[Federal Register Volume 72, Number 88 (Tuesday, May 8, 2007)]
[Notices]
[Pages 26162-26170]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: E7-8720]


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DEPARTMENT OF LABOR

Employment and Training Administration


Notice of Availability of Funds and Solicitation for Grant 
Applications (SGA) for Multiple Education Pathways Blueprint Grants 
(MEPB)

    Announcement Type: Notice of Solicitation for Grant Applications.
    Funding Opportunity Number: SGA/DFA PY 06-12.
    Catalog of Federal Assistance Number: 17.261.

DATES: Key Dates: The closing date for receipt of applications under 
this announcement is June 7, 2007. Applications must be successfully 
submitted no later than 5 p.m. (Eastern Time). Application and 
submission information is explained in detail in Part IV of this SGA.
SUMMARY: The U.S. Department of Labor (DOL), Employment and Training 
Administration (ETA), announces the availability of approximately $3 
million in grant funds to create a blueprint to build systems of 
multiple education pathways.
    Grants will be awarded through a competitive process and will 
support small cities (population 70,000-350,000) in the development of 
a multiple education pathway blueprint which will serve as the city's 
plan to support youth who are at risk of dropping out of school and 
youth who have already dropped out of school. ETA is targeting cities 
of this size in order for the blueprints to have maximum impact on the 
community's dropout challenges. ETA will fund grants to approximately 
10 cities to create blueprints for building multiple education pathways 
that encompass various alternative education models and strategies. 
These blueprints will be used to build educational ecosystems that 
bring together all the educational assets in a community and leverage 
them to support multiple education pathways that move students to post-
secondary education and career pathways and integrate education 
strategies that may cut across multiple schools and community colleges. 
It is not the intent for these grants to fund programs and/or slots in 
educational programs but rather to be used as a catalyst to bring 
together community partners to assess and address the challenge of 
serving youth who are at risk of dropping out and youth who have 
dropped out of school.
    These blueprints must be integrated with the city's broader 
education strategic plan and connected to regional talent and economic 
development strategies. The blueprints should identify a wide range of 
innovative and academically rigorous learning environments that address 
the needs of youth who are at risk of dropping out of school and youth 
who have dropped out of school. The blueprint will serve as the city's 
strategic plan for developing and benchmarking progress toward creating 
a multiple education pathway system.
    This solicitation provides background information and describes the 
application submission requirements, outlines the process that eligible 
entities must use to apply for funds covered by this solicitation, and 
outlines the evaluation criteria used as a basis for selecting 
grantees.

ADDRESSES: Mailed applications must be addressed to the U.S. Department 
of Labor, Employment and Training Administration, Division of Federal 
Assistance, Attention: James Stockton, Reference SGA/DFA PY 06-12, 200 
Constitution Avenue, NW., Room N-4716, Washington, DC 20201. Facsimile 
(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.
    Applications may also be submitted via the Grants.gov application 
system. For detailed guidance, please refer to Section IV. C.

SUPPLEMENTARY INFORMATION: This solicitation consists of eight parts:
    <bullet> Part I provides background information on ETA's multiple 
education pathways project, a description of ETA's youth vision, and 
additional information on the key components to consider when preparing 
an application.
    <bullet> Part II describes the size and nature of the anticipated 
awards.
    <bullet> Part III describes eligibility information.
    <bullet> Part IV provides information on the application and 
submission process.
    <bullet> Part V describes the criteria against which applications 
will be reviewed and explains the proposal review process.
    <bullet> Part VI provides award administration information.
    <bullet> Part VII contains ETA agency contact information.
    <bullet> Part VIII lists additional resources of interest to 
applicants and other information.

I. Funding Opportunity Description

    These grants will support small cities (population 70,000-350,000) 
\1\ in the development of detailed blueprints for multiple education 
pathways systems that provide a mix of alternative learning 
environments. ETA is targeting cities of this size in order for the 
blueprints to have maximum impact on the community's dropout 
challenges. It is ETA's expectation that the blueprints developed with 
these funds will serve as the city's strategic action plan and

[[Page 26163]]

foundation for building multiple education pathways.
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    \1\ For population size please go to: http://www.demographia.com/db-2000city5k.htm.
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    Youth who are at risk of dropping out of school and youth who have 
already dropped out of school are the main targets of this grant; 
however, it is important that the blueprint developed fits within the 
city's larger education strategy. These two objectives, reducing the 
dropout rate and re-engaging youth who have dropped out, are critical 
to ensuring a prepared and educated youth pipeline to compete in a 
demand-driven workforce. This section provides information on the 
principles underlying the Department of Labor, Employment and Training 
Administration's Youth Vision.

A. ETA's Youth Vision

    Based on studies done by the Council on Competitiveness, creating 
dynamic regional and State economies requires infrastructure 
development, research and development, technology transfer which shifts 
innovation to commercialization, and knowledge and talent development. 
The public workforce system focuses on knowledge and talent 
development. The 21st century global economy demands a more highly 
educated workforce equipped with the skills to ensure career 
opportunities for American workers and to make America's businesses 
competitive in a world market. To produce this educated and skilled 
workforce, innovative ``K through Gray'' education and lifelong 
learning systems, economic development strategies, and workforce 
development investments at the regional, State, and federal levels must 
be designed and aligned.
    The workforce investment system provides adults and youth with the 
necessary educational, occupational and other skill training and 
services needed by business and industry in the 21st century economy. 
Education initiatives, particularly alternative education programs, 
have taken on new importance within the workforce system. Efforts to 
create a skilled, well-trained, and demand-driven workforce are 
important for several reasons:
    <bullet> A severe crisis faces our nation's workforce: too many 
youth are leaving high school without their diplomas, unprepared for 
post-secondary training and employment. The Educational Testing 
Service's ``One-Third of a Nation: Rising Dropout Rates and Declining 
Opportunities'' reports that one-third of all youth who begin ninth 
grade will not receive a high school diploma. Eleven percent of 16-24 
year olds nationally, or 3.8 million youth, are out of school and have 
neither a diploma nor a GED. These youth represent an untapped labor 
pool and a valuable resource for employers. Our economy needs these 
youth to be part of the economy to compete globally.
    <bullet> The connection between earning and learning: income and 
education are more closely linked than in any time in our history. 
Ninety percent of the fastest growing jobs require education and 
training beyond high school. College students earn on average seventy 
percent more than high school students. High school dropouts are four 
times more likely than college graduates to be unemployed. Low-income 
Americans have far higher rates of dropping out of high school and far 
lower rates of enrolling in college and obtaining a post-secondary 
credential than their middle or higher income peers. The earning power 
of high school dropouts has been in almost continuous decline over the 
past three decades; in 2002, the earnings of male dropouts declined 
thirty-two percent. Female dropouts experienced a fourteen percent 
decline.
    <bullet> State and regional economies are being negatively impacted 
by low graduation rates: According to the study, ``The Costs and 
Benefits of an Excellent Education for All of America's Children,'' 
U.S. taxpayers could reap $45 billion if the nation were to cut one 
year's worth of high school dropouts in half. ``High school graduation 
is associated with higher incomes, better health, lower criminal 
activity, and lower welfare receipt,'' the report states. In total, the 
report identified a net economic benefit of $127,000 for each 
additional high school graduate. By adding the benefit per graduate 
from higher taxes, improved health, less crime, and fewer welfare 
payments, the authors estimate a public benefit of $209,000 in higher 
government revenues and lower government spending for each additional 
high school graduate.\2\ The Center for Labor Market Studies at 
Northeastern University in Boston, Massachusetts prepared ``An 
Assessment of the Labor Market, Income, Health, Social, Civic and 
Fiscal Consequences of Dropping Out of High School: Findings for 
Massachusetts in the 21st Century.'' It delineated the negative private 
and social outcomes associated with being a high school dropout.
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    \2\ Levin, H. et al., The Costs and benefits of an Excellent 
Education for All of America's Children, January 2007, p.3. 
excerpted from Alliance for Excellent Education Straight A's 
newsletter, March 5, 2007, Volume 7, Number 5.
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    <bullet> Labor market outcomes: Youth who drop out of school have 
lower rates of labor force attachment, higher unemployment rates, lower 
employment rates, less full-time employment, lower weekly wages, lower 
annual earnings, lower lifetime earnings, and reduced employee 
benefits.
    <bullet> Income outcomes: There is a higher incidence of income 
inadequacy problems over the lifetime (poverty, near poverty, low 
incomes), a higher dependence on cash public assistance income to 
support themselves, and higher dependence on in-kind transfers (food 
stamps, rental housing subsidies, Medicaid).
    <bullet> Family outcomes: In terms of family outcomes, high school 
dropouts have lower marriage rates among men and women, higher rates of 
unmarried parents, poorer nutrition, health, cognitive, and schooling 
outcomes for their children.
    <bullet> Health outcomes: High school dropouts have poorer quality 
of health, lower rates of health insurance coverage, higher use of 
Medicaid benefit, higher rates of physical/mental disability, and lower 
life expectancy.
    <bullet> Civic Outcomes: Dropouts have lower voting rates in State 
and national elections, and lower rates of volunteering in civic, 
educational, and political organizations.
    <bullet> Criminal Justice Outcomes: Criminal justice outcomes for 
dropouts include higher rates of incarceration in jails and prisons, 
higher victimization costs, and higher costs of maintaining prisons and 
jails.
    <bullet> Other Outcomes: Dropouts pay less in payroll and Federal/
State income taxes; contribute less to property tax payments due to 
lower home ownership rates and lower value homes; and have a higher 
receipt of cash transfer incomes and in-kind transfers (food stamps, 
rental subsidies, energy assistance, Medicaid), placing large net 
fiscal burdens on the rest of taxpayers.
    <bullet> A new workforce ``supply pipeline'': ETA's Youth Vision 
recognizes out-of-school youth and those most at risk of dropping out 
as an important part of the new workforce ``supply pipeline'' that 
businesses need to fill job vacancies in the new knowledge-based 
economy. However, without re-connecting these youth to high quality 
educational opportunities, they will not be adequately prepared to 
participate in today's economy. ETA's Youth Vision focuses investment 
of WIA resources on connecting youth with high quality education and 
employment services. The full Youth Vision document is available at 
http://www.doleta.gov/ryf/WhiteHouseReport/VMO.cfm.
    ETA is committed to supporting cities in their efforts to develop a 
blueprint which will lead to the creation of a high

[[Page 26164]]

quality, innovative multiple education pathway system. These multiple 
education pathways will offer a variety of alternative learning 
opportunities that prepare youth for post-secondary education and help 
them to re-enter the workforce supply chain and compete for high 
quality jobs in a demand-driven system.
    ETA's Youth Vision, developed over two years ago, began to address 
the problems created by the large number of youth leaving high school 
without a diploma. The increased national focus on the impact of high 
dropout rates on regional economic development has driven ETA's 
development of a multiple education pathways strategy which is designed 
to increase the quality and quantity of alternative education 
opportunities and post-secondary opportunities for formerly out-of-
school youth. To address the challenges posed by dropouts, cities must 
develop systems that provide a variety of educational options for re-
engaging drop outs and students at risk of dropping out. These grants 
are intended to provide the funds for communities to plan those 
systems.

B. Multiple Education Pathway Ecosystems

    Multiple Education Pathway Ecosystems are comprised of a wide 
variety of academically rigorous and innovative alternative learning 
environments. At ETA, alternative learning environments broadly refer 
to schools or programs that are set up by States, school districts, or 
other community-based entities to serve young people who are not 
succeeding in a traditional public school environment. Alternative 
learning environments offer students opportunities to achieve in a 
different setting through creative and innovative teaching methods. 
While there are many different kinds of alternative schools and 
programs, they are often characterized by the following noteworthy 
attributes:
    <bullet> High academic standards that are consistent with State 
NCLB standards;
    <bullet> Creative and engaging instruction that emphasizes the 
connection between real life and learning;
    <bullet> Clearly articulated academic and applied learning goals;
    <bullet> Opportunities for youth to catch up and accelerate 
knowledge and skills particularly in the area of literacy and numeracy;
    <bullet> Opportunities for achievement in science, technology, 
engineering, and math (STEM);
    <bullet> A culture of high expectations for all students;
    <bullet> High quality teachers who are certified in their content 
areas, establish a rapport with the students, are creative in their 
classrooms and play a role in designing curricula;
    <bullet> Ongoing professional development;
    <bullet> Low student/teacher ratios;
    <bullet> Opportunities for connections with caring adults who 
support the students in negotiating the transition to adulthood;
    <bullet> Flexible schedules;
    <bullet> Well-maintained, clean, accessible and safe facilities;
    <bullet> Connections to a range of community resources, including 
those that can assist with career development;
    <bullet> Administrative and bureaucratic autonomy and operational 
flexibility; and
    <bullet> Necessary supportive services.
    In science there are many definitions of the term ecosystem; 
however, they all refer to communities or groups of different organisms 
working in concert with one another to form a complex web of 
interdependency. By referring to a multiple education pathway 
ecosystem, ETA is emphasizing the interdependency required between 
multiple partners in a community to address the issue of high dropout 
rates within the context of the city's overall secondary education 
system. Examples of cities that are developing or have developed 
multiple education pathway ecosystems can be found at the Youth 
Transition Funders Group Web site (http://www.ytfg.org/about_OOS.html).
    Multiple education pathway ecosystems must be supported by a wide 
range of partners including the school district, community-based 
organizations, the public workforce system, higher education, business, 
and government agencies that serve youth, such as health and human 
services, juvenile justice, etc. and local chapters of national youth 
development organizations.
    Multiple pathways to educational success are needed at every step 
of the way, ranging from essential early intervention and prevention 
strategies in the early years, to a multiplicity of high-quality 
alternative options within mainstream K-12 systems at the middle and 
high school levels, and finally to opportunities outside of the 
mainstream for those who have been unable to learn and thrive in the 
general education system. However, for purposes of this grant, the 
focus is on secondary and post-secondary educational opportunities.
    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.

C. Multiple Education Pathways Blueprint (MEPB) Grant Objectives

    Funds made available through the MEPB grants will be used to carry 
out activities with the following core objectives:
    <bullet> The development of multiple education pathway ecosystems 
that connect to regional talent and economic development strategies 
through data analysis and resource mapping;
    <bullet> Increasing the quality and quantity of academically 
rigorous and innovative multiple education pathways;
    <bullet> Providing a national focus on multiple education pathway 
strategies; and
    <bullet> Supporting and connecting to other national efforts 
already underway through private foundation support.

D. Partnerships

    Youth do not disconnect from traditional developmental pathways (or 
high schools for that matter) because of the failure of any one system. 
Likewise, reconnecting youth requires collaboration and coordination 
among multiple youth-serving systems: these include school and youth 
employment and training programs and education, as well as child 
protective service systems, the juvenile justice system, and a variety 
of health and human services agencies, such as mental health and 
substance abuse treatment agencies, crisis intervention centers, 
runaway and homeless youth shelters, and others. Other partners may 
include local chapters of national youth development organizations such 
as Distributive Education Clubs of America (DECA), Health Occupation 
Students of America (HOSA), Jobs for America's Graduates (JAG), Junior 
Achievement, and Skills USA. These types of partners are especially 
important in efforts to make academics more relevant and in making 
connections with the business community. It should be noted that ETA is 
not specifically endorsing or recommending the five example 
organizations and that they are merely illustrative of the types of 
organizations with which applicants may partner
    Partnerships and partnership roles will vary depending on the 
applicant's strategy and participant needs; however, each collaborative 
partner should have a clearly defined role. 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

[[Page 26165]]

committed, if appropriate. These letters should clearly indicate the 
partnering organization's unique contribution and commitment to the 
project. It is ETA's expectation that the leadership of this 
partnership will be provided by the city's mayor or the mayor's 
designee.

E. Allowable Activities

    The following are allowable activities under this grant:
    <bullet> Staffing to convene partners and lead efforts;
    <bullet> Consortium/partnership development;
    <bullet> Data collection and analysis;
    <bullet> Development of funding strategies to sustain existing 
programs including strategies for accessing average daily attendance 
and dual enrollment funds;
    <bullet> Identification of leveraged resources to support multiple 
education pathways;
    <bullet> Benchmarking of programs locally and in other communities 
with similar needs, as well as benchmarking of ``systems'' in other 
similar communities;
    <bullet> Development of plans based on gap analysis for the 
addition of new programs/services;
    <bullet> Feasibility studies to develop MIS/data sharing 
strategies;
    <bullet> Creation of a Request for Proposals (RFP) process locally 
to develop new education programs/program services based on thoughtful 
standards and best practice research;
    <bullet> Development of a common case management system that will 
work across education programs;
    <bullet> Development of a coordinated referral and intake system 
for young people;
    <bullet> On-going evaluation;
    <bullet> Activities that integrate existing alternative education 
programs and strategies into a system of pathways to graduation within 
a city;
    <bullet> The addition of model programs to increase the variety of 
alternative learning opportunities; and
    <bullet> The addition of evidence-based numeracy and literacy 
remediation strategies to existing programs.

II. Award Information

A. Award Amount

    ETA intends to fund approximately 10 grants of $300,000 for 
Multiple Education Pathway blueprint development activities; 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.

B. Period of Performance

    Grants will be awarded for a one-year period of performance. At the 
Department's discretion, no-cost extensions may be granted. Pending the 
availability of funds, an open competition may be held in FY 2008 to 
support the implementation of Multiple Education Pathway System 
blueprints.

III. Eligibility Information

A. Eligible Applicants

    Eligible applicants are mayors of cities whose population is 
between 75,000 and 350,000 based on the 2000 Census and who have a 
cohort dropout rate of more than forty percent. To find the cohort rate 
for dropouts in the area being served, provide the 9th grade enrollment 
at each high school that serves youth from the city for 2001 and the 
graduating class for those same high schools in May/June 2005.
    Applicants will demonstrate that the blueprint will be developed by 
a comprehensive partnership which includes a Superintendent of Schools 
and the Chairs of the local Workforce Investment Boards. The 
Superintendent of Schools and the Chairs of the local Workforce 
Investment Boards are required partners for this grant. The partnership 
may also include community colleges, businesses, community or faith-
based organizations, and/or municipal or state agencies who work with 
at-risk youth such as the juvenile justice system.

B. Cost Sharing or Matching

    Cost sharing or matching funds are not required as a condition for 
application, but leveraged resources are strongly encouraged and 
failure to commit and integrate leveraged resources into the project 
may have a significant impact on an applicant's ability to successfully 
compete for grant funds. While the amount of resources leveraged will 
not be factored into the applicant's score, applications will be scored 
based on the quality and the degree to which the source and use of 
leveraged funds are clearly explained and the extent to which they are 
integrated into the project in support of grant outcomes. As described 
in section V. 4., up to 20 points are available for this criterion.

IV. Application and Submission Information

A. Address To Request Application Package

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

B. Content and Form of Application Submission

    The proposal will consist of two separate and distinct parts--a 
cost proposal (I) and a technical proposal (II). Applications that fail 
to adhere to the instructions in this section will be considered non-
responsive and will not be considered.
    Part I. The Cost Proposal. The Cost Proposal must include the 
following three items:
    <bullet> 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 authorized 
representative of the applicant.
    <bullet> 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.
    <bullet> The SF 424A Budget Information Form (available at 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, and should 
discuss precisely how the administrative costs support the project 
goals. The budget should also include travel funds for at least one 
national meeting.
    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 a one-year period

[[Page 26166]]

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 at http://www.doleta.gov/sga/forms.cfm.
    Part II. The Technical Proposal. The Technical Proposal will 
demonstrate the applicant's capability to lead efforts either to 
develop a MEPB for the city or to implement an existing MEPB in 
accordance with the provisions of this solicitation. The guidelines for 
the content of the Technical Proposal are provided in Part V Section A 
of this SGA. The Technical Proposal is limited to 15 double-spaced 
single-sided pages with 12 point text font and one-inch margins. Any 
materials beyond the 15-page limit will not be reviewed. Also, 
applicants should number the proposal beginning with page number 1.
    In addition to the 15-page proposal, the applicant must provide an 
organization chart that reflects various partners' roles and 
responsibilities and how the project will be staffed. Also, the 
applicant must provide a timeline outlining project activities; letters 
of commitment from partners; and a two-page Abstract summarizing the 
proposed project including applicant name, project title, and the 
funding level requested. These additional materials do not count 
against the 15-page limit for the Technical Proposal, but may not 
exceed twenty (20) pages. Any materials beyond the 15-page limit will 
not be reviewed.
    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 ETA. 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 June 7, 2007. Applications must be received at the 
address below, or electronically received at the Web site below, no 
later than 4 p.m. (Eastern Time), except as identified in the ``Late 
Applications'' paragraph below. Applications sent by e-mail, telegram, 
or facsimile (fax) will not be honored. 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.
    Mailed applications must be addressed to the U.S. Department of 
Labor, Employment and Training Administration, Division of Federal 
Assistance, Attention: James W. Stockton, Reference SGA/DFA PY 06-12, 
200 Constitution Avenue, NW., Room N-4716, Washington, DC 20210. 
Applicants are advised that mail delivery in the Washington area may be 
delayed due to mail decontamination procedures. Hand-delivered 
proposals will be received at the above address.
    Applicants may apply online at http://www.grants.gov by the 
deadline specified above. Any application received after the deadline 
will not be accepted. For applicants submitting electronic applications 
via Grants.gov, please note that it may take several days to complete 
the ``Get Started'' step to register with Grants.gov. It is strongly 
recommended that these applicants immediately initiate this step in 
order to avoid unexpected delays that could result in the 
disqualification of their application. If submitted electronically 
through http://www.grants.gov, applicants should save application 
documents as a .doc 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 overnight delivery service in the event of any electronic 
submission problems. ``Post marked'' means a printed, stamped or 
otherwise placed impression (exclusive of a postage meter machine 
impression) that is readily identifiable, without further action, as 
having been supplied or affixed on the date of mailing by an employee 
of the U.S. Postal Service. Therefore, applicants should request the 
postal clerk to place a legible hand cancellation ``bull's eye'' 
postmark on both the receipt and the package. Failure to adhere to the 
above instructions will be a basis for a determination of non-
responsiveness.
    Evidence of timely submission by a professional overnight delivery 
service must be demonstrated by equally reliable evidence created by 
the delivery service provider indicating the time and place of receipt.

D. Intergovernmental Review

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

E. Funding Restrictions

    All proposal costs must be necessary and reasonable in accordance 
with Federal guidelines. Determinations of allowable costs will be made 
in accordance with the applicable Federal cost principles, e.g., 29 CFR 
95.27; Non-Profit Organizations-OMB Circular A-122. Disallowed costs 
are those charges to a grant that the grantor agency or its 
representative determines not to be allowed in accordance with the 
applicable Federal Cost Principles or other conditions contained in the 
grant. Applicants are not entitled to reimbursement of pre-award costs.
    Legal Rules Pertaining to Inherently Religious Activities by 
Organizations that Receive Federal Financial Assistance. The government 
is generally prohibited from providing direct financial assistance for 
inherently religious activities. See 29 CFR Part 2, Subpart D. 
Provision relating to the use of indirect support (such as through 
vouchers) are at 29 CFR 2.33(c) and 20 CFR 667.266. These grants may 
not be used to directly support religious instruction, worship, prayer, 
proselytizing or other inherently religious practices. Neutral, secular 
criteria that neither favor nor disfavor religion must be employed in 
the selection of grant and sub-grant recipients. In addition, under the 
Workforce Investment Act of 1998 and ETA regulations implementing the 
Workforce Investment Act, a recipient may not use direct Federal 
assistance to train a participant in religious activities, or employ 
participants to construct, operate, or maintain any part of a facility 
that is used or to be used for religious instruction or worship. See 29 
CFR 37.6(f). Under WIA, ``no individual shall be excluded from 
participation in, denied the benefits of, subjected to discrimination 
under, or denied employment in the administration of or in connection 
with, any such program or activity because of race, color, religion, 
sex (except as otherwise permitted under Title IX of the

[[Page 26167]]

Education Amendments of 1972), national origin, age, disability, or 
political affiliation or belief.''
    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. An entity that receives a grant to carry out 
a project or program may not use more than ten (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.
    ETA Intellectual Property Rights. Grantees must agree to provide 
DOL/ETA a fully paid, nonexclusive and irrevocable license to 
reproduce, publish, or otherwise use for Federal purposes all products 
developed or for which ownership was purchased under an award, 
including but not limited to curricula, training models, technical 
assistance products, and any related materials, 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 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 Multiple Education Pathways Grant. 
These criteria and point values are:

------------------------------------------------------------------------
                         Criterion                              Points
------------------------------------------------------------------------
1. Statement of Need.......................................           10
2. Partnership Composition/Capacity and Management.........           30
3. Work Plan/Timeline, Strategies, and Outcomes............           40
4. Leveraged Resources.....................................           20
                                                            ------------
    Total Possible Points..................................          100
------------------------------------------------------------------------

1. Statement of Need (10 Points)
    Please describe the city, its current education system and its 
connection to the regional economy. Identify the need for a Multiple 
Education Pathways blueprint. The blueprint developed must encompass 
the entire city. Required information includes the city's population, 
the number of secondary schools that serve the city, and the number of 
youth currently enrolled in them. Applicant must also provide the 
cohort dropout rate as well as the number of 18-24 year olds without a 
high school diploma.\3\ To find the city's cohort rate for dropouts, 
provide the 9th grade enrollment at each high school within the city 
for 2001 and the graduating class for those same high schools in May/
June 2005. Please provide the unemployment rate for the city and 
region. All of these indicators should be presented in chart form and 
the applicant must provide the sources for the data provided.
---------------------------------------------------------------------------

    \3\ To obtain these indictors, use census tract data from the 
2000 census--go to http://factfinder.census.gov and use the link on 
the left for People.
---------------------------------------------------------------------------

    Please specifically indicate why reducing the dropout rate, re-
engaging youth who have already dropped out, and increasing the college 
enrollment rate is important to the regional economy. Please describe 
the local labor market needs of employers in the city and region. 
Applicants should describe how the educational challenges faced by 
youth in the city have impacted economic development in the region, the 
burdens placed on public systems/resources, and other community quality 
of life issues.
    Applicants will be evaluated on the clear and specific need for a 
multiple education pathway strategy in the city based on the dropout 
rate, the impact of dropout rates on the city and regional economy, the 
gap between local labor market needs and existing talent, the clear 
description of and depth of the burden on public systems/resources and 
other quality of life issues in the city.
2. Partnership Composition/Capacity and Management (Total 30 Points)
    Disadvantaged youth possess a wide range of challenges that must be 
addressed by multiple strategies, organizations, and agencies. A 
comprehensive partnership is a critical component in the development of 
a successful MEPB blueprint. In this section describe the composition, 
capacity, and management of your partnership, why this particular team 
was assembled, and how it will function.
    2a. Describe the composition and capacity of the partnership for 
MEPB Development. (20 points)
    Please provide a description of the partnership that will develop 
the MEPB for the city. Applicants should provide information on how the 
partners were selected and what their interest is in coming to and 
staying at the table to build a system of quality alternative learning 
environments. Specifically, describe in detail the activities to be 
undertaken by partners, the level of commitment from each partnering 
organization, and their qualifications to assist on this project. As an 
attachment, the applicant must include letters of commitment from key 
partners that describes the role they will play in developing the 
city's multiple education blueprint. The applicant should also 
demonstrate the strength and maturity of the partnership including 
previous collaboration on projects.
    Please describe the role of the mayor, particularly in providing 
leadership throughout the process of blueprint development. Please 
fully describe the role of the school district and the workforce system 
in the development of the MEPB. Please describe how post-secondary 
institutions will participate in this partnership.
    Please fully describe the specific role of employers in the 
proposed program, such as their role in developing the proposed program 
and how they will participate pro-actively in generating community and 
political will to sustain MEPB projects in the city.
    Please fully describe how key partners have attracted private 
foundation support for similar initiatives for at-risk youth and how 
this might contribute to the success of this project. Please fully 
describe the type of academic and demographic resources which will be 
available to the partnership to use in the development of the 
blueprint.
    Scoring under this criterion will be based on the extent to which 
applicants provide evidence of the following:
    <bullet> The degree and depth of leadership demonstrated by the 
mayor;
    <bullet> Evidence of high level interest in strengthening the 
city's education system particularly for out-of-school youth;

[[Page 26168]]

    <bullet> Evidence of buy-in from key stakeholders including local 
elected officials, K-12 school boards and superintendents, the 
workforce system, community colleges, etc.;
    <bullet> The comprehensiveness of the partnership and the degree to 
which each key partner plays a committed role, either financial or non-
financial, in the proposed project;
    <bullet> The breadth and depth of each key partner's contribution, 
their knowledge and experience concerning the proposed grant 
activities, and their ability to impact the success of the project; and
    <bullet> Evidence, including letters of commitment, that key 
partners have expressed a clear dedication to the project and 
understand their areas of responsibility.
    2b. Describe how will this project be administered. (10 points)
    Applicants must describe the proposed project management structure 
including, where appropriate, the lead agency (in most instances, the 
mayor's office), the identification of a proposed project manager, 
discussion of the proposed staffing pattern, the time commitment of the 
proposed staff, their roles, and the qualifications and experience of 
key staff members. If a lead agency other than the mayor's office is 
selected to manage the MEPB project, the application must provide a 
detailed rationale for why this choice was made.
    Please provide evidence of a plan for interaction and communication 
between partners and the demonstrated ability and capacity of the lead 
agency to successfully manage partnerships. Please describe the 
capacity of the partnership to accomplish the goals and outcomes of the 
project, including the ability to collect and manage data. Describe how 
the partnership has or will engage private foundations in the project.
    Please fully describe the lead agency's previous experience in 
operating grants from either Federal or non-Federal sources. Describe 
the fiscal controls in place for auditing and accountability 
procedures.
    Scoring under this criterion will be based on the extent to which 
applicants provide evidence of the following:
    <bullet> The time commitment of the proposed staff is sufficient to 
ensure proper direction, management, and timely completion of the 
project;
    <bullet> The roles and contribution of staff, consultants, and 
collaborative organizations are clearly defined and linked to specific 
objectives and tasks;
    <bullet> The background, experience, and other qualifications of 
the staff are sufficient to carry out their designated roles;
    <bullet> The degree to which the partnership, under direction from 
the lead agency, has significant capacity to accomplish the goals and 
outcomes of the project, including the ability to collect and manage 
data;
    <bullet> The ability of the partnership to engage private 
foundations in the project; and
    <bullet> The ability of the partnership to identify and utilize 
academic research centers (i.e., university, think tanks) to support 
this project.
3. Strategies, Work Plan/Timeline, and Outcomes (40 Points Total)
    In this section the applicant will describe how the blueprint will 
be developed including the types of activities and strategies which 
will be utilized and will include a clear work plan with a timeline 
that outlines how the work will be accomplished. In addition, the 
applicant must provide information on the outcomes which are expected 
to be achieved.
    3a. Please provide a description of the strategies that will be 
used to develop a Multiple Education Pathway system in the city. (20 
points)
    Applicants will provide a detailed description of the strategies 
that will be used to research and respond to the challenges described 
in the Statement of Need section of this proposal and to develop the 
city's blueprint for a multiple education pathway system. Please 
describe in detail how data on the city's dropout population will be 
analyzed and how data will be used to pinpoint where youth become at 
risk for dropping out. Describe the plan to review policies (financial, 
disciplinary, and other) at both the local and state level to determine 
where these policies present obstacles to creating Multiple Education 
Pathways. Please describe how the partnership will assess existing 
education programs that serve youth who are at risk of dropping out of 
school and youth who have dropped out of school in your city. Please 
describe how promising models of alternative education will be 
identified and how research will be used to develop a MEP system in 
your city. Please describe how youth will be involved in the 
development of the blueprint. Please describe how community awareness 
and support for this will be produced and sustained. Please describe 
any other strategies that will be employed in the development of the 
city's Multiple Education Pathway Blueprint.
    Scoring under this criterion will be based on the extent to which 
applicants provide evidence of the following:
    <bullet> The ability to conduct a community gap analysis that 
identifies the number of young people who are out of school and their 
programmatic needs and the number of programs that serve this 
population and identify gaps in services;
    <bullet> The ability to map out the ``system'' currently in place 
in the community for intake, assessment, program and additional 
services, data collection and analysis, and to follow up with youth and 
identify areas of need;
    <bullet> That the blueprint will be integrated with the city's 
overall educational strategy;
    <bullet> That education and other policy issues that impact youth 
at local and state level will be assessed including access to average 
daily attendance funding, dual-enrollment funding, and disciplinary 
policies;
    <bullet> A strategy to engage youth in the development of the 
blueprint;
    <bullet> The potential for developing an ``actionable'' Multiple 
Education Pathway blueprint;
    <bullet> The potential of the plan for increasing high school 
graduation rates in the city;
    <bullet> The potential of the plan for increasing post-secondary 
enrollment for youth in the city; and
    <bullet> The potential of the plan for increasing reading and math 
skills for youth who are behind in basic skills.
    3b. Please provide the outcomes that will be achieved as a result 
of the proposed strategies and how these outcomes will be measured. (10 
points)
    Please provide a detailed description of the outcomes that will be 
achieved. Describe how these outcomes will be measured. Success may be 
measured on, but is not limited to, the following criteria:
    <bullet> Quality product development;
    <bullet> Meeting the benchmarks set forth in the work plan time 
line;
    <bullet> The ability to identify funding streams or other leveraged 
resources that support implementation of the plan;
    <bullet> Funding priorities;
    <bullet> Depth of innovation and creativity;
    <bullet> Potential of the blueprint to be implemented;
    <bullet> Depth and engagement of partners; and
    <bullet> Improved community wide understanding of the nature, 
challenges, and solutions to the dropout problem in the city.
    Points will be awarded based on the following:
    <bullet> The extent to which the expected project outcomes are 
clearly identified and measurable, realistic, and consistent with the 
objectives of the project;

[[Page 26169]]

    <bullet> The ability of the partnership to achieve the stated 
outcomes within the timeframe of the grant; and
    <bullet> The appropriateness of the outcomes with respect to the 
challenges described in the Statement of Need section of this proposal.
    3c. Please provide a work plan with timeline that organizes how the 
strategies described in your proposal will be accomplished. (10 points)
    Please provide a detailed work plan to demonstrate how the 
blueprint will be developed. The work plan should include a timeline as 
well as the lead for each activity/strategy. Applicants are encouraged 
to create tight work plans that will produce actionable activities 
during the period of performance for this grant. It is not necessary to 
have an endless list of strategies but rather strategies that will 
bring about the desired outcomes and address the challenges outlined in 
the Statement of Need section of this proposal.
    Points will be assessed on the potential for the work plan to 
achieve desired outcomes, the interim benchmarks, and the viability of 
the timeline.
4. Leveraged Resources (20 Points)
    Leveraged resources are strongly encouraged and should be described 
in this section of the narrative. Leveraged funds should not be 
included on budget forms. Federal, state, local, or private resources 
can be included as leveraged resources. The amount of resources 
leveraged will not be factored into the score for this section. Rather, 
applications will be scored based on the quality and the degree to 
which the source and use of leveraged funds are clearly explained and 
the extent to which they are integrated into the project in support of 
grant outcomes. The description of leveraged resources must be 
supported by explicit memorandums of understanding (MOUs) or letters of 
commitment and describe the resources and should fully describe how the 
value of the resources was calculated.
    Scoring on this factor will be based on the extent to which the 
applicant fully describes the amount, commitment, nature, and quality 
of leveraged resources. Important elements of the explanation include:
    <bullet> Evidence, such as letters of commitment or memorandums of 
understanding (MOUs), that key partners have expressed a clear 
commitment to provide the resource;
    <bullet> The nature and quality of the leveraged resources and a 
description of how each contribution will support the proposed grant 
activities; and
    <bullet> The strategic value of the leveraged resources and how 
well these resources support the development of the MEPB.

B. Review and Selection Process

    Applications 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 of this Solicitation. These criteria are based on the policy 
goals, priorities, and emphases set forth in this SGA. Up to 100 points 
may be awarded to an application, based on the required information 
described in Section V 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; and which proposals are most advantageous to the Government. 
The panel results are advisory in nature and not binding on the Grant 
Officer, and the Grant Officer may consider any information that comes 
to his/her attention. The Government may elect to award the grant(s) 
with or without discussions with the applicants. Should a grant be 
awarded without discussions, the award will be based on the applicant's 
signature on the SF 424, which constitutes a binding offer by the 
applicant (including electronic signature via E-Authentication on 
http://www.grants.gov).

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

    All grantees, including faith-based organizations, are subject to 
all applicable Federal laws (including provisions of appropriation 
laws), regulations, and the applicable Office of Management and Budget 
(OMB) Circulars. The grant(s) awarded under this SGA must comply with 
all provisions of this solicitation and are subject to the following 
administrative standards and provisions, as applicable to the 
particular grantee:
    1. 20 Code of Federal Regulations (CFR) Part 667.220 
(Administrative Costs).
    2. Non-Profit Organizations--Office of Management and Budget (OMB) 
Circulars A-122 (Cost Principles) and 29 CFR Part 95 (Administrative 
Requirements).
    3. Educational Institutions--OMB Circulars A-21 (Cost Principles) 
and 29 CFR Part 95 (Administrative Requirements).
    4. All entities must comply with 29 CFR parts 93 and 98 and, where 
applicable, 29 CFR parts 96 and 99.
    5. In accordance with Section 18 of the Lobbying Disclosure Act of 
1995, Public Law 104-65 (2 U.S.C. 1611) non-profit entities 
incorporated under Internal Revenue Service Code section 501(c)(4) that 
engage in lobbying activities are not eligible to received Federal 
funds and grants.
    6. 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.
    7. 29 CFR part 30--Equal Employment Opportunity in Apprenticeship 
and Training.
    8. 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.
    9. 29 CFR part 32--Nondiscrimination on the Basis of Handicap in 
Programs and Activities Receiving or Benefiting from Federal Financial 
Assistance.
    10. 29 CFR part 33--Enforcement of Nondiscrimination on the Basis 
of Handicap in Programs or Activities Conducted by the Department of 
Labor.
    11. 29 CFR part 35--Nondiscrimination on the Basis of Age in 
Program or Activities Receiving Federal Financial Assistance form the 
Department of Labor.
    12. 29 CFR part 36--Nondiscrimination on the Basis of Sex in 
Education Programs or Activities Receiving Federal Financial 
Assistance.
    13. 29 CFR part 37--Implementation of the Nondiscrimination and 
Equal Opportunity Provisions of the Workforce Investment Act of 1998 
(WIA).

    Note: Except as specifically provided in this Notice, 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, 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.


[[Page 26170]]



C. Reporting

    Quarterly financial reports and quarterly progress reports will be 
submitted by the grantee electronically. 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 and information and instructions will be 
provided to grantees.
    Quarterly Progress Reports. The grantee must submit a quarterly 
progress report to their designated Federal Project Officer within 30 
days after the end of each quarter. This report should provide a 
detailed account of activities undertaken during that quarter. Grantees 
must agree to meet ETA reporting requirements. The quarterly progress 
report should be in narrative form and should include:
    1. In-depth information on accomplishments, including project 
success stories, upcoming grant activities, and promising approaches 
and processes.
    2. Progress toward performance outcomes, including updates on 
product, curricula, and training development.
    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 ETA 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 ETA for preparing the final report.

VII. Agency Contacts

    For further information regarding this SGA, please contact B. Jai 
Johnson, Grants Management Specialist, Division of Federal Assistance, 
at (202) 693-3296 (please note this is not a toll-free number). 
Applicants should fax all technical questions to (202) 693-2705 and 
must specifically address the fax to the attention of B. Jai Johnson 
and should include SGA/DFA PY 06-12, 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, and in the Federal Register.

VIII. Additional Resources of Interest to Applicants and Other 
Information Resources for the Applicant

    ETA maintains a number of web-based resources that may be of 
assistance to applicants:
    <bullet> 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.
    <bullet> 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.
    <bullet> America's Service Locator (www.servicelocator.org) 
provides a directory of the nation's One-Stop Career Centers.
    <bullet> Applicants are encouraged to review ``Help with 
Solicitation for Grant Applications'' (http://www.dol.gov/cfbci/sgabrochure.htm).
    <bullet> For a basic understanding of the grants process and basic 
responsibilities of receiving Federal grant support, please see 
``Guidance for Faith-Based and Community Organizations on Partnering 
with the Federal Government'' (http://www.whitehouse.gov/government/fbci/guidance/index.html).

Other Information

OMB Information Collection No. 1205-0458

Expires September 30, 2009
    According to the Paperwork Reduction Act of 1995, no persons are 
required to respond to a collection of information unless such 
collection displays a valid OMB control number. Public reporting burden 
for this collection of information is estimated to average 20 hours per 
response, including time for reviewing instructions, searching existing 
data sources, gathering and maintaining the data needed, and completing 
and reviewing the collection of information. Send comments regarding 
the burden estimated or any other aspect of this collection of 
information, including suggestions for reducing this burden, to the 
U.S. Department of Labor, the OMB Desk Officer for ETA, Office of 
Management and Budget, Room 10235, Washington, DC 20503. Please do not 
return 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 Department of Labor will use the information collected 
through this ``Solicitation for Grant Applications'' to ensure that 
grants are awarded to the applicant best suited to perform the 
functions of the grant. Applicants must submit this information in 
order to be considered for award of this grant. Unless otherwise 
specifically noted in this announcement, we will not consider 
information submitted in the respondent's application to be 
confidential.

    Signed at Washington, DC, this 1st day of May, 2007.
James W. Stockton,
Employment and Training Administration, Grant Officer.
 [FR Doc. E7-8720 Filed 5-7-07; 8:45 am]
BILLING CODE 4510-FT-P