Tri-County Council for the Lower Eastern
Shore of Maryland
410-632-3300, Fax 410-632-1466
31901 Tri-County Way
Salisbury, Maryland 21804
Request for Proposal
Program Year 2012
WIA Youth Services
Number: RFP-TC1006
Sealed proposal, plainly marked as such will be received at:
Tri-County Council for the Lower Eastern Shore of MD
Attention: Brittanie C. Turner
31901 Tri County Way
Salisbury, Maryland 21804
On or before March 2, 2012 at 4:00 PM, after this time bid/proposals
will no longer be accepted for:
Program Year 2012 WIA Youth Services
Funded by the Workforce Investment Act through the
Lower Shore Workforce Alliance, a division of the
Tri-County Council for the Lower Eastern Shore of Maryland
Program service requirements are subject to change pending WIA reauthorization
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Table of Contents
Information and Expectations for RFP
Agency Background………………………………………………………… Page 3
RFP Overview………………………………………..…………………….. Page 3
RFP Requirements and Expectations……………….……………………… Page 4
Proposal Preparation……………………………………………………….. Page 12
Application Section
Proposal Components…………………….………………………………… Page 18
Attachment I Cover Sheet………………………………………………….. Page 22
Attachment II In-School Youth Budget……….…………………………… Page 23
Attachment III Out-of-School Youth Budget………………………………
Page 24
Attachment IV Staff Summary……………………………………………..
Page 25
Attachment V Conflict of Interest Affidavit & Disclosure………………… Page 26
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I. Agency Background
The Lower Shore is a designated Local Workforce Investment Area (LWIA) under the Workforce
Investment Act (WIA) of 1998. The Lower Shore Workforce Alliance (LSWA), a division of the
Tri-County Council for the Lower Eastern Shore of Maryland (TCC), has assumed the primary
obligation for implementing and coordinating WIA funded training and employment programs
operated throughout the Lower Shore.
The training and employment services currently offered by LSWA include skill and career
assessment, occupational skills training, job search assistance, work experience, employability
development counseling, supportive services and referral services which enable eligible
participants to become economically self-sufficient and productive members of the community.
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II. RFP Overview
Purpose
The TCC/LSWA utilizes the Request For Proposals (RFP), a competitive bid process, to select service
providers for the delivery of training and employment programs funded by the Workforce Investment Act
(WIA) and other funding sources. The purpose of this RFP is to provide potential service providers with
the information needed to develop and submit proposals to provide training and employment services for
WIA eligible youth.
General Conditions
Respondents are advised of the following general conditions set forth by TCC/LSWA:

TCC/LSWA does not pay for any costs incurred in the preparation of proposals in response to this
RFP.

This RFP does not constitute a commitment for funding nor is it a contract. Respondents selected
as a result of the RFP process must participate in contract negotiations with TCC/LSWA.

TCC/LSWA reserves the right to reject or accept proposals, negotiate with qualified sources,
cancel, reject, alter, modify or amend this RFP in part or in its entirety if it is in the best interest of
TCC/LSWA.

Agencies selected to contract for training programs may be required to submit programmatic,
financial or other revisions of their proposal, which may have resulted from negotiations prior to
an agreement to contract.

The decisions of TCC/LSWA regarding the rating and selection of proposals for funding are final.
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Availability of Funds
Funding for contracts awarded as a result of this process shall be contingent upon continued federal
authorization for program activities and is subject to amendment or termination due to lack of funds or
authorization. Proposals submitted under this RFP may be considered for funding for the period July 1,
2012 - June 30, 2013 based on funding availability, program performance, and the agency's training needs.
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III. RFP Requirements/Expectations
Target Populations
Proposals submitted in response to this RFP must serve WIA eligible youth. This proposal should be
focused on serving either in-school or out-of-school youth, meeting the following criteria. Based on
WIA regulations, 30% of the participants in each program will be made up of out of school youth. An
eligible youth is defined as an individual who:



is age 14 through 21,
is a low income individual (as defined below), and
is within one or more of the following categories:
1) deficient in basic literacy skills currently defined as an individual who:
 tests below scale score 236 (educational functioning level 7) in reading or math on the CASAS
skill assessment tool;
2) school dropout (individual who is no longer attending any school and who has not received a
secondary school diploma or its equivalent – youth attending an alternative school are not dropouts);
3) homeless, runaway or foster child;
4) pregnant or parenting;
5) offender;
6) individuals (including a youth with a disability as defined in section three of the ADA of 1990) who
requires additional assistance to complete an educational program or to secure and hold employment.
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Note: A low-income individual is an individual who:
A) receives or is a member of a family who receives cash payments under a federal, state or local incomebased public assistance program;
B) received an income, or is a member of a family who received a total family income, for the 6-month
period prior to application that in relation to family size, does not exceed 100% of the poverty income
guideline;
C) is a member of a household who receives food stamps (pursuant to Food Stamp Act of 1977);
D) qualifies as a homeless individual as defined in the Stewart B. McKinney Homeless Assistance Act;
E) is a foster child on behalf of whom state or local government payments are made;
F) is an individual with a disability whose own personal income meets the requirements of a program
described in (B) above, but who is a member of a family whose income does not meet such requirements.
Services Provided by LSWA
LSWA will collaborate with vendors to provide the following services:
1.
2.
3.
4.
5.
6.
WIA eligibility determination and initial counseling
Standardized reporting forms
Assessment of reading and math skills and aptitude/interest when needed
Program and Fiscal Monitoring
Access to participant data reports via the Maryland Workforce Exchange.
Quarterly vendor meetings primarily to discuss best practices and youth events, etc.
Performance Standards
Performance standards are used to assess program effectiveness. Federally developed performance
standards emphasize return on investment, quality (not just quantity) of training, job placements, and
customer satisfaction.
Exemplary performance as measured by the performance standards is rewarded, and poor performance is
penalized. Specifically, the governor may use funds as incentive grants to reward superior performance in
a local workforce investment area and must initiate a variety of strong corrective actions in response to
poor performance. The performance standard system for youth programs is outlined on the following
pages. Service providers under contract with LSWA will be required to meet the applicable performance
standards. A contract may be broken if a provider is unable to meet performance standards during the
program year. This will be monitored on a quarterly basis.
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YOUTH PERFORMANCE STANDARD SYSTEM
Youth Performance Measures
Performance Standard
Placement in Employment or Education
Attainment of Degree or Certificate
Literacy and Numeracy Gains
63%
66%
65%
It should be noted that the current goals referenced above are subject to change effective July 1, 2012.
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Placement in Employment
or Education
Performance Measure Definitions
Of those who are not in post-secondary education or employment
(including the military) at the date of participation:
Attainment of Degree or
Certificate
Number of youth participants who are in employment (including the
military) or enrolled in post-secondary education and/or advanced
training/occupational skills training in the first quarter after the exit
quarter divided by the number of youth participants who exit during
the quarter.
Of those enrolled in education (at the date of participation or at any
point during the program):
Literacy/Numeracy Gains
Number of youth participants who attain a diploma, GED or certificate
by the end of the third quarter after the exit quarter divided by the
number of youth participants who exit during the quarter.
Of those out-of-school youth who are basic skills deficient:
1B
Number of youth participants who increase one or more educational
functioning levels divided by number of youth participants who have
completed a year in the program (i.e. one year from the date of first
youth program service) plus the number of youth participants who exit
before completing a year in the youth program.
It should be noted that while the above performance measures are the primary means for evaluating
WIA programs, it can take several quarters and even up to a year to obtain the results. The LSWA
intends to monitor each program based on exit information from our own database as well as
information provided by the program.
Required Activities
Youth program activities funded under the Workforce Investment Act are expected to be comprehensive
and to provide a wide array of services. Youth programs must be designed to prepare individuals for
successful employment and help youth develop as citizens and leaders. Be prepared to demonstrate
how you would incorporate and document the required activities. Documentation of these activities
must be submitted to WIA staff on a month basis, as some activities must be entered into the computer
system or provided by LSWA to state monitors. The design framework of local youth programs
incorporates:
Administering and interpreting career assessments. This is a process utilizing career exploration
resources and/or methods designed to provide information on the next step in long range planning
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for the youth participant. This process should include investigation and education in jobs and job
clusters, taking into consideration the participant’s interests, needs, abilities and functional
limitations.
Numerous tools, instruments and methods put in place by each contracted vendor should be used to
explore career options available to the participant. The CASAS assessment tool must be utilized to
establish whether or not there is a basic skill deficiency present. This tool is the basis for determining
what path the youth will take in the WIA program. Other tools may include but not be limited to:
achievement tests, aptitude tests, interest surveys, transferable skill analysis, learning style inventories,
self assessment inventories, dexterity tests, review of records, personal interview, career exploration, job
shadowing, and limited use of work samples and evaluator/career assessment specialist observations.
The participation and input of the youth participant must be documented and must be included in the
process, particularly during each of the following activities:
- evaluation of the assessment;
- conducting an initial interview;
- developing and modifying the individual service strategy (ISS);
- reviewing, discussing, and documenting results;
- making recommendations on future plans
The assessment/certification process must be sensitive to cultural, linguistic, ethnic, and other
environmental considerations. The assessment process should also include vocationally relevant
observations and temperament factors.
The assessment/certification report must include:
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
youth participant name and address
date of birth and social security number
barriers to employment
education level
work history
other background information as necessary
referral source
evaluator/career assessment specialist name
assessment period
date of report
vocational accommodations/assistive technology
name of tests/instruments including brief description of tool/instrument or method
summary of results
interests and temperaments
knowledge of career information (i.e. availability based on interests, training required, etc.)
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o
o
o
o
o
o
o
o
job seeking and keeping skills
community and employment supports
learning style preferences
evaluator/career assessment specialist observations
vocational strengths and needs
transferable skills
recommendations
youth participant signature
The results of the exploratory assessment should be summarized, synthesized and interpreted in written
form so that the youth participant is able to understand it when reviewed.
After consideration of all assessment results, develop an individual service strategy (ISS) for each
participant that includes how you will address the results regarding needs and tasks, the identification of a
career goal, training requirements for that goal, appropriate achievement objectives with a timeline, and
appropriate service needs. The ISS must also address the participant’s goal setting of basic skills, work
readiness skills and/or occupational skills as per TEGL 3-04 of the US Department of Labor. The ISS
should also identify any barriers to youth training or employment goals, as well as a detailed plan of action
to remove those barriers. Progress in barrier removal should be documented throughout the program
experience.
The Lower Shore Workforce Alliance relies on the ISS very heavily to monitor the development of each
youth. This document is considered a plan of action for the youth participant and should be referred to
and expanded upon throughout the youth’s experience in the program.
Provide work readiness training. Areas which need to be addressed must include but not be limited to:
employer expectations, making career decisions, using labor market information, preparing a resume and
cover letter, filling out applications, interviewing, punctuality and attendance, interpersonal relations,
positive attitudes/behaviors, appropriate appearance, time management and effectively completing tasks.
Training must be delivered at a progressive not repetitive rate for each individual.
Provide in-depth career exploration. Career exploration must include but not be limited to: job
shadowing, internships and paid or unpaid work experiences. There should be a linkage with the
participant’s career interest. Career explorations must also include job searches via the internet (including
job searches in the Maryland Workforce Exchange). Usage of the Eastern Shore Career Guide must be
included in this portion of training as well.
Maintain current case management information. Case management information must include but
not be limited to: minimum weekly contact with participant, participant activities, participant
progress and references to the individual service strategy (i.e. goal set/met, timeline, objective
achieved, etc.). Complete and up to date information in each file is critical, and must be submitted
monthly to WIA staff.
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Provide monthly follow-up for a twelve month period on those participants who have exited the
program. During the follow up phase of the program, job placement and job retention are critical
as well as tracking any and all post secondary education. Monthly tracking of youth during this
time to ensure appropriate outcomes is necessary. Staff from the youth program should be
dedicated to this function. Timing of these objectives is critical to meeting performance goals.
Accurate records of follow-up must be maintained. Follow-up records must include but not be limited to:
day/date of contact, method of contact, employment data if applicable, post secondary education
information if applicable, and results of follow-up efforts. This information MUST be forwarded to
appropriate WIA staff for entry into the follow-up system. This information impacts WIA performance
and it is critical that it be completed in a timely manner.
In addition, local workforce investment area youth providers must (as per federal regulations) make the
following ten program elements available to youth participants:
1. Tutoring, study skills training, and instruction leading to secondary school completion (including
dropout prevention strategies);
2. Alternative secondary school offerings;
3. Summer employment opportunities directly linked to academic and occupational learning;
4. Paid and unpaid work experiences, including internships and job shadowing. Work experiences are
planned, structured learning experiences that take place in a workplace for a limited period of time.
They may be in the 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.
They are appropriate and desirable activities for many youth throughout the year. They 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 youth participant with the opportunities for career
exploration and skill development and is not to benefit the employer although the employer may, in
fact, benefit from the activities performed by the youth. Work experiences may be subsidized or
unsubsidized.
5. Occupational skill training including exposure to various aspects of an industry; progressively more
complex tasks; internships and job shadowing; integration of basic academic skills into work
activities; supported work, work adjustment and other transition activities; entrepreneurship, and
service learning.
6. Leadership development opportunities, which may include community service and peer-centered
activities encouraging responsibility and other positive social behaviors during non-school hours; the
development of soft skills, decision making, team work and other activities as defined such as
exposure to post secondary educational opportunities; community and service learning projects; peer
centered activities, including peer mentoring and tutoring; organizational and team work training
including team leadership training; training in decision making including determining priorities; and
citizenship training including life skills training such as parenting, work behavior training and
budgeting of resources. Positive social behaviors can include positive attitude development; self
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esteem building, openness to working with individuals from diverse racial and ethnic backgrounds;
maintaining healthy lifestyles including being alcohol and drug free; maintaining positive relationships
with responsible adults and peers; maintaining a commitment to learning and academic success;
avoiding delinquency; postponed and responsible parenting; and positive job attitudes and work skills.
7. Supportive services such as linkages to community services; assistance with transportation; assistance
with child care and dependent care; assistance with housing; referrals to medical services and
assistance with uniforms or other appropriate work attire and work related tools including such items
as eye glasses and protective eye gear.
8. Adult mentoring for a duration of a least twelve months that may occur both during and after
program participation;
9. Follow-up services that may include regular contact with a youth participant’s employer, including
assistance in addressing work related problems that arise; assistance in securing better paying jobs,
career development and further education; work related peer support groups; adult mentoring and
tracking the progress of youth in employment after training. All youth must receive some form of
follow up services for a minimum duration of 12 months.
10. Comprehensive guidance and counseling, which may include drug and alcohol abuse counseling and
referral, as appropriate to the needs of the individual youth.
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Element Descriptions
Leadership
development
opportunities
Positive social
behaviors
Supportive
services
Follow-up
services
Work
experiences
Leadership development opportunities may include 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) Citizenship training, including life skills training such as parenting, work behavior
training and budgeting of resources
g) Employability training
h) Positive social behaviors
Positive social behaviors, often referred to as soft skills may include but are not limited to:
a) positive attitudinal development and self esteem building
b) cultural diversity training
d) work simulation activities
Supportive services for youth may include:
a) linkages to community services
b) assistance with transportation needs
c) assistance with child care and housing costs
d) referrals to medical services
e) assistance with uniforms or other work attire and work-related tool costs
Follow-up services for youth may include:
a) leadership development and supportive service activities
b) regular contact with a youth’s employer, including assistance with work-related
problems that arise
c) assistance in securing better paying jobs, career development and further education
d) work-related peer support groups
e) adult mentoring
f) tracking the progress of youth in employment after training
Work experiences for youth may be:
a) planned, structured learning experiences that take place in a workplace for a limited
period of time. They may be paid or unpaid.
b) in the 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. They should help youth acquire the personal attributes, knowledge and skills
needed to obtain a job and advance in employment. These experiences may be subsidized or
unsubsidized and may include the following elements:
1) instruction in employability skills
2) exposure to various aspects of an industry
2) progressively more complex tasks
3) internships and job shadowing
4) integration of basic academic skills into work activities
5) supported work, work adjustment and other transition services
6) entrepreneurship
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IV. Proposal Preparation
Governing Law
The laws of the State of Maryland, and where applicable, federal law and regulation, will govern the
contract awarded pursuant to this RFP.
Format
Responding organizations should ensure that proposals are prepared in compliance with the following
requirements:
1. A response is required for each section of the proposal unless otherwise noted. Please follow
the proposal guidelines using the headings noted for each section. Proposals submitted which do
not conform to the RFP format may be disqualified from the review process.
2. Proposals should be prepared in a professional manner, providing a complete and detailed
description of the proposed program. Emphasis should be placed on clarity of content and
completeness.
3. Proposals should be limited to fifty pages, typed and double-spaced one side only, non-bound,
with pages numbered.
4. All attachments identified in the RFP must be included. Ensure that other attachments
referenced in your response are also submitted with the proposal. Proposals that do not include
the required attachments may be disqualified from the review process.
Required attachments include:
- Proposal Cover Sheet (Attachment I to this RFP)
- Program Budget (Attachment II or III to this RFP)
- Staff Summary (Attachment IV to this RFP)
- Staff Job Description(s)
- Most Recent Financial Statements and Audit Report
5. Proposals that do not provide adequate responses to all sections of the RFP may be
disqualified from the review and selection process.
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Final Submission
One original and three copies. The original proposal must be signed by the agency official authorized to
submit the proposal and enter into contract negotiations for the organization, and one electronic copy
email attachment submitted to the following address: procurement@lowershore.org
Proposals should be prepared in Microsoft Word format. Proposal(s) must be submitted to:
Tri-County Council - Attention: Brittanie Turner
31901 Tri-County Way
Salisbury, Maryland 21804
Deadline
In order to be considered for funding beginning on July 1, 2012, proposals MUST be received by
March 2, 2012, at no later than 4 pm at the above address. Proposals received after this date will not be
considered for funding in program year 2012.
Proposal Review and Selection Process
All proposals will be reviewed and rated by the program review committee and LSWA staff. TCC/LSWA
reserves the right to accept other than lowest cost proposals and to reject any or all proposals or parts
thereof.
Service providers not selected for contract negotiations shall be notified in writing no later than
April 30, 2012.
Contract Negotiations
Vendors who submit selected proposals will be required to participate in formal contract negotiations.
The award of any contract or agreement shall be contingent upon the satisfactory completion of contract
negotiation.
Contract Term
Generally, the term of the contract will be two years for year-round youth programs, but LSWA reserves
the right to modify the contract term. Agreements are subject to extension, renewal and/or termination
throughout the duration of the Agreement.
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Termination
a. Termination for Convenience (General Provision) The Tri-County Council may terminate this
contract, in whole or in part, at any time by written notice to the Contractor when it is in the Government's
best interest. The Contractor shall be paid its costs, including contract close-out costs, and profit on work
performed up to the time of termination. The Contractor shall promptly submit its termination claim to the
Tri-County Council to be paid. If the Contractor has any property in its possession belonging to the TriCounty Council, the Contractor will account for the same, and dispose of it in the manner the Tri-County
Council directs.
b. Termination for Default [Breach or Cause] (General Provision) If the Contractor does not deliver
supplies in accordance with the contract delivery schedule, or, if the contract is for services, the Contractor
fails to perform in the manner called for in the contract, or if the Contractor fails to comply with any other
provisions of the contract, the Tri-County Council may terminate this contract for default. Termination
shall be effected by serving a notice of termination on the contractor setting forth the manner in which the
Contractor is in default. The contractor will only be paid the contract price for supplies delivered and
accepted, or services performed in accordance with the manner of performance set forth in the contract.
If it is later determined by the Tri-County Council that the Contractor had an excusable reason for not
performing, such as a strike, fire, or flood, events which are not the fault of or are beyond the control of
the Contractor, the Tri-County Council, after setting up a new delivery of performance schedule, may
allow the Contractor to continue work, or treat the termination as a termination for convenience.
c. Opportunity to Cure (General Provision) The Tri-County Council in its sole discretion may, in the
case of a termination for breach or default, allow the Contractor [an appropriately short period of time] in
which to cure the defect. In such case, the notice of termination will state the time period in which cure is
permitted and other appropriate conditions
If Contractor fails to remedy to the Tri-County Council's satisfaction the breach or default of any of the
terms, covenants, or conditions of this Contract within [ten (10) days] after receipt by Contractor of
written notice from the Tri-County Council setting forth the nature of said breach or default, the TriCounty Council shall have the right to terminate the Contract without any further obligation to Contractor.
Any such termination for default shall not in any way operate to preclude the Tri-County Council from
also pursuing all available remedies against Contractor and its sureties for said breach or default.
d. Waiver of Remedies for any Breach In the event that the Tri-County Council elects to waive its
remedies for any breach by Contractor of any covenant, term or condition of this Contract, such waiver by
the Tri-County Council shall not limit the Tri-County Council's remedies for any succeeding breach of
that or of any other term, covenant, or condition of this Contract.
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e. Termination for Convenience (Professional or Transit Service Contracts) The Tri-County Council,
by written notice, may terminate this contract, in whole or in part, when it is in the Government's interest.
If this contract is terminated, the Tri-County council shall be liable only for payment under the payment
provisions of this contract for services rendered before the effective date of termination.
Evaluation Process
Each section of the proposal has been assigned a point value that represents the maximum score that can
be achieved for the section. The maximum point value for all sections is 100 points.
Proposals will be evaluated, assessed and rated based on the following criteria:
Criteria
Value
Program Design
50
Strategy and associated activities to address the
20
10 required program elements
Strategy to meet required performance
20
measures
Budget and Budget Narrative (include staff)
10
Total
100
Corresponding Page Numbers
21
8-10
5-6 and 18-22
22 and attachments II, III or IV
Special consideration will be given to proposals that include in-kind contributions and leveraging of other
funding sources used to operate the proposed program. Proposals will be evaluated based on
reasonableness of cost and cost effectiveness in terms of expected outcomes.
Also considered will be the linkage to the One-Stop physical center in Salisbury, MD and the Mobile OneStop Job Market.
No Obligation by the Federal Government.
(1) The Purchaser and Contractor acknowledge and agree that, notwithstanding any concurrence by the
Federal Government and/or the State of Maryland in or approval of the solicitation or award of the
underlying contract, absent the express written consent by the Federal Government and/or the State of
Maryland, the Federal Government and/or the State of Maryland is not a party to this contract and shall
not be subject to any obligations or liabilities to the Purchaser, Contractor, or any other party (whether or
not a party to that contract) pertaining to any matter resulting from the underlying contract.
(2) The Contractor agrees to include the above clause in each subcontract financed in whole or in part with
Federal assistance provided by FTA. It is further agreed that the clause shall not be modified, except to
identify the subcontractor who will be subject to its provisions
Conflict of Interest Information
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A. Each solicitation that will result in the selection of a Contractor who will assist a unit in the formation,
evaluation, selection, award, or execution of a Tri-County Council for the Lower Eastern Shore of
Maryland (herein after listed as Tri-County Council) contract shall provide notice of the requirement of
this regulation.
B. "Conflict of interest" means that, because of other activities or relationships with other persons, a
person is unable or potentially unable to render impartial assistance or advice to the Tri-County Council,
or the person's objectivity in performing the contract work is or might be otherwise impaired, or a person
has an unfair competitive advantage.
C. "Person" has the meaning stated in COMAR 21.01.02.01B (64) and includes a bidder, offeror,
contractor, consultant or subcontractor or sub consultant at any tier, and also includes an employee or
agent of any of them if the employee or agent has or will have the authority to control or supervise all or a
portion of the work for which a bid or offer is made.
D. If the Executive Director makes a determination prior to award that facts or circumstances exist giving
rise or which could in the future give rise to a conflict of interest, the Executive Director may reject a bid
or offer under COMAR 21.06.02.03B.
E. After award the Tri-County Council may terminate the contract, in whole or in part, if it deems such
termination necessary to avoid an actual or potential conflict of interest. If the Contractor knew or
reasonably could have been expected to know of an actual or potential conflict of interest prior to or after
award and did not disclose it or misrepresented relevant information to the Administrative Office, the
Executive Director may terminate the contract for default, institute proceedings to debar the Contractor
from further Tri-County Council contracts, or pursue such other remedies as may be permitted by law or
the contract.
F. A conflict of interest may be waived if the Executive Director, with approval of the Executive Board or
designee, determines that waiver is in the best interest of the Tri-County Council. The determination shall
state the reasons for the waiver and any controls that avoid, mitigate, or neutralize the conflict of interest.
G. Each bidder or offeror responding to a solicitation that will result in the selection of a contractor who
will assist a unit in the formation, evaluation, selection, award, or execution of another Tri-County
Council contract shall provide the affidavit and disclosures set forth in Subsection H of this regulation to
the Administrative Office with the bid or offer and such other times as may be required by the Executive
Director.
H. The affidavit and disclosure required by Subsection G of this regulation shall be in substantially the
same form as given at the end of this attachment.
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RFP Application
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ALL ITEMS FROM THIS POINT FORWARD ARE A PART OF THE PROPOSAL
THAT WILL BE SUBMITTED TO LSWA
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V. Proposal Components (Proposal submission should include each of the following sections)
A.
Program Summary
The proposal cover sheet (attachment I) must be completed with the information requested regarding your agency
and your proposed training program (training description, total funds requested and number of anticipated
participants). The Workforce Investment Board recommends that each vendor serve approximately 20 youth to
ensure that each youth receives individual guidance and follow-up.
B. Demonstrated Performance
Please indicate the number of participants that you plan to serve in PY2012, keeping in mind that these may be
current students who are WIA eligible. For an in-school-youth program, students in grades 11 and 12 who are
determined WIA eligible are considered to be candidates. For an out-of-school youth program, youth ages
14 -21 who are determined WIA eligible are considered to be candidates.
Discuss your organization's ability to meet or exceed contractually required performance standards and outcomes.
Include the organization's performance history, including demonstrated quality of training, dropout rates,
supportive services, entered employment rate, job retention, jobs related to training received, average wage at
placement, etc. for the prior three years.
Please indicate below what your anticipated performance rate will be for students in the program. The numbers
referenced in the table on the next page are the minimum required levels. The rates indicated are a fraction. For
example, for placement in employment or education, it is estimated that 15 out of 20 (15/20=75%) WIA
participants served will be successfully employed or enrolled in education after their first year in the program.
Please review pages 6 and 7 of this document for a detailed description of performance measures. This
information may be transferred to the narrative of your proposal.
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WIA Performance Rate
Placement in Employment or Education
Attainment of Degree or Certificate
Literacy and Numeracy Gains
Mandated Rate
63%
66%
65%
Your Projected Rate
All activities must build upon the participant’s initial assessments and Individual Service Strategy (ISS). If a
youth scores below scale score 236 (educational functioning level 7) on the CASAS skill assessment tool, they
meet basic skill criteria to enter the WIA program.
It should be noted that program exits have certain time constraints. WIA Counselors will be able to provide
guidance to vendors on correct timeframes for youth activities regarding youth that drop out of any program.
C. Program Design
Please describe how you will fulfill the RFP requirements. Address each point under “Required Activities”,
including the ten WIA elements (see pages 7 through 11 of this document). LSWA is requiring a program design
that focuses on barrier removal, career exploration, skill acquisition and successful, training-focused employment.
Include how you will address remedial training to improve CASAS scores for out of school youth in order
to meet performance goals.
The in-school youth design must be progressive, building upon each stage in the program with new experiences
and always revisiting the initial career assessment for re-evaluation and re-focus. Youth should enter the WIA
program in either 10th, 11th or 12th grade (youth’s choice) and the intensive portion of the program will be during
the year of the program; after that training period is completed, one year of follow-up activities must occur. Skills
acquired during the period of the program must be relevant to career assessments and interest inventories for the
youth. The program should focus on barrier removal and career exploration activities. When youth enter the
follow up portion of the program (12 month), the program must focus on getting and keeping the youth employed
and/or enrolled in education. Each in-school-youth program should have approximately 20 youth enrolled, and
the program must be focused on the career ladder concept:
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Successful, Training Focused Employment
Occupational Skills Training
School System
The out-of-school youth portion must also be focused on the career ladder concept. Youth in the out-of-school
program simply begin the process to successful, training-focused employment in a different way. Initial CASAS
assessment scores are the basis for determining how the out-of-school youth begins the WIA program. As the
table on page 20 illustrates, a youth scoring below scale score 236 (educational functioning level 7) in reading or
math on the CASAS skill assessment tool is considered basic skills deficient and remediation must occur. Since
WIA programs must provide credentialing in some fashion, remediation should occur through a general education
development (GED) program. Include how you will address remedial training to improve CASAS scores for out
of school youth in order to meet performance goals. CASAS post testing should occur every three months to
insure there is a record for literacy/numeracy performance and the necessary training for improvement when
necessary for performance outcomes. .Once the student reaches CASAS scale score 236 (educational functioning
level 7) on the CASAS post-test, program staff must re-evaluate the goals of the youth participant. The youth
should be offered the opportunity to receive a GED and eventual job placement by the program and/or further
education with the assistance of WIA funds through the WIA adult program.
Summer employment opportunities are strongly encouraged as part of the program design.
A substantial monthly workforce/career development activity must take place for each participant in the
first year. The One-Stop Job Market has space available to hold career exploration workshops which target
locally growing industries. Such workshops may help youth determine a career path. All activities, including
date, time and length of activity must be documented in the participant’s folder.
It is also important to have strong business relationships in the community. These businesses will play a key
role in both the career exploration and work experience portions of the program. Please list businesses you plan
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to incorporate into the program design (i.e. youth summer work experience, job shadowing activities or plant
tours).
Job development strategies must also be included in the proposal. All activities must build upon the
participant’s initial career and aptitude/interest assessment and be included in the individual service
strategy (ISS). Please describe how you will assist youth in obtaining and retaining employment, including
barrier removal, work ethic, work readiness, job searching etc. This will require intense case management, job
development and follow-up, even after the youth has obtained employment or received a credential. Please keep
in mind that the quality of the job placement will also be examined (i.e. relevance to learned skills and career
assessment, wage and benefits).
D. Budget and Budget Narrative
1.
Complete the budget and staff forms (Attachment II or III and IV). Also, provide a narrative
justification of the budget you are proposing (put this under “explanation of expense”), discussing
all requested costs and how they relate to your program design. Special consideration will be
given to proposals to the degree to which they include in-kind contributions.
2.
For staff salaries that are charged to multiple funding sources, identify the amount and percentage
that will be charged to the proposed program.
3.
A copy of the service provider's most recent financial statement and audit report must also be
submitted.
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ATTACHMENT I
TRI-COUNTY COUNCIL FOR THE LOWER EASTERN SHORE OF MD
WIA YOUTH PROGRAM PROPOSAL COVER SHEET
Agency Name ________________________________________________________________________
Program Name ________________________________________________________________________
Agency Address ________________________________________________________________________
Contact Person ____________________________________Title________________________________
Telephone #________________________FAX #_______________________________
Email ____________________________ Federal I.D. Number____________________
Training Description
Briefly describe the proposed program.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_______________________________________________________________________________________
Contract Dates_________7-1-12 to 6-30-13_______
2B
Projected Number of Youth Served_____________________
3B
Total Funds Requested____________________________
4B
_____________________________________________________________
Authorized Signature and Date
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ATTACHMENT II
TRI-COUNTY COUNCIL FOR THE LOWER EASTERN SHORE OF MD
PROPOSED LINE ITEM BUDGET
AGENCY NAME:
5B
COST CATEGORY
In-School
Youth
Total Funds
Requested
PROGRAM SERVICES:
STAFF SALARIES:
STAFF FRINGES:
STAFF TRAVEL:
TELEPHONE/FAX:
OFFICE SUPPLIES:
POSTAGE:
SPACE:
UTILITIES:
EQUIPMENT:
INSURANCE:
PARTICIPANT WAGES:
PARTICIPANT FRINGES:
OTHER (IDENTIFY):
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Explanation of Expense
7B
ATTACHMENT III
TRI-COUNTY COUNCIL FOR THE LOWER EASTERN SHORE OF MD
PROPOSED LINE ITEM BUDGET
AGENCY NAME:
6B
COST CATEGORY
Out-of-School
Youth
Total Funds
Requested
PROGRAM SERVICES:
STAFF SALARIES:
STAFF FRINGES:
STAFF TRAVEL:
TELEPHONE/FAX:
OFFICE SUPPLIES:
POSTAGE:
SPACE:
UTILITIES:
EQUIPMENT:
INSURANCE:
PARTICIPANT WAGES:
PARTICIPANT FRINGES:
OTHER (IDENTIFY):
25
Explanation of Expense
8B
ATTACHMENT IV
TRI-COUNTY COUNCIL FOR THE LOWER EASTERN SHORE OF MD
WIA STAFF SUMMARY BUDGET
STAFF
NAME &
POSITION*
# WEEKS
WEEKLY
SALARY
TOTAL
SALARY
TOTAL**
*Please attach detailed position description
**Please transfer totals to Attachment II or III
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TOTAL
FRINGE
TOTAL
ATTACHMENT V
TRI-COUNTY COUNCIL FOR THE LOWER EASTERN SHORE OF MD
CONFLICT OF INTEREST AFFIDAVIT AND DISCLOSURE
A.
"Conflict of interest" means that because of other activities or relationships with other persons, a person is
unable or potentially unable to render impartial assistance or advice to the Tri-County Council, or the
person's objectivity in performing the contract work is or might be otherwise impaired, or a person has an
unfair competitive advantage. Activities are defined as board membership, employment or a vendor in
any capacity. Relationships are defined as any person who is related by blood or marriage, or whose
relationship with the employee is similar to that of persons who are related by blood or marriage.
B.
"Person" has the meaning stated in COMAR 21.01.02.01B(64) and includes a bidder, offeror, Contractor,
consultant, or subcontractor or sub consultant at any tier, and also includes an employee or agent of any of
them if the employee or agent has or will have the authority to control or supervise all or a portion of the
work for which a bid or offer is made.
C.
The bidder of offeror warrants that, except as disclosed in D below, there are no relevant facts or
circumstances now giving rise or which could, in the future, give rise to a conflict of interest.
D.
The following facts or circumstances give rise or could in the future give rise to a conflict of interest
(explains in detail--attach sheets if necessary):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
E.
The bidder or offeror agrees that if an actual or potential conflict of interest arises after the date of this
affidavit, the bidder or offeror will immediately make a full disclosure in writing to the Administrative
Office of all relevant facts and circumstances. This disclosure shall include a description of actions which
the bidder or offeror has taken and proposes to take to avoid, mitigate, or neutralize the actual or potential
conflict of interest. If the contract has been awarded and performance of the contract has begun, the
Contractor shall continue performance until notified by the Executive Director of any contrary action to be
taken.
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I DO SOLEMNLY DECLARE AND AFFIRM UNDER THE PENALTIES OF PERJURY THAT THE
CONTENTS OF THIS AFFIDAVIT ARE TRUE AND CORRECT TO THE BEST OF MY
KNOWLEDGE, INFORMATION AND BELIEF.
Date: __________________
By: ____________________________________
(Authorized Representative and Affiant)
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