[Federal Register: June 16, 2003 (Volume 68, Number 115)] [Notices]
[Page 35721-35740] From the Federal Register Online via GPO Access
[wais.access.gpo.gov] [DOCID:fr16jn03-109]
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DEPARTMENT OF LABOR
Office of Disability Employment Policy
[SGA 03-16]
Innovative State Alignment Grants for Improving Transition Outcomes for
Youth With Disabilities Through the Use of Intermediaries
AGENCY: Office of Disability Employment Policy, U.S. Department of
Labor.
ACTION: Notice of availability of funds; solicitation for grant
applications (SGA).
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This notice contains all of the necessary information and forms needed
to apply for grant funding. (SGA 03-16).
SUMMARY: The U.S. Department of Labor (DOL), Office of Disability
Employment Policy (ODEP) announces the availability of $3 million to award up
to 6 competitive grants in the amount of approximately $500,000. Eligible
applicants include State Workforce Investment Boards or the functional
equivalent State entities. Indian and Native American tribal entities, or
consortia of tribes, are also eligible to apply.
The purpose of this grant initiative is to:
1. Help States conduct resource mapping \1\ to assess their youth
service delivery infrastructure in light of evidence-based transition operating
principles \2\;
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\1\ ``Resource mapping'' refers to a methodology that has been used by
the Federal government, State agencies, local entities, and community-based
organizations, among others, to link and align resource use with organizational
goals, strategies, and expected outcomes. It is known by a multitude of names
including asset mapping, asset analysis, and environment scans, and can involve
a variety of different data collection strategies depending on what is being
studied. For purposes of this SGA, the term ``resource mapping'' refers to the
identification of available assets and resources within the States' youth
service delivery infrastructure and an evaluation as to whether and/or to what
extent that system is currently serving youth with disabilities consistent with
the evidence-based operative principles discussed previously. \2\ ``Evidence
based transition operating principles'' is a term defined, for purposes of this
SGA, in part III.
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2. Develop, implement, and evaluate a cross-agency multi-year State
plan to improve transition outcomes for youth with disabilities through
blending and/or braiding \3\ of Federal, State, and community resources and the
use of local intermediary organizations;
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\3\ For purposes of this SGA, the term ``blended funding'' is used to
describe mechanisms that pool dollars from multiple sources and make them in
some ways indistinguishable. ``Braided funding'' utilizes similar mechanisms,
but the funding streams remain visible and are used in common to produce
greater strength, efficiency, and/ or effectiveness.
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3. Conduct local pilot demonstrations to determine how, through
community partnerships, intermediary organizations can best be used to ensure
that youth with disabilities obtain transition services consistent with
evidence-based transition operating principles, and the impact of such
intermediaries on improving transition outcomes for youth with disabilities;
and
4. Demonstrate, through leveraging Federal, State and local public
sector resources, concrete evidence of the likelihood of sustainability of
grant objectives within the State.
These grants are for a one-year period and may be renewed for a period
of up to four additional years depending upon the availability of funds and the
efficacy of the project activities. See also parts IV and IX.
In meeting grant objectives, it is expected that the grantee will
sub-award a substantial portion of its award to intermediary organizations. For
purposes of this SGA, an intermediary organization is defined as an agent
that:
[sbull] Convenes local leadership and broker relationships with
multiple partners across multiple funding streams; [sbull] Brings together
workforce development systems, vocational rehabilitation providers, businesses,
labor unions, educational institutions, social service organizations,
transportation entities, health providers, and other Federal, State, and
community resources which youth with disabilities need to transition to
employment successfully.
Possible intermediaries include, but are not limited to, community-
based non-profit organizations, faith-based and community organizations,
employer organizations, community colleges, community rehabilitation programs,
etc.
By connecting schools and other youth-serving institutions with
workplaces and other available Federal, State, and community resources, the
intermediaries will create a forum for building a system that better meets the
needs of all interested stakeholders. In addition, intermediary organizations
can assist the state in assessing and evaluating the performance and impact of
its efforts related to these grant activities, and in providing necessary
information and training in areas such as benefits planning, universal access,
reasonable accommodation, mental health, housing, transportation, health
maintenance (including Medicare and Medicaid), and other self- sufficiency
issues.
DATES: Applications will be accepted commencing on June 16, 2003. The
closing date for receipt of applications under this announcement is July 28,
2003. Applications must be received by 4:45 p.m. (e.t.) at the address below.
No exceptions to the mailing and hand-delivery conditions set forth in this
notice will be granted. Applications that do not meet the conditions set forth
in this notice will be considered non-responsive.
ADDRESSES: Applications shall be mailed to: U.S. Department of Labor,
Procurement Services Center, Attention: Cassandra Willis, Reference SGA 03-16,
Room N-5416, 200 Constitution Avenue, NW., Washington, DC 20210. Telefascimile
(FAX) applications will not be accepted. Applicants are advised that mail
delivery in the Washington area may be delayed due to mail decontamination
procedures.
FOR FURTHER INFORMATION CONTACT: Cassandra Willis, U.S. Department of
Labor, Procurement Services Center, telephone (202) 693-4570 (this is not a
toll-free number), prior to the closing deadline. Persons who are deaf or hard
of hearing may contact the Department via the Federal Relay Service, (800)
877-8339. This announcement will also be published on the Internet on ODEP's
online home page at: http://www.dol.gov/odep. Award notifications
will also be published on the ODEP home page.
SUPPLEMENTARY INFORMATION:
Part I. Delivery of Applications
1. Late Applications. Any application received after the exact date and
time specified for receipt at the office designated in this notice will be
considered non-responsive, unless it is received before awards are made and it
(a) is determined that its late receipt was caused by DOL error; (b) was sent
by U.S. Postal Service registered or certified mail not later than the fifth
calendar day before the date specified for receipt of applications (e.g., an
application submitted in response to a solicitation requiring receipt of
applications by the 20th of the month must have been post marked by the 15th of
that month); or (c) was sent by the U.S. Postal Service Express Mail Next Day
Service to addressee not later than 5 p.m. at the place of mailing two working
days prior to the date specified for receipt of applications. The term
``working days'' excludes weekends and Federal holidays. ``Post marked'' means
a printed, stamped or otherwise placed
[[Page 35722]]
impression (exclusive of a postage meter machine impression) that is
readily identifiable, without further action, as having been supplied or
affixed on the date of mailing by an employee of the U.S. Postal Service.
2. Withdrawal of Applications. Applications may be withdrawn by written
notice or telegram (including mail gram) received at any time before an award
is made. Applications may be withdrawn in person by the applicant or by an
authorized representative thereof, if the representative's identity is made
known and the representative signs a receipt of the proposal.
3. Hand-Delivered Proposals. It is preferred that applications be
mailed at least five days prior to the closing date. To be considered for
funding, hand-delivered applications must be received by 4:45 p.m., e.t., at
the specified address. Failure to adhere to the above instructions will be
basis for a determination of non-responsiveness. Overnight express mail from
carriers other than the U.S. Postal Service will be considered hand-delivered
applications and must be received by the above specified date and time.
Part II. Authority
Omnibus Appropriations Resolution, 2003, Pub. L. 1087; Consolidated
Appropriations Act, 2001, Pub. L. 106-554, 29 U.S.C. 557b.
Part III. Background
Young people with disabilities experience significant challenges in
making a successful transition to adult life. According to the U.S. Department
of Education, national high school graduation rates (e.g., diplomas, GED,
alternative certificates) for students with disabilities lag considerably below
that of youth without disabilities. Nearly nine- tenths or 88% of students
without disabilities graduate as compared to only 62% of those with
disabilities.\4\ Moreover, students with disabilities experience a school drop
out rate that is three times greater than that for youth without
disabilities--31% vs. 11%. Youth with emotional disabilities experience an even
higher drop out rate of 54%.
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\4\ U.S. Department of Education, National Center on Education
Statistics, The Condition of Education 2000 in Brief, Jeanne H. Nathanson NCES
2001-045, Washington, DC; U.S. Government Printing Office, 2001 U.S. Department
of Education, Office of Special Education and Rehabilitation Services,
Twenty-second Annual Report to Congress on the Implementation of the
Individuals with Disabilities Act, Washington, DC, U.S. Government Printing
Office, 2000.
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It is estimated that only one-third of young people with disabilities
who need job training receive it. Young people with disabilities also have
significantly lower rates of participation in post-secondary education.
Finally, the Social Security Administration has found that many young people
with disabilities entering the Supplementary Security Income (SSI)/Social
Security Disability Insurance (SSDI) rolls are likely to remain on the program
rolls for their entire lives.
As reflected in President George W. Bush's New Freedom Initiative,
DOL's strategic goals and the Leave No Child Behind Act of 2001 (Pub.
L.107-110), young people with disabilities should have the opportunity to make
a smooth transition from school to work and/or post-secondary education, to
engage in meaningful employment, to live within their communities, and to
contribute as productive citizens to society. Over the last 10 years, a number
of Federal laws and policies have been implemented to facilitate access to
transition planning activities, employment, and community living for youth with
disabilities including the Individuals with Disabilities Education Act of 1975,
as amended (IDEA); the Rehabilitation Act, as amended; the Carl D. Perkins
Vocational and Applied Technology Education Act (Perkins Act) (Pub. L.101-392);
the School-to-Work Opportunities Act of 1994 (Pub. L. 103- 329); the Workforce
Investment Act of 1998 (WIA) (Pub. L. 105-220, 29 U.S.C. 2801 et seq.); and the
Leave No Child Behind Act.
Among the most significant pieces of Federal legislation for youth with
disabilities is IDEA, which focuses on supports and services for infants,
preschoolers, school-aged children, and youth. Transition planning and services
were included as new, but key, components in the 1990 reauthorization of IDEA.
Under IDEA, ``transition services'' are defined in part as ``a coordinated set
of activities for a student with a disability that (A) is designed within an
outcome-oriented process, that promotes movement from school to post-school
activities, including post-secondary education, vocational training, integrated
employment (including supported employment), continuing and adult education,
adult services, independent living, or community participation.'' 20 U.S.C.
1401(30). Under IDEA, as reauthorized in 1997, a statement of transition
service needs must be included in the student's Individualized Education Plan
(IEP) beginning at age 14. By age 16, or younger if appropriate, the IEP must
include a statement of needed transition services that describes related
services and community experiences necessary for the student to engage in
meaningful employment and/or post-secondary education and successful community
living. Transition services must be based upon the individual student's
preferences, interests, and needs, and include:
[sbull] Instruction; [sbull] Related services; [sbull]
Community experiences; [sbull] Development of employment and other
post-school adult living objectives, and [sbull] Acquisition of daily
living skills, including functional vocational evaluation when appropriate.
The school system is responsible for ensuring that each youth receives
all needed transition services. As discussed below, however, multiple agencies
such as vocational rehabilitation agencies need to be involved in transition to
ensure success.
The Rehabilitation Act, as amended in 1998, also includes a number of
provisions that impact the transition planning process. Because it uses the
same definition of transition as IDEA, and requires that rehabilitation and
education agencies undertake actions to facilitate transition, the
Rehabilitation Act promotes coordination of transition and rehabilitation.
Premised on consumer involvement, the Rehabilitation Act requires that an
Individualized Plan for Employment (IPE), which identifies a vocational goal
and all the services needed to achieve that goal, be developed in coordination
with the IPE. After the student has been determined eligible, transition
services may be provided based upon the individual student's needs including
no-cost services such as career guidance and counseling and unpaid on the job
training, as well as ``purchased'' services such as assistive technology
assessment and devices and supported employment. The Perkins Act also provides
Federal assistance for vocational education programs in both secondary and
post-secondary settings. The provisions of the Perkins Act state that schools
will assist ``special populations'' (which includes students with disabilities)
to enter vocational education programs and will assist students with
disabilities in fulfilling the transitional services requirement of IDEA.
The School-to-Work Opportunities Act of 1994, which sunset in October
of 2001, paved the way for a new approach to learning and employment in
America. Jointly administered by the United States Departments of Education and
Labor, School-to-Work brought together parents, teachers, and business leaders
to create courses to prepare students
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both academically and practically for the world of work. The intent of
the School-to-Work Opportunities Act of 1994 was to provide a national
framework and venture capital to allow all states to create a universal
statewide transition system that offered all young Americans access to
performance-based training; this training aimed to enable them to earn portable
credentials, prepare them for their first jobs in high-skill, high-wage
careers, and increase their opportunities for further education.
Programs funded under the School-to-Work Opportunities Act were
required to integrate work-based and school-based learning components as well
as ``connecting activities'' to match students with work-based learning
opportunities through partnerships with schools, employers and other community
partners. The school-based learning component centered on the student's career
major and his/her ability to meet ``the same challenging academic standards
established for all students in their state.'' Work-based learning, which
included work experience, workplace mentoring, and instruction in ``general
workplace competencies'' was intended to give practical meaning to academic
concepts and to transform traditional instruction into learning experiences.
Connecting activities were intended to connect the school- and work-based
learning components and included such activities as matching students with
work- based learning positions, providing technical assistance to employers in
designing work-based learning, and linking school-to-work activities with
employer and industry strategies for upgrading skills.
The WIA, which superceded the Job Training Partnership Act (Pub. L.
102-367), provides a variety of work preparation programs to assist youth with
disabilities in achieving their career ambitions. One of the most significant
reforms under WIA section 129(c) (29 U.S.C. 2854(c)), is the consolidation of
the year-round youth program and the summer youth program into a single
formula-based funding stream. Under WIA, each local workforce investment area
must have a year-round youth services strategy that incorporates summer youth
employment opportunities as one of ten required program elements (WIA section
129(c)(2), 20 CFR 664.410). The 10 program elements reflect successful youth
development approaches and focus on the following four key themes:
- Improving educational achievement (including such elements as
tutoring, study skills training, instruction leading to secondary school
completion, drop-out prevention strategies, and alternative secondary school
offerings);
- Preparing for and succeeding in employment (including summer
employment opportunities, paid and unpaid work experience, and occupational
skills training);
- Supporting youth (including supportive services needs, providing
adult mentoring, follow-up services, and comprehensive guidance and
counseling); and
- Offering services intended to develop the potential of young people
as citizens and leaders (including leadership development
opportunities).\5\
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\5\ It should be noted that the evidence-based operating principles
central to this grant align closely with the four key themes for serving youth
under WIA.
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The No Child Left Behind Act of 2001, signed by President Bush on
January 8, 2002, is a landmark in education reform designed to improve student
achievement and change the culture of America's schools. The Act demands
stronger accountability for results for all students, including those who are
economically disadvantaged, from racial and ethnic minority groups, have
disabilities, or have limited English proficiency. In addition, it provides for
greater flexibility for states, school districts and schools in the use of
Federal funds, more choices for parents of children from disadvantaged
backgrounds, and an emphasis on teaching methods that have been demonstrated to
work. The Act also places an increased emphasis on reading, especially for
young children, enhancing the quality of our nation's teachers, and ensuring
that all children in America's schools learn English.
Increasing the number of youth making a successful transition to work
is integral to accomplishing the employment-related objectives of President
Bush's New Freedom Initiative and is one of the U.S. Department of Labor's top
priorities. A review of effective practices that span education, employment and
training, youth development, and disability shows that in order to transition
successfully all youth need the following evidence-based transition operating
principles in place:
- Access to high quality standards-based education regardless of the
setting;
- Information about career options;
- Exposure to the world of work;
- Opportunities to develop social, civic, and leadership skills;
- Strong connections to caring adults;
- Access to safe places to interact with their peers, and
- Support services to allow them to become independent adults.
With regard to these evidence-based transition operating principles,
research specifically indicates that academic and career- technical education
for youth should be based on state and/or industry standards, and that youth
should have access to a varied and balanced set of learning strategies
appropriate for the individual. Research further reflects that in order to help
youth make informed choices, they should undergo a career assessment that
includes, but is not limited to, interest inventories, and formal and informal
vocational assessments. Moreover, they should be exposed to job skills training
and career opportunities that provide a living wage, be provided with
information about education, entry requirements and income potential, and be
provided structured support to post-secondary education and other life-long
learning opportunities. In addition, youth with disabilities must be provided
with information needed to understand the relationships between appropriate
benefits planning and career choices, to learn to identify and access
disability-related support and accommodations needed for the workplace and
community living, and how best to communicate their disability-related support
and accommodation needs to prospective employers and service providers.
Research further reflects that to transition to adulthood successfully
all youth should be exposed to a range of work-based exploration experiences
such as site visits, community service, job shadowing, and paid and unpaid
internships. In providing such experiences for youth with disabilities,
mechanisms must be in place to ensure that they learn how to request, locate,
and secure the supports and accommodations they need at the workplace.
To foster leadership development, youth should be provided with
exposure to role models through a variety of means, including mentoring
activities designed to establish strong relationships with adults through
formal and informal settings, as well as peer-to-peer mentoring opportunities.
In addition, all youth should be provided skills training in self-advocacy and
conflict resolution, and be exposed to personal leadership and youth
development opportunities including community service. In the case of youth
with disabilities, they should be exposed to mentors and role models with and
without disabilities, and receive training about disability culture.
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Support services, which youth need to transition successfully, may
include mental and physical health services, transportation, and tutoring, as
well as post-program supports through structured arrangements with
post-secondary institutions and adult-serving agencies. In the case of youth
with disabilities there may be a need for additional support services
including, but not limited to, access to and acquisition of assistive
technology, benefits counseling, independent living centers and other
consumer-driven community-based support service agencies, and personal
assistance services, including readers, interpreters, and other personal
assistance services. Unfortunately, access to transition services consistent
with these evidence-based transition operating principles is frequently
hampered by the fact that the workforce development and education systems, and
the linked income support, health, housing, assistive technology, social
service, and transportation service systems, are driven by:
[sbull] Differing institutional missions, each with distinctive funding
parameters and fiscal incentives; [sbull] Multiple funding streams with
substantial variations in expected outcomes; [sbull] Traditions;
[sbull] Capacities of the institutions and staff, and [sbull] Many other
factors that separate rather than promote transparent and internally/externally
logical system that assists young people to become productive members of our
society.
To address this situation, states need to help local communities and
service providers find ways to more effectively organize, support, and work
with--and through--a wide array of institutions, organizations and family
support networks to better meet the transition-related needs of young people
with disabilities. If the transition outcomes of youth with disabilities are to
improve, businesses, labor unions, educational institutions, social service
agencies, transportation providers, health service organizations, and other
community providers must work together and Federal, state, and local community
resources must be leveraged effectively.
To promote the integration of the aforementioned evidence-based
transition operating principles into local transition service delivery, and in
recognition that intermediary organizations can play a key, convening role in
effectuating systems change, ODEP is funding these Innovative State Alignment
Grants to address this need. This SGA is designed to help states to:
[sbull] Conduct resource-mapping to assess their youth service delivery
infrastructure in light of the evidence-based transition operating principles
discussed above; [sbull] Develop, implement, and evaluate a cross-agency
multi-year state plan to improve transition outcomes for youth with
disabilities through blending and/or braiding of Federal, state, and community
resources and the use of local intermediary organizations, and [sbull]
Conduct local pilot demonstrations to determine: [sbull] How intermediary
organizations can best be used to ensure that youth with disabilities obtain
transition services consistent with the evidence-based transition operating
principles, and [sbull] The impact those intermediaries have on improving
transition outcomes for youth with disabilities.
All grant-related activities are to be evaluated consistent with the
framework set forth in Pro-Bank \6\ and specific outcomes are to be measured
based on data already being collected from multiple service sectors (e.g.,
workforce development, education, etc).
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\6\ Utilizing the Congressionally recognized Malcolm Baldrige Quality
Award criteria for continuous improvement, as well as research conducted by
PEPNet, the Workforce Excellence Network (WEN), the National Center on
Secondary Education and Transition (NCSET), and the Center for the Study and
Advancement of Disability Policy (CSADP), the National Collaborative on
Workforce and Disability for Youth (NCWD/Youth) developed the Pro-Bank
framework. The framework consists of eight categories by which an organization
can assess its operations; products and services in terms of the aforementioned
evidence-based transition operating principles for providing effective
transition services to youth with disabilities. Pro-Bank information may be
found at: http://www.ncwd-youth.info/promising_Practices/index.html
using guide.
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In order to conduct the local pilot demonstrations required under the
grant, the grantee is expected to sub-award a substantial portion of its award
to fund local intermediary organizations that have demonstrated expertise and
experience in enlisting the active support and participation of key
stakeholders, including education entities, the workforce development system,
businesses, organized labor, and local faith-based and community organizations.
These activities include, but are not limited to, effectively operating and
managing their programs, accessing governmental and private funding sources,
developing and training staff, expanding the types and reach of services in
their communities, and replicating promising and effective practices. Grant
funds issued through these sub-awards may be used to support a wide range of
local intermediary activities that help to ensure positive transition outcomes
for youth with disabilities between the ages of 14 and 24. Allowable activities
include, but are not limited to:
[sbull] Convening key stakeholders to establish community-wide
partnerships committed to preparing young people with disabilities for
employment and/or further educational training and/or independent living;
[sbull] Supporting peer learning and leadership opportunities; [sbull]
Providing necessary information and training in areas such as benefits
planning, universal access, reasonable accommodation, mental health, housing,
transportation, health maintenance (including Medicare and Medicaid), and other
self-sufficiency issues; [sbull] Evaluating transition programs using
evidence-based methods as set forth in Pro-Bank; [sbull] Organizing and
participating in strategic alliances with business groups and
organizations; [sbull] Integrating school and work-based learning,
integrating academic and vocational education, and establishing linkages
between secondary and post-secondary education; [sbull] Systematically
integrating existing local education and training programs and resources with
related Federal, State, and local programs to address effectively the learning
and employment needs of youth with disabilities; [sbull] Providing staff
development to teachers, employers, mentors, counselors, community
rehabilitation agency personnel, One- Stop staff, and others critical to
successful transition outcomes.
Through these grant activities and associated technical assistance
provided by the National Collaborative on Workforce and Disability for Youth
(NCWD/Youth) (see www.ncwd-youth.info), which ODEP funds,
ODEP anticipates effectuating systemic change that will lead to improved
transition results for youth with disabilities. Projects are required to
collaborate with the NCWD/Youth as a condition of the grant to ensure that the
strategies and techniques developed as a result of these grant activities can
serve as models for other states' systems of youth service delivery.
Part IV. Funding Availability and Period of Performance
ODEP anticipates awarding up to 6 grants in the amount of $500,000,
totaling $3 million. The grants will be for a one-year period of performance
and may be renewed annually up to four additional option years for a total of
five years at full funding depending upon
[[Page 35725]]
the availability of funds and the efficacy of the grant activities,
established by independent reviews conducted by the Department of Labor or its
designee.
Proposals must include budgetary information for a five-year period. It
is anticipated that in the first three quarters of the first funding year,
grantees will be conducting the youth service infrastructure assessment
(resource mapping), developing the cross- agency state plan, designing local
demonstrations, and making the sub- awards to intermediaries necessary to
implement the plan. The demonstration-related activities will be carried out in
subsequently funded years.
Part V. Eligible Applicants
Eligible applicants include State Workforce Investment Boards or the
state's functionally equivalent entities. Indian and Native American tribal
entities, or consortia of tribes, may apply for Innovative State Alignment
Grants for Improving Transition Outcomes for Youth with Disabilities through
the Use of Intermediaries. These grants would involve coordination of youth
services and enhancements for people with disabilities in a specific Indian
community or covering multiple tribal entities that may cut across multiple
States and/or workforce investment areas. Grants to Indian and Native American
tribal grantees are treated differently because of sovereignty and self-
governance established under the Indian Self-Determination and Education
Assistance Act allowing for the government-to-government relationship between
the Federal and tribal governments.
Part VI. Format Requirements for Grant Application
General Requirements: Applicants must submit one (1) copy with an
original signature and 2 additional copies of their proposal. To aid with the
review of applications, DOL also encourages Applicants to submit an electronic
copy of their proposal on a disc or CD using Microsoft Word. Applicants who do
not provide an electronic copy will not be penalized. The Application Narrative
must be double-spaced with standard margins on 8\1/2\ x 11 papers, and be
presented on single- sided, numbered pages with the exception of format
requirements for the Executive Summary. The Executive Summary must be limited
to no more than two single-spaced, single-sided pages on 8\1/2\ x 11 papers
with standard margins throughout. A font size of at least twelve (12) pitch is
required throughout. Applications that fail to meet these requirements will be
considered non-responsive. The three required sections of the application
are:
Section I--Project Financial Plan; Section II--Executive
Summary--Project Synopsis; Section III--Project Narrative (including
Attachments, not to exceed 40 pages).
Mandatory requirements for each section are provided as follows in this
application package. Applications that fail to meet the stated mandatory
requirements of each section will be considered non- responsive.
Mandatory Application Requirements
[sbull] Section I. Project Financial Plan (Budget) (The Project
Financial Plan will not count against the application page limits.) Section I
of the application must include the following three required parts:
(1) Completed ``SF 424--Application for Federal Assistance'' (See
Appendix A of this SGA for required form). (2) Completed ``SF-424A--Budget
Information Form'' by line item for all costs required to implement the project
design effectively. (See Appendix B of this SGA for required forms). (3)
Budget Narrative and Justification that provides sufficient information to
support the reasonableness of the costs included in the budget in relation to
the service strategy and planned outcomes.
The application must include one SF-424 with the original signatures of
the legal entity applying for grant funding and 2 additional copies. Applicants
shall indicate on the SF-424 the organization's IRS Status, if applicable.
Under the Lobbying Disclosure Act of 1995, section 18 (29 U.S.C. 1611), an
organization described in section 501(c)(4) of the Internal Revenue Code of
1986 that engages in lobbying activities will not be eligible for the receipt
of Federal funds constituting an award, grant, or loan. (See 2 U.S.C. 1611; 26
U.S.C. 501(c)(4).) For item 10 of the SF-424, the Catalog of Federal Domestic
Assistance (CFDA) number for the program is 17.720. The Budget Narrative and
Justification must describe all costs associated with implementing the project
that are to be covered with grant funds. Grantees must provide for the travel
and associated costs of sending at least one representative to the annual ODEP
Policy Conference for Grantees, to be held in Washington, DC at a time and
place to be determined. Grantees must comply with the ``Uniform Administrative
Requirements for Grants and Cooperative Agreements to State and Local
Governments,'' (also known as the ``Common Rule'') codified at 29 CFR part 97,
and must comply with the applicable OMB cost principles circulars, as
identified in 29 CFR 95.27 and 29 CFR 97.22(b).
In addition, the budget must include on a separate page a detailed cost
analysis of each line item. Justification for administrative costs must be
provided. Approval of a budget by DOL is not the same as the approval of actual
costs. The individual signing the SF 424 on behalf of the applicant must
represent and be able to legally bind the responsible financial and
administrative entity for a grant should that application result in an award.
The applicant must also include the Assurances and Certifications Signature
Page (Appendix C). [sbull] Section II. Executive Summary--Project Synopsis (The
Executive Summary is limited to no more than three single-spaced, single-sided
pages on 8\1/2\ x 11 papers with standard margins throughout.) Each application
shall include a project synopsis that identifies the following:
(1) The name of the applicant; (2) The planned period of
performance; (3) The actions already undertaken by the state to address
transition outcomes for youth with disabilities; (4) An overview of the
applicant's plan for using resource mapping to assess the state's existing
youth service infrastructure, including existing intermediary organizations, to
determine whether and/or to what extent it is currently serving youth with
disabilities consistent with the evidence-based operative principles discussed
previously and the criteria established in Pro-Bank; (5) A statement of the
applicant's strategy for obtaining and sustaining collaboration and
coordination among and between Federal, State, and local agencies needed to
finance transition services for youth with disabilities through the blending
and braiding of resources, and for developing initial common performance
measures; (6) An overview of how the applicant will develop and use local
demonstration projects to address any gaps revealed in the statewide youth
infrastructure assessment, and a general statement of how local model
demonstrations will be conducted to determine how intermediaries can best be
used to ensure that transition services consistent with the aforementioned
operating principles are incorporated into the State and local systems of
service delivery; and (7) The ways in which the proposal is coordinated
with other disability-related
[[Page 35726]]
grant initiatives from DOL, the Department of Education, the Department
of Health and Human Services (HHS), the Social Security Administration (SSA),
the Department of Housing and Urban Development (HUD) and other Federal
partners.
[sbull] Section III. Project Narrative (The Project Narrative plus
attachments are limited to no more than forty (40) 8\1/2\ x 11 pages,
double-spaced with standard one-inch margins (top, bottom, and sides), and be
presented on single-sided, numbered pages. Note: The Financial Plan, the
Executive Summary, and the Appendices are not included in the forty (40)--page
limit.) The substantive requirements for the project narrative are described
below under part VII-- Statement of Work.
All text in the application narrative, including titles, headings,
footnotes, quotations, and captions, as well as all text in charts, tables,
figures, and graphs must be double-spaced (no more than three lines per
vertical inch); and, if using a proportional computer font, use no smaller than
a 12-point font, and an average character density no greater than 18 characters
per inch (if using a non-proportional font or a typewriter, do not use more
than 12 characters per inch). Applications that fail to meet these requirements
will be considered non-responsive.
Part VII. Government Requirements/Statement of Work (Project
Narrative)
The Project Narrative, or Section III of the grant application, should
provide complete information on how the applicant will address the following
Department of Labor strategic goal priorities to ensure a Prepared
Workforce:
(1) Increasing the availability of skills training, employment
opportunities, and career advancement for persons with disabilities. (2)
Increasing the number of youth making a successful transition to work or who
enter further training or educational programs.
Proposals will be rated based upon the quality of the applicant's
response in addressing the four criteria described below in terms of a
comprehensive strategic approach that incorporates the Department's priorities
noted above. The four criteria (Statement of Need, Comprehensive Service
Strategy, Sustainability, and Management and Outcomes) must be addressed and
the applicant's accomplishments or status with regard to each item
provided.
The Department, however, does not expect the applicant to incorporate
every item listed as part of their strategy and proposal design. The Department
recognizes that the needs and requirements of each state may be different, and
therefore, some of the options identified may be more relevant than others in a
particular state.
1. Statement of Need (10 points)
The purpose of the Statement of Need criteria is to establish the
overall status of disability issues relating to youth in the applicant's state;
to identify strengths and deficiencies to be addressed by the applicant's
proposal; to identify the overall scope of proposal objectives and design; and
to present the applicant's need for grant resources. These criteria will be
rated based upon the applicant's identified needs and proposed approaches to
addressing these needs in the context of the Department's priorities.
For proposals targeted to a specific Indian community or covering
multiple tribal entities which may cut across multiple states and/or local
areas, describe the overall approach of the project, and identify the
inadequacies and deficiencies of the service delivery to the applicable
community, and how the project expects to address these. The narrative in this
section should:
(1) Describe the potential contribution of the proposed project to
increasing the quality and coordination of transition services available in the
state; (2) Describe the overall status and actions taken to date within the
state related to addressing the transition needs of youth with
disabilities; (3) Describe how intermediary organizations are currently
being used in the youth service delivery infrastructure and provide an
overview of the youth service provider organizations operative within the
state; (4) Describe any significant deficiencies in the state or local
workforce investment system, in the educational system, in the vocational
rehabilitation system and in the provision of employment- related supports such
as housing, health care, and transportation that present barriers to employment
for young people with disabilities and explain what will be accomplished under
this grant to address them; (5) Identify the percentage of young people
with disabilities in the state overall; the percentage receiving Social
Security Disability Insurance (SSDI), Social Security Income (SSI), and
Medicaid and Medicare benefits; and the percentage receiving special education,
vocational rehabilitation, mental health, and WIA-funded services; (6)
Identify the most recent state graduation rates for young people with
disabilities in the state, as well as the overall graduation rate; (7)
Describe the number of young people with disabilities expected to be served
within the state, and the importance or magnitude of the results that are
likely to be attained by the proposed project; and (8) Identify additional
state and/or local funds and resources that will be used to support and sustain
the overall objectives of the grant; (9) Identify networks of faith-based
and community organizations that will be utilized in the service delivery
system.
In evaluating the quality of the proposal narrative, ODEP will consider
the applicant's needs identified and proposed approaches to addressing the
needs in the context of ODEP's priorities.
2. Comprehensive Service Strategy (35 points)
The purpose of the Comprehensive Service Strategy criterion is to
identify the approach the applicant is proposing to:
[sbull] Conduct resource mapping to assess the state's current youth
service infrastructure in light of the evidence-based transition operating
principles and the categories outlined in the Pro-Bank framework; [sbull]
Develop, implement, and evaluate a cross-agency multi-year state plan to
improve transition outcomes for youth with disabilities through blending and/or
braiding of Federal, state, and community resources and the use of local
intermediary organizations; [sbull] Conduct pilot demonstrations to
determine: [sbull] How intermediary organizations can best be used to
ensure, through cross-agency partnerships, that youth with disabilities obtain
transition services consistent with the evidence-based operating principles,
and [sbull] The impact those intermediaries have on improving transition
outcomes for youth with disabilities.
In general, this requires extensive linkages, knowledge and
understanding of the Pro-Bank framework and resource mapping, as well as
applicable resources that address multiple disability issues and barriers to
education and employment that are commonly experienced by young persons with
disabilities.
A. Staff Capacity--The applicant must identify how it will ensure that
trained staff knowledgeable about the state's youth serving infrastructure and
of the complexities of coordinating the services and supports needed for youth
with disabilities to transition
[[Page 35727]]
successfully are available to conduct the activities required under this
grant. Accordingly, the application should:
(1) List key positions required to carry out the project as proposed,
the key individuals proposed to fill the positions, and a detailed description
of the kind of work these individuals will perform within the project; (2)
Provide evidence of the staff's skill, knowledge and experience in carrying out
these types of activities, and describe their relevant training (resumes must
be included in the Appendices); (3) Describe the specific experience the
key personnel have in serving young people with disabilities, in addressing
specific barriers to employment, and in implementing and administering project
plans similar to that in the proposed grant project; and (4) Describe how
ongoing technical assistance and staff development will be provided.
B. Proposed Design--In addressing the proposed design element of the
Statement of Work, the applicant should:
(1) Describe the project partnerships in detail, and the commitment
(including resource commitment) of the partners to the proposed project.
(2) Discuss how the applicant will ensure the participation and cooperation of
the following stakeholders in both designing and implementing of the
improved state youth service infrastructure:
a. State departments of Labor, Education, and Vocational
Rehabilitation, Governors' Committees on Employment of People with
Disabilities, State Councils for Independent Living, Mental Health Agencies,
Mental Retardation and Developmental Disability Councils, and Temporary
Assistance for Needy Families (TANF) Agencies; b. Local WIA youth services
providers, Jobs Corps representatives, public housing and transportation
authorities, local One Stop centers and other community partners (e.g., area
disability organizations, Centers for Independent Living, faith-based and
community organizations); c. Employers and their professional networks such
as Business Leadership Networks (BLNs) that have been established in
approximately 30 states, Chambers of Commerce, and other employer trade
associations; and d. Youth with disabilities, their families, the state's
Youth Leadership Forum (where one has been established), and state members of
the National Youth Leadership Network.
(3) Discuss how the applicant will work with Federal agencies and
programs as needed to blend the Federal services with the improved state youth
service infrastructure. Federal agencies and programs may include the
Department of Health and Human Services' Maternal and Child Health Bureau,
Children with Special Health Care Needs Program, Center for Medicare &
Medicaid Services, Substance Abuse and Mental Health Services Administration,
and Administration on Developmental Disabilities; Social Security
Administration; and the Department of Education's Office of Special Education
and Rehabilitative Services; (4) Describe how the statewide assessment of
the existing youth service infrastructure using resource mapping will be
conducted and how its results will be used to redirect services, and blend and
braid resources across multiple funding streams that may have diverse
performance measures and data collection systems; (5) Describe the process
that will be used in making sub-awards to intermediaries, and the types of
functions intermediaries will play in grant-related activities; (6) Explain
how model demonstrations will be conducted, and how such demonstrations will be
used in conjunction with the results of the statewide assessment to develop a
replicable framework for using intermediaries to provide transition services
that result in improved outcomes for youth with disabilities; (7) Explain
how the activities proposed will lead to better coordination of available
resources, better service delivery, and ultimately more youth with disabilities
obtaining jobs, job training, and post-secondary education; (8) Identify
and explain the benefits or results expected from the grant activities
proposed; and (9) Explain how technology will be used in carrying out grant
activities (e.g., tracking outcomes, data collection, e-mentoring, web- based
trainings, assistive technology, etc.)
In evaluating the quality of the proposed project design, ODEP will
consider the following factors:
(a) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable; (b)
The extent to which the design of the proposed project is appropriate to, and
will successfully address, the needs of the target population and other
identified needs and the quality of the applicant's plans regarding project
partnerships and intermediary organization utilization; (c) The extent to
which experienced and trained staff will direct the key activities of the
grant; (d) The extent to which the design of the proposed project provides
procedures and approaches for collaboration and coordination with key agencies
and organizations and identification of critical roles; (e) The extent to
which the design of the proposed project provides clear understanding and
integration of the Pro-bank framework and resource mapping; (f) The extent
to which the proposed project will be coordinated, including demonstrated
support and commitment from key organizations, employers, and agencies; (g)
The extent to which the applicant encourages involvement of people with
disabilities and their families, experts and organizations, and other relevant
stakeholders in project activities;
3. Sustainability (30 points)
The purpose of the Sustainability criterion is to identify strategies
for ensuring that activities funded under the grant will continue once Federal
funding ceases. Resources and partnerships are an integral element of the
project, as they support and strengthen the quality of the technical skills
training provided and contribute materially toward sustainability.
Sustainability must be an objective built into the project design and ongoing
operation of the project. Projects funded under this SGA will be judged on
their demonstrated ability to leverage a combination of Federal, State, and
local public sector resources, as well as private and local non-profit sector
resources for purposes of sustainability. Accordingly, in this section the
applicant should enumerate these resources, describe any specific existing
contractual commitments, and provide concrete evidence of the likelihood of
continued support after the grant period.
Grantees are expected to use this grant as seed money to develop other
public and private resources in order to ensure sustainability of grant
activities following completion of the funding period. The Department considers
detailed commitments for specific new activities as more important than
promises of in-kind supports in showing sustained support for the project.
Grants recently received from another agency can be discussed in the proposal,
but the applicant should be precise about which activities precede this grant
and which will occur because of this grant.
[[Page 35728]]
In evaluating the quality of the plan for sustainability, the
Department considers the following factors to be of particular importance:
(a) The extent to which the proposed project is designed to build
capacity and yield results that will extend beyond the period of this
grant; (b) The likelihood that use of the Pro-Bank framework will serve as
a basis for continuous improvement of the state's youth service
infrastructure; (c) The likelihood of the applicant successfully securing
state ownership and participation in these projects when these grant funds
cease; and (d) The extent to which partnerships with outside entities
(including public and private disability and faith-based and community
organizations) and funding from additional Federal, State, and/or local
resources will be effectively leveraged and utilized in continuing activities
after the expiration of the grant. Letter from the Governor. A letter from the
Governor or functionally equivalent entity reflecting support of the
applicant's proposal will be viewed favorably. If a letter from the Governor is
not feasible, the application may include a letter from the head of an
appropriate State agency.
Other Letters of Commitment. Applicants may also include letters of
support from other relevant State agencies if they provide specific commitments
regarding the application to this solicitation. Such letters can increase an
applicant's score by showing that the commitments in the text of the proposal
are grounded with actual commitments. Form letters will be considered
non-responsive.
4. Management and Outcomes (25 points)
The purpose of the Management and Outcomes criterion is to determine
whether the applicant has developed an adequate management plan to effectively
carry out the objectives and scope of the proposed project on time and within
budget, to describe the predicted outcomes resulting from activities funded
under this SGA, and to identify how the results of the evaluation(s) conducted
using the Pro-Bank framework and data already being collected from multiple
service sectors (e.g., workforce development, education, etc.) will be used to
determine success.
Applicants should provide a detailed management plan that identifies
the critical activities, time frames and responsibilities for effectively
implementing the project, including the evaluation process for assuring
successful implementation of grant objectives. A description should be provided
of the plan to use data already being collected across services sectors to
identify the demographic characteristics of youth with disabilities served in
the applicant's state as a result of grant activities, as well as to identify
the types of activities being conducted, and to determine program outcomes
(e.g., post-secondary education, employment, independent living, etc.). This
data is then to be compared with comparable data on students with and without
disabilities not participating in the grant project(s).
In addition, applicants should outline the strategy for documenting and
reporting the activities undertaken during the life of the grant for ODEP's
future use in working with other grantees and constituencies.
In evaluating the management and outcome criteria, the Department
considers the following factors to be of particular importance:
(1) The extent to which the goals, objectives, and outcomes to be
achieved are clearly specified and measurable; (2) The extent to which the
design of the proposed project features innovative methods for developing new
sites and/or strengthening existing sites; (3) The extent to which the
proposal incorporates the cross-agency, multi-year state plan in part VII,
Government Requirements/Statement of Work, section 2, Comprehensive Service
Strategy; (4) The extent to which the proposed budget and narrative
justification are adequate to support the proposed project; (5) The extent
to which performance feedback and continuous improvement are integral to the
design of the proposed project; (6) The extent to which the methods of
evaluation are thorough, feasible, and appropriate to the goals, objectives,
context, and outcomes of the proposed project; (7) The extent to which
the methods of evaluation provide for examining the effectiveness of project
implementation strategies; (8) The extent to which the methods of
evaluation include the use of objective performance measures that are clearly
related to the intended outcomes of the project and will produce quantitative
and qualitative data; (9) The extent to which the evaluation will provide
information to other programs about effective strategies suitable for
replication or testing in other settings; (10) The extent to which the
methods of evaluation measure, in both quantitative and qualitative terms,
program results and satisfaction of people with disabilities; (11) The
extent to which the management plan for project implementation is likely to
achieve the objectives on time and within budget; (12) The adequacy of
mechanisms for ensuring high-quality products and services from the proposed
project; and (13) The extent to which the time commitments of the state
director and other key project personnel are appropriate and adequate to meet
the objectives of the proposed project.
Part VIII. Monitoring and Reporting
Monitoring: Department shall be responsible for ensuring the effective
implementation of each competitive grant project in accordance with the
provisions of this announcement and the terms of the grant award document.
Applicants should assume that Department staff, or their designees, will
conduct on-site project reviews periodically. Reviews will focus on timely
project implementation, performance in meeting the grant's programmatic goals
and objectives, expenditure of grant funds on allowable activities, integration
and coordination with other resources and service providers in the local area,
and project management and administration in achieving project objectives.
Innovative State Alignment Grants for Improving Transition Outcomes may be
subject to other additional reviews at the discretion of the Department.
Reporting: Grantees will be required to submit quarterly financial and
narrative performance reports under the Innovative State Alignment Grants for
Improving Transition Outcomes program as prescribed by OMB Circular A-102 and
A-110, as codified by 29 CFR parts 97. (1) A Quarterly Report will be required
within thirty (30) days of the end of each quarter beginning ninety days from
the award of the grant and is estimated to take five hours to prepare on
average. The form for the Quarterly Report will be provided by ODEP. ODEP will
work with the grantee to help refine the requirements of the report, which
will, among other things, include measures of ongoing analysis for continuous
improvement and customer satisfaction. (2) Financial reporting will be
required quarterly using the on- line electronic reporting system for the
Standard Form 269--Financial Status Report (FSR). (3) A Final Project
Report, including an assessment of project performance and outcomes achieved
will be required
[[Page 35729]]
and is estimated to take twenty hours to complete. This report will be
submitted in hard copy and on electronic disk using a format and following
instructions that will be provided by ODEP. A draft of the final report is due
to the ODEP thirty (30) days before the termination of the grant. The final
report is due to ODEP sixty (60) days following the termination of the
grant.
The Department has established priorities for FY 2003 as noted in the
introduction of part VII--Government Requirements/Statement of Work. Innovative
State Alignment Grants for Improving Transition Outcomes grantees will be
expected to support these priorities. ODEP may arrange for and conduct an
independent evaluation of the outcomes, impacts, and accomplishments of each
funded project. Grantees must agree to make available records on all parts of
project activity, including participant post secondary and employment data, and
to provide access to personnel, as specified by the evaluator(s), under the
direction of ODEP. This independent evaluation is separate from the ongoing
evaluation for continuous improvement required of the grantee for project
implementation. Grantees must also agree to collaborate with other research
institutes, centers, studies, and evaluations that are supported by DOL and
other relevant Federal agencies, as appropriate. Finally, Grantees must agree
to actively utilize the programs sponsored by the ODEP, including the Job
Accommodation Network, (http://www.jan.wvu.edu),
and the Employer Assistance Referral Network (http://www.earnworks.com).
Part IX. Review Process and Evaluation Criteria
All applications will be reviewed for compliance with the requirements
of this notice. A careful evaluation of applications will be made by a
technical review panel, which will evaluate the applications against the rating
criteria listed in this SGA. The panel results are advisory in nature and not
binding on the Grant Officer. The Department may elect to award grants either
with or without discussion with the applicant. In situations without
discussions, an award will be based on the applicant's signature on the SF 424,
which constitutes a binding offer. The Grant Officer may consider any
information that is available and will make final award decisions based on what
is most advantageous to the Government, considering factors such as:
Panel findings; Geographic distribution of the competitive applications
and the currently existing Youth Innovative Grants (NAPA and San Diego, CA;
Kapolei, HI; Chicago, IL; Greenfield, IN; Wheaton, MD; Detroit, MI;
Bloomington, MN; Jackson, MS; New York, NY; Oklahoma City, OK; Portland, OR;
Philadelphia, PA; Falls Church, VA; and Seattle, WA); and Availability of
funds.
Part X. Administration Provisions
I. A. Administrative Standards and Provisions
Grantees are strongly encouraged to read these regulations before
submitting a proposal. The grants awarded under this SGA shall be subject to
the following as applicable:
[sbull] 29 CFR part 95--Grants and Agreements With Institutions of
Higher Education, Hospitals, and Other Non-Profit Organizations, and With
Commercial Organizations, Foreign Governments, Organizations Under the
Jurisdiction of Foreign Governments, and International Organizations.
[sbull] 29 CFR part 96-- Audit Requirements for Grants, Contracts, and Other
Agreements. [sbull] 29 CFR part 97--Uniform Administrative Requirement for
Grants and Cooperative Agreements to State and Local Governments.
II. B. Allowable Costs
Determinations of allowable costs shall be made in accordance with the
following Federal cost principles as applicable:
[sbull] State and Local Government--OMB Circular A-87. [sbull]
Nonprofit Organizations--OMB Circular A-122. [sbull] Profit-Making
Commercial Firms--48 CFR part 31. Profit will not be considered an allowable
cost in any case.
III. C. Grant Assurances
As a condition of the award, the applicant must certify that it will
comply fully with the nondiscrimination and equal opportunity provisions of the
following laws:
[sbull] 29 CFR part 31--Nondiscrimination in Federally-assisted
programs of the Department of Labor, effectuation of title VI of the Civil
Rights Act of 1964. [sbull] 29 CFR part 32--Nondiscrimination on the Basis
of Disability in Programs and Activities Receiving or Benefiting from
Federal Assistance. (Implementing section 504 of the Rehabilitation Act, 29
U.S.C. 794). [sbull] 29 CFR part 36--Nondiscrimination on the Basis of Sex
in Education Programs or Activities Receiving Federal Financial
Assistance. (Implementing title IX of the Education Amendments of 1972, 20
U.S.C. 1681 et seq.).
Signed in Washington, DC this 10th day of June, 2003. Lawrence J.
Kuss, Grant Officer. Appendix A. Application for Federal Assistance,
Form SF 424 Appendix B. Budget Information Sheet, Form SF 424A Appendix
C. Assurances and Certifications Signature Page Appendix D. Survey on
Ensuring Equal Opportunity
BILLING CODE 4510-CX-P
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[FR Doc. 03-15115 Filed 6-13-03; 8:45 am]
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