Revenue Service Code section 501(c) (4) that engage in
lobbying activities are not eligible to receive Federal funds and
grants.
Note: Except as specifically provided in this Notice, DOL/ETA's
acceptance of a proposal and an award of Federal funds to sponsor
any program(s) does not provide a waiver of any grant requirements
and/or procedures. For example, OMB Circulars require that an
entity's procurement procedures must ensure that all procurement
transactions are conducted, as much as practical, to provide open
and free competition. If a proposal identifies a specific entity to
provide services, the DOL/ETA's award does not provide the
justification or basis to sole source the procurement, i.e., avoid
competition, unless the activity is regarded as the primary work of
an official partner to the application.
C. Special Program Requirements
Evaluation. DOL may require that the program or project participate
in an evaluation of overall performance of CBJTGs. To measure the
impact of the CBJTGs, ETA may arrange for or conduct an independent
evaluation of the outcomes and benefits of the projects. Grantees 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 ETA, including
after the expiration date of the grant.
D. Reporting
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. Quarterly reports are due 30 days after
the end of each calendar year quarter. Grantees must use ETA's On-Line
Electronic Reporting System.
Quarterly Progress Reports. The grantee must submit a quarterly
progress report to the designated Federal Project Officer within 30
days after the end of each calendar year quarter. Two copies are to be
submitted providing a detailed account of activities undertaken during
that quarter. DOL may require additional data elements to be collected
and reported on either a regular basis or special request basis.
Grantees must agree to meet DOL reporting requirements. The quarterly
progress report should be in narrative form and should include:
1. General Grant Information, including a summary of grant
activities and a status update on leveraged resources and strategic
partner activities;
2. A Grant Timeline that includes the progress of grant activities,
the key deliverables for each quarter, and the products available each
quarter;
3. Grant Outcomes, including information on all capacity building,
training, employer, and grant deliverable outcomes as well as the
anticipated impact of these outcomes on the community college, industry
partners, and the broader community; and dissemination activities and
events for grant deliverables. Training outcomes will include quarterly
and cumulative reports on the projected outcomes that include, but are
not limited to: enrollment, number completed training, number of
certificates awarded, ETA's Common Measures, including entered
employment, employment retention, and average earnings; number entered
into employment related to training; and number receiving wage gains
and promotions.
4. Highlights of Promising Approaches and Success Stories; and
5. Description of Technical Assistance Needs.
Final Report. A draft final report must be submitted no later than
60 days prior to the expiration date of the grant. This report must
summarize project activities, employment outcomes, and related results
of the training project, and should thoroughly document capacity
building and training approaches. The final report should also include
copies of all deliverables, e.g. curricula and competency models. After
responding to DOL questions and comments on the draft report, three
copies of the final report must be submitted no later than the grant
expiration date. Grantees must agree to use a designated format
specified by DOL for preparing the final report.
VII. Agency Contacts
For further information regarding this SGA, please contact Melissa
Abdullah, Grants Management Specialist, Division of Federal Assistance,
at (202) 693-3346 (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 Melissa Abdullah
and should include SGA/DFA PY 07-01, a contact name, fax and phone
number, and e-mail address. This announcement is being made available
on the ETA Web site at http://www.doleta.gov/sga/sga.cfm, at http://www
.grants.gov, as well as the Federal Register.
VIII. Additional Resources and Other Information
Resources for the Applicant
DOL maintains a number of web-based resources that may be of
assistance to applicants.
The Web site for the Employment and Training
Administration (http://www.doleta.gov) is a valuable source for
background information on the President's High Growth Job Training
Initiative.
Short descriptions of previously funded Community-Based
Job Training Grants can be found at http://www.doleta.gov/BRG/CBJTGrants/
.
The Workforce\3\ One Web site, http://www.workforce3one.org, is a
valuable resource for information about demand-driven projects of the
workforce investment system, educators, employers, and economic
development representatives. Additionally, current High Growth and
Community-Based Job Training Grantees are posting their deliverables on
this Web site.
America's Service Locator (http://www.servicelocator.org)
provides a directory of the nation's One-Stop Career Centers.
[[Page 44589]]
Career Voyages (http://www.careervoyages), a Web site targeted at
youth, parents, counselors, and career changers, provides information
about career opportunities in high-growth/high-demand industries.
Applicants are encouraged to review ``Help with
Solicitation for Grant Applications'' (http://www.dol.gov/cfbci/sgabrochure.htm
).
For a basic understanding of the grants process and basic
responsibilities of receiving Federal grant support, please see
``Guidance for Faith-Based and Community Organizations on Partnering
with the Federal Government'' (http://www.whitehouse.gov/government/fbci/guidance/index.html
).
Other Information
OMB Information Collection No.: 1205-0458.
Expires: September 30, 2009.
According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. Public reporting burden
for this collection of information is estimated to average 20 hours per
response, including time for reviewing instructions, searching existing
data sources, gathering and maintaining the data needed, and completing
and reviewing the collection of information. Send comments regarding
the burden estimated or any other aspect of this collection of
information, including suggestions for reducing this burden, to the
U.S. Department of Labor, the OMB Desk Officer for ETA, Office of
Management and Budget, Room 10235, Washington, DC 20503. Please do not
return the completed application to the OMB. Send it to the sponsoring
agency as specified in this solicitation.
This information is being collected for the purpose of awarding a
grant. The information collected through this ``Solicitation for Grant
Applications'' will be used by the Department of Labor to ensure that
grants are awarded to the applicant best suited to perform the
functions of the grant. Submission of this information is required in
order for the applicant to be considered for award of this grant.
Unless otherwise specifically noted in this announcement, information
submitted in the respondent's application is not considered to be
confidential.
Signed at Washington, DC, this 1st day of August, 2007.
Eric D. Luetkenhaus,
Grant Officer, Employment and Training Administration.
[FR Doc. E7-15362 Filed 8-7-07; 8:45 am]
BILLING CODE 4510-FN-P