**U.S. Department of Health and Human Services**

**Health Resources and Services Administration**

*Maternal and Child Health Bureau*

*Genetic Services Branch*

*Division of Services for Children with Special Health Needs*

***Utilizing Family Traditions and Oral History for Health Promotion***

*New Competition*

*HRSA 06-051*

**Catalog of Federal Domestic Assistance (CFDA) No. 93.110**

**PROGRAM GUIDANCE**

Fiscal Year 2006

Letter of Intent Due Date: November 21, 2005

**Application Due Date: January 13, 2006**

**Release Date: November 1, 2005**

**Date of Issuance*:* November 1, 2005**

> Penny Kyler
>
> Public Health Analyst/Genetic Services Branch
>
> Telephone: 301-44-1080

Fax: 301-443-8604

> Legislative Authority: Section 502(a)(2) of the Social Security Act,
> the Maternal and Child Health Federal Set-Aside Program: Special
> Projects of Regional and National Significance (SPRANS) (42 U.S.C. 701
> (a)(2))

**Overview**

The purpose of this cooperative agreement is to facilitate an increase
in the public's knowledge of the genetic contribution to health and
disease---the public's genetic "literacy"---through the development and
dissemination of educational tool(s). Genetic literacy includes knowing
about benefits, risks, and limitations of genetic screening and testing,
as well as the implications of medical genetic information in a health
care setting, including knowledge of relevant financial, ethical, legal
and socio-cultural issues. The educational tools will be based on the
previously developed Health Resources and Services Administration,
Maternal and Child Health Bureau's (HRSA/MCHB)-funded **Healthy Choices
through Family Health History Awareness,** a nonmedical Family Health
History tool and educational resource. Preference will be given to an
applicant that is familiar with this tool. The applicant must represent
consumers of genetic services and the general public and
interdisciplinary professions, including anthropologists, oral
historians, folklorists, geneticists, evaluators, primary care health
care providers and genetic counselors. The applicant must demonstrate
the knowledge, skills, and abilities to draw upon a breadth of
comprehensive expertise and to assemble a geographic and ethnically
diverse work group. This workgroup must have the expertise to provide
mechanisms for field testing, evaluating and disseminating the tool(s)
and educational resources nationally.

It is expected that as part of the project activities, the tool(s) and
associated educational resources and approaches will be beta tested and
evaluated in multiple, diverse and geographically separate communities.
The interdisciplinary methodological approach should outline a framework
for evaluation of the tool, assessment of the evidence regarding how the
tool impacts health status, risk factors (e.g., smoking, exercise, and
diet), and preventive behaviors (e.g., screening, prophylactic
medication), use of medical services, and risk perception. The project
should include an outline of how the applicant would develop a
replicable model for utilization by and education of communities and
other stakeholders and implement that model during the course of the
project.

The scope of federal involvement with respect to a cooperative agreement
is included in this application kit.

**TABLE OF CONTENTS**

**I.** FUNDING OPPORTUNITY DESCRIPTION 5

*Purpose* 5

*Background* 5

**II.** AWARD INFORMATION 8

> *Type of Award* 8

*Summary of Funding* 8

*Principal Requirements* 9

*1. Project Faculty* 9

*2. Family Health History Tool Beta Evaluation* 9

*3. Consumer Education* 10

*4. Development and Dissemination of Family Health History Tool*

*and Educational Resources* 11

*5. Endpoints for Cooperative Agreement* 11

*Supplemental Requirements* 11

*Resources* 12

*Support Requested* 14

**III. ELIGIBILITY INFORMATION** 14

1\. *Eligible Applicants* 14

2\. *Cost Sharing/Matching* 15

3\. *Other* 15

**IV. APPLICATION AND SUBMISSION INFORMATION** 15

*1. Address to Request Application Package* 15

*Application Materials* 15

2\. *Content and Form of Application Submission* 15

*Application Format Requirements* 15

> a\. Number of Copies 16
>
> b\. Font 16
>
> c\. Paper Size and Margins 16
>
> d\. Numbering 16
>
> e\. Names 16
>
> f\. Section Headings 16

*Application Format* 17

> i\. Application Face Page 17
>
> DUNS Number 17
>
> ii\. Table of Contents 17
>
> iii\. Application Checklist 17
>
> iv\. Budget 17
>
> v\. Budget Justification 17
>
> Budget for Multi-Year Grant Award 18
>
> vi\. Staffing Plan and Personnel Requirements 19
>
> vii\. Assurances 19
>
> viii\. Certifications 19
>
> ix\. Project Abstract 19
>
> x\. Program Narrative 20
>
> xi\. Appendices 21

3.  Submission Dates and Times 22

> Notification of Intent to Apply 22
>
> Application Due Date 22
>
> 4\. Intergovernmental Review 23
>
> 5\. Funding Restrictions 23
>
> 6\. Other Submission Requirements 23
>
> Electronic Submission 23
>
> Formal Submission of the Electronic Application 24
>
> Paper Submission 25

V.  APPLICATION REVIEW INFORMATION 25

> 1\. Review Criteria 25
>
> A. Need 25
>
> B. Response 26
>
> C. Evaluative Measures 26
>
> D. Impact 26
>
> E. Resources/Capabilities 27
>
> F. Support Requested 27

2\. Review and Selection Process 27

3\. Anticipated Announcement and Award Date 28

VI. AWARD ADMINISTRATION INFORMATION 28

> 1\. Award Notices 28
>
> 2\. Administrative and National Policy Requirements 28
>
> 3\. Reporting 29
>
> 4\. Performance Review 30

Appendix G: Grant Performance Measures 31

VII. AGENCY CONTACTS 52

**VIII.** TIPS FOR WRITING A STRONG APPLICATION 52

IX\. KEYWORDS 54

**I. Funding Opportunity Description**

**Purpose**

Authority: Section 502(a) (2) of the Social Security Act, the Maternal
and Child Health

> Federal Set-Aside Program: Special Projects of Regional and National
> Significance
>
> (SPRANS) (42 U.S.C. 701 (a) (2))

To further its goals of improving the public's genetic literacy and help
health care providers and social service professionals accurately
interpret and properly use genetic information, Genetic Services Branch,
Division of Children with Special Health Needs, Maternal and Child
Health Bureau, Health Resources and Services Administration is issuing
this request for proposal to:

-   Utilize family traditions and oral history for health promotion,

-   Disseminate and validate a family health history tool and
    educational materials

This announcement HRSA 06-051 solicits applications for Program U 33
***Utilizing Family Traditions and Oral History for Health Promotion.***

Programs of the Genetic Services Branch (GSB) provide early
identification of heritable conditions; the development of
comprehensive, culturally competent, and family-centered newborn
screening and genetic services; and an understanding of how newborn
screening and genetic services affect the maternal and child health
(MCH) population's health.

Genetic services include a broad range of clinical and public health
activities, such as individual and community health assessment,
education and training, genetic screening and counseling for inherited
conditions, measuring susceptibility and prevalence of gene-related
conditions that result from specific environmental exposures, and
helping the MCH population with genetic conditions manage their health.
Currently, these and other services are provided in a variety of
settings such as community health centers, academic health centers,
public health departments, public and private laboratories, and private
health care clinics.

**BACKGROUND**

**Genetic Services Branch**

**[Mission]{.underline}**

The mission of GSB is to facilitate the early identification of
individuals with heritable conditions and integrate them into systems of
care that are comprehensive, accessible, available, affordable,
acceptable, population and community-based, culturally appropriate and
family-centered and to increase knowledge of the genetic contribution to
health and disease upon which public health and health care services are
developed.

**[Goals]{.underline}**

GSB's programs encourage the integration of various types of Federal,
State, and community funded genetic services into systems of care that
are responsive to the individual needs of the people being served. The
Branch works toward several goals that are part of this mission. These
goals are:

-   Strengthen and expand newborn screening programs, and nurture
    partnerships among them and existing State and community systems of
    care for children with special health care needs.

-   Examine emerging issues and technologies in the field of genetics
    and newborn screening and identify their financial, ethical, legal,
    and social implications.

-   Improve the public's "genetic literacy." Genetic literacy includes
    knowing about benefits, risks, and limitations of genetic screening
    and testing, as well as the implications of genetic information.

-   Help health care providers, social service professionals, and public
    health officials accurately communicate benefits, risks, and
    limitations of genetic screening and testing, as well as help them
    accurately interpret and properly use this genetic information in
    their practices.

-   Support the National Hemophilia Program, the comprehensive
    Thalassemia Comprehensive Care projects, and the Sickle Cell Disease
    and Newborn Screening Program and showcase them as models of
    comprehensive care for serving populations of all ages with special
    health care needs.

-   Provide national leadership on expanding and enhancing genetic
    services for the United States by building on the collective
    experience of the maternal and child health community.

The Branch has three overarching areas of programmatic focus: **Newborn
Screening Infrastructure and Services; Delivering Genetic Services; and
Translational Genetics.** This initiative sits within the Translational
Genetics Program of the Branch.

**Translational Genetics:** This program supports projects established
to clarify genetic services resource and policy issues for a variety of
stakeholders; to develop education and training opportunities in genetic
medicine for consumers and health care and public health professionals;
and to integrate and translate genetic research and medicine across
state and community based genetic services and consumer and health
provider initiatives.

**Family History**

Family history and in particular family health history are important
parts of the genetic medicine landscape. The general public recognizes
that family history and health information are important to health as
evident by a 2004 survey published in the magazine, *Parade*; the
magazine noted that 96 percent of Americans believe that knowing their
family health history is important. Yet, the same survey indicated that
only one-third of Americans have ever tried to gather and write down
their family\'s health history. Also, *Consumer Reports* health internet
site ratings showed the trend toward an increase in use of health
information websites such as WebMD, the National Institutes of Health,
Medscape and Kidshealth to gather health information for themselves and
their families.

The gathering of family history is also important for health care
professionals. The National Coalition for Health Providers Education in
Genetics (NCHPEG) notes that family health history is an evolving
record. Family health histories expand and mature through time as
patients and families move through developmental life stages. By
recording births and deaths, marriages, reproductive outcomes, and
medical characteristics, the family health history becomes an invaluable
resource for developing and maintaining patient-provider relationships.
Engaging patients around questions of health from an individual, as well
as a family perspective, provides a broader foundation on which to build
a relationship. Greater insights into the patient's personal values,
family dynamics, and cultural perspectives are also likely to engender
trust with their health care provider ultimately leading to a more
complete family health history (NCHPEG 2003). Also, HRSA, through the
HRSA-funded Genetics in Primary Care Project, (1999-2004) incorporated a
family health history module for the faculty training of residents in
primary care ([www.genetictools.org](../www.genetictools.org).)

In addition, Family History has been thought to be useful as an
educational tool. Currently the Surgeon General of the United States, in
cooperation with other federal agencies within the U.S. Department of
Health and Human Services (HHS), launched a national public health
campaign, called the U.S. Surgeon General\'s Family History Initiative,
to encourage all families to learn more about their family history. In
early 2002, the Center for Disease Control and Prevention's (CDC) Office
of Genomics and Disease Prevention began a family history initiative.
This initiative encompassed a review of the existent literature on a
medical family history and proposed the use of a medical family history
for disease prevention and described an evaluation framework for
determining the effectiveness of such an approach.

In 2002 HRSA proposed a SPRANS project, entitled: A Consumer-based
Family History Tool and Education Process which resulted in *Healthy
Choices through Family History Project.* The goals and objectives of
this initiative were to use a non-medical model approach to increase
family member access to genetic health related information and give
family members a way to organize and preserve family history and health
related records. Participants in the project agreed that family history
was a useful tool for identifying people at increased risk of disease
and for developing targeted health promotion interventions for
individuals at higher-than-average risk for diseases.

HRSA chose a non-medical approach that relies on the everyday
communications process between individuals and families. Family health
history is largely dependent upon verbal (face to face and telephone)
communications. An event such as holidays, family reunions, births and
deaths are usually sources of family gathering and reminisces, and are
traditional mechanisms for communicating health information. While 100%
accuracy of family health history information will probably be rare, a
realistic tool that incorporates qualitative information and the
external influences (diet, environment, activity and occupation) will be
an important addition to the current tools used to collect family health
history. More individuals also are buying computer software packages to
explore their family history. Other tools include health-related quality
of life interviews that frequently include measurements of how people
are feeling or what they are experiencing as opposed to response options
such as yes-no. Broader views of quality of life concerns provide a
greater awareness of the effects of class, gender, ethnicity, and
culture on individual and group health and their health history. These
computer programs and quality of life interviews may be synthesized into
medical information for health care providers who in turn may develop
pedigrees or graphical representation of simple circles and squares.
This in turn may lead to medical insights or red flags signaling the
need for referrals to appropriate specialists that otherwise might have
been overlooked.

**II. Award Information**

**Type of Award**

Funding will be provided in the form of a cooperative agreement.

Approximately \$600,000 is expected to be available yearly to fund one
(1) grantee.

Funding beyond the first year is dependent on the availability of
appropriated funds in subsequent years, grantee satisfactory
performance, and a decision that funding is in the best interest of the
Federal government.

**Summary of Funding**

Funding is limited to no more than \$600,000 in Federal funds per year
per project for both direct and indirect costs (\$600,000/project/year).
The project period is for a period of **3** years. It is anticipated
that funding will be provided for Federal fiscal years 2006 -2008.

#####  {#section .unnumbered}

##### The Federal Role {#the-federal-role .unnumbered}

A cooperative agreement, as opposed to a grant, is an award instrument
of financial assistance where substantial involvement is anticipated
between the HHS awarding agency and the recipient during performance of
the contemplated project. This means that substantial MCHB scientific
and/or programmatic involvement with the awardees is anticipated during
the performance of this project. Under the terms of this cooperative
agreement, in addition to the usual monitoring and technical assistance
provided under grants, Federal responsibilities will include:

1.  Ongoing and regular communication with all project partners;

2.  Participation in meetings conducted during the period of the
    cooperative agreement;

3.  Ongoing review and approval of activities and procedures to be
    established and implemented for accomplishing the scope of work;

4.  Review and approval of project information prior to dissemination;

5.  Review and approval of information on project activities goal
    development and work plans;

6.  Assistance with the establishment of contacts with Federal and State
    agencies, Clinical Geneticists and Genetics Consumer Organizations,
    MCHB grant projects, including the National Newborn Screening and
    Genetic Resource Center (NNSGRC), Project CONNECT an organizational
    forum for dissemination of genetics resources and services
    information by interaction between the MCHB and the consumer
    community, and other contacts that may be relevant to the project's
    mission, and referral, as necessary, to these entities.

7.  Provision of information resources.

##### Principal Requirements {#principal-requirements .unnumbered}

##### Project Faculty

Programs are expected to meet the requirements for standards, which are
specified below regarding several professional disciplines, their
qualifications, responsibilities, and functions, which constitute the
appropriate base (core) MCH support. A Quantitative and Qualitative Work
Matrix is required as Appendix F: Other Relevant Documents.

The project director must be the person having direct functional
responsibility for the program for which support is requested. The
project personnel must include members with experience in
community-based services that provide population-based care.
Interdisciplinary personnel must include a cadre of individuals with
appropriate education and expertise in the professional disciplines of
Genetics, Oral History, Folklore, Health Education, Social Work,
Cultural Anthropology, Linguistics and Literacy Evaluation, Qualitative
and Quantitative Evaluation, and/or Internal Medicine or Family
Medicine. Active collaborative participation from other disciplines is
encouraged in this grant. Project participants may represent such
entities as: public or non-profit organizations, including faith-based
and community-based consumer entities; State and local governments and
their agencies; Indian Tribes or tribal organizations; Humanities
Departments; Folk Life programs; Institutions of Higher Learning, Health
Education Departments; and/or Internal Medicine or Family Medicine
providers.

Within their application, applicants should provide current memoranda of
understanding, letters of agreement or some other formal, transparent
mechanism demonstrating collaborative relationships with at least three
of the above disciplines and geographically diverse consumer
organizations. If in a public or non-profit institution of higher
learning, the project director must be at the assistant professor level
or higher and have demonstrated expertise and experience in the
development and field testing of qualitative data gathering tools and/or
consumer health education tools.

1.  **Family Health History Tool Beta Evaluation**

Evaluation of the Family Health History tool is important. The
cooperative agreement is expected to outline and implement a course of
activities to validate the Family Health History products through beta
testing and dissemination. The Family Health History products should
represent a resource tool(s) that is simple, easily applied and
adaptable to different ethnocultural groups and settings, and associated
educational tools. The beta test and evaluation is to be accomplished in
multiple, diverse and geographically separate communities with cross
generational participants. For example, a new generation of consumers
coming to adulthood has vastly different expectations of who is in
charge of health information and how that information is communicated
and processed. These individuals, the "digital natives," have spent less
time reading than playing video games, using e-mail and exploring the
internet (Presnky, 2001). The digital natives have different
communication expectations of their family members, their health care
providers and themselves. These individuals should be included in the
evaluation plan.

An interdisciplinary methodological approach should outline a framework
for evaluation of the tool, assessment of the evidence regarding how the
tool may impact health status, risk factors (e.g., smoking, exercise,
and diet), and disease preventive behaviors (e.g., screening,
prophylactic medication), use of medical services, and risk perception.

In addition, the applicant is expected to test the utility and validity
of the tool to determine whether an oral tradition approach to family
health history and educational resources may begin to influence health
behaviors. Studies from social science research with a focus on
under-served groups should be analyzed as part of the initiative to help
fill gaps in our understanding of the role of culture, ethnicity and
traditions on family health history and individual receptivity to
utilization of such a tool. Evaluation questions should address ease of
tool utilization, and cultural and linguistic appropriateness. Does it
accurately and reliably identify health issues and disease concerns of
the individual? Does it help identify relatives who have or do not have
a disease? Does it translate well to different cultures? Does it or can
it use current technology? Will this tool provide enough information
that individuals and families may use to make health care decisions
regarding available early detection or interventions, going to a health
provider, changing diet, seeking more information? Also, an assessment
of the effect of the ethical and legal issues associated with
discussions and sharing family health history should be included. This
testing should include an assessment of the psychological, social, and
economic costs of using family health history. For example, is there
potential for discrimination or adverse effects of the information on
personal and family life? A good family history tool that is
understandable to consumers and useful to health care professionals will
ultimately be measured by successful utilization, dissemination and
community acceptance.

The project proposal must address specific concepts for tool refinement
along with the ethical, legal and social and financial issues that may
be associated with such a project. Such ethical issues must include
access, confidentiality, privacy, and HIPAA concerns, discrimination
concerns and qualitative data gathering concerns. Grantees must comply
with the regulations for the protection of human subjects at 45CFR part
46 as applicable unless the research falls under one of the exemptions
in 46.101(b). If the project is required to receive Institution Review
Board clearance prior to Beta testing, the IRB application should be
included with grant the application.

2.  **Consumer Education**

This cooperative agreement is expected to outline and implement a course
of activities to implement a replicable model for education of
communities. The focus of educational activities should be consistent
with utilization of family traditions and oral history for health
promotion and disease prevention. Educational objectives must
incorporate measurement of the consumers' acquisition of knowledge
learned from the project and potential of that knowledge to the primary
care and subspecialty providers in order to make health care decisions.
The plan for the conduct of such activities should be defined in the
project plan.

3.  **Development and Dissemination of Family Health History Tool and
    Educational Resources**

The plan for the conduct of multiple dissemination activities should be
clearly defined in the project plan and be beyond projected consumer or
professional educational activities. Particular attention for
dissemination should be focused on community participation, the
individual disciplines participating in the project and the general
public. Educational materials and Web based resources developed for the
public, and providers should be in culturally and generational
appropriate formats including print and non-print media.

4.  **Endpoints for Cooperative agreement:\
    **

The applicant must meet the following yearly endpoints:

-   Year 1: The project must actively engage the communities indicated
    in the application and have begun Beta testing the Family Health
    History tool with those communities. During year 1 the Project Staff
    and the consumer communities should coordinate strategies and plans
    to address the family health history education needs of community
    stakeholders.

-   Year 2: The applicant must collect tool evaluation data, complete
    the literature review and begin synthesizing information that
    demonstrates the efficacy of the Family Health History tool. The
    strategies to nationally disseminate the Family Health History tool
    and educational resources must be developed.

-   Year 3: The applicant must implement a viable national dissemination
    plan for both the Family Health History tool and associated
    educational resources. The applicant must also complete the final
    synthesis of their evaluation and literature review. The
    implementation should represent a variety of ethno cultural and age
    appropriate approaches to Family Health History tool utilization and
    education.

## Supplemental Requirements {#supplemental-requirements .unnumbered}

In addition to the principal requirements, the applicant should also:

1)  Provide a description of the organizational structure and the
    decision-making process that will be employed to work cooperatively
    with its partners including MCHB and across multiple communities and
    organizations. This plan should describe a communication and
    decision-making process that is clear, time sensitive and fosters
    collaboration among all project personnel and community partners.

2)  Provide evidence of formal collaborative relationships with
    requisite stakeholders through memoranda of understanding, memoranda
    of agreement, contracts, or letters of agreement or some other
    formal, transparent mechanism. Collaborative relationships should be
    reflected in the budget plan, communication plan and/or quantitative
    and qualitative work matrix. Partnerships/linkages can take a
    variety of forms including but not limited to shared staffing
    arrangements, interagency meetings, computer networks and listservs,
    centralized genetics educational resource databases, health literacy
    databases or cross training of staff in other agencies.

3)  Provide a qualitative and quantitative work matrix with timeframes
    that are tied to the tasks in the project proposal. This matrix
    should be included as part of *Appendix F*.

4)  Discuss how this project would complement current MCHB cooperative
    agreements for the **Network for Genetic Resource and Service
    Information for Consumers** (Project Connect), the newly established
    **Genetics Education Network** (**Gen Project) with the March of
    Dimes** and if appropriate the **National Newborn Screening and
    Genetics Resource Center** The applicant should also coordinate
    implementation activities related to other HRSA projects such as the
    Louisiana State University Newborn Screening Education Project.

5)  Provide a plan for evaluation of the project with a design and a
    schedule of activities, which are appropriate to the stated goals
    and objectives of the project, consistent with the underlying logic
    of the project methodology, and tailored, to the specific purpose of
    the evaluation.

6)  Describe data collection and analysis responsibilities, including
    Institutional Review Board requirements, as applicable, and the use
    of the results. Adequate resources should be devoted to conducting
    the overall project evaluation, as well as the Family Health History
    tool evaluation. These evaluations should be reflected in the
    proposed budget. The scope of the evaluation, and its significance,
    should be reflected in the proportion of project resources devoted
    to it.

7)  Meet the General Instructions and Requirements in Section III.

**[RESOURCES]{.underline}**

# Awareness of Family Health History as a Risk Factor for Disease \-\-- United States, 2004 **[[http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5344A5.htm]{.underline}](http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5344A5.htm)** 

1.  The American Society of Human Genetics (ASHG), founded in 1948, is
    the primary professional membership organization for human
    geneticists in the Americas. The nearly 8,000 members include
    researchers, academicians, clinicians, laboratory practice
    professionals, genetic counselors, nurses and others involved in or
    with special interest in human genetics. ASHG in collaboration with
    the Genetic Alliance have developed a family history tool
    (<http://www.ashg.org/genetics/ashg/educ/007.shtml>).

2.  Genetic Alliance a coalition of hundreds of genetic advocacy
    organizations, health professionals, clinics, hospitals and
    companies, Genetic Alliance is at the crossroads of the genetics
    community. The Genetic Alliance has a resource available for public
    use, called "Taking a Family History"
    ([www.geneticalliance.org](http://www.geneticalliance.org/) ).

3.  National Newborn Screening & Genetics Resource Center (NNSGRC) at:
    <http://genes-r-us.uthscsa.edu/> provides information and resources
    in the area of newborn screening and genetics to benefit health
    professionals, the public health community, consumers and government
    officials.

4.  *Title V Information System (Title V IS)* electronically captures
    data from annual Title V Block Grant applications and reports
    submitted by all 59 U.S. States, Territories, and Jurisdictions and
    provides information on key measures of maternal and child health in
    the United States, at: <http://www.mchdata.net/>

5.  U.S. Library of Congress Veterans' History Project (Veterans\' Oral
    History Project Act) Requires the American Folklife Center at the
    Library of Congress to establish an oral history program to: (1)
    collect video and audio recordings of personal histories and
    testimonials of American war veterans; (2) create a collection of
    such recordings to be available for public use; and (3) solicit and
    collect written materials relevant to personal histories of war
    veterans <http://www.loc.gov/folklife/vets/>

6.  Horowitz, CR, Tuzzio, L, Rojas, M., Monteith, SA, Sisk, JE. How do
    Urban African Americans and Latinos View the Influence of Diet on
    Hypertension? *Journal of Health Care for the Poor and Underserved*
    2004:15, pp 631-644).

7.  Wilson RP, Freeman A, Kazda MJ, et al. Lay beliefs about high blood
    pressure in a low- to middle-income urban African-American
    community: an opportunity for improving hypertension control. Am J
    Med 2002 Jan;112 (1):26--30.

8.  Developing an effective dissemination plan:
    <http://www.ncddr.org/du/products/dissplan.html>

9.  National Coalition for Health Professionals Education in Genetics;
    The National Coalition for Health Professional Education in Genetics
    ( NCHPEG ) is an \"organization of organizations\" committed to a
    national effort to promote health professional education and access
    to information about advances in human genetics
    ([www.nchpeg.org](http://www.nchpeg.org/) )

10. American College of Medical Genetics (ACMG) provides education,
    resources and a voice for the medical genetics profession. To make
    genetic services available to and improve the health of the public,
    the ACMG promotes the development and implementation of methods to
    diagnose, treat and prevent genetic disease.
    ([www.acmg.net](http://www.acmg.net/))

11. HRSA/MCHB: The vision of the Maternal and Child Health Bureau is a
    future America in which the right to grow to one\'s full potential
    is universally assured through attention to the comprehensive
    physical, psychological and social needs of the maternal and child
    health population. MCHB seeks a nation where there is equal access
    for all to quality health care in a supportive, culturally
    competent, family and community setting.
    (<http://mchb.hrsa.gov/about/stratplan03-07.htm>)

12. The Advisory Committee on Heritable Disorders and Genetic Diseases
    in Newborns and Children (ACHDGDNC): The ACHDGDNC was established to
    assist the Secretary, U.S. Department of Health and Human Services,
    by providing advice and recommendations concerning the grants and
    projects authorized under the Heritable Disorders Program and
    technical information to develop policies and priorities for this
    program that will enhance the ability of the State and local health
    agencies to provide for newborn and child screening, counseling and
    health care services for newborns and children having or at risk for
    heritable disorders.
    ([http://mchb.hrsa.gov/programs/genetics/committee](http://mchb.hrsa.gov/programs/genetics/committee/))

13. Center for Disease Control (CDC) Family History Initiative: Can
    Family History Be Used as a Tool for Public Health and Preventive
    Medicine? Most common chronic diseases are the result of complex
    interactions between multiple genetic variants and environmental
    factors. Despite significant advances in the last decade in the
    understanding of our genome, there are substantial limitations in
    epidemiological and analytic approaches to studying the effects of
    genetic determinants of common chronic diseases. Knowledge of
    genetic variation underlying disease susceptibility should improve
    our ability to diagnose, manage, and prevent these disorders.
    (<http://www.cdc.gov/genomics/info/reports/research/famhist_yoon.htm>)

14. Office of The Office for Human Research Protections (OHRP) provides
    leadership and oversight on all matters related to the protection of
    human subjects participating in research conducted or supported by
    the U.S. Department of Health and Human Services (HHS). OHRP helps
    ensure that such research is carried out in accordance with the
    highest ethical standards and in an environment where all who are
    involved in the conduct or oversight of human subjects' research
    understand their primary responsibility for protecting the rights,
    welfare, and well-being of subjects. http://www.hhs.gov/ohrp/

**Support Requested:**

Applicants should pay strict attention to addressing the criteria
referenced above. Also, to the extent that regulatory review criteria
generally applicable to all Title V programs (at 42 CFR 51a) are
relevant to this project, such factors will be taken into account.

**III. Eligibility Information**

**1. ELIGIBLE APPLICANTS**

As cited in 42 CFR Part 51a.3 (a), any public or private entity,
including an Indian tribe or tribal organization (as those terms are
defined at 25 U.S.C. 450(b)), is eligible to apply for this Federal
funding. Faith-based and community organizations that are otherwise
eligible and believe they can contribute to HRSA's program objectives
are urged to consider this grant initiative.

**2. COST SHARING/ MATCHING**

Cost sharing /matching is not required**.**

**3. OTHER**

Applicants may submit only one application for this announcement, for no
more than the stated \$600,000 annually for the three years of this
grant initiative. Funding for the project is limited to no more than
\$600,000 in federal funds per year for both direct and indirect costs
(\$600,000/project/year). The project period is for a period of three
years. Funding may not be used to develop a new Family Health History
tool. Applicants must have significant experience with the non-medical
family history tool development.

**IV. Application and Submission Information**

1.  **Address to Request Application Package**

    **Application Materials**

> Applicants must submit proposals using appropriate form(s) Public
> Health Service (PHS) Application Form PHS 5161-1. These forms contain
> additional general information and instructions for grant
> applications, proposal narratives, and budgets. These forms may be
> obtained from the following sites by:
>
> []{.mark}

(1) Downloading from <http://www.hrsa.gov/grants/forms.htm>

> Or

\(2\) Contacting the HRSA Grants Application Center at:

> The Legin Group, Inc.
>
> 901 Russell Avenue, Suite 450
>
> Gaithersburg, MD 20879
>
> Telephone: 877-477-2123
>
> <HRSAGAC@hrsa.gov>.
>
> []{.mark}
>
> Instructions for preparing portions of the application that must
> accompany Application Form PHS 5161-1; appear in the "Application
> Format" section below.

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

**Application Format Requirements**

### A complete application includes general information (e.g., applicant name and address), budgetary information, narrative programmatic information, biographical sketches, and all other required information (e.g., eligibility documentation, certifications or assurances of compliance with applicable requirements). {#a-complete-application-includes-general-information-e.g.-applicant-name-and-address-budgetary-information-narrative-programmatic-information-biographical-sketches-and-all-other-required-information-e.g.-eligibility-documentation-certifications-or-assurances-of-compliance-with-applicable-requirements. .unnumbered}

### If applying on-line, the total size of all uploaded files **may not exceed the equivalent of 80 pages when printed by HRSA, approximately 10 MB.** **This 80-page limit includes the abstract, project and budget narratives, attachments, appendices and letters of commitment and support. However, the 80 page count does [not]{.underline} include the electronic forms for PHS 5161-1 and Program Specific Forms listed in Section III.A.3.e.2 and Appendices E through G.** {#if-applying-on-line-the-total-size-of-all-uploaded-files-may-not-exceed-the-equivalent-of-80-pages-when-printed-by-hrsa-approximately-10-mb.-this-80-page-limit-includes-the-abstract-project-and-budget-narratives-attachments-appendices-and-letters-of-commitment-and-support.-however-the-80-page-count-does-not-include-the-electronic-forms-for-phs-5161-1-and-program-specific-forms-listed-in-section-iii.a.3.e.2-and-appendices-e-through-g. .unnumbered}

> If applying on paper, **the entire application may not exceed 80 pages
> in length.** Pages must be numbered consecutively.
>
> **Applications, whether submitted on paper or electronically, that
> exceed the specified limits (80 pages or approximately 10 MB, or that
> exceed 80 pages when printed by HRSA) will be deemed non-compliant.
> All non-compliant applications will be returned to the applicant
> without further consideration.**

a.  Number of Copies (Paper Applications only)

> []{.mark}
>
> Please submit one (1) original and two (2) unbound copies of the
> application.
>
> Please do not bind or staple the application. Application must be
> single sided.

b.  Font

> []{.mark}
>
> Please use an easily readable serif typeface, such as Times Roman,
> Courier, or CG Times. The text and table portions of the application
> must be submitted in not less than 12 point and 1.0 line spacing.
> Applications not adhering to 12 point font requirements may be
> returned.
>
> []{.mark}

c.  Paper Size and Margins

> For scanning purposes, please submit the application on 8 ½" x 11"
> white paper. Margins must be at least one (1) inch at the top, bottom,
> left and right of the paper. Please left-align text.

[]{.mark}

d.  Numbering

> Please number the pages of the application sequentially from page 1
> (face page) to the end of the application, including charts, figures,
> tables, and appendices.

e.  Names

> Please include the name of the applicant on each page.

f.  Section Headings

> Please put all section headings flush left in bold type.

**Application Format**

Applications for funding must consist of the following documents in the
following order:

i.  ***Application Face Page***

Public Health Service (PHS) Application Form 5161-1, provided with the
application package. Prepare this page according to instructions
provided in the form itself. For information pertaining to the Catalog
of Federal Domestic Assistance, the Catalog of Federal Domestic
Assistance Number is 93.110.

> **DUNS Number**
>
> All applicant organizations are required to have a Data Universal
> Numbering System (DUNS) number in order to apply for a grant from the
> Federal Government. The DUNS number is a unique nine-character
> identification number provided by the commercial company, Dun and
> Bradstreet. There is no charge to obtain a DUNS number. Information
> about obtaining a DUNS number can be found at
> [http://www.hrsa.gov/grants/preview/dunsccr.htm](http://www.hrsa.gov/grants/preview/dunsccr.htm )
> or call 1-866-705-5711. Please include the DUNS number next to the OMB
> Approval Number on the application face page. Applications ***will
> not*** be reviewed without a DUNS number.
>
> Additionally, the applicant organization will be required to register
> with the Federal Government's Central Contractor Registry (CCR) in
> order to do electronic business with the Federal Government.
> Information about registering with the CCR can be found at
> [http://www.hrsa.gov/grants/preview/dunsccr.htm](http://www.hrsa.gov/grants/preview/dunsccr.htm ).

ii. ***Table of Contents***

> Provide a Table of Contents for the remainder of the application
> (including appendices), with page numbers.

iii. ***Application Checklist***

> Application Form PHS 5161-1 provided with the application package.

iv. ***Budget***

Application Form PHS 5161-1 provided with the application package.

> Please complete Sections A, B, E, and F, and then provide a line item
> budget for each grant year using the budget categories in the SF 424A.

v.  ***Budget Justification***

> Provide a narrative that explains the amounts requested for each line
> in the budget. The budget justification should specifically describe
> how each item will support the achievement of proposed objectives. The
> budget period is for ONE year. However, the applicant must submit
> one-year budgets for each of the subsequent project period years
> (usually one to three years or more) at the time of application. Line
> item information must be provided to explain the costs entered in
> appropriate form, Application Form PHS 5161-1. The budget
> justification must clearly describe each cost element and explain how
> each cost contributes to meeting the project's objectives/goals. Be
> very careful about showing how each item in the "other" category is
> justified. The budget justification MUST be concise. Do NOT use the
> justification to expand the project narrative.
>
> **Budget for Multi-Year Grant Award**
>
> This announcement, HRSA 06-051, is inviting applications for project
> periods up to three years. Awards, on a competitive basis, will be for
> a one‑year budget period, although project periods may be for three
> years. Applications for continuation grants funded under these awards
> beyond the one-year budget period but within the three year project
> period will be entertained in subsequent years on a noncompetitive
> basis, subject to availability of funds, satisfactory progress of the
> grantee and a determination that continued funding would be in the
> best interest of the Government.
>
> Include the following in the Budget Justification narrative:
>
> Personnel Costs: Personnel costs should be explained by listing each
> staff member who will be supported from funds, name (if possible),
> position title, percent full time equivalency, annual salary, and the
> exact amount requested for each project year which mainly covers
> indirect cost.
>
> Indirect Costs: Indirect costs are those costs incurred for common or
> joint objectives which cannot be readily identified but are necessary
> to the operations of the organization, e.g., the cost of operating and
> maintaining facilities, depreciation, and administrative salaries. For
> institutions subject to OMB Circular A-21, the term "facilities and
> administration" is used to denote indirect costs. If the applicant
> does not have an indirect cost rate, you may obtain one by visiting
> the Division of Cost Allocation website: http://rates.psc.gov/*.*
>
> Fringe Benefits: List the components that comprise the fringe benefit
> rate, for example health insurance, taxes, unemployment insurance,
> life insurance, retirement plan, tuition reimbursement. The fringe
> benefits should be directly proportional to that portion of personnel
> costs that are allocated for the project.
>
> Travel: List travel costs according to local and long distance travel.
> For local travel, the mileage rate, number of miles, reason for travel
> and staff member/consumers completing the travel should be outlined.
> The budget should also reflect the travel expenses associated with
> participating in meetings and other proposed trainings or workshops.
>
> Equipment: List equipment costs and provide justification for the need
> of the equipment to carry out the program's goals. Extensive
> justification and a detailed status of current equipment must be
> provided when requesting funds for the purchase of computers and
> furniture items.
>
> Supplies: List the items that the project will use. In this category,
> separate office supplies from medical and educational purchases.
> Office supplies could include paper, pencils, and the like; medical
> supplies are syringes, blood tubes, plastic gloves, etc., and
> educational supplies may be pamphlets and educational videotapes.
> Remember, they must be listed separately.
>
> Subcontracts: To the extent possible, all subcontract budgets and
> justifications should be standardized, and contract budgets should be
> presented by using the same object class categories contained in the
> Standard Form 424A. Provide a clear explanation as to the purpose of
> each contract, how the costs were estimated, and the specific contract
> deliverables.
>
> Other: Put all costs that do not fit into any other category into this
> category and provide and explanation of each cost in this category. In
> some cases, grantee rent, utilities and insurance fall under this
> category if they are not included in an approved indirect cost rate.)

vi. **Staffing Plan and Personnel Requirements**

Applicants must present a staffing plan and provide a justification for
the plan that includes education and experience qualifications and
rationale for the amount of time being requested for each staff
position. Position descriptions that include the roles,
responsibilities, and qualifications of proposed project staff must be
included in Appendix ***B***. Copies of biographical sketches for any
key employed personnel that will be assigned to work on the proposed
project must be included in Appendix ***C***.

vii. ***Assurances***

Please include all assurances relevant to the specific program.
Application Form PHS 5161-1 is provided with the application package.

viii. ***Certifications***

Please include all certifications relevant to the specific program.
Application Form PHS 5161-1 is provided with the application package.

ix. ***Project Abstract***

    Provide a summary of the application. Because the abstract is often
    distributed to provide information to the public and Congress,
    please prepare this so that it is clear, accurate, concise, and
    without reference to other parts of the application. It must include
    a brief description of the proposed grant project including the
    needs to be addressed, the proposed services, and the population
    group(s) to be served.

Please place the following at the top of the abstract:

-   Project Title

-   Applicant Name

-   Address

-   Contact Phone Numbers (Voice, Fax)

-   E-Mail Address

-   Web Site Address, if applicable

**The project abstract must be single-spaced and limited to one page in
length.**

x.  ***Program Narrative***

This section provides a comprehensive framework and description of all
aspects of the proposed program. It should be succinct, self-explanatory
and well organized and written so reviewers can understand the proposed
project.

Use the following section headers for the Narrative:

-   Introduction

This section should briefly describe the purpose of the proposed
project. Evidence supporting the proposed project should help validate
assumptions.

[]{.mark}

-   NEEDS ASSESSMENT

This section outlines the needs of your community and/or organization.
The target population(s) and unmet genetic health and education needs
must be described and documented in this section. Demographic data
should be used and cited whenever possible to support the information
provided. Please discuss any relevant barriers in the service area that
the project hopes to overcome. This section should help reviewers
understand the community and/or organization that will be served by the
proposed project.

[]{.mark}

-   Methodology

Propose methods that will be used to meet each of the
previously-described program requirements and expectations in this grant
announcement.

-   Work Plan

Describe the activities, persons responsible or steps and timeframe that
will be used to achieve each of the activities proposed in the
methodology section. Use a time line or matrix that includes length and
duration of each activity, goals and objectives and identifies
responsible staff.

-   Resolution of Challenges

Discuss real or anticipated challenges that are likely to be encountered
in designing and implementing the activities described in the Work Plan,
and approaches that will be used to resolve such challenges.

-   Evaluation and Technical Support Capacity

Describe current experience, skills, and knowledge, including
individuals on staff, materials published, and previous work of a
similar nature.

-   Organizational Information

Provide information on the applicant agency's current mission and
structure, scope of current activities, and an organizational chart, and
describe how these all contribute to the ability of the organization to
conduct the program requirements and meet program expectations.

xi. **Appendices**

Please provide the following items to complete the content of the
application. Please note that these are supplementary in nature, and are
not intended to be a continuation of the project narrative. Be sure each
appendix is clearly labeled.

1)  Appendix A: Tables, Charts, etc.

To give further details about the proposal.

2)  Appendix B: Job Descriptions for Key Personnel

Keep each to one page in length as much as is possible. Item 6 in the
Program Narrative section of the PHS 5161-1 Form provides some guidance
on items to include in a job description.

3)  Appendix C: Biographical Sketches of Key Personnel

Include biographical sketches for persons occupying the key positions
described in Appendix B, not to exceed two pages in length. In the event
that a biographical sketch is included for an identified individual who
is not yet hired, please include a letter of commitment from that person
with the biographical sketch.

4)  Appendix D: Letters of Agreement and/or Description(s) of
    Proposed/Existing Contracts (project specific.) Provide any
    documents that describe working relationships between the applicant
    agency and other agencies and programs cited in the proposal.
    Documents that confirm actual or pending contractual agreements
    should clearly describe the roles of the subcontractors and any
    deliverable. Letters of agreements/Memorandum of Understanding must
    be dated.

5)  Appendix E: Project Organizational Chart

Provide a one-page figure that depicts the organizational structure of
the project, including subcontractors and other significant
collaborators.

6)  Appendix F: Other Relevant Documents

Include here any other documents that are relevant to the application,
including letters of support. Letters of support must be dated. Include
only letters of support which specifically indicate a commitment to the
project/program (in-kind services, dollars, staff, space, equipment,
etc.) Letters of agreements and support must be dated. List all other
support letters on one page. Work matrix should be included in this
appendix.

7.) Appendix G: MCHB Financial and Demographic Data Elements

8\) Appendix H: Performance Measures: In subsequent years, you will also
be required to report on selected performance measures.

**3. Submission Dates and Times**

**Notification of Intent to Apply**

An applicant is eligible to apply even if no letter of intent is
submitted. Receipt of Letters of Intent will *not* be acknowledged.

The letter should identify the applicant organization and its intent to
apply, and briefly describe the proposal to be submitted. An applicant
is eligible to apply even if no letter of intent is submitted.

This letter should be sent by November 21, 2005, by mail or fax to:

Division of Independent Review

Director

HRSA Grants Application Center (GAC)

The Legin Group, Inc.

901 Russell Ave., Suite 450

Gaithersburg, MD 20879

*Fax: 877-477-2345*

**Application Due Date**

The due date for applications under this grant announcement is January
13, 2006 at 5:00 P.M. ET.

Applications will be considered as meeting the deadline if they are
either:

\(1\) Received on or before the due date; or

\(2\) Post marked or E marked on or before the due date, and received in
time for the Independent Review Committee review.

The Chief Grants Management Officer (CGMO) or a higher level designee
may authorize an extension of published deadlines when justified by
circumstances such as acts of God (e.g. floods or hurricanes),
widespread disruptions of mail service, or other disruptions of
services, such as a prolonged blackout. The authorizing official will
determine the affected geographical area(s).

**Electronic Submission:**

Applications must be submitted by 5:00 P.M. ET. To ensure that you have
adequate time to follow procedures and successfully submit the
application, we recommend you start submission no later than noon on the
due date. Applications submitted electronically will be time/date
stamped electronically, which will serve as receipt of submission.

**Paper Submission:**

Upon receipt of a paper application, the Grants Application Center will
mail an acknowledgement of receipt to the applicant organization's
Program Director.

In the event that questions arise about meeting the application due
date, applications must have a legibly dated receipt from a commercial
carrier or the U.S. Postal Service, Private metered postmarks will not
be accepted as proof of timely mailing.

**Late Applications:**

Applications which do not meet the criteria above are considered late
applications. Health Resources and Services Administration (HRSA) shall
notify each late applicant that its application will not be considered
in the current competition.

**4. Intergovernmental Review**

This project is not subject to the provisions of Executive Order 12372,
as implemented by 45 CFR 100.

**5. Funding Restrictions**

Applicants responding to this announcement may request funding for a
project period of up to three years, at no more than \$600,000 per year.
Awards to support projects beyond the first budget year will be
contingent upon Congressional appropriation, satisfactory progress in
meeting the project's objectives, and a determination that continued
funding would be in the best interest of the government.

**6***.* **Other Submission Requirements**

**Electronic Submission**

> You may submit your application to us either in electronic or paper
> format. To submit an application electronically, please use the
> [http://www.Grants.gov](http://www.grants.gov/) apply site. If you use
> Grants.Gov you will be able to download a copy of the application
> package, complete it off-line, and then upload and submit the
> application via the Grants.gov site. You may not e-mail an electronic
> copy of a grant application to us.
>
>  
>
> Please note the following if you plan to submit your application
> electronically via Grants.Gov:
>
>  
>
> •    Electronic submission is voluntary
>
> •    When you enter the Grants.Gov site, you will find information
> about submitting an application electronically through the site, as
> well as the hours of operation. We strongly recommend that you do not
> wait until the application deadline date to begin the application
> process through Grants.Gov.  The registration process is a separate
> process from submitting an application.  **Applicants are, therefore,
> encouraged to register early**.  The registration process can take
> approximately two weeks to be completed.  Therefore, registration
> should be done in sufficient time to ensure it does not impact your
> ability to meet required submission deadlines.  You will be able to
> submit your application online anytime after you receive your
> e-authentication credentials.
>
> •    To use Grants.gov, you, as the applicant, must have a DUNS Number
> and register in the Central Contractor Registry (CCR). You should
> allow a minimum of five days to complete the CCR registration.
>
> •    You will not receive additional point value because you submit a
> grant application in paper format.
>
> •    You may submit all documents electronically, including all
> information typically included on the SF424 and all necessary
> assurances and certifications.
>
> •    Your application must comply with any page limitation
> requirements described in this program announcement.
>
> •    After you electronically submit your application, you will
> receive an automatic acknowledgement from Grants.Gov that contains a
> Grants.Gov tracking number. The Health Resources and Services
> Administration will retrieve your application from Grants.Gov.
>
> •    You may access the electronic application for this program on
> [http://www.Grants.gov](http://www.grants.gov/).
>
> •    You must search for the downloadable application package by the
> CFDA number.
>
> •    The grants.gov website provides customer support via (800)
> 518-GRANTS (this is a toll-free number) or through e-mail at
> [**support@grants.gov**](mailto:support@grants.gov).  The customer
> support center is open from 7:00 a.m. to 9:00 p.m. Eastern time,
> Monday through Friday, except federal holidays, to address grants.gov
> technology issues.  For technical assistance to program related
> questions, contact the number listed in the Program Section of the
> program you are applying for.
>
>  
>
> Online applications are required to submit ONLY one form in signed
> hard copy: the SF-424/5161 Face Sheet, since all other elements of the
> application have been captured and transmitted electronically. 
>
>  
>
> **Formal submission of the electronic application:**  Applications
> completed online are considered formally submitted when the
> Authorizing Official electronically submits the application to HRSA. 
> However, to complete the submission requirements, a hard-copy of the
> SF-424/5161 Face Sheet must be printed, signed, and submitted to the
> HRSA Grants Application Center.  The SF-424/5161 can be printed from
> the online application.
>
>  
>
> For an online application, the signed SF-424/5161 must be sent to the
> HRSA GRANTS APPLICATION CENTER at the above address and received by
> HRSA by no later than five days after the January 13, 2006 due date.
>
>   
>
> Applications will be considered as having met the deadline if: (1) the
> application has been successfully transmitted electronically by your
> organization's Authorizing Official through Grants.Gov on or before
> the deadline date and time, and (2) the signed SF-424/5161 Face Sheet
> is received by HRSA no later than five days after the deadline date.
>
>  
>
>  REMINDER:  Only applicants who apply online are permitted to forego
> hard-copy submission of all application forms EXCEPT the signed
> SF-424/5161.
>
>  
>
> **Paper Submission:**
>
>  If you choose to submit paper copy, please send the original and two
> copies of the application to:
>
> The HRSA Grants Application Center
>
> The Legin Group, Inc.
>
> Attn: Family History
>
> Program Announcement No. HRSA-06-051
>
> CFDA No. 93.110
>
> 901 Russell Avenue, Suite 450
>
> Gaithersburg, MD 20879
>
> Telephone: 877-477-2123
>
> In the event that questions arise about meeting the application due
> date, applicants must have a legibly dated receipt from a commercial
> carrier or the U.S. Postal Service. Private metered postmarks will not
> be accepted as proof of timely mailing.
>
> Whether you submit electronically or via paper, please understand that
> we will not consider additional information and/or materials submitted
> after your initial application. You must therefore ensure that all
> materials are submitted together, whether electronically or on paper.

**V. Application Review Information**

> Procedures for assessing the technical merit of grant applications
> have been instituted to provide for an objective review of
> applications and to assist the applicant in understanding the
> standards against which each application will be judged. Critical
> indicators have been developed for each review criterion to assist the
> applicant in presenting pertinent information related to that
> criterion and to provide the reviewer with a standard for evaluation.
> Review criteria are outlined below with specific detail and scoring
> points.
>
> Review Criteria are used to review and rank applications. This program
> has 6 review criteria:

1.  **REVIEW CRITERIA**

    **A. Need**

    The extent to which the application describes the problems and
    associated contributing factors to the problem. (24 points)

```{=html}
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1.  The description of the proposed project is clear. (4 points)

2.  Evidence supporting the project validates the assumptions. (4
    points)

3.  The applicant clearly articulates needs relative to the testing of a
    Family Health History tool and educational materials. (4 points)

4.  The applicant documents knowledge of and ability to implement
    educational health promotion and disease prevention strategies. (4
    points)

5.  The overall approach to development, educational training and
    national dissemination is thoughtful, logical and practical. (4
    points)

6.  The applicant addresses the cultural, ethical, legal, social and
    financial issues associated with the project. (4 points)

    **B.** **Response** (12 points)

    The extent to which the proposed project responds to the "Purpose"
    included in the program description. The clarity of the proposed
    goals and objectives and their relationship to the project are
    identified. The extent to which the activities described in the
    application are capable of addressing the problem and attaining the
    project objectives.

    1\. The goals, objectives and timeframes and their relationships to
    the identified project are clear. (6 points)

    2\. The proposed activities, when accomplished, are replicable and
    national in scope. (4 points)

    3\. The applicant addresses program requirements of particular
    interest to MCHB such as family and professional partnerships and
    other appropriate discretionary grant efforts. (2 points)

## Evaluative Measures (17 points)

The effectiveness of the method proposed to monitor and evaluate the
project results. Evaluative measures must be able to assess 1) to what
extent the program objectives have been met and 2) to what extent these
can be attributed to the project.

1.  The evaluation protocol is capable of demonstrating and documenting
    the validity and utility of the family health history tool and
    associated educational materials. (10 points*)*

2.  The applicant documents knowledge of and ability to test the
    validity and utility of the Family Health History tool. (7 points)

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1.  **Impact** (25 points)

    The extent and effectiveness of plans for dissemination of project
    results and/or the extent to which project results may be national
    in scope and/or degree to which the project activities are
    replicable, and/or the sustainability of the program beyond the
    Federal Funding.

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```
1.  The applicant describes who on the project will be responsible for
    collecting, refining and analyzing evaluation data. (5 points)

2.  The applicant describes resources that are adequate to perform
    objectives and goals of the project. (5 points)

3.  The applicant provides Appendix F quantitative and qualitative work
    matrix with realistic timeframes for accomplishing associated tasks.
    (5 points)

4.  The budget and coordinated narrative are clearly and adequately
    justified. (5 points)

5.  The resources are adequate to perform goals and objectives of the
    project. (5 points)

### Resources/Capabilities (15 points)

The extent to which project personnel are qualified by training and/or
experience to implement and carry out the projects. The capabilities of
the applicant organization, and quality and availability of facilities
and personnel to fulfill the needs and requirements of the proposed
project.

1.  The applicant has expertise or has contracted for expertise to
    address tool validation, ethnocultural issues, including health
    literacy, and methodologies relevant to genetics, family health
    history and education resources associated with the project. (3
    points)

    2\. The applicant has expertise with oral history traditions (3
    points)

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```
3.  The applicant documents national expertise and capacity needed for
    addressing consumer education, genetic medicine, and technology
    related issues. (3 points)

4.  The applicant has expertise in peer to peer communication processes
    including development of abstracts for presentations and scholar
    articles for publication and dissemination of products. (3 points)

5.  The applicant personnel are well qualified by training and or
    experience for support sought. (3 points)

##### F. Support Requested (7 points) {#f.-support-requested-7-points .unnumbered}

##### What is the reasonableness of the proposed budget in relation to the objectives, the complexity of the activities, and the anticipated results? {#what-is-the-reasonableness-of-the-proposed-budget-in-relation-to-the-objectives-the-complexity-of-the-activities-and-the-anticipated-results .unnumbered}

1.  The applicant's infrastructure included sound administrative,
    management and communication components necessary to carry out the
    proposed activities. (4 points)

2.  The applicant's budget is reasonable and related to the tasks
    associated with the project. (3 points)

    Applicants should pay strict attention to addressing all these
    criteria, as they are the basis upon which the reviewers will
    evaluate their application.

    **2. REVIEW AND SELECTION PROCESS**

The Division of Independent Review is responsible for managing objective
reviews within HRSA. Applications competing for federal funds receive an
objective and independent review performed by a committee of experts
qualified by training and experience in particular fields or disciplines
related to the program being reviewed. In selecting review committee
members, other factors in addition to training and experience may be
considered to improve the balance of the committee, e.g., geographic
distribution, race/ethnicity, and gender.

Each reviewer is screened to avoid conflicts of interest and is
responsible for providing an objective, unbiased evaluation based on the
review criteria noted above. The committee provides expert advice on the
merits of each application to program officials responsible for final
selections for award.

[]{.mark}

**3. Anticipated Announcement and Award Dates**

The projected award date for this funding opportunity is June 1, 2006.

**VI. Award Administration Information**

**1. Award Notices**

> Each applicant will receive written notification of the outcome of the
> objective review process, including a summary of the expert
> committee's assessment of the application's merits and weaknesses, and
> whether the application was selected for funding. Applicants who are
> selected for funding may be required to respond in a satisfactory
> manner to conditions placed on their application before funding can
> proceed. Letters of notification do not provide authorization to begin
> performance. The Notice of Grant Award, which is signed by the Grants
> Management Officer and is sent to the applicant agency's Authorized
> Representative, is the authorizing document. It will be sent prior to
> the start date of June 1, 2006.

2.  **Administrative and National Policy Requirements**

    Successful applicants must comply with the administrative
    requirements outlined in 45 CFR Part 74 or 45 CFR Part 92, as
    appropriate.

**PUBLIC POLICY ISSUANCE**

[]{.mark}

**HEALTHY PEOPLE 2010**

**Healthy People 2010** is a national initiative led by HHS that sets
priorities for all HRSA programs. The initiative has two major goals:
(1) Increase the quality and years of a healthy life; and (2) Eliminate
our country's health disparities. The program consists of 28 focus areas
and 467 objectives. HRSA has actively participated in the work groups of
all the focus areas, and is committed to the achievement of the Healthy
People 2010 goals.

Applicants must summarize the relationship of their projects and
identify which of their programs objectives and/or sub-objectives relate
to the goals of the Healthy People 2010 initiative.

Copies of the Healthy People 2010 may be obtained from the
Superintendent of Documents or downloaded at the Healthy People 2010
website: [http://www.health.gov/healthypeople/document]{.underline}/.

[]{.mark}

The Public Health Service strongly encourages all award recipients to
provide a smoke-free workplace and to promote the non-use of all tobacco
products. Further, Public Law 103-227, the Pro-Children Act of 1994,
prohibits smoking in certain facilities (or in some cases, any portion
of a facility) in which regular or routine education, library, day care,
health care or early childhood development services are provided to
children.

**Cultural Competence**

In order to assure access and cultural competence, it is expected that
projects will involve individuals from the populations to be served in
the planning and implementation of the project. MCHB\'s intent is to
ensure that project interventions are responsive to the cultural and
linguistic needs of special populations, that services are accessible to
consumers, and that the broadest possible representation of culturally
distinct and historically under represented groups is supported through
programs and projects sponsored by MCHB.

**Family Participation**

It is expected that projects will retain the family centered approach to
which MCHB is committed. This approach recognizes that the family is the
constant in a child\'s life, while service systems and their attendant
personnel fluctuate. It facilitates family/professional collaboration at
all levels of care, including program development, implementation,
policy formation and evaluation. Family-centered care ensures that
services and support systems are flexible, accessible, and comprehensive
in responding these family-identified needs.

[]{.mark}

**3. Reporting**

The successful applicant under this guidance must:

a.  Comply with audit requirements of Office of Management and Budget
    (OMB) Circular A-133. Information on the scope, frequency, and other
    aspects of the audits can be found on the Internet at
    [www.whitehouse.gov/omb/circulars](http://www.whitehouse.gov/omb/circulars);

b.  Submit a Payment Management System Quarterly Report. The reports
    identify cash expenditures against the authorized funds for the
    grant. Failure to submit the report may result in the inability to
    access grant funds. Submit report to the:

> Division of Payment Management
>
> DPM/FMS/PSC/ASAM/HHS
>
> PO Box 6021
>
> Rockville, MD 20852
>
> Telephone: (301) 443-1660;

c.  Submit a Financial Status Report. A financial status report is
    required within 90 days of the end of each grant year. The report is
    an accounting of expenditures under the project that year;

d.  Submit a Progress Report(s);

e\. Post-Award Reporting. Successful applicants receiving grant funds
will be required, within 120 days of the Notice of Grant Award (NGA), to
register in HRSA's Electronic Handbooks (EHBs) and electronically
complete the program specific data forms that appear in Appendix G of
this guidance.** ** This requires the provision of budget breakdowns in
the financial forms based on the grant award amount, the project
abstract and other grant summary data, and objectives for the
performance measures.

**4. Performance Review**

> HRSA's Office of Performance Review (OPR) serves as the agency's focal
> point for reviewing and enhancing the performance of HRSA funded
> programs within communities and States. On a regularly scheduled
> basis, HRSA grantees are required to participate in a performance
> review of their HRSA funded program(s) by a review team from one of
> the ten OPR regional divisions. Grantees should expect to participate
> in a performance review at some point during their project period.
> When a grantee receives more than one HRSA grant, each of the
> grantee's HRSA funded programs will be reviewed during the same
> performance review.
>
> The purpose of performance review is to improve the performance of
> HRSA funded programs. Through systematic pre-site and on-site
> analysis, OPR works collaboratively with grantees and HRSA
> Bureaus/Offices to measure program performance, analyze the factors
> impacting performance, and identify effective strategies and
> partnerships to improve program performance, with a particular focus
> on outcomes. Upon completion of the performance review, grantees are
> expected to prepare an Action Plan that identifies key actions to
> improve program performance as well as addresses any identified
> program requirement issues. Performance reviews also provide direct
> feedback to the agency about the impact of HRSA policies on program
> implementation and performance within communities and States.
>
> For additional information on performance reviews, please visit:
> <http://www.hrsa.gov/performancereview>.
>
> *Appendix G: MCHB Financial and Demographic Data Elements*

Maternal and Child Health Bureau

Grant Performance Measures

**Financial and Demographic Data Elements**

**FORM 1**

**MCHB PROJECT BUDGET DETAILS FOR FY \_\_\_\_\_\_\_**

**1. MCHB GRANT AWARD AMOUNT** \$\_\_\_\_\_\_\_\_\_**\_**

**2. UNOBLIGATED BALANCE** \$\_\_\_\_\_\_\_\_\_**\_**

**3. MATCHING FUNDS** (Required: Yes \[ \] No \[ \] If yes, amount)
\$\_\_\_\_\_\_\_\_\_\_

> A. Local funds \$\_\_\_\_\_\_\_

B.  State funds \$\_\_\_\_\_\_\_

C.  Program Income \$\_\_\_\_\_\_\_

D.  Applicant/Grantee Funds \$\_\_\_\_\_\_\_

> E. Other funds \$\_\_\_\_\_\_\_

**4. OTHER PROJECT FUNDS** (Not included in 3 above)
\$\_\_\_\_\_\_\_\_\_\_

> A. Local funds \$\_\_\_\_\_\_\_

B.  State funds \$\_\_\_\_\_\_\_

C.  Program Income (Clinical or Other) \$\_\_\_\_\_\_\_

D.  Applicant/Grantee Funds (includes in-kind) \$\_\_\_\_\_\_\_

> E. Other funds (including private sector, e.g., \$\_\_\_\_\_\_\_
>
> Foundations)

**5**. **TOTAL PROJECT FUNDS** (Tota2l lines 1 through 4)
\$\_\_\_\_\_\_\_\_\_\_

**6. FEDERAL COLLABORATIVE FUNDS**

(Source(s) of additional Federal funds contributing to the project)

> Other MCHB Funds (Do not repeat grant funds from Line 1)
>
> 1\) SPRANS \$\_\_\_\_\_\_\_\_
>
> 2\) CISS \$\_\_\_\_\_\_\_\_
>
> 3\) SSDI \$\_\_\_\_\_\_\_\_
>
> 4\) Abstinence Education \$\_\_\_\_\_\_\_\_
>
> 5\) Healthy Start \$\_\_\_\_\_\_\_\_

6)  EMSC \$\_\_\_\_\_\_\_\_

7)  Bioterrorism \$\_\_\_\_\_\_\_\_

8)  Traumatic Brain Injury \$\_\_\_\_\_\_\_\_

9)  State Title V Block Grant \$\_\_\_\_\_\_\_\_

10) Other \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \$\_\_\_\_\_\_\_\_

> Other HRSA Funds
>
> 1\) HIV/AIDS \$\_\_\_\_\_\_\_\_

Primary Care \$\_\_\_\_\_\_\_\_

Health Professions \$\_\_\_\_\_\_\_\_

Other \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \$\_\_\_\_\_\_\_\_

##### Other Federal Funds

1\) CMS \$\_\_\_\_\_\_\_\_

SSI \$\_\_\_\_\_\_\_\_

Agriculture (WIC/other) \$\_\_\_\_\_\_\_\_

ACF \$\_\_\_\_\_\_\_\_

CDC \$\_\_\_\_\_\_\_\_

SAMHSA \$\_\_\_\_\_\_\_\_

NIH \$\_\_\_\_\_\_\_\_

Education \$\_\_\_\_\_\_\_\_

Other: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \$\_\_\_\_\_\_\_\_

> \$\_\_\_\_\_\_\_\_
>
> \$\_\_\_\_\_\_\_\_

**7. TOTAL COLLABORATIVE FEDERAL FUNDS**
\$[\_\_\_\_\_\_\_\_]{.underline}

**INSTRUCTIONS FOR COMPLETION OF FORM 1**

**MCH BUDGET DETAILS FOR FY \_\_\_\_**

Line 1. Enter the amount of the Federal MCHB grant award for this
project.

Line 2. Enter the amount of carryover from the previous year's award, if
any (the unobligated balance).

Line 3. Indicate if matching funds are required by checking the
appropriate choice. If matching funds are required, enter the total
amount of the matching funds received or committed to the project. List
the amounts by source on lines 3A through 3D as appropriate. Do not
include "overmatch" funds. Any additional funds over and above the
amount required for matching purposes should be reported in Line 4.
Where appropriate, include the dollar value of in-kind contributions.

Line 4. Enter the amount of other funds received for the project, by
source on Lines 4A through 4E, specifying amounts from each source. Do
not include those amounts included in Line 3 above. Also include the
dollar value of in-kind contributions.

Line 5. Enter the sum of lines 1 through 4

Line 6. Line 6. Enter the amount of other Federal funds received on the
appropriate lines (A.1 through C.9) **other** than the MCHB grant award
for the project. Such funds would include those from other Departments,
other components of the Department of Health and Human Services, or
other MCHB grants or contracts.

Line 6C.1. Enter only project funds from the Center for Medicare and
Medicaid Services. Exclude Medicaid reimbursement, which is considered
Program Income and should be included on Line 3C or 4C.

If lines 6A.10, 6B.4, or 6C.9 are utilized, specify the source(s) of the
funds in the order of the amount provided, starting with the source of
the most funds. If more space is required, add a footnote at the bottom
of the page showing additional sources and amounts.

Line 7. Enter the sum of Lines 6A.1 through 6C.9.

NOTE: MCHB Training Grants must fill out Section "V. Detailed Budget" of
the currently approved HRSA-6025 in addition to this form.

**FORM 2**

**PROJECT FUNDING PROFILE**

[FY]{.underline} [FY]{.underline} [FY]{.underline} [FY]{.underline}
[FY]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_ [Budgeted Expended]{.underline}
[Budgeted Expended]{.underline} [Budgeted Expended]{.underline}
[Budgeted Expended]{.underline} [Budgeted Expended]{.underline}

1.  [MCHB Grant]{.underline}

    [Award]{.underline}

[Amount]{.underline} \$ \$ \$ \$ \$ \$ \$ \$ \$ \$\_\_\_\_\_\_\_\_\_

(*Line 1, Form 2)*

2\. [Unobligated]{.underline}

[Balance]{.underline} \$ \$ \$ \$ \$ \$ \$ \$ \$ \$\_\_\_\_\_\_\_\_\_

*(Line 2, Form 2)*

3\. [Matching]{.underline}

[Funds]{.underline}

[(If required)]{.underline} \$ \$ \$ \$ \$ \$ \$ \$ \$
\$\_\_\_\_\_\_\_\_\_

(*Line 3, Form 2)*

4*.* [Other Project]{.underline}

[Funds]{.underline} \$ \$ \$ \$ \$ \$ \$ \$ \$ \$\_\_\_\_\_\_\_\_\_

(*Line 4, Form 2)*

5\. [Total Project]{.underline}

[Funds]{.underline} \$ \$ \$ \$ \$ \$ \$ \$ \$ \$\_\_\_\_\_\_\_\_\_
(*Line 5, Form 2)*

6\. [Total Federal]{.underline}

[Collaborative]{.underline}

[Funds]{.underline} \$ \$ \$ \$ \$ \$ \$ \$ \$ \$\_\_\_\_\_\_\_\_\_

*(Line 7, Form 2)*

**INSTRUCTIONS FOR THE COMPLETION OF FORM 2**

**PROJECT FUNDING PROFILE**

**Instructions:**

Complete all required data cells. If an actual number is not available,
use an estimate. Explain all estimates in a footnote.

The form is intended to provide at a glance funding data on the
estimated budgeted amounts and actual expended amounts of an MCH
project.

> For each fiscal year, the data in the columns labeled Budgeted on this
> form are to contain the same figures that appear on the Application
> Face Sheet and Lines 1 through 7 of Form 1. The lines under the
> columns labeled Expended are to contain the actual amounts expended
> for each grant year that has been completed.

#### FORM 4 {#form-4 .unnumbered}

**PROJECT BUDGET AND EXPENDITURES**

**By Types Of Services**

**FY \_\_\_\_\_ FY \_\_\_\_\_**

**[TYPES OF SERVICES]{.underline} [Budgeted]{.underline}
[Expended]{.underline} [Budgeted]{.underline} [Expended]{.underline}**

**I. [Direct Health Care Services]{.underline}** \$ \$ \$ \$
[\_\_\_\_\_\_\_\_\_]{.underline}

> (Basic Health Services and Health
>
> Services for CSHCN.)

**II. [Enabling Services]{.underline}** \$ \$ \$ \$
[\_\_\_\_\_\_\_\_\_\_]{.underline}

> (Transportation, Translation,

Outreach, Respite Care, Health

> Education, Family Support Services,

Purchase of Health Insurance,

> Case Management, and Coordination
>
> with Medicaid, WIC, and Education.)

**III.** **[Population-Based Services]{.underline}** \$ \$ \$
\$\_\_\_\_\_\_\_\_\_\_\_

> (Newborn Screening, Lead Screening,
>
> Immunization, Sudden Infant Death
>
> Syndrome Counseling, Oral Health,
>
> Injury Prevention, Nutrition, and

Outreach/Public Education.)

**IV.** **[Infrastructure Building Services]{.underline}** \$ \$ \$ \$
[\_\_\_\_\_\_\_\_\_\_\_]{.underline}

> (Needs Assessment, Evaluation, Planning,
>
> Policy Development, Coordination,
>
> Quality Assurance, Standards Development,
>
> Monitoring, Training, Applied Research,

Systems of Care, and Information Systems.)

## V. TOTAL \$ \$ \$ \$ [\_\_\_\_\_\_\_\_\_\_\_]{.underline}  {#v.-total-___________ .unnumbered}

**INSTRUCTIONS FOR THE COMPLETION OF FORM 4**

**PROJECT BUDGET AND EXPENDITURES BY TYPES OF SERVICE**S

Complete all required data cells. If an actual number is not available,
make an estimate. Please explain all estimates in a footnote.
Administrative dollars should be allocated to the appropriate level(s)
of the pyramid on lines I, II, III or IV. If an estimate of
administrative funds use is necessary, one method would be to allocate
those dollars to Lines I, II, III and IV at the same percentage as
program dollars are allocated to Lines I through IV.

Note: Lines I, II and III are for projects providing services. If grant
funds are used to build the infrastructure for direct care delivery,
enabling or population-based services, these amounts should be reported
in Line IV (i.e., building data collection capacity for newborn hearing
screening).

Line I [Direct Health Care Services]{.underline} - enter the budgeted
and expended amounts for the appropriate fiscal year completed and
budget estimates only for all other years.

> **Direct Health Care Services** are those services generally delivered
> one-on-one between a health professional and a patient in an office,
> clinic or emergency room which may include primary care physicians,
> registered dietitians, public health or visiting nurses, nurses
> certified for obstetric and pediatric primary care, medical social
> workers, nutritionists, dentists, sub-specialty physicians who serve
> children with special health care needs, audiologists, occupational
> therapists, physical therapists, speech and language therapists,
> specialty registered dietitians. Basic services include what most
> consider ordinary medical care, inpatient and outpatient medical
> services, allied health services, drugs, laboratory testing, x-ray
> services, dental care, and pharmaceutical products and services. State
> Title V programs support - by directly operating programs or by
> funding local providers - services such as prenatal care, child health
> including immunizations and treatment or referrals, school health and
> family planning. For CSHCN, these services include specialty and
> sub-specialty care for those with HIV/AIDS, hemophilia, birth defects,
> chronic illness, and other conditions requiring sophisticated
> technology, access to highly trained specialists, or an array of
> services not generally available in most communities.

Line II [Enabling Services]{.underline} - enter the budgeted and
expended amounts for the appropriate fiscal year completed and budget
estimates only for all other years.

> **Enabling Services** allow or provide for access to and the
> derivation of benefits from, the array of basic health care services
> and include such things as transportation, translation services,
> outreach, respite care, health education, family support services,
> purchase of health insurance, case management, coordination of with
> Medicaid, WIC and educations. These services are especially required
> for the low income, disadvantaged, geographically or culturally
> isolated, and those with special and complicated health needs. For
> many of these individuals, the enabling services are essential - for
> without them access is not possible. Enabling services most commonly
> provided by agencies for CSHCN include transportation, care
> coordination, translation services, home visiting, and family
> outreach. Family support activities include parent support groups,
> family training workshops, advocacy, nutrition and social work.

Line III [Population-Based Services]{.underline} - enter the budgeted
and expended amounts for the appropriate fiscal year completed and
budget estimates only for all other years.

> **Population Based Services** are preventive interventions and
> personal health services, developed and available for the entire MCH
> population of the State rather than for individuals in a one-on-one
> situation. Disease prevention, health promotion, and statewide
> outreach are major components. Common among these services are newborn
> screening, lead screening, immunization, Sudden Infant Death Syndrome
> counseling, oral health, injury prevention, nutrition and
> outreach/public education. These services are generally available
> whether the mother or child receives care in the private or public
> system, in a rural clinic or an HMO, and whether insured or not.

Line IV [Infrastructure Building Services]{.underline} - enter the
budgeted and expended amounts for the appropriate fiscal year completed
and budget estimates only for all other years.

> **Infrastructure Building Services** are the base of the MCH pyramid
> of health services and form its foundation. They are activities
> directed at improving and maintaining the health status of all women
> and children by providing support for development and maintenance of
> comprehensive health services systems and resources including
> development and maintenance of health services standards/guidelines,
> training, data and planning systems. Examples include needs
> assessment, evaluation, planning, policy development, coordination,
> quality assurance, standards development, monitoring, training,
> applied research, information systems and systems of care. In the
> development of systems of care it should be assured that the systems
> are family centered, community based and culturally competent.

Line V [Total]{.underline} -- enter the total amounts for each column,
budgeted for each year and expended for each year completed.

> **FORM 6**

**MATERNAL & CHILD HEALTH DISCRETIONARY GRANT**

**PROJECT ABSTRACT**

**FOR FY\_\_\_\_**

**PROJECT:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**I. PROJECT IDENTIFIER INFORMATION**

1\. Project Title:

2\. Project Number:

3\. E-mail address:

**II. BUDGET**

1\. MCHB Grant Award \$\_\_\_\_\_\_\_\_\_\_\_\_\_

(Line 1, Form 2)

2\. Unobligated Balance \$\_\_\_\_\_\_\_\_\_\_\_\_\_

(Line 2, Form 2)

3\. Matching Funds (if applicable) \$\_\_\_\_\_\_\_\_\_\_\_\_\_

> (Line 3, Form 2)

4\. Other Project Funds \$\_\_\_\_\_\_\_\_\_\_\_\_\_

> (Line 4, Form 2)

5\. Total Project Funds \$\_\_\_\_\_\_\_\_\_\_\_\_\_

> (Line 5, Form 2)

#### III. TYPE(S) OF SERVICE PROVIDED (Choose all that apply) {#iii.-types-of-service-provided-choose-all-that-apply .unnumbered}

\[ \] Direct Health Care Services

> \[ \] Enabling Services
>
> \[ \] Population-Based Services
>
> \[ \] Infrastructure Building Services

##### PROJECT DESCRIPTION OR EXPERIENCE TO DATE

> A. Project Description

1.  Problem (in 50 words, maximum):

2.  Goals and Objectives: (List up to 5 major goals and time-framed
    objectives per goal for the project)

> Goal 1:

Objective 1:

Objective 2:

Goal 2:

Objective 1:

Objective 2:

Goal 3:

Objective 1:

Objective 2:

Goal 4:

Objective 1:

Objective 2:

Goal 5:

Objective 1:

Objective 2:

3.  Activities undertaken to meet project goals

4.  Specify the primary *Healthy People 2010* objectives(s) (up to
    three) which this project addresses:

> a\.
>
> b\.
>
> c\.

5\. Coordination (List the State, local health agencies or other
organizations involved in the project and their roles)

6\. Evaluation (briefly describe the methods which will be used to
determine whether process and outcome objectives are met)

##### Continuing Grants ONLY

##### Experience to Date (For continuing projects ONLY):

2\. Website URL and annual number of hits

##### KEY WORDS

#### VI. ANNOTATION  {#vi.-annotation .unnumbered}

> **INSTRUCTIONS FOR THE COMPLETION OF FORM 6**

###  PROJECT ABSTRACT

**NOTE:** All information provided should fit into the space provided in
the form. The completed form should be no more than 3 pages in length.
Where information has previously been entered in forms 1 through 5, the
information will automatically be transferred electronically to the
appropriate place on this form.

**Section I -- Project Identifier Information**

Project Title: List the appropriate shortened title for the project.

Project Number: This is the number assigned to the project when funded,
and will, for new projects, be filled in later.

E-mail address: Include electronic mail addresses

#### Section II -- Budget - These figures will be transferred from Form 1, Lines 1 through 5.  {#section-ii-budget---these-figures-will-be-transferred-from-form-1-lines-1-through-5. .unnumbered}

#### Section III - Types of Services {#section-iii---types-of-services .unnumbered}

#### Indicate which type(s) of services your project provides, checking all that apply (consistent with Form 5) {#indicate-which-types-of-services-your-project-provides-checking-all-that-apply-consistent-with-form-5 .unnumbered}

#### Section IV -- Program Description OR Current Status (DO NOT EXCEED THE SPACE PROVIDED) {#section-iv-program-description-or-current-status-do-not-exceed-the-space-provided .unnumbered}

A. New Projects only are to complete the following items:

1.  A brief description of the project and the problem it addresses such
    as preventive and primary care services for pregnant women, mothers,
    and infants; preventive and primary care services for children; and
    services for Children with Special Health Care Needs.

2.  Up to 5 goals of the project, in priority order. Examples are: To
    reduce the barriers to the delivery of care for pregnant women, to
    reduce the infant mortality rate for minorities and "services or
    system development for children with special healthcare needs." MCHB
    will capture annually every project's top goals in an information
    system for comparison, tracking, and reporting purposes; you must
    list at least 1 and no more than 5 goals. For each goal, list the
    two most important objectives. The objective must be specific (i.e.,
    decrease incidence by 10%) and time limited (by 2005).

3.  List the primary Healthy people 2010 goal(s) that the project
    addresses.

4.  Describe the programs and activities used to attain the goals and
    objectives, and comment on innovation, cost, and other
    characteristics of the methodology, proposed or are being
    implemented. Lists with numbered items can be used in this section.

5.  Describe the coordination planned and carried out, in the space
    provided, if applicable, with appropriate State and/or local health
    and other agencies in areas(s) served by the project.

6.  Briefly describe the evaluation methods that will be used to assess
    the success of the project in attaining its goals and objectives.

    B.  For continuing projects ONLY:

    ```{=html}
    <!-- -->
    ```
    1.  Provide a brief description of the major activities and
        accomplishments over the past year (not to exceed 200 words).

    2.  Provide website and number of hits annually, if applicable.

**Section V - -Key Words**

Key words describe the project, including populations served. Choose key
words from the included list.

**Section VI -- Annotation**

> Provide a three- to five-sentence description of your project that
> identifies the project's purpose, the needs and problems, which are
> addressed, the goals and objectives of the project, the activities,
> which will be used to attain the goals, and the materials, which will
> be developed.

**FORM 7**

DISCRETIONARY GRANT PROJECT

SUMMARY DATA

1.  **Project Service Focus**

> \[ \] Urban/Central City \[ \] Suburban \[ \] Metropolitan Area (city
> & suburbs)
>
> \[ \] Rural \[ \] Frontier \[ \] Border (US-Mexico)

2.  **Project Scope**

> \[ \] Local \[ \] Multi-county \[ \] State-wide
>
> \[ \] Regional \[ \] National

3.  **Grantee Organization Type**

> \[ \] State Agency

\[ \] Community Government Agency

\[ \] School District

\[ \] University/Institution Of Higher Learning (Non-Hospital Based)

\[ \] Academic Medical Center

\[ \] Community-Based Non-Governmental Organization (Health Care)

\[ \] Community-Based Non-Governmental Organization (Non-Health Care)

\[ \] Professional Membership Organization (Individuals Constitute Its
Membership)

\[ \] National Organization (Other Organizations Constitute Its
Membership)

\[ \] National Organization (Non-Membership Based)

\[ \] Independent Research/Planning/Policy Organization

\[ \] Other
**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

4.  **Project Infrastructure Focus** (from MCH Pyramid) if applicable

\[ \] Guidelines/Standards Development And Maintenance

\[ \] Policies And Programs Study And Analysis

\[ \] Synthesis Of Data And Information

\[ \] Translation Of Data And Information For Different Audiences

\[ \] Dissemination Of Information And Resources

\[ \] Quality Assurance

\[ \] Technical Assistance

\[ \] Training

\[ \] Systems Development \[ \] Other

**5. Products and Dissemination**

+--------------------------------------------------------+-------------+
| # PRODUCTS                                             | #  NUMBER   |
+--------------------------------------------------------+-------------+
| Peer reviewed Journal Article                          |             |
+--------------------------------------------------------+-------------+
| Book/Chapter                                           |             |
+--------------------------------------------------------+-------------+
| Report/Monograph                                       |             |
+--------------------------------------------------------+-------------+
| Presentation                                           |             |
+--------------------------------------------------------+-------------+
| Doctoral Dissertation                                  |             |
+--------------------------------------------------------+-------------+
| Other:                                                 |             |
+--------------------------------------------------------+-------------+

**6. Demographic Characteristics of Project Participants for Clinical
Services Projects**

+-----------+--------+------+--------+--------+-------+-------+-----+---+
|           | **RACE |      |        |        |       | **E   |     |   |
|           | (In    |      |        |        |       | THNIC |     |   |
|           | dicate |      |        |        |       | ITY** |     |   |
|           | all    |      |        |        |       |       |     |   |
|           | that   |      |        |        |       |       |     |   |
|           | ap     |      |        |        |       |       |     |   |
|           | ply)** |      |        |        |       |       |     |   |
+===========+========+======+========+========+=======+=======+=====+===+
|           | Am     | A    | Black  | Native | White | His   | Not |   |
|           | erican | sian | or     | Ha     |       | panic | Hi  |   |
|           | Indian |      | A      | waiian |       | or    | spa |   |
|           | or     |      | frican | or     |       | L     | nic |   |
|           | Alaska |      | Am     | Other  |       | atino |     |   |
|           | Native |      | erican | P      |       |       | or  |   |
|           |        |      |        | acific |       |       | Lat |   |
|           |        |      |        | Is     |       |       | ino |   |
|           |        |      |        | lander |       |       |     |   |
+-----------+--------+------+--------+--------+-------+-------+-----+---+
| #         |        |      |        |        |       |       |     |   |
|  Pregnant |        |      |        |        |       |       |     |   |
|  Women {# |        |      |        |        |       |       |     |   |
| pregnant- |        |      |        |        |       |       |     |   |
| women .un |        |      |        |        |       |       |     |   |
| numbered} |        |      |        |        |       |       |     |   |
+-----------+--------+------+--------+--------+-------+-------+-----+---+
| ## Child  |        |      |        |        |       |       |     |   |
| ren {#chi |        |      |        |        |       |       |     |   |
| ldren .un |        |      |        |        |       |       |     |   |
| numbered} |        |      |        |        |       |       |     |   |
+-----------+--------+------+--------+--------+-------+-------+-----+---+
| Children  |        |      |        |        |       |       |     |   |
| with      |        |      |        |        |       |       |     |   |
| Special   |        |      |        |        |       |       |     |   |
| Health    |        |      |        |        |       |       |     |   |
| Care      |        |      |        |        |       |       |     |   |
| Needs     |        |      |        |        |       |       |     |   |
+-----------+--------+------+--------+--------+-------+-------+-----+---+
| Women     |        |      |        |        |       |       |     |   |
|           |        |      |        |        |       |       |     |   |
| (Not      |        |      |        |        |       |       |     |   |
| Pregnant) |        |      |        |        |       |       |     |   |
+-----------+--------+------+--------+--------+-------+-------+-----+---+
| ##        |        |      |        |        |       |       |     |   |
|  Other {# |        |      |        |        |       |       |     |   |
| other .un |        |      |        |        |       |       |     |   |
| numbered} |        |      |        |        |       |       |     |   |
+-----------+--------+------+--------+--------+-------+-------+-----+---+
| #         |        |      |        |        |       |       |     |   |
| #  {#sect |        |      |        |        |       |       |     |   |
| ion-1 .un |        |      |        |        |       |       |     |   |
| numbered} |        |      |        |        |       |       |     |   |
|           |        |      |        |        |       |       |     |   |
| ## T      |        |      |        |        |       |       |     |   |
| OTALS {#t |        |      |        |        |       |       |     |   |
| otals .un |        |      |        |        |       |       |     |   |
| numbered} |        |      |        |        |       |       |     |   |
+-----------+--------+------+--------+--------+-------+-------+-----+---+

######### Clients' Primary Language(s)

######### \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ {#section-2 .unnumbered}

#########  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ {#section-3 .unnumbered}

#########  {#section-4 .unnumbered}

######### Resource/TA and Training Centers ONLY

######### **Answer all that apply.** {#answer-all-that-apply. .unnumbered}

a.  Characteristics of Primary Intended Audience(s)

> \[ \] Policy Makers/Public Servants
>
> \[ \] Consumers

\[ \] Providers/Professionals

b\. Number of Requests Received/Answered: \_\_\_/\_\_\_\_

c.  Number of Continuing Education credits provided: \_\_\_\_\_\_\_

d.  Number of Individuals/Participants Reached: \_\_\_\_\_\_\_

e.  Number of Organizations Assisted: \_\_\_\_\_\_\_

f.  Major Type of TA or Training Provided:

> \[ \] continuing education courses,

\[ \] workshops,

\[ \] on-site assistance,

\[ \] distance learning classes

\[ \] other

> **INSTRUCTIONS FOR THE COMPLETION OF FORM 7**

### 2. PROJECT SUMMARY {#project-summary .unnumbered}

**NOTE:** All information provided should fit into the space provided in
the form. Where information has previously been entered in forms 2
through 9, the information will automatically be transferred
electronically to the appropriate place on this form.

**Section 1 -- Project Service Focus**

Select all that apply

####  {#section-5 .unnumbered}

#### Section 2 -- Project Scope {#section-2-project-scope .unnumbered}

#### Choose the one that best applies to your project. {#choose-the-one-that-best-applies-to-your-project. .unnumbered}

#### Section 3 -- Grantee Organization Type {#section-3-grantee-organization-type .unnumbered}

#### Choose the one that best applies to your organization. {#choose-the-one-that-best-applies-to-your-organization. .unnumbered}

### Section 4 -- Project Infrastructure Focus

If applicable, choose all that apply.

**Section 5 -- Products and Dissemination**

Indicate the number of each type of product resulting from the project.

#### Section 6 -- Demographic Characteristics of Project Participants (for Clinical Services Projects) {#section-6-demographic-characteristics-of-project-participants-for-clinical-services-projects .unnumbered}

#### Please fill in each of the cells as appropriate.  {#please-fill-in-each-of-the-cells-as-appropriate. .unnumbered}

#### Section 7 -- Clients Primary Language(s) (for Clinical Services Projects) {#section-7-clients-primary-languages-for-clinical-services-projects .unnumbered}

#### Indicate which languages your clients speak as their primary language, other than English. List up to three. {#indicate-which-languages-your-clients-speak-as-their-primary-language-other-than-english.-list-up-to-three. .unnumbered}

#### Section 8 -- Resource/TA and Training Centers (Only) {#section-8-resourceta-and-training-centers-only .unnumbered}

Answer all that apply.

**Section IX - -Key Words**

Key words describe the project, including populations served. A list of
key words used to classify active projects is included. Choose keywords
from this list when describing your project.

**Section X -- Annotation**

> Provide a three- to five-sentence description of your project that
> identifies the project's purpose, the needs and problems, which are
> addressed, the goals and objectives of the project, the activities,
> which will be used to attain the goals, and the materials, which will
> be developed.

**FORM 9**

**TRACKING PROJECT PERFORMANCE MEASURES**

### 

### 

### 

### [Annual Objective and Performance Data]{.underline}

> **FY\_\_\_ FY\_\_\_ FY\_\_\_ FY\_\_\_ FY\_\_\_**

**[PERFORMANCE MEASURE \# 1]{.underline}**

##  Annual Performance Objective \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_

**Annual Performance Indicator \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_
\_\_\_\_\_\_ \_\_\_\_\_\_**

Numerator \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_
\_\_\_\_\_\_

> Denominator \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_
> \_\_\_\_\_\_

**[PERFORMANCE MEASURE \# 2]{.underline}**

**Annual Performance Objective \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_
\_\_\_\_\_\_ \_\_\_\_\_\_**

**Annual Performance Indicator \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_
\_\_\_\_\_\_ \_\_\_\_\_\_**

> Numerator \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_
> \_\_\_\_\_\_
>
> Denominator \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_
> \_\_\_\_\_\_

**[PERFORMANCE MEASURE \#]{.underline}**

**Annual Performance Objective \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_
\_\_\_\_\_\_ \_\_\_\_\_\_**

**Annual Performance Indicator \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_
\_\_\_\_\_\_ \_\_\_\_\_\_**

> Numerator \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_
> \_\_\_\_\_\_
>
> Denominator \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_ \_\_\_\_\_\_
> \_\_\_\_\_\_

**INSTRUCTIONS FOR THE COMPLETION OF FORM 9**

**PERFORMANCE MEASURE TRACKING**

**[General Instructions:]{.underline}**

Complete all required data cells. If an actual number is not available,
make an estimate. Please explain all estimates in a footnote. If neither
actual data nor an estimate can be provided, the State must provide a
footnote that describes a time framed plan for providing the required
data. In such cases, the Annual Performance Objective and Annual
Performance Indicator lines are to be left blank.

This form serves two purposes: 1) to show performance measures with
5-year planned performance objective targets for the application, and 2)
the performance Annual Performance Indicator,@ values actually achieved
each year for the annual report for each performance measure.

For each program (i.e., Healthy Start, Research, LEND, etc.) there are
appropriate, required Performance Measures. Under the applicable AFY@
heading, each project will complete the Annual Performance Objectives,
the Annual Performance Indicators, and numerator and denominator data
for each measure as described below under [Specific
Instructions]{.underline}. For project developed additional performance
measures, enter these data on the form beginning with the first blank
Performance Measure area under the national measure(s).

**[Specific Instructions:]{.underline}**

In the first available space under Performance Measure\" on the
appropriate form, enter the brief title of the project performance
measure that has been selected. The titles are to be numbered
consecutively with notations of \"PP 1, PP 2,@ etc. Titles are to be
written [exactly]{.underline} as they appear on Form 16, \"Project
Performance/Outcome Measure Detail Sheet.\"

For both national and project measures, in the lines labeled Annual
Performance Objective enter a numerical value for the target the project
plans to meet for the next 5 years. These values may be expressed as a
number, a rate, a percentage, or yes - no

For both national and project measures, in the lines labeled Annual
Performance Indicator, enter the numerical value that expresses the
progress the project has made toward the accomplishment of the
performance objective for the appropriate reporting year. Note that the
indicator data are to go in the years column from which they were
actually derived even if the data are a year behind the \"reporting\"
year. This value is to be expressed in the same units as the performance
objective: a number, a rate, a percentage, or a yes - no.

If there are numerator and denominator data for the performance
measures, enter those data on the appropriate lines for the appropriate
fiscal year. If there are no numerator and denominator data leave these
lines empty. NOTE: [Do not enter numerator and denominator data for
scale measures.]{.underline}

Repeat this process for each performance measure. A continuation page is
included. If the continuation page is used, be sure to enter the number
for each listed performance measure. If there are more than six
performance measures, make as many copies of the continuation page as
necessary.

**FORM 10**

**PROJECT PERFORMANCE/OUTCOME MEASURE**

# DETAIL SHEET

**PERFORMANCE MEASURE:**

**Type:**

**Category:**

**GOAL**

**MEASURE**

**DEFINITIONS**

**Numerator:**

**Denominator:**

**Units:**

**(Number) (Text)**

**HEALTHY PEOPLE 2010**

**OBJECTIVE**

**DATA SOURCE and DATA ISSUES**

**SIGNIFICANCE**

**FORM 10**

**DETAIL SHEET INSTRUCTIONS**

**PROJECT PERFORMANCE MEASURE**

**[Instructions:]{.underline}**

This form is to be used for both the nationally required Project
Performance Measures and the any Outcome Measure the project chooses to
add. Complete each section as appropriate for the measure being
described.

**Performance**

**Measure:** Enter the narrative description of the performance or
outcome measure**.**

**Level:** Select from National, State, or Grantee the most appropriate
classification for the measure being described.

**Category:** Select from CSHN/Health Insurance, CSHN/Medical Home,
CSHCN/Infrastructure, CSHN/Screening, CSHCN/Youth, Child Health/Medical
Home, Child Health/Infrastructure, Dental, Women's Health, Abstinence,
Nutrition/Infrastructure, Injury/Infrastructure, Cultural Competence,
Family Participation, Training, Information Dissemination,
Sustainability, Data and Evaluation, and Client Satisfaction the most
appropriate classification for the measure being described.

**Goal:** Enter a short statement indicating what the State hopes to
accomplish by tracking this measure.

**Measure:** Enter a brief statement of the measure with information
sufficient to interpret the meaning of a value associated with it (e.g.,
*The percent of children with special health care needs age 0 to 18
whose families have adequate private and/or public insurance to pay for
needed services).* The measure statement [should not]{.underline}
indicate a desired direction (e.g., an increase).

**Definition:** Describe how the value of the measure is determined from
the data. If the value of the measure is Ayes/no@ or some other
narrative indicator such as Astage 1/stage 2/stage 3,\" a clear
description of what those values mean and how they are determined should
be provided.

> **Numerator:** If the measure is a percentage, rate, or ratio, provide
> a clear description of the numerator.
>
> **Denominator:** If the measure is a percentage, rate, or ratio,
> provide a clear description of the denominator.
>
> **Units:** If the measure is a percentage, rate, ratio, or scale,
> indicate the units in which the measure is to be expressed (e.g.,
> 1,000, 100) on the **\"Number\"** line and type of measure (e.g.,
> percentage, rate, ratio or scale) on **\"Text\"** line. If the measure
> is a narrative, indicate yes/no or stage 1, stage 2\", etc. on the
> **\"Text\"** line and make no entry on the **\"Number\"** line.

**Healthy People**

**2010 Objective:** If the measure is related to a *Healthy People 2010*
objective describe the objective and corresponding number.

**Data Source &**

**Data Issues:** Enter the source(s) of the data used in determining the
value of the measure and any issues concerning the methods of data
collection or limitations of the data used.

**Significance:** Briefly describe why this measure is significant,
especially as it relates to the Goal. Note that the Performance Measure
title and numerator and denominator data are to appear on Form 10
[exactly]{.underline} as they appear on this Form.

*Appendix G: Performance Measures*

####### **2.** Program Specific Performance Measures {#program-specific-performance-measures .unnumbered}

+-----------------------------------+-----------------+-----------------+
| **03 PERFORMANCE MEASURE**        | The percent of  |                 |
|                                   | completed MCHB  |                 |
| **Goal 1: Provide National        | supported       |                 |
| Leadership for MCHB**             | projects        |                 |
|                                   | publishing      |                 |
| **(Strengthen the MCH knowledge   | findings in     |                 |
| base and support scholarship      | peer-reviewed   |                 |
| within the MCH community)**       | journals.       |                 |
|                                   |                 |                 |
| **Level: Grantee**                |                 |                 |
|                                   |                 |                 |
| **Category: Information           |                 |                 |
| Dissemination**                   |                 |                 |
+-----------------------------------+-----------------+-----------------+
| **GOAL**                          | To increase the |                 |
|                                   | number of study |                 |
|                                   | findings from   |                 |
|                                   | research        |                 |
|                                   | projects that   |                 |
|                                   | are published   |                 |
|                                   | in              |                 |
|                                   | peer-reviewed   |                 |
|                                   | journals.       |                 |
+-----------------------------------+-----------------+-----------------+
|                                   |                 |                 |
+-----------------------------------+-----------------+-----------------+
| **MEASURE**                       | The percent of  |                 |
|                                   | completed MCHB  |                 |
|                                   | supported       |                 |
|                                   | projects        |                 |
|                                   | publishing      |                 |
|                                   | findings in     |                 |
|                                   | peer-reviewed   |                 |
|                                   | journals.       |                 |
+-----------------------------------+-----------------+-----------------+
|                                   |                 |                 |
+-----------------------------------+-----------------+-----------------+
| **DEFINITION**                    | **Numerator:**  |                 |
+-----------------------------------+-----------------+-----------------+
|                                   | Number of       |                 |
|                                   | completed       |                 |
|                                   | projects        |                 |
|                                   | publishing main |                 |
|                                   | study findings  |                 |
|                                   | in              |                 |
|                                   | peer-reviewed   |                 |
|                                   | journals no     |                 |
|                                   | later than 3    |                 |
|                                   | years following |                 |
|                                   | completion in a |                 |
|                                   | cohort year.    |                 |
+-----------------------------------+-----------------+-----------------+
|                                   | *               |                 |
|                                   | *Denominator:** |                 |
+-----------------------------------+-----------------+-----------------+
|                                   | Total number of |                 |
|                                   | completed       |                 |
|                                   | projects in a   |                 |
|                                   | cohort year.    |                 |
+-----------------------------------+-----------------+-----------------+
|                                   | **Units:** 100  | **Text:**       |
|                                   |                 | Percent         |
+-----------------------------------+-----------------+-----------------+
|                                   | A completed     |                 |
|                                   | project means   |                 |
|                                   | that the        |                 |
|                                   | funding period  |                 |
|                                   | has ended and   |                 |
|                                   | the final       |                 |
|                                   | report has been |                 |
|                                   | submitted by    |                 |
|                                   | the grantee.    |                 |
|                                   |                 |                 |
|                                   | Cohort year is  |                 |
|                                   | defined as      |                 |
|                                   | projects        |                 |
|                                   | completed in a  |                 |
|                                   | given fiscal    |                 |
|                                   | year. Each      |                 |
|                                   | cohort year     |                 |
|                                   | will be         |                 |
|                                   | collected for   |                 |
|                                   | three years.    |                 |
+-----------------------------------+-----------------+-----------------+
|                                   |                 |                 |
+-----------------------------------+-----------------+-----------------+
| **HEALTHY PEOPLE 2010 OBJECTIVE** | Related to Goal |                 |
|                                   | 1: Improve      |                 |
|                                   | access to       |                 |
|                                   | comprehensive,  |                 |
|                                   | high-quality    |                 |
|                                   | health care     |                 |
|                                   | services        |                 |
|                                   | (Objectives     |                 |
|                                   | 1.1- 1.16).     |                 |
+-----------------------------------+-----------------+-----------------+
|                                   |                 |                 |
+-----------------------------------+-----------------+-----------------+
| **DATA SOURCE(S) AND ISSUES**     | -   Attached    |                 |
|                                   |     data        |                 |
|                                   |     collection  |                 |
|                                   |     form will   |                 |
|                                   |     be sent     |                 |
|                                   |     annually to |                 |
|                                   |     grantees    |                 |
|                                   |     after the   |                 |
|                                   |     funding     |                 |
|                                   |     period for  |                 |
|                                   |     3 years.    |                 |
|                                   |                 |                 |
|                                   | -   Some        |                 |
|                                   |     preliminary |                 |
|                                   |     information |                 |
|                                   |     may be      |                 |
|                                   |     gathered    |                 |
|                                   |     from        |                 |
|                                   |     mandated    |                 |
|                                   |     project     |                 |
|                                   |     final       |                 |
|                                   |     reports.    |                 |
+-----------------------------------+-----------------+-----------------+
|                                   |                 |                 |
+-----------------------------------+-----------------+-----------------+
| **SIGNIFICANCE**                  | To be           |                 |
|                                   | successful, MCH |                 |
|                                   | information     |                 |
|                                   | must reach      |                 |
|                                   | professionals   |                 |
|                                   | who are         |                 |
|                                   | delivering      |                 |
|                                   | services,       |                 |
|                                   | developing      |                 |
|                                   | programs and    |                 |
|                                   | making policy   |                 |
|                                   | in order to     |                 |
|                                   | ensure that the |                 |
|                                   | latest          |                 |
|                                   | evidence-based, |                 |
|                                   | scientific      |                 |
|                                   | knowledge is    |                 |
|                                   | applied in      |                 |
|                                   | practice and    |                 |
|                                   | policy          |                 |
|                                   | development.    |                 |
|                                   | Peer reviewed   |                 |
|                                   | journals are    |                 |
|                                   | considered one  |                 |
|                                   | of the best     |                 |
|                                   | methods for     |                 |
|                                   | distributing    |                 |
|                                   | new knowledge   |                 |
|                                   | because of      |                 |
|                                   | their wide      |                 |
|                                   | circulation and |                 |
|                                   | rigorous        |                 |
|                                   | standard of     |                 |
|                                   | review.         |                 |
+-----------------------------------+-----------------+-----------------+

**DATA COLLECTION FORM FOR DETAIL SHEET #03**

**LIST OF PUBLICATIONS RELATED TO THE PROJECT FUNDED OR**

**CO-FUNDED BY MCHB**

FUNDED PROJECT
#:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

PROJECT TITLE:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

PRINCIPAL INVESTIGATOR:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

GRANTEE/INSTITUTION:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(At the time the research was conducted)

######## 

######## **TYPE OF PROJECT: Research \_\_\_\_ Training \_\_\_\_\_\_ Programmatic \_\_\_\_\_\_\_**

**LIST OF PUBLICATIONS**

**Produced by or for the Funded Project**

Please attach a reprint of listed article(s) to this form

TITLE OF THE ARTICLE:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

JOURNAL:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

VOLUME: \_\_\_\_\_\_ NUMBER: \_\_\_\_\_\_\_\_ SUPPLEMENT:
\_\_\_\_\_\_\_YEAR:\_\_\_\_\_\_PAGE:\_\_\_\_\_\_

+-----------------------------------+-----------------------------------+
| #### 07 PERFORMANCE MEASURE       | The degree to which MCHB          |
|                                   | supported programs ensure family  |
| **Goal 1: Provide National        | participation in program and      |
| Leadership for MCHB**             | policy activities.                |
|                                   |                                   |
| **(Promote family participation   |                                   |
| in care)**                        |                                   |
|                                   |                                   |
| **Level: Grantee**                |                                   |
|                                   |                                   |
| **Category: Family                |                                   |
| Participation**                   |                                   |
+-----------------------------------+-----------------------------------+
| **GOAL**                          | To increase family participation  |
|                                   | in MCHB programs.                 |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| **MEASURE**                       | The degree to which MCHB          |
|                                   | supported programs ensure family  |
|                                   | participation in program and      |
|                                   | policy activities.                |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| **DEFINITION**                    | Attached is a checklist of 6      |
|                                   | elements that demonstrate family  |
|                                   | participation. Please check the   |
|                                   | degree to which the elements have |
|                                   | been implemented.                 |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| **HEALTHY PEOPLE 2010 OBJECTIVE** | Related to Objective 16.23.       |
|                                   | Increase the proportion of        |
|                                   | Territories and States that have  |
|                                   | service systems for Children with |
|                                   | Special Health Care Needs to 100  |
|                                   | percent.                          |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| **DATA SOURCE(S) AND ISSUES**     | Attached data collection form to  |
|                                   | be completed by grantees.         |
+-----------------------------------+-----------------------------------+
|                                   |                                   |
+-----------------------------------+-----------------------------------+
| **SIGNIFICANCE**                  | Over the last decade, policy      |
|                                   | makers and program administrators |
|                                   | have emphasized the central role  |
|                                   | of families as advisors and       |
|                                   | participants in policy-making     |
|                                   | activities. In accordance with    |
|                                   | this philosophy, MCHB is          |
|                                   | facilitating such partnerships at |
|                                   | the local, state and national     |
|                                   | levels. Family/professional       |
|                                   | partnerships have been:           |
|                                   | incorporated into the MCHB Block  |
|                                   | Grant Application, the MCHB       |
|                                   | strategic plan and is a           |
|                                   | requirement in the Omnibus Budget |
|                                   | Reconciliation Act of 1989 (OBRA  |
|                                   | '89), the legislative mandate     |
|                                   | that health programs supported by |
|                                   | Maternal and Child Health Bureau  |
|                                   | (MCHB) Children with Special      |
|                                   | Health Care Needs (CSHCN) provide |
|                                   | and promote family centered,      |
|                                   | community‑based, coordinated      |
|                                   | care.                             |
+-----------------------------------+-----------------------------------+

### 

DATA COLLECTION FORM FOR DETAIL SHEET #07

Using a scale of 0-3, please rate the degree to which our grant program
has included families into their program and planning activities.

+------+------+------+------+------------------------------------------+
| *    | *    | *    | *    | **Element**                              |
| *0** | *1** | *2** | *3** |                                          |
+------+------+------+------+------------------------------------------+
|      |      |      |      | 1.  Family members participate on        |
|      |      |      |      |     advisory committees or task forces   |
|      |      |      |      |     and are offered training, mentoring  |
|      |      |      |      |     and reimbursement.                   |
+------+------+------+------+------------------------------------------+
|      |      |      |      | 2.  Financial support (financial grants, |
|      |      |      |      |     technical assistance, travel, and    |
|      |      |      |      |     child care) is offered for parent    |
|      |      |      |      |     activities or parent groups.         |
+------+------+------+------+------------------------------------------+
|      |      |      |      | 3.  Family members participate in the    |
|      |      |      |      |     planning, implementation and         |
|      |      |      |      |     evaluation of the program's          |
|      |      |      |      |     activities.                          |
+------+------+------+------+------------------------------------------+
|      |      |      |      | 4.  Families' members work with their    |
|      |      |      |      |     professional partners to provide     |
|      |      |      |      |     training (pre‑service, in-service    |
|      |      |      |      |     and professional development) to     |
|      |      |      |      |     MCH/CSHCN staff and providers.       |
+------+------+------+------+------------------------------------------+
|      |      |      |      | 5.  Family members are hired as paid     |
|      |      |      |      |     staff or consultants to the program  |
|      |      |      |      |     (a family member is hired for his or |
|      |      |      |      |     her expertise as a family member).   |
+------+------+------+------+------------------------------------------+
|      |      |      |      | 6.  Family members of diverse cultures   |
|      |      |      |      |     are involved in all of the above     |
|      |      |      |      |     activities.                          |
+------+------+------+------+------------------------------------------+

0=Not Met

1=Partially Met

2=Mostly Met

3=Completely Met

Total the numbers in the boxes (possible 0‑18 score) \_\_\_\_\_\_\_\_\_

**VII. Agency Contacts**

> Applicants may obtain additional information regarding business,
> administrative, or fiscal issues related to this grant announcement by
> contacting:
>
> Theda Duvall
>
> Lead Grants Management Specialist
>
> HRSA, Division of Grants Management Operations
>
> 5600 Fishers Lane, Room 11A-16
>
> Rockville, MD  20857
>
> Telephone number:  301-443-3414
>
> Email address:  <tduvall@Hrsa.gov>

Additional information related to the overall program issues by
contacting:

Penny Kyler

Public Health Analyst

HRSA, Genetic Services Branch

5600 Fishers Lane, Room 18A-19

Rockville, MD 20857

> Telephone number:  301-443-1080

Email address: pkyler@hrsa.gov

**VIII. Tips for Writing a Strong Application**

> Include DUNS Number. You must include a DUNS Number to have your
> application reviewed. Applications *will not* be reviewed without a
> DUNS number. To obtain a DUNS number, access
> [www.dunandbradstreet.com](http://www.dunandbradstreet.com/) or call
> 1-866-705-5711. Please include the DUNS number next to the OMB
> Approval Number on the application face page.
>
> Keep your audience in mind. Reviewers will use only the information
> contained in the application to assess the application. Be sure the
> application and responses to the program requirements and expectations
> are complete and clearly written. Do not assume that reviewers are
> familiar with the applicant organization. Keep the review criteria in
> mind when writing the application.
>
> Start preparing the application early. Allow plenty of time to gather
> required information from various sources.
>
> Follow the instructions in this guidance carefully. Place all
> information in the order requested in the guidance. If the information
> is not placed in the requested order, you may receive a lower score.
>
> Be brief, concise, and clear. Make your points understandable. Provide
> accurate and honest information, including candid accounts of problems
> and realistic plans to address them. If any required information or
> data is omitted, explain why. Make sure the information provided in
> each table, chart, attachment, etc., is consistent with the proposal
> narrative and information in other tables.
>
> Be organized and logical. Many applications fail to receive a high
> score because the reviewers cannot follow the thought process of the
> applicant or because parts of the application do not fit together.
>
> Be careful in the use of appendices. Do not use the appendices for
> information that is required in the body of the application. Be sure
> to cross-reference all tables and attachments located in the
> appendices to the appropriate text in the application.
>
> Carefully proofread the application. Misspellings and grammatical
> errors will impede reviewers in understanding the application. Be sure
> pages are numbered (including appendices) and that page limits are
> followed. Limit the use of abbreviations and acronyms, and define each
> one at its first use and periodically throughout application.
>
> Print out and carefully review an electronic application. If
> submitting electronically, print out the application before submitting
> it to ensure appropriate formatting and adherence to page limit
> requirements.

**Appendix 4**

**Keywords**

**for Projects Funded by the**

**U.S. Maternal and Child Health Bureau (MCHB)**

A list of keywords used to describe MCHB-funded projects follows. Please
choose from this list when selecting terms to classify your project.

Please note that this list is constantly under development: new terms
are being added and some terms are being deleted. Also, this list is
currently being revised so that it will match more closely the approved
list of keywords in the MCH Thesaurus. In the meantime, however, this
list can be used to help select keywords to describe MCHB-funded
projects.

If no term on this list adequately describes a concept, which you would
like to convey, please select a term, which you think is appropriate,
and include it in your list of keywords.

2010 Express

Abstinence

Abstinence Education

Abstinence-Only Education

Access to Health Care

Adolescent Health Programs

Adolescent Nutrition

Adolescent Parents

Adolescent Pregnancy

Adolescent Pregnancy Prevention

Adolescent Risk Behavior Prevention

Adolescents

Adolescent Transition

Adolescents with Disabilities

Advocacy

African Americans

African American Families and Children

Agricultural Safety

AIDS

AIDS Prevention

Alaska Natives

Alcohol

American Academy of Pediatrics

American Association of Health Plans

American College of Obstetricians and Gynecologists

American Public Health Association

Amniocentesis

Anemia

Anticipatory Guidance

Appalachians

Arthritis

Asian Language Materials

Asians

Asthma

Attachment

Attachment Behavior

Attention Deficit Disorder

Audiology

Audiometry

Audiovisual Materials

Automated Auditory Brainstem Response

Baby Bottle Tooth Decay

Battered Women

Behavior Disorders

Behavioral Pediatrics

Benefit Package

Bereavement

Bicycle Helmets

Bicycle Safety

Bilingual Services

Biochemical Genetics

Blindness

Blood Pressure Determination

Body Composition

Bonding

Brain Injuries

Breast Pumps

Breastfeeding

Bronchopulmonary Dysplasia

Bullying

Burns

Cambodians

Capitation

Care Coordination

Caregivers

Case Management

Cerebral Palsy

Character Development

Chelation Therapy

Child Abuse

Child Abuse Prevention

Child Care

Child Care Centers

Child Care Health Consultants

Child Care Workers

Child Morbidity

Child Mortality

Child Neglect

Child Nutrition

Child Sexual Abuse

Childhood Cancer

Children with Special Health Care Needs

Child Death Review

Chronic Illnesses and Disabilities

Cleft Lip

Cleft Palate

Clinical Genetics

Clinical Risk Groups

Clinics

Coalition Building

Cocaine

Cochlear Implant

Collaboration

Collaborative Office Rounds

Communicable Diseases

Communication Disorders

Communication Systems

Community

Community Based Health Education

Community Based Health Services

Community Based Preventive Health

Community Development

Community Health Centers

Community Integrated Service System

Community Participation

Community Partnerships

Community Systems Integration

Compliance

Comprehensive Primary Care

Computer Linkage

Computer Systems

Computers

Conferences

Congenital Abnormalities

Congenital Hearing Loss

Congenital Hypothyroidism

Consortia

Continuing Education

Continuity of Care

Cost Effectiveness

Counseling

County Health Agencies

Cranio-facial Conditions

Cross System Strategies

CSHCN Screener

Cultural and Linguistic Competence

Cultural Diversity

Cultural Competence

Cultural Sensitivity

Curricula

Cystic Fibrosis

Cytogenetics

Data Analysis

Data Collection

Data Systems

Databases

Deafness

Decision Making Skills

Delayed Development

Dental Sealants

Dental Treatment of Children with Disabilities

Depression

Developmental Disabilities

Developmental Evaluation

Developmental Screening

Diagnosis

Diarrhea

Dietitians

Dispute Resolution

Dissemination

Distance Education

Divorce

DNA Analysis

Down Syndrome

Drowning

Early Childhood Caries

Early Childhood Development

Early Childhood Education

Early Childhood and Family Environment

Early Intervention

Electronic Bulletin Boards

Electronic Mail

Eligibility Determination

Emergency Medical Services for Children

Emergency Medical Technicians

Emergency Room Personnel

Emotional Disorders

Emotional Health

Employee Assistance Programs

Employers

Employment of Parent

Enabling Services

Enteral Nutrition

EPSDT

Erythrocyte Protoporphyrin

Ethics

Evoked Otoacoustic Emissions

Failure to Thrive

Families

Family Centered Health Care

Family Centered Health Education

Family Characteristics

Family Environment

Family Financial Security and Socio-Emotional Development of Children

Family Focus Groups

Family Medicine

Family Participation

Family Planning

Family Professional Collaboration/Partnerships

Family Relations

Family Support Case Management

Family Support Programs

Family Support Services

Family to Family Health Information Centers

Family Violence Prevention

Farm Workers

Fathers

Feeding Disorders

Fetal and Infant Mortality Review

Fetal Alcohol Effects

Fetal Alcohol Syndrome

Financing

Food Preparation in Child Care

Formula

Foster Care

Foster Children

Foster Homes

Foster Parents

Fragile X Syndrome

Genetic Counseling

Genetic Disorders

Genetic Screening

Genetic Services

Genetics Education

Gestational Weight Gain

Glucose Intolerance

Governors

Grief

Gynecologists

Hawaiians

Head Start

Health Care Coverage

Health Care Financing

Health Care Reform

Health care utilization

Health Education

Health Insurance

Health Insurance Enrollment in Child Care

Health Maintenance Organizations

HP 2010 for CSHCN

HP 2010 for CSHCN State Implementation

Health Professionals

Health Promotion

Health Supervision

Healthy Communities

Healthy Mothers Healthy Babies Coalition

Healthy People 2010

Healthy Start Initiative

Healthy Tomorrows Partnership for Children

Hearing Disorders

Hearing Loss

Hearing Screening

Hearing Tests

Hemoglobinopathies

Hemophilia

Hepatitis B

Hispanics

Hispanic Access to Health Care

Hispanic Families and Children

HIV

Hmong

Home Health Services

Home Visiting for At Risk Families

Home Visiting Programs

Home Visiting Services

Homeless Persons

Hospitals

Hygiene

Hyperactivity

Hypertension

Identification

Illnesses in Child Care

Immigrants

Immunization

Incarcerated Women

Incarcerated Youth

Individual Education Plan (IEP)

Indian Health Service

Indigence

Individualized Family Service Plans

Infant Health Care

Infant Morbidity

Infant Mortality

Infant Mortality Review Programs

Infant Nutrition

Infant Screening

Infant Temperament

Infants

Information Networks

Information Services

Information Sources

Information Systems

Information System Integration

Injuries

Injury Prevention

Intensive Care

Interagency Cooperation

Interdisciplinary Collaboration

Interdisciplinary Strategies

Interdisciplinary Teams

Internship and Residency

Intubation

Iron Deficiency Anemia

Iron Supplements

Juvenile Rheumatoid Arthritis

Laboratories

Lactose Intolerance

Language Barriers

Language Disorders

Laotians

Lead Poisoning

Lead Poisoning Prevention

Lead Poisoning Screening

Leadership Development

Leadership Training

Learning Disabilities

Legal Issues

Life Support Care

Literacy

Local Health Agencies

Local MCH Programs

Low Birthweight

Low Income Population

Lower Birthweight

Males

Managed Care

Managed Care Organization

Managed Competition

Marijuana

Marital Conflict

Maternal and Child Health Bureau

Maternal Nutrition

MCH Research

Media Campaigns

Medicaid

Medicaid Managed Care

Medical Genetics

Medical History

Medical Home

Medical Necessity

Mental Health

Mental Health Services

Mental Retardation

Metabolic Disorders

Mexicans

Micronesians

Migrant Health Centers

Migrants

Minority Families

Minority Groups

Minority Health Professionals

Mobile Health Units

Molecular Genetics

Morbidity

Mortality

Motor Vehicle Crashes

Multiple Births

Myelodysplasia

National CSHCN Survey

National Information Resource Centers

National Programs

Native Americans

Needs Assessment

Neonatal Intensive Care

Neonatal Intensive Care Units

Neonatal Mortality

Neonates

Network Development

Networking

Neurological Disorders

New Freedom Initiative

Newborn Screening

Newborn Screening Education

Nurse Midwives

Nurses

Nutrition

Obstetricians

Occupational Therapy

One Stop Shopping

Online Databases

Online Systems

Oral Health

Organic Acidemia

Organization and Delivery of Health Services

Organizational Self Assessment

Otitis Media

Out-of-Wedlock Sexual Activity

Outreach

P. L. 99-457

Pacific Islanders

Pain

Paraprofessional Education

Parent and Professional Collaboration

Parent Education

Parent Education Programs

Parent Networks

Parent Professional Communication

Parent Support Groups

Parent Support Services

Parental Stressors

Parental Visits

Parenteral Nutrition

Parenting Skills

Parents

Partnerships

Patient Education

Patient Education Materials

Pediatric Advanced Life Support Programs

Pediatric Dentistry

Pediatric Intensive Care Units

Pediatric Nurse Practitioners

Pediatricians

Peer Counseling

Peer Support Programs

Perinatal Health

Periodontal

Periodontal Disease

Phenylketonuria

Physical Disabilities

Physical Therapy

Pneumococcal Infections

Poisons

Poison Control Center

Policy Initiatives

Positive Youth Development

Preconception Care

Pregnant Adolescents

Pregnant Women

Prematurity

Prenatal Care

Prenatal Diagnosis

Prenatal Screening

Preschool Children

Preterm Birth

Preventive Health Care

Preventive Health Care Education

Primary Care

Primary Care Providers

Professional Education in Adolescent Health

Professional Education in Behavioral Pediatrics

Professional Education in Breastfeeding

Professional Education in Chronic Illnesses and Disabilities

Professional Education in Communication Disorders

Professional Education in CSHN

Professional Education in Cultural Sensitivity

Professional Education in Dentistry

Professional Education in Developmental Disabilities

Professional Education in EMSC

Professional Education in Family Medicine

Professional Education in Genetics

Professional Education in Lead Poisoning

Professional Education in MCH

Professional Education in Metabolic Disorders

Professional Education in Nurse Midwifery

Professional Education in Nursing

Professional Education in Nutrition

Professional Education in Occupational Therapy

Professional Education in Physical Therapy

Professional Education in Primary Care

Professional Education in Psychological Evaluation

Professional Education in Pulmonary Disease

Professional Education in Social Work

Professional Education in Violence Prevention

Program Integration

Provider Participation

Psychological Evaluation

Psychological Problems

Psychosocial Services

Public Awareness Campaign

Public Health Academic Programs

Public Health Education

Public Health Nurses

Public Policy

Public Private Partnership

Puerto Ricans

Pulmonary Disease

Quality Assurance

Recombinant DNA Technology

Referrals

Regional Programs

Regionalized Care

Regulatory Disorders

Rehabilitation

Reimbursement

Repeat pregnancy prevention

Research

Residential Care

Respiratory Illnesses

Retinitis Pigmentosa

Rheumatic Diseases

Risk Adjustment

Risk Reduction

RNA Analysis

Robert Wood Johnson Foundation

Runaways

Rural Population

Safety in Child Care

Safety Seats

Sanitation in Child Care

School Age Children

School-Based Health Centers

School Dropouts

School Health Programs

School Health Services

School Nurses

School Mental Health Services

School Safety

Schools

Screening

Seat Belts

Self Esteem

Sensory Impairments

Service Coordination

Sex Roles

Sexual Behavior

Sexuality Education

Sexually Transmitted Diseases

Shaken Infant Syndrome

Siblings

Sickle Cell Disease

Sleep Disorders

Smoking During Pregnancy

Social Marketing

Social Skills Instruction

Social Work

Socio-Emotional Development and Maternal and Child Health Services
Delivery

Socio-Emotional Development Assessment

Socio-Emotional Development and Medical Home

Southeast Asians

Spanish Language Materials

Special Education Programs

Specialized Care

Specialized Child Care Services

Speech Disorders

Speech Pathology

Spina Bifida

Spouse Abuse

Standards of Care

State Health Agencies

State Health Insurance Programs (S-CHIP)

State Health Officials

State Legislation

State Programs

State Staff Development

State Systems Development Initiative

Stress

Substance Abuse

Substance Abuse Prevention

Substance Abuse Treatment

Substance Abusing Mothers

Substance Abusing Pregnant Women

Substance Exposed Children

Substance Exposed Infants

Sudden Infant Death Syndrome

Suicide

Supplemental Security Income Program

Support Groups

Surveys

Systems of Care

Tay Sachs Disease

Technical Assistance for CSHCN

Technology Dependence

Teleconferences

Telemedicine

Television

Teratogens

Terminally Ill Children

Tertiary Care Centers

Thalassemias

Third Party Payers

Title V Programs

Toddlers

Training

Transportation

Trauma

Traumatic Brain Injury

Tuberculosis

Twins

Underinsurance

Underserved

Uninsured

Unintentional Injuries

University Affiliated Programs

Urban Population

Urinary Tract Infections

Usher Syndrome

Vietnamese

Violence

Violence Prevention

Vision Screening

Vocational Training

Von Willebrand Disease

Waiver 1115

Welfare Reform and Child Development

Welfare to Work

Well Baby Care

Well Child Care

WIC

Women with Congenital Bleeding Disorders

Wraparound Services

Youth Development Assets

Youth Risk Behaviors

Youth in Transition

Youth with Special Health Care Need