HTYPE Publication.pdf

Administration for Children and Families

Immediate Office of the Assistant Secretary - Office on Trafficking in Persons

Human Trafficking Prevention Education (HTYPE) Demonstration Program

HHS-2022-ACF-IOAS-OTIP-TV-0064

Application Due Date: 06/17/2022

Table of Contents Executive Summary

I. Program Description

II. Federal Award Information

III. Eligibility Information

III.1. Eligible Applicants

III.2. Cost Sharing or Matching

III.3. Other

IV. Application and Submission Information

IV.1. Address to Request Application Package

IV.2. Content and Form of Application Submission

Required Forms, Assurances, and Certifications

The Project Description

The Project Budget and Budget Justification

Application Submission Options

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

IV.4. Submission Dates and Times

Explanation of Due Dates

Acknowledgement of Received Application

IV.5. Intergovernmental Review

IV.6. Funding Restrictions

IV.7. Other Submission Requirements

V. Application Review Information

V.1. Criteria

V.2. Review and Selection Process

V.3. Anticipated Announcement and Federal Award Dates

VI. Federal Award Administration Information

VI.1. Federal Award Notices

VI.2. Administrative and National Policy Requirements

VI.3. Reporting

VII. HHS Award Agency Contact(s)

VIII. Other Information

Reference Websites

Application Checklist

Appendix

Funding Opportunity Title:

Human Trafficking Prevention Education (HTYPE) Demonstration Program Announcement Type:

Modification Funding Opportunity Number:

HHS-2022-ACF-IOAS-OTIP-TV-0064

Primary CFDA Number:

93.327 Due Date for Applications:

06/17/2022 Executive Summary Notice:

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

MODIFICATION: OTIP has modified the NOFO from its original version to reflect the application due date of June 17, 2022. This is the only modification to the NOFO.

The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing the solicitation of applications for the competitive process to award funds for the Human Trafficking Youth Prevention Education (HTYPE) Demonstration Program. The primary purpose of the HTYPE Demonstration Program is to fund local educational agencies (LEA) to establish, expand, and support programs to prevent human trafficking victimization through the provision of skills-based human trafficking training and education for school staff and students. The LEA will also have the option to implement skills-based human trafficking prevention education for caregivers. The HTYPE Demonstration Program will fund LEAs to establish a cohesive strategy, with the support of a partnered nonprofit or nongovernmental organization (NGO), to build the capacity to provide all aspects of human trafficking prevention education to students and school staff. The HTYPE Demonstration Program LEAs are expected to establish and implement a Human Trafficking School Safety Protocol (HTSSP) that addresses the safety, security, and well-being of staff and students in a person-centered, trauma-informed, and culturally and linguistically appropriate manner. The HTSSP will define the role of school staff in responding to situations in which students are at risk for or are experiencing human trafficking, including notifying and engaging caregivers, as appropriate. The LEA will consult with local law enforcement to develop and implement the HTSSP, specifically in procedures for handling suspected and confirmed cases of human trafficking.

I. Program Description https://www.acf.hhs.gov/grants/how-apply-grant

Statutory Authority Section 101(a)(2)(B) of the Frederick Douglass Trafficking Victims Prevention and Protection Reauthorization Act of 2018 (22 U.S.C. 7104(b)(2)).

Description

HTYPE DEMONSTRATION PROGRAM OVERVIEW

Background

Human trafficking is a crime involving the exploitation of a person to perform labor or a commercial sex act through the use of force, fraud, or coercion. Per section 22 U.S.C. 7102(11) of the Trafficking Victims Protection Act of 2000, as amended, severe forms of trafficking in persons means:

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

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

When a minor, someone under the age of 18, is asked or made to perform a sex act in exchange for something of value (e.g., shelter, food, money), it is always considered a crime. There does not need to be a third party (e.g., trafficker) or evidence of force, fraud, or coercion for that minor to be identified as a victim of sex trafficking.

Individuals who experience human trafficking are often difficult to identify or assist without targeted outreach and referral efforts. Individuals who experience human trafficking can include women, men, adults, children, United States (U.S.) citizens, BIPOC (Black, Indigenous, People of Color) peoples, foreign nationals, and/or Two-Spirit, lesbian, gay, bisexual, transgender, queer, questioning, intersex, and/or asexual (2SLGBTQIA+) persons. Evidence suggests that individuals impacted by generational trauma, historic oppression, discrimination, and other societal factors and inequities are at higher risk for experiencing human trafficking. In 2021, the Biden Administration released the new National Action Plan to Combat Human Trafficking (NAP) that acknowledges that underserved communities “often experience overlapping social and economic inequities, and individuals may suffer multiple forms of abuse. As a result, individuals from these communities may be more vulnerable to becoming victims of human trafficking.” This NOFO highlights specific areas that are responsive to the NAP, where appropriate.

The U.S. Congress enacted the Frederick Douglass Trafficking Victims Prevention and Protection Reauthorization Act of 2018 (Public Law 115–425), which contains several provisions that improve the federal government’s authority to combat human trafficking. The Act authorized the U.S. Department of Health and Human Services (HHS), in consultation with the U.S. Department of Education and the U.S. Department of Labor, to award grants to LEAs to establish, expand, and support programs to educate school staff to recognize and respond to signs of labor trafficking and sex trafficking. In response to this authorization, OTIP established the HTYPE Demonstration Program and made eight awards to the first cohort.

https://www.whitehouse.gov/wp-content/uploads/2021/12/National-Action-Plan-to-Combat-Human-Trafficking.pdf https://www.whitehouse.gov/wp-content/uploads/2021/12/National-Action-Plan-to-Combat-Human-Trafficking.pdf

The prevention of human trafficking requires a proactive, multidisciplinary approach involving the systems responsible for protecting people from all forms of violence and exploitation. Nationally, it is estimated that schools have direct contact with more than 50 million students for 6 to 8 hours a day for 13 important years of their social-emotional, physical, and intellectual development. Therefore, educators and other staff are uniquely positioned to identify the barriers that students from underserved communities may be experiencing and to recognize situations or changes in behavior among their students that may indicate human trafficking or increased risk for human trafficking. Historically, school personnel have been among the most common reporters of child maltreatment, and for many students, schools serve as the primary source of health education and health care.1 With proper training, educators and other staff will be better prepared to detect and reduce students’ risk for experiencing human trafficking by implementing skills-based human trafficking prevention education and referring students to critical services that connect youth to intervention and support services.

Project Purpose

The HTYPE Demonstration Program’s goal is to fund LEAs as prime recipients to partner with a nonprofit or NGO to build the capacity of selected schools to provide skills-based human trafficking prevention education for educators, other staff, and students and to establish a HTSSP that addresses the safety, security, and well-being of staff and students. Prime recipients will also have the option to implement skills-based human trafficking prevention education for caregivers. The HTYPE Demonstration Program is informed by the public health approach, which focuses on defining and monitoring the problem, identifying risk and protective factors, developing and testing prevention strategies, and ensuring widespread dissemination.

Project Objectives

Under the HTYPE Demonstration Program, the following activities are required throughout the project period:

1. Provide human trafficking prevention education to educators and other staff that equips them to build protective factors that decrease student risk, identify students who are at high risk for or who are experiencing human trafficking, respond to student disclosures, and report concerns in accordance with the HTSSP.

2. Deliver human trafficking prevention education to students that addresses risk factors and is designed to build protective factors by strengthening students’ knowledge and skills, increasing their perception of risk, encouraging the adoption of healthy behaviors, and increasing help-seeking behaviors.

3. Train qualified individuals employed by the LEA to implement and replicate project activities throughout the school district or identified target area(s).

4. Develop and implement the HTSSP in consultation with local law enforcement that ensures the safety, security, and well-being of staff and students in a person-centered, trauma-informed, and culturally and linguistically appropriate manner.

The following activity is optional throughout the project period:

1. Deliver skills-based human trafficking prevention education to caregivers that equips them to understand sex and labor trafficking, identify risk factors and indicators for human trafficking, and build child and family protective factors.

Guiding Principles

Under the HTYPE Demonstration Program, there are two separate opportunities to receive bonus points for the integration of guiding principles: one bonus opportunity is related to Racial Equity and Support for Underserved Communities, and the other is related to the Integration and Engagement of Individuals with Lived Experience. Details on these bonus points are provided in the relevant sections below.

Racial Equity and Support for Underserved Communities

In 2021, the Biden Administration published Executive Order 13985 On Advancing Racial Equity and Support for Underserved Communities Through the Federal Government to advance equity and support to communities that have been historically underserved by federally funded programs, services, and benefits. Similarly, the 2021 U.S. Advisory Council on Human Trafficking Report recommends that HHS expand specialized training on communities that are underserved. Historically underserved communities include, but are not limited to, youth, individuals who are BIPOC, individuals who are 2SLGBTQIA+, boys and men, people with disabilities, persons who live in rural areas, persons otherwise adversely affected by persistent poverty or inequality, and other communities that have been similarly historically underserved.

In response to the Executive Order and the U.S. Advisory Council recommendations, HTYPE Demonstration Program prime recipients must ensure all activities align with a racial, gender, and sexual orientation equity lens and directly reflect the full diversity of individuals served by schools within the jurisdiction of the prime recipient. Project plans must include a meaningful, demonstrable, and ethical plan to address the impact of systemic racism and structural inequities within underserved communities. Strategies must include details of direct prior work in this area, documented results, and data or other strong evidence substantiating proposed activities.

OTIP also encourages prime recipients to hire or select qualified professionals who represent the communities they serve to implement proposed project activities.

Furthermore, the Executive Order and the U.S. Advisory Council report recognize that Indigenous communities have been underserved by the federal government and systematically denied a full opportunity to participate in aspects of economic, social, and civic life. This exclusion has created socioeconomic disparities within underserved communities that increase their risk to violence. As a result, children and youth from these communities are at increased risk for human trafficking. In support of commitments to racial equity, bonus points will be offered to applicants whose project plans include implementation in schools funded by the Bureau of Indian Education (BIE). Bonus points will be awarded to applicants funded by the BIE in accordance with Section III.1. Eligible Applicants and to applicants partnered with one or more BIE-funded LEAs. Please see Section III.1 Eligible Applicants and Section V.I Criteria for more information.

https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/executive-order-advancing-racial-equity-and-support-for-underserved-communities-through-the-federal-government/ https://www.whitehouse.gov/briefing-room/presidential-actions/2021/01/20/executive-order-advancing-racial-equity-and-support-for-underserved-communities-through-the-federal-government/ https://www.state.gov/reports/2021-trafficking-in-persons-report/ https://www.state.gov/reports/2021-trafficking-in-persons-report/

Culturally and Linguistically Appropriate Services Standards

All HTYPE Demonstration Program activities must adhere to Culturally and Linguistically Appropriate Services (CLAS) Standards. Individuals who are at risk for or who have experienced human trafficking come from a variety of backgrounds, speak different languages, and belong to different cultures. CLAS Standards are comprehensive guidelines that inform and facilitate practices related to culturally and linguistically appropriate health services. Prime recipients must ensure all HTYPE Demonstration Program activities align with culturally and linguistically appropriate goals, policies, and management accountability and infuse these standards throughout planning and operations. Prime recipients are expected to ensure all program activities and materials, including curricula, are culturally and linguistically appropriate for the target population(s) and align with the Centers for Disease Control and Prevention's (CDC) Health Equity Guiding Principles for Inclusive Communication.

Trauma-Informed and Person-Centered Approaches

Prime recipients must ensure all HTYPE Demonstration Program activities incorporate trauma-informed and person-centered approaches. All materials and trainings must include trauma-informed and person-centered messaging and imagery and promote an accurate understanding of human trafficking, inclusive of both labor and sex trafficking. For more information on the development of trauma-informed services and a framework for becoming a trauma-informed organization, system, or service sector, please visit the Substance Abuse and Mental Health Services Administration’s Concept of Trauma and Guidance for a Trauma-informed Approach. For more information on trauma-informed and person-centered imagery and materials, please see the Senior Policy Operating Group Public Awareness and Outreach Committee Guide for Public Awareness Materials.

Integration and Engagement of Individuals with Lived Experience

Informed by the NAP (Priority Action 4.3.2: Leverage federal survivor-consultant networks and federal training and technical assistance centers to ensure survivor input is consistently incorporated into policies and programs), OTIP encourages prime recipients to engage individuals who have experienced human trafficking and strategically integrate their expertise when developing project implementation strategies. Individuals with the knowledge of lived experience play an important role in all aspects of the anti-trafficking response, and prime recipients should provide these individuals with paid opportunities to contribute to proposed program activities. Engagement activities should provide individuals with lived experience opportunities for continued professional growth development and should not be limited to or heavily rely on presentations about their trafficking experience.

Opportunities for project contribution include, but are not limited to:

Identifying community resources and service providers.

Developing strategies for project implementation.

Developing strategies to identify risk and protective factors.

Developing, reviewing, and updating curricula.

https://thinkculturalhealth.hhs.gov/clas https://thinkculturalhealth.hhs.gov/clas https://www.cdc.gov/healthcommunication/Health_Equity.html https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf https://www.state.gov/senior-policy-operating-group-public-awareness-and-outreach-committee-guide-for-public-awareness-materials-non-binding/ https://www.state.gov/senior-policy-operating-group-public-awareness-and-outreach-committee-guide-for-public-awareness-materials-non-binding/

Developing the HTSSP.

Collaborating with law enforcement regarding safety and security considerations.

Individuals with lived experience should be compensated based on the prevailing compensation rate available to other service practitioners and providers. Prime recipients are encouraged to select education curricula that are informed by individuals with lived experience in sex and labor trafficking and reflect the guiding principles as outlined above. Prime recipients may receive individualized technical assistance regarding effective strategies for survivor engagement and referrals to consultants with lived experience through the National Human Trafficking Training and Technical Assistance Center (NHTTAC).

Under the HTYPE Demonstration Program, bonus points will be offered to applicants whose project plans incorporate specific opportunities to engage individuals with lived experience in project activities.

Roles and Partnerships

The HTYPE Demonstration Program requires coordination, collaboration, and formal partnerships between different parties. Formal documentation of partnerships will keep each party informed of their roles and commitments.

Prime recipients must adhere to 45 CFR § 75.351 when establishing partnerships involving financial remuneration and/or responsibility for carrying out major activities of the project. For partnerships with nonprofits or NGOs, this will fall under a subaward (i.e., subrecipient relationship). Please see Section I. Program Description, Post-Award Requirements, Subawards for more information.

LEA Role

The LEA is the prime recipient and will be responsible for the overall administration and management of the HTYPE Demonstration Program. Prime recipients will identify, assess, adapt, and implement any school curricula, policies, and services under the HTYPE Demonstration Program. Prime recipients must partner with an experienced and qualified nonprofit or NGO to implement existing human trafficking prevention education curricula for educators, other staff, and students. Prime recipients, in consultation with their selected nonprofit or NGO partner, will implement project activities.

Prime recipients responsible for implementing and overseeing the HTYPE Demonstration Program must be located within the geographic area to be served by the proposed project.

Nonprofit or NGO Role

Prime recipients are required to partner with a nonprofit or NGO that will support the implementation of all required project activities; act as a subject matter expert on human trafficking, violence prevention education curricula, training for trainers, and creating comprehensive school safety protocols; and collaborate with local law enforcement and community resource and service providers. The nonprofit or NGO will support prime recipients in selecting and, if necessary, adapting curricula for educators, other staff, and students and ensuring the HTSSP complies with HTYPE Demonstration Program requirements.

The nonprofit or NGO partner must be located within the geographic area of the proposed project or have a national reach and experience implementing similar projects in multiple geographic locations.

Local Law Enforcement Role

Prime recipients are required to consult with a local law enforcement agency to develop and implement the HTSSP to ensure the safety of school staff and students reporting or disclosing suspected or confirmed cases of human trafficking. If geographic areas served by the proposed project are in multiple law enforcement jurisdictions, prime recipients must consult with a local law enforcement agency from each jurisdiction. Prime recipients must provide a Letter of Commitment (LOC) that acknowledges a formal commitment from local law enforcement agency(ies) to consult on the development and implementation of the HTSSP. This letter must be on letterhead of the law enforcement agency(ies) and signed by the Authorizing Official.

Under the HTYPE Demonstration Program, funds may not be allocated to local law enforcement agencies, as referenced in Section IV.6 Funding Restrictions. No funds may be allocated for the purposes of developing the HTSSP or responding to reports of suspected or confirmed cases of human trafficking.

HTYPE DEMONSTRATION PROGRAM REQUIREMENTS

The HTYPE Demonstration Program comprises four required and one optional project objectives that contribute to a comprehensive, whole-school response to prevent human trafficking. When implemented together, the project objectives will build individual students’ skills and resiliency to human trafficking and prepare educators and other staff to recognize and respond to signs of human trafficking or students at risk for human trafficking. Simultaneously, schools will implement a school-wide HTSSP for reporting trafficking concerns and referring individuals who have experienced or who are at risk for human trafficking to supportive information and services, as appropriate.

The HTYPE Demonstration Program allows prime recipients to prioritize certain schools within their jurisdiction to test program implementation before scaling activities to other selected schools. This approach allows prime recipients to modify aspects of the project, as needed, to best serve students and staff.

Prime recipients are required to assess all curricula and other materials for alignment with requirements prior to submitting to the Federal Project Officer (FPO) for review. Within 18 months of the date of award, prime recipients will be required to discuss performance indicators with the FPO and submit suggested adaptations to all curricula, materials, and approaches prior to further implementation.

Education and Training

HTYPE Demonstration Program prime recipients are required to provide human trafficking prevention education and training to educators and other staff, students, and trainers. This requirement is responsive to the NAP (Priority Action 2.1.3: Regularly train federal law enforcement and service provider agencies on identifying human trafficking). Prime recipients may also choose to provide skills-based human trafficking prevention education for caregivers.

Human trafficking prevention education and training provided by prime recipients must include topics on how to identify protective factors that decrease risks for human trafficking; on how to detect indicators that an individual has experienced or may be at risk for human trafficking; on options and procedures for referring individuals who have experienced or who are at risk for human trafficking to informational resources and services; and on reporting requirements and procedures according to applicable federal and state law.

Prime recipients must ensure the components of each program are tailored to the specific needs of their audience and focus primarily on the trafficking of children and youth. The following subsections provide additional information on the requirements and learning objectives for each type of human trafficking prevention education program. Prime recipients must submit all curricula to the FPO for review and approval. Prime recipients, in coordination with their nonprofit or NGO partner, will be required to update any curricula that do not fully align with the stated requirements prior to implementation.

Human Trafficking Prevention Education for Educators and Other Staff

Prime recipients, in coordination with their nonprofit or NGO partner, are required to identify and implement a skills-based human trafficking prevention education curriculum for educators and other staff on an annual basis. Additional staff, such as school nurses and school resource officers, may also be trained as part of this project. The selected curriculum must emphasize strengthening individual knowledge and skills and provide time for staff to practice new skills.

The following learning objectives are required for all educators and other staff:

Educational Goal Learning Objectives for Educators and Other Staff

Identify indicators of human trafficking victimization or potential victimization.

Recall the federal definition of severe forms of trafficking in persons.

Describe how sex and labor trafficking occurs in the United States.

Recognize situations and indicators that may raise concerns about sex and labor trafficking with a special emphasis on children and youth in school settings.

Provide examples of strategies commonly used by traffickers to groom and recruit children and youth for sex and labor trafficking.

Recognize individual, communal, relational, environmental, and societal factors that increase risk to human trafficking, including intergenerational trauma, systemic racism, discrimination and bias, lack of access to resources and opportunities, and inequities that create community-wide vulnerabilities.

All learning objectives with an asterisk (*) are required for educators and other staff with enhanced roles and responsibilities in the HTSSP and also for those providing support to students who are at risk for or who have experienced human trafficking (e.g., social workers, school counselors).

No more than 3 percent of award funds may be used each budget year to pay for adaptations to prevention education curricula for educators and other staff in accordance with Section IV.6. Funding Restrictions. Costs associated with implementing training or purchasing curricula are not applicable to this funding restriction. One example of a free program focused on educating educators and other staff on human trafficking is NHTTAC’s Stop, Observe, Ask, and Respond (SOAR) for School-Based Professionals. Applicants may use SOAR for School-Based Professionals as a foundation for their training for educators and other staff but are not required to do so.

Help students avoid becoming victims of human trafficking.

List protective factors that can decrease student risk.

Examine the role of educators and other staff in building protective factors and decreasing student risk for human trafficking.

Apply a trauma-informed and person-centered approach when addressing human trafficking in the school setting.

Practice responding to disclosures in a culturally responsive, linguistically appropriate, trauma- informed, and person-centered manner.

Understand options and procedures for seeking informational resources and services for victims, potential victims, or at-risk individuals.

Simulate how to support students who have been identified as at risk for or as having experienced human trafficking in a culturally responsive, linguistically appropriate, trauma-informed, and person-centered manner.*

Implement student screenings and coordinate referrals to information on trafficking and services available for individuals who may be at risk for or who have experienced human trafficking or another form of violence.*

Identify culturally responsive, linguistically appropriate, trauma-informed, and person-centered information, programs, and services to enhance student well-being.*

Identify how and when to communicate concerns about student safety and human trafficking to caregivers.*

Understand options and procedures for mandatory and nonmandatory reporting of human trafficking or potential trafficking.

Cite the legal obligations of mandated reporters and who within the LEA qualifies as a mandated reporter under state law.

Review the HTSSP and practice fulfilling their respective role in a culturally responsive, linguistically appropriate, trauma-informed, and person-centered manner.

Human Trafficking Prevention Education for Students

Prime recipients, in coordination with their nonprofit or NGO partner, must implement a skills-based human trafficking prevention education curriculum for students that is research-based and theory-driven. Prime recipients will determine the grade level(s) or age(s) of students who will receive prevention education on an annual basis. The selected curriculum must emphasize strengthening individual knowledge and skills and provide time for students to practice new skills to build resilience to all forms of human trafficking. Prime recipients must select a student curriculum that aligns with each of the Center for Disease Control and Prevention’s (CDC) Characteristics of an Effective Health Education Curriculum:

Focuses on clear health goals and related behavioral outcomes Is research-based and theory-driven Addresses individual values, attitudes, and beliefs Addresses individual and group norms that support health-enhancing behaviors Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors Addresses social pressures and influences Builds personal competence, social competence, and self-efficacy by addressing skills Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors Uses strategies designed to personalize information and engage students Provides age-appropriate and developmentally appropriate information, learning strategies, teaching methods, and materials

Incorporates learning strategies, teaching methods, and materials that are culturally inclusive

Provides adequate time for instruction and learning Provides opportunities to reinforce skills and positive health behaviors Provides opportunities to make positive connections with influential others Includes instructor information and plans for professional development and training that enhances the effectiveness of instruction and student learning

The selected prevention education curricula for students must be developed and assessed by the prime recipient for alignment with all requirements prior to the award date. Under the HTYPE Demonstration Program, no funds may be used to develop new prevention education curricula for students, and no more than 5 percent of funds may be used each budget year for adaptations. Please see Section IV.6. Funding Restrictions for more information. Costs associated with implementing training or purchasing curricula are not applicable to this funding restriction.

The following learning objectives are required for elementary and secondary school students:

Educational Goal Learning Objectives for Learning Objectives for https://www.cdc.gov/healthyschools/sher/characteristics

Secondary School Students

Elementary School Students

Identify indicators of human trafficking victimization or potential victimization.

Recall the federal definition of severe forms of trafficking in persons.

Describe how sex and labor trafficking occur in the United States.

Recognize situations and indicators that may raise concerns about sex and labor trafficking.

Provide examples of strategies commonly used by traffickers to groom and recruit children and youth for sex and labor trafficking.

Recall the definitions for various forms of abuse and neglect, including, but not limited to, physical, verbal, psychological, and sexual abuse.

Recognize situations and indicators that may raise concerns about abuse.

Provide examples of strategies commonly used by abusers to groom children.

Avoid becoming victims of human trafficking.

Analyze personal risk factors.

List personal protective factors.

Practice health-enhancing behaviors.

Simulate interpersonal communication skills to avoid or reduce risk.

Construct and verbalize personal boundaries.

Use decision-making skills to enhance safety.

Write a safety plan.

Analyze the influence of family, peers, culture, media, technology, and other factors on an individual’s risk for human trafficking.

Analyze personal risk factors.

List personal protective factors.

Practice health-enhancing behaviors.

Simulate interpersonal communication skills to avoid or reduce risk.

Construct and verbalize personal boundaries.

Write a safety plan.

Training of Trainers

Prime recipients, in consultation with their nonprofit or NGO partner, must train qualified trainers to:

Facilitate human trafficking prevention education for educators and other staff.

Facilitate human trafficking prevention education for students.

Provide trainings for additional staff to become trainers.

Trainers of human trafficking prevention education for educators, other staff, and students must be employed by the prime recipient and may include existing staff. The only exception to this requirement is for the initial training for educators and other staff, which may be conducted by the nonprofit or NGO partner prior to training employees of the prime recipient to implement the curricula. Individuals who conduct trainings for additional trainers are to provide ongoing support to ensure continued compliance with training goals and learning objectives.

The primary goals of these trainings are to support program development, sustainability, and expansion and to prepare trainers to implement each curriculum in a manner that supports achievement of the stated performance metrics.

All trainings must emphasize strengthening individual knowledge and skills and provide time for trainers to practice implementing new skills and leading activities from the relevant prevention education and/or training curricula.

The following learning objectives are required:

Recall the core content of the relevant prevention education and/or training curricula.

Employ skills that promote learner engagement, critical thinking, and skill acquisition.

Demonstrate active listening skills, including reflecting and reframing, during facilitation.

Apply adult learning principles (for trainers implementing education and training with adult learners).

Simulate activities from the relevant prevention education and/or training curricula.

Illustrate how to respond to participant questions knowledgably.

Practice managing difficult training situations, including disruptive learner behaviors.

Understand options and procedures for seeking informational resources and services for victims, potential victims, or at-risk individuals.

Identify positive peer and adult connections.

Demonstrate how to access programs and services to build protective factors.

Recall information on how to report abuse.

Identify positive peer and adult connections.

Demonstrate how to access programs and services to build protective factors.

Recall information on how to report abuse.

Simulate how to support students who have been identified as at risk for or as having experienced human trafficking in a culturally responsive, linguistically appropriate, trauma-informed, and person-centered manner.

Apply a trauma-informed and person-centered approach when addressing human trafficking in the school setting.

Practice responding to disclosures in a culturally responsive, linguistically appropriate, trauma-informed, and person-centered manner.

Demonstrate how to direct participants to additional information and resources.

Health teachers, school counselors, school nurses, or other staff with similar roles or experience may be best suited to facilitate prevention education for educators, other staff, and students and provide training for additional staff to become trainers. All trainers must meet the certain minimum qualifications, including:

Demonstrated experience working with youth in a professional capacity.

Completed skills-based human trafficking prevention education for educators and other staff.

Completed training on collecting and reporting information and data, including pre/post-tests, to support evaluation.

Trainers of human trafficking prevention education for students must meet certain additional qualifications, including:

Demonstrated experience facilitating a health or violence prevention curriculum with children or youth.

Demonstrated classroom or group facilitation experience.

Trainers of human trafficking prevention education for educators and other staff must meet certain additional qualifications, including:

Demonstrated experience conducting professional trainings.

Experience incorporating adult learning principles into trainings.

Trainers prepare and equip new trainers to implement prevention education for educators, other staff, and students. Trainers of new trainers must meet certain additional qualifications, including:

Advanced skill level in training, facilitation, and engagement with adult learners.

Demonstrated experience facilitating training for diverse audiences, including adults and minors.

Demonstrated experience implementing the prevention education curricula they will be training others to facilitate.

No more than 5 percent of award funds may be used each budget year to pay for development and/or adaptations to curricula for training of trainers as referenced in Section IV.6. Funding Restrictions. Costs associated with conducting trainings or purchasing curricula are not applicable to this funding restriction.

Human Trafficking Prevention Education for Caregivers

Prime recipients, in coordination with their nonprofit or NGO partner, may choose to identify and implement a skills-based human trafficking prevention education curriculum for caregivers. The selected curriculum must emphasize strengthening individual knowledge and skills and provide time for staff to practice new skills.

If implemented, the following learning objectives are required for caregivers:

Recall the federal definition of severe forms of trafficking in persons.

Describe how sex and labor trafficking occur in the United States.

Recognize situations and indicators that may raise concerns about sex and labor trafficking.

Provide examples of strategies commonly used by traffickers to groom and recruit children and youth for sex and labor trafficking.

Understand the impact of trauma.

Analyze risk factors that may increase their child’s risk to trafficking.

Construct a plan to build child and family protective factors that may reduce their child’s risk to trafficking.

Practice engaging in difficult conversations.

Construct and verbalize personal boundaries.

Write a safety plan.

Demonstrate how to access programs and services to build protective factors.

Recall information on how to report abuse.

No more than two (2) percent of award funds may be used each budget year to pay for development and/or adaptations to prevention education curricula for caregivers in accordance with Section IV.6. Funding Restrictions. Costs associated with implementing training or purchasing curricula are not applicable to this funding restriction.

Human Trafficking School Safety Protocol

Prime recipients, in consultation with local law enforcement agencies and with support from their nonprofit or NGO partner, are required to develop and implement a HTSSP in all schools selected for the HTYPE Demonstration Program. The HTSSP may also be informed by discussions with community resource and service providers, health and mental health care professionals, and child welfare personnel. Upon completion and prior to implementation of prevention education, the HTSSP must be formally adopted by the LEA school board(s) or other equivalent entity. The HTSSP is intended to ensure the safety of students, educators, and other staff reporting human trafficking and other forms of violence; ensure educators and other staff comply with state mandatory reporting laws; and ensure students are connected with service providers and/or programs that will reduce further exposure to violence and victimization. Except for funds used for prevention education and the development and implementation of the HTSSP, no funds may be used to pay for the direct provision of services, such as counseling, for suspected and confirmed victims of human trafficking in accordance with IV.6 Funding Restrictions. Requirements for the HTSSP are responsive to the NAP (Priority Action 1.1.1: Enhance community-coordinated responses to human trafficking; Priority Action

2.1.1: Develop or update, validate, and implement screening forms and protocols; and Priority Action 2.6.1: Increase access to mental health and other healthcare services).

Under the HTYPE Demonstration Program, no funds may be used to provide out-of-school services to individuals who have experienced or who are at risk for human trafficking. Funds may be used to purchase or license human trafficking screening tools and to provide in-school support to students identified through the HTSSP (e.g., referrals, monitoring referral status, and in-school support). Funds may only be used for prevention education and the development and implementation of the HTSSP as referenced in IV.6. Funding Restrictions.

The assigned FPO must review and approve the HTSSP. If the HTSSP is modified, the FPO must receive written notification in advance and be given an opportunity to review and approve the revisions. The HTSSP can be integrated into pre-existing school protocols, if all required elements are included.

The HTSSP must include the following elements:

Procedures for engaging students who are at risk for human trafficking in a culturally and linguistically responsive, person-centered, and trauma-informed manner that prioritizes student well-being

Procedures to promote racial, gender, and sexual orientation equity within all components of the HTSSP

Procedures for responding to students who are at risk for human trafficking Procedures for responding to suspected or confirmed cases of labor and sex trafficking and other forms of violence (e.g., child abuse and neglect, sexual abuse, teen dating violence, human trafficking)

Procedures for establishing a safety plan for students who have experienced or are experiencing human trafficking

Procedures for submitting a Request for Assistance (RFA) on behalf of foreign national minors who may have experienced trafficking

Clear delineation of staff roles, titles, and responsibilities within the overall procedures Procedures for addressing direct student disclosures and reports from educators, other staff, and other students Procedures for implementing validated screening tools to identify students experiencing or who are at high risk for labor and sex trafficking Procedures for protecting and maintaining confidentiality of students and staff Information on the legal obligations of mandated reporters under state law Procedures for coordinating with the appropriate authorities (e.g., child welfare, law enforcement) when individuals who may have experienced human trafficking are identified

Procedures for communicating with caregivers regarding concerns that their child has experienced human trafficking

Procedures for communicating and reporting to the appropriate authorities when the trafficker, or other abuser, is a caregiver or other household member https://www.acf.hhs.gov/otip/victim-assistance/child-eligibility-letters/request-assistance

Procedures for referring students to in-school and community resources and service providers

Procedures for engaging or re-engaging students who have experienced human trafficking and have experienced or are at risk for experiencing chronic truancy or falling behind

The HTSSP must include a variety of service providers capable of receiving student referrals. The types of service providers to be identified within the HTSSP include:

Human trafficking service providers Domestic violence service providers Dating and sexual violence service providers Health and mental health care providers Runaway and homeless youth programs Substance use prevention programs 2SLGBTQIA+ programs Safe spaces Youth workforce development and Department of Labor funded youth employment programs Youth organizations Mentoring and peer support programs

Prime recipients must create documents for FPO review and approval that detail policies and procedures for the following items:

Procedures for collecting and reporting data on the number of individuals who have experienced human trafficking identified through training of students, educators, and other staff

Procedures for monitoring compliance with the HTSSP Procedures for identifying and vetting referral services and maintaining and updating referrals for individuals who have experienced human trafficking Procedures for complying with privacy and confidentiality requirements for recordkeeping, record retention, and record disposal

POST-AWARD REQUIREMENTS

COVID-19 Response

OTIP recognizes that due to the COVID-19 pandemic, in-person contact should be minimized to ensure the safety and health of students and staff. During this time, prime recipients and, if applicable, the subrecipient(s) are required to propose activities and project targets that reflect the Centers for Disease Control and Prevention (CDC), Guidance for COVID-19 Prevention in K-12 recommendations to prevent the spread of COVID-19. These include, but are not limited to, layered prevention strategies (e.g., social distancing, indoor masking, remote learning) and planning for student absenteeism and staffing shortages.

Applicants must realistically estimate their targets while considering all external factors that may https://www.careeronestop.org/GetMyFuture/Toolkit/find-youth-programs.aspx https://www.careeronestop.org/GetMyFuture/Toolkit/find-youth-programs.aspx https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-guidance.html https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-guidance.html impact grant activities. Whenever possible, OTIP will exercise maximum flexibilities; however, prime recipients may not alter targets to decrease the projected number of educators and other staff, students, and trainers who will receive prevention education during the project period. To maintain accountability of federal awards and spending, OTIP will evaluate the prime recipients’ annual reports based on initial targets provided in the Project Plan. Other modifications will be reviewed on a case-by-case basis.

Subawards

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

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

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

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

Prime recipients must conduct a risk assessment of the subrecipient(s) in accordance with 45 CFR § 75.352(b). Prime recipients are required to adhere to the requirements noted in 45 CFR §75.352 and be in compliance with 45 CFR §§ 75.351 and 75.353. Prime recipients may be required to report under the Federal Financial Accountability and Transparency Act (FFATA).

Should a subrecipient perform unsatisfactorily, prime recipients are responsible for remedying subrecipient issues. Prime recipients will be held accountable for cost disallowances regarding subawarded funds. Subrecipient performance will also be considered during review of applications for non-competing continuations. If requirements of the program cannot be met due to subrecipient issues, ACF may need to take one or more of the actions listed under 45 CFR § 75.371-.372, including withholding or disallowing funds, partially or fully suspending the award, or terminating the award.

With exception to the required nonprofit or NGO specified in Section III.1. Eligible Applicants, prime recipients who propose to issue a subaward(s) but have not yet identified the subrecipient…