Notice of Funding Opportunity

Application due August 17, 2026

Family and Youth Services Bureau (FYSB) Division of Positive Youth Development (DPYD)

Tribal Personal Responsibility Education Program (Tribal PREP) Opportunity number: HHS-2026-ACF-ACYF-AT-0015

Contents

Step 1: Review the Opportunity 4

Basic information 5

Eligibility 7

Agency priorities 9

Program description 11

Step 2: Get Ready to Apply 28

Find the application package 29

Get registered 30

Learn more 30

Step 3: Build Your Application 31

Application checklist 32

Application contents and format 34

Step 4: Learn About Review and Award 50

Application review 51

Award notices 60

Step 5: Submit Your Application 61

Application submission and deadlines 62

Step 6: Learn What Happens After Award 64

Post-award requirements and administration 65

Contacts and Support 67

Before you begin 3

Modifications 75

Endnotes 76

Contents 2

Before you begin If you believe you are a good candidate for this funding opportunity, secure your SAM.gov and Grants.gov registrations now. If you are already registered, make sure your registrations are active and up to date.

SAM.gov registration (this can take several weeks)

You must have an active account with SAM.gov. This includes having a Unique Entity Identifier (UEI).

See Step 2: Get Ready to Apply

Grants.gov registration (this can take several days)

You must have an active Grants.gov registration. Doing so requires a Login.gov registration as well.

See Step 2: Get Ready to Apply

Apply by the application due date

Applications are due by 11:59 p.m. Eastern Time on August 17, 2026.

To help you find what you need, this NOFO uses internal links. In Adobe Reader, you can go back to where you were by pressing Alt + Left Arrow (Windows) or Command + Left Arrow (Mac) on your keyboard.

Before you begin 3 https://sam.gov/ https://grants.gov/

1. Review 2. Get Ready 3. Build 4. Learn 5. Submit 6. Award Contacts

Step 1:

Review the Opportunity

In this step

Basic information 5

Eligibility 7

Agency priorities 9

Program description 11

Basic information Administration for Children and Families (ACF)

Family and Youth Services Bureau (FYSB)

Division of Positive Youth Development (DPYD)

Educate American Indian and Alaska Native (AI/AN) youth on abstinence, contraception, STIs, including HIV, and adulthood preparation subjects.

Have questions?

See Contacts and Support.

Key facts

Opportunity name: Tribal Personal Responsibility Education Program (Tribal

PREP)

Opportunity number:

HHS-2026-ACF-ACYF-

AT-0015

Federal assistance listing:

93.092

NOFO version: Original

Key dates

Application submission deadline:

August 17, 2026

Expected project start date:

September 30, 2026

See intergovernmental review for other submission processes that may apply to this NOFO.

Summary The Tribal Personal Responsibility Education Program (Tribal PREP) funds American Indian and Alaska Native (AI/AN) tribes and tribal organizations to implement culturally appropriate youth pregnancy prevention education programs.

The program serves AI/AN youth ages 10 to 19 and pregnant youth and parenting mothers under the age of 21, with a focus on:

• Personal responsibility.

• Behavior change.

• Positive youth development.

Award funds support projects that:

• Replicate evidence-based effective programs, incorporate elements of effective programs, or carry out promising practices tailored to AI/AN communities.

• Provide medically accurate and complete education on abstinence and contraception.

• Address delaying sexual activity, use of contraception, and increasing the prevention of unintended pregnancy and sexually transmitted infections (STIs), including HIV/AIDS.

• Educate youth on at least three of the six congressionally mandated Adulthood Preparation Subjects.

Through Tribal PREP, ACF seeks to strengthen tribal capacity to deliver effective, culturally grounded prevention programs that support the health and well-being of AI/ AN youth and their families.

Step 1: Review the Opportunity 5

Funding details Type: Cooperative agreement

Expected total program funding: $3,250,000

Total expected awards: 8

Minimum award amount for the first budget period (award floor): $350,000

Maximum award amount for the first budget period (award ceiling): $600,000

We plan to fund a five-year project period. The project period has five one-year budget periods.

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

Step 1: Review the Opportunity 6

Eligibility Eligible applicants Eligible applicants include:

• Federally recognized Indian tribes.

• Tribal organizations.

Other eligibility criteria Individuals, sole proprietorships, and foreign entities are not eligible to apply.

Faith-based and community organizations that meet the eligibility requirements are eligible for awards under this funding opportunity.

ACF encourages collaborative projects using interdisciplinary approaches. You must identify a primary applicant responsible for administering the award if you apply as a collaborative group (consortia).

Disqualifying factors We will review your application to make sure it meets these responsiveness requirements.

We won’t consider an application that:

• Requests funding above the award ceiling.

• Is submitted after the deadline.

• Is from an individual, including a sole proprietorship, a federal entity, or a foreign entity.

• Is received in paper format that didn’t have a previously approved exemption from ACF.

Application limits If you submit the same application more than once under this notice of funding opportunity (NOFO), we will only acknowledge the last on-time submission.

You may submit multiple applications under this NOFO, but each one must propose a unique project with different service sites, populations, and core approaches.

Step 1: Review the Opportunity 7

Cost sharing This program has no cost-sharing requirement, meaning you do not need to contribute to the costs of this project.

If you choose to include cost-sharing funds, we won’t consider it during review. If you receive an award, we will include your voluntary commitment in the award, and you must report on the funds. If you don’t provide your promised amount, we may have to decrease your award amount or use other enforcement actions.

Post-award requirements

Before you apply, make sure you understand the requirements that come with an award.

See Step 6: Learn What Happens After Award for information on regulations that apply, reporting, and more.

Statutory authority Tribal PREP is authorized and funded by Section 513(c)(2)(A) of the Social Security Act (42 U.S.C. 713(c)(2)(A)).

1. Review 2. Get Ready 3. Build 4. Learn 5. Submit 6. Award Contacts

Step 1: Review the Opportunity 8 https://uscode.house.gov/view.xhtml?req=(title:42%20section:713%20edition:prelim)%20OR%20(granuleid:USC-prelim-title42-section713)&f=treesort&edition=prelim&num=0&jumpTo=true

Agency priorities Required alignment with ACF vision, mission, values, priorities, and guiding principles The recipient of this award must implement any funds awarded under this NOFO to effectuate program goals or agency priorities in accordance with ACF’s vision, mission, values, priorities, & guiding principles when authorized. Funded activities must advance ACF’s vision of resilient, safe, healthy, and economically secure children, youth, families, and communities, and support ACF’s mission to foster health and well-being through effective, accountable, and compassionate human services when awarded in any programs that authorize these priorities.

Consistent with ACF’s values, in carrying out any project that is funded under this NOFO, the recipient is required to adhere to the following principle:

1. Program Integrity and Fiscal Stewardship: Administer funds in accordance with all applicable federal statutes, regulations, and award conditions; maintain strong internal controls; and prevent waste, fraud, and abuse.

The recipient is also required to adhere to the following principles when consistent with the authority and scope of the award and its activities:

2. Evidence-Based and Outcome-Focused Practices: Design and deliver services using evidence-based or evidence-informed approaches, establish measurable performance goals, and use data to monitor outcomes and drive continuous improvement.

3. Partnership and Local Leadership: Coordinate with state, tribal, territorial, local, and community partners, as appropriate, and tailor services to meet community-identified needs while respecting local decision-making authority.

In addition, in keeping with ACF’s priorities, the recipient must administer any project that is awarded under this NOFO in accordance with the following objectives when consistent with the scope of the award and its activities in programs that are authorized to advance them:

4. Family Stability and Child Well-Being: Strengthen families, promote safe and stable home environments, and improve outcomes for children and youth through prevention-focused and developmentally appropriate services.

5. Work, Self-Sufficiency, and Economic Mobility: Support pathways to employment, job retention, and economic independence for individuals and

1. Review 2. Get Ready 3. Build 4. Learn 5. Submit 6. Award Contacts

Step 1: Review the Opportunity 9 https://acf.gov/about/acf-vision-mission-values families, including through workforce development, education, and supportive services.

6. High-Quality Early Care and Learning: Where applicable, invest in high-quality early childhood programs that support school readiness, healthy development, and long-term success.

The recipient must demonstrate ongoing compliance with these values and priorities, in all programs that are authorized to advance them through program design, implementation, reporting, and evaluation. Failure to meaningfully align funded activities with the applicable requirements may result in corrective action, additional reporting requirements, or other enforcement actions consistent with federal grant regulations found at 2 CFR Part 200 and the terms and conditions of this award.

Step 1: Review the Opportunity 10

Program description Program overview Tribal PREP projects support the implementation of programming based on the best available research, to meet the cultural context and the unique needs of AI/AN youth and promote healthy transitions to adulthood.

Tribal PREP addresses the following ACF priority:

• Promoting Work and Self-Sufficiency. This priority aligns with Tribal PREP’s focus on strengthening well-being, promoting positive youth development, and preparing AI/AN youth for healthy, self-sufficient futures.

For a glossary of terms used in this NOFO, please see the appendix.

Tribal PREP goals and objectives The goal of Tribal PREP is to prevent adolescent pregnancy, reduce the risk of STIs, including HIV/AIDS, and promote successful transition of AI/AN youth to adulthood.

Projects should be tailored and holistic in approach.

Projects must promote changes in behaviors, such as delaying sexual activity and increasing condom or contraceptive use.

The following overall objectives of Tribal PREP are to:

• Implement projects that educate youth on abstinence and contraception to prevent pregnancy and STIs, including HIV/AIDS. It is important that PREP projects place a substantial emphasis on both abstinence and contraception.

• Replicate evidence-based effective programs or incorporate elements of effective programs that are proven to change behaviors, including practices shown to work in AI/AN communities.

• Implement education that is medically accurate and complete and includes age-and culturally appropriate activities and information.

• Promote successful and healthy transition to adulthood through implementing at least three of six Adulthood Preparation Subjects (APS).

• Conduct an evaluation, designed and led by the AI/AN community, using culturally appropriate methods to describe how the project is implemented and experienced by participants and the community.

1. Review 2. Get Ready 3. Build 4. Learn 5. Submit 6. Award Contacts

Step 1: Review the Opportunity 11

Target population The program focuses on AI/AN youth who face a higher risk of pregnancy and STIs. The primary age range is 10 to 19 years old, though it may include youth up to age 20 who are pregnant or already parents.

Using a positive youth development approach Incorporate a positive youth development (PYD) approach that ensures a young person has a sense of self-worth, belonging and membership, safe and structured settings, closeness in interpersonal relationships, positive adult role models, skills development, and opportunities to serve others. Any PYD approach utilized, including in any project curricula, products, or resources, must not be used in a way that conflicts with the ACF Vision, Mission, Values, Priorities, or Guiding Principles unless authorized by law, including any relevant court orders.

Human trafficking universal education Recipients must provide universal education on human trafficking to all program participants. Human trafficking is a crime involving the exploitation of a person to perform labor or a commercial sex act through the use of force, fraud, or coercion. Per 22 U.S.C. 7102(11), the Trafficking Victims Protection Act of 2000 as amended (TVPRA), human trafficking (severe forms of trafficking in persons) means:

• Sex trafficking in which a commercial sex act is induced by force, fraud, or coercion, or in which the person induced to perform such act has not attained 18 years of age.

• The recruitment, harboring, transportation, provision, or obtaining a person for labor or services, through the use of force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery.

Universal education provides information, safety messages, and resource connections to all individuals, regardless of disclosure or identified risk, to mitigate risk across the population served. This approach normalizes access to support, reduces stigma, and promotes early connection to services. Program staff must offer resources regardless of whether a program participant discloses trafficking, and universal education should not be used to require or elicit disclosure. This approach may use or adapt existing tools and materials, with emphasis on the quality of the interaction and the provision of resources.

Recipients must include information on human trafficking in all youth curricula.

Curriculum content must be research-based and theory-driven; emphasize strengthening participant knowledge and skills; and provide adequate opportunity for participants to practice and apply newly learned skills. Prevention education must support youth in recognizing trafficking risks, identifying potential trafficking schemes, Step 1: Review the Opportunity 12 and building skills related to safety, decision-making, help-seeking, and access to resources and support.

Education and outreach resources

• Look Beneath the Surface Campaign: Downloadable and printable outreach materials that help individuals who are at risk of or experiencing human trafficking recognize trafficking schemes and access support.

• SOAR Online: Free, self-paced online training courses that can be completed on demand.

• Office on Trafficking in Persons Resource Library: A searchable collection of anti-trafficking resources and materials, including outreach materials, toolkits, fact sheets, policy and guidance documents, and training tools that support prevention, awareness, identification, and access to services.

Mandatory reporting Human trafficking of children (labor and sex trafficking) is now defined under “child abuse and neglect” in the Child Abuse Prevention and Treatment Act, Pub. L. 93-247.

Therefore, if a recipient identifies potential concerns of human trafficking, the recipient is required to comply with all federal, state, tribal, and local mandated reporting requirements in the same way the recipient reports abuse and neglect within that jurisdiction (child welfare, law enforcement, etc.).

1. Review 2. Get Ready 3. Build 4. Learn 5. Submit 6. Award Contacts

Step 1: Review the Opportunity 13 https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Facf.gov%2Flook&data=05%7C02%7CResa.Matthew%40acf.hhs.gov%7C6bf56afb58074480856708de9bb94c13%7Cd58addea50534a808499ba4d944910df%7C0%7C0%7C639119417315992421%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=dR6C2yRF5zQ93AQrcMuusyT2%2BIC0EnD9Jh1SdKsrKFM%3D&reserved=0 https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Facf.gov%2Fotip%2Feducation-training%2Ftta%2Findividuals&data=05%7C02%7CResa.Matthew%40acf.hhs.gov%7C6bf56afb58074480856708de9bb94c13%7Cd58addea50534a808499ba4d944910df%7C0%7C0%7C639119417316021864%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=Wk6QhNk9a5JgK0SofEwknTFj7FhPpiY9xO8l39BVxok%3D&reserved=0 https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Facf.gov%2Fotip%2Fresource-library&data=05%7C02%7CResa.Matthew%40acf.hhs.gov%7C6bf56afb58074480856708de9bb94c13%7Cd58addea50534a808499ba4d944910df%7C0%7C0%7C639119417316043749%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=nAT9Neh5b%2FX%2FMSnpz8AyJmik0Y%2BRv2db%2FwJLQ0iyzTc%3D&reserved=0

Validated Screening Tools for Human Trafficking of Children and Youth[1]

Tool identifier In-depth

Short/ Rapid

Demographic Environment

Commercial Sexual Exploitation-Identification Tool

X Ages 10+, sex trafficking only

Multiple settings, including child welfare and juvenile justice systems, schools, homeless youth shelters, healthcare, and mental health settings

Human Trafficking Screening Tool

X X Ages 18–24, sex trafficking only

Runaway and homeless youth system settings

Quick Youth Indicators for Trafficking

X Youth who are homeless, sex trafficking and labor trafficking

Service provider setting

Rapid Appraisal for Trafficking

X Ages 18+, sex trafficking and labor trafficking

Healthcare setting

Short Screen for Child Sex Trafficking

X Ages 12–18, sex trafficking only

Healthcare setting

1. Review 2. Get Ready 3. Build 4. Learn 5. Submit 6. Award Contacts

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Program requirements Tribal PREP program design You should design your Tribal PREP program to address:

• A substantial emphasis on both abstinence and contraception.

• At least three of six APS.

• Evidence-based, effective, or promising practices, tailored to AI/AN communities.

• Fidelity and adaptations.

• Medical accuracy and completeness and age-appropriateness.

• Positive Youth Development.

• Referrals and connections to youth-friendly health care and other services.

Your Tribal PREP project must place substantial emphasis on educating youth on both abstinence and contraception for the prevention of pregnancy and sexually transmitted infections (42 U.S.C. 713(b)(2)(B)(iv)).

Your project should focus on prioritizing the well-being of every young person and giving youth the knowledge and skills they need to make informed choices about their health, avoiding risky behaviors, and increasing their potential for success in adulthood.

Success Sequence for Poverty Prevention To further these statutory goals, we encourage you to incorporate promoting the Success Sequence for Poverty Prevention in your program.

The Success Sequence teaches youth the importance and benefits of achieving three core steps to ensure successful financial, physical, and emotional outcomes in adulthood.

The steps include:

• Graduating high school.

• Getting a full-time job.

• Getting married before having children.

Adulthood Preparation Subjects (APS) The PREP statute requires all projects to include at least three APS. The APS are designed to support youth’s successful transition to adulthood.

You should assess the developmental needs of the identified population(s) to inform the selection and incorporation of the adulthood preparation subjects.

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Step 1: Review the Opportunity 15 https://uscode.house.gov/view.xhtml?req=(title:42%20section:713%20edition:prelim)%20OR%20(granuleid:USC-prelim-title42-section713)&f=treesort&edition=prelim&num=0&jumpTo=true

Your project must incorporate at least three of the six APS found here:

42 U.S.C. 713(a)(2)

• Healthy relationships, including marriage and family interactions.

• Adolescent development, such as the development of healthy attitudes and values about adolescent growth and development, body image, racial and ethnic diversity, and other related subjects.

• Financial literacy.

• Parent-child communication.

• Educational and career success, such as developing skills for employment preparation, job seeking, independent living, financial self-sufficiency, and workplace productivity.

• Healthy life skills, such as goal-setting, decision making, negotiation, communication and interpersonal skills, and stress management.

Your project must also:

• Reflect tribal values and community priorities.

• Promote healthy behaviors and improve long-term outcomes for AI/AN youth and their families.

Culture context Your project must provide information and activities tailored to the cultural and regional context of the tribal communities and identified populations. This means that programs must incorporate relevant norms, beliefs, linguistics and values.

Projects must also be tailored to the everyday experiences of youth.

Evidence-based effective or elements of effective programs Your project must, “replicate evidence-based effective programs or substantially incorporate elements of effective programs that have been proven on the basis of rigorous scientific research to change behavior, which means delaying sexual activity, increasing condom or contraceptive use for sexually active youth, or reducing pregnancy among youth” (see 42 U.S.C. 713(b)(2)(B)(i)).

Tribal PREP projects can include promising practices within the AI/AN tribal communities, such as incorporating elements from programs that have demonstrated effectiveness within AI/AN tribal communities.

Fidelity and adaptations To increase the likelihood your selected program model demonstrates the desired effectiveness or behavior change:

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Step 1: Review the Opportunity 16 https://uscode.house.gov/view.xhtml?req=(title:42%20section:713%20edition:prelim) https://uscode.house.gov/view.xhtml?req=(title:42%20section:713%20edition:prelim)%20OR%20(granuleid:USC-prelim-title42-section713)&f=treesort&edition=prelim&num=0&jumpTo=true

• You should follow the original model closely when you use a full evidence-based program or key elements of one.

• Any components you add must be well integrated and must not change the core elements of the program.

• You should consult directly with program developers to identify the core components of the model you plan to use.

◦ Developers often provide guidance, checklists, or other tools to help you maintain fidelity during implementation.

◦ You must obtain prior approval from the developer for proposed changes or adaptations to the program model.

• If you choose to incorporate elements of effective programs, you must ensure those elements meet PREP requirements.

Medically accurate, complete and age-appropriate Your Tribal PREP project must be based on medically accurate, complete information that is age appropriate.

• Medically accurate and complete:

◦ Project materials must be verified or supported by the weight of research conducted in compliance with accepted scientific methods.

◦ Medically accurate and complete content is published in peer-reviewed journals, or contains information that leading professional organizations and agencies with relevant expertise in the field recognize as accurate, objective, and complete.

• Age appropriate:

◦ Projects must provide age-appropriate information and activities.

◦ Topics, messages, and teaching methods must be suitable to ages or age groups of children and adolescents.

◦ These should be based on the cognitive, emotional, and behavioral capacities typical for the age or age group.

Referrals and connections to youth-friendly community services and resources You may provide referrals for necessary services within the scope of the Tribal PREP program, as needs are identified, but may not pay for the services themselves with this award. Referrals may be provided only when they relate to abstinence or contraception for the prevention of pregnancy or STIs, or to one or more of the six adulthood preparation subjects. Programs may provide information or referrals related to adoption when they are connected to PREP-authorized topics, such as healthy

Step 1: Review the Opportunity 17 relationships, adolescent development, parent-child communication, or healthy decision-making.

Connections and referrals to health care and other services should be easy for youth to access. Your program should include referrals and service documentation to youth friendly services, such as:

• Educational services (such as tuition for formal K-12 or General Education Diploma classes).

• Career development.

• Counseling services (such as substance use disorder treatment, tobacco cessation, mental health counseling, and intimate partner violence counseling).

Youth with foster care experience and pregnant or parenting youth are priority populations under the PREP statute due to their elevated risk of engaging in sexual risk behaviors and experiencing unintended pregnancy. Evidence-based pregnancy prevention programming and adult preparation subjects can help address gaps in knowledge, relationship skills, and future planning.

As part of its comprehensive, medically accurate education, PREP may also provide information on parenting, adoption, and available support so that youth are equipped to make informed decisions that align with their goals and circumstances. PREP programming helps youth build healthy relationships and communication skills, supporting better outcomes, for both youth and their children.

For pregnant and parenting youth in particular, these supports can enhance parenting stability and reduce risk factors associated with adverse outcomes. Over time, this effort contributes to interrupting intergenerational patterns of risk, including involvement in the child welfare system, by promoting stability, healthy development, and reduced rates of unintended pregnancy among populations identified in statute.

We encourage you to build partnerships to help with these referrals and keep records of them. If possible, you should track when services are started.

Referrals to outside agencies or contractors must not conflict with ACF published priorities unless authorized.

Trauma-Informed care You should consider the mental health needs of young people who have experienced maltreatment, abuse, or violence.

Experiencing trauma repeatedly can make it harder for youth to build healthy relationships, communicate effectively, and develop resilience. These skills are closely connected to adolescent health behaviors and are key focus areas in PREP programs.

Step 1: Review the Opportunity 18

For youth with experiences of trauma, you should consider underlying skills, competencies, and attitudes that improve basic functioning across a range of life domains. For example, implementing effective programming that supports mental health, develops coping strategies, and increases protective factors in a youth’s life can minimize negative risk-taking behaviors and increase their capacity to thrive.

Project phases and required activities Tribal PREP will have a project period of 5 years, which is divided into three phases.

FYSB will work collaboratively with Tribal PREP recipients to determine transition from one phase to the next. Programs must finish all required activities in one phase before they can move to the next phase.

Phase 1: Needs assessment, planning, and capacity building Phase 1 of the project will begin upon award of the grant and is expected to be completed no later than 18 months.

Phase 1 activities include:

• Assessing the needs of the identified community(ies) in the areas of adolescent pregnancy prevention and youth preparation for adulthood.

• Developing an implementation and evaluation plan that includes the selection of a culturally appropriate youth pregnancy prevention curricula.

• Starting to build capacity to respond to identified needs.

The needs assessment must assess:

• The quality and capacity of existing adolescent pregnancy prevention programs, if any.

• Numbers and characteristics of youth and their families who receive services or potentially may receive services.

• The extent to which these program models are evidence-based and high-quality, and meet the needs of eligible families.

• The factors that may limit capacity in providing adolescent pregnancy prevention education and implementation of APS material.

Planning and capacity-building activities during Phase 1 may include:

• Identifying populations to be served based on the needs assessment.

• Building administrative and management capacity for the program (e.g., hiring key staff, locating space).

Step 1: Review the Opportunity 19

• Strengthening relationships and developing formal agreements with partners and stakeholders.

• Selecting evidence-based or effective youth pregnancy prevention curricula that will be implemented.

• Collaborating with the developers of the selected youth pregnancy prevention curricula and the community to make culturally appropriate adaptations to the curricula, if needed.

• Establishing formal agreements with developers.

• Locating and securing partners (such as local evaluators) to plan for and participate in ongoing research and program evaluation activities.

• Developing an implementation plan.

• Developing an evaluation plan.

• Obtaining Institutional Review Board (IRB) approval for implementation evaluation, if applicable.

• Completing an implementation plan that is satisfactory and aligned with Tribal PREP goals and objectives.

• Completing an evaluation design plan that is satisfactory and aligned with Tribal PREP goals and objectives.

• Hiring and training staff.

Submission of the implementation plan to FYSB is subject to Office of Management and Budget (OMB) approval under the Paperwork Reduction Act (PRA).

Phase 2: Implementation and monitoring In Phase 2, through the end of the fourth year of the project period, you will implement various components of your approved implementation plans.

You will work closely with FYSB to ensure high-quality services are implemented in your selected tribal communities.

Phase 2 activities include:

• Building infrastructure to implement effective adolescent pregnancy prevention programs in the community.

• Providing high-quality Tribal PREP projects to AI/AN youth in the community.

• Measuring and reporting on progress in meeting benchmarks.

• Participating in ongoing performance measurement data collection and program evaluation activities.

◦ These will result in building the knowledge base around evidence-based adolescent pregnancy prevention programs for AI/AN populations.

Step 1: Review the Opportunity 20

• Conducting fidelity monitoring activities.

• Employing participant engagement and retention strategies to maximize attendance.

• Conducting follow-up activities.

• Collecting evaluation data.

• Completing required evaluation templates to help keep track of evaluation activities.

• Revising your implementation plan, as needed.

• Developing and finalizing a sustainability plan.

Phase 3: Continue implementation, sustainability and evaluation In Phase 3, year 5, your Tribal PREP project will continue implementation of the intervention.

Phase 3 activities will include:

• Providing programming to youth.

• Conducting sustainability activities.

• Participating in ongoing performance measurement data collection.

• Providing programming to youth outside of the program evaluation study, if your budget permits.

• Developing and finalizing an analysis plan.

• Analyzing outcome evaluation data.

• Submitting and finalizing an evaluation report.

Step 1: Review the Opportunity 21

Evaluation Performance measurement data and evaluation requirements ACF intends to work with Tribal PREP recipients to increase understanding of what works and why in Tribal PREP projects.

Project and evaluation requirements include:

• A 60-month project period consisting of planning, full implementation, and close-out phases.

• Participation in ACF-supported learning activities including local evaluation support meetings and office hours.

• Submission of a local evaluation plan and implementation plan during the planning period.

• Use a community-based research approach that involves community participation in the design, implementation, interpretation and analysis, and dissemination of evaluation will be central to success.

• Identify two to five key evaluation questions related to your program in your evaluation plan.

• Engage in performance measurement as an ongoing data collection activity that examines program operations, progress, and accomplishments, and is often conducted through monitoring.

AI/AN local evaluation framework You are encouraged to design and conduct a process evaluation or local descriptive study that honors AI/AN perspectives throughout the evaluation process. You should prioritize community knowledge, cultural practices, and relationship-based approaches alongside or instead of conventional methods. Evaluations should be participatory, respectful, and meaningful to the community, with community members helping define success and interpreting findings.

Examples of approaches include:

• Using storytelling, photovoice, visual journaling, or other arts-based methods.

• Engaging community members through talking circles or other culturally grounded discussions.

• Involving participants in designing the evaluation and interpreting results.

• Using place-based or experiential methods (e.g., observation, mapping experiences).

Step 1: Review the Opportunity 22

• Combining multiple methods (e.g., interviews, observation, creative outputs) to reflect community perspectives.

PREP performance measures You will be required to collect and report on these measures approximately twice a year.

Performance measures are a set of indicators that reflect program performance.

Recipients report on performance measures through semi-annual reporting. These performance measures provide information based on these three data collection categories:

• Structure, cost, and support for program implementation.

• Attendance, reach, and dosage.

• Participant entry and exit surveys which capture characteristics, behaviors, program experiences, and how effects are perceived.

Recipients are expected to:

• Check local and state laws, policies, and procedures to make sure there is alignment with data collection and obtain any necessary permissions, such as formal agreements with partners, Institutional Review Board approval, and copies of school district approvals.

• Make sure all subrecipients and implementation sites collect and submit the PREP performance measures data. FYSB will provide training on how to collect and submit data.

While FYSB has specific indicators for collection, recipients may:

• Use FYSB’s approved questions related to program performance and include additional, non-approved items to the end of the entry or exit surveys.

• Collect additional service satisfaction feedback from youth participants entry and exit surveys.

For more information about the PREP performance measures, including definitions, survey instruments, and data collection tools, please see the PREP Performance Measures website.

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Step 1: Review the Opportunity 23 https://prepeval.acf.hhs.gov/ https://prepeval.acf.hhs.gov/

Cooperative agreement—Description of ACF’s involvement In a cooperative agreement, the Federal Government works as a partner with the grant recipient and is actively involved in the project. ACF will provide strong support to help make the project and its evaluation is successful. ACYF/FYSB will be involved in the project through regular communication, conference calls, and site visits. ACYF/FYSB will partner with the grant recipient and provide support by:

• Holding monthly meetings with grant recipients to track progress, assist with project activities, and ensure program goals are met.

• Conducting at least one site visit during the project period.

• Providing technical assistance, training, and resources to help recipients meet Tribal PREP requirements.

• Assigning each grant recipient a training and technical assistance liaison or an evaluation technical assistance provider who will meet with them regularly to offer guidance, resources, and support on implementation and evaluation activities.

• Reviewing and supporting grant recipients to finalize implementation and evaluation plans.

• Sharing lessons learned and best practices from Tribal PREP cohorts.

Step 1: Review the Opportunity 24

Funding policies and limitations Changes in HHS regulations As of October 1, 2025, HHS adopted 2 CFR 200, with some exceptions included in 2 CFR 300. These regulations replace those in 45 CFR 75.

General policies

• We will only make awards if this program receives funding. If Congress appropriates funds for this purpose, we will move forward with the review and award process.

• Support beyond the first budget period will depend on:

◦ Appropriation of funds.

◦ Satisfactory progress in meeting your project’s objectives.

◦ A decision that continued funding is in the government’s best interest.

• If we receive more funding for this program, we will consider:

◦ Funding more applicants.

◦ Extending the period of performance.

◦ Awarding supplemental funding.

• To the extent permitted by law, including any relevant court orders, you may not use funds from this NOFO for any diversity, equity, inclusion, and accessibility (DEI and DEIA) activities. This includes:

◦ DEI- or DEIA-related research.

◦ Activities that discriminate or show preference based on race, color, religion, sex, national origin, or other protected traits.

◦ Any efforts that promote a “discriminatory equity ideology.”

• To the extent permitted by law, including any relevant court orders, ACF will also not allow funds awarded under this NOFO to support any services or activities that inculcate or promote gender ideology.

For guidance on other types of costs that we restrict or do not allow, see General Provisions for Selected Items of Costs of the Uniform Guidance, 2 CFR part 200.

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Step 1: Review the Opportunity 25 https://www.ecfr.gov/current/title-2/part-200 https://www.ecfr.gov/current/title-2/subtitle-B/chapter-III/part-300 https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/subpart-E/subject-group-ECFRed1f39f9b3d4e72

Program-specific limitations and policies We do not allow the following costs under this notice of funding opportunity (NOFO):

• Construction.

• Purchase of real property.

• Major renovation.

• Pre-award costs.

• Referrals that are not related to authorized activities under the award.

• Payment for health care or related services for youth from recipients or subcontractors.

• Tribal PREP projects are required to allocate 15% to 20% of funding per year towards evaluation activities.

Indirect costs Indirect costs are those shared across multiple projects and not easily separated.

To charge indirect costs you can select one of two methods:

Method 1 — Approved rate. If you currently have an indirect cost rate approved by your cognizant federal agency, you may use that rate.

Method 2 — De minimis rate. If you do not have a negotiated indirect cost rate, you may elect to charge a de minimis rate (see 2 CFR 200.414(f)). This rate may be up to 15% of modified total direct costs (MTDC). See the definition of MTDC (2 CFR 200.1). You can use this rate indefinitely.

You may not charge costs included in your indirect cost pool as direct costs.

Subawards As the prime recipient, you must maintain a substantive role in the project. This means that you conduct funded activities and provide services necessary and integral to completing the project.

Monitoring your subrecipient’s activities alone as described in 2 CFR 200.332 is not a substantive role.

We do not fund awards where your role is primarily a conduit for passing funds to other organizations unless that arrangement is authorized by statute.

All subrecipients must have a Unique Entity Identifier (UEI) through the System for Award Management (SAM.gov).

Subrecipients must meet the eligibility requirements of this NOFO.

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Step 1: Review the Opportunity 26 https://www.ecfr.gov/current/title-2/part-200/section-200.414#p-200.414(f) https://www.ecfr.gov/current/title-2/part-200#p-200.1(Modified%20Total%20Direct%20Cost%20(MTDC)) https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200#200.332

Salary rate limitation The salary rate limitation in the current appropriations act applies to this program. You may not use awarded funds to pay a salary at a higher rate than the rate for Executive Level II.

For the Executive Level II salary, please see the Office of Personnel Management information on executive and senior level employee pay.

The salary limitation reflects a person’s base salary (including any portion of the salary that is paid with indirect costs). It does not include fringe benefits or any income the person is allowed to earn outside of the duties of the applicant organization.

This salary limitation also applies to subawards, contracts, and subcontracts under an ACF grant or cooperative agreement.

Program income If you earn any money from your award-supported project activities (known as program income), you must use it for the purposes and under the conditions of the award. Find more about program income at 2 CFR 200.307.

Use of E-Verify All funded grantees and subgrantees are encouraged to use the national E-Verify system operated by the U.S. Department of Homeland Security, in partnership with the Social Security Administration, to ensure their employees are American citizens or are eligible to work in the United States.

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Step 1: Review the Opportunity 27 https://www.opm.gov/policy-data-oversight/pay-leave/salaries-wages/ https://www.opm.gov/policy-data-oversight/pay-leave/salaries-wages/ https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200#200.307 https://www.e-verify.gov/ https://www.e-verify.gov/

Step 2:

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In this step

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Find the application package The application package has all the forms you need to apply. You can find it at this NOFO’s Grants.gov opportunity page. Then select the Package tab.

We recommend that you select the Subscribe button from the View Grant Opportunity page for this NOFO to get updates.

If you can’t use Grants.gov to download application materials or have other technical difficulties, including issues with application submission, contact Grants.gov for assistance.

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Step 2: Get Ready to Apply 29 https://www.grants.gov/support

Get registered SAM.gov You must have an active account with SAM.gov to apply.