hhs-2026-acl-aod-dfla-0025.pdf

Notice of Funding Opportunity

Application due August 3, 2026

Administration on Disabilities

Office of Disability Services Innovation

Expanding Financial Literacy and Empowerment: Increasing Awareness and Use of ABLE Accounts for Americans with Disabilities Opportunity number: HHS-2026-ACL-AOD-DFLA-0025

Contents

Step 1: Review the Opportunity 4

Basic information 5

Eligibility 7

Program description 9

Step 2: Get Ready to Apply 28

Find the application package 29

Get registered 29

Step 3: Build Your Application 31

Application checklist 32

Application contents and format 33

Step 4: Learn About Review and Award 49

Application review 50

Step 5: Submit Your Application 53

Application submission and deadlines 54

Step 6: Learn What Happens After Award 56

Post-award requirements and administration 57

Contacts and Support 59

Before you begin 3

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 3, 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

Program description 9

Basic information Administration for Community Living (ACL)

Administration on Disabilities

Office of Disability Services Innovation

Strengthening financial security for Americans with Disabilities.

Have questions?

See Contacts and

Support.

Key facts

Opportunity name:

Expanding Financial Literacy and Empowerment:

Increasing Awareness and Use of ABLE Accounts for

Americans with Disabilities

Opportunity number:

HHS-2026-ACL-AOD-

DFLA-0025

Federal assistance listing:

93.631

Cost sharing: None

NOFO version: Original

Key dates

Application submission deadline:

August 3, 2026

Optional notice of intent deadline:

July 15, 2026

Expected award date:

September 30, 2026

Expected project start date:

September 30, 2026

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

Summary The Administration on Disabilities (AoD), within the Administration for Community Living

(ACL), announces a three-year cooperative agreement to expand financial literacy and empowerment using ABLE accounts and other savings vehicles.

This initiative addresses the unmet needs of millions of Americans with disabilities who lack financial security, in part due to limited awareness of available financial tools.

Research consistently demonstrates that financial stability is a key social determinant of health, directly influencing both physical and mental well-being.

Access to financial tools such as savings mechanisms, financial education, and asset-building opportunities can:

• Strengthen long-term financial stability and affordability.

• Reduce financial strain.

• Build economic resilience.

• Empower individuals to achieve greater independence, opportunity, and full participation in their communities.

To help move the needle nationally, this funding opportunity supports a coordinated approach to increase the number of ABLE accounts.

ABLE accounts are tax-advantaged savings and investment accounts owned by people with disabilities, allowing funds to be withdrawn tax-free for qualified disability-related expenses.

This funding opportunity also emphasizes the integration of financial literacy across the lifespan to ensure people, families, and trusted advisors have the knowledge and tools needed to make informed financial decisions.

Step 1: Review the Opportunity 5

This includes:

• Promoting the use of ABLE accounts and other financial tools from early-life savings opportunities such as Trump Accounts.

• Budgeting and asset-building strategies during working years.

• Planning for long-term care and financial security in older adulthood.

Funding details Type: Cooperative Agreement

Expected total program funding over the performance period: $3,000,000 (estimate)

Expected total program funding per budget period: $1,000,000

Total expected awards: 1

Funding range per applicant per budget period: $1,000,000 to $1,200,000.

We plan to fund awards in three 12-month budget periods for a three-year period of performance from September 30, 2026 to September 29, 2029.

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

Step 1: Review the Opportunity 6 https://trumpaccounts.gov/

Eligibility Eligible applicants Only these types of organizations may apply:

• Domestic public or private non-profit entities including state or local governments.

• Indian tribal governments and organizations (American Indian / Alaskan Native /

Native American).

• Faith-based organizations.

• Community based organizations.

• Hospitals.

• Institutions of higher education.

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

We won’t consider an application that:

• Is submitted after the deadline.

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

• Is received in paper format that did not have a previously approved exemption from ACL.

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.

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 not include your voluntary commitment in the award.

Step 1: Review the Opportunity 7

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 Subtitle E, Developmental Disabilities Assistance and Bill of Rights Act of 2000, Projects of

National Significance (PNS)

Step 1: Review the Opportunity 8

Program description Projects of National Significance Subtitle E of the Developmental Disabilities Assistance and Bill of Rights Act of 2000, provides statutory authorization for Projects of National Significance (PNS) efforts to focus on the most pressing issues affecting people with developmental disabilities and their families.

These efforts create and expand opportunities for these people to contribute to, and participate in, all aspects of community life.

PNS initiatives support the development of state policies and fund grants and contracts that promote independence, productivity, inclusion, and community integration for people with developmental disabilities.

Background People with intellectual and developmental disabilities (I/DD) continue to face significant economic disparities that limit their ability to achieve financial security and independence. For example, in 2023, fewer than one in five people with I/DD were employed in an individual job in the community. As a result of low labor force participation – as well as other factors – about 1 in 5 adults with developmental disabilities live in poverty which is double the rate of adults without disabilities (1 in 10).

Individuals with intellectual disabilities experience even higher poverty rates than those with other developmental disabilities. Overall, a large share of the I/DD population relies on public benefits for income and health coverage. These systemic barriers restrict opportunities to build savings and assets, making tools like ABLE accounts an important strategy to help close this gap.

ABLE accounts are authorized by the Stephen Beck, Jr. Achieving a Better Life Experience

Act of 2014. The law created tax-advantaged savings accounts under section 529A of the

Internal Revenue Code, modeled on existing 529 college savings plans, allowing eligible people with disabilities to save for qualified disability expenses such as:

• Housing.

• Education.

• Transportation.

• Health care.

Step 1: Review the Opportunity 9

In 2022, the law was amended by the ABLE Age Adjustment Act, which expanded eligibility from people whose disability onset occurred before age 26 to those with onset before age 46. This expansion went into effect on January 1, 2026. This change will make an estimated 6 million additional people eligible, including approximately 1 million veterans.

Newly eligible populations include people who acquire disabilities later in life due to accidents or traumatic injuries, as well as those with progressive or episodic conditions such as multiple sclerosis, cancer, traumatic brain injury (TBI), and mental health conditions.

Purpose and need The purpose of this three-year project is to:

• Increase ABLE account enrollment.

• Strengthen financial literacy of people with intellectual and developmental disabilities and their families.

Need for increasing ABLE account enrollment

As of December 2025, approximately 234,000 individuals have ABLE accounts, out of an estimated 8 million eligible people nationwide. This means that fewer than 3 percent of those eligible are currently enrolled, highlighting ABLE accounts as a largely untapped financial tool for people with I/DD. Through stakeholder engagement, AoD identified several key barriers contributing to the low enrollment:

• Fear of losing public benefits: Persistent myths about benefit loss outweigh the facts and deter account opening.

• Lack of systems integration: ABLE is not embedded within systems where key life decisions occur (e.g. disability determination, vocational rehabilitation, employment onboarding).

• Limited frontline workforce training: Inadequate ABLE knowledge among VR counselors, benefits navigators, case managers, and financial professionals.

• Low community trust: ABLE education is often delivered by unfamiliar or untrusted sources at the community level.

• Account opening barriers: These include limited digital and financial literacy among eligible people and families; a lack of in-person, hands-on assistance to walk people through account setup; and customer service is virtual (phone or computer based).

• State by state variation: Differences in investment options, fees, and program features create confusion and hesitation.

Step 1: Review the Opportunity 10

ABLE accounts are offered in 47 states, the District of Columbia, and Guam. If you live in a state or territory that doesn’t offer its own ABLE program, you can still open an account in another state’s program. In December 2025, the average balance for an ABLE account holder was $12,863.

In 2026, the contribution limit for ABLE is $20,000.

• Contributions may come from the owner of the ABLE account, family members, friends, employers, and rollovers from 529 education plans or trusts.

• If an ABLE account holder works and is not contributing to a retirement plan through his or her job, they can save an extra $15,650 from earning (higher for residents of Alaska and Hawaii).

• Employers can add money to an ABLE account through payroll deductions or matching contributions, similar to a retirement plan.

• These contributions can help employees build financial stability and may also be a tax-deductible business expense for the employer.

There is a common fear that people will lose their benefits if they own an ABLE account.

You can save up to $100,000 in an ABLE account, and it will not affect your SSI eligibility.

For other federal assistance programs like Social Security Disability Insurance ( SSDI), Medicaid, food and housing, student aid, and Medicare you can save much more in an

ABLE account without losing benefits. The limit depends on your state, but it’s usually between about $235,000 and $596,925.

Some states allow taxpayers to deduct or receive state income tax credit for contributions to their state’s ABLE Plan. This can include family members and friends that contribute to ABLE.

Need for strengthening financial literacy

Gaps in financial knowledge often emerge at critical life moments. For example, when a family welcomes a newborn with a disability, they often must navigate complex medical, service, and benefits systems while also making immediate and long-term financial decisions. Many families are not made aware of financial planning tools, savings mechanisms, and asset-building strategies, such as ABLE, that could support long-term economic stability.

Mainstream financial systems and education models are not often designed to accommodate diverse cognitive, communication, and learning needs. This limits meaningful access to resources and support to build financial knowledge and skills.

People with disabilities often have limited access to accessible, ongoing financial education. They are also at heightened risk of financial exploitation and misuse of funds.

At the same time, families frequently assume long-term responsibility for financial

Step 1: Review the Opportunity 11 management and protection, often without adequate guidance or access to disability-competent financial resources.

Complex public benefit rules, particularly those governing income and asset limits, create confusion and fear. These can discourage saving, employment, and long-term financial planning. The need to maintain essential benefits while pursuing financial independence limits economic mobility and undermines self-determination.

By leveraging existing tools like ABLE accounts and pairing them with targeted financial education and support, this project takes a practical, high-impact approach to advancing financial inclusion for people with disabilities. Raising awareness of ABLE accounts—while simultaneously building the skills and confidence to use them effectively—unlocks their full potential. This combined strategy strengthens financial capability, promotes autonomy, and supports long-term planning in a way that neither approach could achieve alone.

Pairing accessible financial education and support with ABLE accounts, this provides an opportunity in which people can:

• Develop money management skills.

• Participate in financial decision-making.

• Build assets in a safe and supported manner.

Goals and expected outcomes

Goal 1

To help more people with disabilities learn about, open, and use ABLE accounts by making information easy to find, understand, and use.

Goal 2

To strengthen financial literacy, so people feel confident managing their money and saving for the future.

By linking ABLE accounts to existing systems and working with community partners, people with disabilities will ultimately achieve greater financial security, independence, and opportunity.

Step 1: Review the Opportunity 12

Expected outcomes

You will be expected to achieve the following short‑term outcomes:

Initial changes for people with disabilities and families

• People learn the basics about who can open an ABLE account and other ways families can save money.

• People with disabilities and their families better understand the financial literacy tools available to them.

• People learn how ABLE accounts relate to tax advantaged options (including “Trump

Accounts”) and other benefits that support financial stability.

• More people with I/DD report understanding the supports available for opening and using ABLE accounts.

• New resources are created, shared, and used as part of the project.

• Trainings are offered to increase knowledge about ABLE accounts.

• More family members report increased knowledge about ABLE‑related supports.

By the end of the project, you will be expected to achieve the following outcomes:

Changes in actions and behaviors

• More referrals are made to ABLE enrollment or support services at key life moments.

• More partners are available at key life moments to help with ABLE and financial literacy.

• More people receive hands on help to enroll in ABLE accounts.

• The number of ABLE accounts opened increases.

• More people report using positive money management habits, such as tracking spending, paying bills on time, and setting goals.

• More people with I/DD take part in project activities that build knowledge about

ABLE accounts.

• More family members take part in project activities that build knowledge about

ABLE accounts.

Step 1: Review the Opportunity 13

A coordinated, three-pronged national approach You will establish a coordinated, three-pronged national approach.

The approach should address:

• Persistently low ABLE enrollment.

• Limited financial literacy.

• Limited awareness of available financial tools among people with intellectual and developmental disabilities.

Strategic focuses

The strategy focuses on:

• Embedding ABLE within key systems and decision points.

• Strengthening community-based outreach through trusted networks.

• Implementing a national marketing effort to increase awareness and engagement.

Overview of three prongs

An overview of each prong is the following:

Prong 1: Embedding ABLE in key life decision points with built-in financial literacy education.

The objectives of the first prong are to:

• Embed ABLE education and enrollment support into existing federal, state, employer, and service delivery systems.

◦ This is to ensure consistent exposure at key life moments.

• Integrate financial literacy education, including resources and tools, so people with

I/DD can use their ABLE accounts as well as other financial tools.

To accomplish these objectives, you will:

• Identify systems to be prioritized: You will identify and decide which systems to focus on so ABLE information is shared at important moments when people are making financial decisions.

◦ Multiple systems can be integrated, and it is required to address the following life moments:

▪ Early childhood such as early intervention.

Step 1: Review the Opportunity 14

▪ School age services.

▪ Youth transition planning.

◦ Other life moments may include:

▪ Applying for Social security disability benefits.

▪ Starting vocational rehabilitation services.

▪ Enrolling in Medicaid Home and Community-Based Services (HCBS).

▪ Entering or transitioning through special education (Part B, Part C, Youth transition planning).

▪ Starting a job.

▪ Leaving a rehabilitation hospital after an injury.

▪ Accessing aging services.

▪ Acquiring assistive technology devices

▪ Transitioning from military to civilian life for veterans with disabilities.

◦ To identify the systems, you will:

▪ Conduct an environmental scan to identify federal, state, local, employer-based, and community systems where people with I/DD commonly interact at key life moments.

▪ Map existing service‑delivery touchpoints—intake, assessment, benefits counseling, employment onboarding, financial coaching—where ABLE education or enrollment support can be embedded.

▪ Analyze gaps, barriers, and underutilized opportunities within existing systems that may limit awareness or use of ABLE accounts.

• Operationalize a Pilot Program: From your assessment, you will then design and operationalize a pilot program. You will:

◦ Design a pilot program that embeds ABLE education, financial literacy, and enrollment support into selected priority systems.

◦ Develop workflows, partnerships, and training protocols for frontline staff.

◦ Implement and test the pilot to demonstrate feasibility, effectiveness, and scalability.

• Establish standardized materials, systems and workforce capacity: Develop standardized ABLE informational materials that can be integrated into federal, state, or local agency intake processes, benefits counseling sessions, and transition planning.

◦ Build ABLE standardized touchpoints and warm hand-off referral protocols into existing eligibility, benefits, and employment services systems.

Step 1: Review the Opportunity 15

◦ Develop standardized ABLE training for frontline staff across systems (case managers, VR counselors, Medicaid waiver providers, school transition teams, etc.) to ensure consistent, accurate, and timely dissemination of ABLE basics and enrollment support at life milestones. For example:

▪ Transition to adulthood, employment onboarding, SSI/SSDI redeterminations).

◦ This includes helping people and families address misconceptions about impact on public benefits.

• Develop and deliver integrated financial literacy content: Incorporate clear, accessible financial education on money management (e.g., saving, goal-setting, budgeting).

◦ Show how ABLE accounts fit with public benefits and other long-term financial planning tools.

• Leverage partnerships to incentivize enrollment: Collaborate with non-federal partners including state ABLE programs, private foundations, employers, financial institutions, and nonprofit organizations to incentivize ABLE enrollment.

◦ Strategies may include matched contributions, seed funding, or other financial incentives aligned during these key transition points.

Prong 2: Community outreach

The objective of the second prong is to build trusted, grassroots pathways (directly and indirectly) for ABLE education and enrollment through community-based relationships.

To accomplish this, you will:

• Leverage existing networks and train-the-trainer models: Promote and expand scalable outreach by incorporating train-the-trainer approaches and integrating

ABLE education into existing Administration for Community Living (ACL)-funded programs and disability networks, including:

◦ The Developmental Disabilities (DD) Network.

▪ State Councils on Developmental Disabilities.

▪ Protection and Advocacy (P&A) Systems.

▪ University Centers for Excellence in Developmental Disabilities Education, Research, and Service (UCEDDs).

◦ Centers for Independent Living.

◦ Aging services networks.

◦ Aging and Disability Resource Centers (ADRCs).

◦ No Wrong Door (NWD).

◦ Assistive Technology (AT) Act Programs.

Step 1: Review the Opportunity 16

◦ Assistive Technology Alternative Financing Programs (AFP).

◦ Traumatic brain injury (TBI) programs.

• Provide peer-to-peer engagement and coaching: Support peer-led outreach and individualized assistance to help people and families address misconceptions about:

◦ Impact on public benefits.

◦ Navigating digital platforms to enroll in an ABLE account.

◦ Understanding enrollment processes and building confidence to open and manage ABLE accounts.

• Engage and partner with trusted community messengers: Partner with community leaders to deliver relevant messaging. Trusted messengers play a critical role in increasing awareness, building trust, and promoting sustained engagement.

Outreach should leverage existing relationships and community touchpoints to maximize reach. Key intermediaries may include:

◦ Faith-based leaders (pastors and ministry at local churches).

◦ Financial institution representatives (bank officials and financial counselors).

◦ Community health professionals (community health workers, pediatricians).

◦ Public service staff (librarians).

◦ Representatives from disability and non-disability community groups.

Drawing on the marketing materials developed under Prong 3, these messengers will be equipped with clear, accessible information and supported to conduct direct grassroots engagement within their communities.

• Expand outreach through community-based settings (“meet people where they are”): Drawing on the marketing materials developed under Prong 3, outreach materials will be strategically placed across community settings to maximize visibility and accessibility. Examples include:

◦ Healthcare and clinical settings – Pamphlets and brochures in waiting rooms, exam rooms, and discharge packets; posters in clinics and rehabilitation centers; information inserts included with appointment summaries or patient portals.

◦ Educational settings – Flyers on bulletin boards in high schools, colleges, and adult education centers; material included in transition planning packets, disability services offices, and school counseling centers; handouts at parent-teacher meetings or campus events.

◦ Workforce and employment settings – Posters and flyers in American Job

Centers and workforce training sites; informational material included in onboarding packets or benefits orientation.

Step 1: Review the Opportunity 17

◦ Community based organizations – Printed materials available at nonprofits, faith based organizations, housing offices, and food banks; including in service intake packets.

◦ Community events and public spaces – Materials distributed at health fairs, disability resource fairs, and community events; posters and flyers in libraries, recreation centers, and community centers; information tables or take-home resources at local gatherings and outreach events.

Prong 3: National marketing

The objective of the third prong is to increase broad and population-specific awareness of ABLE through a coordinated, compelling national marketing strategy that reaches people across disability types and the lifespan.

To accomplish this, you will:

• Launch a modern digital and social media outreach effort: Design and implement a bold forward-leaning social media outreach effort based on the way in which people connect and receive information in today’s connected world.

◦ Leverage creative, accessible content and partnerships with influencers within disability and financial communities to expand reach and engagement.

• Implement a coordinated national marketing strategy: Deploy a marketing strategy grounded in values-based storytelling.

◦ It should convey ABLE as a tool for financial empowerment and independence.

◦ Align messaging with broader tax-advantaged savings initiatives.

◦ Disseminate content based on how people receive information in today’s connected world, such as digital platforms, employer communication systems, and veteran and military service organizations.

◦ Features people with intellectual and developmental disabilities in authentic ways and in their natural environment

• Develop communications materials to support grassroots community outreach:

Create clear, accessible communications materials aligned with Prong 2 to equip trusted community messengers and support outreach across diverse community settings. Materials should be designed for both interpersonal engagement (e.g., toolkits, talking points, and training aids for messengers) and passive dissemination

(e.g., print and digital materials placed in community locations).

• Scale by developing and disseminating a toolkit: To enable widespread adoption of practices developed under Prong 1, develop and disseminate a comprehensive ABLE toolkit paired with a deliberate scaling strategy that moves beyond one-off dissemination toward sustained, system-level uptake. The toolkit will not only

Step 1: Review the Opportunity 18 package proven practices but also create the conditions for replication, adaptation, and diffusion across states, providers, and community partners.

• Implement an innovative outreach strategy to unserved and underserved communities: Develop a clear marketing and dissemination plan focused on reaching people eligible for ABLE accounts who are typically unserved or underserved.

◦ Examples include people from rural communities, tribal and indigenous communities, low income and asset limited households, and people re-entering communities after incarceration.

• Address misconceptions and normalize able use: Proactively address persistent misconceptions—particularly around the impact of ABLE accounts on public benefits.

◦ Position ABLE as a mainstream, accessible financial planning tool for people with disabilities and their families.

Establish and support a national ABLE

Advisory Group You will create and support a national ABLE Advisory Group made up of people with disabilities, family members, benefits and financial counselors, service providers, state and federal partners, and community organizations.

This group will provide guidance, feedback, and subject matter expertise to help shape how ABLE education, financial literacy, and enrollment supports are embedded across systems.

To accomplish this, you will:

• Bring together a diverse group of advisors: Include people with disabilities, family members, and trusted community partners so real-life experiences shape decisions.

◦ Invite partners such as state staff from ABLE programs, vocational rehabilitation, Medicaid/HCBS, education, employers, financial institutions, and national organizations.

◦ Make sure everyone can participate in ways that work for them (e.g. virtual participation).

• Support meaningful participation of people with intellectual and developmental disabilities: Provide opportunities for people with disabilities to have leadership roles so they can help lead discussions and shape decisions.

◦ Provide accessible materials, assistive technology, and different ways to communicate as needed.

Step 1: Review the Opportunity 19

• Set clear roles and expectations: Explain the group’s purpose and how members will give input.

◦ Be clear about how their feedback will be used to improve tools, training, materials, and system change.

◦ Offer simple, plain-language guidance so all members understand their role in shaping project activities.

• Facilitate structured meetings and feedback loops: Host regular, structured meetings designed to gather actionable feedback on key milestones, challenges, and emerging needs.

◦ Provide clear agendas, accessible materials, and follow‑up summaries.

◦ Create straightforward methods for members to give feedback outside meetings (e.g. surveys or small group discussions).

• Review and improve materials: Ask the group to help review and improve ABLE information, training, and financial tools.

◦ Use their feedback to make sure materials are clear, accessible, and meet people’s needs.

• Keep the group focused on project goals: Keep the group’s work focused on increasing ABLE enrollment and improving financial knowledge.

◦ Regularly check progress and adjust as needed to stay on track.

Sustainability By building new partnerships and strengthening existing ones, the project will establish a durable network of collaborators positioned to sustain and expand the work beyond the initial project period. These partnerships—spanning state agencies, community-based organizations, national networks, and program administrators—will create multiple pathways for continued implementation, shared ownership, and cross-site learning.

To support replication and scale, the project will identify and systematically document lessons learned, implementation challenges, and effective practices throughout the workplan. These insights will be translated into clear, actionable guidance, enabling successful models to be replicated and expanded efficiently beyond the three-year grant period.

Step 1: Review the Opportunity 20

Cooperative agreement terms Cooperative agreements require substantial ACL project involvement after an award is made. There are specific roles for both you and ACL.

Your responsibilities

• Carry out all activities and requirements described in this NOFO, consistent with the approved application, work plan, and budget incorporated into the Notice of Award.

• Participate in ACL-sponsored communication, coordination, and peer learning, and other technical assistance activities, with reasonable advance notice from ACL.

• Comply with all applicable reporting, performance measurement, financial management, and administrative requirements established by the NOFO, Notice of

Award, and applicable Federal regulations and policies.

• Include appropriate ACL acknowledgement and disclaimer language on all publications, products, presentations, and material developed with award funding.

• Collaborate with ACL on evaluation and performance monitoring activities, including participation in evaluation planning and implementation, and data sharing.

• Work with ACL to establish reporting and monitoring procedures, including required data elements, performance measures, reporting formats, and timelines.

• Coordinate technical assistance with ACL and other ACL-funded partners to support alignment, avoid duplication, and strengthen project outcomes.

Our responsibilities

• Provide day-to-day federal stewardship of the award through the ACL Project Officer to support compliance with programmatic, administrative, and fiscal requirements.

• Provide ongoing guidance and consultation regarding ACL priorities and goals to support effective project implementation and alignment with award objectives.

• Within 30 days of award, collaborate with the grant recipient to review and clarify programmatic, operational, and budgetary issues, and, if necessary, revise the project work plan to align with approved objectives and deliverables.

• Provide technical assistance related to project implementation, coordination of technical support activities, and achievement of project goals.

• Consult with grant recipient regarding emerging issues, barriers, opportunities, and strategies related to support project success.

• Support the development and implementation of quality assurance and continuous quality improvement processes to support effective project performance.

Step 1: Review the Opportunity 21

• Review project deliverables, products, and implementation activities and provide feedback and technical guidance to support project quality, consistency, and alignment with federal expectations.

• Coordinate, as appropriate, with other federal agencies and partners that may provide technical assistance or other resources relevant to the success of the project.

Managing disagreements

In the event of disagreements regarding programmatic direction, project implementation, budget matters, performance expectations, or other issues related to the award, the following process will be used:

• The ACL Project Officer and Grant Officer will first attempt to resolve disagreements through informal discussion and consultation.

• If resolution cannot be achieved at the project staff level, the issue will be elevated to appropriate leadership within ACL and the grantee organization for further review and discussion.

• ACL will provide the grantee with written clarification of any final determinations related to federal requirements, allowable activities, or award administration.

• Nothing in this section limits ACL’s authority and responsibility to make final decisions consistent with applicable statutes, regulations, policies, and the terms and conditions of the award.

Both parties will make good-faith efforts to resolve disagreements promptly in order to minimize disruption to project activities and ensure continued progress toward the goals of the cooperative agreement.

Step 1: Review the Opportunity 22

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.

Policies

• All activities proposed in your application and budget narrative must align with applicable law, including but not limited to statutes, executive orders, federal regulations, and applicable judicial holdings. Accordingly, discretionary awards shall not be used to fund, promote, encourage, subsidize, or facilitate: racial preferences or other forms of racial discrimination by the recipient, including activities where race or intentional proxies for race will be used as a selection criterion for employment or program participation; denial by the recipient of the sex binary in humans, or the belief that sex is a chosen or mutable characteristic; illegal immigration; or any other initiatives that compromise public safety. If an application does not align, the application will not receive funding to the extent permitted by law and applicable court orders.

• 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.

• 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 based on race, color, religion, sex, national origin, or other protected traits.

• Under this NOFO, you can’t continue existing projects without expansion or new and innovative approaches.

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

Step 1: Review the Opportunity 23 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-B/chapter-III/part-300

• Meals are allowed only in limited circumstances linked to program activities, like during travel or when approved in advance by ACL. See Allowable Costs and

Activities, Exhibit 4: Selected Items of Cost, Meals in the HHS Grants Policy

Statement.

• There are restrictions on certain telecommunications and video surveillance equipment. See 2 CFR 200.216 to make sure this does not apply to any proposed equipment in your application.

Unallowable costs

• Construction or major rehabilitation of buildings.

• Basic research, such as scientific or medical experiments.

• 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 200.420.

Program-specific limitations and policies

Unallowable costs and funding limitations

In addition to the cost principles set forth in 45 CFR Part 75, the following costs are not allowable under this funding opportunity:

• Supplanting of existing federal, state, local, or private funding used for ABLE-related activities.

• Direct financial contributions to individual ABLE accounts.

• Costs associated with lobbying, political activities, or advocacy prohibited under federal law.

• Fundraising activities or costs associated with soliciting contributions.

• Development of duplicative ABLE education or marketing materials where substantially similar, federally supported materials already exist, unless adaptations are clearly justified for population-specific or accessibility needs.

• General marketing or outreach activities unrelated to financial literacy or ABLE education, enrollment, or systems integration.

Subaward and administrative cost limitations

• Funds may be sub-awarded to support community-based outreach, training, technical assistance, or marketing activities consistent with program goals.

• Subawards must be necessary, reasonable, and directly tied to approved project activities and outcomes.

• Any statutory or administrative caps on subawards, if applicable, will be enforced in accordance with ACL policy and reflected in the approved budget.

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

Step 1: Review the Opportunity 24 https://www.hhs.gov/grants-contracts/grants/grants-policies-regulations/index.html https://www.hhs.gov/grants-contracts/grants/grants-policies-regulations/index.html https://www.ecfr.gov/current/title-2/section-200.216 https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/subpart-E/subject-group-ECFRed1f39f9b3d4e72

Pre-award costs

Pre-award costs are allowable only with prior written approval from ACL and are subject to the following conditions:

• Pre-award costs may be incurred no earlier than 90 days prior to the start date of the award, unless otherwise approved by ACL.

• Allowable pre-award costs are limited to necessary and reasonable planning activities, such as:

◦ Project design.

◦ Partnership development.

◦ Needs assessments.

◦ Staffing preparations.

◦ Development of implementation-ready materials.

• Pre-award costs must not include:

◦ Service delivery.

◦ Outreach to participants.

◦ Marketing campaigns.

◦ Any activity that commits federal funds prior to award execution.

• Applicants seeking approval for pre-award costs must submit a written request as part of their application or separately prior to incurring such costs. Requests must clearly identify the:

◦ Nature of the costs.

◦ Proposed timeframe.

◦ Justification for why the costs are necessary to ensure timely project implementation.

• Approval of pre-award costs does not obligate ACL to make an award or to reimburse costs if an award is not made.

Other program-specific policies

All funded activities must prioritize scaling, speed of implementation, and measurable outcomes aligned with ACL operational drivers; Grantees are expected to coordinate with relevant federal, state, and community partners to avoid duplication and maximize impact; And, ACL reserves the right to impose additional conditions or limitations during the award period based on program performance, risk assessment, or federal requirements.

Step 1: Review the Opportunity 25

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 current indirect cost rate, you may elect to charge a de minimis rate (see 2 CFR 200.414(f)). This rate is 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.

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 ACL grant or cooperative agreement.

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

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 https://www.opm.gov/policy-data-oversight/pay-leave/salaries-wages/ https://www.opm.gov/policy-data-oversight/pay-leave/salaries-wages/

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.

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

Step 1: Review the Opportunity 27 https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200#200.307

Step 2:

Get Ready to Apply

In this step

Find the application package 29

Get registered 29

Find the application package The application package has all the forms you need to apply. You can search for it at

Grants.gov using opportunity number HHS-2026-ACL-AOD-DFLA-0025. 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.

You can also find materials at Applying for Grants on ACL’s website.

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

Get registered SAM.gov You must have an active account with SAM.gov to apply. SAM.gov registration can take several weeks. Begin that process today.

To register:

• Go to SAM.gov Entity Registration and select Get Started. From the same page, you can also select the Entity Registration Checklist for the information you will need to register.

• You must agree to the financial assistance general certifications and representations

[PDF] specifically. Those for contracts are different.

When you register, you will also receive your required Unique Entity Identifier (UEI).

Once you register:

• You will have to maintain your registration throughout the life of any award.

• If your organization has multiple UEIs, use the one associated with your physical location.

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

Step 2: Get Ready to Apply 29 https://acl.gov/grants/applying-grants https://www.grants.gov/support https://sam.gov/content/entity-registration https://www.hhs.gov/sites/default/files/financial-assistance-general-certification-representations.pdf https://www.hhs.gov/sites/default/files/financial-assistance-general-certification-representations.pdf

Grants.gov You must also have an active account with Grants.gov. You can see step-by-step instructions at the Grants.gov Quick Start Guide for Applicants.

Need help? See Contacts and Support.

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

Step 2: Get Ready to Apply 30 https://grants.gov/applicants/applicant-registration http://www.grants.gov/quick-start-guide/applicants

Step 3:

Build Your Application

In this step

Application checklist 32

Application contents and format 33

Application checklist Make sure that you have everything you need to apply. You will find the forms in

Grants.gov.

Narratives

Item Grants.gov form Page limit

Project narrative Use the Project Narrative Attachment form. 40 pages

Budget narrative Use the Budget Narrative Attachment form. None

Attachments Insert each in a single Other Attachments Form.

Item Page limit

Indirect cost agreement None

Commitment letters None

Proof of nonprofit status None

Resumes and job descriptions None

Other required forms Use each required form in Grants.gov.

Item Page limit

Application for Federal Assistance (SF-424) None

Budget Information for Non-Construction Programs (SF-424A) None

Assurances for Non-Construction Programs (SF-424B) None

Key Contacts Form None

Grants.gov Lobbying Form (Certification Regarding Lobbying) None

Project/Performance Site Location Form None

Step 3: Build Your Application 32

Application contents and format This section includes guidance on each component found in the application checklist.

Application page limit: 40 pages.

Submit your information in English and express whole number budget figures using

U.S. dollars.

Required format Required format for project and budget narratives.

Font: Times New Roman or Arial

Format: PDF

Size: 11-point font

Footnotes and text in graphics may be 10-point.

Spacing for project narrative main content: Double-spaced

Spacing for budget narrative: As needed

Spacing for project summary, tables, footnotes: Single-spaced

Margins: 1-inch

Include page numbers.

Project narrative Page limit: 40 pages

The project narrative is the most important part of the application. We use it as the primary basis to decide whether your project meets the statutory requirements and to review its merit. The project narrative should give a clear and concise description of your project.

Be sure to cite all your sources. Merit reviewers may lower your score if you do not.

Also study the merit review criteria under each section to make sure you answer all questions and cover all topics reviewers will look at.

The components of the project narrative counted as part of the 40-page limit include:

• Project Summary.

• Problem Statement.

Step 3: Build Your Application 33

• Goals and objectives.

• Proposed intervention.

• Project management.

• Work plan.

• Special target populations.

• Outcomes.

• Evaluation.

• Dissemination.

• Organizational capability.

• Experience of the project team.

Project summary

Provide a brief project summary of no more than 265 words. Write it for the general public. You will need to include:

• Goals: Broad overall purpose, like a mission statement that says what you want to do and where you want to be.

• Objectives: Narrow, specific, and clear steps toward the goals. These are the

“how’s” to achieve the goals.

• Overall approach: General overview of what you will do.

• Outcomes:These are the measurable results of a project. Include expected changes among those served, such as clients, systems, organizations, and communities.

These should tie directly to your goals and those of this funding.

• Products:The materials and other deliverables you expect to generate through the project.

• Duration: The anticipated start and end dates of the period of performance.

Project relevance and current need

Problem statement

You must clearly describe the problem or unmet need this proposed project is designed to address. You are encouraged to use relevant data, research, or local experience to support your problem statement.