FR Doc E8-473

[Federal Register: January 15, 2008 (Volume 73, Number 10)]
[Notices]
[Page 2529-2543]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr15ja08-103]

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DEPARTMENT OF LABOR

Employment and Training Administration

Notice of Availability of Funds and Solicitation for Grant
Applications (SGA) for the Science, Technology, Engineering, and
Mathematics (STEM) Opportunities in the Workforce System Initiative

Announcement Type: New. Notice of Solicitation for Grant
Applications.
Funding Opportunity Number: SGA/DFA PY 07-03.

Catalog of Federal Assistance Number: 17.268

Key Dates: This competition will be implemented in two phases, a
preliminary proposal phase (Phase I) and a full proposal phase (Phase
II), with a closing date for each phase for receipt of applications.
For Phase I of the competition, preliminary proposals must be received
at the address below no later than 4 p.m. (ET) on March 11, 2008. All
applicants are required to submit Phase I proposals. A virtual
Prospective Applicant Conference will be held for this grant
competition on January 25, 2008 at 2 p.m. (ET). Additional information
and links to registration for this Virtual Prospective Applicant
Conference can be found at http://www.workforce3one.org/public/webinars/details.cfm?id=266
.

After completion of review of Phase I proposals, selected
applicants will receive a notice of recommendation to participate in
Phase II of the competition and in this notification, further
information regarding the Phase II submission deadline will also be
provided. Applicants may only participate in the Phase II competition
after receiving notice of recommendation. Please note that applicants
that only submit full proposals will not be reviewed.

SUMMARY: The Employment and Training Administration (ETA), U.S.
Department of Labor (DOL), announces the availability of approximately
$10 million in grant funds for the Science, Technology, Engineering,
and Mathematics (STEM) Opportunities in the Workforce System Initiative
(STEM Initiative). These grants will be awarded through a two-phased
competitive process to primarily expand and align current and new STEM
workforce education and training strategies, activities, and resources
in One Stop Career Centers to promote, attract, and prepare
disadvantaged youth and dislocated workers for STEM careers, while
simultaneously enhancing the competitive position of local and regional
employers.
Grants will be awarded to a select number of individual workforce
investment boards (WIBs), representing a regional consortium of WIBs. A
WIB must submit an application on behalf of a specific, defined multi-
county economic region comprised of various workforce investment areas
that make up the consortium. Joint applications for regions that cross
state lines will be accepted. Applications for multi-state regions must
be from an individual WIB that will have responsibility for
administering the project. This solicitation contains an exception if
the defined region is a rural area or a portion of a state whereby only
one WIB exists.
In awarding STEM Initiative 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 the number of awards will range from five to seven, with the
average award ranging from $1.5 million 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: Marsha Daniels, Reference SGA/DFA PY 07-03, 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 Part 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, the overview and details of the STEM
Initiative including the five key features, project scope and allowable
activities, and an outline of objectives and goals.
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 for the preliminary (Phase I) and full proposal
(Phase II) submissions.
Part V describes the criteria against which applications
will be reviewed and evaluated, and explains the proposal review
process for Phase I and II.
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

A. Background

There is broad consensus that the long-term key to continued U.S.
competitiveness and growth in an increasingly global economic
environment is the adequate supply of qualified Science, Technology,
Engineering, and Mathematics (STEM) workers capable of translating
knowledge and skills into new processes, products, and services.

[[Page 2530]]

According to the National Science Foundation (NSF), scientific
innovation has produced roughly half of all U.S. economic growth in the
last fifty years and the STEM fields, including those who work in them,
are critical engines to that innovation and growth. According to one
recent estimate, while only five percent of the U.S. workforce is
employed in STEM fields, the STEM workforce accounts for more than
fifty percent of the nation's sustained growth (Babco 2004).
The engine of growth is increasingly precarious in today's global
economy and American pre-eminence in STEM will not be secured or
extended without addressing the education and workforce pipeline
challenges that have become a growing national concern. The National
Academy of Sciences study, Rising Above the Gathering Storm (2006),
argues that, absent a serious and rapid response, the U.S. will lose
quality jobs to other nations; lowering our standard of living,
reducing tax revenues, and weakening the domestic market for goods and
services. Once this cycle accelerates, it will be difficult to regain
lost preeminence in technology-driven innovation and its economic
benefits.
The STEM education and workforce challenges are multi-faceted and
five major trends have been identified that will dramatically impact
the STEM pipeline of the future: (1) An increasing number of high
school graduates with insufficient academic grounding in STEM to
successfully enter post-secondary education geared to STEM careers; (2)
waning enrollment in technical studies, including two- and four-year
college level, graduate, and post-graduate science and engineering
programs; (3) impending retirement of a large portion of the existing
STEM workforce; (4) declining immigration of science, technology,
engineering, and mathematics professionals in STEM fields; and (5)
difficulty attracting and retaining a cadre of highly qualified STEM
teaching professionals.
However, the STEM workforce pipeline challenge is not just about
the supply and quality of the baccalaureate and advance degree earners.
A large percentage of the workforce in industries and occupations that
rely on STEM knowledge and skills are technicians, including others who
enter and advance in their field through sub-baccalaureate degrees and
certificates or through workplace training. Competitiveness in STEM
fields requires a focus on the skills and the supply of those involved
in STEM fields from the most complex research and development
leadership positions to production, repair, marketing, sales, and other
jobs that require competencies built upon math, science, engineering,
and technology knowledge. Creating interest and preparing more
Americans to be productive in STEM-related jobs will require attention
to segments of the workforce that are often overlooked in STEM
discussions: incumbent workers who need skills upgrading, dislocated
workers who are trying to find new jobs in industries with a future,
and individuals from groups traditionally underrepresented in STEM
fields.
The seriousness of this STEM-related challenge has penetrated
public and opinion-makers' consciousness; and government, industry,
academia, and foundations have begun to respond in an unprecedented
way. In October 2005, the Government Accountability Office inventoried
the Federal programs that were designed to increase the numbers of
students and graduates in STEM fields or to improve the quality of
education in those areas. From this inventory, it is reported that 13
Federal agencies spent a total of $2.8 billion for 207 programs that
were designed to increase the number of students and graduates or to
improve educational programs in STEM fields. Six Federal agencies spent
the bulk of the reported funding for STEM education: National
Institutes of Health (NIH), followed by NSF, National Aeronautics and
Space Administration (NASA), Department of Education, Environmental
Protection Agency (EPA), and the Health Resources and Services
Administration.
In his 2006 State of the Union address, the President proposed the
American Competitiveness Initiative (ACI) to strengthen education,
promote research and development, and encourage entrepreneurship.
Specifically, ACI proposes to create and expand on a number of programs
targeted at improving K-12 math and science education, increasing
professional development for teachers, attracting new teachers to the
classroom, developing research-based curricula, and providing access to
flexible resources for worker training. In addition to the proposed
efforts under ACI, the Deficit Reduction Act was signed into law and
established the Academic Competitiveness Council, a cabinet-level group
tasked with coordinating and evaluating the Federal role in math and
science education, in an effort to align government policies and
programs to better address STEM education.
In addition to this Federal effort, industry associations,
businesses, state governments, foundations, and other organizations
have launched a variety of programs and competitions that target K-12,
undergraduate, and graduate students in STEM fields. For example,
industry associations that include: the Society of Manufacturing
Engineers, the American Chemical Society, the American Physical
Society, the National Association of Manufacturers, and the National
Science and Technology Education Partnership have invested in STEM
education initiatives that involve curricular improvements, career-
focused Web sites, mentoring programs, and scholarships; while
corporate foundations including Raytheon, Bayer, and General Electric
have created their own outreach programs. Despite these efforts, much
remains to be done within government and across diverse public and
private sectors to ensure that U.S. education, workforce, and economic
systems rise to the STEM challenge.
ETA will invest $14 billion in a national public workforce
development system to increase the skills and education of the current
and emerging workforce, and is committed to becoming an important
contributor to a robust national strategy for tackling the STEM
workforce pipeline challenge. To that end, ETA recently launched a STEM
action agenda which includes three focus areas: (1) Building the
gateway to STEM careers; (2) enhancing the capacity of talent
development institutions to produce more and better-skilled STEM
workers; and (3) catalyzing and supporting innovation,
entrepreneurship, and economic growth that can expand STEM employment
opportunities.
In addition, ETA launched the Workforce Investment in Regional
Economic Development (WIRED) Initiative in 2006, which focuses on the
role of talent development in driving regional economic
competitiveness, increased job growth, and new opportunities for
American workers. Thirty-six of the 39 WIRED regions are targeting
STEM-related industries for economic growth in their regions.
ETA believes that responding to the STEM challenge will require a
concerted and multi-faceted partnership approach; the public workforce
investment system is uniquely positioned in many communities to be an
important partner in these efforts because of its universal access to
human capital, its strong partnerships, and its support of high growth
industries, many of which require a highly skilled and educated STEM
workforce. The STEM Initiative creates a way for the public workforce
system to help develop and broaden the talent pool of the current and
future STEM workforce in regions throughout the country, and to act as
a catalyst in these important efforts.

[[Page 2531]]

B. STEM Initiative Description

The STEM Initiative will make resources and technical assistance
available to a select number of consortiums of WIBs representing
regional economies across the country. These resources will : (1) Help
to develop and enhance the STEM capabilities of the regions by aligning
and expanding current workforce education and training strategies,
activities, and resources in the One Stop Career Centers; (2) promote,
attract, and prepare a broader range of workforce system participants
for STEM careers; and (3) simultaneously enhance the competitive
position of local and regional STEM employers.
The linchpin to a coordinated and strategic regional STEM approach
will be the strategic partnerships that will be developed, enhanced,
and expanded under this Initiative. For this solicitation, ETA requires
at a minimum, partnerships to include the workforce investment system,
the continuum of education, and STEM employers. However, stronger
connections between the workforce system and educational institutions,
e.g. multiple educational pathway programs, adult education, community
colleges, and four year colleges and universities, including other
Federal agencies, nonprofit organizations, employer associations, faith
and community-based organizations, and STEM professional societies,
will also be essential in leveraging assets and filling gaps where
expertise, financial, and operational resources are missing.
The objectives of the STEM Initiative will be reached through five
key features:
1. STEM One Stop Workforce Centers of Excellence;
2. STEM Coaches;
3. STEM Mentors;
4. Career Blueprints; and
5. Technical Assistance.
It is ETA's expectation that all applications will reflect and
clearly articulate the operationalization of these key features of the
STEM Initiative described below, and which are reflected in the
evaluation criteria in Part V.
1. STEM One Stop Workforce Centers of Excellence
STEM One Stop Workforce Centers of Excellence (STEM Centers of
Excellence), either virtual or site-based, will be established in One
Stop Career Centers by a regional WIB consortium under this Initiative
to achieve a number of goals: (1) Expand the capacity of the One Stop
Career Centers to train and prepare individuals, with special emphasis
on disadvantaged youth and dislocated workers, along the STEM career
ladder/lattice with multiple entry and exit points; (2) leverage and
align STEM education and training resources from a variety of funding
sources and entities, so that individuals have expanded education and
training options, and are served in a more coordinated and effective
fashion; (3) understand the workforce needs of STEM employers and meet
those needs with a variety of services, including placing skilled and
prepared workers into STEM jobs; (4) support the establishment and
strengthening of partnerships to ensure optimal STEM expertise and
resources are available in the One Stop Career Centers; and (5) provide
a replicable demonstration model as a resource for other One Stop
Career Centers.
Five to seven STEM Centers of Excellence will be expected to build
upon the current infrastructure and capabilities of the One Stop
system. Grant funds used to develop the STEM Centers of Excellence must
be used to also enhance and expand a variety of participant and
employer services with a sole focus on STEM fields. The goal of this
SGA is to develop strategies that support more workers to obtain post-
secondary education and training leading to employment in STEM fields.
NSF defines the following as STEM fields:
i. Biological Sciences (with the exception of medicine and other
clinical fields);
ii. Physical Sciences, including physics, chemistry, astronomy, and
materials science;
iii. Mathematical Sciences;
iv. Computer and Information Science;
v. Engineering; and
vi. Technology areas associated with the preceding fields--for
example, biotechnology, chemical technology, engineering technology,
nanotechnology, and information technology (with the exception of
health, veterinary, or medical technicians).
The STEM resources and activities available through the STEM
Centers of Excellence will provide individuals engaged in a STEM career
pathway and STEM employers with a customized set of services that are
driven by regional employer demand. The STEM Initiative will give
special emphasis to disadvantaged youth in multiple educational pathway
programs (i.e. alternative education) and dislocated workers, although
other individuals with STEM aptitudes and/or interests may also be
served in the STEM Centers of Excellence. While One Stop Career Centers
have not traditionally targeted disadvantaged youth populations, it is
the expectation of this solicitation that applicants will consider how
to better address the needs of this integral STEM pipeline within the
STEM Centers of Excellence.
Career Guidance. Under this Initiative, STEM Centers of Excellence
will provide and coordinate career awareness and guidance activities
that clarify the range of opportunity along the STEM career ladder/
lattice and debunk myths around the inaccessibility of STEM careers due
to the perceived academic requirements. The enormous variety of STEM
occupations will require career guidance information on alternative
career pathways/career lattice models and non-academic training routes.
Some of these career awareness, guidance activities, and products under
the STEM Initiative may be provided by connecting with existing
projects and/or funding that may have already developed valuable STEM
career guidance materials, such as those from the High Growth Job
Training Initiative, Community-Based Job Training Grants grantees,
Career Voyages Web site (http://www.careervoyages.gov/), professional

associations, and other government agencies.
To indicate the range of opportunities for individuals, the
following is an example of a career ladder in advanced manufacturing:
Entry level (laborer, packer, machine operator);
Mid-level or two-year degree or tech prep (engineering
technician, electronic technician, instrument maker, laboratory
technician, mechanical technician); and
Professional level (chemist, physicist, scientist,
mechanical engineer, biochemical engineer).
Training and Educational Opportunities. The major focus of the STEM
Initiative is to allow participants to have access to a variety of
educational, training, and retraining opportunities through numerous
funding mechanisms and entities, with the goal of receiving a post-
secondary degree or an industry-recognized license, certificate, or
credential that will lead to job placement in a STEM occupation. These
education and training opportunities may range from a short-term
training program leading to a certificate, to an associate's or
bachelor's degree course of study, to work-based learning opportunities
such as pre-apprenticeships and apprenticeships, internships, and on-
the-job training.

[[Page 2532]]

ETA expects that the regional WIB consortium will coordinate
through the STEM Centers of Excellence the integration of funding and
activities available through the Workforce Investment Act of 1998
(WIA), and its partners with current STEM activities funded through
other sources such as: NSF, Departments of Education, Energy and
Defense, NASA, and EPA to enhance and expand workforce system
participants' STEM education and training opportunities and
experiences.
Applicants may pilot Career Advancement Accounts (CAAs) as part of
this Initiative, which are self-managed accounts that enable current
and future workers to gain skills needed to succeed in 21st century
jobs. In addition, applicants are encouraged to create STEM-related
registered apprenticeship programs and ETA will provide technical
assistance, if needed.
Other Participant Services. Participant services provided in the
STEM Centers of Excellence through a STEM Coach (described below) may
include, but are not limited to:
Intake/recruitment;
Assessment of STEM interest and aptitude, including
identification of skill gaps inhibiting employment opportunities,
certifications, specific credentials, security clearances, technical
skills, and business/soft skills;
Development of a Career Blueprint (described below) based
on the assessment;
Job search and placement support provided by STEM Coaches
and partnering employers; and
STEM Mentors (described below).
An important part of each project will be the industry's
identification of skills and competencies required in the STEM
workforce region, which will require a strong partnership between
regional STEM employers and training and education providers including
the K-12 (primarily high schools and career and educational high
schools), adult education, community and technical colleges, four year
colleges and universities, and other training entities. This
partnership will ensure that all participant activities in the STEM
Centers of Excellence will be aligned with industry-driven STEM
workforce education and training strategies including competency
models, curricula, and new learning methodologies and technology-based
learning. Please note that there is a large body of work completed on
industry competencies and skills from a variety of sources, so in order
to avoid duplication of efforts, ETA will work with grantees to connect
them to resources to support this work.
Employer Services. STEM employers may receive a variety of
customized services that may include, but not be limited to:
Recruiting and screening qualified STEM workers;
Job listings;
Limited incumbent worker training and linkage to other
training resources (see definition of limited in Part I(C), Project
Scope and Allowable Activities);
Customized labor market information; and
Job retention services such as mentoring and other
services.
In addition to receiving these services, it is ETA's expectation
that regional STEM employers will be actively engaged in the project
and should participate fully in grant activities including: (1) Helping
to define the STEM Centers of Excellence strategy and approach; (2)
identifying needed skills and competencies; (3) designing training
approaches and curricula; (4) implementing project activities; (5)
contributing financial support; and (6) where appropriate, hiring
qualified STEM education and training graduates.
2. STEM Coaches
STEM Coaches, who may be site-based or virtual, will serve a
critical function in the STEM Centers of Excellence, forging ties to
STEM employers and linking program participants to STEM employment,
education, and training opportunities. Each proposal must include
funding of at least one STEM Coach, and these individuals will be
required to have a diverse and unique set of skills that will be
valuable to both the worker and the employer.
To be successful at cultivating productive relationships with STEM
enterprises in the regional economy and assisting workers in
preparation and employment in STEM occupations, the STEM Coach must
have:
Experience as a recruiter of STEM professionals or as a
STEM educator, and an understanding of STEM employment, including
understanding of STEM workforce needs, hiring processes, and applicable
job market requirements for enterprises in their assigned regions; and
Understanding of skills and competencies in STEM.
Key services for employers and participants provided by the STEM
Coaches were addressed in the previous section (B.1) STEM One Stop
Workforce Centers of Excellence.
3. STEM Mentors
Many people currently in STEM careers had access to professionals
who were in similar fields and could provide advice and support to help
them succeed. Youth graduating from multiple educational pathway
programs and dislocated workers may lack that social capital. However,
in this Initiative, STEM Mentors will serve in this critical function
to remove obstacles to achievement and support participants along the
STEM career ladder/lattice.
STEM Mentors, who may be virtual or site-based, will clarify and
identify career development opportunities for STEM job seekers that
support both the individual and employer objectives. The STEM Mentor
may be someone who is currently employed by industry, enrolled in a
STEM academic program, or a STEM retiree who is interested in
supporting youth and dislocated workers. The Mentor will offer ongoing
support to the newly placed employee in the content areas of STEM, and
also will encourage the character qualities required in the workplace
(e.g. motivation, problem-solving, teamwork, adaptability/flexibility,
and dependability/reliability). In addition, Mentors may be asked to
support participants in education and training, if needed.
The STEM Mentor will be required to fulfill the following
functions:
a. Participate in self-paced/long distance/or classroom-based
orientation for mentor program;
b. Engage in a 6-month or 1 year commitment with
prot[eacute]g[eacute];
c. Meet regularly with the STEM candidate/student; and
d. Communicate with STEM candidate/student on an as-needed basis.
STEM Coaches will recruit STEM Mentors and connect them to the
appropriate prot[eacute]g[eacute]. Applicants will need to articulate
recruitment and outreach strategies for STEM Mentors and describe the
mentoring activities that will be available to STEM candidates/
students.
4. Career Blueprint
Participants in this Initiative will develop and test the concept
of a ``Career Blueprint,'' which is an intentional career development
framework and map synchronized with the skills and competencies needed
to advance along a STEM career pathway for all individuals at all ages
and stages of their lives. While somewhat similar in concept to an
Individual Development Plan or Individual Education Plan, the Career
Blueprint will take a longer-range view of career planning and will be
a template tool for designing and building a personal career pathway
plan. In addition to identifying

[[Page 2533]]

the first steps to attain an initial career goal, it will also include
next steps and additional career goals along the individual's proposed
career ladder or lattice. Individuals will be given tools to
proactively manage their career through repeated engagement of career
decision making and transition processes throughout their lives. The
STEM Mentors and Coaches in this Initiative will be trained to assist
participants with creating their Career Blueprint.
The Career Blueprint format will prompt the individual to plan for
both work experiences and post-secondary education. For example, the
Career Blueprint will suggest a range of options to consider, including
work readiness credentials, pre-apprenticeships, internships,
nontraditional apprenticeships, and on-the-job training. Post-secondary
education at the community college level or above will be intertwined
with the work experience components, rather than being considered a
separate track. Lifelong learning, both formally and on-the-job, will
be emphasized as an integral part of career planning.
5. Technical Assistance
Through the STEM Initiative, participating One Stop Career Centers
and WIBs may receive ongoing intensive technical assistance (TA), at
group meetings and individually, given by a cadre of STEM experts from
a variety of organizations and Federal agencies. The STEM Initiative
will also include the creation of a peer-to-peer learning community to
give teams opportunities to share challenges and best practices.
Technical assistance topics may include: Talent development of STEM
Coaches, creation of nontraditional STEM apprenticeship programs,
models of STEM career pathways, leveraging regional STEM resources, and
best practices of STEM employer engagement. The STEM WIRED resource
team, located in ETA, has documented many of the STEM resources and
activities across agencies, foundations, associations, and the private
sector and this document will serve as a resource for grantees.
At the end of the STEM Initiative, it is ETA's expectation that
grantees will document best practices and lessons learned to
disseminate widely to the workforce investment system to encourage and
facilitate replication. In addition, grantees may serve as valuable
resources for educational materials, ideas, contacts, and mentoring for
the workforce system.

C. Use of Funds/Allowable Activities

STEM Initiative grants will be funded by H-1B fees as authorized
under Sec. 414(c) of the American Competitiveness and Workforce
Improvement Act of 1998 (Pub. L. 105-277, title IV) as amended by
Public Law 108-447 (codified at 29 U.S.C. 2916a). These funds are
focused on the development of the workforce and may be used to provide
job training and related activities to workers to assist them in
gaining the skills and competencies needed to obtain and upgrade career
ladder employment in STEM related industry sectors and occupations
projected to experience significant growth or significant demand for
workers. Whether the focus is on an industry sector or an occupational
area, training investments using grant funds should focus on workforce
education in high-skill occupations requiring significant science,
technology, engineering, and/or mathematics skills. Funds available
under this Solicitation may only be used for projects that provide
training in the occupations and industries for which employers use H-1B
visas that generate these funds and the related activities limited to
those necessary to support training in such occupations and industries.
Please see the attached list of STEM-related occupations and industries
that have been identified as those for which employers use H-1B visas
to employ foreign workers. Activities funded under this Solicitation
must be focused on developing skills and competencies related to the
fields identified in the Attachment.
Funds may also be used to enhance the provision of job training
services and information as authorized in 29 U.S.C. 2916(a)(2)(B).
Therefore, allowable activities under this Initiative may include:
STEM education and training;
Hiring of STEM Coaches;
Purchase of STEM-related assessments for the One Stop
Career Centers;
Educational preparation of participants for NSF
scholarships and other funding opportunities;
Coordination and support of STEM work-based learning
opportunities for participants such as on-the-job training (OJT) and
apprenticeships;
Career guidance;
STEM Employer Services such as job listings and matches,
assessments, and interviewing and prescreening;
Job preparation and placement activities;
Recruitment and outreach materials and activities to
multiple educational pathway programs, faith and community-based
organizations and other entities;
Development and implementation of Career Blueprints;
Summer academic enrichment activities;
Development of new formats and innovative learning
approaches to STEM courses and activities that increase accessibility
to occupational training for participants;
Assessment of skill levels, aptitudes, abilities, and
supportive service needs of individuals;
Support for participants' STEM school preparation and
critical transition points such as high school to college, between 2-
and 4-year college, and from undergraduate study to the workplace;
Travel and related expenses to STEM trainings;
On-site or virtual capacity-related infrastructure
expenses that support STEM activities in the One Stop Career Centers;
Establishment and expansion of partnerships and
collaborations in order to build the STEM capacity of the region;
Support for visiting faculty and industry practitioners to
the One Stop Career Centers and partnering organizations to provide
STEM disciplinary and topical seminars;
STEM asset analysis and mapping;
Documentation and dissemination of STEM resources,
knowledge, and lessons learned through the grant;
Limited STEM incumbent worker training that directly
contributes to career progression in a STEM career;
Limited STEM course and curriculum development, revision,
and enhancement to partnering alternative secondary schools and higher
education institutions;
Limited enhancement of STEM equipment available for
educational opportunities for participants to partnering alternative
secondary schools and higher education institutions; and
Other activities directly in support of the development of
the skills necessary for careers in STEM fields.
Please note that the intention of the STEM Initiative is not to
utilize grant funds to develop curriculum, provide incumbent worker
training, and/or purchase equipment; therefore, the term ``limited''
means that no more than 10 percent of grant funds may be used for such
purposes, without further justification and approval from the Grant
Officer. ETA encourages these types of activities and will expect that
the applicant will leverage other resources to enhance the project

[[Page 2534]]

capacity. The scope and size of the project will vary based on the
number of individuals to be served through the STEM Centers of
Excellence as well as the availability of other leveraged resources for
participants and employers.
Proposed projects must clearly outline how the activities and
resources will result in the achievement of the overall objectives of
the Initiative. At a minimum, applications must:
Coordinate and strategically align regional STEM workforce
preparation, education and training, and employment activities,
strategies, and resources (new and existing), that will result in
significant and sustainable impacts;
Increase accessibility and broaden participation of STEM
education and training opportunities for disadvantaged youth and
dislocated workers;
Increase numbers of workers placed in STEM employment;
Increase access for STEM employers to job candidates with
sought after skills and background;
Establish, expand, and enhance strategic partnerships with
the workforce system and regional STEM employers, the continuum of
education including the K-12 system, adult education, higher education
institutions including community colleges and multiple educational
pathway programs, faith and community-based organizations, industrial
and national laboratories, and STEM professional associations to build
the region's STEM expertise, financial, and operational capacities;
Increase retention of STEM students/participants and
employees through STEM Mentors;
Test and model the concepts of Career Blueprints, STEM
Coaches, STEM Mentors, and STEM Centers of Excellence; and
Disseminate results of the STEM workforce system model.

II. Award Information

A. Award Amount

ETA intends to fund approximately 5-7 grants ranging from $1.5
million 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 solicitation 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 the required grant activities
and their expected completion dates must be included in the Phase II
proposal 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

An individual workforce investment board (WIB), representing a
regional consortium of WIBs, is the eligible applicant. A WIB must
submit an application on behalf of a specific, defined multi-county
economic region comprised of various workforce investment areas that
make up the consortium and demonstrate responsibility for administering
the project. The application must demonstrate that the consortium of
WIBs representing the region serve in partnership with this applicant,
and should do so by submitting a letter of commitment in Phase I from
each of the WIBs in the partnership. If the defined region is a rural
area or a portion of a state whereby only one WIB exists, this
exception must be explained in the Technical Proposal in Phase I. The
grant application form (SF 424) should contain the information of the
WIB that is serving as the grant recipient and must be signed by a duly
authorized official.
Joint applications for regions that cross state lines will be
accepted. Applications for multi-state regions must be from an
individual WIB that will have responsibility for administering the
project. The application must also demonstrate that the consortium of
WIBs representing the multi-state region serve in partnership with this
applicant, and should do so by submitting a letter of commitment in
Phase I from each of the WIBs in the partnership.
Regional economies are typically defined as geographically
contiguous areas. However, a proposal that persuasively makes an
innovative case for a non-contiguous regional economy will be
considered.

B. Cost Sharing or Matching

Cost sharing, matching, or cost participation is not required for
eligibility; however, applicants are strongly encouraged to leverage
resources from key entities in the strategic partnership in order to
maximize the impact of the project in the region. Applicants should
describe what resources, new and existing, may support the goals of the
project and how they support STEM workers and employers. While the
failure to offer leveraged resources as a part of an application will
not preclude consideration of the application, it will place the
applicant at a competitive disadvantage since one of the evaluation
criteria in Phase II evaluates the quality of the leveraged resources.
The identification of existing or planned STEM initiatives within the
region that can be aligned and integrated with the applicant's proposed
activities are also considered to be leveraged resources.

C. Other Grant Specifications

1. Required Partnerships. To be considered for funding, the
applicant must demonstrate that the project will be implemented by a
strategic partnership that includes at a minimum: (1) The publicly
funded workforce investment system, which will be represented by a
regional consortium of WIBs; (2) the continuum of education, which may
include high schools and/or multiple educational pathway programs
(alternative education), community colleges and universities; and (3)
STEM employers and industry-related organizations such as associations.
ETA also encourages a broader partnership that may include major
national laboratories and centers, private foundations, organizations
that receive Federal STEM funding, and professional organizations that
may align relevant financial and operational resources to support the
goals of the Initiative. In addition, partnerships with faith-based and
community organizations that provide recruitment and retention support
to entry-level workers are also encouraged.
2. Regional STEM Analysis and Asset Mapping for Phase II
Competition. In Phase II of the competition, applicants that show
evidence of a regional STEM analysis, asset mapping, or inventory of
STEM-related activities that support the goals of this Initiative will
receive five

[[Page 2535]]

bonus points. Applicants that do not show sufficient evidence will
receive zero bonus points. Partial bonus points will not be awarded. To
receive the bonus points, applicants need to document their analysis or
inventory, which may include WIA funding, leveraged use of any of the
multiple Federal agencies' STEM-related activities that are being
implemented at the local and regional levels, state-based, foundation,
and/or association initiatives. In addition, applicants must clearly
describe the linkages of how these activities are going to expand,
enhance, and/or be integrated into the proposed grant activities.
Please note that these bonus points will not be available in Phase
I of the competition although articulating a clear understanding of the
context of STEM in the applicant's regional economy will be a part of
the evaluation criteria in both phases of the competition.
3. 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 STEM
Initiative grant recipient must choose between two equally qualified
candidates for training, one of whom is a veteran, the Jobs for
Veterans Act requires that STEM Initiative grant 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.

IV. Application and Submission Information

A. Address To Request Application Package

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

B. Content and Form of Application Submission

The competition will be implemented in two phases; a preliminary
phase (Phase I) and the full proposal phase (Phase II). The proposal
must consist of two (2) separate and distinct parts, Parts I and II,
for both phases of the competition. 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.
1. Phase I--Preliminary Proposal. In Phase I of the competition,
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 brief narrative explanation to support the
request. The budget narrative should be no more than 2 pages and should
include: (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 to be
implemented utilizing these resources.
Please note that applicants that fail to provide a SF 424, SF 424A,
and a budget narrative will be removed from consideration prior to the
technical review process. If the proposal calls for integrating WIA or
other Federal funds or includes other leveraged resources, these funds
should not be listed on the SF 424 or SF 424A Budget Information Form,
but should be described in the budget narrative. The amount of Federal
funding requested for the entire period of performance (up to 36
months) should be shown together on the SF 424 and SF 424A Budget
Information Form. Applicants are also encouraged, but not required, to
submit OMB Survey N. 1890-0014: Survey on Ensuring Equal Opportunity
for Applicants, which can be found at http://www.doleta.gov/sga/forms.cfm
.

Part II of the application is the Technical Proposal, which
demonstrates the applicant's capabilities to plan and implement the
activities of the STEM Initiative in accordance with the provisions of
this solicitation.
For Phase I of the competition, the Technical Proposal will be
limited to six (6) double-spaced, single-sided, 8.5 inch x 11 inch
pages with 12 point text font and one-inch margins, which includes a
project summary and description. Applicants should number the Phase I
Proposal beginning with page number one. Any pages over the 6-page
limit will not be reviewed. Except for the discussion of any leveraged
resources to address the evaluation criteria, no cost data or reference
to prices should be included in the Phase I Proposal. This six-page
Phase I Technical Proposal should consist of the following:
Project Summary (1 page). The Summary is a critical
proposal element that must make the essence of the project clear to the
reviewer. It must succinctly identify: (1) Applicant name; (2) key
strategies and project design including a description of the alignment
of resources and activities and strategic impact (3) strategic
partnerships, and (4) requested funding level. This is limited to one
page.
Project Description (5 pages). The narrative provides an
overview of the Project Description and is limited in length to five
pages. The Project Description should explain the proposed general
project activities and strategic partnerships and should include the
identification of the region, the specific need for the Federal
investment such as the STEM employers' roles in and impact on the
regional economy, roles of each partner, project design and activities
including the STEM Centers for Excellence capacity building activities,
STEM fields targeted, education and training activities, and project
outcomes and impact. The evaluation criteria are described in further
detail in section V(A).
2. Phase II--Full Proposal. In Phase II of the competition, Part I
of the proposal is the Cost Proposal and must include the following
three items:

[[Page 2536]]

The Standard Form (SF) 424, ``Application for Federal
Assistance'' (available at http://www.doleta.gov/sga/forms.cfm). The SF

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 resources; (4)
the projected activities, broken out by the source of the leveraged
resource (Federal or non-Federal) to be implemented utilizing these
resources; (5) the amount of grant funds to be spent on direct
training, and (6) cost per participant.
Please note that applicants that fail to provide a SF 424, SF 424A,
and a budget narrative will be removed from consideration prior to the
technical review process. If the proposal calls for integrating WIA or
other Federal funds or includes other leveraged resources, these funds
should not be listed on the SF 424 or SF 424A Budget Information Form,
but should be described in the budget narrative and in Part II of the
proposal. The amount of Federal 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. 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 Phase II application is the full Technical Proposal
that 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 Phase II 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. 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 Phase II Proposal. Except for
the discussion of any leveraged resources to address the evaluation
criteria, no cost data or reference to prices should be included in the
Phase II Proposal. In addition, the following information is required:
A table of contents listing the application sections;
A one to two-page timeline 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 education
and training and STEM Centers of Excellence 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 in Section V(A) of this solicitation. The abstract
should also clearly note how the consortium of WIBs and the region will
be defined in the application and the points of access of delivery,
i.e., the STEM Centers of Excellence, virtual or site-based for the
region.
A one to three-page summary of outcomes listing all
projected STEM training, employment, and capacity building outcomes
that includes the following:
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 in STEM
occupations using grant dollars; the number of individuals trained as a
result of leveraging of resources (e.g. training is paid through
sources other than the grant or tuition, including Workforce Investment
Act training resources such as customized training, ITAs, or pilot
CAAs); entered employment; employment retention; average earnings;
entered employment in industry related to training; number receiving
promotions and/or wage gains; number participating in STEM work-based
learning opportunities; number receiving credentials; and for youth,
literacy and/or numeracy gains.
Capacity Building Outcomes. For STEM Centers of
Excellence, include: all products to be developed during the grant
period; a list of capacity building products (including, but not
limited to, curriculum and course materials, competency models and
career ladders, career guidance and outreach materials, Career
Blueprints, assessment, reports and databases, and program management
and implementation tools to enhance infrastructure); the projected date
the product will be completed; and the estimated number of individuals
impacted or affected during the grant period.
Impact Outcomes. Include information on how the project
will: broaden participation of disadvantaged youth and dislocated
workers in STEM fields; institutionalize new and different partnerships
and resources developed under the grant; increase articulation
agreements between multiple educational pathway programs (i.e.
Alternative Education) and two-year colleges, or provide pathways from
two-year colleges to four-year colleges or university programs;
increase participation of STEM employers with the workforce system to
address current and future needs in the region; improve alignment and
coordination of regional STEM workforce preparation, education, and
training activities; and advance workforce system knowledge of and
activities in STEM education and training.
Please note that the abstract, summary of outcomes, table of
contents, and timeline are not included in the Phase II Proposal page
limitation, but have their own page limitations, listed above.
Applications that do not provide Part II of the Phase II application
may be removed from consideration prior to the technical review
process.
Applications may be submitted electronically on http://www.grants.gov or

in hardcopy via U.S. mail, professional overnight delivery service, or
hand delivery. These processes are described in further detail in Part
IV(C). Applicants submitting proposals in hardcopy must submit an
original signed application (including the SF 424) and one (1) ``copy-
ready'' version,

[[Page 2537]]

free of bindings, staples, or protruding tabs to ease in the
reproduction of the proposal by DOL. Applicants submitting proposals in
hardcopy are also requested, though not required, to provide an
electronic copy of the proposal on CD-ROM.

C. Submission Date, Times, and Addresses

The closing date for receipt of Phase I applications under this
solicitation is March 11, 2008. Applicants receiving notice of
recommendation to participate in Phase II of the competition will also
receive information on the closing date for receipt of Phase II
applications. For both phases of the competition, 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 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 host a Virtual Prospective Applicant Conference for this
grant competition on January 25, 2008 at 2 p.m. Eastern Time (ET).
Registration for the Prospective Applicant Conference will be available
at: http://www.workforce3one.org/public/webinars/details.cfm?id=266.

Mailed applications must be addressed to the U.S. Department of
Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Marsha Daniels, Reference SGA/DFA PY 07-03, 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
). Any application received after the deadline will not

be accepted. It is strongly recommended that before the applicant
begins to write the proposal, applicants immediately review the
grants.gov website to include all frequently asked questions, and
initiate and complete the ``Get Started'' steps to register at http://www.grants.gov/GetStarted.
These steps may take several days to

complete and should be factored into the plans for electronic
application submission in order to avoid facing unexpected delays that
could result in the rejection of the application. To ensure that the
application is submitted on time, it is recommended that it is
submitted multiple days before the due date in order to address any
technical difficulties that may be encountered. It is the sole
responsibility of the applicant to ensure timely submission. If
submitted electronically through http://www.grants.gov, applicants must

save the application file as a .doc, .xls or .pdf file.
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. ``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.

D. Intergovernmental Review

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

E. Funding Restrictions

Determinations of allowable costs will be made in accordance with
the applicable Federal cost principles. 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. Successful
or unsuccessful 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. When calculating cost per
participant, applicants must distinguish between non-training and
training costs utilizing grant funds.
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 STEM Initiative, an entity that
receives a grant to carry out a project or program may not use more
than 10 percent of the amount of the grant to pay administrative costs
associated with the program or project. Administrative costs could be
both direct and indirect costs and are defined at 20 CFR 667.220.
Administrative costs do not need to be identified separately from
program costs on the SF 424A Budget Information Form. They should be
discussed in the budget narrative and tracked through the grantee's
accounting system. To claim any administrative costs that are also
indirect costs, the applicant must obtain an indirect cost rate
agreement from its Federal cognizant agency as specified above.
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.
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

[[Page 2538]]

under the heading ``Employment and Training'' that are available for
expenditure on or after June 15, 2006, shall be used by a recipient or
sub-recipient of such funds to pay the salary and bonuses of an
individual, either as direct costs or indirect costs, at a rate in
excess of Executive Level II, except as provided for under section 101
of Public Law 109-149. This limitation shall not apply to vendors
providing goods and services as defined in OMB Circular A-133. See
Training and Employment Guidance Letter number 5-06 for further
clarification: 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 except
as provided in those regulations. 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.

F. 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 the proposals in Phase I and Phase II of this
competition. Distinct criteria and point values have been developed for
each phase of the application process.

Phase I Rating Criteria
------------------------------------------------------------------------
Criterion Points
------------------------------------------------------------------------
1. Statement of Need/Context................................. 25
2. Partnerships/Project Design............................... 35
3. Outcomes and Impact....................................... 40
----------
Total Points:............................................ 100
------------------------------------------------------------------------

1. Statement of Need/Context (25 points)
Applicants must articulate a clear and specific need for the
Federal investment, identify the region in which the grant activities
will take place and demonstrate knowledge of regional economic,
business, education, and workforce development dynamics that contribute
to talent development strategies in STEM-related industries in the
region.
2. Partnerships/Project Design (35 points)
The applicant must identify proposed general project activities and
strategic partnerships (new and existing), including the targeted STEM
fields and the targeted populations to be served, and also include a
preliminary description of how all activities, strategies, and
resources will be coordinated and integrated by the consortium of WIBs
through the STEM Centers of Excellence. In addition, proposals will be
evaluated on the following:
Has the applicant clearly articulated how the coordinated
and strategically aligned regional STEM workforce preparation,
education and training and employment activities, strategies and
resources (new and existing) will result in significant and sustainable
impacts and carry out the purposes of this solicitation?
Has the applicant described clearly how the established,
expanded, and enhanced strategic partnerships will build the region's
STEM expertise, as well as the financial and operational capacities for
the proposed project?
Has the applicant described the recruitment and outreach
efforts for targeted populations such as disadvantaged youth and
dislocated workers?
3. Outcomes and Impact (40 points)
Applicants need to demonstrate a results-oriented approach to the
STEM Initiative project by describing the proposed outcome measures
relevant to measuring success and the long term impact of the project.
In addition, proposals will be evaluated on the following:
Has the applicant fully articulated how the proposed
activities will result in the advancement of workforce system knowledge
of and activities in STEM education and training?
How do the proposed activities increase accessibility and
broaden STEM education and training opportunities for disadvantaged
youth and dislocated workers?
Do the proposed project activities result in increased
numbers in STEM employment and increased participation of STEM
employers in the region?

Phase II Proposal Rating Criteria
------------------------------------------------------------------------
Criterion Points
------------------------------------------------------------------------
1. Statement of Need/Context................................. 10
2. Strategic Partnerships.................................... 20
3. Project Design and Implementation......................... 25
4. Outcomes and Impact....................................... 30
5. Program Management, Organizational Capacity, and Budget... 15
6. Bonus: Regional STEM Analysis and Asset Mapping........... 5
----------
Total Points Possible.................................... 105
------------------------------------------------------------------------

1. Statement of Need/Context (10 points)
Under this criterion, applicants must fully articulate a clear and
specific need for the federal investment and identify the region in
which grant activities will take place. As part of the statement of
need, applicants must demonstrate knowledge of regional economic,
business, education, and workforce development dynamics that contribute
to talent development strategies in STEM-related industries. In
addition, applicants must:
Describe the role of STEM employers in the local and
regional economy and the impact of these employers on the regional
economy;
Demonstrate strong STEM employment opportunities in the
local or regional labor market and the skills and competencies needed
for these jobs;
Identify STEM-related industries that are growing and
expanding in the local and regional economy; and
Describe efforts undertaken to date to coordinate and
align resources for STEM activities and demonstrate why resources are
needed to continue or begin those efforts.
2. Strategic Partnerships (20 points)
The applicant must demonstrate that the strategic partnership is a
strong team of, at a minimum, the workforce system, the continuum of
education, and STEM business and industry. Applicants must:
Identify all partners and explain the meaningful and
committed role that each partner will play in the project;
Describe how new and existing partnerships will be engaged
to coordinate STEM activities in the One Stop Career Centers;

[[Page 2539]]

Elaborate on how leveraged resources and partnerships will
achieve more significant impacts;
Demonstrate existing coordination of partnerships or
capacity to quickly establish these links;
Demonstrate how established, expanded, or enhanced
strategic partnerships with the workforce system and regional STEM
employers, higher education institutions including community colleges,
multiple educational pathway programs, faith and community-based
organizations, industrial and national laboratories, and STEM
professional associations build the region's STEM expertise, financial,
and operational capacities; and
Describe new or established articulation agreements
between multiple educational pathway programs (i.e. Alternative
Education) and two-year colleges, or providing pathways from two-year
colleges to four-year colleges or university programs to enhance and
expand the project.
Points for this criterion will be awarded based on several factors:
The completeness of the partnership, based on project
design (5 points);
The degree of meaningful engagement of partners in project
activities (5 points);
The extent to which the applicant integrates partners'
strengths and assets into project design and implementation (5 points);
and
The extent to which strategic partnerships expand the
region's STEM-related capacities (5 points).
3. Project Design and Implementation (25 points)
The applicant must fully describe how the proposed project would be
operationalized and how all activities, strategies, and resources will
be coordinated by the consortium of WIBs through the STEM Centers of
Excellence to support the STEM careers of participants while assisting
STEM employers in remaining competitive in the regional economy.
Elements in this section should address:
The primary grant activities and how they will be designed
and implemented in the STEM Centers of Excellence in order to achieve
the initiative's key features, goals and objectives;
Timeline for the proposed activities with measurable
milestones;
Capacity of One Stop Career Centers and WIB consortium to
provide services and align resources;
STEM fields targeted for project;
Number of individuals and employers served and type of
activities;
Number of new partnerships created or existing
partnerships expanded;
The proposed innovative training and education activities
and strategies targeting skills demanded by regional STEM employers;
Development and implementation of a Career Blueprint and
how it will support participants' long-term STEM career growth along a
defined career pathway;
Strategies for effective recruitment, mentoring,
retention, and educational and training completion of participants,
particularly the recruitment of disadvantaged youth and dislocated
workers, including the role and responsibilities of STEM Coaches and
Mentors;
How the program will effectively identify and recruit STEM
Mentors;
How the project will identify and address the knowledge,
skills, and competencies needed by the STEM workforce for the evolving,
converging, and emerging industries;
How this project will complement, enhance, or link to
existing STEM efforts in the region;
The integration of the proposed activities of the grant
into broader regional economic development strategies; and
Sustainability strategies and methods after DOL funding
ends.
Points for this criterion will be awarded based on several factors:
The completeness of the project description, and evidence
that proposed activities will achieve the objectives of this
solicitation, as described in Part I(C), including clear strategies for
implementation and operalization (10 points);
Evidence that the proposed activities test and model the
concepts of Career Blueprint, STEM Coach, STEM Mentors, and STEM
Centers of Excellence (5 points);
Demonstrated capacity of One Stop Career Centers and WIB
consortium to provide services and align resources (5 points);
Evidence that the proposed activities clearly link to STEM
efforts in the region (2 points); and
The existence of a clear sustainability plan that will
continue to support activities of the STEM Centers of Excellence beyond
DOL funding (3 points).
4. Outcomes and Impact (30 points)
Applicants need to demonstrate a results-oriented approach to
managing and operating the STEM Initiative project by fully describing
the proposed outcome measures relevant to measuring success or impact
of the project. Scoring on this criterion will be based on:
A full and accurate description of project outcomes that
includes baseline numbers for tracking progress, benchmarks of outcome
goals, and the method(s) of evaluating impact (10 points). This
description must include:
Training and education outcomes including the adult common
measures: job placement, retention, and average earnings;
Identification of types of credentials that participants
will earn as a result of the training and/or education;
Identification of types of STEM work-based learning
opportunities for participants;
STEM Centers of Excellence capacity building outcomes such
as competency models, career guidance materials, and Career Blueprint
templates;
The extent to which the project will broaden participation
of disadvantaged youth and dislocated workers in STEM careers through
new or more effective approaches, strategies, or models; and
The increase in new and/or different partnerships to align
STEM resources and activities.
The extent to which outcomes are measurable, realistic,
and consistent with the objectives of the project (10 points);
Evidence that the proposed activities will contribute to
the knowledge base on increasing the diverse and full participation of
the STEM pipeline (5 points); and
Demonstration of regional impact with regards to alignment
of STEM resources, expertise, and programs (5 points).
5. Program Management, Organizational Capacity, and Budget (15
points)
To satisfy this criterion, applicants must describe their proposed
project management structure including, where appropriate, the
identification of a proposed project manager, discussion of the
proposed staffing pattern, and the qualifications and experience of key
staff members. Applicants should also show 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

[[Page 2540]]

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
objects and tasks;
The background, experience, and other qualifications of
the staff are sufficient to carry out their designated roles;
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; and
The budget is sufficient to meet project goals.
6. Bonus: Regional STEM Analysis and Asset Mapping (5 bonus points)
Applicants that provide evidence of regional STEM analysis or
inventory and linkages to the proposed project will receive five bonus
points. Partial bonus points will not be awarded. Applicants must fully
describe efforts undertaken to date to coordinate and align resources
for STEM activities and demonstrate why resources are needed to
continue or begin those efforts. The applicant must also provide
evidence of any such efforts, including regional STEM analysis, asset
mapping, or inventory of STEM-related activities that would support the
goals of this Initiative.

VI. Award Administration Information

A. Review and Selection Process

Applications for STEM Initiative grants will be accepted after the
publication of this announcement until the closing date for the Phase I
and Phase II proposal submissions of the competition, respectively. In
both phases, 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 solicitation. Up to 100 points may be
awarded for a Phase I application, and up to 105 points may be awarded
for a Phase II application, based on the required information described
in section V(A) of this solicitation.
Phase I proposals provide an opportunity to assess the
responsiveness of the project to the solicitation guidelines and the
potential to compete successfully in the Phase II proposal review
process. In Phase I, the ranked scores will serve as the primary basis
for selection of applicants that will be recommended for participation
in the Phase II proposal competition, in conjunction with other factors
such as urban, rural, and geographic balance; industry balance; and
which proposals are most advantageous to the Government. All applicants
are required to submit Phase I proposals and after completion of the
Phase I proposal review, applicants that are selected will receive a
notice of recommendation to participate in the Phase II proposal
competition as well as written comments on the Phase I proposal and
other technical assistance. Please note that the applicant's
notification of recommendation for submission of a Phase II proposal
does not imply or confer approval of commitments, obligations, or
awards on behalf of ETA or authorize the expenditure of funds.
In Phase II of the competition, a technical review panel will make
careful evaluation of full proposal applications against the criteria
set forth in section V(A) of this solicitation. The ranked scores will
again serve as the primary basis for selection of applications for
funding though other factors (such as urban, rural, and geographic
balance; industry balance; the availability of funds, and which
proposals are most advantageous to the Government) will also be
considered. Applicants that only submit full proposals for Phase I will
not be reviewed.
In both the Phase I and Phase II proposal reviews, proposals that
are timely and responsive to the requirements of this solicitation will
be rated against the criteria listed above for each phase by an
independent panel comprised of representatives from DOL, other Federal
agencies, STEM professionals and other peers. The panel results are
advisory in nature and not binding on the Grant Officer in both phases
of the competition, 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.

B. 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.

C. 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 solicitation 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:
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

[[Page 2541]]

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.

D. Special Program Requirements

Evaluation. DOL may require that the STEM Initiative grantees
participate in an evaluation of overall performance of the STEM
Initiative. To measure the impact, 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.

E. Reporting

The grantee is required to provide the reports and documents listed
below:
Quarterly Financial Reports. A Quarterly Financial Status Report is
required until such time as all funds have been expended or the grant
period has expired. Quarterly reports are due 45 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 45
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:
General Grant Information, including a summary of grant
activities and a status update on leveraged resources and strategic
partner activities;
A Grant Timeline that includes the progress of grant
activities, the key deliverables for each quarter, and the products
available each quarter;
Grant Outcomes will 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;
Highlights of Promising Approaches and Success Stories;
and
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 education and training of the STEM Initiative, and should
thoroughly document capacity building and training approaches. The
final report should also include copies of all deliverables, e.g.
competency models, Career Blueprints, and career guidance materials.
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.

VII. Agency Contacts

For further information regarding this solicitation, please contact
Marsha Daniels, Grants Management Specialist, Division of Federal
Assistance, at (202) 693-3504 (Please note this is not a toll-free
number). Applicants should fax all technical questions to (202) 693-
2879 and must specifically address the fax to the attention of Marsha
Daniels and should include SGA/DFA PY 07-03, a contact name, fax and
phone number, and email 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. 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 YOUR 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.

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), including information on

Workforce Innovation in Regional Economic Development (WIRED) at
http://www.doleta.gov/wired.

``The STEM Workforce Challenge: The Role of the Public
Workforce System in a National Solution for a Competitive Science,
Technology, Engineering, and Mathematics (STEM) Workforce,'' paper,
Department of Labor, April 2007, available at http://www.doleta.gov/youth_services/
.

The Workforce \3\ One Web site (http://www.workforce3one.org
), is a valuable resource for information about

demand-driven projects of the workforce investment system, educators,
employers, and economic development representatives
America's Service Locator (http://www.servicelocator.org)

provides a directory of the nation's One-Stop Career Centers.

[[Page 2542]]

Career Voyages (http://www.careervoyages.gov), a Web site

targeted at youth, parents, counselors, and career changers that
provides information about career opportunities in high-growth/high-
demand industries.
For more information on the work that ETA has undertaken
on multiple education pathways, please go to: http://www.doleta.gov/youth%5Fservices/Alternative.cfm
.

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
).

Additional resources that may be beneficial for applicants are
listed below:
The U.S. Department of Education's Office of Vocational
and Adult Education maintains a list of high school reform models that
work, available here: http://www.ed.gov/about/offices/list/ovae/pi/hs/reform.html
.

``Building a Portfolio of High Schools: A Strategic
Investment Toolkit,'' paper, Jobs for the Future, February 2006,
available at http://www.jff.org/Documents/StrategicToolkit.pdf.

``Strengthening Transitions by Encouraging Career
Pathways: A Look at State Policies and Practices,'' paper, Community
College Research Center, January 2006, available at http://ccrc.tc.columbia.edu/Publication.asp?UID=380
.

``Career Pathways: Aligning Public Resources to Support
Individual and Regional Economic Advancement in the Knowledge
Economy,'' paper, Workforce Strategy Center, August 2006, available at
http://www.workforcestrategy.org/publications/WSC_pathways8.17.06.pdf.

``What Your Community Can Do to End Its Drop-Out Crisis:
Learnings from Research and Practice,'' paper, Center for Social
Organization of Schools, Johns Hopkins University, May 2007, available
at http://web.jhu.edu/CSOS/images/Final_dropout_Balfanz.pdf.

Signed at Washington, DC, this 3rd day of January, 2008.
Eric D. Luetkenhaus,
Employment and Training Administration, Grant Officer.

Attachment: H-1B Industry Sectors and Occupations

Industry Sectors:

Information Technology
Computer Systems Design and Related Services.
Software Development/Software Publishers.
Data Processing Services.
Information Services.
Telecommunications.
Scientific Research and Development Services (including
biotechnology).
Scientific and Technical Consulting (including biotechnology).
Architecture, Engineering, Surveying.
Specialized Design Services.
Construction/Skilled Trades.
Finance, Insurance and Real Estate and Administrative Support Services
Accounting, Tax Preparation, Bookkeeping & Payroll
Services.
Financial Investment.
Securities & Commodity Brokerage/Contracts.
Business Support Services.
Insurance Carriers, Agencies, Brokerages, and Insurance
and Employee Benefit Funds.
Credit Intermediation.
Advanced Manufacturing
Semiconductor and Other Electronic Component
Manufacturing.
Computer, Electronic Product, and Peripheral Equipment
Manufacturing.
Pharmaceutical and Medicine Manufacturing.
Communications Equipment Manufacturing.
Navigational, Measuring, Electromedical, and Control
Instruments Manufacturing.
Industrial Machinery Manufacturing.
Aerospace Manufacturing.
Chemical and Petrochemical Manufacturing.
Motor Vehicle and Parts Manufacturing.
Medical Equipment and Supplies Manufacturing.
Metalworking Manufacturing.
Food Manufacturing.
Other Miscellaneous Manufacturing.

Automotive Repair/Maintenance

Health Care
General Medical and Surgical Hospitals and Other
Hospitals.
Offices of Physicians.
Offices of Dentists.
Offices of Other Health Practitioners.
Medical and Diagnostic Laboratories.
Nursing and Residential Care Facilities.
Home Health Care Services.
Energy
Electric Power Generation, Transmission, and Distribution.
Oil & Gas Extraction, Refining, and Production.
Mining and Support Activities for Mining.
Pipeline Transportation.
Transportation
Air Transportation.
Freight and Truck Transportation.
Water Transportation.
Transportation Support.

Cross-Cutting Occupations

Computer Related Occupations
Systems Analysis and Programming.
Data Communications and Networks.
Computer Systems Technical Support.
Computer Systems User Support.
Engineering and Related Technical Occupations
Aeronautical.
Electrical.
Civil.
Ceramic.
Mechanical.
Chemical.
Mining and Petroleum.
Metallurgy and Metallurgical.
Industrial.
Agricultural.
Marine.
Nuclear.
Drafters.
Surveying/Cartographic.
Architectural.
Occupations in Mathematics and Physical Sciences
Mathematics.
Astronomy.
Chemistry.
Physics.
Geology.
Meteorology.
Occupations in Life Sciences
Agricultural Sciences.
Biological Sciences.
Occupations in Medicine and Health
Physicians/Surgeons.
Osteopaths.

[[Page 2543]]

Dentists.
Veterinarians.
Pharmacists.
Registered Nurses.
Therapists.
Dieticians.
Medical and Dental Technology.
Other Health Care Practitioners.
Occupations in Financial and Administrative Fields
Accountants/Auditors.
Bookkeepers/Payroll Services.
Budget and Management Systems Analysis.
Finance, Insurance, and Real Estate Management.
Purchasing Managers.
Agents/Appraisers.
Technology Related Occupations
Process Technicians.
Mechanics/Mechanical Engineering Technicians.

[FR Doc. E8-473 Filed 1-14-08; 8:45 am]

BILLING CODE 4510-FN-P