60340 Federal Register / Vol. 73, No. 198 / Friday, October 10, 2008 / Notices 

Signed at Washington, DC, this 2nd day of 

October 2008. 

Linda G. Poole, 

Certifying Officer, Division of Trade 

Adjustment Assistance. 

[FR Doc. E8–24126 Filed 10–9–08; 8:45 am] 

BILLING CODE 4510–FN–P 

DEPARTMENT OF LABOR 

Employment and Training 

Administration 

[TA–W–61,921] 

Whaling Mfg. Co., Inc., Currently 

Known as Whaling Distributors, Inc., 

Fall River, MA; Amended Certification 

Regarding Eligibility To Apply for 

Worker Adjustment Assistance and 

Alternative Trade Adjustment 

Assistance 

In accordance with Section 223 of the 

Trade Act of 1974 (19 U.S.C. 2273), and 

Section 246 of the Trade Act of 1974 (26 

U.S.C. 2813), as amended, the 

Department of Labor issued a 

Certification Regarding Eligibility to 

Apply for Worker Adjustment 

Assistance and Alternative Trade 

Adjustment Assistance on August 20, 

2007, applicable to workers of Whaling 

Mfg. Co., Inc., Fall River, Massachusetts. 

The notice was published in the Federal 

Register on September 11, 2007 (72 FR 

51845). 

At the request of the State agency, the 

Department reviewed the certification 

for workers of the subject firm. The 

workers are engaged in the production 

of outerwear and uniforms, including 

raincoats, jackets, and police uniforms. 

New information shows that 

following a change in ownership in July 

2008, Whaling Mfg. Co., Inc. is currently 

known as Whaling Distributors, Inc. The 

workers wages at the subject firm are 

being reported under the 

Unemployment Insurance (UI) tax 

account for Whaling Distributors, Inc. 

Accordingly, the Department is 

amending this certification to show that 

Whaling Mfg. Co., Inc. is currently 

known as Whaling Distributors, Inc. 

The intent of the Department’s 

certification is to include all workers of 

Whaling Mfg. Co., Inc., who were 

adversely affected by increased imports 

following a shift in production to 

Portugal, China and Vietnam. 

The amended notice applicable to 

TA–W–61,921 is hereby issued as 

follows: 

All workers of Whaling Mfg. Co., Inc., 

currently known as Whaling Distributors, 

Inc., Fall River, Massachusetts, who became 

totally or partially separated from 

employment on or after June 2, 2007, through 

August 20, 2009, are eligible to apply for 

adjustment assistance under Section 223 of 

the Trade Act of 1974, and are also eligible 

to apply for alternative trade adjustment 

assistance under Section 246 of the Trade Act 

of 1974. 

Signed at Washington, DC, this 2nd day of 

October 2008. 

Linda G. Poole, 

Certifying Officer, Division of Trade 

Adjustment Assistance. 

[FR Doc. E8–24123 Filed 10–9–08; 8:45 am] 

BILLING CODE 4510–FN–P 

DEPARTMENT OF LABOR 

Employment and Training 

Administration 

Notice of Availability of Funds and 

Solicitation for Grant Applications 

(SGA) for Community-Based Job 

Training Grants 

Announcement type: Notice of 

Solicitation for Grant Applications. 

Funding Opportunity Number: SGA/ 

DFA PY 08–02. 

Catalog of Federal Domestic 

Assistance Number: 17.269. 

KEY DATES: The closing date for receipt 

of applications under this 

announcement is November 24, 2008. 

Applications must be received at the 

address below no later than 4 p.m. 

(Eastern Time). Application and 

submission information is explained in 

detail in Part IV of this SGA. A Virtual 

Prospective Applicant Conference will 

be held for this grant competition on 

October 24, 2008 at 1 p.m. Eastern Time. 

Additional information and links to 

registration for the Virtual Prospective 

Applicant Conference will be posted on 

ETA’s Web site at http:// 

www.doleta.gov/business/CommunityBasedJobTrainingGrants.cfm. 

SUMMARY: The Employment and 

Training Administration (ETA), U.S. 

Department of Labor (DOL), announces 

the availability of approximately $125 

million in grant funds for CommunityBased Job Training Grants. 

Community-Based Job Training 

Grants will be awarded through a 

competitive process to support 

workforce training for high-growth/ 

high-demand industries through the 

national system of community and 

technical colleges. Funds will be 

awarded to individual community and 

technical colleges, community college 

districts, state community college 

systems, and One-Stop Career Centers to 

support or engage in a combination of 

capacity building and training activities 

for the purpose of building the capacity 

of community colleges to train 

individuals for careers in high-growth/ 

high-demand industries in the local 

and/or regional economies. This 

Solicitation contains an exception for 

rural areas and other communities that 

are educationally underserved due to 

their lack of access to community or 

technical colleges. 

In awarding Community-Based Job 

Training Grants, every effort will be 

made to fairly distribute grants across 

rural and urban areas and across the 

different geographic regions of the 

United States. It is anticipated that 

individual awards will range from 

$500,000 to $2 million. 

This Solicitation provides background 

information and describes the 

application submission requirements, 

outlines the process that eligible entities 

must use to apply for funds covered by 

this Solicitation, and details how 

grantees will be selected. 

ADDRESSES: Mailed applications must be 

addressed to the U.S. Department of 

Labor, Employment and Training 

Administration, Division of Federal 

Assistance, Attention: Chari Magruder, 

Reference SGA/DFA PY 08–02, 200 

Constitution Avenue, NW., Room N– 

4716, Washington, DC 20210. 

Telefacsimile (FAX) applications will 

not be accepted. Information about 

applying online can be found in Section 

IV.C of this document. Applicants are 

advised that mail delivery in the 

Washington area may be delayed due to 

mail decontamination procedures. Hand 

delivered proposals will be received at 

the above address. 

SUPPLEMENTARY INFORMATION: 

This solicitation consists of eight 

parts: 

• Part I is the funding opportunity 

description that includes background 

information on the topics of: 

Globalization, regional innovation, 

economic competitiveness, and talent 

development; the Employment and 

Training Administration’s strategic 

workforce investment strategies; and a 

description of the critical elements of 

Community-Based Job Training Grants. 

• Part II describes the size and nature 

of the anticipated awards. 

• Part III describes eligibility 

information and other grant 

specifications. 

• Part IV provides information on the 

application and submission process. 

• Part V describes the criteria against 

which applications will be reviewed 

and evaluated, and explains the 

proposal review process. 

• Part VI provides award 

administration information. 

• Part VII contains DOL agency 

contact information. 

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• Part VIII lists additional resources 

of interest to applicants. 

• Attachment A provides grantees 

with a template for a Memorandum of 

Agreement that they can submit with 

their proposal regarding a grant 

evaluation. 

I. Funding Opportunity Description 

The Community-Based Job Training 

Grants (CBJTGs) are designed to support 

workforce training for high-growth/ 

high-demand industries through the 

national system of community and 

technical colleges. The primary 

purposes of these grants are to build the 

capacity of community colleges to 

provide training and to train workers to 

develop the skills required to succeed in 

local or regional (i) industries and 

occupations that are expected to 

experience high-growth and (ii) 

industries where demand for qualified 

workers is outstripping the supply. Part 

A provides an overview of globalization, 

regional innovation and economic 

competitiveness and ETA’s 

transformational vision of talent 

development in a regional economy; 

and Part B describes the critical 

elements of CBJTGs. 

A. Background 

1. Globalization, Regional Innovation 

and Economic Competitiveness 

In the 21st Century global economy, 

talent development is a key factor in our 

nation’s competitiveness. Global 

competition is typically seen as a 

national challenge. In reality, regions 

are where companies, workers, 

researchers, entrepreneurs and 

governments come together to create 

and contribute to our nation’s 

competitive advantage in the global 

marketplace. That advantage rests on 

the ability to transform new ideas and 

new knowledge into advanced, high 

quality products or services—in other 

words, to innovate. 

Regions that are successful in creating 

a competitive advantage demonstrate 

the ability to organize people, 

institutions, capital, and infrastructure 

to generate growth and prosperity in the 

region’s economy. In the new global 

economy, a region’s ability to develop, 

attract, and retain a well-educated and 

skilled workforce is a key factor in our 

nation’s economic competitiveness. 

Maximizing the impact of talent 

development activities requires strong 

strategic partnerships composed of 

individuals and organizations that act in 

concert to transform the regional 

economy, including: The workforce 

investment system; employers; 

educators and training providers (such 

as community and technical colleges); 

economic development entities; local, 

regional, and state government; the 

philanthropic community; faith-based 

and community organizations; research 

institutions; and other civic leaders with 

a stake in economic growth and talent 

development. These strategic 

partnerships should focus on systemic 

solutions that address short-term 

challenges while contributing to longterm talent development and economic 

growth. 

A regional approach to talent 

development brings together all the key 

players in a region to leverage their 

collective public and private sector 

assets and resources, and to devise 

strategies that focus on infrastructure, 

investment, and talent development. It 

incorporates demand-driven skills 

development into the region’s larger 

economic development, and integrates 

workforce development, economic 

development, and education efforts into 

a comprehensive system that is both 

flexible and responsive to the needs of 

business and workers. 

ETA has modeled the role of strategic 

partnerships in demand-driven 

workforce investment through the High 

Growth Job Training Initiative (HGJTI). 

Through the HGJTI, ETA identifies highgrowth, high-demand industries; 

evaluates their skill needs; and funds 

local and national partnership-based 

demonstration projects that provide 

workforce solutions to ensure that 

individuals can gain the skills to get 

good jobs with career pathways in 

rapidly expanding or transforming 

industries. CBJTGs address one of the 

key workforce issue areas for many high 

growth industries, lack of educational 

capacity. CBJTGs build the capacity of 

the nation’s community college system 

to train workers in the skills required to 

succeed in high growth, high demand 

industries. ETA seeks to ensure that 

these investments are fully connected to 

broader talent development strategies 

that are critical to regional economic 

growth. 

The CBJTGs continue to build upon 

the work of the HGJTI by incorporating 

its focus on high-growth, high-demand 

industries and its emphasis on the role 

of strategic partnerships in workforce 

development while addressing the 

critical capacity constraints of 

community colleges. 

Businesses in high-growth, highdemand industries face increasing 

difficulties in finding workers with the 

right skills. According to the Bureau of 

Labor Statistics, ninety percent of the 

fastest growing jobs in the United States 

require some level of education or 

training beyond high school. The 

accessibility and affordability of 

community college training, combined 

with the adaptability of community 

college curricula to changing skill 

needs, make community colleges a vital 

training resource for many U.S. workers. 

Furthermore, community colleges are 

closely connected to local and regional 

labor markets, making them wellpositioned to prepare workers for good 

jobs with good wages in their regional 

economy. 

However, community college leaders 

and industry executives report that 

many community colleges are unable to 

meet the demand for training in their 

region because of critical capacity 

constraints. These capacity constraints 

occur when community colleges lack 

sufficient resources to support training 

facilities and equipment, curriculum 

development, faculty appointments, 

clinical experiences, and/or other 

elements that are necessary to provide 

either the volume or quality of training 

that industry requires. Despite rising 

application rates, the reality of current 

state and local budgets often prevent 

community colleges from funding the 

programs, faculty, and student services 

needed to be responsive to regional 

workforce demands. 

Similar to the HGJTI, CBJTGs 

highlight the critical role community 

colleges play as key strategic partners in 

a demand-driven workforce investment 

system, and the need for strong 

integration of industry driven training 

initiatives to broader talent 

development strategies in regional 

economies. 

Recognizing the growing need for 

regional economic competitiveness in 

the global economy, ETA has continued 

to evolve its strategies for supporting 

strategic workforce development. 

Through the Workforce Innovation in 

Regional Economic Development 

(WIRED) initiative, ETA supports broad 

regional partnerships as they expand 

employment and advancement 

opportunities for American workers and 

catalyze the creation of high-skill and 

high-wage opportunities in regional 

economies. To optimize innovation and 

successful regional economic 

transformation, the WIRED strategic 

framework brings together all the key 

players in a region to leverage their 

collective public and private sector 

assets and resources, and to devise 

strategies that focus on infrastructure, 

investment, and talent development. 

The WIRED strategic framework 

supports regions in incorporating 

demand-driven talent and skills 

development into their larger economic 

strategies and integrating workforce 

development, economic development, 

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60342 Federal Register / Vol. 73, No. 198 / Friday, October 10, 2008 / Notices 

and education efforts into a 

comprehensive system that is both 

flexible and responsive to the needs of 

business and workers. More information 

and tools to help implement a WIRED 

strategic framework can be found at: 

http://www.doleta.gov/WIRED. 

B. Critical Elements of CommunityBased Job Training Grants 

It is ETA’s expectation that CBJTGs 

will contain at least seven critical 

elements. These elements consist of: (1) 

A focus on skill and competency needs 

of high-growth/high-demand industries 

that are locally defined in the context of 

the regional economy; (2) strategic 

partnerships; (3) industry-driven 

capacity building and training efforts; 

(4) leveraged resources; (5) replication 

of successful models for broad 

distribution; (6) clear and specific 

outcomes; and (7) integration with 

regional economic and talent 

development strategies. These 

characteristics are reflected in the 

evaluation criteria in Part V and are 

described in further detail below. 

1. Focus on Skill and Competency 

Needs of High-Growth/High-Demand 

Industries as locally defined in the 

context of the regional economy. The 

Workforce Investment Act of 1998 (Pub. 

L. 105–220) (WIA) emphasizes a 

workforce system driven by the needs of 

local employers. In order for America to 

remain competitive in the global 

economy, it is essential that ETA target 

its investments to support employers in 

high-growth/high-demand industries. 

Community colleges, Workforce 

Investment Boards, and One-Stop Career 

Centers play a vital role in this effort by 

understanding the workforce needs of 

these industries and providing training 

and other services to address those 

needs. 

A high-growth/high-demand industry 

meets one or more of the following 

criteria: (1) Is projected to add 

substantial numbers of new jobs to the 

economy; (2) has a significant impact on 

the economy overall; (3) impacts the 

growth of other industries; (4) is being 

transformed by technology and 

innovation requiring new skill sets for 

workers; or (5) is a new and emerging 

business that is projected to grow. 

CBJTGs will support industry demand 

for training in local or regional highgrowth/high-demand industries. 

Regions are typically defined as 

geographically contiguous areas and can 

include multiple counties and cities and 

cross state lines. A range of factors 

contribute to the formation of a region, 

including economic interdependence 

(such as a common industry or 

industries) and shared assets (such as 

human capital, research and 

development entities, educational 

institutions, and airports and other 

types of infrastructure). ETA encourages 

applicants to define local high-growth 

industries in the context of their 

regional economy by illustrating how 

the industry is aligned with and fits into 

the region’s economic development 

activities. 

2. Strategic Partnerships. ETA 

believes that strategic partnerships 

between community colleges; the 

workforce investment system, including 

One-Stop Career Centers; business and 

industry; and the continuum of 

education, including the K–12 system, 

adult education, and four-year colleges 

and universities need to be in place in 

order to implement effective demanddriven training and capacity building 

strategies. These strategic partnerships 

may have a local, regional, or statewide 

focus, and may include a consortium of 

partners or cross-industry 

representatives. Specific requirements 

for strategic partnerships are outlined in 

Section III.C.1 and in the exception 

detailed in Section III.C.5. These 

strategic partnerships should focus 

broadly on the workforce challenges of 

one or more high-growth, high-demand 

industries and work collaboratively to 

identify and implement solutions to 

those challenges. Solutions should 

include, among others, strategies to 

increase the capacity of community 

colleges to educate and train more 

workers with industry-defined skills 

and competencies. Therefore, the 

investment in community college 

capacity building would be one of many 

strategies and solutions that evolve from 

the partnership. While ETA welcomes 

applications from newly formed 

strategic partnerships, applicants are 

advised that grant funds may not be 

used for partnership development. 

In order to maximize the long-term 

success of the proposed solution and to 

keep pace with the rapid changes in the 

economy and the nature of the skills 

and competencies necessary for work in 

these industries, these partnerships 

need to be substantial and sustained. 

ETA encourages partners to plan for the 

partnership’s sustainability beyond the 

CBJTGs investment period to enable 

ongoing assessment of industry 

workforce needs and collaborative 

development of solutions on a continual 

basis. 

Within the context of the broader 

strategic partnership and as it relates to 

this grant, each collaborative partner 

should have clearly defined roles. These 

roles must be verified through a letter of 

commitment submitted by each partner. 

The letter of commitment must detail 

the role the partner will play in the 

project, including specific 

responsibilities and resources 

committed, if appropriate. The exact 

nature of these roles may vary 

depending on the issue areas being 

addressed and the scope and nature of 

the activities undertaken. However, ETA 

expects that employers, education and 

training providers, and the workforce 

system will contribute to the 

partnership in the following ways as 

outlined below. In addition, applicants 

are also encouraged to partner with 

faith-based and community 

organizations, as described below: 

a. Employers must be actively 

engaged in the project and should 

participate fully with other key partners 

in grant activities including: defining 

the program strategy and goals; 

identifying needed skills and 

competencies; designing training 

approaches and curricula; implementing 

the program; contributing financial 

support; and, where appropriate, hiring 

qualified training graduates. 

b. Education and training providers, 

including K–12 (elementary, middle, 

and high schools, as well as career and 

technical high schools), adult education, 

community and technical colleges, fouryear colleges and universities, and other 

training entities, are important 

foundational partners to ensure the 

project’s activities are tied to the 

broader continuum of education in the 

region. These entities assist in 

developing and implementing industrydriven workforce education strategies in 

partnership with employers that include 

competency models, curricula, and new 

learning methodologies, including 

technology-based learning. 

c. The workforce investment system, 

which may include State and Local 

Workforce Investment Boards, State 

Workforce Agencies, and One-Stop 

Career Centers and their cooperating 

partners, as such terms are defined 

under WIA, may play a number of roles, 

including: Identifying and assessing 

candidates for training; working 

collaboratively to leverage WIA 

investments; referring qualified 

candidates to the community college for 

enrollment in training programs; 

providing access to wrap-around 

supportive services, when appropriate; 

and connecting qualified training 

graduates to employers that have 

existing job openings. Additionally, the 

workforce investment system in general, 

and One-Stop Career Centers in 

particular, have substantive experience 

in tracking the outcomes of program 

participants. One-Stop Career Centers 

may coordinate, provide support, or 

manage the tracking of training 

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Federal Register / Vol. 73, No. 198 / Friday, October 10, 2008 / Notices 60343 

recipients for the performance 

management aspect of the CBJTGs. State 

labor market information systems are a 

valuable source of information on 

regional workforce needs. ETA 

encourages applicants to utilize these 

systems both as they develop their 

proposals and as part of their ongoing 

efforts to understand the workforce 

needs of their regional economies. 

d. ETA also encourages applicants to 

partner with faith-based and community 

organizations to serve populations with 

barriers to employment. Faith-based and 

community organizations often possess 

the compassion, commitment and 

expertise needed to prepare and mentor 

people in search of employment. These 

organizations also possess an intimate 

knowledge of the community, its 

resources and potential program 

participants. Faith-based and 

community organizations can provide a 

variety of services to help populations 

with barriers to employment prepare 

for, enter, and stay in the labor market, 

such as: Assessment of skills and 

barriers to employment, case 

management, mentoring, English 

language acquisition, and job retention 

services, among others. Faith-based and 

community organizations can also 

provide wrap-around, holistic, and 

comprehensive support services where 

appropriate, such as employability skills 

training, life skills training, job retention 

support, family support services and 

career awareness activities. 

Faith-based and community 

organizations can also be effective 

partners in serving populations with 

barriers to employment. Populations 

with barriers to employment are 

prevalent in regional economies around 

the country, and include groups such as 

ex-offenders, individuals with 

disabilities, veterans, and older workers. 

In many communities these populations 

are key non-traditional labor pools that 

can help employers address their 

pressing workforce challenges, but may 

not be fully utilized by regional 

employers. ETA encourages applicants 

to identify specific faith-based and 

community organizations with whom 

they will collaborate; outline the 

specific role these organizations will 

play in their project and demonstrate 

how partnerships with faith-based and 

community organizations are part of the 

regional training efforts that are 

included in their project; and discuss 

how these partnerships will help 

populations with barriers to 

employment receive training in highgrowth, high-demand industries. 

3. Industry-Driven Capacity Building 

and Training Efforts. Under CBJTGs, 

community colleges, or other entities as 

specified in the exception detailed in 

Section III.C.5, must develop and 

implement a combination of capacity 

building and training activities that 

target skills and competencies 

demanded by local high-growth/highdemand industries as defined in the 

context of the region’s economy. 

Applicants are not limited in the 

strategies and approaches they may 

employ to implement college capacity 

building and training strategies, 

provided the activities meet the 

following requirements: 

a. Training. Training activities must: 

(1) Be provided by a community or 

technical college, except as specified in 

Section III.C.5 of this Solicitation; (2) 

occur within the context of workforce 

education that supports long-term career 

growth, such as an articulated career 

ladder/lattice; and (3) result in 

credentials that are industry-recognized 

and indicate a level of mastery and 

competence in a given field or function. 

Please note, when using credentials, 

CBJTGs must follow the definition of 

credential and (if applicable) certificate 

in Attachment B to TEGL 17–05 on 

Common Measures, found at: http:// 

wdr.doleta.gov/directives/attach/ 

TEGL17–05_AttachB.pdf. 

The credential awarded to 

participants upon completion should be 

based on the type of training provided 

through the grant and the requirements 

of the targeted occupation, and should 

be selected based on consultations with 

industry partners. For example: 

i. Customized and short-term training 

should result in a performance-based 

certification or credential. This 

certification may be developed jointly 

by employers and the community 

college, based on defined knowledge 

and skill requirements for specific highdemand occupations/functions. 

Performance-based certifications may 

also be based on industry-recognized 

curriculum and standards. 

ii. Training in information 

technology, allied health professions, 

and other fields with established 

professional standards and 

examinations should result in 

certification or appropriate licensure. 

iii. In states where licensure is 

required for the specific occupation 

targeted by the training, the 

credentialing requirement should take 

licensing requirements into account. 

iv. In some instances, credential 

attainment may not occur prior to the 

end of the grant period due to the length 

of the training program. For example, 

training provided under CBJTGs may 

lead to a degree after the grant program 

is over. In these instances, college credit 

for each course leading to a Certificate 

or an Associates or Applied Associates 

degree will meet the program’s 

credential requirement. 

b. Capacity Building. CBJTGs 

applicants are encouraged to broadly 

assess their capacity to meet the training 

needs of the targeted high-growth/highdemand industry or industries. 

Proposed capacity building strategies 

are expected to address significant 

barriers which impede the ability of the 

community college, or other entity as 

specified in the exception detailed in 

Section III.C.5, to meet local and 

regional industry demand for workforce 

training as well as increase the capacity 

of the college to provide training 

resulting in an increase in the pipeline 

of skilled workers ready for employment 

or promotion in the regional economy. 

These strategies should not simply 

address isolated deficits, but rather 

provide a comprehensive solution to 

identified capacity challenges as they 

relate to the industry or industries of 

focus. Additionally, to avoid 

duplication, applicants are encouraged 

to align and leverage their proposed 

capacity building activities with 

existing curricula, competency models 

and other frameworks developed by 

existing HGJTI and CBJT grantees. 

Examples of capacity building 

activities include, but are not limited to: 

i. The development or adaptation of 

competency models and curricula to 

support training; 

ii. The development of innovative 

curricula, teaching methods and 

instructional design to maximize the 

impact of the initiative in meeting the 

skills needs of employers; 

iii. Innovative strategies to ensure 

availability of qualified and certified 

instructors; 

iv. Procurement of equipment and 

simulation equipment necessary to train 

to industry-demanded skills; 

v. Support for clinical experiences 

required for certification or licensure; or 

vi. Development of technology-based 

distance learning curricula and 

programs to promote better access to 

education and training programs. 

Capacity building activities must meet 

two criteria: (1) The proposed capacity 

building efforts must be directly linked 

to the specific training supported under 

the grant; and (2) grantees must use 

their grant funds in a manner consistent 

with the regulations and policies 

governing use of funds under Section 

171(d) of WIA, which broadly allows 

the funds to be utilized to test an array 

of approaches to the provision of 

training services and supports the 

development and replication of effective 

training strategies. Applicants are 

strongly encouraged to review Section 

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60344 Federal Register / Vol. 73, No. 198 / Friday, October 10, 2008 / Notices 

171(d) of WIA and to review allowable 

types of capacity building activities 

under Federal funds. Grantees may not 

utilize Federal funds on unallowable 

activities, even if those activities are 

written in a successful application, and 

any such activities will need to be 

removed from a grant statement of work. 

In their capacity building and training 

activities, ETA encourages CBJTGs 

applicants, particularly those serving 

rural areas and other areas that are 

educationally underserved due to lack 

of access to community colleges, to look 

at technology-based distance learning 

options when building their capacity to 

provide training. Technology-Based 

Learning (TBL) is transforming the way 

people learn and can increase the 

geographic reach of training. TBL can be 

defined as the learning of content via all 

electronic technology, including the 

Internet, intranets, satellite broadcasts, 

audio and video tape, video and audio 

conference, Internet conferencing, chat 

rooms, bulletin boards, Web casts, 

computer-based instruction and CDROM. It encompasses related terms, 

such as online learning, Web-based 

learning, computer-based learning and 

e-learning. For example, a college may 

convert industry-specific curricula 

typically offered in traditional 

classroom settings to technology-based 

learning (e-learning or online) or 

develop technology-based learning 

training programs so that dislocated 

workers, incumbent workers, and/or 

new job entrants can access training 24 

hours a day and seven days a week. 

4. Leveraged Resources. Projects 

funded through CBJTGs should leverage 

resources from key entities in the 

strategic partnership. Leveraging 

resources in the context of strategic 

partnerships accomplishes three goals: 

(1) It allows for the strategic pursuit of 

resources; (2) it increases stakeholder 

investment in the project at all levels 

including design and implementation 

phases; and (3) it broadens the impact 

of the project itself. 

Leveraged resources include both 

Federal and non-Federal funds and may 

come from many sources. Applicants 

are required to leverage WIA training 

resources to support their project, and 

encouraged to leverage other types of 

WIA funding at the state and local level 

into their proposed project. Integrating 

WIA funds ensures that the full 

spectrum of assets available from the 

workforce system is leveraged to 

support capacity building and training 

activities. The wide variety of WIA 

programs and activities provide both 

breadth and depth to the proposed 

solution offered to both businesses and 

individuals. The use of WIA funds also 

serves to embed the solutions-based 

approach into the local or regional 

workforce investment system, which 

strengthens the system’s ability to 

become more demand-driven. 

Applicants must demonstrate the 

integration of WIA training resources 

into grant activities, such as covering 

tuition costs for eligible new or 

incumbent workers. Examples of WIA 

training resources include Individual 

Training Accounts (ITAs), customized 

training, and Career Advancement 

Accounts (CAAs). ITAs are training 

funds that can be used by individuals 

who have been determined eligible by 

their local One-Stop Career Center(s) to 

receive WIA funded training. 

Customized training, defined at 20 CFR 

663.715, is designed to meet the special 

requirements of an employer; is 

conducted with a commitment by the 

employer to employ, or continue to 

employ, an individual on successful 

completion of the training; and has the 

employer providing not less than 50% 

of the cost of the training (if employer 

contributions are provided toward the 

costs of customized training in support 

of grant activities, non-wage portions of 

these contributions may be considered 

leveraged resources). CAAs are selfmanaged accounts that are currently 

being piloted in eight states: Georgia, 

Indiana, Michigan, Minnesota, Missouri, 

Ohio, Pennsylvania, and Wyoming. 

Under the demonstrations, an 

individual would apply for a CAA at a 

One-Stop Career Center that would 

enable the individual to gain the 

education and training needed to 

successfully enter, navigate, and 

advance in 21st century jobs. 

Other key sources of leveraged 

resources may be businesses, faith-based 

and community organizations, 

economic development entities, 

education systems, and philanthropic 

foundations, which often invest 

resources to support workforce 

development. Other Federal, state, and 

local government programs may have 

resources available that can be 

integrated into the proposed project. 

Examples of such programs include 

other Department of Labor programs 

such as registered apprenticeship, as 

well as non-DOL One-Stop partner 

programs such as Vocational 

Rehabilitation, Adult Education, and 

Department of Education Pell Grants. 

Faith-based and community 

organizations also may provide 

resources such as supportive services, 

mentoring, tutoring, and volunteers-all 

of which are important for grantees to 

leverage when assisting certain 

individuals targeted by these funds. 

When leveraging resources, please 

include the following information in the 

budget narrative and Part II of the 

application, as applicable: (1) The total 

amount leveraged from Federal sources; 

(2) the total amount leveraged from nonFederal sources; (3) the partners 

contributing the resources; and (4) the 

projected activities, broken out by the 

source of the leveraged resource 

(Federal or non-Federal), to be 

implemented utilizing these resources. 

Applicants should note that, as ETA 

evaluates proposals, the quality of the 

leveraged resources contributed will be 

evaluated, rather than the specific 

amount of resources contributed. 

ETA encourages CBJTG applicants 

and their strategic partners to be 

entrepreneurial as they seek out, utilize, 

and sustain these resources, whether 

they are in-kind or cash contributions, 

when creating capacity building and 

training strategies to effectively address 

the workforce challenges identified by 

industry. 

5. Replication of Successful Models 

for Broad Distribution. CBJTGs are 

intended to drive the community 

college and workforce investment 

systems to be more responsive to the 

workforce demands of industry by 

making the products, models, and 

effective approaches that result from 

CBJTG investments available to both 

systems. To that end, grantees will 

develop the foundations and outcomes 

of CBJTGs projects, including the 

learning and achievements resulting 

from the projects, into solutions-based 

models that can be shared with, and 

implemented by, other community 

colleges, the workforce system, and 

industry leaders. 

ETA is currently pursuing an 

aggressive national dissemination 

strategy for grant products that focuses 

on widely distributing grantee tools, 

models, and products through a network 

of stakeholders including education and 

industry partners, and the public 

workforce system. As noted in section 

IV.E., the Federal government retains 

the right to use and distribute materials 

developed with grant funds. CBJTG 

grantees are required to submit the 

products and tools developed through 

the CBJTGs, including curriculum, 

competency models, distance learning 

tools, career awareness and outreach 

materials, research, case studies, career 

lattices, creation of industry skill 

centers, and Web sites to ETA for 

dissemination. Products will be 

available online at 

www.Workforce3One.org. 

Workforce3 One offers the public 

workforce system, employers, economic 

development professionals, and 

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education professionals an innovative 

knowledge network designed to create 

and support demand-driven 

communities, one that responds directly 

to business needs and prepares workers 

for good jobs in the fastest growing 

careers. By supporting replicable 

projects that can be implemented in 

multiple areas and industries, ETA is 

able to maximize its investment by 

expanding the grant’s impact beyond 

the initial grant site and helping 

additional businesses and workers in 

other regions. 

6. Clear and Specific Outcomes. The 

CBJTGs are intended to achieve 

increased training capacity of 

community colleges for high growth, 

high demand industries and to train 

workers for those industries. Grants are 

expected to generate clear and specific 

outcomes that are appropriate to the 

nature of the solution and size of the 

project; that are achievable by the 

partnership during the life of the grant; 

that indicate progress towards meeting 

the workforce challenges identified by 

the partnership; and that the 

partnership can effectively report to 

ETA on a quarterly basis. Because 

CBJTG grantees are expected to invest in 

customized strategies to address local 

and regional workforce and skills 

shortages, ETA recognizes that specific 

outcomes will vary from project to 

project based on the specific activities 

proposed by applicants. Standard data 

collected from all grantees provides 

only part of the information necessary to 

measure CBJTGs successes effectively, 

so grant recipients may also define 

additional outcome measures 

appropriate to their project. CBJTGs 

applicants must demonstrate the 

effectiveness of the proposed training 

activities by creating appropriate 

outcome projections for the project, 

which will be considered baseline 

performance measures for the grant if 

awarded. Additionally, applicants 

should note that CBJT grantees must 

report to ETA, on a quarterly basis, their 

progress towards meeting the projected 

capacity building and training outcomes 

listed in their applications. 

a. Training Outcomes: Training 

outcomes must include those tracked by 

the Common Measures, which are 

uniform evaluation metrics for job 

training and employment programs. The 

Common Measures are an integral part 

of ETA’s performance accountability 

system. Applicants must include 

projected outcomes to be achieved 

during the life of the grant for the 

Entered Employment Rate Adult 

Common Measure. Grantees will also be 

required to report quarterly on their 

outcomes for all three Adult Common 

Measures—Entered Employment Rate, 

Employment Retention Rate, and 

Average Earnings. Please note that ETA 

recognizes that the reporting of certain 

data is contingent on the timing of the 

availability of data. Data must be 

reported when it is available. 

Additionally, tracking Common 

Measures requires either the collection 

of four data elements (Social Security 

number, employment status at 

participation, date of exit, and reason 

for exit) or use of supplemental data. A 

detailed description of ETA’s policy on 

the Common Measures can be found in 

the Training and Employment Guidance 

Letter (TEGL) No. 17–05 (http://wdr.

doleta.gov/directives/corr_doc.cfm?

DOCN=2195). Applicants may find it 

useful to review this document prior to 

submitting applications under this 

Solicitation. 

The Common Measures provide only 

part of the information necessary to 

measure CBJTGs successes effectively. 

Applicants are required to provide 

projections and track and report 

outcomes for each of the following 

outcome categories: total number of 

participants served, total number of 

participants beginning education/ 

training activities; total number of 

participants completing education/ 

training activities; total number of 

participants that complete education/ 

training activities that receive a degree/ 

certificate; total number of participants 

that complete education/training 

activities that enter employment; and 

the total number of participants that 

complete education/training activities 

that enter training-related employment. 

Grantees will be required, on a quarterly 

basis, to report on their outcomes for 

each of these outcome categories, as 

well as additional information such as 

total exiters. 

Applicants should also note that 

proposals will be evaluated based on 

outcomes, per the evaluation criteria in 

Section V.4.a. Therefore, all outcome 

categories and outcome projections 

provided in the application will become 

part of the project’s statement of work 

as the baseline goals for the grant, 

should the application be funded. It is 

not ETA’s intent to renegotiate 

performance outcomes after grant 

awards are made, though it reserves the 

right to do so if necessary. 

Finally, ETA has cleared and 

published a report format for grantees 

under the HGJTI and CBJTGs entitled: 

‘‘High Growth and Community-Based 

Job Training Grants: General Quarterly 

Reporting Forms & Instructions.’’ The 

required format and associated 

instructions are available at: http:// 

www.doleta.gov/Performance/ 

Guidance/wia.cfm#HGBIT, and provide 

grantees with information on all of the 

above referenced outcome categories as 

well as specific instructions regarding 

how grantees report their performance 

in these categories on a quarterly basis. 

ETA strongly encourages applicants to 

review the required report format for 

detailed information on the program 

reporting requirements and to ensure 

they will be able to track and report the 

information required under the grant. 

b. Capacity Building Outcomes: The 

intent behind collecting capacity 

building outcomes is to assess how well 

the capacity building strategies of the 

program are meeting the training needs 

of the targeted high-growth, highdemand industry or industries through 

impact measures. CBJTGs employ a 

variety of strategies and many of them 

have an associated deliverable that is 

developed using grant funds. These 

strategies include (a) developing and 

disseminating career awareness 

information; (b) developing adequate 

numbers of qualified instructors, such 

as through train-the-trainer and 

professional development activities; (c) 

identifying occupational competencies 

and developing competency-based 

curricula; (d) developing applied 

learning and clinical experiences, such 

as internships or the use of simulations; 

and (e) developing innovative learning 

models and environments and ways of 

structuring the education process, such 

as distance learning and blendedlearning models. 

Grantees will be required to report, on 

a quarterly basis, the outcomes of 

capacity building activities, which 

include impacts and other verifiable 

measures of participation where 

appropriate. An example of a capacity 

building activity where it is appropriate 

to report impact is for teacher 

professional development/train-thetrainer activities, in which there are no 

employment related outcomes for those 

being trained, but the impact of the 

grant activities has a far greater effect 

than on those just being trained. For 

example, a grant may train 25 college 

students to be volunteer after-school 

‘‘instructors’’ and the impact would be 

a total of 500 high school students 

because, over the three year period 

under the grant, each ‘‘instructor’’ 

taught one class with 20 high school 

students. In their quarterly reports, 

grantees will be required to track and 

report the following three categories for 

capacity building outcomes: 

1. The number of instructors who 

participated in grant-funded capacity 

building activities; 

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2. The number of students 

subsequently trained by those 

instructors; and 

3. The number of other people 

participating and/or benefitting from 

capacity building activities. 

Please note that capacity building 

outcomes and impacts of the proposed 

project must satisfactorily address the 

industry-identified workforce need and 

the capacity constraints identified by 

the community college, or other entity 

as specified in the exception detailed in 

Section III.C.5. Please see the recently 

approved required reporting format and 

associated instructions at http:// 

www.doleta.gov/Performance/ 

Guidance/wia.cfm#HGBIT for 

additional information on reporting 

capacity building outcomes. 

c. It is imperative that applicants 

include projections for the abovementioned required outcome categories 

in their grant proposals. Applicants that 

fail to include projections for required 

outcome categories (e.g., Entered 

Employment Rate Adult Common 

Measure) in their proposals will lose 

points during the review process. 

Additionally, reporting quarterly on all 

information contained in the grantee 

statement of work and the required 

reporting format are a condition of the 

grant award. 

7. Integration with Regional Economic 

and Talent Development Strategies. 

Today’s global economy requires new 

workforce development strategies that 

build on demand-driven approaches to 

propel economic growth. Successful 

workforce investment leads to the 

creation of new jobs by attracting new 

businesses and industries, and 

expanding existing companies in 

communities through a talent-rich 

workforce. 

Maintaining America’s competitive 

position in the global economy requires 

a workforce with postsecondary 

education credentials and the capacity 

to work in a high-technology 

environment while creatively and 

collaboratively adapting as new 

technologies and business process 

innovations evolve. To keep pace with 

change, workers require lifelong 

learning opportunities. Rather than 

simply training the workforce for 

today’s jobs, community colleges, the 

workforce investment system, and other 

entities in the continuum of education 

must operate as a talent development 

system, meeting industry’s present 

needs while also collaborating with the 

region’s economic development system 

to identify and support emerging 

industries. The goal is to ensure the 

availability of an educated and prepared 

workforce that is able to compete in the 

global economy by attracting and 

sustaining industry’s investment in 

regional economies. 

While CBJTGs assist individual 

community colleges in building their 

capacity to provide training in highgrowth/high-demand industry sectors of 

the economy, they also play a vital role 

in the development of a regional talent 

development system. Therefore, the 

capacity building and training activities 

occurring under CBJTGs should be 

aligned with, and integrated into, 

regional talent and economic 

development strategies. A regional 

approach under CBJTGs ensures that the 

full range of assets, resources, 

knowledge, and leadership are at the 

table to implement a solution that will 

address the critical capacity constraints 

faced by the community college while 

supporting talent development in the 

regional economy. 

To demonstrate that their projects are 

aligned with and integrated into 

regional talent and economic 

development strategies, applicants 

should describe how their capacity 

building and training solution are part 

of or complement existing regional 

approaches under regional talent and 

economic development plans and 

initiatives or is the catalyst for bringing 

partners together to begin the analysis 

and strategic planning in their region. 

Additionally, applicants should 

demonstrate alignment with regional 

talent and economic development 

strategies by integrating regional 

partnerships into their proposed 

capacity building and training activities. 

In addition to the partners required 

under this Solicitation, applicants can 

demonstrate connection to regional 

talent and economic development 

activities through broader and deeper 

partnerships with regional business 

leadership and organizations, such as 

chambers of commerce; regional 

economic development organizations; 

the philanthropic community; seed and 

venture capital organizations or 

individuals; investor networks; 

entrepreneurs; faith-based and 

community organizations; and other 

regional entities. Finally, applicants 

should demonstrate that leveraged 

resources come from regional partners 

or from existing or planned talent 

development efforts within the region. 

II. Award Information 

A. Award Amount 

ETA intends to fund approximately 

seventy-five (75) grants ranging from 

$500,000 to $2 million through this 

competition. However, this does not 

preclude ETA from funding grants at 

either a lower or higher amount, or 

funding a smaller or larger number of 

projects, based on the type and the 

number of quality submissions. 

Applicants should recognize that the 

funds available through this SGA are 

designed to complement additional 

leveraged resources rather than be the 

sole source of funds for the proposal. 

B. Period of Performance 

The period of grant performance will 

be up to 36 months from the date of 

execution of the grant documents. This 

performance period shall include all 

necessary implementation and start-up 

activities, participant follow-up for 

performance outcomes, and grant closeout activities. A timeline clearly 

detailing these required grant activities 

and their expected completion dates 

must be included in the grant 

application. ETA may elect to exercise 

its option to award no-cost extensions to 

grants for an additional period, based on 

the success of the program and other 

relevant factors, if the grantee applies 

for, and provides a significant 

justification for, such an extension. 

III. Eligibility Information and Other 

Grant Specifications 

A. Eligible Applicants 

In order to be eligible for 

consideration under this solicitation, 

the applicant must be either: (1) An 

individual Community or Technical 

College, (2) a Community College 

District, (3) a state Community College 

System, or (4) a One-Stop Career Center 

in partnership with its Local Workforce 

Investment Board. For educationally 

underserved communities without 

access to community or technical 

colleges, there are other eligible 

applicants; please see Section III.C.5. 

Requirements for each of these 

applicant types are provided below. 

1. Community or Technical College 

applicants must demonstrate that they 

are a public, accredited institution of 

higher education that predominantly 

awards Associate’s Degrees. This 

definition includes tribally controlled 

colleges and universities. For the 

purposes of this paragraph, an 

‘‘Institution of Higher Education’’ is 

defined as an entity that has its own 

Federal Tax Identification Number and 

has direct control of its funds. Entities 

that do not meet the above criteria may 

be eligible to apply under the exception 

in Section III.C.5, if the conditions of 

that section are met. However, private 

for-profit institutions of higher 

education are not eligible to apply at all 

under this Solicitation. 

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2. Community College District 

applicants must demonstrate that they 

are an education district organized by 

the state to define the community in 

which the college operates. Community 

College District applications must 

specify one or more community 

college(s) within the district where 

capacity building and training activities 

will occur under the grant. 

3. State Community College System 

applicants must demonstrate that their 

office represents the management and 

supervision of a unified statewide 

system of community and technical 

colleges. State system applications must 

specify one or more community 

college(s) within the state where 

capacity building and training activities 

will occur under the grant. 

4. One-Stop Career Centers, as 

established under Section 121 of the 

Workforce Investment Act of 1998 (Pub. 

L. 105–220). The eligible applicant for 

One-Stop Career Centers must be the 

One-Stop Operator, as defined under 

Section 121 of the Workforce 

Investment Act of 1998 (Pub. L. 105– 

220), on behalf of the One-Stop Career 

Center. The applicant must: (1) Have a 

letter of concurrence from the Local 

Workforce Investment Board; (2) 

demonstrate that the proposed activities 

are consistent with the state and local 

strategic Workforce Investment Act 

plan; and (3) demonstrate that the Local 

Workforce Investment Board, or its 

designated fiscal agent, will serve as the 

fiscal agent for the grant by clearly 

providing the legal name and EIN of the 

fiscal agent. The Local Workforce 

Investment Board’s support and 

involvement in the project should be 

detailed in the letter of concurrence, 

which should also address the above 

requirements (2) and (3). Applications 

from One-Stop Career Centers without a 

letter of concurrence from their Local 

Workforce Investment Board will be 

considered non-responsive and will not 

be reviewed. One-Stop Career Center 

applications must specify one or more 

community college(s) where all capacity 

building and training activities will 

occur under the grant. One-Stop Career 

Center applicants should clearly note in 

the Abstract that they are applying 

under Section III.A.4 of the SGA. 

Additionally, in the abstract, One-Stop 

Career Center applicants should note 

that they are the One-Stop Career Center 

operator and provide the name of the 

One-Stop Career Center. Finally, in the 

abstract of the proposal, the One-Stop 

Career Center applicant must clearly 

articulate and demonstrate their role in 

operating the One-Stop Career Center 

and as appropriate, describe their 

relationship to the local Workforce 

Investment Board, local workforce and/ 

or economic development agency, and 

state workforce and/or economic 

development agency. 

In addition, it is important to note 

that under each of the four applicant 

types above, an application could be 

submitted on behalf of a consortium of 

community or technical colleges. When 

applicants submit an application on 

behalf of a consortium, in addition to 

meeting other application requirements 

they will need to specify which 

organization will serve as fiscal agent 

for the grant by clearly providing the 

name and EIN of that organization. The 

applicant will also need to identify the 

specific role that each participating 

community and/or technical college 

will play in the project. Finally, the 

application will need to include a letter 

of support from each member of the 

consortium indicating their support for 

the project and identifying the specific 

role they will play in the project. 

Finally, within each specific category 

of applicant type noted above, an 

applicant may only submit one 

individual proposal. For example, an 

individual community college applying 

for a grant award may only submit one 

proposal, and a state community college 

system may only submit one proposal. 

However, please note that an individual 

community college may submit a 

proposal as an applicant and also be a 

partner in other applications submitted 

by other eligible applicants, but may not 

also be the applicant for a separate 

proposal submitted on behalf of a 

consortium. 

B. Cost Sharing or Matching 

Cost sharing, matching, or cost 

participation is not required for 

eligibility; however, applicants are 

required to leverage WIA training 

resources to support their project, and 

encouraged to leverage other types of 

resources from key entities in the 

strategic partnership in order to 

maximize the impact of the project in 

the region. The quality of leveraged 

resources is considered as part of the 

evaluation of proposals. 

C. Other Grant Specifications 

1. Demonstrated Partnerships. To be 

considered for funding under this SGA, 

the applicant must demonstrate that the 

proposed project will be implemented 

by a strategic partnership that includes 

at least one entity from each of the 

following categories: (1) The Workforce 

Investment System, which may include 

State and Local Workforce Investment 

Boards, State Workforce Agencies, and 

One-Stop Career Centers and their 

partners; (2) an individual community 

or technical college; (3) employers and 

industry-related organizations such as 

associations and unions; and (4) the 

continuum of education, including the 

K–12 public education system, adult 

education, four-year colleges and 

universities, and other training 

providers. In addition to the previously 

identified entities, applicants are 

encouraged to include faith-based and 

community organizations as a 

component of their partnerships. Please 

note that some applicants applying 

under the exception in Section III.C.5 

may not have a community college 

partner. In these cases, the applicant 

should substitute the training provider 

as the required community college 

partner. Please see Section III.C.5 for 

more details. The strategic partnership 

may be a legally organized partnership, 

joint venture, or a more informal 

collaboration. Please note, while at least 

one entity from each category is 

required, ETA strongly encourages as 

many partners as necessary from each 

category to fully represent the 

community and the entire continuum of 

education. 

2. Required Capacity Building and 

Training Activities. To be considered for 

funding under this SGA, proposed grant 

activities must include a combination of 

capacity building and training activities 

at the community college, or other 

entities as specified in the exception 

detailed in Section III.C.5, that target 

skills and competencies demanded by 

local high-growth/high-demand 

industries that are defined in the 

context of the regional economy. A 

component of all grants must be direct 

training costs, which include, but are 

not limited to the following types of 

costs (when these costs are directly 

related to the provision of training to 

participants): faculty costs, including 

salaries and fringe benefits; in-house 

training staff; support staff costs such as 

lab or teaching assistants; classroom 

space, including laboratories, mock-ups 

or other facilities used for training 

purposes; and books, materials, and 

supplies used in the training course, 

including specialized equipment. 

Grantees are strongly encouraged to 

leverage other resources to cover the 

tuition costs for the students trained 

under the grant. Possible sources of 

leveraged resources for tuition include, 

but are not limited to: Pell Grants; WIA 

resources, including ITAs and CAAs; 

and employer tuition reimbursement. 

Applicants must also describe how 

tuition for students participating in the 

program will be covered, including 

tuition charged to students, funding 

made available through the workforce 

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investment system, business paid 

training, or other sources. 

Proposed capacity building activities 

must address barriers that impede the 

ability of the community college, or 

other entities specified in the exception 

detailed in Section III.C.5, to meet local 

and regional industry demand for 

workforce training and must be directly 

linked to the specific training supported 

under the grant. Applicants may 

propose a cross-cutting capacity 

building and training strategy that will 

support training in more than one highgrowth/high-demand industry if the 

applicant can demonstrate that skill 

needs in the identified industries are 

shared. Applicants that wish to propose 

training programs in two or more highgrowth industries that do not share skill 

needs should do so through separate 

applications in which they are involved. 

Applicants must also describe their 

specific recruiting strategy for enrolling 

students in the new training 

opportunities available once capacity 

constraints are addressed. 

3. Participants Eligible to Receive 

Training. Generally, the scope of 

potential trainees is very broad. WIA 

Sec. 171(d) authorizes demonstration 

programs to serve dislocated workers, 

incumbent workers, and new entrants to 

the workforce. This authorization 

supports a broad range of training for a 

variety of populations, including: 

incumbent workers who need new skills 

for jobs in demand at higher levels of 

the career ladder or because the skill 

needs for their current jobs have 

changed; untapped labor pools such as 

immigrant workers, individuals with 

limited English proficiency, individuals 

with disabilities, veterans, Indian and 

Native Americans, older workers, youth, 

etc.; or entry level workers who need 

basic skills and/or specific occupational 

skill training. Please note that ETA will 

award five bonus points in this 

Solicitation to applicants that provide 

evidence of collaboration with faithbased and community organizations to 

serve populations with barriers to 

employment. The identification of 

targeted and qualified trainees should 

be part of the larger project planning 

process undertaken by the required 

partnership and should relate to the 

workforce challenge that is being 

addressed by the training. 

4. Training Providers. Community and 

technical colleges are the required 

training providers under CBJTGs, 

regardless of the applicant, with the 

exception of rural areas and other 

educationally underserved communities 

with no reasonable access to community 

colleges (please see Section III.C.5 

below for more information on this 

exception). ETA encourages applicants 

to be creative in integrating partner 

resources and expertise into the training 

plan. For example, a business partner 

may provide a qualified instructor to the 

community college; the community 

college may provide on-site training for 

workers to take advantage of businessloaned equipment; the training may be 

provided jointly; or the training may 

utilize technology-based distance 

learning alternatives as well as blended 

learning, which combines self-paced 

and instructor-led interactions. 

5. Exception to Eligible Applicants 

and Training Provider Requirements for 

Rural and Other Educationally 

Underserved Areas with No Access to 

Community Colleges. ETA recognizes 

that some communities, particularly 

those in rural areas, may lack access to 

community and technical college 

training where physical college facilities 

are not reasonably close and technologybased and distance learning options are 

limited or not available. Educationally 

underserved communities that lack this 

access may submit proposals under the 

parameters detailed in this exception. In 

such cases, the applicant will be 

required to clearly state it is applying 

under this exception and must fully 

demonstrate as part of its statement of 

need that community college training is 

not reasonably available within 

commuting distance of the community 

in which grant activities will take place 

and that there are no viable technologybased or distance learning options 

available. Applicants may use mileage, 

population, and access to classrooms, 

Internet and other technology, public 

transportation and other services, as 

factors to support their demonstration of 

the lack of access to and availability of 

community college training. Please note 

that applications submitted under the 

exception must still meet all other 

requirements set forth in this 

Solicitation. Applicants must clearly 

note in the abstract that they are 

applying under this exception. 

Under this exception, the additional 

eligible applicants and requirements on 

training are listed below. 

a. Public, accredited Institutions of 

Higher Education that award certificates 

and both two-year and four-year 

degrees, and satellite campuses of such 

Institutions, are eligible to apply under 

this exception. However, the emphasis 

for capacity building and training 

activities under the grant must be at the 

certificate or two-year Associate’s 

Degree level. The public institution of 

higher education applicant is also 

required to be the training provider for 

applications submitted under this 

exception and will serve as a substitute 

for the required community college 

training provider detailed in Section 

III.C.4; 

b. Alternate Educational Entities that 

are governmental or not-for-profit 

organizations that directly deliver, or 

broker for delivery, post-secondary 

education opportunities in 

educationally underserved communities 

that lack access to community colleges 

are eligible to apply under this 

exception. Alternate Educational Entity 

applicants must demonstrate that: (1) 

The emphasis for capacity building and 

training activities under the grant must 

be at the certificate or two-year 

Associate’s Degree level; (2) the training 

is offered in partnership with a 

community college outside the 

underserved area and is acceptable for 

credit at or a credential from the partner 

community college; and (3) a 

component of the capacity building 

activities supports the partnering 

community college for the purposes of 

enhancing the training services 

provided by that college to the 

underserved area. Additionally, 

applications must specify one or more 

community college(s) where capacity 

building and training activities will 

occur under the grant. 

6. Veterans Priority. The Jobs for 

Veterans Act (Pub. L. 107–288) provides 

priority of service to veterans and 

spouses of certain veterans for the 

receipt of employment, training, and 

placement services in any job training 

program directly funded, in whole or in 

part, by the Department of Labor. In 

circumstances where a CBJTG recipient 

must choose between two equally 

qualified candidates for training, one of 

whom is a veteran, the Jobs for Veterans 

Act requires that CBJTG recipients give 

the veteran priority of service by 

admitting him or her into the program. 

Please note that, to obtain priority of 

service, a veteran must meet the 

program’s eligibility requirements. ETA 

Training and Employment Guidance 

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

2003) provides general guidance on the 

scope of the Job for Veterans Act and its 

effect on current employment and 

training programs. TEGL No. 5–03, 

along with additional guidance, is 

available at the ‘‘Jobs for Veterans 

Priority of Service’’ Web site: http:// 

www.doleta.gov/programs/vets. 

7. Re-designation of One-Stop 

Operators. If at any time the applicant 

One-Stop Operator changes, then DOL 

and the WIB will modify the application 

or grant on behalf of the One-Stop 

Career Center, for the purpose of 

designating a new One-Stop Operator. 

8. CBJTGs Evaluation. ETA is 

interested in determining if training 

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provided through the CBJTGs impacts 

students’ future labor force outcomes. 

To that end, ETA expects to select some 

grantees awarded funds through this 

SGA to participate in a random 

assignment impact evaluation. 

Therefore, to receive funds under this 

solicitation, sites must include in their 

application a statement that, if selected 

as a grantee they agree to the random 

assignment of students to either a 

control group, which does not receive 

CBJTG training, or a program group, 

which can receive this training. 

Procedures for random assignment will 

be specified by an independent 

contractor selected by ETA. In addition, 

sites must be willing to share with the 

evaluation contractor individual 

information on demographics, 

participant characteristics, services 

received and outcomes. Sites must also 

agree to provide access to program 

operating personnel and participants, as 

specified by the evaluator(s) under the 

direction of ETA, including after the 

expiration date of the grant. 

(9) Leveraging WIA Training 

Resources. To be considered for funding 

under this SGA, the applicant must 

demonstrate that the proposed project 

will leverage WIA training resources to 

support their project. Examples of WIA 

training resources include ITAs, 

customized training, and Career 

Advancement Accounts. 

IV. Application and Submission 

Information 

A. Address To Request Application 

Package 

This SGA contains all of the 

information and links to forms needed 

to apply for grant funding. 

B. Content and Form of Application 

Submission 

The proposal must consist of two (2) 

separate and distinct parts, Parts I and 

II. Applications that fail to adhere to the 

instructions in this section will be 

considered non-responsive and may not 

be given further consideration. 

Applicants who wish to apply do not 

need to submit a Letter of Intent. The 

completed application package is all 

that is required. 

Part I of the proposal is the Cost 

Proposal and must include the 

following three items: 

• The Standard Form (SF) 424, 

‘‘Application for Federal Assistance’’ 

(available at http://www07.grants.gov/ 

agencies/ 

forms_repository_information.jsp and 

http://www.doleta.gov/grants/ 

find_grants.cfm). The SF 424 must 

clearly identify the applicant and be 

signed by an individual with authority 

to enter into a grant agreement. Upon 

confirmation of an award, the 

individual signing the SF 424 on behalf 

of the applicant will be considered the 

Authorized Representative of the 

applicant. 

• All applicants for Federal grant and 

funding opportunities are required to 

have a Data Universal Numbering 

System (DUNS) number provided by 

Dun and Bradstreet. See 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, 

www.dunandbradstreet.com, or call 

1–866–705–5711. 

• The SF 424A Budget Information 

Form (available at http:// 

www07.grants.gov/agencies/ 

forms_repository_information.jsp and 

http://www.doleta.gov/grants/ 

find_grants.cfm). In preparing the 

Budget Information Form, the applicant 

must provide a concise narrative 

explanation to support the request. The 

budget narrative should include: (1) The 

total amount leveraged from Federal 

sources; (2) the total amount leveraged 

from non-Federal sources; (3) the 

partners contributing the resources; and 

(4) the projected activities to be 

implemented utilizing leveraged 

resources, broken out by the source of 

the leveraged resource (Federal or nonFederal). In applications submitted by 

Community College Districts, State 

Community College Systems, One-Stop 

Career Centers, and alternate 

educational entities, the budget 

narrative should also break out the 

portion of the budget going to the 

applicant as well as the funds going to 

the community college for capacity 

building and training. 

Please note that applicants that fail to 

provide the SF 424, SF 424A or the 

budget narrative will be removed from 

consideration prior to the technical 

review process. Leveraged resources 

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 DOL funding requested 

for the entire period of performance (up 

to 36 months) should be shown together 

on the SF 424 and SF 424A Budget 

Information Form. Please do not show 

only one year of funding on your SF 424 

or SF424A. 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://www07.grants.gov/agencies/ 

forms_repository_information.jsp and 

http://www.doleta.gov/grants/ 

find_grants.cfm. 

Part II of the application is the 

Technical Proposal, which demonstrates 

the applicant’s capabilities to plan and 

implement the CBJTGs in accordance 

with the provisions of this solicitation. 

The Technical Proposal is limited to 

twenty (20) double-spaced, single-sided, 

8.5 inch x 11 inch pages with 12 point 

text font and one-inch margins. 

Applicants should number the 

Technical Proposal beginning with page 

number one. Any pages over the 20 page 

limit will not be reviewed. In addition, 

in attachments which may not exceed 

ten (10) pages, the applicant may 

provide resumes, a list of staff positions 

to be funded by the grant, statistical 

information, general letters of support, 

and other related material. The required 

letters of commitment from partners 

must be submitted as additional 

attachments and will not count against 

the allowable 10-page limit on 

attachments. Please note that applicants 

should not send letters of commitment 

or support separately to ETA because 

letters are tracked through a different 

system and will not be attached to the 

application for review. Additionally, the 

applicant must reference grant partners 

by organizational name in the text of the 

Technical Proposal. Except for the 

discussion of any leveraged resource to 

address the evaluation criteria, no cost 

data or reference to prices should be 

included in the Technical Proposal. In 

addition, the following information is 

required: 

• A table of contents listing the 

application sections; 

• A one to two page time line 

outlining project activities and an 

anticipated schedule for deliverables; 

• A one to two page abstract 

summarizing the proposed project and 

applicant profile information including: 

applicant name, project title, industry 

focus, partnership members, proposed 

training and capacity building activities, 

funding level requested, the amount of 

leveraged resources, the target group(s), 

and a project description as described in 

the evaluation criteria section at Section 

V.A of this Solicitation. The abstract 

should also clearly note whether the 

application is being submitted by a OneStop Career Center as mentioned in 

Section III.A.4 or under the exception 

detailed in Section III.C.5. If the 

application is being submitted by a OneStop Career Center, the applicant should 

note that they are the One-Stop Career 

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Center Operator and provide the name 

of the One-Stop Career Center; and 

• A summary of up to three pages 

listing all projected training, 

employment, and capacity building 

outcomes that includes the following: 

Æ For training-related outcomes, for 

participants served with grant funds list 

the projected numbers for all trainingrelated activities provided through the 

grant, including but not limited to: 

—Entered Employment Rate (common 

measure); 

—Total participants served; 

—Total participants beginning 

education/training activities; 

—Total participants completing 

education/training activities; 

—Total participants that complete 

education/training activities that 

receive a degree/certificate; 

—Total participants that complete 

education/training activities that enter 

employment; 

—Total participants that complete 

education/training activities that enter 

training-related employment; and 

—Increase in enrollment attributed to 

grant (number of additional students). 

Æ For capacity building outcomes (for 

activities funded by grant funds) 

include: 

› All products to be developed 

during the grant period. 

—List the capacity building product 

(including, but not limited to, 

curriculum and course materials, 

competency models and career 

ladders, outreach materials, reports 

and databases, and program 

management and implementation 

tools); and 

—The projected date the product(s) will 

be completed; 

› The number of instructors 

projected to participate in capacity 

building activities; 

› The number of students projected 

to be trained by these instructors; and 

› The estimated number of other 

individuals (besides these students and 

instructors) projected to participate and/ 

or benefit from capacity building 

activities. 

Æ A statement that the applicant is 

willing to implement and participate in 

a random assignment impact evaluation 

process. This can be accomplished by 

supplying an authorizing signature to 

the attached Memorandum of 

Agreement (Attachment A) which 

declares the applicant’s commitment to 

support and participate in a random 

assignment impact evaluation. 

Please note that the abstract, summary 

of outcomes, table of contents, time line, 

and statement regarding participation in 

the evaluation are not included in the 

Technical Proposal page limitation 

(though most have their own page 

limitations, listed above). Applications 

that do not provide Part II of the 

application may be removed from 

consideration prior to the technical 

review process. 

Applications may be submitted 

electronically on www.grants.gov or in 

hard-copy via U.S. mail, professional 

overnight delivery service, or hand 

delivery. These processes are described 

in further detail in Section IV.C. 

Applicants submitting proposals in 

hard-copy must submit an original 

signed application (including the SF 

424) and one (1) ‘‘copy-ready’’ version 

free of bindings, staples or protruding 

tabs to ease in the reproduction of the 

proposal by DOL. Applicants submitting 

proposals in hard-copy are also 

requested, though not required, to 

provide an electronic copy of the 

proposal on CD–ROM. 

C. Submission Date, Times, and 

Addresses 

The closing date for receipt of 

applications under this Solicitation is 

November 24, 2008. Applications must 

be received at the address below or 

successfully submitted through 

grants.gov no later than 4 p.m. (Eastern 

Time). Applications sent by e-mail, 

telegram, or facsimile (fax) will not be 

accepted. Applications that do not meet 

the conditions set forth in this notice 

will not be honored. No exceptions to 

the mailing and delivery requirements 

set forth in this notice will be granted. 

Mailed applications must be 

addressed to the U.S. Department of 

Labor, Employment and Training 

Administration, Division of Federal 

Assistance, Attention: Chari Magruder, 

Reference SGA/DFA PY 08–02, 200 

Constitution Avenue, NW., Room N– 

4716, Washington, DC 20210. 

Applicants are advised that mail 

delivery in the Washington area may be 

delayed due to mail decontamination 

procedures. Hand delivered proposals 

will be received at the above address. 

Applicants may apply online through 

Grants.gov (http://www.grants.gov). It is 

strongly recommended that applicants 

applying online for the first time via 

Grants.gov immediately initiate and 

complete the ‘‘Get Registered’’ 

registration steps at http:// 

www.grants.gov/applicants/ 

get_registered.jsp. These steps may take 

multiple days or weeks to complete, and 

this time should be factored into plans 

for electronic application submission in 

order to avoid unexpected delays that 

could result in the rejection of an 

application. If submitting electronically 

through Grants.gov, the components of 

the application must be saved as either 

.doc, .xls or .pdf files. 

Late Applications: Any application 

received after the exact date and time 

specified for receipt at the office 

designated in this notice will not be 

considered, unless it is received before 

awards are made, was properly 

addressed, and: (a) Was sent by U.S. 

Postal Service registered or certified 

mail not later than the fifth calendar day 

before the date specified for receipt of 

applications (e.g., an application 

required to be received by the 20th of 

the month must be post marked by the 

15th of that month) or (b) was sent by 

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. An application 

submitted though grants.gov will not be 

considered ‘‘received’’ by the 

Department of Labor unless it is: 

Electronically submitted on grants.gov 

prior to the deadline; ‘‘validated’’ by 

grants.gov; and forwarded by grants.gov 

to the Department of Labor. It is highly 

recommended that online submissions 

be completed two working days prior to 

the date specified for receipt of 

applications to ensure that the applicant 

still has the option to submit by 

professional overnight delivery service 

in the event of any electronic 

submission problems. Applicants take a 

significant risk by waiting to the last day 

to submit by grants.gov. ‘‘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. 

ETA will post Frequently Asked 

Questions (FAQs) and host a Virtual 

Prospective Applicant Conference for 

this grant competition. The FAQs, as 

well as registration information for the 

Prospective Applicant Conference will 

be posted on ETA’s Web site at: 

http://www.doleta.gov/business/

Community-BasedJobTraining

Grants.cfm and http:// 

www.workforce3one.org. Please check 

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these pages for updates periodically 

during the Solicitation. 

D. Intergovernmental Review 

This funding opportunity is not 

subject to Executive Order (EO) 12372, 

‘‘Intergovernmental Review of Federal 

Programs.’’ 

E. Cost Principles 

Determinations of allowable costs will 

be made in accordance with the 

applicable Federal cost principles, e.g., 

Educational Institution—OMB Circular 

A–21. Disallowed costs are those 

charges to a grant that the grantor 

agency or its representative determines 

not to be allowed in accordance with 

the applicable Federal Cost Principles or 

other conditions contained in the grant. 

Applicants will not be entitled to 

reimbursement of pre-award costs. 

Indirect Costs. As specified in OMB 

Circular Cost Principles, indirect costs 

are those that have been incurred for 

common or joint objectives and cannot 

be readily identified with a particular 

cost objective. In order to utilize grant 

funds for indirect costs incurred, the 

applicant must obtain an Indirect Cost 

Rate Agreement with its Federal 

Cognizant Agency either before or 

shortly after the grant award. 

Administrative Costs. Under the 

CBJTGs, an entity that receives a grant 

to carry out a project or program may 

not use more than 5 percent of the 

amount of the grant to pay 

administrative costs associated with the 

program or project. Administrative costs 

could be both direct and indirect costs 

and are defined at 20 CFR 667.220. 

Administrative costs do not need to be 

identified separately from program costs 

on the SF 424A Budget Information 

Form. They should be discussed in the 

budget narrative and tracked through 

the grantee’s accounting system. 

Although there will be administrative 

costs associated with the managing of 

the partnership as it relates to specific 

grant activity, the primary use of 

funding should be to support the actual 

capacity building and training 

activity(ies). To claim any 

administrative costs that are also 

indirect costs, the applicant must obtain 

an indirect cost rate agreement from its 

Federal cognizant agency as specified 

above. 

Use of funds for supportive services. 

Use of grant funds for supportive 

services, such as transportation and 

childcare, including funds provided 

through stipends for such purposes, is 

not an allowable cost under this 

Solicitation for Grant Applications. 

Use of stipends. The provision of 

stipends to training enrollees for the 

purposes of wage replacement is not an 

allowable cost under this Solicitation 

for Grant Applications. 

Salary and bonus limitations. In 

compliance with Public Law 109–234 

and Public Law 110–5, none of the 

funds appropriated in Public Law 109– 

149, Public Law 110–5, or prior Acts 

under the heading ‘Employment and 

Training’ that are available for 

expenditure on or after June 15, 2006, 

shall be used by a recipient or subrecipient of such funds to pay the salary 

and bonuses of an individual, either as 

direct costs or indirect costs, at a rate in 

excess of Executive Level II, except as 

provided for under section 101 of Public 

Law 109–149. This limitation shall not 

apply to vendors providing goods and 

services as defined in OMB Circular A– 

133. See Training and Employment 

Guidance Letter number 5–06 for further 

clarification: http://wdr.doleta.gov/ 

directives/corr_doc.cfm?DOCN=2262. 

Legal Rules Pertaining to Inherently 

Religious Activities by Organizations 

that Receive Federal Financial 

Assistance. The government is generally 

prohibited from providing direct 

financial assistance for inherently 

religious activities (please see 29 CFR 

Part 2, Subpart D). These grants may not 

be used for religious instruction, 

worship, prayer, proselytizing or other 

inherently religious activities except as 

provided in those regulations. 

Therefore, organizations must take steps 

to separate, in time or location, their 

inherently religious activities from the 

services funded under this program. 

Neutral, non-religious criteria that 

neither favor nor disfavors religion will 

be employed in the selection of grant 

recipients and must be employed by 

grantees in the selection of subrecipients. A faith-based or community 

organization receiving ETA funds 

retains its independence from Federal, 

state, and local governments, and may 

continue to carry out its mission, 

including the definition, practice, and 

expression of its religious beliefs. For 

example, a faith-based or community 

organization may use space in its 

facilities to provide secular programs or 

services funded with Federal funds 

without removing religious art, icons, 

scriptures, or other religious symbols. In 

addition, a faith-based or community 

organization that receives Federal funds 

retains its authority over its internal 

governance, and it may retain religious 

terms in its organization’s name, select 

its board members on a religious basis, 

and include religious references in its 

organization’s mission statements and 

other governing documents in 

accordance with all program 

requirements, statutes, and other 

applicable requirements governing the 

conduct of ETA funded activities. 

Faith and community-based 

organizations may also reference ETA 

Training and Employment Guidance 

Letter (TEGL) No. 01–05 (July 6, 2005), 

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

directives/corr_doc.cfm?DOCN=2088. 

Faith-based and community 

organizations may learn about equal 

treatment and religion-related 

regulations through the DOL’s new 

online training course at Workforce3one 

(http://www.workforce3one.org). The 

course can be found by typing the key 

words—equal treatment—in the search 

box on the upper right hand corner of 

the page. If you are previously registered 

on this site, you can find the course 

directly at http:// 

www.workforce3one.org/public/ 

_shared/ 

detail.cfm?id=5566&simple=false. 

ETA Intellectual Property Rights. 

Applicants should note that grantees 

must agree to provide ETA a paid-up, 

nonexclusive and irrevocable license to 

reproduce, publish, or otherwise use for 

Federal purposes all products 

developed or for which ownership was 

purchased under an award, including 

but not limited to curricula, training 

models, technical assistance products, 

and any related materials, and to 

authorize them to do so. Such uses 

include, but are not limited to, the right 

to modify and distribute such products 

worldwide by any means, electronically 

or otherwise. 

Additional Requirements. Federal 

funds may not be used to pay any 

royalty or licensing fee associated with 

such copyrighted material, although 

they may be used to pay costs for 

obtaining a copy which is limited to the 

developer/seller costs of copying and 

shipping. If revenues are generated 

through selling products developed 

with grant funds, including intellectual 

property, these revenues are program 

income. Program income is added to the 

grant and must be expended for 

allowable grant activities. 

F. Withdrawal of Applications 

Applications may be withdrawn by 

written notice at any time before an 

award is made. Applications may be 

withdrawn in person by the applicant or 

by an authorized representative thereof, 

if the representative’s identity is made 

known and the representative signs a 

receipt for the proposal. 

V. Application Review Information 

A. Evaluation Criteria 

This section identifies and describes 

the criteria that will be used to evaluate 

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60352 Federal Register / Vol. 73, No. 198 / Friday, October 10, 2008 / Notices 

proposals for a CBJT Grant. These 

criteria and point values are: 

Criterion Points 

1. Statement of Need ........... 10 

2. Linkages to Key Partners 20 

3. Training and Capacity 

Building Plan ..................... 25 

4. Outcomes, Benefits, and 

Impact ............................... 30 

5. Program Management and 

Organization Capacity ....... 10 

6. Integration with Regional 

Economic and Talent Development Strategies ........ 5 

7. Bonus: Partnership with 

Faith-Based and Community Organizations ............. 5 

Total Possible Points ........ 105 

1. Statement of Need (10 Points) 

Applicants must demonstrate a clear 

and specific need for the Federal 

investment in the proposed activities 

by: (a) Identifying the industry or 

industries of focus; (b) establishing that 

the identified industry satisfies ETA’s 

criteria for a high-growth/high-demand 

industry in the local or regional 

economy as described in Section I.B.1 of 

this solicitation; (c) providing evidence 

of industry demand for training in the 

local or regional economy; and (d) 

describing in detail the capacity 

challenges the community college(s), or 

other entity as specified in the 

exception detailed in Section III.C.5, 

faces that limit its ability to provide 

sufficient quantity or quality of training 

to meet the identified industry’s 

demand. 

Applicants may draw from a variety 

of resources for supporting data, 

including: Traditional labor market 

information, such as projections; 

industry data from trade or industry 

associations, Chambers of Commerce, or 

direct information from the local 

employers or industry; information on 

the local and regional economy from 

economic development agencies; and 

other transactional data, such as job 

vacancies. 

In addition to the above, applicants 

applying under the exception detailed 

in Section III.C.5 must also demonstrate 

that community college training is not 

reasonably available within commuting 

distance of the community in which 

grant activities will take place and that 

there are no viable technology-based or 

distance learning options available. 

Applicants may wish to use mileage, 

population, and access to classrooms, 

Internet and other technology, public 

transportation and other services, in 

their demonstration of community 

college training not being reasonably 

available in their community. 

2. Linkages to Key Partners (20 Points) 

The applicant must demonstrate that 

the proposed project will be 

implemented by a strategic partnership 

that includes at least one entity from 

each of four categories: (1) The 

workforce investment system, which 

may include State and Local Workforce 

Investment Boards, State Workforce 

Agencies, and One-Stop Career Centers 

and their partners, as such terms are 

defined under WIA; (2) community and 

technical colleges; (3) employers and 

industry-related organizations such as 

associations and unions; and (4) the 

continuum of education, including the 

K–12 public education system. Please 

note, some applications submitted 

under the exception outlined in Section 

III.C.5 may have a substitution for the 

community college partner. Please see 

Section III.C.5 for more details. In 

addition, please note that bonus points 

are available for applicants that provide 

evidence of collaboration with faithbased and community organizations to 

serve populations with barriers to 

employment. Please see section V.A.7 

for more details. 

The applicant must identify the 

partners by organizational name and 

category, explain the meaningful role 

each partner will play in the project, 

and document the resources leveraged 

from each partner. Collaborating 

partners must verify their role through 

a letter of commitment detailing the 

roles, responsibilities, and resources the 

partner will commit to the project. The 

letters of commitment must be attached 

to the proposal. Applicants must also 

identify resources leveraged from other 

organizations, including other 

workforce investment system partners. 

ETA encourages, and will be looking 

for, applications that go beyond the 

minimum level of partnership and 

demonstrate broader, substantive and 

sustainable partnerships. Scoring on 

this criterion will be based on the 

following factors: 

• Evidence of Required Partners (5 

points): The applicant must identify and 

provide evidence that the partnership 

contains each of the required partner 

entities. Applications that do not have 

each of the four required entities 

represented in the partnership will not 

receive any points for this factor. 

• Comprehensiveness of the 

Partnership (7 points): The applicant 

must explain the meaningful role each 

partner will play in the project. Points 

for this factor will be awarded based on: 

(1) The degree to which each partner, 

including all required partners, plays a 

committed role, either financial or nonfinancial, in the proposed project; (2) 

the breadth and depth of each partners 

contribution, their knowledge and 

experience concerning grant activities, 

their ability to impact the success of the 

project, and any specific outcomes that 

will result from any leveraged resources 

they contribute to the project; and (3) 

evidence, including letters of 

commitment from required partners, 

that key partners have expressed a clear 

dedication to the project and 

understand their area of responsibility. 

Applications that do not have each of 

the four required entities represented in 

the partnership cannot receive full 

points for this factor. 

As part of this description, applicants 

must provide evidence of the integration 

of WIA training resources into grant 

activities. Examples of WIA training 

resources include, but are not limited to, 

ITAs, customized training, and CAAs, as 

applicable. Applicants must provide a 

detailed description of the role of WIA 

training resources in the CBJTGs project 

that includes: (1) The type of WIA 

training resources leveraged; (2) the 

dollar amount leveraged; (3) the 

workforce system partner involved; (4) 

the role of the resources in the project; 

and (5) the impact of the WIA training 

resources. An example of a responsive 

description is: ‘‘The One Stop Career 

Center will leverage from its WIA 

resources $X in ITAs for our CBJTGs 

project. The impact will be that the OneStop Career Center will assess and refer 

a minimum of X candidates for training 

and provide them with ITAs for training 

under the CBJTGs.’’ This information 

should also be included in the letter of 

commitment from the workforce system 

partner. Applicants cannot simply state 

that WIA funds will be integrated into 

the project. 

• Partnership Management (8 points): 

Points for this factor will be awarded 

based on: (1) The evidence of a plan for 

interaction between partners at each 

stage of the project, from planning to 

execution; (2) the evidence that the 

capacity challenge to be addressed by 

the grant was identified in the context 

of the strategic partnership; (3) 

demonstrated ability of the lead partner 

to successfully manage partnerships; (4) 

the ability of the partnership to manage 

all aspects and stages of the project and 

to coordinate individual activities with 

the partnership as a whole; (5) the 

robustness of the applicant’s plan for 

sustaining the partnership beyond the 

funding period, and (6) evidence that 

the partnership has the capacity to 

achieve the outcomes of the proposed 

project. 

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3. Training and Capacity Building Plan 

(25 Points) 

The applicant must describe its 

proposed capacity building and training 

strategies in full. Scoring on this 

criterion will be based on: 

• Effective, Innovative Training and 

Capacity Building Strategies (15 points): 

The applicant must provide evidence 

that: (1) The proposed project will 

address identified industry workforce or 

skills shortages and identified capacity 

constraints at the community college 

level or in the community if the 

application is submitted under the 

exception detailed in Section III.C.5; (2) 

there is a demonstrated link between the 

proposed project and the identified 

industry workforce challenge or skills 

shortages and identified capacity 

constraints at the community college 

level or in the community, if the 

application is submitted under the 

exception detailed in Section III.C.5; (3) 

the proposed project clearly integrates 

industry-driven capacity building and 

training activities; (4) proposed capacity 

building solutions are broad-based and 

include an appropriate range of 

activities; (5) the proposed capacity 

building activities increase the capacity 

of the college to provide training by 

increasing their enrollment numbers, 

thereby increasing the pipeline of 

skilled workers ready for employment 

or promotion in the regional economy; 

(6) it has developed a recruitment 

strategy to ensure that students enroll in 

training opportunities that are available 

once capacity constraints are addressed; 

(7) proposed training activities occur 

within the context of a continuum of 

education and training that supports 

long-term career growth, such as an 

articulated career ladder/lattice; (8) 

proposed training activities lead to 

appropriate credentialing; and (9) an 

explanation regarding how training 

costs will be paid for those students 

whose tuition is not paid for through 

grant funds. 

• Implementation Strategy (10 

points): Applicants can earn up to 10 

points based on evidence that the 

applicant has a clear understanding of 

the tasks required to successfully meet 

the objectives of the grant. Factors 

considered in evaluating this evidence 

include: (1) The existence of a work 

plan that is responsive to the applicant’s 

statement of need and includes specific 

goals, objectives, activities, 

implementation strategies, and a 

timeline; (2) the feasibility and 

reasonableness of the timeline for 

accomplishing all necessary 

implementation activities, including 

start-up, capacity building and training 

activities, participant follow-up for 

performance outcomes, and grant 

closeout activities; (3) whether the 

budget line items are consistent with 

and tied to work plan objectives; (4) the 

extent to which the budget is justified 

with respect to the adequacy and 

reasonableness of the resources 

requested; and (5) the presence of a 

robust outreach strategy that includes 

the dissemination of information 

regarding the project to others who 

would benefit most, and, if appropriate, 

recruitment of eligible participants. 

4. Outcomes, Benefits, and Impact (30 

Points) 

Applicants must demonstrate an 

outcome-based approach to managing 

and operating their CBJTGs. This should 

be achieved by fully describing the 

measures that will be used to evaluate 

the success and impact of the project, 

and highlighting the benefits and impact 

of the outcomes and products on the 

larger capacity constraint(s) described in 

the statement of need. Scoring on this 

criterion will be based on the following 

factors: 

a. Description of Outcomes (20 

points): Applicants may earn up to 20 

points for indicating the appropriate 

outcomes that will be tracked as 

detailed below. Additionally, the 

description of outcomes must include: 

(1) Projected outcomes, to be used as 

baseline numbers for tracking progress, 

in several categories related to training 

and (2) the methods proposed to collect 

and validate outcome data in a timely 

and accurate manner. 

1. Training (10 points): Applicants 

must provide projections for ETA’s 

Entered Employment Rate Adult 

Common Measure for participants 

served with grant funds. Grantees must 

track outcomes for ETA’s Adult 

Common Measures (Entered 

Employment Rate, Employment 

Retention Rate, and Average Earnings) 

for these participants as well. 

Applicants must also provide 

projections and track outcomes for each 

of the following outcome categories for 

participants served with grant funds: 

total participants served; total number 

of participants beginning education/ 

training activities; total number of 

participants completing education/ 

training activities; total number of 

participants that complete education/ 

training activities that receive a degree/ 

certificate; total number of participants 

that complete education/training 

activities that enter employment; and 

total number of participants that 

complete education/training activities 

that enter training-related employment. 

The required format and associated 

instructions that grantees will use to 

report their outcomes for these various 

categories are available at http:// 

www.doleta.gov/Performance/ 

Guidance/wia.cfm#HGBIT, and provide 

applicants with additional information 

on all of the above referenced outcome 

categories. Applicants are strongly 

encouraged to review these before 

including outcome projections. Please 

note that applications that do not 

contain projections for all these 

categories cannot receive full points for 

this section. 

Applicants must also identify the 

credential that participants will earn as 

a result of the proposed training, and 

the employer-, industry-, or statedefined standards associated with the 

credential. If the credential targeted by 

the training project is a certificate or 

performance-based certification, 

applicants should either (a) demonstrate 

employer engagement in the curriculum 

development process, or (b) indicate 

that the certification will translate into 

concrete job opportunities with an 

employer. 

Finally, applicants should identify the 

increase in enrollment attributed to the 

grant (i.e., the number of additional 

students that will be served as a result 

of the grant). This projection 

demonstrates the grant’s impact on 

education and training provided by 

college or other provider as a direct 

result of the grant. 

2. Capacity Building (10 points): 

Applicants must clearly describe all 

products, models, curricula, etc. that 

will be developed or acquired with 

grant funds. When applicants propose to 

use grant funds to develop curricula, 

instructional and course materials, and 

other types of deliverables, applicants 

must demonstrate that substantial 

research has been conducted to ensure 

that the proposed workforce solutions 

are not duplicative of existing materials. 

Applicants must conduct a thorough 

review of existing curricula, 

instructional and course materials, and 

other types of products that are 

available through and contained on 

ETA’s Workforce3One Web site. (A copy 

of the Workforce Solutions Catalogue 

may be downloaded from 

Workforce3One at: http:// 

www.workforce3one.org/wfsolutions/). 

In addition, applicants should also 

examine other sources that may have 

the types of materials that the applicant 

would like to use grant funds to 

develop. For example, if the grantee is 

interested in developing curricula there 

are a growing number of resources that 

house curricula in addition to ETA’s 

Workforce3One Web site such as: the 

U.S. Department of Education’s Web site 

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60354 Federal Register / Vol. 73, No. 198 / Friday, October 10, 2008 / Notices 

at http://www.free.ed.gov; Curriki, a 

compendium of open source curricula 

and other learning objects at 

www.curriki.org; and OpenCourseWare 

Consortium at http:// 

www.opencoursewareconsortium.org. 

Industry association Web sites may also 

be a source of training materials. In their 

proposal, applicants should describe 

their research process for ensuring that 

the proposed workforce solutions are 

not duplicative of existing materials, 

including the specific sources that they 

researched, and indicate how the 

deliverables that they propose to 

develop differ from those materials that 

already exist. 

Applicants must also indicate the 

impact of capacity building activities 

(i.e., the number of participants or 

entities who will benefit from proposed 

activities) provided with grant funds, 

where appropriate. All applicants must 

include projections and track outcomes 

(as applicable) for the number of 

instructors who will participate in 

capacity building activities; the number 

of students trained by those instructors; 

and the number of other people 

participating and/or benefitting from 

capacity building activities. Applicants 

must also describe the methodology for 

determining the impact of their capacity 

building activities. 

b. Appropriateness of Outcomes (10 

points): Applicants may earn up to 10 

points based on three factors: (1) The 

extent to which the expected project 

outcomes are clearly identified and 

measurable, realistic and consistent 

with the objectives of the project; (2) the 

ability of the applicant to achieve the 

stated outcomes and report results 

within the timeframe of the grant; (3) 

the appropriateness of the outcomes 

with respect to the extent of the 

community college’s identified capacity 

challenges and the requested level of 

funding. 

5. Program Management and 

Organization Capacity (10 Points) 

To satisfy this criterion, applicants 

must describe their proposed project 

management structure including, where 

appropriate, the identification of a 

proposed project manager, and discuss 

the proposed staffing pattern and the 

qualifications and experience of key 

staff members. Applicants should also 

provide information on current and/or 

proposed data systems to track 

participant services and outcomes in a 

timely and accurate manner. The 

applicant should include a description 

of organizational capacity (including its 

capacity to satisfy reporting 

requirements, particularly those 

pertaining to data collection, processing 

and reporting) and the organization’s 

track record in projects similar to that 

described in the proposal and/or related 

activities of the primary partners. 

Scoring under this criterion will be 

based on the extent to which applicants 

provide evidence of the following: 

• The time commitment of the 

proposed staff is sufficient to ensure 

proper direction, management, and 

timely completion of the project; 

• The roles and contribution of staff, 

consultants, and collaborative 

organizations are clearly defined and 

linked to specific objectives and tasks; 

• The background, experience, and 

other qualifications of the staff are 

sufficient to carry out their designated 

roles; and 

• The applicant organization 

demonstrates significant capacity to 

accomplish the goals and outcomes of 

the project, including the ability to 

collect, manage, and report data in a 

way that allows consistent, accurate, 

and expedient reporting. Applicants 

should be aware that ETA is modifying 

an existing software system to help 

grantees collect and report the 

performance data that is required by this 

grant, and expects to make this system 

available to grantees at no cost. 

Applicants’ response to this section of 

the evaluation criteria could reference 

the use of this software system. 

6. Integration With Regional Economic 

and Talent Development Strategies (5 

Points) 

Scoring on this criterion will be based 

on the applicant’s ability to demonstrate 

that their CBJTG project is aligned with 

and integrated into their region’s talent 

development and economic 

development strategy. Applicants may 

receive up to 5 points by: 

• Summarizing the region’s strategic 

vision and workforce education 

strategies in support of talent 

development and economic growth; and 

• Either describing how their capacity 

building and training solution is part of 

or complements existing approaches 

under regional talent development and 

economic development plans and 

initiatives; or describing how their 

CBJTG project is a catalyst for bringing 

partners together to begin the analysis 

and strategic planning in their region. 

• Describing any regional 

partnerships that are part of their 

capacity building and training plans and 

detail how the partnerships are broader 

and deeper in scope than the local 

partnerships in place for the proposed 

capacity building and training activity. 

Regional partners may include regional 

business leadership and organizations, 

such as chambers of commerce; 

economic development entities at the 

regional level; the philanthropic 

community; seed and venture capital 

organizations or individuals; investor 

networks; entrepreneurs; and faithbased and community organizations. 

• Describing how leveraged resources 

come from regional partners or from 

existing or planned talent development 

efforts within the region. 

7. Collaboration With Faith-Based and 

Community Organizations (5 Points) 

ETA will award five bonus points to 

applicants that provide evidence of 

collaboration with faith-based and 

community organizations to serve 

populations with barriers to 

employment as part of their regional 

training efforts. To receive these five 

bonus points, applicants must provide a 

detailed description of this 

collaboration, including: (1) Clear 

identification of the specific faith-based 

and community organizations that will 

be involved in the collaboration; (2) a 

concise, detailed description of the 

specific role that these organizations 

will play in the project; (3) any 

projected outcomes associated with the 

organizations’ role in the project, and (4) 

letters of commitment from each of 

these organizations stating their support 

for the project and outlining their 

specific role in the project. 

B. Review and Selection Process 

Applications for the CBJTGs will be 

accepted after the publication of this 

announcement until the closing date. A 

technical review panel will make a 

careful evaluation of applications 

against the criteria set forth in Section 

V.A of this Solicitation. These criteria 

are based on the policy goals, priorities, 

and emphases set forth in this SGA. Up 

to 105 points may be awarded to an 

application, based on the required 

information described in Section V.A of 

this Solicitation. The ranked scores will 

serve as the primary basis for selection 

of applications for funding, in 

conjunction with other factors such as 

urban, rural, and geographic balance; 

industry balance; the availability of 

funds; and which proposals are most 

advantageous to the Government. The 

panel results are advisory in nature and 

not binding on the Grant Officer, who 

may consider any information that 

comes to their attention. DOL may elect 

to award the grant(s) with or without 

prior discussions with the applicants. 

Should a grant be awarded without 

discussions, the award will be based on 

the applicant’s signature on the SF 424, 

which constitutes a binding offer. 

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Federal Register / Vol. 73, No. 198 / Friday, October 10, 2008 / Notices 60355 

VI. Award Administration Information 

A. Award Notices 

All award notifications will be posted 

on the ETA Homepage (http:// 

www.doleta.gov). Applicants selected 

for award will be contacted directly 

before the grant’s execution. Applicants 

not selected for award will be notified 

by mail. 

B. Administrative and National Policy 

Requirements 

1. Administrative Program 

Requirements 

All grantees will be subject to all 

applicable Federal laws, regulations, 

and the applicable OMB Circulars. The 

grant(s) awarded under this SGA will be 

subject to the following administrative 

standards and provisions: 

a. Non-Profit Organizations—OMB 

Circulars A–122 (Cost Principles) and 

29 CFR Part 95 (Administrative 

Requirements). 

b. Educational Institutions—OMB 

Circulars A–21 (Cost Principles) and 29 

CFR Part 95 (Administrative 

Requirements). 

c. State and Local Governments— 

OMB Circulars A–87 (Cost Principles) 

and 29 CFR Part 97 (Administrative 

Requirements). 

d. Profit Making Commercial Firms— 

Federal Acquisition Regulation (FAR)— 

48 CFR Part 31 (Cost Principles), and 29 

CFR Part 95 (Administrative 

Requirements). 

e. All entities must comply with 29 

CFR Parts 93 and 98, and, where 

applicable, 29 CFR Parts 96 and 99. 

f. 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. 

g. 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. 

h. 29 CFR Part 32— 

Nondiscrimination on the Basis of 

Handicap in Programs and Activities 

Receiving or Benefiting from Federal 

Financial Assistance. 

i. 29 CFR Part 33—Enforcement of 

Nondiscrimination on the Basis of 

Handicap in Programs or Activities 

Conducted by the Department of Labor. 

j. 29 CFR Part 35—Nondiscrimination 

on the Basis of Age in Programs or 

Activities Receiving Federal Financial 

Assistance from the Department of 

Labor. 

k. 29 CFR Part 36—Nondiscrimination 

on the Basis of Sex in Education 

Programs or Activities Receiving 

Federal Financial Assistance. 

The following administrative 

standards and provisions may be 

applicable: 

a. Workforce Investment Act—20 

Code of Federal Regulations (CFR) Part 

667 (General Fiscal and Administrative 

Rules). 

b. 29 CFR Part 30—Equal 

Employment Opportunity in 

Apprenticeship and Training; and 

c. 29 CFR Part 37—Implementation of 

the Nondiscrimination and Equal 

Opportunity Provisions of the 

Workforce Investment Act of 1998. 

In accordance with Section 18 of the 

Lobbying Disclosure Act of 1995 (Pub. 

L. 104–65) (2 U.S.C. 1611) non-profit 

entities incorporated under Internal 

Revenue Service Code section 501(c)(4) 

that engage in lobbying activities are not 

eligible to receive Federal funds and 

grants. 

Note: Except as specifically provided in 

this Notice, DOL/ETA’s acceptance of a 

proposal and an award of Federal funds to 

sponsor any program(s) does not provide a 

waiver of any grant requirements and/or 

procedures. For example, OMB Circulars 

require that an entity’s procurement 

procedures must ensure that all procurement 

transactions are conducted, as much as 

practical, to provide open and free 

competition. If a proposal identifies a 

specific entity to provide services, the DOL/ 

ETA’s award does not provide the 

justification or basis to sole source the 

procurement, i.e., avoid competition, unless 

the activity is regarded as the primary work 

of an official partner to the application. 

C. Special Program Requirements 

Evaluation. DOL may require that the 

program or project participate in an 

evaluation of overall performance of 

CBJTGs, as described in Section III.C.8. 

D. Reporting 

The grantee is required to provide the 

reports and documents listed below: 

Quarterly Financial Reports. A 

Quarterly Financial Status Report (SF 

9130) is required until such time as all 

funds have been expended or the grant 

period has expired. Quarterly reports 

are due 45 days after the end of each 

calendar year quarter, including the last 

calendar quarter of the grant period. 

Grantees must use ETA’s On-Line 

Electronic Reporting System. 

Quarterly Progress Reports. The 

grantee must submit a quarterly progress 

report within 45 days after the end of 

each calendar year quarter. Grantees 

must utilize the required reporting form 

and instructions, referenced earlier in 

Section I.B.6 and Section V.A.4 and 

available at the following Web site: 

http://www.doleta.gov/Performance/ 

Guidance/wia.cfm#HGBIT. DOL may 

require additional data elements to be 

collected and reported on either a 

regular basis or special request basis. 

Grantees must agree to meet DOL 

reporting requirements. 

Final Report. A final report must be 

submitted no later than 90 days after 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. Three copies of the 

final report must be submitted to ETA, 

and grantees must agree to use a 

designated format specified by DOL for 

preparing the final report. 

A Closeout Financial Status Report is 

due 90 days after the grant period. 

Record Retention. Applicants should 

be aware of Federal guidelines on record 

retention, which require grantees to 

maintain all records pertaining to grant 

activities for a period of not less than 

three years from the time of final grant 

close-out. 

VII. Agency Contacts 

For further information regarding this 

SGA, please contact Chari Magruder, 

Grant Officer, Division of Federal 

Assistance, at (202) 693–3313 (Please 

note this is not a toll-free number). 

Applicants should e-mail all technical 

questions to Chari Magruder at 

magruder.chari@dol.gov and must 

specifically include SGA/DFA PY 08–02 

in the subject line, 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/grants/find_grants.cfm, 

http://www.grants.gov, as well as the 

Federal Register. 

VIII. Additional Resources and Other 

Information 

Resources for the Applicant 

DOL 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. 

• Short descriptions of previously 

funded Community-Based Job Training 

Grants can be found at http:// 

www.doleta.gov/BRG/CBJTGrants/. 

• The Workforce3 One Web site, 

http://www.workforce3one.org, is a 

valuable resource for information about 

demand-driven projects of the 

workforce investment system, 

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60356 Federal Register / Vol. 73, No. 198 / Friday, October 10, 2008 / Notices 

educators, employers, and economic 

development representatives. 

Additionally, current High Growth and 

Community-Based Job Training 

Grantees are posting their deliverables 

on this Web site. 

• America’s Service Locator (http:// 

www.servicelocator.org) provides a 

directory of the nation’s One-Stop 

Career Centers. 

• Career Voyages (http:// 

www.careervoyages.gov), a Web site 

targeted at youth, parents, counselors, 

and career changers, provides 

information about career opportunities 

in high-growth/high-demand industries. 

• Applicants are encouraged to 

review ‘‘Help with Solicitation for Grant 

Applications’’ (http://www.dol.gov). 

• 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 Control Number 1225–0086. 

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 OMB Desk Officer for ETA, Office of 

Management and Budget, Room 10235, 

Washington, DC 20503. PLEASE DO 

NOT RETURN THE 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. 

Signed at Washington, DC, this 1st day of 

October 2008. 

Chari A. Magruder, 

Employment and Training Administration, 

Grant Officer. 

Attachment A 

Memorandum of Agreement 

In applying for these funds, the 

organization represented by the undersigned 

(the ‘‘applicant’’) agrees to participate in a 

random assignment evaluation in which 

individuals applying to the program are 

randomly assigned to either receive or not to 

receive program services. This agreement is 

intended to serve as evidence of the 

applicant’s commitment to support and 

participate in a random assignment study. 

The impact study will require selected 

applicants to adhere to the assignment 

criteria as developed by the impact study 

team. In order to achieve a sufficient sample 

size to compute reliable impacts the intake 

process for the evaluation will last at least 

one year. During that time, the applicant 

agrees that up to half of the participants they 

recruit may be assigned to a control group 

not receiving services. 

Additionally, the applicant agrees to 

provide all data requested by the evaluation 

contractor (to be selected by ETA), subject to 

applicable confidentiality and privacy 

statutes. 

llllllllllllllllllll

Name

llllllllllllllllllll

Date

llllllllllllllllllll

Title

llllllllllllllllllll

EIN

[FR Doc. E8–24107 Filed 10–9–08; 8:45 am] 

BILLING CODE 4510–FN–P 

DEPARTMENT OF LABOR 

Employment and Training 

Administration 

[TA–W–63,295] 

Visteon Corporation Regional 

Assembly & Manufacturing LLC, Fuel 

Delivery—Climate Group Division, 

Concordia, MO; Notice of Negative 

Determination on Reconsideration 

On September 4, 2008, the 

Department issued an Affirmative 

Determination Regarding Application 

for Reconsideration for the workers and 

former workers of the subject firm. The 

notice was published in the Federal 

Register on September 18, 2008 (73 FR 

54171). 

The initial investigation resulted in a 

negative determination based on the 

finding that imports of automotive fuel 

tanks did not contribute importantly to 

worker separations at the subject firm 

and no shift of production to a foreign 

source occurred. 

The petitioner requested that workers 

of Visteon Corporation Regional 

Assembly & Manufacturing LLC, Fuel 

Delivery—Climate Group Division, 

Concordia, Missouri be considered 

eligible for TAA as a secondary affected 

company. The petitioner provided a list 

of TAA certified companies to which 

the subject firm allegedly supplied 

components during the relevant time 

period. 

A company official was contacted to 

verify whether the subject firm supplied 

automotive fuel tanks to the companies 

and locations provided by the 

petitioner. The company official stated 

that Visteon Corporation Regional 

Assembly & Manufacturing LLC, Fuel 

Delivery—Climate Group Division, 

Concordia, Missouri did not directly sell 

to these certified locations and that 

these specific production facilities were 

not customers of the subject firm during 

the relevant time period. The 

Department conducted a further 

investigation and determined that none 

of the customers of the subject firm were 

certified eligible for TAA during the 

relevant time period. 

Conclusion 

After reconsideration, I affirm the 

original notice of negative 

determination of eligibility to apply for 

worker adjustment assistance for 

workers and former workers of Visteon 

Corporation Regional Assembly & 

Manufacturing LLC, Fuel Delivery— 

Climate Group Division, Concordia, 

Missouri. 

Signed at Washington, DC, this 2nd day of 

October 2008. 

Elliott S. Kushner, 

Certifying Officer, Division of Trade 

Adjustment Assistance. 

[FR Doc. E8–24125 Filed 10–9–08; 8:45 am] 

BILLING CODE 4510–FN–P 

DEPARTMENT OF LABOR 

Mine Safety and Health Administration 

Proposed Information Collection 

RequestSubmitted for Public Comment 

and Recommendations; Independent 

Contractor Registration and 

Identification 

ACTION: Notice. 

SUMMARY: The Department of Labor, as 

part of its continuing effort to reduce 

paperwork and respondent burden 

conducts a pre-clearance consultation 

program to provide the general public 

and Federal agencies with an 

mstockstill on PROD1PC66 with NOTICES