CDC-RFA-DP22-2203.pdf

Centers for Disease Control and Prevention

NATIONAL CENTER FOR CHRONIC DISEASE PREVENTION AND HEALTH

PROMOTION

National Initiative to Advance Health Equity in K-12 Education by Preventing Chronic Disease and Promoting Healthy Behaviors

CDC-RFA-DP22-2203

01/10/2022

Table of Contents A. Funding Opportunity Description

B. Award Information

C. Eligibility Information

D. Application and Submission Information

E. Review and Selection Process

F. Award Administration Information

G. Agency Contacts

H. Other Information

I. Glossary

Part I. Overview Applicants must go to the synopsis page of this announcement at www.grants.gov and click on the "Subscribe" button link to ensure they receive notifications of any changes to CDC-RFA- DP22-2203. Applicants also must provide an e-mail address to www.grants.gov to receive notifications of changes.

A. Federal Agency Name:

Centers for Disease Control and Prevention (CDC) / Agency for Toxic Substances and Disease Registry (ATSDR) B. Notice of Funding Opportunity (NOFO) Title:

National Initiative to Advance Health Equity in K-12 Education by Preventing Chronic Disease and Promoting Healthy Behaviors C. Announcement Type: New - Type 1:

This announcement is only for non-research activities supported by CDC. If research is proposed, the application will not be considered. For this purpose, research is defined at https://www.gpo.gov/fdsys/pkg/CFR-2007-title42-vol1/pdf/CFR-2007-title42-vol1-sec52- 2.pdf. Guidance on how CDC interprets the definition of research in the context of public health can be found at https://www.hhs.gov/ohrp/regulations-and-policy/regulations/45-cfr- 46/index.html (See section 45 CFR 46.102(d)).

D. Agency Notice of Funding Opportunity Number:

CDC-RFA-DP22-2203

E. Assistance Listings Number:

93.858 F. Dates:

1. Due Date for Letter of Intent (LOI):

11/05/2021 https://www.grants.gov/ https://www.grants.gov/ https://www.gpo.gov/fdsys/pkg/CFR-2007-title42-vol1/pdf/CFR-2007-title42-vol1-sec52-2.pdf https://www.gpo.gov/fdsys/pkg/CFR-2007-title42-vol1/pdf/CFR-2007-title42-vol1-sec52-2.pdf https://www.hhs.gov/ohrp/regulations-and-policy/regulations/45-cfr-46/index.html https://www.hhs.gov/ohrp/regulations-and-policy/regulations/45-cfr-46/index.html

2. Due Date for Applications:

01/10/2022 11:59 p.m. U.S. Eastern Standard Time, at www.grants.gov.

3. Due Date for Informational Conference Call:

November 01, 2021

Time: 3:00PM –4:00PM EST

Conference Call: 1-866-730-1290

Passcode: 42127644

G. Executive Summary:

1. Summary Paragraph The purpose of this 5-year cooperative agreement is to improve the health and well-being of children, adolescents, and school staff in underserved and disproportionately affected communities. The CDC’s Healthy Schools Branch plans to fund four nationally recognized recipients with expertise and experience providing support to CDC-funded state education agencies, districts, schools, out-of-school time providers, and the organization’s constituents in the following priority areas:

Priority 1 - School Health Services Priority 2 - Emotional Well-Being Priority 3 - Healthy Out-of-School-Time Priority 4 - School Administrator Support and Action for Healthy Schools

Recipients will provide support through professional development and technical assistance, dissemination, partnerships, and implementation. Expected outcomes to be achieved by the end of the 5-year period of performance include: (1) Increased use of CDC and other evidence-based tools and resources; (2) Increased adoption and implementation of evidence-based school health policies, practices, and programs among state education agencies, districts, schools, and out-of-school time programs; and (3) Expansion of school-based mental health and health services.

Applicants may only apply for, and will only be awarded for, one priority area.

a. Eligible Applicants:

Open Competition

b. Funding Instrument Type:

CA (Cooperative Agreement)

c. Approximate Number of Awards

d. Total Period of Performance Funding:

$7,500,000

e. Average One Year Award Amount:

$375,000

f. Total Period of Performance Length:

https://www.grants.gov/

g. Estimated Award Date:

May 01, 2022

h. Cost Sharing and / or Matching Requirements:

No Cost sharing or matching funds are not required for this program. Although no statutory matching requirement for this NOFO exists, leveraging other resources and related ongoing efforts to promote sustainability is strongly encouraged.

Part II. Full Text A. Funding Opportunity Description

1. Background

a. Overview Heart disease, cancer, and stroke are leading causes of death among adults in the U.S. These diseases are influenced, in part, by dietary and physical activity behaviors, many of which are established during childhood and adolescence. Data indicate that most dietary and physical activity behaviors have not improved over the past 10 years, and in certain cases, have worsened.

Furthermore, the prevalence of overweight/obesity among children and adolescents has continued to increase. In addition to the lack of improvement in dietary and physical activity behaviors, there has been a substantial rise in chronic health conditions, e.g., asthma, diabetes, food allergies, seizure disorders, and behavior/learning problems in children and adolescents over the last 50 years.

Coronavirus disease 2019 (COVID-19) and other recent events have had a negative impact on children and adolescents’ social, emotional, and mental well-being. These disruptive events continue to affect students as well as the school administrators, teachers, and staff serving them. Educators have reported increased stress, anxiety, and “burn out.” Research has shown that chronic stress plays a pivotal role in inflammatory, cardiovascular, and metabolic diseases. Addressing the physical and mental health of school employees ultimately supports students’ health and academic success. In addition, when staff model these healthy behaviors, they can reinforce them with students.

Long-standing systemic health and social inequities have put many racial and ethnic minority groups at increased risk for infectious diseases such as COVID-19 and chronic diseases such as diabetes. Disparities in social determinants of health have historically prevented racial and ethnic minority groups from having fair opportunities for economic, physical, and emotional health. Food insecurity and lack of access to critical services and resources were amplified among the most vulnerable of students during school closures. These health disparities are also related to inequities in education.

Schools are an ideal setting to teach and model healthy behaviors, provide students with opportunities to improve their dietary and physical activity behaviors, and manage students’ chronic health conditions. Research has substantiated that healthy students are better learners, and academic achievement is beneficial for health over the lifespan. Adoption of policies, practices, and programs within school settings and during out-of-school time (OST) can play a critical role in improving health and supporting academic achievement.

The Whole School, Whole Community, Whole Child (WSCC) model, CDC’s framework for addressing health in schools, is student-centered and emphasizes the role of the community in supporting the school, the connections between health and academic achievement and the importance of evidence-based school policies and practices. This approach emphasizes the connections between health and education both short term (physical and emotional health as non-academic barriers to learning and children showing up ready to learn) and long-term (education as a fundamental social determinant of health and as a way of advancing health equity).

b. Statutory Authorities This program is authorized under Section 317 of the Public Health Services Act [42 U.S.C. § 247b(k)(2)].

c. Healthy People 2030 CDC-RFA-DP22-2203 supports the following Healthy People 2030 topic areas:

Children and Adolescent Development Health Care Mental Health and Mental Disorders Nutrition and Healthy Eating Overweight and Obesity Physical Activity Schools Social Determinants of Health Workplace

d. Other National Public Health Priorities and Strategies Active People, Healthy Nation

Coordinated Federal Action Plan to Reduce Racial and Ethnic Asthma Disparities

HHS Action Plan to Reduce Racial and Ethnic Health Disparities

Health Impact in Five Years

National Physical Activity Plan

National Stakeholder Strategy for Achieving Health Equity

National Strategy for Suicide Prevention: Goals and Objectives for Action

The Public Health Action Plan to Prevent Heart Disease and Stroke: 10 Year Update

Step It Up! The Surgeon General’s Call to Action to Promote Walking and Walkable Communities

e. Relevant Work This NOFO builds on and supports efforts made under the previous NOFO, “CDC-RFA-DP16- 1601, National Collaboration to Promote Health, Wellness, and Academic Success of School- Age Children” which funded five national non-governmental organizations (NGOs) to assist CDC-funded state education agencies (SEAs), local education agencies (LEAs), schools, and https://www.cdc.gov/healthyschools/wscc/index.htm https://health.gov/healthypeople/objectives-and-data/browse-objectives/child-and-adolescent-development https://health.gov/healthypeople/objectives-and-data/browse-objectives/health-care https://health.gov/healthypeople/objectives-and-data/browse-objectives/mental-health-and-mental-disorders https://health.gov/healthypeople/objectives-and-data/browse-objectives/nutrition-and-healthy-eating https://health.gov/healthypeople/objectives-and-data/browse-objectives/overweight-and-obesity https://health.gov/healthypeople/objectives-and-data/browse-objectives/physical-activity https://health.gov/healthypeople/objectives-and-data/browse-objectives/schools https://health.gov/healthypeople/objectives-and-data/social-determinants-health https://health.gov/healthypeople/objectives-and-data/browse-objectives/workplace https://www.cdc.gov/physicalactivity/activepeoplehealthynation/index.html https://www.epa.gov/asthma/coordinated-federal-action-plan-reduce-racial-and-ethnic-asthma-disparities https://www.minorityhealth.hhs.gov/assets/pdf/hhs/HHS_Plan_complete.pdf https://www.cdc.gov/policy/hst/hi5/index.html http://www.physicalactivityplan.org/theplan/about.html https://minorityhealth.hhs.gov/npa/files/Plans/NSS/CompleteNSS.pdf https://www.hhs.gov/surgeongeneral/reports-and-publications/suicide-prevention/index.html https://www.nationalforum.org/wp-content/uploads/2018/04/Action-Plan-Ten-Year-Update-April-2014.pdf https://www.cdc.gov/physicalactivity/walking/call-to-action/index.htm https://www.cdc.gov/physicalactivity/walking/call-to-action/index.htm constituents in promoting and implementing evidence-based school health policies, practices, and programs.

2. CDC Project Description

a. Approach

Bold indicates period of performance outcome.

CDC-RFA-DP22-2203, National Initiative to Advance Health Equity in K-12 Education by Preventing Chronic Disease and Promoting Healthy Behaviors Logic Model

Strategies and Activities Short and Intermediate-Term Outcomes (Year 1 – Year 5)

Long-Term Outcomes (Year 5 and Beyond)

Recipients will address strategies, major activities, and sub-activities based on one of four priority areas described in the Strategies and Activities section of the

NOFO.

Strategy 1: Professional Development and Technical Assistance

Major Activity: Provide Professional Development as well as Technical Assistance to CDC-funded State Education Agencies, districts, schools, out-of-school-time programs, and the organization’s constituents that supports physical, mental, and behavioral health of students and school staff

Strategy 2: Dissemination

Major Activity: Create, promote, and disseminate evidence-based tools and resources that support emotional well-being, mental/behavioral health, healthy eating, and physical activity

Strategy 3: Partnerships

Major Activity: Leverage partnerships with CDC and others to support the use evidence-based tools and resources for school health

Increased ability to identify and promote the use of evidence-based school health strategies and guidelines

Increased use of CDC and other evidence-based tools and resources

Increased adoption and implementation of evidence-based school health policies, practices and programs among state education agencies, districts, and schools

Demonstrated expansion of school-based mental health and health services

Systems and environments support the physical, mental, and emotional well-being of students and school staff

Increased physical, mental, and emotional well-being among students and school staff

Strategy 4: Implementation

Major Activity: Support implementation of school health policies, practices, and programs within a Whole School, Whole Community, Whole Child framework

NOTE: Outcomes in bold font are required to be measured by recipients.

i. Purpose The purpose of this NOFO is to improve the health and well-being of children, adolescents, and school staff. Nationally recognized recipients with expertise and experience in School Health Services, Emotional Well-Being, Healthy Out-of-School Time, and School Administrator Support and Action for Healthy Schools will provide support to CDC-funded state education agencies, districts, schools, out of school time programs, and the organization’s constituents through professional development, technical assistance, dissemination, partnerships, and implementation.

ii. Outcomes Recipients are expected to achieve the following outcomes by the end of the performance period:

Increased use of CDC and other evidence-based tools and resources.

Increased adoption and implementation of evidence-based school health policies, practices and programs among CDC-funded state education agencies, districts, and schools.

Demonstrated expansion of school-based mental health and health services.

iii. Strategies and Activities Recipient strategies and major activities are the same, but sub-activities may differ based on priority area (Priority 1 - School Health Services, Priority 2 - Emotional Well-Being, Priority 3 -

Healthy Out-of-School Time (OST), and Priority 4 - School Administrator Support and Action for Healthy Schools). Recipients will provide support to CDC-funded State Education Agencies (SEAs), districts, schools, OST programs, and the organization’s constituents in underserved and/or disproportionately affected communities through the following strategies:

Strategy 1: Professional Development and Technical Assistance – Professional Development (PD) is a systematic process that strengthens how professionals obtain and retain knowledge, skills, and attitudes. PD leverages adult learning principles to engage learners, following a systematic process that includes sustaining a PD infrastructure, designing PD offerings, promoting PD services, delivering PD, and evaluating PD processes. Technical Assistance (TA) is tailored guidance to meet the specific needs of a site or sites through collaborative communication between a specialist and the sites. Technical assistance considers site-specific circumstances and culture and can be provided through phone, mail, e-mail, and virtual or in-person meetings.

All recipient trainings should incorporate CDC PD Practices, be developed with a health equity lens and adapted accordingly to meet participant’s needs. Recipients are required to

(1) Provide PD and training opportunities, (2) Provide follow-up and technical assistance as a component of training activities, (3) Respond to requests for technical assistance from the field and practitioners, (4) Schedule Community of Practice (CoP) calls on a monthly or as needed basis with training attendees and practitioners, and (5) Evaluate outcomes and impact of training and TA activities. Recipients are required to create a Training of Trainers (ToT) cadre that will build an organization’s capacity to deliver knowledge and skills to staff, leverage resources through the organization, and sustain efforts by having the ability to inform and train others on specific content. A training cadre is a diverse group of professionals with a common vision and mission that supports the sustainability of a PD infrastructure within organizations. The cadre builds the capacity of qualified trainers in SEAs, districts, and schools to provide PD and technical assistance and is a necessary component to ensure sustainability and a larger reach.

Recipients should develop and deliver training using multiple modes, e.g., on-demand, in-person, and digital-learning.

Strategy 2: Dissemination - Dissemination is targeted distribution of information and materials to a specific audience. The intent is to spread knowledge and associated evidence-based interventions. Recipients will use diverse dissemination and communication strategies, e.g., e-newsletters, tip sheets, social media, listservs, webinars, virtual trainings, e-learning, and meetings to broadly disseminate CDC and other relevant evidence-based tools and resources. Information and dissemination approaches should be tailored to meet the needs of the intended audience, e.g., culturally appropriate, visually diverse, appropriate literacy level, and native language.

Strategy 3: Partnerships - Partnerships consist of a group of individuals or organizations working together to address common goals. Partnerships involve a relationship of mutual respect, coordination of administrative responsibility, establishment of reciprocal roles, shared participation in decision-making, mutual accountability, and transparency. Recipients are expected to coordinate, collaborate, and communicate with each other; work with CDC-funded SEAs, districts, schools, OST programs and the organization’s constituents, and partner with other key nationally recognized expert organizations within the priority area to which they are applying.

https://www.cdc.gov/healthyschools/trainingtools.htm https://www.cdc.gov/healthyschools/trainingtools.htm https://www.cdc.gov/healthyschools/tths/pd_practices.htm https://www.cdc.gov/healthyschools/tths/pd_guide.htm https://www.cdc.gov/healthyschools/professional_development/documents/17_279600_TrainersModel-FactSheet_v3_508Final.pdf

Strategy 4: Implementation - Implementation includes the steps needed to put school health policies, programs, and practices into place and make them available to students and staff.

Recipients will address the following strategies, activities, and sub-activities under the priority area they are applying for:

Priority 1 - School Health Services

One applicant will be funded within the School Health Services priority area. The recipient will support CDC funded SEAs, districts, schools, and the organization's constituents with developing, implementing, and evaluating evidence-based policies, practices, and programs that expand access to physical, mental, and behavioral health services, improve the delivery of school health services, and the management of chronic health conditions, such as diabetes, obesity, food allergies, tooth decay, and seizure disorders to students in underserved communities.

Strategy 1: PD and TA Major Activity: Provide PD as well as TA to CDC-funded SEAs, districts, schools, OST programs, and the organization’s constituents that supports the physical, mental, and behavioral health of students and school staff.

Sub-Activities:

Provide PD on CDC, other federal agencies, and national organizations’ tools and resources for expanding student access to physical, mental, and behavioral health services and managing chronic health conditions in schools.

Develop and provide training on content specific information related to expanding student access to physical, mental, and behavioral health services and managing chronic health conditions in schools. Convene and deliver training to SEA, district, school, organization’s constituents, and other key partners (e.g., school nurses, health aides, school-based health center providers, school counselors, school social workers, school psychologists).

Provide TA on action plan development focusing on expanding access to physical, mental, and behavioral health services and implementing strategies for managing chronic health conditions and in schools.

Strategy 2: Dissemination Major Activity: Create, promote, and disseminate evidence-based tools and resources that support emotional well-being, mental/behavioral health, healthy eating, and physical activity.

Sub-Activities:

Disseminate and promote CDC and other federal agency tools and resources to key education audiences (e.g., school administrators, superintendents, school health services professionals, school counselors, school psychologists, and teachers). CDC tools and resources may include Addressing the Needs of Students with Chronic Health Conditions: Strategies for Schools research brief Chronic Health Conditions in School https://www.cdc.gov/healthyschools/schoolhealthservices.htm https://www.cdc.gov/healthyschools/chronic_conditions/pdfs/2017_02_15-How-Schools-Can-Students-with-CHC_Final_508.pdf https://www.cdc.gov/healthyschools/chronic_conditions/pdfs/2017_02_15-How-Schools-Can-Students-with-CHC_Final_508.pdf https://www.cdc.gov/healthyschools/chronic_conditions/pdfs/2017_Presentation_Chronic_Health_Conditions_in_School_Settings.pptx

Settings presentation, and other materials located on the CDC Healthy Schools, Managing Chronic Health Conditions webpage.

In collaboration with CDC, create evidence-based educational briefs on managing chronic health conditions within schools and expanding access to physical, mental, and behavioral health services.

In collaboration with CDC, create, provide, and evidence-based tools and resources that address implementation of policies, practices, and programs to improve mental and behavioral school health services (e.g., referrals for physical, mental, and behavioral health services not offered in the school setting or to increase reimbursement for services via health insurance).

Strategy 3: Partnerships Major Activity: Leverage partnerships with CDC and others to support the use of evidence-based tools and resources for school health.

Sub-Activities:

Develop partnerships and collaborations with other national organizations to support CDC-funded SEAs, districts, schools, and the organization’s constituents in building capacity to manage chronic health conditions in schools and expand access to physical, mental, and behavioral health services.

Lead, partner, and hold regular meetings with organizations addressing physical, behavioral, and mental health services.

Consult with physicians, school nurses, health aides, school-based health center providers, school counselors and school psychologists for their expertise and feedback in providing PD and promoting tools and resources.

Collaborate with public information officers, communication directors, United States Department of Education’s Office of Communication and Outreach, and others to support disseminating and promoting resources, microlearning modules, and toolkits, such as CDC’s Food Allergies in Schools Toolkit.

Strategy 4: Implementation Major Activity: Support implementation of school health policies, practices, and programs within a WSCC framework.

Sub-Activities:

Assist CDC-funded SEAs, districts, schools, and the organization’s constituents in implementing evidence-based school health policies, practices, and programs to expand access to physical, mental, and behavioral health services including identifying and tracking students, care coordination, assisting with referrals to outside healthcare providers and enrollment in health insurance.

Provide intensive technical assistance to a minimum of five districts (for a minimum of twenty-five districts over the course of the NOFO) per budget period to assess and strengthen school health services that support student physical, mental, and behavioral health.

https://www.cdc.gov/healthyschools/chronic_conditions/pdfs/2017_Presentation_Chronic_Health_Conditions_in_School_Settings.pptx https://www.cdc.gov/healthyschools/healthconditions.htm https://www2.ed.gov/about/offices/list/oco/contacts.html https://www2.ed.gov/about/offices/list/oco/contacts.html https://www.cdc.gov/healthyschools/foodallergies/toolkit.htm#:~:text=CDC's%20toolkit%20contains%20tip%20sheets,severe%20allergic%20reactions%20in%20schools.

Priority 2 - Emotional Well-Being

One applicant will be funded within the Emotional Well-Being priority area. The recipient will support CDC-funded SEAs, districts, schools, and the organization’s constituents with developing, implementing, and evaluating evidence-based policies, practices, and programs that support emotional well-being of students and staff in disproportionately affected communities.

Strategy 1: PD and TA Major Activity: Provide PD as well as TA to CDC-funded SEAs, districts, schools, OST programs, and the organization’s constituents that supports the physical, mental, and behavioral health of students and school staff.

Sub-Activities:

Provide PD on CDC, other federal agencies, and national organizations’ tools and resources focused on social emotional learning, student mental health, and skill development that is culturally responsive, equitable, and inclusive (e.g., targeted with measurable outcomes to increase social and emotional competencies that support well-being).

Provide staff training and TA on role modeling and applying social and emotional skills in teacher-student relationships to strengthen staff core competencies, and universal mental health screening best practices to identify youth at risk and links to early intervention.

Develop and deliver tools and resources, training, and technical assistance to engage youth leaders as collaborative partners to support emotional well-being of students and encourage innovative solutions (e.g., social emotional learning clubs).

Provide training and technical assistance to promote staff wellness through programs, individual supports, mentoring, overall school climate, and organizational changes.

Strategy 2: Dissemination Major Activity: Create, promote, and disseminate evidence-based tools and resources that support emotional well-being, mental/behavioral health, healthy eating, and physical activity.

Sub-Activities:

Disseminate evidence-based curricula and promote programs that emphasize developmentally appropriate and culturally relevant Social Emotional Learning (SEL) competencies (e.g., Collaborative for Academic, Social, Emotional Learning Program Guide, Effective Social and Emotional Learning Programs) for students.

Promote strategies and resources that support SEL within a WSCC approach.

Disseminate best practice tools that promote the social and emotional well-being of students and staff that address equity and inclusion (e.g., Safer Schools and Campuses Best Practices Clearinghouse, National Center on Safe Supportive Learning Environments, National Center for Safe Supportive Schools).

https://www.cdc.gov/healthyschools/employee_wellness.htm https://cdc.sharepoint.com/teams/NCCDPHP-DPH-SHB/Shared%20Documents/New%20NGO%20NOFO_FY22/DP22-2203%20NOFO/Collaborative%20for%20Academic,%20Social,%20Emotional%20Learning%20(CASEL)%20guide https://cdc.sharepoint.com/teams/NCCDPHP-DPH-SHB/Shared%20Documents/New%20NGO%20NOFO_FY22/DP22-2203%20NOFO/Collaborative%20for%20Academic,%20Social,%20Emotional%20Learning%20(CASEL)%20guide https://casel.org/wp-content/uploads/2016/01/2013-casel-guide.pdf https://bestpracticesclearinghouse.ed.gov/ https://bestpracticesclearinghouse.ed.gov/ https://safesupportivelearning.ed.gov/ https://safesupportivelearning.ed.gov/ https://safesupportivelearning.ed.gov/

Strategy 3: Partnership Major Activity: Leverage partnerships with CDC and others to support the use of evidence-based tools and resources for school health.

Sub-Activities:

Develop partnerships and collaborations with other national organizations to support CDC-funded SEAs, districts, schools, and the organization’s constituents in building capacity related to emotional well-being.

Facilitate partnerships between districts, schools, and community-based organizations to ensure wraparound services are integrated to support the emotional well-being of students and staff.

Leverage existing tools and resources through partnerships with national school counselor, social worker, and school psychologist organizations.

Strategy 4: Implementation Major Activity: Support implementation of school health policies, practices, and programs within a WSCC framework.

Sub-Activities:

Implement evidence-based, equitable, and inclusive SEL programs that emphasize SEL competencies and integrate SEL skill building, modeling, practice, and assessment across all academic areas. Programs should be culturally responsive and incorporate opportunities for students to practice SEL skills and understand diverse perspectives through group learning activities. The focus should be on developing competencies, such as self-awareness, self-management, social awareness, responsible decision-making, and relationship skills.

Incorporate social emotional learning activities and programs aligned with the WSCC approach into existing school improvement plans and school wellness policies for students and staff. Include social emotional learning and staff wellness in accountability measures and quality improvement systems.

Implement youth-driven engagement strategies that demonstrate positive impact of peer support and youth-driven models that promote student well-being. This should include support for youth leader time to engage in policies, programs, and practices that support emotional well-being of students.

Promote equitable and inclusive learning environments for all students that reflect best practices in the implementation of SEL activities and programs.

Provide intensive technical assistance to a minimum of five districts (for a minimum of twenty-five districts over the course of the NOFO) per budget period to address emotional well-being for students and staff.

Priority 3 - Healthy Out-of-School Time (OST)

One applicant will be funded within the Healthy OST priority area. The recipient will support CDC-funded SEAs, districts, schools, OST programs, and the organization’s constituents with developing, implementing, and evaluating evidence-based policies, practices, and programs that address healthy eating, physical activity, management of chronic health conditions, and emotional well-being of students and staff in disproportionately affected communities. For the purposes of this NOFO, OST refers to school-sited before- and after-school programs as well as those that operate on school grounds over the summer.

Strategy 1: PD and TA Major Activity: Provide PD as well as TA to CDC-funded SEAs, districts, schools, OST programs, and the organization’s constituents that supports the physical, mental, and behavioral health of students and school staff.

Sub-Activities:

Provide PD on how to use results from assessment tools (e.g., HOST assessment) to inform action planning, prioritization, programming and integrating measures of emotional wellbeing, PA, nutrition into a continuous quality improvement approach in OST programs.

Provide training to staff on protocols and procedures to support the needs of students with chronic health conditions (e.g., food allergies, asthma, seizure disorders) in school-based OST programs (CDC Issue Brief) and identifying and referring youth who may need additional health and/or mental health services.

Provide training on “Recess” best practices and “Classroom PA” principles for OST (integrating and/or adding PA into programming, including academic enrichment programs e.g., 21st Century Community Learning Centers, summer learning and/or remediation) and navigating and understanding policies related to supporting youth with chronic conditions in afterschool programs.

Support staff use of best practice tools and approaches to promote the social and emotional well-being of students and address equity and inclusion throughout programming—including when serving/offering foods and beverages, or physical activity (e.g., Sequenced, Active, Focused, Explicit (SAFE) instructional practices, practices consistent with National Center on Safe Supportive Learning Environments).

Provide technical assistance on developing, sustaining, and evaluating a staff employee wellness program, which includes supporting staff mental health needs.

Design and deliver PD, as well as provide TA that is adaptive to the high turnover, seasonality, and limited planning time that impacts many OST programs. Approaches may include, but are not limited to, micro-learning approaches, modular, and on-demand offerings.

Strategy 2: Dissemination Major Activity: Create, promote, and disseminate evidence-based tools and resources that support emotional well-being, mental/behavioral health, healthy eating, and physical activity.

Sub-Activities:

Disseminate existing tools and resources (e.g., issue briefs, toolkits, blog posts) to school-decision makers (e.g., state education agencies (SEAs), state boards of education, district https://www.cdc.gov/healthyschools/323508-A_FS_SupportingStudentsWithChronicHC.pdf https://www2.ed.gov/programs/21stcclc/index.html https://casel.org/approaches/ https://cdc.sharepoint.com/teams/NCCDPHP-DPH-SHB/Shared%20Documents/New%20NGO%20NOFO_FY22/DP22-2203%20NOFO/National%20Center%20on%20Safe%20Supportive%20Learning%20Environments superintendents, school boards) that provide a foundation in healthy eating and physical activity standards and their value for children’s physical, academic, and emotional growth—using an equity lens.

Develop communication tools to make the case for strengthening afterschool and summer program infrastructure to school-decision makers as an investment in all children’s physical, emotional, and academic growth and development and providing equal opportunities for students with disabilities. Communicate the value of partnering with and strengthening OST programs and summer learning and enrichment programs.

Develop model policies and materials to support and understand policies related to the Health Insurance Portability and Accountability Act (HIPAA) and Family Educational Rights and Privacy Act (FERPA) and data sharing, and other issues related to managing chronic conditions and supporting inclusive, active, participation in OST.

Adapt CDC school-based tools and resources for OST settings, such as CDC’s Managing Food Allergies Schools Toolkit or Strategies for Classroom Physical Activity in Schools, and collaborate with CDC to create new products that address emerging needs or issues identified by priority populations related to physical and emotional wellbeing of all students and OST program staff.

Sustain peer-to-peer dissemination via existing networks and/or coalitions and leverage community partners and networks to promote awareness for healthy OST programs, expand the reach and dissemination of CDC tools, resources, communication materials, and messages, and highlight policy developments that may impact OST infrastructure and operations.

Strategy 3: Partnership Major Activity: Leverage partnerships with CDC and others to support the use of evidence-based tools and resources for school health.

Sub-Activities:

Develop partnerships and collaborations with other national organizations to support CDC-funded SEAs, districts, schools, and the organization’s constituents in building capacity related to OST programs.

Collaborate with OST partners to (1) Identify existing resources and networks that can support PD, TA, and dissemination activities; (2) Sustain and facilitate convening of key OST organizations; and (3) Consult with key OST organizations to assist with development of tools, resources, and promotion/communications that advance implementation.

Increase coordination between schools and OST providers to support needs of students with chronic conditions, particularly those in disproportionately affected and underserved communities. Develop and/or update policies to formalize relationships/partnerships with schools.

Strategy 4: Implementation Major Activity: Support implementation of school health policies, practices, and programs https://www.cdc.gov/phlp/publications/topic/hipaa.html https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html https://www.cdc.gov/healthyschools/foodallergies/toolkit.htm https://www.cdc.gov/healthyschools/physicalactivity/pdf/classroompastrategies_508.pdf https://www.cdc.gov/healthyschools/physicalactivity/pdf/classroompastrategies_508.pdf within a WSCC framework.

Sub-Activities:

Assist OST programs with the incremental adoption of evidence based standards for nutrition and physical activity (e.g., Healthy Eating and Physical Activity in OST Standards) into OST programming, including using assessment tools (e.g., OST assessment) for action planning, evaluating progress and implementation, and modifying strategies.

Support formalizing and/or strengthening Joint Use Agreements between school-based OST programs and schools and/or school districts to allow for shared space and use of equipment to support physical activity and access to nutritious foods, possibly including use of playgrounds, gymnasiums, kitchens, school gardens. Strong policies will address liability, insurance, fees, and provisions about operations and management of the facility.

Develop and assist with formalizing employee wellness programs.

Assist OST programs with developing and adopting protocols and procedures to support the needs of students with chronic conditions, including food allergies, asthma, and seizure disorders; identifying and referring youth with chronic conditions and mental health needs; appropriately gathering and using information from families, including chronic conditions; engaging youth when developing programming or new content, including youth with chronic conditions to better understand what would support full, inclusive and safe participation in programming.

Increase program capacity to monitor adoption of evidence-based standards and practices and evaluate impact.

Provide intensive technical assistance to a minimum of five districts (for a minimum of twenty-five districts over the course of the NOFO) per budget period to assess and strengthen OST programs.

Priority 4 - School Administrator Support and Action for Healthy Schools

One applicant will be funded within the School Administrator Support and Action priority area. The recipient will support CDC-funded SEAs, districts, schools, and constituent school administrators in adopting and implementing the 10 components of the WSCC model in disproportionately affected communities. For the purposes of this NOFO, school administrator support refers to state, district, and school-level leadership and decision makers.

Strategy 1: PD and TA Major Activity: Provide PD as well as TA to CDC-funded SEAs, districts, schools, OST programs, and the organization’s constituents that supports the physical, mental, and behavioral health of students and school staff.

Sub-Activities:

Develop and provide PD to school administrators, state and local school boards, superintendents, principals, and teachers on how to develop and implement equitable and inclusive local school wellness policies in alignment https://indd.adobe.com/view/681ce31e-c7b2-4ab2-983d-d644ffb6b71d https://indd.adobe.com/view/681ce31e-c7b2-4ab2-983d-d644ffb6b71d https://www.cdc.gov/healthyschools/wscc/index.htm with the WSCC model to guide districts’ initiatives to address healthy eating, physical activity, and emotional well-being of students and staff.

Design and deliver professional development and technical assistance to a cadre consisting of administrators and decision makers on the adoption of the WSCC approach and creation and implementation of school health councils and teams. Utilize the cadre to inform, educate and influence administrators and policy makers on WSCC adoption and policy implementation. A new cohort of 20+ administrators and decision makers should be identified and provided PD and TA annually (per budget period) to ensure sustainability and reach.

Create guidance for school administrators and other decision makers on adoption of a WSCC approach by engaging policymakers, administrators (e.g., school board members, superintendents, and principals), and other stakeholders (e.g. teachers, school nurses, health care providers, parent organization leaders, students, and relevant professional associations) to assess, then develop or revise, evaluate, and maintain effective healthy eating, physical activity, and other health promoting policies and practices.

Provide Community of Practice (CoP) meetings and other learning opportunities to facilitate sharing of promising practices in WSCC adoption.

Strategy 2: Dissemination Major Activity: Create, promote, and disseminate evidence-based tools and resources that support emotional well-being, mental/behavioral health, healthy eating, and physical activity.

Sub-Activities:

Collaborate with CDC to create evidence-based educational briefs for state, district, and school-level administrators and decision makers on WSCC adoption and model policies that address healthy eating, physical activity, and emotional well-being of all students and staff.

Present at education-focused conferences on the connection between healthy eating, physical activity, emotional well-being, and academic performance while also promoting CDC resources to diverse groups of school administrators and decision makers.

Share success stories about school administrator support for using WSCC to support physical activity, healthy eating, and emotional well-being for students and staff.

Develop and share graphics, photos, and/or messages on social media channels displaying school administrator support using the WSCC components to support physical activity, healthy eating, and emotional well-being for students and staff.

Track and disseminate policies in support of WSCC adoption.

Strategy 3: Partnerships Major Activity: Leverage partnerships with CDC and others to support the use of evidence-based tools and resources for school health.

Sub-Activities:

Develop partnerships and collaborations with other national organizations to support CDC-funded SEAs, districts, schools, and the organization’s constituents in support of WSCC adoption and equitable and inclusive policies that address chronic disease prevention and management in schools. Develop collaborations with key education organizations and partners to create and distribute a national action plan for supporting adoption of the WSCC framework.

Work with the organizations’ constituents to share and/or develop model policies in support of WSCC adoption.

Strategy 4: Implementation Major Activity: Support implementation of school health policies, practices, and programs within a WSCC framework.

Sub-Activities:

Support administrators and other decision makers in implementing school health policies, programs, and practices that address health equity, diversity, and inclusion.

Facilitate the implementation of school-based health councils and school health teams to support adoption of the WSCC approach.

Identify data sources that school administrators can leverage to demonstrate the impact of policy, practice, and program implementation at the school, district, and/or community levels over time.

Provide intensive technical assistance to a minimum of five districts (for a minimum of twenty-five districts over the course of the NOFO) per budget period to assess and strengthen WSCC approaches that support student physical, mental, and behavioral health.

1. Collaborations

a. With other CDC projects and CDC-funded organizations:

1. Recipients will collaborate with CDC-funded SEAs, districts, schools, OST programs and the organization’s constituents to provide and support via PD, as well as TA, dissemination, partnerships, and implementation of policies, practices and programs related to the recipient’s priority area of expertise (School Health Services, Emotional Well-being, Healthy OST, and School Administrator Support and Action for Healthy Schools).

2. Recipients are expected to coordinate and collaborate with each other under this NOFO to ensure that activities, resources, messages, etc., are in alignment with one another and not duplicative or redundant.

3. When interests and activities align, recipients are encouraged to collaborate with other CDC funded programs such as the Prevention Research Centers.

b. With organizations not funded by CDC:

Recipients are encouraged to coordinate and collaborate with a variety of public and private partners to leverage resources and maximize reach and impact. Partners could include the business community, professional organizations, hospitals, federally qualified health centers, other federal, state, or local governmental agencies, Tribes or tribal organizations, non-governmental organizations, community-based organizations, and quality improvement organizations.

2. Target Populations Recipients will provide PD, as well as TA, dissemination, partnerships, and implementation strategies and activities to districts, schools, and organizations in communities that are underserved, economically marginalized, and disproportionately affected by chronic diseases and the risk factors that cause them. This includes children, adolescents, and adults with overweight/obesity that have limited access to healthy foods and beverages, safe ways to be physically active, consistent and appropriate management of chronic health conditions, and access to mental health services. Priority groups should also include racial/ethnic minorities, students receiving free or reduced lunch, and persons with disabilities. Recipients should consider opportunities to include priority groups in project planning, implementation, and evaluation.

a. Health Disparities Long-standing systemic health and social inequities have put many racial and ethnic minority groups at increased risk for infectious diseases such as COVID-19 and chronic diseases such as diabetes. Disparities in social determinants of health have historically prevented racial and ethnic minority groups from having fair opportunities for economic, physical, and emotional health. Food insecurity and lack of access to critical services and resources were amplified among the most vulnerable of students during school closures. These health disparities are also related to inequities in education.

This NOFO aligns with the WSCC model, which emphasizes the connections between health and education both short term (physical and emotional health as non-academic barriers to learning and children showing up ready to learn) and long-term (education as a fundamental social determinant of health and as a way of advancing health equity). Strong emphasis is placed on addressing health disparities through policy, systems, and environmental changes as the result of the recipient providing culturally competent support to CDC-funded SEAs, districts, schools, OST programs and the organization’s constituents through PD, as well as TA, dissemination, partnerships, and implementation. Activities addressing health disparities will include, but are not limited to, (1) developing and disseminating school health tools and resources that promote health equity and culturally responsive systems for various settings (schools, community, clubs) of greatest need, (2) partnering with CDC Healthy Schools and other relevant federal and non-federal organizations with strong school health content and health equity expertise to promote or enhance existing tools and resources to assess the quality and comprehensiveness of school health services, infrastructure support, and school health policies, practices, and programs in underserved communities, and (3) expanding access to health services, emotional well-being supports, and healthy OST opportunities to children and adolescents who currently have or are at higher risk for developing chronic disease.

iv. Funding Strategy N/A

b. Evaluation and Performance Measurement

i. CDC Evaluation and Performance Measurement Strategy

Evaluation and performance measurement help demonstrate achievement of project outcomes, build a stronger evidence base for specific interventions; clarify applicability of the evidence base to different populations, settings, and contexts; and drive continuous improvement.

Evaluation and performance measurement can also determine if strategies and activities are scalable and effective at reaching target populations. Recipients should allocate at least 10% of their award to support evaluation activities (i.e., including data collection) and are encouraged to work with professional evaluators to help ensure that a comprehensive evaluation is used and public health objectives are met.

Specific performance measures will be finalized and aligned with the required program strategies. Annual reporting requirements will be in place for all funded recipients. Additionally, evaluation technical assistance and support will be provided through an evaluation contract. The funded evaluation contractor will provide training and technical support on designing evaluation plans, monitoring progress toward the performance measures, submitting data into a uniform data entry system, and generating reports.

Throughout the 5-year period of performance, CDC will work individually and collectively with recipients to answer the following evaluation questions based on the program logic model, strategies, and activities:

1. To what extent has PD been developed and delivered to CDC-funded SEAs, districts, schools, OST programs, and the organization’s constituents.

2. To what extent has TA been delivered to CDC-funded SEAs, districts, schools, OST programs, and the organization’s constituents.

3. To what extent has evidence-based tools and resources been disseminated to CDC-funded SEAs, districts, schools, OST programs, and the organization’s constituents.

4. To what extent have partnerships been…