Grants.gov

Description

The purpose of this Funding Opportunity Announcement (FOA) is to provide opportunities for eligible small business concerns (SBCs) to submit SBIR grant applications to develop interactive digital media science, technology, engineering and mathematics (STEM) resources that address student career choice and health and medicine topics for: (1) pre-kindergarten to grade 12 (P-12) students and pre- and in-service teachers ("Teachers") or (2) Informal science education (ISE), i.e., outside the classroom, audiences. Interactive digital media (IDM) are defined as products and services on digital computer-based systems which respond to the user's actions by presenting content such as text, moving image, animation, video, audio, and video games. There is a large body of evidence that IDM technology has the potential to support learning in a variety of contexts from primary and secondary schools, to universities, adult education and workplace training. IDM is widely used to train, educate, and encourage behavioral changes in a virtual world format where progressive learning, feedback on success and user control are combined into an interactive and engaging experience. It is anticipated that this SBIR FOA will facilitate the translation of new or existing health and medicine-based, P-12 STEM curricula and museum exhibits into educational Interactive Digital Media STEM (IDM STEM) resources that will provide a hands-on, inquiry-based and learning-by-doing experience for students, teachers and the community.

Description

The International Research Experiences for Students (IRES) program supports international research and research-related activities for U.S. science and engineering students. The IRES program contributes to development of a diverse, globally-engaged workforce with world-class skills. IRES focuses on active research participation by undergraduate or graduate students in high quality international research, education and professional development experiences in NSF-funded research areas. The overarching, long-term goal of the IRES program is to enhance U.S. leadership in research and education and to strengthen economic competitiveness through training the next generation of research leaders. This solicitation features three mechanisms; proposers are required to select one of the following tracks to submit their proposal. Track I focuses on the development of world-class research skills in international cohort experiences. Track II is dedicated to targeted, intensive learning and training opportunities that leverage international knowledge at the frontiers of research. Track III supports U.S. institutional collaborations to develop, implement and evaluate innovative models for high-impact, large-scale international research and professional development experiences for U.S. graduate students. Student participants supported by IRES funds must be citizens, nationals, or permanent residents of the United States. Students do not apply directly to NSF to participate in IRES activities. Students apply to NSF-funded investigators who receive IRES awards. To identify appropriate IRES projects, students should consult the directory of active IRES awards. All PIs, co-PIs and Senior Personnel on IRES proposals must be from U.S. based institutions. IRES - Track I: IRES Sites (IS) projects engage a group of undergraduate and/or graduate students in active high-quality collaborative research at an international site with mentorship from researchers at a host lab. IRES Sites must be organized around a coherent intellectual theme that may involve a single discipline or multiple disciplines funded by NSF. IRES - Track II: Advanced Studies Institutes (ASI) are intensive short courses with related activities that engage advanced graduate students in active learning and research at the frontiers of knowledge. ASIs typically range in length from ten to twenty-one days and must be held outside the United States. ASIs must have a compelling rationale for their international location and should involve distinguished active researchers in the target field from the U.S. and abroad. ASIs should enable students to develop skills and broaden professional networks, leveraging international participation and complementary resources (expertise, facilities, data, field site, etc.) for mutual benefit. IRES - Track III: New Concepts in International Graduate Experience (IGE) The IGE IRES track invites teams of PIs to propose, implement, evaluate and disseminate innovative large-scale programs (models) for providing high-quality international research and research-related professional development experiences to U.S. graduate students. The PIs should explain how their innovative program (model) could potentially be adaptable beyond the immediate disciplinary fields involved in theirproposal. The proposals should be designed from the viewpoint of graduate-level STEM research/training, and globally engaged STEM workforce development. The proposals should be grounded in relevant literature on graduate STEM research/training, education, and graduate level international experiences. U.S. graduate students recruited from a broad, diverse applicant pool should travel to non-U.S. locations for periods of several weeks to a semester for immersive experiences under the mentorship of appropriate collaborators. The proposed international graduate research experience model may focus on research and research-related activities in any NSF-funded area(s). Proposals that utilize, leverage and expand existing global networks and infrastructure are strongly encouraged.

Description

The purpose of this funding opportunity announcement (FOA) is to foster research on the unique perspectives, needs, wishes, and decision-making processes of adolescents and young adults (AYA; defined by the World Health Organization and the Centers for Disease Control and Prevention as youth between 1224 years of age) with serious, advanced illnesses; and research focused on specific end-of-life/palliative care (EOLPC) models that support the physical, psychological, spiritual, and social needs of AYA with serious illness, their families and caregivers.

Description

The purpose of this Funding Opportunity Announcement (FOA) is to encourage exploratory/developmental research to improve self-management and quality of life in children and adolescents with chronic conditions. Managing a chronic condition is an unremitting responsibility for children and their families. Children with a chronic condition and their families have a long-term responsibility for self-management. This FOA encourages research that takes into consideration various factors that influence self-management such as individual differences, biological and psychological factors, family/caregivers and sociocultural context, family-community dynamics, healthcare system factors, technological advances, and the role of the environment.

Description

This Funding Opportunity Announcement (FOA), issued by the National Institute of Nursing Research (NINR), is to encourage Exploratory/Developmental Research Grant (R21) applications that employ innovative research to identify mechanisms of influence and/or promote positive sustainable health behavior(s) in children and youth (birth to age 18). Positive health behaviors may include: developing healthy sleep patterns, developing effective self-regulation strategies, adaptive decision-making in risk situations, practicing proper dental hygiene, eating a balanced and nutritious diet, engaging in age-appropriate physical activity and/or participating in healthy relationships. Applications to promote positive health behavior(s) should target social and cultural contexts, including, but not limited to: schools, families, communities, population, food industry, age-appropriate learning tools and games, social media, social networking, technology and mass media. Topics to be addressed in this announcement include: effective, sustainable processes for influencing young people to make healthy behavior choices; identification of the appropriate stage of influence for learning sustainable lifelong health behaviors; the role of technology and new media in promoting healthy behavior; identification of factors that support healthy behavior development in vulnerable populations; and, identification of mechanisms and mediators that are common to the development of a range of habitual health behaviors. Given the many factors involved in developing sustainable health behaviors, applications from multidisciplinary team that include nurse scientists are strongly encouraged. The goal of this FOA is to promote research that identifies and enhances processes that promote sustainable positive behavior or changes social and cultural norms that influence health and future health behaviors.

Description

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this NCI R25 program is to support educational activities that complement and/or enhance the training of a workforce to meet the nations biomedical, behavioral and clinical research needs. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Curriculum or Methods Development. Applications are encouraged that propose innovative, state-of-the-art programs that address the cause, diagnosis, prevention, and treatment of cancer, rehabilitation from cancer, and the continuing care of cancer patients and the families of cancer patients, in accordance with the overall mission of the NCI.

Description

The purpose of this Funding Opportunity Announcement (FOA) is to encourage research applications to develop and test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. For the purposes of this FOA, NIMH defines a family navigator model as a health care professional or paraprofessional whose role is to deploy a set of strategies designed to rapidly engage youth and families in needed treatment and services, work closely with the family and other involved treatment and service providers to optimize care and monitor the trajectory of mental health symptoms and outcomes over time. Applicants are encouraged to develop and test the navigator models ability to promote early access, engagement and coordination of mental health treatment and services for children and adolescents as soon as symptoms are detected. Of interest are navigator models that coordinate needed care strategies, determine the personalized match to the level of needed service amount, frequency and intensity, and harness novel technologies to track and monitor the trajectory of clinical, functional and behavioral progress toward achieving intended services outcomes. This FOA is published in parallel to a companion R34 FOA PAR-18-429 supporting pilot studies in preparation for the larger-scale studies described here.

Description

This initiative supports research to test the effectiveness of combined strategies to both detect and intervene to reduce the risk of suicide behavior, suicide ideation, and non-suicidal self-harm (NSSI) by youth in contact with the juvenile justice system. Opportunities for detection and prevention start at early points of contact (e.g., police interaction, the intake interview) and continue through many juvenile justice settings (e.g., pre-trial detention, juvenile or family court activities, court disposition, placement and on-going care in either residential or multiple community settings.) This FOA invites intervention strategies that are designed to be delivered in typical service settings using typically available personnel and resources, to enhance the implementation of interventions that prove effective, enhance their future uptake in diverse settings, and thereby reduce risk of suicide and self-harm in this population. This FOA is published in parallel to a companion R34 FOA (PAR-xx-xxx) supporting pilot studies in preparation for the larger-scale studies described here.

Description

This Funding Opportunity Announcement encourages developmentally tailored research focused on adolescents and emerging adults as it relates to HIV prevention and treatment. Exploratory research is encouraged to incorporate recent advances in adolescent and young adult developmental research to better understand HIV prevention and care of this heterogeneous population. PA-FY-NNN uses the R01 grant mechanism, PA-FY-NNN uses the R21 mechanism, while PA-FY-NNN uses the R34 mechanism. High risk/high payoff projects that lack preliminary data or utilize existing data may be most appropriate for the R21 mechanism. Applicants with preliminary data and/or planning to include longitudinal analysis may wish to apply using the R01 mechanism. Applicants wanting to develop and pilot test an intervention may wish to apply using the R34 mechanism

Description

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 Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (Institute) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The Institute’s research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. Catalog of Federal Domestic Assistance (CFDA) number 84.324A

Description

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 Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (Institute) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The Institute’s research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. Catalog of Federal Domestic Assistance (CFDA) number 84.305A

Description

Inspire! Grants for Small Museums is a special initiative of the Museums for America Program. It is designed to help small museums implement projects that address priorities identified in their strategic plans. IMLS invites applications that focus on providing rich learning experiences for individuals of all ages, backgrounds, and circumstances; supporting partnerships aimed at assessing and addressing the needs of their communities; strengthening the role of museums as trusted stewards of the collections in their care; and/or expanding access to collections and associated resources.

Description

The purpose of the Research Enhancement Award Program (REAP) for Health Professional Schools and Graduates Schools of Arts and Sciences is to stimulate basic and clinical research in educational institutions that provide baccalaureate or advanced degrees for a significant number of the Nation's research scientists, but that have not been major recipients of NIH support. REAP grants create opportunities for scientists and health professional institutions otherwise unlikely to participate extensively in NIH research programs to contribute to the Nation's biomedical and behavioral research effort. REAP grants are intended to support small-scale research projects proposed by faculty members of eligible, domestic institutions, to expose undergraduate and/or graduate students at health professional schools or graduate schools of arts and sciences to meritorious research projects, and to strengthen the research environment of the applicant institution. Eligible institutions must award NIH-relevant baccalaureate or advanced degrees and have received less than 6 million dollars per year of NIH support (total costs) in 4 of the last 7 fiscal years. This funding opportunity announcement (FOA) supports investigator-initiated mechanistic and/or minimal risk clinical trials addressing the mission and research interests of the participating NIH institutes. Minimal risk clinical trials are defined as those that do not require FDA oversight, do not intend to formally establish efficacy, and have low risks to potentially cause physical or psychological harm.

Description

This Funding Opportunity Announcement (FOA) is associated with the Childhood Cancer Survivorship, Treatment Access, and Research (STAR) Act of 2018 that is intended to maximize discovery and accelerate development and availability of promising childhood cancer treatments. The purpose of this initiative is to stimulate the scientific development of effective, feasible and scalable interventions to address adverse physical and psychosocial effects in survivors of pediatric and or adolescent/young adult (AYA) cancers. These interventions may be delivered by providers, communities, and/or health care systems This FOA requests applications from investigators to: (i) develop and test interventions that prevent, mitigate or manage adverse outcomes in pediatric and/or AYA cancer survivors; (ii) evaluate models of care that strengthen coordination, continuity and quality, reduce access barriers to needed services including follow-up care, and improve outcomes, across the survivor's lifespan. Development of interventions to address disparities in outcomes and/or access to needed care, and to address the needs of minority or medically underserved pediatric and/or AYA populations is of high priority.

Description

The purpose of this Funding Opportunity Announcement (FOA) is to encourage research applications to develop and test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. For the purposes of this FOA, NIMH defines a family navigator model as a health care professional or paraprofessional whose role is to deploy a set of strategies designed to rapidly engage youth and families in needed treatment and services, work closely with the family and other involved treatment and service providers to optimize care and monitor the trajectory of mental health symptoms and outcomes over time. Applicants are encouraged to develop and test the navigator models ability to promote early access, engagement and coordination of mental health treatment and services for children and adolescents as soon as symptoms are detected. Of interest are navigator models that coordinate needed care strategies, determine the personalized match to the level of needed service amount, frequency and intensity, and harness novel technologies to track and monitor the trajectory of clinical, functional and behavioral progress toward achieving intended services outcomes. This FOA is published in parallel to a companion R34 FOA PAR-18-429 supporting pilot studies in preparation for the larger-scale studies described here.

Description

This Annual Program Statement (APS) publicizes the intention of the United States Government (USG), as represented by the United States Agency for International Development (USAID), Bureau for Global Health (GH), to fund one or multiple awards to address the overarching APS program purpose. The purpose is to accelerate reductions in maternal,newborn, and child mortality and morbidity in high-burden, USAID-supported countries by increasing the capacity of host country institutions and local organizations to introduce, deliver, scale up, and sustain the use of evidence-based, quality maternal, newborn, and child health (MNCH), voluntary family planning (FP) and reproductive health (RH) services. This main APS document (located under the "Related Documents" tab in this posting) outlines the goal, purpose, expected results, and priorities of MOMENTUM (Moving Integrated, Quality Maternal, Newborn, and Child Health and Family Planning and Reproductive Health [MNCH/FP/RH] Services to Scale), and may result in multiple awards issued under subsequent APS Rounds. Note: When referencing MOMENTUM in this document, it is referring to the full portfolio of possible awards under this overall purpose. This specific document is an umbrella APS and will not be accepting concept papers or applications. Prospective applicants will be provided a fair opportunity to develop and submit competitive concept papers to USAID for potential funding via discrete Rounds under this APS. For the purposes of the MOMENTUM APS, a “Round” is defined as a specific program description that falls under the larger MOMENTUM APS goal,purpose, and results but is tailored to a certain focus. Under each Round,applicants will first submit a short concept paper that will be reviewed for responsiveness to the overall MOMENTUM purpose, selected results, and Round’s focus and then scored according to the evaluation criteria provided in the Round document. If an applicant is successful in the concept paper stage, applicant representatives may be invited to join a co-creation workshop. Following the co-creation process, selected applicants (individual organizations and/or consortia developed at concept paper stage or during co-creation) will be requested to submit a Full Application, the content and format of which will be provided in greater detail by the Agreement Officer. Publishing this APS does not commit USAID to make any awards. USAID also reserves the right to not conduct a co-creation workshop and request Full Applications from successful applicants at concept paper stage. Pending funding availability, there may be multiple Rounds for this APS that will all aim to meet the Purpose and Results mentioned above. The financial range for award(s) will be specified in each Round. Issuance of this APS does not constitute an award or commitment on the part of the USG, nor does it commit the USG to pay for costs incurred in the preparation and submission of a concept paper or an application. USAID reserves the right to close or amend the APS on or before the closing date of September 30, 2025. Therefore, for each issued Round, organizations are encouraged to apply as soon as possible to be considered for review to maximize the possibility of receiving available funding. As Rounds occur, notifications will be posted on Grants.gov. Please refer to the specific Round documents for detailed information on the concept paper submission guidance including Round points of contact, concept paper requirements, and evaluation criteria for the specific Round. These Round documents should be located under the "Related Documents" tab in this posting. For questions on this APS document, please submit all questions to Mrs. Samantha Pierre via email at spierre@usaid.gov by April 29, 2019 at 12:00 pm ET. For a USAID Mission or USAID/Washington Office wishing to issue a Round under this APS, the program description must fit within Section I of this document. Please contact Samantha Pierre(spierre@usaid.gov) for review of the Round document - it must be reviewed before being posted publicly under this APS.

Description

The goal of this NIEHS undergraduate research education R25 program is to support educational activities that enhance the diversity of the biomedical, behavioral and clinical research workforce in the environmental health sciences. To this end, this funding opportunity announcement (FOA) encourages the development of creative educational activities with a primary focus on research experiences for undergraduates at the junior and senior level.

Description

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 Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (Institute) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The Institute’s research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. Catalog of Federal Domestic Assistance (CFDA) number 84.305D.

Description

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 Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (Institute) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The Institute’s research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, the Institute provides support for programs of research in areas of demonstrated national need. Catalog of Federal Domestic Assistance (CFDA) number 84.324R.

Description

The goal of this project is to improve secondary school students’ understanding and trust in the judicial system of Bosnia and Herzegovina through an experiential learning process. This experience should help students understand their rights within the justice system and the functioning of the court system, strengthening their confidence in governing institutions and the rule of law. Empowered by an improved understanding of the justice system, students can take a more active role in civic life and help transform Bosnia and Herzegovina into a modern European democracy. This project will continue the implementation of Mock Trial program (MT), continue engagement in the four partner schools in Banja Luka and Sarajevo, allowing new students to participate in the program and further embedding the mock trial experience in these four high schools. MT will be expanded geographically to include additional city in both FBiH and RS, therefore broadening student engagement and exchange across BiH. Program will strengthen the local capacity and promote sustainability in two ways: (1) by integrating teachers and guest lectures from all existing partner high schools into training workshops for the four new high schools that will participate in MT program; and (2) by developing the engagement of legal professional associations in multiple cities in BiH, thereby establishing a professional support network.

Description

Amendment 1 to the NASA ARMD Research Opportunities in Aeronautics (ROA) 2019 NRA has been posted on the NSPIRES site. University Student Research Challenge (solicitation NNH19ZEA001N-USRC) seeks to challenge students to propose new aeronautics ideas/concepts that are relevant to NASA Aeronautics. USRC will provide students, from accredited U.S. colleges or universities, with grants for their projects and it includes the challenge of raising a modest amount of cost share funds through crowdfunding platform. The process of creating and preparing a crowdfunding campaign acts as a teaching accelerator - requiring students to act like entrepreneurs and taking action. Crowdfunding also raises awareness about students’ research among the public. The solicitation goal can be accomplished through project ideas such as advancing the design, developing technology or capabilities in support of aviation, by demonstrating a novel concept, or enabling advancement of aeronautics-related technologies. There have been a number of changes from the previous USRC pilot project, including NASA providing a larger share of funds and half of that being provided upfront. Notices of Intent (NOIs) are not required for this solicitation. Proposals can be submitted at any time and will be evaluated in three cycles: October 30, 2019, February 26, 2020, and June 24, 2020.

Description

The US Army Corps of Engineers (USACE), Portland District (NWP) intends to enter into a cooperative agreement with a non-Federal public entity or non-profit entity for land stewardship and restoration services on USACE land in the Willamette Valley, Oregon. This cooperative agreement will assist NWP in fulfilling environmental stewardship responsibilities consisting of restoration and management of native prairie landscapes and wildlife habitat at southern Willamette Valley Lakes while providing education and training to young professionals, veterans, displaced workers, college students, and other community members in botanically sophisticated ecological restoration design, implementation, and community involvement and to provide opportunities for local primary and secondary school students to produce and install native plant materials in restoration sites. The recipient’s participants will gain experience with and expertise in plant identification, project planning, development, and implementation. The cooperative agreement will be awarded pursuant to 33 U.S.C. § 2339(c) The preferred partner for this cooperative agreement must be a non-Federal public entity or non-profit entity that serves the local community and has experience in land stewardship and restoration using small crews and is capable of training recipients to identify all elements of the flora; and to manage native plant growing and planting environmental education programs in local primary schools.

Description

The purpose of this Negotiation Cooperative Agreement is to provide Tribes with resources to help defray the costs associated with preparing for and engaging in Tribal Self-Governance Program (TSGP) negotiations. TSGP negotiations are a dynamic, evolving, and tribally-driven process that requires careful planning, preparation and sharing of precise, up-to-date information by both Tribal and Federal parties. Because each Tribal situation is unique, a Tribe's successful transition into the TSGP, or expansion of their current program, requires focused discussions between the Federal and Tribal negotiation teams about the Tribe's specific health care concerns and plans. One of the hallmarks of the TSGP is the collaborative nature of the negotiations process, which is designed to: 1) enable a Tribe to set its own priorities when assuming responsibility for Indian Health Service (IHS) Programs, Services, Functions, and Activities (PSFAs); 2) observe and respect the Government-to-Government relationship between the U.S. and each Tribe; and 3) involve the active participation of both Tribal and IHS representatives, including the Office of Tribal Self-Governance (OTSG). Negotiations are a method of determining and agreeing upon the terms and provisions of a Tribe's Compact and Funding Agreement (FA), the implementation documents required for the Tribe to enter into the TSGP. The Compact sets forth the general terms of the Government-to-Government relationship between the Tribe and the Secretary of the U.S. Department of Health and Human Services (HHS). The FA: 1) describes the length of the agreement (whether it will be annual or multi-year); 2) identifies the PSFAs, or portions thereof, the Tribe will assume; 3) specifies the amount of funding associated with the Tribal assumption; and 4) includes terms required by Federal statute and other terms agreed to by the parties. Both documents are required to participate in the TSGP and they are mutually negotiated agreements that become legally binding and mutually enforceable after both parties sign the documents. Either document can be renegotiated at the request of the Tribe. The negotiations process has four major stages, including: 1) planning; 2) pre-negotiations; 3) negotiations; and 4) post-negotiations. Title V of the Indian Self-Determination and Education Assistance Act (ISDEAA) requires that a Tribe or Tribal organization complete a planning phase to the satisfaction of the Tribe. The planning phase must include legal and budgetary research and internal Tribal Government planning and organizational preparation relating to the administration of health care programs. See 25 U.S.C. §5383(d). The planning phase is critical to negotiations and helps Tribes make informed decisions about which PSFAs to assume and what organizational changes or modifications are necessary to support those PSFAs. A thorough planning phase improves timeliness and efficient negotiations and ensures that the Tribe is fully prepared to assume the transfer of IHS PSFAs to the Tribal health program.During pre-negotiations, the Tribal and Federal negotiation teams review and discuss issues identified during the planning phase. Pre-negotiations provide an opportunity for the Tribe and the IHS to identify and discuss issues directly related to the Tribe's Compact, FA and Tribal shares. They may take the form of a formal meeting or a series of informal meetings or conference calls. In advance of final negotiations, the Tribe should work with the IHS to secure the following: 1) program titles and descriptions; 2) financial tables and information; 3) information related to the identification and justification of residuals; and 4) the basis for determining Tribal shares (distribution formula). The Tribe may also wish to discuss financial materials that show estimated funding for next year, and the increases or decreases in funding it may receive in the current year, as well as the basis for those changes. Having reviewed the draft documents and funding tables, at final negotiations both negotiation teams work together in good faith to determine and agree upon the terms and provisions of the Tribe's Compact and FA. Negotiations are not an allocation process; they provide an opportunity to mutually review and discuss budget and program issues. As issues arise, both negotiations teams work through the issues to reach agreement on the final documents. There are various entities involved throughout the negotiations process. For example, a Tribal government selects its representative(s) for negotiations and the Tribal negotiations team, which may include a Tribal leader from the governing body, a Tribal health director, technical and program staff, legal counsel, and other consultants. Regardless of the composition of the Tribal team, Tribal representatives must have decision making authority from the Tribal governing body to successfully negotiate and agree to the provisions within the agreements. The Federal negotiations team is led by the Area Lead Negotiator (ALN) and may include area and headquarters staff, including staff from the OTSG, the Office of Finance and Accounting, and the Office of the General Counsel. The ALN is the only member of the Federal negotiations team with delegated authority to negotiate on behalf of the IHS Director. The ALN is the designated official that provides Tribes with Self-Governance information, assists Tribes in planning, organizes meetings between the Tribe and the IHS, and coordinates the Agency's response to Tribal questions during the negotiations process. The ALN role requires detailed knowledge of the IHS, awareness of current policy and practice, and understanding of the rights and authorities available to a Tribe under Title V of the ISDEAA. In post-negotiations, after the Compact, FA and all negotiations are complete, the documents are signed by the authorizing Tribal official and submitted to the ALN who reviews the final package to ensure each document accurately reflects what was negotiated. Once the ALN completes this review, then the final package is submitted to the OTSG to be prepared for the IHS Director's signature, provided that no outstanding issues delay or prevent signature. After the Compact and FA have been signed by both parties, they become legally binding and enforceable agreements. A signed Compact and FA are necessary for the payment process to begin. The negotiating Tribe then becomes a "Self-Governance Tribe" and a participant in the TSGP.Acquiring a Negotiation Cooperative Agreement is not a prerequisite to enter the TSGP. A Tribe may use other resources to develop and negotiate its Compact and FA. See 42 CFR § 137.26. Tribes that receive a Negotiation Cooperative Agreement are not obligated to participate in Title V and may choose to delay or decline participation or expansion in the TSGP.

Description

NOTICE OF INTENT TO AWARD: This is not a request for applications. This provides public notice of the National Park Service’s intention to award a cooperative agreement. The Natchez Trace Parkway will partner with Jackson State University to research and develop interpretive materials relating to the African-American experience along the Natchez Trace Parkway that tell the untold stories of the Civil Rights Movement. Three to five interns will research civil rights stories along the Parkway, choose members of the community to interview, and record their stories and experiences as an oral histories that can be shared with park visitors through various interpretive media including on-site programs, social media posts, web sites, and as part of formal curriculum for teachers and students. Student interns will be introduced to the National Park Service and gain experience working with a professional partner. Park staff will obtain research that they are not able to conduct on their own. The park will gain 6-10 audio clips and transcriptions, which will expand our outreach to the 6 million annual recreational visitors to the park, our virtual audience, as well as educators and students, in a new way. The interpretive research and media produced over the course of the project will greatly expand on the existing interpretation of the Parkway. As we strive to tell a more complete story along the Parkway, we will reach out to a new, previously underserved audience by telling the stories that may resonate strongly with them. Visitors will be able to access the materials whether onsite or online, increasing the reach of this project beyond our park borders. Please see attached Full Announcement for more information