Featured Grant OpportunitySchool Emergency Response to Violence (Project SERV) (Funding Opportunity) 

Featured Grant OpportunityShare with Youth: NOAA Student Opportunities Database

Featured Grant OpportunityShort Courses in Social Determinants of Health for Research Education in Nursing Research (Funding...

Featured Grant OpportunityComprehensive Partnerships to Advance Cancer Health Equity (CPACHE) Program (Funding Opportunity)

Featured Grant OpportunityRisk and Protective Factors of Family Health and Family Level Interventions (Funding Opportunity)

Featured Grant OpportunityPersonnel Development to Improve Services and Results for Children with Disabilities--Doctoral...

Featured Grant OpportunityStanding Announcement for Tribal Title IV-E Plan Development Grants (Funding Opportunity)

Featured Grant OpportunityProviding Research Education Experiences to Enhance Inclusivity for a Diverse Substance Use and...

Featured Grant OpportunityFY 2024 Research on School-Based Hate Crimes (Funding Opportunity)

Featured Grant OpportunityChallenge America (Funding Opportunity)

Featured Grant OpportunityResearch and Evaluation on Firearm Violence and Mass Shootings (Funding Opportunity)

Featured Grant OpportunityNational Juvenile Court Data Archive (Funding Opportunity)

Featured Grant OpportunityGraduate Research Fellowship (Funding Opportunity)

Featured Grant OpportunityCommunity Programs for Outreach and Intervention with Youth and Young Adults at Clinical High Risk...

Featured Grant OpportunityPrint and Disseminate Child Victims and Witnesses Support Materials (Funding Opportunity)

## Breadcrumb

            -  Funding Search 
            -           Grants.gov      

# Grants.gov

Grants.gov provides information on more than 1,000 grant opportunities for 26 federal grantmaking agencies. youth.gov has developed a customized search of Grants.gov to help you find **open grant announcements** for **programs that serve youth and their families**.
                      - Search for open grant announcements using the checkboxes below
                      - Register and apply through Grants.gov

Do you have a recommendation for a federally-funded youth program to search for? Let us know! Email the program name and CFDA number to youthgov@air.org.

### Filter by Agency

                              - Dept. of Education(2)
                              - Dept. of Health and Human Services(5)
                              - Dept. of Homeland Security(1)
                              - Dept. of the Interior(1)

### Filter by Eligible Applicant

                              - County governments(2)
                              - Native American tribal governments(14)
                              - Native American tribal organizations(2)
                              - (-)Nonprofits with 501(c)(3) non higher edu(9)
                              - Others(40)
                              - Public & State institutions of higher edu(20)
                              - State governments(47)
                              - Unrestricted(5)

### Filter by Topic

                              - Bullying(1)
                              - Children of Incarcerated Parents(1)
                              - Civic Engagement(4)
                              - Disabilities(7)
                              - Education(32)
                              - Employment & Training(32)
                              - Family & Community Engagement(2)
                              - Gang Prevention(1)
                              - Health and Nutrition(5)
                              - LGBTQ(1)
                              - Mental Health(1)
                              - Mentoring(4)
                              - (-)Native Youth(9)
                              - Teen Dating Violence(2)
                              - Teen Driver Safety(14)
                              - Trafficking of Youth(1)
                              - Transition Age Youth(1)
                              - Violence Prevention & Victimization(5)

##   Community Services Block Grant (CSBG) Collaborative on Workforce and Economic Development

09/09/2021

//

The Office of Community Services (OCS) within the Administration for Children and Families (ACF) plans to issue a Notice of Funding Opportunity (NOFO) for a Community Services Block Grant (CSBG) Collaborative on Workforce and Economic Development grant. The purpose of this NOFO is to highlight emerging employment practices and strengthen approaches for helping individuals find quality jobs in the aftermath of the COVID-19 pandemic. This work will support innovative approaches to workforce development, entrepreneurship, business development, and public/private partnerships. The Workforce and Economic Development Collaborative will work to identify, develop, and disseminate high-quality resources for implementing effective practices and strategies to increase employment opportunities that pay a living wage, help to address chronic barriers to sustained employment, and increase self-sufficiency. As such, the Workforce and Economic Development Collaborative will be designed to address OCS’ mission of reducing poverty, revitalizing low-income communities, and empowering low-income families and individuals. The Workforce and Economic Development Collaborative will work with OCS to provide a range of training and technical assistance (T/TA) resources to support CSBG-eligible entities in implementing and piloting various workforce and economic development strategies. T/TA will include the development and dissemination of resources and materials such as webinars, training modules, podcasts, presentations, and other learning activities on innovative workforce and economic development strategies. T/TA will also focus on effective efforts for building strategic partnership, employment and career pathways, education and industry-recognized certifications, employer-informed training and capacity building, job supports, and more. It will also include opportunities for small group learning and one-on-one support. Most of the work is projected to be aligned closely with and promote best practices associated with poverty reduction and increasing the self-sufficiency of low-income individuals and families. Audiences include OCS-funded community action agencies, CSBG-eligible entities, state associations, and CSBG tribal grant recipients. This Collaborative will be funded through a cooperative agreement. The cooperative agreement will require a close working partnership with OCS to implement training and technical assistance (T/TA) consistent with the purposes of CSBG.

335618

93.569

##   Community Services Block Grant (CSBG) Collaborative on Systems Integration and Partnerships

09/09/2021

//

The Office of Community Services (OCS) within the Administration for Children and Families (ACF) plans to issue a Notice of Funding Opportunity (NOFO) for a Community Services Block Grant (CSBG) Collaborative on Systems Integration and Partnerships. The purpose of this NOFO is to develop a structured approach to work across community service systems to reduce poverty. This work will help to strengthen community service systems by identifying, developing, disseminating and working with community service programs, nationally and locally, to implement strategies to leverage resources and tools, promote cross-system innovations, and establish and/or enhance public and private partnerships. The Systems Integration Collaborative will work closely with OCS to develop strategic training, technical strategies, and high-quality resources to facilitate and/or enhance strategic partnerships and integration/collaborative efforts within communities. The Systems Integration Collaborative will be designed to help support OCS’ mission of reducing poverty, revitalizing low-income communities, and empowering low-income families and individuals. Audiences include OCS-funded community action agencies, CSBG-eligible entities, state associations and CSBG tribal grantees. This Cooperative Agreement assumes a close working partnership with OCS to implement training and technical assistance (T/TA) consistent with the purposes of CSBG. T/TA provided, with OCS leadership and approval, will include the development and dissemination of resources and materials such as webinars, training modules, podcasts, presentations, and other learning activities on organizational capacity building, collaboration, service alignment, and leveraging resources. T/TA will also include opportunities for small group learning and one-on-one support.

335619

93.569

##   Community Services Block Grant (CSBG) Collaborative on Capacity Building and Continuous Quality Improvement (CQI)

09/09/2021

//

The Office of Community Services (OCS) within the Administration for Children and Families (ACF) plans to issue a Notice of Funding Opportunity (NOFO) for a Community Services Block Grant (CSBG) Collaborative on Capacity Building and Continuous Quality Improvement (CQI). This Collaborative will reinforce and respond to OCS’s mission of reducing poverty, revitalizing low-income communities, and empowering low-income families, individuals, and communities. The CQI Collaborative’s primary purpose will be to work with CSBG state associations to develop and enhance coordination efforts with CSBG State Lead Agencies that effectively prioritizes and coordinates training and technical assistance resources. The CQI Collaborative’s efforts will enhance, align, leverage, promote and establish best practices and innovative strategies for utilizing a coordinated training and technical assistance framework for spurring and sustaining results-based poverty reduction strategies, economic growth, and pathways out of poverty. The CQI Collaborative will explicitly reinforce the importance of addressing the multiple and interrelated needs of families in low-income communities, communities of color, rural and tribal communities. The CQI Collaborative will concentrate on identifying and implementing emerging, promising, and best practices through an understanding of effective coordination frameworks and strategies, organizational capacity building, implementation research, peer learning, and quality continuous quality improvement practices. The CQI Collaborative will be funded through a cooperative agreement. The cooperative agreement will require a close working partnership with OCS as well as closely collaborating and coordinating with each CSBG state association. The CQI Collaborative will implement regional and statewide training and technical assistance (T/TA) consistent with the purposes of CSBG. T/TA, provided with OCS leadership review and approval, will include the development of peer-to-peer strategies and materials such as webinars, training modules, podcasts, presentations, and other learning and capacity building activities on emerging, promising, and best practices in poverty reduction, effective CQI practices, rapid-cycle learning, using data to inform policies and practice, peer learning, and coordinated implementation and capacity-building strategies.

335626

93.569

##   Cybersecurity Education and Training Assistance Program (CETAP): Expansion of a Portable Cybersecurity Education Teacher-Focused Model

07/21/2022

08/17/2022

The Department of Homeland Security (DHS), leads the federal government’s efforts in securing civilian government computer systems, and works with industry and state, local, tribal and territorial governments to secure critical infrastructure and information systems by: • analyzing and reducing cyber threats and vulnerabilities • distributing threat warnings • coordinating the response to cyber incidents to ensure that computers, networks, and cyber systems remain safe Furthermore, Presidential Policy Directive 21 requires DHS to serve as the focal point for the security of cyberspace. Within DHS, the Cybersecurity and Infrastructure Security Agency (CISA) works to enhance the security, resiliency, and reliability of the Nation’s cyber and communications infrastructure. The CISA Cyber Defense Education and Training (CDET) Branch manages programs to assist in developing cybersecurity professionals needed to secure the nation’s cyber infrastructure and information systems. CDET makes investments in resources to educate the Nation to address current and future cybersecurity challenges by building and sustaining an adaptive cybersecurity workforce as a national asset. Increasing the awareness and number of graduates pursuing post-education in cybersecurity related disciplines is key to the success of our Nation. Furthermore, the recruitment and retention of individuals with these skills is an important element in the development of our Nation’s cybersecurity workforce. DHS/CISA, through CETAP, seeks to implement a Cyber-Integrated Curricular Model (CICM), which will accomplish the following goals: Goal 1: Expand awareness of national cybersecurity education and workforce issues. Goal 2: Encourage entry into cybersecurity academic programs and careers through hands-on, engaging cybersecurity-integrated ready-to-use tools. Goal 3: Provide a portable curricular model to aid in replication to all State, Local, Tribal, and Territorial educators. Goal 4: Offer the means to measure the long-term effects of teacher training in the use of the proposed curricular solution and its impact on students, including the number of teachers who are trained, the number of students they instruct, the number of students that choose to pursue cybersecurity-related Science, Technology, Engineering, and Mathematics (STEM) disciplines and cybersecurity professions, and define and track other key metrics. Goal 5: Develop and implement a comprehensive engagement strategy that enables DHS/CISA to reach an increasing number of K-12 stakeholders. 1. Expand the awareness of national cybersecurity education and workforce issues by: i. exposing students from across all State, Local, Tribal, and Territorial to cyber-integrated curricula and increasing awareness of the cybersecurity profession; and, ii. exposing Elementary, Middle, and High School educators to the scope and depth of the program to provide tools and techniques to advance their teaching capabilities. 2. Encourage entry into cybersecurity academic programs and careers by: i. exposing students to descriptions of cybersecurity careers aligned to the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework, sample job roles and responsibilities and what a typical job entails; ii. exposing students to real-world cybersecurity professionals as examples of the career field, conveying to students how they can enter the cybersecurity career through academic and non-academic paths; and, iii. training teachers on the cybersecurity career fields and providing them with the tools and materials to instruct their students. 3. Provide a portable curricular model by providing a template of materials such that the cyber-integrated curricula program elements can be adopted and taught elsewhere (to include recruitment and logistics details); 4. Offer the means to measure the long-term effects of teacher training and its impact on students by: i. establishing metrics that track the impact to students over a 5-year time period; and, ii. providing the materials and means by which the teachers can provide feedback to DHS on how they are teaching subsequent students in the classroom. 5. Optimize and expand cybersecurity education programs by developing and implementing a comprehensive engagement strategy to reach K-12 educators by: i. drafting for DHS/CISA approval Elementary, Middle, and High School cybersecurity education engagement strategies including target audience(s), messaging and themes, metrics (including projected measurable increases in students pursuing cybersecurity) and a detailed implementation schedule; and upon DHS/CISA acceptance, executing the engagement strategy. ii. building a state strategy for implementing cybersecurity standards, curriculum, and professional development statewide. Goal 6: Develop a K-12 academic feeder program for Historically Black Colleges and Universities (HBCUs) to include Hispanic Serving Institutions (HSI) and Minority Serving Institutions (MSI) across the country. Goal 7: Develop pilot programs for students with disabilities including but not limited to blind and visual impairments and/or those who are neurodiverse by supporting a series of extracurricular opportunities. Objectives DHS/CISA, through CETAP, seeks to implement a Cyber-Integrated Curricular Model (CICM), which will accomplish the following goals: Goal 1: Expand awareness of national cybersecurity education and workforce issues. Goal 2: Encourage entry into cybersecurity academic programs and careers through hands-on, engaging cybersecurity-integrated ready-to-use tools. Goal 3: Provide a portable curricular model to aid in replication to all State, Local, Tribal, and Territorial. Goal 4: Offer the means to measure the long-term effects of teacher training in the use of the proposed curricular solution and its impact on students, including the number of teachers who are trained, the number of students they instruct, the number of students that choose to pursue cybersecurity-related STEM disciplines and cybersecurity professions, and define and track other key metrics. Goal 5: Develop and implement a comprehensive engagement strategy that enables DHS/CISA to reach an increasing number of K-12 stakeholders. Goal 6: Develop a K-12 academic feeder program for Historically Black Colleges and Universities (HBCUs) to include HSI and MSI across the country. Goal 7: Develop a pilot program for students with disabilities including but not limited to blind and visual impairments and/or those who are neurodiverse by supporting a series of extracurricular opportunities. Priorities 1. Expand the awareness of national cybersecurity education and workforce issues by: i. exposing students from across all 50 States, Washington D.C., and the US Territories to cyber-integrated curricula and increasing awareness of the cybersecurity profession; and, ii. exposing Elementary, Middle, and High School educators to the scope and depth of the program to aid them in gaining tools and techniques to advance their teaching capabilities. 2. Encourage entry into cybersecurity academic programs and careers by: i. exposing students to descriptions of cybersecurity careers aligned to the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework, sample job roles and responsibilities and what a typical job entails; ii. exposing students to real-world cybersecurity professionals as examples of the career field, conveying to students how they can enter the cybersecurity career through academic and non-academic paths; and, iii. training teachers on the cybersecurity career fields and providing them with the tools and materials to instruct their students. 3. Provide a portable curricular model by: i. providing a template of materials such that the cyber-integrated curricula program elements can be adopted and taught elsewhere (to include the recruitment and logistics details); and, 4. Offer the means to measure the long-term effects of teacher training and its impact on students by: i. establishing metrics that track the impact to students over a 5-year time period; and, ii. providing the materials and means by which the teachers can provide feedback to DHS on how they are teaching subsequent students in the classroom. 5. Optimize and expand cybersecurity education programs by developing and implementing a comprehensive engagement strategy to reach K-12 educators by: i. drafting for DHS/CISA approval elementary, middle, and high school cybersecurity education engagement strategies including target audience(s), messaging and themes, metrics (including projected measurable increases in students pursuing cybersecurity) and a detailed implementation schedule; and upon DHS/CISA acceptance, executing the engagement strategy. ii. building a state strategy for implementing cybersecurity standards, curriculum, and professional development statewide. Develop a K-12 academic feeder program to eight Historically Black Colleges and Universities (HBCUs) to include HSI and MSI across the country by: i. developing a K-12 model that could be embedded into identified high schools that are considered feeders into each HBCU cybersecurity degree program. Develop a pilot program for students with disabilities including but not limited to blind and visual impairments and/or those who are neurodiverse by: i. supporting a series of extracurricular activities opportunities for partners and summer camps. 1. Performance Measures Through achieving the priorities listed above, DHS/CISA, through CETAP, seeks to: · Identify the requirements as outlined in the Programmatic Performance Reporting Requirements. DHS/CISA program and administrative staff will collect and track the measures through quarterly performance reports. Reports are provided to the DHS Grants Office and reviewed as a condition for receiving further annual funding increments. · Measure and project the increase level in pursuing cybersecurity-related degrees and careers post high school, such as through 2- and 4- year degrees. DHS/CISA will target at least a 5% increase over the previous year in each subsequent year. · Identify and increase the number of state-wide and district-level approvals of Cyber-Integrated Curricular Model (CICM) curricula and/or K-12 Cybersecurity Learning Standards. DHS/CISA aims to see an increase of at least two states each year either adopting at least one CICM curriculum state-wide or containing school districts that have approved at least one CICM curriculum for district-wide use. · Measure and increase the number of K-12 teachers utilizing the curricula in a classroom setting. Receive feedback from at least 90% of these teachers who enroll in the curriculum about how they plan to utilize the curriculum and their student’s levels in cybersecurity. · Receive feedback from at least 75% of teachers who attend professional development workshops each year about their ability and intent to teach cybersecurity in the classroom. · Collaborate with participating school districts to collect data about program outputs (enrollment in cyber-based courses and extracurricular opportunities, number of professional development and engagements with both the high school and HBCUs, HSI and MSI, fidelity of curriculum implementation), and program outcomes (changes in teachers’ confidence and cyber career awareness). · Track retention within the high school cyber pathway, obtainment of applicable cybersecurity certifications by students, applications and enrollments into the HBCUs, HSI, MSI and other cyber-based pathways, and changes in students’ awareness and interest in cyber careers in general). · Collaborate with the participating state agencies and other applicable organizations to establish a data-sharing model to collect data on the student participants. This data may include a pre- and post-survey in conjunction with the summer camp programs, and as possible, to conduct longitudinal follow-up data about students’ credentials, and workforce/career pathways. · Obtain direct quantitative/qualitative measures such as students progressing on to cyber career opportunities and increased capacity among the participating state agencies to offer accessible cyber education to their constituents.

342620

97.127

##   Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Fulbright-Hays Group Projects Abroad (GPA) Program—Short-Term Projects, Assistance Listing Number 84.021A

01/26/2023

03/27/2023

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the Fulbright-Hays GPA Program is to promote, improve, and develop the study of modern foreign languages and area studies in the United States. The program provides opportunities for faculty, teachers, and undergraduate and graduate students to conduct group projects overseas. Projects may include either (1) short-term seminars, curriculum development, or group research or study, or (2) long-term advanced intensive language programs. This competition invites applicants to submit an application to request support for either a Fulbright-Hays GPA short-term project (GPA short-term project 84.021A) or a Fulbright-Hays GPA long-term project (GPA long-term project 84.021B). Applicants must clearly indicate on the SF 424, the Application for Federal Assistance cover sheet, whether they are applying for a GPA short-term project (84.021A) or a GPA long-term project (84.021B). Additional submission requirements are included in the application package. There are three types of GPA short-term projects: (1) short-term seminar projects of 4 to 6 weeks in length designed by the applicant to help participants integrate international studies into the curriculum at an institution of higher education (IHE) or a school system when they return to the United States, by focusing on a particular aspect of area studies, such as the culture of an area or country of study (34 CFR 664.11); (2) curriculum development projects of 4 to 8 weeks in length that provide participants the opportunity to acquire resource materials for curriculum development in modern foreign language and area studies for use and dissemination in the United States (34 CFR 664.12); and (3) group research or study projects of 3 to 12 months in duration designed to give participants the opportunity to undertake research or study in a foreign country (34 CFR 664.13). GPA long-term projects are advanced overseas intensive language programs designed by the applicant that may be carried out during a full year, an academic year, a semester, a trimester, a quarter, or a summer. GPA long-term projects provide participants an opportunity to use and strengthen their advanced language training while experiencing the culture in the foreign country. Participants should have successfully completed at least 2 academic years of training in the language to be studied to be eligible to participate in a GPA intensive advanced language training program. In addition, the language to be studied must be indigenous to the host country and maximum use must be made of local institutions and personnel (34 CFR 664.14). Assistance Listing Number (ALN) 84.021A.

345527

84.021

##   Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Fulbright-Hays Group Projects Abroad (GPA) Program—Long-Term Projects, Assistance Listing Number 84.021B

01/26/2023

03/27/2023

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the Fulbright-Hays GPA Program is to promote, improve, and develop the study of modern foreign languages and area studies in the United States. The program provides opportunities for faculty, teachers, and undergraduate and graduate students to conduct group projects overseas. Projects may include either (1) short-term seminars, curriculum development, or group research or study, or (2) long-term advanced intensive language programs. This competition invites applicants to submit an application to request support for either a Fulbright-Hays GPA short-term project (GPA short-term project 84.021A) or a Fulbright-Hays GPA long-term project (GPA long-term project 84.021B). Applicants must clearly indicate on the SF 424, the Application for Federal Assistance cover sheet, whether they are applying for a GPA short-term project (84.021A) or a GPA long-term project (84.021B). Additional submission requirements are included in the application package. There are three types of GPA short-term projects: (1) short-term seminar projects of 4 to 6 weeks in length designed by the applicant to help participants integrate international studies into the curriculum at an institution of higher education (IHE) or a school system when they return to the United States, by focusing on a particular aspect of area studies, such as the culture of an area or country of study (34 CFR 664.11); (2) curriculum development projects of 4 to 8 weeks in length that provide participants the opportunity to acquire resource materials for curriculum development in modern foreign language and area studies for use and dissemination in the United States (34 CFR 664.12); and (3) group research or study projects of 3 to 12 months in duration designed to give participants the opportunity to undertake research or study in a foreign country (34 CFR 664.13). GPA long-term projects are advanced overseas intensive language programs designed by the applicant that may be carried out during a full year, an academic year, a semester, a trimester, a quarter, or a summer. GPA long-term projects provide participants an opportunity to use and strengthen their advanced language training while experiencing the culture in the foreign country. Participants should have successfully completed at least 2 academic years of training in the language to be studied to be eligible to participate in a GPA intensive advanced language training program. In addition, the language to be studied must be indigenous to the host country and maximum use must be made of local institutions and personnel (34 CFR 664.14). Assistance Listing Number (ALN) 84.021AB.

345529

84.021

##   Community Services Block Grant (CSBG) Performance Management Alignment Training and Technical Assistance (PMATTA)

06/01/2023

07/31/2023

The Office of Community Services (OCS), within the Administration for Children and Families (ACF), issued a funding opportunity for a cooperative agreement for the Community Services Block Grant (CSBG) Performance Management Alignment Training and Technical Assistance (PMATTA).This 3-year cooperative agreement will support the continuous improvement and alignment of the CSBG Performance Management Framework. Recent enhancements and revisions to the Performance Management Framework required revisions to reporting forms and changes in current reporting systems and/or the development of new reporting systems for states and CSBG-eligible entities. The recipient will support OCS in analyzing and aggregating data as well as identifying and prioritizing data collection, analysis, and messaging training needs of the CSBG Network, states, territories, tribes and tribal organizations, and CSBG-eligible entities. The recipient under this cooperative agreement will work with OCS, other CSBG T/TA providers, and subject matter experts to provide T/TA across the CSBG Network that enhances CSBG data quality, data validity, and data messaging.The T/TA provided through this cooperative agreement must be primarily based on a needs assessment of the CSBG Network as conducted by OCS. Types of T/TA may include direct one-on-one virtual or in-person T/TA, mass virtual or in-person training (recorded demos, webinars, etc.), and training materials (i.e., handouts, manuals, mapping charts). Examples of T/TA topics may include setting annual outcome targets, preparing timelines for required annual reporting, verifying, and submitting annual reports including the CSBG State Plan and CSBG Annual Report, creating national and state fact sheets using the data submitted via the CSBG State Plan and CSBG Annual Report, identifying T/TA needs, and setting goals for the administration of CSBG. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement. In support to OCS, the recipient will draft the CSBG Report to Congress that encompasses data collected from states and CSBG-eligible entities.The cooperative agreement will require OCS to have substantial involvement and a close working partnership with the grant recipient to implement T/TA consistent with the purposes of CSBG and the goals and mission of OCS. The technical assistance provider will communicate information about the implementation and progress of the initiatives throughout its duration.

344693

93.569

##   Community Services Block Grant (CSBG) Legal Training and Technical Assistance (T/TA)

06/02/2023

07/31/2023

The Office of Community Services (OCS) within the Administration for Children and Families (ACF) issued for fiscal year (FY) 2023, a notice of funding opportunity for one 3-year cooperative agreement for Community Services Block Grant (CSBG) Legal Training and Technical Assistance (T/TA).This cooperative agreement will contribute to the long-term capacity of CSBG-eligible entities, tribes and tribal organizations, state associations, and states to collectively increase organizational performance through legal T/TA. The cooperative agreement will include a focus on organizational, fiscal, governance, and legal challenges in the following areas: community engagement, community assessment, monitoring, tripartite board governance, strategic planning, mergers, designations/de-designations, workforce management, financial management, oversight, and operations, CSBG statutory, regulatory, and reporting requirements, and other identified challenging areas. The recipient of this cooperative agreement will implement strategies designed to build and strengthen the capacity of agencies to implement effective CSBG activities by: promoting practices and policies that respond to organizational and fiscal oversight, governance, equity, and general operational challenges; providing T/TA (ad hoc and planned) that is responsive to the needs of the CSBG Network and innovative for program improvement purposes. T/TA may include written/digital training materials, webinars, presentations, and videos. The recipient will provide training and education relevant to staff at all levels of the CSBG Network, including states, territories, eligible entities, and tribes and tribal organizations; providing T/TA that supports the value and benefits of using the CSBG Organizational Standards on increasing accountability and organizational performance by assisting states (hereinafter referred to as State CSBG Lead Agencies) and local CSBG-eligible entities in setting and meeting high-performance standards; and engaging, collaborating, and partnering with CSBG T/TA partners to support the CSBG T/TA network-wide approach and implementation of a comprehensive CSBG T/TA learning agenda.The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement. The cooperative agreement will require OCS to have substantial involvement and a close working partnership with the recipient to implement T/TA consistent with the purposes of CSBG.

345030

93.569

##   Reclamation Youth Interns and Resource Assistants Master Cooperative Agreement

07/24/2023

09/26/2023

The objective(s) of this NOFO is to award Master Cooperative Agreements (MCA) to the selected nonprofit entities to enter into a five-year partnership, providing an efficient mechanism for funding youth and/or resource assistant intern projects.Reclamation youth program participants will gain on-the-job experience in environmental education, community service, or natural and cultural resource management through placements lasting from two weeks to one year. Participants will engage in projects that address some of the most critical conservation issues on Reclamation land, including engineering, environmental education, ecological restoration, species preservation, fuels treatments, research and monitoring activities provide critical support to program/specialist capacities, and species preservation. Some projects may be technological or administrative but will retain a clear and direct connection to natural and cultural resource conservation.Reclamation hopes to partner with MCA awardees to build upon current youth programs to develop, pilot, and implement new youth programs, to include (but not limited to):Reclamation’s Direct Hire Authority for Resource Assistant Internship Program;Public Lands Corps Program; andIndian Youth Service Corps Program.

349528

15.546

  Download CSV