School-to-Work Opportunities Act: Out-of-School Youth

DEPARTMENT OF LABOR

Employment and Training Administration

School-to-Work Opportunities Act: Out-of-School Youth

AGENCY: Employment and Training Administration, Labor.

ACTION: Notice of Availability of Funds and Solicitation for Grant

Application (SGA).

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SUMMARY: All information required to submit a proposal is contained in

this announcement. The U.S. Department of Labor, Employment and

Training Administration (DOL/ETA), in collaboration with the U.S.

Department of Education and the National School-to-Work Office,

announces the availability of $1,270,000 to award competitive grants to

youth employment and/or education program providers that currently have

a solid foundation of serving out-of-school youth in a school-to-work

framework. The purpose of the grants will be to support the adaptation

of school-to-work principles by existing out-of-school youth

initiatives and to connect their efforts to the Federally-funded

school-to-work systems in their states. This project is not designed to

help existing youth programs plan how to serve out-of-school youth in a

school-to-work framework. Rather, the purpose is to select a variety of

types of youth initiative that already are implementing school-to-work

elements for out-of-school youth, and to help them build on this

foundation. Applications are required to demonstrate that they have

already designed and begun implementation of a substantial number of

the components and strategies of a school-to-work system, as described

in the School-to Work Opportunities Act of 1994, to be considered.

DATES: The closing date for receipt of proposals at the Department of

Labor shall be August 14, 1997, at 2:00 P.M., Eastern time. Any

proposal not received at the designated place, date and time of

delivery specified will not be considered.

ADDRESSES: Proposals shall be mailed to: Division of Acquisition and

Assistance, Attention. Ms. Brenda Banks, Reference SGA/DSS 97-017, U.S.

Department of Labor, Employment and Training Administration, 200

Constitution Avenue, N.W., Room S-4203, Washington, D.C. 20210.

FOR FURTHER INFORMATION CONTACT:

Brenda Banks or Laura Cesario, Division of Acquisition and Assistance.

Telephone (202) 219-8694 (Note: This is not a toll-free telephone

number. This solicitation will also be published on the Internet at

``http/www.doleta.gov.'' To gain access to the solicitation, click on

``What's Hot.''

.SUPPLEMENTARY INFORMATION: This announcement consists of four parts:

Part I Background/Description, Part II Application Process, Part III

Statement of Work, and Part IV Evaluation Criteria for Award.

Part I. Background/Description

The School-to-Work Opportunities Act of 1994 is intended to create

statewide systems to help all students attain high academic and

occupational standards and identify and navigate paths to rewarding

roles in the workplace ``All student'' is defined in the Act as ``both

male and female students from a broad range of background and

circumstances, including disadvantaged students, students with diverse

racial, ethnic or cultural backgrounds, American Indians, Alaska

Natives, Native Hawaiians, students with disabilities,

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student with limited-English proficiency, migrant children, out-of-

school youth, and academically talented students''

Experience in implementing the School-to-Work Opportunities Act has

shown that out-of-school youth--including school dropouts and those

high school graduates who are not adequately prepared for careers--are

extremely difficult to serve under school-to-work precisely because

they are not in the school buildings that have been the major focus of

school-to-work activities to date. A major problem for many young

people, especially those who leave high school without a degree, is

their inability to secure full-time career-track employment and their

lack of preparation for further education or training. School-to-work

is designed to respond to these problems.

In addition, there are currently many effective employment and

training programs for school dropouts and other out-of-school youth.

The purpose of this solicitation is to focus these programs on ways to

better serve these youth which incorporate the twin school-to-work

goals of high academic achievement and progressive mastery of career

competencies and which include these programs in State and local

school-to-work systems.

Part II. Application Process

A. Eligible Applicants. This competition is open to current youth

employment and education program providers who can clearly demonstrate

that their programs meet a majority of the ``threshold criteria'' in

Appendix C. Applications are encouraged from Adult High Schools. Adult

High Schools are defined as schools offering full-time high school

curricula to youth 16 years of age or older who are officially

designated as school dropouts. Entities described in section 501(c)(4)

of the Internal Revenue Code who engage in lobbying activities are not

eligible to receive funds under this SGA. The new Lobbying Disclosure

Act of 1995, Public Law No. 104-65, 109 Stat. 691, which became

effective January 1, 1996, prohibits the award of federal funds to

these entities if they engage in lobbying activities. Applicants must

complete the IRS Form (Appendix D) and include it in Section I of the

offeror's proposal.

B. Initial Screening. Applicants are required to demonstrate that

they have already designed and begun implementation of a substantial

number of the components and strategies of a school-to-work system, as

described in the School-to-Work Opportunities Act of 1994, to be

considered. Before proposals are accepted for full review, an initial

screening will be conducted to determine that the applicant's current

program meets a majority of the threshold criteria in Appendix C. For

screening purposes, ``a majority'' shall mean (more than 50%) of each

of the partnership, programmatic and measurement criteria and at least

one of each of the workbased learning, and connecting activities

criteria. Only applicants that meet this criterion and include all four

attachments listed in D.5 (below) will be accepted for review.

C. Grant Awards. The Department has allocated approximately

$1,270,000 for grants awarded under this SGA and expects to award

approximately 10 grants in a range of $75,000 to $150,000. The maximum

award will not be greater than $150,000. Proposals in excess of

$150,000 will not be considered. DOL/ETA expects to select a variety of

types of existing programs that serve out-of-school youth and a variety

of approaches. The Department expects to award at least $200,000 of the

$1,270,000 to Adult High Schools. The Period of Performance shall not

exceed fifteen (15) months from the date of execution by the

Government.

D. Submission of Proposal. An original and three (3) copies of the

application shall be submitted. The application shall consist of three

(3) separate Sections and should not be bound or stapled together.

Section I shall address the ``threshold criteria.'' List and

briefly describe the threshold criteria (see Appendix C) the project

currently meets. (Maximum of 2 Pages)

Section II shall contain the IRS Status Form, (Appendix D; Standard

Form (SF) 424, ``Application for Federal Assistance,'' (Appendix A);

and ``Budget Information Sheet.'' (Appendix B). All copies of the SF

424 shall have original signatures. The budget shall include--on a

separate page(s)--a detailed cost break-out of each line item on the

Budget Information Sheet.

Section III shall contain technical data that demonstrate the

applicant's capabilities in accordance with the requirement of this

solicitation. This section of the proposal shall follow the outline

below:

1. Foundation of School-to-Work Elements. Provide a brief

description of the existing youth program and the school-to-work

elements, as laid out in the STWOA, that are currently a part of the

program and services for out-of-school youth. The description should

provide qualitative and quantitative information about current

activities, keyed to the threshold criteria, and sufficient to

demonstrate substantial conformance with the threshold criteria. If the

program receives funds under the School-to-Work Opportunities Act,

describe the level of service currently provided to out-of-school

youth. Describe the program's major sources of funding, e.g.,

Federally-funded State or local school-to-work program (STWOA), State

average daily attendance (ADA) funds, Adult High School, Job Corps

(JTPA), Youth Fair Chance (JTPA), YouthBuild, alternative education

program, JTPA Title IIC.

2. Proposed Activities. Applicants must be specific in describing

(1) which school-to-work elements, components or strategies are being

proposed for implementation or enhancement under the grant, (2) how the

project will build on the current program(s) and (3) how the activities

proposed are or will coordinate appropriately the activities of youth-

serving organizations with Federally-funded school-to-work activities

in the State or local area. Applicants are advised to be specific about

the proposed processes, products and outcomes of the proposed out-of-

school youth/school-to-work project.

3. Systemic Connections between organizations serving out-of-school

youth and Federally-funded State or local school-to-work systems.

Describe how the proposed activities will connect youth service

delivery organizations to Federally-funded school-to-work systems.

Describe previous collaborations between the applicant and the local

school-to-work partnership.

4. Capability of Staff. Describe the proposed staff's relevant

knowledge and expertise.

5. Attachments. Attach the following required documents in the

order they are listed.

a. A memorandum of understanding with the local school-to-work

partnership specifying the role of each party in the project. In the

applicant is a local partnership, the memorandum shall be with local

providers of services to out-of-school youth.

b. A letter from the State school-to-work implementation or

planning director indicating (1) the proposal was made available for

review and comment and (2) the comments or suggestions made by the

State. If a response from the State is not available by the application

due date, the offeror may attach a copy of the letter to the State

requesting such a review.

c. Letters of support from local secondary post-secondary

institutions.

d. Letters of support from local employers demonstrating commitment

to the principles of school-to-work and the strategies for serving out-

of-school youth proposed by the offeror and the

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employer's willingness to collaborate with the offeror in addressing

the needs of out-of-school youth.

E. Page Count. Section III of the applications (technical proposal)

shall not exceed a maximum of 12 pages (not including attachments); the

``threshold criteria'' shall not exceed two (2) pages. The application

should be typed with a font size no smaller than 10cpi or 12pt print

size, with 1 inch default margins (i.e., for top, bottom, left, and

right margins).

F. Hand Delivered Proposals. Proposals should be mailed at least

five (5) days prior to the closing date. However, if proposals are

hand-delivered, they shall be received at the designated place by 2:00

p.m., Eastern Time, not later than August 14, 1997. All overnight mail

will be considered to be hand-delivered and must be received at the

designated place by the specified closing date and time. Telegraphed

and/or faxed proposals will not be honored.

Note: Failure to adhere to the above instructions could be a

basis for a determination of nonresponsiveness.

G. Late Proposals. Any proposal received at the office designated

in the solicitation, after the exact time specified for receipt, will

not be considered unless it is received before award is made and was

sent by either: (1) U.S. Postal Service registered or certified mail

not later than the fifth (5th) calendar day before the date specified

for receipt of application (e.g., an offer submitted in response to a

solicitation requiring receipt of applications by the 20th of the month

must have been mailed by the 15th; or (2) U.S. Postal Service Express

Mail Next Day Service--Post Office to addressee, not later than 5 p.m.

at the place of mailing two working days prior to the date specified

for receipt of proposals. The term ``working days'' excludes weekends

and U.S. Federal holidays.

The only acceptable evidence to establish the date of mailing of a

late proposal sent either by U.S. Postal Service Registered or

Certified Mail is the U.S. postmark both on the envelope or wrapper and

on the original receipt from the U.S. Postal Service. Both postmarks

must show a legible date or the proposal shall be processed as if

mailed late. ``Postmark'' means a printed, stamped, or otherwise placed

impression (exclusive of a postage meter machine impression) that is

readily identifiable without further action as having been supplied and

affixed by employees of the U.S. Postal Service on the date of mailing.

Therefore, applicants should request the postal clerk to place a

legible hand cancellation ``bull's eye'' postmark on both the receipt

and the envelope or wrapper.

H. Period of Performance. The period of performance shall not

exceed fifteen (15) months from the date of execution by the

Government. The first three months will be devoted to project planning

and the technical assistance review described in Part III, C of this

solicitation.

Part III. Statement of Work

The Department of Labor has a strong interest in assisting youth

programs to apply school-to-work principles and components to their

out-of-school youth strategies and to connect their efforts to the

Federally-funded school-to-work systems in their States. In addition,

the Departments of Education and Labor, which jointly administer the

School-to-Work Opportunities initiative, have a strong interest in

ensuring that school-to-work systems being developed and implemented in

the States and local communities are designed to provide the same

opportunities and benefits to out-of-school youth as they do for youth

who are attending school. This project will demonstrate a variety of

comprehensive approaches for serving out-of-school youth effectively in

a school-to-work framework.

A. Out-of-School Threshold Criteria. The expectation is that most,

but not necessarily all, of the strategies and essential elements of a

school-to-work system, as laid out in the School-to-Work Opportunities

Act, will be present in the existing youth initiatives selected for

funding. The degree to which each is present will vary from project to

project, however. The intention is to demonstrate a variety of more

fully developed models for serving out-of-school youth in a school-to-

work framework than is now available. The out-of-school youth/school-

to-work project is not intended to help out-of-school youth initiatives

begin to design school-to-work systems; nor is it intended to fund

existing State or local school-to-work initiatives that have not

already begun to implement strategies for out-of-school youth.

Applications that do not show a strong, appropriate connection between

programs serving out-of-school youth and existing school-to-work

components and systems will not be selected for funding. Appendix C

contains the threshold criteria that the Departments and the National

School-to-Work Office consider a baseline of activity for effectively

serving out-of-school youth in a school-to-work framework.

B. Allowable Activities. The objective of the out-of-school youth/

school-to-work initiative is to encourage existing programs serving

out-of-school youth to adapt and adopt school-to-work elements,

principles and strategies and to assist school-to-work systems to learn

more effective ways to serve out-of-school youth as they design and

implement school-to-work systems for all students. Thus, activities to

be funded under the out-of-school youth/school-to-work project must be

related to components and activities in the School-to-Work

Opportunities Act (most of which are referred to in Appendix C), must

be designed to serve out-of-school youth more effectively, and must

show a connection--that is appropriate to the status of school-to-work

implementation in the State or locality--between the organization(s)

delivering services to out-of-school youth and the Federally-funded

school-to-work system. Appropriate activities might include:

implementing a school-to-work element, principle or strategy not

currently part of the project, enhancing a school-to-work feature which

the project already possesses and activities designed to better link

the existing out-of-school youth program with a Federally-funded

school-to-work system.

C. Other Activities. A Request for Proposals (RFP) will be issued

by the Departments for an evaluation of this demonstration program.

Grantees will participate in the evaluation by cooperating with

evaluation contractor personnel during at least two site visits and

providing other information as requested. Grantees will also

participate in monthly telephone calls with the Grant Officer's

Technical Representative (GOTR) assigned to the project, the evaluation

contractor's project officer and the evaluation contractor.

We anticipate that, no later than the third month of the period of

performance, the evaluation contractor, in collaboration with the GOTR

for each demonstration project, will conduct an on-site review of each

project. The purpose of this review is to assist both the contractor

and the grantee in identifying areas in which the existing project does

not conform to school-to-work elements or principles and, thereby,

identify areas where the project might benefit from technical

assistance and establish a baseline against which the project's

progress can be evaluated. A written report based on this review will

be submitted to the contractor's project officer, the GOTR, and the

grantee. The grantee will assist the contractor in conducting this

review and participate in a telephone debriefing on the report. No

later than

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the fourth month of the period of performance, the grantee will submit

an implementation plan based on the review.

Pending the availability of funds, the grantees funded under this

procurement may have access to a technical assistance line of credit

with the School-to-Work Learning and Information Center. The evaluation

contractor will assist the grantees in identifying appropriate sources

of technical assistance upon request.

Grantees will participate in up to two grantee conferences to be

arranged by the evaluation contractor and scheduled during the period

of performance. The first such conference is tentatively scheduled for

November, 1997 in Chicago. Project budgets should include travel,

lodging and per diem for a maximum of four attendees at each of the

conferences.

Part IV--Evaluation Criteria for Award

Prior to the formal review, applications will be screened to insure

that all the information requested in this grant application is

provided and complete. Complete applications will be reviewed against

the criteria listed below by a rating panel from the Departments. The

panel's recommendations are advisory in nature to the Grant Officer.

A. Foundation of School-to-Work Elements. (25 Points)

The extent to which the current program provides service

to out-of-school youth using school-to-work components and elements

described in the School-to-Work Opportunities Act and reflected in the

threshold criteria (Appendix C).

The extent to which the current program demonstrates that

it substantially meets threshold criteria in the 3 criteria areas--

partnerships, programmatic and measurement.

The extent to which the activities proposed are designed

to provide youth who are no longer in school the opportunities and

benefits envisioned in the STWOA and reflected in attached threshold

criteria.

B. Plans for Adding New School-to-work Component(s) or Accelerating the

Development of an Existing Promising Practice in School-to-work. (35

Points)

The extent to which the proposed activities will lead to

an out-of-school youth/school-to-work system which meets all the

threshold criteria by the end of the period of performance.

The extent to which the proposed activities will promote

higher academic achievement and greater mastery of career competencies.

The extent to which proposed activities will improve out-

of-school youth's prospects for career-track jobs and/or further

education.

C. Systemic Connections Between Organizations Serving Out-of-school

Youth and Federally-funded State or Local School-to-work Systems. (25

Points)

The degree to which the proposed activity(ies)

appropriately connects youth service delivery organizations with a

Federally-supported school-to-work system(s) in the State and local

communities so that existing promising practices, strategies, and

curricula for effectively serving youth in a school-to-work framework

are incorporated into the out-of-school youth/school-to-work project,

and the lessons learned as a result of the out-of-school youth/school-

to-work project are shared.

The extent to which the applicant and the local school-to-

work partnership have collaborated in establishing a network for

reaching out to and engaging employers in school-to-work.

D. Capability of Staff. (15 Points)

The extent to which the staff proposed have the knowledge

and expertise in school-to-work and in serving out-of-school youth

required to successfully complete the project.

Final selections will be made based upon the panel's review and

such other factors as type of current program, diversity of

programmatic approaches, and geographic balance and what is in the best

interest of the Government.

Signed at Washington, D.C., this 7th day of July, 1997.

Janice E. Perry,

Grant Officer.

Appendices

A. SF-424, Application for Federal Assistance

B. Budget Information Sheet

C. Threshold Criteria (5 Pages)

D. IRS Status Form

Appendix C--Serving Out-of-School Youth in a School-to Work Framework

Threshold Criteria

Partnerships

1. There is a strong community-wide partnership that is committed

to preparing young people for the world of work and/or further

educational and occupational training by providing appropriate

activities and services which reflect the fact that youth learn best by

learning in context and being actively engaged in their own learning.

2. There is strong support for the existing initiative and for the

school-to-work concept from appropriate out-of-school youth/school-to-

work stakeholders--such a secondary schools, alternative high schools,

adult high schools, parents, young people, employers, community-based

organizations, labor, post-secondary institutions, private industry

councils, government agencies--as well as strategies for maintaining

their support and involvement. In particular, a strong leadership role

played by CBOs and, where appropriate, adult high schools as

stakeholders in the school-to-work initiative should be demonstrated.

3. Collaborative agreements exist among a variety of institutions,

including: those serving out-of-school youth (e.g., CBOs, adult high

schools, Job Corps); public post-secondary and secondary schools;

vocational education entities; employees and employer organizations;

labor organizations; apprenticeship agencies; local government

agencies; and JTPA private industry councils.

4. Employers play strong and active roles in the planning and

governance of the existing initiative, and provide a range of services

for the out-of-school youth component, such as providing a variety of

worksite learning experiences, developing assessment criteria, and

participating in career exposure activities.

5. Resources from a variety of sources (e.g. school-to-work,

federal categorical, State and local education funds, private sector)

are systematically used in an integrated manner, to effectively address

the work and learning needs of out-of-school youth.

6. A realistic and coherent strategy is in place to collaborate

with the statewide school-to-work system, as well as any existing

school-to-work systems.

Programmatic Criteria:

1. Effective strategies are in place for recruiting, retaining, and

serving out-of-school youth in the school-to-work framework.

2. A system of integrated school-based learning, work-based

learning and connecting activities is present in the existing out-of-

school youth initiative, and is responsive to the cultural diversity of

the youth it serves.

3. Learning is organized around an appropriate system of career

pathways that are consistent with emerging industry and State standards

for mastery of academic competencies and occupational skills.

4. Learning includes activates that offer students exposure to all

aspects of an industry.

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5. Work-Based Learning activities include the following:

a. A variety of different types of high quality work experiences

and on-the-job training tailored to the individual needs of each out-

of-school youth served.

b. Adult worksite mentors. Attainment of skill certificates and

academic credits.

6. School-Based Learning activities include:

a. A commitment to high academic standards for all out-of-school

youth participants.

b. Workplace basics and learning in applied context integrated with

academic learning.

c. Opportunities for post-secondary education--including both

academic and further occupational/job training opportunities (e.g.,

dual enrollment option so that students can earn both high school and

college credits simultaneously).

7. Connecting Activities include:

a. Ongoing professional development for worksite and ``school-

based'' staff to ensure understanding of school-to-work components and

the provision of high quality services for out-of school youth.

b. A range of strategies that serve to effectively connect school-

based and work-based learning activities, including dedicated staff

that serve as school-based, work-based liaisons/coordinators.

c. The conduct of outreach and public relations for all

stakeholders involved in out-of-school youth activities, including:

Parents.

Youth.

Community-Based Organizations.

Local elected officials.

School Boards/School Administrators.

Employers.

Alternative schools and Adult High Schools.

d. Linkage between human resource service organizations and

academic institutions to meet the needs of individual youth (e.g.

pregnant and parenting teens).

e. The provision of transportation and other support services

specific to the needs of out-of-school youth.

f. Strategies that develop the interpersonal skills of students,

such as personal responsibility, teamwork, and conflict resolution.

Measurement Criteria Includes

Specific goals and objectives and outcomes (or progress indicators)

as they relate to the provision of services to out-of-school youth in a

school-to-work framework.

2. The ability to implement and adjust improvement plans based on

the continuous measurement of progress of the goals, objectives and

outcomes, as indicated above.

3. The use of various types of ``assessment tools'' that would

measure not only student mastery of skills, but also whether the

student is able to integrate, apply and perform the learned knowledge,

skills and abilities in real life situations, and that would serve as

predictors of readiness for a variety of work, community college,

advanced training and other real life situations.

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