Daily Rules, Proposed Rules, and Notices of the Federal Government
This solicitation provides background information and describes the application submission requirements, outlines the process that eligible entities must use to apply for funds covered by this solicitation, and details how grantees will be selected.
This solicitation consists of eight parts:
Although the rate has declined by one-third since the early 1990's, the United States continues to have one of the highest rates of teen pregnancy and teen births among industrialized nations. In 2006, there were nearly 420,000 births to adolescents under the age of 20.
Early pregnancy and childbearing is closely linked to a host of critical social issues reflecting both the disadvantaged backgrounds of most teen parents and the consequences of early childbearing. Teenage mothers and their children experience more negative outcomes than mothers who delay childbearing until they are older. Children of teen mothers are more likely to be born prematurely and at low birth weight, to suffer higher rates of neglect and abuse, to perform poorly in school, and to become teen parents themselves. Teen mothers are more likely to drop out of school, live in poverty, have lower overall educational attainment, and be dependent on public assistance at some point in their lives.
Teens in foster care or transitioning out of foster care are at a greater risk of becoming teen parents: They are two and a half times more likely than their peers not in foster care to experience a pregnancy by age 19. Many foster youth lack the support system a stable family can provide; the results are pregnant and parenting teens exiting foster care with the additional challenge of trying to support themselves in addition to raising a child.
Teen childbearing is estimated to cost taxpayers at least $9.1 billion each year, including public sector health care costs, increased child welfare costs, and lost tax revenue. Two-thirds of families begun by a young unmarried mother are low-income and 52 percent of all mothers on welfare had their first child as a teenager. Current federal welfare law places a lifetime limit on the amount of financial assistance provided to parents with children and is increasingly encouraging a work-first approach; however, many teen parents lack the skills and social support to achieve economic self-sufficiency.
Teen pregnancy is the number one reason young women drop out of school, and although our society has become better at addressing this problem, the logistics of parenting and completing an education remain a challenge for teen parents, schools, government, and community and faith-based organizations. Even more challenging is the ever increasing need for additional education and training to enter unsubsidized employment and become self-sufficient, as teen mothers are less likely to attend college than women who delay childbearing. Reduced educational attainment of teen mothers has an impact on workforce participation and subsequent earnings. Teen mothers also tend to have more children over their lifetime, which has a strong negative effect on their labor force participation. With less work experience prior to parenthood, teen mothers have difficulty competing in the labor market. Research shows that teen parents have lower career aspirations, lower occupational prestige, and less satisfaction with their job and the progress of their career.
Although most of the focus of teenage pregnancy and parenting is on the mother, fathers of children born to teens also experience the educational and financial effects of early childbearing. Teen fathers tend to complete fewer years of education and are less likely to receive a high school diploma or GED. The annual earnings of teen fathers are 10-15 percent less than for men who do not have children during their teen years.
As an outgrowth of high teen pregnancy rates, programs aimed at pregnancy prevention and at fostering parenting skills for adolescents with children have increased to advance the well-being and success of adolescent parents. However, research indicates programs aimed at teen mothers show modest, if any, gains in employment and earnings and many of these gains do not last. Barriers to education and employment include unstable housing, lack of suitable child care arrangements, unstable relationships, alcohol and drug
Innovative, flexible programs that facilitate the long-term self-sufficiency of young parents and build their parenting capacity must combine academics, work experience, intensive personal attention and support services. Practitioners agree that best practices include the provision of quality education and training, case management, family support services, health services, flexible child care, life skills education, and programs that increase a father's involvement. Complete success involves the ability of a teenage parent to enter the labor market and become self-sufficient. Many of these programs do not have the resources to provide comprehensive services and must stop short of providing employment and occupational skills training. Such training may not be available within a reasonable distance or factors such as child care or transportation may prohibit active participation.
There are literally hundreds of programs for teen parents to complete their schooling. In 1999, the National Institute on Early Childhood Development and Education profiled 43 programs for pregnant and parenting teens in a variety of settings including public schools, alternative schools, community-based facilities, and medical facilities. The focus on education, training, and employability reflects a recognition that in order to improve the long-term economic self-sufficiency of young parents and their families, it is critical that they obtain a high school diploma or equivalency and pursue additional education or job training that can improve employment and earnings in the long run.
In the welfare reforms of the early 1990's, teen parents were required to remain in school and most were expected to live at home with parents or relatives. Due to this focus on school completion, few programs for teen mothers have been rigorously evaluated in terms of employment and earnings outcomes since the 1990's, although the findings from the early studies remain informative. Information about some of these studies is listed below.
The New Chance program was a national research and demonstration project in the mid 1980's that provided comprehensive education, training, and other services intended to improve the prospects and well-being of low-income mothers and their children. The program's eligibility criteria were designed to assure that the research sample represented populations that were central to the welfare reform debates of the time: families headed by young mothers who had their first child as teenagers, were high school dropouts, and were receiving Aid for Families with Dependent Children (AFDC). One of the program's distinguishing features was its explicit two-generational focus on both mothers and children. The program substantially increased young parents' participation in education and skills training. Eighteen to 19 year old and 20 to 22 year old project participants were more likely to earn a high school diploma or GED than their counterparts in the control group.
The TPD operated in Camden and Newark, New Jersey and the south side of Chicago from 1987 to 1991. All teens who applied for AFDC during the demonstration period in these sites and who were randomly assigned to the demonstration program were required to participate in education, job training, or employment-related activities, as appropriate, or be sanctioned until they did participate. The sites paid for or provided child care, transportation, and other services so that such needs were not a barrier to participation in required activities. Each teen was assigned to a case manager who developed a self-sufficiency plan, guided the teen to needed services, and monitored the teen's progress in required activities. The sites provided initial workshops and other services to prepare the teens for later education, training, and employment-related activities. Program costs were modest, averaging $2,200 per year per participant (including community-provided services, such as alternative educational services, but neither included AFDC payments nor the cost of regular high school attendance).
Some of the sites had positive employment and earnings results initially, but these results decayed because of subsequent pregnancy, insufficient child care and other services, and low skills. The evaluation of the TPD offers important lessons for state and local agencies that are implementing and have implemented the teenage parent provisions of Temporary Assistance for Needy Families. The highlights of the research were that mandatory participation and needed support services can be implemented successfully for teen parents on a large scale and at reasonable cost. Linking cash assistance to program participation increases the level of self-sufficiency activities when the participation is mandatory. TPD increased rates of school attendance, job training, and employment while the programs were operating. The increases faded after the end of the program.
The LEAP Program, conducted from 1989 to 1997, was designed to promote school attendance of pregnant and parenting teens on welfare, with the ultimate goal of producing improved employment outcomes and reductions in welfare dependence. LEAP provided financial incentives for educational achievement, case management, and support services such as child care and transportation assistance. Experimental evaluations showed that participation in LEAP increased school enrollment, school attendance, and college enrollment, and decreased welfare participation. For the subgroups of participants who were enrolled in school at the time of program enrollment, there were also significant positive impacts on high school graduation and GED attainment rates as well as employment-related outcomes. Ohio's LEAP increased teenage parents' school and GED program attendance significantly during the first year after they entered the program. The program also increased the rates at which teen parents completed 9th, 10th, and 11th grade during the first three years after program entry.
The PFS, a national demonstration project authorized by the Family Support Act of 1988, was one of the first programs providing targeted assistance to low-income fathers who were behind on child support payments. The PFS evaluation studied 5,500 fathers who were randomly assigned to a PFS group or control group at each of seven sites from 1994 to 1996. Some of the key findings were that PFS increased employment and earnings for the least-employable men and encouraged some fathers, particularly those who were least involved initially, to take a more active parenting role. Also, men referred to the PFS program paid more child support than men in the control group.
Sponsored by the Department of Health and Human Services and the Ford Foundation, the PFF demonstration was initially developed in 1996 with planning grants to 16 sites. From 2000 to 2003, 13 of these sites operated in the demonstration phase.
The Fiscal Year 2008 Department of Labor Appropriations Act provides for approximately $5 million in Workforce Investment Act (WIA) Pilot, Demonstration and Research funds to conduct a new demonstration program of competitive grants to address the employment and training needs of young parents. The Young Parents Demonstration program is to provide educational and occupational skills training leading to family economic self-sufficiency to both mothers and fathers, and expectant mothers ages 16 to 24. Projects funded are to serve young parents including, as applicable, those in high-risk categories such as victims of child abuse, children of incarcerated parents, court-involved youth, youth at risk of court involvement, homeless and runaway youth, Indian and Native American youth, migrant youth, youth in or aging out of foster care, and youth with disabilities.
To ensure rigorous, valid results from the Young Parents Demonstration, each grantee must agree to participate in an innovative random assignment technique called a “bump-up” experiment. A “bump-up” experiment is a random assignment experiment
ETA encourages applicants who are targeting disconnected populations to partner with networks of faith and community-based organizations. Faith and community-based organizations have valuable expertise in successful strategies for working with disconnected populations and can provide outreach and wrap around support services as needed. For applicants choosing to partner with faith and community-based organizations, please visit
A. Each applicant must currently be operating a program with the following required components:
• Education, Training, and Employment Strategies—this component is focused on providing young parents with skills and credentials relevant to the industries or occupations in demand in the local labor market.
• Mentoring—this component is aimed at providing life skills and ongoing support to young parents. Mentoring can be defined as informal activities, such as one-on-one mentoring or group mentoring, or formal activities, such as home visitation. ETA requires that a faith-based or community-based organization experienced in providing social services to young parents or in operating mentoring programs will have the lead in this component of the program. The mentoring component should include a period of mentoring and follow-up that is no less than 18 months in duration and longer if possible.
• Case Management—Case management should include the identification, assessment, and enrollment of young parents in the project and the development of a personalized service strategy that may include personal, educational, or employment-related supports and the identification of appropriate supportive services. Case managers should have a central role in ensuring that project participants receive all of the necessary and appropriate services to overcome any barriers to full project participation. Case management includes: follow-up and retention services intended to sustain and advance the gains made in education and employment outcomes; individualized, consistent follow-up after training and during the retention period for at least one year; and/or intensive follow-up and retention services such as home visits or employer visits rather than periodic phone calls.
• Supportive Services—this component is aimed at reducing barriers to stable participation in education and employment, which may include child care assistance, transportation assistance, mental or physical health care, parenting education classes, work-based stipends, or other efforts.
B. This grant will provide an opportunity for a grantee to supplement their existing program (as described in section A above). The grant must provide a
C. The following is a list of examples of program services or models for specific components that would qualify for the “bump-up.” Please note that case management and supportive services are not eligible components for the additional bump-up. However, applicants are free to include in their proposed design services or models other than those provided here.
• Work with an educational institution to develop a vocational training program which would encompass the flexibility needed by pregnant/parenting young adults.
• Provide alternative education options such as credit retrieval or GED completion.
• Provide assistance with transition to post-secondary education at a two-year or four-year institution.
• Coordinate with employers to identify career ladders, establish training needs, develop employer-based training, and/or hire individuals upon completion of the training.
• Work with employers to develop internships specifically for this population which would allow flexibility to accommodate child care or pre-natal care.
• Increase employment opportunities through the addition of Job Developer/Specialist positions that work closely with the local One-Stop Career Center staff to identify job opportunities for young parents.
• Provide flexible employment/training scheduling such as split shifts, night work, or evening classes to ensure continuity of child care.
• Provide individualized, consistent mentoring for participants, with an added emphasis on participants who are enrolled in off-site activities.
• Work with employers to develop a workplace mentoring program to assist expectant mothers and/or young parents in retaining employment and advancing their careers.
• Work with educational entities to develop mentoring programs to assist expectant mothers and/or young parents in remaining engaged in and complete the education and training program.
• Provide a comprehensive mentoring program that addresses each of three types of mentoring strategies: Personal Development Mentoring which educates and supports youth during times of personal or social stress and provides guidance for decision making; Educational or Academic Mentoring which helps a student improve their overall academic achievement; and Career Mentoring which helps the youth develop the necessary skills to enter or continue on a career pathway.
• An example of a program with effective mentoring strategies includes:
• Ready 4 Work—Ready4Work was a three-year, $25 million pilot program designed to assist men and women returning from incarceration through faith-based and community-based organizations. Over 60 percent of Ready4Work participants received mentoring as part of their services. Participants who met with a mentor at least once showed stronger outcomes than those who did not participate in mentoring. Information on this program can be found at
• Information on starting mentorship programs is available at the MENTOR/National Mentoring Partnership Web site at
ETA anticipates awarding between 5-7 grants under this solicitation, with individual grants ranging in value from $500,000 to $1 million. However, this does not preclude ETA from funding grants at either a lower or higher amount, or funding a smaller or larger number of projects, based on the type and the number of quality submissions. Applicants are encouraged to submit budgets for quality projects at whatever funding level is appropriate for their project.
The period of grant performance will be up to 36 months from the date of execution of the grant documents. This performance period shall include all necessary implementation and start-up activities, participant follow-up for performance outcomes, and grant close-out activities. ETA may elect to exercise its option to award no-cost extensions to grants for an additional period, based on the success of the program and other relevant factors, if the grantee requests, and provides a significant justification for, such an extension.
Under this solicitation, matching or leveraged resources are not required. The applicant may provide leveraged resources from key entities to strengthen the service program offered to project participants. For applicants who choose to leverage resources, please include the following information in the technical proposal: (1) The total amount leveraged from federal sources; (2) the total amount leveraged from non-federal sources; (3) the partners contributing the resources; and (4) the projected activities, broken out by the source of the leveraged resource (federal or nonfederal), to be implemented utilizing these resources. Applicants should address leveraged resources (as applicable) in the technical proposal but should not reflect the leveraged resources on the SF-424A form.
Determinations of allowable costs will be made in accordance with the applicable federal cost principles. 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. Applicants will not be entitled to reimbursement of pre-award costs.
Limitations on Cost Per Participant. Since training costs may vary considerably depending on required skills and competencies, flexibility will be provided on cost per participant. However, applications for funding will be reviewed to determine if the cost of the training is appropriate and will produce the outcomes identified. Applicants should demonstrate that the proposed cost per participant is aligned with existing price structures for similar training in the local area or other areas with similar characteristics. When calculating cost per participant, applicants must distinguish between non-training and training costs utilizing grant funds.
Indirect Costs. As specified in the Office of Management and Budget (OMB) Circular Cost Principles, indirect costs are those that have been incurred for common or joint objectives and cannot be readily identified with a particular cost objective. An indirect cost rate (ICR) is required when an organization operates under more than one grant or other activity whether federally-assisted or not. Organizations must use the ICR supplied by the cognizant federal agency. If an organization requires a new ICR or has a pending ICR, the Grant Officer will award a temporary billing rate for 90 days until a provisional rate can be issued. This rate is based on the fact that an organization has not established an ICR agreement. Within this 90 day period, the organization must submit an acceptable indirect cost proposal to their Federal cognizant agency to obtain a provisional ICR.
Administrative Costs. An entity that receives a grant under this solicitation may not use more than 10 percent of the amount of the grant to pay administrative costs associated with the program or project. Administrative costs could be both direct and indirect costs and are defined at 20 CFR 667.220. Administrative costs do not need to be identified separately from program costs on the Standard Form 424A Budget Information Form.
Administrative costs should be discussed in the budget narrative and tracked through the grantee's accounting system. To claim any administrative costs that are also indirect costs, the applicant must obtain an indirect cost rate agreement from its Federal cognizant agency as specified above.
Use of Funds for Supportive Services. Grant funds under this solicitation may not be used to provide supportive services, such as transportation and
Salary and Bonus Limitations. None of the funds appropriated in Public Law 109-149, Public Law 110-5, or prior Acts under the heading ‘Employment and Training’ that are available for expenditure on or after June 15, 2006, shall be used by a recipient or sub-recipient of such funds to pay the salary and bonuses of an individual, either as direct costs or indirect costs, at a rate in excess of Executive Level II, except as provided for under section 101 of Public Law 109-149. This limitation shall not apply to vendors providing goods and services as defined in OMB Circular A-133. See Training and Employment Guidance Letter number 5-06 for further clarification:
A faith-based organization receiving federal financial assistance retains its independence from Federal, State, and local governments, and may continue to carry out its mission, including the definition, practice, and expression of its religious beliefs. For example, a faith-based organization may use space in its facilities to provide secular programs or services supported with Federal financial assistance without removing religious art, icons, scriptures, or other religious symbols. In addition, a faith-based organization that receives Federal financial assistance retains its authority over its internal governance, and it may retain religious terms in its organization's name, select its board members on a religious basis, and include religious references in its organization's mission statements and other governing documents in accordance with all program requirements, statutes, and other applicable requirements governing the conduct of DOL funded activities.
Faith-based and community organizations may reference “Transforming Partnerships: How to Apply the U.S. Department of Labor's Equal Treatment and Religion-Related Regulations to Public-Private Partnerships” at:
Intellectual Property Rights. The Federal Government reserves a paid-up, nonexclusive and irrevocable license to reproduce, publish or otherwise use, and to authorize others to use for federal purposes: (i) The copyright in all products developed under the grant, including a subgrant or contract under the grant or subgrant; and (ii) any rights to copyright to which the grantee, subgrantee or a contractor purchases ownership under an award (including but not limited to curricula, training models, technical assistance products, and any related materials). Such uses include, but are not limited to, the right to modify and distribute such products worldwide by any means, electronically or otherwise. Federal funds may not be used to pay any royalty or licensing fee associated with such copyrighted material, although they may be used to pay costs for obtaining a copy which are limited to the developer/seller costs of copying and shipping. If revenues are generated through selling products developed with grant funds, including intellectual property, these revenues are program income. Program income is added to the grant and must be expended for allowable grant activities.
This SGA intends to encourage new and continuing partnerships between: The publicly funded workforce investment system; representatives from business, industry, and economic development; and the continuum of education.
In order to be eligible for consideration under this solicitation, the applicant must be either:
• An accredited educational institution in partnership with a Workforce Investment Board;
• A non-profit provider of workforce system services determined to be tax exempt under section 501(c) of the Internal Revenue Code in partnership with a Workforce Investment Board. Please note that 501(c)(4) organizations which engage in lobbying activities are not eligible applicants under this solicitation;
• A One-Stop Career Center as established under Section 121 of WIA, [29 U.S.C. 2841], in partnership with a state or local Workforce Investment Board. The eligible applicant for One-Stop Career Centers is the One-Stop Operator, as defined under Section 121(d) of WIA [29 U.S.C. 2841(d)], on behalf of the One-Stop Career Center;
• An employer or industry association in partnership with a Workforce Investment Board; or
• A private, for-profit organization in partnership with a Workforce Investment Board.
Applicants must have a letter of commitment from the participating Workforce Investment Board. Please note that applications without a letter of commitment from a Workforce Investment Board will be considered non-responsive and will not be reviewed. Please note that each applicant must currently be operating a program with the required components as stated in Part I., Section 4 of the solicitation.
Eligible Participants. The grants must be used to serve young parents (both mothers and fathers and in-school and out-of-school young parents) and expectant mothers ages 16 to 24, including those in high-risk categories such as victims of child abuse, children of incarcerated parents, court-involved youth, youth at risk of court involvement, homeless and runaway youth, Indian and Native American youth, migrant youth, youth in or aging out of foster care, and youth with disabilities. For the purposes of this SGA, in-school young parents are defined as individuals that are enrolled in a secondary or post-secondary institution either full or part-time at the time of participating in the young parent demonstration project proposed.
Furthermore, given that out-of-school expectant mothers and out-of-school young parents are more difficult to serve and may not have the opportunity to receive the extensive array of services that is available to in-school young parents, ten additional points will be awarded to applicants who primarily serve out-of-school youth.
Veterans Priority. The Jobs for Veterans Act (Pub. L. 107-288) provides priority of service to veterans and spouses of certain veterans for the receipt of employment, training, and placement services in any job training program directly funded, in whole or in part, by the Department of Labor. In circumstances where a grantee must choose between two equally qualified candidates for training, one of whom is a veteran, the Jobs for Veterans Act requires that the grantee give the veteran priority of service by admitting him or her into the program. Please note that, to obtain priority of service, a veteran must meet the program's eligibility requirements. ETA Training and Employment Guidance Letter (TEGL) No. 5-03 (September 16, 2003) provides general guidance on the scope of the Job for Veterans Act and its effect on current employment and training programs. TEGL No. 5-03, along with additional guidance, is available at the Jobs for Veterans Priority of Service Web site:
This SGA contains all of the information and links to forms needed to apply for grant funding.
The proposal must consist of two (2) separate and distinct parts, PartI—The Cost Proposal and Part II—The Technical Proposal. Applications that fail to adhere to the instructions in this section will be considered non-responsive and may not be given further consideration. Applicants who wish to apply do not need to submit a Letter of Intent. The completed application package is all that is required.
Part I—The Cost Proposal must include the following three items:
• The Standard Form (SF)-424, “Application for Federal Assistance” (available at
• All applicants for federal grant and funding opportunities are required to have a Data Universal Numbering System (DUNS) number provided by Dun and Bradstreet. See OMB Notice of Final Policy Issuance, 68 FR 38402 (June 27, 2003). Applicants must supply their DUNS number on the SF-424. The DUNS number is a nine-digit identification number that uniquely identifies business entities. Obtaining a DUNS number is easy and there is no charge. To obtain a DUNS number, access this Web site,
• The SF-424A Budget Information Form (available at
Part II—The Technical Proposal of the application demonstrates the applicant's capabilities to fulfill the intention of the SGA. The Technical Proposal is limited to twenty (20) double-spaced, single-sided, 8.5 inch x 11 inch pages with twelve point text font and one-inch margins. The first page of Part II—The Technical Proposal must consist entirely of an executive summary not to exceed one page. Applicants should number the Technical Proposal beginning with page number one. Any pages over the 20-page limit will not be reviewed. The required letter(s) of commitment and/or documentation of partnership must be submitted and will not count against the first 20 allowable pages. Please note, letters of commitment should be sent with or attached to the application. Additionally, the applicant must reference grant partners by organizational name in the text of the Technical Proposal. No cost data or reference to prices should be included in the Technical Proposal. Applications may be submitted electronically on
The closing date for receipt of applications under this announcement is November 17, 2008. Applications must be received at the address below no later than 4:30 p.m. (Eastern Time). Applications sent by e-mail, telegram, or facsimile 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.
To apply by mail, please submit one (1) blue-ink signed, typewritten original of the application and two (2) signed photocopies in one package to the U.S. Department of Labor, Employment and
Applicants may apply online through grants.gov (
This funding opportunity is not subject to Executive Order (EO) 12372, “Intergovernmental Review of Federal Programs.”
Applications may be withdrawn by written notice 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's identity is made known and the representative signs a receipt for the proposal.
This section identifies and describes the criteria that will be used to evaluate proposals for the Young Parents Demonstration. The criteria and maximum point values are:
The applicant should fully describe the existing program and document the past accomplishments of the program for expectant mothers and/or young parents. Please explain:
• How long the program has been in operation;
• What education, training and employment strategies are included;
• How case management services (including follow-up and retention) are provided;
• The type of mentoring available; and
• The support services provided in the existing program.
The applicant should also provide annual performance data on the following factors, as applicable:
• Number of youth recruited;
• Number of youth enrolled;
• Number of youth that have completed the program;
• Number and percent of youth receiving their GED or high school diploma (Please differentiate between the two.);
• Rate of literacy and numeracy gains by participants;
• Number and percent of youth who have entered employment;
• Employment retention rates;
• Number and percent of youth who have entered post-secondary training or education;
• Post-secondary training or education retention rates; where available, please indicate the number of participants who have completed post-secondary training or education and have achieved a credential;
• Number and percent of youth who have entered registered apprenticeship programs; and
• Annual cost per participant.
Scoring under this criterion will be based on the extent to which applicants describe their existing program and their performance accomplishments including:
• The inclusion of the necessary program components listed in Part I, Section 4;
• The types of education, training and employment activities undertaken;
• The degree to which youth are exposed to and trained in a variety of high-growth and high-demand fields; and
• The degree to which the performance data is provided and documented.
The applicant must clearly describe the need for the additional services
• The community where the Young Parents Demonstration Grant will operate. If there are particular neighborhoods within the community where the grant will be focused, describe these neighborhoods and provide available data and data sources specific to those areas. Required information includes the population of the area, its poverty rate, its unemployment rate, the drop-out rate, and the number of 16-24 year olds without a high school diploma;
• The needs of the community that is proposed to be served through the grant and the benefits to the community of the additional service intervention; and
• The characteristics of the targeted expectant mothers and/or young parents, ages and number to be served by the grant. Please identify, if any, the high-risk category to which the targeted participants belong including: Victims of child abuse, children of incarcerated parents, court-involved youth, youth at-risk of court involvement, homeless and runaway youth, Indian and Native American youth, migrant youth, youth in or aging out of foster care, and youth with disabilities.
All of these indicators should be presented in chart form and the applicant must provide the sources for the data provided.
Applicants are requested to specify the purpose of the proposed project and demonstrate how the proposed program intervention (bump-up service) will provide solutions to the workforce challenges of young parents. Scoring under this criterion will be based on the extent to which applicants describe:
• The new intervention proposed and how it will upgrade the education, basic and occupational skills of the participants. Please note that the intervention must be a
• How the additional “bump-up” services will be used to enhance participants' educational attainment, training services and employment prospects and how such methodologies will be provided (i.e., at the program facilities, high school, community college, community center, One-Stop Career Center, etc.).
• How the services will shorten the period of time required for expectant mothers and/or young parents to acquire basic and occupational skills, and credentials demanded by local high-growth industry employers; and incorporate follow-up retention services intended to sustain and advance the gains made in education and employment and increase the participants' opportunities for economic self-sufficiency.
Applicants must provide a description of how eligible youth will be selected as participants, including a description of arrangements that will be made with Local Workforce Investment Boards, One-Stop Career Centers, faith-based and community-based organizations, state educational agencies or local educational agencies, public assistance agencies, the courts of jurisdiction, and other appropriate public and private agencies. As appropriate, please fully describe the special outreach efforts that will be undertaken to recruit expectant mothers and/or young parents from the high-risk categories mentioned previously. Applicants will be evaluated on the quality and comprehensiveness of their recruitment strategy including methods for outreach, referral, and selection.
Applicants must describe the educational and job training activities, work opportunities, post-secondary education and training opportunities, and other services that will be provided to participants (whether they are part of the existing service strategy or bump-up component), and how those activities, opportunities, and services will prepare participants for employment in occupations in demand in the local labor market. Scoring under this criterion will be based on the extent to which applicants describe:
• The service process that will be used in the project including any sequence of services in the overall process (i.e., assessment, case management, referrals, training, etc.), how specific services for participants will be determined, and which partner(s) will provide the services. Also, the applicant must identify when the services will become available to the participants (i.e., before, during or after training, or pre- or post-employment/placement), and describe how these services will facilitate young parents' participation in the program;
• How these activities are integrated with the academic, skills training, and career exploration and employment components of the program; and
• A comprehensive service delivery program that includes education, training and/or employment, case management services, ongoing services such as mentoring and life skills, and other related services that may mitigate barriers to stable program participation such as: child care assistance, transportation assistance, mental or physical health care, and parenting education classes, among others.
The applicant must indicate the type of academic credential that participants earn while in the program (such as a GED or high school diploma). Under this sub-criterion, applicants will be rated on evidence of the following:
• The quality of the academic program and the qualifications of the teaching staff;
• The presence of innovative and successful strategies that the program or initiative has used to address low basic skills of participants. If distance learning and/or credit retrieval is used, please fully describe how this is incorporated into the overall academic program;
• The relationship between the program and the local school district(s) (if applicable);
• How the academic program is integrated with the occupational skills training component of the program;
• The interaction of the academic and occupational skills training;
• The program's linkages to local high schools, community colleges and trade schools;
• The types of college exploration, planning, preparation, and assistance that will be provided; and
• The types of follow-up services that will be provided to support youth as they transition to post-secondary
The applicant must discuss the occupational skills training component of the program. Under this sub-criterion, applicants will be rated on evidence of the following:
• Where and how the training will be conducted,
• How the curriculum is developed,
• The existence of a career ladder,
• The type of industry recognized credentials that result from the training, and
• The involvement of industry partners in the development of the training.
The applicant should provide labor market information for the community, state, and/or region where the grant will be implemented, including both current data (as of the date of submission of the application) and projections of career opportunities in growing industries. The applicant should explain how the grant will prepare youth for the local labor market in demand driven occupations and other high-growth career fields.
Applicants must describe mentoring services and other supportive services that will be available for expectant mothers and/or young parents through the proposed program, and the qualifications of instructors, mentors and other required professionals in charge to facilitate the young parents' participation. The applicant must indicate how the mentoring and other supportive services fit into the overall service plan for the project participants. Proposed mentoring projects should seek to address each of three types of mentoring strategies: Personal Development Mentoring which educates and supports youth during times of personal or social stress and provides guidance for decision making; Educational or Academic Mentoring which helps a student improve their overall academic achievement; and Career Mentoring which helps the youth develop the necessary skills to enter or continue on a career path. The proposed mentoring strategies should include a period of mentoring and follow-up that is no less than 18 months in duration. The Department does not expect that every project participant will have a mentor, but that a sufficient proportion of the project participants have a mentor.
The applicant must describe the types of post-program transition services that will be offered to prepare youth for a career pathway and/or educational opportunities and placements. Scoring under this criterion will be based on the extent to which applicants describe the following:
• The program's assessment of each participant's work readiness and how work readiness training will be provided, how an individual's readiness for placement in secondary or post-secondary education and/or apprenticeship programs will be assessed, and the types of career exploration and planning activities that will be offered by the program, particularly for high-growth, high-demand, and high-wage occupations;
• The program's job placement and retention strategy, including how the program will work with employers and/or One-Stop Career Centers to identify and create job openings for the young parents served by the program; and
• The types of follow-up that will be provided to young parents after completing the program. These services should relate to employment placement and retention, post-secondary transition and degree attainment. Describe how appropriate continued support services will be provided.
The applicant must describe their organization and state its qualifications for running a Young Parents Demonstration Grant including years of operation, current annual budget, experience of staff working with the targeted population and continuity of leadership and their relevant experience. Scoring under this criterion will be based on the extent to which applicants describe the following:
• The previous experience of the organization in operating grants from either federal or non-federal sources;
• The organization's capacity to accomplish the goals and outcomes of the project, including the ability to collect and manage data in a way that allows consistent, accurate, and expedient reporting for the project evaluation;
• The fiscal controls in place in the organization for auditing and accountability procedures;
• The organization's ability to handle multiple funding streams. As some grantees may be simultaneously managing grants from other federal or state agencies, or private organizations, it is especially important that organizations be able to demonstrate that they have accounting systems in place that are able to manage multiple funding streams in an organized and delineated manner;
• The proposed project management structure including, where appropriate, the identification of a proposed project manager, discussion of the proposed staffing pattern, and the qualifications and experience of key staff members;
• The time commitment of all proposed staff; and
• The roles and contribution of staff, consultants, and collaborative organizations.