[Federal Register Volume 67, Number 140 (Monday, July 22, 2002)]
[Notices]
[Pages 47832-47844]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 02-18423]


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DEPARTMENT OF LABOR


Office of Disability Employment Policy; High School/High Tech 
State Grants

AGENCY: Office of Disability Employment Policy, Labor.

ACTION: Notice of Availability of Funds and Solicitation for Grant 
Applications of High School/High Tech State Grants (SGA 02-14).

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SUMMARY: The U.S. Department of Labor (DOL), Office of Disability 
Employment Policy (ODEP) announces the availability of $500,000 to 
award two to five competitive grants in the amount of $100,000 to 
$250,000 each to further expand the integration of the High School/ 
High Tech (HS/HT) program into the One-Stop Center System established 
under the Workforce Investment Act of 1998 (WIA) (Public Law 105-220, 
29 U.S.C. 2801 et seq.). State Workforce Investment Boards; State 
Departments of Education; State Departments of Labor; State 
Developmental Disability Councils; State Departments of Vocational 
Rehabilitation; State Committees affiliated with the National 
Governors' Committees for People with Disabilities; and Workforce 
Investment representatives from the District Columbia, Puerto Rico, and 
other United States Territories and Commonwealths, and other similar 
state agencies are eligible applicants for these grants. Grants will be 
awarded for a 24-month period of performance. After two years of 
support, it is anticipated that the grantees will have identified and 
developed the funds and resources needed to continue the expansion of 
High School/High Tech programs within their states.
    The purpose of these grants is to assist states in developing 
statewide High School/High Tech infrastructure and operations and 
integrating the HS/HT programs into the youth services provided through 
the One-Stop Center System. HS/HT is a series of nationally established 
programs designed to provide young people with disabilities with an 
opportunity to explore careers or further education leading to 
technology-related careers. These programs, which have generally been 
locally directed and supported, serve both in-school or out-of-school 
youth with all disabilities in a year round program of corporate site 
visits, mentoring, job shadowing, guest speakers, after school 
activities and summer internships. These grants are intended to assist 
states in planning and implementing a statewide HS/HT network working 
in partnership with the State Workforce Investment Board.

DATES: The closing date for receipt of applications under this 
announcement is August 21, 2002. Submit one ink-signed original, 
complete grant application plus two copies of the Technical Proposal 
and two copies of the Cost Proposal to the U.S. Department of Labor, 
Procurement Services Center, Attention Grant Officer, Reference SGA 02-
14, Room N-5416, 200 Constitution Avenue, NW., Washington, DC, 20210, 
not later than 4:45 p.m. Eastern Daylight Savings Time (EDST), August 
21, 2002. Hand-delivered applications must be received by the 
Procurement Services Center by that time.

ADDRESSES: Grant applications must be directed to the U.S. Department 
of Labor, Procurement Services Center, Attention: Grant Officer, 
Reference SGA 02-14, Room N-5416, 200 Constitution Avenue, NW., 
Washington, DC 20210.

FOR FURTHER INFORMATION CONTACT: This SGA offers complete guidance on 
how to submit a proposal. Questions concerning this solicitation may be 
directed to Cassandra Willis, at phone (202) 693-4570 (this is not a 
toll-free number). Persons who are deaf or hard of hearing may contact 
the Department via the Federal Relay Service, (800) 877-8339.
    Late Proposals: All applicants are advised that U.S. mail delivery 
in the Washington, DC, area has been erratic due to concerns involving 
anthrax contamination. All applicants must take this into consideration 
when preparing to meet the application deadline. Therefore, it is 
recommended that you confirm receipt of your application(s) by 
contacting Cassandra Willis, U.S. Department of Labor, Procurement 
Services Center, at 202/693-4570, prior to the closing deadline. 
Persons who are deaf or hard of hearing may contact the Department via 
the Federal Relay Service, (800) 877-8339.
    Acceptable Methods of Submission: The grant application package 
must be received at the designated place by the date and time specified 
or it will not be considered. Any application received at the Office of 
Procurement Services Center after 4:45 p.m., EDST, August 21, 2002, 
will not be considered unless it is received before the award is made 
and:
    1. It was sent by registered or certified mail not later than the 
fifth calendar day before August 21, 2002; or
    2. It was sent by U.S. Postal Service Express Mail Next Day 
Service-Post Office to Addressee, not later than 5 p.m. at the place of 
mailing two working days, excluding weekends and Federal holidays, 
prior to August 21, 2002; and/or
    3. It is determined by the Government that the late receipt was due 
solely to mishandling by the Government after receipt at the U.S. 
Department of Labor at the address indicated.
    The only acceptable evidence to establish the date of mailing of a 
late application sent by registered or certified mail is the U.S. 
Postal Service postmark on the envelope or wrapper and on the original 
receipt from the U.S. Postal Service. If the postmark is not legible, 
an application received after the above closing time and date shall be 
processed as if mailed late. ``Postmark'' means a printed, stamped or 
otherwise placed impression (not a postage meter machine impression) 
that is readily identifiable without further action as having been 
applied and affixed by an employee of the U.S. Postal Service on the 
date of mailing. Therefore, applicants should request the postal clerk 
place a legible hand cancellation ``bull's-eye'' postmark on both the 
receipt and the envelope or wrapper.
    The only acceptable evidence to establish the time of receipt at 
the U.S. Department of Labor is the date/time stamp of the Procurement 
Services Center on the application wrapper or other documentary 
evidence or receipt maintained by that office.
    Applications sent by other delivery services, such as Federal 
Express, UPS, etc., will also be accepted; however the Department does 
not accept dates or date stamps on such packages as evidence of timely 
mailing. Thus, the

[[Page 47833]]

applicant bears the responsibility of timely submission.
    All applicants are advised that U.S. mail delivery in the 
Washington, DC, area has been erratic due to concerns involving anthrax 
contamination. All applicants must take this into consideration when 
preparing to meet the application deadline. Therefore, it is 
recommended that you confirm receipt of your application by contacting 
Cassandra Willis, U.S. Department of Labor, Procurement Services 
Center, telephone (202) 693-4570 (this is not a toll-free number), 
prior to the closing deadline. Persons who are deaf or hard of hearing 
may contact the Department via the Federal Relay Service, (800) 877-
8339.

SUPPLEMENTARY INFORMATION:

I. Authority

    Consolidated Appropriations Act, 2001, Pub. L. 106-554, 114 Stat. 
2763; 29 U.S.C. 557b; DOL, HHS, Education and Related Appropriations 
Act, 2002, Pub. L. 107-116, 115 Stat. 2177.

II. Background

    According to the U.S. Department of Education, the national high 
school graduation rates (e.g., diplomas, GED, alternative certificates) 
for students with disabilities are below that of youth without 
disabilities. According to the National Center on Education Statistics 
(2001), 88% of students without disabilities graduate; according to the 
Office of Special Education Programs (2000) 62% of youth with 
disabilities graduate. Students with disabilities experience a school 
drop out rate of 31%, compared to 11% of non-disabled youth. Youth with 
emotional disabilities experience an even higher drop out rate of 54%. 
Further, it is estimated that only one-third of young people with 
disabilities who need job training receive it. Young people with 
disabilities also have significantly lower rates of participation in 
post-secondary education. Finally, the Social Security Administration 
has found that many young people with disabilities who enter the 
Supplementary Security Income (SSI)/Social Security Disability 
Insurance (SSDI) rolls are likely to remain on the program rolls for 
their entire lives.
    The Federal/State vocational rehabilitation system is neither large 
enough to serve, nor solely responsible for serving all youth with 
disabilities that depart the school system. According to the U.S. 
Department of Education, each year approximately 500,000 young people 
with disabilities leave our nation's schools. Vocational rehabilitation 
programs are able to serve less than 40,000 of these young people with 
disabilities. A large portion of the remaining 460,000 youth with 
disabilities is potentially eligible for youth programs financially 
assisted under WIA.
    The current expectations of public education and workforce 
development systems, along with employers, parents and young people 
with disabilities often fail to recognize the potential that young 
people with disabilities have for jobs and careers, particularly in 
technology-related occupations. As a result, youths with disabilities 
are seldom afforded post-secondary preparation and educational 
opportunities leading to internships and placements in technology-
related careers. This is a tragic loss of potential. People with 
disabilities have demonstrated that they can be successful in 
technology-based occupations and these positions represent an 
increasing segment of the workforce.
    The U.S. Department of Labor has determined that youth programs 
need to be strengthened to better serve young people with disabilities. 
Among ODEP's responsibilities is to provide technical assistance and 
support designed to assist various youth programs, including WIA-
assisted youth programs, and thereby increase the capacity of those 
programs to serve people with disabilities. These activities will 
substantially contribute to achieving the goals of the President's New 
Freedom Initiative particularly as it relates to increasing the ability 
of Americans with disabilities to integrate into the workforce.
    A key to increasing the employment of people with disabilities is 
to ensure that young people with disabilities are provided resources 
and assistance to move from school to work, as opposed to becoming 
dependent on welfare or other benefits programs. One way of 
accomplishing this is to increase the participation of youth with 
disabilities in transition programs like the Workforce Investment Act 
(WIA) youth programs and High School/High Tech (HS/HT). The WIA youth-
focused programs and activities hold tremendous potential to support 
career development activities for young people with disabilities.
    WIA youth service providers, however, may not be aware of the need 
to serve youth with disabilities in their communities and may lack the 
resources to develop strong partnerships and an equitable referral and 
assessment system. In addition, Vocational Rehabilitation agencies, 
Special Education agencies, and other agencies serving youth with 
disabilities may not be informed about the potential for coordinating 
resources with WIA-based programs, or for creating mechanisms for such 
programs to cooperate and support young people with disabilities. HS/
HT, an existing program that has proven effective in attracting high 
school aged youth with disabilities to technology careers, can help 
bridge this gap.
    HS/HT programs currently operate in 75 communities, across the 
nation. As HS/HT is a community-based partnership, different entities 
run the local HS/HT operations across the country. Current HS/HT 
operators include non-profits (Goodwill, Centers for Independent 
Living, United Cerebral Palsy Affiliates, and others), community 
colleges, universities and school districts. Funding for the sites is 
managed locally. Therefore, funding comes from a variety of local, 
state, and national resources. In order for HS/HT to continue to 
flourish, state level organization and coordination are needed.
    The HS/HT program works within community and state systems to help 
coordinate the delivery of education and transition services to 
students with disabilities. Its stakeholders include employers, 
educators, consumers, family members, workforce system agencies, and 
rehabilitation professionals. The HS/HT program offers states proven 
techniques for developing improved employment outcomes for young people 
with disabilities.
    HS/HT graduates demonstrate at least a doubling of post-secondary 
education achievements. At some HS/HT sites, as many as 70% of HS/HT 
graduates move on to post-secondary education. HS/HT clearly enhances 
expectations, educational achievements and eventual employment outcomes 
for a population who, without this intervention, is far more likely to 
move onto the Supplemental Security Income (SSI) or Social Security 
Disability Insurance (SSDI) rolls than to find competitive employment 
in technology related occupations.
    Last year ODEP funded start-up HS/HT sites that began connecting 
HS/HT and WIA youth programs at the community level and the funds 
awarded under the current SGA are intended to expand upon that effort. 
The goals of HS/HT match the Workforce Investment Act's youth 
programming themes of employment preparation, educational achievement, 
support, and leadership. The HS/HT model includes eight of the ten 
programming elements required for youth programs funded by WIA: (1) 
Summer employment opportunities; (2)

[[Page 47834]]

work experiences; (3) occupational skills training; (4) tutoring; (5) 
supportive services; (6) adult mentoring; (7) comprehensive guidance; 
and (8) leadership development. See section 129(c)(2) of the WIA, 
codified at 29 U.S.C. 2854(c)(2). By linking HS/HT and WIA and 
additional resources at a state level, students with disabilities will 
have an increased opportunity to participate in meaningful school-to-
career initiatives.

III. Purpose

    High School/High Tech sites have traditionally worked with 
community systems to coordinate the delivery of educational and 
transitional services to youths with disabilities. The purpose of this 
SGA is to bring HS/HT to the state level. This will allow the resources 
within a state to be maximized and coordinated for the benefit of all 
HS/HT sites in a state. HS/HT state directors will work with key 
stakeholders (workforce investment systems, colleges, developmental 
disability councils, governors' committees on the employment of people 
with disabilities, employers, educators, rehabilitation professionals, 
consumers, and parents) to institutionalize the program within the 
state.
    As a community-based, work-based, and school-based program, HS/HT 
is designed to provide opportunities for students with disabilities to 
explore careers in technology-related occupations. HS/HT students 
across the nation learn first-hand what it is like to work in high tech 
environments. Preparatory experiences (career information and 
assessment, computer training, visiting colleges, and guest speakers), 
work-based experiences (internships, site visits, mentoring, and job 
shadowing), leadership development (mentoring, self-advocacy training, 
and community service), and connecting activities (assistive 
technology, tutoring, and transportation) all provide students with the 
opportunities to learn more about careers in science, engineering and 
technology-related fields.
    To learn about the structure and operations of the High School/High 
Tech Program, consult the High School/High Tech Program Guide at http://www2.dol.gov/odep/media/reports/hsht00/toc.htm.

IV. Statement of Work

    These grant funds are not intended as direct service payments for 
youth with disabilities. Rather, these funds are intended to be used in 
ways which create the adoption (systems change) of a statewide HS/HT 
initiative and which involve the development or demonstration of 
promising new strategies with potential replicability that build upon 
existing HS/HT strategies.
    This system will better serve youth with disabilities as they 
transition from high school to post-secondary education or the work 
world.
    The Project Narrative of the grant application must provide 
complete information that will address the requirements of this SGA, 
including the following:

A. Leadership

    The application must discuss how the applicant will establish 
leadership from, or a working relationship with, a State Workforce 
Investment Board, State Department of Labor, State Department of 
Education, State Vocational Rehabilitation, WIA youth-related entity, 
or other community partners (e.g., area disability organizations, state 
committees on employment of people with disabilities, centers for 
independent living, interested employers) in the establishment and 
operation of a state level HS/HT program. At least three categories of 
the above listed organizations must be represented in and be a part of 
the state-level leadership team, with the State Workforce Investment 
Board as a mandatory partner. Describe any actions already taken by the 
applicant to address the need for a statewide HS/HT leader.

B. Strategic Plan for the State

    The application must address the proposed design for a state-based 
HS/HT infrastructure. The plan should include: the partners' (as listed 
in paragraph A) roles within the state's HS/HT operations; how the 
partners will integrate resources to advance the HS/HT model; the plan 
for long term funding for the initiative; plans for developing or 
increasing the number of sites; and possible policy implications and 
changes resulting from an improved delivery system for all high school-
aged youth with disabilities transitioning to post-secondary education 
or the world of work.

C. High School/High Tech Sites

    The application must include a strategy to replicate HS/HT programs 
throughout the state. In the first year of the grant the state director 
will establish, at a minimum, one new site. In the second year of the 
grant the state director will establish at least two additional sites. 
Applications must identify tentative locations for such sites and 
likely partners at the sites.

D. State Director

    This person must have sufficient knowledge and experience to expand 
HS/HT at a state level. Attach the resume or position description of 
the state director to the application.

E. Data

    Describe plans to report the demographic characteristics of 
students, types of programming activities and program outcomes (post-
secondary education and employment) of youth with disabilities served 
through HS/HT in the state; and compare their performances with 
students not enrolled in the program.

F. Resources

    Describe the strategy for gaining the support of area employers, 
people with disabilities and their family members. Identify federal, 
state, and local public sector resources, as well as local non-profit 
sector resources which will be leveraged for purposes of sustainability 
after the grant period ends.

G. Technical Assistance

    Document a willingness to cooperate with ODEP and its technical 
assistance efforts to provide information and advice to other states on 
how the HS/HT model can be replicated.

H. Outreach

    Describe how the needs of individuals with disabilities from 
diverse cultures and/or ethnic groups will be addressed.

I. Management Plan

    Provide a detailed management plan for project goals, objectives, 
and activities for the state level HS/HT operations.

V. Funding Availability

    The period of performance will be 24 months from the date of 
execution by the Government. Up to five competitive grants will be 
awarded in the range of $100,000 to $250,000. It is expected that the 
funds used for this SGA will support the costs associated with the 
development, implementation, and evaluation of state level HS/HT 
programs.
    The funds may be used to conduct a variety of activities to support 
state-level HS/HT operations such as staff training, strategic 
planning, assessment, curriculum/ materials development, career 
development, student-focused planning, program alignment, partnership 
building, etc. Funds are not intended to provide direct services to 
youth.

[[Page 47835]]

VI. Eligible Applicants

    Eligible applicants are State Workforce Investment Boards; State 
Departments of Education; State Departments of Labor; State 
Developmental Disability Councils; State Departments of Vocational 
Rehabilitation; or State Committees affiliated with the National 
Governors' Committees for People with Disabilities, or other similar 
state agencies. ``State'' in this context includes the 50 states, the 
District of Columbia, Puerto Rico, the U. S. Virgin Islands, Guam, and 
American Samoa. Each grantee must, at a minimum, involve members of 
three of the other above-mentioned groups in strategic planning and 
implementation activities with the State Workforce Investment Board 
constituting a mandatory partner.
    Indian and Native American Tribal entities, or consortia of Tribes, 
with the written approval of their tribal council, are also eligible to 
receive these grants. Grants to Indian and Native American tribal 
grantees must recognize principles of sovereignty and self-governance 
established under the Indian Self-Determination and Education 
Assistance Act, allowing for the government-to-government relationship 
between the Federal and Tribal Governments. Tribal entities also must 
involve, at a minimum, members of three of the other groups mentioned 
above in strategic planning and implementation activities with the 
State Workforce Investment Board constituting a mandatory partner.

VII. Application Contents

    General Requirements--Two copies and an original of the proposal 
must be submitted, one of which must contain an original signature. 
Proposals must be submitted by the applicant only. There are three 
required sections of the application. Requirements for each section are 
provided in this application package.

Part I--Executive Summary

    The Executive summary should be no more than 2 single-spaced, 
single-sided pages in length giving a clear summary of the project 
narrative.
    Each application must provide an executive summary, which 
identifies the following:
     The applicant;
     The type of organization the applicant represents and the 
additional consortium partners and the type of organization they 
represent;
     The amount of funds requested;
     The planned period of performance; and
     The extent to which Vocational Rehabilitation and the WIA 
System will be integrated or coordinated with the HS/HT system.

Part II--Project Narrative (Appendices--Letters of Commitment, Resumes, 
etc.)

    Applicants must include a narrative that addresses the Statement of 
Work in Part IV and the selection criteria that are used by reviewers 
in evaluating the application. Part II must be limited to no more than 
twenty-five (25) pages. This page limit does not apply to Part I, the 
Executive Summary; Part III the Project Financial Plan (Budget); and 
the Appendices (the assurances and certifications, resumes, a 
bibliography or references, and the letters of support.) A page is 
8.5'' x 11'' (on one side only) with one-inch margins (top, bottom, and 
sides). All text in the application narrative, including titles, 
headings, footnotes, quotations, and captions, as well as all text in 
charts, tables, figures, and graphs must be double-spaced (no more than 
three lines per vertical inch); and, if using a proportional computer 
font, use no smaller than a 12-point font, and an average character 
density no greater than 18 characters per inch (if using a non-
proportional font or a typewriter, do not use more than 12 characters 
per inch.)
    Applicants must include in Part II of the proposal a narrative that 
addresses all of the Evaluation Criteria (section VIII below) that will 
be used by reviewers in evaluating individual proposals.

Part III--Project Financial Plan (Budget)

    Applications must include a detailed financial plan that identifies 
by line item the budget plan designed to achieve the goals of this 
grant. The Financial Plan must contain the SF-424, Application for 
Federal Assistance (Appendix A) and a Budget Information Sheet SF-424A 
(Appendix B).
    In addition, the budget must include on a separate page a detailed 
cost analysis of each line item. Justification for administrative costs 
must be provided. Approval of a budget by DOL is not the same as the 
approval of actual costs. The individual signing the SF-424 on behalf 
of the applicant must represent and be able to legally bind the 
responsible financial and administrative entity for a grant should that 
application result in an award.

VIII. Evaluation Criteria/Selection

A. Evaluation Criteria

    The application must include appropriate information of the type 
described below.
1. Significance of the Proposed Project (20 Points)
    In determining the significance of the proposed project, the 
Department will consider the following factors:
    a. The potential contribution of the proposed project to increase 
the quality of transition services available in the state;
    b. The current level of HS/HT activity in your state and those 
sites' commitment to work with this application;
    c. The extent to which the proposed project is likely to yield 
findings that may be used by other appropriate agencies and 
organizations;
    d. The extent to which the proposed project involves the 
development or demonstration of promising new strategies that build 
upon existing HS/HT strategies;
    e. The likely utility of the products (such as information, 
materials, processes, or techniques) that will result from the proposed 
project, including the potential for the products to be used 
effectively in a variety of other states; and
    f. The importance or magnitude of the results that are likely to be 
attained by the proposed project.
2. Quality of the Project Design (30 points)
    In evaluating the quality of the proposed project design, the 
Department considers the following factors:
    a. The extent to which the goals, objectives, and outcomes to be 
achieved are clearly specified and measurable;
    b. The extent to which the design of the proposed project features 
innovative methods for developing new sites and/or strengthening 
existing sites;
    c. The extent to which the proposal incorporates the strategic plan 
in Part IV, Statement of Work;
    d. The extent to which the proposed project is designed to build 
capacity and yield results that will extend beyond the period of this 
grant;
    e. The extent to which the proposed budget and narrative 
justification are adequate to support the proposed project.
    f. The extent to which the proposed project will be coordinated 
with similar or related efforts, and with other appropriate community 
and HS/HT sites, State, and Federal resources;
    g. The extent to which the applicant encourages involvement of 
young people with all disabilities, relevant experts, and organizations 
in project activities; and,
    h. The extent to which performance feedback and continuous 
improvement

[[Page 47836]]

are integral to the design of the proposed project.
3. Quality of Project Personnel (10 points)
    The Project Narrative must describe the proposed staffing of the 
project. In addition, it must identify and summarize the qualifications 
of the personnel who will carry it out.
    The projects funded under this notice must make positive efforts to 
employ and advance in employment qualified individuals with 
disabilities in project activities. In addition, the Department 
considers the qualifications, including relevant education, training 
and experience of key project personnel as well as the qualifications, 
including relevant training and experience, of project consultants or 
subcontractors. Resumes must be included in the Appendices.
4. Plan for Sustaining the Statewide HS/HT Program Through Leveraging 
of Other Resources (25 points)
    The Project Narrative must describe a detailed plan for sustaining 
this project after grant funds cease. Sustainability must be an 
objective built into the design and ongoing operation of the project. 
Projects funded under this SGA must leverage a combination of federal, 
state, and local public sector resources, as well as local non-profit 
sector resources for purposes of sustainability.
    In evaluating the quality of the plan for sustainability, the 
Department considers the following factors to be of particular 
importance:
     The extent to which vocational rehabilitation monies are 
leveraged effectively; and
     The likelihood of the applicant successfully securing 
state ownership and participation in these projects when these grant 
funds cease.
    Grantees are expected to use this grant as seed money to develop 
other public and private resources in order to ensure sustainability of 
grant activities following completion of the funding period. The 
Department considers detailed commitments for specific new activities 
as more important than promises of in-kind supports in showing 
sustained support for the project. Grants recently received from 
another agency can be discussed in the proposal, but the applicant 
should be precise about which activities precede this grant and which 
will occur because of this grant. In addition, the applicant should 
detail how public sector commitments can contribute to the 
sustainability of this project following completion of the grant. 
Examples of the types of public and private sector commitments 
envisioned include the following:
     The school system commits to offering credit for HS/HT 
training activities.
     The vocational rehabilitation office commits to funding 
assistive technology and transportation services for students enrolled 
in the program.
     A community college commits to providing technology 
training for HS/HT students.
     State-level elected officials commit to work towards state 
codification of High School/High Tech.
     An employer commits to providing technology based summer 
internships.
     State and Local Workforce Investment Boards commit to 
paying internship costs.
     A university commits to providing scholarships for HS/HT 
students.
     A developmental disability council commits to funding a 
new HS/HT site.
     An independent living center commits a staff person to 
work full time on HS/HT.
    Letters of Commitment. Applicants can include letters of support if 
they provide specific commitments. Such letters can increase an 
applicant's score by showing that the commitments in the text of the 
proposal are serious. Form letters will not be considered. We encourage 
applicants to have letters of support from all existing HS/HT programs 
in their states.
    Letter from the Governor. A letter from the Governor or 
functionally equivalent entity reflecting support of state level 
participation in the High School/High Tech program will be viewed 
favorably. If a letter from the Governor is not feasible, the 
application must include a letter from the head of an appropriate state 
agency.
5. Quality of the Management Plan (15 points)
    In evaluating the quality of the management plan for the proposed 
project, the Department will consider the following factors:
    a. The extent to which a management plan for project implementation 
is likely to achieve the objectives of the proposed project on time and 
within budget, including defined staff responsibilities, and time 
allocated to project activities, time lines, milestones for 
accomplishing project tasks and project deliverables;
    b. The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project; and,
    c. The extent to which the time commitments of the state director 
and/or principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.

B. Selection Criteria

    Acceptance of a proposal and an award of federal funds to sponsor 
any program(s) is not a waiver of any grant requirement and/or 
procedures. Grantees must comply with all applicable Federal statutes, 
regulations, administrative requirements and OMB Circulars. For 
example, the OMB Circulars require, and an entities procurement 
procedures must require that all procurement transactions shall be 
conducted, as practical, to provide open and free competition. If a 
proposal identifies a specific entity to provide the services, the 
award does not provide the justification or basis to sole-source the 
procurement, i.e., avoid competition.
    A panel will objectively rate each complete application against the 
criteria described in this SGA. The panel recommendations to the Grant 
Officer are advisory in nature. The Grant Officer may elect to award 
grants either with or without discussion with the applicant. In 
situations where no discussion occurs, an award will be based on the 
signed SF 424 form (see Appendix A), which constitutes a binding offer. 
The Grant Officer may consider the availability of funds and any 
information that is available and will make final award decisions based 
on what is most advantageous to the government, considering factors 
such as:
    1. findings of the grant technical evaluation panel;
    2. geographic distribution of the competitive applications;
    3. assuring a variety of different program designs; and,
    4. the availability of funds.

IX. Reporting

    The Department of Labor is responsible for ensuring the effective 
implementation of each competitive grant project in accordance with the 
provisions of this announcement, the grant agreement and other 
applicable administrative requirements. Applicants should assume that 
Department staff or their designees will conduct at least one on-site 
project review. In addition, all grantees will be expected to provide 
information on outcomes (post-secondary education and employment) of 
the youth with disabilities served through the HS/HT program.
    Applicants must submit on a quarterly basis, beginning ninety days 
from the award of the grant, financial and participation reports under 
this program as prescribed by OMB Circular A-102 and A-110, as codified 
by 29 CFR parts 97 and 95 respectively. Specifically the following 
reports will be required:

[[Page 47837]]

    1. Quarterly reports; The quarterly report is estimated to take 
five hours to complete. The form for the Quarterly Report will be 
provided by ODEP. The Department will work with the grantee to help 
refine the requirements of the report, which will, among other things, 
include measures of ongoing analysis for continuous improvement and 
customer satisfaction.
    2. Standard Form 269; Financial Status Report Form, on a quarterly 
basis.
    3. Final Project Report; including an assessment of project 
performance and outcomes achieved. The final report is estimated to 
take twenty hours. This report will be submitted in hard copy and on 
electronic disk using a format and following instructions, which will 
be provided by the Department. A draft of the final report is due to 
the Department thirty days before the termination of the grant. The 
final report is due to DOL sixty days following the termination of the 
grant.
    DOL will arrange for and conduct an independent evaluation of the 
outcomes, impacts, and accomplishments of each funded project. Grantees 
must agree to make available records on all parts of project activity, 
including participant post secondary and employment data, and to 
provide access to personnel, as specified by the evaluator(s), under 
the direction of the Department. This independent evaluation is 
separate from the ongoing evaluation for continuous improvement 
required of the grantee for project implementation.

X. Administration Provisions

A. Administrative Standards and Provisions

    Grantees are strongly encouraged to read these regulations before 
submitting a proposal. The grant awarded under this SGA shall be 
subject to the following as applicable:
    29 CFR part 95--Grants and Agreements With Institutions of Higher 
Education, Hospitals, and Other Non-Profit Organizations, and With 
Commercial Organizations, Foreign Governments, Organizations Under the 
Jurisdiction of Foreign Governments, and International Organizations;
    29 CFR part 96--Audit Requirements for Grants, Contracts, and Other 
Agreements.
    29 CFR part 97--Uniform Administrative Requirement for Grants and 
Cooperative Agreements to State and Local Governments.

B. Allowable Cost

    Determinations of allowable costs shall be made in accordance with 
the following applicable Federal cost principles:

State and Local Government--OMB Circular A-87
Nonprofit Organizations--OMB Circular A-122
Profit-Making Commercial Firms--48 CFR part 31

    Profit will not be considered an allowable cost in any case.

C. Grant Assurances

    As a condition of the award, the applicant must certify that it 
will comply fully with the nondiscrimination and equal opportunity 
provisions of the following laws:
    29 CFR part 31--Nondiscrimination in Federally-assisted programs of 
the Department of Labor, effectuation of Title VI of the Civil Rights 
Act of 1964.
    29 CFR part 32--Nondiscrimination on the Basis of Disability in 
Programs and Activities Receiving or Benefiting from Federal 
Assistance. (Implementing section 504 of the Rehabilitation Act, 29 
U.S.C. 794).
    29 CFR part 36--Nondiscrimination on the Basis of Sex in Education 
Programs or Activities Receiving Federal Financial Assistance. 
(Implementing title IX of the Education Amendments of 1972, 20 U.S.C. 
1681 et seq.).
    29 CFR part 37--Nondiscrimination and Equal Opportunity Provisions 
of the Workforce Investment Act of 1998 (WIA), (Implementing Section 
188 of the Workforce Investment Act, 29 U.S.C. 2938).
    The applicant must include assurances and certifications that it 
will comply with these laws in its grant application. The assurances 
and certifications are attached as Appendix C.

    Signed at Washington, DC, this 16th day of July, 2002.
Lawrence J. Kuss,
Grant Officer.

APPENDIX A. Application for Federal Assistance, Form SF 424
APPENDIX B. Budget Information Sheet, Form SF 424A
APPENDIX C. Assurances and Certifications Signature Page
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[FR Doc. 02-18423 Filed 7-19-02; 8:45 am]
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