Business & Industry  Education & Training  Job Search    Community Resources   Career Centers  Business Informer     Contents  Home Reference Center  WIB, CCEO, Partners, Staff

NORTHWEST GEORGIA WORKFORCE DEVELOPMENT BOARD

REQUEST FOR PROPOSAL

WORKFORCE INVESTMENT ACT

YOUTH SYSTEM

MARCH 2000

Auxiliary aids and services are available upon request to individuals with disabilities.

Overview

I. Program Requirements

II. Performance Standards

III.. Collaboration Guidelines

IV. Responsibilities of Service Providers

V. Program Design

A. Ten Required Youth Program Elements

B. Additional Activities That Offerors May Propose

VI. Program Design Categories

A. Academic Learning Services

B. Work Related Services

C. Ancillary Services

VII. Secretary=s Commission on Achieving Necessary Skills

VIII. Parameters

IX. Award of Contracts

X. Procedures for Submitting a Proposal

XI. Application Format

XII. Proposal Responsiveness Checklist

XIII. Financial Capability Checklist

XIV. Proposal Evaluation Criteria

TABLE OF CONTENTS

(Continued)

XV. Attachments

A. Contract Information Sheet

B. Certification Regarding Debarment, Suspension, Ineligibility and

Voluntary Exclusion - Lower Tier Covered Transactions

C. Assurances For Workforce Investment Training Contractors

D. Certification Regarding Lobbying

E. Previous Experience Information

F. Description of Need Form

G. Project Description Form

H. Project Implementation Schedule

I. Organizational Information Form

J. Performance Payment Schedule

J-1 Performance Payment Schedule Instructions
J-2 Detailed Budget
J-3 Budget Narrative For Year One
J-4 Budget Estimates For Year Two and Year Three
J-5 Instructions for Detailed Budget and Budget Narrative

K. Registrant and Financial Goal Summary

K-1 Registrant and Financial Goal Summary Instructions

L. Specific Fidelity Bonding Requirements

L-1. Schedule of Fidelity/Assurance Bonds

M. Grievance Procedures

N. Cost Classification Summary/Cost Classification

O. Contract Requirements

P. SCANS Competencies

Q. Information Regarding Lobbying

OVERVIEW

Youth Activities Under Title I of the Workforce Investment Act

There are four major themes within the Act=s reform of youth services and the proposer will recognize the recurring themes within this RFP:

1. The Workforce Investment Board=s (WIB) Youth Council must guide the services to be offered;

Features of the youth program design are outlined in Section 129(c) of the Act. While there are three program design categories (academic, work-related, and ancillary) and ten required program elements, there is flexibility in individual program design and in determining the definition, scope and characteristics of the elements. Local program operators must determine what program elements will be provided to each youth registrant based on the registrant=s objective assessment and services strategy; however, it is envisioned that each will participate in more than one of the ten program elements required as part of any local youth program. All youth must receive some form of follow-up services for a minimum period of 12 months.

Coosa Valley RDC has been selected as Grant Recipient and Fiscal Agent by The Chief Elected Officials. A local Workforce Investment Board has not yet been established. When it is, a Youth Council will be established as a subgroup of the local Board. The Youth Council will include representatives of youth service agencies, parents, public housing authorities, and former youth program registrants. One of the many responsibilities of the new Youth Council will be to develop portions of the Local Plan relating to youth. The youth plan will be one part of the Local Area=s five-year strategic plan. Hence, this request for proposal will assist in identifying providers of services for the youth program

The public review period covers 30 days and will happen simultaneously with a 30 day Board review period. The Plan will be posted on the DOL web site, www.dol.state.ga.us  and comments can be posted there. Comments will be compiled for Board review prior to next Board meeting.

A. Registrant Eligibility Criteria:

1. An eligible youth is defined as an individual who [Section 101(13)]:
2. Is age 14 through 21;
3. Is a low income individual;
4. Is within one or more of the following categories:

a. Deficient in basic literacy skills;
b. School dropout;
c. Homeless, runaway, or foster child;
d. Pregnant or parenting;
e. Offender; or
f. Is an individual (including a youth with a disability) who requires additional assistance to complete an educational program, or to secure and hold employment. (Additional clarification of this barrier will be made by the WIB).

B. 5% Exception

Up to 5% of youth registrants served may be individuals who do not meet the income criterion for eligible youth, provided that they are within one or more of the following categories [Section 129 (c) (5)]:

1. School dropout;
2. Basic skills deficient;
3. Are one or more grade levels below the grade level appropriate to the individual=s age;
4. Pregnant or parenting;
5. Possess one or more disabilities, including learning disabilities;
6. Homeless or runaway;
7. Offender; or
8. Face serious barriers to employment as identified by the local board.

Youth eligible for free lunch under the National School Lunch Program are not automatically determined eligible under Title I of WIA. The criteria for income eligibility under the National School Lunch Program are not the same as WIA=s income eligibility criteria.

A. Younger Youth (age 14 - 18) Skill Attainment Rate

This rate is for in-school and appropriately assessed out-of-school youth who need basic, work readiness, or occupational skills. It is determined by dividing the number of goals attained by the number of goals set.

All youth included in this measure must have a minimum of one goal per year and a maximum of three goals per year. In order to take credit for attaining a goal, it must be achieved within one year of being set. Youth may achieve any combination of the three types of skill goals (basic, work readiness or occupational) but cannot achieve more than three in any one year. All in-school youth who are assessed as being basic skill deficient must have at least one basic skills goal. For out-of-school youth the basic skills goal is optional.

Youth who are in school but who are not basic skills deficient must have a work readiness goal and/or an occupational skills goal. For out-of-school youth, the work readiness goal and the occupational skills goal are optional.

Basic skills deficient means that the youth (1) computes or solves problems, reads, writes or speaks English at or below 8.9 grade level OR (2) is unable to compute or solve problems, read, write, or speak English at a level necessary to function on the job, in the individual=s family or in society. An example of an appropriate goal would be an increase of one grade level in reading, math, writing, problem solving, or English speaking, or a combination of any of these.

Any youth who will have a skill attainment goal must have at least one goal at the initial assessment and will have up to one year to achieve that goal. New goals may be set as the initial goals are reached but service providers should keep in mind that documented goals will be subject to performance. Service providers should coordinate with other collaborating agencies serving an individual youth to ensure there staff know when the anniversary date for attaining a goal is nearing The assessment, strategy, plan, goals, and outcomes all need to tie together.

The preliminary State standard for this measure is 70.3%.

B. Younger Youth Diploma or Equivalent Attainment Rate

This rate is for youth who enroll without a diploma or equivalent. It is determined by calculating the number of youth who attained a secondary school/high school diploma or the equivalent such as a GED during the quarter and dividing that number by the number of youth who exited during the quarter except for those who are still in secondary school at the point of exit.

Example: If an in-school youth exits the program in May of their junior year, this goal won=t apply. However if you exit them in July and they do not go back to school it is considered a negative outcome. If the youth is a Senior and exits in July, but graduated, it is a positive outcome.

The preliminary State standard for this measure is 34.7%.

C. Younger Youth Retention Rate

This rate is for youth who have exited the program. The performance is measured based on activity in the 3^rd quarter after exit from the program.

This measure is determined by calculating the number of youth found in the third quarter after exit who are in one of the following:

1. Post secondary education;
2. Advanced training;
3. Employment;
4. Military service; or
5. Qualified apprenticeship.

Divide the number by the number of youth who exited the program during the quarter but do not include those youth still in secondary school at exit such as a junior who exits the program in May of their junior year.

The preliminary State standard for this measure is 54.0%.

D. Older Youth (19-21) Entered Employment Rate

This rate is for youth who were not employed at registration and who do not move on to post-secondary education or advanced training.

This measure is determined by calculating the number of youth who are employed in the 1^st quarter after exit and dividing it by the number of youth who exit during the quarter.

Youth who are employed at registration are not counted in this measurement. If they go on to post-secondary school or other advanced training they also do not count. State unemployment records will be used to document this information. Supplemental information may also be accepted to document this standard.

The preliminary State standard for this measure is 66.2%.

E. Older Youth Employment Retention Rate

This rate is for youth who do not move on to post-secondary education or advanced training.

This measure is determined by adding the number of older youth employed in the 1^st quarter and the 3^rd quarter after exit then dividing that by the number of older youth employed in the 1^st quarter after exit.

B. Additional activities that offerors may propose include:

1. Certification of eligibility;
2. Intake/objective assessment; and
3. Other innovative programs.

Offerors may propose any appropriate combination of the above activities and programs for youth. Local programs have the discretion to determine what specific program services will

be provided to a youth registrant, based on each registrant=s objective assessment and individual service plan. Should bids not be received for all ten required elements, Coosa Valley RDC may negotiate with successful bidders to provide the required services or may issue another Request For Proposal. The ten required elements will be incorporated into the following program design categories.

In order to assure maximum program flexibility, proposers may provide any or all services listed within each of the design categories and may provide services from one or more categories.

A. Academic Learning Services:

1. Basic skills remedial activities - instruction leading to the acquisition of basic computing or problem solving skills, reading, writing, or speaking English at least a 9^th grade level or the level necessary to function on a job, in the youth=s family, or in society;

2. Tutoring - study skills, training and instruction leading to secondary school completion, including dropout prevention strategies which offer additional, special or remedial assistance, often on an individual basis;

3. Alternative secondary school - providing instruction leading to a high school diploma, GED, or certificate of completion. Instruction may be provided outside of the traditional school setting, but programs must meet applicable state and local educational standards.

4. Leadership development opportunities - may include community service and peer-centered activities encouraging responsibility and other positive social behaviors during the non-school hours, as appropriate.

Examples of leadership development opportunities for youth include but are not limited to the following:

a. Exposure to post-secondary educational opportunities;
b. Community and service learning projects;
c. Peer-centered activities, including peer mentoring and tutoring;
d. Organizational and team work training, including team leadership training;
e. Training in decision-making, including determining priorities;
f. Life skills training, such as parenting and budgeting of resources;
g. Employability skills, work behavior training; and

h. Positive social behaviors, including positive attitudinal development, self-esteem building, cultural diversity training, and conflict resolution.

B. Work Related Services:

1. Work experience - planned, structured learning experiences that take place in a workplace for a limited period of time and may be in private-for-profit sector, the non-profit sector, or the public sector.

Work experiences are designed to enable youth to gain exposure to the working world and its requirements. Work experiences should help youth acquire the personal attributes, knowledge, and skills needed to obtain a job and advance in employment. The purpose is to provide the registrant with the opportunities for career exploration and skill development and is not to benefit the employer, although the employer may, in fact, benefit from activities performed by the youth.

Work experiences may be subsidized or unsubsidized and may include the following:

a. Instruction in employability skills or generic workplace skills such as those identified by the Secretary=s Commission on Achieving Necessary Skills (SCANS) See Section VII for more information on SCANS.

(1) Exposure to various aspects of an industry;
(2) Progressively more complex tasks;
(3) Internships and job shadowing;
(4) The integration of basic academic skills into work activities;
(5) Supported work, work adjustment, and other transitional activities;
(6) Entrepreneurship; and
(7) Other activities designed to achieve the goals of work experiences must comply with the Fair Labor Standards Act especially as relating to hours, wages, and productive work. Work experience sites must also comply with Federal and State Child Labor Laws, whichever is more restrictive.

b. Occupational skills training - instruction, in a classroom setting and/or in a work setting designed to provide individuals with technical skills and/or information required to perform a specific job or groups of jobs. Training must be tied to an occupational code.

C. Ancillary Services:

1. Adult Mentoring

Adult mentoring, primarily provided to assist a youth in achieving employment-related success, is the pairing of a youth with a caring adult in a one-to-one relationship, with the intent of providing first-hand experience of a working environment, challenging the youth to do well and helping to make the connection between school and work. Typically, mentors become advocates for the youth, working in consultation with the youth=s teacher(s), supervisor and counselor/caseworker.

2. Comprehensive Guidance and Counseling

Comprehensive guidance and counseling is primarily provided to assist a youth in achieving employment-related success and may also include drug and alcohol abuse counseling and referral. Services may be provided on an individual or group basis, using a variety of processes and techniques.

3. Summer Related Services:

Summer youth employment opportunities provide direct linkages to academic and occupational learning and may provide other elements and strategies, as appropriate, to serve the needs and goals of registrants.

The summer youth employment opportunities element is not intended to be a stand-alone program. Local programs should integrate a youth=s participation in that element into a comprehensive strategy for addressing the youth=s employment and training needs. Summer work activities may be subsidized or unsubsidized.

4. Supportive Services:

Supportive services means services such as transportation, child care, dependent care, housing and needs-related payments that are necessary to enable an individual to participate in WIA. For youth, supportive services may also include:

a. Linkages to community services;
b. Assistance with transportation costs;
c. Assistance with child care and dependent care costs;
d. Assistance with housing costs;
e. Referrals to medical services; and
f. Assistance with uniforms or other appropriate work attire and work-related tool costs, including such items as eye glasses and protective gear.

Supportive services can only be provided to the extent that services are not available from another source.

5. Follow-Up Services:

Follow-up services for youth must be for a minimum of 12 months and may include:

a. Tracking the progress of employed youth which may include regular contact with the youth and their employer, including assistance in addressing work-related problems that arise;
b. Assistance in securing better paying jobs, career development and further education;
c. Work-related peer support groups;
d. Adult mentoring; and
e. Leadership development opportunities.

6. Intake/Objective Assessment:

Intake and objective assessment is the process by which eligibility for WIA services is determined. Applicants must meet established income guidelines. Objective Assessment will examine the applicant=s capabilities, needs, interests, and job potential through testing and interviews. Referrals to other agencies may occur at any time (if needed) to help the youth and to remediate employment barriers.

Note: Proposers may include this component in their bid and/or intake and objective services may be offered through the local one-stop system.

VII. Secretary=s Commission on Achieving Necessary Skills

In February 1990, then Secretary of Labor Elizabeth Dole established the ASecretary=s Commission on Achieving Necessary Skills@ (SCANS). Its mission is to identify common workplace skills that all youth need if they expect to have meaningful employment. SCANS focuses on defining those skills, recommending assessment tools, and proposing standards to describe attainment levels needed for good and productive employment.

SCANS research verifies that effective job performance is defined by an individual=s workplace abilities which can be classified as either competencies or foundation skills. There are five competencies and a three-part foundation of skills and personal qualities which are determined essential preparation for all people, whether they are working or attending training. Therefore, the SCANS competencies and the foundation upon which those competencies rest should be taught to and understood by the youth in an integrated fashion that reflects the workplace context in which they are applied. The most effective way to learn something is to learn it within the context to which it applies. Learning objectives which occur within a real environment rather than the abstract (text-book study) are assimilated into the individuals= habits much more effectively.

Certifying the competencies will link service providers= credentials, student effort, and student achievement; provide an incentive for students to study, and give area employers a reason to pay attention to the Youth System under the local Workforce Investment Board.

a. Five SCANS Competencies

The Five SCANS competencies cover the gap between knowledge learned in school and skills/competencies needed in the day-to-day work world. The competencies are different from technical knowledge. Welders and nurses both manage resources, information, systems, and technology and both require competency in each of these areas, even though the actual occupational skills needed for welding and nursing differ greatly. The five SCANS competencies are the main attributes today=s high-performance employers seek in their employees. The competencies are defined as:

1. Resources - identifies, organizes, plans, and allocates resources;
2. Interpersonal - works with others;
3. Information - acquires and use information;
4. Systems - understands complex inter-relationships; and5. Technology - works with a variety of technologies.

B. Three-Part Foundation

The three-part foundation is just that - a foundation which contributes to excellent performance in school/on the job and serves as the Aweight-bearing@ structure for the five competencies identified above. The foundation parts are:

1. Basic Skills - reading, writing, arithmetic, mathematics, listening, speaking.
2. Thinking Skills - thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, reasons; and
3. Personal Qualities - displays responsibility, self-esteem, sociability, self-management, and integrity and honesty.
4. Incorporating the SCANS into Youth Programs

Bidders should consider the implications of the SCANS competencies and foundation when planning their curriculum, instructional materials, organization, staff training, and performance of the program. Real skills necessary to be a successful student/employee - the foundation and then the competencies - should be incorporated into the program in such a way that students are equipped to be successful in their career activities.

Bidders should keep the following common themes in mind when planning their proposed services:

1. Educators, parents, and business people must be partners in efforts to improve workforce readiness;
2. A competency-based education will strengthen student skills and give employers a reason to pay attention to the students= records;
3. Basic skills and problem-solving skills must be integrated into Areal-life@ situations;
4. ALife-long learning@ is essential to the workforce of today and tomorrow;
5. Adequate training in the SCANS must be give to staff who work with the youth; and
6. Education must focus on developing problem recognition and problem-solving skills.

Bidders who propose classroom type training must incorporate year 2000 compliant computers into the training to ensure that registrants are familiar with basic computer skills including but not limited to data base, word processing, spread sheets, and visual presentations. Curriculum should be designed to utilize computers as an integral tool to accomplish goals of the classroom training.

A. General Requirements

1. No funds provided under the Act shall be used, or proposed for use, to encourage or to induce the relocation of an establishment, or part thereof, that results in the loss of employment for any employee of such establishment at the original location. [181.d (1)]

2. The proposal offeror shall assure that no individual in a decision making capacity (whether compensated or not) shall engage in the selection, award, or administration of the proposed job training program supported by WIA funds if a conflict of interest, real or apparent would be involved. [667.200 (4)(i)]

3. Trainees must be determined eligible by the intake provider designated by the Workforce Investment Board. Projects will coordinate with the intake provider to assure that eligibility is determined in a timely manner.

4. The proposal offeror (bidder) must certify that it is not on any Federal, State or local debarment or suspension list. This certification must be obtained by signature and submission of the form "Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion - Lower Tier Covered Transactions (ATTACHMENT B), which will become part of the contract should the contract be awarded. Additionally, "Assurances for Workforce Investment Act Contractors" (ATTACHMENT C) should be signed and submitted with the proposal. Any party which is disbarred or suspended or is otherwise excluded from participation in Federal Assistance programs will not be approved as a subcontractor. (29CFR, part 98). The ACertification Regarding Lobbying@ (ATTACHMENT D) must be signed and submitted by the offeror (bidder). (29CFR, part 93).

5. If a project is selected for funding, the agent of the contractor who executes the contract and those having the responsibility for the expenditure of funds made available under this contract shall be required to post a fidelity bond in an amount sufficient to assure sound fiscal practices to the Federal Government, State, Coosa Valley/North Georgia Chief Elected Officials, and the Workforce Investment Board, and the SSG for Region A against loss of funds coming into their possession under the terms of the contract. See ATTACHMENTS L and L-1 for more details.

6. All subcontracts anticipated for delivery of services shall be included in the proposal. Any party which is debarred or suspended or is otherwise excluded from participation in Federal Assistance programs will not be approved as a subcontractor.

7. Contractors must provide all registration, change of status, and/or exit forms for WIA trainees under the guidelines established by Coosa Valley Regional Development Center.

8. Contractors will coordinate with other area service providers through referral, information sharing and attendance at coordination meetings.

9. Grievance procedures for the Northwest Georgia Private Industry Council are included as ATTACHMENT M. It is anticipated that the Northwest Georgia Workforce Investment Board will have a Grievance Procedure similar in nature to ATTACHMENT M.. All grievances arising out of Northwest Georgia Workforce Investment Board must be filed in accordance with that Board=s procedures.

10. Detailed invoicing procedures and required forms will be provided by the Coosa Valley Regional Development Center. In general, however, projects must have procedures to document and submit monthly requests for payment, by Title, to Coosa Valley Regional Development Center on a monthly basis according to procedures established by Coosa Valley Regional Development Center.

11. Requests for working capital advances must be made in the initial proposal process (ATTACHMENT I, item 8). Acceptable collateral will be required to secure the advance. Request for advances cannot exceed 20% of the contract or 30 days operating expense, whichever is lower.

12. Programs must be operated in accordance with the Workforce Investment Act (Public Law 105-220) and applicable federal regulations (20 CFR 626 and 29 CFR Parts 93 and 96-98), revisions/amendments to such Act and Regulations, OMB Circulars A-87, A-21, A-102, A-122, A-110 and A-133, and State and local manuals which may be made available for review.

13. Audit Responsibility. Selected Contractors must agree to maintain an auditable fiscal system and to submit, within one-hundred eighty (180) days of the close of its fiscal year, a financial and compliance audit to Coosa Valley Regional Development Center, in accordance with the General Accounting Office Standards for Audit of Governmental Organizations, Programs, Activities and Functions, the Guidelines for Financial and Compliance Audits of Federal Assisted Programs and the Single Audit Act of 1984, the Single Audit Act Amendments of 1996, and any compliance supplements approved by OMB, and generally accepted auditing standards established by the American Institute of Certified Public Accountants. The CONTRACTOR agrees to include in their audits a schedule prepared by their auditor detailing program income and/or profit realized under this contract to determine if profit exceeds the percentage of profits negotiated. If profit is greater than the percentage negotiated Coosa Valley Regional Development Center reserves the right to reexamine the reasonableness of the profits negotiated.

Local governments, and institutions of higher education and other non-profit organizations that expend at least $300,000 in total Federal funds must have an annual audit conducted in accordance with OMB Circular A-133. Organizations operating on a profit basis that receive $25,000 or more a year in Federal financial assistance to operate a WIA program shall have either:

$ A program specific financial and compliance audit conducted and prepared in accordance with government auditing standards; or

$ An organization-wide audit that includes coverage of the WIA program within its scope.

These audits must be conducted annually by an independent auditor. Coosa Valley Regional Development Center may choose to expand the scope of its audit to include the required program specific financial and compliance audit of a CONTRACTOR=s for-profit operations. For-profit organizations= audit reports must meet requirements as set forth in the State manual.

Technical schools will develop and complete a reconciliation form that must accompany the audit review. The data on these forms must be tied to the audit report and signed off by the school=s auditor.

14. All proposed budget items must be classified according to their type (i.e. administrative or program). A detailed explanation is included in ATTACHMENT J-4. The offeror must address the source of administrative dollars if not requested in the proposal and must specify the source of administrative funds beyond that provided through Coosa Valley Regional Development Center=s contract, if applicable.

15. Financial capability of the offeror must be established prior to contracting with the organization. Information is requested in the RFP to facilitate the contracting process. However, award of the contract may be approved contingent upon receiving the information prior to the execution of the contract. Items to be provided to assure financial capability are listed in the "Financial Capability Checklist" (Section XIII).

16. In all contracts whose value exceeds $10,000, Coosa Valley Regional Development Center will include a number of provisions to which the contractor must adhere. Additionally, should an approved subcontract be awarded by the contractor, these provisions must also be included in the subcontract. These provisions are provided in "Contract Requirements" (ATTACHMENT O).

17. Contracts with for-profit organizations will be negotiated on a fixed unit, performance based basis. For-profit organizations may request a service fee (profit) which will be allocated to all cost categories and include in the fixed unit, performance based contract. However, this amount will be negotiated according to complexity, risk, contractor=s investment, and availability of administrative dollars at Coosa Valley Regional Development Center level. If the organization should earn increased profits due to inaccurate, incomplete, and/or not current cost data, Coosa Valley Regional Development Center may be able to recoup that excess. Profit may not exceed 10% of the total budget.

18. The contract awarded to state and local government agencies and private non-profit agencies will be on a negotiated, cost reimbursement basis. [(184(a)(3)(B)].

19. Program income generated by a non-profit or government agency from grant or contract supported activities or earned only as a result of the grant or contract must be used for the WIA grant or subgrant and title's purposes and under the terms and conditions applicable to that title funds, or returned to Coosa Valley Regional Development Center. The Contractor should obtain prior approval for the expenditure of program income and can be spent only when included in a contract with Coosa Valley Regional Development Center.

1. Complete and attach Project Description Form (ATTACHMENT G).

2. Complete and attach Project Implementation Schedule (ATTACHMENT H).

H. ORGANIZATIONAL INFORMATION FORM

Complete and attach Organizational Information Form (ATTACHMENT I).

I. BUDGET INFORMATION

1. Complete and attach Performance Payment Schedule (ATTACHMENT J) if private-for-profit organization. If not private-for-profit, indicate ANot Applicable@ on the top of ATTACHMENT J.

2. Complete and attach the Detailed Budget (ATTACHMENT J-2) and a Budget Narrative (ATTACHMENT J-3) for Year 1. If any costs are to be used as stand-in costs, it should be discussed in detail on the Budget Narrative (ATTACHMENT J-3). Also complete Budget Estimate for Year 2 and Budget Estimate For Year 3 (ATTACHMENT J-4), if applicable.

1. Overall Project Design

a. Does the proposal plan to serve all target groups?

b. Number of registrants to be served - are the numbers realistic in terms of target group, recruitment efforts, number usually certified for proposed period?

c. Is the training appropriate per the Workforce Investment Plan or does it duplicate existing services? If it is duplicative, is it more effective?

d. Is the proposal realistic for the counties the proposal plans to serve?

e. If applicable, does the proposed academic services appear realistic and sufficient to meet the needs of the registrants?

f. If applicable, does the proposed work related component appear adequate?

g. If the project does not propose to provide all ten of the required elements, does it address how the remainder of the elements will be provided to registrants?

h. If applicable, do the proposed ancillary services appear adequate?

i. If applicable, do the proposed methods to incorporate the SCANS foundation and competencies appear realistic and sufficient to meet the needs of registrants?

j. Does the proposer have or plan to have Memorandums of Understanding with agencies as specified in Section III, Collaboration Guidelines?

2. Project Implementation

a. Are the proposed services to be provided consistent with youth identified under APerformance Standards@ in Section II.

b. Do the hours of services appear realistic for the age group/groups of the youth to be served?

c. Does it appear the proposer can provide the services successfully in the time specified?

d. Do the methods of services appear realistic?

e. Do facilities and equipment appear adequate?

f. Is the proposed staffing appropriate for the number to be served?

3. Previous Experience

a. Does the provider have prior experience operating youth programs or other programs which were similar in nature to the proposed youth program?

b. What has been the performance of the proposed service provider?

Entered employment rate:

Average starting wage:

Employment enhancement rate:

Positive termination rate:

Contracted number:

Number served:

Cost per entered employment:

Cost per positive termination:

4. Financial Capability

a. How long has agency been in business?

b. Does agency appear to be stable?

c. Does accounting system appear adequate to insure proper controls?

d. Are the results of audits satisfactory?

e. Is bank reference provided?

f. Are supplemental (non-WIA) sources of funds are identified in the proposal?

g. All requested information on the financial capability checklist is provided. Yes___ No____
List items on the financial capability checklist which are not provided:

ATTACHMENT A
Contract Information Sheet -Workforce Investment Act
Northwest Georgia Workforce Development Board

ADDRESS:                                                                                                                                                                                                    
                     Street City State Zip

-

COMPLETE AND RETURN AS PAGE 1 OF THE PROPOSAL

(BEFORE COMPLETING CERTIFICATION, READ ATTACHED INSTRUCTIONS WHICH ARE AN INTEGRAL PART OF THE CERTIFICATION)

4. The terms "covered transaction," "debarred," "suspended," "ineligible," "lower tier covered transaction," "participant@, Aperson," "primary covered transaction," "principal," "proposal," and "voluntarily excluded," as used in this clause, have the meanings set out in the Definitions and Coverage sections of rules implementing Executive Order 12549. You may contact the person to which this proposal is submitted for assistance in obtaining a copy of these regulations.

ATTACHMENT C
NORTHWEST GEORGIA PRIVATE INDUSTRY COUNCIL
ASSURANCES FOR WORKFORCE INVESTMENT TRAINING CONTRACTORS

The applicant assures the Northwest Georgia Private Industry Council/Workforce Investment Board that projects funded under the provisions of the Workforce Investment Act (PL 105-220) shall be operated in compliance with the Act, Federal regulations promulgated pursuant to the Act published in the Federal Register; policies and rulings by the Governor of Georgia, the Governor's Advisory Council on Workforce Investment Act; and administrative issuances by the Georgia Department of Labor and the PIC/WIB=s administrative entity. The applicant further assures that: