Federal Register / Vol. 72, No. 84 / Wednesday, May 2, 2007 / Notices 24329 

comprised of Rhode Island and 

Connecticut. 

V. PY 2007 Allocations 

The ‘‘Allocation Table’’ provides the 

allocations for the NFJP in PY 2007. 

NFJP grantees and other interested 

organizations should use these figures 

in preparing proposals in response to 

the PY 2007 Solicitation for Grant 

Applications (SGA) for the National 

Farmworker Jobs Program (NFJP). 

Signed at Washington, DC, this 26th day of 

April 2007. 

Emily Stover Derocco, 

Assistant Secretary, Employment and 

Training Administration. 

BILLING CODE 4510–FN–P 

[FR Doc. E7–8343 Filed 5–1–07; 8:45 am] 

BILLING CODE 4510–FN–C 

DEPARTMENT OF LABOR 

Employment and Training 

Administration 

Notice of Availability of Funds and 

Solicitation for Grant Applications 

(SGA) for Youthful Offender Registered 

Apprenticeship, Alternative Education, 

and Project Expansion Grants 

AGENCY: Employment and Training 

Administration, U.S. Department of 

Labor. 

Announcement Type: Notice of 

Solicitation for Grant Applications. 

Funding Opportunity Number: SGA/ 

DFA PY 06–10. 

Catalog Federal Assistance Number: 

17.261. 

SUMMARY: The Employment and 

Training Administration announces the 

availability of approximately $20 

million for Youthful Offender Grants. 

These grants will be awarded through a 

competitive process for three categories 

of projects—(1) Registered 

Apprenticeship (to increase the 

placement of young adults being 

released from the criminal justice 

system in registered apprenticeship); (2) 

Alternative Educational Pathways (to 

increase the educational achievement 

and attainment of youth in the juvenile 

justice system); and (3) Project 

Expansion (to replicate effective 

programs for serving juvenile offenders). 

Applicants can apply for grants in more 

than one of these categories, but 

separate applications must be submitted 

for each category. 

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 the grantees. 

DATES: Key Dates: The closing date for 

receipt of applications under this 

announcement is May 31, 2007. 

Application and submission 

information is explained in detail in 

Part IV of this SGA. There will be a 

Prospective Applicant Webinar held for 

this grant competition. The date and 

access information for this Prospective 

Applicant Webinar will be posted on 

ETA’s Web site at www.doleta.gov/ 

youth—services. 

ADDRESSES: Applications that do not 

meet the conditions set forth in this 

notice will not be considered. No 

exceptions to the submission 

requirements set forth in this notice will 

be granted. For detailed guidance, 

please refer to Section IV.C. 


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24330 Federal Register / Vol. 72, No. 84 / Wednesday, May 2, 2007 / Notices 

SUPPLEMENTARY INFORMATION: This 

solicitation consists of eight parts: 

Part I provides a description of this 

funding opportunity. 

Part II describes the size and nature of 

the anticipated awards. 

Part III describes eligibility 

information. 

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 and other 

information. 

I. Funding Opportunity Description 

Over the next decade, the percentage 

of workers between the ages of 16 and 

24 is expected to grow more rapidly 

than the overall workforce. The 21st 

century economic landscape is rapidly 

changing with technology and 

globalization altering the nature of work 

and the skills and training needed by 

workers to compete in this new reality. 

Ninety percent of the fastest growing 

jobs in the United States today require 

post-secondary education. Therefore, 

the rapidly growing youth labor force is 

emerging at a time where advanced 

education, skills, and abilities have a 

heightened importance in preparing the 

talent employers will need to populate 

their workforce. 

This issue has significant impact on 

the economic development of 

communities, states, and regional 

economies and in particular relates to 

ETA’s WIRED framework, which 

recognizes the role of talent 

development strategies in driving 

economic growth and job creation 

within regional economies. For regional 

economies to grow successfully, youth 

strategies need to be fully integrated 

with a region’s talent development 

strategies in support of economic 

growth. The workforce investment 

system plays a vital role in addressing 

the need to develop deep talent pools of 

young workers who serve as a ‘‘youth 

supply pipeline’’ to help drive regional 

economic growth. 

The overarching goal for this 

solicitation is to improve the long-term 

career prospects of young offenders by 

increasing both the educational 

attainment of juvenile offenders and the 

employment outcomes of young adult 

offenders. Both youth in the juvenile 

justice system and adults in the criminal 

justice system face severe educational 

and labor market barriers. The White 

House Task Force for Disadvantaged 

Youth notes that illiteracy and school 

failure are serious and widespread 

among youth in detention, correctional, 

and shelter facilities, with such youth 

typically scoring between grades 5 and 

7 in reading and between grades 5 and 

9 in math. An American Bar Association 

Report notes that the percentage of 

youth in juvenile correctional facilities 

who were served in special education 

programs prior to their incarceration is 

at least three to five times the 

percentage of the general public school 

population identified as learning 

disabled. 

Court-involved youth are 

predominantly male and 

disproportionately minority youth. In 

2000, minority youth made up about 32 

percent of the U.S. population, but 58 

percent of youth in juvenile facilities. 

African American youth under age 18 

make up 15 percent of the youth 

population, but 26 percent of all 

juvenile arrests and 44 percent of the 

detained population. 

Multiple risk factors and events 

converge in the lives of young people 

and put them at high risk for coming 

into contact with the justice system. The 

Department of Justice (DOJ) collects data 

on youth offenders and adjudicated 

youth both through research studies and 

reports from the state corrections 

departments. One study by DOJ’s Office 

of Juvenile Justice and Delinquency 

Prevention (OJJDP) that surveyed 

administrators at public and private 

detention centers and training schools 

found that 75 percent of the offenders 

come from families affected by problems 

such as divorce and separation, 52 

percent showed signs of depression, and 

51 percent appeared to have been 

abused by a parent or adult. Mental 

illness is also especially high among 

youth offenders. Studies estimate that 

80 percent of youth in the juvenile 

justice system have a diagnosable 

mental health disorder and many also 

suffer from co-occurring substance 

abuse disorders. 

Adults in the criminal justice system 

have similarly low levels of educational 

achievement and attainment. An 

estimated 19 percent of adult state 

prisoners are completely illiterate and 

40 percent are functionally illiterate; 

over half of state parole entrants are not 

high school graduates; and as many as 

eleven percent have only an eighth 

grade education or less. These low 

levels of educational achievement and 

attainment are steep barriers to 

employment when released prisoners 

return home. The unemployment rate 

among ex-prisoners has been estimated 

between 25 and 40 percent. 

To help address these problems the 

Department of Labor will award grants 

under this announcement for youthful 

offender projects to improve the 

employment prospects of youth and 

young adults in the criminal justice 

system. Funds will be awarded for three 

categories of projects—(1) increasing the 

placement of young adults being 

released from the criminal justice 

system in registered apprenticeships; (2) 

increasing the educational achievement 

and attainment of youth in the juvenile 

justice system; and (3) replicating 

effective programs for serving young 

juvenile offenders. Successful grantees 

in all three categories will have strong 

collaborations with business and 

industry, other education institutions, 

and the workforce investment system at 

a minimum. 

A. Registered Apprenticeship 

The goal of this initiative is to 

develop and register new 

apprenticeship programs to serve 

offenders that begin during their period 

of incarceration. A Registered 

Apprenticeship is a nationally 

registered program overseen by the U.S. 

Department of Labor Office of 

Apprenticeship working in conjunction 

with state Apprenticeship Coordinators. 

Apprenticeship is full-time employment 

combined with both on-the-job training 

and related classroom instruction. An 

experienced and skilled journey worker 

teaches the practical skills learned on 

the job. Apprenticeship is based on a 

written agreement between the 

apprentice and the sponsor that 

stipulates the terms of the 

apprenticeship, such as length of 

training, credit for previous experience 

or education, increasing scale of wages, 

and method of education. 

Applicants will develop a registered 

apprenticeship model that targets 

offenders between the ages of 18 and 24 

housed in state adult correctional 

facilities. Requirements for this program 

are described in section V.A.3. of this 

notice. The registered apprenticeship 

training started under this grant is 

expected to be one unified program that 

begins within the correctional facility 

and continues uninterrupted postrelease. The portion of the Registered 

Apprenticeship program participation 

within the correctional facility should 

represent no less than one year and no 

more than 50 percent of all combined 

apprenticeship training requirements. 

DOL expects that participants will be 

enrolled one to two years prior to 

release. This model will require 

applicants to form formal partnerships 

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with groups of employers, organized 

labor, employer associations, State 

Apprenticeship Agencies (SAAs), or the 

Federal Office of Registered 

Apprenticeship in those states where a 

SAA does not exist. Together, 

representatives of these partnerships 

will serve as the Advisory Council for 

the design and operation of this 

initiative. 

The registered apprenticeship training 

developed is expected to produce 

skilled workers that are in demand in at 

least one high-growth, high-demand 

industry in those local area(s) where 

released offenders are expected to 

return. Such industries may include, but 

are not limited to, construction, 

healthcare, information technology, and 

biotechnology. 

As part of a continuum of service 

delivery, it is expected that a seamless 

transition to post-release registered 

apprenticeship and supportive services 

will be accomplished. Upon release and 

through previously established 

coordination, participants will complete 

their registered apprenticeship training 

and enroll in an approved registered 

apprenticeship program. Direct job 

placement consistent with the 

individual offender’s occupational goals 

will also be encouraged. 

B. Alternative Educational Pathways 

The Alternative Educational Pathways 

category will provide grants to start or 

enhance services to alternative and 

charter schools that serve youth ages 14 

to 17 who have been involved in the 

juvenile justice system. DOL expects 

that grant award funds combined with 

leveraged funds will be sufficient to 

start an alternative or charter school that 

serves 100 youth the first year that can 

then be expanded in subsequent years 

using average daily attendance funds. 

Schools enhanced or started with these 

grant funds do not have to serve 

offender youth exclusively, but nongrant funds must be used to support 

non-offender youth in these schools. 

Schools started or enhanced with these 

grants funds must offer state-sanctioned 

high school diplomas. Requirements for 

these schools are described in section 

V.A.3. of this notice. Applicants that are 

not public school districts will need to 

demonstrate formal connections with 

their local school system. DOL 

envisions funding programs of various 

designs through these grants, but we 

expect that these schools will share the 

following attributes of strong and 

successful alternative education 

programs: 

<bullet≤ Academic Instruction: 

Schools supported under these grants 

must offer state-recognized high school 

diplomas, and have a strong emphasis 

on improving reading and math skills of 

youth. The schools will offer particular 

support to youth who have low basic 

skills levels. 

<bullet≤ Instructional Staff: 

Instructors in successful alternative 

education programs choose to be part of 

the program, routinely employ positive 

discipline techniques, and establish 

rapport with students and peers. They 

have high expectations of the youth, are 

certified in their academic content area, 

and are creative in their classrooms. 

They have a role in governing the school 

and designing the program and 

curriculum. 

<bullet≤ Professional Development: 

Successful alternative education 

programs provide instructors with 

ongoing professional development 

activities that help them maintain an 

academic focus, enhance teaching 

strategies, and develop alternative 

instructional methods. Staff 

development involves teacher input, 

work with colleagues, and opportunities 

to visit and observe teaching in other 

settings. 

<bullet≤ Size: Successful alternative 

education programs are small. They 

have a low teacher/student ratio and 

small classes that encourage caring 

relationships between youth and adults. 

<bullet≤ Facility: Effective alternative 

learning programs are in clean and wellmaintained buildings (not necessarily 

traditional school houses) that are 

attractive and inviting and that foster 

emotional well-being, a sense of pride, 

and safety. In some instances, the 

programs are purposely located away 

from other high schools in ‘neutral’ 

territory. Some reside on community 

college campuses and most are close to 

public transportation. Funds under this 

grant can pay for rent and limited 

renovations with grant officer approval, 

but not for new construction or 

purchasing a building. 

<bullet≤ Relationships/Building a 

Sense of Community: Successful 

alternative education programs link to a 

wide variety of community 

organizations (cultural, social service, 

educational, etc.) and the business 

community to provide assistance and 

opportunities for participants. Through 

partnerships with the business 

community, alternative education 

providers are able to provide their 

students with job shadowing and 

internship opportunities, guest 

speakers, and company tours. They also 

receive valuable input into their 

curriculum and project development 

from these partners. Community 

organization partners can provide health 

care, mental health services, and 

cultural and recreational opportunities 

for youth in these schools. 

<bullet≤ Leadership, Governance, 

Administration, and Oversight: Many 

studies highlight the need for 

administrative and bureaucratic 

autonomy and operational flexibility. 

Administrators, teachers, support 

services staff, students, and parents 

should be involved in the different 

aspects of the program. This autonomy 

builds trust and loyalty among the staff. 

A successful alternative education 

program has a strong, engaged, 

continuous, and competent leadership, 

preferably with a teacher/director 

administering the program. 

<bullet≤ Student Supports: Successful 

alternative education programs support 

their students through flexible 

individualized programming with high 

expectations and clear rules of behavior. 

They provide opportunities for youth to 

participate and have a voice in school 

matters. Structure, curricula, and 

supportive services are designed with 

both the educational and social needs of 

the student in mind. Many schools do 

daily follow-up with all students who 

are absent or tardy, and develop reward 

systems to promote attendance and 

academic achievement. Programs are 

both highly structured and extremely 

flexible. Rules for the school, which the 

students help create, are few, simple, 

and consistently enforced. There are 

processes in place that assist students in 

transitioning from school to work and 

from high school to post-high school 

training. 

<bullet≤ Other factors contributing to 

successful alternative education 

programs include clearly identified 

goals; the integration of research into 

practice in areas such as assessment, 

curriculum, and teacher training; the 

integration of special education services 

and ESL; connections with national 

organizations with local affiliations that 

support workforce development, 

academic support, and stable and 

diverse funding. 

Applicants for a grant under this 

section may want to consider designs 

that include the following 

characteristics: 

<bullet≤ Support to dropouts that 

augment existing high school classroom 

credit with college level courses 

resulting in dual high school and 

college level credit; 

<bullet≤ Education and supportive 

services to participants that offer a 

rigorous literacy and student 

engagement program, targeting 

participants who read significantly 

below grade level and including a 

structured ‘‘restorative practices’’ 

approach that emphasizes 

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structure and high expectations, as well 

as counseling and support; 

<bullet≤ Classroom and vocational 

training structures that incorporates 

either an alternating week or alternating 

half-day schedules; 

<bullet≤ Education and career 

programming organized around such 

themes as health, business and finance, 

and computer technology that support 

participants taking classes together, 

remaining with the same group of 

teachers/instructors over time, while 

providing a combination of academic 

and career-oriented courses, and offer 

participants the opportunity to work in 

internships and other career-related 

experiences with corporate sponsors; 

and 

<bullet≤ Educational settings where 

the completion of high school is 

determined by proficiency, rather than 

by seat time and where teachers 

demonstrate for students how to apply 

learning strategies during related 

coursework and internships while 

assisting in the development of 

individual portfolios that capture and 

demonstrate student mastery. 

Educational tools and approaches that 

applicants may also want to consider as 

part of their project design include: 

<bullet≤ Educational software 

available from various commercial 

dealers designed specifically to increase 

the reading and math skills of lowperforming students. 

<bullet≤ Credit retrieval or recovery 

programs that make use of educational 

software available from various 

commercial dealers to allow students to 

make up lost credits while working 

towards a high school diploma. 

<bullet≤ Education transition 

coordinators to help students resolve 

issues that may cause them to drop out 

of school, compile credits that may have 

been earned while in correctional 

facilities or other schools, apply to 

college, and make career plans. 

C. Project Expansion 

Currently there are program models 

and organizations that operate ‘‘cutting 

edge’’ youth development and training 

programs in one or more locations 

across the country. These programs 

often include integrated learning and 

training strategies that engage and 

prepare youth for the world of work, 

provide individual guidance and 

support to participants through caring 

adults, achieve high levels of program 

performance, and are led by dynamic 

and innovative leaders. Other key 

attributes include: meaningful work 

opportunities, including graduated 

transitional employment that allows 

youth to start with public subsidized 

jobs and work up to private sector 

unsubsidized jobs; access to an array of 

social support through other agencies, 

including help resolving child support 

issues, outstanding bench warrants, and 

substance abuse treatment; relevant and 

rigorous educational opportunities and 

support; and leadership development 

and community service learning 

opportunities. 

The Employment and Training 

Administration is very interested in 

providing organizations that have been 

able to achieve outstanding outcomes in 

one or more existing program sites, an 

opportunity to further replicate their 

program model. The third part of the 

solicitation will provide applicants 

funding to expand proven and 

successful program models into 

additional communities to serve youth 

ages 14 to 21 who are involved, have 

been involved, or are at high risk of 

involvement in the juvenile justice 

system. Applicants are requested to 

propose replicating an existing model 

project in at least two additional sites. 

The implementing organization would 

be expected to provide leadership and 

technical assistance to the new sites as 

part of its overall responsibility for 

implementing this project, partner with 

a variety of educational, juvenile justice, 

and social service agencies, and provide 

a demand-driven focus that engages 

employers and high-growth industries 

within the new locations. Leveraged 

resources can be used to provide 

services not allowable with DOL grant 

funds. 

Allowable uses of grant funds for 

youthful offender projects across all 

three categories are as follows: 

(1) Education and workforce 

activities, such as: 

<bullet≤ Basic skills instruction and 

remedial education; 

<bullet≤ Language instruction 

educational programs for individuals 

with limited English proficiency; 

<bullet≤ Tutoring, credit retrieval 

programs, dropout prevention activities, 

GED instruction, and career awareness 

classes; 

<bullet≤ Counseling and assistance in 

obtaining postsecondary education and 

required financial aid ; 

<bullet≤ Alternative secondary school 

services; 

<bullet≤ Job placement services; 

<bullet≤ Vocational skills training; 

<bullet≤ Occupational skills training; 

and 

<bullet≤ Paid and unpaid work 

experiences, including internships and 

job shadowing. 

(2) Case management services and 

related activities, such as mentoring and 

comprehensive guidance and 

counseling on drug and alcohol abuse 

and referral; 

(3) Participant personal development 

activities that seek to develop nontechnical skills, abilities, and traits that 

participants need to function in a 

specific employment environment that 

support one or more workplace 

competencies including problemsolving and other cognitive skills, oral 

communication skills, personal 

qualities, and work ethic, and 

interpersonal and teamwork skills. 

Examples include leadership training, 

financial literacy, and job readiness 

training; 

(4) Supportive housing, mental health 

and substance abuse referral services as 

may be available; 

(5) The provision of stipends or needbased stipends necessary to enable 

individuals to participate in the 

program; and 

(6) Follow-up services that focus 

efforts on job retention, wage gains and 

career progress through regular contact 

with participant employers, including 

assistance in addressing work-related 

problems that arise, assistance in 

securing better paying jobs, career 

development and further education, 

work-in peer support groups, adult 

mentoring, and tracking of progress 

made by participants in employment 

after training. 

II. Award Information 

A. Award Amount 

Funding for the three categories of 

awards is expected to be as follows: 

Registered apprenticeship, four grants at 

$1 million each; Alternative Educational 

Pathways, six grants at $1 million each; 

and Expansion, five grants at $2 million 

each. Applicants are required to submit 

budgets within this financial range. The 

budget should reflect a phased approach 

that anticipates a planning period of up 

to 6 months followed by 12 full months 

of project operations and service 

delivery. Each grant may receive 

additional years of funding depending 

on the availability of such funds and 

satisfactory performance. At the 

Department’s discretion, no-cost 

extensions maybe granted. If an 

insufficient number of acceptable 

applications are received for any 

category of award, the Department may 

decide to fund additional awards in 

another category. 

B. Period of Performance 

Grants will be awarded for an 18 

month period of performance. This 

period of performance includes a 90-day 

planning period prior to project 

implementation and 12 full months of 

direct service delivery. 

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III. Eligibility Information and Other 

Grant Specifications 

A. Eligible Applicants 

Registered Apprenticeship: 

Applicants may be faith-based and 

community organizations, national 

community-based organizations, State 

Apprenticeship Agencies, state 

workforce agencies, local workforce 

investment boards, state correctional 

agencies, Indian/Native American, 

Native Hawaiian, Alaskan Native and 

Pacific Islander Tribal Governments or 

organizations that are Federally 

recognized. 

Alternative Educational Pathways: 

Applicants may be public school 

districts, faith-based and community 

organizations currently operating or 

wishing to operate charter schools, state 

or local juvenile justice agencies, local 

workforce investment boards, Indian/ 

Native American, Native Hawaiian, 

Alaskan Native and Pacific Islander, 

Tribal Governments or organizations 

that are Federally recognized. 

Project Expansion: Applicants may be 

national or local community and faithbased organizations, local workforce 

investment boards, Indian/Native 

American, Native Hawaiian, Alaskan 

Native and Pacific Islander Tribal 

Governments or organizations that are 

federally recognized. 

B. Cost Sharing or Matching 

For all three categories, leveraged 

resources must equal at least 20 percent 

of the requested amount. These 

resources can be Federal and nonFederal and can be in-kind or cash. 

Applicants will be rated on both the 

quality and the amount of leveraged 

resources. Leveraged resources can 

come from a variety of sources, 

including: Public sector (e.g., Federal, 

state, or local governments); non-profit 

sector (e.g., community organizations, 

faith-based organizations, or education 

and training institutions); private sector 

(e.g., businesses or industry 

associations); investor community (e.g., 

angel networks); philanthropic 

community; and the economic 

development community. Applicants 

must describe in detail how such 

leveraged funds will be used and 

demonstrate how these funds will 

contribute to the goals of the project. 

C. Other Eligibility Requirements 

Eligible Enrollees 

Registered Apprenticeship: An 

individual may participate in a 

registered apprenticeship-focused 

project only if such individual is: 

<bullet≤ Between the ages of 18 and 

24 on the date of enrollment; and 

<bullet≤ Incarcerated in a state adult 

correctional facility with at least one 

year remaining on their sentence. Alternative Educational Pathways: An 

individual may participate in an 

alternative educational pathways project 

only if such individual is: <bullet≤ Between the ages of 14 and 

17 on the date of enrollment; and 

<bullet≤ Is returning from a juvenile 

detention or juvenile correctional 

facility, is on probation through the 

juvenile justice system, or has 

previously been detained or put on 

probation through the juvenile justice 

system. Expansion: An individual may 

participate in an expansion project if 

such individual: 

<bullet≤ Is between the ages of 14 to 

21 at enrollment; and 

<bullet≤ Is involved, has been 

involved, or is at high risk of 

involvement in the juvenile justice 

system. For the purposes of eligibility 

for services under this category, 

indicators of high risk of involvement in 

the juvenile justice system include poor 

school attendance; low grade point 

average; low standardized test scores; 

retention in the 8th, 9th, 10th, or 11th 

grades; discipline problems or 

suspension from school; special 

education placement; and low reading 

and math skills. 

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 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 

DOL regulations implementing the 

Workforce Investment Act, a recipient 

may not use direct Federal assistance to 

train a participant in religious activities, 

or employ participants to construct, 

operate, or maintain any part of a 

facility that is used or to be used for 

religious instruction or worship. See 29 

CFR 37.6(f). Under WIA, ‘‘no individual 

shall be excluded from participation in, 

denied the benefits of, subjected to 

discrimination under, or denied 

employment in the administration of or 

in connection with, any such program 

or activity because of race, color, 

religion, sex (except as otherwise 

permitted under Title IX of the 

Education Amendments of 1972), 

national origin, age, disability, or 

political affiliation or belief.’’ 

D. Veterans Priority 

This program is subject to the 

provisions of the ‘‘Jobs for Veterans 

Act,’’ Public Law 107–288, which 

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. Please 

note that to obtain priority of service, a 

veteran must meet the grantee’s program 

eligibility requirements. ETA Training 

and Employment Guidance Letter 

(TEGL) No. 5–03 (September 16, 2003), 

available at: http://wdr.doleta.gov/ 

directives/corr—cfm?DOCN=1512, 

provides general guidance on the scope 

of the veterans priority statute and its 

effect on current employment and 

training programs. 

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 and a technical proposal. 

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 

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 

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number that uniquely identifies 

business entities. Obtaining a DUNS 

number is easy and there is no charge. 

To obtain a DUNS number, access this 

website: 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 detailed backup budget for 

both the planning and service delivery 

periods in addition to the narrative 

explanation in support of the request. 

The budget narrative should break down 

the budget and leveraged resources by 

project activity, should discuss cost-perparticipant, and should discuss 

precisely how the administrative costs 

support the project goals. Applicants 

can budget up to 10% of grant funds for 

use during the planning period prior to 

the actual implementation of the 

project’s service delivery strategy. 

Administrative costs do not need to be 

identified separately from program costs 

on the SF 424A Budget Information 

Form. 

Please note that applicants who 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 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 plan and 

implement a project consistent with the 

application category selected and 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 twenty (20) double-spaced singlesided pages with 12 point text font and 

one-inch margins. Any pages submitted 

in excess of this 20 page limit will not 

be reviewed. In addition, the applicant 

must provide an organization chart for 

staff that will operate the proposed 

project. In instances where the project is 

part of a larger organization (i.e. a lead 

human services agency), please include 

a diagram that indicates where the 

proposed project will fit within the 

larger organization. Also, the applicant 

must provide a timeline outlining 

project activities; 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 20-page limit for the 

Technical Proposal, but may not exceed 

fifteen (15) pages. 

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 May 31, 2007. Applications must be 

received at the address below, or 

electronically received at the website 

below, no later than 5 p.m. (Eastern 

Daylight Saving Time), except as 

identified in the ‘‘Late Applications’’ 

paragraph below. Applications sent by 

mail, 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 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– 

10, 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 applications 

documents as a .doc or .pdf file. It is the 

sole responsibility of the applicant to 

ensure timely submission. 

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. 

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. 

C. Intergovernmental Review 

This funding opportunity is not 

subject to Executive Order (EO) 12372, 

‘‘Intergovernmental Review of Federal 

Programs.’’ 

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D. 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., 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 will not be entitled to 

reimbursement of pre-award costs. Indirect Costs. As specified in OMB 

Circulars on 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. The 

Federal Cognizant Agency is generally 

determined based on the preponderance 

of Federal dollars received by the 

recipient. Administrative Costs. An entity that 

receives a grant to carry out a project or 

program may not use more than 15 

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. 

V. Application Review Information 

A. Evaluation Criteria 

This section identifies and describes 

the criteria that will be used to evaluate 

proposals submitted. These criteria and 

point values are: 

Criterion Points 

1. Statement of Need ..................... 15 

2. Program Management and Organizational Capacity .................. 20 

3. Project Design, Service Strategy, and Program Outcomes ...... 50 

4. Linkages to Key Partners, Leveraged Resources, and Sustainability ........................................... 15 

Total Possible Points .................. 100 

The rated components listed above 

make up the Technical Proposal (along 

with the additional requirements listed 

in section IV. B). 

1. Statement of Need (15 points) 

Registered Apprenticeships: 

<bullet≤ Describe the need in the 

communities to which most of the 

prisoners enrolled in the program will 

be returned. 

<bullet≤ Discuss the poverty rate, 

unemployment rate, and crime rate in 

these communities. 

Alternative Educational Pathways: 

<bullet≤ Describe the need in the 

communities that will be served by the 

proposed project. <bullet≤ Discuss the level of success 

local schools have experienced in 

complying with the requirements of the 

No Child Left Behind Act of 2001. 

<bullet≤ Provide the most recent 

cohort dropout rate for the 

comprehensive high school that serves 

the community to be served by 

comparing the number of students who 

entered the 9th grade at the high school 

in September 2002 with the number of 

students in the graduating class at the 

high school in June 2006. <bullet≤ Provide the poverty rate, 

unemployment rate, and crime rate of 

the community to be served. Project Expansion: 

<bullet≤ Describe the need for this 

project in the communities to be served. <bullet≤ Provide the poverty rate, 

unemployment rate, and crime rate of 

the communities to be served. 

Proposals in all three categories will 

be evaluated under this criterion based 

on: <bullet≤ The case that they make for 

the need for the project in the 

communities to be served, which for the 

apprenticeship category are the 

communities to which most prisoners 

served will be returned. 

<bullet≤ The poverty rate, 

unemployment rate, and crime rate of 

these communities, and in the case of 

the alternative educational pathways 

category the dropout rate of the 

comprehensive high school that serves 

the community. 

2. Program Management and 

Organizational Capacity (20 points) 

Registered Apprenticeships and 

Alternative Educational Pathways: <bullet≤ Provide a description of the 

organization applying for the grant and 

a statement of its qualifications for 

conducting this project, including years 

of operation, current annual budget, 

experience of staff, continuity of 

leadership and the relevant experience 

of management. <bullet≤ Discuss the professional 

development activities available to staff, 

either on-site or through training funds. 

<bullet≤ Describe any previous 

projects similar to the proposed 

apprenticeship or alternative education 

pathways demonstration that the 

organization has successfully 

conducted. 

<bullet≤ Describe the fiscal controls 

in place in your organization for 

auditing and accountability procedures, 

and the organizations track record for 

fiscal integrity. 

Project Expansion: 

<bullet≤ Describe project leadership 

skills, staff qualifications, and overall 

capacity to implement project 

expansion into other communities. 

<bullet≤ Describe any previous 

projects similar to this project 

expansion demonstration that the 

organization has successfully 

conducted. 

<bullet≤ Describe any previous efforts 

of the organization to establish multiple 

partnerships with public and private 

sector organizations. 

<bullet≤ Describe the fiscal controls 

in place in your organization for 

auditing and accountability procedures; 

and the organizations track record for 

fiscal integrity. 

Proposals in all three categories will 

be evaluated under this criterion based 

on: 

<bullet≤ The capacity of the 

organization and staff to effectively 

carry out this project, particularly as 

demonstrated by past success in 

conducting similar projects. 

<bullet≤ The sound fiscal 

management procedures of the 

organizations, particularly as 

demonstrated by a consistent record of 

fiscal integrity. 

3. Project Design, Key Partners, Service 

Strategy, and Program Outcomes (50 

points) 

Registered Apprenticeship: 

<bullet≤ Describe the apprenticeship 

training program that will be started 

with these grant funds, specifying the 

occupations that will be the focus of the 

program. 

<bullet≤ Identify the unions and/or 

employers that will be the sponsoring 

agency(ies) for the registered 

apprenticeship program, and provide a 

memorandum or understanding or letter 

from these unions or employers 

indicating that they will be the 

sponsoring agencies for the project. 

<bullet≤ Describe the experience of 

the sponsoring agency(ies) in 

conducting apprenticeship training, 

including any currently operating 

apprenticeship training that they are 

providing. 

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<bullet≤ Identify the firms and unions 

that will serve on the advisory council 

for the apprenticeship program, and 

provide letters from these firms and 

unions indicating that they will serve on 

the advisory council. <bullet≤ Provide the number of 

expected registered apprenticeship 

participants the project will enroll 

during the initial year of the grant, and 

the number of participants who will 

complete the combined pre-release and 

post-release phases of their 

apprenticeship training. <bullet≤ Identify the number of 

individuals that will be served by this 

program when fully operational. <bullet≤ Identify how inmates will be 

selected for the registered 

apprenticeship program, and at what 

point prior to release they will be 

enrolled in the program. <bullet≤ Describe the characteristics 

of the inmates the project expects to 

serve. <bullet≤ Describe the state 

correctional institution where the 

registered apprenticeship program will 

be started. 

<bullet≤ Describe the steps that will 

be taken to implement this program, 

including a time-line for project 

implementation. <bullet≤ Describe the skill shortages 

in the communities to which most of the 

prisoners enrolled in the program will 

be returned. 

<bullet≤ Describe the availability of 

placement slots in registered 

apprenticeship program(s) in those 

communities where offenders are likely 

to return; i.e., compare the number of 

slots with the number of applicants for 

these slots. 

<bullet≤ Describe the specific role of 

the sponsoring agencies in the proposed 

program, including how the sponsoring 

agencies will ensure a placement in the 

post-release phase of the apprenticeship 

for all individuals who completed the 

pre-release phase of the apprenticeship. <bullet≤ Describe the types of postrelease transition services (defined as 

services that will assist the participant 

in making a successful transition from 

the pre-release to the post-release 

phases of the apprenticeship) that will 

be provided. <bullet≤ Describe the types of posttransition follow-up services that will be 

provided. Alternative Educational Pathways: 

<bullet≤ If an alternative or charter 

school will be started with grant funds, 

describe the key features of the planned 

school. If an alternative or charter 

school will be enhanced with grant 

funds, clearly delineate the current 

offerings of the school and what 

enhancements will be made. 

<bullet≤ Discuss how the local 

juvenile justice system will be a partner 

in this project, and include a 

memorandum of understanding or letter 

from the juvenile justice system 

describing their role in the project. 

<bullet≤ If the applicant is not a 

public school district, indicate how the 

public school system will coordinate 

with the project, and include a 

memorandum of understanding or letter 

from the school district describing their 

role in the project. 

<bullet≤ Discuss how youth will be 

referred from the juvenile justice system 

to the school. 

<bullet≤ Identify the number of 

individuals that will be served by this 

program when fully operational. 

<bullet≤ Describe the characteristics 

of the youth the project expects to serve. 

<bullet≤ Describe the educational 

barriers faced by the youth who will be 

served, and which program components 

will address these educational barriers. 

<bullet≤ Describe the intensive 

remedial reading and math component 

that will be provided, given that youth 

offenders are on average below grade 

level in these subjects. 

<bullet≤ Describe how the school will 

provide a structured environment for 

youth that promotes high expectations 

among both staff and students. 

<bullet≤ Describe how staff will be 

selected for the school, ensuring that the 

staff are selected competitively and 

desire to be assigned to the school. 

<bullet≤ Discuss plans for accessing 

average daily attendance funds to help 

support the school. 

<bullet≤ If a school will be started 

with grant funds, provide a timeline and 

the steps needed to get the school 

started. 

<bullet≤ If non-offender youth are 

attending or will attend the school, 

discuss what complementary funds will 

be provided to cover the share of 

services being provided to these youth. 

Expansion: 

<bullet≤ Provide a basic description 

of the program to be replicated. 

<bullet≤ Utilizing a minimum cohort 

of 50 participants, provide information 

that will demonstrate project 

effectiveness in the following workforce 

related outcomes: 

<bullet≤ Unsubsidized full-time 

employment 

<bullet≤ Placement in post secondary 

institutions 

<bullet≤ High school diploma and/or 

GED attainment 

<bullet≤ Provide a detailed outline 

the major components leading to full 

project replication inclusive of major 

milestones and over-all project timeline. 

<bullet≤ Describe what efforts will be 

undertake to establish workforce, justice 

system, community, business and 

school-based partnerships sufficient to 

support project expansion. 

<bullet≤ Describe the organization’s 

commitment to implementing this 

project expansion. <bullet≤ Provide a plan and describe 

the short-term and on-going technical 

assistance that will be provided to the 

additional project sites. <bullet≤ Describe how enrollees will 

be referred to the expansion project 

sites. 

<bullet≤ Indicate how many 

individuals will be served at expansion 

sites during the initial year of the 

project, and how many will be served 

each year when the expansion sites are 

fully mature. Proposals in all three categories will 

be evaluated under this criterion based 

on: <bullet≤ The quality of the proposed 

design, including its practicality and its 

potential for having a positive impact on 

persons to be served. <bullet≤ The likelihood that the 

proposed project will be implemented 

successfully, as indicated by the extent 

to which the applicant demonstrates 

that it has thought through how it will 

implement the project and in the case of 

the apprenticeship and alternative 

education categories has in place the 

necessary partnerships to start the 

project. Applicants for the expansion 

category are not expected to have 

necessary partnerships in place. 

4. Linkages to Additional Partners, 

Leveraged Resources, and Sustainability 

(15 points) 

All applicants: 

<bullet≤ Describe the additional 

partners that will be supporting the 

proposed project other than those 

required in the above section. 

Successful grantees will have strong 

collaborations with business and 

industry, other education institutions, 

and the workforce investment system at 

a minimum. 

<bullet≤ Include as an attachment 

letters of commitment from these 

additional partners. <bullet≤ Describe what leveraged 

resources are being contributed to the 

project. Leveraged resources must 

amount to a minimum of 20 percent of 

the requested grant award for all 

applications. The description of 

leveraged resources must be supported 

by explicit MOUs or letters of 

commitment and describe the resource 

amount and type (in-kind, cash, etc.). <bullet≤ Describe plans for sustaining 

the project after DOL grant funds cease. Proposals in all three categories will 

be evaluated under this criterion based 

on: <bullet≤ The quality of collaborations 

with partners such as business and 

industry, education institutions, and the 

workforce investment system. <bullet≤ The amount and quality of 

leveraged resources. 

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<bullet≤ How detailed and plausible a 

case is made for the sustainment of the 

project after DOL grant funds cease. 

B. Review and Selection Process 

Proposals that are timely and 

responsive to the requirements of this 

SGA will be rated against the criteria 

listed above by an independent panel 

comprised of representatives from DOL 

and other peers. Each of the three 

categories will be rated separately. 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, and 

the Grant Officer may consider any 

information that comes to his/her 

attention. If an insufficient number of 

acceptable applications are received for 

any category of award, the Department 

may decide to fund additional awards in 

another category. 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). 

C. Anticipated Announcement and 

Award Dates 

The anticipated date of 

announcement and award is June 30, 

2007. 

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. The notice 

of award signed by the Grants Officer 

will serve as the authorizing document. 

Applicants not selected for award will 

be notified by mail. 

B. Administrative and National Policy 

Requirements 

1. Administrative Program 

Requirements 

All grantees, including faith-based 

organizations, will be subject to all 

applicable Federal laws (including 

provisions of appropriation laws), 

regulations, and the applicable OMB 

Circulars. The grant(s) awarded under 

this SGA must comply with all 

provisions of this solicitation and will 

be subject to the following statutory and 

administrative standards and 

provisions, as applicable to the 

particular grantee: 

1. 20 Code of Federal Regulations 

(CFR) 667.220, administrative costs; 

2. Non-Profit Organizations—OMB 

Circular A–122 (cost principles) and 29 

CFR part 95 (administrative 

requirements); 

3. Educational Institutions—OMB 

Circular A–21 (cost principles) and 29 

CFR part 95 (administrative 

requirements); 

4. State, local and Indian Tribal— 

OMB Circular A–87 (cost principles) 

and 29 CFR part 97 (administrative 

requirements); 

5. All entities must comply with 29 

CFR parts 93 and 98 and, where 

applicable, 29 CFR parts 96 and 99; 

6. In accordance with Section 18 of 

the Lobbying Disclosure Act of 1995, 

Public Law 104–65 (2 U.S.C. 1611), nonprofit 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; 

7. 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; 

8. 29 CFR part 30—Equal 

Employment Opportunity in Registered 

Apprenticeship and Training; 

9. 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; 

10. 29 CFR part 32— 

Nondiscrimination on the Basis of 

Handicap in Programs and Activities 

Receiving or Benefiting from Federal 

Financial Assistance; 

11. 29 CFR part 33—Enforcement of 

Nondiscrimination on the Basis of 

Handicap in Programs or Activities 

Conducted by the Department of Labor; 

12. 29 CFR part 35— 

Nondiscrimination on the Basis of Age 

in Program or Activities Receiving 

Federal Financial Assistance from the 

Department of Labor; 

13. 29 CFR part 36— 

Nondiscrimination on the Basis of Sex 

in Education Programs or Activities 

Receiving Federal Financial Assistance; 

14. 29 CFR part 37—Implementation 

of the Nondiscrimination and Equal 

Opportunity Provisions of the 

Workforce Investment Act of 1998 

(WIA); 

15. 29 CFR part 1926, Safety and 

Health Regulations for Construction of 

the Occupational Safety and Health Act 

(OSHA); and 

16. 29 CFR part 570, Child Labor 

Regulations, Orders and Statements of 

Interpretation of the Employment 

Standard Administration’s Child Labor 

Provisions. 

Note: Except as specifically provided in 

this Notice, DOL/ETA’s acceptance of a 

proposal and award of Federal funds to 

sponsor any program(s) do 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. 

2. Special Program Requirements 

Evaluation. DOL may require that the 

program or project participate in an 

evaluation. To measure the impact of 

the project, DOL may arrange for or 

conduct an independent evaluation of 

the outcomes and benefits of the project. 

The grantee 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 DOL, 

including after the expiration date of the 

grant. 

ETA Intellectual Property Rights. 

Applicants should note that 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. Such uses include, but are not 

limited to, the right to modify and 

distribute such products worldwide by 

any means, electronically or otherwise. 

C. Reporting and Accountability 

The Registered Apprenticeship grants 

will be accountable for the adult WIA 

core measures including placements, 

earnings change, and retention. 

Alternative Educational Pathways grants 

will be accountable for the youth 

common measures including reading 

and math gains and educational 

attainment. Project expansion grants 

will be subject to performance measures 

based upon project focus. 

Quarterly financial reports, quarterly 

progress reports, and MIS data will be 

submitted by the grantee electronically. 

Grantees must agree to meet DOL 

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reporting requirements. 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, whichever is sooner. 

Quarterly reports are due 30 days after 

the end of each calendar year quarter. 

Grantees must use ETA’s On-Line 

Electronic Reporting System; 

information and instructions will be 

provided to grantees. 

Quarterly Progress Reports. The 

grantee must submit a quarterly progress 

report based on a DOL template to its 

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. 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. 

MIS Reports. Organizations will be 

required to submit updated MIS data 

based on a DOL template that reports on 

enrollment, services provided, 

placements, outcomes, and follow-up 

status. 

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 06–10, 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, and 

in the Federal Register. 

VIII. Additional Resources and Other 

Information 

A. Resources for the Applicant 

DOL maintains a number of webbased resources that may be of 

assistance to applicants: 

<bullet≤ Questions and responses 

submitted to the Grant Officer regarding 

the SGA will be posted on the 

Employment and Training website at 

http://www.doleta.gov. Questions will 

be received for one month after 

publication. 

<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≤ Career Voyages 

(www.careervoyages.com), a Web site 

targeted at youth, parents, counselors, 

and career changers, provides 

information about career opportunities 

in high-growth/high-demand industries. 

<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). 

B. Other Information 

OMB Information Collection No.: 

1205–0458. 

Expires: September 30, 2009. 

According to the Paperwork 

Reduction Act of 1995, no persons are 

required to respond to a collection of 

information unless such collection 

displays a valid OMB control number. 

Public reporting burden for this 

collection of information is estimated to 

average 20 hours per response, 

including time for reviewing 

instructions, searching existing data 

sources, gathering and maintaining the 

data needed, and completing and 

reviewing the collection of information. 

Send comments regarding the burden 

estimated or any other aspect of this 

collection of information, including 

suggestions for reducing this burden, to 

the U.S. Department of Labor, the OMB 

Desk Officer for ETA, Office of 

Management and Budget, Room 10235, 

Washington, DC 20503. Please do not 

return your completed application to 

the OMB. Send it to the sponsoring 

agency as specified in this solicitation. 

This information is being collected for 

the purpose of awarding a grant. The 

information collected through this 

‘‘Solicitation for Grant Applications’’ 

will be used by the Department of Labor 

to ensure that grants are awarded to the 

applicant best suited to perform the 

functions of the grant. Submission of 

this information is required in order for 

the applicant to be considered for award 

of this grant. Unless otherwise 

specifically noted in this 

announcement, information submitted 

in the respondent’s application is not 

considered to be confidential. 

James W. Stockton, 

Grant Officer, Employment and Training 

Administration. 

[FR Doc. E7–8345 Filed 5–1–07; 8:45 am] 

BILLING CODE 4510–FT–P 

DEPARTMENT OF LABOR 

Mine Safety and Health Administration 

Technical Study Panel on the 

Utilization of Belt Air and the 

Composition and Fire Retardant 

Properties of Belt Materials in 

Underground Coal Mining 

AGENCY: Mine Safety and Health 

Administration (MSHA), Labor. 

ACTION: Notice of meeting. 

SUMMARY: This notice informs interested 

persons of the third meeting of the 

Technical Study Panel (Panel) on the 

Utilization of Belt Air and the 

Composition and Fire Retardant 

Properties of Belt Materials in 

Underground Coal Mining. The public 

is invited to attend. 

DATES: The meeting will be held on May 

16–17, 2007. The meetings will start at 

9 a.m. each day and conclude by 5 p.m. 

ADDRESSES: The meeting location is the 

Salt Lake Plaza Hotel at Temple Square, 

122 West South Temple, Salt Lake City, 

UT 84101. (Telephone: 801–521–0130). 

FOR FURTHER INFORMATION CONTACT: 

Patricia W. Silvey, Director, Office of 

Standards, Regulations, and Variances, 

Mine Safety and Health Administration, 

1100 Wilson Boulevard, Room 2350, 

Arlington, Virginia 22209; 

silvey.patricia@dol.gov (internet e-mail), 

202–693–9440 (voice), or 202–693–9441 

(facsimile). 

SUPPLEMENTARY INFORMATION: The Panel 

was created under section 11 of the 

Mine Improvement and New Emergency 

Response (MINER) Act of 2006 (Pub. L. 

109–236). The purpose of the Panel is to 

provide independent scientific and 

engineering review and 

recommendations concerning the 

mmaher on DSK3CLS3C1PROD with $$_JOB