An amendment was made to this document on 10/04/07 to the following
section:

III\. Eligibility Information.

After Additional Information on the current page 25 add: **(NEW PAGE
27)**

The intent of this funding opportunity is to improve the health and
educational outcomes of youth through coordinated school health programs
by directly supporting the capacity building efforts of schools and
education agencies for positive youth development and health promotion. 
Funding eligibility is limited to State, Territorial, and local
education agencies and tribal government equivalents where there is the
greatest likelihood of reaching schools and the youth they serve.  If
other entities such as state health agencies, nonprofit organizations,
for-profit organizations, businesses, universities, colleges, research
institutions, hospitals, community-based organizations, and faith-based
organizations were permitted eligibility, the education agency might
receive a limited benefit from the dollars, but priority funding,
commitment and support would be fragmented at best. 

Direct funding to other entities reduces the assurance that there would
be proper recognition of the unique strategies needed for effective
school-based work.  Conversely, when education agencies lead the
partnership with other such entities, priority health programs are
implemented with greater compatibility with schools and schools
districts.

If entities other than education agencies are made eligible for funding,
the CDC could establish accountability measures for those eligible
entities, but could not reasonably hold them accountable for school
system and education agency changes. If we view schools and school
districts as the "system" that needs to be influenced, not only in
implementing more effective programs within its own system, but also in
affecting change in student risk-behaviors, then it is important to fund
education agencies directly and set accountability measures for
determining if schools and school districts are moving in the right
direction. The priorities set forth in this funding opportunity
announcement go beyond simply accessing schools to reach youth. The
funding provided is intended to assist local and state education
agencies to establish and sustain the capacity to improve critical
health and educational outcomes of youth from within.

Funds are intended to:

-   Increase support for school health priorities:   DASH dollars
    provide the seed money to stimulate an increase in awareness and
    need to focus on health priorities.  Dollars stimulate the attention
    on policy and programs that address the health needs of youth.  DASH
    dollars support the establishment of a position within educational
    agencies that can advocate for health priorities and encourage
    others in the agency to increase support for health priorities. 

-   Build education agency capacity:   Educational agencies are the
    primary providers of programs in school settings.   The education
    system has not developed sufficient capacity to fully implement
    effective school health programs that will reduce health problems
    and disparities.   DASH dollars require education agencies to build
    capacity and implement effective policies and programs.  These
    dollars stimulate increased professional development for education
    agency personnel in health-related areas, improved management and
    coordination of health-related programs and priorities, and expanded
    partnerships with non-school personnel who can assist in improving
    programs delivered in school.   When education agencies develop
    capacity and leadership for school health programs, efforts are
    implemented more systematically rather than in a fragmented approach
    as is evident when external agencies and partners implement school
    programs.

-   Increase the responsibility and accountability of education agencies
    to address the health needs of youth: Education agencies are
    traditionally responsible for the academic achievement of youth. 
    DASH funds require education agencies to give attention to the
    health needs of youth and ultimately to take responsibility for
    implementing programs that can improve the health of youth.  In
    addition, education agencies are held directly accountable for
    program outcomes if directly funded.  

**Additional amendments requesting to be made to this document include
the following sections:**

**On the current page 2 remove the language under Tribal Governments to
read:**

**NEW PAGE 4**

**Tribal Governments (TG) -- eligible agencies: Federally recognized or
state-recognized American Indian/Alaska Native tribal governments.~~,
American Indian/Alaska Native tribal designated organizations, urban
Indian health organizations, and tribal government epidemiology centers
unless precluded by authorizing language, single eligibility approval,
or similar contingencies. ~~**

**On the current Page 40 -- NEW PAGE 43**

**E. Project Management and Staffing for priorities 2, 3, and 4 please
edit to include *[local]{.underline}***

**Under**

**E. 1) Identify at least one full-time staff position... please add
\"local\" to the list of ...within the state or territorial or
*[local]{.underline}* education agency...**

**On the current page 36 change the Letter of Intent due date to October
23, 2007**

**NEW PAGE 36**

**U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES**

**Centers for Disease Control and Prevention (CDC)**

**Improving Health and Educational Outcomes of Young People**

**Announcement Type:** New -- Type 1

**Funding Opportunity Number:** CDC-RFA-DP08-801

**Catalog of Federal Domestic Assistance Number:** 93.938

This Funding Opportunity Announcement and all resources for this
announcement are located at <http://www.cdc.gov/healthyyouth/FOA-801>.

**Key Dates:**

**Letter of Intent Deadline:** October 23, 2007

**Application Deadline:** November 21, 2007

**Synoptic Overview**

The purpose of this announcement, *Improving the Health and Educational
Outcomes of Young People,* is to improve the health and well-being of
youth and prepare them to be healthy adults. The Project Period is 5
years, the Budget Period is 12 months, and the anticipated award date is
March 1, 2008.

Funding is made available to fund the following five Priority areas:

> Priority 1: Youth Risk Behavior Survey (YRBS)
>
> Priority 2: HIV Prevention (HIV)
>
> Priority 3: Coordinated School Health Programs and Promotion of
> Physical Activity, Nutrition, and Tobacco-Use Prevention (CSHP and
> PANT)
>
> Priority 4: Asthma Management (AM)
>
> Priority 5: National Professional Development (NPD)

+-------------+-------------+--------------+------------+-------------+
| **Priority  |             |              |            |             |
| Areas**     |             |              |            |             |
+-------------+-------------+--------------+------------+-------------+
| 1-YRBS      | 2-HIV       | 3-CSHP/PANT  | 4-AM       | 5-NPD       |
+-------------+-------------+--------------+------------+-------------+
| **Priority  |             |              |            |             |
| Area        |             |              |            |             |
| Des         |             |              |            |             |
| criptions** |             |              |            |             |
+-------------+-------------+--------------+------------+-------------+
| Establish   | Enable      | Enable state | Enable     | Improve the |
| or          | state,      | and          | local      | capacity of |
| strengthen  | t           | territorial  | education  | state and   |
| systematic  | erritorial, | agencies and | agencies   | local       |
| procedures  | and local   | tribal       | to help    | education   |
| to monitor  | agencies    | governments  | school     | agencies to |
| critical    | and tribal  | to help      | districts  | effectively |
| hea         | governments | school       | and        | implement   |
| lth-related | to help     | districts    | schools    | the         |
| behaviors   | school      | and schools  | implement  | activities  |
| among high  | districts   | implement a  | effective  | for which   |
| school      | and schools | Coordinated  | policies   | they are    |
| students    | implement   | School       | and        | funded in   |
| within the  | effective   | Health       | practices  | Priorities  |
| applicant's | policies    | Program and, | to prevent | 1-4 through |
| j           | and         | through this | and reduce | national    |
| urisdiction | practices   | approach,    | asthma     | p           |
| through     | to avoid,   | increase     | episodes   | rofessional |
| imp         | prevent,    | e            | and        | development |
| lementation | and reduce  | ffectiveness | absences   | events,     |
| of the      | sexual risk | of policies  | among      | trainings   |
| YRBS.       | behaviors   | and          | students   | and         |
|             | among       | practices to | with       | follow-up   |
|             | students    | promote      | asthma.    | technical   |
|             | that        | physical     |            | assistance. |
|             | contribute  | activity,    |            |             |
|             | to HIV      | improve      |            |             |
|             | infection.  | nutrition,   |            |             |
|             |             | and reduce   |            |             |
|             |             | tobacco use  |            |             |
|             |             | among        |            |             |
|             |             | students.    |            |             |
+-------------+-------------+--------------+------------+-------------+
| **Eligible  |             |              |            |             |
| A           |             |              |            |             |
| pplicants** |             |              |            |             |
+-------------+-------------+--------------+------------+-------------+
| SEA or      | SEA         | SEA          | LEA        | SEA         |
| SHA\*       |             |              |            |             |
|             | TEA         | TEA          |            | LEA         |
| TEA         |             |              |            |             |
|             | LEA         | TG\*\*       |            |             |
| LEA         |             |              |            |             |
|             | TG\*\*      |              |            |             |
| TG\*\*      |             |              |            |             |
+-------------+-------------+--------------+------------+-------------+
| **          |             |              |            |             |
| Approximate |             |              |            |             |
| amounts     |             |              |            |             |
| anticipated |             |              |            |             |
| to be       |             |              |            |             |
| available   |             |              |            |             |
| to fund     |             |              |            |             |
| each        |             |              |            |             |
| Priority    |             |              |            |             |
| area:**     |             |              |            |             |
+-------------+-------------+--------------+------------+-------------+
| **SEA or    | **SEA/TE    | \$9,600,000  | \          | \$730,000   |
| SHA\*/      | A/TG\*\*:** | to fund at   | $2,000,000 | to fund 2-3 |
| TEA/LE      | \$9,700,000 | least 18     | to fund at |             |
| A/TG\*\*:** | to fund all |              | least 10   |             |
| \$2,570,000 | qualifying  |              |            |             |
| to fund all |             |              |            |             |
| qualifying  | **LEA:**    |              |            |             |
|             | \$6,625,000 |              |            |             |
| **LEA:**    | to fund at  |              |            |             |
| \$800,000   | least 16    |              |            |             |
| to fund at  |             |              |            |             |
| least 20    |             |              |            |             |
+-------------+-------------+--------------+------------+-------------+
| *           |             |              |            |             |
| *Applicants |             |              |            |             |
| are         |             |              |            |             |
| eligible    |             |              |            |             |
| for an      |             |              |            |             |
| award up    |             |              |            |             |
| to:**       |             |              |            |             |
+-------------+-------------+--------------+------------+-------------+
| **S         | **SEA/TE    | **SEA/T      | **LEA:**   | **SEA:** up |
| EA/SHA\*:** | A/TG\*\*:** | EA/TG\*\*:** | \$150,000  | to          |
| \$35,000 to | \$75,000 to | \$250,000 to | to         | \$350,000   |
| \$50,000    | \$325,000.  | \$475,000    | \$225,000  |             |
|             |             |              |            | **LEA:** up |
| **TEA and   | **LEA:**    |              |            | to          |
| TG\*\*:**   | \$200,000   |              |            | \$350,000   |
|             | to          |              |            |             |
| up to       | \$350,000   |              |            |             |
| \$10,000    |             |              |            |             |
|             |             |              |            |             |
| **LEA:**    |             |              |            |             |
| \$25,000 to |             |              |            |             |
| \$40,000    |             |              |            |             |
+-------------+-------------+--------------+------------+-------------+

\*SHA is only eligible if the SEA chooses not to apply

\*\*To fund up to 2 TG

Eligible Applicants for FOA DP08-801 include:

-   State Education Agencies (SEA) -- all 50 states, the District of
    Columbia, and Puerto Rico

-   State Health Agencies (SHA) -- all 50 states, the District of
    Columbia, and Puerto Rico

-   Local Education Agencies (LEA) -- 31 eligible agencies: Albuquerque
    Public School District (Albuquerque, NM), Baltimore City Public
    School System (Baltimore, MD), Boston Public Schools (Boston, MA),
    Broward County Public Schools (Ft. Lauderdale, FL),
    Charlotte-Mecklenburg Schools (Charlotte, NC), City of Chicago
    School District (Chicago, IL), Clark County School District (Las
    Vegas, NV), Dallas Independent School District (Dallas, TX), DeKalb
    County School System (Atlanta, GA metropolitan area), Detroit Public
    Schools (Detroit, MI), Duval County Public Schools (Jacksonville,
    FL), East Baton Rouge Parish School System (Baton Rouge, LA), Fort
    Worth Independent School District (Fort Worth, TX), Fresno Unified
    School District (Fresno, CA), Hillsborough County Public Schools
    (Tampa, FL), Houston Independent School District (Houston, TX
    metropolitan area), Jefferson Parish Public Schools (New Orleans, LA
    metropolitan area), Los Angeles Unified School District (Los
    Angeles, CA), Memphis City Schools (Memphis, TN), Miami-Dade County
    Public Schools (Miami, FL), Milwaukee Public Schools (Milwaukee,
    WI), New York City Department of Education (New York, NY), Newark
    Public Schools (Newark, NJ), Oakland Unified School District
    (Oakland, CA), Orange County Public Schools (Orlando, FL), The
    School District of Palm Beach County (West Palm Beach, FL), The
    School District of Philadelphia (Philadelphia, Pennsylvania), San
    Bernardino City Unified School District (San Bernardino, CA), San
    Diego Unified School District (San Diego, CA), San Francisco Unified
    School District (San Francisco, CA), and Seattle Public Schools
    (Seattle, WA)

-   Territorial Education Agencies (TEA) -- eligible agencies: American
    Samoa, Commonwealth of the Northern Mariana Islands, Federated
    States of Micronesia, Guam, Republic of Palau, Republic of the
    Marshall Islands, and the U.S. Virgin Islands.

-   Tribal Governments (TG) -- eligible agencies: Federally recognized
    or state-recognized American Indian/Alaska Native tribal
    governments.**~~, American Indian/Alaska Native tribal designated
    organizations, urban Indian health organizations, and tribal
    government epidemiology centers unless precluded by authorizing
    language, single eligibility approval, or similar contingencies.~~**

**Table of Contents**

**Synoptic Overview 1 Funding Opportunity Announcement 801 - Acronyms
5**

# I. Funding Opportunity Description 6

> Authority and Purpose 6
>
> Technical Assistance Opportunities for Potential Applicants 8
>
> Priority 1 Activities 9
>
> Priority 2 Activities 10
>
> Priority 3 Activities 13
>
> Priority 4 Activities 17
>
> Priority 5 Activities 20
>
> CDC Activities for All Priorities 22

**II. Award Information 23**

**III. Eligibility Information 24**

III.1. Eligible Applicants 24

III.2. Cost Sharing Matching 26

III.3. Other 26

Eligible Applicants Chart 28

**IV. Application and Submission Information 33**

IV.1. Address to Request Application Package 33

IV.2. Content and Form of Submission/Letter of Intent 34

Application Components Chart 36

Applications for Priority 1 37

Applications for Priority 2, 3 and 4 39

Applications for Priority 5 44

IV.3. Submission Dates and Times 47

IV.4. Intergovernmental Review of Applications 49

IV.5. Funding Restrictions 49

IV.6. Other Submission Requirements 50

**V. Application Review Information 50**

V.1. Criteria 50

Criteria for Priority 1 51

Criteria for Priority 2, 3, and 4 53

Criteria for Priority 5 56

V.2. Review and Selection Process 59

V.3. Anticipated Award Date 59

**VI. Award Administration Information 59**

VI.1. Award Notices 59

VI.2. Administrative and National Policy Requirements 60

VI.3. Reporting Requirements 61

**VII. Agency Contacts 62**

**VIII. Other Information 63**

> Appendix A Priority 2: HIV Prevention Description and Workplan
> Expectations 65
>
> Appendix B Priority 3: CSHP and PANT Description and Workplan
> Expectations 67
>
> Appendix C Priority 4: AM Description and Workplan Expectations 70
>
> Appendix D Priority 5: NPD Workplan Expectations 72
>
> Appendix E Additional Budget Guidance 74
>
> Appendix F Travel and Conference Participation Expectations 75

**Funding Opportunity Announcement 801 - Acronyms**

AM Asthma Management -- Priority 4

AOR Authorizing Organization Representative

ATSDR Agency for Toxic Substances and Disease Registry

FOA Funding Opportunity Announcement

CCR Central Contractor Registry

CDC Centers for Disease Control and Prevention

CSHP and PANT Coordinated School Health Programs and Promotion of
Physical Activity, Nutrition, and Tobacco-Use Prevention - Priority 3

DASH Division of Adolescent and School Health

DUNS Data Universal Numbering System

eRA Commons Electronic Research Administration System

FTE Full-Time Equivalent

FY Fiscal Year

GMO Grants Management Officer

HHS U.S. Department Of Health And Human Services

HIV/AIDS Human Immunodeficiency Virus/Acquired Immune Deficiency
Syndrome

HIV HIV Prevention - Priority 2

LEA Local Education Agencies

LOI Letter of Intent

MOA Memorandum of Agreement

MOU Memorandum of Understanding

NCCDPHP National Center for Chronic Disease Prevention and Health
Promotion

NGO Non-Governmental Organization

NoA Notice of Award

NIH National Institutes of Health

NPD National Professional Development - Priority 5

OMB Office of Management and Budget

PDC Professional Development Consortium

PDF Portable Document Format

PD/PI Program Directors/Principal Investigators

PGO Procurement and Grants Office

SEA State Education Agencies

SF Standard Form

SHA State Health Agencies

STD Sexually Transmitted Diseases

TEA Territorial Education Agencies

TIMS Technical Information Management System

TG Tribal Governments

YRBS Youth Risk Behavior Survey - Priority 1

**I. Funding Opportunity Description**

**Authority:**

This program is authorized under 317(k)(2) of the PHS Act, 42 U.S.C.
Section 247b(k)(2).

**Purpose:**

The purpose of this announcement, *Improving the Health and Educational
Outcomes of Young People,* is to improve the health and well-being of
youth and prepare them to be healthy adults. This program announcement
places a strong emphasis on coordination of school health programs and
activities in the following five (5) Priority Areas:

> Priority 1: Youth Risk Behavior Survey (YRBS)
>
> Priority 2: HIV Prevention (HIV)
>
> Priority 3: Coordinated School Health Programs and Promotion of
> Physical Activity, Nutrition, and Tobacco-Use Prevention (CSHP and
> PANT)
>
> Priority 4: Asthma Management (AM)
>
> Priority 5: National Professional Development (NPD)

Applicants are encouraged to coordinate their activities through
cross-agency partnerships, such as between education and health
agencies; across programmatic areas, such as HIV, sexually transmitted
disease (STD), and teen pregnancy prevention, or physical activity,
nutrition, and tobacco use prevention; by establishing or supporting
coalitions; and/or across components of a Coordinated School Health
Program.

This program announcement supports many Healthy People 2010 health
promotion and disease prevention objectives related to school-age youth,
including the following:

-   Increase the proportion of adolescents (9th-12th grade students) who
    have never had sexual intercourse; if sexually experienced, are not
    currently sexually active; or if currently sexually active, used a
    condom the last time they had sexual intercourse.

-   Reduce the number of new cases of HIV/AIDS diagnosed among
    adolescents and adults.

-   Reduce the proportion of adolescents and young adults with
    *Chlamydia trachomitis* infections.

-   Reduce pregnancies among adolescent females.

-   Increase the proportion of middle, junior high, and senior high
    schools that provide comprehensive school health education to
    prevent health problems in the following areas: unintentional
    injury, violence, suicide, tobacco use and addiction, alcohol and
    other drug use, unintended pregnancy, HIV/AIDS, STD infection,
    unhealthy dietary patterns, inadequate physical activity, and
    environmental health.

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-   Increase high school completion.

-   Increase the proportion of adolescents who engage in moderate
    physical activity for at least 30 minutes on 5 or more of the
    previous 7 days.

-   Increase the proportion of adolescents who participate in daily
    school physical education.

-   Increase the proportion of children and adolescents who view
    television 2 or fewer hours per day.

-   Increase the proportion of persons aged 2 years and older who
    consume at least two daily servings of fruit.

-   Increase the proportion of persons aged 2 years and older who
    consume at least three daily servings of vegetables, with at least
    one-third being dark green or orange vegetables.

-   Reduce tobacco use by adolescents.

-   Increase smoke-free and tobacco-free environments in schools,
    including all school facilities, property, vehicles, and school
    events.

-   Reduce the number of school or work days missed by persons with
    asthma due to asthma.

-   Increase the proportion of the nation\'s elementary, middle, and
    high schools that have a nurse-to-student ratio of at least 1:750.

In addition, this program announcement supports the performance goal of
the National Center for Chronic Disease Prevention and Health Promotion
(NCCDPHP) of improving youth and adolescent health by helping
communities create an environment that fosters a culture of wellness and
encourages healthy choices. Specific outcome measures include
increasing:

> (1)  The percentage of high school students who are taught about
> HIV/AIDS prevention in school;
>
> (2)  The percentage of adolescents (grades 9-12) who abstain from
> sexual intercourse or use condoms if currently sexually active; and
>
> (3)  The percentage of youth (grades 9-12) who were physically active
> for at least 60 minutes per day for at least five of the preceding
> seven days.

**This announcement is only for non-research activities supported by
CDC**. If research is proposed, the application will not be reviewed.
For the definition of research, please see the CDC Web site at the
following Internet address:
<http://www.cdc.gov/od/science/regs/hrpp/researchDefinition.htm>.

**Technical Assistance Opportunities for Potential Applicants**

Technical assistance will be available for potential applicants during
four conference calls. **Participation in a conference call is not
mandatory.** The purpose of each conference call is to help potential
applicants understand the scope and intent of the program announcement
and become familiar with Public Health Services funding policies,
application, and review procedures. All calls will be accessible for all
participants. Instructions for the calls and call recordings will be
placed on the CDC/DASH website for review and download at:
<http://www.cdc.gov/healthyyouth/FOA-801>.

Calls will be offered on the following dates:

1.  Territorial education agencies located in American Samoa,
    Commonwealth of the Northern Mariana Islands, Federated States of
    Micronesia, Guam, Republic of Palau, and Republic of the Marshall
    Islands on [Tuesday, October 2, 2007 from 6:00 p.m. to 8:00
    p.m.]{.underline} (Eastern Time).

2.  State education agencies, state health agencies, and territorial
    education agencies in Puerto Rico and the Virgin Islands on
    [Tuesday, October 2, 2007 from 2:00 p.m. to 4:00 p.m.]{.underline}
    (Eastern Time).

3.  Local education agencies on [Wednesday, October 3, 2007 from 2:00
    p.m. to 4:00 p.m.]{.underline} (Eastern Time).

4.  Tribal governments on [Thursday, October 4, 2007 from 2:00 p.m. to
    4:00 p.m.]{.underline} (Eastern Time).

**Potential applicants are requested to call in using only one telephone
line per site.** Each call may be accessed at 1-866-764-9780 (enter
access code 362801 followed by a "#" when prompted). You must use a
touch tone phone to participate in the conference call. Potential
applicants who have problems accessing the conference call should call
770-488-6120. Questions and answers from the conference calls will be
posted on the CDC website at
<http://www.cdc.gov/od/pgo/funding/grants/foamain.shtm> and linked
through <http://www.cdc.gov/healthyyouth/FOA-801>.

**Activities**

Awardee activities for this program are as follows:

**Priority 1 Activities: Youth Risk Behavior Survey (YRBS)**

**A. [Workplan]{.underline}:** Develop an annual Workplan that will be
negotiated with and approved by CDC/DASH. The Workplan contains the
following elements:

-   Five-year goals (broad statements of the long-term purpose for
    conducting the YRBS and how YRBS data will be used to improve school
    health programs and policies);

-   Objectives written in SMART format (specific, measurable,
    achievable, realistic, and time-phased); rationale for each proposed
    objective; primary person/agency responsible for accomplishing the
    objective; measures of objective accomplishment; and data sources to
    measure objective accomplishment;

-   Activities planned to address each proposed objective; primary
    person/agency responsible for accomplishing the activity; and

-   Gantt chart illustrating the timeline of proposed objectives and
    activities.

**B.** **[Survey Implementation]{.underline}:** Complete the YRBS in
your jurisdiction according to established YRBS schedule, questionnaire,
sampling, and data collection procedures to obtain weighted data.

-   Develop an implementation plan;

-   Review and modify questionnaire;

-   Establish or modify processes for clearance, sample selection,
    parental approval, survey administration, and sample and survey
    documentation; and

-   Prepare data for analysis and reporting.

**C. [Data Dissemination and Promotion]{.underline}:** Communicate and
disseminate data results though a variety of methods to government
officials; state, territorial, tribal government, and local agencies;
nongovernmental organizations; institutions of higher education;
institutions targeting underserved or at-risk populations; the media;
and the general public. Methods could include: YRBS reports, fact
sheets, websites, brochures, journal articles, press releases, or oral
presentations.

**D. [Data Application]{.underline}:** Use weighted YRBS data to help
develop and improve programs and policies for youth and to identify
health disparities impacting youth.

**E. [Partnerships]{.underline}:** Establish and maintain effective
partnerships with state, territorial, tribal government, and local
agencies; nongovernmental organizations; institutions of higher
education; institutions targeting underserved or at-risk populations;
and other stakeholders that can help promote, implement, disseminate,
and use weighted YRBS data for policy and program improvement.

**[Performance Measures]{.underline}**

Program performance will be measured by the extent to which the grantee
provides evidence of progress in accomplishing goals, objectives, and
activities related to recipient activities, including:

-   Obtaining weighted YRBS data in 2009, 2011, and 2013 according to
    established YRBS questionnaire, sampling, and data collection
    procedures.

-   Communicating and disseminating weighted YRBS data to government
    officials; state, territorial, tribal government, and local
    agencies; nongovernmental organizations; institutions of higher
    education; institutions targeting underserved or most at-risk
    populations; the media; the general public; and other stakeholders
    through reports, fact sheets, websites, brochures, journal articles,
    press releases, or oral presentations.

-   Using weighted YRBS data to help develop and improve school health
    programs and policies and other programs and policies for youth, and
    to identify health disparities impacting youth.

-   Establishing and maintaining effective partnerships with state,
    territorial, tribal government, and local agencies; nongovernmental
    organizations; institutions of higher education; institutions
    targeting underserved or at-risk populations; and other stakeholders
    that can help promote, implement, disseminate, and use weighted YRBS
    data for policy and program improvement.

**Priority 2 Activities: HIV Prevention (HIV)** (For a description of
HIV Prevention see Appendix A.)

**A. [Workplan]{.underline}:** Develop an annual Workplan that will be
negotiated with and approved by CDC/DASH. The Workplan contains the
following elements:

-   Five-year goals (broad statements of program purpose describing the
    expected long-term effect(s) of a program, in this case addressing
    the program's effects in promoting HIV prevention for youth);

-   Objectives written in SMART format (specific, measurable,
    achievable, realistic, and time-phased); rationale for each proposed
    objective; primary person/agency responsible for accomplishing the
    objective; measures of objective accomplishments; and data sources
    to measure objective accomplishment;

-   Activities planned to address each proposed objective; primary
    person/agency responsible for accomplishing the activity; and

-   Gantt chart illustrating the timeline of proposed objectives and
    activities.

For a description of HIV Prevention Workplan expectations see Appendix
A.

**B. [Program Planning]{.underline}:** Within the first budget period,
the applicant will develop a program inventory and a five-year strategic
plan, and review and revise, if appropriate, the five-year goals, year 1
workplan, and program logic model developed for this application. In
subsequent budget years, the applicant will review and, if appropriate,
revise each of these planning tools.

**C. [Collaboration]{.underline}:** Implement a strong partnership
between the state, territorial, or local education and health agencies
and/or tribal government equivalents in which school-based HIV
prevention activities are complementary to community-based HIV
prevention activities.

**D.** **[Technical Assistance]{.underline}**: Provide tools, resources,
training materials, professional development, consultation, follow-up
support, and evaluation services to help school districts and schools
implement effective policies and practices to prevent and reduce sexual
risk behaviors among students that contribute to HIV infection. Such
policies and practices might include:

-   Developing and/or using HIV prevention curricula aligned with state
    or national curricular standards and frameworks.

-   Assessing student achievement in HIV prevention education.

-   Delivering culturally appropriate instruction.

-   Using community-based HIV prevention resources.

-   Involving youth in planning, delivering, and evaluating HIV
    prevention programs.

-   Implementing HIV-related policies.

**E. [Policy Development and Dissemination]{.underline}:** Develop and
disseminate HIV policies related to HIV education, infection
control/universal precautions, confidentiality of HIV-infected students
and staff, and other relevant HIV prevention issues.

**F. [Information Dissemination and Program Promotion]{.underline}:**
Disseminate accurate information about effective programs and the role
of schools in achieving HIV prevention outcomes to decision-makers,
school personnel, parents, students, and the media.

**G. [Capacity Building]{.underline}:** Implement strategies for
expanding and improving program capacity (i.e., knowledge, skills,
expertise, attitudes, and resources that strengthen the core
competencies essential for agencies or tribal governments to improve the
delivery, effectiveness, and sustainability of their programs). This
will include:

-   Participate a cooperative agreement orientation meeting in Atlanta,
    GA from April 28-May 2, 2008.

-   Participate in at least two national, CDC/DASH-sponsored trainings,
    workshops, or conferences each budget year of the project period to
    improve HIV prevention programs, including participation in the
    periodic DASH funded partners meeting.

-   Develop or strengthen partnerships or coalitions with other
    agencies, nongovernmental organizations, voluntary associations,
    institutions of higher education, community groups, and others
    interested in promoting and improving HIV prevention efforts.

-   Involve youth in planning, delivering, and evaluating HIV prevention
    programs.

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```
-   Work with state, regional, tribal, and local partners to enhance
    program sustainability by securing additional funding or in-kind
    support.

**H. [HIV Materials Review Panel]{.underline}:** Establish or maintain
an HIV Materials Review Panel. The HIV materials review panel will
review all written materials, audiovisual materials, pictorials,
questionnaires, surveillance instruments, proposed group educational
sessions, educational curricula, and like materials, including website
materials (see HIV Panel materials and links for guidance related to HIV
Program Review Panel Requirements at
<http://www.cdc.gov/healthyyouth/FOA-801>).

**I. [Program Monitoring]{.underline}:** Recipients will be required to:

-   Document the impact of their program activities by monitoring the
    percentage of schools in their jurisdiction that are implementing
    specific, effective HIV prevention policies and practices.  The
    percentage of schools that implement specific policies and practices
    can be measured through School Health Profiles or a similar state or
    local survey.

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```
-   Report on program activities funded in any amount by CDC through the
    *Indicators for School Health Programs (Indicators)* (OMB reference
    number 0920-0772).

-   Document the use of epidemiological and student health risk behavior
    data.

-   Identify youth at greatest risk for HIV infection and document how
    efforts have focused on meeting the needs of populations that are
    disproportionately affected.

-   Communicate the impact of CDC-funded activities by submitting
    written success stories annually.

**[Performance Measures]{.underline}:** Program performance will be
measured by the extent to which the recipient provides evidence of:

-   Increasing the number of schools in the jurisdiction that are
    implementing specific, effective HIV prevention policies and
    practices.

-   Timely delivery of:

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-   Program inventory, strategic plan, revised Workplan, and revised
    Logic Model in the first annual budget period;

-   Workplan, mid-year progress report, success stories, and annual
    progress report in each annual budget period; and

-   Final performance report at the end of the fifth annual budget
    period.

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```
-   Implementing school-based programs and prevention strategies to
    reduce health disparities among youth disproportionately affected by
    HIV infection, other STD, and unintended pregnancy.

-   Progress in the implementation of activities, including
    collaboration, program planning, technical assistance, policy
    development and dissemination, capacity building, information
    dissemination, HIV Materials Review Panel requirements, and program
    monitoring.

**Priority 3 Activities: Coordinated School Health Programs and
Promotion of Physical Activity, Nutrition, and Tobacco-Use Prevention
(CSHP and PANT)** (For a description of CSHP and PANT see Appendix B.)

**A. [Workplan]{.underline}:** Develop an annual Workplan that will be
negotiated with and approved by CDC/DASH. The Workplan contains the
following elements:

-   Five-year goals (broad statements of program purpose describing the
    expected long-term effect(s) of a program, addressing the program's
    effects in promoting CSHP and PANT for youth);

-   Objectives written in SMART format (specific, measurable,
    achievable, realistic, and time-phased); rationale for each proposed
    objective; primary person/agency responsible for accomplishing the
    objective; measures of objective accomplishments; and data sources
    to measure objective accomplishment;

-   Activities planned to address each proposed objective; primary
    person/agency responsible for accomplishing the activity; and

-   Gantt chart illustrating the timeline of proposed objectives and
    activities.

For a description of CSHP and PANT Workplan expectations see Appendix B.

**B. [Program Planning]{.underline}:** Within the first budget period,
the applicant will develop a program inventory and a five-year strategic
plan, and review and revise, if appropriate, the five-year goals, year 1
workplan, and program logic model developed for this application. In
subsequent budget years, the applicant will review and, if appropriate,
revise each of these planning tools.

**C. [Collaboration]{.underline}:** Implement a strong partnership
between the state, territorial, or tribal government education and
health agencies in which decision making and responsibilities for
implementation are shared.

**D.** **[Technical Assistance]{.underline}**: Provide tools, resources,
training materials, professional development, consultation, follow-up
support, and evaluation services to help schools and school districts
implement effective policies and practices to establish and strengthen
CSHP, promote physical activity and healthy eating, and reduce tobacco
use. Such policies and practices might include:

-   Implementing CSHP-related policies, programs, and services.

-   Establishing school health councils and school health coordinators
    in local school districts.

-   Using health education and physical education curricular standards,
    frameworks, and curricula.

-   Delivering culturally appropriate instruction.

-   Using community-based resources to support school health program
    strategies and strengthen physical activity, nutrition, and
    tobacco-use prevention activities.

-   Involving youth in planning, delivering, and evaluating programs.

-   Developing or implementing model programs, guidance, or resource
    materials to promote environmental interventions, such as
    opportunities for physical activity, efforts to improve nutritional
    quality of foods and beverages or to market healthier food and
    beverage choices, and creating tobacco-free environments.

**E. [Policy Development and Dissemination]{.underline}:** Develop and
disseminate policies to promote and improve:

-   School health councils and school health coordinators in local
    school districts,

-   Health education curriculum, instruction, and assessment,

-   Physical education curriculum, instruction, and assessment,

-   Opportunities for physical activity, including environmental
    interventions (e.g., walking to school),

-   Opportunities for healthy eating, including environmental
    interventions (e.g., increasing fruit and vegetable offerings,
    limiting foods of less nutritional value at school),

-   Tobacco use prevention, including environmental interventions (e.g.,
    tobacco-free school campuses), and/or

-   Other relevant activities in areas such as health services,
    counseling and psychological services, or staff wellness.

**F. [Information Dissemination and Program Promotion]{.underline}:**
Disseminate accurate information about effective programs and the role
of school districts and schools in improving the coordination and
implementation of school health programs and influencing PANT-related
behaviors to decision-makers, school personnel, parents, students, and
the media.

**G. [Capacity Building]{.underline}:** Implement strategies for
expanding and improving program capacity (i.e., knowledge, skills,
expertise, attitudes, and resources that strengthen the core
competencies essential for agencies or tribal governments to improve the
delivery, effectiveness, and sustainability of their programs). This
will include:

-   Participate a cooperative agreement orientation meeting in Atlanta,
    GA from April 28-May 2, 2008.

-   Participate in at least two national, CDC/DASH-sponsored trainings,
    workshops, or conferences each budget year of the project period to
    improve the coordination and implementation of school health
    programs and efforts to strengthen PANT, including participation in
    the periodic DASH funded partners meeting.

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-   Develop or strengthen partnerships or coalitions with other
    agencies, nongovernmental organizations, voluntary associations,
    community groups, and others interested in promoting and improving
    CSHP and PANT.

-   Involve youth in planning, delivering, and evaluating coordinated
    school health programs and efforts to improve PANT.

-   Work with state, territorial, regional, tribal government, and local
    partners to enhance program sustainability by securing additional
    funding or in-kind support.

**H. [Program Monitoring]{.underline}:** Recipients will be required to:

-   Document the impact of their program activities by monitoring the
    percentage of schools in their jurisdiction that are implementing
    specific, effective CSHP and PANT policies and practices.  The
    percentage of schools that implement specific policies and practices
    can be measured through School Health Profiles or a similar state or
    local survey.

```{=html}
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```
-   Report on program activities funded in any amount by CDC through the
    *Indicators for School Health Programs (Indicators)* (OMB reference
    number 0920-0772).

-   Document the use of epidemiological and student health risk behavior
    data.

-   Identify youth at greatest risk for inactivity, unhealthy dietary
    patterns, and tobacco use, and document how efforts have focused on
    meeting the needs of populations that are disproportionately
    affected.

-   Communicate the impact of CDC-funded activities by submitting
    written success stories annually.

**[Performance Measures]{.underline}:** Program performance will be
measured by the extent to which the recipient provides evidence of:

-   Increasing the percentage of schools in the jurisdiction that are
    implementing specific, effective policies and practices to improve
    the coordination and quality of school health programs and PANT
    policies and practices.

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```
-   Timely delivery of:

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-   Program inventory, strategic plan, revised Workplan, and revised
    Logic Model in the first annual budget period

-   Workplan, mid-year progress report, success stories, and annual
    progress report in each annual budget period

-   Final performance report at the end of the fifth annual budget
    period.

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```
-   Implementing school-based programs and prevention strategies to
    reduce health disparities among youth at high risk for inactivity,
    unhealthy dietary patterns, and tobacco use.

-   Progress in the implementation of activities, including
    collaboration, program planning, technical assistance, policy
    development and dissemination, capacity building, information
    dissemination, and program monitoring.

**Priority 4 Activities:** **Asthma Management (AM)** (For a description
of Asthma Management see Appendix C.)

**A. [Workplan]{.underline}:** Develop an annual Workplan that will be
negotiated with and approved by CDC/DASH. The Workplan contains the
following elements:

-   Five-year goals (broad statements of program purpose describing the
    expected long-term effect(s) of a program, addressing the program's
    effects in promoting asthma management for youth);

-   Objectives written in SMART format (specific, measurable,
    achievable, realistic, and time-phased); rationale for each proposed
    objective; primary person/agency responsible for accomplishing the
    objective; measures of objective accomplishments; and data sources
    to measure objective accomplishment;

-   Activities planned to address each proposed objective; primary
    person/agency responsible for accomplishing the activity; and

-   Gantt chart illustrating the timeline of proposed objectives and
    activities.

> For a description of AM Workplan expectations see Appendix C.

**B. [Program Planning]{.underline}:** Within the first budget period,
the applicant will develop a program inventory and a five-year strategic
plan, and review and revise, if appropriate, the five-year goals, year 1
workplan, and program logic model developed for this application. In
subsequent budget years, the applicant will review and, if appropriate,
revise each of these planning tools.

**C. [Collaboration]{.underline}:** Implement a strong partnership
between the local education and local health agencies in which asthma
management activities are complementary.

**D.** **[Technical Assistance]{.underline}**: Provide tools, resources,
training materials, professional development, consultation, follow-up
support, and evaluation services to help school districts and schools
implement effective policies and practices to prevent and reduce asthma
episodes and absences among students with asthma. Such policies and
practices might include:

-   Implementing asthma management tools, policies, and resources.

-   Delivering culturally appropriate instruction.

-   Using school- and community-based asthma management resources.

**E. [Policy Development and Dissemination]{.underline}:** Develop and
disseminate policies related to preventing and reducing asthma episodes
and absences among students with asthma (such as ensuring students with
asthma have immediate access to medications and health services, asthma
action plans are on file, asthma education and case management are
provided, and environmental triggers are reduced).

**F. [Information Dissemination and Program Promotion]{.underline}:**
Disseminate accurate information about effective programs and the role
of schools in achieving asthma management outcomes to decision-makers,
school personnel, parents, students, and the media.

**G [Capacity Building]{.underline}:** Implement strategies for
expanding and improving program capacity (i.e., knowledge, skills,
expertise, attitudes, and resources that strengthen the core
competencies essential for agencies to improve the delivery,
effectiveness, and sustainability of their programs). This will include:

-   Participate a cooperative agreement orientation meeting in Atlanta,
    GA from April 28-May 2, 2008.

-   Participate in at least two national, CDC/DASH-sponsored trainings,
    workshops, or conferences each budget year of the project period to
    improve the coordination and implementation of school health
    programs and efforts to strengthen PANT, including participation in
    the periodic DASH funded partners meeting.

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-   Develop or strengthen partnerships or coalitions with other
    agencies, nongovernmental organizations, voluntary associations,
    community groups, and others interested in promoting and improving
    asthma management efforts.

-   Involve youth in planning, delivering, and evaluating asthma
    management programs.

-   Work with state, regional, tribal government, and local partners to
    enhance program sustainability by securing additional funding or
    in-kind support.

**H. [Program Monitoring]{.underline}:** Recipients will be required to:

-   Document the impact of their program activities by monitoring the
    percentage of schools in their jurisdiction that are implementing
    specific, effective asthma management policies and practices.  The
    percentage of schools that implement specific policies and practices
    can be measured through School Health Profiles or a similar state or
    local survey.

```{=html}
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```
-   Report on program activities funded in any amount by CDC through the
    *Indicators for School Health Programs (Indicators)* (OMB reference
    number 0920-0772).

-   Document the use of epidemiological and student health data.

-   Identify youth with asthma at highest risk for asthma episodes and
    absences and document how efforts have focused on meeting the needs
    of populations that are disproportionately affected.

-   Communicate the impact of CDC-funded activities by submitting
    written success stories annually.

**[Performance Measures]{.underline}:** Program performance will be
measured by the extent to which the recipient provides evidence of:

-   Increasing the number of schools in the jurisdiction that are
    implementing specific, effective asthma management policies and
    practices.

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```
-   Timely delivery of:

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-   Program inventory, strategic plan, revised Workplan, and revised
    Logic Model in the first annual budget period;

-   Workplan, mid-year progress report, success stories, and annual
    progress report in each annual budget period; and

-   Final performance report at the end of the fifth annual budget
    period.

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```
-   Implementing school-based programs and asthma management strategies
    to reduce health disparities among youth with asthma at highest risk
    for asthma episodes and absences.

-   Progress in the implementation of activities, including
    collaboration, program planning, technical assistance, policy
    development and dissemination, capacity building, information
    dissemination, and program monitoring.

**Priority 5 Activities:** **National Professional Development (NPD)**

**A. [Workplan]{.underline}:** Develop an annual Workplan that will be
negotiated with and approved by CDC/DASH. The Workplan contains the
following elements:

-   Five-year goals (broad statements of the professional development
    plan's purpose, describing the expected long-term effect(s) of the
    plan);

-   Objectives written in SMART format (specific, measurable,
    achievable, realistic, and time-phased); rationale for each proposed
    objective; primary person/agency responsible for accomplishing the
    objective; measures of objective accomplishments; and data sources
    to measure objective accomplishment;

-   Activities planned to address each proposed objective; primary
    person/agency responsible for accomplishing the activity; and

-   Gantt chart illustrating the timeline of proposed objectives and
    activities.

> For a full description of Workplan expectations see Appendix D.

**B. [Program Planning]{.underline}:** Within the first budget period,
the applicant will collaborate with the other partners funded under this
Priority to:

-   Develop a program inventory and a five-year national professional
    development strategic plan consistent with CDC's *Six Strategies for
    Professional Development*
    <http://www.cdc.gov/healthyyouth/FOA-801>).

-   Review and revise the five-year goals, year 1 workplan, and program
    logic model developed for this application.

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-   Obtain and analyze needs assessment data to determine the
    professional development needs of funded partners.

> Review and, if appropriate, revise each of these planning tools in
> subsequent budget years.

**C. [Professional Development Implementation]{.underline}:**
Collaborate with the other partners funded under this Priority to:

-   Implement the national professional development plan developed
    during the first budget period, and

-   Work as a team to provide at least three professional development
    events for Priority 2, 3 and 4 during the five year agreement.
    Provide comprehensive evaluation and follow-up support for each
    event.

**D.** **[Partnerships]{.underline}:** Collaborate with other partner(s)
funded under this Priority to share resources, coordinate professional
development events, and provide follow-up support to funded partners
consistent with CDC's *Six Strategies for Professional Development*
(<http://www.cdc.gov/healthyyouth/FOA-801>). Participate in national,
professional development consortium (PDC) meetings, conference calls,
and trainings each budget year of the project period for the purpose of
planning and coordinating professional development events.

**E.** **[Networking and Resource Sharing:]{.underline}** Develop an
on-line networking and resource sharing system for DASH funded partners
to include materials and strategies developed by DASH funded partners.
Provide opportunities to share resources within and across Priority
areas during professional development events.

**F. [Training]{.underline}:** Ensure that NPD staff participate in the
following events:

-   Participate a cooperative agreement orientation meeting in Atlanta,
    GA from April 28-May 2, 2008.

-   Attend one other professional development training or other learning
    event related to the purposes of this Priority area annually.

-   Participate in and provide leadership for the periodic DASH funded
    partners meeting.

**G.** **[Program Monitoring:]{.underline}** Evaluate the outcomes of
professional development events by documenting and reviewing event
evaluations, follow-up support plans, training plan, and other learning
event accomplishments.

**[Performance Measures]{.underline}:** Program performance will be
measured by the extent to which the recipient provides evidence of:

-   Delivery of content, technical assistance, and resources designed to
    strengthen the knowledge, skills, and attitudes needed by funded
    partners to develop and sustain effective school health policies and
    programs across priorities funded in this announcement.

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-   Timely delivery of:

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-   Five-year national professional development plan;

-   A written analysis of needs assessment data with conclusions about
    the professional development needs of funded partners;

-   Unified five-year goals, Workplan, and Logic Model that integrates
    the efforts of all recipients funded under this Priority;

-   Mid-year progress report, success stories, and annual progress
    report each annual budget period; and

-   Final performance report at the end of the fifth annual budget
    period.

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-   Collaboration with DASH and partner(s) funded under this Priority in
    the development and implementation of professional development
    events that (1) reflect appropriate instructional strategies for the
    target audiences, (2) are consistent with the learning
    objectives, (3) are aligned with DASH and partner needs, (4) do not
    duplicate state, territorial, tribal government, or local efforts,
    and (5) are consistent with CDC's *Six Strategies for Professional
    Development.*

-   Progress in the implementation of activities, including
    partnerships, trainings, and program monitoring.

-   Progress in the implementation of activities, including program
    planning, professional development implementation, partnerships,
    networking and resource sharing training, and program monitoring.

**CDC Activities for All Priorities**

In a cooperative agreement, CDC/DASH staff is substantially involved in
the program activities, above and beyond routine grant monitoring.
CDC/DASH will collaborate with other units within CDC to accomplish
these activities as appropriate.

CDC activities for this program include:

> a\. Providing technical assistance, guidance, and coordination to
> ensure program success.
>
> b\. Providing public health information, trainings, and technical
> assistance related to program planning, implementation, surveillance,
> professional development, and evaluation; and dissemination of
> theoretical approaches, proven principles for prevention, effective
> and successful strategies, and evaluation results.
>
> c\. Reviewing scientific literature to ensure that guidance reflects
> current science and practice relative to improving school health
> programs, promoting health and wellness, and reducing health risk
> behaviors, particularly among youth at high risk for health
> disparities.
>
> d\. Collaborating with education and health agencies, national
> nongovernmental organizations (NGO), and other divisions within CDC in
> planning and carrying out relevant national strategies to improve
> school health programs and prevent or address important health risk
> behaviors.
>
> e\. Collaborating with partners to develop and disseminate policy and
> program interventions and evaluation recommendations.
>
> f\. Organizing and convening meetings of national, state, territorial,
> tribal government, and local organizations and agencies to strengthen
> efforts that promote health and prevent risk behaviors and integrate
> efforts into existing school health programs.
>
> g\. Providing substantive opportunities for involvement in
> conferences, meetings, and trainings.
>
> h\. Advising funded partners on how to document the impact of school
> health policies and programs by measuring outcomes at the school level
> and preparing success stories.
>
> i\. Guiding National Professional Development recipients to jointly
> plan and deliver professional development opportunities for
> DASH-funded state, territorial, tribal government, local, and national
> nongovernmental recipients and contractors.
>
> j\. Providing input and guidance in the selection of key personnel
> funded through this cooperative agreement.
>
> k\. Providing guidance and recommendations for program modifications
> through site visits, reporting, and other strategies.

# 

# II. Award Information

-   Type of Award: Cooperative Agreement. CDC's involvement in this
    program is listed in the Activities Section above.

-   Award Mechanisms: U87

-   Fiscal Year Funds: 2008

-   Approximate Current Fiscal Year Funding: \$32,025,000

-   Approximate Total Project Period Funding: \$160,125,000 (This amount
    is an estimate, is subject to availability of funds, and includes
    direct and indirect costs.)

-   Approximate Number of Awards: 85

-   Floor of Individual Award Range: \$10,000

-   Ceiling of Individual Award Range: \$475,000 (This ceiling is for
    the first 12-month budget period, and includes both direct and
    indirect costs.)

-   Anticipated Award Date: March 1, 2008

-   Budget Period Length: 12 months

-   Project Period Length: 5 years

Throughout the project period, CDC's commitment to continuation of
awards will be conditioned on the availability of funds, evidence of
satisfactory progress by the recipient (as documented in required
reports), and the determination that continued funding is in the best
interest of the Federal government.

# III. Eligibility Information

Applicants can apply for funding to address one or any combination of
Priorities for which they are eligible. An SHA is only eligible to apply
for Priority 1 (YRBS) if the SEA in its state does not apply for
Priority 1 funding.

**III.1. Eligible Applicants**

Eligible applicants vary by Priority. To access the Eligibility and
Funding Verification and Justification documents for each Priority area
go to: <http://www.cdc.gov/healthyyouth/FOA-801>.

**Priority 1: Youth Risk Behavior Survey (YRBS)**

Eligible state, territorial, and local agency and tribal government
applicants for Priority 1 are listed in the chart beginning on page 28.
Awards under Priority 1 are not contingent upon receiving funding for
any other Priority in this program announcement. Local education agency
applicants are limited to agencies that are eligible to apply for
funding under Priorities 2 or 4.

**Priority 2: HIV Prevention (HIV)**

Eligible [state and territorial education agency and tribal
government]{.underline} applicants for Priority 2 are listed in the
chart beginning on page 28. Award ranges for Priority 2 applicants are
based on three primary markers: (1) The estimated rate (per 100,000) for
adults and adolescents living with AIDS in 2005 as reported by the CDC,
(2) public school student enrollment for the 2003-04 school year as
reported by the National Center for Educational Statistics (NCES), and
(3) the percentage of children ages 5 to 17 living in poverty in 2004 as
reported by the NCES.

Eligible [local education agency]{.underline} applicants for Priority 2
are limited to the largest LEA within each Metropolitan Statistical Area
or Metropolitan Division with a population greater than 500,000 as
defined by the Office of Management and Budget, December 2006, that meet
all of the following requirements: (1) have a cumulative number of AIDS
cases greater than 7,500 as of December 31, 2005 OR have an AIDS rate
greater than 25.0 per 100,000 population for 2005 in their metropolitan
statistical area or division as reported by the Centers for Disease
Control and Prevention, (2) are among the largest school districts in
the nation with a 2003-04 reported student enrollment of 45,000 or more
as reported by the NCES, (3) have a minority enrollment greater than 50
percent for the 2003-04 school year as reported by the National Center
for Education Statistics (NCES), and (4) have a poverty rate of 12.0 or
more for children ages 5 to 17 years old as reported for 2002 by the
NCES.

**Priority 3: Coordinated School Health Programs and Promotion of
Physical Activity, Nutrition, and Tobacco-Use Prevention (CSHP and
PANT)**

Eligible state and territorial education agency and tribal government
applicants for Priority 3 are listed in the chart beginning on page 28.
Award ranges for Priority 3 applicants are based on two primary markers:
(1) public school student enrollment for the 2003-04 school year as
reported by the NCES, and (2) the percentage of children ages 5 to 17
living in poverty in 2004 as reported by the NCES.

**Priority 4: Asthma Management (AM)**

Eligible local education agency applicants for Priority 4 are listed in
the chart beginning on page 28. They are limited to the largest LEA
within each Metropolitan Statistical Area or Metropolitan Division with
a population greater than 500,000 as defined by the Office of Management
and Budget, December 2006, that meet all of the following requirements:
(1) are among the largest school districts in the nation with a 2003-04
reported student enrollment of 80,000 or more as reported by the NCES,
(2) have a minority enrollment greater than 50 percent for the 2003-04
school year as reported by the NCES, and (3) have a poverty rate of 12.0
or more for children ages 5 to 17 years old as reported for 2002 by the
NCES.

**Priority 5: National Professional Development (NPD)**

Eligible [state education agency]{.underline} applicants for Priority 5
are limited to SEA in the 50 states and the District of Columbia. To be
awarded funds under this Priority, applicants must apply for and be
awarded funding under either Priority 2, Priority 3, or both.

Eligible [local education agency]{.underline} applicants for Priority 5
(NPD) are limited to the 24 LEA that are eligible to apply for funding
under Priority 2 (HIV). To be awarded funds under this Priority,
applicants must apply for and be awarded funding under Priority 2.

**Additional Information**

A Bona Fide Agent is an agency/organization identified by the state as
eligible to submit an application under the state eligibility in lieu of
a state application. If applying as a bona fide agent of a state or
local government, a letter from the state or local government as
documentation of the status is required. Attach with "Other Attachment
Forms" when submitting via [www.grants.gov](http://www.grants.gov/).

The intent of this funding opportunity is to improve the health and
educational outcomes of youth through coordinated school health programs
by directly supporting the capacity building efforts of schools and
education agencies for positive youth development and health promotion. 
Funding eligibility is limited to State, Territorial, and local
education agencies and tribal government equivalents where there is the
greatest likelihood of reaching schools and the youth they serve.  If
other entities such as state health agencies, nonprofit organizations,
for-profit organizations, businesses, universities, colleges, research
institutions, hospitals, community-based organizations, and faith-based
organizations were permitted eligibility, the education agency might
receive a limited benefit from the dollars, but priority funding,
commitment and support would be fragmented at best. 

Direct funding to other entities reduces the assurance that there would
be proper recognition of the unique strategies needed for effective
school-based work.  Conversely, when education agencies lead the
partnership with other such entities, priority health programs are
implemented with greater compatibility with schools and schools
districts.

If entities other than education agencies are made eligible for funding,
the CDC could establish accountability measures for those eligible
entities, but could not reasonably hold them accountable for school
system and education agency changes. If we view schools and school
districts as the "system" that needs to be influenced, not only in
implementing more effective programs within its own system, but also in
affecting change in student risk-behaviors, then it is important to fund
education agencies directly and set accountability measures for
determining if schools and school districts are moving in the right
direction. The priorities set forth in this funding opportunity
announcement go beyond simply accessing schools to reach youth. The
funding provided is intended to assist local and state education
agencies to establish and sustain the capacity to improve critical
health and educational outcomes of youth from within.

Funds are intended to:

-   Increase support for school health priorities:   DASH dollars
    provide the seed money to stimulate an increase in awareness and
    need to focus on health priorities.  Dollars stimulate the attention
    on policy and programs that address the health needs of youth.  DASH
    dollars support the establishment of a position within educational
    agencies that can advocate for health priorities and encourage
    others in the agency to increase support for health priorities. 

-   Build education agency capacity:   Educational agencies are the
    primary providers of programs in school settings.   The education
    system has not developed sufficient capacity to fully implement
    effective school health programs that will reduce health problems
    and disparities.   DASH dollars require education agencies to build
    capacity and implement effective policies and programs.  These
    dollars stimulate increased professional development for education
    agency personnel in health-related areas, improved management and
    coordination of health-related programs and priorities, and expanded
    partnerships with non-school personnel who can assist in improving
    programs delivered in school.   When education agencies develop
    capacity and leadership for school health programs, efforts are
    implemented more systematically rather than in a fragmented approach
    as is evident when external agencies and partners implement school
    programs.

-   Increase the responsibility and accountability of education agencies
    to address the health needs of youth: Education agencies are
    traditionally responsible for the academic achievement of youth. 
    DASH funds require education agencies to give attention to the
    health needs of youth and ultimately to take responsibility for
    implementing programs that can improve the health of youth.  In
    addition, education agencies are held directly accountable for
    program outcomes if directly funded.  

**III.2. Cost Sharing or Matching**

Cost sharing or matching funds are not required for this program.

**III.3. Other**

**Special Requirements:**

If the application is **incomplete or non-responsive** to the special
requirements listed in this section, it will not be entered into the
review process. The applicant will be notified the application did not
meet submission requirements.

-   **Late applications** will be considered non-responsive. See section
    "IV.3. Submission Dates and Times" for more information on
    deadlines.

-   If a **funding amount greater than the ceiling** of the award range
    is requested, the application will be considered non-responsive and
    will not be entered into the review process. The applicant will be
    notified that the application did not meet the submission
    requirements.

-   State and territorial education agencies and tribal governments
    funded under Priority 3 are expected to **direct at least
    \$100,000** to the state health agency or tribal government
    equivalent to support staff positions and activities to promote
    coordination of school-related health programs within and across the
    health and education agencies.

-   Note: Title 2 of the United States Code Section 1611 states that an
    organization described in Section 501(c)(4) of the Internal Revenue
    Code that engages in lobbying activities is not eligible to receive
    Federal funds constituting a grant, loan, or an award.

**Eligible applicants that can apply for this funding opportunity are
listed in the chart below:**

  ----------------------- ------------- -------------- ----------------- ------------- -----------
  **Anticipated **       **1-YRBS**    **2-HIV**      **3-CSHP/PANT**   **4-AM**      **5-NPD**

  **Funding Level**       \$3,370,000   \$16,325,000   \$9,600,000       \$2,000,000   730,000

  **Award Range**         \$10,000 to   \$75,000 to    \$250,000 to      \$150,000 to  up to
                          \$50,000      \$325,000      \$475,000         \$225,000     \$350,000

  **Number of Awards**    80 SEA, SHA,  60 SEA, TEA;   At least 18 SEA,  At least 10   2-3 SEA,
                          TEA; up to 2  up to 2 TG; at TEA; up to 2 TG   LEA           LEA
                          TG; at least  least 16 LEA                                   
                          20 LEA                                                       

  Alabama                 \$35,000 to   \$175,000 to   \$350,000 to                    up to
                          \$50,000      \$250,000      \$425,000                       \$350,000

  Alaska                  \$35,000 to   \$125,000 to   \$300,000 to                    up to
                          \$50,000      \$200,000      \$375,000                       \$350,000

  Albuquerque PS          \$25,000 to                                    \$150,000 to  
  Albuquerque, NM         \$40,000                                       \$225,000     

  American Samoa          up to         up to          \$250,000 to                    
                          \$10,000      \$100,000      \$325,000                       

  Arizona                 \$35,000 to   \$175,000 to   \$400,000 to                    up to
                          \$50,000      \$250,000      \$475,000                       \$350,000

  Arkansas                \$35,000 to   \$175,000 to   \$350,000 to                    up to
                          \$50,000      \$250,000      \$425,000                       \$350,000

  Baltimore City          \$25,000 to   \$175,000 to                     \$150,000 to  up to
  PS-Baltimore, MD        \$40,000      \$250,000                        \$225,000     \$350,000

  Boston PS-Boston, MD    \$25,000 to   \$175,000 to                                   up to
                          \$40,000      \$250,000                                      \$350,000

  Broward County-Ft.      \$25,000 to   \$225,000 to                     \$150,000 to  up to
  Lauderdale, FL          \$40,000      \$300,000                        \$225,000     \$350,000

  California              \$35,000 to   \$250,000 to   \$400,000 to                    up to
                          \$50,000      \$325,000      \$475,000                       \$350,000

  Charlotte-Mecklenburg   \$25,000 to                                    \$150,000 to  
  -Charlotte, NC          \$40,000                                       \$225,000     

  City of Chicago         \$25,000 to   \$225,000 to                     \$150,000 to  up to
  SD-Chicago, IL          \$40,000      \$300,000                        \$225,000     \$350,000

  Clark County SD-Las     \$25,000 to                                    \$150,000 to  
  Vegas, NV               \$40,000                                       \$225,000     

  Colorado                \$35,000 to   \$150,000 to   \$300,000 to                    up to
                          \$50,000      \$225,000      \$375,000                       \$350,000

  Commonwealth of the     up to         up to          \$250,000 to                    
  Northern Mariana        \$10,000      \$100,000      \$325,000                       
  Islands                                                                              

  Connecticut             \$35,000 to   \$150,000 to   \$300,000 to                    up to
                          \$50,000      \$225,000      \$375,000                       \$350,000

  Dallas Independent      \$25,000 to   \$175,000 to                     \$150,000 to  up to
  SD-Dallas, TX           \$40,000      \$250,000                        \$225,000     \$350,000

  DeKalb Co SD-Atlanta,   \$25,000 to   \$175,000 to                     \$150,000 to  up to
  GA                      \$40,000      \$250,000                        \$225,000     \$350,000
  ----------------------- ------------- -------------- ----------------- ------------- -----------

  --------------- ------------- -------------- ----------------- ------------- -----------
  **Anticipated   **1-YRBS**    **2-HIV**      **3-CSHP/PANT**   **4-AM**      **5-NPD**
  **                                                                          

  **Funding       \$3,370,000   \$16,325,000   \$9,600,000       \$2,000,000   730,000
  Level**                                                                      

  **Award Range** \$10,000 to   \$75,000 to    \$250,000 to      \$150,000 to  up to
                  \$50,000      \$325,000      \$475,000         \$225,000     \$350,000

  **Number of     80 SEA, SHA,  60 SEA, TEA;   At least 18 SEA,  At least 10   2-3 SEA,
  Awards**        TEA; up to 2  up to 2 TG; at TEA; up to 2 TG   LEA           LEA
                  TG; at least  least 16 LEA                                   
                  20 LEA                                                       

  Delaware        \$35,000 to   \$150,000 to   \$300,000 to                    up to
                  \$50,000      \$225,000      \$375,000                       \$350,000

  Detroit         \$25,000 to   \$175,000 to                     \$150,000 to  up to
  PS-Detroit, MI  \$40,000      \$250,000                        \$225,000     \$350,000

  District of     \$35,000 to   \$200,000 to   \$350,000 to                    up to
  Columbia        \$50,000      \$275,000      \$425,000                       \$350,000

  Duval Co PS-    \$25,000 to                                    \$150,000 to  
  Jacksonville,   \$40,000                                       \$225,000     
  FL                                                                           

  Federated       up to         up to          \$250,000 to                    
  States of       \$10,000      \$100,000      \$325,000                       
  Micronesia                                                                   

  Florida         \$35,000 to   \$200,000 to   \$400,000 to                    up to
                  \$50,000      \$275,000      \$475,000                       \$350,000

  East Baton      \$25,000 to   \$175,000 to                                   up to
  Rouge Parish    \$40,000      \$250,000                                      \$350,000
  SS-Baton Rouge,                                                              
  LA                                                                           

  Fort Worth ISD  \$25,000 to                                    \$150,000 to  
  Fort Worth, TX  \$40,000                                       \$225,000     

  Fresno USD --   \$25,000 to                                    \$150,000 to  
  Fresno, CA      \$40,000                                       \$225,000     

  Georgia         \$35,000 to   \$225,000 to   \$400,000 to                    up to
                  \$50,000      \$300,000      \$475,000                       \$350,000

  Guam            up to         up to          \$250,000 to                    
                  \$10,000      \$100,000      \$325,000                       

  Hawaii          \$35,000 to   \$150,000 to   \$300,000 to                    up to
                  \$50,000      \$225,000      \$375,000                       \$350,000

  Hillborough Co  \$25,000 to   \$175,000 to                     \$150,000 to  up to
  PS-Tampa, FL    \$40,000      \$250,000                        \$225,000     \$350,000

  Houston         \$25,000 to   \$225,000 to                     \$150,000 to  up to
  Independent     \$40,000      \$300,000                        \$225,000     \$350,000
  SD-Houston, TX                                                               

  Idaho           \$35,000 to   \$125,000 to   \$300,000 to                    up to
                  \$50,000      \$200,000      \$375,000                       \$350,000

  Illinois        \$35,000 to   \$225,000 to   \$400,000 to                    up to
                  \$50,000      \$300,000      \$475,000                       \$350,000

  Indiana         \$35,000 to   \$175,000 to   \$400,000 to                    up to
                  \$50,000      \$250,000      \$475,000                       \$350,000

  Iowa            \$35,000 to   \$125,000 to   \$300,000 to                    up to
                  \$50,000      \$200,000      \$375,000                       \$350,000

  Jefferson       \$25,000 to   \$175,000 to                                   up to
  Parish PS-New   \$40,000      \$250,000                                      \$350,000
  Orleans, LA                                                                  
  --------------- ------------- -------------- ----------------- ------------- -----------

  --------------- ------------- -------------- ----------------- ------------- -----------
  **Anticipated   **1-YRBS**    **2-HIV**      **3-CSHP/PANT**   **4-AM**      **5-NPD**
  **                                                                          

  **Funding       \$3,370,000   \$16,325,000   \$9,600,000       \$2,000,000   730,000
  Level**                                                                      

  **Award Range** \$10,000 to   \$75,000 to    \$250,000 to      \$150,000 to  up to
                  \$50,000      \$325,000      \$475,000         \$225,000     \$350,000

  **Number of     80 SEA, SHA,  60 SEA, TEA;   At least 18 SEA,  At least 10   2-3 SEA,
  Awards**        TEA; up to 2  up to 2 TG; at TEA; up to 2 TG   LEA           LEA
                  TG; at least  least 16 LEA                                   
                  20 LEA                                                       

  Kansas          \$35,000 to   \$150,000 to   \$300,000 to                    up to
                  \$50,000      \$225,000      \$375,000                       \$350,000

  Kentucky        \$35,000 to   \$175,000 to   \$350,000 to                    up to
                  \$50,000      \$250,000      \$425,000                       \$350,000

  Louisiana       \$35,000 to   \$175,000 to   \$350,000 to                    up to
                  \$50,000      \$250,000      \$425,000                       \$350,000

  Los Angeles     \$25,000 to   \$275,000 to                     \$150,000 to  up to
  USD-Los         \$40,000      \$350,000                        \$225,000     \$350,000
  Angeles, CA                                                                  

  Maine           \$35,000 to   \$125,000 to   \$300,000 to                    up to
                  \$50,000      \$200,000      \$375,000                       \$350,000

  Maryland        \$35,000 to   \$175,000 to   \$300,000 to                    up to
                  \$50,000      \$250,000      \$375,000                       \$350,000

  Massachusetts   \$35,000 to   \$175,000 to   \$300,000 to                    up to
                  \$50,000      \$250,000      \$375,000                       \$350,000

  Memphis         \$25,000 to   \$175,000 to                     \$150,000 to  up to
  CSD-Memphis, TN \$40,000      \$250,000                        \$225,000     \$350,000

  Miami-Dade Co   \$25,000 to   \$225,000 to                     \$150,000 to  up to
  PS-Miami, FL    \$40,000      \$300,000                        \$225,000     \$350,000

  Michigan        \$35,000 to   \$175,000 to   \$400,000 to                    up to
                  \$50,000      \$250,000      \$475,000                       \$350,000

  Milwaukee PS -- \$25,000 to                                    \$150,000 to  
  Milwaukee, WI   \$40,000                                       \$225,000     

  Minnesota       \$35,000 to   \$150,000 to   \$300,000 to                    up to
                  \$50,000      \$225,000      \$375,000                       \$350,000

  Mississippi     \$35,000 to   \$200,000 to   \$350,000 to                    up to
                  \$50,000      \$275,000      \$425,000                       \$350,000

  Missouri        \$35,000 to   \$175,000 to   \$350,000 to                    up to
                  \$50,000      \$250,000      \$425,000                       \$350,000

  Montana         \$35,000 to   \$150,000 to   \$300,000 to                    up to
                  \$50,000      \$225,000      \$375,000                       \$350,000

  Nebraska        \$35,000 to   \$125,000 to   \$300,000 to                    up to
                  \$50,000      \$200,000      \$375,000                       \$350,000

  Nevada          \$35,000 to   \$175,000 to   \$300,000 to                    up to
                  \$50,000      \$250,000      \$375,000                       \$350,000

  New Hampshire   \$35,000 to   \$125,000 to   \$300,000 to                    up to
                  \$50,000      \$200,000      \$375,000                       \$350,000

  New Jersey      \$35,000 to   \$175,000 to   \$350,000 to                    up to
                  \$50,000      \$250,000      \$425,000                       \$350,000
  --------------- ------------- -------------- ----------------- ------------- -----------

  --------------- ------------- -------------- ----------------- ------------- -----------
  **Anticipated   **1-YRBS**    **2-HIV**      **3-CSHP/PANT**   **4-AM**      **5-NPD**
  **                                                                          

  **Funding       \$3,370,000   \$16,325,000   \$9,600,000       \$2,000,000   730,000
  Level**                                                                      

  **Award Range** \$10,000 to   \$75,000 to    \$250,000 to      \$150,000 to  up to
                  \$50,000      \$325,000      \$475,000         \$225,000     \$350,000

  **Number of     80 SEA, SHA,  60 SEA, TEA;   At least 18 SEA,  At least 10   2-3 SEA,
  Awards**        TEA; up to 2  up to 2 TG; at TEA; up to 2 TG   LEA           LEA
                  TG; at least  least 16 LEA                                   
                  20 LEA                                                       

  New Mexico      \$35,000 to   \$175,000 to   \$350,000 to                    up to
                  \$50,000      \$250,000      \$425,000                       \$350,000

  New York        \$35,000 to   \$225,000 to   \$400,000 to                    up to
                  \$50,000      \$300,000      \$475,000                       \$350,000

  New York City   \$25,000 to   \$275,000 to                     \$150,000 to  up to
  DOE-NY, NY      \$40,000      \$350,000                        \$225,000     \$350,000

  Newark          \$25,000 to   \$175,000 to                                   up to
  PS-Newark, NJ   \$40,000      \$250,000                                      \$350,000

  North Dakota    \$35,000 to   \$125,000 to   \$300,000 to                    up to
                  \$50,000      \$200,000      \$375,000                       \$350,000

  North Carolina  \$35,000 to   \$225,000 to   \$400,000 to                    up to
                  \$50,000      \$300,000      \$475,000                       \$350,000

  Oakland         \$25,000 to   \$175,000 to                                   up to
  USD-Oakland, CA \$40,000      \$250,000                                      \$350,000

  Ohio            \$35,000 to   \$175,000 to   \$350,000 to                    up to
                  \$50,000      \$250,000      \$425,000                       \$350,000

  Oklahoma        \$35,000 to   \$150,000 to   \$300,000 to                    up to
                  \$50,000      \$225,000      \$375,000                       \$350,000

  Orange Co       \$25,000 to   \$175,000 to                     \$150,000 to  up to
  PS-Orlando, FL  \$40,000      \$250,000                        \$225,000     \$350,000

  Oregon          \$35,000 to   \$150,000 to   \$300,000 to                    up to
                  \$50,000      \$225,000      \$375,000                       \$350,000

  SD Palm Beach   \$25,000 to   \$175,000 to                     \$150,000 to  up to
  Co-West Palm    \$40,000      \$250,000                        \$225,000     \$350,000
  Beach, FL                                                                    

  Pennsylvania    \$35,000 to   \$200,000 to   \$400,000 to                    up to
                  \$50,000      \$275,000      \$475,000.                      \$350,000

  SD Philadelphia \$25,000 to   \$175,000 to                     \$150,000 to  up to
  Philadelphia,   \$40,000      \$250,000                        \$225,000     \$350,000
  PA                                                                           

  Puerto Rico     \$35,000 to   \$150,000 to   \$250,000 to                    up to
                  \$50,000      \$225,000      \$325,000                       \$350,000

  Republic of the up to         up to          \$250,000 to                    
  Marshall        \$10,000      \$100,000      \$325,000                       
  Islands                                                                      

  Republic of     up to         up to          \$250,000 to                    
  Palau           \$10,000      \$100,000      \$325,000                       

  Rhode Island    \$35,000 to   \$175,000 to   \$350,000 to                    up to
                  \$50,000      \$250,000      \$425,000                       \$350,000

  South Carolina  \$35,000 to   \$200,000 to   \$350,000 to                    up to
                  \$50,000      \$275,000      \$425,000                       \$350,000
  --------------- ------------- -------------- ----------------- ------------- -----------

  --------------- ------------- -------------- ----------------- ------------- -----------
  **Anticipated   **1-YRBS**    **2-HIV**      **3-CSHP/PANT**   **4-AM**      **5-NPD**
  **                                                                          

  **Funding       \$3,370,000   \$16,325,000   \$9,600,000       \$2,000,000   730,000
  Level**                                                                      

  **Award Range** \$10,000 to   \$75,000 to    \$250,000 to      \$150,000 to  up to
                  \$50,000      \$325,000      \$475,000         \$225,000     \$350,000

  **Number of     80 SEA, SHA,  60 SEA, TEA;   At least 18 SEA,  At least 10   2-3 SEA,
  Awards**        TEA; up to 2  up to 2 TG; at TEA; up to 2 TG   LEA           LEA
                  TG; at least  least 16 LEA                                   
                  20 LEA                                                       

  San Bernardino  \$25,000 to   \$175,000 to                                   up to
  City USD-San    \$40,000      \$250,000                                      \$350,000
  Bernardino, CA                                                               

  San Diego USD   \$25,000 to   \$175,000 to                     \$150,000 to  up to
  -San Diego, CA  \$40,000      \$250,000                        \$225,000     \$350,000

  San Francisco   \$25,000 to   \$175,000 to                                   up to
  USD-SF, CA      \$40,000      \$250,000                                      \$350,000

  Seattle         \$25,000 to   \$175,000 to                                   up to
  PS-Seattle, WA  \$40,000      \$250,000                                      \$350,000

  South Dakota    \$35,000 to   \$150,000 to   \$350,000 to                    up to
                  \$50,000      \$225,000      \$425,000                       \$350,000

  Tennessee       \$35,000 to   \$225,000 to   \$350,000 to                    up to
                  \$50,000      \$300,000      \$425,000                       \$350,000

  Tribal          up to         up to          \$250,000 to                    
  Governments     \$10,000      \$100,000      \$325,000                       

  Texas           \$35,000 to   \$225,000 to   \$400,000 to                    up to
                  \$50,000      \$300,000      \$475,000.                      \$350,000

  Utah            \$35,000 to   \$125,000 to   \$300,000 to                    up to
                  \$50,000      \$200,000      \$375,000                       \$350,000

  Vermont         \$35,000 to   \$125,000 to   \$300,000 to                    up to
                  \$50,000      \$200,000      \$375,000                       \$350,000

  Virginia        \$35,000 to   \$175,000 to   \$350,000 to                    up to
                  \$50,000      \$250,000      \$425,000                       \$350,000

  U.S. Virgin     up to         up to          \$250,000 to                    
  Islands         \$10,000      \$100,000      \$325,000                       

  Washington      \$35,000 to   \$175,000 to   \$350,000 to                    up to
                  \$50,000      \$250,000      \$425,000                       \$350,000

  West Virginia   \$35,000 to   \$150,000 to   \$350,000 to                    up to
                  \$50,000      \$225,000      \$425,000                       \$350,000

  Wisconsin       \$35,000 to   \$175,000 to   \$350,000 to                    up to
                  \$50,000      \$250,000      \$425,000                       \$350,000

  Wyoming         \$35,000 to   \$125,000 to   \$300,000 to                    up to
                  \$50,000      \$200,000      \$375,000                       \$350,000
  --------------- ------------- -------------- ----------------- ------------- -----------

**IV. Application and Submission Information**

**IV.1. Address to Request Application Package**

To apply for this funding opportunity use the application forms package
posted in Grants.gov.

**Electronic Submission:**

CDC strongly encourages the applicant to submit the application
electronically by utilizing the forms and instructions posted for this
announcement on [www.Grants.gov](http://www.Grants.gov/), the official
Federal agency wide E-grant Web site. Only applicants who apply on-line
are permitted to forego paper copy submission of all application forms.

Registering your organization through
[www.Grants.gov](http://www.Grants.gov/) is the first step in submitting
applications online. Registration information is located in the "Get
Registered" screen of [www.Grants.gov](http://www.Grants.gov/). While
application submission through [www.Grants.gov](http://www.Grants.gov/)
is optional, we strongly encourage you to use this online tool.

Please visit [www.Grants.gov](http://www.Grants.gov/) at least 30 days
prior to filing your application to familiarize yourself with the
registration and submission processes. Under "Get Registered," the
one-time registration process will take three to five days to complete;
however, as part of the Grants.gov registration process, registering
your organization with the Central Contractor Registry (CCR) annually,
could take an additional one to two days to complete. We suggest
submitting electronic applications prior to the closing date so if
difficulties are encountered, you can submit a hard copy of the
application prior to the deadline.

**Paper Submission:**

Application forms and instructions are available on the CDC Web site, at
the following Internet address:
<http://www.cdc.gov/od/pgo/funding/grants/app_and_forms.shtm>.

If access to the Internet is not available, or if there is difficulty
accessing the forms on-line, contact the CDC Procurement and Grants
Office Technical Information Management Section (PGO-TIMS) staff at
770-488-2700 and the application forms can be mailed.

**IV.2. Content and Form of Submission**

All documents should be written in the following format:

-   Font size: 12-point unreduced, Times New Roman

-   Single spaced, printed only on one side of page

-   Paper size: 8.5 by 11 inches

-   Page margin size: One inch

-   Written in plain language, avoid jargon

-   All electronic documents must be saved and uploaded in a PDF format.
    If the applicant is applying for multiple priorities, CDC recommends
    the electronic documents be saved in PDF format based on the
    specific Priority. For example, when saving the electronic
    documents, save as \[Priority\] \[Project Narrative\] \[Site\].PDF
    or \[Priority\] \[Budget Narrative\] \[Site\].PDF. See Application
    Components Chart of applicable components and suggested titles.

-   All documents must be labeled clearly as indicated in this
    application -- some documents will be uploaded into Grants.gov under
    \"Other Attachments Form\" but are all required documents. If the
    applicant is applying for multiple priorities, CDC recommends that
    pages include headers or footers attributed to the specific priority
    in addition to page numbers.

-   Number all narrative pages; not to exceed the maximum number of
    pages

-   Paper application should be held together only by rubber bands or
    metal clips; not bound in any other way

**[Letter of Intent]{.underline}**

A one-page Letter of Intent (LOI) is requested from all applicants
anticipating to submit an application and is due [October **23**, 2007,
30 days after date of publication]{.underline}. The LOI will be used to
determine the number of applications anticipated for each Priority and
to inform the CDC review panel processes. The information submitted
within the LOI will not be scored as part of the application review
process. The LOI should include:

-   Agency/Tribal government name, address, telephone, e-mail address,
    and fax number, and primary contact for the agency/tribal
    government.

-   Identify in the body of the LOI each of the Priorities the
    agency/tribal government is planning to apply for.

-   Signed by the Superintendent or Commissioner of Education or tribal
    government leader.

```{=html}
<!-- -->
```
-   For a state, territorial, or tribal government applying for Priority
    3, include signatures of officials from both state or territorial
    education and health agencies or tribal government equivalents.

-   If the applicant is a tribal government, include a resolution or
    letter of support from the Board of Directors.

-   If an SHA is applying for Priority 1, LOI signatures of officials
    from [both]{.underline} education and health agencies should be
    included, and the SEA should clearly state that the agency does not
    intend to apply for this Priority.

**[Application]{.underline}**

All applications **must include each** of the following components
listed in the chart below **for each Priority** **in order of submission
to [http://www.grants.gov](http://www.grants.gov/).** Page limits are
listed in each section. **In any section that exceeds the page limit,
only the first pages within the page limit will be reviewed.**

**Application Components Chart**

+---------------+----------------+-----------------+-----------------+
| **Priority    | **Priority     | **Priority 2,3, | **Priority 5 -  |
| **           | 1-YRBS**       | and 4 -- HIV,   | NPD**           |
|               |                | CSHP/PANT, AM** |                 |
| **Application |                |                 |                 |
| Components    |                |                 |                 |
| **           |                |                 |                 |
+---------------+----------------+-----------------+-----------------+
| Project       | Title:         |                 |                 |
| Abstract:     | \[Priority\]   |                 |                 |
|               | Project        |                 |                 |
| Upload PDF    | Abstract       |                 |                 |
| file on       | \[Site\]; e.g. |                 |                 |
| Grants.gov   | *NPD Project   |                 |                 |
|               | Abstract       |                 |                 |
|               | Missouri*      |                 |                 |
+---------------+----------------+-----------------+-----------------+
|               | Mandatory      | Mandatory       | Mandatory       |
|               | Doc            | Documents-Other | Documents-Other |
|               | uments-Project | Attachments     | Attachments     |
|               | Abstract       | Form            | Form            |
+---------------+----------------+-----------------+-----------------+
| Project       | Title:         |                 |                 |
| Narrative:    | \[Priority\]   |                 |                 |
|               | Project        |                 |                 |
| Upload PDF    | Narrative      |                 |                 |
| file on       | \[Site\]; e.g. |                 |                 |
| Grants.gov   | *HIV Project   |                 |                 |
|               | Narrative      |                 |                 |
|               | Marshall       |                 |                 |
|               | Islands*       |                 |                 |
+---------------+----------------+-----------------+-----------------+
|               | Mandatory      | Mandatory       | Mandatory       |
|               | Doc            | Do              | Do              |
|               | uments-Project | cuments-Project | cuments-Project |
|               | Narrative      | Narrative       | Narrative       |
|               | Attachment     | Attachment      | Attachment      |
|               | Form           | Form-Add        | Form-Add        |
|               |                | Optional        | Optional        |
|               |                | Project         | Project         |
|               |                | Narrative File  | Narrative File  |
+---------------+----------------+-----------------+-----------------+
| Logic Model   |                | Title:          |                 |
|               |                | \[Priority\]    |                 |
| Upload PDF    |                | Logic Model     |                 |
| file on       |                | \[Site\]; e.g.  |                 |
| Grants.gov   |                | *Asthma Logic   |                 |
|               |                | Model Memphis*  |                 |
+---------------+----------------+-----------------+-----------------+
|               |                | Mandatory       | Mandatory       |
|               |                | Documents-Other | Documents-Other |
|               |                | Attachments     | Attachments     |
|               |                | Form            | Form            |
+---------------+----------------+-----------------+-----------------+
| Workplan      | Title:         |                 |                 |
|               | \[Priority\]   |                 |                 |
| Upload PDF    | Workplan       |                 |                 |
| file on       | \[Site\]; e.g. |                 |                 |
| Grants.gov   | *YRBS Workplan |                 |                 |
|               | New York City* |                 |                 |
+---------------+----------------+-----------------+-----------------+
|               | Mandatory      | Mandatory       | Mandatory       |
|               | D              | Documents-Other | Documents-Other |
|               | ocuments-Other | Attachments     | Attachments     |
|               | Attachments    | Form            | Form            |
|               | Form           |                 |                 |
+---------------+----------------+-----------------+-----------------+
| Gantt Chart   | Title:         |                 |                 |
| Timeline      | \[Priority\]   |                 |                 |
|               | Gantt Chart    |                 |                 |
| Upload PDF    | \[Site\]; e.g. |                 |                 |
| file on       | *CSHP Gantt    |                 |                 |
| Grants.gov   | Chart Ohio*    |                 |                 |
+---------------+----------------+-----------------+-----------------+
|               | Mandatory      | Mandatory       | Mandatory       |
|               | D              | Documents-Other | Documents-Other |
|               | ocuments-Other | Attachments     | Attachments     |
|               | Attachments    | Form            | Form            |
|               | Form           |                 |                 |
+---------------+----------------+-----------------+-----------------+
| Budget        | Title:         |                 |                 |
| Narrative     | \[Priority\]   |                 |                 |
|               | Budget         |                 |                 |
| Upload PDF    | Narrative      |                 |                 |
| file on       | \[Site\]; e.g. |                 |                 |
| Grants.gov   | *Asthma Budget |                 |                 |
|               | Narrative      |                 |                 |
|               | Broward*       |                 |                 |
+---------------+----------------+-----------------+-----------------+
|               | Mandatory      | Mandatory       | Mandatory       |
|               | Do             | D               | D               |
|               | cuments-Budget | ocuments-Budget | ocuments-Budget |
|               | Narrative      | Narrative       | Narrative       |
|               | Attachments    | Attachment      | Attachments     |
|               | Form           | Form-Add        | Form-Add        |
|               |                | Optional Budget | Optional Budget |
|               |                | Narrative       | Narrative       |
+---------------+----------------+-----------------+-----------------+
| O             | Title:         |                 |                 |
| rganizational | \[Priority\]   |                 |                 |
| Chart         | Org Chart      |                 |                 |
|               | \[Site\]; e.g. |                 |                 |
| Upload PDF    | *YRBS Org      |                 |                 |
| file on       | Chart Navajo   |                 |                 |
| Grants.gov   | Nation*        |                 |                 |
+---------------+----------------+-----------------+-----------------+
|               | Mandatory      | Mandatory       | Mandatory       |
|               | D              | Documents-Other | Documents-Other |
|               | ocuments-Other | Attachments     | Attachments     |
|               | Attachments    | Form            | Form            |
|               | Form           |                 |                 |
+---------------+----------------+-----------------+-----------------+
| Position      | Title:         |                 |                 |
| D             | \[Priority\]   |                 |                 |
| escription(s) | \[Position\]   |                 |                 |
|               | Description    |                 |                 |
| Upload PDF    | \[Site\]; e.g. |                 |                 |
| file on       | *HIV Director  |                 |                 |
| Grants.gov   | Description    |                 |                 |
|               | Idaho*         |                 |                 |
+---------------+----------------+-----------------+-----------------+
|               | Mandatory      | Mandatory       | Mandatory       |
|               | D              | Documents-Other | Documents-Other |
|               | ocuments-Other | Attachments     | Attachments     |
|               | Attachments    | Form            | Form            |
|               | Form           |                 |                 |
+---------------+----------------+-----------------+-----------------+
| Curriculum    | Title:         |                 |                 |
| Vitae         | \[Priority\]   |                 |                 |
|               | \[Position\]   |                 |                 |
| Upload PDF    | Vita \[Site\]; |                 |                 |
| file on       | e.g. *PANT     |                 |                 |
| Grants.gov   | Coordinator    |                 |                 |
|               | Vita Texas*    |                 |                 |
+---------------+----------------+-----------------+-----------------+
|               | Mandatory      | Mandatory       | Mandatory       |
|               | D              | Documents-Other | Documents-Other |
|               | ocuments-Other | Attachments     | Attachments     |
|               | Attachments    | Form            | Form            |
|               | Form           |                 |                 |
+---------------+----------------+-----------------+-----------------+
| Letters of    | Title:         |                 |                 |
| Support       | \[Priority\]   |                 |                 |
|               | Letter of      |                 |                 |
| Upload PDF    | Support        |                 |                 |
| file on       | \[Site\]; e.g. |                 |                 |
| Grants.gov   | *Asthma Letter |                 |                 |
|               | of Support     |                 |                 |
|               | Houston*       |                 |                 |
+---------------+----------------+-----------------+-----------------+
|               | Mandatory      | Mandatory       | Mandatory       |
|               | D              | Documents-Other | Documents-Other |
|               | ocuments-Other | Attachments     | Attachments     |
|               | Attachments    | Form            | Form            |
|               | Form (SHA      |                 |                 |
|               | only)          |                 |                 |
+---------------+----------------+-----------------+-----------------+
| HIV Review    |                | Title: HIV      |                 |
| Panel Form    |                | Review Panel    |                 |
|               |                | \[Site\]"; e.g. |                 |
| Upload PDF    |                | *HIV Review     |                 |
| file on       |                | Panel Florida*  |                 |
| Grants.gov    |                |                 |                 |
| (Priority 2   |                |                 |                 |
| requirement) |                |                 |                 |
+---------------+----------------+-----------------+-----------------+
|               |                | Mandatory       |                 |
|               |                | Documents-Other |                 |
|               |                | Attachments     |                 |
|               |                | Form            |                 |
+---------------+----------------+-----------------+-----------------+

**Applications for Priority 1 (YRBS)**

**1)** **[Project Abstract]{.underline}** (not more than one page)
Provide a separate, clearly labeled Project Abstract that contains a
summary of the proposed project suitable for dissemination to the
public. It should be informative to other persons working in the same or
related fields and, insofar as possible, understandable to a technically
literate lay reader. The Abstract must not include any
proprietary/confidential information. Include the purpose of the project
and the amount of funding requested.

**2) [Project Narrative]{.underline}** (not more than 10 total pages)
Provide a separate, clearly labeled Project Narrative and submit it in
the following order:

> A. [Background and Need]{.underline} (not more than three pages)
>
> Describe the need for systematic procedures to be put in place to
> monitor critical health-related behaviors among high school students
> within the applicant's jurisdiction through implementation of the
> YRBS.
>
> B. [Capacity]{.underline} (not more than four pages)

-   Describe the agency or tribal government's organizational structure
    and how it supports the collection of data to monitor critical
    health-related behaviors among high school students within the
    applicant's jurisdiction through implementation of the YRBS.

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```
-   Provide evidence of experience, expertise, and existing capacity in
    conducting scientifically credible youth risk behavior surveys, such
    as the YRBS, according to established sampling and data collection
    procedures to obtain weighted data.

-   Provide evidence of experience, expertise, and existing capacity in
    developing and disseminating to key stakeholders reports, fact
    sheets, websites, brochures, journal articles, press releases,
    and/or oral presentations based on weighted data from scientifically
    credible youth risk behavior surveys, such as the YRBS.

-   Provide evidence of experience, expertise, and existing capacity in
    using weighted data from scientifically credible youth risk behavior
    surveys, such as the YRBS, to help improve programs and policies for
    youth and to identify health disparities impacting youth.

C. [Project Management and Staffing]{.underline} (not more than three
pages)

-   Describe how the project will be staffed, including where the
    position will be located within the structure of the agency or
    tribal government.

-   Describe the responsibilities of the staff person responsible for
    implementing the YRBS and summarize the credentials, knowledge,
    training, and experience of the staff person.

**3) [Workplan]{.underline}** (not more than five pages) Provide a
separate, clearly labeled Workplan. Use of the template found at
<http://www.cdc.gov/HealthyYouth/FOA-801> is recommended. The Workplan
should be consistent with the principles described in the Activities
section. Include goals, objectives, and activities as follows:

-   Propose goals that are specific and feasible for the five-year
    project period and consistent with the purpose and requirements of
    Priority 1.

-   Propose objectives for the first annual budget period that are
    specific, measurable, achievable, realistic, and time-phased (SMART)
    and directly related to the goals, purpose, performance measures,
    and program requirements.

-   Describe activities that are likely to achieve the goals and
    requirements of Priority 1, provide a timeline, and identify the
    person(s)/agency responsible for each activity.

**4) [Gantt Chart Timeline]{.underline}** (not more than two pages;
scored under "Workplan") Provide a separate, clearly labeled Gantt
Chart. A Gantt Chart is a graphical representation of tasks as segments
on a time scale. The Timeline should be reasonable, clear, and
consistent with the objectives and activities identified in the
applicant's Workplan. A sample Gantt Chart may be found at
<http://www.cdc.gov/HealthyYouth/FOA-801>.

**5) [Budget Narrative]{.underline}** Provide a separate, clearly
labeled Budget Narrative. Include a detailed line item budget with an
accompanying narrative of all operating expenses linked to the stated
objectives and planned activities in the YRBS Workplan. The Budget
Narrative must include the total amount of funds requested in each
category for the first annual budget period (March 1, 2008 to February
28, 2009). A sample budget and narrative may be found at:
[www.cdc.gov/od/pgo/funding/grants/foamain.shtm](../www.cdc.gov/od/pgo/funding/grants/foamain.shtm).
Click on "Budget Guidance." For additional guidance on indirect costs
and contractual information, see Appendix E. For additional guidance on
travel expectations see Appendix F.

**6) [Organizational Chart]{.underline}** (not more than one page;
scored under "Project Management and Staffing") Provide a separate,
clearly labeled Organizational Chart that clearly indicates the
placement of the proposed program in the agency/tribal government and
show lines of authority, communication, accountability, and reporting.

**7)** **[Position Description(s)]{.underline}** (not more than two
pages; scored under "Project Management and Staffing") Provide a
separate, clearly labeled Position Description*.* CDC expects Priority 1
to be staffed by one individual on a part-time basis.

**8) [Curriculum Vitae]{.underline}** (not more than two pages; scored
under "Project Management and Staffing") Provide a separate, clearly
labeled Curriculum Vita*.*

**9)** **[SEA Letter of Support]{.underline}** (SHA applicants only; not
more than one page) Provide a separate, clearly labeled Letter of
Support clearly indicating that the SEA designates the SHA as the
official state agency applicant for YRBS SEA funding.

**Applications for Priority 2 (HIV), Priority 3 (CSHP and PANT), and
Priority 4** (**Asthma Management**)

**1)** **[Project Abstract]{.underline}** (not more than one page for
each Priority for which you are applying)

> Provide a separate, clearly labeled Project Abstract containing a
> summary of the proposed project suitable for dissemination to the
> public. Each Priority Abstract should be informative to other persons
> working in the same or related fields and, insofar as possible,
> understandable to a technically literate lay reader. Abstracts must
> not include any proprietary/confidential information. For each
> Priority abstract, include the purpose of the project and the amount
> of funding requested. (If you are applying for Priority 1, 2 and 4,
> you must submit three different abstracts -- one for Priority 1, one
> for Priority 2 and one for Priority 4.)

**2) [Project Narrative]{.underline}** (not more than 24 total pages for
Priorities 2 and 4; not more than 28 total pages for Priority 3) Provide
a separate, clearly labeled Project Narrative and submit it in the
following order:

> A. [Background and Need]{.underline} **(**not more than seven pages
> for each Priority for which you are applying) Portions of the content
> for this section may be the same or similar across different
> Priorities (e.g., number of schools and students in the jurisdiction,
> demographic analyses). However, information specific to each Priority
> must be included as well (e.g., sexual risk behavior data for Priority
> 2 and data related to asthma for Priority 4). Include the following
> information:
>
> 1\) Using credible data sources and evidence, describe relevant health
> risks and problems affecting youth in the jurisdiction.
>
> 2\) Identify specific youth populations at risk for health disparities
> to target for proposed program activities.
>
> B. [Capacity]{.underline} (not more than seven pages for each Priority
> for which you are applying)
>
> 1\) Describe how the agency/tribal government's existing
> organizational structure supports programs intended to improve the
> health of youth, particularly related to the health issues addressed
> in the Priority.
>
> 2\) Provide evidence of the capacity of the agency/tribal government
> to establish and maintain effective partnerships.
>
> 3\) Describe the existing capacity of the agency/tribal government to:

-   Monitor critical health behaviors and outcomes, and monitor school
    policies and programs intended to promote health enhancing behaviors
    and outcomes among youth.

-   Provide professional development, technical assistance, policy
    guidance, and resources to regional education agencies/centers,
    local school districts, or schools to prevent health problems among
    school-age youth.

-   Implement effective activities to meet the needs of youth
    populations most at risk for the health problems addressed in the
    Priority.

> C. [Workplan Overview]{.underline} (not more than three pages for each
> Priority for which you are applying)
>
> 1\) Describe how the Workplan addresses the requirements of the
> Priority and the needs described in the Background and Need section.
>
> 2\) Describe how the Workplan activities will complement one another.
>
> 3\) Describe how the Workplan activities will be coordinated with
> other programs in their agency/tribal government as well as relevant
> programs in other agencies.
>
> D. [Program Monitoring]{.underline} (not more than three pages for
> each Priority for which you are applying)
>
> 1\) Describe plans to assess the accomplishments of the program. Plans
> should include:

-   Monitoring programmatic activities through the *Indicators for
    School Health Programs*.

```{=html}
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```
-   Assessing the impact of the program activities by monitoring the
    percentage of schools that are implementing specific school health
    policies and practices. The percentage of schools that implement
    specific policies and practices can be measured through *School
    Health Profiles* or a similar state or local questionnaire.

-   Communicating programmatic impact by developing and disseminating
    written success stories.

-   Documenting the use of epidemiological and student health risk
    behavior data and how programmatic efforts have focused on meeting
    the needs of populations that are disproportionately affected by the
    health problems addressed in the Priority.

2)  Describe any additional evaluation activities to track progress made
    in developing and implementing the proposed program.

> 3\) Describe how program assessment will be used to improve program
> activities.
>
> E. [Project Management and Staffing]{.underline} (not more than four
> pages for Priorities 2 and 4; not more than eight for Priority 3)
>
> 1\) Identify at least one full‑time staff position (1.0 FTE: one
> person devoting 100 percent of her/his time to the cooperative
> agreement work designated specifically for each applicable Priority)
> within the state or territorial **or local** education agency or
> tribal government equivalent with the responsibility and authority to
> carry out the activities identified in the Workplan. In addition,
> applicants for Priority 3 must identify at least one staff position
> (1.0 FTE: one person devoting 100 percent of her/his time to the
> cooperative agreement work designated specifically for this Priority)
> within the state or territorial health agency or tribal government
> equivalent devoting 100 percent of her/his time to the cooperative
> agreement work designated specifically for this Priority, as well as
> one additional staff position (1.0 FTE: one person devoting 100
> percent of her/his time to the cooperative agreement work designated
> specifically for this Priority) within the state or territorial
> education agency or tribal government equivalent designated to
> coordinate PANT programs and support and assist with CSHP activities.
>
> 2\) Describe how your organizational chart delineates clear lines of
> authority and administration and provides clear lines of coordination
> for project activities.
>
> 3\) Explain how your program staff will have the credentials,
> knowledge, training, and experience in working with schools and
> performing assigned responsibilities.
>
> 4\) Provide a fiscal management and oversight summary for the proposed
> program(s) with the business office staff identified.

**3) [Logic Model ]{.underline}**(not more than two pages for each
Priority for which you are applying)

> Provide a separate, clearly labeled Logic Model for each Priority. The
> Logic Model should be reasonable, clear, and consistent with the
> objectives and activities identified in the applicant's Workplan and
> aligned with the purposes of the Priority for which the applicant is
> applying. Guidance for preparation of logic models is available at
> <http://www.cdc.gov/HealthyYouth/FOA-801> and at
> [www.cdc.gov/HealthyYouth/evaluation/resources.htm#4](http://www.cdc.gov/HealthyYouth/evaluation/resources.htm#4)[.]{.underline}

**4) [Workplan]{.underline}** (not more than ten pages for each Priority
for which you are applying)

> Provide a separate, clearly labeled Workplan*.* Use of the template
> found at <http://www.cdc.gov/HealthyYouth/FOA-801> is recommended. The
> Workplan should be consistent with the principles described in the
> Activities section for the Priority for which you are applying.
> Include goals, objectives, and activities as follows:

-   Propose goals that are specific and feasible for the five-year
    project period and consistent with the purpose and requirements of
    the funding Priority.

-   Propose objectives for the first annual budget period that are
    specific, measurable, achievable, realistic, and time-phased (SMART)
    and directly related to the goals, purpose, performance measures,
    program requirements, and data provided in the Background and Need
    section.

-   Describe activities that are likely to achieve each of the program's
    objectives during the first annual budget period, and identify the
    person(s)/agency responsible for each activity.

**5) [Gantt Chart Timeline]{.underline}** (not more than two pages for
each Priority for which you are applying; scored under "Workplan")
Provide a separate, clearly labeled Gantt Chart Timeline*.* A Gantt
Chart is a graphical representation of tasks as segments on a time
scale. The Timeline should be reasonable, clear, and consistent with the
objectives and activities identified in the applicant's Workplan. A
sample Gantt Chart may be found at
<http://www.cdc.gov/HealthyYouth/FOA-801>.

**6) [Budget Narrative]{.underline}** Provide a separate, clearly
labeled Budget Narrative. Include a detailed line item budget for each
Priority with an accompanying narrative of all operating expenses linked
to the stated objectives and planned activities in the Workplan. The
Budget Narrative must include the total amount of funds requested in
each category for the first annual budget period (March 1, 2008 to
February 28, 2009). A sample budget and narrative may be found by
selecting "Budget Guidance" at:
[www.cdc.gov/od/pgo/funding/grants/foamain.shtm](../www.cdc.gov/od/pgo/funding/grants/foamain.shtm).
For additional guidance on indirect costs and contractual information,
see Appendix E. For additional guidance on travel expectations see
Appendix F.

**7) [Organizational Chart(s)]{.underline}** (not more than one page per
Organizational Chart for each Priority area for which you are applying;
scored under "Project Management and Staffing") Provide a separate,
clearly labeled Organizational Chart that clearly indicates placement of
the proposed program in the agency/tribal government and show lines of
authority, communication, accountability, and reporting. For Priority 3,
provide one Organizational Chart for the education agency/tribal
government equivalent and one for the health agency/tribal government
equivalent.

**8)** **[Position Description(s)]{.underline}** (not more than two
pages per Position Description for each Priority area for which you are
applying; scored under "Project Management and Staffing") Provide a
separate, clearly labeled Position Description for each proposed
position within each Priority.

**9) [Curriculum Vitae]{.underline}** (not more than two pages per vita
for each Priority area for which you are applying; scored under "Project
Management and Staffing") Provide separate, clearly labeled Curriculum
Vitae for each staff person identified to fulfill each FTE position in
the Workplan.

**10) [Letters of Support]{.underline}** (not more than two pages per
Letter; scored under "Capacity")

Provide separate, clearly labeled Letters of Support written to the
applicant by consultants or outside agencies named in the Workplan. The
letters (limited to 5) should describe the expertise and capacity of the
consultants or outside agencies and their willingness to fulfill their
proposed responsibilities specifically related to the Priority.

**11) [HIV Review Panel Form]{.underline}** (use form noted below;
**required for Priority 2 only**)

Provide a separate, clearly labeled HIV Review Panel Form*.* This form
can be accessed at: <http://www.cdc.gov/HealthyYouth/FOA-801> or by
selecting CDC Form 0.1113 at
[www.cdc.gov/od/pgo/funding/grants/app_and_forms.shtm](../www.cdc.gov/od/pgo/funding/grants/app_and_forms.shtm).

**Applications for Priority 5 (National Professional Development)**

**1)** **[Project Abstract]{.underline}** (not more than one page)
Provide a separate, clearly labeled Project Abstract that contains a
summary of the proposed project suitable for dissemination to the
public. It should be informative to other persons working in the same or
related fields and, insofar as possible, understandable to a technically
literate lay reader. The Abstract must not include any
proprietary/confidential information. Include the purpose of the project
and the amount of funding requested.

**2) [Project Narrative]{.underline}** (not more than 24 total pages)

> Provide a separate, clearly labeled Project Narrative and submit it in
> the following order:
>
> A. [Background and Need]{.underline} **(**not more than seven pages)
>
> 1\) Using credible data sources and evidence, describe the
> professional development needs of CDC/DASH funded partners related to
> Priorities 2, 3, and 4 (HIV, CSHP and PANT, and asthma management).
>
> B. [Capacity]{.underline} (not more than seven pages)
>
> 1\) Describe how the agency's existing structure supports planning,
> implementing, evaluating, and providing follow-up support for at least
> three professional development events for Priorities 2, 3, and 4.
>
> 2\) Describe how the agency will pay expenses associated with the
> implementation of professional development events, including travel
> and per diem for participants and presenters attending program-related
> events.
>
> 3\) Provide evidence of the capacity to establish and maintain
> effective partnerships.
>
> 4\) Describe the agency's existing capacity to:

-   Deliver professional development events and follow-up support on
    events for funded partners.

-   Evaluate professional development events and follow-up activities
    and describe the impact they have on the implementation of programs
    intended to improve the health of youth.

> C. [Workplan Overview]{.underline} (not more than three pages)
>
> 1\) Describe how the Workplan addresses the requirements of the
> Priority and the needs described in the Background and Need section.
>
> 2\) Describe how the Workplan activities will complement one another.
>
> 3\) Describe how the Workplan activities will be coordinated with
> partners who provide professional development to SEA, SHA, TEA, TG or
> LEA funded partners.
>
> D. [Program Monitoring and Assessment]{.underline} (not more than
> three pages):

1)  Describe plans to evaluate professional development events and
    follow-up support activities.

2)  Describe how assessments and evaluation results will be used to
    improve program activities.

3)  Describe plans to document and communicate NPD accomplishments.

> E. [Project Management and Staffing]{.underline} (not more than four
> pages)
>
> 1\) Provide at least one full‑time staff position (1.0 FTE: one person
> devoting 100 percent of her/his time to the cooperative agreement work
> for this Priority) within the education agency with the responsibility
> and authority to carry out the activities identified in the Workplan.
>
> 2\) Describe how your organizational chart delineates clear lines of
> authority and administration for coordinating project activities.
>
> 3\) Explain how your program staff will have the credentials,
> knowledge, training, and experience in working with schools and
> performing assigned responsibilities.
>
> 4\) Provide a fiscal management and oversight summary for the proposed
> program with the business office staff identified.

**3) [Logic Model ]{.underline}**(not more than two pages)

> Provide a separate, clearly labeled Logic Model that is reasonable,
> clear, and consistent with the objectives and activities identified in
> the applicant's Workplan and aligned with the purposes of Priority 5.
> Guidance for preparation of logic models is available at
> <http://www.cdc.gov/HealthyYouth/FOA-801> and at
> [www.cdc.gov/HealthyYouth/evaluation/resources.htm#4.]{.underline}

**4) [Workplan]{.underline}** (not more than 10 pages)

> Provide a separate, clearly labeled Workplan*.* Use of the template
> found at <http://www.cdc.gov/HealthyYouth/FOA-801> is recommended. The
> Workplan should be consistent with the principles described in the
> Activities for which you are applying. Include goals, objectives, and
> activities as follows:

-   Propose goals that are specific and feasible for the five-year
    project period and consistent with the purpose and requirements of
    the funding Priority.

-   Propose objectives for the first annual budget period that are
    specific, measurable, achievable, realistic, and time-phased (SMART)
    and directly related to the goals, purpose, performance measures,
    program requirements, and data provided in the Background and Need
    section.

-   Describe activities that are likely to achieve each of the program's
    objectives during the first annual budget period, and identify the
    person(s)/agency responsible for each activity.

-   Include activities targeted to help funded partners meet the needs
    of youth at high risk for health disparities.

**5) [Gantt Chart Timeline]{.underline}** (not more than two pages;
scored under "Workplan") Provide a separate, clearly labeled Gantt Chart
Timeline that is reasonable, clear, and consistent with the objectives
and activities identified in the applicant's Workplan. A sample Gantt
Chart may be found at <http://www.cdc.gov/HealthyYouth/FOA-801>.

**6) [Budget Narrative]{.underline}** Provide a separate, clearly
labeled Budget Narrative. Include a detailed line item budget with an
accompanying narrative of all operating expenses linked to the stated
objectives and planned activities in the Workplan. The Budget Narrative
must include the total amount of funds requested in each category for
the first annual budget period (March 1, 2008 to February 28, 2009). A
sample budget and narrative may be found by selecting "Budget Guidance"
at:
[www.cdc.gov/od/pgo/funding/grants/foamain.shtm](../www.cdc.gov/od/pgo/funding/grants/foamain.shtm).
For additional guidance on indirect costs and contractual information,
see Appendix E. For additional guidance on travel expectations see
Appendix F.

**7) [Organizational Chart]{.underline}** (not more than one page;
scored under "Project Management and Staffing") Provide a separate,
clearly labeled Organizational Chart that clearly indicates the
placement of the proposed program in the agency and show lines of
authority, communication, accountability, and reporting.

**8)** **[Position Description(s)]{.underline}** (not more than two
pages; scored under "Project Management and Staffing") Provide a
separate, clearly labeled Position Description*.*

**9) [Curriculum Vitae]{.underline}** (not more than two pages; scored
under "Project Management and Staffing") Provide separate, clearly
labeled Curriculum Vitae*.*

**10) [Letters of Support]{.underline}** (not more than two pages per
Letter; scored under "Capacity")

Provide separate, clearly labeled Letters of Support written to the
applicant by consultants or outside agencies named in the Workplan. The
letters (limited to 5) should describe the expertise and capacity of the
consultants or outside agencies and their willingness to fulfill their
proposed responsibilities specifically related to the Priority.

The agency or organization is required to have a Dun and Bradstreet Data
Universal Numbering System (DUNS) number to apply for a grant or
cooperative agreement from the Federal government. The DUNS number is a
nine-digit identification number, which uniquely identifies business
entities. Obtaining a DUNS number is easy and there is no charge. To
obtain a DUNS number, access the [Dun and Bradstreet
website](http://fedgov.dnb.com/webform/displayHomePage.do;jsessionid=D12B99D19654F9B26C193B1EFDE3430B)
or call 1-866-705-5711.

Additional requirements that may request submission of additional
documentation with the application are listed in section "VI.2.
Administrative and National Policy Requirements."

# IV.3. Submission Dates and Times

**Letter of Intent (LOI) Deadline Date:** October 23, 2007

**Application Deadline Date:** November 21, 2007

**Explanation of Deadlines: Applications must be received in the CDC
Procurement and Grants Office by 5:00 p.m. Eastern Time on the deadline
date.**

Applications must be submitted electronically at
[www.Grants.gov](http://www.Grants.gov/) unless electronic submission is
not available. Applications completed on-line through Grants.gov are
considered formally submitted when the applicant organization's
Authorizing Organization Representative (AOR) electronically submits the
application to [www.Grants.gov](http://www.Grants.gov/). Electronic
applications will be considered as having met the deadline if the
application has been successfully submitted electronically by the
applicant organization's AOR to Grants.gov on or before the deadline
date and time.

When submission of the application is done electronically through
Grants.gov (http://www.grants.gov), the application will be
electronically time/date stamped and a tracking number will be assigned,
which will serve as receipt of submission. The AOR will receive an
e-mail notice of receipt when HHS/CDC receives the application.

If submittal of the application is by the United States Postal Service
or commercial delivery service, the applicant must ensure that the
carrier will be able to guarantee delivery by the closing date and time.
The applicant will be given the opportunity to submit documentation of
the carrier's guarantee, if HHS/CDC receives the submission after the
closing date due to: (1) carrier error, when the carrier accepted the
package with a guarantee for delivery by the closing date and time; or
(2) significant weather delays or natural disasters. If the
documentation verifies a carrier problem, HHS/CDC will consider the
submission as having been received by the deadline.

If a hard copy application is submitted, HHS/CDC will not notify the
applicant upon receipt of the submission. If questions arise on the
receipt of the application, the applicant should first contact the
carrier. If the applicant still has questions, contact the PGOTIMS staff
at (770) 488-2700. The applicant should wait two to three days after the
submission deadline before calling. This will allow time for submissions
to be processed and logged.

This announcement is the definitive guide on LOI and application
content, submission address, and deadline. It supersedes information
provided in the application instructions. If the application submission
does not meet the deadline above, it will not be eligible for review.
The application face page will be returned by HHS/CDC with a written
explanation of the reason for non-acceptance. The applicant will be
notified the application did not meet the submission requirements.

**IV.4. Intergovernmental Review of Applications**

Executive Order 12372 applies to this program for State Health Agencies.

**IV.5. Funding Restrictions**

-   Restrictions, which must be taken into account while writing the
    budget, are as follows:

-   Recipients may not use funds for research.

-   Recipients may not use funds for clinical care.

-   Recipients may only expend funds for reasonable program purposes,
    including personnel, travel, supplies, and services, such as
    contractual.

-   Awardees may not generally use HHS/CDC/ATSDR funding for the
    purchase of furniture or equipment. Any such proposed spending must
    be identified in the budget.

-   The direct and primary recipient in a cooperative agreement program
    must perform a substantial role in carrying out project objectives
    and not merely serve as a conduit for an award to another party or
    provider who is ineligible.

-   Reimbursement of pre-award costs is not allowed.

-   Funds under this program announcement may not be used to conduct
    research projects, provide direct delivery of patient care or
    treatment services, or purchase or disseminate condoms.

-   Although public health may have an assurance role in clinical
    testing and screening, funds are not to be used to provide clinical
    testing or screening services.

-   Federal funds awarded under this program announcement may not be
    used to supplant state or local funds.

If requesting indirect costs in the budget, a copy of the indirect cost
rate agreement is required. If the indirect cost rate is a provisional
rate, the agreement should be less than 12 months of age. The indirect
cost rate agreement should be uploaded as a PDF file with "Other
Attachment Forms" when submitting via Grants.gov.

The recommended guidance for completing a detailed justified budget can
be found on the CDC Web site, at the following Internet address:

<http://www.cdc.gov/od/pgo/funding/budgetguide.htm>.

**IV.6. Other Submission Requirements**

**LOI Submission Address -** Submit the LOI by October 23, 2007 by
express mail, delivery service, fax, or E-mail to:

Elizabeth Haller, School Health Team Lead

> Department of Health and Human Services

CDC/Division of Adolescent and School Health

[Express Mail:]{.underline} 2900 Woodcock Blvd. [US Mail:]{.underline}
4770 Buford Hwy., NE MS K-31

> Chamblee, Georgia 30341 Atlanta, GA 30341 USA

Telephone: 770-488-6203

Fax: 770-488-6163 E-mail: <ehaller@cdc.gov>

Although a letter of intent is not required, is not binding, and does
not enter into the review of a subsequent application, the information
that it contains allows CDC Program staff to estimate the potential
review workload and plan the review.

**Application Submission Address:**

Electronic Submission:

HHS/CDC strongly encourages applicants to submit applications
electronically at [www.Grants.gov](http://www.grants.gov/). The
application package can be downloaded from
[www.Grants.gov](http://www.Grants.gov/). Applicants are able to
complete it off-line, and then upload and submit the application via the
Grants.gov Web site. E-mail submissions will not be accepted. If the
applicant has technical difficulties in Grants.gov, customer service can
be reached by E-mail at
[support@grants.gov](http://www.grants.gov/CustomerSupport) or by phone
at 1-800-518-4726 (1-800-518-GRANTS). The Customer Support Center is
open from 7:00a.m. to 9:00p.m. Eastern Time, Monday through Friday.

HHS/CDC recommends that submittal of the application to Grants.gov
should be prior to the closing date to resolve any unanticipated
difficulties prior to the deadline. Applicants may also submit a back-up
paper submission of the application. Any such paper submission must be
received in accordance with the requirements for timely submission
detailed in Section IV.3. of the grant announcement. The paper
submission must be clearly marked: "BACK-UP FOR ELECTRONIC SUBMISSION."
The paper submission must conform to all requirements for non-electronic
submissions. If both electronic and back-up paper submissions are
received by the deadline, the electronic version will be considered the
official submission.

The applicant must submit all application attachments using a PDF file
format when submitting via Grants.gov. Directions for creating PDF files
can be found on the Grants.gov Web site. Use of file formats other than
PDF may result in the file being unreadable by staff.

Paper Submission:

If electronic submission is not available, applicants should submit the
original and two hard copies of the application by mail or express
delivery service to:

Technical Information Management - CDC-RFA-DP08-801

Department of Health and Human Services

CDC Procurement and Grants Office

2920 Brandywine Road, MS E-14

Atlanta, GA 30341

# V. Application Review Information

**V.1. Criteria**

Applicants are required to provide measures of effectiveness that will
demonstrate the accomplishment of the various identified objectives of
the cooperative agreement. Measures of effectiveness must relate to the
performance goals stated in the "Purpose" section of this announcement.
Measures must be objective and quantitative and must measure the
intended outcome. The measures of effectiveness must be submitted with
the application and will be an element of evaluation.

Applications for each Priority will be individually reviewed and scored
according to the criteria listed below. Page limits for each Priority
are noted in the Application section above. **In any section that
exceeds the page limit, only the first pages within the page limit will
be reviewed.**

**Criteria for Priority 1 -- YRBS**

**1. [Project Abstract]{.underline}** (required; not scored)

**2. Project Narrative**

> **A. [Background and Need]{.underline}** (10 Points)
>
> 1\) To what extent does the applicant describe the need for systematic
> procedures to monitor critical health-related behaviors among high
> school students within the applicant's jurisdiction through
> implementation of the YRBS? (10 points)
>
> **B. [Capacity]{.underline}** (40 Points)
>
> 1\) To what extent does the applicant describe how its existing
> organizational structure supports the collection of data to monitor
> critical health-related behaviors among high school students within
> the applicant's jurisdiction through implementation of the YRBS? (10
> points)
>
> 2\) To what extent does the applicant provide evidence of experience,
> expertise, and existing capacity in:
>
> a\) Conducting scientifically credible youth risk behavior surveys,
> such as the YRBS, according to established sampling and data
> collection procedures to obtain weighted data? (10 points)
>
> b\) Developing and disseminating to key stakeholders reports, fact
> sheets, websites, brochures, journal articles, press releases, and/or
> oral presentations based on weighted data from scientifically credible
> youth risk behavior surveys, such as the YRBS? (10 points)
>
> c\) Using weighted data from scientifically credible youth risk
> behavior surveys, such as the YRBS, to help improve programs and
> policies for youth and to identify health disparities impacting youth?
> (10 points)
>
> **C.** **[Project Management and Staffing]{.underline}** (20 Points)
>
> 1\) Does the applicant have at least one staff person assigned to the
> cooperative agreement designated specifically for this Priority within
> either the education or health agency with the time, responsibility,
> and authority to carry out the activities identified in the Workplan?
> (10 points)
>
> 2\) Does the applicant provide an organizational chart, clear position
> descriptions and curricula vitae that indicate YRBS staff will have
> the credentials, knowledge, training, and experience in working with
> schools and performing assigned responsibilities? (10 points)

**3.** **[Workplan]{.underline}** (30 points)

-   To what extent does the applicant propose goals that are specific
    and feasible for the five-year project period and consistent with
    the purpose and requirements of the funding Priority? (10 points)

-   To what extent does the applicant propose objectives for the first
    annual budget period that are specific, measurable, achievable,
    realistic, and time-phased (SMART) and directly related to the
    goals, purpose, performance measures, and requirements of the
    Priority? (10 points)

-   To what extent does the applicant describe activities that are
    likely to achieve the objectives identified and provide a timeline
    that is reasonable, clear, and consistent with the objectives and
    activities? (10 points)

**4. [Budget Narrative]{.underline}** (required; not scored; no page
limitation)

-   Does the applicant provide a detailed budget and narrative
    consistent with the stated objectives, planned activities, and
    performance measures of the project?

**5. [SEA Letter of Support]{.underline}** (required only if SHA is
applying; not scored)

-   Does the applicant provide a Letter of Support from the SEA
    indicating that the SHA is the designated agency to oversee this
    Priority?

**Criteria for Priority 2 (HIV), Priority 3 (CSHP and PANT), and
Priority 4** (**Asthma Management**)

Criteria and scoring below apply to **each** individual Priority
application.

**1. [Project Abstract]{.underline}** (required; not scored)

**2. [Project Narrative]{.underline}**

> **A. [Background and Need]{.underline}** (10 Points)
>
> 1\) To what extent does the applicant use credible data sources and
> evidence to describe relevant health risks and problems? (5 points)
>
> 2\) To what extent does the applicant identify relevant and specific
> youth populations at risk for health disparities to target for
> proposed program activities? (5 points)
>
> **B. [Capacity]{.underline}** (25 Points)
>
> 1\) To what extent does the applicant describe how its existing
> organizational structure supports programs intended to improve the
> health of youth, particularly related to the health issues addressed
> in the Priority? (5 points)
>
> 2\) To what extent does the applicant provide evidence of the capacity
> to establish and maintain effective partnerships via letters of
> support, MOUs/MOAs, or contracts from consultants and organizations
> demonstrating their understanding, willingness, expertise, and
> capacity to carry out their assigned responsibilities? (5 points)
>
> 3\) To what extent does the applicant describe its existing capacity
> to:

-   Monitor critical health behaviors and outcomes, and monitor school
    policies and programs intended to promote health enhancing behaviors
    and outcomes among youth? (5 points)

-   Provide professional development, technical assistance, policy
    guidance, and resources to schools to prevent health problems among
    school-age youth? (5 points)

-   Implement effective activities to meet the needs of youth
    populations most at risk for the health problems addressed in the
    Priority? (5 points)

> **C.** **[Workplan Overview]{.underline}** (10 points)
>
> 1\) To what extent does the Workplan address the requirements of the
> Priority and the needs described above? (5 points)
>
> 2\) To what extent are the Workplan activities complementary with one
> another and coordinated with other programs? (5 points)
>
> **D. [Program Monitoring]{.underline}** (15 points)
>
> 1\) To what extent does the applicant describe plans to assess the
> accomplishments of the program? (10 points)
>
> This should include:

-   Monitoring programmatic activities through the *Indicators for
    School Health Programs*.

-   Assessing the impact of the program activities by monitoring the
    percentage of schools that are implementing specific school health
    policies, programs, and practices. The percent of schools that
    implement specific policies and practices can be measured through
    *School Health Profiles* or a similar state or local questionnaire.

-   Communicating programmatic impact by developing and disseminating
    written success stories.

-   Documenting the use of epidemiological and student health risk
    behavior data and how programmatic efforts have focused on meeting
    the needs of populations that are disproportionately affected by the
    health problems addressed in the Priority.

> It can include additional evaluation activities to track progress made
> in developing and implementing the proposed program.
>
> 2\) To what extent does the applicant describe how program assessment
> will be used to improve program activities? (5 points)
>
> **E.** **[Project Management and Staffing]{.underline}** (15 Points)
>
> 1\) Does the applicant have at least one full‑time staff position (1.0
> FTE: one person devoting 100 percent of her/his time to the
> cooperative agreement work designated specifically for each applicable
> Priority) within the state or territorial education agency or tribal
> government equivalent with the responsibility and authority to carry
> out the activities identified in the Workplan? In addition, does the
> applicant applying for Priority 3 have at least one staff position
> (1.0 FTE: one person devoting 100 percent of her/his time to the
> cooperative agreement work designated specifically for this Priority)
> within the state or territorial health agency or tribal government
> equivalent devoting 100 percent of her/his time to the cooperative
> agreement work designated specifically for this Priority, as well as
> one additional staff position (1.0 FTE: one person devoting 100
> percent of her/his time to the cooperative agreement work designated
> specifically for this Priority) within the state or territorial
> education agency or tribal government equivalent designated to
> coordinate PANT activities through CSHP? (5 points)
>
> 2\) To what extent does the organizational chart delineate clear lines
> of authority and administration for coordinating project activities?
> (5 points)
>
> 3\) To what extent does the applicant provide clear job descriptions
> and curricula vitae that indicate program staff will have the
> credentials, knowledge, training, and experience in working with
> schools and performing assigned responsibilities? (5 points)
>
> 4\) To what extent is the fiscal management and oversight for the
> proposed program(s) clear and adequate, with the business office staff
> identified? (required; not scored)

**3. [Logic Model]{.underline}** (5 points)

-   To what extent does the application include a Logic Model that is
    reasonable, clear, and consistent with the objectives and activities
    identified in the applicant's Workplan and aligned with the purposes
    of the Priority for which the applicant is applying? (5 points)

**4. [Workplan ]{.underline}**(20 points)

-   To what extent does the applicant propose goals that are specific
    and feasible for the five-year project period and consistent with
    the purpose and requirements of the funding Priority? (5 points)

-   To what extent does the applicant propose objectives for the first
    annual budget period that are specific, measurable, achievable,
    realistic, and time-phased (SMART) and directly related to the
    goals, purpose, performance measures, program requirements, and data
    provided in the Background and Need section? (5 points)

-   To what extent does the applicant describe activities that are
    likely to achieve the objectives identified, provide a realistic
    timeline, and identify the person(s)/agency responsible for each
    activity? (5 points)

-   To what extent does the Workplan include activities targeted to help
    funded partners meet the needs of youth at high risk for health
    disparities? (5 points)

**5.** **[Budget Narrative]{.underline}** (required; not scored; no page
limitation)

-   Does the applicant provide a detailed budget and narrative
    consistent with the stated objectives, planned activities, and
    performance measures of the project?

**6.** **[HIV Review Panel]{.underline}** (required for Priority 2 only;
not scored)

-   Does the applicant provide HIV Review Form 0.1113?

**Criteria for Priority 5 -- National Professional Development**

**1. [Project Abstract]{.underline}** (required; not scored)

**2. [Project Narrative]{.underline}**

> **A. [Background and Need]{.underline}** (10 points)
>
> 1\) To what extent does the applicant use credible data sources and
> evidence to describe the professional development needs of funded
> partners? (10 points)
>
> **B. [Capacity]{.underline}** (25 points)
>
> 1\) To what extent does the applicant describe how the agency's
> existing structure supports planning, implementing, and evaluating
> professional development events and providing follow-up technical
> assistance services? (5 points)
>
> 2\) To what extent does the applicant describe how the agency will pay
> expenses associated with the implementation of professional
> development events, including travel and per diem for participants and
> presenters attending program-related events? (5 points)
>
> 3\) To what extent does the applicant provide evidence of the capacity
> to establish and maintain effective partnerships via letters of
> support, MOUs/MOAs, or contracts from consultants and organizations
> demonstrating their understanding, willingness, expertise, and
> capacity to carry out their assigned responsibilities? (5 points)
>
> 4\) To what extent does the applicant describe its existing capacity
> to:

-   Deliver professional development events and follow-up support on
    events for funded partners? (5 points)

-   Evaluate professional development events and follow-up activities
    and describe the impact they have on the implementation of programs
    intended to improve the health of youth? (5 points)

> **C.** **[Workplan Overview]{.underline}** (10 points)
>
> 1\) To what extent does the Workplan address the requirements of the
> Priority and the needs described above? (5 points)
>
> 2\) To what extent are the Workplan activities complementary with one
> another and coordinated with other programs? (5 points)
>
> **D. [Program Monitoring]{.underline}** (15 points)
>
> 1\) To what extent does the applicant describe plans to evaluate
> professional development events and follow-up support activities? (5
> points)
>
> 2\) To what extent does the applicant describe how assessments and
> evaluation results will be used to improve program activities? (5
> points)
>
> 3\) To what extent does the applicant describe plans to document and
> communicate NPD accomplishments? (5 points)
>
> **E.** **[Project Management and Staffing]{.underline}** (15 points)
>
> 1\) Does the applicant have at least one full‑time staff position (1.0
> FTE: one person devoting 100 percent of her/his time to the
> cooperative agreement work for this Priority) within the education
> agency with the responsibility and authority to carry out the
> activities identified in the Workplan? (5 points)
>
> 2\) To what extent does the organizational chart delineate clear lines
> of authority and administration and for coordinating project
> activities? (5 points)
>
> 3\) To what extent does the applicant provide clear job descriptions
> and curriculum vitae that indicate program staff will have the
> credentials, knowledge, training, and experience in working with
> schools and performing assigned responsibilities? (5 points)
>
> 4\) To what extent is the fiscal management and oversight for the
> proposed program clear and adequate, with the business office staff
> identified? (required; not scored)

**3. [Logic Model]{.underline}** (5 points)

-   To what extent does the application include a Logic Model that is
    reasonable, clear, and consistent with the objectives and activities
    identified in the applicant's Workplan and aligned with the purposes
    of the Priority for which the applicant is applying? (5 points)

**4. [Workplan]{.underline}** (20 points)

-   To what extent does the applicant propose goals that are specific
    and feasible for the five-year project period and consistent with
    the purpose and requirements of the funding Priority? (5 points)

-   To what extent does the applicant propose objectives for the first
    annual budget period that are specific, measurable, achievable,
    realistic, and time-phased (SMART) and directly related to the
    goals, purpose, performance measures, program requirements, and data
    provided in the Background and Need section? (5 points)

-   To what extent does the applicant describe activities that are
    likely to achieve the objectives identified, provide a realistic
    timeline, and identify the person(s)/agency responsible for each
    activity? (5 points)

-   To what extent does the Workplan include activities targeted to help
    funded partners meet the needs of youth at high risk for health
    disparities? (5 points)

**5.** **[Budget Narrative]{.underline}** (required; not scored; no page
limitation)

Does the applicant provide a detailed budget and narrative consistent
with the stated objectives, planned activities, and performance measures
of the project?

**V.2. Review and Selection Process**

Applications will be reviewed for completeness by the Procurement and
Grants Office (PGO) staff and for responsiveness jointly by the CDC
Division of Adolescent and School Health and PGO. Incomplete
applications and applications that are non-responsive to the eligibility
criteria will not advance through the review process. Applicants will be
notified that the application did not meet submission requirements.

An objective review panel will evaluate eligible, complete, and
responsive applications according to the criteria listed in the "V. (1)
Criteria" section above. The objective review panel will consist of CDC
employees from outside the funding division who will evaluate the
technical merit of the application for the purpose of advising the
awarding official.  As part of the review process, the application will:

-   Receive a written Summary Statement of the findings of the Objective
    Review Panel.

-   Receive a vote of approval or disapproval and an approval score.

-   Receive a second programmatic level review by Division senior staff.

Applications will be funded in order with scoring and ranking determined
by the review panel for each funding priority. For example, applications
for Priority 1 will compete only with other applications for Priority 1.
CDC will provide justification for any decision to fund out of rank
order.

**V.3. Anticipated Award Date**

March 1, 2008

**VI. Award Administration Information**

**VI.1. Award Notices**

Successful applicants will receive a Notice of Award (NoA) from the CDC
Procurement and Grants Office. The NoA shall be the only binding,
authorizing document between the recipient and CDC. The NoA will be
signed by an authorized Grants Management Officer and e-mailed to the
program director and a hard copy mailed to the recipient fiscal officer
identified in the application. Unsuccessful applicants will receive
notification of the results of the application review by mail.

**VI.2. Administrative and National Policy Requirements**

Successful applicants must comply with the administrative requirements
outlined in 45 CFR Part 74 and Part 92, as appropriate. The following
additional requirements apply to this project:

-   AR-4 HIV/AIDS Confidentiality Provisions

-   AR-5 HIV Program Review Panel Requirements

-   AR-7 Executive Order 12372 Review

-   AR-9 Paperwork Reduction Act Requirements

-   AR-10 Smoke-Free Workplace Requirements

-   AR-11 Healthy People 2010

-   AR-12 Lobbying Restrictions

-   AR-13 Prohibition on Use of CDC Funds for Certain Gun Control
    Activities

-   AR-14 Accounting System Requirements

-   AR-20 Conference Support

-   AR-21 Small, Minority, and Women-Owned Business

-   AR-23 States and Faith-Based Organizations

-   AR-27 Conference Disclaimer and Use of Logos

Additional information on the requirements can be found on the CDC Web
site at the following Internet address:
<http://www.cdc.gov/od/pgo/funding/Addtl_Reqmnts.htm>.

CDC Assurances and Certifications can be found on the CDC Web site at
the following Internet address:
<http://www.cdc.gov/od/pgo/funding/grants/foamain.shtm>

For more information on the Code of Federal Regulations, see the
National Archives and Records Administration at the following Internet
address: <http://www.access.gpo.gov/nara/cfr/cfr-table-search.html>

Projects that involve the collection of information from ten or more
individuals and funded by cooperative agreement will be subject to
review and approval by the Office of Management and Budget (OMB) under
the Paperwork Reduction Act. OMB has taken the following action on your
request for approval of a new information collection received on
10/20/2004 titled "Indicators of the Performance of Local and State
Education Agencies in HIV Prevention and Coordinated School Health
Program Activities for Adolescent and School Health Programs." Approved
without change, OMB Number 0920-0672 to expire 02/29/2008.

**VI.3. Reporting Requirements**

The applicant must provide CDC with an annual interim progress report
via www.grants.gov:

1.  The interim progress report is due no less than 90 days before the
    end of the budget period. The progress report will serve as the
    non-competing continuation application, and must contain the
    following elements:

    a.  Standard Form ("SF") 424S Form.

    b.  SF-424A Budget Information-Non-Construction Programs.

    c.  Progress toward current budget period objectives and activities,
        including

program monitoring activity.

d.  Budget narrative for the new budget period.

e.  Indirect Cost Rate Agreement.

f.  Project narrative to include proposed new budget period objectives
    and

> activities.
>
> g\. Any additional requested information, including program monitoring
> information such as success stories.

Additionally, the applicant must provide CDC with an original, plus two
hard copies of the following reports:

1.  An annual progress report and financial status report, due no more
    than 90 days after the end of the annual budget period.

2.  A final performance report and financial status report, due no more
    than 90 days after the end of the five-year project period.

These reports must be submitted to the attention of the Grants
Management Specialist listed in the "VII. Agency Contacts" section of
this announcement.

# 

# VII. Agency Contacts

CDC encourages inquiries concerning this announcement.

For general questions, contact:

Technical Information Management Section

Department of Health and Human Services

CDC Procurement and Grants Office

2920 Brandywine Road, MS E-14

Atlanta, GA 30341

Telephone: 770-488-2700

**For program technical assistance, contact:**

Elizabeth Haller, School Health Team Lead

Department of Health and Human Services

CDC Division of Adolescent and School Health

4770 Buford Hwy, NE MS-K31

Atlanta, Georgia 30341

Telephone: 770-488-6203

E-mail: <ehaller@cdc.gov>

**For financial, grants management, or budget assistance, contact:**

> Sheila Edwards, Grants Management Specialist

Department of Health and Human Services

CDC Procurement and Grants Office

2920 Brandywine Road, MS E-14

Atlanta, GA 30341

Telephone: 770-488-1644

E-mail: <Sheila.Edwards@cdc.gov>

CDC Telecommunications for the hearing impaired or disabled is available
at: TTY 770-488-2783.

**VIII. Other Information**

Other CDC funding opportunity announcements can be found on the CDC Web
site, [***Internet address:
http://www.cdc.gov/od/pgo/funding/FOAs.htm.***](../Internet%20address:%20http:/www.cdc.gov/od/pgo/funding/FOAs.htm.)

Information on the CDC Division of Adolescent and School Health may be
found at
[***http://www.cdc.gov/HealthyYouth***](http://www.cdc.gov/HealthyYouth)[.]{.underline}

Applicants may access the application process and other awarding
documents using the Electronic Research Administration System (eRA
Commons). A one-time registration is required for interested
institutions/organizations at
<http://era.nih.gov/ElectronicReceipt/preparing.htm>

Program Directors/Principal Investigators (PD/PIs) should work with
their institutions/organizations to make sure they are registered in the
eRA Commons.

1.  [Organizational/Institutional Registration in the eRA
    Commons](https://commons.era.nih.gov/commons/registration/registrationInstructions.jsp)

-   To find out if an organization is already eRA Commons-registered,
    see the \"[List of Grantee Organizations Registered in eRA
    Commons."](http://era.nih.gov/userreports/ipf_com_org_list.cfm)

-   Direct questions regarding the eRA Commons registration to:\
    eRA Commons Help Desk\
    Phone: 301-402-7469 or 866-504-9552 (Toll Free)\
    TTY: 301-451-5939\
    Business hours M-F 7:00 a.m. -- 8:00 p.m. Eastern Time\
    Email <commons@od.nih.gov>

2\. Project Director/Principal Investigator (PD/PI) Registration in the
eRA Commons: Refer to the [NIH eRA Commons System (COM) Users
Guide](http://era.nih.gov/Docs/COM_UGV2630.pdf).

-   The individual designated as the PD/PI on the application must also
    be registered in the eRA Commons. It is not necessary for PDs/PIs to
    register with Grants.gov.

-   The PD/PI must hold a PD/PI account in the eRA Commons and must be
    affiliated with the applicant organization. This account cannot have
    any other role attached to it other than the PD/PI.

-   This registration/affiliation must be done by the Authorized
    Organization Representative/Signing Official (AOR/SO) or their
    designee who is already registered in the eRA Commons.

-   Both the PD/PI and AOR/SO need separate accounts in the eRA Commons
    since both hold different roles for authorization and to view the
    application process.

Note that if a PD/PI is also an HHS peer-reviewer with an Individual
DUNS and CCR registration, that particular DUNS number and CCR
registration are for the individual reviewer only. These are different
than any DUNS number and CCR registration used by an applicant
organization. Individual DUNS and CCR registration should be used only
for the purposes of personal reimbursement and should not be used on any
grant applications submitted to the Federal Government.

Several of the steps of the registration process could take four weeks
or more. Therefore, applicants should check with their business official
to determine whether their organization/institution is already
registered in the eRA [Commons](https://commons.era.nih.gov/commons/).
HHS/CDC strongly encourages applicants to register to utilize these
helpful on-line tools when applying for funding opportunities.

**Appendix A**

**Priority 2: HIV Prevention**

**[Description of HIV Prevention]{.underline}**

Schools can help students avoid, prevent, and reduce sexual risk
behaviors that contribute to HIV infection by:

-   Providing HIV prevention education that is consistent with evidence
    of effectiveness.

-   Adopting and implementing protective policies related to infection
    control and universal precautions and maintaining confidentiality of
    HIV-infected students and staff.

-   Developing and maintaining a healthy social-emotional climate that
    supports the prevention and reduction of sexual risk behaviors that
    contribute to HIV infection.

-   Enabling staff to participate in professional development
    opportunities that provide the knowledge and skills needed to
    implement the actions listed above.

The content of HIV prevention education should be developed with the
active involvement of parents/guardians and community members and should
address the broad range of behavior exhibited by young people.
Educational programs should assure that young people acquire knowledge,
attitudes, and skills they will need to adopt and maintain behaviors
that prevent HIV infection. Educational programs should emphasize sexual
abstinence as the only 100 percent effective way to prevent HIV or other
STD infection and pregnancy. Educational programs should also emphasize
the importance of limiting sexual partners and using condoms
consistently and correctly if people engage in sexual intercourse.
Because young people are more likely to engage in sexual behaviors that
can result in HIV, other STD, and pregnancy when they are using drugs or
alcohol, HIV prevention education programs should provide students with
the knowledge and skills necessary to avoid alcohol and drug use. Funds
cannot be used to purchase or disseminate condoms or other
contraceptives.

CDC recognizes that HIV prevention activities and strategies are
relevant for prevention efforts that address other STD and unintended
pregnancy. HIV prevention education activities and strategies should be
planned, implemented, and evaluated in coordination with other school
health programs. Applicants are encouraged to integrate activities and
resources designed to avoid, prevent, or reduce sexual risk behaviors
that contribute to HIV infection with strategies designed to avoid,
prevent, or reduce other STD and unintended pregnancy.

**[HIV Prevention Workplan Expectations]{.underline}**

The Workplan should:

-   Be developed in collaboration with state, territorial, or local
    health agencies and/or tribal governments, relevant nongovernmental
    organizations, institutions of higher education, and other
    coalitions or groups that are promoting CSHP or addressing HIV
    prevention (including those representing teachers, parents, and
    students).

-   Identify the complementary roles and responsibilities of state,
    territorial, local, or tribal government partners, specifying the
    contributions (e.g., funds, technical assistance, professional
    development, and materials development) of partners.

-   Build on state and community plans.

-   Demonstrate the integration of HIV prevention efforts with efforts
    to:

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-   Implement coordinated school health programs.

-   Prevent other STD and unintended pregnancy.

-   Reduce alcohol and other drug use.

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-   Identify youth at greatest risk for HIV infection and focus efforts
    on the development and implementation of strategies to reduce risk
    among these youth.

-   Emphasize the implementation of policies, programs, standards,
    curricular frameworks, curricula, instruction, resources,
    professional development, and supports in school that are:

    -   Medically and scientifically accurate.

    -   Developmentally and culturally appropriate.

    -   Consistent with evidence of effectiveness, relevant CDC guidance
        documents, intra-agency policy making processes, state school
        board policy, and school and community standards and values.

    -   Aligned with state or national standards for health education
        and CDC's *Characteristics of Effective Health Education
        Curricula* and other health education analysis tools
        (<http://www.cdc.gov/HealthyYouth>).

    -   Consistent with CDC's *Six Strategies for Professional
        Development* (<http://www.cdc.gov/healthyyouth/FOA-801>).

    -   Supportive of developing and maintaining a healthy
        social-emotional climate in schools.

**Appendix B**

**Priority 3: Coordinated School Health Programs and Promotion of
Physical Activity, Nutrition, and Tobacco-Use Prevention (CSHP and
PANT)**

**[Description of CSHP and PANT]{.underline}**

A CSHP is a planned, organized set of health-related programs, policies,
and services coordinated to meet the health and safety needs of K-12
students at both the school district and individual school levels. It is
comprised of multiple components that can influence health and learning,
which include health education; physical education; health services;
nutrition services; counseling, psychological, and social services; a
healthy and safe environment; family/community involvement; and staff
wellness activities. For a school health program to be effective these
components must work together through a coordinated approach. A
successful and well-coordinated school health program is characterized
by administrators, teachers, and school board members who view health
protection and promotion as an essential part of the school's mission; a
committee comprised of school, family, and community representatives
that guides school health policies and activities; an ongoing process to
develop and implement an action plan for continuous improvement; and
school staff who help plan and implement a full array of school health
policies, programs, and services.

School districts and schools can implement a CSHP and promote physical
activity, improve nutrition, and reduce tobacco use among students by:

-   Establishing and maintaining a school health council at the district
    level supported by a trained school health coordinator.

-   Establishing and maintaining a school health team and designated
    leader in individual schools, supported by the district's school
    health council and school health coordinator.

-   Using a tool such as CDC's *School Health Index* to assess school
    health policies and practices and develop a plan for improvement.

-   Implementing strong district wellness policies.

-   Providing a health-enhancing environment and accessible health
    promotion services for school employees.

-   Providing students with health education instruction that addresses
    physical activity, nutrition, and a tobacco-free lifestyle and is
    based on proven principles for prevention and consistent with
    evidence of effectiveness.

-   Using *Characteristics of Effective Health Education Curricula* and
    health education analysis tools to assess existing health education
    curricula K-12 (<http://www.cdc.gov/HealthyYouth>).

-   Providing physical education instruction to students based on proven
    principles for prevention and consistent with evidence of
    effectiveness.

-   Providing students with ample opportunities to participate in
    physical activity outside of physical education class (e.g., recess,
    activity breaks, after school programs, intramural sports, physical
    activity clubs, and safe opportunities to walk or bicycle to
    school).

-   Providing students with access to nutritious and appealing school
    breakfast, lunch, and after school snack programs.

-   Ensuring that students have access to healthy food and beverage
    choices wherever food and beverages are available on the school
    campus.

-   Adopting and implementing a tobacco-free school policy that
    prohibits tobacco use at all times by students, staff, and visitors
    in school buildings, on school campuses, and in school vehicles; and
    prohibits tobacco advertising in school buildings, at school
    functions, and in school publications.

-   Linking students and staff to appropriate community services for
    physical activity, nutrition counseling, and tobacco-use cessation.

-   Developing and maintaining a healthy social-emotional climate that
    supports physical activity, healthy eating, and a tobacco-free
    lifestyle.

-   Enabling staff to participate in professional development
    opportunities that provide the knowledge and skills needed to
    implement the actions listed above.

**[CSHP and PANT Workplan Expectations]{.underline}**

The Workplan should:

-   Be developed in collaboration with the state, territorial, or tribal
    government health agency, relevant nongovernmental organizations,
    institutions of higher education, and other coalitions or groups
    that are promoting CSHP, physical activity, healthy eating, and a
    tobacco-free lifestyle (including those representing teachers,
    parents, and students).

-   Identify the complementary roles and responsibilities of state,
    territorial, or tribal government partners, specifying the
    contributions (e.g., funds, technical assistance, professional
    development, and materials development) of partners.

-   Build on state, territorial, or tribal government and community
    plans for coordinating school health programs and promoting CSHP,
    physical activity, healthy eating, and a tobacco-free lifestyle
    among students.

    -   Demonstrate the integration of CSHP and physical activity,
        nutrition, and tobacco-use prevention strategies with efforts to
        address other health priorities for students (e.g., prevention
        of HIV, other STD, and teen pregnancy; injury and violence
        prevention; alcohol and other drug use prevention; asthma
        management; mental health promotion).

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-   Identify youth at greatest risk for inactivity, unhealthy dietary
    patterns, and tobacco use and focus efforts on the development and
    implementation of strategies to reduce their risk.

-   Emphasize the implementation of policies, programs, standards,
    curricular frameworks, curricula, instruction, resources,
    professional development, and supports in school that are:

    -   Medically and scientifically accurate.

    -   Developmentally and culturally appropriate.

    -   Consistent with evidence of effectiveness; CDC's guidelines for
        school health programs
        ([www.cdc.gov/HealthyYouth/publications/guidelines.htm](../www.cdc.gov/healthyyouth/publications/guidelines.htm)),
        School Health Index
        ([www.cdc.gov/HealthyYouth/shi](http://www.cdc.gov/healthyyouth/shi)),
        and other relevant CDC guidance documents; intra-agency policy
        making processes; state, territorial, or tribal government
        school board policy; and school and community standards and
        values.

    -   Aligned with state, territorial, or tribal government and
        national standards for health education and physical education.

    -   Consistent with "[Building a Healthier Future Through School
        Health
        Programs](http://www.cdc.gov/healthyyouth/publications/pdf/PP-Ch9.pdf),"
        a chapter in CDC's [*Promising Practices in Chronic Disease
        Prevention and Control: A Public Health Framework for
        Action*](http://www.cdc.gov/nccdphp/publications/PromisingPractices/)
        ([http://www.cdc.gov/healthyyouth/publications/school-pubs.htm).]{.underline}

    -   Consistent with CDC's *Six Strategies for Professional
        Development*
        ([www.cdc.gov/HealthyYouth/FOA-801](http://www.cdc.gov/HealthyYouth/FOA-801)).

    -   Supportive of developing and maintaining a healthy
        social-emotional climate in schools.

**Appendix C**

**[Priority 4: Asthma Management]{.underline}**

**[Description of School-Based Asthma Management]{.underline}**

Schools can reduce asthma episodes and absences among students with
asthma by:

-   Establishing management and support systems for asthma-friendly
    schools.

-   Providing appropriate school health and mental health services for
    students with asthma.

-   Providing asthma education and awareness programs for students and
    school staff.

-   Providing a safe and healthy school environment to reduce asthma
    triggers.

-   Providing safe, enjoyable physical education and physical activity
    opportunities for students with asthma.

-   Coordinating school, family, and community efforts to better manage
    asthma symptoms and reduce school absences among students with
    asthma.

**[School-Based Asthma Management Workplan Expectations]{.underline}**

The Workplan should:

-   Be developed in collaboration with the local health agency, relevant
    nongovernmental organizations, institutions of higher education,
    medical care providers, and other coalitions or groups that are
    promoting asthma management among students, including those
    representing teachers, parents, and students.

-   Identify the complementary roles and responsibilities of partners,
    specifying the contributions (e.g., funds, technical assistance
    professional development, and materials development) of partners.

-   Build on local and community plans for promotion of asthma
    management among students.

    -   Demonstrate the coordination of asthma management efforts with
        other school health programs.

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-   Identify youth at greatest risk for asthma episodes and absences
    among students with asthma and focus efforts on the development and
    implementation of strategies to reduce their risk.

-   Emphasize the implementation of policies, programs, curricula,
    curricular frameworks, standards, resources, professional
    development, and supports in school that are:

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-   Medically and scientifically accurate.

-   Developmentally and culturally appropriate.

-   Consistent with evidence of effectiveness, CDC's *Strategies for
    Addressing Asthma within a Coordinated School Health Program*
    ([www.cdc.gov/HealthyYouth/asthma/strategies.htm](../www.cdc.gov/healthyyouth/asthma/strategies.htm)),
    and other relevant CDC and NIH guidance documents, intra-agency
    policy making processes, state and local school board policy, and
    school and community standards and values.

-   Aligned with state or national standards for health education and
    physical education.

-   Consistent with CDC's *Six Strategies for Professional Development*
    (<http://www.cdc.gov/HealthyYouth/FOA-801>).

-   Supportive of developing and maintaining a healthy social-emotional
    climate in schools.

**Appendix D**

**[Priority 5: National Professional Development]{.underline}**

**[National Professional Development Workplan
Expectations]{.underline}**

The Workplan should:

-   Demonstrate collaboration with relevant agencies, nongovernmental
    organizations, and other entities that are promoting activities
    funded by this program announcement.

-   Identify the complementary roles and responsibilities of partners,
    specifying their contributions (e.g., funds, technical assistance,
    professional development, and materials development).

-   Focus on the needs of DASH-funded education and health agencies and
    their project partners and explain how those needs will be addressed
    through professional development events and technical assistance.

-   Describe efforts to assist funded partners in integrating activities
    across Priorities.

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-   Describe efforts to assist funded partners in identifying youth at
    greatest risk for HIV infection, physical inactivity, unhealthy
    dietary patterns, and tobacco use, as well as students with asthma
    at greatest risk for asthma episodes and absences, and focus efforts
    on the development and implementation of strategies to meet the
    health promotion needs of these youth.

-   Emphasize implementing policies, programs, curricula, curricular
    frameworks, standards, resources, professional development, and
    supports in school that are:

    -   Medically and scientifically accurate.

    -   Developmentally and culturally appropriate.

    -   Consistent with evidence of effectiveness, relevant CDC and
        other federal guidance documents, intra-agency policy making
        processes, state school board policy, and school and community
        standards and values.

    -   Aligned with state and national standards for health education
        and physical education.

    -   Consistent with "[Building a Healthier Future Through School
        Health
        Programs](http://www.cdc.gov/healthyyouth/publications/pdf/PP-Ch9.pdf),"
        a chapter in CDC's [*Promising Practices in Chronic Disease
        Prevention and Control: A Public Health Framework for
        Action*](http://www.cdc.gov/nccdphp/publications/PromisingPractices/)
        ([http://www.cdc.gov/healthyyouth/publications/school-pubs.htm).]{.underline}

    -   Consistent with CDC's *Six Strategies for Professional
        Development* (<http://www.cdc.gov/HealthyYouth/FOA-801>).

    -   Supportive of developing and maintaining a healthy
        social-emotional climate in schools.

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    -   Identify how the agency will pay expenses associated with
        implementing professional development events, including travel
        and per diem for participants and presenters attending
        program-related events.

    -   Describe the process by which the agency will plan, implement,
        evaluate, and provide follow-up support for at least three
        professional development events for Priorities 2, 3, and 4 (HIV,
        CSHP and PANT, and asthma management).

**Appendix E**

**Additional Budget Guidance**

> If indirect costs are requested, a copy of the agency/tribal
> government's current negotiated Federal Indirect Cost Rate Agreement
> must be submitted.
>
> For all contracts and consultants, provide the following information:

-   Name of contractor/consultant and qualifications,

-   Method of selection (if sole source, include justification),

-   Period of performance,

-   Scope of work (specific tasks to be completed and deliverables --
    however, a copy of consultant agreements should NOT be sent to CDC),

-   Method of accountability (how will monitoring take place and who is
    responsible for supervision), and

-   Itemized budget with narrative for each contract/consultant (include
    any indirect cost paid under the contract and indirect cost rate
    used).

> **Appendix F**
>
> **Travel and Conference Participation Expectations**
>
> Participation in CDC-sponsored orientations, training workshops, and
> meetings is essential to the effective implementation of funded
> programs. The budget should reflect travel costs for these conferences
> and meetings. Required travel includes:

-   Initial Cooperative Agreement Orientation: All staff funded under
    this announcement will be required to participate a cooperative
    agreement orientation meeting in Atlanta, GA from April 28-May
    2, 2008. Applicants should budget for one five-day trip for each
    staff member.

-   New Hire Orientation: All newly hired staff who do not participate
    in the initial cooperative agreement orientation noted above will be
    required to attend a cooperative agreement orientation in Atlanta,
    GA. CDC anticipates hosting these events with a frequency that will
    allow most new hires to attend within her/his first six months of
    employment. Applicants should budget for one five-day trip for each
    staff member.

-   Professional Development: DASH expects that all staff funded under
    this cooperative agreement will participate in at least two
    CDC-sponsored national meetings/conferences for three to four days
    each. One of these meetings will be a periodic meeting of DASH
    funded partners. The second may include meetings and conferences
    such as the National HIV Prevention Conference or National Health
    Promotion Conference. Participation in at least one additional
    DASH-supported professional development event annually is strongly
    encouraged.

-   Within-jurisdiction Travel: DASH also expects travel expenses within
    the applicant's jurisdiction directly related to the approved
    programmatic activities.

-   Participation or attendance in non-CDC sponsored professional
    meetings (e.g., American School Health Association, American Public
    Health Association and others) may be requested but must be directly
    relevant to the Workplan activities. Participation may include the
    presentation of papers, poster sessions, or exhibits related to the
    project. Requests must specify how such travel will relate to the
    Workplan activities.