FOA-ETA-18-07.pdf

U.S. DEPARTMENT OF LABOR

Employment and Training Administration

NOTICE OF AVAILABILITY OF FUNDS AND FUNDING OPPORTUNITY

ANNOUNCEMENT FOR:

Veterans Accelerated Learning for Licensed Occupations Project

ANNOUNCEMENT TYPE: Initial

FUNDING OPPORTUNITY NUMBER: FOA-ETA-18-07

CATALOG OF FEDERAL DOMESTIC ASSISTANCE (CFDA) NUMBER: 17.207

KEY DATES: The closing date for receipt of applications under this Announcement is May 14, 2018. We must receive applications no later than 4:00:00 p.m. Eastern Time.

ADDRESSES: Address mailed applications to:

The U.S. Department of Labor Employment and Training Administration, Office of Grants Management Attention: Melissa Abdullah, Grant Officer Reference FOA-ETA-18-07 200 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 $4,500,000 in grant funds authorized by the FY 2017 Consolidated Appropriations Act, as clarified by language and instructions set forth in House Report 114-699 and Senate Report 114-274 for a Veterans Accelerated Learning for Licensed Occupations project. We expect to fund approximately three cooperative agreements (as defined in 2 CFR 200.24) to partnerships (as defined below in Section III.A.) to help increase and expedite attainment of state occupational licenses by veterans and transitioning servicemembers (TSM). Applicants may apply for up to $1.5 million of funding. Cost sharing is not required. Applicants may only submit one application.

I. FUNDING OPPORTUNITY DESCRIPTION

A. PROGRAM PURPOSE

This announcement solicits applications for a Veterans Accelerated Learning for Licensed Occupations project. The purpose of this program is to increase and expedite attainment of state occupational licenses by veterans and TSM. The project aims to accomplish this by identifying gaps between military education and training in specific military occupations as compared to the education required for related licensed civilian occupations. For example, credit recommendations sometimes identify military education as equivalent to 1 or 2 credits of a 3-credit course—leaving gaps that are portions of courses. Where these identified gaps represent portions of multiple required courses the project will develop a bridge curriculum, as open educational resources, to address those gaps such that veterans can enter and complete a program of study required to obtain a state license needed to achieve their career objectives. Furthermore, the project seeks to identify instances in which civilian education programs can waive required courses by awarding credit for military training or giving veterans and TSM advanced standing within an existing training program.

This FOA will provide funding for new projects that build on an earlier demonstration project funded by DOL, with participation by six states, focused on veteran’s occupational licensure, and certification. The final report, Veterans’ Licensing and Certification Demonstration: A Summary of State Experiences, Preliminary Findings, and Cost Estimates, published in September 2015, identified a number of challenges and potential strategies, as discussed below. Successful applicants will build on the foundation of the issues, challenges, and strategies identified in the previous demonstration to support the development and wide dissemination of appropriate accelerated educational and licensing programs as described below.

Background

Military servicemembers on active duty are the beneficiaries of extensive training that prepares them to perform in a range of occupational specialties. Some of those occupational specialties have direct or proximate equivalents in the civilian workforce.

Many civilian occupations have regulated pathways for entry, with few accessible mechanisms to recognize skills developed outside of these pathways. As a result, veterans and TSM often find that they lack the relevant civilian occupational credentials required under federal or state law or by an employer to secure employment. Thus, despite their relevant skills and experience, veterans and TSM can encounter lengthy processes and requirements to obtain the credentials needed to enter civilian employment. Those processes and requirements can impose additional time and financial costs on both veterans and taxpayers, who pay both for the initial military training and for re-training outside of the military, primarily through veterans’ federal education benefits.

Governors and states are responding to this issue by recognizing and awarding credit for veterans’ military training and experience through Governor’s executive orders and state legislation that directs licensing boards. Examples of such efforts may be found in the U.S.

Department of Defense’s Academic Credit for Separating Service Member Best Practices which highlights three states’ strategies for supporting TSM in obtaining academic credit for their military education, training and experience:

http://download.militaryonesource.mil/12038/USA4/2016/best-practices/SM-Academic- Credit-BPI6.pdf. However, as the demonstration project identified, even after awarding equivalent credit, there can be remaining skill and education gaps that need to be addressed. The Department seeks to expand these efforts through this FOA.

Shared Competencies in Military and Civilian Occupations

Many civilian occupations use competencies that veterans and TSM may have developed during military training and education. For this project, the Department has identified the following in-demand licensed civilian occupational areas that correspond closely with military training and occupations:

1. Healthcare occupations

2. Protective service occupations, including police and firefighters

3. Licensed mechanical/constructions occupations such as electricians and plumbers

4. Licensed transportation occupations

Barriers to Licensure for Veterans and TSM

A number of factors can affect the ability of veterans and TSM to attain civilian credentials for occupations such as those listed above on a timely basis. The demonstration study identified three types of barriers commonly encountered by veterans and TSM:

• Credit. Veterans and TSM who have military training and experience that is equivalent to that of licensed civilians often find that civilian licensing boards are not accustomed to recognizing the military documentation of their training and experience.

• Remaining gaps. Veterans and TSM that experience gaps between their military training and experience and civilian licensing requirements may have to participate in duplicative training to attain relevant licensure or certification.

• Other barriers. Administrative rules and processes within civilian licensing and credentialing systems may create hurdles for veterans and TSM to obtain licensure or certification unrelated to their ability to competently provide professional services to the public.

Equivalency Challenges

The demonstration found that to address equivalency challenges, states can assess the equivalency of military training courses, and use official documentation to permit veterans with fully or partially equivalent training and experience to sit for civilian licensure examinations or license veterans by endorsement (officially recognize military training and experience to meet civilian requirements). The demonstration identified several strategies for states to accelerate the licensing and certification of veterans. The main challenges and strategies identified were:

• To address training gaps, states can work with education institutions to set up accelerated programs for veterans that bridge gaps, provide veterans advanced http://download.militaryonesource.mil/12038/USA4/2016/best-practices/SM-Academic-Credit-BPI6.pdf http://download.militaryonesource.mil/12038/USA4/2016/best-practices/SM-Academic-Credit-BPI6.pdf standing in existing programs, or offer bridge courses that prepare veterans to enter existing programs.

• Finally, to address administrative or process challenges, states can assess any non-skill related requirements that might disadvantage veterans, such as fees or length of experience, or take steps to make civilian employment pathways friendlier to veterans through concerted outreach to both veterans and prospective employers.

Bridge Programs

Bridge programs were the most prevalent strategy that states in the earlier demonstration pursued, in some cases developing new programs and, in others, identifying existing accelerated programs and making them more accessible to veterans. When there is partial overlap between the skillset used in a military occupation and the skillset needed for a similar civilian occupation, states can provide shortened training opportunities for veterans that focus on filling specific gaps. Strategies to develop accelerated programs in states include working with education providers to establish bridge programs designed specifically around veterans’ training needs and enabling veterans to waive required courses by awarding credit for military training or giving them advanced standing within an existing training program. Successful applicants that propose implementing one of these “bridge programs” will work with universities and community colleges to develop new programs or expand existing ones.

An example of why bridge curriculum is needed and how it works follows:

An educational program that is required to qualify for entry into a licensed occupation has six 3-credit courses. Existing credit recommendations for veterans and TSM with prior training in a relevant occupation are as follows:

Course Number

Current credit award recommendations

Status

1 3/3 Does not need to repeat course 2 2/3 Must repeat course 3 1/3 Must repeat course 4 1/3 Must repeat course 5 0/3 Must take course for first time 6 0/3 Must take course for first time

As is, a veteran or TSM would receive credit for only one of the six courses and would need to repeat courses 2, 3, and 4 even though they have learned and practiced portions of the curriculum covered in courses 2, 3, and 4. A single bridge curriculum course designed for veterans and TSM could combine the missing elements of courses 2, 3, and 4. This course would then give them advanced standing in the program and allow them to take the remaining two courses along with all other civilian attendees.

The result of the bridge curriculum would be that instead of needing to take five civilian courses, repeating some content that they have already acquired, veterans and TSM would only need to take three courses (one bridge course and two final courses), thereby reducing the time and cost to obtain the education required for licensure.

For further details and resources see the final report at:

https://www.dol.gov/vets/media/Veterans_Demonstration_Final%20Report_9_28_v2.pdf.

Online Availability of Bridge Programs

The demonstration also identified an implementation challenge that organizations implementing bridge programs may encounter. Veterans may be dispersed across large geographic areas, and may not be able to access a bridge program that is offered far from where they reside. Furthermore, bridge programs that are developed and offered by a single local postsecondary institution in service areas where there are too few local veterans seeking the training are likely to have low program enrollment and not be financially sustainable. Many educational institutions, both public and private, now offer online courses as a component. Offering bridge courses that are available online and will be widely accepted for credit, for example by all the community colleges in a state or in multiple states that are part of a regional postsecondary consortium, addresses this implementation challenge.

Project Requirements

Under this FOA the partners (further described in Section III.A.) will identify one or more of the following occupational areas for the project: (1) healthcare occupations; (2) protective service occupations, including police and firefighters; (3) licensed mechanical/construction occupations such as electricians and plumbers; and (4) licensed transportation occupations. Partners will then address the barriers to licensure for veterans and TSM described above by updating or conducting credit and gap analyses and assessing applicable administrative rules and processes. The partners will then address these equivalency and administrative challenges by designing accelerated training programs that include bridge curriculum and other strategies that facilitate licensure for veterans and TSM and streamlining administrative processes to the greatest extent possible.

As described further in Section IV.B.3.A.4(a), the partners must demonstrate their capability to provide or procure relevant experience and expertise in the following areas:

• Conducting research on, and reviewing, licensing requirements and policies across multiple states or geographic areas;

• Analyzing military education and training documentation, and comparing it with civilian educational and occupational requirements;

• Developing curriculum, including online, and Open Educational Resources (OER) materials; and

• Developing best practices, and recommendations to provide accelerated opportunities for veterans to meet civilian educational and licensing requirements.

The partners will ensure that credits earned in the bridge program designed under the project are transferable to other training and educational programs. They will achieve this by increasing cooperation among institutions within regions or state education systems, as well as through linkages with programs, such as postsecondary career and technical https://www.dol.gov/vets/media/Veterans_Demonstration_Final%20Report_9_28_v2.pdf education, pre-apprenticeship and apprenticeship programs, and other programs that lead to credit-bearing coursework for licensed occupations.

The partners will incorporate online and technology-enabled learning strategies into their program design. Online and technology-enabled (including hybrid, or a blend of online and classroom instruction) learning strategies provide adults an opportunity to balance the competing demands of work and family with acquiring new knowledge and skills at a time, place, and/or pace that are convenient for them. The partners will consider the use of technology to enable rolling and open enrollment processes, modularize content delivery, develop simulations or other tools to test or assess competency for credit toward degrees and/or occupational licenses, and accelerate course delivery strategies.

New and emergent strategies are now available to colleges and universities that can improve the quality of online instruction. The partners should consider a range of online and technology-enabled options in the development of the proposal. These could include interactive simulations, personalized and virtual instruction, educational gaming, digital tutors, and strategies for asynchronous and real-time collaboration among learners and instructors. We encourage the partners to develop courses that can be made available at a reasonable cost and offered during the day, at night, on weekends, and virtually to facilitate access for veterans and TSM.

The partners will make all curricula developed under the project available as OER, and successful applications will demonstrate a clear understanding of issues relating to OER attribution, and license compatibility. Additionally, the partners will encourage the use and reuse of any OER created through their projects, such as through partnerships for distribution or adaptability for distribution on multiple platforms. We encourage the partners to create digital content that is learning management system agnostic and can be shared using a common course cartridge.

To further the goal of providing training that can reach veterans and TSM wherever they are located, applicants must publicly license all curricula and training materials created or developed with the support of the cooperative agreement under a Creative Commons Attribution (CC BY) 4.0 License, except as provided in Section III.D.8.

Resources for open-source learning platforms and tools for developing accessible online and technology-enabled learning materials can be found at http://open4us.org/resources/.

In some cases the use of assessments to verify the transferrable competencies of veterans and TSM may be appropriate, if the partners determine that there is a compelling need to verify competencies before awarding credit. Where possible, we encourage the partners to identify and leverage existing high-quality, industry-based assessments. In the absence of existing assessments, the partners may use a portion of funds to develop assessments for veterans, and TSM, which verify their transferrable competencies. In such cases, we encourage applicants to work with employers and industry to develop assessments that can significantly strengthen the reliability of student learning outcome measures that are important to employers. We encourage the partners to consider using simulations and other new tools to conduct assessments that identify prior learning experiences that http://open4us.org/resources/ transfer directly to credit toward degrees, occupational licenses, and, thus, future employment for veterans and TSM.

B. PROGRAM AUTHORITY

This program is authorized by the FY 2017 Consolidated Appropriations Act, as clarified by language and instructions set forth in House Report 114-699 and Senate Report 114-274.

II. AWARD INFORMATION

A. AWARD TYPE AND AMOUNT

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

We expect availability of approximately $4,500,000 to fund approximately 3 cooperative agreements. You may apply for a ceiling amount of up to $1,500,000. 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.

B. PERIOD OF PERFORMANCE

The period of performance is 36 months with an anticipated start date of July 1, 2018. This performance period includes all necessary implementation and start-up activities.

III. ELIGIBILITY INFORMATION

A. ELIGIBLE APPLICANTS

The following organizations are eligible to apply:

• Nonprofit Organization with IRS 501(c)(3) Status

Eligible applicants must be a 501(c)(3) nonprofit, including but not limited to national or regional organizations across multiple states and/or tribal areas. There are two required partners, one representing postsecondary education interests, and one representing occupational licensing interests. Either of the required partners may be the lead applicant if also a Nonprofit Organization with IRS 501(c)(3) Status. The two required partners are:

1. A postsecondary education partner, which may be:

• An association of postsecondary educational institutions;

• A single postsecondary educational institution; or

• A postsecondary education board, compact, or commission.

2. An occupational licensing partner, which may be:

• An association of multiple state occupational licensing boards or agencies; or

• An interstate occupational licensing compact.

The required partners may elect to include up to three additional partners in the partnership. Additional partners may include but are not limited to:

• An association of state governments (such as an association of governors’ offices, or an association of state legislatures);

• A veterans services organization;

• One or more state workforce agencies;

• A workforce intermediary or technical assistance organization; and/or

• A credentialing organization.

The partnership as a whole may not exceed five organizations.

Cooperative agreements will be awarded to the lead partner, which will serve as the grantee and have overall fiscal and administrative responsibility for the project. Sub-grants are not permissible, but contracts are permitted.

As the lead applicant you should provide documentation that shows your 501(c)(3) status as determined by the Internal Revenue Service.

Partnership Structure

In the required Abstract (see Section IV.B.4, Attachments to the Project Narrative), you must clearly identify the lead applicant and each member of the partnership.

The lead applicant will serve as the grantee, must be the organization specified in Section 8 of the SF-424 Application Form, and will be: 1) the point of contact with the Department to receive and respond to all inquiries or communications under this FOA and any subsequent grant award; 2) the entity with authority to withdraw or draw down funds through the Department of Health and Human Services - Payment Management System (HHS-PMS); 3) the entity responsible for submitting to the Department all deliverables under the grant, including all technical and financial reports related to the project, regardless of which partnership member performed the work; 4) the entity that may request or agree to a revision or amendment of the grant agreement or statement of work; 5) the entity with overall responsibility for carrying out the programmatic functions of the grant, as well as for the stewardship of all expenditures under the grant; and 6) the entity responsible for working with DOL to close out the grant.

The required partner and any additional partners will bring subject matter expertise in one or more of the areas described above in Section I.A and contacts with relevant stakeholders to the partnership.

The lead applicant and required partner may identify and include additional partners as needed. Any additional partners (not to exceed a total of five) may be named in the application or during the period of performance. We also anticipate that some expertise and analysis may need to be acquired through sub-contracts.

B. COST SHARING OR MATCHING

This program does not require cost sharing or matching funds. Including such funds is not one of the application screening criteria and applications that include any form of cost sharing or match will not receive additional consideration during the review process.

Instead, the agency considers any resources contributed to the project beyond the funds provided by the agency as leveraged resources. Section IV.B.2 provides more information on leveraged resources.

C. 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.

Application Requirement Instructions Complete?

The deadline submission requirements are met Section IV.C

Eligibility Section III.A

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 Federal funds request does not exceed the ceiling amount of $1,500,000 Section II.A

SAM Registration Section IV.B.1

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

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

2. Number of Applications Applicants May Submit

We will consider only one application from each organization. If we receive multiple applications from the same organization, we will only consider the most recently received application that met the deadline. If the most recent application is disqualified for any reason, we will not replace it with an earlier application.

Lead applicants submitting an application are not precluded from participating as a partner in a separate application submitted in response to this FOA but may only be the lead applicant on a single application.

IV. APPLICATION AND SUBMISSION INFORMATION

A. HOW TO OBTAIN AN APPLICATION PACKAGE

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

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.

You must 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 https://apply07.grants.gov/apply/forms/sample/SF424_2_1- V2.1.pdf .

• In the address field, fill out the nine-digit (plus hyphen) zip code. Nine-digit zip codes can be looked up on the USPS website at https://tools.usps.com/go/ZipLookupAction!input.action .

• 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 http://www.grants.gov/ http://www.doleta.gov/grants/find_grants.cfm http://apply07.grants.gov/apply/forms/sample/SF424_2_1-V2.1.pdf http://apply07.grants.gov/apply/forms/sample/SF424_2_1-V2.1.pdf https://tools.usps.com/go/ZipLookupAction!input.action applicant is considered the Authorized Representative of the applicant. As stated in block 21 of the SF-424 form, the 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 https://apply07.grants.gov/apply/forms/sample/SF424B-V1.1.pdf).

You do not need to submit the SF-424B with the application.

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.

- Requirement for DUNS Number

All applicants for Federal grant and funding opportunities must 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: https://fedgov.dnb.com/webform/displayHomePage.do .

Grant recipients authorized to make subawards must meet these 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.

(See, Appendix A to 2 CFR section 25.)

- Requirement for Registration with SAM

Applicants must register with the System for Award Management (SAM) before submitting an application. Find instructions for registering with SAM can at https://www.sam.gov .

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. If an applicant has not fully complied with these requirements by the time the Grant Officer is ready to make a Federal award, the Grant Officer may determine that the applicant is not qualified to receive a Federal award and use that determination as a basis for making a Federal award to another applicant.

http://apply07.grants.gov/apply/forms/sample/SF424B-V1.1.pdf https://fedgov.dnb.com/webform/displayHomePage.do https://www.sam.gov/

(2) Project Budget

You must complete the SF-424A Budget Information Form (available at:

https://apply07.grants.gov/apply/forms/sample/SF424A-V1.0.pdf). 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:

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.

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

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.

Equipment: Identify each item of equipment you expect to purchase 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, not “equipment”. In general, we do not permit the purchase of equipment during the last funded year of the grant.

Supplies: Identify categories of supplies (e.g. office supplies) in the detailed budget and list the quantity and unit cost per item. Supplies include all tangible personal property other than “equipment” (see 2 CFR 200.94 for the definition of Supplies).

Contractual: Under the Contractual line item, delineate contracts and subawards separately. Contracts are defined according to 2 CFR 200.22 as a legal instrument by which a non-Federal entity purchases property or services needed to carry out the project or program under a Federal award. A subaward, defined by 2 CFR 200.92, means an award provided by a pass-through entity to a subrecipient for the subrecipient to carry out part of a Federal award received by the pass-through entity. It does not include payments to a contractor or payments to an individual that is a beneficiary of a Federal program.

http://apply07.grants.gov/apply/forms/sample/SF424A-V1.0.pdf

For each proposed contract and subaward, specify the purpose and estimated cost.

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 you must show the costs on other appropriate lines such as Contractual.

Other: Provide clear and specific detail, including costs, for each item so that we are able to determine whether the costs are necessary, reasonable and allocable. List any item, such as stipends or incentives, not covered elsewhere here.

Indirect Costs: If you include indirect costs in the budget, then include one of the following:

a) If you have a Negotiated Indirect Cost Rate Agreement (NICRA), provide an explanation of how the indirect costs are calculated. This explanation should include which portion of each line item, along with the associated costs, are included in your cost allocation base. Also, provide a current version of the NICRA.

or

b) If you intend to claim indirect costs using the 10 percent de minimis rate, please confirm that your organization meets the requirements as described in 2 CFR 200.414(f). Clearly state that your organization has never received a Negotiated Indirect Cost Rate Agreement (NICRA), and your organization is not one described in Appendix VII of 2 CFR 200, paragraph (D)(1)(b).

Applicants choosing to claim indirect costs using the de minimis rate must use Modified Total Direct Costs (see 2 CFR 200.68 below for definition) as their cost allocation base. Provide an explanation of which portion of each line item, along with the associated costs, are included in your cost allocation base. Note that there are various items not included in the calculation of Modified Total Direct Costs. See below the definitions to assist you in your calculation.

2 CFR 200.68 Modified Total Direct Cost (MTDC) means all direct salaries and wages, applicable fringe benefits, materials and supplies, services, travel, and up to the first $25,000 of each subaward (regardless of the period of performance of the subawards under the award). MTDC excludes equipment, capital expenditures, charges for patient care, rental costs, tuition remission, scholarships and fellowships, participant support costs and the portion of each subaward in excess of

$25,000. Other items may only be excluded when necessary to avoid a serious inequity in the distribution of indirect costs, and with the approval of the cognizant agency for indirect costs.

You will note that participant support costs are not included in modified total direct cost. Participant support costs are defined below.

2 CFR 200.75 Participant Support Cost means direct costs for items such as stipends or subsistence allowances, travel allowances, and registration fees paid to or on behalf of participants or trainees (but not employees) in connection with conferences, or training projects.

See Section IV.B.4. and Section IV.E.1 for more information. Additionally, the following link contains information regarding the negotiation of Indirect Cost Rates at DOL: https://www.dol.gov/oasam/boc/dcd/index.htm.

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

Do not show leveraged resources on the SF-424 and SF-424A. You should describe leveraged resources in the budget narrative.

Applicants should list the same requested Federal grant amount on the SF-424, SF-424A, and budget narrative. If minor inconsistencies are found between the budget amounts specified on the SF-424, SF-424A, and the budget narrative, ETA will consider the SF-424 the official funding amount requested. However, if the amount specified on the SF-424 would render the application nonresponsive, the Grant Officer will use his or her discretion to determine whether the intended funding request (and match if applicable) is within the responsive range.

(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 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 15 double-spaced single-sided 8.5 x 11 inch pages with Times New Roman 12 point text font and 1 inch margins. You must number the Project Narrative beginning with page number 1.

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

We will not read or consider any materials beyond the specified page limit in the application review process.

The following instructions provide all of the information needed to complete the Project Narrative. Carefully read and consider each section, and include all required information in your Project Narrative. The agency will evaluate the Project Narrative 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 (18 points) Scoring under this heading will be based on the extent to which the discussion of the following criteria is clear, logical, and an accurate interpretation of available data. All data sources should include citations that provide information that enables the identification and verification of data.

(a) Need for project (6 points)

i. Describe in both quantitative and qualitative terms, the need for the project, including the nature and scope of the problem, and the consequences of not addressing the need. (6 points)

(b) Targeted Occupation(s) (6 points)

i. Clearly identify the military occupation(s) and closely related civilian occupation(s) that require licensure that will be targeted by the proposed project. The minimum number of civilian occupations is one; there is no maximum number of occupations for this project. Include the relevant Military Occupation Classification (MOC) codes and titles. If available, provide data on the estimated number of servicemembers employed in the military occupation, TSM in those MOC returning to the project’s target area, and/or veterans employed in related licensed civilian occupations either nationwide, in a region or in states involved in the project. Full points will be awarded to those applications that strongly tie the chosen occupations to data showing estimates of servicemembers that may best qualify for those occupations.

(4 points)

ii. Describe the current and future projected demand for employment in the selected civilian occupation(s). Cite the source for the projected demand, such as Bureau of Labor Statistics or other DOL sources, state workforce agencies’ sources, employers, or other written labor market information provided by employers, or other knowledgeable parties.

Identify and cite the current range of wages offered for the selected civilian occupations, based on national, state, or local data. (2 points)

(c) Current Licensing Conditions (6 points)

i. Clearly describe the requirements for and consistency or variation of licensure requirements of the civilian occupation(s) nationwide or across states involved in the project. (4 points)

ii. Clearly describe the current training available to veterans and TSM to gain civilian licenses and why current training does not adequately meet their needs and/or adequately account for their previous related military training. (2 points)

(2) Project Design (50 points) Propose methods that the project will use to produce the outcomes and outputs described in the following section. Scoring under this heading will be based on the extent to which the discussion of the following criteria is clear, logical, and comprehensive.

(a) Research Strategy (10 points)

i. Clearly explain how the military training which veterans and

TSM receive that is relevant to the selected civilian occupation(s) will inform your identification of the factors below. (2 points)

• Credit recommendations; and

• Remaining gaps that inform your development of accelerated training programs, including curricula.

ii. Clearly explain how the project will update existing or conduct new credit and gap analyses by performing the actions below.

(4 points)

• Obtaining documentation on military programs of instruction, review awarded credits and credit recommendations from sources that make military credit recommendations;

• Scanning for existing national analysis or determining if a new gap analysis needs to be undertaken; engage state licensing boards (or multi-state associations of such boards);

• Engaging educational institutions or systems and/or regional associations of postsecondary education boards to identify areas of equivalency for credit, and remaining gaps; and

• Identifying any subject matter experts who will perform or assist in the analyses.

iii. Clearly explain how the proposed project will assess administrative, non-skill related requirements for licensure. (2 points)

iv. Clearly describe how the proposed project will build upon and contribute to the body of knowledge on facilitating veterans and TSM transition to civilian employment in licensed occupations. (2 points)

(b) Accelerated Training Program Development Strategy (12 points)

i. Thoroughly describe your plan to develop accelerated training programs with associated curricula under the project. (6 points)

• Explain how you will develop bridge programs and associated curricula.

• Identify which other strategies you will use to accelerate veterans’ and TSMs’ attainment of occupational licenses, such as credit for previous military training or advanced standing in existing programs.

• Explain how you will develop laboratory exercises, simulations, lectures, and other products, as applicable.

• If you plan to develop new assessments for use in the bridge program, detail the steps you will take to develop them.

ii. Clearly describe your plan to engage subject matter experts in the project. (2 points)

• Identify the subject matter experts who will develop curriculum, and, if applicable, assessments or the type of subject matter experts you will seek.

iii. Clearly describe your strategy to streamline administrative, non-skill related requirements to licensure identified in the research phase by working with relevant stakeholders to streamline such requirements. (4 points)

(c) Availability of Accelerated Training Programs (8 points)

i. Describe a logical, feasible approach to ensure that the accelerated training programs developed under the project are made available as open educational resources before the end of the Period of Performance. (4 points)

ii. Clearly describe how you will create technology-driven innovations in career training and education by openly licensing all work under Creative Commons Attribution 4.0 (CC BY) license. We encourage you to search OER repositories for open learning objects and, where appropriate, re-use these learning objects instead of duplicating existing objects as components of their proposed programs. In cases where no existing OER is appropriate to the specific needs of proposed programs, applicants are encouraged to consider the most efficient and practical means of acquiring or developing content. For example, you may propose to license or purchase content or purchase existing intellectual property where the cost to do so is not substantially greater than licensing alone.

(2 points)

iii. Clearly describe how you will use technology to make the accelerated training program available to working adults, such as by using rolling and open enrollment processes, modularizing content delivery, developing simulations or other tools to test or assess competency for credit toward degrees and/or occupational licenses, and accelerating course delivery strategies. (2 points)

(d) Dissemination and Outreach Strategy (6 points)

i. Clearly describe your plan to disseminate the analyses and accelerated training program(s) developed under the project.

(4 points)

ii. Identify the relevant stakeholders, such as veterans groups, nonprofits that serve veterans, education or licensing consortia, state licensing boards, and community colleges and thoroughly describe your approach to reach out to these groups and make them aware of the program(s). (2 points)

(e) Partnership Strategy (8 points)

i. Thoroughly outline each partner’s anticipated contributions to the project by performing the actions below. You must discuss each of the required partners and additional partners as described in Section III.A above. (2 points)

• Clearly identify the project activities for which each partner will be responsible;

• Clearly describe how the responsibilities will be shared between the lead applicant, required partner and any additional partners;

• Clearly describe the types of agreements the lead applicant has in place or will put in place with each partner;

ii. Clearly explain how the project will leverage partnerships to disseminate the analyses and accelerated training programs developed under the project and perform outreach to stakeholders. (2 points)

iii. Clearly explain how the project will leverage partnerships to streamline administrative, non-skill-related requirements for licensure. (2 points)

iv. Submit copies of letters of commitment from your required partner and any additional partners. The letters of commitment do not count against the page limit. These letters should not be “form letters;” they must specifically indicate each key partner’s knowledge and experience about the proposed project activities and understanding of their areas of responsibility and ability to impact the success of the project.

Strong letters of commitment will also detail non-binding examples of the partners’ planned contributions to the grant.

(2 points)

(f) Project Work Plan (6 points)

i. Attach a Work Plan that explains how you will implement the activities described in the Project Design. Please see attached suggested format in Appendix C. The Work Plan does not count against the total page limit but must not exceed four pages printed on one side. Note that for this project it is not required that all project activities be spread evenly over the period of performance. (6 points)

• Demonstrate a cohesive, well-designed, and feasible approach to implement the project.

• Thoroughly describe the activities, timeframes, deliverables, and key implementers required to implement the strategies described in this Project Design section within the grant period of performance.

• Include realistic timeframes for accomplishing all start-up activities immediately following the start of the grant period of performance.

• Thoroughly explain which partners will contribute to the project activities and timeline.

• Clearly identify and describe deliverables, including the new intellectual property (such as books, courses, modules, seminars, tutoring systems, simulations, etc.) that will be developed with grant funds, and/or describe which existing OER or other licensed intellectual property will be improved with grant funds. Quantify the number of deliverables and provide a brief description of them, such as “1 Licensed Practical Nursing curriculum.” Specify the expected date you will provide each deliverable to the Department.

(3) Expected Outputs and Outcomes (14 points) Clearly identify the outcome(s) and output(s) that will result from the project. Scoring under this heading will be based on the extent to which the discussion of the following criteria is clear, logical, and comprehensive.

(a) Outputs and Outcomes (14 points) Describe in detail the outputs and outcomes that will be produced under the project.

i. Credit and Gap Analyses. Clearly describe your approach to identify and document the specific credit and gap analyses that will be updated or produced under the project for the selected occupation(s). (4 points)

ii. Accelerated Training Program(s). Describe the accelerated training program(s) and associated curricula that you will develop under the project and made available through online open educational resources. (6 points)

• Include an estimate of how many veterans and TSM will gain access to the program(s) and in what geographic locations (e.g. statewide, regionally, or nationally).

• Include an estimate of how many relevant stakeholders you will inform about the opportunities, such as veterans advocacy groups, non-profits that serve veterans, education or licensing consortia, state licensing boards, community colleges, and others as relevant.

• Describe the types of laboratory exercises, simulations, lectures, and other products that the project will produce, as applicable.

• If you plan to develop assessments for use in the bridge program, describe the type of assessments.

iii. Project Summary and Recommendations. Clearly explain how you will develop a summary of the project and provide recommendations for implementing the accelerated learning program which will provide guidance on implementation by educational institutions and/or licensing boards. (4 points)

(4) Organizational, Administrative, and Fiscal Capacity (14 points) Describe your organizational, administrative, and fiscal capacity and that of your partners, as applicable. Scoring under this heading will be based on the extent to which the discussion of the following criteria is clear and comprehensive.

(a) Capacity of Lead Applicant and Partners (12 points)

i. As the lead applicant, thoroughly describe your capacity to manage the project, as well as the role of any partners included in management of the project, including identifying a plan for efficient and effective communication between staff at all levels of the project, including partners. (2 points)

ii. Clearly identify the members of your partnership and detail each partner’s specific area(s) of expertise. Your partnership must have capacity in the four areas listed below. If none of the partners have expertise in an area, identify the type of contract you will seek to procure expertise in that area. (4 points)

• Conducting research on and reviewing licensing requirements and policies across multiple states or geographic areas.

• Analyzing military education and training documentation and comparing it with civilian educational and occupational requirements.

• Developing curriculum, including online and OER materials.

• Developing best practices and recommendations to provide accelerated opportunities for veterans to meet civilian educational and licensing requirements.

iii. Thoroughly describe the capacity of each partner involved in the project to effectively implement each of the components of the project design for which it is responsible.