[Federal Register Volume 68, Number 115 (Monday, June 16, 2003)]
[Notices]
[Pages 35721-35740]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 03-15115]


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DEPARTMENT OF LABOR

Office of Disability Employment Policy

[SGA 03-16]


Innovative State Alignment Grants for Improving Transition 
Outcomes for Youth With Disabilities Through the Use of Intermediaries

AGENCY: Office of Disability Employment Policy, U.S. Department of 
Labor.

ACTION: Notice of availability of funds; solicitation for grant 
applications (SGA).

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    This notice contains all of the necessary information and forms 
needed to apply for grant funding. (SGA 03-16).

SUMMARY: The U.S. Department of Labor (DOL), Office of Disability 
Employment Policy (ODEP) announces the availability of $3 million to 
award up to 6 competitive grants in the amount of approximately 
$500,000. Eligible applicants include State Workforce Investment Boards 
or the functional equivalent State entities. Indian and Native American 
tribal entities, or consortia of tribes, are also eligible to apply.
    The purpose of this grant initiative is to:
    1. Help States conduct resource mapping \1\ to assess their youth 
service delivery infrastructure in light of evidence-based transition 
operating principles \2\;
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    \1\ ``Resource mapping'' refers to a methodology that has been 
used by the Federal government, State agencies, local entities, and 
community-based organizations, among others, to link and align 
resource use with organizational goals, strategies, and expected 
outcomes. It is known by a multitude of names including asset 
mapping, asset analysis, and environment scans, and can involve a 
variety of different data collection strategies depending on what is 
being studied. For purposes of this SGA, the term ``resource 
mapping'' refers to the identification of available assets and 
resources within the States' youth service delivery infrastructure 
and an evaluation as to whether and/or to what extent that system is 
currently serving youth with disabilities consistent with the 
evidence-based operative principles discussed previously.
    \2\ ``Evidence based transition operating principles'' is a term 
defined, for purposes of this SGA, in part III.
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    2. Develop, implement, and evaluate a cross-agency multi-year State 
plan to improve transition outcomes for youth with disabilities through 
blending and/or braiding \3\ of Federal, State, and community resources 
and the use of local intermediary organizations;
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    \3\ For purposes of this SGA, the term ``blended funding'' is 
used to describe mechanisms that pool dollars from multiple sources 
and make them in some ways indistinguishable. ``Braided funding'' 
utilizes similar mechanisms, but the funding streams remain visible 
and are used in common to produce greater strength, efficiency, and/
or effectiveness.
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    3. Conduct local pilot demonstrations to determine how, through 
community partnerships, intermediary organizations can best be used to 
ensure that youth with disabilities obtain transition services 
consistent with evidence-based transition operating principles, and the 
impact of such intermediaries on improving transition outcomes for 
youth with disabilities; and
    4. Demonstrate, through leveraging Federal, State and local public 
sector resources, concrete evidence of the likelihood of sustainability 
of grant objectives within the State.
    These grants are for a one-year period and may be renewed for a 
period of up to four additional years depending upon the availability 
of funds and the efficacy of the project activities. See also parts IV 
and IX.
    In meeting grant objectives, it is expected that the grantee will 
sub-award a substantial portion of its award to intermediary 
organizations. For purposes of this SGA, an intermediary organization 
is defined as an agent that:
    [sbull] Convenes local leadership and broker relationships with 
multiple partners across multiple funding streams;
    [sbull] Brings together workforce development systems, vocational 
rehabilitation providers, businesses, labor unions, educational 
institutions, social service organizations, transportation entities, 
health providers, and other Federal, State, and community resources 
which youth with disabilities need to transition to employment 
successfully.
    Possible intermediaries include, but are not limited to, community-
based non-profit organizations, faith-based and community 
organizations, employer organizations, community colleges, community 
rehabilitation programs, etc.
    By connecting schools and other youth-serving institutions with 
workplaces and other available Federal, State, and community resources, 
the intermediaries will create a forum for building a system that 
better meets the needs of all interested stakeholders. In addition, 
intermediary organizations can assist the state in assessing and 
evaluating the performance and impact of its efforts related to these 
grant activities, and in providing necessary information and training 
in areas such as benefits planning, universal access, reasonable 
accommodation, mental health, housing, transportation, health 
maintenance (including Medicare and Medicaid), and other self-
sufficiency issues.

DATES: Applications will be accepted commencing on June 16, 2003. The 
closing date for receipt of applications under this announcement is 
July 28, 2003. Applications must be received by 4:45 p.m. (e.t.) at the 
address below. No exceptions to the mailing and hand-delivery 
conditions set forth in this notice will be granted. Applications that 
do not meet the conditions set forth in this notice will be considered 
non-responsive.

ADDRESSES: Applications shall be mailed to: U.S. Department of Labor, 
Procurement Services Center, Attention: Cassandra Willis, Reference SGA 
03-16, Room N-5416, 200 Constitution Avenue, NW., Washington, DC 20210. 
Telefascimile (FAX) applications will not be accepted. Applicants are 
advised that mail delivery in the Washington area may be delayed due to 
mail decontamination procedures.

FOR FURTHER INFORMATION CONTACT: 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. This announcement will also be published 
on the Internet on ODEP's online home page at: http://www2.dol.gov/odep. Award notifications will also be published on the ODEP home page.

SUPPLEMENTARY INFORMATION: 

Part I. Delivery of Applications

    1. Late Applications. Any application received after the exact date 
and time specified for receipt at the office designated in this notice 
will be considered non-responsive, unless it is received before awards 
are made and it (a) is determined that its late receipt was caused by 
DOL error; (b) was sent by U.S. Postal Service registered or certified 
mail not later than the fifth calendar day before the date specified 
for receipt of applications (e.g., an application submitted in response 
to a solicitation requiring receipt of applications by the 20th of the 
month must have been post marked by the 15th of that month); or (c) was 
sent by the U.S. Postal Service Express Mail Next Day Service to 
addressee not later than 5 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. ``Post 
marked'' means a printed, stamped or otherwise placed

[[Page 35722]]

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.
    2. Withdrawal of Applications. Applications may be withdrawn by 
written notice or telegram (including mail gram) received at any time 
before an award is made. Applications may be withdrawn in person by the 
applicant or by an authorized representative thereof, if the 
representative's identity is made known and the representative signs a 
receipt of the proposal.
    3. Hand-Delivered Proposals. 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 4:45 p.m., 
e.t., at the specified address. Failure to adhere to the above 
instructions will be basis for a determination of non-responsiveness. 
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.

Part II. Authority

    Omnibus Appropriations Resolution, 2003, Pub. L. 1087; Consolidated 
Appropriations Act, 2001, Pub. L. 106-554, 29 U.S.C. 557b.

Part III. Background

    Young people with disabilities experience significant challenges in 
making a successful transition to adult life. According to the U.S. 
Department of Education, national high school graduation rates (e.g., 
diplomas, GED, alternative certificates) for students with disabilities 
lag considerably below that of youth without disabilities. Nearly nine-
tenths or 88% of students without disabilities graduate as compared to 
only 62% of those with disabilities.\4\ Moreover, students with 
disabilities experience a school drop out rate that is three times 
greater than that for youth without disabilities--31% vs. 11%. Youth 
with emotional disabilities experience an even higher drop out rate of 
54%.
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    \4\ U.S. Department of Education, National Center on Education 
Statistics, The Condition of Education 2000 in Brief, Jeanne H. 
Nathanson NCES 2001-045, Washington, DC; U.S. Government Printing 
Office, 2001 U.S. Department of Education, Office of Special 
Education and Rehabilitation Services, Twenty-second Annual Report 
to Congress on the Implementation of the Individuals with 
Disabilities Act, Washington, DC, U.S. Government Printing Office, 
2000.
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    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 entering the 
Supplementary Security Income (SSI)/Social Security Disability 
Insurance (SSDI) rolls are likely to remain on the program rolls for 
their entire lives.
    As reflected in President George W. Bush's New Freedom Initiative, 
DOL's strategic goals and the Leave No Child Behind Act of 2001 (Pub. 
L.107-110), young people with disabilities should have the opportunity 
to make a smooth transition from school to work and/or post-secondary 
education, to engage in meaningful employment, to live within their 
communities, and to contribute as productive citizens to society. Over 
the last 10 years, a number of Federal laws and policies have been 
implemented to facilitate access to transition planning activities, 
employment, and community living for youth with disabilities including 
the Individuals with Disabilities Education Act of 1975, as amended 
(IDEA); the Rehabilitation Act, as amended; the Carl D. Perkins 
Vocational and Applied Technology Education Act (Perkins Act) (Pub. 
L.101-392); the School-to-Work Opportunities Act of 1994 (Pub. L. 103-
329); the Workforce Investment Act of 1998 (WIA) (Pub. L. 105-220, 29 
U.S.C. 2801 et seq.); and the Leave No Child Behind Act.
    Among the most significant pieces of Federal legislation for youth 
with disabilities is IDEA, which focuses on supports and services for 
infants, preschoolers, school-aged children, and youth. Transition 
planning and services were included as new, but key, components in the 
1990 reauthorization of IDEA. Under IDEA, ``transition services'' are 
defined in part as ``a coordinated set of activities for a student with 
a disability that (A) is designed within an outcome-oriented process, 
that promotes movement from school to post-school activities, including 
post-secondary education, vocational training, integrated employment 
(including supported employment), continuing and adult education, adult 
services, independent living, or community participation.'' 20 U.S.C. 
1401(30). Under IDEA, as reauthorized in 1997, a statement of 
transition service needs must be included in the student's 
Individualized Education Plan (IEP) beginning at age 14.
    By age 16, or younger if appropriate, the IEP must include a 
statement of needed transition services that describes related services 
and community experiences necessary for the student to engage in 
meaningful employment and/or post-secondary education and successful 
community living. Transition services must be based upon the individual 
student's preferences, interests, and needs, and include:
    [sbull] Instruction;
    [sbull] Related services;
    [sbull] Community experiences;
    [sbull] Development of employment and other post-school adult 
living objectives, and
    [sbull] Acquisition of daily living skills, including functional 
vocational evaluation when appropriate.
    The school system is responsible for ensuring that each youth 
receives all needed transition services. As discussed below, however, 
multiple agencies such as vocational rehabilitation agencies need to be 
involved in transition to ensure success.
    The Rehabilitation Act, as amended in 1998, also includes a number 
of provisions that impact the transition planning process. Because it 
uses the same definition of transition as IDEA, and requires that 
rehabilitation and education agencies undertake actions to facilitate 
transition, the Rehabilitation Act promotes coordination of transition 
and rehabilitation. Premised on consumer involvement, the 
Rehabilitation Act requires that an Individualized Plan for Employment 
(IPE), which identifies a vocational goal and all the services needed 
to achieve that goal, be developed in coordination with the IPE. After 
the student has been determined eligible, transition services may be 
provided based upon the individual student's needs including no-cost 
services such as career guidance and counseling and unpaid on the job 
training, as well as ``purchased'' services such as assistive 
technology assessment and devices and supported employment.
    The Perkins Act also provides Federal assistance for vocational 
education programs in both secondary and post-secondary settings. The 
provisions of the Perkins Act state that schools will assist ``special 
populations'' (which includes students with disabilities) to enter 
vocational education programs and will assist students with 
disabilities in fulfilling the transitional services requirement of 
IDEA.
    The School-to-Work Opportunities Act of 1994, which sunset in 
October of 2001, paved the way for a new approach to learning and 
employment in America. Jointly administered by the United States 
Departments of Education and Labor, School-to-Work brought together 
parents, teachers, and business leaders to create courses to prepare 
students

[[Page 35723]]

both academically and practically for the world of work. The intent of 
the School-to-Work Opportunities Act of 1994 was to provide a national 
framework and venture capital to allow all states to create a universal 
statewide transition system that offered all young Americans access to 
performance-based training; this training aimed to enable them to earn 
portable credentials, prepare them for their first jobs in high-skill, 
high-wage careers, and increase their opportunities for further 
education.
    Programs funded under the School-to-Work Opportunities Act were 
required to integrate work-based and school-based learning components 
as well as ``connecting activities'' to match students with work-based 
learning opportunities through partnerships with schools, employers and 
other community partners. The school-based learning component centered 
on the student's career major and his/her ability to meet ``the same 
challenging academic standards established for all students in their 
state.'' Work-based learning, which included work experience, workplace 
mentoring, and instruction in ``general workplace competencies'' was 
intended to give practical meaning to academic concepts and to 
transform traditional instruction into learning experiences. Connecting 
activities were intended to connect the school- and work-based learning 
components and included such activities as matching students with work-
based learning positions, providing technical assistance to employers 
in designing work-based learning, and linking school-to-work activities 
with employer and industry strategies for upgrading skills.
    The WIA, which superceded the Job Training Partnership Act (Pub. L. 
102-367), provides a variety of work preparation programs to assist 
youth with disabilities in achieving their career ambitions. One of the 
most significant reforms under WIA section 129(c) (29 U.S.C. 2854(c)), 
is the consolidation of the year-round youth program and the summer 
youth program into a single formula-based funding stream. Under WIA, 
each local workforce investment area must have a year-round youth 
services strategy that incorporates summer youth employment 
opportunities as one of ten required program elements (WIA section 
129(c)(2), 20 CFR 664.410). The 10 program elements reflect successful 
youth development approaches and focus on the following four key 
themes:
    1. Improving educational achievement (including such elements as 
tutoring, study skills training, instruction leading to secondary 
school completion, drop-out prevention strategies, and alternative 
secondary school offerings);
    2. Preparing for and succeeding in employment (including summer 
employment opportunities, paid and unpaid work experience, and 
occupational skills training);
    3. Supporting youth (including supportive services needs, providing 
adult mentoring, follow-up services, and comprehensive guidance and 
counseling); and
    4. Offering services intended to develop the potential of young 
people as citizens and leaders (including leadership development 
opportunities).\5\
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    \5\ It should be noted that the evidence-based operating 
principles central to this grant align closely with the four key 
themes for serving youth under WIA.
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    The No Child Left Behind Act of 2001, signed by President Bush on 
January 8, 2002, is a landmark in education reform designed to improve 
student achievement and change the culture of America's schools. The 
Act demands stronger accountability for results for all students, 
including those who are economically disadvantaged, from racial and 
ethnic minority groups, have disabilities, or have limited English 
proficiency. In addition, it provides for greater flexibility for 
states, school districts and schools in the use of Federal funds, more 
choices for parents of children from disadvantaged backgrounds, and an 
emphasis on teaching methods that have been demonstrated to work. The 
Act also places an increased emphasis on reading, especially for young 
children, enhancing the quality of our nation's teachers, and ensuring 
that all children in America's schools learn English.
    Increasing the number of youth making a successful transition to 
work is integral to accomplishing the employment-related objectives of 
President Bush's New Freedom Initiative and is one of the U.S. 
Department of Labor's top priorities. A review of effective practices 
that span education, employment and training, youth development, and 
disability shows that in order to transition successfully all youth 
need the following evidence-based transition operating principles in 
place:
    1. Access to high quality standards-based education regardless of 
the setting;
    2. Information about career options;
    3. Exposure to the world of work;
    4. Opportunities to develop social, civic, and leadership skills;
    5. Strong connections to caring adults;
    6. Access to safe places to interact with their peers, and
    7. Support services to allow them to become independent adults.
    With regard to these evidence-based transition operating 
principles, research specifically indicates that academic and career-
technical education for youth should be based on state and/or industry 
standards, and that youth should have access to a varied and balanced 
set of learning strategies appropriate for the individual. Research 
further reflects that in order to help youth make informed choices, 
they should undergo a career assessment that includes, but is not 
limited to, interest inventories, and formal and informal vocational 
assessments. Moreover, they should be exposed to job skills training 
and career opportunities that provide a living wage, be provided with 
information about education, entry requirements and income potential, 
and be provided structured support to post-secondary education and 
other life-long learning opportunities. In addition, youth with 
disabilities must be provided with information needed to understand the 
relationships between appropriate benefits planning and career choices, 
to learn to identify and access disability-related support and 
accommodations needed for the workplace and community living, and how 
best to communicate their disability-related support and accommodation 
needs to prospective employers and service providers.
    Research further reflects that to transition to adulthood 
successfully all youth should be exposed to a range of work-based 
exploration experiences such as site visits, community service, job 
shadowing, and paid and unpaid internships. In providing such 
experiences for youth with disabilities, mechanisms must be in place to 
ensure that they learn how to request, locate, and secure the supports 
and accommodations they need at the workplace.
    To foster leadership development, youth should be provided with 
exposure to role models through a variety of means, including mentoring 
activities designed to establish strong relationships with adults 
through formal and informal settings, as well as peer-to-peer mentoring 
opportunities. In addition, all youth should be provided skills 
training in self-advocacy and conflict resolution, and be exposed to 
personal leadership and youth development opportunities including 
community service. In the case of youth with disabilities, they should 
be exposed to mentors and role models with and without disabilities, 
and receive training about disability culture.

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    Support services, which youth need to transition successfully, may 
include mental and physical health services, transportation, and 
tutoring, as well as post-program supports through structured 
arrangements with post-secondary institutions and adult-serving 
agencies. In the case of youth with disabilities there may be a need 
for additional support services including, but not limited to, access 
to and acquisition of assistive technology, benefits counseling, 
independent living centers and other consumer-driven community-based 
support service agencies, and personal assistance services, including 
readers, interpreters, and other personal assistance services.
    Unfortunately, access to transition services consistent with these 
evidence-based transition operating principles is frequently hampered 
by the fact that the workforce development and education systems, and 
the linked income support, health, housing, assistive technology, 
social service, and transportation service systems, are driven by:
    [sbull] Differing institutional missions, each with distinctive 
funding parameters and fiscal incentives;
    [sbull] Multiple funding streams with substantial variations in 
expected outcomes;
    [sbull] Traditions;
    [sbull] Capacities of the institutions and staff, and
    [sbull] Many other factors that separate rather than promote a 
transparent and internally/externally logical system that assists young 
people to become productive members of our society.
    To address this situation, states need to help local communities 
and service providers find ways to more effectively organize, support, 
and work with--and through--a wide array of institutions, organizations 
and family support networks to better meet the transition-related needs 
of young people with disabilities. If the transition outcomes of youth 
with disabilities are to improve, businesses, labor unions, educational 
institutions, social service agencies, transportation providers, health 
service organizations, and other community providers must work together 
and Federal, state, and local community resources must be leveraged 
effectively.
    To promote the integration of the aforementioned evidence-based 
transition operating principles into local transition service delivery, 
and in recognition that intermediary organizations can play a key, 
convening role in effectuating systems change, ODEP is funding these 
Innovative State Alignment Grants to address this need. This SGA is 
designed to help states to:
    [sbull] Conduct resource-mapping to assess their youth service 
delivery infrastructure in light of the evidence-based transition 
operating principles discussed above;
    [sbull] Develop, implement, and evaluate a cross-agency multi-year 
state plan to improve transition outcomes for youth with disabilities 
through blending and/or braiding of Federal, state, and community 
resources and the use of local intermediary organizations, and
    [sbull] Conduct local pilot demonstrations to determine:
    [sbull] How intermediary organizations can best be used to ensure 
that youth with disabilities obtain transition services consistent with 
the evidence-based transition operating principles, and
    [sbull] The impact those intermediaries have on improving 
transition outcomes for youth with disabilities.
    All grant-related activities are to be evaluated consistent with 
the framework set forth in Pro-Bank \6\ and specific outcomes are to be 
measured based on data already being collected from multiple service 
sectors (e.g., workforce development, education, etc).
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    \6\ Utilizing the Congressionally recognized Malcolm Baldrige 
Quality Award criteria for continuous improvement, as well as 
research conducted by PEPNet, the Workforce Excellence Network 
(WEN), the National Center on Secondary Education and Transition 
(NCSET), and the Center for the Study and Advancement of Disability 
Policy (CSADP), the National Collaborative on Workforce and 
Disability for Youth (NCWD/Youth) developed the Pro-Bank framework. 
The framework consists of eight categories by which an organization 
can assess its operations; products and services in terms of the 
aforementioned evidence-based transition operating principles for 
providing effective transition services to youth with disabilities. 
Pro-Bank information may be found at: http://www.ncwd-youth.info/
promising--Practices/index.html--using guide.
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    In order to conduct the local pilot demonstrations required under 
the grant, the grantee is expected to sub-award a substantial portion 
of its award to fund local intermediary organizations that have 
demonstrated expertise and experience in enlisting the active support 
and participation of key stakeholders, including education entities, 
the workforce development system, businesses, organized labor, and 
local faith-based and community organizations. These activities 
include, but are not limited to, effectively operating and managing 
their programs, accessing governmental and private funding sources, 
developing and training staff, expanding the types and reach of 
services in their communities, and replicating promising and effective 
practices. Grant funds issued through these sub-awards may be used to 
support a wide range of local intermediary activities that help to 
ensure positive transition outcomes for youth with disabilities between 
the ages of 14 and 24. Allowable activities include, but are not 
limited to:
    [sbull] Convening key stakeholders to establish community-wide 
partnerships committed to preparing young people with disabilities for 
employment and/or further educational training and/or independent 
living;
    [sbull] Supporting peer learning and leadership opportunities;
    [sbull] Providing necessary information and training in areas such 
as benefits planning, universal access, reasonable accommodation, 
mental health, housing, transportation, health maintenance (including 
Medicare and Medicaid), and other self-sufficiency issues;
    [sbull] Evaluating transition programs using evidence-based methods 
as set forth in Pro-Bank;
    [sbull] Organizing and participating in strategic alliances with 
business groups and organizations;
    [sbull] Integrating school and work-based learning, integrating 
academic and vocational education, and establishing linkages between 
secondary and post-secondary education;
    [sbull] Systematically integrating existing local education and 
training programs and resources with related Federal, State, and local 
programs to address effectively the learning and employment needs of 
youth with disabilities;
    [sbull] Providing staff development to teachers, employers, 
mentors, counselors, community rehabilitation agency personnel, One-
Stop staff, and others critical to successful transition outcomes.
    Through these grant activities and associated technical assistance 
provided by the National Collaborative on Workforce and Disability for 
Youth (NCWD/Youth) (see www.ncwd-youth.info), which ODEP funds, ODEP 
anticipates effectuating systemic change that will lead to improved 
transition results for youth with disabilities. Projects are required 
to collaborate with the NCWD/Youth as a condition of the grant to 
ensure that the strategies and techniques developed as a result of 
these grant activities can serve as models for other states' systems of 
youth service delivery.

Part IV. Funding Availability and Period of Performance

    ODEP anticipates awarding up to 6 grants in the amount of $500,000, 
totaling $3 million. The grants will be for a one-year period of 
performance and may be renewed annually up to four additional option 
years for a total of five years at full funding depending upon

[[Page 35725]]

the availability of funds and the efficacy of the grant activities, 
established by independent reviews conducted by the Department of Labor 
or its designee.
    Proposals must include budgetary information for a five-year 
period. It is anticipated that in the first three quarters of the first 
funding year, grantees will be conducting the youth service 
infrastructure assessment (resource mapping), developing the cross-
agency state plan, designing local demonstrations, and making the sub-
awards to intermediaries necessary to implement the plan. The 
demonstration-related activities will be carried out in subsequently 
funded years.

Part V. Eligible Applicants

    Eligible applicants include State Workforce Investment Boards or 
the state's functionally equivalent entities. Indian and Native 
American tribal entities, or consortia of tribes, may apply for 
Innovative State Alignment Grants for Improving Transition Outcomes for 
Youth with Disabilities through the Use of Intermediaries. These grants 
would involve coordination of youth services and enhancements for 
people with disabilities in a specific Indian community or covering 
multiple tribal entities that may cut across multiple States and/or 
workforce investment areas. Grants to Indian and Native American tribal 
grantees are treated differently because 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.

Part VI. Format Requirements for Grant Application

    General Requirements: Applicants must submit one (1) copy with an 
original signature and 2 additional copies of their proposal. To aid 
with the review of applications, DOL also encourages Applicants to 
submit an electronic copy of their proposal on a disc or CD using 
Microsoft Word. Applicants who do not provide an electronic copy will 
not be penalized. The Application Narrative must be double-spaced with 
standard margins on 8\1/2\ x 11 papers, and be presented on single-
sided, numbered pages with the exception of format requirements for the 
Executive Summary. The Executive Summary must be limited to no more 
than two single-spaced, single-sided pages on 8\1/2\ x 11 papers with 
standard margins throughout. A font size of at least twelve (12) pitch 
is required throughout. Applications that fail to meet these 
requirements will be considered non-responsive.
    The three required sections of the application are:

Section I--Project Financial Plan;
Section II--Executive Summary--Project Synopsis;
Section III--Project Narrative (including Attachments, not to exceed 40 
pages).

    Mandatory requirements for each section are provided as follows in 
this application package. Applications that fail to meet the stated 
mandatory requirements of each section will be considered non-
responsive.

Mandatory Application Requirements

    [sbull] Section I. Project Financial Plan (Budget) (The Project 
Financial Plan will not count against the application page limits.) 
Section I of the application must include the following three required 
parts:
    (1) Completed ``SF 424--Application for Federal Assistance'' (See 
Appendix A of this SGA for required form).
    (2) Completed ``SF-424A--Budget Information Form'' by line item for 
all costs required to implement the project design effectively. (See 
Appendix B of this SGA for required forms).
    (3) Budget Narrative and Justification that provides sufficient 
information to support the reasonableness of the costs included in the 
budget in relation to the service strategy and planned outcomes.
    The application must include one SF-424 with the original 
signatures of the legal entity applying for grant funding and 2 
additional copies. Applicants shall indicate on the SF-424 the 
organization's IRS Status, if applicable. Under the Lobbying Disclosure 
Act of 1995, section 18 (29 U.S.C. 1611), an organization described in 
section 501(c)(4) of the Internal Revenue Code of 1986 that engages in 
lobbying activities will not be eligible for the receipt of Federal 
funds constituting an award, grant, or loan. (See 2 U.S.C. 1611; 26 
U.S.C. 501(c)(4).) For item 10 of the SF-424, the Catalog of Federal 
Domestic Assistance (CFDA) number for the program is 17.720.
    The Budget Narrative and Justification must describe all costs 
associated with implementing the project that are to be covered with 
grant funds. Grantees must provide for the travel and associated costs 
of sending at least one representative to the annual ODEP Policy 
Conference for Grantees, to be held in Washington, DC at a time and 
place to be determined. Grantees must comply with the ``Uniform 
Administrative Requirements for Grants and Cooperative Agreements to 
State and Local Governments,'' (also known as the ``Common Rule'') 
codified at 29 CFR part 97, and must comply with the applicable OMB 
cost principles circulars, as identified in 29 CFR 95.27 and 29 CFR 
97.22(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. The applicant must also include the 
Assurances and Certifications Signature Page (Appendix C).
    [sbull] Section II. Executive Summary--Project Synopsis (The 
Executive Summary is limited to no more than three single-spaced, 
single-sided pages on 8\1/2\ x 11 papers with standard margins 
throughout.) Each application shall include a project synopsis that 
identifies the following:
    (1) The name of the applicant;
    (2) The planned period of performance;
    (3) The actions already undertaken by the state to address 
transition outcomes for youth with disabilities;
    (4) An overview of the applicant's plan for using resource mapping 
to assess the state's existing youth service infrastructure, including 
existing intermediary organizations, to determine whether and/or to 
what extent it is currently serving youth with disabilities consistent 
with the evidence-based operative principles discussed previously and 
the criteria established in Pro-Bank;
    (5) A statement of the applicant's strategy for obtaining and 
sustaining collaboration and coordination among and between Federal, 
State, and local agencies needed to finance transition services for 
youth with disabilities through the blending and braiding of resources, 
and for developing initial common performance measures;
    (6) An overview of how the applicant will develop and use local 
demonstration projects to address any gaps revealed in the statewide 
youth infrastructure assessment, and a general statement of how local 
model demonstrations will be conducted to determine how intermediaries 
can best be used to ensure that transition services consistent with the 
aforementioned operating principles are incorporated into the State and 
local systems of service delivery; and
    (7) The ways in which the proposal is coordinated with other 
disability-related

[[Page 35726]]

grant initiatives from DOL, the Department of Education, the Department 
of Health and Human Services (HHS), the Social Security Administration 
(SSA), the Department of Housing and Urban Development (HUD) and other 
Federal partners.
    [sbull] Section III. Project Narrative (The Project Narrative plus 
attachments are limited to no more than forty (40) 8\1/2\ x 11 pages, 
double-spaced with standard one-inch margins (top, bottom, and sides), 
and be presented on single-sided, numbered pages. Note: The Financial 
Plan, the Executive Summary, and the Appendices are not included in the 
forty (40)--page limit.) The substantive requirements for the project 
narrative are described below under part VII-- Statement of Work.
    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). 
Applications that fail to meet these requirements will be considered 
non-responsive.

Part VII. Government Requirements/Statement of Work (Project Narrative)

    The Project Narrative, or Section III of the grant application, 
should provide complete information on how the applicant will address 
the following Department of Labor strategic goal priorities to ensure a 
Prepared Workforce:
    (1) Increasing the availability of skills training, employment 
opportunities, and career advancement for persons with disabilities.
    (2) Increasing the number of youth making a successful transition 
to work or who enter further training or educational programs.
    Proposals will be rated based upon the quality of the applicant's 
response in addressing the four criteria described below in terms of a 
comprehensive strategic approach that incorporates the Department's 
priorities noted above. The four criteria (Statement of Need, 
Comprehensive Service Strategy, Sustainability, and Management and 
Outcomes) must be addressed and the applicant's accomplishments or 
status with regard to each item provided.
    The Department, however, does not expect the applicant to 
incorporate every item listed as part of their strategy and proposal 
design. The Department recognizes that the needs and requirements of 
each state may be different, and therefore, some of the options 
identified may be more relevant than others in a particular state.

1. Statement of Need (10 points)

    The purpose of the Statement of Need criteria is to establish the 
overall status of disability issues relating to youth in the 
applicant's state; to identify strengths and deficiencies to be 
addressed by the applicant's proposal; to identify the overall scope of 
proposal objectives and design; and to present the applicant's need for 
grant resources. These criteria will be rated based upon the 
applicant's identified needs and proposed approaches to addressing 
these needs in the context of the Department's priorities.
    For proposals targeted to a specific Indian community or covering 
multiple tribal entities which may cut across multiple states and/or 
local areas, describe the overall approach of the project, and identify 
the inadequacies and deficiencies of the service delivery to the 
applicable community, and how the project expects to address these.
    The narrative in this section should:
    (1) Describe the potential contribution of the proposed project to 
increasing the quality and coordination of transition services 
available in the state;
    (2) Describe the overall status and actions taken to date within 
the state related to addressing the transition needs of youth with 
disabilities;
    (3) Describe how intermediary organizations are currently being 
used in the youth service delivery infrastructure and provide an 
overview of the youth service provider organizations operative within 
the state;
    (4) Describe any significant deficiencies in the state or local 
workforce investment system, in the educational system, in the 
vocational rehabilitation system and in the provision of employment-
related supports such as housing, health care, and transportation that 
present barriers to employment for young people with disabilities and 
explain what will be accomplished under this grant to address them;
    (5) Identify the percentage of young people with disabilities in 
the state overall; the percentage receiving Social Security Disability 
Insurance (SSDI), Social Security Income (SSI), and Medicaid and 
Medicare benefits; and the percentage receiving special education, 
vocational rehabilitation, mental health, and WIA-funded services;
    (6) Identify the most recent state graduation rates for young 
people with disabilities in the state, as well as the overall 
graduation rate;
    (7) Describe the number of young people with disabilities expected 
to be served within the state, and the importance or magnitude of the 
results that are likely to be attained by the proposed project; and
    (8) Identify additional state and/or local funds and resources that 
will be used to support and sustain the overall objectives of the 
grant;
    (9) Identify networks of faith-based and community organizations 
that will be utilized in the service delivery system.
    In evaluating the quality of the proposal narrative, ODEP will 
consider the applicant's needs identified and proposed approaches to 
addressing the needs in the context of ODEP's priorities.

2. Comprehensive Service Strategy (35 points)

    The purpose of the Comprehensive Service Strategy criterion is to 
identify the approach the applicant is proposing to:
    [sbull] Conduct resource mapping to assess the state's current 
youth service infrastructure in light of the evidence-based transition 
operating principles and the categories outlined in the Pro-Bank 
framework;
    [sbull] Develop, implement, and evaluate a cross-agency multi-year 
state plan to improve transition outcomes for youth with disabilities 
through blending and/or braiding of Federal, state, and community 
resources and the use of local intermediary organizations;
    [sbull] Conduct pilot demonstrations to determine:
    [sbull] How intermediary organizations can best be used to ensure, 
through cross-agency partnerships, that youth with disabilities obtain 
transition services consistent with the evidence-based operating 
principles, and
    [sbull] The impact those intermediaries have on improving 
transition outcomes for youth with disabilities.
    In general, this requires extensive linkages, knowledge and 
understanding of the Pro-Bank framework and resource mapping, as well 
as applicable resources that address multiple disability issues and 
barriers to education and employment that are commonly experienced by 
young persons with disabilities.
    A. Staff Capacity--The applicant must identify how it will ensure 
that trained staff knowledgeable about the state's youth serving 
infrastructure and of the complexities of coordinating the services and 
supports needed for youth with disabilities to transition

[[Page 35727]]

successfully are available to conduct the activities required under 
this grant. Accordingly, the application should:
    (1) List key positions required to carry out the project as 
proposed, the key individuals proposed to fill the positions, and a 
detailed description of the kind of work these individuals will perform 
within the project;
    (2) Provide evidence of the staff's skill, knowledge and experience 
in carrying out these types of activities, and describe their relevant 
training (resumes must be included in the Appendices);
    (3) Describe the specific experience the key personnel have in 
serving young people with disabilities, in addressing specific barriers 
to employment, and in implementing and administering project plans 
similar to that in the proposed grant project; and
    (4) Describe how ongoing technical assistance and staff development 
will be provided.
    B. Proposed Design--In addressing the proposed design element of 
the Statement of Work, the applicant should:
    (1) Describe the project partnerships in detail, and the commitment 
(including resource commitment) of the partners to the proposed 
project.
    (2) Discuss how the applicant will ensure the participation and 
cooperation of the following stakeholders in both designing and 
implementing of the improved state youth service infrastructure:
    a. State departments of Labor, Education, and Vocational 
Rehabilitation, Governors' Committees on Employment of People with 
Disabilities, State Councils for Independent Living, Mental Health 
Agencies, Mental Retardation and Developmental Disability Councils, and 
Temporary Assistance for Needy Families (TANF) Agencies;
    b. Local WIA youth services providers, Jobs Corps representatives, 
public housing and transportation authorities, local One Stop centers 
and other community partners (e.g., area disability organizations, 
Centers for Independent Living, faith-based and community 
organizations);
    c. Employers and their professional networks such as Business 
Leadership Networks (BLNs) that have been established in approximately 
30 states, Chambers of Commerce, and other employer trade associations; 
and
    d. Youth with disabilities, their families, the state's Youth 
Leadership Forum (where one has been established), and state members of 
the National Youth Leadership Network.
    (3) Discuss how the applicant will work with Federal agencies and 
programs as needed to blend the Federal services with the improved 
state youth service infrastructure. Federal agencies and programs may 
include the Department of Health and Human Services' Maternal and Child 
Health Bureau, Children with Special Health Care Needs Program, Center 
for Medicare & Medicaid Services, Substance Abuse and Mental Health 
Services Administration, and Administration on Developmental 
Disabilities; Social Security Administration; and the Department of 
Education's Office of Special Education and Rehabilitative Services;
    (4) Describe how the statewide assessment of the existing youth 
service infrastructure using resource mapping will be conducted and how 
its results will be used to redirect services, and blend and braid 
resources across multiple funding streams that may have diverse 
performance measures and data collection systems;
    (5) Describe the process that will be used in making sub-awards to 
intermediaries, and the types of functions intermediaries will play in 
grant-related activities;
    (6) Explain how model demonstrations will be conducted, and how 
such demonstrations will be used in conjunction with the results of the 
statewide assessment to develop a replicable framework for using 
intermediaries to provide transition services that result in improved 
outcomes for youth with disabilities;
    (7) Explain how the activities proposed will lead to better 
coordination of available resources, better service delivery, and 
ultimately more youth with disabilities obtaining jobs, job training, 
and post-secondary education;
    (8) Identify and explain the benefits or results expected from the 
grant activities proposed; and
    (9) Explain how technology will be used in carrying out grant 
activities (e.g., tracking outcomes, data collection, e-mentoring, web-
based trainings, assistive technology, etc.)
    In evaluating the quality of the proposed project design, ODEP will 
consider the following factors:
    (a) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable;
    (b) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population and other identified needs and the quality of the 
applicant's plans regarding project partnerships and intermediary 
organization utilization;
    (c) The extent to which experienced and trained staff will direct 
the key activities of the grant;
    (d) The extent to which the design of the proposed project provides 
procedures and approaches for collaboration and coordination with key 
agencies and organizations and identification of critical roles;
    (e) The extent to which the design of the proposed project provides 
clear understanding and integration of the Pro-bank framework and 
resource mapping;
    (f) The extent to which the proposed project will be coordinated, 
including demonstrated support and commitment from key organizations, 
employers, and agencies;
    (g) The extent to which the applicant encourages involvement of 
people with disabilities and their families, experts and organizations, 
and other relevant stakeholders in project activities;

3. Sustainability (30 points)

    The purpose of the Sustainability criterion is to identify 
strategies for ensuring that activities funded under the grant will 
continue once Federal funding ceases. Resources and partnerships are an 
integral element of the project, as they support and strengthen the 
quality of the technical skills training provided and contribute 
materially toward sustainability. Sustainability must be an objective 
built into the project design and ongoing operation of the project.
    Projects funded under this SGA will be judged on their demonstrated 
ability to leverage a combination of Federal, State, and local public 
sector resources, as well as private and local non-profit sector 
resources for purposes of sustainability. Accordingly, in this section 
the applicant should enumerate these resources, describe any specific 
existing contractual commitments, and provide concrete evidence of the 
likelihood of continued support after the grant period.
    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.

[[Page 35728]]

    In evaluating the quality of the plan for sustainability, the 
Department considers the following factors to be of particular 
importance:
    (a) The extent to which the proposed project is designed to build 
capacity and yield results that will extend beyond the period of this 
grant;
    (b) The likelihood that use of the Pro-Bank framework will serve as 
a basis for continuous improvement of the state's youth service 
infrastructure;
    (c) The likelihood of the applicant successfully securing state 
ownership and participation in these projects when these grant funds 
cease; and
    (d) The extent to which partnerships with outside entities 
(including public and private disability and faith-based and community 
organizations) and funding from additional Federal, State, and/or local 
resources will be effectively leveraged and utilized in continuing 
activities after the expiration of the grant.
    Letter from the Governor. A letter from the Governor or 
functionally equivalent entity reflecting support of the applicant's 
proposal will be viewed favorably. If a letter from the Governor is not 
feasible, the application may include a letter from the head of an 
appropriate State agency.
    Other Letters of Commitment. Applicants may also include letters of 
support from other relevant State agencies if they provide specific 
commitments regarding the application to this solicitation. Such 
letters can increase an applicant's score by showing that the 
commitments in the text of the proposal are grounded with actual 
commitments. Form letters will be considered non-responsive.

4. Management and Outcomes (25 points)

    The purpose of the Management and Outcomes criterion is to 
determine whether the applicant has developed an adequate management 
plan to effectively carry out the objectives and scope of the proposed 
project on time and within budget, to describe the predicted outcomes 
resulting from activities funded under this SGA, and to identify how 
the results of the evaluation(s) conducted using the Pro-Bank framework 
and data already being collected from multiple service sectors (e.g., 
workforce development, education, etc.) will be used to determine 
success.
    Applicants should provide a detailed management plan that 
identifies the critical activities, time frames and responsibilities 
for effectively implementing the project, including the evaluation 
process for assuring successful implementation of grant objectives. A 
description should be provided of the plan to use data already being 
collected across services sectors to identify the demographic 
characteristics of youth with disabilities served in the applicant's 
state as a result of grant activities, as well as to identify the types 
of activities being conducted, and to determine program outcomes (e.g., 
post-secondary education, employment, independent living, etc.). This 
data is then to be compared with comparable data on students with and 
without disabilities not participating in the grant project(s).
    In addition, applicants should outline the strategy for documenting 
and reporting the activities undertaken during the life of the grant 
for ODEP's future use in working with other grantees and 
constituencies.
    In evaluating the management and outcome criteria, the Department 
considers the following factors to be of particular importance:
    (1) The extent to which the goals, objectives, and outcomes to be 
achieved are clearly specified and measurable;
    (2) The extent to which the design of the proposed project features 
innovative methods for developing new sites and/or strengthening 
existing sites;
    (3) The extent to which the proposal incorporates the cross-agency, 
multi-year state plan in part VII, Government Requirements/Statement of 
Work, section 2, Comprehensive Service Strategy;
    (4) The extent to which the proposed budget and narrative 
justification are adequate to support the proposed project;
    (5) The extent to which performance feedback and continuous 
improvement are integral to the design of the proposed project;
    (6) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, context, and 
outcomes of the proposed project;
    (7) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies;
    (8) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data;
    (9) The extent to which the evaluation will provide information to 
other programs about effective strategies suitable for replication or 
testing in other settings;
    (10) The extent to which the methods of evaluation measure, in both 
quantitative and qualitative terms, program results and satisfaction of 
people with disabilities;
    (11) The extent to which the management plan for project 
implementation is likely to achieve the objectives on time and within 
budget;
    (12) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project; and
    (13) The extent to which the time commitments of the state director 
and other key project personnel are appropriate and adequate to meet 
the objectives of the proposed project.

Part VIII. Monitoring and Reporting

    Monitoring: Department shall be responsible for ensuring the 
effective implementation of each competitive grant project in 
accordance with the provisions of this announcement and the terms of 
the grant award document. Applicants should assume that Department 
staff, or their designees, will conduct on-site project reviews 
periodically. Reviews will focus on timely project implementation, 
performance in meeting the grant's programmatic goals and objectives, 
expenditure of grant funds on allowable activities, integration and 
coordination with other resources and service providers in the local 
area, and project management and administration in achieving project 
objectives. Innovative State Alignment Grants for Improving Transition 
Outcomes may be subject to other additional reviews at the discretion 
of the Department.
    Reporting: Grantees will be required to submit quarterly financial 
and narrative performance reports under the Innovative State Alignment 
Grants for Improving Transition Outcomes program as prescribed by OMB 
Circular A-102 and A-110, as codified by 29 CFR parts 97.
    (1) A Quarterly Report will be required within thirty (30) days of 
the end of each quarter beginning ninety days from the award of the 
grant and is estimated to take five hours to prepare on average. The 
form for the Quarterly Report will be provided by ODEP. ODEP 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) Financial reporting will be required quarterly using the on-
line electronic reporting system for the Standard Form 269--Financial 
Status Report (FSR).
    (3) A Final Project Report, including an assessment of project 
performance and outcomes achieved will be required

[[Page 35729]]

and is estimated to take twenty hours to complete. This report will be 
submitted in hard copy and on electronic disk using a format and 
following instructions that will be provided by ODEP. A draft of the 
final report is due to the ODEP thirty (30) days before the termination 
of the grant. The final report is due to ODEP sixty (60) days following 
the termination of the grant.
    The Department has established priorities for FY 2003 as noted in 
the introduction of part VII--Government Requirements/Statement of 
Work. Innovative State Alignment Grants for Improving Transition 
Outcomes grantees will be expected to support these priorities.
    ODEP may 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 ODEP. This independent evaluation is separate from the 
ongoing evaluation for continuous improvement required of the grantee 
for project implementation. Grantees must also agree to collaborate 
with other research institutes, centers, studies, and evaluations that 
are supported by DOL and other relevant Federal agencies, as 
appropriate. Finally, Grantees must agree to actively utilize the 
programs sponsored by the ODEP, including the Job Accommodation 
Network, (http://www.jan.wvu.edu), and the Employer Assistance Referral 
Network (http://www.earnworks.com).

Part IX. Review Process and Evaluation Criteria

    All applications will be reviewed for compliance with the 
requirements of this notice. A careful evaluation of applications will 
be made by a technical review panel, which will evaluate the 
applications against the rating criteria listed in this SGA. The panel 
results are advisory in nature and not binding on the Grant Officer. 
The Department may elect to award grants either with or without 
discussion with the applicant. In situations without discussions, an 
award will be based on the applicant's signature on the SF 424, which 
constitutes a binding offer. The Grant Officer may consider any 
information that is available and will make final award decisions based 
on what is most advantageous to the Government, considering factors 
such as:
    Panel findings; Geographic distribution of the competitive 
applications and the currently existing Youth Innovative Grants (NAPA 
and San Diego, CA; Kapolei, HI; Chicago, IL; Greenfield, IN; Wheaton, 
MD; Detroit, MI; Bloomington, MN; Jackson, MS; New York, NY; Oklahoma 
City, OK; Portland, OR; Philadelphia, PA; Falls Church, VA; and 
Seattle, WA); and Availability of funds.

Part X. Administration Provisions

I. A. Administrative Standards and Provisions

    Grantees are strongly encouraged to read these regulations before 
submitting a proposal. The grants awarded under this SGA shall be 
subject to the following as applicable:
    [sbull] 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.
    [sbull] 29 CFR part 96-- Audit Requirements for Grants, Contracts, 
and Other Agreements.
    [sbull] 29 CFR part 97--Uniform Administrative Requirement for 
Grants and Cooperative Agreements to State and Local Governments.

II. B. Allowable Costs

    Determinations of allowable costs shall be made in accordance with 
the following Federal cost principles as applicable:
    [sbull] State and Local Government--OMB Circular A-87.
    [sbull] Nonprofit Organizations--OMB Circular A-122.
    [sbull] Profit-Making Commercial Firms--48 CFR part 31.
    Profit will not be considered an allowable cost in any case.

III. 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:
    [sbull] 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.
    [sbull] 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).
    [sbull] 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.).

    Signed in Washington, DC this 10th day of June, 2003.
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
Appendix D. Survey on Ensuring Equal Opportunity


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[FR Doc. 03-15115 Filed 6-13-03; 8:45 am]
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