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2002 WL 1591618 (F.R.)
NOTICES
DEPARTMENT OF LABOR
Office of Disability Employment Policy; High
School/High Tech State Grants
Monday, July 22, 2002
*47832
AGENCY: Office of Disability Employment Policy,
Labor.
ACTION: Notice of Availability of Funds and Solicitation for
Grant Applications of High School/High Tech State Grants (SGA 02-14).
SUMMARY: The U.S. Department of Labor (DOL), Office of Disability Employment
Policy (ODEP) announces the availability of $500,000 to award two to five
competitive grants in the amount of $100,000 to $250,000 each to further expand
the integration of the High School/ High Tech (HS/HT) program into the One-Stop
Center System established under the Workforce Investment Act of 1998
(WIA) (Public Law 105-220, 29 U.S.C. 2801 et seq.). State Workforce Investment
Boards; State Departments of Education; State Departments of Labor; State
Developmental Disability Councils; State Departments of Vocational
Rehabilitation; State Committees affiliated with the National Governors'
Committees for People with Disabilities; and Workforce Investment
representatives from the District Columbia, Puerto Rico, and other United
States Territories and Commonwealths, and other similar state agencies are
eligible applicants for these grants. Grants will be awarded for a 24-month
period of performance. After two years of support, it is anticipated that the
grantees will have identified and developed the funds and resources needed to
continue the expansion of High School/High Tech programs within their
states.
The purpose of these grants is to assist states in developing
statewide High School/High Tech infrastructure and operations and integrating
the HS/HT programs into the youth services provided through the One-Stop Center
System. HS/HT is a series of nationally established programs designed to
provide young people with disabilities with an opportunity to explore careers
or further education leading to technology-related careers. These programs,
which have generally been locally directed and supported, serve both in-school
or out-of- school youth with all disabilities in a year round program of
corporate site visits, mentoring, job shadowing, guest speakers, after school
activities and
summer internships. These grants are intended to
assist states in planning and implementing a statewide HS/HT network working in
partnership with the State Workforce Investment Board.
DATES: The closing
date for receipt of applications under this announcement is August 21, 2002.
Submit one ink-signed original, complete grant application plus two copies of
the Technical Proposal and two copies of the Cost Proposal to the U.S.
Department of Labor, Procurement Services Center, Attention Grant Officer,
Reference SGA 02-14, Room N-5416, 200 Constitution Avenue, NW., Washington, DC,
20210, not later than 4:45 p.m. Eastern Daylight Savings Time (EDST), August
21, 2002. Hand-delivered applications must be received by the Procurement
Services Center by that time.
ADDRESSES: Grant applications must be
directed to the U.S. Department of Labor, Procurement Services Center,
Attention: Grant Officer, Reference SGA 02- 14, Room N-5416, 200 Constitution
Avenue, NW., Washington, DC 20210.
FOR FURTHER INFORMATION CONTACT: This
SGA offers complete guidance on how to submit a proposal. Questions concerning
this solicitation may be directed to Cassandra Willis, at phone (202) 693-4570
(this is not a toll-free number). Persons who are deaf or hard of hearing may
contact the Department via the
Federal Relay Service, (800)
877-8339.
Late Proposals: All applicants are advised that U.S. mail
delivery in the Washington, DC, area has been erratic due to concerns involving
anthrax contamination. All applicants must take this into consideration when
preparing to meet the application deadline. Therefore, it is recommended that
you confirm receipt of your application(s) by contacting Cassandra Willis, U.S.
Department of Labor, Procurement Services Center, at 202/693-4570, prior to the
closing deadline. Persons who are deaf or hard of hearing may contact the
Department via the Federal Relay Service, (800) 877-8339.
Acceptable
Methods of Submission: The grant application package must be received at the
designated place by the date and time specified or it will not be considered.
Any application received at the Office of Procurement Services Center after
4:45 p.m., EDST, August 21, 2002, will not be considered unless it is received
before the award is made and:
1. It was sent by registered or certified
mail not later than the fifth calendar day before August 21, 2002; or
2. It was sent by U.S. Postal Service Express Mail Next Day
Service-Post
Office to Addressee, not later than 5 p.m. at the
place of mailing two working days, excluding weekends and Federal holidays,
prior to August 21, 2002; and/or
3. It is determined by the Government that
the late receipt was due solely to mishandling by the Government after receipt
at the U.S. Department of Labor at the address indicated.
The only
acceptable evidence to establish the date of mailing of a late application sent
by registered or certified mail is the U.S. Postal Service postmark on the
envelope or wrapper and on the original receipt from the U.S. Postal Service.
If the postmark is not legible, an application received after the above closing
time and date shall be processed as if mailed late. "Postmark" means a printed,
stamped or otherwise placed impression (not a postage meter machine impression)
that is readily identifiable without further action as having been applied and
affixed by an employee of the U.S. Postal Service on the date of mailing.
Therefore, applicants should request the postal clerk place a legible hand
cancellation "bull's-eye" postmark on both the receipt and the envelope or
wrapper.
The only acceptable evidence to establish the time of receipt at
the U.S. Department of Labor is the date/time stamp of the Procurement Services
Center
on the application wrapper or other documentary evidence or
receipt maintained by that office.
Applications sent by other
delivery services, such as Federal Express, UPS, etc., will also be accepted;
however the Department does not accept dates or date stamps on such packages as
evidence of timely mailing. Thus, the *47833
applicant bears the
responsibility of timely submission.
All applicants are advised that
U.S. mail delivery in the Washington, DC, area has been erratic due to concerns
involving anthrax contamination. All applicants must take this into
consideration when preparing to meet the application deadline. Therefore, it is
recommended that you confirm receipt of your application by contacting
Cassandra Willis, U.S. Department of Labor, Procurement Services Center,
telephone (202) 693-4570 (this is not a toll-free number), prior to the closing
deadline. Persons who are deaf or hard of hearing may contact the Department
via the Federal Relay Service, (800) 877- 8339.
SUPPLEMENTARY
INFORMATION:
I. Authority
Consolidated Appropriations
Act, 2001, Pub. L. 106-554, 114 Stat. 2763; 29 U.S.C. 557b; DOL, HHS, Education
and Related Appropriations Act, 2002, Pub. L. 107-116, 115 Stat. 2177.
II.
Background
According to the U.S. Department of Education, the
national high school graduation rates (e.g., diplomas, GED, alternative
certificates) for students with disabilities are below that of youth without
disabilities. According to the National Center on Education Statistics (2001),
88% of students without disabilities graduate; according to the Office of
Special Education Programs (2000) 62% of youth with disabilities graduate.
Students with disabilities experience a school drop out rate of 31%, compared
to 11% of non-disabled youth. Youth with emotional disabilities experience an
even higher drop out rate of 54%. Further, it is estimated that only one-third
of young people with disabilities who need job training receive it. Young
people with disabilities also have significantly lower rates of participation
in post-secondary education. Finally, the Social Security Administration has
found that many young people with disabilities who enter the Supplementary
Security Income (SSI)/Social Security Disability Insurance (SSDI) rolls are
likely to remain on
the program rolls for their entire
lives.
The Federal/State vocational rehabilitation system is neither
large enough to serve, nor solely responsible for serving all youth with
disabilities that depart the school system. According to the U.S. Department of
Education, each year approximately 500,000 young people with disabilities leave
our nation's schools. Vocational rehabilitation programs are able to serve less
than 40,000 of these young people with disabilities. A large portion of the
remaining 460,000 youth with disabilities is potentially eligible for youth
programs financially assisted under WIA.
The current expectations of public
education and workforce development systems, along with employers, parents and
young people with disabilities often fail to recognize the potential that young
people with disabilities have for jobs and careers, particularly in
technology-related occupations. As a result, youths with disabilities are
seldom afforded post-secondary preparation and educational opportunities
leading to internships and placements in technology- related careers. This is a
tragic loss of potential. People with disabilities have demonstrated that they
can be successful in technology-based occupations and these positions represent
an increasing segment of the workforce.
The U.S. Department of Labor has
determined that youth programs need to be strengthened to better serve young
people with disabilities. Among ODEP's responsibilities is to provide technical
assistance and support designed to
assist various youth programs,
including WIA-assisted youth programs, and thereby increase the capacity of
those programs to serve people with disabilities. These activities will
substantially contribute to achieving the goals of the President's New Freedom
Initiative particularly as it relates to increasing the ability of Americans
with disabilities to integrate into the workforce.
A key to increasing the
employment of people with disabilities is to ensure that young people with
disabilities are provided resources and assistance to move from school to work,
as opposed to becoming dependent on welfare or other benefits programs. One way
of accomplishing this is to increase the participation of youth with
disabilities in transition programs like the Workforce Investment Act (WIA)
youth programs and High School/High Tech (HS/HT). The WIA youth-focused
programs and activities hold tremendous potential to support career development
activities for young people with disabilities.
WIA youth service providers,
however, may not be aware of the need to serve youth with disabilities in their
communities and may lack the resources to develop strong partnerships and an
equitable referral and assessment system. In addition, Vocational
Rehabilitation agencies, Special Education agencies, and other agencies serving
youth with disabilities may not be informed about the potential for
coordinating resources with WIA-based programs, or for
creating
mechanisms for such programs to cooperate and support young people with
disabilities. HS/HT, an existing program that has proven effective in
attracting high school aged youth with disabilities to technology careers, can
help bridge this gap.
HS/HT programs currently operate in 75 communities,
across the nation. As HS/HT is a community-based partnership, different
entities run the local HS/HT operations across the country. Current HS/HT
operators include non-profits (Goodwill, Centers for Independent Living, United
Cerebral Palsy Affiliates, and others), community colleges, universities and
school districts. Funding for the sites is managed locally. Therefore, funding
comes from a variety of local, state, and national resources. In order for
HS/HT to continue to flourish, state level organization and coordination are
needed.
The HS/HT program works within community and state systems to help
coordinate the delivery of education and transition services to students with
disabilities. Its stakeholders include employers, educators, consumers, family
members, workforce system agencies, and rehabilitation professionals. The HS/HT
program offers states proven techniques for developing improved employment
outcomes for young people with disabilities.
HS/HT graduates demonstrate at
least a doubling of post-secondary education achievements. At some HS/HT sites,
as many as 70% of HS/HT graduates move on to post-secondary education. HS/HT
clearly enhances expectations, educational
achievements and eventual
employment outcomes for a population who, without this intervention, is far
more likely to move onto the Supplemental Security Income (SSI) or Social
Security Disability Insurance (SSDI) rolls than to find competitive employment
in technology related occupations.
Last year ODEP funded start-up HS/HT
sites that began connecting HS/HT and WIA youth programs at the community level
and the funds awarded under the current SGA are intended to expand upon that
effort. The goals of HS/HT match the Workforce Investment Act's youth
programming themes of employment preparation, educational achievement, support,
and leadership. The HS/HT model includes eight of the ten programming elements
required for youth programs funded by WIA: (1) Summer employment opportunities;
(2) *47834
work experiences; (3) occupational skills training; (4)
tutoring; (5) supportive services; (6) adult mentoring; (7) comprehensive
guidance; and (8) leadership development. See section 129(c)(2) of the WIA,
codified at 29 U.S.C. 2854(c)(2). By linking HS/HT and WIA and additional
resources at a state level, students with disabilities will have an increased
opportunity to participate in meaningful school-to-career initiatives.
III.
Purpose
High School/High Tech sites have traditionally worked with
community systems
to coordinate the delivery of educational and
transitional services to youths with disabilities. The purpose of this SGA is
to bring HS/HT to the state level. This will allow the resources within a state
to be maximized and coordinated for the benefit of all HS/HT sites in a state.
HS/HT state directors will work with key stakeholders (workforce investment
systems, colleges, developmental disability councils, governors' committees on
the employment of people with disabilities, employers, educators,
rehabilitation professionals, consumers, and parents) to institutionalize the
program within the state.
As a community-based, work-based, and
school-based program, HS/HT is designed to provide opportunities for students
with disabilities to explore careers in technology-related occupations. HS/HT
students across the nation learn first- hand what it is like to work in high
tech environments. Preparatory experiences (career information and assessment,
computer training, visiting colleges, and guest speakers), work-based
experiences (internships, site visits, mentoring, and job shadowing),
leadership development (mentoring, self- advocacy training, and community
service), and connecting activities (assistive technology, tutoring, and
transportation) all provide students with the opportunities to learn more about
careers in science, engineering and technology-related fields.
To learn
about the structure and operations of the High School/High Tech Program,
consult the
High
School/High Tech Program Manual
IV. Statement of
Work
These grant funds are not intended as direct service payments
for youth with disabilities. Rather, these funds are intended to be used in
ways which create the adoption (systems change) of a statewide HS/HT initiative
and which involve the development or demonstration of promising new strategies
with potential replicability that build upon existing HS/HT strategies.
This system will better serve youth with disabilities as they transition from
high school to post-secondary education or the work world.
The Project
Narrative of the grant application must provide complete information that will
address the requirements of this SGA, including the following:
A.
Leadership
The application must discuss how the applicant will
establish leadership from, or a working relationship with, a State Workforce
Investment Board, State Department of Labor, State Department of Education,
State Vocational
Rehabilitation, WIA youth-related entity, or other
community partners (e.g., area disability organizations, state committees on
employment of people with disabilities, centers for independent living,
interested employers) in the establishment and operation of a state level HS/HT
program. At least three categories of the above listed organizations must be
represented in and be a part of the state-level leadership team, with the State
Workforce Investment Board as a mandatory partner. Describe any actions already
taken by the applicant to address the need for a statewide HS/HT leader.
B.
Strategic Plan for the State
The application must address the
proposed design for a state-based HS/HT infrastructure. The plan should
include: the partners' (as listed in paragraph A) roles within the state's
HS/HT operations; how the partners will integrate resources to advance the
HS/HT model; the plan for long term funding for the initiative; plans for
developing or increasing the number of sites; and possible policy implications
and changes resulting from an improved delivery system for all high school-aged
youth with disabilities transitioning to post- secondary education or the world
of work.
C. High School/High Tech Sites
The application must
include a strategy to replicate HS/HT programs throughout the state. In the
first year of the grant the state director will establish, at a minimum, one
new site. In the second year of the grant the state director will establish at
least two additional sites. Applications must identify tentative locations for
such sites and likely partners at the sites.
D. State Director
This person must have sufficient knowledge and experience to expand HS/HT at a
state level. Attach the resume or position description of the state director to
the application.
E. Data
Describe plans to report the demographic
characteristics of students, types of programming activities and program
outcomes (post-secondary education and employment) of youth with disabilities
served through HS/HT in the state; and compare their performances with students
not enrolled in the program.
F. Resources
Describe the
strategy for gaining the support of area employers, people with disabilities
and their family members. Identify federal, state, and local public sector
resources, as well as local non-profit sector resources which will be leveraged
for purposes of sustainability after the grant period ends.
G. Technical
Assistance
Document a willingness to cooperate with ODEP and its
technical assistance efforts to provide information and advice to other states
on how the HS/HT model can be replicated.
H. Outreach
Describe
how the needs of individuals with disabilities from diverse cultures and/or
ethnic groups will be addressed.
I. Management Plan
Provide
a detailed management plan for project goals, objectives, and activities for
the state level HS/HT operations.
V. Funding
Availability
The period of performance will be 24 months from the
date of execution by the Government. Up to five competitive grants will be
awarded in the range of $100,000 to $250,000. It is expected that the funds
used for this SGA will support the costs associated with the development,
implementation, and evaluation of state level HS/HT programs.
The funds may
be used to conduct a variety of activities to support state- level HS/HT
operations such as staff training, strategic planning, assessment, curriculum/
materials development, career development, student-focused planning, program
alignment, partnership building, etc. Funds are not intended to provide direct
services to youth.*47835
VI. Eligible Applicants
Eligible
applicants are State Workforce Investment Boards; State Departments of
Education; State Departments of Labor; State Developmental Disability Councils;
State Departments of Vocational Rehabilitation; or State Committees affiliated
with the National Governors' Committees for People with Disabilities, or other
similar state agencies. "State" in this context
includes the 50
states, the District of Columbia, Puerto Rico, the U. S. Virgin Islands, Guam,
and American Samoa. Each grantee must, at a minimum, involve members of three
of the other above-mentioned groups in strategic planning and implementation
activities with the State Workforce Investment Board constituting a mandatory
partner.
Indian and Native American Tribal entities, or consortia of
Tribes, with the written approval of their tribal council, are also eligible to
receive these grants. Grants to Indian and Native American tribal grantees must
recognize principles of sovereignty and self-governance established under the
Indian Self-Determination and Education Assistance Act, allowing for the
government- to-government relationship between the Federal and Tribal
Governments. Tribal entities also must involve, at a minimum, members of three
of the other groups mentioned above in strategic planning and implementation
activities with the State Workforce Investment Board constituting a mandatory
partner.
VII. Application Contents
General Requirements--Two
copies and an original of the proposal must be submitted, one of which must
contain an original signature. Proposals must be submitted by the applicant
only. There are three required sections of the application. Requirements for
each section are provided in this application
package.
Part
I--Executive Summary
The Executive summary should be no more than 2
single-spaced, single- sided pages in length giving a clear summary of the
project narrative.
Each application must provide an executive summary,
which identifies the following:
. The applicant;
. The type
of organization the applicant represents and the additional consortium partners
and the type of organization they represent;
. The amount of funds
requested;
. The planned period of performance; and
. The
extent to which Vocational Rehabilitation and the WIA System will be integrated
or coordinated with the HS/HT system.
Part II--Project Narrative
(Appendices--Letters of Commitment, Resumes, etc.)
Applicants must
include a narrative that addresses the Statement of Work in Part IV and the
selection criteria that are used by reviewers in evaluating the application.
Part II must be limited to no more than twenty-five (25) pages.
This
page limit does not apply to Part I, the Executive Summary; Part III the
Project Financial Plan (Budget); and the Appendices (the assurances and
certifications, resumes, a bibliography or references, and the letters of
support.) A page is 8.5" x 11" (on one side only) with one-inch margins (top,
bottom, and sides). All text in the application narrative, including titles,
headings, footnotes, quotations, and captions, as well as all text in charts,
tables, figures, and graphs must be double-spaced (no more than three lines per
vertical inch); and, if using a proportional computer font, use no smaller than
a 12-point font, and an average character density no greater than 18 characters
per inch (if using a non-proportional font or a typewriter, do not use more
than 12 characters per inch.)
Applicants must include in Part II of the
proposal a narrative that addresses all of the Evaluation Criteria (section
VIII below) that will be used by reviewers in evaluating individual
proposals.
Part III--Project Financial Plan (Budget)
Applications
must include a detailed financial plan that identifies by line item the budget
plan designed to achieve the goals of this grant. The Financial Plan must
contain the SF-424, Application for Federal Assistance (Appendix A) and a
Budget Information Sheet SF-424A (Appendix B).
In addition, the budget
must include on a separate page a detailed cost analysis of each line item.
Justification for administrative costs must be provided. Approval of a budget
by DOL is not the same as the approval of actual costs. The individual signing
the SF-424 on behalf of the applicant must represent and be able to legally
bind the responsible financial and administrative entity for a grant should
that application result in an award.
VIII. Evaluation
Criteria/Selection
A. Evaluation Criteria
The application
must include appropriate information of the type described below.
1.
Significance of the Proposed Project (20 Points)
In determining the
significance of the proposed project, the Department will consider the
following factors:
a. The potential contribution of the proposed
project to increase the quality of transition services available in the
state;
b. The current level of HS/HT activity in your state and those
sites'
commitment to work with this application;
c. The
extent to which the proposed project is likely to yield findings that may be
used by other appropriate agencies and organizations;
d. The extent to
which the proposed project involves the development or demonstration of
promising new strategies that build upon existing HS/HT strategies;
e. The
likely utility of the products (such as information, materials, processes, or
techniques) that will result from the proposed project, including the potential
for the products to be used effectively in a variety of other states; and
f. The importance or magnitude of the results that are likely to be attained by
the proposed project.
2. Quality of the Project Design (30
points)
In evaluating the quality of the proposed project design, the
Department considers the following factors:
a. The extent to which
the goals, objectives, and outcomes to be achieved are clearly specified and
measurable;
b. The extent to which the design of the proposed project
features innovative methods for developing new sites and/or strengthening
existing sites;
c. The extent to which the proposal incorporates the
strategic plan in Part IV, Statement of Work;
d. The extent to which
the proposed project is designed to build capacity and yield results that will
extend beyond the period of this grant;
e. The extent to which the proposed
budget and narrative justification are adequate to support the proposed
project.
f. The extent to which the proposed project will be
coordinated with similar or related efforts, and with other appropriate
community and HS/HT sites, State, and Federal resources;
g. The extent to
which the applicant encourages involvement of young people with all
disabilities, relevant experts, and organizations in project activities;
and,
h. The extent to which performance feedback and continuous improvement
*47836
are integral to the design of the proposed project.
3. Quality of Project Personnel (10 points)
The Project Narrative
must describe the proposed staffing of the project. In addition, it must
identify and summarize the qualifications of the personnel who will carry it
out.
The projects funded under this notice must make positive efforts to
employ and
advance in employment qualified individuals with
disabilities in project activities. In addition, the Department considers the
qualifications, including relevant education, training and experience of key
project personnel as well as the qualifications, including relevant training
and experience, of project consultants or subcontractors. Resumes must be
included in the Appendices.
4. Plan for Sustaining the Statewide HS/HT
Program Through Leveraging of Other Resources (25 points)
The Project
Narrative must describe a detailed plan for sustaining this project after grant
funds cease. Sustainability must be an objective built into the design and
ongoing operation of the project. Projects funded under this SGA must leverage
a combination of federal, state, and local public sector resources, as well as
local non-profit sector resources for purposes of sustainability.
In
evaluating the quality of the plan for sustainability, the Department considers
the following factors to be of particular importance:
. The extent to which
vocational rehabilitation monies are leveraged effectively; and
. The
likelihood of the applicant successfully securing state ownership and
participation in these projects when these grant funds cease.
Grantees are expected to use this grant as seed money to develop other public
and private resources in order to ensure sustainability of grant activities
following completion of the funding period. The Department considers detailed
commitments for specific new activities as more important than promises of in-
kind supports in showing sustained support for the project. Grants recently
received from another agency can be discussed in the proposal, but the
applicant should be precise about which activities precede this grant and which
will occur because of this grant. In addition, the applicant should detail how
public sector commitments can contribute to the sustainability of this project
following completion of the grant. Examples of the types of public and private
sector commitments envisioned include the following:
. The school system
commits to offering credit for HS/HT training activities.
. The
vocational rehabilitation office commits to funding assistive technology and
transportation services for students enrolled in the program.
. A community
college commits to providing technology training for HS/HT students.
. State-level elected officials commit to work towards state codification of
High School/High Tech.
. An employer commits to providing technology
based summer internships.
. State and Local Workforce Investment
Boards commit to paying internship
costs.
. A university
commits to providing scholarships for HS/HT students.
. A
developmental disability council commits to funding a new HS/HT site.
. An independent living center commits a staff person to work full time on
HS/HT.
Letters of Commitment. Applicants can include letters of
support if they provide specific commitments. Such letters can increase an
applicant's score by showing that the commitments in the text of the proposal
are serious. Form letters will not be considered. We encourage applicants to
have letters of support from all existing HS/HT programs in their states.
Letter from the Governor. A letter from the Governor or functionally equivalent
entity reflecting support of state level participation in the High School/High
Tech program will be viewed favorably. If a letter from the Governor is not
feasible, the application must include a letter from the head of an appropriate
state agency.
5. Quality of the Management Plan (15 points)
In
evaluating the quality of the management plan for the proposed project, the
Department will consider the following factors:
a. The extent to which a
management plan for project implementation is likely
to achieve the
objectives of the proposed project on time and within budget, including defined
staff responsibilities, and time allocated to project activities, time lines,
milestones for accomplishing project tasks and project deliverables;
b. The
adequacy of mechanisms for ensuring high-quality products and services from the
proposed project; and,
c. The extent to which the time commitments of
the state director and/or principal investigator and other key project
personnel are appropriate and adequate to meet the objectives of the proposed
project.
B. Selection Criteria
Acceptance of a proposal and an
award of federal funds to sponsor any program(s) is not a waiver of any grant
requirement and/or procedures. Grantees must comply with all applicable Federal
statutes, regulations, administrative requirements and OMB Circulars. For
example, the OMB Circulars require, and an entities procurement procedures must
require that all procurement transactions shall be conducted, as practical, to
provide open and free competition. If a proposal identifies a specific entity
to provide the services, the award does not provide the justification or basis
to sole-source the procurement, i.e., avoid competition.
A panel will
objectively rate each complete application against the criteria described in
this SGA. The panel recommendations to the Grant Officer are advisory in
nature. The Grant Officer may elect to award grants either with or without
discussion with the applicant. In situations where no discussion occurs, an
award will be based on the signed SF 424 form (see Appendix A), which
constitutes a binding offer. The Grant Officer may consider the availability of
funds and any information that is available and will make final award decisions
based on what is most advantageous to the government, considering factors such
as:
1. findings of the grant technical evaluation panel;
2.
geographic distribution of the competitive applications;
3. assuring
a variety of different program designs; and,
4. the availability of
funds.
IX. Reporting
The Department of Labor is responsible
for ensuring the effective implementation of each competitive grant project in
accordance with the provisions of this announcement, the grant agreement and
other applicable administrative requirements. Applicants should assume that
Department staff or their designees will conduct at least one on-site project
review. In addition,
all grantees will be expected to provide
information on outcomes (post- secondary education and employment) of the youth
with disabilities served through the HS/HT program.
Applicants must submit
on a quarterly basis, beginning ninety days from the award of the grant,
financial and participation reports under this program as prescribed by OMB
Circular A-102 and A-110, as codified by 29 CFR parts 97 and 95 respectively.
Specifically the following reports will be required:*47837
1. Quarterly
reports; The quarterly report is estimated to take five hours to complete. The
form for the Quarterly Report will be provided by ODEP. The Department will
work with the grantee to help refine the requirements of the report, which
will, among other things, include measures of ongoing analysis for continuous
improvement and customer satisfaction.
2. Standard Form 269; Financial
Status Report Form, on a quarterly basis.
3. Final Project Report;
including an assessment of project performance and outcomes achieved. The final
report is estimated to take twenty hours. This report will be submitted in hard
copy and on electronic disk using a format and following instructions, which
will be provided by the Department. A draft of the final report is due to the
Department thirty days before the termination of the grant. The final report is
due to DOL sixty days following the termination of the grant.
DOL will
arrange for and conduct an independent evaluation of the outcomes, impacts, and
accomplishments of each funded project. Grantees must agree to make available
records on all parts of project activity, including participant post secondary
and employment data, and to provide access to personnel, as specified by the
evaluator(s), under the direction of the Department. This independent
evaluation is separate from the ongoing evaluation for continuous improvement
required of the grantee for project implementation.
X. Administration
Provisions
A. Administrative Standards and Provisions
Grantees are strongly encouraged to read these regulations before submitting a
proposal. The grant awarded under this SGA shall be subject to the following as
applicable:
29 CFR part 95--Grants and Agreements With Institutions of
Higher Education, Hospitals, and Other Non-Profit Organizations, and With
Commercial Organizations, Foreign Governments, Organizations Under the
Jurisdiction of Foreign Governments, and International Organizations;
29
CFR part 96--Audit Requirements for Grants, Contracts, and Other
Agreements.
29 CFR part 97--Uniform Administrative Requirement
for Grants and Cooperative Agreements to State and Local Governments.
B.
Allowable Cost
Determinations of allowable costs shall be made in
accordance with the following applicable Federal cost principles:
State and Local Government--OMB Circular A-87
Nonprofit
Organizations--OMB Circular A-122
Profit-Making Commercial Firms--48
CFR part 31
Profit will not be considered an allowable cost in any
case.
C. Grant Assurances
As a condition of the award, the
applicant must certify that it will comply fully with the nondiscrimination and
equal opportunity provisions of the following laws:
29 CFR part
31--Nondiscrimination in Federally-assisted programs of the Department of
Labor, effectuation of Title VI of the Civil Rights Act of 1964.
29 CFR
part 32--Nondiscrimination on the Basis of Disability in Programs and
Activities Receiving or Benefiting from Federal Assistance.
(Implementing
section 504 of the Rehabilitation Act, 29 U.S.C.
794).
29 CFR part 36--Nondiscrimination on the Basis of Sex in
Education Programs or Activities Receiving Federal Financial Assistance.
(Implementing title IX of the Education Amendments of 1972, 20 U.S.C. 1681 et
seq.).
29 CFR part 37--Nondiscrimination and Equal Opportunity Provisions
of the Workforce Investment Act of 1998 (WIA), (Implementing Section 188 of the
Workforce Investment Act, 29 U.S.C. 2938).
The applicant must include
assurances and certifications that it will comply with these laws in its grant
application. The assurances and certifications are attached as Appendix C.
Signed at Washington, DC, this 16th day of July, 2002.
Lawrence J.
Kuss,
Grant Officer.
APPENDIX A. Application for Federal
Assistance, Form SF 424
APPENDIX B. Budget Information Sheet, Form SF
424A
APPENDIX C. Assurances and Certifications Signature
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[FR Doc. 02-18423 Filed 7-19-02; 8:45 am]
BILLING CODE 4510-CX-C
67 FR 47832-01, 2002 WL 1591618
(F.R.)
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Excerpt from: 67 FR
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