Welcome to Workforce 3 One U.S. Department of Labor Employment and Training Administration Webinar Date: April 16, 2013 Presented by: Office of Grants.

Welcome to Workforce 3 One U.S. Department of Labor Employment and Training Administration Webinar Date: April 16, 2013 Presented by: Office of Grants Management and Office of Workforce Investment U.S. Department of Labor Employment and Training Administration

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Steve Rietzke Grant Officer, Office of Grants Management Sanzanna Toles Project Director, Division of Youth Services 3# Kia Mason Grants Management Specialist Office of Grants Management

Paneling Process

Today’s PowerPoint Presentation Panelist Excel Workbook Conflict of Interest Form Security of Proposals Form Assigned Panel Information Deliberation Schedule Solicitation for Grant Applications and 2 Amendments Electronic Copies of Assigned Proposals POC: Kia Mason at 202.693.2606 or mason.kia@dol.govmason.kia@dol.gov Orientation Materials

Paneling is a full-time commitment Commit to thoroughly reading and scoring each proposal prior to the deliberation calls which includes: –Review of the evaluation criteria –Review of each proposal based on the evaluation criteria and assigning a numerical rating for each criterion/sub-criterion –Documentation of your weakness statements for each criterion/sub-criterion to establish a clear relationship between the score awarded and the weaknesses identified –Finalize weakness statements as a result of deliberation call –Submit the Excel Workbook for each application by email to the deliberation specialist within 24 hours after the deliberation call

Performance Excellence Partners, Inc. (PEP) has been retained by DOL to identify and procure panelists. You will be working for PEP to perform the panel deliberations. PEP will provide information by email on invoice instructions and payment. Please direct questions to: –Linda Metchikoff-Hooker at PEP dolpanelists@pep8a.com; 714-374-1140 (office); 714-374-1120 (fax)dolpanelists@pep8a.com

Ensure panelists receive a complete package of materials Answer questions and concerns in a timely and professional manner Facilitate calls to ensure a fair deliberation process Ensure panel members are not pressured to change their ratings Provide timely feedback to panelists if written evaluations are incomplete

Overview of YouthBuild SGA 9#

SGA Overview Summary Award Information Eligibility Information –Applicants –Participants

The YouthBuild model balances in-school learning that leads to the achievement of a high school diploma or passing the General Education Development (GED) test and occupational skills training that prepares youth for career placement. The in- school component is an alternative education program that assists youth who are often significantly behind in basic skills to obtain a high school diploma or GED credential. Construction skills training is central to the overall philosophy of the YouthBuild program and often provides a visible transformational experience for young people who have rarely had opportunities to see tangible and positive results of their efforts. All prospective applicants must demonstrate their commitment to the goal of increasing the supply of permanent housing for homeless individuals and low-income families. This commitment must be demonstrated by having a sufficient number of youth enrolled in and completing the construction skills training component over the grant period of performance to enable the program to complete at least one unit of housing that will be utilized by homeless and/or low-income individuals and families. Units include: new construction or substantial renovation of single family homes, a single unit of a condominium, townhouse, or apartment or substantial renovation of existing housing units.

Under this competition, ETA intends to fund approximately 75 grants of up to $1.1 million each from the FY 2013 appropriation (pending availability of funding). This money will be to fund both new and previously-funded applicants not funded in the most recent FY 2012 competition.  The period of performance for these grant awards will be three (3) years and four (4) months from the effective date of the grant. This includes an up to four-month planning period, two years of core program operations (education, occupational skills training, and youth leadership development activities) for one or more cohorts of youth, and an additional nine-to-twelve months of follow-up support services and tracking of participant outcomes for each cohort of youth.  Grantees will have a four-month planning period following the receipt of their grant award document before beginning program operations. Within this four-month planning period, grantees must achieve certain milestones

13 Public or private nonprofit agencies or organizations, including rural, urban or Native American agencies, but not limited to: –Faith-based and community organizations; –An entity carrying out activities under Workforce Investment Act (WIA), such as a local workforce investment board, One-Stop Career Center, or local school board; –A community action agency; –A state or local housing development agency; –An Indian tribe or other agency primarily serving American Indians; –A community development corporation; –A state or local youth service conservation corps; –A consortium of such agencies or organizations with a designated lead applicant; or –Any other public or private non-profit entity that is eligible to provide education or employment training under a Federal program.

14 An individual may participate in a YouthBuild program if the individual: Is between the ages of 16 and 24 on the date of enrollment; and Is a member of a low-income family, a youth in foster care (including youth aging out of foster care), a youth or adult offender, a youth who is an individual with a disability, a child of an incarcerated parent, a migrant youth; and Is a school dropout or an individual who has dropped out of high school and re-enrolled in an alternative school, if that re-enrollment is part of a sequential service strategy.

15 Up to, but not more than, 25 percent of the participants in the program may be youth who do not meet the education or disadvantaged criteria above, but they must: –Be basic skills deficient, despite attainment of a secondary school diploma, General Education Development (GED) credential, or other state-recognized equivalent (including recognized alternative standards for individuals with disabilities); or –Have been referred by a local secondary school for participation in a YouthBuild program leading to the attainment of a secondary school diploma. Referrals from secondary schools to YouthBuild programs that provide only a GED certificate are not allowed.

Deliberation Specialist Expectations

Today’s PowerPoint Presentation Panelist Excel Workbook Conflict of Interest Form Security of Proposals Form Assigned Panel Information Deliberation Schedule Solicitation for Grant Applications and 2 Amendments Electronic Copies of Assigned Proposals – see CD Note: Fax Forms to 202-693-2705 Materials

Part I – Cost Proposal –1) SF-424 –2) SF-424A [Budget Information Form] –3) Budget Narrative Part II – Technical Proposal –New applicants - limited to 25 double-spaced single-sided 8.5 x 11 inch pages with 12-point text font and 1-inch margins. – Previous applicants - limited to 20 double-spaced single- sided, 8.5 x 11 inch pages with 12-point text and font and 1-inch margins. If any of the specified limits are exceeded, please notify your Deliberation Specialist immediately and next steps will be determined and conveyed to entire panel

Part III – Attachments to the Technical Proposal –Abstract (up to 2 pages) –Worksite Description Form (ETA-9143) –Organizational Chart –Program Calendar –Signed Letters of commitment from partners –Project/Performance Site Location(s) form New Applicants ONLY –Chart of Past Performance –Audited Financial Statements and Management Letter as applicable –Construction Training Plan (up to 3 pages)

Prior to deliberation call, for each application: –Read the proposal thoroughly without scoring –Review the proposal a second time against the evaluation criteria –Score the proposal against each criterion and sub-criterion –Assign a numerical rating for each criterion; total the points for each criterion for a total score –Prepare weaknesses for each criterion and sub-criterion to account for any reduction of points from the maximum available point value when scoring. The page number and section of the proposal MUST be noted, if applicable, when referring back to specific information or details in the proposal. In addition, specify the letter of the sub- criterion that the weakness applies to.

For each criterion: –Weaknesses must be included if any points are deducted –The number and significance of weaknesses for each criterion should be proportionate to the score –Provide full and complete sentences to support the weaknesses for each criterion

Applications should be assumed to start at 100 points. The number of points allotted to each evaluation criterion should be determined in accordance with the number of associated sub-criterion. Score consistently for each application that you read. As the proposal is read and weaknesses are documented, deduct a number of points appropriate to both the degree of the weakness and the point value associated with the relevant sub-criterion.

When preparing weakness statements, please remember, the documentation is provided to assist the applicant in preparing future applications. All panelist comments will be compiled into one report; ensure statements are clear, concise, and accurately reflect your intent. Comments should be written with enough detail to stand alone. All comments should be objective and refer to specific evaluation criteria.

It appears… It seems… I believe… The applicant claims… The applicant should have… If the applicant would have… Questions (all questions and opinions must be captured under “Issues” or “Comments”)

#336 Good Deeds Private Nonprofit WEAKNESSES:  a. The unemployment rate is less than the national unemployment rate. (see proposal: page 2, Statement of Need)  c. The applicant is missing a required partner; the application does not specify any employers involved in the project. (see proposal, page 12, Project Management and Organizational Capacity)  d. The applicant did not clearly demonstrate a results-oriented approach to managing participant data. (see proposal, page 19, Outcomes and Deliverables)

Only enter whole numbers in the Workbook Save your Excel Workbook in the following format: –Panel Letter, Panelist Last Name, Proposal #.xls (Example: Panel C, Smith,#10) Only change the values in blue cells To adjust zoom, select “View>>Zoom…” from the toolbar at the top of the screen Save your excel workbook often [in order to not lose info in the event of computer outage or glitch]!!

Before the deliberation call [panelists discussion facilitated by Deliberation Specialist]: Read the assigned number of proposals; score each criterion and sub-criterion; and prepare written weaknesses for each criterion and sub-criterion During the deliberation call: Actively participate in the discussion After the deliberation call: –Adjust weakness statements and/or scores, if discussion or additional information deems an adjustment appropriate –Submit documentation in the Excel Workbook to the Deliberation Specialist by e-mail within 24 hours Sample E-mail Subject Line: Smith, Rating Sheet, #1 Please note: the deliberation specialist will be reading the workbooks and will return to the panelist for revisions/clarifications as needed

Panelists will have three deliberation calls during the paneling evaluation period. Deliberation Specialists will provide a conference call number and pass code that will be used for all three deliberation calls. First deliberation call is Thursday, April 18, 2013 the first three proposals should be read and scored.

This solicitation contains two significant differences from previous DOL YouthBuild solicitations: 1.There are distinct application evaluation criteria for new applicants versus previously-funded DOL YouthBuild applicants. 2.In addition to the required construction skills training, previously awarded applicants may provide occupational skills training in industries other than construction provided that the training is for an in-demand industry(ies) as demonstrated by local labor market information; that the training must allow for the attainment of one or more industry-recognized credentials; and that the industry(ies) selected must produce a positive benefit for the community.

This solicitation is placing greater emphasis on past performance for existing grantees. For this reason, there are some criteria which will be evaluated by the national program office, related to performance and fiscal reporting, rather than by panelists. Panelists who are reviewing previous DOL YouthBuild grantee applications will only be reviewing specific sections of those applications.

Previously- Funded Applicants New Applicants Statement of Need28 Program Design37 Past Performance35 Program Management & Organizational Capacity 20 Evidence of Past and Projected Success15 TOTAL POINTS100

Both previously funded and new applicants will be rated against the first two criteria: Statement of Need Program Design Previously funded applicants only will be rated on past performance which will be evaluated by the national office. New applicants will be rated on two additional criteria: Program Management and Organizational Capacity Evidence of Past and Projected Success

Applicants will be evaluated on the extent to which applications provide documentation of four categories of need: Unemployment Rate (up to 6 points) Poverty Rate (up to 6 points) Graduation Rate (up to 6 points) Industry Focus (up to 10 points)

The Department of Labor issued an amendment (Amendment 1 ) to the YouthBuild SGA which revised the requirements for Section V.B.1.d. The amendment is included in your panelist packet, along with the SGA. This amendment to the SGA revises Section V.B.1.d, replacing the current section with a narrative on retention in education and employment which must be provided by all previously-funded applicants.

The Department of Labor issued an amendment (Amendment 2 ) to the YouthBuild SGA which revised the requirements for Section Section V.B.1. The amendment is included in your panelist packet, along with the SGA. This section is amended to revise the past performance data reviewed for previously-funded applicants that received DOL YouthBuild funding in both: 1) PY 2010 or PY 2011; and 2) a year prior to PY 2010. Sections V.B.1 is amended as follows.

Unemployment Rate (Maximum 6 points): The proposal will receive points based on the average unemployment rate (out to two decimal places) of the combined cities or towns identified as part of the target community(ies) compared to the national unemployment rate as of the latest available comparable data. This data is broken into two youth subsets: 16 – 19 and 20 – 24. Applicants will have to average the unemployment rate for these two age groups by adding the rates together and then dividing by 2. For this criterion, the national unemployment rate against which applicants will be evaluated is: 22.65% (using 3-year national data as of January 4, 2013). The points awarded for this criterion are as follows: Applicants will receive 6 points for this subsection if the unemployment rate for the combined cities or towns to be served is greater than the national unemployment rate. Applicants will receive 3 points for this subsection if the unemployment rate is equal to the national unemployment rate. Applicants will receive 0 points for this subsection if the unemployment rate is less than the national unemployment rate. Applicants must use Bureau of Labor Statistics data for the national unemployment rate and for the local areas to be serve d.

Poverty Rate (Maximum 6 points): The proposal must provide, for each city or town, the poverty rate that is listed in the Poverty Data spreadsheet using the U.S. Census fact finder tool. Applicants will receive 6 points for this subsection if the Poverty Data spreadsheet lists an average poverty rate of 15% or more across all cities or towns to be served. Applicants will receive 4 points for this subsection if the Poverty Data spreadsheet lists an average poverty rate of 10% to 14.99% across all cities or towns to be served. Applicants will receive 2 points for this subsection if the Poverty Data spreadsheet lists an average poverty rate of 5% to 9.99% across all cities or towns to be served. If the Poverty Data spreadsheet does not list an average poverty rate of at least 5% across all cities or towns to be served, the applicant will receive 0 points.

Graduation Rate (Maximum 6 points): Using data found through the Edweek mapping tool, the applicant must compare the graduation rates in each of the cities or towns to be served with the national graduation rate (currently at 73.4%). Points will be awarded as follows: Applicants will receive 6 points for this subsection if the average graduation rate for the schools located in the cities or towns to be served is 48.40% or below. Applicants will receive 4 points for this subsection if the average graduation rate for the schools located in the cities or towns to be served is 48.41% to 58.40%. Applicants will receive 2 points for this subsection if the average graduation rate for the schools located in the cities or towns to be served is 58.41% to 68.40%. Applicants will receive 0 points for this subsection if the average graduation rate for the schools located in the cities or towns to be served is 68.41% or above.

Construction or Other Industry Focus (Maximum 10 Points) Applicants will be evaluated on the extent to which the application provides evidence of the following factors: The local labor market data as derived from Bureau of Labor Statistics data or other relevant sources, such as city, county or state labor market reports, is included and demonstrates a clear and compelling case for the selection of additional industry(ies) as demand industries with career pathways in the community(ies) to be served. Applicants must provide evidence that the targeted industries and occupations will yield opportunities for YouthBuild participants to obtain necessary training and employment in targeted occupations. The geographic scope of the labor market information must match the geographic scope of the proposed project.

Industry partners have or will play a role in the review and/or development of the curricula and credentialing. The credential resulting from the occupational skills training is industry- recognized and portable. The benefit that the community(ies) will derive from the participation of youth in occupational skills training within the selected industry(ies). The lack of affordable housing or incidence of homelessness for the proposed target area relative to national averages. Evidence that the grantee will have sufficient youth in the construction skills training to build or renovate at least one unit of housing over the grant period of performance.

The applicant must identify and describe the various components of the proposed program, how these components are integrated with each other, and how youth will progress through the program. These components are:  Education and Occupational Skills Training (up to 8 points)  Post-Program Placement and Follow-Up Services (up to 6 points)  Community Service Learning and Leadership Development (up to 5 points)  Partners (up to 5 points)  Outreach, Recruitment and Selection (up to 4 points)  Program Integration (up to 4 points)  Program Calendars (up to 3 points)  Organizational Chart and Staffing Plan (up to 2 points)

Applicants will be evaluated on the extent to which the application provides evidence of the following factors: The evidence that the type of academic instruction offered by the program will result in participants earning a GED, high school diploma or degree certificate, or other state-recognized equivalent including recognized alternative standards for people with disabilities. The applicant has provided a full description of the academic program, including the qualifications of the teaching staff, and the use of partner organizations, and a full description of innovative curriculum elements, including the use of any instructional strategies to address basic skills deficiencies, and the extent to which project-based learning is used. The applicant has fully described how the academic portion of the program differs from that of a traditional comprehensive high school and how student mastery of skills will be determined.

The applicant has fully described where and how occupational skills training will be conducted, how the curriculum(a) is developed, the type of industry-recognized credentials that result from the training, and how green construction skills training will be included. This bullet point is required for both new and previously-funded applicants, which describes the delivery of the academic and occupational skills training and how this training will be incorporated into the overall program design for all YouthBuild participants. This differs from the training plan requirement for new applicants in Section V. C. 1. which provides specific details of the construction training component only. Applicants with existing or previously-funded DOL programs who wish to offer other occupational skills training in addition to construction have clearly described the type of training that will be offered for both construction and other occupational skills training. Applicants offering additional occupational skills training have also indicated the name and type of curriculum(a) used and the credential(s) expected to be earned.

The applicant has demonstrated the involvement of industry and apprenticeship partners in the design of education and occupational skills training curricula, in order to ensure that the skills learned by participants are aligned with the needs of employers. The applicant describes the use of worksite safety training as outlined by OSHA to ensure that youth will be safe and responsible on construction worksites.

Applicants will be evaluated on the extent to which the application provides evidence of the following factors: The applicant describes a detailed and thorough approach to post-program transition that includes an assessment of each participant’s college and employment readiness skills, as well as supportive service or other post- program needs. Work readiness and career exploration are clearly and fully integrated into the culture, core mission, and activities of the program. The applicant has an integrated approach to providing post-program planning for participants. The structure of the participant follow-up service strategy is comprehensive and designed to ensure ongoing communication and retention support during the nine- to twelve-month follow-up period. The applicant describes how it will link program participants to local community and four-year colleges and trade schools, particularly for YouthBuild programs that offer GEDs to participants.

Applicants will be evaluated on the extent to which the application provides evidence of the following factors: An effective strategy for community service learning has been developed and includes input from youth participants. An effective strategy for youth leadership development opportunities has been developed including how youth will be engaged in the decision-making process. The applicant describes how staff will be trained on the curriculum used and/or principles underlying both the community service learning and youth leadership development components of the program. Youth leadership development and community service learning activities are clearly integrated with the academic, skills training, and career exploration/work readiness components of the program.

Applicants will be evaluated on the extent to which the application provides evidence of the following factors: The applicant provides information on any partnerships in place and/or planned to support implementation and operation of the program in meeting performance goals and defines the clear role of each partner. The applicant demonstrates the ability to successfully manage partnerships. The applicant describes a comprehensive strategy for communication among partners that includes how partners will be trained. Training must include an explanation of partner roles and responsibilities as well as the impact of the partnership on program outcomes. The applicant includes a letter of commitment from each partner that clearly specifies their role, as well as resources contributed to the project (if applicable).

Applicants will be evaluated on the extent to which the application provides evidence of the following factors: The applicant demonstrates a recruitment strategy including methods for outreach, referral, and selection in a manner that will ensure diverse and full enrollment. The applicant describes the targeted approach for recruiting young women as well as the successful past efforts to recruit eligible young women (including young women with dependent children) into the YouthBuild program or another comparable youth workforce development program.

Applicants will be evaluated on the extent to which the application provides evidence of the following factors: The applicant has an effective strategy to integrate all program elements, including the integration of community service and leadership activities supporting career exploration and occupational skill training. The academic program is explicitly integrated with occupational skills training. The applicant describes training and professional development opportunities for program staff in order to support program integration.

Applicants will be evaluated on the extent to which the application provides evidence of the following factor: The program calendar demonstrates that a sufficient amount of time is allotted to educational programming and occupational skills training and follow-up activities for participants.

To receive full points in this section, applicants must submit an organizational chart that fully reflects how the YouthBuild program will be staffed, including key positions, such as Program Director, Case Managers, Job Developers, etc. In instances where the YouthBuild program is part of a larger organization, include a diagram that indicates how the YouthBuild program fits within the larger organization. The chart and staffing plan should be included as Technical Proposal Attachments and do not count against the 20-page (previously-funded applicants) or 25-page (new applicants) limitation of the Technical Proposal.

Organizations that have previously received a YouthBuild award from the Department of Labor will receive points based on past performance during he original grant period of the DOL YouthBuild grant with the most complete performance data available. Therefore, the past performance of previously-funded applicants will be reviewed and scored by the national program office.

Required Evaluation Criteria for New ApplicantsPoints 1. Program Management and Organizational Capacity20 2. Evidence of Past and Projected Success in a non-DOL-funded YouthBuild or Other Relevant Programs 15 Total35  An organization is considered a new applicant if the organization has not received funds from the U.S. Department of Labor’s Employment and Training Administration to operate a YouthBuild program.  Panelists who are reviewing new applicant proposals will need to evaluate applications on the below additional criteria:

Scoring under this criterion will be based on the extent to which applicants provide evidence of the following factors: The applicant has demonstrated the overall financial stability of the organization, including the most recent audited financial statements and, if applicable, the accompanying management letter (see Section IV. Part III and Attachment A for more information). The applicant has described its success in operating grants from either Federal or non-Federal sources, and has described what funding streams have been managed for the past three years, including Federal grants, private grants, and other sources of funding. The applicant provides details of the fiscal controls in place in the organization for auditing and accountability procedures, including a description of the financial accounting system used to track funding streams and details on how it ensures good accounting practices are in place.

The applicant describes its proposed project management structure and identifies job duties for key staff, including qualifications, experience, and time commitment to the project. The time commitment of the proposed staff, as described, is sufficient to ensure proper direction, management, and timely completion of the project including oversight and management of consultants and any partnering agencies. The applicant also describes the professional development activities available to staff. The applicant demonstrates the organization’s capacity to track and report outcomes and its ability to collect and manage data in a way that allows consistent, accurate, and expedient reporting. The capacity of the applicant organization to accomplish the goals and outcomes of the project is demonstrated, including the ability to collect and manage data in a way that allows consistent, accurate, and expedient reporting

The applicant has previous experience in operating grants, either Federal or non-Federal, and demonstrated experience with managing multiple funding streams. The applicant has provided a construction training plan that addresses: 1) the overall scope of the construction training including objectives and goals; 2) training offerings including the type of training approach, the training curricula that will be used, and the training schedule; 3) description of how technology is being incorporated into the design and delivery of the training program; 4) roles and responsibilities for all of the staff involved in preparing and, conducting the training, including ensuring that construction trainers are certified;

5) a contingency plan to ensure that alternate training can be quickly implemented should barriers arise, such as inclement weather, loss of work sites, or the loss of certified construction trainers or program partners; and 6) information about the training materials to be used, including the standards and guidelines that ensure the use of quality curriculum. See Attachment B for a sample template. The training plan is one of the required attachments for not-previously-funded applicants and will not count toward the 25-page limit. The training plan is limited to three double-spaced pages, using the sample template referenced above.

Evidence of Past and Projected Success in a non-DOL-funded YouthBuild or Other Relevant Programs (20 points) Scoring under this criterion will be based on the extent to which applicants provide evidence of the following factors: The data on the relevant program is provided and documented adequately. The applicant organization had demonstrated success in connecting at-risk youth to employment and educational opportunities and placements. The applicant’s description of programming activities undertaken was integrated and sufficiently complex to yield positive performance outcomes and youth were exposed and trained in a variety of industry-recognized certification programs. The applicant used occupational skills training curricula that results in youth receiving industry-recognized credentials; and The applicant used state-approved curricula for either the GED or high school diploma, degree certificate, or other state-recognized equivalent including recognized alternative standards for people with disabilities.

What Next?

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Welcome to Workforce 3 One U.S. Department of Labor Employment and Training Administration Webinar Date: April 16, 2013 Presented by: Office of Grants.

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Welcome to Workforce 3 One U.S. Department of Labor Employment and Training Administration Webinar Date: April 16, 2013 Presented by: Office of Grants.

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Presentation on theme: "Welcome to Workforce 3 One U.S. Department of Labor Employment and Training Administration Webinar Date: April 16, 2013 Presented by: Office of Grants."— Presentation transcript:

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