foa-eta-15-08.pdf

U.S. DEPARTMENT OF LABOR

Employment and Training Administration

Notice of Availability of Funds and Funding Opportunity Announcement for Disability Employment Initiative Cooperative Agreements

Announcement Type: Initial

Funding Opportunity Number: FOA-ETA-15-08

Catalog of Federal Domestic Assistance (CFDA) Number: 17.283

Key Dates: The closing date for receipt of applications under this Announcement is June 11, 2015. Applications must be received no later than 4:00:00 p.m. Eastern Time.

Addresses: Mailed applications must be addressed to:

U.S. Department of Labor Employment and Training Administration, Office of Grants Management Attention: Donna Kelly, Grant Officer Reference FOA-ETA-15-08 200 Constitution Avenue, NW, Room N4716 Washington, DC 20210

For complete application and submission information, including online application instructions, please refer to Section IV.

EXECUTIVE SUMMARY:

The Employment and Training Administration (ETA), U.S. Department of Labor (DOL, or the Department, or we), announces the availability of approximately $15 million in grant funds authorized by Section 169, subsection (b), of the Workforce Innovation and Opportunity Act (WIOA). We expect to fund approximately 8 cooperative agreements to state workforce agencies, ranging from $1.5 million to $2.5 million each. Applicants may apply for up to $2.5 million.

I. FUNDING OPPORTUNITY DESCRIPTION

A. PROGRAM PURPOSE

This announcement solicits applications for Round VI of the Disability Employment Initiative (DEI). The purpose of this program is to provide funding to expand the capacity of American Job Centers (AJCs) to improve employment outcomes of individuals with disabilities

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(including those with significant disabilities). The DEI plans to accomplish this by increasing their participation in career pathways systems and successful existing programs in the public workforce system in partnership with community colleges and other education partners, human services, businesses, and other partners. These career pathways systems are capitalizing on the flexibility that the career pathways model provides to use innovative service delivery strategies. Grantees will use their award to support job-driven approaches in their pre-existing career pathway systems and programs to equip individuals with disabilities with the skills, competencies, and credentials necessary to help them obtain in-demand jobs, increase earnings, and advance their careers.

To develop America's talent to meet the recruitment and retention needs for the 21st century workforce, the public workforce system must include individuals with disabilities in its strategies to serve both of its customers -- jobseekers and businesses. Individuals with disabilities continue to be disproportionately long-term unemployed, underemployed, and living in poverty. As of October 2014, the unemployment rate of individuals with disabilities was 11.3 percent, compared to 5.3 percent for individuals without disabilities. The labor force participation rate of individuals with disabilities was 20.0 percent compared to 68.8 percent for individuals without disabilities, and people with disabilities are underrepresented in 16 of the 20 fastest growing occupations.1

On July 22, 2014, President Obama signed into law Workforce Innovation and Opportunity Act (WIOA), Pub. L. 113-128. Title I of WIOA supersedes the Workforce Investment Act of 1998 (WIA) and Title II of WIOA supersedes the Adult Education and Family Literacy Act. Titles III and IV of WIOA also amend the Rehabilitation Act of 1973 and the Wagner-Peyser Act (W-P) respectively. Congress passed WIOA, the first legislative reform of the public workforce system in more than 15 years, by a wide bipartisan majority. In doing so, Congress reaffirmed the role of American Job Centers (AJCs) as cornerstones of the public workforce investment system and the importance of integrating employment, education, and training programs. In recent years, over 20 million people annually turn to these programs to obtain good jobs and a pathway to the middle class. WIOA continues to advance services to these job seekers and businesses by requiring a comprehensive integrated and streamlined system that develops pathways to prosperity for all.

A number of provisions in WIOA emphasize and increase the requirements for the general workforce development system and the AJCs to meet the needs of jobseekers with disabilities, increase their access to high-quality workforce services, and to prepare them for competitive integrated employment leading to economic self-sufficiency. DEI strategies advance several WIOA areas of focus. For instance, WIOA emphasizes coordination and collaboration and the blending and braiding of resources to leverage funding for individuals with disabilities. The

1 Bureau of Labor Statistics (2014). Table A-6, Employment status of the civilian population by sex, age, and disability status, not seasonally adjusted. Retrieved November 24, 2014 from http://www.bls/gov/news.release/empsit.t06.htm.

See also Economic Picture of the Disability Community Project, Key Points on Disability and Occupational Projections, a joint initiative between the Department of Labor’s Office of Disability Employment Policy, Employment and Training Administration, Chief Economist, Office of the Secretary, and the White House Council of Economic Advisors. Available at: http://www.dol.gov/odep/pdf/20141022-KeyPoints.pdf.

- 2 -http://www.bls/gov/news.release/empsit.t06.htm http://www.dol.gov/odep/pdf/20141022-KeyPoints.pdf

DEI grantees are required to leverage resources from the WIOA "core programs" as well as other program and partner resources.

(WIOA designates four "core programs" in the workforce development system: WIOA Title 1- B Programs - Youth Employment and Training, Adult Employment and Training, Dislocated Worker Employment and Training; WIOA Title II -Basic Education for Adults; WIOA Title III- W-P Employment Services; and WIOA Title IV-Vocational Rehabilitation (VR) Services.) WIOA requires state workforce development boards to develop strategies to support career pathways, including for individuals with disabilities, to enter and retain employment. DEI invests in the important connection between the business sector, education, career preparation, and career pathways. WIOA requires that certification of one-stop centers include an assessment of physical and programmatic accessibility; DEI grantees are expected to become leaders in accessibility. DEI implements the WIOA call to expand the capacity of the public workforce system to serve individuals with disabilities and other multiple barriers to employment to advance integrated employment of individuals with disabilities. The DEI projects will be vehicles for driving the implementation of several of the WIOA provisions around disability. The information learned from the DEI projects will provide effective strategies for the public workforce system/AJC network to promote competitive, integrated employment of individuals with disabilities, including those with significant disabilities.

This Funding Opportunity Announcement (FOA) builds upon the DEI that the Department has funded since 2010. Through this FOA, the Department plans to support the development of job-driven, innovative, integrated, flexible, and universally-designed service delivery strategies in existing career pathways systems and programs. The Department believes that such development will increase the participation of individuals with disabilities in career pathways systems and programs. Since 2010, the Department has awarded over $95 million through the DEI to 37 state workforce agencies (WIA-administering entities) in 26 states under the DEI to improve the education, training, and employment outcomes of youth and adults with disabilities by refining and expanding already identified successful workforce strategies. Starting in 2014, DOL required Round V DEI grantees to increase the participation of youth and adults with disabilities in existing career pathway systems and programs implemented in the AJCs. DOL awarded six Round V DEI grants in California, Illinois, Kansas, Massachusetts, Minnesota, and South Dakota.

The career pathways approach complements strategies implemented under the DEI by focusing on:

• Developing partnerships and collaboration across multiple service delivery systems;

• Blending and braiding of funds to leverage resources;2

• Providing flexible opportunities and access to training and employment of persons, including low-income youth and adults with disabilities and other multiple challenges to employment; and

• Creating systemic change.

2 For the purposes of this FOA, the term “blended funding” describes mechanisms that pool dollars from multiple sources and make them, in some ways, indistinguishable. “Braided funding” uses similar mechanisms, but the funding streams remain separate.

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The objectives of the Round VI DEI are to use the services of the AJCs, in partnerships with educational institutions, businesses, and other workforce system stakeholders, to achieve the following individual, program, and system level goals:

• Improve the employment outcomes of individuals with disabilities, including those with significant disabilities, who are unemployed, underemployed, or receiving Social Security disability benefits, by refining and expanding services available through the AJCs to connect them to existing successful career pathways programs;

• Provide more and diversified job-driven training opportunities for individuals with disabilities, including work-based training approaches such as on-the-job training, summer youth employment, Registered Apprenticeships, internships, and other paid work experience;

• Increase the number of individuals with disabilities who earn credentials, including high school diplomas, industry-recognized certificates, and two- and four-year postsecondary degrees, that enable them to compete for employment along a career pathway in high-demand and emerging occupations;

• Facilitate academic and employment transitions, including among individuals who may have low literacy and skills proficiency or other challenges to employment;

• Incorporate flexible approaches to designing and providing training, supportive services, and innovative workplace strategies that fit the schedule, learning styles, and life circumstances of all participants, including individuals with disabilities;

• Test customized employment services strategies within the public workforce system to help jobseekers with significant disabilities participate in career pathways programs;

• Build effective community partnerships and collaborations across multiple service delivery systems that leverage public and private resources to improve services to individuals with disabilities;

• Promote more active engagement with the business sector to identify the skills and support that workers with disabilities need and to better communicate these needs to the workforce system and its partners, education and training providers, job seekers, and state decision-makers;

• Promote and document the effective “blending” and “braiding” of resources and cost-sharing across systems to increase and improve services to individuals with disabilities;

• Create systemic change by establishing partnerships, processes, policies, and programs that better connect education, training, workforce, and supportive services to improve employment outcomes of individuals with disabilities in existing career pathways programs; and

• Strengthen the connection between the AJCs and VR state grants through co-location, joint training, and other partnership activities.

a) Career Pathways Strategies Building career pathways systems has emerged as a promising strategy to help individuals of all skill levels, including those with disabilities, to complete the education and training they

- 4 -need to attain industry-recognized credentials and family-sustaining employment.3 The career pathways approach aligns the programs and objectives of education, training, health and human services, and the public workforce system to meet the training needs of students, jobseekers, and workers, and the skill requirements of businesses in in-demand industries and occupations.

A career pathway is a series of articulated educational and training programs and services that enable adults and youth, often while they are working, to advance over time to successively higher levels of education and employment in a given industry or occupational sector. Career pathways target jobs in high-demand industries in the local economies. They are designed to create both an avenue of advancement for workers, jobseekers, and new labor market entrants, as well as a supply of qualified workers for local and regional businesses. An important component of career pathways programs is the Individual Learning Plan (ILP), which is both a document and a process used to identify and define career goals and postsecondary plans and to inform decision-making regarding course selection and other educational requirements.

The United States Departments of Education, Health and Human Services, and Labor issued a joint letter in April 2012 supporting career pathways implementation.4 Consistent with the letter, the following definitions are used for the purposes of this FOA:

Career pathways are a series of connected education and training strategies and support services that enable individuals to secure industry relevant certifications and obtain employment within an occupational area and to advance to higher levels of future education and employment in that area.

A career pathways program is a single training initiative that contains one or more of the following essential components:

1) Rigorous, sequential, connected, and efficient curricula that integrate basic education and occupational skills training;

2) Multiple entry and exit points;

3) Comprehensive support services, including career counseling, child care, and transportation;

4) Financial supports or flexibility to enable individuals to meet their ongoing financial needs and obligations during program participation;

3 Recent studies, including The Tipping Research-Building Pathways to Success for Low-Skilled Adult Students: Lessons for Community College Policy and Practice from the Longitudinal Student Tracking Study, Washington State Board for Community and Technical College; " (http://67.205.94.182/publications/low-skill-adults-policy.html) and Tuning into Labor Market: Findings from the Sectoral Employment Impact Study, Public/Private Venture)Ventures (http://ppv.issuelab.org/resource/tuning_in_to_local_labor_markets_findings_from_the_sectoral_employment_impa ct_study), document that career pathways systems offer an effective approach to improving the skills, knowledge, and credential attainment of America's workers to meet the skill shortages of business.

4 For more information, refer to Training and Employment Notice No. 36-11, http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=3536.

- 5 -http://ppv.issuelab.org/resource/tuning_in_to_local_labor_markets_findings_from_the_sectoral_employment_impact_study http://ppv.issuelab.org/resource/tuning_in_to_local_labor_markets_findings_from_the_sectoral_employment_impact_study http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=3536

5) Specific focus on local workforce needs, aligned with the skill needs of targeted industry sectors important to local, regional, or state economies and reflective of the active engagement of businesses;

6) Curricula and instructional strategies appropriate for youth and adults that make work a central context for learning and work readiness skills; and

7) Offer credit for prior learning and other strategies that accelerate the educational and career advancement of the participant.

A career pathways system is a series of connected education and training strategies and support services that enable individuals to secure industry relevant certification and obtain employment within an occupational area, established through the alignment of secondary and postsecondary education with workforce development systems and human services at the local, regional, or state level.

When building a successful career pathways system, applicants must consider the following six key elements5:

1) Build cross-agency partnerships

2) Identify sector or industry and engage business

3) Design education and training programs

4) Identify funding needs and sources

5) Align policies and programs

6) Measure systems change and performance

a. Credential Attainment One key component of career pathways programs is the attainment of industry-recognized credentials. According to Training and Employment Guidance Letter No. 15-10, Increasing Credential, Degree, and Certificate Attainment by Participants of the Public Workforce System," credentials within the context of workforce development generally, refers to an attestation of qualification or competence issued to an individual by a third party (such as an educational institution or an industry or occupational certifying organization) with the relevant authority or assumed competence to issue such a credential.” There are many different types of credentials, including educational diplomas, certificates and degrees, Registered Apprenticeship certificates, occupational licenses, personnel certifications from industry and other professional associations, and other skill sets or competencies within one or more industries or occupations. Credentials attained through a career pathways program should be industry-recognized, portable, targeted to local area in-demand jobs, stackable, and lead to accreditation. A credential is considered “portable” when it is recognized and accepted in multiple geographic areas, educational institutions, industries, or businesses. A credential is considered “stackable” when it is a part of a sequence of credentials that can be accumulated

5 For more detailed information, refer to "Career Pathways Toolkit: Six Key Elements for Success," September, 2011, https://learnwork.workforce3one.org/view/2001135442016073646/info.

- 6 -https://learnwork.workforce3one.org/view/2001135442016073646/info over time to build up an individual's qualifications and help them to move along a career pathway to a different and potentially higher-paying job.6

b. Challenges that Limit the Participation of Individuals with Disabilities in Career Pathways

Programs Individuals with disabilities often lack the opportunity to participate in and benefit from career pathways programs due to the challenges identified below, which can be at the individual, program, or system levels. Although many of these challenges are encountered at multiple levels, they have been placed in the following categories that reflect the group of stakeholders most directly affected in each case:

Individual Challenges

• Need for benefits information/coordination for individuals with disabilities.

• Lack of information about and funds for workplace accommodations for individuals with disabilities.

• Lack of accessible transportation options.

• Lack of individualized learning and planning tools, including Individual Learning Plans

(ILPs), within career pathways programs.

• Reluctance to self-identify as an individual with a disability.

Program Challenges

• Need for career pathways programs to conduct outreach and recruitment of individuals with disabilities.

• Use of assessments by career pathway programs that may inadvertently screen out individuals with disabilities from participation, and the need for integrated alternate assessment processes, if applicable.

• Lack of funds for and knowledge of assistive technology and other disability accommodations (e.g., small classroom sizes to facilitate one-on-one attention, voice-to-speech technologies, learning spaces with minimal distractions, hands-on-activities, or printed lecture notes).

• Need to revise curriculum (e.g., creating curricula that are contextualized to occupational pathways and individual learning styles, or seeding innovation of new delivery formats, such as dual enrollment of learning communities).

• Need for flexibly designed training, support services, and workplace strategies that fit the schedule and life circumstances of all participants, including individuals with disabilities.

• Lack of knowledge of necessary support services and models to facilitate meaningful participation by individuals with disabilities.

• Need to provide increased opportunities for on-the-job training, Registered Apprenticeships, and paid work experiences and to avoid setting requirements/policies for these programs that may inadvertently screen out individuals with disabilities.

6 Refer to Training Employment Guidance Letter (TEGL) No. 15-10, http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=2967.

- 7 -http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=2967

System Challenges

• Lack of knowledge within career pathways systems concerning disability partners, including VR, Mental Health (MH), and Intellectual/ Developmental Disabilities (I/DD).

• Lack of connections between career pathways systems and programs that have a high representation of individuals with disabilities, such as veterans’ programs.

• Lack of awareness within the business community concerning how to recruit individuals with disabilities and of the benefits and return on investment of hiring individuals with disabilities.

• Need to integrate systems changes in service delivery design and in relevant programs serving individuals with disabilities (e.g., establishing policies and procedures, describing use of alternate assessments, or implementing flexibility in training models and service strategies).

• Need to align policies, practices, and leverage funding across systems to expand the capacity of the public workforce system and its partners to provide integrated career pathways programs.

• Need to establish measurable goals that increase the participation of individuals with disabilities in career pathways systems and programs.

• Need to develop strong evaluation methods to determine successful outcomes which can be replicated/expanded to the state's larger workforce system after the grant funding ends.

c. Serving Individuals with Disabilities through Career Pathways and Other Strategies The Department’s previous disability-related grant initiatives facilitated significant improvements in the delivery of services to individuals with disabilities through the public workforce system, including: increased accessibility of the AJCs; improved employment outcomes of individuals with disabilities; expanded capacity to serve individuals with disabilities; trained front-line and partner staff; use of alternate forms of assessment, such as discovery7 for individuals with significant disabilities; and increased partnerships and collaboration. The Department’s career pathways systems initiatives promote a framework for weaving together adult education, job training, and postsecondary education and for connecting those services to businesses' workforce needs. Round VI DEI builds on the previous success of the DEI and other DOL initiatives and seeks to align these investments with existing career pathways efforts to expand access to individuals with disabilities. 8

This solicitation is intended to fund existing career pathway systems and programs, using the six key elements, to increase their services to individuals with disabilities. This FOA does not support the creation of new career pathways systems and programs. The existing career

7 Customized employment uses the "discovery process." According to DOL’s Office of Disability Employment Policy (ODEP), discovery is a process of self-exploration, often facilitated by others, that involves answering questions, reflecting on ideas, and past experiences, and identifying issues and challenges. Identifying a jobseeker's strengths and uncovering their employment-related goals and experiences is the place to start.

8 For additional information on the DEI visit: https://disability.workforce3one.org/page/tag/dei_project; for information on DOL's career pathways programs visit: https://learnwork.workforce3one.org.

- 8 -pathway system and programs may be implemented by the state or by agencies within the state rather than by the Department.

Specifically, this solicitation will fund the following activities:

1) Using the Integrated Resource Team (IRT) approach to bring together public and private sector representatives at the local American Job Center and community level to integrate services and supports, “blend” and “braid” funds, and leverage resources across multiple service delivery systems,

2) Aligning adult and youth career pathways programs with the use of ILPs, discussed previously, which allow the individual to identify and define career goals and postsecondary plans and to make informed decisions regarding course selection and other educational requirements,9

3) Participating as an Employment Network in the Social Security Administration's (SSA) Ticket to Work Program to provide SSA beneficiaries with disabilities with expanded choices regarding services and supports needed to enter, re-enter, or maintain employment and to generate additional funding for service delivery at the AJCs,

4) Fostering partnerships and collaborations at the state and local levels to support the expansion and adaptation of the existing career pathways system to increase participation of individuals with disabilities,

5) Implementing the “Guideposts for Success, a policy and practice framework, which reflects what research identifies as key educational and career development interventions that make a positive difference in the lives of all youth, including youth with disabilities,10

6) Implementing customized employment strategies to identify unmet business needs within a career pathway and negotiate a job placement that satisfies both the job seeker with a significant disability and the business,11

7) Hiring or designating Disability Resource Coordinators or Disability Program Navigators, i.e., dedicated local-level staff with workplace and disability experience and expertise to implement the strategic approach of the applicant's proposal; and

8) Using Universal Design Principles to design service delivery in a way that is most likely to benefit job seekers with a wide range of learning styles, languages, educational levels, intelligences, and abilities, thereby allowing the AJC to meet customers’ needs more efficiently.12

d. Allowable Use of Grant Funds Grantees must use grant funds to implement the grant requirements, and their budgets may include, but are not limited to, the following:

9 For additional information visit: http://lincs.ed.gov/publications/pdf/ImplicationsNTEP_AdultEd.pdf and http://www.ncwd-youth.info/ilp/.

10 For additional information visit: http://www.ncwd-youth.info/topic/guideposts.

11 “Customized employment,” is a flexible process designed to personalize the employment relationship between a job candidate and an employer in a way that meets the needs of both. It is based in an individualized match between the strengths, conditions, and interests of a job candidate and the identified business needs of an employer, http://www.dol.gov/odep/categories/workforce/Customized Employment/what/ 12 For additional information visit: http://www.communityinclusion.org/article.php?article_id=268.

- 9 -http://www.ncwd-youth.info/topic/guideposts http://www.dol.gov/odep/categories/workforce/Customized%20Employment/what/ http://www.communityinclusion.org/article.php?article_id=268

• Staff time to facilitate career pathways partnership building, such as formalizing partnerships through Memoranda of Understanding (MOUs), drafting policies and procedures, consulting with partners, and modifying a state's WIOA state plan;

• Project staff (including subject matter experts or consultants, if reasonable and necessary to the design of the project) required to implement project design;

• Procurement of accommodations, including software upgrades and other assistive technology/equipment, to promote the participation of individuals with disabilities in career pathways programs;

• Curricula revisions;

• Staff time developing and implementing alternate assessment strategies, ILPs, outreach and recruitment to individuals with disabilities, engagement with businesses, and customized employment strategies for adults with significant disabilities;

• Tuition and other training costs, including financial literacy and financial capability training;

• Paid work experience, such as paid internships, Registered Apprenticeships, on-the-job training, and summer youth employment programs; and

• Necessary travel to conduct activities across the state or local workforce development area(s), as well as the travel costs for the state project lead and local area disability resource coordinator(s) to attend one national conference in Washington, D.C.

Grantees may also use DEI funds for other services and program activities for individuals participating, or wanting to access and participate, in career pathways programs (including, but not limited to, employment services, supportive services, case management, or other AJC training services). However, grantees must use WIOA core programs and other program resources to the greatest extent possible to fund training and employment activities and supportive services for participants.

B. PROGRAM AUTHORITY

This program is authorized by Section 169 of WIOA.

II. AWARD INFORMATION

A. AWARD TYPE AND AMOUNT

Funding will be provided in the form of a cooperative agreement.

Approximately $15 million is expected to be available to fund approximately 8 grants. You may apply for a ceiling amount of up to $2.5 million. Awards made under this Announcement are subject to the availability of Federal funds. In the event that additional funds become available, we reserve the right to use such funds to select additional grantees from applications submitted in response to this Announcement.

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The Department intends to award at least one grant in each of three population focus areas:

1) projects that focus on adults (ages 18 and older) with disabilities; 2) projects that focus on youth (ages 14-24) with disabilities; and 3) projects that focus on individuals (ages 14 and older) with significant disabilities. (For purposes of this FOA, individuals with significant disabilities include jobseekers who have physical, sensory, mental, cognitive, intellectual, or developmental disabilities; receive Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI) benefits; and require significant accommodations, supports, and customization of job responsibilities in order to obtain and maintain competitive integrated employment13 at or above minimum wage.)

The Department will provide intensive technical assistance to support the applicant's specific-population focus and other grant-related components.

B. PERIOD OF PERFORMANCE

The period of performance is 42 months with an anticipated start date of October 1, 2015.

This performance period includes all necessary implementation and start-up activities.

III. ELIGIBILITY INFORMATION

A. ELIGIBLE APPLICANTS

The lead applicant must be the state workforce agency (SWA) that is eligible for funding under Title I of WIOA or for funding under the W-P Act. The SWA and its Local Workforce Development Board(s) (LWDB), identified as a required partner for this grant,14 must be involved in existing career pathways systems, programs, and partnerships.

Applicants may also include entities receiving funds under WIA Section 166 grants. An eligible applicant is a tribe, tribal consortium, or tribal non-profit organization that receives funds under WIOA Section 166 Indian and Native American Program.

13 For purposes of this, FOA, “competitive integrated employment” is defined as jobs held by people with disabilities in typical workplace settings where the majority of persons employed are not persons with disabilities, where they earn at least minimum wage, and where they are paid directly by the employer. These individuals may be in jobs without dedicated support, in jobs in which they are supported to learn and perform tasks that are associated with a standard job description, or in customized employment.

14 The Workforce Innovation and Opportunity Act (“WIOA”, Public Law 113-128) was signed into law on July 22, 2014.

Most provisions of WIOA become effective July 1, 2015. Grants awarded under this FOA are authorized by WIOA, and the terms of WIOA will apply to these grants for the life of the grants. Under section 107 of WIOA, the entities called “local workforce investment boards” under WIA are called “local workforce development boards” under WIOA and constituted under slightly different requirements. We understand that states are in the process of establishing their WIOA local workforce development boards (LWDBs). For purposes of this grant, the responsibilities required of the LWDB as a required partner can also be fulfilled by a local workforce investment board, and we expect that once the LDWB is fully established, it will take over those responsibilities from the local workforce investment board

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States that received DEI Round V funds are not eligible for funding under this FOA.

B. REQUIRED PARTNERSHIPS

For this FOA, the applicant must show substantial commitment and involvement from the following required partners, as documented by a letter of commitment (see Section IV.B.4 Attachments to Project Narrative for more information about letters of commitment):

1) One or more LWDBs;

2) One or more community college(s), technical institution(s), or four-year colleges/universities that will provide the education and training activities under the grant;

3) One or more businesses or industry partners (such as business membership associations or Chambers of Commerce) that will: participate in: defining the program strategies and goals; providing specific resources to support education and training;

providing work-based learning opportunities; or implementing innovative employment strategies, when appropriate;

4) One or more public state-level agency(ies) that serve individuals with disabilities (the VR Agency and/or other disability-focused agency(ies)); and

5) For projects that target youth, one or more local education agency(ies) (LEA) to facilitate the development of secondary, post-secondary, and career training.

C. COST SHARING OR MATCHING

Cost sharing or matching funds are not required for this program. Please note that any resources contributed to the project are considered leveraged resources and do not constitute cost sharing or matching funds. More information on leveraged resources may be found in Section IV.B.2. Applications that include any form of cost sharing or match will not receive additional consideration during the review process. Cost sharing or match is not one of the application screening criteria.

D. OTHER INFORMATION

1. Application Screening Criteria You should use the checklist below as a guide when preparing your application package to ensure that the application has met all of the screening criteria. Note that this checklist is only an aid for applicants and should not be included in the application package. We urge you to use this checklist to ensure that your application contains all required items. If your application does not meet all of the screening criteria, it will not move forward through the merit review process.

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Application Requirement Instructions Complete?

The deadline submission requirements are met Section IV.C

If submitted through Grants.gov, the components of the application are saved in any of the specified formats and are not corrupt.

(We will attempt to open the document, but will not take any additional measures in the event of problems with opening.)

Section IV.C

Application does not exceed the ceiling amount of $2.5 million Section II.A

Applicant has registered with SAM and maintains an active account Section IV.B.1

Signed SF-424, Application for Federal Assistance Section IV.B.1

Signed SF-424 includes a DUNS Number Section IV.B.1

SF-424A, Budget Information Form Section IV.B.2

Budget Narrative Section IV.B.2

Project Narrative Section IV.B.3

Abstract Section IV.B.4

2. Number of Applications To Be Submitted Multiple applications from an agency are allowed, but applicants may submit only one

(1) application for each population focus area described in Section II.A. If the same agency submits multiple applications for the same population focus area, the most recent application submitted will be accepted. If the most recent application is disqualified for any reason, we will not replace it with an earlier application.

3. Eligible Participants

a) Participants Eligible to Receive Training These projects will serve individuals with disabilities. The Department will not define disability for this FOA, nor ask for documentation of the individual participant's disability.

b) Veterans’ Priority for Participants 38 U.S.C. 4215 requires grantees to provide priority of service to veterans and spouses of certain veterans for the receipt of employment, training, and placement services in any job training program directly funded, in whole or in part, by DOL. The regulations implementing this priority of service can be found at 20 CFR Part 1010. In circumstances where a grant recipient must choose between two qualified candidates for a service, one of whom is a veteran

- 13 -or eligible spouse, the veterans’ priority of service provisions require that the grant recipient give the veteran or eligible spouse priority of service by first providing him or her that service. To obtain priority of service, a veteran or spouse must meet the program’s eligibility requirements. Grantees must comply with DOL guidance on veterans’ priority. ETA’s Training and Employment Guidance Letter (TEGL) No. 10-09 (issued November 10, 2009) provides guidance on implementing priority of service for veterans and eligible spouses in all qualified job training programs funded in whole or in part by DOL. TEGL No. 10-09 is available at http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=2816.

IV. APPLICATION AND SUBMISSION INFORMATION

A. HOW TO OBTAIN AN APPLICATION PACKAGE

This FOA, found at www.Grants.gov and http://www.doleta.gov/grants/find_grants.cfm, contains all of the information and links to forms needed to apply for grant funding.

Applicants should note that hyperlinks to portions of the FOA are included in various parts of the Announcement. Applicants are required to comply with all parts of the FOA, including those parts found at the hyperlinks.

B. CONTENT AND FORM OF APPLICATION SUBMISSION

Applications submitted in response to this FOA must consist of four separate and distinct parts: (1) the SF-424 “Application for Federal Assistance;” (2) Project Budget; (3) Project Narrative; and (4) attachments to the Project Narrative. It is your responsibility to ensure that the funding amount requested is consistent across all parts and sub-parts of the application.

1. SF-424, “Application for Federal Assistance” You must complete the SF-424, “Application for Federal Assistance” (available at http://apply07.grants.gov/apply/FormLinks?family=15). The SF-424 must clearly identify the applicant and must be signed by an individual with authority to enter into a grant agreement. Upon confirmation of an award, the individual signing the SF-424 on behalf of the applicant is considered the Authorized Representative of the applicant.

As stated in block 21 of the SF-424 form, signature of the Authorized Representative on the SF-424 certifies that the organization is in compliance with the Assurances and Certifications form SF-424B (available at http://apply07.grants.gov/apply/FormLinks?family=15). The SF-424B is not required to be submitted with the application.

- 14 -http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=2816 http://apply07.grants.gov/apply/FormLinks?family=15

In addition, the applicant’s Authorized Representative’s signature in block 21 of the SF- 424 form constitutes assurance by the applicant of compliance with the following requirements in accordance with 29 CFR 37.20.

As a condition to the award of financial assistance from the Department under Title I of the Workforce Innovation and Opportunity Act15 , the grant applicant assures that it will comply fully with the nondiscrimination and equal opportunity provisions of the following laws: Section 188 of the WIOA, which prohibits discrimination against all individuals in the United States on the basis of race, color, religion, sex, national origin, age, disability, political affiliation or belief, and against beneficiaries on the basis of either citizenship/status as a lawfully admitted immigrant authorized to work in the United States or participation in any WIOA Title I—financially assisted program or activity; Title VI of the Civil Rights Act of 1964, as amended, which prohibits discrimination on the bases of race, color and national origin; Section 504 of the Rehabilitation Act of 1973, as amended, which prohibits discrimination against qualified individuals with disabilities; The Age Discrimination Act of 1975, as amended, which prohibits discrimination on the basis of age; and Title IX of the Education Amendments of 1972, as amended, which prohibits discrimination on the basis of sex in educational programs. The grant applicant also assures that it will comply with WIOA’s implementing regulations when they are promulgated and all other regulations implementing the laws listed above. This assurance applies to the grant applicant's operation of the WIOA Title I-financially assisted program or activity, and to all agreements the grant applicant makes to carry out the WIOA Title I-financially assisted program or activity. The grant applicant understands that the United States has the right to seek judicial enforcement of this assurance.

Requirement for DUNS Number All applicants for Federal grant and funding opportunities are required to have a DUNS number, and must supply their DUNS Number on the SF-424. The DUNS Number is a nine-digit identification number that uniquely identifies business entities. If you do not have a DUNS Number, you can get one for free through the D&B website:

http://fedgov.dnb.com/webform/displayHomePage.do. As authorized under 2 CFR 25, grant recipients authorized to make subawards must be aware of the following requirements related to DUNS Numbers:

• Grant recipients must notify potential subawardees that no entity may receive a subaward from you unless the entity has provided its DUNS number to you.

• Grant recipients may not make a subaward to an entity unless the entity has provided its DUNS number to you.

15 As stated above in footnote 14, grants awarded under this FOA are authorized by WIOA, and the terms of WIOA will apply to these grants for the life of the grants. Please note that in addition to the provisions of WIOA, grantees will also be subject to WIOA’s implementing regulations when they are finalized and promulgated. Regulations implementing section 188 of WIOA are due to be promulgated in summer of 2015.

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Requirement for Registration with SAM Applicants must register with the System for Award Management (SAM) before submitting an application. Instructions for registering with SAM can be found at https://www.sam.gov/portal/public/SAM/#1. A recipient must maintain an active SAM registration with current information at all times during which it has an active Federal award or an application under consideration. To remain registered in the SAM database after the initial registration, the applicant is required to review and update the registration at least every 12 months from the date of initial registration or subsequently update its information in the SAM database to ensure it is current, accurate, and complete. For purposes of this paragraph, the applicant is the entity that meets the eligibility criteria and has the legal authority to apply and to receive the award.

2. Project Budget You must complete the SF-424A Budget Information Form (available at http://apply07.grants.gov/apply/FormLinks?family=15). In preparing the Budget Information Form, you must provide a concise narrative explanation to support the budget request, explained in detail below.

Budget Narrative: The budget narrative must provide a description of costs associated with each line item on the SF-424A. It should also include a description of leveraged resources provided (as applicable) to support grant activities.

Use the following guidance for preparing the budget narrative:

a. Personnel – List all staff positions by title (both current and proposed). Give the annual salary of each position, the percentage of each position’s time devoted to the project, the amount of each position’s salary funded by the grant, and the total personnel cost for the period of performance.

b. Fringe Benefits – Provide a breakdown of the amounts and percentages that comprise fringe benefit costs such as health insurance, FICA, retirement, etc.

c. Travel – Specify the purpose, mileage, per diem, estimated number of in-state and out-of-state trips, and other costs for each type of travel.

d. Equipment – Identify each item of equipment to be purchased which has an estimated acquisition cost of $5,000 or more per unit (or if your capitalization level is less than $5,000, use your capitalization level) and a useful lifetime of more than one year (see 2 CFR 200.33 for the definition of Equipment). List the quantity and unit cost per item. Items with a unit cost of less than $5,000 are supplies. In general, we do not permit the purchase of equipment during the last funded year of the grant.

e. Supplies – Supplies include all tangible personal property other than “equipment”

(see 2 CFR 200.94 for the definition of Supplies). The detailed budget should

- 16 -https://www.sam.gov/portal/public/SAM/%231 identify categories of supplies (e.g. office supplies). List the quantity and unit cost per item.

f. Contractual – Identify each proposed contract and specify its purpose and estimated cost. If applicable, identify any subrecipient agreements, including purpose and estimated costs. See Section VI.B.2.f. for more information on the distinction between contractor and subrecipient.

g. Construction – Construction costs are not allowed and this line must be left as zero.

Minor alterations to adjust an existing space for grant activities (such as a classroom alteration) may be allowable. We do not consider this as construction and the costs must be shown on other appropriate lines such as Contractual.

h. Other – List each item in sufficient detail for us to determine whether the costs are reasonable or allowable. List any item, such as stipends or incentives, not covered elsewhere here.

i. Indirect Costs – If indirect costs are included in the budget, then include either, a) the approved indirect cost rate with a copy of the Negotiated Indirect Cost Rate Agreement (NICRA), a description of the base used to calculate indirect costs along with the amount of the base, and the total indirect costs requested, or b) if you meet the requirements to use the 10% de minimis rate as described in 2 CFR 200.414(f), then include a description of the modified total direct costs base (see 2 CFR 200.68 for definition) used in the calculation along with the amount of the base, and the total indirect costs requested based on the 10% de minimis rate. See Section IV.B.4. and Section IV.E.1. for more information. Additionally, the following link contains DOL-specific information:

http://www.dol.gov/oasam/boc/dcd/index.htm.

Note that the entire Federal grant amount requested (not just one year) must be included on the SF-424, SF-424A, and budget narrative.

No leveraged resources should be shown on the SF-424 and SF-424A. Leveraged resources should be described in the budget narrative. The requested Federal grant amount listed on the SF-424, SF-424A, and budget narrative must be the same. The funding amount included on the SF-424 will be considered the official funding amount requested if any inconsistencies are found.

3. Project Narrative

a) Preparing the Project Narrative

• The Project Narrative must demonstrate your capability to implement the grant project in accordance with the provisions of this Announcement. It provides a comprehensive framework and description of all aspects of the

- 17 -http://www.dol.gov/oasam/boc/dcd/index.htm proposed project. It must be succinct, self-explanatory, and well organized so that reviewers can understand the proposed project.

• The Project Narrative is limited to 30 double-spaced single-sided 8.5 x 11 inch pages with Times New Roman 12 point text font and 1 inch margins. Any materials beyond the specified page limit will not be read or considered in the application review process. You must number the Project Narrative beginning with page number 1.

The following instructions provide all of the information needed to complete the Project Narrative. You should carefully read and consider each section, and include all required information in your Project Narrative. The Project Narrative will be evaluated using the evaluation criteria identified in Section V.A. You must use the same section headers identified below for each section of the Project Narrative:

(1) Statement of Need Applicants must describe, in both quantitative and qualitative terms, the need for the grant award. Each applicant must identify one of the three populations focus areas described in Section II.A, identifying and providing a justification for the needs of this population with respect to obtaining education, and training, participating in career pathways programs, and entering employment.