CDC-RFA-PS18-1807.pdf

Centers for Disease Control

National Center for HIV-AIDS, Viral Hepatitis, STD, and TB Prevention

Promoting Adolescent Health through School-Based HIV Prevention

CDC-RFA-PS18-1807

Application Due Date: 04/13/2018

Promoting Adolescent Health through School-Based HIV Prevention

CDC-RFA-PS18-1807

TABLE OF CONTENTS

Part I. Overview Information A. Federal Agency Name B. Funding Opportunity Title C. Announcement Type D. Agency Funding Opportunity Number E. Catalog of Federal Domestic Assistance (CFDA) Number F. Dates G. Executive Summary

Part II. Full Text 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 Information Applicants must go to the synopsis page of this announcement at www.grants.gov and click on the "Send Me Change Notifications Emails" link to ensure they receive notifications of any changes to CDC-RFA-PS18-1807. 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:

Promoting Adolescent Health through School-Based HIV Prevention 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-PS18-1807

E. Catalog of Federal Domestic Assistance (CFDA) Number:

93.079 F. Dates:

1. Due Date for Letter of Intent (LOI): 02/26/2018

2. Due Date for Applications: 04/13/2018, 11:59 p.m. U.S. Eastern

Standard Time, at www.grants.gov.

3. Date for Informational Conference Call:

Tuesday, February 20, 2018 Component 3 applicants - 1:00 p.m., U.S. Eastern Standard Time Component 2 applicants - 2:30 p.m., U.S. Eastern Standard Time Component 1 applicants - 4:00 p.m., U.S. Eastern Standard Time CDC will conduct conference calls for all interested applicants to provide technical assistance and respond to any questions regarding the NOFO process. Conference call lines are limited so we encourage those who can to call in from one location. The call-in information is:

1-404-553-8912; Passcode: 3553049.

G. Executive Summary:

1. Summary Paragraph:

The purpose of PS18-1807 is to improve the health and well-being of our nation’s youth by working with education and health agencies, and other organizations to reduce HIV, STD, teen pregnancy, and related risk behaviors among middle and high school students. PS18-1807 offers 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.grants.gov an approach that includes three overall components: 1) school-based surveillance; 2) school-based HIV/STD prevention; and 3) technical assistance and capacity building. Required activities are designed to achieve several short-term and intermediate outcomes for the five-year funding period, including:

increased understanding of youth risk behaviors increased student knowledge and skills to avoid and reduce sexual risk increased student HIV/STD testing increased student access to sexual health services* increased student participation in positive youth development activities increased parent/student communication increased student connectedness to school

Activities must be carried out in accordance with all applicable state and federal laws.

*Sexual Health Services is defined in the glossary.

a. Eligible Applicants: Limited

b. NOFO Type: Cooperative Agreement

c. Approximate Number of Awards: 135 The estimated number of initial awards is as follows:

Component 1: approximately 95 total - 50 state, 7 territorial, 3 tribal, and 35 local agencies Component 2: approximately 35 local education agencies funded under Component 1 Component 3: approximately 5 organizations

d. Total Period of Performance Funding: $85,000,000 A minimum of $17,000,000 is anticipated in funding available for the first fiscal year of the period of performance. This amount could increase or decrease based on funding availability.

Approximately $85,000,000 in initial award funding is available through this NOFO, although this amount could increase or decrease based on funding availability.

e. Average One Year Award Amount: $0 The average initial one-year award amount for this NOFO is as follows:

Component 1:

approximately $100,000 for state health agencies/state education agencies approximately $12,000 for territorial education agencies/tribal government education agencies approximately $60,000 for local education agencies

Component 2:

approximately $300,000

Component 3:

A-D approximately $250,000 E approximately $300,000

The average award could increase or decrease, based on funding availability.

f. Total Period of Performance Length: 5

g. Estimated Award Date: 07/02/2018

h. Cost Sharing and / or Matching Requirements: N 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

Part II. Full Text

1. Background

a. Overview Health behaviors during adolescence set the stage for behaviors and health into adulthood. In 2015, 41% of high school students in the US had ever had sexual intercourse and 30% were currently sexually active. Among currently sexually active students, 43% did not use a condom, and 14% did not use any method to prevent pregnancy the last time they had sexual intercourse.

In 2015, young people aged 13-24 accounted for an estimated 22% of all new HIV diagnoses in the United States. Half of the nearly 20 million new STDs reported each year were among young people aged 15-24.

Approach: This funding supports a multi-component, multi-level effort to support youth reaching adulthood in the healthiest possible way. The three components are:

1: School-Based Surveillance 2: School-Based HIV/STD Prevention 3: Technical Assistance and Capacity Building Component 2 consists of three strategies: 2A - Sexual Health Education (SHE); 2B - Sexual Health Services (SHS); and 2C - Safe and Supportive Environments (SSE). Additional information on strategies is on pages 13-15.

Short-term and intermediate outcomes will contribute to the following long-term health and education outcomes:

Delayed onset of sexual activity Decreased sex without a condom Increased use of contraceptives Decreased risk behaviors that place youth at higher risk of adverse health outcomes including substance use, violence, and mental illness Reduced HIV infection and other STDs Decreased teen pregnancy rates Increased student academic success

Program Approach Schools have direct contact with over 50 million students for at least 6 hours a day over 13 key years of their social, physical, and intellectual development. Schools can help understand and prevent adolescent risk for HIV, STD and teen pregnancy.

Surveillance is a core function of public health. State, territorial, tribal, and local education agencies or state health departments will conduct school-based surveillance of health risk behaviors and school health policies and practices.

Schools play an important role in HIV/STD prevention. Schools can influence students’ risk for HIV infection and other STD through parental engagement, health education, connection to physical and mental health services, and connecting youth to each other and important adults.

This award supports implementation of activities at multiple levels of the education system to achieve health goals. School curricula, policies, and services are generally locally determined by local education agencies (LEA), or local school districts, with guidance from state education agencies (SEA). LEA and SEA both provide training, resources, and technical assistance to schools. SEA establish supportive state environments for local decision making about school policies and practices. LEA support implementation of school-based strategies through district level actions and decisions. Recognizing the importance of locally tailoring approaches, this program uses priority schools within a district, or LEA, as a natural laboratory for working through program implementation details before scaling up - or diffusing - activities to all schools in a district. This award supports close connections with decision-makers responsible for educational options and school environments at each of these levels.

Additional support from organizations with specialized expertise and capacity for national reach will be used to increase the impact of SEA and LEA strategies. They provide a range of highly trained experts for professional development and technical assistance to advance HIV/STD prevention work.

b. Statutory Authorities Sections 301(a) and 317(k)(2) of the Public Health Service Act [42 U.S.C. Sections 241 and 247(k)(2)], as amended.

c. Healthy People 2020 Healthy People 2020 (http://www.healthypeople.gov) contains national objectives to improve the health of all Americans by encouraging collaborations across sectors, guiding people toward http://www.healthypeople.gov/ making informed health decisions, and measuring the impact of prevention activities.

PS18-1807 supports these Healthy People 2020 topic areas: Access to Health Services; Adole scent Health; Educational and Community-Based Programs; HIV; Lesbian, Gay, Bisexual, and Transgender Health; Sexually-Transmitted Diseases; and Social Determinants of Health.

d. Other National Public Health Priorities and Strategies PS18-1807 supports the CDC National Center for HIV, Viral Hepatitis, STD, and TB Preve ntion's Strategic Plan, the National HIV/AIDS Strategy, and the National Prevention Strategy.

e. Relevant Work PS18-1807 builds upon and expands work previously accomplished through PS13-1308 (Promoting Adolescent Health Through School-Based HIV/STD Prevention and School-Based Surveillance).

2. CDC Project Description

a. Approach

Bold indicates period of performance outcome.

CDC-RFA-PS18-1807 Logic Model: Promoting Adolescent Health through School-Based HIV Prevention and Surveillance Bold indicates performance outcomes that will be monitored for this NOFO

Strategies and Activities

Short-term Outcomes

Intermediate Outcomes

Long-term Outcomes

Component 1:

School-Based Surveillance Establish and strengthen systematic procedures to collect, analyze, and report on adolescent health risk behaviors using the Youth Risk Behavior Survey (YRBS) and on school

Component 1:

School-based Surveillance Understanding of youth risk behaviors and school health policies and practices by education and public health agencies

· ↑ Student knowledge, skills and behaviors to avoid and reduce sexual risk

· ↑ Student awareness of SHS needs and services

· ↑ Student HIV testing

· ↑ Student STD testing

· ↑ Parental

· Delayed onset of sexual activity

· ↓ Sex without a condom Contraceptive use

· ↓ Risk behaviors that place youth at higher risk of adverse health outcomes including https://www.healthypeople.gov/2020/topics-objectives/topic/Access-to-Health-Services https://www.healthypeople.gov/2020/topics-objectives/topic/Adolescent-Health https://www.healthypeople.gov/2020/topics-objectives/topic/Adolescent-Health https://www.healthypeople.gov/2020/topics-objectives/topic/educational-and-community-based-programs https://www.healthypeople.gov/2020/topics-objectives/topic/hiv https://www.healthypeople.gov/2020/topics-objectives/topic/lesbian-gay-bisexual-and-transgender-health https://www.healthypeople.gov/2020/topics-objectives/topic/lesbian-gay-bisexual-and-transgender-health https://www.healthypeople.gov/2020/topics-objectives/topic/sexually-transmitted-diseases https://www.healthypeople.gov/2020/topics-objectives/topic/social-determinants-of-health https://www.cdc.gov/nchhstp/strategicpriorities/default.htm https://www.cdc.gov/nchhstp/strategicpriorities/default.htm https://www.hiv.gov/federal-response/national-hiv-aids-strategy/overview https://www.surgeongeneral.gov/priorities/prevention/strategy/index.html health policies and practices using Profiles data

Component 2:

School-Based

HIV/STD

Prevention Recipients collaborate with Component 3 organizations to assess capacity of districts and schools to implement the following three strategies:

Strategy 2A:

Sexual Health Education (SHE)

Strategy 2B:

Sexual Health Services (SHS)

Strategy 2C: Safe and Supportive Environments

(SSE)

Component 2:

School-Based

HIV/STD

Prevention Strategy 2A: SHE

· ↑ Teacher ability to teach SHE effectively

· ↑ Student receipt of effective

SHE

Strategy 2B: SHS

· ↑ Access to SHS on-site

· ↑ Access to SHS off-site

· ↑ Delivery of on-site SHS

· ↑ Referrals to community providers

Strategy 2C: SSE

· ↑ Teacher implementation of best classroom management practices

· ↑ Student participation in positive youth development activities monitoring Parent/student communication about sexual health

· ↑ Student connectedness to school

· ↑ Student reproductive healthcare visits

· ↑ Access to confidential SHS in accordance with state laws substance use, violence, and mental illness

· ↓ HIV

infection and other STD

· ↓ Pregnancy rates

· ↑ Academic success

Component 3: Component 3A-3C: Component 3A-3C:

Technical Assistance and Capacity Building for School-Based

HIV/STD

Prevention and other Related Work Recipients increase success of Component 2 work through the provision of technical assistance and capacity building via the following:

Component 3A:

Strengthening the Effectiveness of Instructional Materials and Their Delivery

(SHE)

Component 3B:

Strengthening the Effectiveness of Health Service Initiatives and Reduced HIV Infection and Sexually Transmitted Diseases (SHS)

Component 3C:

Strengthening the Effectiveness of Initiatives to Create and Maintain Safe

· Organizations are to build the capacity of LEAs to implement Component 2, therefore these outcomes are the same as the LEA outcomes in Strategies 2A-2C

Component 3D:

Establishment of school-based coalitions

· ↑ Engagement in an existing substance use prevention coalition

Component 3E:

· ↑ State teams with on-going action plans for reducing HIV/STD, and pregnancy among adolescents

· ↑ State teams’ identification of gaps between programs and policies for reducing HIV/STD, and pregnancy among adolescents

· ↑ States with supportive environments for

· See outcomes for Strategies 1 and

Component 3D:

· ↑ Number of CDC-funded LEA with established school-based coalitions to address substance use

· ↑ Number of school-based substance use strategies and activities implemented

Component 3E:

· ↑ State-level implementation of evidence-based policies related to school-based

HIV/STD

prevention

Component 3D:

· ↓ Substance use among adolescents and Supportive Environments in Schools (SSE)

Component 3D:

Training and Technical Assistance for School-Based Substance Use Approaches

Component 3E:

Addressing Policy and Practice in States implementation of best practices in

SHE, SHS & SSE.

i. Purpose Funding will build the capacity of districts and schools to contribute to reducing HIV infection, other STD, and related risk behaviors among adolescents, as well as reducing disparities in HIV infection and other STD among specific adolescent sub-populations. Recipients will improve the health of middle school and high school students by:

collecting and using quality surveillance data;

strengthening HIV/STD instruction and delivery;

strengthening access to/use of key health services; and establishing / maintaining safe and supportive environments.

ii. Outcomes Collectively, recipients are expected to achieve the following short-term outcomes by the end of the five-year project period:

Component 1: School-Based Surveillance

Increased understanding of youth risk behaviors and school health policies and practices by education and public health agencies

Component 2: School-Based HIV/STD Prevention

Increased teacher ability to teach sexual health education effectively Increased student receipt of effective sexual health education Increased access to on-site and off-site sexual health services Increased delivery of on-site sexual health services Increased referrals for sexual health services to community providers

Increased teacher implementation of best classroom management practices for safe and supportive environments

Increased student participation in positive youth development activities

Component 3: Technical Assistance and Capacity Building

Build the capacity of LEA to implement Component 2; therefore these recipients’ outcomes are the same as the LEA outcomes in Component 2. [Components 3A, 3B, and 3C]

Establishment of school-based coalitions to support strategies and activities aimed at preventing and reducing adolescent substance use [Component 3D]

Increased engagement in an existing substance use prevention coalition [Component 3D] Increased number of state teams with on-going action plans for reducing HIV, STD, and pregnancy among adolescents [Component 3E] Increased state teams’ identification of strategies to address gaps between programs and policies for reducing HIV/STD, and pregnancy among adolescents [Component 3E] Increased number of states with supportive environments for implementation of best practices in sexual health education, sexual health services, and safe and supportive environments for adolescents [Component 3E]

Collectively, recipients are expected to achieve the following intermediate outcomes by the end of the five-year project period:

Increased student knowledge, skills, and behaviors to avoid and reduce sexual risk behaviors

Increased student awareness of sexual health services needs and services Increased student HIV testing Increased student STD testing Increased parental monitoring Increased parental/student communication about sexual health information and services Increased student connectedness to school Increased number of CDC-funded LEA with established school-based coalitions to address substance use Increased number of school-based substance use strategies and activities implemented Increased state-level implementation of evidence-based policies related to school-based

HIV/STD prevention

iii. Strategies and Activities Component 1: School-Based Surveillance Component 1 establishes and strengthens systematic procedures to collect Youth Risk Behavior Survey (YRBS) and School Health Profiles (Profiles) data. Recipients will report results to help support development of policies and practices to reduce priority health-risk behaviors among youth. If an education agency declines to apply for funding, the health agency in its jurisdiction or the health agency’s Bona Fide Agent may apply on its behalf. To obtain and then maintain funding for Component 2, local education agencies are required to apply for and meet the additional requirements of Component 1. While agencies are encouraged to apply for funding for both YRBS and Profiles, education or health agencies in jurisdictions that are not applying for Component 2 funding are permitted to apply for a reduced amount of funding under Component 1 for a single survey (either YRBS or Profiles). Component 1 funding is intended only for the administration, dissemination, and use of the YRBS and Profiles. Support for any other school-based surveillance activities with these funds is prohibited.

Component 1 Required Activities During the project period, recipients will systematically collect, analyze, and disseminate data using two surveys, unless they have received funding for only one of these surveys:

YRBS to monitor adolescent health-risk behaviors, including sexual risk behaviors.

YRBS will be administered in odd-numbered years.

Profiles to monitor school health policies and practices. Profiles will be administered in even-numbered years.

YRBS Years 1-5 Required Activities for all Recipients

Develop a state, territorial, tribal, or local YRBS questionnaire meeting specifications outlined in the Handbook for Conducting Youth Risk Behavior Surveys.

Produce an up-to-date sampling frame and develop sampling parameters to support scientific selection of state, territorial, tribal, and local samples that will generate jurisdiction-wide (at a minimum) and sub-site estimates (as appropriate) of at least all public school students in grades 9-12. Sub-site samples will be required if the recipient is also receiving other relevant CDC funding or may be elected to meet jurisdiction-specific needs and interests. The sampling frame and sampling parameters should meet specifications outlined in the Handbook for Conducting Youth Risk Behavior Surveys.

Conduct the YRBS (in odd-numbered calendar years) according to survey administration procedures outlined in the Handbook for Conducting Youth Risk Behavior Surveys. Submit the Survey Tracking Form at least every 2 weeks during data collection to the CDC Survey TA contractor.

Collaborate with other CDC-funded agencies and organizations to coordinate data collection for national, state, territorial, tribal, and local YRBSs conducted among schools in the same jurisdiction.

Submit all completed answer sheets or raw data sets and appropriate sample documentation forms as specified in the Handbook for Conducting Youth Risk Behavior Surveys to the CDC Survey TA contractor for processing.

Disseminate YRBS results through fact sheets, reports, Web sites, and other products and then use the results to help target and improve interventions, establish funding priorities, and support development of policies and practices to reduce priority health-risk behaviors among youth. Report how YRBS data are used to CDC upon request.

Profiles Years 1-5 Required Activities

Use the Profiles questionnaires for principals and lead health education teachers provided in the Handbook for Conducting School Health Profiles.

Produce an up-to-date sampling frame and develop sampling parameters to support scientific selection of state, territorial, tribal, and local samples that will generate jurisdiction-wide (at a minimum) and sub-site estimates (as appropriate) of at least all public secondary schools. The sampling frame and sampling parameters should meet specifications outlined in the Handbook for Conducting School Health Profiles. Sub-site samples will be required if the recipient is also receiving other relevant CDC funding or may be elected to meet jurisdiction-specific needs and interests.

Conduct Profiles (in even-numbered calendar years) according to survey administration procedures outlined in the Handbook for Conducting School Health Profiles. Submit the Survey Tracking Form at least every 2 weeks during data collection to the CDC Survey TA contractor.

Collaborate with other CDC-funded agencies and organizations to coordinate data collection for state, territorial, tribal, and local Profiles conducted among schools in the same jurisdiction.

Submit all completed questionnaires or raw data sets and appropriate sample documentation forms as specified in the Handbook for Conducting School Health Profiles to the CDC Survey TA contractor for processing.

Disseminate Profiles results through fact sheets, reports, Web sites, and other products and then use the results to help target and improve interventions, establish funding priorities, and support development of policies and practices to reduce priority health-risk behaviors among youth. Report how Profiles data are used to CDC upon request.

Required Activities Years 1-5 for Component 2 Recipients:

To obtain and maintain funding for Component 2, local agencies are required to apply for Component 1 and to indicate that they will include on their 2019, 2021, and 2023 YRBS questionnaires all of the following:

At least four of the seven standard sexual behavior questions The two standard questions on sexual identity and sex of sexual contacts The three designated questions from the 2019 YRBS Optional Question List on sexual health education, sexual health services, and safe and supportive school environments

Component 2: School-Based HIV/STD Prevention {See requirements above for applying for Component 1 in order to receive Component 2 funds. LEA entities applying under this component are to submit a separate application for this component in addition to their Component 1 application.} Component 2 eligible applicants are limited to local education agencies (LEA) only. LEA may combine with other geographically contiguous districts to create a consortium application. In doing so, the consortium must designate a single LEA to submit the application and, if funded, administer the program. This designated LEA will become the fiscal agent and responsible agency for all activities under this cooperative agreement. Existing regional structures such as Boards of Cooperative Educational Services (BOCES) or their equivalent may also apply.

Component 2 is the implementation component of this NOFO. CDC acknowledges that a variety of factors affect an LEA’s ability to implement all activities required under this announcement. If there are unique local policies prohibiting specific required activities, applicants should describe those prohibitions in their application to justify not implementing all required activities. Applicants with a legal barrier to implement required activities are encouraged to describe and justify alternative activities that could be implemented while still designed to achieve the overall outcomes in the logic model.

Activities are separated into three categories to reflect (1) “district level activities”, (2) “activities in priority schools”, and (3) “activities in all secondary schools.” These categories represent the interconnected roles of school districts and schools and the value of implementing new strategies in a subset of priority schools before expanding implementation to as many middle and high schools as possible in the district. This approach is also referred to as diffusion.

The roles of each of these levels in accomplishing the goals of this funding are further described below. NOTE: all activities should be implemented in middle and high schools only. Districts may decide, with consultation from CDC, which activities may be more appropriate for high schools rather than middle schools.

District-level activities are activities that need to be implemented by the school district to establish the environment for successful implementation of required activities in middle and high schools throughout the district. They are termed “district-level” because of the role of district level decision-makers to establish the policies and practices that affect schools within the district. An example of a district-level activity is to develop and approve a health education scope and sequence that delineates sexual education learning outcomes for all students in middle and high schools.

Activities in priority schools are the required activities that are initially implemented within a subset of schools in a district before expanding to as many middle and high schools in the district as possible. CDC recognizes the value of using schools selected as priority schools as a natural “laboratory” for implementing new programs and strategies. For the purposes of this NOFO, each recipient must select a minimum of 10 priority schools (high schools, or a combination of middle and high schools) in which to implement all required activities before diffusing those activities to as many middle and high schools in the district as possible.

Epidemiologic and social determinants data should be used to select priority schools in which youth are at high risk for HIV infection and other STD. Applicants may choose to include alternative schools, charter schools, magnet schools, and other non-traditional schools in their priority school selections. CDC will work with funded LEA to finalize priority school selection post-award. The total number of students reached through priority schools must be at least 10,000. If an LEA does not have a student population of 10,000 students, more than one LEA can collaborate to submit a joint application. Please refer to the information at the beginning of this section on collaborative applications. An example of an activity in priority schools is to provide professional development to teachers on classroom management.

Activities in all secondary schools are required activities that are ready for diffusion to all middle and high schools in the district after they have been refined and successfully implemented in priority schools. Diffusion may happen over time reaching as many middle and high schools in the district as possible over the 5 year award period. The decision to implement activities in additional schools will be done in consultation with CDC and will be based on readiness and potential for impact. Applicants with past experience and capacity are encouraged to propose opportunities for diffusion to additional schools as early in the project period as possible.

Work plans should reflect and identify activities that will be implemented at the district level and those that will be implemented in individual middle and high schools, based on the unique structure, roles, and authorities of the local school district. Please refer to the table in Appendix A for a summary of which activities align to district-level implementation and which align to priority and all schools implementation.

Component 2 Required Activities To obtain and then maintain funding for Component 2, local education agencies are required to apply for Component 1 and meet the additional requirements of that Component. CDC expects recipients to use these data for continuous program improvement in consultation with CDC.

Data should also be shared with school and community coalitions where they exist.

Recipients of Component 2 funds are required to work with recipients of funding for Component 3 on activities that require their participation. Component 2 recipients are also required to share work plans and evaluation reports with the appropriate technical assistance providers awarded under Component 3.

Recipients of Component 2 funds are expected to develop an annual professional development work plan beginning in year 2 in consultation with the CDC professional development contractor and grantees awarded under Components 3A, 3B, and 3C.

All HIV-related written materials, audiovisual materials, pictorials, questionnaires, survey instruments, proposed group, educational sessions, educational curricula and like materials are required to be submitted to a Program Review Panel. Additional information on this HIV Program Review Panel can be found here: https://www.cdc.gov/grants/additionalrequirements /ar-5.html. Applicants may also find a copy of the HIV Program Review Panel form here.

All Component 2 recipients are required to submit success stories as work plan accomplishments or milestones are achieved. Success stories are to be submitted as they occur as well as be included with annual reports.

The Component 2 required activities are listed by strategy: Strategy 2A - Sexual Health Education (SHE); Strategy 2B - Sexual Health Services (SHS); and Strategy 2C - Safe and Supportive Environments (SSE). Collectively, these required activities are intended to strengthen staff capacity, increase student access to programs and services, and engage parent and community partners.

These three strategies were selected based on evidence of effectiveness and evidence that they address known risk or protective factors. The Sexual Health Education (SHE) strategy is intended to help adolescents acquire the essential knowledge and critical skills needed to prevent HIV, STD, and teen pregnancy. The Sexual Health Services (SHS) strategy is intended to increase adolescents’ access to key sexual health services including HIV and other STD testing. The Safe and Supportive Environments (SSE) strategy is intended to increase adolescents’ connectedness to their school and increase parental monitoring and communication.

REQUIRED ACTIVITIES:

Strategy 2A - Sexual Health Education (SHE)

Identify and approve a list of instructional competencies to be demonstrated by those https://www.cdc.gov/grants/additionalrequirements/ar-5.html https://www.cdc.gov/grants/additionalrequirements/ar-5.html http://www.cdc.gov/healthyyouth/fundedpartners/1308/pdf/hivprpform.doc teaching skills-based health and sexual health education in middle and high school.

Provide necessary training at least once per year, to ensure school health and sexual health education teachers have content knowledge, comfort, and instructional competencies to effectively implement approved school health and sexual health education instructional programs.

Establish, adopt, and implement a skills-based health education course requirement which includes sexual health education content, for all students attending middle and high schools in the district.

Develop and approve a health education scope and sequence that delineates sexual health education learning outcomes for all students in middle and high schools in the district.

Develop, revise, or select a sexual health education instructional program consistent with the approved scope and sequence (see previous bullet), and inclusive of instructional lessons, student learning activities, resources, and student assessment.

Develop, update and foster use of teaching tools and resources (e.g., lesson pacing guide, specific lesson plans) for teachers to continuously improve delivery of the identified sexual health education instructional program.

Establish and maintain a school health advisory council (SHAC) that regularly provides district-level advice and guidance to improve health and sexual health education programs for students and health and sexual health education instruction for staff.

Integrate strategies to actively engage parents in sexual health education instructional programs.

Strategy 2B - Sexual Health Services (SHS)

During year one, assess district and priority school capacity to implement activities to increase student access to SHS, in collaboration and coordination with the Component 3B recipient.

Annually, provide training and professional development to school and/or health service staff to support SHS activities.

Annually, incorporate skill-based instruction to students on accessing school-based and community SHS into sexual health education lessons.

Annually, choose the area of focus below, appropriate to the recipient’s health services infrastructure, to increase student access to and use of SHS through either on-site provision or referral to community-based sexual health providers:

o Establish or improve use of a referral system to link sexually active students to community providers for SHS by using the referral system toolkit (see Glossary) to implement the 7 core components of a referral system.

o Improve student use and quality of SHS provided by School-Based Health Centers (SBHCs).

Implement school-wide, student-planned marketing campaigns that promote recommended health services for teens and selected school SHS programs.

Strategy 2C - Safe and Supportive Environments (SSE)

Implement mentoring, service learning, and/or other positive youth development programs for students and/or connect students to such community-based programs.

Establish or enhance student-led clubs that support LGBT youth (often known as Gay-

Straight Alliances or Genders and Sexualities Alliances).

Disseminate resources to parents/caregivers on parental monitoring and parent-adolescent communication (generally and specifically about sex).

Annually, provide professional development to teachers on classroom management.

Annually, provide professional development to all school staff on supporting lesbian, gay, bisexual, and transgender (LGBT) youth.

Component 3: Technical Assistance and Capacity Building Component 3 is the intensive technical assistance and capacity building support component of this NOFO. Potential applicants are to submit a separate application for each component (3A, 3B, 3C, 3D, 3E) for which they are applying. There are five categories within Component 3 that will provide various types and levels of assistance throughout the project period. The overall intent of Component 3 is to provide support to Component 2 recipients that will increase the effectiveness of their implementation activities.

Components 3A, 3B, 3C, and 3D are intended to directly support LEA funded under Component 2.

Component 3E is intended to support state education agencies with appropriate resources and data for model policy development, implementation, evaluation, and monitoring to effectively reduce HIV, STD, and pregnancy among adolescents.

Components 3A, 3B, 3C, and 3D recipients are expected to work with all Component 2 LEA recipients. However, this support will vary across LEA based on those recipients’ current capacity and need. Component 3 applicants should include a tiered plan to build the capacity of up to 35 LEA funded for Component 2 that includes technical assistance, specialized capacity building, and intensive program implementation support. CDC will work with these Component 3 recipients post-award to determine the degree to which the Component 3 recipients will work with each of the Component 2 recipients, in conjunction with the tiered approach.

Applicants must have the capability to operate nationally and demonstrate experience of previous national work. Applicants must also be capable of providing technical support to education agencies in a wide variety of locations across the United States concurrently. Specific criteria regarding operating nationally can be found in the “Organizational Capacity of Recipients to Implement the Approach” section and the related scoring criteria in the Phase II Review section.

Applicants may apply for any or all subsections of Component 3. However, no applicant will be funded for more than two subsections. All applicants must identify the specific Component 3 subsection(s) for which they are applying. Applicants who choose to apply for more than one Component 3 subsection must provide a clearly identified, separate application for each subsection. Applicants who choose to apply for more than one Component 3 subsection must also indicate their two highest preferred application submissions. CDC will use these preferences as part of its consideration to fund out of rank order if the highest scores across the Component 3 subsections are from the same applicant.

Program initiatives, including materials development, must be developed to provide support to LEA funded through Component 2 – with the exception of Component 3E. CDC anticipates that approval for wider distribution during the period of the cooperative agreement will be rare.

Materials proposed for wider distribution must have the prior approval of CDC before development. A concept clearance process will be required.

Finally, all Component 3 recipients are required to submit success stories as work plan accomplishments or milestones are achieved. Success stories are to be submitted as they occur as well as included with annual reports. CDC will work with each recipient to determine the appropriateness of submitting a success story with a given annual report.

Component 3A. Strengthening the Effectiveness of Instructional Materials and Their Delivery CDC anticipates funding 1 applicant to provide training, follow-up support, and technical assistance to LEA partners funded under Component 2 to build their ability to (1) strengthen the effectiveness of instructional materials (guided by a scope and sequence that reflects essential knowledge and skills for reducing sexual risk behaviors within the context of a high-quality health education program), and (2) strengthen instructional delivery in classrooms.

Component 3A Required Activities General

Submit a revised work plan that reflects an overall approach to achieve the project outcomes, with specific and appropriate timelines tailored to the specific needs of recipients of Component 2 funding.

Implement activities that are evidence-based, achievable, and appropriate to achieve the outcomes of the project.

Work collaboratively with staff in the LEA funded for Component 2 to implement the approach and the required activities to achieve program performance outcomes.

Assess training and technical assistance needs of LEA funded for Component 2 including staff within selected priority schools.

Submit an annual professional development work plan beginning in year 2 in consultation with the CDC professional development and evaluation contractor.

Work collaboratively with the CDC professional development and evaluation contractor to address the capacity building needs of recipients awarded under Component 2.

Program assessment

Create and implement an annual inventory of general program activities of all LEA funded for Component 2 related to sexual health education, including specific LGBT-focused programmatic and capacity building activities.

Create and implement an annual assessment of the capacity of all LEA funded for Component 2 to implement activities in sexual health education and take them to scale in all schools in the district.

Capacity building assistance

Provide technical assistance to LEA funded for Component 2 to strengthen sexual health education instructional programs and delivery, consistent with needs assessment results, through a tiered plan to build the capacity of those LEA that includes general technical assistance, specialized capacity building, and intensive program implementation support.

Identify, synthesize, and disseminate existing resources to support efforts of LEA funded for Component 2 to improve high school and middle school health education and sexual health education instructional programs and delivery, including resources to improve health and sexual health education for LGBT youth.

Provide and/or connect staff of LEA funded for Component 2 with professional development, training, and technical assistance on implementing the Component 2 required activities.

Assess training and technical assistance needs of LEA funded for Component 2 including staff within selected priority schools.

Work with CDC to collect and disseminate success stories as accomplishments or milestones are achieved that highlight the progress made by Component 2 partners.

Component 3B. Strengthening the Effectiveness of Health Services Initiatives that Reduce HIV Infection and Other STD CDC anticipates funding 1 applicant to provide training, follow-up support, and technical assistance to LEA partners funded under Component 2 to build their ability to strengthen the effectiveness of sexual health services required activities.

Component 3B Required Activities General

Submit a revised work plan that reflects an overall approach to achieve the project outcomes, with specific and appropriate time lines tailored to the specific needs of recipients of Component 2 funding. Implement activities that are evidence-based, achievable, and appropriate to achieve the outcomes of the project.

Work collaboratively with staff in the LEA funded for Component 2 to implement the approach and the required activities to achieve program performance outcomes.

Submit an annual professional development work plan beginning in year 2 in consultation with the CDC professional development and evaluation contractor.

Work collaboratively with CDC professional development and evaluation contractor to address the capacity building needs of recipients awarded under Component 2.

Program assessment

Create and implement an annual inventory of general program activities of all LEA funded for Component 2 related to sexual health services, including specific LGBT-focused programmatic and capacity building activities.

Create and implement an annual assessment of the capacity of all LEA funded for Component 2 to implement activities in sexual health services and take to scale activities in all schools in the district.

Capacity building assistance

Provide technical assistance to LEA funded for Component 2 to strengthen sexual health services and delivery, consistent with needs assessment results, through a tiered plan to build the capacity of those LEA that includes general technical assistance, specialized capacity building, and intensive program implementation support.

Identify, synthesize, and disseminate existing resources to support efforts of LEA funded for Component 2 to improve high school and middle school sexual health services programs and delivery, including resources to improve health and sexual health services for LGBT youth.

Assess training and technical assistance needs of LEA funded for Component 2 including staff within selected priority schools.

Provide and/or connect staff of LEA funded for Component 2 to professional development, training, and technical assistance on implementing the required activities.

Component 3C. Strengthening the Effectiveness of Initiatives to Create and Maintain Safe and Supportive Environments in Schools CDC anticipates funding 1 applicant to provide leadership and technical support to LEA partners funded under Component 2 to strengthen their work to establish and maintain safe and supportive school environments in schools, especially for youth at highest risk of HIV infection and other STD.

Component 3C Required Activities General

Submit a revised work plan that reflects an overall approach to achieve the project outcomes, with specific and appropriate time lines tailored to the specific needs of recipients of Component 2 funding. Implement activities that are evidence-based, achievable, and appropriate to achieve the outcomes of the project.

Work collaboratively with staff in the LEA funded for Component 2 to implement the approach and the required activities to achieve program performance outcomes.

Submit an annual professional development work plan beginning in year 2 in consultation with the CDC professional development and evaluation contractor.

Work collaboratively with CDC professional development and evaluation contractor to address the capacity building needs of recipients awarded under Component 2.

Program assessment

Create and implement an annual inventory of general program activities of all LEA funded for Component 2 related to safe and supportive environments, including specific LGBT-focused programmatic and capacity building activities.

Create and implement an annual assessment of the capacity of all LEA funded for Component 2 to implement activities in safe and supportive environments.

Create and implement an annual inventory of general safe and supportive environments or LGBT-focused program activities among recipients.

Capacity building assistance

Provide technical assistance to LEA funded for Component 2 to strengthen safe and supportive environments, consistent with needs assessment results, through a tiered plan to build the capacity appropriate to the needs of each LEA that includes general technical assistance, specialized capacity building, and intensive program implementation support.

Identify, synthesize, and disseminate existing resources to support efforts of LEA funded for Component 2 to improve safe and supportive environments in high schools and middle schools, including resources to improve safe and supportive environments for LGBT youth.

Assess training and technical assistance needs of LEA funded for Component 2 including staff within schools where activities are being implemented.

Provide and/or connect staff of LEA funded for Component 2 to professional development, training, and technical assistance on implementing the required activities.

Component 3D. Training and Technical Assistance for School-Based Substance Use Approaches If funds become available, CDC will award funds to 1 applicant to increase the capacity of LEA to address primary prevention approaches to substance use. There are common risk and protective factors for both sexual risk behavior and substance use among adolescents. Through school-based coalitions, LEA will increase collaboration with appropriate community organizations and coalitions, where they exist, to prevent adolescent substance use. NOTE: a “school-based coalition” as described for Component 3D defines the general community setting (i.e., schools). The school-based coalitions will be at the school district and not the individual school level.

Component 3D Required Activities Preparation

Work directly with designated staff from each of the LEA to assess the following:

o Existence of coalitions or other groups within the LEA jurisdiction that are already addressing adolescent substance use o Current relationships with external entities such as: law enforcement, faith-based organizations, community-based organizations, businesses, healthcare providers, legal/social services organizations, and adolescent-serving organizations o School staff and students’ perceptions of substance use within the school and local community (e.g., who uses, what substances are most used, etc.)

o Current LEA decision-makers’ understanding of risk and protective factors, especially those most associated with substance use

Develop an action plan for each of the LEA to develop school-based coalitions to address adolescent substance use prevention, based on the needs assessed above.

Training

Use assessment information to design and deliver…