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# 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.

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##   Basic Center Program

08/31/2021

//

The Basic Center Program (BCP) provides temporary shelter and counseling services to youth who have left home without permission of their parents or guardians, have been forced to leave home, or other homeless youth who might otherwise end up in the law enforcement or in the child welfare, mental health, or juvenile justice systems. BCPs work to establish or strengthen community-based programs that meet the immediate needs of runaway and homeless youth and their families. BCPs provide youth under 18 years of age with emergency shelter, food, clothing, counseling and referrals for health care. BCPs can provide up to 21 days of shelter for youth and seeks to reunite young people with their families, whenever possible, or to locate appropriate alternative placements. Additional services may include: street-based services; home-based services for families with youth at risk of separation from the family; drug abuse education and prevention services; and at the request of runaway and homeless youth, testing for sexually transmitted diseases.

335504

93.623

##   OJJDP FY 2022 Juvenile Justice Emergency Planning Demonstration Program for Juvenile Justice Residential Facilities

04/15/2022

06/06/2022

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This program provides funding to support implementation of the principles outlined in the Emergency Planning for Juvenile Justice Residential Facilities guide.

339528

16.823

##   FY 2022 School Violence Prevention Program

04/21/2022

06/14/2022

Overview of The COPS Office The Office of Community Oriented Policing Services (COPS Office) is the component of the U.S. Department of Justice responsible for advancing the practice of community policing by the nation’s state, local, territorial, and tribal law enforcement agencies through information and grant resources. The COPS Office has invested more than $14 billion to advance community policing, including grants awarded to more than 13,000 state, local and tribal law enforcement agencies to fund the hiring and redeployment of more than 134,000 officers. COPS Office information resources, covering a wide range of community policing topics such as school and campus safety, violent crime, and officer safety and wellness, can be downloaded via the COPS Office’s home page,http://www.cops.usdoj.gov. Statutory Authority This program is authorized under the Students, Teachers, and Officers Preventing (STOP) School Violence Act of 2018 (34 U.S.C. § 10551 et seq.). The COPS Office School Violence Prevention Program (SVPP) provides funding directly to states, units of local government, Indian tribes, and their public agencies to improve security at schools and on school grounds in the recipient’s jurisdiction through evidence-based school safety programs. Pursuant to 34 U.S.C. § 10551(b)(5)-(9), SVPP funding is authorized and available under the following purpose areas: "Coordination with local law enforcement" "Training for local law enforcement officers to prevent student violence against others and self" "Placement and use of metal detectors, locks, lighting, and other deterrent measures" "Acquisition and installation of technology for expedited notification of local law enforcement during an emergency " "Any other measure that, in the determination of the COPS Office Director, may provide a significant improvement in security" Program-Specific Information The goal of the School Violence Prevention Program (SVPP) is to improve security at schools and on school grounds through the implementation of evidence-based school safety programs and technology. SVPP awards will contribute to this goal by funding projects which include funding of civilian personnel to serve as coordinators with local law enforcement, training for local law enforcement officers, purchase and installation of certain allowable equipment and technology, and other measures to significantly improve school security. Anticipated outcomes of SVPP awards include: improved information sharing with local law enforcement; increased interaction and improved communications between law enforcement and school officials; reduced notification times to law enforcement; improved response time to threats and events; accurate identification of danger (without resort to discriminatory stereotypes or violating privacy) and follow-up; increased knowledge of and use of community policing principles; and increased school safety and sustainability planning efforts. For the purposes of this program, a school is defined as an elementary or secondary school, including a Bureau-funded school (as defined in section 2021 of title 25). As a condition of funding, if awarded, recipients must conduct comprehensive school safety assessments during the grant award period for all schools involved in the project. These assessments must inform the measures necessary to improve school safety and ensure a safe and positive learning environment for students. See Federal Award Administration Section for more information. This is a competitive, discretionary program. Applicants must ensure that the project being proposed meets the purposes of COPS Office funding under this statute (see Statutory Authority). The Bureau of Justice Assistance (BJA) and the Office of Juvenile Justice and Delinquency Program (OJJDP) also provide grants under STOP Act funding. Those programs fund different purpose areas and project types from COPS funding. The following school safety measures are considered out of scope for the COPS SVPP program, but may be eligible for funding under the BJA STOP School Violence program solicitation,https://bja.ojp.gov/program/stop-school-violence-program/overview, or the OJJDP FY 2022 Enhancing School Capacity to Address Youth Violence solicitation, https://ojjdp.ojp.gov/ Train school personnel and educate students on preventing student violence against others and themselves. Develop and operate technology solutions, such as anonymous reporting systems for threats of school violence, including mobile telephone applications, hotlines, and internet websites. Develop and operate: School threat assessment and intervention teams that may include coordination with law enforcement agencies and school personnel Specialized training for school officials in responding to mental health crises Support any other measure that, in the determination of the BJA Director, may provide a significant improvement in training, threat assessments and reporting, and violence prevention. The COPS Office is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. Background Information The most effective school safety interventions incorporate the following measures into broader school safety planning and assessment efforts, focus on improving the overall school environments to create a positive learning climate for all students, and are designed to meet the unique needs and challenges of each school and jurisdiction. Improving school security should involve the entire school community, including input from students, parents, teachers, administrators as well as local law enforcement. When undertaking comprehensive school safety and security approaches, applicants should prioritize implementing school safety measures that help to promote a positive school climate that does not detract from the mission of the school to educate students or negatively impact the health and wellbeing of students. Applicants should also be mindful of the need to protect student privacy and safeguard their civil rights and the potential for some security measures to cause or exacerbate trauma for some students and should use a trauma-informed approach when implementing security measures to help mitigate this concern. Many resources are available resources to assist schools in this strategic planning process. Comprehensive school safety planning should include the following: Maintaining effective ongoing communication, coordination, and partnerships with all of those involved in school safety efforts within a jurisdiction to ensure accountability and monitor both effectiveness and compliance with all applicable requirements, including privacy and civil rights laws. Site and risk assessments that examine the overall safety, accessibility and emergency preparedness of school buildings and grounds and improve jurisdictions’ understanding of the likelihood of specific threats or hazards. For assistance, see REMS Site Assess App, an application developed by the REMS TA Center to assist agencies in conducting site assessments, which can be found at online app stores. https://rems.ed.gov/SITEASSESS.aspx; Educational Facilities Vulnerability/Hazard Assessment Checklist, https://rems.ed.gov/Docs/ACEF_ED_Facilitiesvulnerability-Hazardchecklis...; A Guide to School Vulnerability Assessments: Key Principles for Safe Schools, https://files.eric.ed.gov/fulltext/ED515952.pdf. Coordinated emergency operations plans that are developed in partnership with first responders (law enforcement, fire officials, and emergency medical services personnel), mental health entities, and community partners. For assistance see Guide for Developing High-Quality School Emergency Operations Plans, https://rems.ed.gov/docs/rems_k-12_guide_508.pdf. Specific efforts, programs and policies designed to ensure positive school climates including the physical, social, and emotional elements that this entails. For assistance, see Department of Education School Climate Surveys (EDSCLS) https://safesupportivelearning.ed.gov/edscls. Routine training and drills to ensure that plans are coordinated and effectively implemented. For assistance, see FEMA Toolkit Conducting Exercises and Drills, https://training.fema.gov/programs/emischool/el361toolkit/conductingexe.... Regular updating and review of planning efforts. In addition, according to a 2016 National Institute of Justice report funded as part of the Comprehensive School Safety Initiative, jurisdictions should consider the following items before acquiring and deploying school safety technology: A positive school climate is paramount for learning; technology should not create a punitive or prison-like atmosphere or generate additional fears or traumatize students who may already be living in an unsafe environment. Technology cannot compensate for inherent building design weaknesses. Without training, technology can prove ineffective. Without the appropriate culture, technology can be circumvented. Technology may evolve rapidly (and so does the software that may accompany it); consideration must be given to replacement, maintenance, and repair costs. Long-term support for the technology is a key factor. Technology selection should focus on addressing a specified problem. Johns Hopkins University Applied Physics Laboratory, A Comprehensive Report on School Safety Technology (Washington, DC: National Institute of Justice, 2016), https://www.ncjrs.gov/pdffiles1/nij/grants/250274.pdf Additional Resources Below are additional documents developed through the Comprehensive School Safety Initiative which may be helpful in development of the application: Schoolsafety.gov The U.S. Department of Homeland Security (DHS), U.S. Department of Education (ED), U.S. Department of Justice (DOJ), and the U.S. Department of Health and Human Services (HHS) created SchoolSafety.gov to share actionable recommendations to keep school communities safe. SchoolSafety.gov aims to help schools prevent, protect, mitigate, respond to, and recover from emergency situations The Readiness and Emergency Management (REMS) Technical Assistance Center Provides excellent interactive tools and other resources to help school planning teams and community partners develop and implement emergency operations plans. www.rems.ed.gov FEMA Multihazard Emergency Planning for Schools Toolkit Provides a wide variety of resources to assist schools in planning and assessments. https://training.fema.gov/programs/emischool/el361toolkit/start.htm National Center For School Safety NCSS is a BJA STOP Program National Training and Technical Assistance provider and is a multidisciplinary, multi-institutional center focused on improving school safety and preventing school violence. www.nc2s.org The Role of Technology in Improving K-12 School Safety (RAND Corporation) Provides a synthesis of expert opinions and a review of the literature regarding school safety technology. https://www.rand.org/content/dam/rand/pubs/research_reports/RR1400/RR14... A Comprehensive Report on School Safety Technology (Johns Hopkins University Applied Physics Laboratory) Provides a comprehensive summary of what is currently known regarding the effectiveness of school safety technologies. https://www.ncjrs.gov/pdffiles1/nij/grants/250274.pdf DOJ Office of Juvenile Justice and Delinquency Prevention’s (OJJDP’s) Model Programs Guide Contains information about evidence-based juvenile justice and youth prevention, intervention, and reentry programs. It is a resource for practitioners and communities about what works, what is promising, and what does not work in juvenile justice, delinquency prevention, and child protection and safety. https://ojjdp.ojp.gov/model-programs-guide/home Department of Education’s What Works Clearinghouse: Behavior Highlights effective and model practices surrounding behavior in schools. https://ies.ed.gov/ncee/wwc/FWW/Results?filters=,Behavior Federal Resources on Bullying Response and Prevention Provides research and resources on bullying and cyber bullying; includes tools for schools, families, and communities. https://www.stopbullying.gov School Resource Officer Guiding Principles: Supporting Safe Schools

339699

16.710

##   FY23 COPS School Violence Prevention Program

03/15/2023

05/10/2023

The Office of Community Oriented Policing Services (COPS Office) is the component of the U.S. Department of Justice responsible for advancing the practice of community policing by the nation’s state, local, territorial, and tribal law enforcement agencies through information and grant resources. The COPS Office has been appropriated more than $20 billion to advance community policing, including grants awarded to more than 13,000 state, local and tribal law enforcement agencies to fund the hiring and redeployment of more than 136,000 officers. COPS Office information resources, covering a wide range of community policing topics such as school and campus safety, violent crime, and officer safety and wellness, can be downloaded via the COPS Office’s home page, www.cops.usdoj.gov. Statutory Authority This program is authorized under the Students, Teachers, and Officers Preventing (STOP) School Violence Act of 2018 (34 U.S.C. § 10551 et seq.). The COPS Office School Violence Prevention Program (SVPP) provides funding directly to states, units of local government, Indian tribes, and their public agencies to improve security at schools and on school grounds in the recipient’s jurisdiction through evidence-based school safety programs. Pursuant to 34 U.S.C. § 10551(b)(5)-(9), SVPP funding is authorized and available under the following purpose areas: "Coordination with local law enforcement" "Training for local law enforcement officers to prevent student violence against others and self" "Placement and use of metal detectors, locks, lighting, and other deterrent measures" "Acquisition and installation of technology for expedited notification of local law enforcement during an emergency" "Any other measure that, in the determination of the COPS Office Director, may provide a significant improvement in security" Program-Specific Information The goal of the School Violence Prevention Program (SVPP) is to improve security at schools and on school grounds through the implementation of evidence-based school safety programs and technology. SVPP awards will contribute to this goal by funding projects which include funding of civilian personnel to serve as coordinators with local law enforcement, training for local law enforcement officers, purchase and installation of certain allowable equipment and technology, and other measures to significantly improve school security. Anticipated outcomes of SVPP awards include: improved information sharing with local law enforcement; increased interaction and improved communications between law enforcement and school officials; reduced notification times to law enforcement; improved response time to threats and events; accurate identification of danger and follow-up; increased knowledge of and use of community policing principles; and increased school safety and sustainability planning efforts. All of these outcomes should be achieved without resorting to discriminatory stereotypes or violating privacy. For the purposes of this program, a school is defined as an elementary or secondary school, including a Bureau-funded school (as defined in section 2021 of title 25). As a condition of funding, if awarded, recipients must conduct comprehensive school safety assessments during the grant award period for all schools involved in the project. These assessments must inform the measures necessary to improve school safety and ensure a safe and positive learning environment for students free of discrimination and protective of student privacy. See Federal Award Administration Section for more information. This is a competitive, discretionary program. Applicants must ensure that the project being proposed meets the purposes of COPS Office funding under this statute (see Statutory Authority). The Bureau of Justice Assistance (BJA) and the Office of Juvenile Justice and Delinquency Program (OJJDP) also provide grants under STOP Act funding. Those programs fund different purpose areas and project types from COPS funding. Applicants may submit applications for both COPS Office and BJA or OJJDP funding, but the applications cannot be duplicates - the proposals must fund distinct projects and different items and must be responsive to the solicitation being applied to. Applicants may not submit more than one application to the COPS Office; only one application for COPS Office funding will be reviewed for each applicant. The following school safety measures are considered out of scope for the COPS SVPP program, but may be eligible for funding under the BJA STOP School Violence program solicitation, https://bja.ojp.gov/program/stop-school-violence-program/overview, or the OJJDP FY 2023 Enhancing School Capacity to Address Youth Violence solicitation, https://ojjdp.ojp.gov/. Train school personnel and educate students on preventing student violence against others and themselves. Develop and operate technology solutions, such as anonymous reporting systems for threats of school violence, including mobile telephone applications, hotlines, and internet websites. Develop and operate: School threat assessment and intervention teams that may include coordination with law enforcement agencies and school personnel Specialized training for school officials in responding to mental health crises Support any other measure that, in the determination of the BJA Director, may provide a significant improvement in training, threat assessments and reporting, and violence prevention. The COPS Office is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. Background Information The most effective school safety interventions incorporate the following measures into broader school safety planning and assessment efforts, focus on improving the overall school environments to create a positive learning climate for all students, and are designed to meet the unique needs and challenges of each school and jurisdiction. Improving school security should involve the entire school community, including input from students, parents, teachers, administrators as well as local law enforcement. When undertaking comprehensive school safety and security approaches, applicants should prioritize implementing school safety measures that help to promote a positive school climate that does not detract from the mission of the school to educate students or negatively impact the health and wellbeing of students. Applicants should also be mindful of the need to protect student privacy and safeguard their civil rights and the potential for some security measures to cause or exacerbate trauma for some students and should use a trauma-informed approach when implementing security measures to help mitigate this concern. Many resources are available resources to assist schools in this strategic planning process. Comprehensive school safety planning should include the following: Maintaining effective ongoing communication, coordination, and partnerships with all of those involved in school safety efforts within a jurisdiction to ensure accountability and monitor both effectiveness and compliance with all applicable requirements, including privacy and civil rights laws. Site and risk assessments that examine the overall safety, accessibility and emergency preparedness of school buildings and grounds and improve jurisdictions’ understanding of the likelihood of specific threats or hazards. For assistance, see REMS Site Assess App, an application developed by the REMS TA Center to assist agencies in conducting site assessments, which can be found at online app stores. https://rems.ed.gov/SITEASSESS.aspx; Educational Facilities Vulnerability/Hazard Assessment Checklist, https://rems.ed.gov/Docs/ACEF_ED_Facilitiesvulnerability-Hazardchecklis...; A Guide to School Vulnerability Assessments: Key Principles for Safe Schools, https://files.eric.ed.gov/fulltext/ED515952.pdf. Coordinated emergency operations plans that are developed in partnership with first responders (law enforcement, fire officials, and emergency medical services personnel), mental health entities, and community partners. For assistance see Guide for Developing High-Quality School Emergency Operations Plans, https://rems.ed.gov/docs/rems_k-12_guide_508.pdf. Specific efforts, programs and policies designed to ensure positive school climates including the physical, social, and emotional elements that this entails. For assistance, see Department of Education School Climate Surveys (EDSCLS) https://safesupportivelearning.ed.gov/edscls. Routine training and drills to ensure that plans are coordinated and effectively implemented. For assistance, see FEMA Toolkit Conducting Exercises and Drills, https://training.fema.gov/programs/emischool/el361toolkit/conductingexe.... Regular updating and review of planning efforts. In addition, according to a 2016 National Institute of Justice report funded as part of the Comprehensive School Safety Initiative (Johns Hopkins University Applied Physics Laboratory, A Comprehensive Report on School Safety Technology (Washington, DC: National Institute of Justice, 2016), https://www.ncjrs.gov/pdffiles1/nij/grants/250274.pdf), jurisdictions should consider the following items before acquiring and deploying school safety technology: A positive school climate is paramount for learning; technology should not create a punitive or prison-like atmosphere, rely on discriminatory stereotypes or violate student privacy, or generate additional fears or traumatize students who may already be living in an unsafe environment. Technology cannot compensate for inherent building design weaknesses. Without training, technology can prove ineffective. Without the appropriate culture, technology can be circumvented. Technology may evolve rapidly (and so does the software that may accompany it); consideration must be given to replacement, maintenance, and repair costs. Long-term support for the technology is a key factor. Technology selection should focus on addressing a specified problem. Additional Resources Below are additional documents developed through the Comprehensive School Safety Initiative which may be helpful in development of the application: Schoolsafety.gov The U.S. Department of Homeland Security (DHS), U.S. Department of Education (ED), U.S. Department of Justice (DOJ), and the U.S. Department of Health and Human Services (HHS) created SchoolSafety.gov to share actionable recommendations to keep school communities safe. SchoolSafety.gov aims to help schools prevent, protect, mitigate, respond to, and recover from emergency situations The Readiness and Emergency Management (REMS) Technical Assistance Center Provides excellent interactive tools and other resources to help school planning teams and community partners develop and implement emergency operations plans. www.rems.ed.gov FEMA Multihazard Emergency Planning for Schools Toolkit Provides a wide variety of resources to assist schools in planning and assessments. https://training.fema.gov/programs/emischool/el361toolkit/start.htm National Center for School Safety NCSS is a BJA STOP Program National Training and Technical Assistance provider and is a multidisciplinary, multi-institutional center focused on improving school safety and preventing school violence. www.nc2s.org The Role of Technology in Improving K-12 School Safety (RAND Corporation) Provides a synthesis of expert opinions and a review of the literature regarding school safety technology. https://www.rand.org/content/dam/rand/pubs/research_reports/RR1400/RR14... A Comprehensive Report on School Safety Technology (Johns Hopkins University Applied Physics Laboratory) Provides a comprehensive summary of what is currently known regarding the effectiveness of school safety technologies. https://www.ncjrs.gov/pdffiles1/nij/grants/250274.pdf DOJ Office of Juvenile Justice and Delinquency Prevention’s (OJJDP’s) Model Programs Guide Contains information about evidence-based juvenile justice and youth prevention, intervention, and reentry programs. It is a resource for practitioners and communities about what works, what is promising, and what does not work in juvenile justice, delinquency prevention, and child protection and safety. https://ojjdp.ojp.gov/model-programs-guide/home Department of Education’s What Works Clearinghouse: Behavior Highlights effective and model practices surrounding behavior in schools. https://ies.ed.gov/ncee/wwc/FWW/Results?filters=,Behavior Federal Resources on Bullying Response and Prevention Provides research and resources on bullying and cyber bullying; includes tools for schools, families, and communities. https://www.stopbullying.gov School Resource Officer Guiding Principles: Supporting Safe Schools

346876

16.710

##   Pediatric Mental Health Care Access Program

04/11/2023

06/12/2023

This notice announces the opportunity to apply for funding under the Pediatric Mental Health Care Access (PMHCA) program. The purpose of this program is to promote behavioral health integration into pediatric primary care by supporting the planning and development of statewide, regional or tribal pediatric mental health care tele-consult access programs. These networks of pediatric mental health care teams will provide tele-consultation, training, technical assistance, and care coordination support for pediatric primary care providers (PCPs) to diagnose, treat, and refer children with behavioral health conditions. This funding opportunity is available for (1) continuation of current awardees whose project began in FY 2018 and 2019 whose project period is ending and (2) new awards to expand the program into new geographic areas. • Competing Continuations: Applicants with an existing HRSA funded PMHCA program (that began in FY 2018 and FY 2019) Applicants seeking a competing continuation would be able to access a 3-year period of performance at $700,000 per year to focus on continued implementation and expansion of the existing program (with no planning period). Programs will expand access to, coordinate, and improve the quality of behavioral health services that PCPs and other providers can provide to children, adolescents, and their families, including in sites such as emergency departments and schools. • New Programs: For interested entities not currently funded, this funding opportunity will support the development of statewide, regional or tribal pediatric mental health care tele-consult access program. Funding will support new award recipients at $500,000 per year. Planning includes developing the needed infrastructure, including establishment of reliable, high-speed broadband technology, personnel, establishing or expanding partnerships, resources, and processes to provide behavioral health (tele-consult and in-person) consultation to pediatricians and other primary care providers, training, technical assistance (TA), and care coordination support services. In addition, planning should include identification of the pediatric mental health care access team (described below) and development of processes, protocols, and procedures needed to execute hiring contracts and implement operations. Applications should detail planning year and two implementation years. To increase capacity to provide behavioral health supports to children, award recipients should use this planning period to bring together key partners, including schools, emergency departments, local and state government, health and social service agencies, Tribal organizations, insurance, family and self-advocacy organizations, PCPs, behavioral health, medical and professional organizations, and academic institutions. Once implemented, these programs will expand access to, coordinate, and improve the quality of behavioral health services that PCPs can provide to children and adolescents. All successful recipients will focus on addressing disparities in access to care, especially in rural and other underserved areas. Successful applicants will establish methods to achieve health equity goals and objectives in pediatric behavioral health. This program will serve as a resource for pediatric primary care providers serving children and adolescents, including, but not limited to, pediatricians, family physicians, nurse practitioners, and physician assistants. The programs are encouraged to broaden the reach to additional providers such as physician specialists (e.g., developmental-behavioral pediatricians, obstetrician-gynecologists, endocrinologists, and gastroenterologists), pharmacists, occupational therapists, behavioral health clinicians, care coordinators, mental health counselors such as addiction specialists, and social workers. Programs are strongly encouraged to reach school-based and emergency department providers. Program Goals The program’s long-term goal is to: increase routine diagnosis, treatment, and referral of child and adolescent behavioral health conditions in primary care including by reducing disparities in access to behavioral health care, especially in rural and other underserved areas. The program objectives to be accomplished during the period of performance to support program goals are: • Increase the number of providers using the program for real-time behavioral consultations and/or care coordination support services (including referrals). • Increase the number of providers trained on child and adolescent behavioral disorders, including screening, diagnosis, and treatment. • Increase the number of provider trainings that incorporate equity and respectful or culturally and linguistically responsive care. • Increase the number of children and adolescents for whom a provider contacted the program for consultation and/or care coordination support services, especially those living in rural and other underserved areas. For more details, see Program Requirements and Expectations.

340380

93.110

##   FY 2023 Basic Center Program

04/10/2023

06/09/2023

The Basic Center Program (BCP) provides temporary shelter and counseling services to youth who have left home without permission of their parents or guardians, have been forced to leave home, or other homeless youth who might otherwise end up in the law enforcement or in the child welfare, mental health, or juvenile justice systems. BCPs work to establish or strengthen community-based programs that meet the immediate needs of runaway and homeless youth and their families. BCP grant recipients provide youth under 18 years of age with emergency shelter, food, clothing, counseling and referrals for health care. BCP grant recipients can provide up to 21 days of shelter for youth and seeks to reunite young people with their families, whenever possible, or to locate appropriate alternative placements. Additional services may include: street-based services; home-based services for families with youth at risk of separation from the family; drug abuse education and prevention services; and at the request of runaway and homeless youth, testing for sexually transmitted diseases.

343707

93.623

##   OJJDP FY 2023 Juvenile Justice Emergency Planning Demonstration Program for Juvenile Justice Residential Facilities

06/06/2023

07/24/2023

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to support emergency planning for state, local, and Tribal juvenile justice residential facilities. For youth that reside in residential facilities it is crucial that applicants plan for and facilitate continued meaningful engagement with family and other supportive members of their community. Applicants are encouraged to ensure that these activities and strategies are prioritized in any emergency planning effort. Examples of ways that applicants could partner with youth and families includes establishing or utilizing an existing advisory group that includes family members of and/or youth that are currently or have previously been housed in the facility. These members could be involved in the drafting and reviewing of existing and new emergency planning procedures, to include evacuation strategies, and plans to ensure ongoing notification and communication procedures.

348562

16.823

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