Federal Register / Vol. 74, No. 141 / Friday, July 24, 2009 / Notices 36761 

supporting documentation; including 

among other things a description of the 

likely respondents, proposed frequency 

of response, and estimated total burden 

may be obtained from the RegInfo.gov 

Web site at http://www.reginfo.gov/ 

public/do/PRAMain or by contacting 

Darrin King on 202–693–4129 (this is 

not a toll-free number)/e-mail: 

DOL_PRA_PUBLIC@dol.gov. 

Interested parties are encouraged to 

send comments to the Office of 

Information and Regulatory Affairs, 

Attn: OMB Desk Officer for the 

Department of Labor—ETA, Office of 

Management and Budget, Room 10235, 

Washington, DC 20503, Telephone: 

202–395–7316/Fax: 202–395–5806 

(these are not toll-free numbers), E-mail: 

OIRA_submission@omb.eop.gov within 

30 days from the date of this publication 

in the Federal Register. In order to 

ensure the appropriate consideration, 

comments should reference the OMB 

Control Number (see below). 

The OMB is particularly interested in 

comments which: 

• Evaluate whether the proposed 

collection of information is necessary 

for the proper performance of the 

functions of the agency, including 

whether the information will have 

practical utility; 

• Evaluate the accuracy of the 

agency’s estimate of the burden of the 

proposed collection of information, 

including the validity of the 

methodology and assumptions used; 

• Enhance the quality, utility, and 

clarity of the information to be 

collected; and 

• Minimize the burden of the 

collection of information on those who 

are to respond, including through the 

use of appropriate automated, 

electronic, mechanical, or other 

technological collection techniques or 

other forms of information technology, 

e.g., permitting electronic submission of 

responses. 

Agency: Employment and Training 

Administration. 

Type of Review: Extension without 

change of a currently approved 

collection. 

Title of Collection: Claims and 

Payment Activities. 

OMB Control Number: 1205–0010. 

Agency Form Number: ETA–5159. 

Affected Public: State Governments. 

Total Estimated Number of 

Respondents: 53. 

Total Estimated Annual Burden 

Hours: 1,272. 

Total Estimated Annual Costs Burden 

(does not include hour costs): $0. 

Description: The Form ETA–5159 

report provides important program 

information on claims taking and 

benefit payment activities under State/ 

Federal unemployment insurance laws. 

These data are needed for budget 

preparation and control, program 

planning and evaluation, personnel 

assignment, actuarial and program 

research, and for accounting to Congress 

and the public. This collection is 

authorized under the Social Security 

Act, Title III, Section 303(a)(6). For 

additional information, see related 

notice published at Volume 74 FR 

23886 on May 21, 2009. 

Darrin A. King, 

Departmental Clearance Officer. 

[FR Doc. E9–17676 Filed 7–23–09; 8:45 am] 

BILLING CODE 4510–FW–P 

DEPARTMENT OF LABOR 

Employment and Training 

Administration 

Notice of Availability of Funds and 

Solicitation for Grant Applications 

(SGA) for Mentoring, Educational, and 

Employment Strategies To Improve 

Academic, Social, and Career Pathway 

Outcomes 

AGENCY: Employment and Training 

Administration, U.S. Department of 

Labor. 

Announcement Type: Notice of 

Solicitation for Grant Applications. 

Funding Opportunity Number: SGA/ 

DFA PY 08–14. 

Catalog Federal Assistance Number: 

17.261. 

SUMMARY: The Employment and 

Training Administration (ETA) 

announces the availability of $34 

million for grants to serve high schools 

that have been designated as 

persistently dangerous by State 

Educational Agencies for the 2008–2009 

school year under section 9532 of the 

Elementary and Secondary Education 

Act. The goal of these grants is to reduce 

violence within these schools through a 

combination of mentoring, education, 

employment, case management, and 

violence prevention strategies. These 

grants will be awarded to fund projects 

in schools not currently receiving a DOL 

grant for these purposes through a 

competitive process open both to school 

districts which include persistently 

dangerous high schools and to 

community-based organizations (CBOs) 

in partnership with these school 

districts. High schools which have been 

designated as persistently dangerous 

this school year and which are not 

currently receiving a Department of 

Labor (Department or DOL) grant under 

this initiative are located in the school 

districts of Baltimore City, Plainfield 

(New Jersey), New York City, 

Schenectady (New York), Salem-Keiser 

(Oregon), Philadelphia, and Puerto Rico. 

These schools are listed in Section VIIIA 

below. School districts and CBOs must 

submit a separate application for each 

high school that they propose serving, 

but may submit as many applications as 

they have eligible schools. Applications 

submitted by school districts must 

include plans to have one or more CBOs 

as sub-grantees/contractors to operate at 

a minimum the mentoring component. 

These proposed CBO sub-grantees/ 

contractors do not need to be listed in 

the application, as the Department 

strongly encourages the use of 

competition in selecting sub-grantees 

and contractors either before or after 

grant award. Applications submitted by 

CBOs must have a school district 

identified as a partner, with a signed 

memorandum of understanding (MOU) 

with the school district included in the 

application. To be eligible to apply for 

these grants as a CBO, organizations 

must be not-for-profit entities and can 

operate either nationally or locally. 

This solicitation provides background 

information and describes the 

application submission requirements, 

outlines the process that eligible entities 

must use to apply for funds covered by 

this solicitation, and outlines the 

evaluation criteria used as a basis for 

selecting the grantees. 

DATES: Key Dates: The closing date for 

receipt of applications under this 

announcement is September 22, 2009. 

Application and submission 

information is explained in detail in 

Part IV of this SGA. 

ADDRESSES: Mailed applications must be 

addressed to the U.S. Department of 

Labor, Employment and Training 

Administration, Division of Federal 

Assistance, Attention: B. Jai Johnson, 

Reference SGA/DFA PY 08–14, 200 

Constitution Avenue, NW., Room N– 

4716, Washington, DC 20210. 

Applications that do not meet the 

conditions set forth in this notice will 

not be considered. No exceptions to the 

submission requirements set forth in 

this notice will be granted. For detailed 

guidance, please refer to Section IV.C. 

SUPPLEMENTARY INFORMATION: This 

solicitation consists of eight parts: 

Part I provides a description of this funding 

opportunity 

Part II describes the size and nature of the 

anticipated awards 

Part III describes eligibility information and 

other grant specifications 

Part IV provides information on the 

application and submission process 

Part V describes the criteria against which 

applications will be reviewed and explains 

the proposal review process 


srobinson on DSKHWCL6B1PROD with NOTICES
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1Robert Balfanz and Nettie Legters, ‘‘The 

Graduation Rate Crisis We Know and What Can Be 

Done About It’’, Education Week, July 12, 2006, 

available at http://web.jhu.edu/CSOS/graduationgap/edweek/Crisis_Commentary.pdf. 

2Melissa Roderick, Closing the AspirationsAttainment Gap: Implications for High School 

Reform, MDRC, April 2006, available at http:// 

www.mdrc.org/publications/427/full.pdf. 

3The Turnaround Challenge, Mass Insight 

Educational Research Institute, 2007, available at 

http://www.massinsight.org/resourcefiles/ 

TheTurnaroundChallenge_2007.pdf. 

Part VI provides award administration 

information 

Part VII contains DOL agency contact 

information 

Part VIII lists additional resources of interest 

to applicants and other information 

I. Funding Opportunity Description 

The ETA announces the availability of 

$34 million for grants to serve high 

schools that are not currently receiving 

a DOL grant for these purposes and that 

have been designated as persistently 

dangerous by State Educational 

Agencies for the 2008–2009 school year 

under section 9532 of the Elementary 

and Secondary Education Act. The goal 

of these grants is to reduce violence 

within these schools through a 

combination of mentoring, education, 

employment, case management, and 

violence prevention strategies. 

The high schools that have identified 

this year as persistently dangerous have 

the following characteristics: 

› These high schools are quite 

large—many of them have enrollments 

of over 1,500. 

› In particular, these high schools 

tend to have disproportionate numbers 

of 9th graders. Many of these 

persistently dangerous schools have 

close to half of their students in the 

ninth grade. In contrast, high schools 

across the country typically have a 

much more equal number of students in 

the 9th, 10th, 11th, and 12th grade 

classes. 

› The high schools lose great 

numbers of students between the 9th 

and 12th grades. Almost all of the 

schools lose over half of their 9th 

graders before they reach the 12th grade, 

and many lose over 60 percent of their 

9th graders before they reach the 12th 

grade. 

› The high schools tend to have 

significant numbers of students with 

severe truancy problems, typically with 

slightly over 20 percent of students 

missing 50 or more days of school each 

year. 

› These schools serve a 

predominantly poor population, with 

many of the schools having 70 percent 

or more of their students eligible for a 

free or reduced lunch. 

› Several of the schools are located 

in census tracts with a poverty rate of 

20 percent or more. 

› The persistently dangerous special 

education schools that are ungraded but 

that serve primarily students ages 14 

and above also have between 52 percent 

and 68 percent of their students eligible 

for a free lunch. 

These statistics suggest that the 

problems of violence, crime, low 

educational achievement, poverty, and 

joblessness that characterize persistently 

dangerous schools and the 

neighborhoods they serve are all 

interrelated. These various problems 

can be overwhelming to both individual 

students and schools, making it very 

difficult to create a school climate that 

is safe and in which academic success 

is the norm. Research by the Center for 

Social Organization of Schools at Johns 

Hopkins University suggests that a 

fundamental problem of troubled high 

schools is that they have large numbers 

of incoming ninth graders not prepared 

academically for high school.1 A study 

by the Consortium on Chicago School 

Research indicates that ninth graders 

who fail courses are a diverse group, 

with some who fail almost all of their 

courses and need sustained 

interventions, while others fail only one 

or two courses and could be helped by 

the school moving towards Ninth Grade 

Academies.2 Finally, the Turnaround 

Challenge report by Mass Insight notes 

that schools in poor communities need 

to ‘‘proactively address the challenges 

accompanying their students as they 

walk in the school house door: from 

something as basic as finding an 

impoverished child socks or a coat, to 

assisting where possible with 

transportation or health services, and 

attacking the significant cognitive, 

social, cultural, and psychological 

barriers to learning that many children 

of poverty tend to experience.’’ 3

The Department’s intent is to provide 

sufficient funding through these grants 

to allow schools to reconfigure in ways 

that both significantly expand the level 

of services provided to students and 

enhance coordination of these services 

within the school and with the 

community. Consistent with the 

research described above, the 

Department expects that each grant will 

include three levels of interventions: (1) 

Reforms that affect the whole school; (2) 

interventions aimed at particular target 

groups of at-risk youth, such as entering 

ninth graders and repeating ninth 

graders; and (3) intensive interventions 

for individual youth who present the 

greatest challenges relating to 

misconduct, truancy, and poor school 

performance. All three levels of 

interventions should be aimed at 

improving student attendance, behavior, 

effort, and course performance. Because 

persistently dangerous schools tend to 

have so many ninth graders, the 

Department sees that an emphasis of 

these grants will be improving services 

to entering and repeating ninth graders. 

The required components for each 

grant are listed below. In discussing the 

components we provide various 

examples of program models, but 

applicants are free to include in their 

proposed design program models other 

than those provided here. The 

Department expects that in designing 

these components, grantees will select 

program models that have evidence of 

demonstrated effectiveness and that the 

selected program elements are 

consistent with the school’s overall 

improvement plan. 

To design and carry out these 

components, each grant must be led by 

a Turnaround Team that includes the 

school principal, the principal’s 

immediate supervisor in the school 

district, and the CBO sub-grantees. The 

Turnaround Team can also include 

outside educational and youth 

development experts and 

representatives of other partners such as 

the juvenile justice system, police and 

school security, foundations, parents, 

the private sector, and the local 

Workforce Investment Board. The 

Turnaround Team is responsible for 

guiding both the planning and the 

implementation of the initiative and is 

to continue this role throughout the 

term of the grant. 

The Department also expects that in 

carrying out the various components 

listed below, grantees will foster 

connections with neighborhood leaders 

and institutions which serve youth as 

part of their missions, such as churches 

with youth programs, Settlement 

Houses, Boys and Girls Clubs, Girls Inc, 

YMCAs, and YWCAs. Representatives 

from such institutions serving the same 

neighborhood as the school should be 

included in the Turnaround Team. 

Ideally, churches and social service 

organizations in the neighborhoods 

served by the school could join together 

to form a community-wide net to serve 

at-risk youth and to prevent youth 

violence, as was done in Boston’s 10 

Point Coalition. See the description of 

this effort at http://www.jsonline.com/ 

story/index.aspx?id=212652). 

1. Mentoring. Each grant must include 

an adult volunteer mentoring 

component that integrates the other 

violence prevention, education, 

employment, and case management 

components provided through the grant. 

The Department requires that a CBO 


srobinson on DSKHWCL6B1PROD with NOTICES
Federal Register / Vol. 74, No. 141 / Friday, July 24, 2009 / Notices 36763 

4See Melissa Roderick, Closing the AspirationsAttainment Gap: Implications for High School 

Reform, MDRC, April 2006, available at http:// 

www.mdrc.org/publications/427/full.pdf, and Ruth 

Curran Neild and Robert Balfanz, Unfulfilled 

Promise: The Dimensions and Characteristics of 

Philadelphia’s Dropout Crisis, 2000–2005, available 

at http://www.projectuturn.net/reports.html. 

experienced in providing social services 

in schools with large numbers of highrisk students or in operating mentoring 

programs will have the lead in this 

component of the program. This does 

not need to be the same CBO that is 

operating the case management 

component described below. Mentoring 

can be provided through volunteers 

recruited in a variety of ways, and may 

include one-on-one mentoring, group 

mentoring, and service-based 

mentoring. The Department does not 

expect that every student in the school 

will have a volunteer mentor, but that 

a sufficient proportion of students have 

a mentor to make a difference in the 

school environment. Points to consider 

in designing this portion of the project 

include: 

› Proposed mentoring projects 

should seek to address each of three 

types of mentoring strategies: personal 

development mentoring educates and 

supports youth during times of personal 

or social stress and provides guidance 

for decision making; educational or 

academic mentoring helps a student 

improve their overall academic 

achievement; and career mentoring 

helps the youth develop the necessary 

skills to enter or continue on a career 

path. 

› The proposed mentoring strategies 

should include a period of mentoring 

and follow-up that is no less than 18 

months in duration. 

› While starting a volunteer 

mentoring component may sound easy, 

it is actually quite difficult to 

implement. Volunteers need to be 

recruited, screened, cleared through 

background checks, trained, correctly 

matched with youth, and provided 

ongoing guidance. 

› Conducting thorough background 

checks will be necessary before 

assigning a mentor to a youth. 

Established mentoring organizations 

such as the Big Brothers/Big Sisters 

Program and the National Mentoring 

Partnership may be helpful in sharing 

the procedures and data sets that are 

currently available for conducting 

background checks. Contact information 

for local Big Brother/Big Sister Programs 

can be obtained at http://www.bbbs.org. 

› Information on starting mentorship 

programs is available at the MENTOR/ 

National Mentoring Partnership Web 

site at http://www.mentoring.org/, 

including their guide Elements of 

Effective Practice at http:// 

www.mentoring.org/downloads/ 

mentoring_411.pdf and their tool kit 

How to Build a Successful Mentoring 

Program Using the Elements of Effective 

Practice at http://www.mentoring.org/ 

downloads/mentoring_413.pdf. 

› Characteristics of effective 

mentoring programs identified by 

experts in this field include taking the 

time to correctly match adults and 

youth based on common interests; 

training mentors about what to expect in 

the mentoring relationship; involving 

parents in the mentoring program; and 

providing ongoing technical support to 

mentors. 

› Faith and community-based 

organizations may be a good source for 

recruiting volunteer mentors for youth. 

For example, the Safer Foundation in 

Chicago has developed over the years 

partnerships with faith-based 

organizations to provide mentors for 

returning prisoners. See their Web site 

at http://www.saferfoundation.org/ 

viewpage.asp?id=349. 

› Service-centered mentoring allows 

adults and youth to get to know each 

other while working together on 

community service projects. These can 

be both small individual projects and 

large group projects. For larger servicecentered mentoring projects, local 

AmeriCorps and City Year programs 

may be able to set up such projects with 

AmeriCorps and City Year volunteers 

serving as mentors for students. 

› Local corporations may also be a 

source for recruiting mentors for 

students. Programs can be set up in 

which corporation employees spend 

part of their work day at the school. 

› Information on mentoring youth 

with disabilities can be found at the 

Partners for Youth with Disabilities Web 

site at http://www.pyd.org/nationalcenter/council-goals.htm. 

› Applicants may also be able to 

learn lessons from the Amachi 

mentoring program, which has been 

developed by Public/Private Ventures to 

provide mentors for the children of 

prisoners. The program’s infrastructure 

and expertise are provided by Big 

Brothers/Big Sisters of America, which 

oversees the screening, matching, and 

training of mentors, and provides 

mechanisms for monitoring and 

supporting the mentors. For more 

information on this program, see 

http://www.ppv.org/ppv/publications/ 

assets/167_publication.pdf. 

2. Education Strategies. This 

component can include school 

restructuring efforts and alternative 

learning strategies aimed at getting at 

the underlying causes of violence, high 

dropout rates, and low student 

achievement in the schools. School 

districts can choose from the options 

below or propose other strategies that 

are well thought-out and for which 

reasonable evidence exists to support 

their inclusion. There will be sufficient 

funds in each grant to allow 

implementing several educational 

strategies similar to those presented 

here: 

› Breaking large schools into houses 

or career academies. Especially if used 

for upper level grades in conjunction 

with the Ninth Grade Academy and 

Twilight School options discussed 

below, breaking a large school into 

career academies can greatly decrease 

the chances that a student gets lost in 

the crowd. Given the positive research 

results for career academies, the 

Department strongly recommends this 

as one of the strategies to be 

implemented. 

› Ninth Grade Academies. Such an 

academy separates ninth graders into a 

section of their own in the school 

building, with their own assistant 

principal, teachers, and counselors. 

› Twilight Schools. Twilight Schools 

operate as a school-within-a-school in 

the building with a schedule that runs 

from early afternoon to early evening. 

The different hours better fit the needs 

of some youth and allow the schools to 

have an identity of their own somewhat 

separate from the larger high school. 

Students feel part of both the Twilight 

School and the larger school. The 

Department sees Twilight Schools 

started under these grants as being 

targeted during the first year on 

repeating ninth graders who earned few 

if any credits the previous year. 

Research indicates that failing the ninth 

grade strongly predicts dropping out of 

school and that repeating ninth graders 

need intensive interventions or they 

will simply fail the ninth grade again.4

Twilight Schools started under these 

grants could then be expanded in 

subsequent years to include both a new 

set of repeating ninth graders and 

students who choose to stay in the 

Twilight School rather than moving 

back to the regular school. Like Ninth 

Grade Academies, Twilight Schools 

started under this grant would have 

their own section of the building, and 

their own assistant principal, teachers, 

and counselors. 

› Credit Retrieval. A reason that 

many youth drop out of school is that 

they become hopelessly behind in 

credits. Credit retrieval or recovery 

classes allow students to make up 

courses that they failed using 

educational software and other means 

under the direction of a teacher instead 


srobinson on DSKHWCL6B1PROD with NOTICES
36764 Federal Register / Vol. 74, No. 141 / Friday, July 24, 2009 / Notices 

of repeating entire semesters of work. 

Credit retrieval can be useful to a range 

of students—helping older youth who 

are far behind in credits, keeping 

younger youth from falling too far 

behind their age cohort in credits, and 

helping older students who need only a 

few more credits to graduate. 

› Block Scheduling. Block 

scheduling allows students to take four 

courses for 75 minutes a day each 

semester instead of seven courses for 50 

minutes each. This allows students to 

focus more on a smaller set of courses, 

and for teachers to work with a much 

smaller set of students each semester. 

Block scheduling gives teachers a 

chance to work collaboratively in 

serving each student, and provides 

additional time for joint planning by 

teachers. 

› Double and Triple Doses of 

Reading and Math. Key predictors of a 

student dropping out of school are 

failing ninth grade English or Algebra 

and having high truancy in the ninth 

grade. Providing entering and repeating 

ninth graders with double or triple 

doses of reading and math during the 

day can address these causes of youth 

eventually dropping out of school. 

› Reduced Class Sizes in Algebra 

and Selected Other Courses. Reducing 

class sizes across the high school from 

say 27 to 22 may have a minimal impact 

on student performance, but 

strategically reducing class sizes in 

difficult subjects such as Algebra from 

27 students to 10 could result in a 

significant increase in performance. 

› Summer Transition Programs for 

Entering Ninth Graders. These programs 

would include identifying and 

contacting in the spring the eighth 

graders who will be attending the high 

school in the fall, and then providing 

them with a summer transition program 

or summer camp to prepare them for 

high school. These summer programs 

could focus on anti-violent behavior, 

peer mediation, study skills, and 

reading and math remediation. 

› Outreach and Remediation for 

Eighth-Graders in Feeder Middle 

Schools. Outreach and remediation 

efforts may be conducted during the 

spring term for eighth-graders planning 

to attend the high school in the fall. Up 

to $300,000 of the grants to larger 

schools with 1,000 or more students and 

up to $200,000 of the grants to smaller 

schools can be used for such programs 

in feeder middle schools. The hope is 

that such outreach efforts can lead to a 

higher percentage of entering ninth 

graders attending the Summer 

Transition Program. 

› Vouchers for outside tutoring and 

supportive services. Such vouchers 

would allow parents and students to 

choose among various local 

organizations to receive tutoring and 

supportive services aimed at helping the 

student succeed in school. Grantees will 

need to demonstrate that any supportive 

services provided under these grants are 

coordinated with the supplemental 

educational services the district and 

school must offer to students as part of 

the No Child Left Behind requirements. 

The Department expects that these 

various educational interventions will 

be accompanied by extensive staff 

development efforts, which will include 

professional development time devoted 

to the teacher’s academic content area, 

training on instructional methods, 

training for teachers collaborating across 

subject areas, and having teams of 

expert teachers work on an ongoing 

basis observing newer teachers and 

providing them guidance for 

improvement. 

Many of the educational interventions 

described here combined make up the 

Talent Development High School Model 

designed by the Center for Social 

Organization of Schools at Johns 

Hopkins University, and applicants may 

select to replicate this entire model. It 

is described in more detail at the 

Center’s Web site at http://web.jhu.edu/ 

CSOS/tdhs/index.html. The educational 

interventions described here are also 

consistent with the principles 

developed by Theodore Sizer in the 

Coalition for Essential Schools model, 

and applicants may select replicating 

that model. It is described in more detail 

at the Coalition for Essential School 

Web site at http:// 

www.essentialschools.org/. The 

educational interventions described 

here are also consistent with the middle 

school reforms recommended by the 

Carnegie Corporation in their Turning 

Points report, http://www.carnegie.org/ 

sub/research/index.html#adol. 

Applicants may also wish to consider in 

designing their projects the work of the 

Consortium on Chicago Public School 

Research and the Turnaround Challenge 

report by Mass Insight referenced earlier 

in this grant announcement. 

3. Employment Strategies. The 

employment component should 

emphasize internships for juniors and 

seniors in high-growth occupations and 

industries. These internships can occur 

during afternoons on school days or 

during the summer. Points to consider 

in designing this component include: 

› To the extent that the school is 

broken down into career-focused 

academies, this employment component 

should be tied to the themes of these 

academies. See MDRC’s research on 

Career Academies at http:// 

www.mdrc.org/project_29_1.html. 

› These internships should be 

carefully designed so that students are 

doing useful work to earn their wages as 

opposed to job shadowing or sitting idly 

at their desks. 

› Developing these internships will 

require linkages to major corporations in 

the city, including possibly corporations 

willing to adopt the school both to 

provide internships to the students and 

to have their employees serve as 

mentors to the students. 

› Implementing this component will 

require developing a partnership with 

the local workforce system to provide 

access both to the corporations 

represented on the Workforce 

Investment Board (WIB) and the service 

providers funded by the local workforce 

system. 

› The employment component can 

include efforts to expose students to 

careers and to coordinate with industrybased youth organizations. See the Web 

sites of Skills USA (http:// 

www.skillsusa.org/) and Health 

Occupations Students of America 

(http://www.hosa.org/natorg.html). 

› The employment component 

should include efforts to expand the 

career awareness of students and to 

make them aware of the educational 

requirements of various careers. 

› Some grant funds may be used for 

wages for these after-school and summer 

internships. Summer internship efforts 

should be coordinated where 

appropriate with summer jobs programs 

operated by the local WIB. 

› In designing the employment 

component, grantees will need to do a 

scan of existing DOL-funded initiatives 

in the community, including the 

Workforce Investment Act (WIA) 

formula youth program, communitybased job training projects, youth 

offender projects, and high-growth job 

training grants, to determine potential 

linkages. 

4. Efforts to Improve the School 

Environment and Student Behavior. 

This component can include conflict 

resolution classes, anti-bullying efforts, 

student courts, peer mediation, anger 

management classes, crisis intervention 

strategies, increased involvement of 

parents, and training teachers in 

effective classroom management. This 

component should include both schoolwide activities and efforts targeted 

towards the students who are causing 

the most discipline problems at the 

school. Resources for developing this 

component of the program include: 

› Safeguarding Our Children: An 

Action Guide was produced by the 

Center for Effective Collaboration and 


srobinson on DSKHWCL6B1PROD with NOTICES
Federal Register / Vol. 74, No. 141 / Friday, July 24, 2009 / Notices 36765 

Practice of the American Institutes for 

Research and the National Association 

of School Psychologists under a 

cooperative agreement with the U.S. 

Department of Education. This guide 

presents a comprehensive plan for 

preventing school violence. It is 

available at http://cecp.air.org/guide/ 

aifr5_01.pdf. 

› The Resolving Conflict Creatively 

Program is a nationally recognized 

violence prevention program developed 

by Educators for Social Responsibility 

(ESR), a non-profit organization that 

offers comprehensive programming, 

staff development, and consultation to 

schools. ESR has also developed a 

Partners in Learning Program 

specifically for high schools that covers 

failing students, classroom discipline, 

school-wide discipline, positive peer 

culture, peer mediation, and countering 

bullying. More information is available 

at http://www.esrnational.org/ 

index.php?location=high_school&l=hs. 

5. Case Management. This component 

will provide a team of full-time 

advocates for youth stationed at the 

school serving as case managers. The 

Department sees these case managers or 

advocates as assisting school counselors 

in addressing the behavioral, truancy, 

and academic problems of youth, and in 

linking students to available social 

services. The Department also sees these 

case managers or advocates getting to 

know the parents of youth and making 

home visits to the youth. The 

Department expects that a CBO 

experienced in providing social services 

in schools with large numbers of at-risk 

youth will have the lead in operating 

this component of the program. This can 

be the same CBO that will be operating 

the mentoring component or it can be a 

different CBO. Consistent with the 

mentoring component, the Department 

does not expect that every student in the 

school will be assigned to a case 

manager or advocate, but that a 

sufficient proportion of students will be 

served through this component to make 

a difference in the school climate. 

There are many models of in-school 

case management programs, which 

grantees can use or build upon in 

developing their own program. Such 

models include: 

› The Communities in Schools 

model emphasizes bringing to schools 

the social service and health resources 

available from the community. Site 

coordinators within schools identify the 

social service needs of individual 

students and find the appropriate 

community resources to address those 

needs, whether it be eyeglasses, 

tutoring, food, or a safe place to be. See 

http://www.cisnet.org/. 

› The Quantum Opportunity 

Program (QOP), developed by OIC of 

America, focuses on advocates staying 

with the same small group of entering 

ninth graders throughout the students’ 

four or sometimes five years of high 

school. Each QOP advocate is assigned 

to roughly 20 entering ninth graders. 

QOP also includes academic 

remediation, life skills, and community 

service components. The QOP model 

has been evaluated through a random 

assignment study. The program did not 

produce impacts overall across the 

seven sites studied, but did have 

positive impacts in selected sites and 

with youth who were under age 14 at 

enrollment. See http:// 

www.mathematica-mpr.com/ 

publications/pdfs/QOPfinalimpacts.pdf. 

› The Jobs for America’s Graduates’ 

Multi-Year Dropout Prevention Program 

has career specialists within schools 

working with groups of 35 to 45 

students to keep the youth on track to 

graduation. The program starts working 

with youth in the ninth grade and 

continues through graduation and oneyear of follow-up after graduation. See 

http://www.jag.org/model.htm. 

› The Violence-Free Zone model 

developed by the Center for 

Neighborhood Enterprise uses mature 

young adults who are from the same 

neighborhoods as the students in the 

schools that they serve. The Youth 

Advisors serve as hall monitors, 

mentors, counselors, and role models 

for youth. See http:// 

www.cneonline.org/pages/ViolenceFree_Zone. 

› The Futures Program in Baltimore 

operated by the Mayor’s Office of 

Employment Development provides 

advocates in schools to offer tutoring, 

incentives, cultural enrichment, and 

work experience to youth. See http:// 

www.oedworks.com/youthserv/ 

index.htm. 

› The Partnership for Results 

program in the Auburn, New York 

school district uses counselors to 

conduct home visits and provide links 

to various social services to families of 

students with severe behavioral and 

truancy problems. See http:// 

www.partnershipforresults.org/. 

› The College Bound Foundation 

model emphasizes assisting students to 

go on to college. The Foundation places 

College Access Program Specialists in 

Baltimore City’s public high schools to 

help students and their parents learn 

about opportunities to attend college, 

and to make sure students take 

academic courses to prepare for college, 

take the PSAT and SAT tests on time, 

apply for college admission on time, 

and apply for available student aid. See 

http:// 

www.collegeboundfoundation.org/. 

II. Award Information 

A. Award Amount 

Grants to serve high schools with 

enrollments of 1,000 students or more 

will amount to $6.8 million. Grants to 

serve high schools with enrollments of 

less than 1,000 students, including 

ungraded special education schools that 

primarily serve students ages 14 and 

above, will amount to $3.4 million. 

Applicants should request in their 

proposals the entire $6.8 million for the 

larger high schools and the entire $3.4 

million for the smaller schools so as to 

take full advantage of the resources 

available for turning around each 

school. Each grant may receive 

additional years of funding depending 

on the availability of such funds and 

satisfactory performance. 

B. Period of Performance 

Grants will be awarded for a 36- 

month period of performance, which 

may be extended with grant officer 

approval. This period of performance 

includes a planning period of up to 12 

months leading up to the start of the 

school year in September 2010, and an 

operations period of two calendar years. 

Applicants should budget for two full 

school years of direct service delivery 

for each major component. All program 

components need to be started by the 

beginning of the 2010 school year. 

Grantees must provide separate budgets 

for planning and operations. Grantees 

should be judicious in their use of 

planning funds and careful to use them 

specifically for planning components 

associated with this grant. 

III. Eligibility Information and Other 

Grant Specifications 

A. Eligible Applicants 

Either school districts or CBOs can 

apply for these grants. Schools that are 

currently receiving DOL funds for this 

project are not eligible to receive 

additional funds under this solicitation. 

Applications can only be submitted for 

projects to serve high schools that have 

been identified by the State Department 

of Education for the 2008–2009 school 

year as persistently dangerous under 

section 9532 of the Elementary and 

Secondary Education Act. This includes 

ungraded special education schools that 

primarily serve students ages 14 and 

above. High schools that have been 

identified as persistently dangerous this 

year and that are not currently receiving 

grants from the Department of Labor 

under this initiative are located in the 

school districts of Baltimore City, 


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Plainfield (New Jersey), New York City, 

Schenectady (New York), Salem-Keiser 

(Oregon), Philadelphia, and Puerto Rico. 

These high schools and their most 

recently available enrollment level are 

listed in Section VIIIA below. Schools 

that are currently receiving funds from 

DOL through a grant awarded under this 

persistently dangerous schools initiative 

in June of 2008 are not eligible to apply 

under this new competition. Schools 

that had been identified as persistently 

dangerous this school year, but that 

have had this designation removed 

because of successful appeals are not 

eligible for award. School districts may 

apply for persistently dangerous schools 

that are the subject of ongoing appeals 

regarding their persistently dangerous 

status, but the application should note 

that such an appeal is in process and the 

appeal process will need to be resolved 

prior to award. 

School districts applying will need to 

have one or more CBOs as sub-grantees/ 

contractors to operate at a minimum the 

mentoring component. These proposed 

CBO sub-grantees/contractors do not 

need to be listed in the application, as 

the Department strongly encourages the 

use of competition in selecting subgrantees and contractors either before or 

after grant award. CBOs applying will 

need to have the school district as a 

partner, with an MOU signed by the 

school district included in the 

application. To be eligible to apply for 

these grants as a CBO, organizations 

must be not-for-profit entities and can 

operate either nationally or locally. 

Separate applications must be submitted 

for each high school to be served, but 

school districts and CBOs may submit 

as many applications as they have 

eligible schools. 

Since the Department intends that 

activities started with these grants will 

be sustained over time, school districts 

and CBOs must include in each 

application a statement by the school 

district that there are no plans currently 

in place to close the school that is the 

focus of the proposal. 

B. Cost Sharing or Matching 

There are no cost-sharing or matching 

requirements for these grants. 

C. Other Grant Specifications 

1. All students enrolled in the target 

high school are eligible for services 

under this grant, including youth who 

are no longer attending but still listed as 

enrolled. 

2. Veterans Priority. The Jobs for 

Veterans Act (Pub. L. 107–288) which 

provides priority of service to veterans 

and spouses of certain veterans for the 

receipt of employment, training, and 

placement services in any job training 

program directly funded, in whole or in 

part, by the Department of Labor. In 

circumstances where a grant recipient 

must choose between two equally 

qualified candidates for training, one of 

whom is a veteran, the Jobs for Veterans 

Act requires that grant 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 ‘‘Jobs for Veterans Priority 

of Services’’ Web site: http:// 

www.doleta.gov/programs/vets. 

IV. Application and Submission 

Information 

A. Address To Request Application 

Package 

This SGA contains all of the 

information and links to forms needed 

to apply for grant funding. 

B. Content and Form of Application 

Submission 

The proposal will consist of two 

separate and distinct parts—a cost 

proposal and a technical proposal. 

Applications that fail to adhere to the 

instructions in this section will be 

considered non-responsive and will not 

be considered. 

Part I. Cost Proposal. The Cost 

Proposal must include the following 

three items: 

(a) 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/sga/forms.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 shall be 

considered the representative of the 

applicant. 

(b) All applicants for Federal grant 

and funding opportunities are required 

to have a Dun and Bradstreet (DUNS) 

number. See Office of Management and 

Budget (OMB) Notice of Final Policy 

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

Applicants must supply their DUNS 

number on the SF 424. The DUNS 

number is a nine-digit identification 

number that uniquely identifies 

business entities. Obtaining a DUNS 

number is easy and there is no charge. 

To obtain a DUNS number, access this 

Web site: http:// 

www.dunandbradstreet.com or call 1– 

866–705–5711. 

(c) The SF 424A Budget Information 

Form (available at http:// 

www07.grants.gov/agencies/ 

forms_repository_information.jsp and 

http://www.doleta.gov/sga/forms.cfm). 

In preparing the Budget Information 

Form, the applicant must provide a 

detailed backup budget for both the 

planning and operations aspects of the 

project, with a narrative explanation in 

support of the request. The budget 

narrative should break down the budget 

and leveraged resources by project 

activity, should discuss cost-perparticipant, and should discuss 

precisely how the administrative costs 

support the project goals. 

Administrative costs do not need to be 

identified separately from program costs 

on the SF 424A Budget Information 

Form. 

Please note that applicants who fail to 

provide a SF 424, SF 424A, and/or a 

budget narrative will be removed from 

consideration prior to the technical 

review process. If the proposal calls for 

integrating WIA or other Federal funds 

or includes other leveraged resources, 

these funds should not be listed on the 

SF 424 or SF 424A Budget Information 

Form, but should be described in the 

budget narrative and in Part II of the 

proposal. The amount of Federal 

funding requested for the entire period 

of performance should be shown on the 

SF 424 and SF 424A Budget Information 

Form. Applicants are also encouraged, 

but not required, to submit OMB Survey 

N. 1890–0014: Survey on Ensuring 

Equal Opportunity for Applicants, 

which can be found at http:// 

www.doleta.gov/sga/forms.cfm. 

Part II. Technical Proposal. The 

Technical Proposal will demonstrate the 

applicant’s capability to plan and 

implement a project in accordance with 

the provisions of this solicitation. The 

guidelines for the content of the 

Technical Proposal are provided in Part 

V Section A of this SGA. The Technical 

Proposal is limited to twenty (20) 

double-spaced single-sided pages with 

12 point text font and one-inch margins. 

Any pages submitted in excess of this 20 

page limit will not be reviewed. In 

addition, the applicant must provide a 

letter from the school superintendent 

committing to not displace State and 

local funds going to the high school 

with these grant funds and stating that 

there are no plans currently in place to 

close the high school. Also, CBOs 

applying for these grants must include 


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evidence of not-for-profit status. These 

additional materials do not count 

against the 20-page limit for the 

Technical Proposal. 

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, Time, and Address 

The closing date for receipt of 

applications under this announcement 

is September 22, 2009. Applications 

must be received at the address below, 

or electronically received at the Web 

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

Daylight Saving 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: B. Jai Johnson, 

Reference SGA/DFA PY 08–14, 200 

Constitution Avenue, NW., Room N– 

4716, Washington, DC 20210. 

Applicants are advised that mail 

delivery in the Washington area may be 

delayed due to mail decontamination 

procedures. Hand-delivered proposals 

will be received at the above address. 

All overnight mail will be considered to 

be hand-delivered and must be received 

at the designated place by the specified 

closing date and time. 

Applicants may apply online through 

Grants.gov (http://www.grants.gov). Any 

application received after the deadline 

will not be accepted. 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 rejection of an 

application. If submitted electronically 

through Grants.gov, the application 

must be submitted as a .doc, .xls, or .pdf 

file. 

Late Applications: Any application 

received after the exact date and time 

specified for receipt at the office 

designated in this notice will not be 

considered, unless it is received before 

awards are made, was properly 

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

Postal Service mail, postmarked 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 postmarked 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 through Grants.gov will not 

be considered ‘‘received’’ by the 

Department of Labor unless it was: 

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 one working 

day prior to the date specified for 

receipt of applications to ensure that the 

applicant still has the option to submit 

by overnight delivery service in the 

event of any electronic submission 

problems. 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 host a Virtual Prospective 

Applicant Conference for this grant 

competition. Registration information 

for the Prospective Applicant 

Conference will be posted on ETA’s 

Web site at http://www.doleta.gov and 

http://www.workforce3one.org. Please 

check 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. Funding Restrictions 

All proposal costs must be necessary 

and reasonable in accordance with 

Federal guidelines. Determinations of 

allowable costs will be made in 

accordance with the applicable Federal 

cost principles. 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. 

Funds provided under these grants shall 

only be used for activities that are in 

addition to those that would otherwise 

be available in the local area in the 

absence of such funds. In accepting 

funds under this grant as either the 

grant recipient or sub-recipient, the 

school district agrees not to divert funds 

received through this grant to other 

purposes by reducing the annual budget 

the school would have received in the 

absence of the grant. The Department 

prohibits paying for security officers, 

police officers, and clinical 

psychologists with funds provided 

under this grant. Paying for food is only 

allowable in circumstances in which it 

is integral to a training activity. Grant 

funds may be used to pay wages to 

students for after-school and summer 

internships as long as students are 

assigned real work at these internships, 

but grant funds cannot be used for 

paying stipends to youth. Grantees must 

submit an implementation plan and 

detailed budget for Federal Project 

Officer review and approval prior to 

starting operations. If grantees are 

starting some components sooner than 

others, they can submit separate plans 

for the components as they are ready to 

start them. 

Indirect Costs. As specified in OMB 

Circulars on Cost Principles, indirect 

costs are those that have been incurred 

for common or joint objectives and 

cannot be readily identified with a 

particular cost objective. In order to 

utilize grant funds for indirect costs 

incurred, the applicant must obtain an 

Indirect Cost Rate Agreement with its 

Federal Cognizant Agency either before 

or shortly after the grant award. The 

Federal Cognizant Agency is generally 

determined based on the preponderance 

of Federal dollars received by the 

recipient. 

Administrative Costs. An entity that 

receives a grant to carry out a project or 

program may not use more than 10 

percent of the amount of the grant to 

pay administrative costs associated with 

the program or project. Administrative 

costs could be both direct and indirect 


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costs and are defined at 20 CFR 667.220. 

Administrative costs do not need to be 

identified separately from program costs 

on the SF 424A Budget Information 

Form. They should be discussed in the 

budget narrative and tracked through 

the grantee’s accounting system. To 

claim any administrative costs that are 

also indirect costs, the applicant must 

obtain an Indirect Cost Rate Agreement 

from its Federal Cognizant Agency as 

specified above. 

F. 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, excepts as 

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. 

G. Legal Rules Pertaining to Inherently 

Religious Activities by Organizations 

That Receive Federal Financial 

Assistance 

Direct Federal grants, sub-award 

funds, or contracts under this program 

shall not be used to support inherently 

religious activities such as religious 

instruction, worship, or proselytization. 

Therefore, organizations must take steps 

to separate, in time or location, their 

inherently religious activities from the 

services funded under this program. 

Neutral, secular criteria that neither 

favor nor disfavor religion must be 

employed in the selection of grant and 

sub-grant recipients. In addition, under 

the Workforce Investment Act of 1998 

and DOL regulations implementing the 

Workforce Investment Act, a recipient 

may not use direct Federal assistance to 

train a participant in religious activities, 

or employ participants to construct, 

operate, or maintain any part of a 

facility that is used or to be used for 

religious instruction or worship. See 29 

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

shall be excluded from participation in, 

denied the benefits of, subjected to 

discrimination under, or denied 

employment in the administration of or 

in connection with, any such program 

or activity because of race, color, 

religion, sex (except as otherwise 

permitted under Title IX of the 

Education Amendments of 1972), 

national origin, age, disability, or 

political affiliation or belief.’’ 

Regulations pertaining to the Equal 

Treatment for Faith-Based 

Organizations, which includes the 

prohibition against Federal funding of 

inherently religious activities, can be 

found at See 29 CFR Part 2, Subpart D. 

Provisions relating to the use of indirect 

support (such as vouchers) are at 29 

CFR 2.33(c) and 20 CFR 667.266. 

A faith-based organization receiving 

Federal 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 

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 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 DOL 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 

works—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. The 

Federal Government reserves a paid-up, 

non exclusive and irrevocable license to 

reproduce, publish or otherwise use, 

and to authorize others to use for 

Federal purposes: (i) The copyright in 

all products developed under the grant, 

including a subgrant or contract under 

the grant or subgrant; and (ii) any rights 

of copyright to which the grantee, 

subgrantee or a contractor purchases 

ownership under an award (including 

but not limited to curricula, training 

models, technical assistance products, 

and any related materials). Such uses 

include, but are not limited to, the right 

to modify and distribute such products 

worldwide by any means, electronically 

or otherwise. 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, theses revenues 

are program income. Program income is 

added to the grant and must be 

expended for allowable grant activities. 

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. 

H. Withdrawal of Application 

Applications may be withdrawn by 

written notice or telegram (including 

mailgram) received at any time before 

an award is made. Applications may be 

withdrawn in person by the applicant or 

by an authorized representative thereof, 

if the representative’s identity is made 

known and the representative signs a 

receipt for the proposal. 

V. Application Review Information 

A. Evaluation Criteria 

This section identifies and describes 

the criteria that will be used to evaluate 

proposals submitted. These criteria and 

point values are: 

Criterion Points 

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

2. Analysis of the problems faced 

by the school and its students .. 20 

3. Project design ........................... 45 

4. The commitment of the applicant and the community to the 

project and the quality of proposed staff ................................. 20 

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

The rated components listed above 

make up the Technical Proposal (along 

with the additional requirements listed 

in section IV. B). 


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1. Statement of Need (15 Points) 

• Provide the number of students in 

the school’s ninth grade class (both 

entering ninth graders and repeating 

ninth graders) in the fall of 2004 and the 

number of students who graduated from 

the school in the spring of 2008. If the 

school includes only grades 10 through 

12, provide the number of 10th graders 

in the fall of 2005 and the number of 

students who graduated from the school 

in the spring of 2008. 

• Discuss the number and severity of 

behavioral incidents in the school 

during the past two school years. 

• Discuss the extent of juvenile crime 

and youth gangs in the community 

served by the school. If the school draws 

students from the entire city, describe 

the extent of juvenile crime and youth 

gangs in the communities from which 

most students are drawn. Where 

possible, provide data on the level of 

juvenile crime and youth gang 

involvement in the community or 

communities served. 

• Ungraded schools serving students 

with special needs should discuss the 

behavioral issues and academic 

challenges faced by their students 

instead of the three discussion points 

above. 

Proposals will be evaluated under this 

criterion based on: 

• The percentage of students lost 

between the ninth grade class in the fall 

of 2004 and the graduating class in the 

spring of 2008, or for schools that 

include only grades 10 through 12, the 

percentage of students lost between the 

tenth grade class in the fall 2005 and the 

graduating class in the spring of 2008 (5 

points). 

• The number and severity of 

behavioral incidents per student in the 

school during the past two school years 

(5 points). 

• The extent of the juvenile crime and 

youth gang problem in the community 

served by the school (5 points). 

• Ungraded schools serving students 

with special needs will be evaluated 

based on the severity of the behavioral 

problems and academic challenges of 

the students that they serve, with a 

maximum total of 15 points for their 

answer. 

2. Analysis of the Problems Faced by the 

School and Its Students (20 Points) 

If a school district is applying, this 

section should be prepared jointly by 

the school district and the principal and 

staff of the high school. If a CBO is 

applying, it should be prepared jointly 

by the school district, principal and staff 

of the high school, and the CBO. The 

section should present a discussion of 

the problems and challenges faced by 

the school and its students, and a 

discussion of why students drop out 

without graduating and why students 

become involved in behavioral 

incidents at the school or in juvenile 

crime or youth gangs outside the school. 

This section should also provide 

evidence that the principal and staff of 

the school were involved in these 

discussions. 

Proposals will be evaluated under this 

criterion based on: 

• The clarity of the discussion of the 

problems and challenges faced by the 

school and its students (10 points). 

• Evidence that the school principal 

and staff were active participants in 

these discussions. Such evidence could 

include, for example, dates of meetings 

held (10 points). 

3. Project Design (45 Points) 

We are asking you to describe your 

project design in two ways in this 

section: (1) In a summary form in the 

matrix below, and (2) in a more detailed 

way in a narrative. Begin this section by 

filling out the matrix below by inserting 

the new activities to be funded under 

this grant that will be directed towards: 

(1) The whole school; (2) particular 

target groups of at-risk youth, such as 

entering ninth graders and repeating 

ninth graders; and (3) individual youth 

who present the greatest challenges 

relating to misconduct, truancy, and 

poor school performance. Use the 

matrix to show how new activities will 

be introduced at all three of these levels 

to improve student attendance, 

behavior, effort, and course 

performance. 

Here are some examples. (1) If 

mentors will be provided to particular 

target groups of students and to 

individual students with the greatest 

challenges, and if the mentors will 

attempt to improve student attendance, 

behavior, motivation, and course 

performance, then mentoring should be 

listed in all of the blocks relating to 

target groups and individual youth. (2) 

If tutoring and credit retrieval will be 

made available to all students, then both 

of these activities should be listed in the 

block for initiatives affecting the whole 

school to improve student course 

performance. (3) If conflict resolution 

skills will be taught to all students in 

the school, then it should be listed as an 

initiative affecting the whole school 

aimed at improving student behavior. 

(4) If new counselors are to be hired to 

conduct home visits to chronically 

truant students, it should be listed as an 

initiative aimed at students with 

greatest challenges to improve 

attendance. (5) If a Twilight School will 

be started for repeating ninth graders to 

improve their attendance, behavior, 

motivation, and course performance, it 

should be listed as an activity in all four 

blocks for targeted at-risk groups. There 

can be one, two, three, or more activities 

listed in each block. 

Improving student 

attendance 

Improving student 

behavior and reducing 

violence 

Improving student 

effort and motivation 

Improving student 

course performance 

Initiatives Affecting Whole School.

Initiatives Targeted at Specific At-Risk 

Groups (for example, all 9th graders, repeating 9th graders, juvenile offenders, 

and teen parents).

Intensive Interventions for Individual Students with Greatest Challenges.

In addition to completing the matrix, 

provide a narrative that describes your 

strategies in detail that includes the 

following: 

› More complete information on 

each of the strategies identified in the 

matrix, including roles and 

responsibilities for identified project 

partners and how collectively these 

strategies complement the existing 

school improvement plan. 

› Implementation plans to meet the 

required project components in Part I of 

the grant announcement: 

1. Turnaround Team: Discuss who 

will serve on this team, including 

community-based and faith-based 

organizations and groups. Discuss the 

roles and responsibilities of the 

Turnaround Team. 


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2. Mentoring: Describe how the 

mentoring component will be carried 

out, including how mentors will be 

recruited, screened, and trained, the 

anticipated number of students who 

will receive mentors, and the number of 

full-time staff to be hired for this 

component. 

3. Education Strategies: Discuss the 

educational strategies that you will 

implement with grant funds. Provide 

details regarding how you will 

implement each strategy, including the 

number of full-time staff positions that 

will be dedicated to each new strategy 

and the expected number of students to 

be served each year by each strategy. 

Describe the level of staff development 

that will be provided in implementing 

these educational strategies. If vouchers 

for after-school tutoring or supportive 

services are proposed, describe how the 

vouchers will be implemented in a way 

consistent with Federal Equal Treatment 

rules on indirect support of religious 

organizations. 

4. Employment Strategies: Discuss 

plans for developing internships for 

juniors and seniors during the school 

year or during the summer. Discuss 

ideas for possible places for these 

internships, and the number of students 

expected to be involved in the 

internships. Describe potential linkages 

with other DOL-funded formula and 

discretionary youth employment 

programs that currently exist in the 

neighborhood served by the school, and 

possible links with the local WIB and 

local One-Stop Centers. 

5. Improving the School Environment 

and Student Behavior: Discuss how you 

will provide students with conflict 

resolution and anger management skills, 

how you will in other ways promote 

violence reduction in the school, and 

the anticipated number of students to be 

served by this component. 

6. Case Management: Discuss plans 

for carrying out this component, 

including the number of case managers 

or advocates you expect to hire, how 

these case managers or advocates will 

interact with guidance counselors and 

staff, the expected number of students to 

be served each year in this component, 

and the anticipated case load size. 

› Projected outcomes to be achieved. 

Indicate for each component the 

expected outcomes to be attained. For 

example, the expected outcomes of the 

mentoring component may be reducing 

truancy by 5 percent, reducing 

behavioral incidents by 10 percent, and 

increasing the percentage of ninth 

graders promoted to the 10th grade by 

10 percent. 

Proposals will be evaluated under this 

criterion based on: 

› The design for school-wide 

activities, including its potential for 

having a measurable impact on the 

school, the extent to which the 

applicant demonstrates that it has 

thought through how it will implement 

the various school-wide activities, and 

the extent to which it has considered 

possible links with other DOL grants 

and other neighborhood programs (15 

points). 

› The design for initiatives aimed at 

specific target groups, including its 

potential for having a measurable 

impact on the school and the extent to 

which the applicant demonstrates that it 

has thought through how it will 

implement the various target group 

activities (15 points). 

› The design for initiatives aimed at 

students with the greatest challenges, 

including its potential for having a 

measurable impact on the school and 

the extent to which the applicant 

demonstrates that it has thought through 

how it will implement the various 

activities aimed at students with the 

greatest challenges (15 points). 

4. The Commitment of the Applicant 

and the Community to the Project and 

the Quality of Proposed Staff (20 Points) 

If the school district is applying, this 

section should include: 

› A clear statement indicating the 

school district’s commitment to this 

project, including a commitment to 

making a good faith effort to sustain 

initiatives after Federal funds cease 

using average daily attendance funds 

and other resources. This statement 

should be backed up by a letter of 

support from the school superintendent. 

This letter should acknowledge that ‘‘in 

accepting funds under this grant as 

either the grant recipient or subrecipient, the school district agrees not 

to divert funds received through this 

grant to other purposes by reducing the 

annual budget the school would have 

received in the absence of the grant’’ 

and that no plans are currently in place 

to close the school. 

› A description of the experience of 

key school district staff that will be 

involved in the project. 

› A description of the requirements 

that will go into the grant 

announcement for selecting CBO subgrantees/contractors. The Department 

strongly encourages the competitive 

selection of sub-grantees and contractors 

either before or after grant award. 

› A discussion of the community’s 

potential commitment to the project, 

including a description of organizations 

that serve the same neighborhoods as 

the school that could be potential 

partners, including churches with youth 

programs, Settlement Houses, Boys and 

Girls Clubs, Girls Inc, YMCAs, and 

YWCAs, and how these organizations 

could help serve as a community-wide 

net for at-risk youth. 

› A discussion of other partners that 

the school district hopes to develop in 

implementing this grant, including the 

juvenile justice system, the local police, 

the workforce investment system, local 

foundations, and corporations. 

If a CBO is applying, this section 

should include: 

› A clear statement indicating the 

school district’s commitment to this 

project, including a commitment to 

making a good faith effort to sustain 

initiatives after Federal funds cease 

using average daily attendance funds 

and other resources. This statement 

should be backed up by a letter of 

support from the school superintendent. 

This letter should acknowledge that ‘‘in 

accepting funds under this grant as 

either the grant recipient or subrecipient, the school district agrees not 

to divert funds received through this 

grant to other purposes by reducing the 

annual budget the school would have 

received in the absence of the grant’’ 

and that no plans are currently in place 

to close the school. 

› A description of the experience of 

key CBO and school district staff that 

will be involved in the project, and of 

how CBO staff who will serve students 

will be recruited. 

› A description of the experience of 

the CBO either in providing social 

services in schools with large numbers 

of at-risk students or in operating 

mentoring or other youth-serving 

programs. 

› A description of the requirements 

that will go into the grant 

announcement for selecting other CBOs 

as sub-grantees/contractors. The 

Department strongly encourages the 

competitive selection of sub-grantees 

and contractors either before or after 

grant award. 

› A discussion of the community’s 

potential commitment to the project, 

including a description of organizations 

that serve the same neighborhoods as 

the school that could be potential 

partners, and how these organizations 

could help serve as a community-wide 

net for at-risk youth. 

› A discussion of other partners that 

the CBO and school district hope to 

develop in implementing this grant, 

including the juvenile justice system, 

the local police, the workforce 

investment system, local foundations, 

and corporations. 

If a school district is applying, 

proposals will be evaluated under this 

criterion based on: 


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› The commitment of the school 

district to the project, as demonstrated 

in the letter of support from the school 

superintendent and evidence in the 

application that staff at the school 

district level will be involved in 

designing and overseeing the proposed 

project (4 points); 

› The experience of school district 

staff assigned to the project, as 

demonstrated by their involvement in 

other efforts to improve and restructure 

high schools (4 points); 

› The requirements that will be 

included in the grant announcement for 

selecting CBO sub-grantees/contractors 

(4 points); 

› The potential commitment of the 

community to the project, as 

demonstrated by the description of 

organizations that serve the same 

neighborhoods as the school that could 

be potential partners and how these 

organizations could help serve as a 

community-wide net for at-risk youth (4 

points). 

› Plans for developing partnerships 

with other agencies and organizations, 

as demonstrated by how specific and 

practical such plans are (4 points). 

If a CBO is applying, proposals will be 

evaluated under this criterion based on: 

› The commitment of the school 

district to the project, as demonstrated 

in the letter of support from the school 

superintendent and evidence in the 

application that staff at the school 

district level will be involved in 

designing and overseeing the proposed 

project (4 points); 

› The experience of CBO and school 

district staff assigned to the project, as 

demonstrated by their involvement in 

other efforts to improve and restructure 

high schools (4 points); 

› The experience of the CBO either 

in providing social services in schools 

with large numbers of at-risk students or 

in operating mentoring or other youthserving programs (4 points). 

› The potential commitment of the 

community to the project, as 

demonstrated by the description of 

organizations that serve the same 

neighborhoods as the school that could 

be potential partners and how these 

organizations could help serve as a 

community-wide net for at-risk youth (4 

points); 

› Plans for developing partnerships 

with other agencies and organizations, 

as demonstrated by how specific and 

practical such plans are (4 points). 

B. Review and Selection Process 

Proposals that are timely and 

responsive to the requirements of this 

SGA will be rated against the criteria 

listed above by an independent panel 

comprised of representatives from DOL 

and other reviewers. The ranked scores 

will serve as the primary basis for 

selection of applications for funding, in 

conjunction with other factors such as 

geographic balance, the availability of 

funds, and which proposals are most 

advantageous to the Government. 

Applications that receive a score of 80 

and above will be considered for award. 

The panel results are advisory in nature 

and not binding on the Grant Officer, 

and the Grant Officer may consider any 

information that comes to his/her 

attention. If no fundable proposals are 

received for a given category or if fewer 

fundable proposals are received for a 

category than we intended to fund, 

additional awards may be made in the 

other categories. The Government may 

elect to award the grant(s) with or 

without discussions with the applicants. 

Should a grant be awarded without 

discussions, the award will be based on 

the applicant’s signature on the SF 424, 

which constitutes a binding offer by the 

applicant (including electronic 

signature via E–Authentication on 

http://www.grants.gov). 

C. Anticipated Announcement and 

Award Dates 

Both school districts and CBOs 

applying for these grants should include 

in their technical proposals the name 

and contact information for persons 

who will be available for discussions 

with the Department. 

VI. Award Administration Information 

A. Award Notices 

All award notifications will be posted 

on the ETA homepage (http:// 

www.doleta.gov). The notice of award 

signed by the Grants Officer will serve 

as the authorizing document. 

Applicants not selected for award will 

be notified as soon as possible. 

B. Administrative and National Policy 

Requirements 

1. Administrative Program 

Requirements 

All grantees, including faith-based 

organizations, will be subject to all 

applicable Federal laws (including 

provisions of appropriation laws), 

regulations, and the applicable OMB 

Circulars. The grant(s) awarded under 

this SGA must comply with all 

provisions of this solicitation and will 

be subject to the following statutory and 

administrative standards and 

provisions, as applicable to the 

particular grantee: 

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; 

c. 29 CFR part 37—Implementation of 

the Nondiscrimination and Equal 

Opportunity Provisions of the 

Workforce Investment Act of 1998. 

d. 29 CFR part 1926, Safety and 

Health Regulations for Construction of 

the Occupational Safety and Health Act 

(OSHA); and 

e. 29 CFR part 570, Child Labor 

Regulations, Orders and Statements of 

Interpretation of the Employment 

Standard Administration’s Child Labor 

Provisions. 


srobinson on DSKHWCL6B1PROD with NOTICES
36772 Federal Register / Vol. 74, No. 141 / Friday, July 24, 2009 / Notices 

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. 

2. Special Program Requirements 

Evaluation. DOL will require that 

grantees participate in an evaluation of 

overall performance. To measure the 

effect of the project, DOL will arrange 

for or conduct an independent 

evaluation of the outcomes and benefits 

of the project. The grantee must agree to 

make records on participants, employers 

and funding available, and to provide 

access to program operating personnel 

and participants, as specified by the 

evaluator(s) under the direction of DOL, 

including after the expiration date of the 

grant. 

C. Reporting and Accountability 

These grants will be subject to 

performance standards measuring their 

progress in meeting the goals of the 

grants. The problems of truancy, failing 

the ninth grade, having low reading and 

math skills, dropping out of school, 

creating behavioral problems in school, 

and participating in violence and gangs 

are all interrelated, and the performance 

measures for these grades will reflect 

each of these. National goals will be set 

after grant award in the following areas: 

› Decreasing the number and 

seriousness of behavioral incidents at 

the school, including the rate of all 

incidents involving suspension, 

expulsion, or arrest and the rate of 

severe incidents that count towards 

persistently dangerous status. This will 

require tracking the number and type of 

behavioral incidents at the school each 

year. This information is already 

collected by school districts. 

› Decreasing the number of students 

who become involved in the juvenile 

justice system. This will require 

increased coordination with the city’s 

juvenile justice system. Such increased 

coordination also will have positive 

benefits in serving youth involved in 

delinquency, as research shows that 

such youth currently have very poor 

educational outcomes. 

› Improving the high school’s daily 

attendance rate, including increasing 

the school’s overall average daily 

attendance and decreasing the 

percentage of students at the school who 

miss 54 days or more during the year. 

This will involve tracking the high 

school’s daily attendance. High schools 

and school districts already collect this 

information. 

› Decreasing its rate of students 

failing the ninth grade, including both 

the rate of first-time 9th graders failing 

and the rate of repeating 9th graders 

failing for a subsequent year. This will 

require tracking the number of entering 

9th graders who fail the ninth grade and 

the number of repeating 9th graders who 

fail the ninth grade a second time. High 

schools and school districts already 

collect this information. 

› Increasing the reading and math 

scores of its students, including both the 

percentage of students testing at grade 

level and the percentage of basic skills 

deficient students who improve at least 

two grade levels during the year in 

reading and or math. This will involve 

conducting baseline and follow-up 

reading and math tests of students. DOL 

will accept the results of reading and 

math tests already being conducted by 

high schools that are the focus of these 

grants. Given that some special groups 

of youth such as repeating ninth graders 

or entering ninth graders will likely 

receive more concentrated reading and 

math instruction under this grant, it will 

make sense from both a programmatic 

and a performance management 

standpoint to provide additional reading 

and math testing of these students. 

› Decreasing the school’s dropout 

rate, as measured both by comparing the 

number of graduates from the school to 

the entering ninth grade class four years 

earlier and by looking at the number of 

entering ninth graders at the school who 

graduate four years later from any 

public school in the district. This will 

require tracking the number of students 

in the school’s ninth grade each year 

and the subsequent number of students 

who graduate four years later. High 

schools and school districts already 

collect such information. 

› Increasing the proportion of the 

school’s graduating seniors who enroll 

in post-secondary education. This will 

involve the school district enrolling in 

a national data base that identifies 

students in colleges across the country. 

› Reaching a targeted number of 

students participating in mentoring 

programs. This will involve 

documenting the number of students in 

the school’s mentoring component. 

› The cost-effectiveness of the 

program. DOL will coordinate with 

grantees in setting this measure and in 

identifying the data sources necessary 

for this element. Quarterly financial 

reports, quarterly progress reports, and 

management information system (MIS) 

data will be submitted by the grantee 

electronically. Grantees must agree to 

meet DOL reporting requirements. The 

grantee is required to provide the 

reports and documents listed below: 

Quarterly Financial Reports. A 

Quarterly Financial Status Report is 

required until such time as all funds 

have been expended or the grant period 

has expired, whichever is sooner. 

Quarterly reports are due 45 days after 

the end of each calendar year quarter. 

Grantees must use ETA’s On-Line 

Electronic Reporting System; 

information and instructions will be 

provided to grantees. 

Quarterly Progress Reports. The 

grantee must submit a quarterly progress 

report based on a DOL template to its 

designated Federal Project Officer 

within 45 days after the end of each 

quarter. This report should provide a 

detailed account of activities 

undertaken during that quarter. The 

quarterly progress report should be in 

narrative form and should include: 

1. In-depth information on 

accomplishments, including project 

success stories, upcoming grant 

activities, and promising approaches 

and processes. 

2. Progress toward meeting 

performance outcomes. 

3. Challenges being faced by the 

grantee in implementing the project. 

MIS Reports. Organizations will be 

required to submit updated MIS data 

within 45 days after the end of each 

quarter based on a DOL template that 

reports on enrollment, services 

provided, placements, outcomes, and 

follow-up status. 

VII. Agency Contacts 

For further information regarding this 

SGA, please contact Serena Boyd, 

Grants Management Specialist, Division 

of Federal Assistance, at (202) 693–3338 

(please note this is not a toll-free 

number). Applicants should fax all 

technical questions to (202) 693–2705 

and must specifically address the fax to 

the attention of Serena Boyd and should 

include SGA/DFA PY 08–14, a contact 

name, fax and phone number, and 

e-mail address. This announcement is 

being made available on the ETA Web 


srobinson on DSKHWCL6B1PROD with NOTICES
Federal Register / Vol. 74, No. 141 / Friday, July 24, 2009 / Notices 36773 

site at http://www.doleta.gov/sga/ 

sga.cfm, at http://www.grants.gov, and 

in the Federal Register. 

VIII. Additional Resources and Other 

Information 

A. High Schools and Ungraded Schools 

That Serve Primarily Students Ages 14 

and Above That Have Been Designated 

as Persistently Dangerous for the 2008– 

2009 School Year and That Are Not 

Currently Receiving a Grant From DOL 

for These Purposes 

Maryland 

› Reginald F. Lewis High School, 

Baltimore, 788 students. 

New Jersey 

› Plainfield High School, Plainfield, 

1,803 students. 

New York 

› PS 12, Lewis and Clark School, 

New York City, 246 students ages 14 

and above. 

› PS/IS 25 South Richmond High 

School, New York City, 306 students 

ages 14 and above. 

› Marta Valle Secondary School, 

New York City, 409 students. 

› Schenectady High School, 

Schenectady, 2,902 students. 

Oregon 

› McKay High School, Salem, 1,791 

students. 

Pennsylvania 

› Edison-Fariera High School, 

Philadelphia, 2,400 students. 

› Frankford High School, 

Philadelphia, 2,057 students. 

› Martin Luther King High School, 

Philadelphia, 1,424 students. 

› Olney West High School, 

Philadelphia, 964 students. 

› Samuel Fels High School, 

Philadelphia, 1,498 students. 

› South Philadelphia High School, 

Philadelphia, 1,175 students. 

› Strawberry Mansion High School, 

Philadelphia, 500 students. 

› William Penn High School, 

Philadelphia, 689 students. 

Puerto Rico 

› Superior Dra. Trina Padilla de 

Sanz, Arecibo, 432 students. 

› Superior Medardo Carazo, Trujillo 

Alto, 255 students. 

› Superior Judith Vivas, Utuado, 313 

students. 

› Superior Lorenzo Coballes Gandia, 

Hatillo, 529 students. 

B. Resources for the Applicant 

DOL maintains a number of Webbased resources that may be of 

assistance to applicants. Questions and 

responses submitted to the Grant Officer 

regarding the SGA will be posted on the 

ETA Web site at http://www.doleta.gov. 

Questions will be received for one 

month after publication. 

C. Other Information 

OMB Information Collection No.: 

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 your completed application to 

the OMB. Send it to the sponsoring 

agency as specified in this solicitation. 

This information is being collected for 

the purpose of awarding a grant. The 

information collected through this 

‘‘Solicitation for Grant Applications’’ 

will be used by DOL 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 20th day of 

July 2009. 

B. Jai Johnson, 

Grant Officer, Employment and Training 

Administration. 

[FR Doc. E9–17560 Filed 7–23–09; 8:45 am] 

BILLING CODE 4510–FT–P 

DEPARTMENT OF LABOR 

Employee Benefits Security 

Administration 

Prohibited Transaction Exemptions 

and Grant of Individual Exemptions 

involving: 2009–18, Robert W. Baird & 

Co. Incorporated, D–11488; 2009–19, 

MarkWest Energy Partners, L.P., 

D–11498; Morgan Stanley & Co. 

Incorporated, D–11501, 2009–20; and 

The Bank of New York Mellon 

Corporation (BNMC) and Its Affiliates 

(Collectively, BNY Mellon), D–11523, 

2009–21 

AGENCY: Employee Benefits Security 

Administration, Labor. 

ACTION: Grant of individual exemptions. 

SUMMARY: This document contains 

exemptions issued by the Department of 

Labor (the Department) from certain of 

the prohibited transaction restrictions of 

the Employee Retirement Income 

Security Act of 1974 (ERISA or the Act) 

and/or the Internal Revenue Code of 

1986 (the Code). 

A notice was published in the Federal 

Register of the pendency before the 

Department of a proposal to grant such 

exemption. The notice set forth a 

summary of facts and representations 

contained in the application for 

exemption and referred interested 

persons to the application for a 

complete statement of the facts and 

representations. The application has 

been available for public inspection at 

the Department in Washington, DC. The 

notice also invited interested persons to 

submit comments on the requested 

exemption to the Department. In 

addition the notice stated that any 

interested person might submit a 

written request that a public hearing be 

held (where appropriate). The applicant 

has represented that it has complied 

with the requirements of the notification 

to interested persons. No requests for a 

hearing were received by the 

Department. Public comments were 

received by the Department as described 

in the granted exemption. 

The notice of proposed exemption 

was issued and the exemption is being 

granted solely by the Department 

because, effective December 31, 1978, 

section 102 of Reorganization Plan No. 

4 of 1978, 5 U.S.C. App. 1 (1996), 

transferred the authority of the Secretary 

of the Treasury to issue exemptions of 

the type proposed to the Secretary of 

Labor. 

Statutory Findings 

In accordance with section 408(a) of 

the Act and/or section 4975(c)(2) of the 

Code and the procedures set forth in 29 


srobinson on DSKHWCL6B1PROD with NOTICES