Notice of Funding Opportunity

Application due Friday, July 10, 2026

Maternal and Child Health Bureau Division of Maternal and Child Health (MCH) Workforce Development

Leadership Education in Neurodevelopmental and Other Related Disabilities (LEND) Opportunity number: HRSA-26-019

Contents 2

Contents Before you begin 4

Step 1: Review the Opportunity 5 Basic information 6

Funding details 7

Eligibility 9

Program description 12

Award information 20

Step 2: Get Ready to Apply 22 Get registered 23

Find the application package 24

Application writing help 24

Step 3: Build Your Application 25 Application checklist 26

Application contents and format 28

Step 4: Understand Review, Selection, and Award 48 Application review 49

Selection process 55

Award notices 57

Step 5: Submit Your Application 58 Application submission and deadlines 59

Other submissions 59

Step 6: Learn What Happens After Award 60 Post-award requirements and administration 61

Reporting 65

Contents 3

Contacts and Support 66

Appendix A: Standards for using LEND grant funds to support trainees 69

Appendix B: Trainee and faculty disciplines and qualifications 75

Endnotes 80

Before you begin 4

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 Friday, July 10, 2026.

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.

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.

https://sam.gov/ https://grants.gov/

Step 1:

Review the Opportunity

In this step

Basic information 6

Funding details 7

Eligibility 9

Program description 12

Award information 20

Step 1: Review the Opportunity 6

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

Basic information Health Resources Services Administration

Maternal and Child Health Bureau

Division of Maternal and Child Health (MCH) Workforce Development

Training health providers to work with children and youth with autism and developmental disabilities.

Summary The LEND program improves the quality of care for children and youth with autism and other developmental disabilities (DD) by training health and related professionals to screen, diagnose, and provide services for them across the lifespan. Trainees in over 30 disciplines receive training on diagnostic tools, early intervention, and other topics to improve the quality of and access to care for this population. LEND programs also include individuals with lived experience, including family members and individuals with disabilities, as faculty and trainees.

Have questions?

Go to Contacts and Support.

Key facts

Opportunity name:

Leadership Education in Neurodevelopmental and Other Related Disabilities

(LEND)

number:

HRSA-26-019

version:

Initial

93.877

Key dates

June 8, 2026

Visit HRSA.gov for information.

deadline:

Friday, July 10, 2026

September 30, 2026

September 30, 2026

See other submissions for other time frames that may apply to this NOFO.

https://www.hrsa.gov/grants/find-funding/HRSA-26-019

Step 1: Review the Opportunity 7

Funding details Application types: New, Competing continuation

Expected total available funding in FY 2026: $38,300,000

Expected total number and type of awards: 60 grants

Funding range per award: Amount varies

We plan to fund awards in five budget periods for a period of performance from September 30, 2026, to June 30, 2031.

The program and awards depend on the appropriation of funds and are subject to change based on the availability and amount of appropriations.

Table 1: Tier funding levels

Tier

FY 2026 funding Number of long-term trainees **

Number of disciplines:

Trainees

Number of disciplines:

Faculty

Tier 1* Up to $460,000 9 7 7

Tier 2 Up to $550,000 12 8 8

Tier 3 Up to $641,000 18 10 9

Tier 4 Up to $734,000 29 12 10

* Please note that new applicants to LEND may only apply for Tier 1.

** Appendix A has trainee definitions and restrictions.

*** Appendix B has trainee and faculty qualifications and approved disciplines.

Step 1: Review the Opportunity 8

As part of the application for LEND program funding, you may also apply for up to two optional supplemental funding opportunities:

1. LEND Pediatric Audiology Trainee supplement Up to $150,000 per year for five years to support an increase in the number of LEND-trained pediatric audiology trainees and to support innovations to build workforce capacity and address emerging needs in the field.

42 U.S.C. § 280g-1(a) (Title III, § 399M(a) of the Public Health Service Act)

◦ We plan to fund up to 12 supplemental awards.

◦ You need to apply for the base LEND program funding to apply for this supplement.

◦ To apply for this supplement, follow the instructions in Attachment 7.

2. LEND Emerging Issues supplement A one-time, one-year supplement of up to $50,000 to support the LEND training programs’ efforts to address emerging issues and further innovative practices to improve outcomes for children and youth with autism/DD.

◦ U.S.C. § 280i-1(e)(1) (Title III, § 399BB(e)(1) of the Public Health Service Act)

◦ You need to apply for the base LEND program funding to apply for this supplement.

◦ This supplement may be awarded for any of the five one-year budget periods and is subject to the availability of funds.

◦ To apply for this supplement, follow the instructions in Attachment 8.

Step 1: Review the Opportunity 9

Eligibility Who can apply You can apply if you are a public or nonprofit agency, including institutions of higher education.

Types of eligible organizations These types of domestic organizations may apply:

• State governments.

• County governments.

• City or township governments.

• Special district governments.

• Public and state-controlled institutions of higher education.

• Native American tribal governments (federally recognized).

• Native American tribal organizations (other than federally recognized tribal governments).

• Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education.

• Nonprofits without 501(c)(3) status with the IRS, other than institutions of higher education.

• Private institutions of higher education.

• Faith-based organizations.

“Domestic” means the 50 states, the District of Columbia, the Commonwealth of Puerto Rico, the Northern Mariana Islands, American Samoa, Guam, the U.S. Virgin Islands, the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau.

Individuals are not eligible applicants under this NOFO.

Step 1: Review the Opportunity 10

Other eligibility criteria Trainee eligibility To receive support under this program, a trainee must be one of the following:

• A U.S. citizen or non-citizen national.

• An individual lawfully admitted for permanent residence to the United States.

• Any other “qualified alien” under section 431(b) of the Personal Responsibility and Work Opportunity Reconciliation Act of 1996, Pub. L 104-193, as amended.

Please review other trainee support information in Appendix A.

Qualifications for principal investigator or project director Your project can have only one recognized project director (PD), who should dedicate at least 30% of their time to the LEND grant. The dedicated time can be supported through in-kind contributions or by grant funds. The PD should be a faculty member employed by your organization when you submit the application. While your project can have co-directors, only one PD is formally recognized on the notice of award (NOA) and will receive key communications.

More information on LEND project director qualifications can be found in the faculty section of the program requirements and expectations.

Completeness and responsiveness criteria We will review your application to make sure it meets these basic requirements to move forward in the competition.

We will not consider an application that:

• Is from an organization that does not meet all eligibility criteria.

• Requests funding above the award ceiling shown in the funding range.

• Is submitted after the deadline.

Step 1: Review the Opportunity 11

Application limits You may not submit more than one application. If you submit more than one application, we will only accept the last on-time submission.

Cost sharing This program has no cost-sharing requirement. If you choose to share in the costs of the project, we will not consider it during merit review. Recipients agree that once committed, cost sharing amounts are enforceable and subject to reporting and auditing requirements under 2 CFR 200.

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.

Step 1: Review the Opportunity 12

Program description Purpose The program goal is to increase the capacity of the workforce trained to meet the complex needs of children and youth with autism/DD by enhancing the expertise and leadership skills of students, practicing professionals, individuals with disabilities, and families dedicated to working with and improving the system of care for this population.

LEND programs meet this goal through a range of activities. The program objectives to be accomplished during the period of performance to support program goals include:

• Train graduate and postgraduate students, family members, individuals with disabilities, and practicing professionals.

◦ Deliver training that includes a balance of academic, clinical, leadership, and community-based learning opportunities. Frame the training in an interdisciplinary and person-/family-centered manner.

◦ Increase the number of current and future providers trained to screen, evaluate, diagnose or rule out, and develop and provide evidence-based interventions to the target population across their lifespan.

◦ Engage trainees at varying levels of intensity through long-, medium-, and short-term training opportunities.

◦ Engage cohorts of trainees that satisfy other legislatively mandated requirements.[1]

• Increase the number of diagnostic evaluations provided by LEND faculty and trainees.

• Include individuals with lived experience, including family members and individuals with autism and other developmental disabilities, as faculty and trainees.[2]

• Provide continuing education opportunities for practicing professionals.

• Provide technical assistance to local, state, and national programs and agencies to improve the system of care for people with disabilities.

Step 1: Review the Opportunity 13

The purposes of the two optional supplements are:

• LEND Pediatric Audiology Trainee supplement: To support the expansion of the pediatric audiology workforce with expertise in delivering care to deaf or hard of hearing (DHH) infants and young children with autism/DD and their families.

• LEND Emerging Issues supplement: To enhance the LEND training program’s capacity to respond to emerging needs in the field of autism/DD and to support innovative training practices.

Background Parent-reported data from the 2022-2023 National Survey of Children’s Health documented that 1 in 25 children age 3 to 17 have a diagnosis of autism. Even though children can be diagnosed as early as age 2, on average, children identified with autism were not diagnosed until age 4.[3]

Additionally, health care systems do not have enough providers to meet the complex needs of children with autism/DD. The LEND program trains more providers to screen, evaluate, diagnose or rule out, and provide evidence-based care for children and youth with, or at an increased likelihood of developing, autism/DD.

In FY23, the 60 LEND programs trained over 24,000 trainees and provided continuing education to an additional 433,000 practicing health and other professionals to strengthen their ability to provide high-quality care for children/youth with autism/DD.

That year, over 153,000 infants and children received diagnostic evaluations to rule out or confirm autism/DD through LEND programs.[4]

Program requirements and expectations To achieve the goals and objectives stated in the purpose section, you are expected to complete the following activities.

Trainee recruitment and retention

• Recruit and train the indicated number of qualified long-term trainees (LTT) who demonstrate interest in a career serving children and youth with autism/DD, as shown in Table 1, Tier funding levels, and Appendix B: Trainee and faculty disciplines and qualifications.

• Recruit trainees in the number of disciplines corresponding to the selected funding tier, with similar disciplines for the core LEND faculty.

• Make sure that no single trainee discipline makes up more than 25% of a LEND cohort.

• Recruit trainees who represent various populations.

https://www.childhealthdata.org/browse/survey/results?q=11080&r=1

Step 1: Review the Opportunity 14

• Include at least one trainee with a disability in each annual LTT cohort.

• Include at least one family member trainee in each LTT cohort.

• Recruit medium- and/or short-term trainees to participate in a subset of LEND training.

Training and education

• Deliver an interdisciplinary curriculum that prepares trainees to address the full range of neurodevelopmental disabilities, with a focus on autism. This curriculum is in addition to their graduate or postgraduate training.

• Offer a balance of academic, clinical, and community opportunities.

• Provide short-, medium-, and long-term training opportunities, as stated in Appendix B: Trainee and faculty disciplines and qualifications.

• Training should:

◦ Include clinical and experiential training in both institutional and community-based settings.

◦ Involve hands-on, supervised clinical work for appropriate disciplines.

◦ For non-clinical trainees, include opportunities to observe and participate, as appropriate, in clinics and other settings.

◦ Include families and individuals with disabilities as trainees in all academic, clinical, and field activities.

◦ Be based on a comprehensive, multidisciplinary clinical service model that is person-/family-centered and culturally and linguistically appropriate, as required in the authorizing legislation.

◦ Prepare trainees to conduct autism/DD screening and provide diagnostic services and evidence-based interventions to children and youth with autism/DD, as appropriate to their discipline.

◦ Offer field placements in educational settings, state/local agencies, or other environments in addition to or instead of clinical placements.

◦ Build leadership skills for trainees. LEND curricula can be informed by the MCH Leadership Competencies.[5]

◦ Engage trainees in one or more research, evaluation, or quality improvement projects.

◦ Provide effective faculty mentoring for trainees that promotes reflective practices and facilitates personal and professional growth.

Step 1: Review the Opportunity 15

• Cover the following topics in the curriculum:

◦ Theoretical concepts:

▪ Various models of disability and the interaction of disability with other life experiences.

▪ Critical thinking, science-based judgment, research methods, interdisciplinary care, evidence-based practice, performance measurement, and how to use data for continuous quality improvement in clinical and community-based practice.

◦ Culturally and linguistically appropriate services.

◦ Systems issues:

▪ Systems of care for children and youth with special health care needs.

▪ How to practice person-/family-centered care, use medical home concepts, support care transitions, and coordinate care.

▪ Health care and community transitions from youth to adult services.

▪ Title V Maternal and Child Health Services Block Grant Program and related MCH legislation, including policy-making processes.

◦ Clinical issues:

▪ Best practices for autism screening, diagnosis, and evidence-based interventions at various levels of support needs across the lifespan.

▪ Effective tools for screening and diagnosing autism/DD; the social environment; transitions from youth to adult services; and services and supports for the autistic/DD population in adulthood.

▪ Emerging needs and special interests in the field of autism/DD.

▪ Innovative and alternative methods of providing health care, such as telehealth.

Partnerships

• Develop partnerships with community clinics, schools, and service agencies that can serve as training sites for LEND trainees.

• Partner and coordinate with community-based and other organizations to improve access to services and improve systems of care.

• Coordinate activities and collaborate with other federally supported training and research programs for children and youth with autism/DD, especially Autism CARES–funded programs.

• Share reports, products, or other project outputs with relevant audiences.

https://mchb.hrsa.gov/programs-impact/autism https://mchb.hrsa.gov/programs-impact/autism

Step 1: Review the Opportunity 16

Faculty

• Identify a project director (PD) who will have day-to-day, direct responsibility for grant activities.

◦ The PD is expected to be a board-certified pediatrician, a health professional with a doctorate in one of the disciplines in Appendix B, or a currently approved LEND PD.

◦ LEND PDs are expected to have at least five, preferably seven or more, years of experience in programs serving children with autism/DD.

◦ The PD is expected to:

▪ Ensure that grant funds are used properly.

▪ Attend LEND director and related meetings or designate another program representative.

▪ Work directly with the federal project officer.

▪ Be the steward of all funds under the LEND program, including the two optional supplements.

• Have faculty from at least the number of disciplines in your selected tier.

• Have core LEND faculty who, along with the PD, form the interdisciplinary program leadership team and commit a portion of their full-time equivalent (FTE) to LEND. Core faculty members:

◦ Share responsibility for planning, designing, implementing, coordinating, and evaluating the LEND program.

◦ Ensure supervision of all training and service elements of their discipline, with special emphasis on autism/DD.

◦ Help select trainees and define criteria for recruiting trainees from their discipline.

◦ Serve as mentors to LEND LTTs from their discipline or related disciplines, as practical.

◦ Coordinate between the program and their professional associates, academic affiliates, clinical departments, and discipline counterparts in state and community programs.

• Have at least two dedicated faculty members with lived experience whose roles can include teaching, mentoring, coordinating experiential activities for trainees, advising other faculty on personal perspectives, and planning and developing curricula. See Appendix B for more details on these disciplines. This includes:

◦ At least one dedicated faculty member with a disability.

Step 1: Review the Opportunity 17

◦ At least one dedicated family faculty member with experience caring for a person with autism/DD.

• Have supporting faculty, as needed, to strengthen the LEND curriculum and provide mentorship beyond what the core faculty can provide.

• Provide grant support for faculty salaries to ensure that they can dedicate time to meet the objectives of the training program.

• Engage core and supporting faculty who:

◦ Meet the standards of education, experience, and certification or licensure accepted by their professions.

◦ Demonstrate leadership and scholarship.

◦ Have teaching and clinical experience providing person-/family-centered, health, and related services to address the needs of children/youth with autism/DD.

• Assign faculty and staff to roles that help the LEND program work well. These roles may include a training director, training coordinators, evaluators, data coordinator, or others, and should be outlined in the organizational chart in Attachment 4.

Organization

• Be part of an organization with a mission and structure that enables it to successfully implement the program.

• Provide culturally and linguistically appropriate services, as required in the authorizing legislation.

• Have experience working with populations with limited access to services.

• Be able to recruit LEND trainees in the disciplines included in your application.

• Provide opportunities for trainees and faculty in different disciplines to interact with each other, both formally and informally, to enhance interdisciplinary practices. Trainee cohorts may be fully in-person, hybrid, or virtual, at your discretion.

• Use technologies such as e-learning systems, course management software, web-based conferencing, social media, and social networking tools to facilitate adult learning.

• Have the infrastructure to ensure that settings, materials, and curricula are accessible for all participants, including trainees and faculty with varying needs.

Step 1: Review the Opportunity 18

Technical assistance (TA) and continuing education (CE)

• Conduct at least three CE activities per year, such as conferences, workshops, or similar training activities, designed to enhance skills or share new information.

• Recruit CE participants—practicing professionals who take a seminar or course for professional development. CE participants are not enrolled in a formal degree or certificate program, though they may receive CE credits.

• Track and report CE participation in annual performance reports.

• Use the subject matter expertise of LEND faculty and trainees to provide TA to MCH partners and others, including Title V recipients. This may include providing clinical services, program development, program evaluation, needs assessments, and policy and guidelines formulation. It may also include site visits and review or advisory functions, and may be one-time or ongoing.

Performance measurement, evaluation, and continuous quality improvement (CQI) We expect you to measure your performance, evaluate your program, and conduct CQI activities. Actions include:

• Measuring performance on key activities and program objectives, including but not limited to:

◦ Number of long-, medium-, and short-term trainees.

◦ Number of CE events and participants.

◦ Number of TA activities and participants in your program, including those that are geared toward autism/DD topics.

◦ Number of diagnostic evaluations your LEND program conducts each year.

• Collecting and reporting annually on measures that align with program goals and objectives, such as:

◦ Details on subject matter expertise and technical assistance provided to the community.

◦ Number of individuals taught to diagnose, screen, and/or provide evidence-based interventions on autism/DD.

◦ Details on the impact of LEND activities on the system of care.

◦ Progress on any supplements that your program receives.

• Evaluating your program:

Step 1: Review the Opportunity 19

◦ Assess the quality of the training experience using trainee, alumni, faculty, and partner feedback.

◦ Engage in continuous quality improvement, using data and findings from performance measurement or evaluation work to inform and improve processes and outcomes.

◦ Share project results and outputs with other awardees and the public.

◦ Participate in an evaluation of the Autism CARES Act awardees, which may inform federal reports to Congress.

Statutory authority LEND Base Award 42 U.S.C. § 280i-1(e)(1) (Title III, § 399BB(e)(1) of the Public Health Service Act)

LEND Audiology Supplements 42 U.S.C. § 280g-1(a) (Title III, § 399M(a) of the Public Health Service Act) https://mchb.hrsa.gov/programs-impact/autism https://uscode.house.gov/view.xhtml?req=(title%3A42%20section%3A280i-1%20edition%3Aprelim)%20OR%20(granuleid%3AUSC-prelim-title42-section280i-1)&f=treesort&edition=prelim&num=0&jumpTo=true&substructure-location_e_1 https://uscode.house.gov/view.xhtml?req=(title%3A42%20section%3A280g-1%20edition%3Aprelim)%20OR%20(granuleid%3AUSC-prelim-title42-section280g-1)&f=treesort&edition=prelim&num=0&jumpTo=true&substructure-location_a

Step 1: Review the Opportunity 20

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

Policies

• To make an award, funding must be available and allocated for this program and purpose, at which point we will move forward with the review and award process.

• Have clear policies and good financial practices to avoid spending HRSA funds on unallowable activities. Like other award rules, we may audit your policies, procedures, and controls.

• Support beyond the first budget year will depend on:

◦ Appropriation of funds.

◦ Your satisfactory progress in meeting the project’s objectives.

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

• If we receive more funding for this program, we may:

◦ Fund more applicants from the rank order list.

◦ Extend the period of performance.

◦ Award supplemental funding.

General limitations

• For guidance on some types of costs we do not allow or restrict, see:

◦ Project Budget Information in section 3.1.4 of the R&R Application Guide

[PDF].

◦ 2 CFR Part 200 Subpart E—General Provisions for Selected Items of Cost.

◦ Allowable and Unallowable Costs and Activities in the HHS Grants Policy Statement.

• All costs must be reasonable, necessary, allocable to the award, and adequately documented (2 CFR 200.403).

• You cannot earn profit from the federal award. See 2 CFR § 200.400(g).

• Current appropriations law includes a salary limit of $228,000 as of January 2026 that applies to this program. You may pay salaries at a higher rate if the rate https://www.ecfr.gov/current/title-2/part-200 https://www.hrsa.gov/sites/default/files/hrsa/grants/research-related-application-guide.pdf#page%3D15 https://www.hrsa.gov/sites/default/files/hrsa/grants/research-related-application-guide.pdf#page%3D15 https://www.ecfr.gov/current/title-2/part-200/subject-group-ECFRed1f39f9b3d4e72 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/subtitle-A/chapter-II/part-200/subpart-E/subject-group-ECFRea20080eff2ea53/section-200.404 https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/subpart-E/subject-group-ECFRea20080eff2ea53/section-200.405 https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/subpart-E/subject-group-ECFRea20080eff2ea53/section-200.403 https://www.ecfr.gov/current/title-2/part-200#p-200.400(g)

Step 1: Review the Opportunity 21 beyond the salary rate limit (Executive Level II) is paid with non-HHS funds. For help calculating salaries under this limit, read more at “Salary rate limitation” in the R&R Application Guide [PDF].

Indirect costs Indirect costs are costs you charge across more than one project that cannot be easily separated by project. For example, this could include utilities for a building that supports multiple projects.

As of October 1, 2025, per 2 CFR 200.414 indirect costs for training awards cannot exceed 8% of modified total direct costs. To calculate the MTDC, we exclude from the direct cost base:

• Direct cost amounts for equipment, tuition, fees, and participant support costs.

• Subawards and subcontracts exceeding $50,000.

For modified total direct costs, we use the definition at 2 CFR 200.1.

Consider your indirect costs when developing your budget.

Program income Program income is money earned as a result of your award-supported project activities. You must use those funds to add to approved project activities. Find more about program income at 2 CFR 200.307.

https://www.hrsa.gov/sites/default/files/hrsa/grants/research-related-application-guide.pdf#page%3D16 https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200#200.414 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/section-200.307

Step 2:

Get Ready to Apply

Get registered 23

Find the application package 24

Application writing help 24

Step 2: Get Ready to Apply 23

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.

If you need additional information about user roles in SAM.gov, see “Get registered:

SAM.gov user roles” in the R&R Application Guide [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 and How to Apply for Grants.

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 https://www.hrsa.gov/sites/default/files/hrsa/grants/research-related-application-guide.pdf#page%3D36 https://grants.gov/applicants/applicant-registration http://www.grants.gov/quick-start-guide/applicants https://www.grants.gov/applicants/grant-applications/how-to-apply-for-grants https://www.grants.gov/applicants/grant-applications/how-to-apply-for-grants

Step 2: Get Ready to Apply 24

Find the application package The application package has all the forms you need to apply. You can find it online. Go to Grants Search at Grants.gov and search for opportunity number HRSA-26-019.

After you select the opportunity, we recommend that you select the Subscribe button to get updates.

Application writing help Visit HHS Tips for Preparing Grant Proposals.

Visit HRSA’s How to Prepare Your Application page for more guidance.

See Apply for a Grant for other help and resources.

Join the webinar For more information about this opportunity, join the webinar. More information on the webinar will be posted at a later date to the HRSA-26-019 opportunity page on HRSA.gov.

We recommend that you subscribe to the NOFO on Grants.gov to receive updates when we post documents.

Have questions? Go to Contacts and Support.

https://grants.gov/search-grants https://www.hhs.gov/grants-contracts/grants/get-ready-for-grants-management/tips-for-preparing-grant-proposals/index.html https://www.hrsa.gov/grants/apply-for-a-grant/prepare-your-application https://www.hrsa.gov/grants/apply-for-a-grant https://www.hrsa.gov/grants/find-funding/HRSA-26-019 wbinar

Step 3:

Build Your Application

Application checklist 26

Application contents and format 28

Step 3: Build Your Application 26

Application checklist There are two types of forms in Grants.gov.

• Some forms allow you to upload components of your application to the form.

These include components like your project narrative, budget and budget narrative, and attachments.

• Other forms are more typical, fill-in-the-blank forms.

Make sure that you have everything you need to apply.

Narratives See the instructions for the project narrative and the budget and budget narrative.

Form Included in page limit*?

Research & Related Other Project Information Yes

Research & Related Budget Yes

Attachments See instructions for attachments.

1. Work plan Yes

2. Staffing plan and job descriptions Yes

3. Agreements with other entities Yes

4. Project organizational chart Yes

5. Tables, charts, and syllabus/curriculum Yes

6. Funding tier calculation Yes

7. LEND Pediatric Audiology Trainee Supplement (optional)

No

8. LEND Emerging Issues Supplement (optional) No

9-15. Other relevant documents Yes

Step 3: Build Your Application 27

Other required forms See form instructions.

SF-424 (R&R) No

Project Abstract Summary Form No

R&R Subaward Budget Attachment(s) Yes*

Research & Related Senior/Key Person Profile form Yes

Project/Performance Site Location(s) No

Disclosure of Lobbying Activities (SF-LLL) No

* Unless otherwise indicated, only what you attach to a form counts toward the page limit. The form itself does not count.

Step 3: Build Your Application 28

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

Application page limit: 75

Submit your information in English and express whole number budget figures using U.S. dollars.

Required format Required format for project summary, project narrative, budget narrative, and attachments:

Font: A readable font like Arial, Courier, CG Times, or Times New Roman.

File format: We only accept the following document formats:

• .PDF - Adobe Portable Document Format

• .DOC/.DOCX - Microsoft Word

• .RTF - Rich Text Format

• .TXT - Text

• .WPD - Word Perfect Document

• .XLS/.XLSX - Microsoft Excel

• .VSD - Microsoft Visio

Size: 12-point font.

Footnotes, charts, graphics, and budget tables may be 10-point or higher.

Ink color: Black.

Spacing: Single-spaced, including all text and tables.

Alignment: Left.

Headings: Bold all headings and align left.

Size: 8.5 x 11. (Make sure the print area is set and allows printing to 8.5 x 11.)

Margins: 1-inch on all sides.

Footer: On each page as the footer, include your organization’s name and page numbers. If a competing continuation or competing supplement, also include your 10-digit award number.

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Page numbering:

• Do not number the standard OMB-approved forms.

• Number each attachment page sequentially (that is, 1, 2, 3).

• Reset the numbering for each attachment.

• Treat each attachment as a separate section.

File names: You can find guidance for naming your files in the R&R Application Guide

[PDF].

Project narrative Use the Research & Related Other Project Information form to attach the project narrative. In the project narrative, you will describe all aspects of your project.

Use the section headers and the order as listed.

Introduction See merit review criterion 1: need

Briefly describe the purpose of your project.

Need See merit review criterion 1: need

• Describe the unmet needs this training program will address.

• Describe the national, state, regional, and local need for professionals with expertise in autism/DD, including screening, diagnosis, and interdisciplinary service delivery.

• Identify unmet needs affecting children and youth with autism/DD and show how increasing workforce training will help meet those needs.

• Describe how the proposed project will address gaps in the system of care for children and youth with autism/DD.

• Use and cite demographic data whenever possible.

Approach See merit review criterion 2: response

Overall methodology

• Tell us how you’ll address your stated needs and meet the program requirements and expectations described in this NOFO.

• Develop goals and objectives that match the overarching goals of LEND.

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• Include a brief plan to share reports, products, or other project outputs with relevant audiences.

Trainee recruitment and retention

• Describe how you will recruit and retain an interdisciplinary cohort of trainees, including LTTs, who satisfy statutory requirements and are committed to serving children and youth with autism/DD.

• Describe how the program will recruit at least the number of LTTs in the required number of disciplines for your funding level, as specified in Table 1: Tier funding levels.

• Describe how the program will recruit and retain at least one trainee with a disability and one family trainee in the LTT cohort each year.

• Describe your approach to recruiting and retaining medium- and/or short-term trainees, and how you will structure their training experiences.

Training and education

• Describe the academic, clinical, and community components of the curriculum and how they will meet interdisciplinary training needs to improve services for children and youth with autism/DD.

• Identify clinical, practicum, and field placement opportunities available to both clinical and non-clinical trainees.

• Describe how academic, clinical, and field activities will include families and individuals with disabilities as trainees.

• Describe how the training program will help trainees build the knowledge and skills they need to become future leaders in MCH.

• Describe how the academic training will address all the topics listed in the training and education section and present content in ways that are suitable for trainees with different knowledge, skill levels, and backgrounds.

• Describe training activities that will help trainees understand the lifespan developmental approach and address the needs of children and youth with disabilities as they grow and transition to adulthood.

• Describe how you will provide training on research, evaluation, and/or quality improvement concepts that are suitable for trainees with different knowledge, skill levels, and backgrounds.

Partnerships

• Demonstrate the commitment of partner organizations to enhance the training program. Include letters of support and formal agreements in Attachment 3.

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Technical assistance and continuing education

• Describe the proposed CE activities that you will offer to practicing professionals, and how you will provide at least three CE activities per year.

• Describe the proposed plans to conduct outreach and provide TA to community organizations.

High-level work plan See merit review criteria 2: response and 4: impact

• Describe how you’ll achieve each of the objectives during the period of performance.

• Provide a timeline that includes each activity and identifies who is responsible for each. As needed, identify how key stakeholders will help plan, design, and carry out these activities.

• You will also include a more detailed work plan in Attachment 1.

Resolving challenges See merit review criterion 2: response

Discuss challenges that you are likely to encounter in designing and carrying out the activities in the work plan. Explain approaches that you’ll use to resolve them.

Performance reporting and evaluation See merit review criteria 3: performance reporting and evaluation and 5: resources and capabilities

Performance measurement and reporting See the reporting section for more information.

• Describe how you will track project-related processes, activities, and milestones, and use data to identify actual or potential challenges to implementation. Provide an initial list of measures (indicators, metrics) you will use to monitor progress.

• Provide your plan for measuring and tracking program goals and objectives, as outlined in the purpose section. The plan should include the measures outlined in the program requirements and expectations section and plans for the timely collection and reporting of all measures.

• Describe how you will collect and report performance data accurately and on time.

• Describe how you will manage and securely store data.

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• Describe how you will track and report on former LTTs over five years. Include strategies to maintain contact with former trainees and methods to survey graduates and limit loss to follow-up.

Program evaluation Describe a brief plan to evaluate the project, including:

• A commitment to participate in the Autism CARES Act evaluation of all CARES awardees.

• A description of your program evaluation plans and methods for completing the data collection and performance measurement activities outlined in the program requirements and expectations section. Include a timeline to implement evaluation activities, anticipated evaluation barriers, and your plan to address them.

• The evaluation capacity of your organization and staff. Include their experience, skills, and knowledge.

Continuous quality improvement Describe your plans for using and incorporating information from performance measurement and evaluation to inform and improve processes and outcomes. Include:

• Efforts to ensure the program is meeting the evolving needs of the workforce serving people with autism/DD.

• Plans to assess the quality of the continuing education and technical assistance provided.

• Plans to assess the quality of long-, medium-, and short-term trainee experiences.

• How you will share project results and outputs.

• How you will assess whether your plan is effective at the local, state, regional, and/ or national levels.

Sustainability See merit review criterion 4: impact

We expect you to sustain key project elements that improve practices and outcomes for the target population. Propose a plan for project sustainability after the period of federal funding ends.

• Highlight key elements of your projects. Examples include training methods or strategies that have been effective in improving practices.

• Describe the actions you’ll take to obtain future sources of funding.

• Discuss challenges that you’ll likely encounter in sustaining the program. Include how you will resolve these challenges.

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• Share information about your project to help other groups advance autism/DD training in other settings.

• Ensure that project results work to improve the system of care for children and youth with autism/DD.

• Use the LEND project to make a strong public health impact.

Organizational Information See merit review criterion 5: resources and capabilities

• Briefly describe your mission, structure, and the scope of your current activities.

Explain how they support your ability to carry out the program requirements.

Include a project organizational chart as Attachment 4.

• Discuss how you’ll follow the approved plan, account for federal funds, and record all costs to avoid audit findings.

• Describe how you’ll assess and meet the unique needs of the trainees you serve.

• Include a staffing plan and job descriptions for key faculty and staff in Attachment 2.

• Describe the organizations you will partner with to fulfill the program goals and meet the training objectives. Include key agreements and letters of support in Attachment 3.

• You will also include biographical sketches for key staff using the Research & Related Senior/Key Person Profile form. See Other required forms.

• Demonstrate that your organization has established training programs or documented access to training programs to recruit graduate students in the approved disciplines.

• Demonstrate your ability to carry out the project based on relevant past performance implementing a similar training program for interdisciplinary trainees and/or serving children and youth with disabilities, if applicable.

• Demonstrate adequate physical and technological resources to conduct the training, including physical or virtual space for the cohort to meet.

• Demonstrate that LEND curricular materials and physical settings are accessible for all participants.

• Demonstrate the organizational capacity to gather, manage, and use data to inform processes and advance outcomes.

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Project director, LEND faculty, and staff qualifications

• Demonstrate that the proposed PD meets the qualifications for this position under the qualifications for project director and faculty sections of the program requirements and expectations.

• Demonstrate that core faculty and key personnel are qualified, are from the disciplines listed in Appendix B, and have experience and expertise in autism/DD.

• Demonstrate that faculty are well qualified to mentor graduate and postgraduate students and serve as leaders in the field.

• Describe how you will recruit faculty to meet the required number of faculty members and faculty disciplines for your selected funding level, shown in Table 1:

Tier funding levels.

• Describe the roles of the faculty with a disability and family faculty member(s) on the project.

• Describe how individuals with disabilities and families will be involved with the trainee cohort. For example, they could act as speakers, family volunteers, committee members, or reviewers of program activities. Demonstrate that these individuals will be compensated.

• Describe faculty appointments and/or arrangements, including whether faculty come from other universities or settings.

• Describe project staff with the training and experience to carry out performance reporting and program evaluations.

Budget and budget narrative See merit review criterion 6: support requested

Your budget should follow the instructions in the budget narrative section of the R&R Application Guide [PDF] and any specific instructions listed in this section.

HHS now uses the definitions for equipment and supply in 2 CFR 200.1. The new definitions change the threshold for equipment to the lesser of the recipient’s capitalization level or $10,000 and the threshold for supplies to below that amount.

The total project or program costs are all allowable (direct and indirect) costs used for the HRSA award activity or project. This includes costs charged to the award and non-federal funds used to satisfy a matching or cost-sharing requirement (which may include maintenance of effort, if applicable).

Reminder: Indirect costs for training awards cannot exceed 8% of modified total direct costs.

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The budget narrative supports the information you provide in the Research and Related Budget Form. The merit review committee reviews both. Your budget should show a well-organized plan.

The budget narrative includes an itemized breakdown and a clear justification of the requested costs. As you develop your budget, consider:

• If the costs are reasonable, allowable and allocable, and consistent with your project’s purpose and activities.

• The restrictions on spending funds. See funding policies and limitations.

To create your budget justification narrative, see budget narrative detailed instructions in the R&R Application Guide [PDF].

Participant and trainee support costs Please see Appendix A to review full information on trainee costs allowed under this program.

In your budget narrative:

• Identify the number of participants and trainees.

• Identify the expected number of long-term trainees. Make sure it meets the number of trainees for your funding tier.

• List tuition, fees, health insurance, stipends, travel, subsistence, and other proposed costs that will be provided to trainees from this award (as applicable).

• Separate these costs from others so we can identify them easily.

• Include a sub-total entitled “Total Participant and Trainee Support Costs” with the summary of these costs.

• Demonstrate that you have allocated funds to financially compensate trainees with disabilities and family trainees.

Faculty costs Faculty members can be either your employee, contractor, or consultant. Faculty costs are unique and different than trainee costs, which are for your students. Allowable faculty costs may include:

• Stipends (other than to employees).

• Percentage (%) of salary (for employees).

• Continuing education, other training, and related fees.

• Travel.

Note: You cannot require students to pay faculty costs.

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Step 3: Build Your Application 36

• If the faculty member is an employee, specify those costs under Section B, Other Personnel; Section D, Travel; and Section F, Other Direct Costs.

• If the faculty member is a consultant or contractor, lists those costs under Section F, Other Direct Costs.

• Include the number of faculty members in your budget narrative.

• Clearly indicate that one PD will commit to the expected 30% or more time/effort to the project (regardless of the source of funding).

• Demonstrate that other core faculty and key personnel are devoting enough time to the project to achieve project objectives. If faculty time for LEND will be supported by other funds, please indicate this in the budget narrative.

• Demonstrate that you have allocated funds to financially compensate faculty with disabilities and family faculty.

Consultant services Identify each…