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

> Briefs, arguments, decisions, and more.

URL: https://www.frixlaw.com/law-library/documents/fr%3A97-18259

## Record

- **Collection:** Federal Register
- **Document type:** Notice
- **Published:** July 11, 1997
- **Citation:** 62 FR 37286

## Text

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).

-----------------------------------------------------------------------

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,

[[Page 37287]]

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

[[Page 37288]]

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

[[Page 37289]]

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.

[[Page 37290]]

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.

BILLING CODE 4510-30-M

[[Page 37291]]

[GRAPHIC] [TIFF OMITTED] TN11JY97.029

[[Page 37292]]

[GRAPHIC] [TIFF OMITTED] TN11JY97.030

[[Page 37293]]

[GRAPHIC] [TIFF OMITTED] TN11JY97.031

[[Page 37294]]

[GRAPHIC] [TIFF OMITTED] TN11JY97.032

[[Page 37295]]

[GRAPHIC] [TIFF OMITTED] TN11JY97.033

FR Doc. 97-18259 Filed 7-10-97; 8:45 am]
BILLING CODE 4510-30-C

---

Source: Frix Law Library, https://www.frixlaw.com/law-library/documents/fr%3A97-18259. Public record. Not legal advice.