26162 Federal Register / Vol. 72, No. 88 / Tuesday, May 8, 2007 / Notices 

1For population size please go to: http:// 

www.demographia.com/db-2000city5k.htm. 

administrative and management support 

is furnished, as required, for the 

efficient and effective operation of these 

programs. 

F. The Solicitor of Labor is delegated 

authority and assigned responsibility for 

providing legal advice and assistance to 

all officers of the Department relating to 

the administration of the statutory 

provisions, regulations, and Executive 

Orders listed above. The bringing of 

legal proceedings under those 

authorities, the representation of the 

Secretary and/or other officials of the 

Department of Labor, and the 

determination of whether such 

proceedings or representations are 

appropriate in a given case, are 

delegated exclusively to the Solicitor. 

8. Reservation of Authority and 

Responsibility. 

A. The submission of reports and 

recommendations to the President and 

the Congress concerning the 

administration of the statutory 

provisions and Executive Orders listed 

above is reserved to the Secretary. 

B. Nothing in this Order shall limit or 

modify the delegation of authority and 

assignment of responsibility to the 

Administrative Review Board by 

Secretary’s Order 2–96 (April 17, 1996). 

C. Except as expressly provided, 

nothing in this Order shall limit or 

modify the provisions of any other 

Order, including Secretary’s Order 4–

2006 (Office of Inspector General). 

9. Redelegation of Authority. The 

Assistant Secretary for Employment 

Standards, the Assistant Secretary for 

Administration and Management, and 

the Solicitor of Labor may redelegate 

authority delegated in this Order. 

10. Effective Date. This order is 

effective immediately. 

Dated: May 2, 2007. 

Elaine L. Chao, 

Secretary of Labor. 

[FR Doc. E7–8795 Filed 5–7–07; 8:45 am] 

BILLING CODE 4510–23–P 

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 postsecondary 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: 

• 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. 

• 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 ETA agency 

contact information. 

• 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 


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2Levin, 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. 

foundation for building multiple 

education pathways. 

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, welltrained, and demand-driven workforce 

are important for several reasons: 

• 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. 

• 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. 

• 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. 

• 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. 

• 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). 

• 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. 

• 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. 

• Civic Outcomes: Dropouts have 

lower voting rates in State and national 

elections, and lower rates of 

volunteering in civic, educational, and 

political organizations. 

• 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. 

• 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. 

• 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 


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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: 

• High academic standards that are 

consistent with State NCLB standards; 

• Creative and engaging instruction 

that emphasizes the connection between 

real life and learning; 

• Clearly articulated academic and 

applied learning goals; 

• Opportunities for youth to catch up 

and accelerate knowledge and skills 

particularly in the area of literacy and 

numeracy; 

• Opportunities for achievement in 

science, technology, engineering, and 

math (STEM); 

• A culture of high expectations for 

all students; 

• 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; 

• Ongoing professional development; 

• Low student/teacher ratios; 

• Opportunities for connections with 

caring adults who support the students 

in negotiating the transition to 

adulthood; 

• Flexible schedules; 

• Well-maintained, clean, accessible 

and safe facilities; 

• Connections to a range of 

community resources, including those 

that can assist with career development; 

• Administrative and bureaucratic 

autonomy and operational flexibility; 

and 

• 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: 

• The development of multiple 

education pathway ecosystems that 

connect to regional talent and economic 

development strategies through data 

analysis and resource mapping; 

• Increasing the quality and quantity 

of academically rigorous and innovative 

multiple education pathways; 

• Providing a national focus on 

multiple education pathway strategies; 

and 

• 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 


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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: 

• Staffing to convene partners and 

lead efforts; 

• Consortium/partnership 

development; 

• Data collection and analysis; 

• Development of funding strategies 

to sustain existing programs including 

strategies for accessing average daily 

attendance and dual enrollment funds; 

• Identification of leveraged resources 

to support multiple education 

pathways; 

• Benchmarking of programs locally 

and in other communities with similar 

needs, as well as benchmarking of 

‘‘systems’’ in other similar communities; 

• Development of plans based on gap 

analysis for the addition of new 

programs/services; 

• Feasibility studies to develop MIS/ 

data sharing strategies; 

• Creation of a Request for Proposals 

(RFP) process locally to develop new 

education programs/program services 

based on thoughtful standards and best 

practice research; 

• Development of a common case 

management system that will work 

across education programs; 

• Development of a coordinated 

referral and intake system for young 

people; 

• On-going evaluation; 

• Activities that integrate existing 

alternative education programs and 

strategies into a system of pathways to 

graduation within a city; 

• The addition of model programs to 

increase the variety of alternative 

learning opportunities; and 

• 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: 

• 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. 

• All applicants for Federal grant and 

funding opportunities are required to 

have a Dun and Bradstreet (DUNS) 

number. See Office of Management and 

Budget (OMB) Notice of Final Policy 

Issuance, 68 FR 38402 (June 27, 2003). 

Applicants must supply their DUNS 

number on the SF 424. The DUNS 

number is a nine-digit identification 

number that uniquely identifies 

business entities. Obtaining a DUNS 

number is easy and there is no charge. 

To obtain a DUNS number, access this 

Web site: http:// 

www.dunandbradstreet.com or call 1–

866–705–5711. 

• The SF 424A Budget Information 

Form (available at http:// 

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 


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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 twopage 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; NonProfit 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 


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3To 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. 

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. 

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 postsecondary 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: 

• The degree and depth of leadership 

demonstrated by the mayor; 

• Evidence of high level interest in 

strengthening the city’s education 

system particularly for out-of-school 

youth; 


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• Evidence of buy-in from key 

stakeholders including local elected 

officials, K–12 school boards and 

superintendents, the workforce system, 

community colleges, etc.; 

• 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; 

• 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 

• 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: 

• The time commitment of the 

proposed staff is sufficient to ensure 

proper direction, management, and 

timely completion of the project; 

• The roles and contribution of staff, 

consultants, and collaborative 

organizations are clearly defined and 

linked to specific objectives and tasks; 

• The background, experience, and 

other qualifications of the staff are 

sufficient to carry out their designated 

roles; 

• 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; 

• The ability of the partnership to 

engage private foundations in the 

project; and 

• 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: 

• 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; 

• 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; 

• That the blueprint will be 

integrated with the city’s overall 

educational strategy; 

• 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; 

• A strategy to engage youth in the 

development of the blueprint; 

• The potential for developing an 

‘‘actionable’’ Multiple Education 

Pathway blueprint; 

• The potential of the plan for 

increasing high school graduation rates 

in the city; 

• The potential of the plan for 

increasing post-secondary enrollment 

for youth in the city; and 

• 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: 

• Quality product development; 

• Meeting the benchmarks set forth in 

the work plan time line; 

• The ability to identify funding 

streams or other leveraged resources 

that support implementation of the 

plan; 

• Funding priorities; 

• Depth of innovation and creativity; 

• Potential of the blueprint to be 

implemented; 

• Depth and engagement of partners; 

and 

• 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: 

• The extent to which the expected 

project outcomes are clearly identified 

and measurable, realistic, and consistent 

with the objectives of the project; 


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• The ability of the partnership to 

achieve the stated outcomes within the 

timeframe of the grant; and 

• 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: 

• Evidence, such as letters of 

commitment or memorandums of 

understanding (MOUs), that key 

partners have expressed a clear 

commitment to provide the resource; 

• The nature and quality of the 

leveraged resources and a description of 

how each contribution will support the 

proposed grant activities; and 

• 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) nonprofit 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. 


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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 webbased resources that may be of 

assistance to applicants: 

• The Web site for the Employment 

and Training Administration (http:// 

www.doleta.gov) is a valuable source for 

background information on the 

President’s High Growth Job Training 

Initiative. 

• The Workforce 3 One Web site 

(http://www.workforce3one.org) is a 

valuable resource for information about 

demand-driven projects of the 

workforce investment system, 

educators, employers, and economic 

development representatives. 

• America’s Service Locator 

(www.servicelocator.org) provides a 

directory of the nation’s One-Stop 

Career Centers. 

• Applicants are encouraged to 

review ‘‘Help with Solicitation for Grant 

Applications’’ (http://www.dol.gov/ 

cfbci/sgabrochure.htm). 

• For a basic understanding of the 

grants process and basic responsibilities 

of receiving Federal grant support, 

please see ‘‘Guidance for Faith-Based 

and Community Organizations on 

Partnering with the Federal 

Government’’ (http:// 

www.whitehouse.gov/government/fbci/ 

guidance/index.html). 

Other Information 

OMB Information Collection No. 1205–

0458 

Expires September 30, 2009 

According to the Paperwork 

Reduction Act of 1995, no persons are 

required to respond to a collection of 

information unless such collection 

displays a valid OMB control number. 

Public reporting burden for this 

collection of information is estimated to 

average 20 hours per response, 

including time for reviewing 

instructions, searching existing data 

sources, gathering and maintaining the 

data needed, and completing and 

reviewing the collection of information. 

Send comments regarding the burden 

estimated or any other aspect of this 

collection of information, including 

suggestions for reducing this burden, to 

the U.S. Department of Labor, the OMB 

Desk Officer for ETA, Office of 

Management and Budget, Room 10235, 

Washington, DC 20503. Please do not 

return 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 

DEPARTMENT OF LABOR 

Mine Safety and Health Administration 

Proposed Information Collection 

Request Submitted for Public 

Comment and Recommendations; 

Slope and Shaft Sinking Plans 

ACTION: Notice. 

SUMMARY: The Department of Labor, as 

part of its continuing effort to reduce 

paperwork and respondent burden 

conducts a preclearance consultation 

program to provide the general public 

and Federal agencies with an 

opportunity to comment on proposed 

and/or continuing collections of 

information in accordance with the 

Paperwork Reduction Act of 1995 

(PRA95) [44 U.S.C. 3506(c)(2)(A)]. This 

program helps to ensure that requested 

data can be provided in the desired 

format, reporting burden (time and 

financial resources) is minimized, 

collection instruments are clearly 

understood, and the impact of collection 

requirements on respondents can be 

properly assessed. 

DATES: Submit comments on or before 

July 9, 2007. 

ADDRESSES: Send comments to U.S. 

Department of Labor, Mine Safety and 

Health Administration, Debbie Ferraro, 

Management Services Division, 1100 

Wilson Boulevard, Room 2171, 

Arlington, VA 22209–3939. Commenters 

are encouraged to send their comments 

on a computer disk, or via E-mail to 

Ferraro.Debbie@dol.gov, along with an 

original printed copy. Ms. Ferraro can 


cprice-sewell on PROD1PC66 with NOTICES