[Federal Register Volume 60, Number 50 (Wednesday, March 15, 1995)]
[Notices]
[Pages 14136-14154]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 95-6333]
[[Page 14135]]
_______________________________________________________________________
Part III
Department of Labor
Employment and Training Administration
Department of Education
Office of Vocational and Adult Education
_______________________________________________________________________
Job Training Partnership Act: School-To-Work Opportunities; Indian
Program; Application Procedures; Notice
Federal Register / Vol. 60, No. 50 / Wednesday, March 15, 1995 /
Notices
[[Page 14136]]
DEPARTMENT OF LABOR
Employment and Training Administration
DEPARTMENT OF EDUCATION
Office of Vocational and Adult Education
Job Training Partnership Act: School-To-Work Opportunities;
Indian Program; Application Procedures
AGENCIES: Employment and Training Administration, Labor. Office of
Vocational and Adult Education, Education.
ACTION: Notice of availability of funds and solicitation for grant
applications (SGA).
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SUMMARY: This Notice contains all of the necessary information and
forms needed to apply for grant funding. This notice announces a
competition for Indian Program Grants to enable local partnerships to
begin development or implementation of School-to-Work Opportunities
initiatives that serve Indian youth and involve schools funded by the
Bureau of Indian Affairs (BIA). The School-to-Work Opportunities
initiatives funded under this competition will offer Indian youth
access to School-to-Work Opportunities programs that will prepare them
for first jobs in high-skill, high-wage careers and further
postsecondary education and training.
DATES: Applications for grant awards will be accepted commencing March
15, 1995. The closing date for receipt of applications is May 15, 1995,
at 2 p.m. (Eastern Time) at the address below. Telefacsimile (FAX)
applications will not be honored.
ADDRESSES: Applications shall be mailed to: U.S. Department of Labor,
Employment and Training Administration, Division of Acquisition and
Assistance, Attention: Ms. Laura Cesario, Reference: SGA/DAA 95-002,
200 Constitution Avenue NW, Room S-4203, Washington, D.C. 20210.
FOR FURTHER INFORMATION CONTACT:
Ms. Laura Cesario, Division of Acquisition and Assistance, Telephone:
(202) 219-7300 (this is not a toll-free number).
SUPPLEMENTARY INFORMATION:
Section A. Purpose
This competition will award grants to local partnerships for
School-to-Work Opportunities initiatives that serve Indian youth and
involve Bureau-funded schools. Approximately $500,000 is available for
awards under this notice. The Departments expect to award approximately
8 development grants of about $30,000 and up to 5 implementation grants
ranging in amount between $50,000 and $100,000 under this notice.
Grants under this competition will be financed under Title IV of the
Job Training Partnership Act and will be used to implement activities
that are consistent with Title II, Subtitle C of the School-to-Work
Opportunities Act of 1994.
Local Partnerships may apply for either a development grant, an
implementation grant or both. The competitions have been structured to
allow those partnerships which have been engaged in planning and
development activities to apply for an implementation grant without
jeopardizing their opportunities for receiving a development grant.
However, local partnerships which intend to apply for consideration
under both the development and implementation grant competitions must
submit separate applications for each competition. The amount of any
award will be based on a number of factors, including the scope,
quality, and comprehensiveness of the proposed initiative and the size
of the population to be served.
The Departments intend to conduct subsequent competitions for
Indian Program Grants, on an annual basis, under the recently enacted
School-to-Work Opportunities Act of 1994. A local partnership may
receive only one (1) development or implementation grant under this
notice, with grant renewals for up to five years to be awarded
depending upon fund availability and maintaining satisfactory progress.
Section B. Application Process
1. Eligible Applicants
An entity that meets the definition of ``eligible partnership,'' as
defined in section B.7 of this notice, proposes to serve Indian youth,
and involves Bureau-funded schools is eligible to apply for an Indian
Program Grant for either development or implementation of School-to-
Work Opportunities initiatives.
2. Submission of Application
Applicants must submit an original and four (4) copies of the
application. The application shall consist of four distinct parts:
budget and certifications, abstract, program narrative and appendices.
To ensure a comprehensive and expedient review, the Departments
strongly suggest that applicants submit an application formatted as
seen below:
Table of Contents
I. Budget and Certifications
Part I shall contain the Standard Form (SF) 424, ``Application for
Federal Assistance,'' and SF 424A, ``Budget'' (Appendix A). All copies
of the 424 Form must have original signatures of the designated fiscal
agent and must indicate in item 11 whether the application is to be
considered for development or implementation funding. In addition, the
budget shall include--on a separate page(s)--a detailed cost break-out
of each line item on Budget Form 424A. Assurances and Certifications
(Appendix B) shall also be included in this part.
II. Abstract
Part II shall consist of a one page abstract summarizing the
essential components and key features of the partnership's plan.
III. Program Narrative
Part III shall contain the program narrative that demonstrates the
applicant's plan and capabilities in accordance with the Statement of
Work in Section C. The Departments strongly advise applicants to
describe their plan in light of each of the Selection Criteria in
Section E of this notice. No cost data or reference to price shall be
included in this part of the application. The Departments strongly
request that applicants limit the program narrative section to no more
than 40 double-spaced pages, on one side only.
IV. Appendices
All applicable appendices including letters of support, resumes and
organizational charts should be included in this section. The safeguard
assurance, as required under Part III, Section D, ``Safeguards'', of
this notice, should be included in all applications as Appendix A. The
Departments recommend that all appendix entries be cross-referenced
back to applicable sections in the program narrative.
3. Late Applications
Any application received after the exact time specified for receipt
at the office designated in this notice will not be considered, unless
it is received before awards are made and it--
(a) Was sent by registered or certified mail not later than the
fifth calendar day before the date specified for receipt of
applications (e.g., an application submitted in response to a
solicitation requiring receipt of applications by the 20th of the month
must have been mailed/post marked by the 15th of that month);
or [[Page 14137]]
(b) Was sent by the U.S. Postal Service Express Mail Next Day
Service to addressee not later than 5:00 P.M. at the place of mailing
two working days prior to the date specified for receipt of
applications. The term ``working days'' excludes weekends and Federal
holidays.
The term ``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.
4. Hand-Delivered Applications
It is preferred that applications be mailed at least five days
prior to the closing date. To be considered for funding, hand-delivered
applications must be received by 2:00 P.M., Eastern Time, on the
closing date. Telegraphed and/or Faxed applications will not be
honored. Failure to adhere to the above instructions will be a basis
for a determination of nonresponsiveness. Overnight express mail from
carriers other than the U.S. Postal Service will be considered hand-
delivered applications and must be received by the above specified date
and time.
5. Period of Performance
The period of performance will be twelve (12) months from the date
of award by the Department of Labor. Since all awards must be made by
June 30, 1995 under this competition, the Departments recommend that
all applicants use July 1, 1995-June 30, 1996 as both budgetary and
project award periods.
6. Option to Extend
These Indian Program Grants may be extended for up to four
additional years at the discretion of the Federal Government, based
upon the availability of funds and the demonstrated progress of the
grantee in implementing a School-to-Work Opportunities initiative.
Consistent with the School-to-Work Opportunities Act, the
Departments expect that over time, the amount of federal funds, if any,
that are added to this grant, awarded under this notice, will decrease.
Funds awarded under this notice are considered ``venture capital'' for
the establishment of School-to-Work Opportunities systems serving
Indian youth. Likewise, local partnerships will eventually assume
responsibility for maintaining School-to-Work Opportunities systems
with other Federal, State and local resources.
7. Definitions
As used in this notice--
``All aspects of an industry'' means all aspects of the industry or
industry sector a student is preparing to enter, including planning,
management, finances, technical and production skills, underlying
principles of technology, labor and community issues, health and safety
issues, and environmental issues, related to that industry or industry
sector;
``Bureau-funded school'' as defined in Section 1139 (3) of the
``Education Amendments of 1978'' means:
(a) A Bureau school--a Bureau of Indian Affairs-operated elementary
or secondary day or boarding school or a BIA-operated dormitory for
students attending a school other than a Bureau school.
(b) A contract school--an elementary or secondary school or a
dormitory that receives financial assistance for its operation under a
contract or agreement with the BIA under Section 102, 103 (a), or 208
of the Indian Self-Determination and Education Assistance Act.
(c) A school for which assistance is provided under the Tribally
Controlled Schools Act of 1988.
``Career guidance and counseling'' means programs--
(a) That pertain to the body of subject matter and related
techniques and methods organized for the development in individuals of
career awareness, career planning, career decisionmaking, placement
skills, and knowledge and understanding of local, State, and national
occupational, educational, and labor market needs, trends, and
opportunities;
(b) That assist individuals in making and implementing informed
educational and occupational choices; and
(c) That aid students to develop career options with attention to
surmounting gender, race, ethnic, disability, language, or
socioeconomic impediments to career options and encouraging careers in
nontraditional employment.
``Career major'' means a coherent sequence of courses or field of
study that prepares a student for a first job and that--
(a) Integrates academic and occupational learning, integrates
school-based and work-based learning, and establishes linkages between
secondary schools and postsecondary educational institutions;
(b) Prepares the student for employment in a broad occupational
cluster or industry sector;
(c) Typically includes at least two years of secondary education
and at least one or two years of postsecondary education;
(d) Provides the students, to the extent practicable, with strong
experience in and understanding of all aspects of the industry the
students are planning to enter;
(e) Results in the award of--
(1) a high school diploma or its equivalent, such as:
(A) a general equivalency diploma; or
(B) an alternative diploma or certificate for students with
disabilities for whom such alternative diploma or certificate is
appropriate;
(2) a certificate or diploma recognizing successful completion of
one or two years of postsecondary education (if appropriate), and
(3) a skill certificate; and
(f) May lead to further education and training, such as entry into
a registered apprenticeship program, or may lead to admission to a two-
or four-year college or university.
``Elementary school'' means a day or residential school that
provides elementary education, as determined under State law.
``Employer'' includes both public and private employers, as well as
tribal businesses and school-based enterprises where appropriate;
``Eligible partnership'' means an entity responsible for School-to-
Work Opportunities programs funded under this competition and that--
(a) Consists of tribal organizations responsible for economic
development, employment, job training, and education (such as tribal
business councils, local chapters of tribal business councils, tribal
departments of education), employers (including tribal businesses or
school-based enterprises where applicable), representatives of Bureau-
funded schools and local postsecondary educational institutions
(including representatives of area vocational education schools and
tribal colleges where applicable), local educators (such as teachers,
counselors, or administrators), representatives of labor organizations
or nonmanagerial employee representatives, students and parents; and
(b) May include other entities, such as--
(1) Employer organizations;
(2) Community-based organizations;
(3) National trade associations working at the local level;
(4) Industrial extension centers;
(5) Rehabilitation agencies and organizations;
(6) Registered apprenticeship agencies;
(7) Local vocational education entities; [[Page 14138]]
(8) Proprietary institutions of higher education (as defined in
section 481(b) of the Higher Education Act of 1965 (20 U.S.C. 1088(b))
that meet the eligibility and certification requirements under Title IV
of such Act (20 U.S.C. 1070 et seq.);
(9) Local government agencies;
(10) Parent organizations;
(11) Teacher organizations;
(12) Vocational student organizations;
(13) Private industry councils established under section 402 of the
Job Training Partnership Act (29 U.S.C. 1512);
``Postsecondary education institution'' means an institution of
higher education (as such term is defined in section 481 of the Higher
Education Act of 1965 (20 U.S.C. 1088)) which meets the eligibility and
certification requirements under Title IV of that Act (20 U.S.C. 1070
et seq.);
``Registered apprenticeship agency'' means the Bureau of
Apprenticeship and Training in the Department of Labor or a State
apprenticeship agency recognized and approved by the Bureau of
Apprenticeship and Training as the appropriate body for State
registration or approval of local apprenticeship programs and
agreements for Federal purposes;
``Registered apprenticeship program'' means a program registered by
a registered apprenticeship agency;
``School dropout'' means a youth who is no longer attending any
school and who has not received a secondary school diploma or a
certificate from a program of equivalency for such a diploma;
``School site mentor'' means a professional employed at a school
who is designated as the advocate for a particular student, and who
works in consultation with classroom teachers, counselors, related
services personnel, and the employer of the student to design and
monitor the progress of the School-to-Work Opportunities program of the
student.
``Secondary school'' means--
(a) A nonprofit day or residential school that provides secondary
education, as determined under State law, except that it does not
include any education provided beyond grade 12; and
(b) A Job Corps center under part B of Title IV of the Job Training
Partnership Act (29 U.S.C. 1691 et seq.);
``Skill certificate'' means a portable, industry-recognized
credential issued by a School-to-Work Opportunities program under an
approved plan, that certifies that a student has mastered skills at
levels that are at least as challenging as skill standards endorsed by
the National Skill Standards Act of 1994, except that until such skill
standards are developed, the term ``skill certificate'' means a
credential issued under a process described in the approved School-to-
Work plan;
``Workplace mentor'' means an employee or other individual,
approved by the employer at a workplace, who possesses the skills and
knowledge to be mastered by a student, and who instructs the student,
critiques the performance of the student, challenges the student to
perform well, and works in consultation with classroom teachers and the
employer of the student.
Section C. Statement of Work
Part I. Background
The United States is the only industrialized nation that lacks a
comprehensive and coherent system to help its youth acquire the
knowledge, skills, abilities, and information about the labor market
necessary to make an effective transition from school to career-
oriented work. Three-fourths of America's high school students do not
attain four-year college degrees. Many of them do not possess the basic
academic and occupational skills necessary for entry into high-skill,
high-wage careers in the changing workplace or to pursue further
education.
The School-to-Work Opportunities Act of 1994 created a national
framework for high-quality, statement school-to-work transition systems
that enable young Americans to identify and navigate paths to
productive and progressively more rewarding roles in the workplace. The
funds used for the School-to-Work Indian Program grant competition were
requested and appropriated prior to enactment of the School-to-Work
Act. However, the Secretaries of Education and Labor have modeled the
School-to-Work Opportunities Indian Grant Program on the Act.
Partnerships serving Indian youth face particular challenges in
implementing School-to-Work Opportunities initiatives:
1. High unemployment and relatively few high-skill, high-wage
employment opportunities often characterize the areas to be served,
making it more difficult to secure employer participation, work-based
learning opportunities, and career-track jobs for Indian youth who
complete a School-to-Work Opportunities program. Therefore, creative
strategies must be developed to make full use of the capacity of local
institutions to include a variety of alternative work-based learning
environments and to support intensive efforts to enhance diverse
employer involvement.
2. Dropout rates of schools in Indian communities are often high,
and intervention to improve student performance needs to begin in the
elementary or middle school years. School-to-Work Opportunities
initiatives can offer alternative learning environments, creative
approaches to academic and technical subjects and relevant and engaging
school-based and work-based activities that can encourage Indian youth
to remain in school until completion.
3. Economic and geographic factors may create uneven educational
and employment opportunities among Indian youth, thus requiring that
careful consideration be given to enhancing both the access and
availability of opportunities. In particular, the extremely rural
nature of many tribal communities requires innovative efforts in
providing high-skill high-wage employment including but not limited to
opportunities with tribal businesses, school-based enterprises, and
entrepreneurial training.
Under this competition, federal funds will be used as ``venture
capital'' to establish School-to-Work Opportunities systems serving
Indian youth. Local partnerships applying for development grants should
be ready to use funds to involve Bureau-funded schools in establishing
cooperative linkages and planning innovative methods of providing
School-to-Work services for Indian youth. Local partnerships applying
for implementation grants should be ready to implement School-to-Work
initiatives involving Bureau-funded schools by building on and
enriching existing promising programs such as tech-prep education,
career academies, youth apprenticeship, school-based enterprises, job
training and previous related efforts funded by the BIA. However, the
purpose of funding under the School-to-Work Opportunities initiative is
not simply to augment existing programs, but rather to build systems
that provide opportunities for all students to achieve the benefits and
outcomes of the School-to-Work Opportunities initiative. Building
comprehensive systems will likely involve a combination of enhancing
existing programs, establishing linkages among them, and developing an
effective framework that connects both existing and new programs in a
meaningful way. Through involvement in the School-to-Work Indian
Program Grants, tribal organizations are expected to build over time
the kind of School-to-Work [[Page 14139]] Opportunities Systems that
best meet their needs.
Part II. Program Description
a. Objectives
The School-to-Work Opportunities initiative provides for a
substantial degree of State and local flexibility and experimentation,
but all State systems, individual local initiatives and Indian Program
initiatives will share several common features and basic program
components as required by the School-to-Work Opportunities Act of 1994.
A School-to-Work Opportunities initiative under this competition must
include the following common features and basic program components:
1. The basis of the School-to-Work Opportunities system is--
(a) The integration of school-based learning and work-based
learning;
(b) The integration of academic and occupational learning; and
(c) The establishment of effective linkages between secondary and
postsecondary education.
2. School-to-Work Opportunities programs will--
(a) Provide participating students with the opportunity to complete
career majors;
(b) Incorporate the program components described below (school-
based learning, work-based learning, and connecting activities);
(c) Provide participating students, to the extent practicable, with
strong experience in and understanding of all aspects of the industry
the students are preparing to enter; and
(d) Provide all students with equal access to the full range of
such program components (including both school-based and work-based
learning components) and related activities, such as recruitment,
enrollment, and placement activities, except that nothing in this
notice shall be construed to provide any individual with an entitlement
to services.
3. School-to-Work Opportunities initiatives must incorporate three
basic program components:
(a) School-Based Learning, that includes--
Career awareness and career exploration and counseling
(beginning at the earliest possible age, but not later than the 7th
grade) in order to help students who may be interested to identify, and
select or reconsider, their interests, goals, and career majors,
including those options that may not be traditional for their gender,
race, or ethnicity;
Initial selection by interested students of a career major
not later than the beginning of the 11th grade;
A program of study designed to meet the same academic
content standards established for all students, including, where
applicable, standards established under the Goals 2000: Educate America
Act, and to meet the requirements necessary to prepare a student for
postsecondary education and the requirements necessary to earn a skill
certificate;
A program of instruction and curriculum that integrates
academic and vocational learning (including applied methodologies and
team-teaching strategies), and incorporates instruction, to the extent
practicable, in all aspects of an industry, appropriately tied to the
career of a participant;
Regularly scheduled evaluations involving ongoing
consultation and problem solving with students and school dropouts to
identify their academic strengths and weaknesses, academic progress,
workplace knowledge, goals, and the need for additional learning
opportunities to master core academic and vocational skills; and
Procedures to facilitate the entry of students
participating in a School-to-Work Opportunities initiative into
additional training or postsecondary education programs, as well as to
facilitate the transfer of the students between education and training
programs.
(b) Work-based learning, that includes--
(1) Mandatory activities--
Work experience;
A planned program of job training and work experiences
(including training related to pre-employment and employment skills to
be mastered at progressively higher levels) that are coordinated with
learning in the school-based learning component described above and are
relevant to the career majors of students and lead to the award of
skill certificates;
Workplace mentoring;
Instruction in general workplace competencies, including
instruction and activities related to developing positive work
attitudes, and employability and participative skills; and
Broad instruction, to the extent practicable, in all
aspects of the industry.
(2) Permissible activities--Such component may include such
activities as paid work experience, job shadowing, school-sponsored
enterprises, or on-the-job training.
(c) Connecting Activities, that include--
Matching students with the work-based learning
opportunities of employers;
Providing, with respect to each student, a school site
mentor to act as a liaison among the student and the employer, school,
teacher, school administrator, and parent of the student, and, if
appropriate, other community partners;
Providing technical assistance and services to employers,
including small- and medium-sized businesses, and other parties in--
(A) Designing school-based learning components as described above,
work-based learning components as described above, and counseling and
case management services; and
(B) Training teachers, workplace mentors, school site mentors, and
counselors;
Providing assistance to schools and employers to integrate
school-based and work-based learning and integrate academic and
occupational learning into the program;
Encouraging the active participation of employers, in
cooperation with local education officials, in the implementation of
local activities described in this Part as school-based learning, work-
based learning, or connecting activities;
(A) Providing assistance to participants who have completed the
program in finding an appropriate job, continuing their education, or
entering into an additional training program; or
(B) Linking the participants with other community services that may
be necessary to assure a successful transition from school to work;
Collecting and analyzing information regarding post-
program outcomes of participants in the School-to-Work Opportunities
initiative, to the extent practicable and appropriate for Indian
programs, on the basis of socioeconomic status, gender, and disability,
and on the basis of whether the participants are students with limited-
English proficiency, school dropouts, disadvantaged students, or
academically talented students; and
Linking youth development activities under the School-to-
Work Opportunities initiative with employer and industry strategies for
upgrading the skills of their workers.
b. Examples of Allowable Activities
Funds awarded under this competition to a partnership serving
Indian youth and involving Bureau-funded schools may be used only for
activities undertaken to develop or implement the local partnership's
plan that will provide opportunities for Indian youth to participate
successfully in a School-to-Work Opportunities
initiative. [[Page 14140]]
Development Grants: Eligible partnerships that have not fully
developed a plan for the implementation of a School-to-Work
Opportunities system may apply for development grants. These funds may
support a wide range of planning and development activities. These
grants are designed for situations in which an eligible partnership may
not be ready to move forward with implementation of a School-to-Work
Opportunities initiative, but intends to compete for implementation
grants in future rounds of competition. Eligible partnerships seeking
development grants must describe the planning and development
activities for the School-to-Work Opportunities initiative that the
partnership proposes to undertake during the 12-month grant period. The
plan should include activities funded from this grant as well as from
other sources. Examples of development activities that may be conducted
with funds awarded under an Indian Program Grant are--
1. Initiating a planning process aimed at building a School-to-Work
Opportunities initiative;
2. Identifying or establishing an appropriate structure to
administer a School-to-Work Opportunities initiative;
3. Further expanding eligible partnerships as defined in this
notice to participate in the design, development and administration of
the School-to-Work Opportunities initiative;
4. Building consensus among local stakeholders and supporting
planning and development activities to provide guidance in creating the
School-to-Work Opportunities plan;
5. Initiating pilot projects to test key components of program
design such as designing and testing common intake systems for students
participating in School-to-Work Opportunities initiatives, and
determining methods to integrate program data bases;
6. Analyzing current statutory, regulatory and administrative
impediments to the creation of a School-to-Work Opportunities
initiative;
7. Assessing staff training and development needs for participation
in a School-to-Work Opportunities initiative;
8. Preparing the strategic plan required for submission of a
proposal for an implementation grant. The plan should describe the
progress expected to be achieved in the planning and development
process by the end of the 12-month grant period. This should include
expected ``next steps.''
Implementation grants: Eligible partnerships that have developed
and are ready to implement a plan for a School-to-Work Opportunities
initiative may apply for implementation grants. These funds may be used
to support a wide range of activities providing School-to-Work
Opportunities for Indian youth. Examples of implementation activities
that may be conducted with funds awarded under an Indian Program Grant
are:
1. Recruiting and providing assistance to employers, including
small- and medium-sized businesses, tribal businesses and school-based
enterprises, to provide the work-based learning components in the
School-to-Work Opportunities initiative;
2. Establishing consortia of employers, including tribal businesses
and school-based enterprises, to support the School-to-Work
Opportunities initiative and provide access to jobs related to the
career majors of students;
3. Supporting or establishing intermediaries (selected from among
the members of the local partnership) to perform the connecting
activities described above in Part II. a., ``Objectives,'' and to
provide assistance to Indian youth in obtaining jobs and further
education and training;
4. Designing or adapting innovative school curricula that can be
used to integrate academic, vocational, and occupational learning,
school-based and work-based learning, and secondary and postsecondary
education for all students in the area served;
5. Providing training to work-based and school-based staff on new
curricula, student assessments, student guidance, and feedback to the
school regarding student performance in connection with the School-to-
Work Opportunities Initiative;
6. Establishing, in schools participating in a School-to-Work
Opportunities initiative, a graduation assistance program to assist at-
risk students, low-achieving students, and students with disabilities,
in graduating from high school, enrolling in postsecondary education or
training, and finding or advancing in jobs;
7. Providing career exploration and awareness services, counseling
and mentoring services, college awareness and preparation services, and
other services (beginning at the earliest possible age, but not later
than the 7th grade) to prepare students for the transition from school
to work;
8. Providing supplementary and support services, including child
care and transportation, when such services are necessary for
participation in a local School-to-Work Opportunities initiative;
9. Conducting or obtaining an in-depth analysis of the local labor
market and the generic and specific skill needs of employers to
identify high-demand, high-wage careers to target;
10. Integrating school-based and work-based learning into existing
job training programs for school dropouts;
11. Establishing or expanding school-to-apprenticeship programs in
cooperation with registered apprenticeship agencies and apprenticeship
sponsors;
12. Assisting participating employers, including small- and medium-
sized businesses, tribal businesses and school-based enterprises, to
identify and train workplace mentors and to develop work-based learning
components;
13. Promoting the formation of partnerships between Bureau-funded
schools and other elementary and secondary schools (including middle
schools) and local businesses as an investment in future workplace
productivity and competitiveness;
14. Designing local strategies to provide adequate planning time
and staff development activities for teachers, school counselors,
related services personnel, and school site mentors, including
opportunities outside the classroom that are at the worksite;
15. Enhancing linkages between after-school, weekend, and summer
jobs, career exploration, and school-based learning;
16. Obtaining the assistance of organizations and institutions that
have a history of success in working with school dropouts and at-risk
and disadvantaged youths in recruiting such Indian youth who are at-
risk or school dropouts to participate in a local School-to-Work
Opportunities initiative;
17. Conducting outreach to all students in a language and manner
that most appropriately and effectively meets their needs and responds
to the needs of their community;
18. Experimenting with providing work-based learning opportunities
both inside and outside the Indian community;
19. Developing, in conjunction with Title I of the Elementary and
Secondary Schools Act or other funds, improvements in the Bureau-funded
and other elementary and middle schools that serve the Indian community
in order to reduce the long-term dropout rate of Indian youth;
20. Developing and implementing techniques that will increase the
college enrollment of Indian youth in the targeted area;
21. Utilizing complementary initiatives within the targeted area
such as comprehensive sports and recreation programs, after-school
programs, and community development activities; [[Page 14141]]
22. Encouraging Indian youth to design and initiate innovative
work-based learning activities operated within a school setting; and
23. Developing and implementing school-based and work-based
learning and connecting activities that are related to the tribal
organization's economic development plan.
Part III. Application Contents
All eligible applicants for development or implementation grants
must submit an application which provides evidence of key descriptive
components. Since applicants have been recommended to submit
applications which describe their plan in light of the Selection
Criteria defined in Section E, the Departments suggest that applicants
provide evidence of the following as part of the applicable Selection
Criteria addressed in the Program Narrative section of application.
Applications must include the following:
a. A description of the composition of the eligible partnership as
previously defined in Section B.7 of this announcement. Partnerships
applying for either development or implementation grants must identify
and provide evidence of the involvement of the members of the local
partnership required to make the application eligible for consideration
in the Indian Program. Partnerships applying for implementation grants
must clearly outline the respective roles of each member of the
partnership and how the partnership is organized to successfully
implement the planned local School-to-Work Opportunities initiative.
Given the particular needs in Indian communities, special efforts
should be made to coordinate community services to successfully
identify and address the special needs of the Indian youth.
b. A description of the targeted area to be covered, and its
relationship to the surrounding labor market. Included in the
description should be information on specific employer needs (including
those of tribal businesses or school-based enterprises where
applicable); industry and occupational growth projections; high-demand,
high-wage careers to be targeted and the relationship of these factors
to the tribal organization's economic plan (where applicable). The
description should include information for the entire labor market area
in which the Indian community is located.
c. A description of the short- and long-term goals and performance
outcomes that the partnership has established an how the partnership
will measure its progress in meeting these goals for developing or
implementing a system. In addition to goals related directly to School-
to-Work Opportunities outcomes, such goals for Indian Program
initiatives might include decreased dropout rates, decreased truancy
rates, and increased college entry and entered employment rates. In
addition to describing its own goals and outcomes, each local
partnership awarded a grant under this notice must commit to assisting
the Federal Government in carrying out a national evaluation that will
track and assess the progress and effectiveness of the School-to-Work
Opportunities initiative.
d. A description of the current and planned coordination between
the local partnership's School-to-Work Opportunities initiative in the
Indian community and the tribal organization's economic development,
workforce development and education reform plans. Areas to be addressed
include: the development of skill standards and processes for awarding
skill certificates; the establishment of a system-wide evaluation
process; the identification of emerging occupations appropriate for
career majors; the development of new curricula; strategies for
recruiting employers and providing paid work-based learning
experiences; and providing professional staff development. Should the
tribal organization and the Bureau-funded school not have a plan for
developing skill standards and awarding skill certificates, the
application should describe the local partnership's proposed activities
concerning the investigation and adaptation of existing industry-
recognized standards or existing processes for awarding industry-
recognized certificates to incorporate the criteria established in the
Goals 2000: Educate America Act. States and neighboring partnerships
located near the area may serve as a source of information regarding
skill standards and skill certificates recognized in the local labor
market and in other parts of the State.
e. A timeline outlining the specific tasks to be undertaken related
to development or to implementation of a School-to-Work Opportunities
plan, with expected completion dates and stated outcomes to be
achieved.
f. A designation of a fiscal agent to receive and be accountable
for funds awarded under this notice.
Section D. Safeguards
The Departments apply the following safeguards to School-to-Work
Opportunities programs funded under this competition:
1. No student in a School-to-Work Opportunities program shall
displace any currently employed worker (including a partial
displacement, such as a reduction in the hours of non-overtime work,
wages, or employment benefits.)
2. No School-to-Work Opportunities program shall impair exiting
contracts for services or collective bargaining agreements, and no
program under this competition that would be inconsistent with the
terms of a collective bargaining agreement shall be undertaken without
the written concurrence of the labor organization and employer
concerned.
3. No student participating in School-to-Work Opportunities program
shall be employed or fill a job--
a. When any other individual is on temporary layoff, with the clear
possibility of recall, from the same or any substantially equivalent
job with the participating employer; or
b. When the employer has terminated the employment of any regular
employee or otherwise reduced its workforce with the intention of
filling the vacancy so created with a student.
4. Students shall be provided with adequate and safe equipment and
safe and healthful workplaces in conformity with all health and safety
requirements of Federal, State, and local law.
5. Nothing in this notice shall be construed so as to modify or
affect any Federal or State law prohibiting discrimination on the basis
of religion, gender, age, or disability.
6. Funds awarded under this competition shall not be expended for
wages of students or workplace mentors participating in School-to-Work
Opportunities programs.
7. The grantee shall implement and maintain such other safeguards
as the Departments may deem appropriate in order to ensure that School-
to-Work Opportunities participants are afforded adequate supervision by
skilled adult workers, or to otherwise further the purposes of this
program.
An applicant must provide an assurance, in the application
appendices, that the foregoing safeguards will be implemented and
maintained throughout all program activities.
Section E. Selection Criteria
Under the School-to-Work Opportunities Indian Program Grants
competition announced in this notice, a careful evaluation of
applications will be made by a panel constructed of (a) peer reviewers
and (b) specialists within the Departments of Labor and Education. Each
panelist will evaluate the applications against the criteria
[[Page 14142]] listed below, with emphasis on the scope and quality of
the proposed plan and with careful consideration of the effectiveness,
rather than the presence, of each program component. The panel results
are advisory in nature and not binding on the Grants Officer. Final
funding decisions will be made based on the results of the panel review
process and such other factors as: geographic balance, diversity of
programmatic approaches, replicability, sustainability, and innovation.
The Government will use the following selection criteria in evaluating
applications for development grants:
Selection Criteria
Selection Criterion 1: Vision of a local School to Work
Opportunities initiative incorporating the elements described in Part
II of this notice.
Points: 30.
Considerations: In applying this criterion, reviewers will
consider:
* How well does the vision of an integrated delivery system for
School-to-Work Opportunities incorporate the common features and basic
program components described in Part II of this notice?
* How clearly are the problems and/or inefficiencies of current
programs and approaches understood and articulated?
* How clearly does the partnership articulate how it envisions
integrating promising existing programs into a comprehensive School-to-
Work Opportunities system?
* How well does this vision incorporate realistic strategies to
ensure that ``all students'' have opportunities to participate in
School-to-Work initiatives?
* How well does the vision address the needs of the labor market
within which the targeted area is located, including the tribal
economic plan?
* How well does the vision convey the partnership's connection
between the proposed School-to-Work Opportunities system and overall
education reform?
Selection Criterion 2: Approach to collaboration, planning and
development.
Points: 30.
Considerations: In applying this criterion, reviewers will
consider:
* Whether the eligible partnership includes all of the required
representatives as defined in section E.7 of this notice?
* Whether other appropriate officials and organizations necessary
to achieve the objectives of the application are also represented?
* To what extent will employers and representatives of workers
participate in the development of the plan?
* Are the roles and responsibilities of each partner well
articulated and substantive?
* Is the plan likely to lead to a broad consensus about the design
of the School-to-Work Opportunities system?
* Is the proposal clear on who will have the day to day
responsibilities for the grant and how major decisions will be made?
Selection Criterion 3: Feasibility and soundness of the development
plan.
Points: 25.
Considerations: In applying this criterion, reviewers will
consider:
* Are the planned activities likely to prepare the eligible
partnership to implement a School-to-Work Opportunities initiative?
* To what extent has progress already been made?
* Are staff development and training needs fully considered?
* Does the development process fully take advantage of technology?
* Whether the approach to identifying and overcoming anticipated
barriers to the development of the partnership's School-to-Work plan is
feasible?
* Whether the management plan and related timeline of activities
included in the application are appropriate to the goals and outcomes
to be achieved?
* Are key personnel to be used on the project qualified to
undertake proposed activities?
Selection Criterion 4: Commitment to the planning and development
effort.
Points: 15.
Considerations: In applying this criterion, reviewers will
consider:
* To what extent are Federal or other local resources being
utilized to finance planning and development activities towards the
development of a comprehensive School-to-Work system?
* To what extent has the partnership provided in-kind support and
resources towards the development of the system?
* Whether resources available are adequate to support the
activities proposed?
The Government will use the following selection criteria in
evaluating applications for implementation grants.
Selection Criteria
Selection Criterion 1: Scope and Quality of the School-to-Work
Opportunities Initiative.
Points: 25.
Considerations: In applying this criterion, reviewers will
consider:
* Is there an innovative and effective strategy for implementing a
School-to-Work Opportunities initiative serving Indian youth and
involving Bureau-funded schools that integrates school-based learning
and work-based learning, integrates academic and occupational learning,
and establishes effective linkages between secondary and postsecondary
education?
* Does the application demonstrate an effective strategy for
targeting high-demand, high-wage jobs and relate that strategy to the
partnership's goals?
* What steps will the local partnership take to generate paid high-
qualify, work-based learning experiences?
* How effectively are the common features and basic program
components described in Part II., a., of the Statement of Work included
in the local School-to-Work Opportunities initiative?
* Have promising existing programs been considered for adaptation?
* Have new directions and approaches been planned to ensure that
these programs include the common features and basic program
components?
* As the proposed School-to-Work Opportunities initiative becomes
established within the targeted area, is there an effective long-range
plan for integrating other existing school-to-work programs with the
initiative?
* Is the proposed local initiative effectively tied to a plan for
educational reform?
Selection Criterion 2: Scope and Effectiveness of Indian Program
Local Partnerships.
Points: 25.
Considerations: In applying this criterion, reviewers will
consider:
* Does the application demonstrate the strong commitment and
support of tribal organizations (such as tribal business councils or
local chapters of tribal business councils, tribal departments of
education), employers (both within and surrounding the targeted area
where applicable and including tribal businesses and school-based
enterprises), representatives of local educational agencies and local
postsecondary educational institutions (including representatives of
area vocational education schools and tribal colleges, where
applicable), local educators (such as teachers, counselors, or
administrators), representatives of labor organizations or
nonmanagerial employee representatives, parents and students and
provide for their sustained and specific involvement?
* Given the scope of the proposed School-to-Work Opportunities
initiative, does the local partnership include other members
appropriate to effective implementation, particularly community-based
organizations and [[Page 14143]] others experienced in dealing with the
distinctive needs of Indian youth?
* Are the rolls and responsibilities of the members of the local
partnership clearly described, appropriate and likely to produce the
desired changes in the way students are prepared for the future?
* Does the local partnership's plan include an effective and
convincing strategy for obtaining the active and continued involvement
of employers and other interested parties such as locally elected
officials, secondary and postsecondary educational institutions (or
related agencies), business associations, industrial extension centers,
employees, labor organizations or nonmanagerial employees, teachers,
related services personnel, students, parents, community-based
organizations, rehabilitation agencies and organizations, registered
apprenticeship agencies, local vocational educational agencies,
vocational student organizations, State or regional cooperative
education associations, and human service agencies in the
implementation of local program(s)?
Selection Criterion 3: Student Participation.
Points: 20.
Considerations: In applying this criterion, reviewers will
consider:
* Applying the definitions contained in Section B (7) of this
notice as appropriate for programs serving Indian youth, does the plan
propose realistic strategies to ensure that ``all students'' have
opportunities to participate in School-to-Work Opportunities
initiatives?
* Does the strategy recognize barriers to their participations and
propose effective ways of overcoming them so that these students are
prepared for high-skill, high-wage jobs, including--for young women--
nontraditional employment?
* Does the plan provide for the direct delivery of services to
significant numbers of Indian youth or propose an effective model for
service provision to Indian youth in remote areas?
* Is there an effective strategy for assessing the academic and
human service needs of students and dropouts and making improvements or
adjustments as necessary to ensure their successful participation in
and completion of School-to-Work Opportunities programs?
What, if any, provisions are made for the participation of
elementary and middle school Indian youth in school-to-work activities,
such as career exploration and awareness?
Selection Criterion 4: Comprehensiveness.
Points: 15.
Consideration: In applying this criterion, reviewers will consider:
To what extent has the local partnership considered the
current and future occupational needs of the labor market areas within
which the targeted area is located, including the tribal organization's
economic plan?
Does the membership representing employers in the local
partnership reflect such current and future occupational needs?
How is the strategy for implementing the School-to-Work
Opportunities initiative likely to produce systemic change, rather than
stand-alone program implementation?
What evidence is provided that such systemic change will
have substantial impact on the preparation of Indian youth for a first
job in a high-skill, high-wage career and postsecondary education and
training?
Where appropriate, is there existing or planned
collaboration among other school districts, States, employers, labor
organizations, and community groups that will lead to an increasingly
comprehensive local School-to-Work Opportunities system?
Are related human services programs available within the
community included in the partnership's plan for coordination?
Are strategies in place to coordinate related Federal
funding available to the Indian community?
Does the local partnership's plan exhibit strong potential
for maintaining School-to-Work Opportunities initiatives after Federal
funding ceases?
Selection Criterion 5: Management plan.
Points: 15.
Considerations: In applying this criterion, reviewers will
consider:
What evidence exists to demonstrate the effectiveness of
the local partnership and/or its key members in the delivery of
comprehensive vocational programs with successful job placement rates
through cooperative activities among local educational agencies, Local
businesses, labor organizations, and others?
Does the entity submitting the application on the part of
the local partnership have the capacity to manage the implementation of
the local School-to-Work Opportunities initiative?
Does the management plan anticipate barriers to
implementation and include a system for addressing them as they arise?
Does the applicant limit administrative costs in order to
maximize the amounts spent on delivery of services to students enrolled
in its School-to-Work Opportunities programs?
Does the plan include methods for sustaining and expanding
the partnership as the initiative expands in scope and size?
Is there an effective strategy for identifying and
utilizing other resources, including private sector resources, to
maintain and expand School-to-Work Opportunities initiatives?
Does the management plan reflect continuous improvement
methodologies by building in specific, outcome-based, evaluative
checkpoints and the mechanisms necessary to carry out improvements,
redesigns, or mid-course corrections along the way?
Are key personnel under the plan qualified to perform the
required activities, including maintaining the essential partnership?
Section F. Reporting Requirements/Deliverables
The local partnership will be required to provide the following:
1. Quarterly and Final Reports
Quarterly financial reports as required by the grant award
documents;
Quarterly narrative reports on progress made and problems
encountered in implementing the proposed plan and that indicate, where
relevant, the corrective action(s) proposed to address implementation
problems; and
Annual reports at year-end on the activities and
accomplishments of the local partnership's School-to-Work Opportunities
initiative.
2. Deliverables
At a minimum, preparing an assessment of accomplishments
and results at each program year-end suitable for dissemination to
other Indian communities and partnerships.
Acting as a host to outside visitors from other Indian
communities or local partnerships interested in developing and
implementing School-to-Work Opportunities initiatives in settings with
similar characteristics.
Signed at Washington, DC, this 9th day of March 1995.
Doug Ross,
Assistant Secretary for Employment and Training, Department of Labor.
Augusta Souza Kappner,
Assistant Secretary for Vocational and Adult Education, Department of
Education.
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Instructions for the SF 424
This is a standard form used by applicants as a required
facesheet for preapplications and applications submitted for Federal
assistance. It will be used by Federal agencies to obtain applicant
certification that States which have established a review and
comment procedure in response to Executive Order 12372 and have
selected the program to be included in their process, have been
given a opportunity to review the applicant's submission.
Item and Entry
1. Self-explanatory.
2. Date application submitted to Federal agency for State if
applicable) & applicant's control number (if applicable).
3. State use only (if applicable).
4. If this application is to continue or revise an existing
award, enter present Federal identifier number. If for a new
project, leave blank.
5. Legal name of applicant, name of primary organizational unit
which will undertake the assistance activity, complete address of
the applicant, and name and telephone number of the person to
contact on matters related to this application.
6. Enter Employer Identification Number (EIN) as assigned by the
Internal Revenue Service.
7. Enter the appropriate letter in the space provided.
8. Check appropriate box and enter appropriate letter(s) in the
space(s) provided:
--``New'' means a new assistance award.
--``Continuation'' means an extension for an additional funding/
budget period for a project with a projected completion date.
--``Revision'' means any change in the Federal Government's
financial obligation or contingent liability from an existing
obligation.
9. Name of Federal agency from which assistance is being
requested with this application.
10. Use the Catalog of Federal Domestic Assistance number and
title of the program under which assistance is requested.
11. Enter a brief descriptive title of the project, if more than
one program is involved, you should append an explanation on a
separate sheet. If appropriate (e.g., construction or real property
projects), attach a map showing project location. For
preapplications, use a separate sheet to provide a summary
description of this project.
12. List only the largest political entities affected (e.g.,
State, counties, cities).
13. Self-explanatory.
14. List the applicant's Congressional District and any
District(s) affected by the program or project.
15. Amount requested or to be contributed during the first
funding/budget period by each contributor. Value of in-kind
contributions should be included on appropriate lines as applicable.
If the action will result in a dollar change to an existing awards,
indicate only the amount of the change. For decreases, enclose the
amounts in parentheses. If both basic and supplemental amounts are
included, show breakdown on an attached sheet. For multiple program
funding, use totals and show breakdown using same categories as item
15.
16. Applicants should contact the State Single Point of Contact
(SPOC) for Federal Executive Order 12372 to determine whether the
application is subject to the State intergovernmental review
process.
17. This question applies to the applicant organization, not the
person who signs as the authorized representative. Categories of
debt include delinquent audit disallowances, loans and taxes.
18. To be signed by the authorized representative of the
applicant. A copy of the governing body's authorization for you to
sign this application as official representative must be on file in
the applicant's office. (Certain Federal agencies may require that
this authorization be submitted as part of the application.)
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Instructions for Part II--Budget Information
Section A--Budget Summary by Categories
1. Personnel: Show salaries to be paid for project personnel.
2. Fringe Benefits: Indicate the rate and amount of fringe
benefits.
3. Travel: Indicate the amount requested for staff travel.
Include funds to cover at least one trip to Washington, DC for
project director or designee.
4. Equipment: Indicate the cost of non-expendable personal
property that has a useful life of more than one year with a per
unit cost of $5,000 or more.
5. Supplies: Include the cost of consumable supplies and
materials to be used during the project period.
6. Contractual: Show the amount to be used for (1) procurement
contracts (except those which belong on other lines such as supplies
and equipment); and (2) sub-contracts/grants.
7. Other: Indicate all direct costs not clearly covered by lines
1 through 6 above, including consultants.
8. Total, Direct Costs: Add lines 1 through 7.
9. Indirect Costs: Indicate the rate and amount of indirect
costs. Please include a copy of your negotiated Indirect Cost
Agreement.
10. Training/Stipend Cost: (If allowable)
11. Total Federal Funds Requested: Show total of lines 8 through
10.
Section B--Cost Sharing/Matching Summary
Indicate the actual rate and amount of cost sharing/matching
when there is a cost sharing/matching requirement. Also include
percentage of total project cost and indicate source of cost
sharing/matching funds, i.e. other Federal source or other Non-
Federal source.
Note: Please include a detailed cost analysis of each line item.
Appendix B--Assurances and Certifications
The Department of Labor will not award a grant or agreement
where the awardee has failed to accept the Assurances and
Certifications contained in this section. By signing the face sheet
of this grant or agreement, the awardee is providing the
certifications set forth below:
Assurances--Non-Construction Programs
Debarment and Suspension Certification
Certification Regarding Lobbying
Drug Free Workplace Certification
Certification of Non-Delinquency
Non-discrimination and Equal Employment Requirements Under JTPA
1. Assurances--Non-Construction Programs
Note: Certain of these assurances may not be applicable to your
project or program. If you have questions, please contact the
awarding agency. Further, certain Federal awarding agencies may
require applicants to certify to additional assurances. If such is
the case, you will be notified.
As the duly authorized representative of the applicant, I
certify that the applicant:
(1) Has the legal authority to apply for Federal Assistance, and
the institutional managerial and financial capability (including
funds sufficient to pay the non-Federal share of project costs) to
ensure proper planning, management and completion of the project
described in this application.
(2) Will give the awarding agency, the Comptroller General of
the United States, and if appropriate, the State, through any
authorized representative, access to and the right to examine all
records, books, papers, or documents related to the award; and will
establish a proper accounting system in accordance with generally
accepted accounting standards or agency directives.
(3) Will establish safeguards to prohibit employees from using
their positions for a purpose that constitutes or presents the
appearance of personal or organizational conflict of interest, or
personal gain.
(4) Will initiate and complete the work within the applicable
time frame after receipt of approval of the awarding agency.
(5) Will comply with the Intergovernmental Personnel Act of 1970
(42 U.S.C. 4728-4763) relating to prescribed standards for merit
systems for programs funded under one of the nineteen statutes or
regulations specified in Appendix A of OPM's Standards for a Merit
System of Personnel Administration (5 CFR 900, Subpart F).
(6) Will comply with all Federal statutes relating to
nondiscrimination. These include but are not limited to: (a) Title
VI of the Civil Rights Act of 1964 (P.L. 88.352) which prohibits
discrimination on the basis of race, color or national origin; (b)
Title IX of the Education Amendments of 1972, as amended (20 U.S.C.
1681-1683, and 1685-1686), which prohibits discrimination on the
basis of handicaps; (d) the Age Discrimination Act of 1975, as
amended (42 U.S.C. 6101-6107), which prohibits discrimination on the
basis of age; (e) the Drug Abuse Office and Treatment Act of 1972
(P.L. 92.255) as amended, relating to nondiscrimination on the basis
of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism
Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91.616)
as amended, relating to nondiscrimination on the basis of alcohol
abuse or alcoholism; (g) 523 and 527 of the Public Health Service
Act of 1912 (42 U.S.C. 290 dd.3 and 290 ee.3), as amended, relating
to confidentiality of alcohol and drug abuse patient records; (h)
Title VIII of the Civil Rights Act of 1968 (42 U.S.C. 3601 et seq.)
as amended, relating to nondiscrimination in the sale, rental or
financing of housing; (i) any other nondiscrimination provisions in
the specific statute(s) under which application for Federal
assistance is being made; and (j) the requirements of any other
nondiscrimination statute(s) which may apply to the application.
(7) Will comply, or has already complied, with the requirements
of Titles II and III of the Uniformly Relocation Assistance and Real
Property Acquisition Policies Act of 1970 (P.L. 91.646) which
provides for fair and equitable treatment of persons displaced or
whose property is acquired as a result of Federal or federally
assisted programs. These requirements apply to all interests in real
property acquired for project purposes regardless of Federal
participation in purchases.
(8) Will comply with the provisions of the Hatch Act (U.S.C.
1501-1508 and 7324-7328) which limit the political activities of
employees whose principal employment activities are funded in whole
or in part with Federal funds.
(9) Will comply, as applicable, with the provisions of the
Davis-Bacon Act (40 U.S.C. 276a to 276a 7), the Copeland Act (40
U.S.C. 276c and 18 U.S.C. 874, and the Contract Work Hours and
Safety Standards Act (40.327-333), regarding labor standards for
federally assisted construction subagreements.
(10) Will comply, if applicable, with Flood Insurance Purchase
Requirements of Section 102(A) of the Flood Disaster Protection Act
of 1973 (P.L. 93.234) which requires recipients in a special flood
hazard area to participate in the program and to purchase flood
insurance if the total cost of insurable construction and
acquisition is $10,000 or more.
(11) Will comply with environmental standards which may be
prescribed pursuant to the following: (a) institution of
environmental quality control measures under the National
Environmental Policy Act of 1969 (P.L. 91.190) and Executive Order
(EO) 11514; (b) notification of violating facilities pursuant to EO
11738; (c) protection of wetlands pursuant to EO 11990; (d)
evaluation of flood hazards in flood plains in accordance with EO
11988; (e) assurance of project consistency with the approved State
management program developed under the Coastal Zone Management Act
of 1972 (16 U.S.C. 1451 et seq.); (f) conformity of Federal actions
to State (Clear Air) Implementation Plans under Section 176(c) of
the Clear Air Act of 1955, as amended (42 U.S.C. 7401 et seq.); (g)
protection of underground sources of drinking water under the Safe
Drinking Water Act of 1974, as amended, (P.L. 93.523); and (h)
protection of endangered species under the Endangered Species Act of
1973, as amended, (P.L. 93.205).
(12) Will comply with the Wide and Scenic Rivers Act of 1988 (16
U.S.C. 1271 et seq.) related to protecting components or potential
components of the national wide and scenic rivers system.
(13) Will assist the awarding agency in assuring compliance with
Section 106 of the National Historic Preservation Act of 1966, as
amended (16 U.S.C. 470), EO 11593 (identification and protection of
historic properties), and the Archaeological and Historic
Preservation Act of 1974 (16 U.S.C. 469a.1 et seq.).
(14) Will comply with P.L. 93.348 regarding the protection of
human subjects involved in research, development, and related
activities supported by this award of assistance.
(15) Will comply with the Laboratory Animal Welfare Act of 1966
(P.L.) 89.544, as amended, 7 U.S.C. 2131 et seq.) pertaining to the
care, handling, and treatment of warm blooded animals held for
research, teaching, or other activities supported by this award of
assistance.
(16) Will comply with the Lead-Based Paint Poisoning Prevention
Act (42 U.S.C. [[Page 14148]] 4801 et seq.) which prohibits the use
of lead based paint in construction or rehabilitation of residence
structures.
(17) Will cause to be performed the required financial and
compliance audits in accordance with the Single Audit Act of 1984.
(18) Will comply with all applicable requirements of all other
Federal laws, executive orders, regulations and policies governing
this program.
2. Certification Regarding Debarment, Suspension, and Other
Responsibility Matters--Primary Covered Transactions
(1) The prospective primary participant certifies to the best of
its knowledge and belief, that it and its principals:
(a) Are not presently debarred, suspended, proposed for
debarment, declared ineligible, or voluntarily excluded from covered
transactions by any Federal department or agency;
(b) Have not within a three-year period preceding this proposal
been convicted or had a civil judgment rendered against them for
commission of fraud or a criminal offense in connection with
obtaining attempting to obtain, or performing a public (Federal,
State, or local) transaction or contract under a public transaction;
violation of Federal or State antitrust statutes or commission of
embezzlement, theft, forgery, bribery, falsification or destruction
of records, making false statements, or receiving stolen property;
(c) Are not presently indicated or otherwise criminally or
civilly charged by a government entity (Federal, State or local)
with commission of any of the offenses enumerated in paragraph
(1)(b) of this certification; and;
(d) Have not a three-year period preceding this application/
proposal had one or more public transactions (Federal, State, or
local) terminated for cause or default.
(2) Where the prospective primary participant is unable to
certify to any of the statements in this certification, such
prospective participant shall attach an explanation of this
proposal.
3. Certification Regarding Lobbying
Certification for Contracts, Grants, Loans, and Cooperative Agreements
By accepting this grant/agreement, the signee hereby certifies,
to the best of his or her knowledge and belief, that:
1. No Federal appropriated funds have been paid or will be paid,
by or on behalf of the undersigned, to any person for influencing or
attempting to influence an officer or employee of Congress, or an
employee of a Member of Congress in connection with the awarding of
any Federal contract, the making of any Federal grant, the making of
any Federal loan, the entering into of any cooperative agreement,
and the extension, continuation, renewal, amendment or modification
of any Federal contract, grant, loan or cooperative agreement.
2. If any funds other than Federal appropriated funds have been
paid or will be paid to any person for influencing or attempting to
influence an officer or employee of any agency, a Member of
Congress, an officer or employee of Congress, or an employee of a
Member of Congress in Connection with this Federal contract, grant,
loan or cooperative agreement, the undersigned shall complete and
submit Standard Form--LLL, ``Disclosure Form to Report Lobbying,''
in accordance with its instructions.
Instructions for Completion of SF-LLL, Disclosure of Lobbying
Activities
This disclosure form shall be completed by the reporting entity,
whether subawardee or prime Federal recipient, at the initiation or
receipt of a covered Federal Action, or a material change to a
previous filing, pursuant to title 31 U.S.C. section 1352. The
filing of a form is required for each payment or agreement to make
payment to any lobbying entity for influencing or attempting to
influence an officer or employee of any agency, a Member of
Congress, an officer or employee of Congress, or an employee of a
Member of Congress in connection with a covered Federal action. Use
the SF-LLL-A Continuation Sheet for additional information if the
space on the form is inadequate. Complete all items that apply for
both the initial filing and material change report. Refer to the
implementing guidance published by the Office of Management and
Budget for additional information.
1. Identify the type of covered Federal action for which
lobbying activity is and/or has been secured to influence the
outcome of a covered Federal action.
2. Identify the status of the covered Federal action.
3. Identify the appropriate classification of this report. If
this is a followup report caused by a material change to the
information previously reported, enter the year and quarter in which
the change occurred. Enter the date of the last previously submitted
report by this reporting entity for this covered Federal action.
4. Enter the full name, address, city, state and zip code of the
reporting entity. Include Congressional District, if known. Check
the appropriate classification of the reporting entity that
designates if it is, or expects to be, a prime or subaward
recipient. Identify the tier of the subawardee, e.g., the first
subawardee of the prime is the 1st tier. Subawards include but are
not limited to subcontracts, subgrants and contract awards under
grants.
5. If the organization filing the report in item 4 checks
``Subawardee'', then enter the full name, address, city, state and
zip code of the prime Federal recipient. Include Congressional
District, if known.
6. Enter the name of the Federal agency making the award or loan
commitment. Include at least one organizational level below agency
name, if known. For example, Department of Transportation, United
States Coast Guard.
7. Enter the Federal program name or description for the covered
Federal action (item 1). If known, enter the full Catalog of Federal
Domestic Assistance (CFDA) number for grants, cooperative
agreements, loans, and loan commitments.
8. Enter the most appropriate Federal identifying number
available for the Federal action identified in item 1 (e.g., Request
for Proposal (RFP) number; Invitation for Bid (IFB) number, grant
announcement number, the contract, grant, or loan award number, the
application/proposal control number assigned by the Federal agency).
Include prefixes, e.g., ``RFP-DE-90-001.''
9. For a covered Federal action where there has been an award or
loan commitment by the Federal agency, enter the Federal amount of
the award/loan commitment for the prime entity identified in item 4
or 5.
10. (a) Enter the full name, address, city, state and zip code
of the lobbying entity engaged by the reporting entity identified in
item 4 to influence the covered Federal action.
(b) Enter the full names of the individual(s) performing
services, and include full address if different from 10 (a). Enter
Last Name, First Name, and Middle Initial (MI).
11. Enter the amount of compensation paid or reasonably expected
to be paid by the reporting entity (item 4) to the lobbying entity
(item 10). Indicate whether the payment has been made (actual) or
will be made (planned). Check all boxes that apply. If this is a
material change report, enter the cumulative amount of payment made
or planned to be made.
12. Check the appropriate box(es). Check all boxes that apply.
If payment is made through an in-kind contribution, specify the
nature and value of the in-kind payment.
13. Check the appropriate box(es). Check all boxes that apply.
If other, specify nature.
14. Provide a specific and detailed description of the services
that the lobbyist has performed, or will be expected to perform, and
the date(s) of any services rendered. Include all preparatory and
related activity, not just time spent in actual contact with Federal
officials. Identify the Federal official(s) or employee(s) contacted
or the officer(s), employee(s), or Member(s) of Congress that were
contacted.
15. Check whether or not a SF-LLL-A Continuation Sheet(s) is
attached.
16. The certifying official shall sign and date the form, print
his/her name, title, and telephone number.
Public reporting burden for this collection of information is
estimated to average 30 minutes 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
estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to the Office of
Management and Budget, Paperwork Reduction Project (0348-0046),
Washington, DC 20503.
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Nondiscrimination and Equal Opportunity Requirements of JTPA--29 CFR
Part 34--Assurances
(1) As a condition to the award of financial assistance under
JTPA from the Department of Labor, the grant applicant assures, with
respect to operation of the JTPA-funded program or activity and all
agreements or arrangements to carry out the JTPA-funded program or
activity, that it will comply fully with the nondiscrimination and
equal opportunity provisions of the Job Training Partnership Act of
1982, as amended (JTPA), including the Nontraditional Employment for
Women Act of 1991 (where applicable); Title IV of the Civil Rights
Act of 1964, as amended; Section 504 of the Rehabilitation Act of
1973, as amended; the Age Discrimination Act of 1975, as amended,
and with all applicable requirements imposed by or pursuant to
regulations implementing those laws, including but not limited to 29
CFR Part 34. The United States has the right to seek judicial
enforcement of this assurance.
(2) The grant applicant certifies that it has developed and will
maintain a ``Method of Administration'' pursuant to 29 CFR 34.33.
This system must be in place by August 14, 1993.
(3) The grant applicant is attaching information pursuant to 29
CFR 34.24(a)(3)(ii) where applicable, including the name of any
Federal agency other than the Department of Labor's Directorate of
Civil Rights that conducted a civil rights compliance review or
complaint investigation during the two preceding years in which the
grant applicant was found to be in noncompliance; and shall identify
the parties to, the forum of and case numbers pertaining to, any
administrative enforcement actions or lawsuits filed against it
during the two years prior to its application which allege
discrimination on the ground of race, color, religion, sex, national
origin, age, disability, political affiliation or belief,
citizenship or participation in JTPA.
Note: ______ No findings of noncompliance in the last two years.
______ See attached information.
Appendix C--Goals 2000: Educate America Act--Legislative Summary
Overview
The Goals 2000 Act provides resources to states and
communities to develop and implement comprehensive education reforms
aimed at helping students reach challenging academic and
occupational skill standards.
Legislative Review
On March 23, the House of Representatives approved the
final Goals 2000 bill by a bipartisan vote of 306-121. On March 26,
the Senate approved Goals 2000 by a bipartisan vote of 63-22.
The President signed the bill into law March 31, 1994.
(Public Law 103-227)
Timetable and Funding
In 1994, $105 million was appropriated for Goals 2000.
First-year funds became available to the states on July 1, 1994.
Congress has appropriated $403 million in 1995.
Funding will be formula-based. For first-year funding,
states have been asked to submit an application that will describe
how a broad-based citizen panel will develop an action plan to
improve their schools. The application will also describe how
subgrants will be made for local education improvement and better
teacher preservice and professional development programs.
During the first year, states will use at least 60
percent of their allotted funds to award subgrants to local school
districts for the development or implementation of local and
individual school improvement efforts, and for better teacher
education programs and professional development activities.
In succeeding years, at least 90 percent of each
state's funds will be used to make subgrants for the implementation
of the state, local and individual school improvement plans and to
support teacher education and professional development.
During the first year, local districts will use at
least 75 percent of the funds they receive to support individual
school improvement initiatives. After the first year, districts will
pass through at least 85 percent of the funds to schools.
Components of the Goals 2000: Educate America Act
Title I: Setting High Expectations for Our Nation: the National
Education Goals
Formalizes in law the original six National Education
Goals. These goals concern: readiness for school; increased school
graduation rates; student academic achievement and citizenship;
mathematics and science performance; adult literacy; and safe,
disciplined, and drug-free schools. The Act adds two new goals that
encourage parental participation and better professional development
for teachers and principals.
Title II: Public Accountability for Progress Toward the Goals and
Development of Challenging Voluntary, Academic Standards
Establishes in law the bipartisan National Education
Goals Panel, which will; report on the nation's progress toward
meeting the goals; build public support for taking actions to meet
the goals; and review the voluntarily-submitted national standards
and the criteria for certification of these standards developed by
the National Education Standards and Improvement Council.
Creates the National Education Standards and
Improvement Council, made of a bipartisan, broad base of citizens
and educators, to examine and certify voluntary national and state
standards submitted on a voluntary basis by states and by
organizations working on particular academic subjects.
Authorizes grants to support the development of
voluntary assessment systems aligned to state standards, and for the
development of model opportunity-to-learn standards.
Title III: Supporting Community and State Efforts to Improve
Education
The central purpose of the Goals 2000 Act is to
support, accelerate, and sustain state and local improvement efforts
aimed at helping students reach challenging academic and
occupational standards.
Section 318 of the Act specifically prohibits federal
mandates, direction and control of education.
Broad-Based Citizen Involvement in State Improvement Efforts
The Governor and the Chief State School Officer will
each appoint half the members of a broad-based panel. This panel
will be comprised of teachers, principals, administrators, parents,
representatives of business, labor, and higher education, and
members of the public, as well as the chair of the state board of
education and the chairs of the appropriate authorizing committees
of the state legislature.
States that already have a broad-based panel in place
that has made substantial progress in developing a reform plan may
request that the Secretary of Education recognize the existing
panel.
Comprehensive Improvement Plan Geared to High Standards of Achievement
The State Planning Panel is responsible for developing
a comprehensive reform plan.
States with reform plan already in place that meet the
Act's requirements will not have to develop new plans for Goals
2000. The U.S. Secretary of Education may approve plans, or portions
of plans, already adopted by the state.
In order to receive Goals 2000 funds after the first
year, a state has to have an approved plan or have made substantial
progress in developing it.
A peer review process will be used to review the state
plans and offer guidance to the State Planning Panel. The U.S.
Department of Education also will offer other technical assistance
and support by drawing on the expertise of successful educators and
leaders from around the nation.
In general, the plans are to address:
Strategies for the development or adoption of content
standards, student performance standards, student assessments, and
plans for improving teacher training.
Strategies to involve parents and the community in
helping all students meet challenging state standards and to promote
grass-roots, bottom-up involvement in reform.
Strategies for ensuring that all local educational
agencies and schools in the state are involved in developing and
implementing needed improvements.
Strategies for improved management and governance, and
for promoting accountability for results, flexibility, site-based
management, and other principles of high-performance management.
Strategies for providing all students an opportunity to
learn at high academic levels.
Strategies for assisting local education agencies and
schools to meet the needs of school-age students who have dropped
out of school.
Strategies for bringing technology into the classroom
to increase learning.
Funds are also available to states to support the development of
a state technology plan, to be integrated with the overall reform
plan. [[Page 14153]]
Broad-Based Involvement in Local Education Improvement Efforts
Each local school district that applies for Goals 2000
funds will be asked to develop a broad consensus regarding a local
improvement plan.
Local districts will encourage and assist school in
developing and implementing reforms that best meet the particular
needs of the schools. The local plan would include strategies for
ensuring that students meet higher academic standards.
Waivers and Flexibility
State educational agencies may apply to the U.S.
Secretary of Education for waivers of certain requirements of
Department of Education programs that impede the implementation of
the state or local plans. States may also submit waiver requests on
behalf of local school districts and schools.
The Secretary may select up to six states for
participation in an education flexibility demonstration program,
which allows the Secretary to delegate his waiver authority to State
education agencies.
The Act specifies certain statutory and regulatory
programmatic requirements that may not be waived, including parental
involvement and civil rights laws.
Title IV. Support for Increased Parental Involvement
This title creates parental information and resource
centers to increase parents knowledge and confidence in child-
rearing activities and to strengthen partnerships between parents
and professionals in meeting the educational needs of children.
Parent resource centers will be funded by the U.S. Department of
Education beginning in fiscal year 1995.
Title V. National Skill Standards Board
This title creates a National Skill Standards Board to
stimulate the development and adoption of a voluntary national
system of occupational skill standards and certification. This Board
will serve as a cornerstone of the national strategy to enhance
workforce skills. The Board will be responsible for identifying
broad clusters of major occupations in the U.S. and facilitating the
establishment of voluntary partnership to develop skill standards
for each cluster. The Board will endorse those skill standards
submitted by the partnerships that meet certain statutorily
prescribed criteria.
Relationship of Goals 2000 to Other Federal Education Programs
State participation in all apsects of the Goals 2000
Act is voluntary, and is not a precondition for participation in
other Federal programs.
The Goals 2000 Act is a step toward making the Federal
government a better partner and a supportive partner in local and
state comprehensive improvement efforts aimed at helping all
children reach higher standards. The proliferation of many sets of
rules and regulations for different federal education programs has
often interfered with local school, community or state efforts to
improve schools. The Goals 2000 Act is designed to be flexible and
supportive of community-based improvements in education.
Other new and existing education and training programs
will fit within the Goals 2000 framework of challenging academic and
occupations standards, comprehensive reform, and flexibility at the
state and local levels. The aim is to give schools; communities and
states the option of coordinating, promoting, and building greater
coherence among Federal programs and between Federal programs and
state and local education reforms.
For example, the School-to-Work Opportunities Act will
support state and local efforts to build a school-to-work transition
system that will help youth acquire the knowledge, skills,
abilities, and labor-market information they need to make a smooth
transition from school to career-oriented work and to further
education and training. Students in these programs could be expected
to meet the same academic standards established in states under
Goals 2000 and will earn portable, industry-recognized skill
certificates that are benchmarked to high-quality standards.
Similarly, the reauthorization of the Elementary and
Secondary Education Act (ESEA) allows states that have developed
their own standards and assessments under Goals 2000 to use them for
students participating in ESEA programs, thereby providing one set
of standards and assessments for states and schools to use for their
own reform needs and, at the same time, to meet Federal
requirements.
For more information, contact 1-800-USA-Learn.
Appendix D--Questions and Answers About School-to-Work Indian Program
Grants
What is the purpose of the SGA?
The Solicitation for Grant Award (SGA) announces a competition
or Indian Program Grants to enable eligible partnerships to begin
development or implementation of School-to-Work Opportunities
initiatives serving Indian youth and involving schools funded by the
Bureau of Indian Affairs.
Are public comments being sought?
No. The SGA was developed in concert with key organizations
including the Bureau of Indiana Affairs, the National Advisory
Council on Indian Education, and Indian programs within the
Departments of Education and Labor. This work group provided input
into the development of the SGA. In accordance with DOL procurement
policy and the desire to get funds to the field as soon as possible,
the SGA was published in the final format.
Why School-to-Work Opportunities?
The United States is the only industrialized Nation that lacks a
comprehensive and coherent system to help its youth acquire the
knowledge, skills, abilities, and information about the labor market
necessary to make an effective transition from school to career-
oriented work. The School-to-Work Opportunities Act of 1994 created
a national framework for high-quality, school-to-work transition
systems that enable young Americans to identify and navigate paths
to productive and progressively more rewarding roles in the
workplace. School-to-Work Opportunities initiatives funded under
this competition will offer Indian youth access to School-too-Work
Opportunity programs that will prepare them for first jobs in high-
skill, high-wage careers and further post-secondary education and
training.
When are applications due?
Applications are due 60 days after the publication of the SGA.
When will awards be made?
All awards must be made by June 30, 1995.
How should I format my application?
The Departments recommend that applications be formatted as
suggested in Section B.2 of the SGA. Applications should include: an
abstract, budget, program narrative and appendices. Applicants are
strongly urged to submit applications that comprehensively address
the selection criteria as described in Section E of the SGA.
Who will review my application?
Under this application, a technical review panel consisting of
peer reviewers and specialists with the Departments of Labor and
Education will review applications for both development and
implementation grants.
What will the review of my application be based on?
a. Inclusion of required elements.
All applications must include:
1. Evidence that the applicant meets the definition of an
eligible applicant.
2. An assurance that the grantee will abide by the safeguards as
stated in the legislation.
3. Evidence of the key descriptive components as required in
Part III, Application Contents, of the SGA.
b. Quality and comprehensiveness of the program narrative.
Panelists will evaluate all applications against the criteria
listed in Section E of the SGA for the development and
implementation grant competitions. Emphasis will be placed on the
scope and quality of the proposed plan and with careful
consideration of the effectiveness, rather than the presence, of
each program component. Final funding decisions will be made based
on the results of the panel review process and such other factors
as: geographic balance, diversity of programmatic approaches,
replicability, sustainability, and innovation.
Who may apply for these grants?
A partnership which proposes to serve Indian youth and involves
Bureau of Indian Affairs funded schools is qualified under this
competition to apply for either a development or implementation
grant. To be eligible to apply, a partnership must include:
1. Tribal organizations responsible for economic development,
employment and job training, and education (such as tribal business
councils, local chapters of tribal business councils, tribal
departments of education and tribal school boards).
2. Employers (including tribal businesses or school-based
enterprises where applicable).
3. Representatives of Bureau-funded schools and local
postsecondary educational institutions (including representatives of
area vocational education schools and tribal colleges where
applicable).
4. Local educators (such as teachers, counselors or
administrators). [[Page 14154]]
5. Representatives of labor organizations or nonmanagerial
employee representatives.
6. Students and parents, and may include other appropriate
entities. Examples of these entities are contained in section B.7 of
the SGA.
What funding is available?
This SGA offers $500,000 in FY94 funds under JTPA Title IV for
activities that are consistent with Title II, Subtitle C of the
School-to-Work Opportunities Act of 1994. Future year appropriations
are authorized under the School-to-Work Opportunities Act. The
statute that \1/2\ of 1% of all future appropriations shall be set
aside for STWO Indian Program Grants. Based on current budget
levels, $1.25 million in FY95 funds will be available for the next
competition.
How many grants are anticipated?
The Departments anticipate awarding:
Approximately 8 development grants of $30,000 each; and
Up to 5 implementation grants ranging in amount between
$50,000 and $100,000.
The final amount of each award will be based on a number of
factors, including the scope, quality, and comprehensiveness of the
proposed initiative and the size of the population to be served.
How long is the project period?
The award period for this competition will be 12 months.
However, grants may be continued for five years based on
satisfactory progress and the availability of federal funds.
Can I apply for both a development and implementation grant?
Eligible partnerships may apply for either a development grant,
an implementation grant or both. The rationale is to allow those
partnerships which have been engaged in planning and development
activities to apply for an implementation grant without jeopardizing
their opportunities for receiving a development grant. However,
partnerships that intend to apply for consideration under both the
development and implementation grant competitions must submit
separate applications for each competition. A local partnership may
receive only one (1) grant under this competition, either a
development grant or an implementation grant.
What are the reporting requirements?
Reporting requirements include quarterly financial and narrative
reports and an annual report on project accomplishments.
What other grant programs have been implemented under the STWO
Act?
The U.S. Departments of Labor and Education are jointly
conducting separate competitions for grants to States that are
prepared to implement statewide School-to-Work Opportunities
systems, to local partnerships that are prepared to implement local
School-to-Work Opportunities initiatives, and to local partnerships
that serve high poverty areas of Urban and Rural constituencies and
that are also prepared to develop and implement local School-to-Work
Opportunities initiatives. Planning and development grants have been
awarded to all States and Puerto Rico. Development grants will be
awarded to the seven U.S. Territories by June 1995.
[FR Doc. 95-6333 Filed 3-14-95; 8:45 am]
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