[Federal Register Volume 85, Number 121 (Tuesday, June 23, 2020)]
[Notices]
[Pages 37636-37648]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2020-13480]
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DEPARTMENT OF EDUCATION
Notice Inviting Applications (NIA) for the FY 2020 Education
Stabilization Fund--Reimagine Workforce Preparation (ESF-RWP) Grants
Program
AGENCY: Office of Career, Technical, and Adult Education, Department of
Education.
ACTION: Supplemental notice.
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SUMMARY: The Department of Education (Department) is issuing an NIA for
eligible applicants for the FY 2020 ESF-RWP Grants program under
section 18001(a)(3) of Division B of the Coronavirus Aid, Relief, and
Economic Security Act (CARES Act), Catalog of Federal Domestic
Assistance (CFDA) number 84.425G. This notice relates to the approved
information collection under OMB control number 1894-0006. This
supplemental notice supersedes the notice published on April 27, 2020
at https://oese.ed.gov/offices/education-stabilization-fund/states-highest-coronavirus-burden/.
DATES:
Applications Available: June 23, 2020.
Deadline for Notice of Intent to Apply: July 13, 2020.
Deadline for Transmittal of Applications: August 24, 2020.
ADDRESSES: Pre-Application Information: The Department will post
additional information for prospective applicants on the ESF-RWP
program website: https://cte.ed.gov/grants/funding-opportunities.
For the addresses for obtaining and submitting an application,
please refer to our Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on February 13, 2019 (84 FR 3768) and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.
The addresses pertinent to this program, including the addresses
for obtaining and submitting an application, can be found under
SUPPLEMENTARY INFORMATION.
FOR FURTHER INFORMATION CONTACT: Erin Berg, U.S. Department of
Education, 400 Maryland Avenue SW, Room 11113, PCP, Washington, DC
20202. Telephone: (202) 245-6792. Email: [email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of the ESF-RWP Grants program is to
provide support to help States with the highest coronavirus \1\ burden
create or expand short-term education and training opportunities and/or
or career pathways programs that help citizens return to work, become
entrepreneurs, or expand their small businesses (as described under
Absolute Priority 1); or to enable States to create or expand small
business incubators that offer education and training, mentorship, as
well as shared facilities and resources that will help small businesses
recover and grow and new entrepreneurs thrive (as described under
Absolute Priority 2).
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\1\ See CARES Act, Sec. 18001(a)(3).
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Short-term educational programs or career pathways programs created
or expanded under Absolute Priority 1 of this program must lead to
certificates, badges, micro-credentials, licenses, or other workplace-
relevant credentials that respond to the needs of employers or
facilitate entrepreneurship. By definition, career pathways programs
must also enable participants who have not already completed a high
school diploma or equivalent to earn such a diploma or equivalent.
Short-term educational and career pathways programs supported under
this program must create opportunities for individuals to more rapidly
prepare for, and over time adapt to, changing workplace needs or to
start or grow a small business.
Grant funds may be used under Absolute Priority 1 to develop and
implement short-term education and training programs and/or career
pathways programs, hire qualified instructors, procure necessary
equipment and supplies, and subsidize tuition and fees for individuals
enrolled in these or existing short-term educational, workforce
development or career pathways programs so that they can quickly gain
entry to the workforce or become entrepreneurs without taking on debt.
Funds may also be used to provide student uniforms, protective gear,
student support services and transportation vouchers for all students,
as well as childcare support for student-parents who are enrolled in
education and training programs supported by programs developed under
this grant program.
Unlike traditional degree and certificate programs which are
typically designed by educators, this grant program is designed to
support efforts led by State Workforce Development
[[Page 37637]]
Boards, in partnership with groups of employers, industry
organizations, and education and training partners to identify
workplace competencies, develop curriculum and assessments that help
workers gain and demonstrate those competencies, and establish a
credentialing system that employers will use to make hiring and
promotion decisions within their organizations. The Department
encourages applicants to review existing occupational frameworks and
incorporate them, to the extent possible, in their efforts. The program
does not seek to fund the development of new occupational frameworks
where existing frameworks that have been endorsed by employers or
industry sectors already exist.\2\
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\2\ For example, the NICE Framework (https://niccs.us-cert.gov/workforce-development/cyber-security-workforce-framework) should be
utilized for the development of programs preparing individuals to
meet the demands of cybersecurity in various aspects of the
information technology industry, and the Department of Labor has
supported the development of a number of industry-led competency
frameworks for use in designing education and training programs that
meet employer needs (see https://www.urban.org/policy-centers/center-labor-human-services-and-population/projects/competency-based-occupational-frameworks-registered-apprenticeships and https://www.careeronestop.org/CompetencyModel/).
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While grants will be made to State Workforce Boards, these
recipients may partner with business and trade organizations, employers
or groups of employers, Standards Recognition Entities (SREs),\3\
Institutions of Higher Education (IHEs), third-party intermediaries who
help employers design and implement work-based learning programs, and
other education and training providers.
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\3\ U.S. Department of Labor, ``Industry-Recognized
Apprenticeship Program,'' https://www.apprenticeship.gov/industry-recognized-apprenticeship-program.
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This grant program also supports a second activity, which is
designed to cultivate entrepreneurship by supporting the development of
small business incubators located on the campuses of, or developed in
association with, colleges and universities. These incubators provide,
among other things, short-term educational and training programs or
continuing education courses to help entrepreneurs establish and grow
their businesses, comply with or exceed industry standards, and meet
State and occupational health, safety and licensure requirements. In
addition to educational offerings, small business incubators also
provide mentorship from faculty and other business professionals, and
typically offer shared space, services, staffing and equipment to help
small businesses get started and grow.
These small business incubators create new opportunities for
colleges and universities to expand their offerings and create new
revenue streams so that institutions can also become entrepreneurial at
a time when declining enrollments and COVID-19 related disruptions may
result in longer-term underutilization of campus facilities. In this
regard, these funds assist in the stabilization of institutions and the
local economy.
Background: Section 18001(a)(3) of the CARES Act directs the
Secretary to allocate 1 percent of the Education Stabilization Fund
appropriated by the Act to provide grants to States with the highest
coronavirus burden to support education and training activities, as
well as economic stabilization activities, described under section
18001 of the CARES Act or the Higher Education Act of 1965, as amended.
Our goals in administering these grants include, among other
things, creating new education and training opportunities designed to
help dislocated workers quickly return to employment, expanding
postsecondary options and opportunities, and supporting
entrepreneurship in stabilizing both the local economy and institutions
of higher education, thus restoring pre-pandemic economic growth.
The Department will make awards to State Workforce Boards that, at
the Governor's direction, will award under Absolute Priority 1,
subgrants to business organizations, trade associations, continuing
education providers employer-based educational organizations, labor
organizations, education and training organizations and institutions of
higher education to create or expand innovative education and training
opportunities, primarily through short-term educational programs and
career pathways programs that are responsive to rapidly changing
economic conditions, provide new opportunities for education providers
to help more individuals meet employer needs and workforce demands,
and/or help entrepreneurs succeed in rebuilding their businesses and
finding new opportunities for growth.
This program will also engage States in developing mechanisms--such
as creating competency exams and evaluations, developing tracking
systems to monitor participant outcomes, and administering employer
satisfaction surveys--for assuring the quality of short-term
educational programs and for engaging business leaders in their
development, implementation, and assessment.
Under Absolute Priority 2, State Workforce Boards will make
subgrants available to colleges and universities, and/or college or
university-affiliated entities, to support the development or expansion
of campus-based or campus-affiliated small business incubator programs
and facilities. The goal under Absolute Priority 2 is to improve the
sustainability of institutions of higher education, expand learning
opportunities in the State, support the continued employment of faculty
and staff at educational organizations, and create new opportunities
for entrepreneurs and small business owners to grow, become more
resilient and thrive.
State Workforce Boards function under the Governor's direction, and
include representatives of education, small business, labor and
economic development, making them well suited to administer these
grants on behalf of a State. Grants may support, through subgrants or
contractual relationships, a variety of entities, including state
higher education agencies, institutions of higher education, and other
postsecondary and continuing education and training providers. Non-
traditional educational providers, including those engaged in
apprenticeship and other work-based learning opportunities (such as
training providers under Workforce Innovation and Opportunity Act
(WIOA) title I programs), National Apprenticeship sponsors, and
Standards Recognition Entities are eligible to receive funds, through
subgrants, as part of an ESF-RWP Grant project.
The coronavirus pandemic created a public health crisis that in
turn generated a precipitous economic crisis unlike any we have seen in
recent history. The economic challenges of today were not born of
business failures, lack of good ideas, or declining consumer demand. In
fact, prior to the outbreak of COVID-19, economic growth was stronger
than ever before and unemployment was at its lowest point in fifty
years.\4\ Moreover, prior to the pandemic, unemployment among
underrepresented minorities and individuals with disabilities was at
its lowest rate in history.
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\4\ The White House, ``U.S. Unemployment Rate Falls to 50-Year
Low,'' October 4, 2019, https://www.whitehouse.gov/articles/u-s-unemployment-rate-falls-50-year-low/.
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However, when businesses were asked to close their doors, employees
were required to work from home, and consumers were forced to find new
[[Page 37638]]
ways to obtain goods and services--to protect public health--many
workers found themselves suddenly unemployed.
The pandemic also had a tremendous impact on the many small
businesses that anchor communities and drive the local and national
economy. Almost all of America's businesses are small businesses,\5\
and 89 percent have fewer than 20 employees.\6\ As Governors and local
officials issued COVID-19 stay at home orders to protect the health of
citizens, there has been a dramatic, negative impact on the small
business community across the United States.
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\5\ J.P. Morgan Chase and Company, Small Businesses are an
Anchor of the U.S. Economy, n.d. Retrieved from: https://www.jpmorganchase.com/corporate/institute/small-business-economic.htm.
\6\ U.S. Census Bureau, U.S. Department of Commerce, Number of
Firms, Number of Establishments, Employment, and Annual Payroll by
Enterprise Employment Size for the United States and States, Totals:
2017. Retrieved from: https://www2.census.gov/programs-surveys/susb/tables/2017/us_state_totals_2017.xlsx?#.
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The pandemic also had an unprecedented impact on the nation's
colleges and universities, forcing most to abandon use of their ground-
based classrooms and campus facilities and engage in various modalities
of distance learning. With some already struggling under declining
enrollments, and others concerned that students will wait out a
semester before returning to campus, there is concern that many
institutions will not be able to enroll enough students to continue the
employment of faculty and staff and maintain campus operations through
the end of the calendar year. As a result, institutions must become
entrepreneurial in finding new ways to more quickly meet the needs of
students, employers, and their local community--and to do so at lower
cost and in ways that generate significantly less student debt.
Institutions must find new uses for campus facilities that create
novel revenue streams and expand the kinds of high-quality short-term
learning opportunities available for students. In addition, States must
do more to help those who lack a high school diploma or equivalency
prepare for jobs and earn a post-secondary credential.
Institutions of higher education are not alone in their ability to
provide high quality postsecondary education and training
opportunities, and thus are not the sole entities eligible for
subgrants under this program. The U.S. Department of Labor has
identified the capacity of employers and trade associations in various
industry sectors to work collaboratively to expand the number of high
quality apprenticeship opportunities made available to prepare
individuals for in-demand jobs without the burden of Direct Loan
student debt.\7\ Moreover, employer participation in education and
training programs improves the earnings and employment outcomes of
program participant when compared to education provided without deep
employer engagement.\8\ We believe that sector-based strategies can be
equally or more effective than traditional college or university
programs in providing short-term educational programs and training
opportunities that help individuals continue their education and
advance in their careers.
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\7\ https://www.dol.gov/sites/dolgov/files/ETA/grants/pdfs/FOA-ETA-18-08.pdf.
\8\ Barnow, Burt S., and Shayne Spaulding. 2015. ``Employer
Involvement in Workforce Programs: What Do We Know?'' In
Transforming U.S. Workforce Development Policies for the 21st
Century, edited by Carl Van Horn, Tammy Edwards, and Todd Greene.
Atlanta, GA: Federal Reserve Bank of Atlanta, Federal Reserve Bank
of Kansas City, and Rutgers University.
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We applaud the Department of Labor for its efforts, and plan to
leverage what we have learned from them and their successes to
similarly employ sector-based strategies in expanding the number and
types of education and training opportunities available to individuals,
employers, and communities. Sector-based education, training, and
credentialing strategies ensure the critical mass needed to sustain
these programs and to ensure the long-term value of credentials earned.
Education and training opportunities supported with these funds can
include Registered Apprenticeship Program Programs (RAP) and Industry
Recognized Apprenticeship Programs (IRAPs), as well as other work-based
learning and continuing education programs, and funds can support the
development of curriculum or assessment tools as well as systems to
maintain student records and verify credentials earned by students who
complete these programs.
These funds may also be used to provide student stipends for work-
based learning opportunities; subsidize tuition and fees for short-term
educational programs and career pathways programs; procure or rent
equipment and supplies necessary for instruction and assessment;
provide pre-apprenticeship, adult education and literacy activities (as
defined in this notice), including integrated education and training
(as defined in this notice); provide supportive services for
participants, including childcare vouchers and transportation vouchers,
career guidance and academic counseling; and develop and implement
interoperable learning record systems that record and communicate to
potential employers verifiable information about an individual's
credentials, skills, and achievements.
The Department of Education wishes to ensure that individuals,
employers, educators and training providers have access to the most
complete, current and beneficial information about providers, programs
and credentials supported with these grant funds. To this end, the
Department requires that information about all credentials (including
but not limited to badges, certificates, certifications, licenses, and
degrees of all levels and types) and competencies (knowledge, skills
and abilities) developed or delivered through the use of these Federal
funds be made publicly accessible through the use of linked open data
formats that support full transparency and interoperability, such as
through the use of credential transparency description language
specifications.
Under Absolute Priority 2, funds may be used to convert
underutilized campus-based or campus-affiliated facilities to small
business incubators, to hire staff to operate the facility, to
subsidize wages of faculty and entrepreneurs-in-residence, to purchase
or rent equipment that will serve as a shared resource for incubator
occupants or support the work of the incubator's administrative staff,
to subsidize the cost to participants of enrolling in short-courses or
continuing education opportunities and to subsidize on a sliding scale
the rent paid by small businesses that are operating out of or using
space, facilities or shared equipment or services provided by the
incubator.
Applicants are encouraged to develop innovative solutions that move
beyond traditional education and training regimes. The proposed project
design should be supported by evidence that meets the standard of
demonstrates a rationale (as defined in this notice). Applications may
provide a framework that identifies key components on how the proposed
strategy, program, or activity is informed by research or by the
positive outcomes of earlier efforts that are similar to or serve as
the foundation for the proposed project.\9\ These positive outcomes
must suggest the proposed activity is likely to improve relevant
outcomes (as defined in this notice). We encourage evidence that
demonstrates a rationale for the proposed activity to ensure that some
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preliminary work has been done to demonstrate the merit of the
proposal, while at the same time inviting the broadest possible range
of innovative solutions that may not yet have been tested at scale or
evaluated through experimental or quasi-experimental design.
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\9\ This type of action can also be described as a logic model,
as defined by 34 CFR 77.1.
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Priorities: This notice contains two absolute priorities and three
competitive preference priorities. We are establishing these priorities
for the FY 2020 grant competition and any subsequent year in which we
make awards from the list of unfunded applications from this
competition, in accordance with section 437(d)(1) of the General
Education Provisions Act (GEPA), 20 U.S.C. 1232(d)(1).
Absolute Priorities: These priorities are absolute priorities.
Under 34 CFR 75.105(c)(3), we consider only applications that meet one
of the two absolute priorities. The Secretary intends to award grants
under each of Absolute Priorities 1 and 2 for which applications of
sufficient quality are submitted. Because applications will be placed
in rank order separately by Absolute Priority, applicants must clearly
identify whether the proposed project addresses either Absolute
Priority 1 or Absolute Priority 2. Each State Workforce Board may
submit only one application under this competition that addresses
either absolute priority, but not both.
These priorities are:
Absolute Priority 1
Projects that will focus on:
(a) Creating, developing, implementing, replicating, or taking to
scale short-term educational programs and training courses or programs,
and/or career pathways programs, including those focused on
facilitating and strengthening entrepreneurship and small business
ownership. Applicants must propose a project that focuses on one or
more of the following activities: (1) Helping displaced workers return
to gainful employment; (2) helping new workers enter jobs within in-
demand industry sectors or occupations (as identified at the national,
State or local level); (3) transitioning underemployed workers to new
fields, or (4) assisting small business owners to gain the skills
needed to create new businesses or grow current businesses and become
more resilient; and/or
(b) Funding the creation, development, implementation, replication,
or scaling of industry sector-based education and training models and
programs that:
(1) Are initiated and organized by employer stakeholders, which may
include business leaders, trade associations, professional societies or
community businesses organizations;
(2) May partner with institutions of higher education or other
post-secondary education and training providers; and
(3) May include the engagement of third-party intermediaries, which
are organizations that help bridge the gap between employers and
educational institutions to the benefit of students.
Projects under Absolute Priority 1(a) and 1(b) may include
apprenticeships and other work-based learning programs and must provide
individuals the opportunity to earn badges, certifications, micro-
credentials, licenses, or other credentials that employers
affirmatively signal will contribute to qualifying a candidate for
employment or promotion in an in-demand industry sector or occupation
(as defined in this notice).
Competitive Preference Priority 1: Within this absolute priority,
we give competitive preference to applications that address the
following priority:
Under 34 CFR 75.105(c)(2)(i) we award up to an additional five
points to an application that meets Competitive Preference Priority 1.
This priority is:
Competitive Preference Priority 1--Distance Education
The extent to which an application that proposes a project in which
the short-term educational programs and training programs described
above include didactic education that will be principally delivered
through distance education (as defined in this notice); or
Competitive Preference Priority 2: Within this absolute priority,
we give competitive preference to applications that serve lifelong
learners in distressed communities.
We will award up to an additional three points to an application
that addresses:
Competitive Preference Priority 2--Serving Lifelong Learners in
Distressed Communities (0 to 3 points)
The extent to which an application proposes a project that focuses
on the unique needs of individuals who reside in rural communities or
Opportunity Zones, and that is designed to enable economic growth and
development in those regions. This could include focusing primarily on
in-demand jobs available to individuals in these communities, aligning
education and job training opportunities with the strategic planning
goals for economic development in the community, or meeting the unique
needs of individuals who may have challenges related to transportation,
childcare or limitations in access to technology associated with living
and working in these communities.
For purposes of this competition, we will consider a community as
rural if the community meets qualifications for rural applicants
established in section 114(e)(5)(A) of Perkins V, and the applicant
certifies that it meets those qualifications in its application.
Opportunity Zones must be census tracts designated by the Secretary
of the Treasury under section 1400Z-1 of the Internal Revenue Code. An
applicant must provide the census tract numbers of the Qualified
Opportunity Zone(s) in which it proposes to provide services.
Absolute Priority 2
Projects that will focus on creating or supporting one or more IHE-
based or IHE-affiliated small business incubators that leverage the
facilities and/or instructional resources of one or more IHEs to
support high-quality job growth, the establishment of small businesses
important to the local economy or the development of technology
commercialization. Applicants must propose a plan to provide education,
training and mentorship; offer shared facilities, services, space or
equipment; and facilitate partnerships and networks among business
leaders that help entrepreneurs start or expand their core businesses
or develop business adjacencies that will enable them expand into new
markets, products or services.
Competitive Preference Priority 3: Within absolute priority 2, we
give competitive preference to applications that address the following
priority:
Competitive Preference Priority 3--Serving Entrepreneurs and Businesses
in Distressed Communities (0 to 3 points)
(a) The applicant will locate the business incubator, or include as
an affiliated partner in managing and administering an off-campus
business incubator, at least one minority-serving institution of higher
education that is eligible to receive assistance under sections 316
through 320 of part A of Title III, under part B of Title III, or under
Title V of the Higher Education Act of 1965. An applicant must identify
the minority-serving institution of higher education with which it will
partner; or
(b) The applicant will locate the IHE-affiliated business incubator
in a rural community or Opportunity Zone in order to support the
business development goals of those communities and to enable
businesses
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that are located in those regions and that employ individuals who live
in those communities to thrive.
For purposes of this competition, we will consider a community as
rural if the community meets qualifications for rural applicants
established in section 114(e)(5)(A) of Perkins V, and the applicant
certifies that it meets those qualifications in its application.
Opportunity Zones must be census tracts designated by the Secretary
of the Treasury under section 1400Z-1 of the Internal Revenue Code. An
applicant must provide the census tract numbers of the Qualified
Opportunity Zone(s) in which it proposes to provide services.
Definitions: The definitions of ``demonstrates a rationale,''
``performance measure,'' ``performance target,'' ``project component,''
and ``relevant outcome'' are from 34 CFR 77.1. The definition of
``work-based learning'' is from section 3 of the Carl D. Perkins Career
and Technical Education Act of 2006, as amended by the Strengthening
Career and Technical Education for the 21st Century Act. The definition
of ``institution of higher education'' is from section 101 of the
Higher Education Act of 1965, as amended (HEA). The definitions of
``career pathway,'' ``dislocated worker,'' and ``recognized
postsecondary credential'' are from section 3 of the WIOA (29 U.S.C.
3102). The definitions of ``adult education and literacy activities''
and ``integrated education and training'' are from section 203 of the
WIOA. The definition of Registered Apprenticeship and the definition of
an Industry Recognized Apprenticeship are provided by the U.S.
Department of Labor.\10\ The definition of ``State'' is from section
18007 of the CARES Act. We are establishing the definitions of
``coronavirus burden,'' ``distance education,'' ``entrepreneurship
education,'' ``industry sector-based education and training programs,''
``industry-recognized credential,'' ``micro-credential,'' ``non-
traditional education,'' ``pre-apprenticeship,'' ``small business
incubator,'' ``short-term educational programs,'' and ``State Workforce
Board,'' ``standards recognition entities,'' ``third-party
intermediaries'' for the FY 2020 grant competition and any subsequent
year in which we make awards from the list of unfunded applications
from this competition, in accordance with section 437(d)(1) of GEPA, 20
U.S.C. 1232(d)(1).
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\10\ Federal Register, Vol 85, No. 48, Wednesday, March 11,
2020, pgs. 14294-14392 (https://www.govinfo.gov/content/pkg/FR-2020-03-11/pdf/2020-03605.pdf.
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Adult education and literacy activities means programs, activities,
and services that include adult education, literacy, workplace adult
education and literacy activities, family literacy activities, English
language acquisition activities, integrated English literacy and civics
education, workforce preparation activities, or integrated education
and training.
Career pathway \11\ means a combination of rigorous and high-
quality education, training, and other services that--
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\11\ 29 U.S.C. 3102(7).
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(a) Aligns with the skill needs of industries in the economy of the
State or regional economy involved;
(b) Prepares an individual to be successful in any of a full range
of secondary or postsecondary education options, including
apprenticeships programs registered under the Act of August 16, 1937
(commonly known as the ``National Apprenticeship Act''; 50 Stat. 664,
chapter 663; 29 U.S.C. 50 et seq.);
(c) Includes counseling to support an individual in achieving the
individual's education and career goals;
(d) Includes, as appropriate, education offered concurrently with
and in the same context as workforce preparation activities and
training for a specific occupation or occupational cluster;
(e) Organizes education, training, and other services to meet the
particular needs of an individual in a manner that accelerates the
educational and career advancement of the individual to the extent
practicable;
(f) Enables an individual to attain a secondary school diploma or
its recognized equivalent and at least one recognized postsecondary
credential; and
(g) Helps an individual enter or advance within a specific
occupation or occupational cluster.
Coronavirus burden means burden on a State from coronavirus based
on the measures in Appendix 1 and any measures identified by the
applicant in response to Application Requirement 1.
Demonstrates a rationale means a key project component included in
the project's design is informed by research or evaluation findings
that suggest the project component is likely to improve relevant
outcomes.
Dislocated worker means an individual who--
(A)(i) Has been terminated or laid off, or who has received a
notice of termination or layoff, from employment;
(ii)(I) Is eligible for or has exhausted entitlement to
unemployment compensation; or
(II) Has been employed for a duration sufficient to demonstrate, to
the appropriate entity at a one-stop center referred to in WIOA section
121(e), attachment to the workforce, but is not eligible for
unemployment compensation due to insufficient earnings or having
performed services for an employer that were not covered under a State
unemployment compensation law; and
(iii) Is unlikely to return to a previous industry or occupation;
(B)(i) Has been terminated or laid off, or has received a notice of
termination or layoff, from employment as a result of any permanent
closure of, or any substantial layoff at, a plant, facility, or
enterprise;
(ii) Is employed at a facility at which the employer has made a
general announcement that such facility will close within 180 days; or
(iii) For purposes of eligibility to receive services other than
training services described in WIOA section 134(c)(3), career services
described in WIOA section 134(c)(2)(A)(xii), or supportive services, is
employed at a facility at which the employer has made a general
announcement that such facility will close;
(C) Was self-employed (including employment as a farmer, a rancher,
or a fisherman) but is unemployed as a result of general economic
conditions in the community in which the individual resides or because
of natural disasters;
(D) Is a displaced homemaker; or
(E)(i) Is the spouse of a member of the Armed Forces on active duty
(as defined in section 101(d)(1) of title 10, United States Code), and
who has experienced a loss of employment as a direct result of
relocation to accommodate a permanent change in duty station of such
member; or
(ii) Is the spouse of a member of the Armed Forces on active duty
and who meets the criteria described in WIOA section 3(16)(B).
Distance education means:
(1) Education that uses one or more of the technologies listed in
paragraphs (2)(i) through (iv) of this definition to deliver
instruction to students who are separated from the instructor or
instructors and to support regular and substantive interaction between
the students and the instructor or instructors, either synchronously or
asynchronously.
(2) The technologies that may be used to offer distance education
include--
(i) The internet;
[[Page 37641]]
(ii) One-way and two-way transmissions through open broadcast,
closed circuit, cable, microwave, broadband lines, fiber optics,
satellite, or wireless communications devices;
(iii) Audio conference; or
(iv) Other media used in a course in conjunction with any of the
technologies listed in paragraph (2)(i) through (iii) of this
definition.
(3) For purposes of this definition, an instructor is an individual
responsible for delivering course content and who meets the
qualifications for instruction established by an institution's
accrediting agency.
(4) For purposes of this definition, substantive interaction is
engaging students in teaching, learning, and assessment, consistent
with the content under discussion, and also includes at least two of
the following--
(i) Providing direct instruction;
(ii) Assessing or providing feedback on a student's coursework;
(iii) Providing information or responding to questions about the
content of a course or competency;
(iv) Facilitating a group discussion regarding the content of a
course or competency; or
(v) Other instructional activities approved by the institution's or
program's accrediting agency.
(5) An institution ensures regular interaction between a student
and an instructor or instructors by, prior to the student's completion
of a course or competency--
(i) Providing the opportunity for substantive interactions with the
student on a predictable and regular basis commensurate with the length
of time and the amount of content in the course or competency; and
(ii) Monitoring the student's academic engagement and success and
ensuring that an instructor is responsible for promptly and proactively
engaging in substantive interaction with the student when needed on the
basis of such monitoring, or upon request by the student.
Entrepreneurship education means the preparation of an individual
to start and operate a new business venture through the development of
knowledge and skills associated with entrepreneurship, including, but
not limited to--
(a) Understanding the nature, role, and challenges of the
entrepreneur;
(b) Identifying and assessing opportunities for new business
ventures;
(c) Preparing a business plan and budgets and forecasting resource
needs;
(d) Understanding and anticipating financing requirements,
including the use of capital and debt as a means to finance a new
business venture, the various strategies for attracting financing, and
the trade-offs associated with each strategy;
(e) Examining the various business structure options for a new
business venture, and understanding the benefits and tradeoffs offered
by available organizational forms for a new business venture;
(f) Understanding and anticipating personnel needs for a new
business venture;
(g) Examining cost-effective technologies for a new business
venture;
(h) Understanding how effectively to market and advertise,
including through the use of social and digital media, a new business
venture;
(i) Examining common key legal issues experienced by new business
ventures; and
(j) Examining how to manage for the survival and growth of a new
business venture.
Institution of higher education (IHE) means--
(a) An educational institution in any State that--
(1) Admits as regular students only persons having a certificate of
graduation from a school providing secondary education, or the
recognized equivalent of such a certificate, or persons who meet the
requirements of section 484(d) of the HEA;
(2) Is legally authorized within such State to provide a program of
education beyond secondary education;
(3) Provides an educational program for which the institution
awards a bachelor's degree or provides not less than a 2-year program
that is acceptable for full credit toward such a degree, or awards a
degree that is acceptable for admission to a graduate or professional
degree program, subject to review and approval by the Secretary;
(4) Is a public or other nonprofit institution; and
(5) Is accredited by a nationally recognized accrediting agency or
association or, if not so accredited, is an institution that has been
granted preaccreditation status by such an agency or association that
has been recognized by the Secretary for the granting of pre-
accreditation status, and the Secretary has determined that there is
satisfactory assurance that the institution will meet the accreditation
standards of such an agency or association within a reasonable time.
(b) The term also includes:
(1) Any school that provides not less than a 1-year program of
training to prepare students for gainful employment in a recognized
occupation and that meets the provisions of paragraphs (1), (2), (4),
and (5) of subsection (a) of this definition; and
(2) A public or nonprofit private educational institution in any
State that, in lieu of the requirement in subsection (a)(1) of this
definition, admits as regular students individuals--
(A) Who are beyond the age of compulsory school attendance in the
State in which the institution is located; or
(B) Who will be dually or concurrently enrolled in the institution
and a secondary school.
In-demand industry sector or occupation means: (1) An industry
sector that has a substantial current or potential impact (including
through jobs that lead to economic self-sufficiency and opportunities
for advancement) on the State, regional or local economy, as
appropriate, and that contributes to the growth or stability of other
supporting businesses, or the growth of other industry sectors; or (2)
an occupation that currently has or is projected to have a number of
positions (including positions that lead to economic self-sufficiency
and opportunities for advancement) in an industry sector so as to have
a significant impact on the state, regional or local economy, as
appropriate.\12\
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\12\ Workforce Innovation and Opportunity Act, Section 3(23).
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Integrated education and training means a service approach that
provides adult education and literacy activities concurrently and
contextually with workforce preparation activities and workforce
training for a specific occupation or occupational cluster for the
purpose of educational and career advancement.
Industry recognized apprenticeship is a high-quality apprenticeship
program, wherein an individual obtains workplace-relevant knowledge and
progressively advancing skills, that include a paid-work component and
an educational or instructional component, and that result in an
industry-recognized credential. An IRAP is developed or delivered by
entities such as trade and industry groups, corporations, non-profit
organizations, educational institutions, unions, and joint labor-
management organizations. An IRAP is an apprenticeship program that has
been recognized as a high-quality program by an SRE pursuant to 29 CFR
29.22(a)(4)(i) through (x) and otherwise meets the requirements of 29
CFR part 29, subpart B.
Industry-recognized credential means a credential that verifies a
person's qualifications or competence in
[[Page 37642]]
performing specific skills or meeting specific industry performance
requirements, and which employers rely upon in hiring and promotion
decisions.
Industry sector-based education and training programs means
programs that are designed to meet the training and education needs of
a particular industry sector (or subsector)--such as advanced
manufacturing, healthcare, transportation, information technology,
cybersecurity, hospitality and tourism, personal services, etc.--as
identified by business owners and leaders who work or represent
companies in that sector, and that enable learners to enter employment
or qualify for promotions at companies within the industry sector upon
completion.
Micro-credential means certifications that verify an individual's
competence in a specific skill or set of skills within an occupation,
and that meet the requirements of an industry-recognized credential as
defined above.
Non-traditional education means education other than full-time,
degree-yielding, ground-based classroom education and may include
education and training that is delivered through distance learning,
work based learning or virtual simulation modalities; by providers of
sub-degree educational programs including employers, trade
associations, unions, continuing education providers, non-accredited
postsecondary providers and IHEs; or that result in credentials other
than 2-year, 4-year or graduate degrees.
Performance measure means any quantitative indicator, statistic, or
metric used to gauge program or project performance.
Performance target means a level of performance that an applicant
would seek to meet during the course of a project or as a result of a
project.
Pre-apprenticeship means a program or set of services designed to
prepare individuals to enter and succeed in a Registered Apprenticeship
program or an Industry Recognized Apprenticeship Program and has a
documented partnership with at least one Registered Apprenticeship or
Industry Recognized Apprenticeship program.
Project component means an activity, strategy, intervention,
process, product, practice, or policy included in a project. Evidence
may pertain to an individual project component or to a combination of
project components (e.g., training teachers on instructional practices
for English learners and follow-on coaching for these teachers).
Recognized postsecondary credential means a credential consisting
of an industry-recognized certificate or certification, a certificate
of completion of an apprenticeship, a license recognized by the State
involved or Federal Government, or an associate or baccalaureate
degree.
Registered Apprenticeship means a program registered by the U.S.
Department of Labor or a U.S. Department of Labor approved State
Apprenticeship Agency that provides an industry-driven, high-quality
career pathway where employers can develop and prepare their future
workforce, and individuals can obtain paid work experience, classroom
instruction, and a portable credential.\13\
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\13\ https://www.govinfo.gov/content/pkg/FR-2020-03-11/pdf/2020-03605.pdf.
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Relevant outcome means the student outcome(s) or other outcome(s)
the key project component is designed to improve, consistent with the
specific goals of the program.
Small business incubator means a facility that is often on a IHE
campus, or is affiliated with an IHE, that offers startup companies
shared operation space, access to short-term classes and instruction,
provides mentoring and networking opportunities, and provides access to
shared facilities, services, personnel and/or equipment.
Short-term educational program means a program that provides not
less than 150, and not more than 600, clock hours of instructional time
(or equivalent) over a period of not less than 8 weeks and not more
than 15 weeks. Short-term programs lead to certificates, badges, micro-
credentials, licenses and other workplace-relevant credentials, respond
to the needs of employers and create opportunities for individuals to
more rapidly prepare for, and over time adapt to, changing workplace
needs.
Standards Recognition Entities means an entity that is qualified to
recognize apprenticeship programs as Industry-Recognized Apprenticeship
Programs and that has been recognized by the U.S. Department of Labor.
State means each of the 50 States, the District of Columbia, and
Puerto Rico.
State Workforce Board means the group of leaders appointed by the
governor from state, business, industry, labor, education and
community-based organizations to advise the governor on performing the
duties and responsibilities required by the Federal Workforce
Innovation and Opportunity Act.
Third-party intermediaries means an organization or individual that
provides industry or occupation-specific expertise to support employers
in a particular industry sector, coordinate partner responsibilities,
and provide program administration to aggregate demand for educational
services, particularly for small and medium-sized employers that may
not have the capacity to operate educational, work-based learning or
apprenticeship programs on their own, and assist with instruction and
support services.
Work-based learning means sustained interactions with industry or
community professionals in real workplace settings to the extent
practicable, or simulated environments at an educational institution
that foster in-depth, firsthand engagement with the tasks required in a
given career field, that are aligned to curriculum and instruction.
Application Requirements: The following application requirements
are established for the FY 2020 ESF-RWP Grant competition and any
subsequent year in which we make awards from the list of unfunded
applications from this competition, in accordance with section
437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1). Applicants must address the
following application requirements:
(1) Include a description of the State's coronavirus burden based
on indicators and information factors other than those provided in
Appendix 1 that demonstrate the significance of the impact of COVID-19
on students, employers, small businesses and economic development in
the State. This may include additional data, including other public
health measures such as coronavirus-related deaths per capita, or any
other relevant education, labor, or demographic data.
(2) Describe the applicant's approach to addressing Absolute
Priority 1 or 2. This description must include a list of organizations
and entities that will be included as partners in developing and
implementing the planned activities, an implementation plan and
timeline for key grant activities and a plan for how the applicant will
collect data to report on the performance measures for this program. It
must also include the estimated number of students, businesses, and
IHEs, if applicable, that the applicant intends to serve with grant
funds. The applicant must also list other sources of Federal funds it
is seeking or has secured, under the CARES Act or other Federal grant
programs, to carry out the same, similar or related activities to those
proposed in the applicant's plan.
(3) Provide an analysis of State assets and collaborative efforts
(including supports already provided from Federal and non-Federal
sources) to respond to the economic impacts of COVID-19 and the need
for short-term educational programs, including those that support
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small business owners and entrepreneurs and/or those that provide
industry sector-based education and training programs that lead to
industry-recognized credentials in the case of an application that
addresses Absolute Priority 1 or the need for short-term educational
programs and courses for small business and/or small business
incubators (or similar entities) in the case of an application that
addresses Absolute Priority 2.
(4) A description of the steps the State is taking at the time of
the application to identify and address the State's immediate needs
outlined in application requirement (2), including:
(a) For applicants addressing Absolute Priority 1(a)--
(i) How the State is meeting the education, support, and mentorship
needs of individuals who seek career preparation or advancement through
short-term educational programs and career pathways programs;
(ii) Which short-term educational programs or career pathways
programs will be the focus of the grant activities; and
(iii) Which occupations or occupational clusters will be the focus
of the grant activities; or
(b) For applicants addressing Absolute Priority 1(b)--
(i) How the State will identify the industry sectors and sector
leaders that will engage in developing and implementing sector-based
education, training, and credentialing programs;
(ii) Prior experience the State has in leading sector-based
education and training activities, including in the development of
sector-based apprenticeship programs;
(iii) How the State will recruit businesses and employers that will
participate in the program and rely on credentials earned through
industry sector-based education and training programs to hire and
promote employees; and
(iv) Which educational providers, which may include IHEs or other
post-secondary education and training providers, have experience in
working with industry leaders or employers to develop or provide
competency-based education programs and which educational providers
have committed to partner with the applicant on the proposed project;
or
(c) For applicants addressing Absolute Priority 2--
(i) How the State is currently providing education, training and
support to entrepreneurs and small business owners;
(ii) How the State will build upon prior experiences with small
business incubators or identify which kinds of small businesses it can
best serve through one or more small business incubators that are
affiliated with one or more IHEs;
(iii) How the State will identify institutional partners,
geographic location(s) or industry sector(s) to be served by one or
more small business incubators developed with these grant funds;
(iv) The specialized assistance, facilities, shared equipment and
other shared resources that will be provided by the proposed small
business incubator; and
(v) Other sources of funding or continuing support that will enable
the small business incubator to continue operating after the expiration
of these grant funds.
(5) Describe how the applicant will recruit unemployed or
dislocated workers; workers seeking job transition or advancement;
entrepreneurs; small business owners or other participants who would
benefit from the education, training and/or business development
opportunities that will be provided with grant funds, and how the
applicant will determine participation if demand exceeds supply.
(6) Provide an assurance that the applicant will provide
information to the Secretary, as requested, for evaluations that the
Secretary may carry out.
Program Requirement: The following program requirement is
established for the FY 2020 ESF-RWP Grants competition and any
subsequent year in which we make awards from the list of unfunded
applications from this competition, in accordance with section
437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1):
Grantees must make information on all credentials (including
badges, certificates, certifications, licenses, and degrees of all
levels and types) and competencies (knowledge, skills and abilities)
achieved as a result of funding under this program publicly accessible
through the use of linked open data formats that support full
transparency and interoperability. Such information must include the
industry sector for or by which the credential was developed, the
entities involved in the development of the credential, the
competencies or skills assessed in awarding the credential, the form of
assessment used to verify an individual's eligibility to be awarded the
credential, and the body engaged in overseeing the awarding of such
credentials.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553), the Department generally offers interested parties
the opportunity to comment on proposed priorities, selection criteria,
definitions, and other requirements. Section 437(d)(1) of GEPA,
however, allows the Secretary to exempt from rulemaking requirements
regulations governing the first grant competition under a new or
substantially revised program authority. This is the first grant
competition for this program under section 18001(a)(3) of the CARES
Act, and therefore qualifies for this exemption. In order to ensure
timely grant awards, the Secretary has decided to forgo public comment
on the priorities, requirements, definitions, and selection criteria
under section 437(d)(1) of GEPA.
Program Authority: Section 18001(a)(3) of VIII of Division B of the
CARES Act, Public Law 116-36 (enacted March 27, 2020).
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 97,
98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474.
II. Award Information
Estimated Available Funds: $127,500,000. These estimated available
funds are the amount available for ESF-RWP grants under the FY 2020
CARES Act. The Department will determine the number of awards to be
made under each absolute priority based on the quality of applications
received consistent with the selection criteria and priorities. It will
also determine the size of an award made to an eligible applicant based
on a review of the eligible applicant's budget. The Department may use
any unused funds designated for this competition to make awards under
the ESF-REM program.
Estimated Range of Awards: $5,000,000-$20,000,000.
Estimated Average Size of Awards: $15,000,000.
Estimated Number of Awards: 8-9.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 36 months.
III. Eligibility Information
1. Eligible Applicants: The eligible applicant is a State Workforce
Board.
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Note: A State may submit only one application in response to this
notice to implement a proposed project that addresses either Absolute
Priority 1 or Absolute Priority 2, but not both.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
3. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this
competition may award subgrants--to directly carry out project
activities consistent with the Statewide strategy described in its
application--to the following types of entities: IHEs; local workforce
development boards; business trade and professional organizations;
business development organizations; non-IHE postsecondary and employer-
based education and training providers; third-party work-based learning
or apprenticeship intermediaries; and State, regional, and local public
and private agencies.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on February 13, 2019 (84 FR 3768) and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which
contain requirements and information on how to submit an application.
2. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. However, under 34
CFR 79.8(a), we waive intergovernmental review in order to make timely
awards.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice. Each
eligible entity may charge an amount of administrative costs that is
reasonable and necessary to effectively administer the program
consistent with cost principles in 2 CFR part 200, subpart E, of the
Uniform Administrative Requirements, Cost Principles, and Audit
Requirements for Federal Awards (Uniform Guidance). Administrative
costs include costs (direct and indirect) involved in the proper and
efficient performance and administration of this Federal grant.
However, to maximize the funds available for services to students and
the public, the Department encourages each eligible entity and
subgrantee to minimize the amount of administrative costs charged to
the program.
ESF-RWP projects should be designed to cover a student's cost of
attendance--including through funds provided by this grant, employer
contributions, contributions made by trade associations or labor
organizations, or other sources of funding--without requiring the
student to take Direct student loans.
Additionally, students whose tuition and fees are covered by grant
funds must be eligible for public benefits as described in section 431
of the Personal Responsibility and Work Opportunity Reconciliation Act
of 1996 (8 U.S.C. 1611).
Recommended Page Limit: The application narrative (Part III of the
application) is where you, the applicant, address the selection
criteria that reviewers use to evaluate your application. We recommend
that you (1) limit the application narrative to no more than 25 pages
and (2) use the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to Part I, the cover
sheet; Part II, the budget section, including the narrative budget
justification; Part IV, the assurances and certifications; or the one-
page abstract, the resumes, the letters of support, or the appendices.
However, the recommended page limit does apply to all of the
application narrative.
5. Notice of Intent to Apply: We will be able to develop a more
efficient process for reviewing grant applications if we know the
approximate number of applicants that intend to apply for funding under
this competition. Therefore, the Secretary strongly encourages each
potential applicant to notify us of the applicant's intent to submit an
application by sending an email to [email protected] with Intent to Apply
in the subject line. Applicants that do not send a notice of intent to
apply may still apply for funding.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210 or are established for the FY 2020 grant
competition and any subsequent year in which we make awards from the
list of unfunded applications from this competition, in accordance with
section 437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1). The points assigned to
each criterion are indicated in the parentheses next to the criterion.
An applicant may earn up to a total of 100 points based on the
selection criteria for the application.
A. Highest Coronavirus Burden (Up to 40 Points)
In determining the States with the highest coronavirus burden, the
Secretary considers the extent to which the State has a high
coronavirus burden as follows:
(1) The extent to which the applicant, based on the factors listed
in the Appendix, when weighted equally, is in the--
(i) Up to 20th percentile of coronavirus burden (4 points);
(ii) 21st to 40th percentile of coronavirus burden (8 points);
(iii) 41st to 60th percentile of coronavirus burden (12 points);
(iv) 61st to 80th percentile of coronavirus burden (16 points); or
(v) 81st to 100th percentile of coronavirus burden (20 points).
(2) The extent to which the applicant has a high coronavirus burden
based on indicators and information factors identified by the applicant
in response to Application Requirement 1. (20 points) (GEPA Waiver)
B. Quality of Project Services and Quality of the Project Design (Up to
35 Points)
The Secretary considers the quality of the services to be provided
by the proposed project and the quality of the design of the proposed
project.
In determining the quality of the project services and the quality
of the design of the proposed project, the Secretary considers the
quality and sufficiency of strategies for ensuring equal access and
treatment for eligible project participants who are members of groups
that have traditionally been underrepresented based on race, color,
national origin, gender, age, or disability. (up to 5 points) (34 CFR
75.210)
In addition, the Secretary considers--
(1) The extent to which the proposed project is an exceptional
approach to the absolute priority being addressed and includes a
detailed project plan for addressing the absolute priority. (up to 10
points) (GEPA Waiver)
(2) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by
[[Page 37645]]
the proposed project, including the nature and magnitude of those gaps
or weaknesses. (up to 10 points) (34 CFR 75.210)
(3) The likelihood that services to be provided by the proposed
project (for applicants under Absolute Priority 1) will expand access
to remote learning options and lead to improvements in student
outcomes; or the likelihood that services to be provided by the
proposed project (for applicants under Absolute Priority 2) will
increase the number and success of small businesses in a state or
region. (up to 5 points) (GEPA Waiver)
(4) The extent to which the services to be provided by the proposed
project reflect up-to-date knowledge from research and effective
practice. (up to 5 points) (34 CFR 75.210)
C. Quality of the Management Plan and Adequacy of Resources (Up to 25
Points)
The Secretary considers the quality of the management plan and
adequacy of resources for the proposed project. In determining the
quality of the management plan and adequacy of resources for the
proposed project, the Secretary considers--
(1) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks. (34 CFR 75.210) (up to 5 points)
(2) The extent to which the budget is adequate to support the
proposed project. (up to 5 points) (34 CFR 75.210)
(3) The extent to which the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project.
(34 CFR 75.210) (up to 5 points)
(4) The extent to which the costs are reasonable in relation to the
number of persons to be served and to the anticipated results and
benefits. (34 CFR 75.210) (up to 10 points)
2. Proposed Use of Funds: Applicants must describe the services and
assistance, consistent with allowable uses of funds under the FY 2020
ESF-RWP Grants program, which they propose to provide with the project
funds.
3. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
Before making awards, we will screen applications submitted in
accordance with the requirements in this notice to determine whether
applications have met eligibility and other requirements. This
screening process may occur at various stages of the process;
applicants that are determined to be ineligible will not receive a
grant, regardless of peer reviewer scores or comments.
Peer reviewers will read, prepare a written evaluation of, and
score the assigned applications, using the selection criteria provided
in this notice.
4. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.205, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
3474.10, the Secretary may impose specific conditions and, in
appropriate circumstances, high-risk conditions on a grant if the
applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
5. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.205(a)(2), we must make a judgment about
your integrity, business ethics, and record of performance under
Federal awards--that is, the risk posed by you as an applicant--before
we make an award. In doing so, we must consider any information about
you that is in the integrity and performance system (currently referred
to as the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20(c).
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This
[[Page 37646]]
does not apply if you have an exception under 2 CFR 170.110(b).
(b) In addition to annual performance reporting, a grantee must
submit to the Department a quarterly report that provides data and
information meeting the requirements of section 15011 of the CARES Act.
(c) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection analysis and reporting. In
this case the Secretary establishes a data collection period.
5. Performance Measures: We have established the following
performance measures for the ESF-RWP Grants program:
(1) For Applications Addressing Absolute Priority 1
(a) The number of students served by the project; the percentage of
students who enrolled in a program receiving grant funds who completed
the program;
(b) The percentage of individuals who enrolled in a program
receiving grant funds who were employed in the second quarter after
exiting the program; and
(c) The percentage of individuals employed in the second quarter
after exit who are employed full-time in an occupation that is directly
related to the program of study; and
(d) The median earnings of individuals in (b) and (c).
(2) For Applicants Addressing Absolute Priority 2--
(a) The number of individuals who participated in the short-course
or programs offered by the business incubator and one year after its
completion had started a new business venture or maintained/expanded
their existing small business;
(b) For small business owners who participated in a small business
incubator, the number of employees employed at the start of their
participation in this program, and at the end of their participation in
the program and whether or not they were still in business one year
after completing the program.
In addition, applicants must propose project-specific performance
measures and performance targets consistent with the objectives of the
proposed project.
Applicants must provide the following information as directed under
34 CFR 75.110(b) and (c):
(a) Performance Measures. How each proposed performance measure
would accurately measure the performance of the project and how the
proposed performance measures would be consistent with the performance
measures established for the program funding the competition.
(b) Baseline Data.
(i) Why each proposed baseline is valid; or
(ii) If the applicant has determined that there are no established
baseline data for a particular performance measure, an explanation of
why there is no established baseline and of how and when, during the
project period, the applicant would establish a valid baseline for the
performance measure.
(c) Performance Targets. Why each proposed performance target is
ambitious yet achievable compared to the baseline for the performance
measure and when, during the project period, the applicant would meet
the performance target(s).
(d) Data Collection and Reporting.
(i) The data collection and reporting methods the applicant would
use and why those methods are likely to yield reliable, valid, and
meaningful performance data; and
(ii) The applicant's capacity to collect and report reliable,
valid, and meaningful performance data, as evidenced by high-quality
data collection, analysis, and reporting in other projects or research.
All grantees must submit an annual performance report with
information that is responsive to these performance measures.
VII. Other Information
Accessible Format: Individuals with disabilities can obtain this
document and a copy of the application package in an accessible format
(e.g., Braille, large print, audiotape, or compact disc) on request to
the program contact person listed under FOR FURTHER INFORMATION
CONTACT.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at www.govinfo.gov. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Portable Document Format (PDF). To
use PDF you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Scott Stump,
Assistant Secretary for Career, Technical, and Adult Education.
Appendix
Percentile calculation of Coronavirus burden by State, as
referenced in Section (V)(1)(A).
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\14\ The initial unemployment insurance claims filed as a
percentage of each State's civilian labor force are provided here
for informational purposes, and the Department will update these
data as of the deadline for transmittal of applications, which may
adjust State percentiles and rankings.
\15\ The COVID-19 per 100,000 persons percentages for each State
are provided here for informational purposes, and the Department
will update these data as of the deadline for transmittal of
applications, which may adjust State percentiles and rankings.
--------------------------------------------------------------------------------------------------------------------------------------------------------
2--Initial
unemployment 3--State % share
1--Percentage of insurance claims of confirmed Percentile based on 3 factors weighted
State population without filed (as % of coronavirus cases equally
broadband access civilian labor per 100,000
force) 14 persons 15
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Alabama..................................... 16.5 23.80 1.44 61st to 80th percentile.
Alaska...................................... 10.3 30.33 0.24 41st to 60th percentile.
Arizona..................................... 11.7 17.07 1.07 20th percentile or lower.
Arkansas.................................... 19.2 16.42 0.94 41st to 60th percentile.
[[Page 37647]]
California.................................. 8.9 24.48 1.09 21st to 40th percentile.
Colorado.................................... 8.2 13.56 1.78 20th percentile or lower.
Connecticut................................. 8.9 19.38 4.56 61st to 80th percentile.
Delaware.................................... 9.2 21.27 3.81 61st to 80th percentile.
District of Columbia........................ 11.7 23.47 4.80 81st to 100th percentile.
Florida..................................... 12.5 23.19 0.99 41st to 60th percentile.
Georgia..................................... 13.2 42.62 1.73 81st to 100th percentile.
Hawaii...................................... 10.2 36.32 0.16 61st to 80th percentile.
Idaho....................................... 10 15.94 0.63 20th percentile or lower.
Illinois.................................... 11 17.52 3.62 61st to 80th percentile.
Indiana..................................... 13.6 21.31 1.98 61st to 80th percentile.
Iowa........................................ 11.9 18.92 2.38 41st to 60th percentile.
Kansas...................................... 11.6 17.68 1.31 20th percentile or lower.
Kentucky.................................... 14.4 41.29 0.86 81st to 100th percentile.
Louisiana................................... 17.6 30.38 3.31 81st to 100th percentile.
Maine....................................... 11.7 20.86 0.68 20th percentile or lower.
Maryland.................................... 9 17.30 3.41 41st to 60th percentile.
Massachusetts............................... 8.7 24.34 5.56 81st to 100th percentile.
Michigan.................................... 12.1 30.66 2.19 61st to 80th percentile.
Minnesota................................... 9.3 22.53 1.71 41st to 60th percentile.
Mississippi................................. 19.4 23.20 2.04 81st to 100th percentile.
Missouri.................................... 13.1 19.02 0.83 21st to 40th percentile.
Montana..................................... 12.2 19.76 0.19 20th percentile or lower.
Nebraska.................................... 9.9 12.23 2.83 21st to 40th percentile.
Nevada...................................... 11.3 30.49 1.09 61st to 80th percentile.
New Hampshire............................... 7.6 25.96 1.32 21st to 40th percentile.
New Jersey.................................. 9.1 24.79 6.88 81st to 100th percentile.
New Mexico.................................. 20.6 15.84 1.42 61st to 80th percentile.
New York.................................... 11.7 25.85 7.40 81st to 100th percentile.
North Carolina.............................. 13.2 19.84 1.07 21st to 40th percentile.
North Dakota................................ 15.1 17.19 1.32 41st to 60th percentile.
Ohio........................................ 11.8 22.15 1.17 41st to 60th percentile.
Oklahoma.................................... 14.4 26.29 0.61 41st to 60th percentile.
Oregon...................................... 8.9 19.87 0.39 20th percentile or lower.
Pennsylvania................................ 11.9 29.55 2.17 61st to 80th percentile.
Puerto Rico................................. 33.6 26.50 0.46 81st to 100th percentile.
Rhode Island................................ 10.3 29.79 5.40 81st to 100th percentile.
South Carolina.............................. 15.1 23.06 0.91 41st to 60th percentile.
South Dakota................................ 14.6 10.82 2.17 21st to 40th percentile.
Tennessee................................... 14.3 16.24 1.33 21st to 40th percentile.
Texas....................................... 13.3 15.83 0.86 20th percentile or lower.
Utah........................................ 7.1 10.21 1.22 20th percentile or lower.
Vermont..................................... 13.9 19.68 0.60 21st to 40th percentile.
Virginia.................................... 11 17.69 2.07 21st to 40th percentile.
Washington.................................. 7.4 32.71 1.11 61st to 80th percentile.
West Virginia............................... 16.4 18.82 0.43 21st to 40th percentile.
Wisconsin................................... 11.4 18.81 1.21 21st to 40th percentile.
Wyoming..................................... 11 14.08 0.60 20th percentile or lower.
--------------------------------------------------------------------------------------------------------------------------------------------------------
Data sources and methodology:
Available Broadband Access
The number in column 1 is the percent of the population in each
State without broadband access of any kind in 2018, as determined by
100 minus the percent of households with broadband access in 2018. The
source for the percent of households with broadband access of any kind
is the U.S. Census Bureau American Community Survey in 2018. This data
may be retrieved through the customization of this table: https://data.census.gov/cedsci/table?q=S2802&tid=ACSST1Y2018.S2802.
Initial Unemployment Insurance Claims
The number in column 2 is the total number of initial unemployment
insurance (UI) weekly claims reported by the State between the week
ending March 14, 2020 and the week ending May 23, 2020 \16\ divided by
the number of individuals in the State's civilian labor force during
March 2020.\17\ The UI weekly claims data are not seasonally adjusted.
The source of the UI weekly initial claims data is the Unemployment
Insurance Weekly Claims Report published by the Employment and Training
Administration in the U.S. Department of Labor (DOL). The data may be
retrieved from https://oui.doleta.gov/unemploy/claims_arch.asp. The
source of the data on the State's civilian labor force is the Bureau of
Labor Statistics in DOL. The data may be retrieved from https://www.bls.gov/news.release/laus.t01.htm.
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\16\ Unlike the other weeks, the weekly initial unemployment
claims for the week ending May 23, 2020 are the advanced initial
unemployment claims, released on May 7, 2020.
\17\ The number for Puerto Rico's total civilian labor force is
from February 2020 because data for March 2020 were not available.
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[[Page 37648]]
COVID-19 Cases per 100,000 Persons
The number in column 3 is the percent share of total COVID-19 cases
per 100,000 persons for each State. This number is derived by taking
the total number of COVID-19 cases per 100,000 persons reported to the
Centers for Disease Control, by State, as of 12:15 p.m. on June 2, 2020
and dividing that by the total number of cases per 100,000 persons in
the U.S. State data on cases per 100,000 persons and the sum of all
cases per 100,000 persons may be retrieved from the Centers for Disease
Control at https://www.cdc.gov/covid-data-tracker/index.html by
downloading the Excel document that accompanies the visual
displays.\18\
---------------------------------------------------------------------------
\18\ Because the CDC's most recent report of the number of
COVID-19 cases per 100,000 persons for New York State did not
include New York City, the number of cases per 100,000 persons for
New York State used in the table is from the database of COVID-19
cases in New York State published by the New York Times on June 2,
2020 at 2:05 p.m. at https://www.nytimes.com/interactive/2020/us/new-york-coronavirus-cases.html.
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Ranking Methodology
To determine ranking, States were assigned total burden scores
based on sum of the values of the indicators relative to one
another.\19\ All three indicators were weighted equally in calculating
burden scores. Higher values on the indicators shows higher need for
the State (e.g., higher share of COVID-19 cases, higher percentage of
households without broadband access, etc.). The States were then ranked
based on their total burden scores. Points were then awarded by the
percentile of their rank as indicated below.
---------------------------------------------------------------------------
\19\ Each indicator is worth 33.3 points out of 100 possible
total burden points. The State with the highest burden for an
indicator is awarded 33.3 points and all other States are assigned
points based on the percentage of their burden relative to the State
with the highest burden for that indicator. Total burden is the sum
of all the points for each indicator.
\20\ Higher scores indicate higher burden.
------------------------------------------------------------------------
Number of
Percentile points awarded State ranks \20\
------------------------------------------------------------------------
81st to 100th percentile.......... 20 43 through 52.
61st to 80th percentile........... 16 32 through 42.
41st to 60th percentile........... 12 22 through 31.
21st to 40th percentile........... 8 11 through 21.
20th percentile and below......... 4 1 through 10.
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[FR Doc. 2020-13480 Filed 6-22-20; 8:45 am]
BILLING CODE 4000-01-P