thought you all might be interested in this opportunity for grants for combined ESL/occupational training.
 
Julie 

	-----Original Message----- 
	From: Tyler Moran [mailto:moran at nilc.org] 
	Sent: Tue 6/28/2005 9:43 AM 
	To: Ted Wang; tom at idpl.org; Jackie Vimo; Hinkle, Roger 
	Cc: Julie Strawn; Mark Greenberg; Eric Rodriguez 
	Subject: Fw: FUNDING ALERT: DOL $$ for Innovative Training Strategies for Individuals with Limited English Proficiency
	
	
	DOL has announced funding for demonstration grants to "test unique and innovative training strategies" for services to LEP individuals.  Please forward to others who may be interested. Take care. Tyler
	

	Tyler Moran
	Policy Analyst
	National Immigration Law Center
	1108 O'Farrell Street
	Boise, ID 83702
	208-333-1424
	208-333-1437 (fax)
	 
	
	 
	
	
	
	Subject: DOL's Employment and Training Administration Announces Grant Funds to Test Innovative Training Strategies for Individuals with Limited English Proficiency
	
	
	
DOL's Employment and Training Administration Announces Grant Funds to Test Innovative Training Strategies for Individuals with Limited English Proficiency and Hispanic Americans

The Employment and Training Administration (ETA) has announced the availability of approximately $5 million in demonstration grant funds to test unique and innovative training strategies for services to individuals with Limited English Proficiency (LEP) (those who do not speak English as their primary language and who have a limited ability to read, speak, write, or understand English and Hispanic Americans, specifically, those who lack basic and occupational skills needed by high-growth occupations. This demonstration program is targeted to incumbent workers, new job entrants or youth who lack the language, basic skills, and occupational skills necessary to succeed in the 21st century workplace. This demonstration program emphasizes the use of innovative contextualized learning strategies which simultaneously provide language and occupational skills training that open career opportunities and pathways for LEP and Hispanic Americans.

The Limited English Proficiency (LEP) and Hispanic Worker Initiative is a strategic effort to improve access to employment and training services for LEP persons and to better serve Hispanic Americans through workforce investment programs that address the specific workforce challenges facing these individuals. Grant funds awarded should be used to develop unique and innovative strategies that specifically address the workforce challenges of LEP individuals and Hispanic Americans. Applications must reflect a strategic partnership between the public workforce investment system, the employer community, the education and training community, and, if applicable, community-based or faith-based organizations. 

It is anticipated that individual awards will fall within the range of $500,000 to $1 million. The Department reserves the right to award grants at either lower or higher amounts. 

Application deadline: The closing date for receipt of applications is August 15, 2005.

Eligible Applicants: Eligible applicants include any organization meeting the requirements of this Part and capable of fulfilling the terms and conditions of this solicitation such as public, private for-profit, and private non-profit organizations including community and faith-based organizations. Any applicant that is not a Workforce Investment Board or One-Stop Career Center will be required to demonstrate evidence of an active partnership or coordination with the public workforce investment system in the proposed service area for the delivery of services to participants of that area. Such evidence may include a memorandum of agreement, a memorandum of understanding, or letters of commitment from partners. Applicants are also encouraged to work with other local partners. The application must clearly identify the applicant and describe its capacity to administer this project. The applicant must also identify whether the fiscal agent is an organization other than the applicant. 

Read the full grant solicitation <http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov/2005/05-11881.htm>  (PDF version <http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov/2005/pdf/05-11881.pdf> ). 
http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov/2005/05-11881.htm

More information is also available at www.doleta.gov/sga/sga.cfm

The solicitation is divided into eight major parts:

*	Part I provides background information on the LEP and Hispanic Worker Initiative; an overview of the current status of the growing Hispanic American population; and describes the critical elements of the LEP and Hispanic Worker Initiative grants. 
*	Part II describes the size and nature of the award. 
*	Part III describes who qualifies as eligible applicants. 
*	Part IV provides information on the application and submission process. 
*	Part V explains the review process and rating criteria that will be used to evaluate applications for funding. 
*	Part VI provides award administration information. 
*	Part VII contains DOL agency contact information. 
*	Part VIII lists additional resources of interest to applicants. 

Also see: Frequently Asked Questions on www.lep.gov.

	You can view or update your subscriptions, password or e-mail address at any time on your User Profile page <http://www.govdocs.com/service/user.html?code=USDOL> . 

	You can always use the "Reset your Password" link on the Log-In page for help.

	Visit us on the web at www.dol.gov <http://www.dol.gov/> 

	P.S. If you have questions about our programs or services, please e-mail dolncc at dol.gov for assistance. If you have any technical questions or problems, please e-mail GDHelp at govdocs.com for assistance.

	*************************************************************
	 
	Federal Register RFP
	also at http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov/2005/05-11881.htm
	 
	 
	[Federal Register: June 16, 2005 (Volume 70, Number 115)]
	[Notices]               
	[Page 35118-35136]
	From the Federal Register Online via GPO Access [wais.access.gpo.gov]
	[DOCID:fr16jn05-81]                         
	
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	DEPARTMENT OF LABOR
	
	Employment and Training Administration
	
	
	Workforce Investment Act--Limited English Proficiency and 
	Hispanic Worker Initiative
	
	    Announcement Type: New. Notice of solicitation for grant 
	applications.
	    Funding Opportunity Number: SGA/DFA PY-05-02.
	    Catalog of Federal Domestic Assistance CFDA Number: 17.261.
	    Key Dates: Deadline for Application Receipt--August 15, 2005.
	
	Executive
	
	    Executive Summary: The U.S. Department of Labor, Employment and 
	Training Administration (ETA), announces the availability of 
	approximately $5 million in demonstration grant funds to test unique 
	and innovative training strategies for services to individuals with 
	Limited English Proficiency (LEP) (those who do not speak English as 
	their primary language and who have a limited ability to read, speak, 
	write, or understand English \1\ ) and Hispanic Americans, 
	specifically, those who lack basic and occupational skills needed by 
	high-growth occupations. This demonstration program is targeted to 
	incumbent workers, new job entrants or youth who lack the language, 
	basic skills, and occupational skills necessary to succeed in the 21st 
	century workplace. This demonstration program emphasizes the use of 
	innovative contextualized learning strategies which simultaneously 
	provide language and occupational skills training that open career 
	opportunities and pathways for LEP and Hispanic Americans.
	---------------------------------------------------------------------------
	
	    \1\ Who is a Limited English Proficient individual? FAQ on 
	http://www.lep.gov <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.lep.gov>  Web site.
	
	---------------------------------------------------------------------------
	
	    The Limited English Proficiency (LEP) and Hispanic Worker 
	Initiative is a strategic effort to improve access to employment and 
	training services for LEP persons and to better serve Hispanic 
	Americans through workforce investment programs that address the
	
	[[Page 35119]]
	
	specific workforce challenges facing these individuals. Grant funds 
	awarded under this Solicitation for Grant Applications (SGA) should be 
	used to develop unique and innovative strategies that specifically 
	address the workforce challenges of LEP individuals and Hispanic 
	Americans. Applications must reflect a strategic partnership between 
	the public workforce investment system, the employer community, the 
	education and training community, and, if applicable, community-based 
	or faith-based organizations. It is anticipated that individual awards 
	will fall within the range of $500,000 to $1 million. The Department 
	reserves the right to award grants at either lower or higher amounts.
	    Key Dates: The closing date for receipt of applications under this 
	announcement is August 15, 2005. Applications must be received no later 
	than 5 p.m. (Eastern Time). Application and submission information is 
	explained in detail in Part IV of this SGA.
	
	SUPPLEMENTARY INFORMATION: This solicitation provides background 
	information on the LEP and Hispanic Worker Initiative and critical 
	elements required of projects funded under the solicitation. It also 
	describes the application submission requirements, the process that 
	eligible entities must use to apply for funds covered by this 
	solicitation, and how grantees will be selected. This announcement 
	consists of eight parts:
	    Part I provides background information on the LEP and 
	Hispanic Worker Initiative; an overview of the current status of the 
	growing Hispanic American population; and describes the critical 
	elements of the LEP and Hispanic Worker Initiative grants.
	    Part II describes the size and nature of the award.
	    Part III describes who qualifies as eligible applicants.
	    Part IV provides information on the application and 
	submission process.
	    Part V explains the review process and rating criteria 
	that will be used to evaluate applications for funding.
	    Part VI provides award administration information.
	    Part VII contains DOL agency contact information.
	    Part VIII lists additional resources of interest to 
	applicants.
	
	Part I--Funding Opportunity Description
	
	A. Background on the Limited English Proficiency and Hispanic Worker 
	Initiative
	
	    The demographic composition of the American workforce is changing. 
	In the coming years the workforce will become much older and more 
	diverse, creating new challenges for employers, educators, and the 
	public workforce investment system. Current immigration trends, lower 
	birth rates in recent years, and the aging and retirement of the ``baby 
	boom'' generation have resulted in an ever-shrinking United States 
	labor force. Currently, the percentage of Hispanics within the general 
	population is steadily increasing and their participation in the 
	workforce is projected to grow tremendously in the coming years. As 
	employers continue to need skilled workers to remain competitive in a 
	global economy, the influx of Hispanics and other immigrants into the 
	workforce is creating a higher demand for English language and 
	occupational skill training to meet employer demands for highly skilled 
	workers. These circumstances make it critical that employers, 
	educators, and the public workforce system ensure that every available 
	worker is prepared with the language and occupational skills necessary 
	to join the workforce and for the continued competitiveness of American 
	businesses in the 21st century. To meet the rapidly changing skill 
	demands of growing and emerging industries and to address the issue of 
	a potential skilled labor shortage, employers in high-growth industries 
	and occupations are seeking out untapped labor pools, such as older 
	workers, Hispanics, and LEP individuals. These growing segments of the 
	population will need meaningful access to public workforce services to 
	gain the skills required by the 21st century economy and to connect 
	with the employers that need them.
	Size of the LEP and Hispanic American Populations
	    According to the U.S. Census Bureau, Hispanics are the fastest-
	growing segment of the population in the United States, representing 
	13.3 percent of the total population. This means that more than one in 
	eight people in the United States are of Hispanic origin. \2\ In 
	addition, the Bureau of Labor Statistics estimates that the Hispanic 
	labor force is expected to grow from 17.9 million in 2002 to 23.8 
	million by 2012. \3\
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	    \2\ Ramirez, R.R. and de la Cruz, C.P. June 2003. The Hispanic 
	Population in the United States: March 2002. Current Population 
	Reports. U.S. Census Bureau.
	    \3\ Bureau of Labor Statistics Press Release. February 11, 2004. 
	BLS Releases 2002-2012 Employment Projections. http://www.bls.gov/news.release/archives/ecopro_02112004.pdf <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.bls.gov/news.release/archives/ecopro_02112004.pdf> 
	.
	
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	    The numbers for the LEP population are similarly striking. 
	According to the U.S. Census Bureau, the number of people in the United 
	States who spoke a language other than English at home increased by 15 
	million (4 percent) between 1990 and 2000. In 2000, 47 million people 
	(18 percent) aged 5 and over reported they spoke a language other than 
	English at home.\4\ Previously, in 1990, 32 million people (14 percent) 
	indicated they spoke a language other than English at home. In both 
	1990 and 2000, Spanish was the largest of the four major non-English 
	language groups; in 2000, Spanish was at 28 million followed by other 
	Indo-European languages at 10 million, Asian and Pacific Islander 
	languages at 7 million, and other languages at 1.9 million.
	---------------------------------------------------------------------------
	
	    \4\ Shin, H.B. and Bruno, R. October 2003. Language Use and 
	English-Speaking Ability: 2000. Census 2000 Brief. U.S. Census 
	Bureau.
	---------------------------------------------------------------------------
	
	Workforce Challenges of LEP Individuals and Hispanic Americans
	    The influx of Hispanic workers and other immigrant populations over 
	the past two decades has significantly increased the need for language-
	related services throughout the workforce investment system. LEP 
	individuals face critical challenges in their ability to perform self-
	sustaining work in the United States. The lack of English language 
	skills impedes how LEP individuals communicate with employers, 
	educators, and service providers. In addition, immigrants with low 
	levels of formal education who lack English language skills are the 
	most disadvantaged in the labor market.\5\
	    Hispanic workers also face unique challenges in attaining the 
	necessary education and skill requirements demanded by high-growth 
	industries. More than two in five Hispanics aged 25 and older have not 
	graduated from high school; two in five Hispanics are born outside of 
	the United States, which presents language and cultural barriers; and 
	Hispanics are more likely to live in poverty in the United States.\6\ 
	As a result of these and other factors, Hispanics are much more likely 
	to be out of the active labor force, and those
	
	[[Page 35120]]
	
	that are employed typically earn less than non-Hispanic workers.
	---------------------------------------------------------------------------
	
	    \5\ English Literacy and Language Minorities in the United 
	States: Results from the National Adult Literacy Survey. U.S. 
	Department of Education, Office of Educational Research and 
	Improvement. August 2001.
	    \6\ Ramirez, R.R. and de la Cruz, C.P. June 2003. The Hispanic 
	Population in the United States: March 2002. Current Population 
	Reports. U.S. Census Bureau.
	---------------------------------------------------------------------------
	
	    In 2003, ETA convened a working group to conduct an environmental 
	scan of the LEP and Hispanic workforce issues, and to identify the 
	major workforce challenges workers and youth in these groups face. The 
	working group concluded that LEP and/or Hispanic Americans face the 
	following five challenges in the workforce:
	    1. A severe mismatch between workers' skills and U.S. business' 
	demands.
	    2. The need for a mix of services to prepare LEP and Hispanic 
	workers for 21st century career opportunities.
	    3. The difficulties teachers face in helping LEP and Hispanic 
	workers learn.
	    4. The high dropout rate among Hispanic and potentially other LEP 
	youth.\7\
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	    \7\ According to a GAO Report, the dropout rate for Hispanics 
	was 29 percent whereas the national average was 11 percent for the 
	year 2000. According to the Current Population Survey, more than two 
	in five Hispanics have not graduated from high school, and more than 
	a quarter had less than a ninth-grade education.
	---------------------------------------------------------------------------
	
	    5. The LEP and Hispanic Workforce Paradox--high workforce 
	participation coupled with a lack of basic language and occupational 
	skills.
	Workplace Literacy
	    Literacy plays an important role in each of the challenges 
	identified above, and is the foundation for success in the workplace 
	and for self-sufficiency. The Workforce Investment Act of 1998 (WIA) 
	defines literacy as ``an individual's ability to read, write, speak 
	English, compute, and solve problems at levels of proficiency necessary 
	to function on the job and in society.'' According to the U.S. 
	Department of Education, immigrants and Hispanics who arrived in the 
	United States before age 12 possess lower levels of literacy 
	proficiency than the general population, and those who arrived at age 
	12 or older are at an even greater literacy disadvantage.\8\ The 
	literacy levels among immigrants and Hispanics are not meeting the 
	minimum workplace standards for success in the labor market.
	---------------------------------------------------------------------------
	
	    \8\ Literacy Levels of the Foreign-born Population and Speakers 
	of English as a Second Language in the U.S. National Institute for 
	Literacy. http://www.nifl.gov/nifl/facts/esl.html <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.nifl.gov/nifl/facts/esl.html> .
	
	---------------------------------------------------------------------------
	
	    The U.S. Department of Education further defines English as a 
	Second Language (ESL) literacy which encompasses a range of speaking 
	and listening skills, basic reading and writing skills, and functional 
	and workplace skills. The lowest level, Beginning ESL Literacy, 
	indicates an ability to handle only very routine entry-level jobs that 
	do not require communication in English. The highest level, High 
	Advanced ESL, indicates the ability to understand and effectively use 
	English, to interpret graphs, charts, and tables, to complete forms, to 
	use common software and to learn new applications, as well as the 
	capacity to instruct others in these areas.\9\
	---------------------------------------------------------------------------
	
	    \9\ Measure and Methods for the National Reporting System for 
	Adult Education: Implementation Guidelines. U.S. Department of 
	Education, Office of Vocational and Adult Education, Division of 
	Adult Education and Literacy. March 2001. http://www.nrsweb.org/reports/implement.pdf <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.nrsweb.org/reports/implement.pdf> 
	.
	
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	    This solicitation does not focus on the progression of an 
	individual through each of these traditional ESL levels since that is 
	generally a very long-term process. Rather, the projects awarded will 
	demonstrate how unique and innovative learning programs can quickly and 
	effectively connect the unemployed Hispanic or LEP individual to the 
	workplace, or upgrade the language skills, and earnings, of workers who 
	are already employed.
	    Applicants are encouraged to identify literacy assessment 
	instruments which are appropriate to the industry-identified literacy 
	benchmarks for each particular occupation being focused on, as well as 
	the English-language proficiency required by the industry to ensure a 
	project participant's workplace achievement. Improving literacy levels 
	through creative and accelerated teaching methodologies will help LEP 
	individuals and Hispanic Americans attain the minimum workplace 
	literacy standard necessary to successfully participate in the labor 
	market.
	Strategies for Addressing the Workforce Challenges of LEP and Hispanic 
	Workers
	    In response to two Executive Orders, ETA has been strategically 
	investing in activities to help LEP individuals and Hispanic Americans 
	obtain services available through the workforce investment system. 
	Executive Order 13166, signed on August 11, 2000, emphasizes that the 
	protections of the Civil Rights Act of 1964 apply to LEP individuals 
	and reinforces the Administration's commitment to promoting activities 
	designed to help individuals learn English. The Order also requires all 
	recipients of Federal financial assistance to insure that individuals 
	in their area are being provided meaningful and equitable access to 
	program services. Executive Order 13230, signed on October 12, 2001, 
	established the Advisory Commission on Educational Excellence for 
	Hispanic Americans with the emphasis of providing services to Hispanic-
	Americans through coordination of Federal efforts to promote high-
	quality education.
	    On May 29, 2003, ETA issued guidance on the LEP Order to help the 
	workforce investment system understand how ETA grant funds and 
	partnerships can further maximize the coordination of benefits to LEP 
	individuals. In addition, the Department has developed tools to assist 
	the workforce investment system address the special needs of LEP 
	individuals. These include translation services on national electronic 
	tools for participants, as well as online resources for service 
	providers such as a technical assistance guide, a best practices 
	catalog for serving LEP individuals, and specialized Census data that 
	will provide local population census information and characteristics 
	for each language group by local workforce investment area. Complete 
	information on these activities is available at http://www.doleta.gov/reports/DPLD.cfm <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.doleta.gov/reports/DPLD.cfm> 
	.
	
	The LEP and Hispanic Worker Initiative
	    The Limited English Proficiency (LEP) and Hispanic Worker 
	Initiative is a strategic effort to improve access to workforce 
	investment services for persons with limited English proficiency and to 
	better serve Hispanic Americans through workforce investment programs 
	by addressing the specific workforce challenges facing these 
	individuals. ETA has identified three broad strategies to meet these 
	challenges:
	    a. Increase the English language proficiency of LEP and Hispanics.
	    b. Increase the high school graduation rate of LEP and Hispanic 
	youth.
	    c. Upgrade the skills of LEP and Hispanic low-wage and low-skill 
	workers.
	    The strategies are focused on providing a mix of services through 
	partnerships between the public workforce investment system, community 
	colleges, employers and, where applicable, community-based or faith-
	based organizations to help LEP individuals and Hispanic Americans 
	build the skills required by growing industries.
	Examples of ETA LEP and Hispanic Initiative Investments to Date
	    ETA has funded several unique and innovative projects that 
	implement some of these strategies and provide solutions to the 
	workforce challenges of LEP and Hispanic Americans. These projects 
	offer significant examples of
	
	[[Page 35121]]
	
	solutions to meeting both the workforce challenges of LEP and Hispanic 
	individuals and the workforce needs of high-growth industry employers. 
	These projects can also serve as models for other areas and industries 
	facing similar concerns with LEP and Hispanic populations. It may be 
	useful to review these projects highlighted below:
	    The Oregon Manufacturing Extension Partnership (MEP) has formed a 
	partnership with Idaho Tech Help (Idaho MEP), Washington Manufacturing 
	Services, Nevada Management Assistance Partnership (MAP), and the 
	Northwest Food Processors Association to provide lean manufacturing 
	training for at least 2,000 workers in 48 value-added food processing 
	companies. A large portion of the workers in the food processing 
	industry have limited English skills; therefore, the project includes 
	the development of a curriculum for English language training in lean 
	manufacturing for food processing. Each company will receive customized 
	training based on its needs, including theory and application of 
	fundamental lean manufacturing principles and techniques as well as a 
	cultural awareness component for all employees. Employee training will 
	take place on the worksite during work hours. Those who are trained 
	will have increased job security, be on track for promotions, and 
	receive higher wages.
	    The Hotel Employees and Restaurant Employees (HERE) union is 
	implementing its Hospitality Industry-Demand project. HERE is 
	partnering with 24 hospitality industry employers and Nevada Partners, 
	Inc., a community-based training provider which houses the Culinary 
	Training Academy. The project demonstrates ways to prepare Hispanic 
	workers to fill the high-demand for qualified, trained employees in the 
	growing hospitality industry of Las Vegas, Nevada, and Atlantic City, 
	New Jersey. In Las Vegas, HERE is delivering occupational English 
	training to 2,000 new area residents and immigrant workers for entry-
	level and career-ladder hospitality positions through its partnership. 
	Onsite pre- and post-shift occupational English proficiency training is 
	also being offered to 450 incumbent workers at 10 major area hotels. In 
	Atlantic City, HERE is partnering with 13 employers and Atlantic Cape 
	Community College to train 45 incumbent workers with limited English 
	skills for jobs as fully trained and skilled cooks.
	    The Cuban American National Council, Inc. (CNC) is implementing its 
	Academic, Leadership, and Career Prep for Hispanic American Youth 
	(ALPHA) Program. This program assists Hispanic youth to overcome 
	educational and employment barriers. CNC is operating Hispanic 
	community centers in Miami-Dade County and Orlando, Florida. The 
	project will serve 300 at-risk Hispanic youth in grades 9-12 and out-
	of-school Hispanic youth ages 16-21. In Miami-Dade County, the program 
	serves students in grades 9-12 at Little Havana and Hialeah High School 
	Institute and out-of-school youth at the Youth Center located in South 
	Miami-Dade. In Greater Orlando, the program serves students in grades 
	9-12 in Orange and Osceola public high schools. The CNC also serves 
	out-of-school youth through Workforce Florida's Institute for the 
	Development of Engaged Adolescents (IDEA).
	    The Digital Learning Group (DLG) is developing and implementing its 
	Words for Work program. The program is geared toward underemployed and 
	unemployed Hispanics with limited English proficiency that impedes 
	their access to employment or a living wage. Words for Work is a user-
	friendly multimedia instruction program that enhances participant 
	employability by developing occupation-specific English language and 
	related workplace skills training for health care and construction 
	industry employment. The program works closely with local employers in 
	demand occupations to provide quick-start training and job placement to 
	225 Hispanic youth and adults in the Baltimore, Maryland, metropolitan 
	area to maximize their chances for job retention.
	    These demonstration examples are helping both LEP individuals and 
	Hispanics overcome the aforementioned workforce challenges. Common in 
	all of these demonstration projects is the unique and innovative use of 
	creative teaching methodologies that assist workers and youth in 
	attaining and improving English language skills while concurrently 
	gaining the occupational skills demanded by businesses. Another common 
	thread is the regional scope of the solutions and their applicability 
	to multiple locations and industries. Some of the projects also provide 
	basic skills and computer literacy skills to assist LEP and Hispanic 
	workers and youth in becoming job ready.
	    Through these demonstrations and this LEP and Hispanic Worker 
	Initiative, ETA is pursuing additional unique and innovative strategies 
	which will assist our public workforce system in meeting the needs of 
	businesses for a pipeline of occupationally skilled individuals, 
	resulting in job placement or career enhancement opportunities in high-
	growth industries for LEP individuals and/or Hispanic Americans. Unique 
	and innovative projects are those that:
	    Merge English language instruction with occupational skill 
	training; or
	    Accelerate both the English language and occupational 
	skills attainment by using technology in the instruction/curriculum; or
	    Customize English language and occupational skill training 
	to meet the specific needs of a high-growth industry; or
	    Provide new technological platforms for learners to attain 
	English language and occupational skills at their own pace.
	
	B. Critical Elements of the LEP and Hispanic Worker Initiative
	
	    The purpose of the LEP and Hispanic Worker Initiative is to 
	demonstrate the effectiveness of creative teaching methodologies that 
	simultaneously enhance English language and occupational skills in 
	order to respond to specific workforce challenges identified by 
	employers. The 21st century job market demands workers with specific 
	occupational skills as well as the ability to interact in specialized 
	forms of English, (e.g., cultural nuance, reasoning, critical thinking, 
	team work, etc.). Projects funded under this LEP and Hispanic Worker 
	Initiative should include the following elements:
	1. Creative Teaching Methodologies
	    Applicants will develop (if necessary) and implement creative 
	teaching methodologies that accelerate and focus the learning process 
	in order for participants to learn English language skills along with 
	the basic and occupational skills that are in demand by local high-
	growth/high-demand industries and employers. Creative teaching 
	methodologies should be flexible and provide alternate settings and 
	schedules to ensure participants are able to successfully partake in 
	the training programs as well as balance work and life needs. This 
	solicitation is seeking proposals that are not centered on traditional 
	ESL programs, but rather are using Vocational English as a Second 
	Language (VESL) and/or Contextualized Language Instruction 
	methodologies to provide Hispanics and LEP individuals with both the 
	occupational skills and specialized English proficiency that will 
	enable them to be productive and competitive workers.
	    Vocational English as a Second Language--VESL programs are 
	primarily vocational training programs that provide basic English 
	language instruction to enable students to be successful in their 
	vocational training
	
	[[Page 35122]]
	
	and careers. Rather than full English literacy, students are expected 
	to become proficient in the basic English required to interact with 
	English-speaking customers, managers, or employees to successfully 
	perform job-related duties (e.g., filling out job applications, using 
	manuals or catalogues to understand job-related safety requirements, 
	reading work schedules, etc.). Occupational contexts are often used to 
	emphasize the occupational language skills necessary for success in 
	vocational training and employment.\10\
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	    \10\ Buchanan, Keith. Vocational English-as-a-Second-Language 
	Programs. ERIC Digest, ED321551. ERIC Clearinghouse on Languages and 
	Linguistics. Washington, DC 1990. http://www.ericdigests.org/pre-9216/vocational.htm <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.ericdigests.org/pre-9216/vocational.htm> 
	.
	
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	    Contextualized Language Instruction--The contextualized 
	language instruction strategy approaches literacy instruction by 
	focusing on topics familiar to the learner. While traditional academic 
	language instruction teaches the abstractions of English grammar and 
	vocabulary in a manner that is often confusing and meaningless for LEP 
	individuals, contextualized language instruction approaches increasing 
	English proficiency from a practical viewpoint, seeking to relate these 
	abstractions to the everyday life or workplace of the learner.\11\ 
	Concrete experiences are emphasized by using real objects and 
	situations to set a meaningful context for the lesson. Research shows 
	that English literacy instruction provided in a context shaped by 
	occupational requirements allows students to make greater progress in a 
	shorter period of time than when receiving traditional general ESL 
	instruction.\12\ This contextualized approach allows training programs, 
	including VESL programs, to incorporate literacy and language learning 
	opportunities into occupational education coursework.
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	    \11\ Tharp, Roland G. From At-Risk to Excellence: Research, 
	Theory, and Principles for Practice. Center for Research on 
	Education, Diversity & Excellence. 1997. http://crede.ucsc.edu/products/print/reports/rr1.html <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://crede.ucsc.edu/products/print/reports/rr1.html> 
	.
	
	    \12\ What is Contextualized Learning? Contextualized learning 
	technical assistance project final report & handbook on 
	contextualized learning. Division of Adult and Continuing Education, 
	Office of Academic Affairs, City University of New York. July 1993. 
	http://literacy.kent.edu/nebraska/curric/ttim1/art5.html <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://literacy.kent.edu/nebraska/curric/ttim1/art5.html> .
	
	---------------------------------------------------------------------------
	
	    In VESL and Contextualized Language Instruction, employers play a 
	pivotal role in determining the occupational skill and language content 
	required to perform the job successfully, and the minimum levels of 
	proficiency needed to do so. Through participation in these short-term 
	or accelerated training programs, which may be provided in conjunction 
	with employment, participants of projects funded under this SGA will 
	complete their participation prepared to meet the workforce demands of 
	employers in high-growth industries now and throughout the coming 
	decades.
	2. Connections to High-Growth, High-Demand Industries
	    The Workforce Investment Act of 1998 emphasizes a workforce 
	investment system driven by the needs of local employers. To meet this 
	mandate, ETA is working to transform the public workforce investment 
	system through the identification of the challenges facing high-growth 
	industries and the development of targeted workforce solutions in 
	collaboration with industry leaders and workforce investment 
	professionals. The President's High Growth Job Training Initiative 
	(High Growth Initiative) has established that high-growth/high-demand 
	industries tend to meet one or more of the following criteria: (1) The 
	industry is projected to add substantial numbers of new jobs to the 
	economy; (2) the industry has a significant impact on the economy 
	overall; (3) the industry impacts the growth of other industries; (4) 
	the industry is being transformed by technology and innovation 
	requiring new skills sets for workers; or (5) the industry is a new and 
	emerging business that is projected to grow. Information specific to 
	the workforce challenges of each industry targeted in the High Growth 
	Initiative is available on ETA's Web site at http://www.doleta.gov/BRG/JobTrainInitiative <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.doleta.gov/BRG/JobTrainInitiative> 
	.
	
	    One of the common challenges identified by these high-growth 
	industries is access to new and untapped labor pools, such as Hispanic 
	and Asian workers, LEP individuals, older workers, and individuals with 
	disabilities. The issue of access to LEP and Hispanic individuals, in 
	particular, arose in discussions with retail, construction, and 
	hospitality industry leaders; however, the issue of language skills 
	impeding worker access to jobs and progress once hired was of universal 
	concern among all high-growth employers. For example, workers with 
	limited English language skills comprise a significant portion of the 
	construction workforce, therefore communication with LEP and Hispanic 
	workers can be challenging. However, improving their English language 
	skills can help them advance in the industry, and the jobs available 
	have good salaries. Similarly, a large percentage of workers in the 
	Hospitality industry are non-English speaking, resulting in the need to 
	identify and implement solutions that facilitate the attainment of 
	English language and workplace skills training. Finally, as the 
	demographics of the United States continue to diversify, multilanguage 
	employees become more desirable--such as is becoming increasingly 
	evident in the retail industry. Retailers are customer service driven 
	and need workers who can speak the languages of their customer base. 
	While workers speak the language of customers, their lack of basic 
	English language and literacy skills proficiency can hinder their 
	ability to perform all job functions, work effectively with other 
	employees, and move up the career ladder. As part of ETA's demand-
	driven workforce strategy, projects funded under this solicitation will 
	be those that provide viable solutions to this access challenge and 
	connect Hispanic and LEP individuals with career opportunities in local 
	high-growth, high-demand industries where they can succeed and prosper.
	3. Strategic Partnerships
	    In order to implement effective demand-driven training strategies 
	for the LEP and Hispanic workforce, ETA believes that strategic 
	partnerships must be created between the education and training 
	community, the public workforce investment system, and employers, all 
	of which must be actively involved in the project's design and 
	implementation. These strategic partnerships should focus broadly on 
	the workforce challenges of one or more of the high-growth, high-demand 
	industry(ies) and members of the partnership must work collaboratively 
	to identify and implement solutions that will equip the LEP and 
	Hispanic workforce with the language and occupational skills needed to 
	address those challenges.
	    Each partner should have clearly defined roles. The exact nature of 
	these roles may vary depending on the issue areas being addressed and 
	the scope and nature of the activities undertaken. ETA expects that 
	each partner will, at a minimum, contribute in the following ways:
	    Employers should be actively engaged and participate fully 
	in every aspect of grant activities including defining the program 
	strategy and goals; identifying needed skills and competencies; 
	designing training approaches and curricula; implementing the program; 
	contributing financial and in-kind support; and, where appropriate, 
	hiring qualified training graduates.
	    The workforce investment system may play a number of 
	roles, including
	
	[[Page 35123]]
	
	identifying and assessing LEP and Hispanic candidates for training; 
	working collaboratively to leverage WIA investments; referring 
	qualified candidates to the training provider; providing wrap-around 
	support services, where appropriate; and referring qualified training 
	graduates to employers with existing job openings.
	    The education and training partner is expected to lead the 
	curriculum development and deliver contextualized training that will 
	prepare participants for employment opportunities in high-growth 
	industry(ies).
	    To maximize the success of the project and to keep pace with the 
	rapid changes in the economy and the nature of skills and competencies 
	necessary for work in these industries, these partnerships need to be 
	substantial and sustained throughout the operation of the project and 
	beyond.
	4. Leveraged Resources
	    Leveraging resources in the context of strategic partnerships 
	accomplishes three goals: (1) It allows for the strategic pursuit of 
	resources; (2) it increases stakeholder investment in the project at 
	all levels including design and implementation phases; and (3) it 
	broadens the impact of the project itself.
	    Applicants must indicate that there are cash or in-kind resources 
	from non-Federal sources available to augment Federal dollars in the 
	development and implementation of the project. Non-Federal resources 
	may include those provided by private entities, foundations, and state 
	and local tax revenue funds, among others. The partnership as a whole 
	is expected to contribute resources, either through cash or in-kind 
	contributions, totaling at least 50 percent of the amount of funding 
	requested from ETA. Of this 50 percent, business partners are expected 
	to contribute at least half of the resources leveraged for the project.
	    ETA strongly encourages applicants to integrate WIA funding at the 
	state and local levels into their proposed project. Integrating WIA 
	funds ensures that the full spectrum of assets available from the 
	workforce investment system is leveraged to support the LEP and 
	Hispanic American worker training activities. The wide variety of WIA 
	programs and activities provides both breadth and depth to the proposed 
	solution that the project will offer to both business and individuals. 
	The use of WIA funds also serves to embed the training solution into 
	the local or regional workforce investment system, which strengthens 
	the system's ability to become more demand-driven. While these funds 
	may not count toward the match requirement, they are considered to be 
	leveraged resources and will serve to demonstrate the effective 
	integration of services in the grant application.
	5. Sustainability and Replication
	    The funds awarded under this SGA should be considered seed funding. 
	Applicants are expected to sustain successful projects once grant funds 
	have been exhausted in order to provide long-term solutions to the 
	ongoing workforce challenges facing high-growth industries in hiring 
	and retaining LEP and Hispanic Americans. In addition, projects must be 
	designed with the expectation that curricula and training models that 
	prove successful through this demonstration will be shared with the 
	public workforce investment system in order to expand the impact of the 
	LEP and Hispanic Worker Initiative. Projects should be applicable to 
	multiple locations and/or industries.
	6. Outcomes
	    The primary objective of the LEP and Hispanic Worker Initiative is 
	to raise the English and occupational skills levels of individuals 
	served in order to meet the workforce demands of high-growth/high-
	demand industries. Therefore, projects funded under the initiative must 
	be results-oriented and identify clear and specific outcome measures 
	that are appropriate to the proposed training solution(s). Because the 
	LEP and Hispanic Worker Initiative will invest in customized 
	strategies, ETA recognizes that specific outcomes will vary from 
	project to project. Training outcomes should include those applicable 
	performance measures tracked by the workforce system's ``Common 
	Measures'' as specified in Training and Employment Guidance Letter No. 
	28-04 (http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=1711 <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=1711> ). Other 
	
	outcome measures may include the English literacy gains attained by 
	participants (as discussed above and referenced in TEGL 28-04 
	Attachment 4), employer satisfaction with the competencies of training 
	graduates, and other measures appropriate to the scope of activities in 
	the proposed project.
	
	Part II--Award Information
	
	A. Award Amount
	
	    ETA intends to fund 7 to 10 projects in a range of $500,000 to $1 
	million; however, this does not preclude funding decisions outside this 
	range, or funding a smaller or larger numbers of projects, based on the 
	number and quality of submissions. Applicants may submit budgets for 
	quality projects at appropriate funding levels, however, as noted the 
	limited funding available through this SGA is intended to supplement 
	project budgets (as mentioned under Part I.B.4--Leveraged Resources) 
	rather than be the sole funding source for the proposal.
	
	B. Period of Performance
	
	    The period of performance will be up to 24 months from the date of 
	execution of the grant documents. Delivery of services to participants 
	should begin within 90 days of the grant execution date. The Department 
	may approve a request for a no-cost extension to grantees for an 
	additional period of time based on the success of the project and other 
	relevant factors.
	
	Part III--Eligibility Information
	
	A. Eligible Applicants
	
	    Eligible applicants include any organization meeting the 
	requirements of this Part and capable of fulfilling the terms and 
	conditions of this solicitation such as public, private for-profit, and 
	private non-profit organizations including community and faith-based 
	organizations. Any applicant that is not a Workforce Investment Board 
	or One-Stop Career Center will be required to demonstrate evidence of 
	an active partnership or coordination with the public workforce 
	investment system in the proposed service area for the delivery of 
	services to participants of that area. Such evidence may include a 
	memorandum of agreement, a memorandum of understanding, or letters of 
	commitment from partners. Applicants are also encouraged to work with 
	other local partners.
	    The application must clearly identify the applicant and describe 
	its capacity to administer this project. The applicant must also 
	identify whether the fiscal agent is an organization other than the 
	applicant.
	
	B. Demonstrated Partnerships
	
	    Applicants are encouraged to think broadly and collaborate with 
	entities that possess a sound grasp of economic and labor market 
	conditions in the region and are in a position to address the workforce 
	challenges of Hispanics and LEP individuals. As indicated in Part 
	I.B.3--Strategic Partnerships, applicants must demonstrate the 
	existence of a partnership that includes at least one entity from each 
	of three categories:
	    The publicly funded workforce investment system, which may 
	include state or local Workforce Investment Boards, State Workforce 
	Agencies, and One-Stop Career Centers and their partners;
	
	[[Page 35124]]
	
	    The education and training community, which includes 
	community and technical colleges, tribal colleges, four-year colleges 
	and universities, and other training entities; and
	    High-growth/high-demand employers or industry-related 
	organizations such as associations and unions.
	    Additionally, partnerships may include community-based or faith-
	based organizations. While the Department welcomes applications from 
	newly formed partnerships, applicants are advised that grant funds may 
	not be used to develop partnerships, and participant services are 
	expected to be a part of the application.
	
	C. Participant's Share of Resources
	
	    As mentioned in Part I.B.4--Leveraged Resources, applicants are 
	required to commit non-Federal resources equivalent to at least 50 
	percent of the grant award amount. The applicant's match resources may 
	be provided by cash or in-kind contributions to support allowable 
	activities; however, at least 50 percent of the applicant's share must 
	be made up of cash or in-kind contributions from the business partners. 
	Federal resources of any kind may not be counted to meet these 
	requirements. For example, if a project is expected to cost $750,000, 
	the applicant might request grant funds from ETA under this 
	solicitation in the amount of $500,000. The applicant would then be 
	expected to provide a match of non-Federal cash and in-kind 
	contributions totaling $250,000 (50 percent of the funding requested), 
	of which $125,000 (50 percent of the match) must be contributed by the 
	business partners. Match funds must be documented on either the 
	Application for Federal Assistance Standard Form (SF) 424 (available at 
	http://www.whitehouse.gov/omb/grants/sf424.pdf <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.whitehouse.gov/omb/grants/sf424.pdf> ) or the Budget Information Sheet SF-424A (available at http://www.whitehouse.gov/omb/grants/sf424a.pdf <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.whitehouse.gov/omb/grants/sf424a.pdf> 
	).
	
	    Please note that, to count toward these requirements, a cost must 
	be an allowable charge for Federal grant funds. If the cost would not 
	be allowable as a grant-funded charge, then it also cannot be counted 
	toward the selected applicant's share. Match resources are subject to 
	the Uniform Administrative Requirements at 29 CFR 97.24 and 29 CFR 
	95.23 (depending on the applicant's type of organization).
	
	D. Other Eligibility Requirements
	
	    Veterans Priority. This program is subject to the provisions of the 
	``Jobs for Veterans Act,'' Public Law 107-288. In cases where providers 
	of services must choose between two or more candidates with similar 
	background and skill sets, the Job for Veterans Act requires that 
	veterans, and in some cases, their spouses, be given priority. Please 
	note that, to obtain priority of service, a veteran must meet the 
	program's eligibility requirements. The directive providing policy 
	guidance on veterans' priority is available at http://www.doleta.gov/programs/VETs/ <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.doleta.gov/programs/VETs/> 
	.
	
	    Administrative Costs. The primary use of the grant funds should be 
	used to support the actual project (curriculum development, training, 
	etc.). Therefore, applicants receiving grant funds under this 
	solicitation may not use more than 10 percent of the amount requested 
	for administrative costs associated with the project. Administrative 
	costs are defined at 20 CFR 667.220.
	    Distribution Rights. Selected applicants must agree to give ETA the 
	right to use and distribute all materials such as training models, 
	curriculum, technical assistance products, etc., developed with grant 
	funds. Materials developed with grant resources are in the public 
	domain; therefore, ETA has the right to use, reuse, modify, and 
	distribute all grant-funded materials and products to any interested 
	party, including broad distribution to the public workforce investment 
	system via the Internet or other means.
	    Legal rules pertaining to inherently religious activities by 
	organizations that receive Federal financial assistance. The government 
	is generally prohibited from providing direct Federal financial 
	assistance for inherently religious activities. Grants under this 
	solicitation may not be used for religious instruction, worship, 
	prayer, proselytizing, or other inherently religious activities. 
	Neutral, non-religious criteria that neither favor nor disfavor 
	religion will be employed in the selection of grant recipients and must 
	be employed by grantees in the selection of sub-recipients.
	
	Part IV--Application and Submission Information
	
	A. Address To Request Application Package
	
	    This SGA contains all of the information and forms needed to apply 
	for grant funding.
	
	B. Content and Form of Application Submission
	
	    Applicants must submit an original signed application and three 
	hard copies. The proposal consists of two separate and distinct parts, 
	part I and II. Both parts must be included in a complete application. 
	Applications that fail to adhere to the instructions in this section 
	will be deemed non-responsive and will not be considered for funding.
	    Part I of the proposal is the Financial Proposal and must include 
	the following two items.
	    The Application for Federal Assistance SF-424 (Appendix A) 
	(available at http://www.whitehouse.gov/omb/grants/sf424.pdf <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.whitehouse.gov/omb/grants/sf424.pdf> .) Upon 
	
	confirmation of an award, the individual signing the SF-424 on behalf 
	of the applicant shall represent the responsible entity. All 
	applications for Federal grant and funding opportunities are required 
	to have a Dun and Bradstreet (DUNS) number. See OMB Notice of Final 
	Policy Issuance, 68 FR 38402 (June 27, 2003). Applicants must supply 
	their DUNS number in item 5 of SF-424 (Rev. 9-2003). The DUNS 
	number is easy to obtain and there is no charge. To obtain a DUNS 
	number, access http://www.dunandbradstreet.com <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.dunandbradstreet.com>  or call 1-866-705-5711.
	
	    The Budget Information Form SF-424A (Appendix B) 
	(available at http://www.whitehouse.gov/omb/grants/sf424a.pdf <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.whitehouse.gov/omb/grants/sf424a.pdf> .) In 
	
	addition to preparing the Budget Information form, the applicant must 
	provide a concise narrative explanation to support the request. The 
	budget narrative should break down the budget and corresponding 
	matching funds by deliverable and should discuss precisely how the 
	administrative costs support the project goals.
	    Part II of the application is the Technical Proposal, which 
	demonstrates the applicant's capabilities to plan and implement a 
	demonstration project under the LEP and Hispanic Worker Initiative in 
	accordance with the provisions of this solicitation. The Technical 
	Proposal is limited to 20 double-spaced, single-sided, 8.5-inch-by-11-
	inch pages with 12-point font and 1-inch margins. In addition, the 
	applicant may provide resumes, a staffing pattern, statistical 
	information, and related materials in attachments which may not exceed 
	10 pages. Letters of commitment from partners providing matching 
	resources may be submitted as attachments. Such letters will not count 
	against the allowable maximum page totals. The applicant must reference 
	any participating entities in the text of the Technical Proposal.
	    No cost data or reference to prices should be included in the 
	Technical Proposal. The following information is required:
	    A table of contents listing the application sections;
	    A two-page abstract summarizing the proposed project and 
	applicant
	
	[[Page 35125]]
	
	profile information including: Applicant name, project title, industry 
	focus, the LEP and Hispanic workforce challenge being addressed, 
	partnership members, funding level request, and the leveraged 
	resources;
	    A timeline outlining project activities; and
	    A project description addressing the Evaluation Criteria 
	in part V.A. of this solicitation.
	    Please note that the table of contents, the abstract, and the 
	timeline are not included in the 20-page limit. Applicants that do not 
	meet these requirements will not be considered.
	
	C. Submission Date, Times and Addresses
	
	    The closing date for receipt of applications under this 
	announcement is August 15, 2005. Applications must be received at the 
	address below no later than 5 p.m. (Eastern Time). Applications sent by 
	e-mail, telegram, or facsimile (fax) will not be accepted. Applications 
	that do not meet the conditions set forth in this notice will not be 
	honored. No exceptions to the mailing and delivery requirements set 
	forth in this notice will be granted.
	    Mailed applications must be addressed to the U.S. Department of 
	Labor, Employment and Training Administration, Division of Federal 
	Assistance, Attention: Mrs. Serena Boyd, Reference SGA/DFA PY 05-02, 
	200 Constitution Avenue, NW., Room N-4438, Washington, DC 20210. 
	Applicants are advised that mail delivery in the Washington area may be 
	delayed due to mail decontamination procedures. Hand-delivered 
	proposals will be received at the above address. All overnight mail 
	will be considered to be hand-delivered and must be received at the 
	designated place by the specified closing date.
	    Applicants may apply online at http://www.grants.gov <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.grants.gov> . Any 
	
	application received after the deadline will not be accepted. For 
	applicants submitting electronic applications via Grants.gov, it is 
	strongly recommended that you immediately initiate and complete the 
	``Get Started'' steps to register with Grants.gov at http://www.grants.gov/GetStarted <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.grants.gov/GetStarted> .
	These steps will probably take multiple days 
	
	to complete which should be factored into your plans for electronic 
	application submission in order to avoid facing unexpected delays that 
	could result in the rejection of your application.
	    Late Applications: Any application received after the exact date 
	and time specified for receipt at the office designated in this notice 
	will not be considered, unless it is received before awards are made 
	and it (a) was sent by U.S. Postal Service registered or certified mail 
	not later than the fifth calendar day before the date specified for 
	receipt of applications (e.g., an application required to be received 
	by the 20th of the month must be postmarked by the 15th of that month) 
	or (b) was sent by U.S. Postal Service Express Mail or online to 
	addressee not later than 5 p.m. at the place of mailing or electronic 
	submission one working day prior to the date specified for receipt of 
	applications. It is highly recommended that online submissions be 
	completed one working day prior to the date specified for receipt of 
	applications to ensure that the applicant still has the option to 
	submit by U.S. Postal Service Express Mail in the event of any 
	electronic submission problems. ``Postmarked'' 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 or affixed on the date of mailing by an 
	employee of the U.S. Postal Service. Therefore, applicants should 
	request the postal clerk to place a legible hand cancellation ``bull's 
	eye'' postmark on both the receipt and the package. Failure to adhere 
	to the above instructions will be a basis for a determination of 
	nonresponsiveness.
	
	D. Intergovernmental Review
	
	    This funding opportunity is not subject to Executive Order (EO) 
	12372, ``Intergovernmental Review of Federal Programs.''
	
	E. Funding Restrictions
	
	    Determinations of allowable costs will be made in accordance with 
	the applicable Federal cost principles as indicated in Part VI.B. 
	Disallowed costs are those charges to a grant that the grantor agency 
	or its representative determines not to be allowed in accordance with 
	the applicable Federal Cost Principles or other conditions contained in 
	the grant. As discussed above, only costs that would be allowable with 
	grant funds may be counted as part of the recipients' share of project 
	costs.
	
	F. Other Submission Requirements
	
	    Withdrawal of Applications. Applications may be withdrawn by 
	written notice or telegram (including mailgram) received at any time 
	before an award is made. Applications may be withdrawn in person by the 
	applicant or by an authorized representative thereof, if the 
	representative signs a receipt for the proposal.
	
	Part V--Application Review Information
	
	A. Rating Criteria
	
	    This section identifies and describes the criteria that will be 
	used to evaluate the proposals for the LEP and Hispanic Worker 
	Initiative. The criteria and point values are:
	
	------------------------------------------------------------------------
	                           Criteria                              Points
	------------------------------------------------------------------------
	1. Statement of Need and Target Population...................         15
	2. Strategic Partnership and Leveraged Resources.............         10
	3. Project Design............................................         30
	4. Outcomes, Benefits, and Impact............................         25
	5. Sustainability and Replication............................         10
	6. Program Management and Organization Capacity..............         10
	                                                              ----------
	  Total Possible Points......................................        100
	------------------------------------------------------------------------
	
	1. Statement of Need and Target Population (15 Points)
	    The applicant must demonstrate a clear and specific need for the 
	LEP and Hispanic Worker Initiative investment in that workforce area. 
	Projects funded through this solicitation should be based in local, 
	regional, or state labor markets. The applicant must describe the 
	economic and workforce conditions in the project community; identify 
	the needs of the targeted high-growth industry(ies) that will be 
	addressed by the project; and define the high-demand occupations 
	targeted for project participants. The applicant is expected to 
	indicate the appropriateness of the occupations being focused on given 
	local labor market conditions, wage enhancement potential, job 
	retention for the target group, and upward mobility opportunities for 
	participants. Applicants may draw from a variety of resources for 
	supporting data, including traditional labor market information, 
	information from economic developers on locally projected growth, 
	information collected by business organizations such as chambers of 
	commerce and trade associations, and discussions with local businesses 
	that make up the high-growth industries of the local area.
	    The applicant must describe the proposed target population for the 
	project, including the nature of the population in the region or area 
	that would be served such as what percent of the population is LEP or 
	Hispanic. The description should include the number of individuals to 
	be served, and the specific workforce challenge(s) to be addressed 
	through the project. In addition, the applicant should identify the 
	target group to be served (i.e., incumbent workers, new job entrants,
	
	[[Page 35126]]
	
	youth or adults) who lack the language, basic, and occupational skills 
	identified as in high demand locally.
	    Scoring on this criterion will be based on the extent of 
	demonstrated need. Important factors for evaluation include:
	    Demonstrated knowledge of the LEP and Hispanic population 
	in the project area, including their impact on and participation in the 
	local or regional labor force.
	    Clear identification of target population characteristics, 
	including their English language proficiency, and basic and 
	occupational skill needs.
	    Demonstrated existence of one or more industry identified 
	workforce challenge in the area in which the grant activity will take 
	place.
	    Documented language and skill shortages for industry or 
	occupations targeted.
	    Identification of the sources of the data used in the 
	analysis.
	    If appropriate, the nature of larger strategic economic 
	development or workforce investment plans or projects with which the 
	proposed project is aligned.
	2. Strategic Partnership and Leveraged Resources (10 Points)
	    Applicants must demonstrate that the proposed project will be 
	implemented by a partnership that includes at least one entity from 
	each of three categories:
	    The publicly funded workforce investment system, which may 
	include state and local Workforce Investment Boards, State Workforce 
	Agencies, and One-Stop Career Centers and their partners;
	    The education and training community, which includes 
	community and technical colleges, four year colleges and universities, 
	and other training entities; and
	    Employers or industry-related organizations such as 
	associations and unions.
	    Additionally, partnerships may include community-based or faith-
	based organizations. While the Department welcomes applications from 
	newly formed partnerships, applicants are advised that grant funds may 
	not be used to develop partnerships.
	    The Department encourages, and will be looking for, applications 
	that go beyond the minimum level of partnership and demonstrate 
	broader, substantive, and sustainable partnerships. The applicant must 
	identify the partners and explain the meaningful role each partner 
	plays in the project as well as how resources will be leveraged among 
	the partners. Applicants must demonstrate their ability to leverage 
	non-Federal resources equivalent to at least 50 percent of the amount 
	of funding requested from ETA. Both cash and in-kind contributions are 
	acceptable. At least 50 percent of the applicant's total share of 
	resources must be cash or in-kind contributions from business partners. 
	Federal resources cannot be counted towards the match.
	    Scoring on this criterion will be based on the comprehensiveness of 
	the partnership, the degree to which each partner plays a committed 
	role, and the demonstrated commitment of leveraged non-Federal 
	resources for the project. Important factors include:
	    The number of partners involved, the nature of their in-
	kind or cash contribution, their knowledge and experience concerning 
	the proposed grant activities, and their ability to impact the success 
	of the project.
	    The overall completeness of the partnership, including its 
	ability to manage all aspects and stages of the project and to 
	coordinate individual activities with the partnership as a whole.
	    Evidence that key partners have expressed a clear 
	commitment to the project and understand their areas of responsibility. 
	(Examples include a letter of commitment, an MOU, or partner signatures 
	on the proposal.)
	    Evidence of a plan for interaction between partners at 
	each stage of the project, from planning to execution.
	    Evidence that the partnership has the capacity to achieve 
	the outcomes of the proposed project.
	    The demonstrated commitment of leveraged resources of at 
	least 50 percent of the total amount requested from ETA, including an 
	itemized description of each cash or in-kind contribution and a 
	description of how each contribution will be used to further the goals 
	of the project.
	3. Project Design (30 Points)
	    Applicants are requested to specify the purpose of the proposed 
	project and demonstrate how the project will provide solutions to the 
	workforce challenges of LEP individuals or Hispanics as well as those 
	of the targeted high-growth industries. Describe how the training 
	curricula proposed to upgrade the language, basic, and occupational 
	skills of participants will be integrated. Describe how creative 
	teaching methodologies will be used in implementing accelerated 
	education and training services for participants and where such 
	methodologies will be provided (i.e., on the worksite, in a classroom 
	setting, at a One-Stop Career Center, etc.). Describe how these 
	creative teaching methodologies will:
	    Shorten the period of time required for individuals to 
	acquire the language, basic, and occupational skills demanded by local 
	high-growth industry employers;
	    Increase the levels of literacy and employment 
	communication skills to meet the levels demanded by local high-growth 
	employers; and
	    Increase the direct participation of high-growth employers 
	in developing or implementing the training.
	    Applicants are required to identify the outreach and recruitment 
	methods that will be used to contact and recruit participants including 
	(if applicable) any organization other than the grantee that will be 
	responsible for such activities. Describe why the methods and 
	organizations (if applicable) will be effective in achieving the 
	planned participation levels. Identify the criteria that will be used, 
	and the organization (if applicable) that will be responsible for 
	selecting individuals that will participate in the project.
	    Applicants are required to describe the service process that will 
	be used in the project including any sequence of services in the 
	overall process (i.e., assessments, training, etc.), how the specific 
	services for participants are determined, and which partner will 
	provide the services. For example, partners of the One-Stop Career 
	Center system can play a key role in assessing each participant's basic 
	language and occupational skill levels as well as assist in placing 
	individuals in employment after completion of training. In addition, 
	identify the support services (if applicable) that will be provided to 
	participants during and post training as well as pre- and post-
	employment/placement services, and describe how such services will 
	facilitate the individuals' participation. Describe the rationale for 
	the services that are necessary for participants to attain, retain, or 
	advance in the targeted occupation or industry. Indicate what services 
	will be provided by project partners or sources other than the grant 
	itself.
	    Scoring on this criterion will be based on how well the service 
	plan/project design provides solutions to the workforce challenges of 
	LEP and Hispanic workers while addressing the needs of high-growth 
	employers for a skilled workforce. Important factors include:
	    The existence of a work plan that is responsive to the 
	applicant's statement of need and target population, and that includes 
	specific goals, objectives, activities, implementation strategies, and 
	a timeline.
	
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	    The demonstrated link between the proposed project and the 
	workforce challenges identified for LEP and Hispanic workers.
	    The existence of a strategy that incorporates outreach and 
	recruitment activities geared toward the appropriate target group, 
	including disseminating information about the project and planned 
	activities.
	    The industry and occupation, in which participants are to 
	be placed, retained, or advanced relative to target skills and wage 
	goals.
	    Evidence that the training curricula will be developed (if 
	applicable) and implemented to meet language, basic, and occupational 
	skill standards required by high-growth employers.
	    The length of the project for participants.
	4. Outcomes, Benefits and Impact (25 Points)
	    Applicants must fully describe the outcomes, benefits, and impacts 
	expected to result from the project in relation to the workforce 
	challenges described in the statement of need. Applicants must describe 
	the proposed outcome measures relevant to measuring the success or 
	impact of the project. To the extent possible, such outcome measures 
	should mirror those defined by the workforce system's Common Measures 
	for all Federal job training and employment programs, which include an 
	entered employment rate, a retention rate, and a measurement of 
	earnings gains as specified in Training and Employment Guidance Letter 
	No. 28-04 (http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=1711 <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=1711> ).
	
	    Other performance outcomes to be measured should include English 
	literacy skills gained by participants, and diplomas or credentials 
	resulting from the project, as appropriate. Applicants are required to 
	identify the assessment tool(s) and/or method(s) that will be used to 
	determine the skills and aptitudes of participants, including tools 
	that will be used to measure English proficiency and basic skills 
	levels. Describe the specific strategies and methods that will be used 
	for measuring skills acquisition during the training process. Any 
	discussion of outcome goals should include the methods proposed to 
	collect and validate outcome data in a timely and accurate manner.
	    Scoring on this criterion will be based on the following factors:
	    The expected project outcomes are clearly identified, 
	measurable, realistic, and consistent with the objectives of the 
	project.
	    Applicant commitment to track and report training outcome 
	measures, including employment outcomes.
	    Identification of the specific assessment instrument(s) 
	and method(s) that will be used for measuring industry-identified 
	occupational and literacy skills gains during the training process.
	    The ability of the applicant to achieve the stated 
	outcomes within the time frame of the grant.
	    The appropriateness of the outcomes with respect to the 
	requested level of funding.
	    The extent to which the project will be of significant and 
	practical use to the public workforce investment system.
	5. Sustainability and Replication (10 Points)
	    Applicants must provide evidence that, if successful, activities 
	supported by the demonstration grant project will be continued after 
	the expiration date of the grant. Applicants must describe how the 
	model, training curricula, partnership strategies, and project design 
	elements can be replicated in other workforce investment areas.
	    Scoring of this criterion will be based on the extent to which the 
	project can be sustained after the grant expires and the expressed 
	commitment of the applicant to make curricula and training models 
	available for distribution.
	6. Program Management and Organization Capacity (10 Points)
	    Applicants must describe their ability to provide the services 
	proposed and their experience working with integrated learning 
	strategies and with LEP individuals and Hispanics. The applicant must 
	also include a description of organizational capacity and the 
	organization's track record in projects similar to that described in 
	the proposal and/or related activities of the primary actors in the 
	partnership. Applicants must identify a project manager, discuss the 
	proposed staffing pattern and the qualifications and experience of key 
	staff members, and give evidence of the utilization of data systems to 
	track outcomes. Scoring on this factor will be based on evidence of the 
	following:
	    The time commitment of the proposed staff is sufficient to 
	assure proper direction, management, and timely completion of the 
	project.
	    The roles and contribution of staff, consultants, and 
	collaborative organizations are clearly defined and linked to specific 
	objects and tasks.
	    The background, experience, and other qualifications of 
	staff are sufficient to carry out their designated roles.
	    The applicant organization has significant capacity to 
	accomplish the goals and outcomes of the project, including appropriate 
	systems to track outcome data.
	
	B. Review and Selection Process
	
	    Applications for the LEP and Hispanic Worker Initiative will be 
	accepted commencing on the date of publication of this announcement 
	until the closing date. A technical review panel will carefully 
	evaluate applications against the rating criteria described in Part 
	V.A., which are based on the policy goals, priorities, and emphases set 
	forth in this SGA. Up to 100 points may be awarded to an application, 
	based on the Rating Criteria described in Part V.A. The panel results 
	are advisory in nature and not binding on the Grant Officer. The Grant 
	Officer may consider any information that comes to his or her 
	attention.
	    The ranked scores will serve as the primary basis for selection of 
	applications for funding, in conjunction with other factors such as 
	urban, rural, and geographic balance; the availability of funds; 
	uniqueness and innovative aspect of the project; and which proposals 
	are most advantageous to the government. The government reserves the 
	right to award projects with or without negotiations. Should a grant be 
	awarded without negotiations, the award will be based on the 
	applicant's signature on the SF-424, which constitutes a binding offer.
	
	Part VI--Award Administrative Information
	
	A. Award Notices
	
	    All award notifications will be posted on the ETA homepage at 
	http://www.doleta.gov <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.doleta.gov> .
	
	
	B. Administrative and National Policy Requirements
	
	    Administrative Program Requirements. All grantees, including faith-
	based organizations, will be subject to all applicable Federal laws 
	(including provisions in appropriations law), regulations, and the 
	applicable Office of Management and Budget (OMB) Circulars. The 
	applicants selected under the SGA will be subject to the following 
	administrative standards and provisions, if applicable:
	    Workforce Investment Boards--20 Code of Federal 
	Regulations (CFR) Part 667.220 (Administrative Costs).
	    Non-Profit Organizations--Office of Management and Budget 
	(OMB) Circulars A-122 (Cost Principles) and 29 CFR Part 95 
	(Administrative Requirements).
	
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	    Educational Institutions--OMB Circulars A-21 (Cost 
	Principles) and 29 CFR Part 95 (Administrative Requirements).
	    State and Local Governments--OMB Circulars A-87 (Cost 
	Principles) and 29 CFR Part 97 (Administrative Requirements).
	    Profit-Making Commercial Firms--Federal Acquisition 
	Regulation (FAR)--48 CFR Part 31 (Cost Principles), and 29 CFR Part 95 
	(Administrative Requirements).
	    All entities must comply with 29 CFR Parts 93 and 98, and, 
	where applicable, 29 CFR Parts 96 and 99.
	    In accordance with Section 18 of the Lobbying Disclosure 
	Act of 1995, Public Law 104-65 (2 U.S.C. 1611) non-profit entities 
	incorporated under Internal Revenue Code Section 501(c)(4) that engage 
	in lobbying activities will not be eligible for the receipt of Federal 
	funds and grants.
	
	
	    Note: Except as specifically provided in this notice, ETA's 
	acceptance of a proposal and an award of Federal funds to sponsor 
	any programs(s) does not provide a waiver of any grant requirements 
	and/or procedures. For example, the OMB Circulars require that an 
	entity's procurement procedures must ensure that all procurement 
	transactions are conducted, as much as practical, to provide open 
	and free competition. If a proposal identifies a specific entity to 
	provide services, the ETA's award does not provide the justification 
	or basis to sole-source the procurement, i.e., avoid competition, 
	unless the activity is regarded as the primary work of an official 
	partner to the application.
	
	
	    Evaluation Requirements. The Department may require that the 
	project participate in an overall evaluation of the LEP and Hispanic 
	Worker Initiative performance. To measure the impact of grants funded 
	under the initiative, the Department may arrange for or conduct an 
	independent evaluation of the outcomes and benefits of the projects. 
	Grantees must agree to make records on participants, employers and 
	funding available and to provide access to program operating personnel 
	and to participants, as specified by the evaluator(s) under the 
	direction of the Department, including after the expiration date of the 
	grant.
	
	C. Reporting Requirements
	
	    The grantee is required to provide the reports and documents listed 
	below:
	    Quarterly Financial Reports. A Quarterly Financial Status Report 
	(SF 269) is required until such time as all funds have been expended or 
	the grant period has expired. Quarterly financial reports are due 30 
	days after the end of each calendar year quarter. Grantees must use 
	ETA's Online Electronic Reporting System.
	    Progress Reports. The grantee must submit a quarterly progress 
	report to the designated Federal Project Officer within 30 days after 
	the end of each calendar year quarter. Two copies are to be submitted 
	providing a detailed account of activities undertaken during that 
	quarter. The Department may require additional data elements to be 
	collected and reported on either a regular basis or special request 
	basis. Grantees must agree to meet the Department's reporting 
	requirements. The quarterly progress report should be in narrative form 
	and should include:
	    1. In-depth information on accomplishments including project 
	success stories, upcoming grant activities, and promising approaches 
	and processes.
	    2. Progress toward performance outcomes, including updates on 
	product, curricula, and training development.
	    Training outcomes should include employment placement, 
	employment retention, earnings gain data, as well as literacy, 
	language, and occupational skill attainment.
	    When appropriate, include employer outcomes such as 
	increased productivity, Return on Investment (ROI), and/or employee 
	retention rates.
	    3. Challenges, barriers, or concerns regarding project progress.
	    4. Lessons learned in the areas of project administration and 
	management, project implementation, partnership relationships, and 
	other related areas.
	    Final Report. A draft final report must be submitted no later than 
	60 days prior to the expiration date of the grant. This report must 
	summarize project activities, employment outcomes, and related results 
	of the training project, and should thoroughly document the project 
	solution approach. After responding to ETA's questions and comments on 
	the draft report, three copies of the final report must be submitted no 
	later than the grant expiration date. Grantees must agree to use a 
	designated format specified by the Department to prepare the final 
	report.
	
	Part VII--Agency Contacts
	
	    Any questions regarding this SGA should be faxed to Ms. Serena 
	Boyd, Grants Management Specialist, Division of Federal Assistance, fax 
	number (202) 693-2705 (not a toll-free number). You must specifically 
	address your fax to the attention of Ms. Serena Boyd and should include 
	SGA/DFA PY 05-02 a contact name, fax, and phone number.
	
	FOR FURTHER INFORMATION CONTACT: Ms. Serena Boyd, Grants Management 
	Specialist, Division of Federal Assistance, at (202) 693-3338 (not a 
	toll-free number). This announcement is also being made available on 
	the ETA Web site at http://www.doleta.gov/sga/sga.cfm <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.doleta.gov/sga/sga.cfm>  and http://www.grants.gov.Part <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.grants.gov.Part> 
	VIII--Other Information
	
	
	    Resources for the Applicant. The Department maintains a number of 
	Web-based resources that may be of assistance to applicants. The Web 
	page for ETA's Division of Policy, Legislation and Dissemination 
	(http://www.doleta.gov/reports/DPLD.cfm <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.doleta.gov/reports/DPLD.cfm> ) is a valuable source of 
	
	background information for the LEP and Hispanic Worker Initiative. 
	America's Service Locator (http://www.servicelocator.org <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.servicelocator.org> ) provides a 
	
	directory of the nation's One-Stop Career Centers. The Business 
	Relations Group (http://www.doleta.gov/BRG <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.doleta.gov/BRG> ) provides information on the 
	
	President's High Growth Job Training Initiative. Applicants are 
	encouraged to review ``Understanding the Department of Labor 
	Solicitation for Grant Applications and How to Write an Effective 
	Proposal'' (http://www.dol.gov/cfbci/sgabrochure.htm <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.dol.gov/cfbci/sgabrochure.htm> ). For a basic 
	
	understanding of the grants process and basic responsibilities of 
	receiving Federal grant support, please see ``Guidance for Faith-Based 
	and Community Organizations on Partnering with the Federal Government 
	(http://www.fbci.gov <http://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=http://www.fbci.gov> ).
	
	
	    Signed at Washington, DC, this 13th day of June 2005.
	James Stockton,
	Grant Officer, Employment and Training Administration.
	Attachments:
	    Appendix A: (SF) 424 Application Form
	    Appendix B: (SF) 424-A Budget Information Form
	    Appendix C: OMB Survey N. 1890-0014: Survey on Ensuring Equal 
	Opportunity for Applicants
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	[FR Doc. 05-11881 Filed 6-15-05; 8:45 am]
	
	BILLING CODE 4510-30-C
	

	____________________________________________ 
	Aimee Durfee, Program Manager 
	Californians for Family Economic Self-Sufficiency (CFESS) 
	National Economic Development & Law Center 
	2201 Broadway, Suite 815 
	Oakland, CA  94612 
	TEL 510-251-2600 ext. 127 
	FAX 510-251-0600 
	aimee at nedlc.org 

	Californians for Family Economic Self-Sufficiency (CFESS) is a statewide coalition of human service organizations, grassroots groups, job training agencies and others working to promote programs and policies that help families move out of poverty.

	To join the CFESS listserve, go to:  http://groups.yahoo.com/group/fess-CA