Foa_Content_of_HHS-2023-ACF-ACYF-TS-0037 Published.pdf

Administration for Children and Families

Administration on Children, Youth, and Families-Family and Youth Services Bureau

Title V Competitive Sexual Risk Avoidance Education

HHS-2023-ACF-ACYF-TS-0037

Application Due Date: 07/18/2023

Table of Contents Executive Summary

I. Program Description

II. Federal Award Information

III. Eligibility Information

III.1. Eligible Applicants

III.2. Cost Sharing or Matching

III.3. Other

IV. Application and Submission Information

IV.1. Address to Request Application Package

IV.2. Content and Form of Application Submission

Required Forms, Assurances, and Certifications

The Project Description

The Project Budget and Budget Justification

Application Submission Options

IV.3. Unique Entity Identifier (UEI) and System for Award Management (SAM)

IV.4. Submission Dates and Times

Explanation of Due Dates

Acknowledgement of Received Application

IV.5. Intergovernmental Review

IV.6. Funding Restrictions

IV.7. Other Submission Requirements

V. Application Review Information

V.1. Criteria

V.2. Review and Selection Process

V.3. Anticipated Announcement and Federal Award Dates

VI. Federal Award Administration Information

VI.1. Federal Award Notices

VI.2. Administrative and National Policy Requirements

VI.3. Reporting

VII. HHS Award Agency Contact(s)

VIII. Other Information

Reference Websites

Application Checklist

Funding Opportunity Title:

Title V Competitive Sexual Risk Avoidance Education Announcement Type:

Initial Funding Opportunity Number:

HHS-2023-ACF-ACYF-TS-0037

Primary CFDA Number:

93.787 Due Date for Applications:

07/18/2023 Executive Summary

Notice:

Applicants are strongly encouraged to read the entire notice of funding opportunity (NOFO) carefully and observe the application formatting requirements listed in Section IV.2. Content and Form of Application Submission. For more information on applying for grants, please visit "How to Apply for a Grant" on the ACF Grants & Funding Page at https://www.acf.hhs.gov/grants/how-apply-grant.

The Administration for Children and Families (ACF), Administration on Children, Youth and Families' (ACYF), Family and Youth Services Bureau (FYSB) announces the availability of funds under the Title V Competitive Sexual Risk Avoidance Education (SRAE) Program.

The purpose of the Title V Competitive SRAE Program is to fund projects to exclusively implement education in sexual risk avoidance education (defined as voluntarily refraining from non-martial sexual activity). Eligible applicants are expected to submit plans for the implementation of sexual risk avoidance education.

Successful applicants are expected to submit program plans that agree to use medically accurate information referenced to peer-reviewed publications by educational, scientific, governmental, or health organizations; implement sexual risk avoidance curricula and/or strategies with an evidence-based approach integrating research findings with practical implementation that aligns with the needs and desired outcomes for the intended audience; and per the legislation, teach the benefits associated with self-regulation, success sequencing for poverty prevention, healthy relationships, goal setting, and resisting sexual coercion, dating violence, and other youth risk behaviors, such as underage drinking or illicit drug use without normalizing teen sexual activity.

The award process for the FY 2023 Title V Competitive SRAE Program allows for a 24-month project period with two 12-month budget periods and is subject to the availability of funds.

I. Program Description

Statutory Authority The Title V SRAE Program is authorized and funded by section 510 of the Social Security Act (42 U.S.C.710), as amended by section 50502 of the Bipartisan Budget Act of 2018 (Public Law https://www.acf.hhs.gov/grants/how-apply-grant

No. 115-123) and extended by division CC, title III, section 303 of the Consolidated Appropriations Act, 2022 (Public Law No. 117-103).

Description Congress amended section 510 of the Social Security Act (42 U.S.C. 710) in fiscal year (FY) 2018 to enable states, territories, or other entities to implement education exclusively on sexual risk avoidance. Title V Competitive SRAE supports funding to organizations in states that did not accept Title V State SRAE allocations to provide sexual risk avoidance education. The program is designed to teach youth the holistic and individual societal benefits associated with personal responsibility, self-regulation, goal setting, healthy decision-making, focusing on future goals, and understanding how the influences of other youth and risk behaviors, such as drug and alcohol usage, increase the risk for teen sex.

According to the Centers for Disease Control and Prevention (CDC) data collected in 2018, the proportion of high school students who have had sexual intercourse significantly decreased over the past 10 years for all youth. There were also decreased reports among ninth and tenth grade students, non-Hispanic Black students in all grades, and Hispanic students in ninth, tenth, and eleventh grades [1].

In 2020, the birth rate for youth ages 15-19 reached a low of 15.4 births per 1,000 women, which decreased 8 percent from 2019 [2]. Additionally, the birth rate for teenagers declined for both younger (aged 15–17) and older (aged 18–19) teenagers 6.3 and 28.9 births per 1,000 women, respectively [2]. The birth rate for African American, Hispanic/Latino, and American Indian/Alaska Native (AI/AN) youth was 24.4, 23.5, and 25.7 births per 1,000 women (aged 15- 19), respectively, and socioeconomically disadvantaged youth of any race or ethnicity experienced the highest rates of teen pregnancy and childbirth. These rates are almost two times the 10.4 rate for White teens [3]. Although there has been a significant decline in the teen birth rate for all groups, disparities still exist.

The latest CDC data indicate that young people ages 15 to 24 account for half of new sexually transmitted infections (STIs)/sexually transmitted diseases (STDs) reported annually [4].

Adolescents who are at greatest risk of STIs and unintended pregnancies are a complex and dynamic group. Thus, a targeted and holistic approach is essential to preventing teen pregnancy and other risky behaviors.

SRAE Program Overview Title V Competitive SRAE Goal and Objectives The goal of the Title V Competitive SRAE Program is to provide messages to youth that normalize the optimal health behavior of avoiding non-marital sexual activity and other risky behaviors that increase the risk for teen sex. The following objectives of the Title V Competitive SRAE Program are to:

1. Implement curricula that includes medically accurate information, based on adolescent learning and developmental theories for the age group receiving the education.

2. Implement SRAE curricula and strategies that are culturally appropriate, recognizing the experiences of youth from diverse communities, backgrounds, and experiences.

3. Teach risk avoidance skills through methods that do not normalize teen sexual activity.

4. Target services to youth ages 10 to 19.

SRAE Program Requirements ACF requires applicants to review evidence-based approaches to determine whether the interventions can be adapted, subject to copyright restrictions, implemented with fidelity, and adhere to the core curriculum components to meet the requirements of programs designed for this grant. The selected interventions must be promising practices or have evidence of effectiveness with the target populations and adhere to the following requirements:

Interventions and/or strategies selected must be medically accurate and complete; age-appropriate with regard to the developmental stage of the intended audience; and culturally appropriate, recognizing the experiences of youth from diverse communities, backgrounds, and experiences.

SRA education must ensure the unambiguous and primary emphasis and context for each topic described below is a message to youth that normalizes the optimal health behavior of avoiding non-marital sexual activity.

In accordance with Title V Competitive SRAE legislation, interventions must address each of the following topics:

A. The holistic, individual, and societal benefits associated with personal responsibility, self-regulation, goal setting, healthy decision-making, and a focus on the future.

B. The advantage of refraining from non-marital sexual activity to improve the future prospects, and physical and emotional health of youth.

C. The increased likelihood of avoiding poverty when youth attain self-sufficiency and emotional maturity before engaging in sexual activity.

D. The foundational components of healthy relationships and their impact on the formation of healthy marriages and safe and stable families.

E. How other youth risk behaviors, such as drug and alcohol usage, increase the risk for teen sex.

F. How to resist and avoid, and receive help regarding sexual coercion and dating violence, recognizing that, even with consent, teen sex remains a youth risk behavior.

Title V Competitive SRAE Program Requirements SRAE projects must address the following requirements:

1. Goals and Logic Model(s)

2. Evidence-Based Strategies

3. Medically Accurate and Age-Appropriate

4. Elements of Equity

5. Target Population to be Served

6. Positive Youth Development (PYD) Approach

7. Referrals to Healthcare and Other Community Services

8. Performance Measurement

9. Local Evaluation (optional)

10. National Evaluation

11. Sustainability Plan

Goals and Logic Model(s) Applicants will be required to submit the goal(s) and a logic model for the proposed programs.

Logic models demonstrate how the process (specified inputs, activities, and outputs) will lead to the desired outcomes and the achievement of the goal(s). Where possible, applicants should specify short-term (short-range/ intermediary) and long-term (durable/ persisting) goals and provide the following:

Up to six outcomes that clearly state expected results or benefits of the intervention proposed and link with the goal(s).

A logic model demonstrating how proposed inputs and activities will lead to outputs and outcomes and the achievement of the goal(s).

Proposed outcomes that are specific, measurable, achievable, realistic, and time-framed.

Evidence-Based Strategies SRAE programs must exclusively implement education in sexual risk avoidance, defined by statute as voluntarily refraining from non-marital sexual activity, and are not required to choose from a prescribed list, as there is no mandated list of curricula required by FYSB for SRAE.

SRAE recipients should make this fact clear to all sub-recipient(s) or potential sub-recipient(s).

All curricula used by funded recipients, as well as their sub-recipient(s), must be compliant with the SRAE statute, which requires implementation of projects with an evidence-based approach to educate youth on how to avoid risks that could lead to non-marital sexual activity.

To ensure effective programming, the SRAE Program, at a minimum, must implement evidence-based programs that comply with the following requirements:

o Provide data that demonstrate how the selected curriculum and overall proposal systematically applies key program elements that have been found to be effective in positive youth behavior change that leads to preventing and reducing teen pregnancies, STIs, and sexual activity.

o Teach the benefits associated with self-regulation, success sequencing for poverty prevention, healthy relationships, goal setting, resisting sexual coercion, dating violence, and other youth risk behaviors, such as underage drinking or illicit drug use, without normalizing teen sexual activity, as required by the legislation. Provide formal training for facilitators/educators in the program model, elements of the program models, and youth risk and protective factors. This training must be delivered by professionals who can provide follow-up technical assistance to facilitators. Formal training for facilitators/educators on diversity, equity, and inclusion is also required.

o Select curricula that has been identified in social science and educational research as having program elements that are key in attaining positive behavior change. Many of these elements have been identified in research summary documents such as the CDC Health Education Curriculum Assessment Tool: https://www.cdc.gov/healthyyouth/hecat/index.htm This tool provides critical elements to assist in successfully implementing programs to positively change youth behavior. For more information on programs found to be effective at preventing and reducing teen pregnancies, STIs, and sexual activity, go to:

https://tppevidencereview.youth.gov/ReviewProtocol.aspx. There may be other tools and resources available to assess curricula.

o Make education in sexual risk avoidance the exclusive purpose of the grant.

https://www.cdc.gov/healthyyouth/hecat/index.htm https://tppevidencereview.youth.gov/ReviewProtocol.aspx

Programs must provide data that demonstrate the selected program model or elements of effective programs' core components are effective in youth behavior change. Programs must ensure the elements selected meet the SRAE requirements. These added elements must improve the likelihood that interventions will fit their target populations and have positive impacts on the targeted behaviors. If implementing effective program elements, the discussion must include how the selected curriculum incorporates these elements.

SRAE projects must demonstrate how their proposed programs meet the requirements to either be evidence-based or incorporate elements of effective programs by including:

1. References to a journal article or study where the core components of the program were shown to be effective (e.g., significant effects on outcomes of interests); or

2. Provide data that demonstrate how the selected overall program systematically applies core curriculum components that have been found to be effective in preventing non-marital sexual activity and other risky behaviors.

Programs may select a curriculum that fits the needs of the youth served, provided it adheres to these requirements:

1. Curricula, interventions, and activities that exclusively implement education in sexual risk avoidance, defined in statute as voluntarily refraining from non-marital sexual activity, and address the trauma needs of vulnerable youth.

2. Curriculum is medically accurate, age-appropriate with regard to the developmental stage of the intended audience, culturally appropriate, and linguistically appropriate.

3. Curricula addresses healthy relationships, life skills, and decision making with a positive youth development approach.

Medically Accurate Materials and Culturally and Age-Appropriate Approach Title V Competitive SRAE programs must provide information that is medically accurate, which means referenced in peer-reviewed publications by educational, scientific, governmental, or health organizations. Education must be culturally appropriate, recognizing the experiences of youth from diverse communities and backgrounds, and based on adolescent learning and developmental theories for the age group receiving the education.

Program materials, such as texts, supplements, workbooks, videos, flyers, handouts, posters, and flash cards should be reviewed, in comparison to current medical statements of fact and in accordance with the most up-to-date scientifically supported information.

For applicants that provide information on contraception, the information must be medically accurate and complete, and ensure that students understand that contraception offers physical risk reduction but not risk elimination. The education cannot include demonstrations, simulations, or distribution of contraceptive devices.

Applicants must provide plans to use culturally sensitive interventions that incorporate the norms, beliefs and values of the target population into the intervention. The proposed project should demonstrate cultural competence in providing socially, linguistically, and culturally appropriate interventions with the target population. Youth participation in the Title V

Competitive SRAE programs must be voluntary.

Title V Competitive SRAE programs must provide age-appropriate information and activities.

The topics, messages, and teaching methods implemented by the project must be consistent with the developmental and social maturity of the program participants and emphasize preventing and reducing teen pregnancies, STIs, and sexual activity. Prime recipients will be required to take appropriate action to correct any inaccurate or age- inappropriate information discovered by ACF during the grant project period.

Elements of Equity:

In accordance with CDC data, a disproportionate number of Hispanic, non-Hispanic black teens, and AI/AN teens have significantly higher than the national average of teen birth rates.

Additionally, certain geographic areas of the United States experience disparities in teen births, such as rural and Southern states and counties. To address these disparities, SRAE recipients must specifically target these populations.

Applicants must describe how they will reach underrepresented and underserved populations.

FYSB’s Adolescent Pregnancy Prevention (APP) Program will ensure programs address potential inequities and barriers to participation by assessing performance measures survey data on program participants' demographics such as race, gender, and ethnicity to ensure representation of underrepresented and underserved populations. The applicant must describe how they will infuse lived experience of the targeted service community in the implementation of the SRAE program. The applicant must describe how they will recruit and retain historically underrepresented and underserved populations within the targeted community. The applicant must describe how they will coordinate, communicate, and engage with community-based organizations whose mission is to reach underrepresented and underserved populations. Lastly, applicants must describe staff development and training opportunities to increase knowledge of gender, race, and equity.

Target Population to be Served Title V Competitive SRAE Programs must provide services to youth populations between the ages of 10 and 19. Title V Competitive SRAE Programs may target services to vulnerable youth populations to include, but not limited to, the following: youth living in under-resourced regions and areas with high rates of teen births and STIs; culturally underrepresented youth populations, especially Hispanic, African American, or Native American teenagers; youth in or aging out of foster care or adjudication systems; youth who are victims of trafficking; youth who have runaway or left home without permission; youth experiencing homelessness; youth who identify as lesbian, gay, bisexual, transgender, questioning, intersex, asexual, and/or two spirit (LGBTQIA2S+), and other vulnerable or underserved youth populations. The needs of LGBTQIA2S+ youth are taken into consideration in applicant's program design.

Positive Youth Development Approach Title V Competitive SRAE Programs must include PYD as part of any risk avoidance strategies to help participants build healthy life skills and protective factors that mitigate the impact of past and future negative factors, empower participants to make healthy decisions, provide tools and resources to prevent pregnancy and STIs, and prevent youth engagement in other risky behaviors. PYD also means promoting increased youth leadership capacity through intentional projects and activities designed to enhance this skill set. These activities often include engaging young people in program planning, implementation, and quality improvement discussions. PYD could include elevating youth voices through youth advisory boards and feedback from youth with lived experience. The program approach must also include service linkages to local community partners that support the safety and well-being of the target population. For more information on PYD, please see: https://www.acf.hhs.gov/fysb/positive-youth-development.

Referrals to Healthcare and Other Community Services Title V Competitive SRAE Programs must provide referrals for healthcare and other services, as needs are identified, but must not pay for the services with ACF/FYSB grant funding. As appropriate, programs should provide adolescent pregnancy prevention-related referrals to other providers of healthcare services (e.g., substance abuse, tobacco cessation, family planning, mental health), local public health, and social service agencies. Programs are encouraged to develop partnerships to help facilitate these referrals and must document such referrals. When feasible, programs should track the initiation of service delivery. SRAE programs may only provide education to youth on the requirements provided in this funding opportunity announcement and the statute. (For more information, see Section IV.6., Funding Restrictions.)

Performance Measurement All recipients and sub-recipient(s), including their implementation sites, will be required to collect and report information on program implementation and program outcomes through a common set of performance measures. This requirement applies to any community partners who agree to host a site or recruit program participants (e.g., school districts, non-profits). The purpose of the performance measures is to monitor and provide feedback about whether recipients are implementing SRAE programs as intended and to demonstrate progress towards expected objectives. Performance measures can also create a foundation for program improvement efforts, through federal, recipients, and program providers’ examination of the data. SRAE performance measures provide information based upon the three categories of data collection listed below while rigorous evaluations assess program effectiveness and impact.

SRAE performance measures will be distributed to recipients' sub-recipients, who will be required to collect and report on these measures approximately twice a year. ACF/FYSB has defined measures at the recipients, provider, and program levels. For some performance measures, recipients must provide data about activities they undertake directly at the recipients level. For other measures, data are based on information about each separate provider that serves youth directly (i.e., provider level) or each program model that a provider is implementing (i.e., program level). A program model is defined as the core curriculum plus other lessons or activities that may be integrated with the core curriculum to meet the SRAE requirements. In addition, data are also collected from the youth (i.e., individual level) through participant entry and exit surveys.

Ultimately, recipients are responsible for submitting performance measures from the recipients, provider, and program levels of ACF/FYSB.

https://www.acf.hhs.gov/fysb/positive-youth-development

The following are the three categories of SRAE performance measures for data collection and submission:

1. Structure, cost, and support for program implementation;

2. Attendance, reach, and dosage; and

3. Participants’ entry and exit surveys (which capture characteristics, behaviors, program experiences, and perceptions of effects).

Applicants applying for funds must indicate their agreement to collect the SRAE performance measures and submit the data to ACF/FYSB. Recipients will be expected to check local and state laws, policies, and procedures to ensure the collection of performance measures data is feasible and obtain any necessary permissions (e.g., formal agreements with partners, Institutional Review Board (IRB) approval, copies of school district approvals) to collect these data.

Recipients are responsible for ensuring all sub-recipients and implementation sites collect and submit the SRAE performance measures. FYSB will provide training on conducting performance measures data collection and reporting. Recipients may develop additional indicators of program performance, as needed, including adding items to the entry or exit surveys. Feedback from youth participants on their satisfaction with the services can be included as additional indicators beyond the OMB-approved measures for participant entry and exit surveys.

However, all FYSB OMB-approved items must be administered first in the order presented in the approved survey, before any additional items are added. Any additional survey items should be added at the end of the OMB-approved survey and should not be submitted to ACF/FYSB.

For more information about the SRAE performance measures, including definitions, survey instruments, and data collection tools, please see www.sraepas.com.

NOTE: Consistent with the Paperwork Reduction Act (PRA) of 1995, (44 U.S.C. 3501.35-3521), under this NOFO, ACF will not conduct or sponsor, and a person is not required to respond to, a collection of information covered by such Act, unless it displays a currently valid Office of Management and Budget (OMB) control number. ACF has obtained OMB approval (OMB Control Number 0970-0536; Expiration Date December 31, 2023) under PRA to request and collect performance measures.

Local Evaluation Applicants have the option to conduct a recipients-specific evaluation, referred to as "local evaluation," of their SRAE projects. Applicants that intend to conduct a local evaluation must provide a detailed description of their evaluation plan in their application. A local evaluation provides an opportunity for prime recipients/sub-recipients to learn whether desired outcomes are being achieved and/or identify areas for program improvement. Local evaluations also provide prime recipients/sub-recipient(s) with an opportunity to contribute to the evidence base for SRAE programming. Applicants may only propose one local evaluation. Evaluations must answer one or more recipients-specific research questions related to the programming implemented and funded by the grant. The evaluation question(s) must drive the local evaluation, including its design, methods, data collection, and analyses.

Applicants have the option to conduct one local evaluation of their Title V Competitive SRAE http://www.sraepas.com projects to answer one or more recipient-specific research questions of implementation sites to assess program effectiveness and/or impact. Applicants that choose to conduct a local evaluation should consider the project period for their grants and must provide a description of the plan to conduct a prime recipient-specific evaluation, also called “local evaluations.”

ACF is interested in supporting high-quality, well-designed, local evaluations that expand the evidence base and provide learning opportunities for programs. ACF will work in collaboration with prime recipients to disseminate information about the evaluation findings. In accordance with the legislation, any Title V Competitive SRAE evaluation conducted or supported must be as follows:

Rigorous;

Evidence-based; and Designed and conducted by independent researchers who have experience in conducting and publishing research in peer-reviewed journals or other papers.

The following three types of methodologies are permitted for local evaluations:

Impact evaluations: efficacy/effectiveness studies that have a control/comparison group that either receives no services or distinct services from the intervention group and, preferably, measure behavioral outcomes beyond the period directly following the end of programming, when appropriate;

Comprehensive needs assessments: scientific/systematic investigations that identify needs and challenges around a given issue, determine root causes, identify current barriers to addressing the need, and set priorities for future actions; and

Descriptive studies: studies that both document and link program implementation (i.e., activities/components/program delivery) and participant outcomes. Descriptive evaluations are those that generate knowledge or understanding about the programs and populations served. The proposed research questions must relate to the recipient's specific programming approach and must contribute to expanding the evidence base.

Well-conducted evaluations require time for planning, implementation, analysis, reporting, and dissemination activities. Applicants are advised to develop evaluation timelines that are sufficient for conducting comprehensive needs assessments or descriptive studies that document and link program implementation and participant outcomes. FYSB also recommends applicants review the current SRAE evaluation resources to inform the evaluation plan including the research questions and evaluation design. These resources can be found at https://www.acf.hhs.gov/opre/project/sexual-risk-avoidance-education-national-evaluation-2018- 2023.

Local evaluations must be designed and conducted by independent researchers, called “local evaluators,” who have experience in conducting evaluations of youth-focused programs in the community. The evaluator should match the type of methodology for the proposed local evaluation. Examples of independent evaluators may be universities, research organizations, evaluation consultants, or other institutions with experience in conducting high-quality evaluations of community programs.

Recipients' local evaluation plans included in their applications must address a number of https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.acf.hhs.gov%2Fopre%2Fproject%2Fsexual-risk-avoidance-education-national-evaluation-2018-2023&data=05%7C01%7CCheri.Thompson%40acf.hhs.gov%7C5d3544cb31a34abdb44e08db105b6838%7Cd58addea50534a808499ba4d944910df%7C0%7C0%7C638121756996738347%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=4iafiwADYKhjYokUf2FBgB2HXX8e%2Foz7uZU%2BLkVav4c%3D&reserved=0 https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.acf.hhs.gov%2Fopre%2Fproject%2Fsexual-risk-avoidance-education-national-evaluation-2018-2023&data=05%7C01%7CCheri.Thompson%40acf.hhs.gov%7C5d3544cb31a34abdb44e08db105b6838%7Cd58addea50534a808499ba4d944910df%7C0%7C0%7C638121756996738347%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=4iafiwADYKhjYokUf2FBgB2HXX8e%2Foz7uZU%2BLkVav4c%3D&reserved=0 factors, including:

• Research questions;

• Research design, including:

an appropriate design (that is, recipients that propose to conduct descriptive evaluations must use data and analysis to describe and explain the importance/implications of the program model’s processes and/or the program’s population);

recruitment of participants;

planned sample size, including the size of each condition, as well as the timing of sample enrollment (that is, when sample enrollment will begin and end, and the monthly and annual sample enrollment targets);

measures (including any measures in addition to the required performance measures);

data collection methods;

analyses methods to be used; and research implementation (that is, a work plan for executing the proposed research design).

If multiple waves of data collection will be conducted, plans must describe the timing of those waves and how respondents will be tracked over time for later data collection.

ACF/FYSB will provide technical assistance and/or training to prime recipients conducting local evaluations, and to their local evaluators, on evaluation planning, implementation, analysis, reporting, and dissemination, in order to maximize learning from these projects. As part of the technical assistance, prime recipients may also be asked to complete standardized forms and templates to describe their evaluation plans and submit evaluation updates. These forms and templates are subject to OMB approval under the PRA. ACF/FYSB will obtain OMB approval prior to requiring prime recipients to complete the forms and/or templates. ACF/FYSB will review and provide suggestions to prime recipients to improve plans prior to the initiation of local evaluation activities. Improvements may include revisions to the evaluation design and funding.

Upon completion of local evaluations, prime recipients may be asked to submit a final report to ACF/FYSB. The final report template is subject to OMB approval under the PRA, which ACF/FYSB will obtain prior to use. Although ACF/FYSB will provide technical support to prime recipients that propose local evaluations, the prime recipients will ultimately have oversight of the entity that conducts the evaluation and the subrecipient(s) they select to participate in the evaluation and what data will be collected.

Prime recipients funding levels will not be adjusted if a local evaluation is not proposed.

Applicants should carefully assess whether they have the capacity and sufficient funding allocated to conduct a local evaluation within the project period.

SRAE programs that choose to conduct a local evaluation are required to set aside a maximum of 20 percent of their annual funding allocation for evaluation activities.

National Evaluation ACF/FYSB will conduct a national, descriptive study, which includes FYSB projects, e.g., state-led programs or sub-recipient(s) programs funded under this NOFO and a rigorous impact evaluation.

All applicants must indicate their agreement to participate in the national evaluation. Federal evaluations are subject to the PRA, and ACF/FYSB will receive all approvals prior to launching any evaluations. ACF will select projects funded under this NOFO to participate in one or more rigorous federal evaluations. All prime recipients and applicable sub-recipient(s) selected will be required to participate and must give written assurance that they will participate. As part of these national evaluation efforts, prime recipients and sub-recipient(s) may also be required to complete surveys, standardized forms, and templates. These instruments are subject to OMB approval under the PRA. ACF will obtain OMB approval prior to launching any evaluations.

Sustainability Plan Applicants must propose a plan for the project sustainability after the period of federal funding ends. The plan should address key elements of their grant project, e.g., strategies or services and interventions that have been effective in improving practices and outcomes. Address how program participants, family members, and community leaders will be involved with making recommendations to improve and sustain the program.

SRAE POST AWARD REQUIREMENTS

The acceptance of federal funds under this NOFO will signify agreement by the prime recipient that it must comply with the following requirements:

Have the program fully functioning within 90 days following the Notice of Award (NOA) for the grant. Recipients must provide services for a minimum of 21 months of the 24-month project period (e.g., 3-month start-up period).

Have facilitators/educators formally trained in the program model or elements of the program model by professionals who can provide follow-up technical assistance to facilitators.

Provide diversity, equity, and inclusion trainings for facilitators /educators. Budget the annual costs of sending at least two key staff persons to the 3-day APP Program Annual Grantee Conference to be tentatively held in the Washington, DC area in 2024 or through a virtual platform.

Budget the annual costs for at least two staff persons to attend a minimum of one of two topical training sessions offered each year of the 2-year project period in areas such as Washington, DC; Portland, Oregon; and Boston, Massachusetts or through a virtual platform.

Collect and report on all OMB-approved federal SRAE performance measures (prime recipients, partners, and sub-recipients).

Participate in a new recipient orientation webinar. The webinar is expected to be held shortly after the official award date.

For prime-recipients conducting local evaluations, participate in training and technical assistance provided by the federal government and follow related guidance provided by

ACF/FYSB.

Subawards Recipients under this grant program may opt to transfer a portion of substantive programmatic work to other organizations through subaward(s). The prime recipient must maintain a substantive role in the project. ACF defines a substantive role as conducting activities and/or providing services funded under the award that are necessary and integral to the completion of the project. Sub-recipient monitoring activities alone, as specified in 45 CFR § 75.352, do not constitute a substantive role. Furthermore, ACF does not fund awards where the role of the applicant is primarily to serve as a conduit for passing funds to other organizations unless that arrangement is authorized by statute.

Sub-recipient(s) must meet the eligibility requirements identified in the NOFO, Section III.1.

Eligible Applicants. Additionally, all sub-recipient(s) must obtain a Unique Entity Identifier (UEI) number assigned by the System for Award Management (SAM), if they do not already have one. Prime recipients are required to check the SAM to verify that the sub-recipient(s) is/are not debarred, suspended, or ineligible.

Please reference the Award Term and Condition on Subawards on the ACF Administrative and National Policy Requirements website for further requirements involving subawards.

For more information on application components specific to this NOFO, please reference Section IV.2 The Project Description.

Glossary of Terms The terms, “age-appropriate,” “rigorous,” “medically accurate,” and "youth” are defined according to the legislation at 42 U.S.C. 710(e). All other terms are defined by applicable research for the purposes of this NOFO.

Activities – All the actions needed to prepare for and carry out the program. This includes program and financial management, intervention activities, training activities, and staff debriefings.

Adaptation – The modification of an evidence-based intervention that has been developed for a single, demographic, ethnic, linguistic, and/or cultural group for use with other groups.

Age-Appropriate –Suitable (in terms of topics, messages, and teaching methods) to the developmental and social maturity of the particular age or age group of children or adolescents, based on developing cognitive, emotional, and behavioral capacity typical for the age or age group.

Continuous Quality Improvement – A continuous and ongoing effort to achieve measurable improvements in the efficiency, effectiveness, performance, accountability, outcomes, and other indicators of quality in services or processes.

Comprehensive Needs Assessment – Scientific/systematic investigations that identify needs and challenges in an area, determine root causes, identify current barriers to addressing the need, and set priorities for future actions.

Core Components – Program characteristics that must be kept intact when an intervention is being replicated or adapted for it to produce program outcomes similar to those demonstrated in the original evaluation research that provided evidence for effectiveness.

Dating Violence – The type of intimate partner violence that occurs between two young people who are or who were once in an intimate relationship.

Effectiveness – The impact of a program under conditions that are likely to occur in a real-world https://www.acf.hhs.gov/administrative-and-national-policy-requirements#book_content_14 https://www.acf.hhs.gov/administrative-and-national-policy-requirements https://www.acf.hhs.gov/administrative-and-national-policy-requirements implementation.

Equity – the consistent and systematic fair, just, and impartial treatment of all individuals, including individuals who belong to underserved communities that have been denied such treatment, such as Black, Latino, and Indigenous and Native American persons, Asian Americans and Pacific Islanders, and other persons of color; members of religious minorities;

LGBTQIA2S+ persons; persons with disabilities; persons who live in rural areas; and persons otherwise adversely affected by persistent poverty or inequality.

Evidence-Based – Interventions, strategies, approaches, and/or program models that have been evaluated using rigorous evaluation design such as randomized controlled or high-quality, quasi-experimental trials, and that have demonstrated positive impacts for youth, families, and communities.

Evidence-informed – Interventions, strategies, approaches, and/or program models that bring together the best available research, professional expertise, and input from youth and families to identify and deliver services that have promise to achieve positive outcomes for youth, families, and communities.

Fidelity – The degree to which an intervention is delivered as designed. Faithfulness with which a curriculum or program is implemented; that is, how well the program is implemented without compromising the core content that is essential for program effectiveness.

Goal Setting – The process of deciding what to accomplish and devising a plan to achieve the desired result(s).

Healthy Relationships – Peer, romantic, marriage, family, and other interactions that are based on trust, honesty, and respect and allow adolescents to feel supported, connected, and independent. In healthy relationships, key elements are communication, appropriate boundaries, empathy, effective conflict resolution, and resistance of peer pressure.

Impact Evaluation – Efficacy/effectiveness study; has a control/comparison group that receives no services or distinct services from the intervention group.

Implementation – The process of introducing and using interventions in real-world service settings, including how interventions or programs are adopted, sustained, and taken to scale.

Key Program Elements – Information and concepts central to implementation of the sexual risk avoidance education program.

Medically Accurate and Complete – Verified or supported by the weight of research conducted in compliance with accepted scientific methods and – (A) published in peer reviewed journals, where applicable; or (B) comprising information that leading professional organizations and agencies with relevant expertise in the field recognize as accurate, objective, and complete.

Memorandum of Understanding (MOU) – A written statement from a stakeholder organization, or individual describing a commitment, including possibly a financial role, in supporting the implementation of a program.

Normalizing teen sexual activity – Creating the impression that teen sexual activity outside of marriage is appropriate and/or healthy behavior.

Objectives – The specific and measurable actions that support the expected result of the program.

Organizational Capacity – The resources (e.g., staff, skills, facilities, finances, technology, partnerships capabilities, and other resources) an organization has to implement a program.

Outcomes – The intended effects of the implemented program or program elements, such as increase in knowledge, development of skills, and behavior changes.

Performance Measures – Indicators that are designed for the ongoing monitoring and reporting of program accomplishments, particularly progress toward pre-established goals.

Promising Practices – Models, interventions, strategies, and ideas that have been implemented and evaluated to varying degrees in programs and communities and demonstrate positive or promising outcomes.

Rigorous – With respect to research or evaluation, using established scientific methods for measuring the impact of an intervention or program model in changing behavior (specifically sexual activity or other sexual risk behaviors), or reducing pregnancy among youth; or other evidence-based methodologies established by the Secretary.

Self-Regulation – The act of managing thoughts and feelings to enable goal-directed actions, including a variety of actions necessary for success in school, relationships, and the workplace.

Sexual Risk Avoidance – Voluntarily refraining from non-marital sexual activity.

Sexually Transmitted Infections (STIs) or Sexually Transmitted Diseases (STDs) – STIs/STDs are harmful diseases that are passed from one person to another through sexual contact. These include chlamydia, gonorrhea, genital herpes, human papillomavirus, syphilis, and human immunodeficiency virus. Many of these STIs/STDs do not show symptoms for a long time. Even without symptoms, they can still be harmful and passed on during sex. Avoiding sexual activity is the most reliable way to prevent and protect against STIs/STDs. See https://www.cdc.gov/std.

Success Sequencing for Poverty Prevention – The three steps that young adults should take to improve the likelihood of successful economic outcomes when reaching adulthood. The steps include, but are not limited to, graduating from high school, working a full-time job, and waiting until marriage to have children.

Youth – One or more individuals who have attained age 10 but not age 20.

References

1. Centers for Disease Control and Prevention (CDC). 1991-2019 High School Youth Risk Behavior Survey Data. Available at http://yrbs-explorer.services.cdc.gov/. Accessed on December 14, 2022.

2. Hamilton B, Martin J, Osterman M. (2021) Births: Provisional data for 2021. Vital Statistics Rapid Release; no 20. Hyattsville, MD: National Center for Health Statistics;

May 2022. https://stacks.cdc.gov/view/cdc/116027.

3. Osterman MJK, Hamilton BE, Martin JA, Driscoll AK, Valenzuela CP. Births: Final data for 2020. National Vital Statistics Reports; vol 70 no 17. Hyattsville, MD: National Center for Health Statistics. 2022. US. Department of the Interior:

https://dx.doi.org/10.15620/cdc:112078.

4. Centers for Disease Control and Prevention Morbidity and Mortality Weekly Report:

Youth Risk Behavior Surveillance, (2015) http://www.cdc.gov/HealthyYouth/sexualbehaviors/

Please note that providing a link to the non-federal resource in this NOFO does not constitute an endorsement by ACF or any of its employees of the sponsor of this source https://www.acf.hhs.gov/opre/project/sexual-risk-avoidance-education-national-evaluation-2018- 2023 of the information or products presented on this site.

II. Federal Award Information https://www.cdc.gov/std http://yrbs-explorer.services.cdc.gov/ https://stacks.cdc.gov/view/cdc/116027 https://dx.doi.org/10.15620/cdc:112078 http://www.cdc.gov/HealthyYouth/sexualbehaviors/ https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.acf.hhs.gov%2Fopre%2Fproject%2Fsexual-risk-avoidance-education-national-evaluation-2018-2023&data=05%7C01%7CCheri.Thompson%40acf.hhs.gov%7C5d3544cb31a34abdb44e08db105b6838%7Cd58addea50534a808499ba4d944910df%7C0%7C0%7C638121756996738347%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=4iafiwADYKhjYokUf2FBgB2HXX8e%2Foz7uZU%2BLkVav4c%3D&reserved=0 https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.acf.hhs.gov%2Fopre%2Fproject%2Fsexual-risk-avoidance-education-national-evaluation-2018-2023&data=05%7C01%7CCheri.Thompson%40acf.hhs.gov%7C5d3544cb31a34abdb44e08db105b6838%7Cd58addea50534a808499ba4d944910df%7C0%7C0%7C638121756996738347%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=4iafiwADYKhjYokUf2FBgB2HXX8e%2Foz7uZU%2BLkVav4c%3D&reserved=0

Funding Instrument Type:

G (Grant) Estimated Total Funding:

$4,719,633 Expected Number of Awards:

Award Ceiling:

$450,000 Per Budget Period

Award Floor:

$13,501 Per Budget Period

Average Projected Award Amount:

$350,000 Per Budget Period

Anticipated Project Start Date:

09/30/2023 Length of Project Periods:

24-month project period with two 12-month budget periods

Additional Information on Project Periods and Explanation of 'Other' Additional Information on Awards:

Awards made under this funding opportunity are subject to the availability of federal funds.

Applications requesting an award amount that exceeds the Award Ceiling per budget period, or per project period, as stated in this section, will be disqualified from competitive review and funding under this funding opportunity. This disqualification applies only to the Award Ceiling listed for the first 12-month budget period for projects with multiple budget periods. If the project and budget period are the same, the disqualification applies to the Award Ceiling listed for the project period. Please see Section III.3. Other, Application Disqualification Factors.

Note: For those programs that require matching or cost sharing, recipients will be held accountable for projected commitments of non-federal resources in their application budgets and budget justifications by budget period or by project period for fully funded awards, even if the projected commitment exceeds the required amount of match or cost share. A recipient's failure to provide the required matching amount may result in the disallowance of federal funds.

For more information on these requirements, see Section III.2. Cost Sharing or Matching.

Applicants must provide a budget for year 1 of the project. This chart establishes award floors and ceilings by state or territory. The annual award ceiling is the maximum award amount available per budget period. Based on the availability of funds, multiple awards may be made in each state or territory.

Funding Available for FY2023 Title V CSRAE Awards

State/Territory FY2023 New Awards Floor Ceiling

ALASKA $110,998 $110,998 $110,998

CALIFORNIA $450,000 $250,000 $450,000

CONNECTICUT $490,233 $250,000 $350,000

HAWAII $176,567 $176,567 $176,567

ILLINOIS $332,466 $332,466 $332,466

MAINE $158,576 $158,576 $158,576

NEW HAMPSHIRE $85,274 $85,274 $85,274

RHODE ISLAND $135,637 $135,637 $135,637

TENNESSEE $1,408,307 $300,000 $450,000

VERMONT $54,818 $54,818 $54,818

WASHINGTON $951,672 $300,000 $450,000

AMERICAN SAMOA $73,036 $73,036 $73,036

GUAM $80,296 $80,296 $80,296

MARSHALL ISLANDS $13,501 $13,501 $13,501

NORTHERN MARIANA

ISLANDS $45,119 $45,119 $45,119

PALAU $21,000 $21,000 $21,000

Total $4,587,500

Funds for year 2 will be awarded on the basis of…