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FR Doc 06-5951
[Federal Register: July 3, 2006 (Volume 71, Number 127)]
[Notices]
[Page 37948-37960]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr03jy06-75]
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DEPARTMENT OF LABOR
Employment and Training Administration
Notice of Availability of Funds and Solicitation for Grant
Applications (SGA) for Community-Based Job Training Grants
Announcement type: Notice of Solicitation for Grant Applications.
Funding Opportunity Number: SGA/DFA PY 05-11.
Catalog of Federal Assistance Number: 17.269.
DATES: Key Dates: The closing date for receipt of applications under
this announcement is August 29, 2006. Applications must be received at
the address below no later than 5 p.m. (Eastern Time). Application and
submission information is explained in detail in Part IV of this SGA.
Virtual Prospective Applicant Conferences will be held for this grant
competition. The dates and access information for these Prospective
Applicant Conferences will be posted on ETA's Web site at http://www.doleta.gov/business/Community-BasedJobTrainingGrants.cfm
.
SUMMARY: The Employment and Training Administration (ETA), U.S.
Department of Labor (DOL), announces the availability of approximately
$125 million in grant funds for Community-Based Job Training Grants.
Community-Based Job Training Grants will be awarded through a
competitive process to support workforce training for high-growth/high-
demand industries through the national system of community and
technical colleges. The primary purpose of these grants is to build the
capacity of community colleges to train workers to develop the skills
required to succeed in local or regional: (i) Industries and
occupations that are expected to experience high-growth and (ii)
industries where demand for qualified workers is outstripping the
supply. Funds will be awarded to individual community and technical
colleges, community college districts, state community college systems,
and One-Stop Career Centers to support or engage in a combination of
capacity building and training activities for the purpose of building
the capacity of community colleges to train for careers in high-growth/
high-demand industries in the local and/or regional economies. This
Solicitation contains an exception for rural areas and other
communities that are educationally underserved due to their lack of
access to community or technical colleges.
In awarding Community-Based Job Training Grants, every effort will
be made to fairly distribute grants across rural and urban areas and
across the different geographic regions of the United States. It is
anticipated that individual awards will range from $500,000 to $2
million.
This solicitation provides background information and describes the
application submission requirements, outlines the process that eligible
entities must use to apply for funds covered by this solicitation, and
details how grantees will be selected.
ADDRESSES: Mailed applications must be addressed to the U.S. Department
of Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Eric Luetkenhaus, Reference SGA/DFA PY 05-11,
200 Constitution Avenue, NW., Room N-4716, Washington, DC 20210.
Telefacsimile (fax) applications will not be accepted. Information
about applying online can be found in Section IV(C) of this document.
Applicants are advised that mail delivery in the Washington area may be
delayed due to mail decontamination procedures. Hand delivered
proposals will be received at the above address.
SUPPLEMENTARY INFORMATION: This solicitation consists of eight parts:
Part I provides background information on the Employment
and Training Administration's demand-driven vision and Community-Based
Job Training Grants, and a description of the critical elements of
Community-Based Job Training Grants.
[[Page 37949]]
Part II describes the size and nature of the anticipated
awards.
Part III describes eligibility information and other grant
specifications.
Part IV provides information on the application and
submission process.
Part V describes the criteria against which applications
will be reviewed and explains the proposal review process.
Part VI provides award administration information.
Part VII contains DOL agency contact information.
Part VIII lists additional resources of interest to
applicants.
I. Funding Opportunity Description
The Community-Based Job Training Grants (CBJTGs) are designed to
support workforce training for high-growth/high-demand industries
through the national system of community and technical colleges. The
primary purpose of these grants is to build the capacity of community
colleges to train workers to develop the skills required to succeed in
local or regional (i) industries and occupations that are expected to
experience high-growth and (ii) industries where demand for qualified
workers is outstripping the supply. Part A of this section provides an
overview of ETA's demand-driven workforce investment strategies. Part B
provides background information on the principles underlying the
CBJTGs. Part C describes the critical elements of CBJTGs.
A. The Employment and Training Administration's Demand-Driven Workforce
Investment Strategies
Each year, the Federal government invests billions of dollars in a
state and local workforce investment network to assist businesses in
recruiting, training, and retaining a skilled workforce. While these
investments have, in the past, supported a set of standard services for
employers and workers, the realities of today's rapidly changing global
economy make it imperative that the workforce investment system support
customized activities that are driven by local and regional employer
demand. This demand-driven approach to workforce development is
necessary to prepare workers to take advantage of new and increasing
job opportunities in high-growth/high-demand and economically vital
industries and sectors of the American economy.
In a demand-driven workforce investment system, State and Local
Workforce Investment Boards should invest strategically in workforce
development activities that are relevant to the requirements of local
industry, defined in the context of the regional economy, and prepare
individuals to compete in a global economy through better access to
post-secondary education and training. Additionally, those investments
should have a long-term impact on the ability of the community to meet
local or regional workforce demands. The impact of workforce
development activities is maximized through the partnership of
Workforce Investment Boards (WIBs) and One-Stop Career Centers with
entities critical to the development of America's workforce: employers
and education and training providers, particularly community colleges.
Within the context of these strategic partnerships, communities
should use a solutions-based approach to workforce development
planning, in which the partnering entities work through the cycle of:
(1) Collecting and analyzing information about local or regional
workforce needs and critical capacity constraints; (2) incorporating a
business or demand-driven perspective into issue identification and
solutions development; (3) ensuring that the right strategic partners
are at the table; (4) working collaboratively to explore, frame, and
implement solutions; and (5) assessing how the products and outcomes of
the project can be effectively deployed and replicated. The goal of
this process is to ensure that workforce system dollars help workers
get skills training that aligns with local and regional industry needs.
The solutions-based approach engages each collaborative partner in
its area of strength. Industry representatives and employers define
workforce challenges facing the industry and identify the competencies
and skills required for the industry's workforce. The workforce
investment system, including One-Stop Career Centers, provides access
to human capital (youth, unemployed, underemployed, incumbent workers,
and dislocated workers); assists with training programs by recruiting,
identifying, assessing, and referring qualified candidates for
training; provides training funds for qualified individuals, where
appropriate; places trained workers in jobs; and offers access to wrap-
around supportive services through One-Stop Career Center partners.
Community colleges and other training providers assist in developing
competency models and training curricula and train new and incumbent
workers. The K-12 public education system, colleges, and universities
ensure that investments at the community college are part of a
continuum of education and training leading to successful skill
development.
ETA first modeled the power of these strategic partnerships through
the President's High Growth Job Training Initiative (High Growth
Initiative). The High Growth Initiative is a strategic effort to
prepare workers for new and increasing job opportunities in high-
growth, high-demand, and economically vital industries and sectors of
the American economy. Through the initiative, ETA identifies high-
growth/high-demand industries, evaluates their skills needs, and funds
local, regional, and national partnership-based demonstration projects
that provide workforce solutions to ensure that individuals can gain
the skills to get good jobs in these rapidly expanding or transforming
industries. The products, models and effective approaches that result
from the High Growth Initiative are being broadly disseminated to
employers, education and training providers, and the workforce
investment system to build their capacity to respond to employer
demands.
B. Background on the Community-Based Job Training Grants
The Community-Based Job Training Grants (CBJTGs) continue the work
of the High Growth Initiative by incorporating its focus on high-
growth, high-demand industries and its emphasis on the role of
strategic partnerships in workforce development. The CBJTGs build on
the work of the High Growth Initiative by highlighting the critical
role community colleges play as partners in a demand-driven workforce
investment system, and by supporting community efforts to link training
initiatives to the skill demands of local and regional employers. As a
result, CBJTG activities will lead to an increased number of high-
growth/high-demand firms being supported by the local or regional
workforce and education systems, and more individuals being trained and
employed in high-growth/high-demand sectors.
Community and technical colleges represent a critical 21st century
training resource for workers needing to attain, retool, refine, and
broaden their skills to meet industry demand. According to the Bureau
of Labor Statistics, ninety percent of the fastest growing jobs in the
United States require some level of education or training beyond high
school. The accessibility and affordability of community college
training, combined with the adaptability of community college curricula
to changing skill needs, make community colleges a vital training
resource for many U.S. workers. Furthermore,
[[Page 37950]]
community colleges are closely connected to local and regional labor
markets, making them well-positioned to prepare workers for good jobs
with good wages in the local and regional economies.
However, community college leaders and industry executives report
that many community colleges are unable to meet their local and
regional demand for training because of critical capacity constraints.
These capacity constraints occur when community colleges lack
sufficient resources to support training facilities and equipment,
curriculum development, faculty appointments, clinical experiences,
and/or other elements that are necessary to provide either the volume
or quality of training that industry requires. Despite rising
application rates, the reality of current state and local budgets often
prevent colleges from funding the programs, faculty, and student
services they need to be responsive to local and regional workforce
demands. The CBJTGs address this critical capacity issue.
Funds will be awarded to individual community and technical
colleges, community college districts, state community college systems,
and One-Stop Career Centers to support or engage in a combination of
capacity building and training activities for the purpose of building
the capacity of community colleges to train for careers in high-growth/
high-demand industries in the local and regional economies.
C. Critical Elements of Community-Based Job Training Grants
It is ETA's expectation that CBJTGs will contain at least six
critical elements. These elements consist of: (1) A focus on skill and
competency needs of high-growth/high-demand industries that are locally
defined in the context of the regional economy; (2) strategic
partnerships; (3) industry-driven capacity building and training
efforts; (4) leveraged resources; (5) replication of successful models
for broad distribution; and (6) clear and specific outcomes. A seventh
and optional element is integration with regional economic development
strategies. These characteristics are reflected in the evaluation
criteria in Part V and are described in further detail below.
1. Focus on Skill and Competency Needs of High-Growth/High-Demand
Industries as locally defined in the context of the regional economy.
The Workforce Investment Act of 1998 (Pub. L. 105-220) (WIA) emphasizes
a workforce system driven by the needs of local employers. In order for
America to remain competitive in the global economy, it is essential
that ETA target its investments to support employers in high-growth/
high-demand industries. Community colleges, Workforce Investment
Boards, and One-Stop Career Centers play a vital role in this effort by
understanding the workforce needs of these industries and providing
training and other services to address those needs.
A high-growth/high-demand industry meets one or more of the
following criteria: (1) Is projected to add substantial numbers of new
jobs to the economy; (2) has a significant impact on the economy
overall; (3) impacts the growth of other industries; (4) is being
transformed by technology and innovation requiring new skill sets for
workers; or (5) is a new and emerging business that is projected to
grow. CBJTGs will support industry demand for training in local or
regional high-growth/high-demand industries. ETA encourages applicants
to define local high-growth industries in the context of their regional
economy by illustrating how the industry is aligned with and fits into
the region's economic development activities.
2. Strategic Partnerships. ETA believes that strategic partnerships
between community colleges; the workforce investment system, including
One-Stop Career Centers; business and industry; and the continuum of
education, including the K-12 system, adult education, and four year
colleges and universities, need to be in place in order to implement
effective demand-driven training and capacity building strategies.
These strategic partnerships may have a local, regional, or statewide
focus, and may include a consortium of partners or cross-industry
representatives. Specific requirements for strategic partnerships are
outlined in Section III(C)(1) and in the exception detailed in Section
III(C)(5). These strategic partnerships should focus broadly on the
workforce challenges of one or more high-growth, high-demand industries
and work collaboratively to identify and implement solutions to those
challenges. Solutions should include, among others, strategies to
increase the capacity of community colleges to educate and train more
workers with industry-defined skills and competencies. Therefore, the
investment in community college capacity building would be one of many
strategies and solutions that evolve from the partnership. While ETA
welcomes applications from newly formed strategic partnerships,
applicants are advised that grant funds may not be used for partnership
development.
In order to maximize the long-term success of the proposed solution
and to keep pace with the rapid changes in the economy and the nature
of the skills and competencies necessary for work in these industries,
these partnerships need to be substantial and sustained. ETA encourages
partners to plan for the partnership's sustainability beyond the CBJTG
investment period to enable ongoing assessment of industry workforce
needs and collaborative development of solutions on a continual basis.
Within the context of the broader strategic partnership and as it
relates to this grant, each collaborative partner should have clearly
defined roles. These roles must be verified through a letter of
commitment submitted by each partner. The letter of commitment must
detail the role the partner will play in the project, including
specific responsibilities and resources committed, if appropriate. The
exact nature of these roles may vary depending on the issue areas being
addressed and the scope and nature of the activities undertaken.
However, ETA expects that each collaborative partner will, at a
minimum, contribute in the following ways, described below.
Employers must be actively engaged in the project and should
participate fully in grant activities including: defining the program
strategy and goals; identifying needed skills and competencies;
designing training approaches and curricula; implementing the program;
contributing financial support; and, where appropriate, hiring
qualified training graduates.
Education and training providers, including K-12 (elementary,
middle, and high schools, as well as career and technical high
schools), adult education, community and technical colleges, four-year
colleges and universities, and other training entities, are important
foundational partners to ensure the project's activities are tied to
the broader continuum of education in the community. These entities
assist in developing and implementing industry-driven workforce
education strategies in partnerships with employers including
competency models, curricula, and new learning methodologies, including
technology-based learning.
The workforce investment system, which may include State and Local
Workforce Investment Boards, State Workforce Agencies, and One-Stop
Career Centers and their cooperating partners, as such terms are
defined under the Workforce Investment Act, may play a number of roles,
including: identifying and assessing candidates for training; working
collaboratively to leverage WIA investments; referring qualified
candidates to the community
[[Page 37951]]
college for enrollment in training programs; providing access to wrap-
around supportive services, when appropriate; and connecting qualified
training graduates to employers that have existing job openings.
Additionally, the workforce investment system in general, and One-Stop
Career Centers in particular, have substantive experience in tracking
the outcomes of program participants. One-Stop Career Centers may
coordinate, provide support, or manage the tracking training recipients
for the performance management aspect of the CBJTG.
Partnerships with faith-based and community organizations, while
not required, are also encouraged. These organizations may provide a
variety of grant services, such as case management, mentoring, and
English language acquisition, among others. Faith-based and community
organizations can also provide comprehensive supportive services, when
appropriate.
3. Industry-Driven Capacity Building and Training Efforts. Under
CBJTGs, community colleges, or other entities as specified in the
exception detailed in Section III(C)(5), must develop and implement a
combination of capacity building and training activities that target
skills and competencies demanded by local high-growth/high-demand
industries as defined in the context of the region's economy.
Applicants are not limited in the strategies and approaches they may
employ to implement college capacity building and training strategies,
provided the activities meet the following requirements:
a. Training. Training activities must: (1) Be provided by a
community or technical college, except as specified in Section
III(C)(5) of this Solicitation; (2) occur within the context of
workforce education that supports long-term career growth, such as an
articulated career ladder/lattice; and (3) result in college credit or
other credentials that are industry-recognized and indicate a level of
mastery and competence in a given field or function. Please note, when
using credentials, CBJTGs should follow the definition of certificate
and/or credential found in Attachment B to TEGL 17-05 on Common
Measures, found at: http://wdr.doleta.gov/directives/attach/TEGL17-05_AttachB.pdf
.
The credential awarded to participants upon completion should be
based on the type of training provided through the grant and the
requirements of the targeted occupation, and should be selected based
on consultations with industry partners. For example:
i. Customized and short-term training should result in a
performance-based certification or credential. This certification may
be developed jointly by employers and the community college, based on
defined knowledge and skill requirements for specific high-demand
occupations/functions. Performance-based certifications may also be
based on industry-recognized curriculum and standards.
ii. Training in information technology, allied health professions,
and other fields with established professional standards and
examinations should result in certification.
iii. In states where licensure is required for the specific
occupation targeted by the training, the credentialing requirement
should be set accordingly.
iv. In some instances, training provided under CBJTGs may lead to a
degree after the grant program is over. In these instances, the
credential required will be the college credit for each course leading
to an Associate's or Applied Associate's degree.
b. Capacity Building. CBJTG applicants are encouraged to broadly
assess their capacity to meet the training needs of the targeted high-
growth/high-demand industry or industries. Proposed capacity building
strategies are expected to address significant barriers which impede
the ability of the community college, or other entity as specified in
the exception detailed in Section III(C)(5), to meet local and regional
industry demand for workforce training. These strategies should not
simply address isolated deficits, but rather provide a comprehensive
solution to identified capacity challenges as they relate to the
industry or industries of focus. Examples of capacity building
activities include, but are not limited to:
i. The development or adaptation of competency models and curricula
to support training;
ii. The development of innovative curricula, teaching methods and
instructional design to maximize the impact of the initiative in
meeting the skills needs of employers;
iii. Innovative strategies to ensure availability of qualified and
certified instructors;
iv. Procurement of equipment and simulation equipment necessary to
train to industry-demanded skills;
v. Support for clinical experiences required for certification or
licensure; or
vi. Development of technology-based distance learning curricula and
programs to promote better access to education and training programs.
Capacity building activities must meet two criteria: (1) The
proposed capacity building efforts must be directly linked to the
specific training supported under the grant; and (2) grantees must use
their grant funds in a manner consistent with the regulations and
policies governing use of funds under section 171(d) of WIA, which
broadly allows the funds to be utilized to test an array of approaches
to the provision of training services and supports the development and
replication of effective training strategies.
In their capacity building and training activities, ETA encourages
CBJTG applicants, particularly those serving rural areas and other
areas that are educationally underserved due to lack of access to
community colleges, to look at technology-based distance learning
options when building their capacity to provide training. Technology-
Based Learning (TBL) is transforming the way people learn and can
increase the geographic reach of training. TBL can be defined as the
learning of content via all electronic technology, including the
Internet, intranets, satellite broadcasts, audio and video tape, video
and audio conference, Internet conferencing, chat rooms, bulletin
boards, Web casts, computer-based instruction and CD-ROM. It
encompasses related terms, such as online learning, Web-based learning,
computer-based learning and e-learning. For example, a college may
convert industry-specific curricula typically offered in traditional
classroom settings to technology-based learning (e-learning or online)
or develop technology-based learning training programs so that
dislocated workers, incumbent workers, and/or new job entrants can
access training 24/7.
4. Leveraged Resources. Projects funded through CBJTGs should
leverage resources from key entities in the strategic partnership.
Leveraging resources in the context of strategic partnerships
accomplishes three goals: (1) It allows for the strategic pursuit of
resources; (2) it increases stakeholder investment in the project at
all levels including design and implementation phases; and (3) it
broadens the impact of the project itself. Applicants are encouraged to
leverage significant resources from key partners and other
organizations to maximize the impact of the project on the community.
Leveraged resources include both Federal and non-Federal funds and
may come from many sources. Businesses, faith-based and community
organizations, economic development entities, education systems, and
philanthropic foundations often invest
[[Page 37952]]
resources to support workforce development. In addition, other Federal,
state, and local government programs may have resources available that
can be integrated into the proposed project. Examples of such programs
include other Department of Labor programs such as registered
apprenticeship, as well as non-DOL One-Stop partner programs such as
Vocational Rehabilitation, Adult Education, and Department of Education
Pell Grants. Faith-based and community organizations may provide
resources such as supportive services, mentoring, tutoring, and
volunteers, all of which are important for grantees to leverage when
assisting certain individuals targeted by these funds. ETA encourages
CBJTG applicants and their strategic partners to be entrepreneurial as
they seek out, utilize, and sustain these resources, whether they are
in-kind or cash contributions, when creating capacity building and
training strategies to effectively address the workforce challenges
identified by industry.
ETA also encourages applicants to integrate WIA funding at the
state and local level into their proposed project. Integrating WIA
funds ensures that the full spectrum of assets available from the
workforce system is leveraged to support capacity building and training
activities. The wide variety of WIA programs and activities provide
both breadth and depth to the proposed solution offered to both
businesses and individuals. The use of WIA funds also serves to embed
the solutions-based approach into the local or regional workforce
investment system, which strengthens the system's ability to become
more demand-driven.
Applications that demonstrate the use of Workforce Investment Act
(WIA) funds for Individual Training Accounts, the pilot of Career
Advancement Accounts, or for customized training to cover the tuition
costs for the CBJTG training program for eligible new or incumbent
workers, will receive 5 bonus points. Individual Training Accounts
(ITAs) are training funds that can be used by individuals who have been
determined eligible by their local One-Stop Career Center(s) to receive
Workforce Investment Act (WIA) funded training. Career Advancement
Accounts (CAAs) have been proposed in the President's Fiscal Year 2007
budget and are self-managed accounts an individual would apply for at a
One-Stop Career Center, or through other processes developed by states,
that would enable them to gain the education and training needed to
successfully enter, navigate, and advance in 21st century jobs.
Customized training, defined under the Workforce Investment Act and 20
CFR 663.715, is designed to meet the special requirements of an
employer; is conducted with a commitment by the employer to employ, or
continue to employ, an individual on successful completion of the
training; and has the employer providing not less than 50% of the cost
of the training. To receive bonus points, applicants will have to
demonstrate that ITAs, CAAs, or customized training funds are a
component of their proposed training program.
5. Replication of Successful Models for Broad Distribution. CBJTGs
are intended to drive the community college and workforce investment
systems to be more responsive to the workforce demands of industry by
making the products, models, and effective approaches that result from
CBJTG investments available to both systems. To that end, grantees will
develop the foundations and outcomes of CBJTG projects, including the
learning and achievement resulting from the projects, into solutions-
based models that can be shared with, and implemented by, other
community colleges, the workforce system, and industry leaders.
To support the replication and distribution of solution models, ETA
has developed an integrated Web space called http://www.workforce3one.org.
Workforce\3\ One offers the public workforce
system, employers, economic development professionals, and education
professionals an innovative knowledge network designed to create and
support demand-driven communities, one that responds directly to
business needs and prepares workers for good jobs in the fastest
growing careers. By supporting replicable projects that can be
implemented in multiple areas and industries, ETA is able to maximize
the investment by expanding the grant's impact beyond the initial grant
site and helping additional businesses and workers in other regions.
6. Clear and Specific Outcomes. The CBJTGs are fundamentally
results-oriented and grantees are expected to demonstrate clear and
specific outcomes that are appropriate to the nature of the solution
and size of the project and that indicate progress towards the
workforce challenges identified by the partnership. Because CBJTG
grantees are expected to invest in customized strategies to address
local and regional workforce and skills shortages, ETA recognizes that
specific outcomes will vary from project to project based on the
specific activities proposed by applicants. CBJTG applicants should
demonstrate the effectiveness of proposed training activities by
creating appropriate benchmarks and measuring against them on a regular
basis.
a. Training Outcomes: Training outcomes should include those
tracked by the Common Measures, which are uniform evaluation metrics
for job training and employment programs and are an integral part of
ETA's performance accountability system. The Common Measures for adults
include entered employment, job retention, and average earnings. For
youth, the Common Measures include placement in employment or
education, attainment of a degree or certificate, and literacy and
numeracy gains. The value of implementing Common Measures is the
ability to describe, in a similar manner, the core performance of the
workforce system and its partners: how many people found jobs; did they
stay employed; and what did they earn. In the recent past, multiple
sets of performance measures have burdened states and grantees, as they
have required the reporting of performance outcomes based on varying
definitions and methodologies. By minimizing the different reporting
and performance requirements, common performance measures can
facilitate the integration of service delivery, reduce barriers to
cooperation among programs, and enhance the ability to assess the
effectiveness and impact of the workforce investment system across
programs. A detailed description of ETA's policy on the Common Measures
can be found in the Training and Employment Guidance Letter (TEGL) No.
17-05 (http://wdr.doleta.gov/directives/attach/TEGL17-05.pdf). A basic
list of Common Measures is provided as attachment A to the TEGL (http://wdr.doleta.gov/directives/attach/TEGL17-05_AttachA.pdf
).
In addition to Common Measures, grantees will be required to report
the number and types of credentials awarded to trainees, if
appropriate. Please note that the common measures provide only part of
the information necessary to oversee CBJTGs effectively. CBJTG
recipients may also have additional outcome measures appropriate to
their project. ETA will continue to collect from CBJTG recipients data
on spending, program activities, participants, and outcomes that are
necessary for program management to convey the full and accurate
information on the performance of this program to policymakers and
stakeholders.
b. Capacity Building Outcomes: Grantees will be required to report
on the status of all capacity building
[[Page 37953]]
activities under the grant; how the activity is linked to the specific
training supported under the grant; and, if appropriate, the impact of
the capacity building activity, including the exact methodology with
operational parameters of how the impact measure is calculated. An
example of a capacity building activity where it is appropriate to
report impact is for teacher professional development/train-the-trainer
activities, in which there are no employment related outcomes for those
being trained; however, the impact of the grant activities has a far
greater effect than on those just being trained. In this example, a
grant may train 25 college students to be volunteer after-school
``instructors'' and the impact would be a total of 500 high school
students because, over the three year period under the grant, each
``instructor'' taught one class with 20 high school students. Another
area where it is appropriate to report impact is career awareness
activities. Some capacity building activities, such as equipment
purchases and faculty hires, may not have impact measures; therefore
they do not require reports on impact numbers or methodology.
Please note that capacity building outcomes and impacts of the
proposed project should satisfactorily address the industry-identified
workforce need and the capacity constraint identified by the community
college, or other entity as specified in the exception detailed in
Section III(C)(5).
7. Optional Critical Element: Integrating the Project into Regional
Economic Development Strategies. ETA recognizes that workforce
development is a key factor in our nation's economic competitiveness.
To remain competitive in the global marketplace, we must identify
strategies to further integrate workforce education and talent
development with economic development, particularly at the regional
level. Strategic collaboration among business and industry, educators,
workers, researchers, entrepreneurs and governments is critical to
ensure the necessary talent to drive a region's economic growth.
Therefore, ETA encourages applicants to integrate and align their
proposed grant activities into their regional economic development
strategies. Applicants that can clearly demonstrate that their proposed
grant activities are integrated into regional economic development
strategies will receive five (5) bonus points. Full demonstration of
this integration can be achieved by summarizing the region's strategic
vision and workforce education strategies in support of economic growth
and describing how the proposed education and training activities in
the grant proposal will integrate, build upon, and align with those
strategies.
II. Award Information
A. Award Amount
ETA intends to fund approximately seventy-five (75) grants ranging
from $500,000 to $2 million through this competition; however, this
does not preclude ETA from funding grants at either a lower or higher
amount, or funding a smaller or larger number of projects, based on the
type and the number of quality submissions. Applicants are encouraged
to submit budgets for quality projects at whatever funding level is
appropriate to their project. Nevertheless, applicants should recognize
that the funds available through this SGA are intended to complement
additional leveraged resources rather than be the sole source of funds
for the proposal.
B. Period of Performance
The period of grant performance will be up to 36 months from the
date of execution of the grant documents. This performance period shall
include all necessary implementation and start-up activities,
participant follow-up for performance outcomes, and grant close-out
activities. A timeline clearly detailing these required grant
activities and their expected completion dates must be included in the
grant application. ETA may elect to exercise its option to award no-
cost extensions to grants for an additional period, based on the
success of the program and other relevant factors, if the grantee
applies for, and provides a significant justification for, such an
extension.
III. Eligibility Information and Other Grant Specifications
A. Eligible Applicants
In order to be eligible for consideration under this solicitation,
the applicant must be either: (1) An individual Community or Technical
College, (2) a Community College District, (3) a state Community
College System, or (4) an individual One-Stop Career Center in
partnership with its Local Workforce Investment Board. For
educationally underserved communities without access to community or
technical colleges, there are other eligible applicants; please see
Section III(C)(5) . Requirements for each of these applicant types are
provided below.
1. Community or Technical College applicants must demonstrate that
they comply with the definition of a community college in 20 U.S.C.
2371:
``The term `community college'--(a) means an institution of
higher education [as defined in 20 U.S.C. 1001] that provides not
less than a 2-year program that is acceptable for full credit
towards a bachelor's degree; and (b) includes tribally controlled
colleges and universities.''
2. Community College District applicants must demonstrate that they
are an education district organized by the state to define the
community in which the college operates. Community College District
applications must specify one or more community college(s) within the
district where capacity building and training activities will occur
under the grant.
3. State Community College System applicants must demonstrate that
their office represents the management and supervision of a unified
statewide system of community and technical colleges. State system
applications must specify one or more community college(s) within the
state where capacity building and training activities will occur under
the grant.
4. One-Stop Career Center, as established under section 121 of the
Workforce Investment Act of 1998 (Pub. L. 105-220), applicants must
demonstrate that: (1) The Local Workforce Investment Board supports and
is a partner in the application; (2) the proposed activities are
consistent with the state strategic Workforce Investment Act plan; and
(3) the Local Workforce Investment Board, or its designated fiscal
agent, will serve as the fiscal agent for the grant. The Workforce
Investment Board's involvement in the project should be demonstrated
through a letter of commitment that specifically addresses these three
requirements. Applications from One-Stop Career Centers without a
letter of commitment from the Workforce Investment Board will be
considered non-responsive. One-Stop Career Center applications must
specify one or more community college(s) where all capacity building
and training activities will occur under the grant.
B. Cost Sharing or Matching
Cost sharing, matching, or cost participation is not required for
eligibility; however, applicants are encouraged to leverage the
resources of the partnership whenever possible.
C. Other Grant Specifications
1. Demonstrated Partnerships. To be considered for funding under
this SGA, the applicant must demonstrate that the proposed project will
be implemented by a strategic partnership that includes
[[Page 37954]]
at least one entity from each of the following categories: (1) The
Workforce Investment System, which may include State and Local
Workforce Investment Boards, State Workforce Agencies, and One-Stop
Career Centers and their partners; (2) an individual community or
technical college; (3) employers and industry-related organizations
such as associations and unions; and (4) the continuum of education,
including the K-12 public education system, adult education, four-year
colleges and universities, and other training providers. Please note
that some applicants applying under the exception may not have a
community college partner. In these cases, the applicant should
substitute the training provider as the required community college
partner. Please see Section III(C)(5) for more details. The strategic
partnership may be a legally organized partnership or joint venture, or
a more informal collaboration. Please note, while at least one entity
from each category is required, ETA strongly encourages as many
partners as necessary from each category to fully represent the
community and the entire continuum of education.
2. Required Capacity Building and Training Activities. To be
considered for funding under this SGA, proposed grant activities must
include a combination of capacity building and training activities at
the community college, or other entities as specified in the exception
detailed in Section III(C)(5), that target skills and competencies
demanded by local high-growth/high-demand industries that are defined
in the context of the regional economy. A component of all applications
must be direct training costs that allow participants, without tuition
payments, to be enrolled in the training program. Additional training
that is supplemented by leveraged resources may also be provided under
the grant and is highly encouraged to ensure maximum impact of the
project.
Proposed capacity building activities must address barriers that
impede the ability of the community college, or other entities
specified in the exception detailed in Section III(C)(5), to meet local
and regional industry demand for workforce training and must be
directly linked to the specific training supported under the grant.
Applicants may propose a cross-cutting capacity building and training
strategy that will support training in more than one high-growth/high-
demand industry if the applicant can demonstrate that skill needs in
the identified industries are shared. Applicants that wish to propose
training programs in two or more high-growth industries that do not
share skill needs should do so through separate applications.
3. Participants Eligible to Receive Training. Generally, the scope
of potential trainees is very broad. WIA Sec. 171(d) authorizes
demonstration programs to serve dislocated workers, incumbent workers,
and new entrants to the workforce. This authorization supports a broad
range of training for a variety of populations, including: incumbent
workers who need new skills for jobs in demand at higher levels of the
career ladder or because the skill needs for their current jobs have
changed; untapped labor pools such as immigrant workers, individuals
with limited English proficiency, individuals with disabilities,
veterans, older workers, youth, etc; or entry level workers who need
basic skills and/or specific occupational skill training. The
identification of targeted and qualified trainees should be part of the
larger project planning process undertaken by the required partnership
and should relate to the workforce challenge that is being addressed by
the training.
4. Training Providers. Community and technical colleges are the
required training providers under Community-Based Job Training Grants,
regardless of the applicant, with the exception of rural areas and
other educationally underserved communities with no reasonable access
to community colleges. Please see Section III(C)(5) below for more
information on this exception. ETA encourages applicants to be creative
in integrating partner resources and expertise into the training plan.
For example, a business partner may provide a qualified instructor to
the community college; the community college may provide on-site
training for workers to take advantage of business-loaned equipment;
the training may be provided jointly; or the training may utilize
technology-based distance learning alternatives as well as blended
learning, which combines self-paced and instructor-led interactions.
5. Exception to Eligible Applicants and Training Provider
Requirements for Rural and Other Educationally Underserved Areas with
No Access to Community Colleges. ETA recognizes that some communities,
particularly those in rural areas, may lack access to community and
technical college training where physical college facilities are not
reasonably close and technology-based and distance learning options are
limited or not available. Educationally underserved communities that
lack this access may submit proposals under the parameters detailed in
this exception. In such cases, the applicant will be required to
clearly state it is applying under this exception and must fully
demonstrate as part of its statement of need that community college
training is not reasonably available within commuting distance of the
community in which grant activities will take place and that there are
no viable technology-based or distance learning options available.
Applicants may use mileage, population, and access to classrooms,
Internet and other technology, public transportation and other
services, as factors to support their demonstration of the lack of
access to and availability of community college training. Please note
that applications submitted under the exception must still meet all
other requirements set forth in this Solicitation.
Under this exception, the additional eligible applicants and
requirements on training are listed below.
a. Publicly-funded Institutions of Higher Education, as defined in
20 U.S.C. 1001, that award certificates and both two-year and four-year
degrees are eligible to apply under this exception. However, the
emphasis for capacity building and training activities under the grant
must be at the certificate or two-year Associates Degree level. The
publicly-funded institution of higher education applicant is also
required to be the training provider for applications submitted under
this exception and will serve as a substitute for the required
community college training provider detailed in Section III(C)(4);
b. Alternate Educational Entities that are governmental or not-for-
profit organizations that directly deliver, or broker for delivery,
post secondary education opportunities in educationally underserved
communities that lack access to community colleges are eligible to
apply under this exception. Alternate Educational Entity applicants
must demonstrate that: (1) The emphasis for capacity building and
training activities under the grant must be at the certificate or two-
year Associates Degree level; (2) the training is offered in
partnership with a community college outside the underserved area and
is acceptable for credit at or a credential from the partner community
college; and (3) a component of the capacity building activities
supports the partnering community college for the purposes of enhancing
the training services provided by that college to the underserved area.
Additionally, applications must specify one or more community
college(s) where capacity building and training activities will occur
under the grant.
[[Page 37955]]
6. Veterans Priority. The Jobs for Veterans Act (Pub. L. 107-288)
provides priority of service to veterans and spouses of certain
veterans for the receipt of employment, training, and placement
services in any job training program directly funded, in whole or in
part, by the Department of Labor. In circumstances where a Community-
Based Job Training Grant recipient must choose between two equally
qualified candidates for training, one of whom is a veteran, the Jobs
for Veterans Act requires that CBJTG recipients give the veteran
priority of service by admitting him or her into the program. Please
note that, to obtain priority of service, a veteran must meet the
program's eligibility requirements. ETA Training and Employment
Guidance Letter (TEGL) No. 5-03 (September 16, 2003) provides general
guidance on the scope of the Job for Veterans Act and its effect on
current employment and training programs. TEGL No. 5-03, along with
additional guidance, is available at the ``Jobs for Veterans Priority
of Service'' Web site (http://www.doleta.gov/programs/vets).
IV. Application and Submission Information
A. Address To Request Application Package
This SGA contains all of the information and links to forms needed
to apply for grant funding.
B. Content and Form of Application Submission
The proposal must consist of two (2) separate and distinct parts,
Parts I and II. Applications that fail to adhere to the instructions in
this section will be considered non-responsive and may not be given
further consideration. Applicants who wish to apply do not need to
submit a Letter of Intent. The completed application package is all
that is required.
Part I of the proposal is the Cost Proposal and must include the
following three items:
The Standard Form (SF) 424, ``Application for Federal
Assistance'' (available at http://www.whitehouse.gov/omb/grants/sf424.pdf
). The SF 424 must clearly identify the applicant and be
signed by an individual with authority to enter into a grant agreement.
Upon confirmation of an award, the individual signing the SF 424 on
behalf of the applicant shall be considered the representative of the
applicant.
All applicants for federal grant and funding opportunities
are required to have a Dun and Bradstreet (DUNS) number. See Office of
Management and Budget (OMB) Notice of Final Policy Issuance, 68 FR
38402 (June 27, 2003). Applicants must supply their DUNS number on the
SF 424. The DUNS number is a nine-digit identification 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://
http://www.whitehouse.gov/omb/grants/sf424a.pdf). In preparing the Budget
Information Form, the applicant must provide a concise narrative
explanation to support the request. The budget narrative should break
down the budget and leveraged resources by project activity, should
discuss cost per-participant, and should discuss precisely how the
administrative costs support the project goals.
Please note that applicants that fail to provide a SF 424, SF 424A
and/or a budget narrative will be removed from consideration prior to
the technical review process. If the proposal calls for integrating WIA
or other federal funds or includes other leveraged resources, these
funds should not be listed on the SF 424 or SF 424A Budget Information
Form, but should be described in the budget narrative and in Part II of
the proposal. The amount of federal funding requested for the entire
period of performance should be shown 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 in at http://www.doleta.gov/sga/forms.cfm
.
Part II of the application is the Technical Proposal, which
demonstrates the applicant's capabilities to plan and implement the
CBJTG in accordance with the provisions of this solicitation. The
Technical Proposal is limited to twenty (20) double-spaced, single-
sided, 8.5 inch x 11 inch pages with 12 point text font and one-inch
margins. Any pages over the 20 page limit will not be reviewed. In
addition, in attachments which may not exceed ten (10) pages, the
applicant may provide resumes, a list of staff positions to be funded
by the grant, statistical information, general letters of support, and
other related material. The required letters of commitment from
partners must be submitted as additional attachments and will not count
against the allowable 10-page limit on attachments. Please note that
applicants should not send letters of commitment or support separately
to ETA because letters are tracked through a different system and will
not be attached to the application for review. Additionally, the
applicant must reference grant partners by organizational name in the
text of the Technical Proposal. Except for the discussion of any
leveraged resource to address the evaluation criteria, no cost data or
reference to prices should be included in the Technical Proposal. In
addition, the following information is required:
A two-page abstract summarizing the proposed project and
applicant profile information including: applicant name, project title,
industry focus, partnership members, proposed training and capacity
building activities, funding level requested, the amount of leveraged
resources, and a project description as described in the evaluation
criteria section at Section V(A) of this solicitation. The abstract
should also clearly note whether the application is being submitted
under the exception detailed in Section III(C)(5) .
A table of contents listing the application sections; and
A time line outlining project activities and an
anticipated schedule for deliverables.
Please note that the abstract, table of contents, and time line are
not included in the page limitations above. Applications that do not
provide Part II of the application may be removed from consideration
prior to the technical review process.
Applications may be submitted electronically on http://www.grants.gov or
in hard-copy via U.S. mail, professional delivery service, or hand
delivery. These processes are described in further detail in Section
IV(C). Applicants submitting proposals in hard-copy must submit an
original signed application (including the SF 424) and one (1) ``copy-
ready'' version free of bindings, staples or protruding tabs to ease in
the reproduction of the proposal by DOL. Applicants submitting
proposals in hard-copy are also requested, though not required, to
provide an electronic copy of the proposal on CD-ROM.
C. Submission Date, Times, and Addresses
The closing date for receipt of applications under this
announcement is August, 29, 2006. Applications must be received at the
address below no later than 5 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
[[Page 37956]]
mailing and delivery requirements set forth in this notice will be
granted.
ETA will post Frequently Asked Questions (FAQs) and host Virtual
Prospective Applicant Conferences for this grant competition. The
FAQ's, as well as the dates and access information for the Prospective
Applicant Conferences will be posted on ETA's Web site at: http://www.doleta.gov/business/Community-BasedJobTrainingGrants.cfm
and http:/
/http://www.workforce3one.org. Please check these pages periodically during
the solicitation for updates.
Mailed applications must be addressed to the U.S. Department of
Labor, Employment and Training Administration, Division of Federal
Assistance, Attention: Eric Luetkenhaus, Reference SGA/DFA PY 05-11,
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. All overnight mail
will be considered to be hand-delivered and must be received at the
designated place by the specified closing date.
Applicants may apply online through Grants.gov (http://www.grants.gov
). It is strongly recommended that applicants using
Grants.gov immediately initiate and complete the ``Get Started''
registration steps at http://www.grants.gov/GetStarted. These steps may
take multiple days to complete, and this time should be factored into
plans for electronic application submission in order to avoid facing
unexpected delays that could result in the rejection of an application.
If submitting electronically through Grants.gov, it would be
appreciated if the application is saved as a .doc, .pdf, or .txt files.
Late Applications: Any application received after the exact date
and time specified for receipt at the office designated in this notice
will not be considered, unless it is received before awards are made,
was properly addressed, and: (a) Was sent by U.S. Postal Service
registered or certified mail not later than the fifth calendar day
before the date specified for receipt of applications (e.g., an
application required to be received by the 20th of the month must be
post marked by the 15th of that month) or (b) was sent by overnight
delivery service or submitted on Grants.gov to the addressee not later
than one working day prior to the date specified for receipt of
applications. It is highly recommended that online submissions be
completed one working day prior to the date specified for receipt of
applications to ensure that the applicant still has the option to
submit by overnight delivery service in the event of any electronic
submission problems. ``Post marked'' means a printed, stamped or
otherwise placed impression (exclusive of a postage meter machine
impression) that is readily identifiable, without further action, as
having been supplied or affixed on the date of mailing by an employee
of the U.S. Postal Service. Therefore, applicants should request the
postal clerk to place a legible hand cancellation ``bull's eye''
postmark on both the receipt and the package. Failure to adhere to the
above instructions will be a basis for a determination of
nonresponsiveness.
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, e.g., Educational Institution--
OMB Circular A-21. Disallowed costs are those charges to a grant that
the grantor agency or its representative determines not to be allowed
in accordance with the applicable Federal Cost Principles or other
conditions contained in the grant. pplicants will not be entitled to
reimbursement of pre-award costs.
Limitations on Cost Per-Participant. Because the costs of training
may vary considerably depending on the skills and competencies required
in different occupations in different industries, flexibility will be
provided on cost per-participant. However, applications for funding
will be reviewed to determine if the cost of the training is
appropriate and will produce the outcomes identified. Applicants should
demonstrate that the proposed cost per-participant is aligned with
existing price structures for similar training in the local area or
other areas with similar characteristics, if available, or with the
community college's, or other entity's as specified in the exception
detailed in Section III(C)(5), existing price structures for the type
of program offered.
Indirect Costs. As specified in OMB Circular Cost Principles,
indirect costs are those that have been incurred for common or joint
objectives and cannot be readily identified with a particular cost
objective. In order to utilize grant funds for indirect costs incurred,
the applicant must obtain an Indirect Cost Rate Agreement with its
Federal Cognizant Agency either before or shortly after the grant
award.
Administrative Costs. Under the CBJTGs, an entity that receives a
grant to carry out a project or program may not use more than 5 percent
of the amount of the grant to pay administrative costs associated with
the program or project. Administrative costs could be both direct and
indirect costs and are defined at 20 CFR 667.220. Administrative costs
do not need to be identified separately from program costs on the SF
424A Budget Information Form. They should be discussed in the budget
narrative and tracked through the grantee's accounting system. Although
there will be administrative costs associated with the managing of the
partnership as it relates to specific grant activity, the primary use
of funding should be to support the actual capacity building and
training activity(ies). To claim any administrative costs that are also
indirect costs, the applicant must obtain an indirect cost rate
agreement from its Federal cognizant agency as specified above.
Use of Stipends. The provision of stipends to training enrollees
for the purposes of wage replacement or supportive services, such as
transportation costs, for unemployed or employed workers, is not an
allowable cost under this Solicitation for Grant Applications.
Legal Rules Pertaining to Inherently Religious Activities by
Organizations that Receive Federal Financial Assistance. The government
is generally prohibited from providing direct financial assistance for
inherently religious activities. See 29 CFR part 2, subpart D. These
grants may not be used for religious instruction, worship, prayer,
proselytizing or other inherently religious activities. Neutral, non-
religious criteria that neither favor nor disfavor 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.
[[Page 37957]]
F. Withdrawal of Applications
Applications may be withdrawn by written notice or telegram
(including mailgram) received at any time before an award is made.
Applications may be withdrawn in person by the applicant or by an
authorized representative thereof, if the representative's identity is
made known and the representative signs a receipt for the proposal.
V. Application Review Information
A. Evaluation Criteria
This section identifies and describes the criteria that will be
used to evaluate proposals for a Community-Based Job Training Grant.
These criteria and point values are:
------------------------------------------------------------------------
Criterion Points
------------------------------------------------------------------------
1. Statement of Need....................................... 15
2. Linkages to Key Partners................................ 20
3. Training and Capacity Building Plan..................... 25
4. Outcomes, Benefits, and Impact.......................... 30
5. Program Management and Organization Capacity............ 10
6. Bonus: Connections to Regional Economic Strategies...... 5
7. Bonus: Integration of Workforce Investment Act funds.... 5
------------
Total Possible Points.................................. 110
------------------------------------------------------------------------
1. Statement of Need (15 Points)
Applicants must demonstrate a clear and specific need for the
federal investment in the proposed activities by: (a) Identifying the
industry or industries of focus; (b) establishing that the identified
industry satisfies ETA's criteria for a high-growth/high-demand
industry in the local or regional economy as described in Section
I(C)(1) of this solicitation; (c) providing evidence of industry demand
for training in the local or regional economy; and (d) describing in
detail the capacity challenges the community college(s), or other
entity as specified in the exception detailed in Section III(C)(5),
faces that limit its ability to provide sufficient quantity or quality
of training to meet the identified industry's demand.
Applicants may draw from a variety of resources for supporting
data, including: Traditional labor market information, such as
projections; industry data from trade associations or direct
information from the local industry; and information on the local
economy and other transactional data, such as job vacancies.
In addition to the above, applicants applying under the exception
detailed in Section III(C)(5) must also demonstrate that community
college training is not reasonably available within commuting distance
of the community in which grant activities take place and that there
are no viable technology-based or distance learning options available.
Applicants may wish to use mileage, population, and access to
classrooms, Internet and other technology, public transportation and
other services, in their demonstration of community college training
not being reasonably available in their community.
2. Linkages to Key Partners (20 Points)
The applicant must demonstrate that the proposed project will be
implemented by a strategic partnership that includes at least one
entity from each of four categories: (1) The workforce investment
system, which may include State and Local Workforce Investment Boards,
State Workforce Agencies, and One-Stop Career Centers and their
partners, as such terms are defined under WIA; (2) community and
technical colleges; (3) employers and industry-related organizations
such as associations and unions; and (4) the continuum of education,
including the K-12 public education system. Please note, some
applications submitted under the exception outlined in Section
III(C)(5) may have a substitution for the community college partner.
Please see Section III(C)(5) for more details
The applicant must identify the partners by organizational name and
category, explain the meaningful role each partner will play in the
project, and document the resources leveraged from each partner.
Collaborating partners must verify their role through a letter of
commitment detailing the roles, responsibilities, and resources the
partner will commit to the project. The letters of commitment must be
attached to the proposal. Applicants should also identify resources
leveraged from other organizations, including other workforce
investment system partners.
ETA encourages, and will be looking for, applications that go
beyond the minimum level of partnership and demonstrate broader,
substantive and sustainable partnerships. Scoring on this criterion
will be based on the following factors:
Evidence of Required Partners (5 Points): The applicant
must identify and provide evidence that the partnership contains each
of the required partner entities. Applications that do not have each of
the four required entities represented in the partnership will not
receive any points for this factor.
Comprehensiveness of the Partnership (7 Points): The
applicant must explain the meaningful role each partner will play in
the project. Points for this factor will be awarded based on: (1) The
degree to which each partner, including all required partners, plays a
committed role, either financial or non-financial, in the proposed
project; (2) the breadth and depth of each partners contribution, their
knowledge and experience concerning grant activities, and their ability
to impact the success of the project; and (3) evidence, including
letters of commitment from required partners, that key partners have
expressed a clear dedication to the project and understand their area
of responsibility. Applications that do not have each of the four
required entities represented in the partnership cannot receive full
points for this factor.
Partnership Management (8 Points): Points for this factor
will be awarded based on: (1) The evidence of a plan for interaction
between partners at each stage of the project, from planning to
execution; (2) the evidence that the capacity challenge to be addressed
by the grant was identified in the context of the strategic
partnership; (3) demonstrated ability of the lead partner to
successfully manage partnerships; (4) the ability of the partnership to
manage all aspects and stages of the project and to coordinate
individual activities with the partnership as a whole; (5) the
robustness of the applicant's plan for sustaining the partnership
beyond the funding period, and (6) evidence that the partnership has
the capacity to achieve the outcomes of the proposed project.
3. Training and Capacity Building Plan (25 Points)
The applicant must describe its proposed capacity building and
training strategies in full. Scoring on this criterion will be based
on:
Effective, Innovative Training and Capacity Building
Strategies (15 Points): The applicant must provide evidence that: (1)
The proposed project will address identified industry workforce or
skills shortages and identified capacity constraints at the community
college level or in the community if the application is submitted under
the exception detailed in Section III(C)(5); (2) there is a
demonstrated link between the proposed project and the identified
industry workforce challenge or skills shortages and identified
capacity constraints at the community college level or in the
community, if the application is submitted under the exception detailed
in Section III(C)(5); (3) the proposed project clearly integrates
industry-driven capacity building and training activities; (4)
[[Page 37958]]
proposed capacity building solutions are broad-based and include an
appropriate range of activities; (5) proposed training activities occur
within the context of a continuum of education and training that
supports long-term career growth, such as an articulated career ladder/
lattice; (6) proposed training activities lead to appropriate college
credit or credentialing; and (7) the proposed training activities
include training and direct training costs.
Implementation Strategy (10 Points): Applicants can earn
up to 10 points based on evidence that the applicant has a clear
understanding of the tasks required to successfully meet the objectives
of the grant. Factors considered in evaluating this evidence include:
(1) The existence of a work plan that is responsive to the applicant's
statement of need and includes specific goals, objectives, activities,
implementation strategies, and a timeline; (2) the feasibility and
reasonableness of the timeline for accomplishing all necessary
implementation activities, including start-up, capacity building and
training activities, participant follow-up for performance outcomes,
and grant closeout activities; (3) whether the budget line items are
consistent with and tied to work plan objectives; (4) the extent to
which the budget is justified with respect to the adequacy and
reasonableness of the resources requested; (5) the extent to which the
proposed cost-per-participant is aligned with existing price structures
for similar training; and (6) the presence of a robust outreach
strategy that includes the dissemination of information regarding the
project to others who would benefit most, and, if appropriate,
recruitment of eligible participants.
4. Outcomes, Benefits, and Impact (30 Points)
Applicants should demonstrate a results-oriented approach to
managing and operating their CBJTG. This should be achieved by fully
describing the proposed outcome measures relevant to measuring the
success and impact of the project and highlighting the benefits and
impact of the outcomes and products on the larger capacity constraint
described in the statement of need. Scoring on this criterion will be
based on the following factors:
a. Description of Outcomes (20 Points): Applicants may earn up to
20 points for indicating the appropriate outcomes that will be tracked
as detailed below. Additionally, the description of outcomes must
include: (1) Baseline numbers for tracking progress; (2) benchmark
outcome goals; and (3) the methods proposed to collect and validate
outcome data in a timely and accurate manner.
i. Training (10 Points): Applicants must track training outcome
measures that are consistent with ETA's Common Measures, such as
employment placement numbers, employment retention, and average
earnings. Other outcome measures that should be tracked include the
number of individuals awarded credentials or degrees; the number of
individuals trained 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, including Workforce Investment
Act resources such as customized training, ITAs, or pilot CAAs), if
applicable; and other outcome measures specific to the proposed
training project. Applicants must also identify the credential that
participants will earn as a result of the proposed training, and the
employer-, industry-, or state-defined standards associated with the
credential. If the credential targeted by the training project is a
certificate or performance-based certification, applicants should
either a) demonstrate employer engagement in the curriculum development
process, or b) indicate that the certification will translate into
concrete job opportunities with an employer.
ii. Capacity Building (10 Points): Applicants must clearly describe
all products, models, curricula, etc. that will be developed or
acquired with federal funds through the grant and indicate the impact
of the capacity building activity (e.g. the number of participants or
entities who will benefit from the proposed activities.) Applicants
must describe the impact measure associated with the capacity building
activity, if applicable, and the exact methodology of the impact
measure, including any important operational parameters.
b. Appropriateness of Outcomes (10 Points): Applicants may earn up
to 10 points based on three factors: (1) The extent to which the
expected project outcomes are clearly identified and measurable,
realistic, consistent with the objectives of the project, and capable
within the timeframe of the grant; (2) the ability of the applicant to
achieve the stated outcomes within the timeframe of the grant; (3) the
appropriateness of the outcomes with respect to the extent of the
community college's identified capacity challenges and the requested
level of funding.
5. Program Management and Organization Capacity (10 Points)
To satisfy this criterion, applicants must describe their proposed
project management structure including, where appropriate, the
identification of a proposed project manager, and discuss the proposed
staffing pattern and the qualifications and experience of key staff
members. Applicants should also provide evidence of the use of data
systems to track outcomes in a timely and accurate manner. The
applicant should include a description of organizational capacity and
the organization's track record in projects similar to that described
in the proposal and/or related activities of the primary partners.
Scoring under this criterion will be based on the extent to which
applicants provide evidence of the following:
The time commitment of the proposed staff is sufficient to
ensure proper direction, management, and timely completion of the
project;
The roles and contribution of staff, consultants, and
collaborative organizations are clearly defined and linked to specific
objectives and tasks;
The background, experience, and other qualifications of
the staff are sufficient to carry out their designated roles; and
The applicant organization has significant capacity to
accomplish the goals and outcomes of the project, including the ability
to collect and manage data in a way that allows consistent, accurate,
and expedient reporting.
6. Integrating the Project into Regional Economic Development
Strategies (5 Bonus Points)
Applicants that fully demonstrate their proposed grant activities
will be integrated and aligned with their region's economic development
strategies will receive five (5) bonus points. Full demonstration of
this integration can be achieved by summarizing the region's strategic
vision and workforce education strategies in support of economic growth
and describing how the proposed education and training activities in
the grant proposal will integrate, build upon, and align with those
strategies.
7. Integrating Workforce Investment Act Resources (5 Points)
Applications that demonstrate integration of WIA resources through
the use of customized training funds, Individual Training Accounts
(ITA), or piloting Career Advancement Accounts
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(CAA) to cover the tuition costs for the CBJTG training program for
eligible new or incumbent workers will receive five (5) bonus points.
To receive bonus points, applicants will have to demonstrate that
customized training, ITAs or CAAs are a component of their proposed
training program.
B. Review and Selection Process
Applications for the Community-Based Job Training Grants will be
accepted after the publication of this announcement until the closing
date. A technical review panel will make a careful evaluation of
applications against the criteria set forth in Section V(A) of this
Solicitation. These criteria are based on the policy goals, priorities,
and emphases set forth in this SGA. Up to 110 points may be awarded to
an application, based on the required information described in Section
V(A) of this Solicitation. The ranked scores will serve as the primary
basis for selection of applications for funding, in conjunction with
other factors such as urban, rural, and geographic balance; the
availability of funds; and which proposals are most advantageous to the
Government. The panel results are advisory in nature and not binding on
the Grant Officer, who may consider any information that comes to his
attention. DOL may elect to award the grant(s) with or without prior
discussions with the applicants. Should a grant be awarded without
discussions, the award will be based on the applicant's signature on
the SF 424, which constitutes a binding offer.
VI. Award Administration Information
A. Award Notices
All award notifications will be posted on the ETA Homepage (http://www.doleta.gov
). Applicants selected for award will be contacted
directly before the grant's execution. Applicants not selected for
award will be notified by mail.
B. Administrative and National Policy Requirements
1. Administrative Program Requirements
All grantees will be subject to all applicable Federal laws,
regulations, and the applicable OMB Circulars. The grant(s) awarded
under this SGA will be subject to the following administrative
standards and provisions, if applicable:
a. Workforce Investment Boards--20 Code of Federal Regulations
(CFR) Part 667.220. (Administrative Costs).
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 in
Education Programs or Activities Receiving Federal Financial
Assistance;
viii. 29 CFR part 37--Implementation of the Nondiscrimination and
Equal Opportunity Provisions of the Workforce Investment Act of 1998.
In accordance with section 18 of the Lobbying Disclosure Act of
1995 (Pub. L. 104-65) (2 U.S.C. 1611) non-profit entities incorporated
under Internal Revenue Service Code section 501(c) (4) that engage in
lobbying activities are not eligible to receive Federal funds and
grants.
Note: Except as specifically provided in this Notice, DOL/ETA's
acceptance of a proposal and an award of Federal funds to sponsor
any program(s) does not provide a waiver of any grant requirements
and/or procedures. For example, OMB Circulars require that an
entity's procurement procedures must ensure that all procurement
transactions are conducted, as much as practical, to provide open
and free competition. If a proposal identifies a specific entity to
provide services, the DOL/ETA's award does not provide the
justification or basis to sole source the procurement, i.e., avoid
competition, unless the activity is regarded as the primary work of
an official partner to the application.
C. Special Program Requirements
Evaluation. DOL may require that the program or project participate
in an evaluation of overall performance of CBJTGs. To measure the
impact of the CBJTGs, ETA may arrange for or conduct an independent
evaluation of the outcomes and benefits of the projects. Grantees must
agree to make records on participants, employers and funding available,
and to provide access to program operating personnel and participants,
as specified by the evaluator(s) under the direction of ETA, including
after the expiration date of the grant.
D. Reporting
The grantee is required to provide the reports and documents listed
below:
Quarterly Financial Reports. A Quarterly Financial Status Report
(SF 269) is required until such time as all funds have been expended or
the grant period has expired. Quarterly reports are due 30 days after
the end of each calendar year quarter. Grantees must use ETA's On-Line
Electronic Reporting System.
Quarterly Progress Reports. The grantee must submit a quarterly
progress report to the designated Federal Project Officer within 30
days after the end of each calendar year quarter. Two copies are to be
submitted providing a detailed account of activities undertaken during
that quarter. DOL may require additional data elements to be collected
and reported on either a regular basis or special request basis.
Grantees must agree to meet DOL reporting requirements. The quarterly
progress report should be in narrative form and should include:
1. General Grant Information, including a summary of grant
activities and a status update on leveraged resources and strategic
partner activities;
2. A Grant Timeline that includes the progress of grant activities,
the key deliverables for each quarter, and the products available each
quarter;
3. Grant Outcomes, including information on all capacity building,
training, employer, and grant
[[Page 37960]]
deliverable outcomes as well as the anticipated impact of these
outcomes on the community college, industry partners, and the broader
community; and dissemination activities and events for grant
deliverables;
4. Highlights of Promising Approaches and Success Stories; and
5. Description of Technical Assistance Needs.
Final Report. A draft final report must be submitted no later than
60 days prior to the expiration date of the grant. This report must
summarize project activities, employment outcomes, and related results
of the training project, and should thoroughly document capacity
building and training approaches. The final report should also include
copies of all deliverables, e.g. curricula and competency models. After
responding to DOL questions and comments on the draft report, three
copies of the final report must be submitted no later than the grant
expiration date. Grantees must agree to use a designated format
specified by DOL for preparing the final report.
VII. Agency Contacts
For further information regarding this SGA, please contact Kevin
Brumback, Grants Management Specialist, Division of Federal Assistance,
at (202) 693-3381 (Please note this is not a toll-free number).
Applicants should fax all technical questions to (202) 693-2705 and
must specifically address the fax to the attention of Kevin Brumback
and should include SGA/DFA PY 05-11, a contact name, fax and phone
number, and e-mail address. This announcement is being made available
on the ETA Web site at http://www.doleta.gov/sga/sga.cfm, at http://www
.grants.gov, as well as the Federal Register.
VIII. Other Information
Resources for the Applicant
DOL maintains a number of Web-based resources that may be of
assistance to applicants.
The Web site for the Employment and Training
Administration (http://www.doleta.gov) is a valuable source for
background information on the President's High Growth Job Training
Initiative.
Short descriptions of previously funded Community-Based
Job Training Grants can be found at http://www.doleta.gov/BRG/CBJTGrants/
.
The Workforce\3\ One Web site, http://www.workforce3one.org
, is a valuable resource for information about
demand-driven projects of the workforce investment system, educators,
employers, and economic development representatives. Additionally,
current High Growth and Community-Based Job Training Grantees are
posting their deliverables on this Web site.
America's Service Locator (http://www.servicelocator.org)
provides a directory of the nation's One-Stop Career Centers.
Career Voyages (http://www.careervoyages), a Web site
targeted at youth, parents, counselors, and career changers, provides
information about career opportunities in high-growth/high-demand
industries.
Applicants are encouraged to review ``Help with
Solicitation for Grant Applications'' (http://www.dol.gov/cfbci/sgabrochure.htm
).
For a basic understanding of the grants process and basic
responsibilities of receiving Federal grant support, please see
``Guidance for Faith-Based and Community Organizations on Partnering
with the Federal Government'' (http://www.whitehouse.gov/government/fbci/guidance/index.html
).
Signed at Washington, DC, this 23rd day of June, 2006.
Eric D. Luetkenhaus,
Employment and Training Administration, Grant Officer.
[FR Doc. 06-5951 Filed 6-30-06; 8:45 am]
BILLING CODE 4510-30-P
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