Friday, December 12, 2014
Submitting a Question to the USSOCOM Virtual Town Hall
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Nonprofit Report for SOUTHWEST LICKING EDUCATION ASSN
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Sunday, January 19, 2014
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#StartTalking.Ohio.Gov
1 Applications Wanted for Resilience Programming in Schools
This Request For Application (RFA) is one component of “Start Talking: Building a Drug-Free Future,”
Governor Kasich’s youth drug prevention initiative. This RFA seeks to assist local communities in utilizing
evidence-based programs to build youth resilience and resistance to substance use.
The Office of Ohio First Lady Karen W. Kasich, in partnership with the Governor’s Office of Faith-Based and Community Initiatives and the Departments
of Aging, Job & Family Services and Mental Health & Addiction Services, is seeking to support Ohio’s most vulnerable student populations by funding
evidence-based programming that encourages resilience development in a drug prevention education context. This initiative will give communities and
schools the tools to develop students’ resiliency, in turn building students’ skills and confidence to cope with life’s stresses and push back against peer
pressure.
Building youth resiliency and encouraging good behavioral health among young people is essential to enhancing their ability to resist substance use,
abuse and addiction. By encouraging increased self-efficacy and self-esteem, good decision making skills, strong mental health and sound strategies to
cope with emotions like anger, sadness and stress, we can assist our most vulnerable youth with skills and strategies to put their drug prevention
knowledge into practice.
Both national and Ohio research suggests that prevention interventions can have a positive impact on both behavioral health outcomes such as
substance abuse and academic outcomes such as school attendance, school discipline and grades (Institute of Medicine, 2009). The Governor and the
First Lady have taken a bold step toward a drug-free future by including a resiliency-building component in Ohio’s youth drug prevention initiative, “Start
Talking: Building a Drug-Free Future.”
Learn more about this initiative in its entirety at www.StartTalking.ohio.gov.
Application Objectives
“Children who are emotionally and socially competent are more resilient in the face of risk factors and less likely to engage in alcohol abuse and illicit
drug use.” (Webster-Stratton et. al. 2001)
This RFA seeks to assist local communities in utilizing evidence-based programs to build youth resilience and resistance to substance use. The
aforementioned programming should encourage the development of resilience-based skills, including protective factors such as stress management and
conflict resolution skills, the detection and utilization of support networks, and other competencies that support healthy social and emotional
development as defined in 40 Developmental Assets® for Adolescents as developed by the Search Institute®. Prevention intervention programs
selected must be evidenced-based, and documentation of said evidence must be provided. A plan for sustainability of community substance abuse
prevention must also be included. (See Proposal Guidelines and accompanying appendices for further detail on requirements.)
Selected applicants will be funded through a reimbursement grant using federal Temporary Assistance for Needy Families (TANF) funds1 and must
comply with TANF funding regulations and restrictions. (See Attachment H for a list of TANF funding restrictions.) Applicants must either be, or partner
with, any school(s) in which forty percent or higher of the population is eligible for free or reduced lunches. Programming must be school-based and
focus on students in grades 5, 6, 7, 8 and/or 9. Applicants can be either schools or 501(c)3 organizations (including tax exempt entities as
1 One purpose of the TANF program is to “prevent and reduce the incidence of out-of-wedlock pregnancies and establish annual numerical goals for
preventing and reducing the incidence of these pregnancies.” The U.S. Department of Health and Human Services Administration for Children and
Families, and other states have found that drug abuse prevention programs lead to lower pregnancy rates among youth. Funding for this initiative meets
the Temporary Cash for Needy Families (TANF) purpose 3 in accordance with 42 United States Code §601(a)(3) and Ohio Revised Code Section
5101.461.
2
defined by Internal Revenue Code (IRC) Section 501(c)(3) because of their educational purposes). All 501(c)3 organizations must provide within their
applications copies of the following: IRS determination letter as proof of 501 status, most recent 501(c)3 audit record, and a Memorandum of
Understanding (MOU) as proof of partnership and collaboration with designated school(s) and partner(s) where applicable. The applying entity is
responsible for assuring that all requirements are met and that the funds for reimbursement are expended in accordance with the approved and funded
application. Note: Any partner implementing prevention services, not otherwise exempted (e.g., colleges, universities, schools, local coalitions) must be
an OhioMHAS certified prevention provider.
The RFA and accompanying documents are posted at http://starttalking.ohio.gov/Programming/BuildingYouthResiliency.aspx. Interested parties must
submit questions and applications via the website and must check the website for any updates or changes to the RFA, as well as an updated list of
questions and answers.
Promoting Healthy Youth Development
“Resiliency is an inner capacity that when nurtured, facilitated, and supported by others empowers children, youth, and families to successfully meet
life’s challenges with a sense of self-determination, mastery and hope.” (Resiliency Leadership Ohio, 2008)
Resilience, at its core, helps individuals cope with the highs and lows of life and respond to stress in a healthy manner. It is achieved through gradually
developing social, emotional, cognitive, and other competencies and is important in the early development of key behavioral health processes such as
self-regulation and self-efficacy. These processes greatly influence youth learning and achievement in life (Schunk & Zimmerman, 2007). Self-efficacy
refers to a student’s belief in their own capabilities; while self-regulation refers to a student’s ability to control or adjust their thoughts, feelings and
actions. We also know that increased youth resilience is directly correlated to increased sense of self-mastery, self-esteem, and a sense of belonging
—as well as their capacity to cope with adversity—all of which serve as protective factors against substance use and abuse (Institute of Medicine,
2009).
Resiliency develops over time and is impacted by the interaction of risk and protective factors, other contextual conditions and an individual’s traits and
abilities (Hawkins, Catalano, & Arthur, 2002). The Search Institute’s Framework of Developmental Assets identifies factors that communities/schools can
influence that contribute to healthy development, such as: support, empowerment, boundaries and expectations, constructive use of time, commitment
to learning, positive values, social competencies, and positive identity (Search Institute, 2013). “Good prevention and mental wellness promotion
interventions are grounded in research on the interrelationships among the principal milestones of healthy development and the family, school, and
community factors that are associated with them.” (Institute of Medicine, 2009)
Nurturing resilience is especially important among our most vulnerable populations. The social and emotional stressors of poverty not only increase the
risk for substance abuse in our young people, but also affect behavioral health outcomes (Institute of Medicine, 2009). Traditionally, low income
individuals/ families have reduced access to health services including behavioral health care. In addition, poverty has been correlated with several other
negative effects including increased risks for mental health issues, violent behaviors, crime and suicide (Evans & Adams, 2009). In the interest of
supporting these vulnerable populations and reducing the above associated risks and effects of poverty, this RFA targets schools in which 40 percent or
higher of the population is eligible for free or reduced lunches.
Preventing Substance Abuse Problems
“Clear windows of opportunity are available to prevent mental, emotional and behavioral disorders and related problems before they occur. Risk factors
are well established, preventive interventions are available, and the first symptoms typically precede a disorder by 2 to 4 years…making use of the
evidence-based interventions already at hand
3
potentially save billions of dollars by preventing or mitigating disorders that would otherwise require expensive treatment.” (Institute of Medicine, 2009,
p.1)
This RFA targets students from 5th through 9th grades because early adolescence is a prime developmental stage to prevent substance abuse and
dependence disorders, which tend to emerge in mid-to-late adolescence. As noted on page 1 of the Institute of Medicine’s 2009 Report Brief,
“Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities”:
Mental, emotional, and behavioral (MEB) disorders—which include depression, conduct disorder, and substance abuse—affect large numbers of young
people. Studies indicate that MEB disorders are a major health threat and are as commonplace today among young people as a fractured limb—not
inevitable but not at all unusual. Almost one in five young people have one or more MEB disorders at any given time. Among adults, half of all MEB
disorders were first diagnosed by age 14 and three-fourths by age 24. Many disorders have life-long effects that include high psychosocial and
economic costs, not only for the young people, but also for their families, schools, and communities. The financial costs in terms of treatment services
and lost productivity are estimated at $247 billion annually. Beyond the financial costs, MEB disorders also interfere with young people’s ability to
accomplish age and culturally appropriate developmental tasks, such as establishing healthy interpersonal relationships, succeeding in school, and
making their way in the workforce.
The cost of unaddressed behavioral health problems in Ohio’s children and adolescents are reflected in various service systems such as emergency
health care, juvenile justice and child welfare. Approximately 75 percent of youth served within Ohio’s Department of Youth Services (DYS) have a
diagnosed substance abuse disorder and could possibly need residential treatment; and more than half are in need of special education (DYS, 2012). In
2012, 57 percent of the total Ohio DYS population was on the mental health caseload. This is a considerable increase from the percentage on the
caseload in January 2008, which was approximately 32.5 percent of the total population (Hooks, 2012).
Among Ohio’s adolescents seeking treatment in the publically funded system, youth reported they were 13 years old when they first used marijuana
(OhioMHAS, 2013). This illustrates how Ohio’s higher than national rate for early initiation (before age 14) of marijuana since 2003 is impacting the
behavioral health service system (YRBSS, 2011). Similarly, Ohio’s rates for illicit drug abuse and dependence were above the national average between
2006-2007 and 2009-2010 (NSDUH, 2012). In 2010-2011, past month binge drinking of youth between ages 12 and 17 finally dropped below the
national average for the first time in more than ten years. These data illustrate the need for prioritizing prevention for Ohio’s youth.
A recent report by the National Research Council and the Institute of Medicine provides a summary of relevant research and concludes that shifting from
treating disorders to preventing them in young people must be made a priority by national, state, and local leaders (Institute of Medicine, 2009). The
Governor and First Lady of Ohio have accepted the challenge and are providing the leadership required to make this shift—with the goal of reducing
substance use and abuse and encouraging a healthy start for the young people of Ohio.
Application Guidelines
The following application guidelines were developed to increase the availability of evidence-based prevention programming in high-need areas of the
state.
Applicant Eligibility & Qualifications
• Applicants must be:
o Any school with students in 5th, 6th, 7th, 8th and/or 9th grades where 40% or greater of the student population is eligible for the free and reduced
lunch program
OR
4
o 501(c)3 organization(s) partnering with any school with students in 5th, 6th, 7th, 8th and/or 9th grades where 40% or greater of the student population
is eligible for the free and reduced lunch program
OR
o 501(c)3 partnering with certified prevention provider(s) AND any school with students in 5th, 6th, 7th, 8th and/or 9th grades where 40% or greater of
the student population is eligible for the free and reduced lunch program
• Any partner implementing prevention services, not otherwise exempted (e.g., colleges, universities, schools, local coalitions) must be an OhioMHAS
certified prevention provider. (See Prevention Rules at: http://mha.ohio.gov/Default.aspx?tabid=250#2314572-general-provisions---prevention-
standards-37935-1)
• Signed conditions & assurances are provided. See Attachment G.
• The following are required as inclusions with application submission by a 501(c)3 organization:
o Copy of IRS determination letter as proof of 501(c)3 status
o Copy of most recent 501(c)3 audit record
o Memorandum of Understanding (MOU) with defined roles and responsibilities as proof of partnership and collaboration with designated school(s). If
applicable, discuss the collaboration between the service provider, (501(c)3 and the school(s).
Need & Resource Assessment
1. The target population is students from 5th through 9th grades in schools where 40% or greater of the student population is eligible for the free and
reduced lunch program. Identify your target population.
2. Provide the number and grade(s) of youth targeted for services.
3. Provide evidence of community/school need.
4. Provide evidence of community/school capacity to address need.
5. A collaborative approach with multiple community partners is preferred but not required. Scoring preference will be given to applications that illustrate
community collaboration.
6. Scoring preference will be given to applications where the participating school district is also implementing KNOW! and PACT360. For information on
these go to www.StartTalking.ohio.gov.
Maximum points available: 16
Prevention Programming
7. Provide a description of the proposed project. Prevention interventions selected must be evidenced-based, and a summary of the evidence must be
provided. Interventions must include a component specifically addressing resistance to substance use. See Attachment C.
8. A plan for community capacity to sustain substance abuse prevention must be included. The objective of this component of the reimbursement grant is
to ensure that participating communities build local resources to implement the most current prevention science and evidence-based practice, continuing
after the funding for this project is complete. See Attachment D. Sustainability activities may include but are not limited to providing training on prevention
science, programming or evidence-based prevention kernels to: teachers or other school personnel; justice system personnel; child welfare or other
youth-serving organization personnel; or other volunteer community members such as coaches, faith-based leaders, families, charitable groups, etc.
9. The application must demonstrate how the program selected is in support of the 40 Developmental Assets® for Adolescents as developed by the
Search Institute®. The Search Institute’s Framework of Developmental Assets identifies factors that communities/schools can influence that contribute
to healthy development, such as: support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive
values, social competencies, positive identity (Search Institute, 2013). See Attachment A for a complete description of the Search Institute’s
Framework. Selected applications must thoroughly describe how the program being proposed for funding is supportive of, and consistent with, this
framework.
10. The application must also demonstrate how the project will provide a positive environment while taking the Building Blocks of Resiliency into account.
(i.e., encourages validation and sanctuary; provides access to basic needs, safety and supportive services and the social justice principle of rights,
voice, respect, and dignity; and
5
that sets achievable expectations with accommodations that maximize success.) See Attachment B for a complete description of the Resiliency Building
Blocks.
11. Discuss how the project will promote healthy emotional development (i.e. hope and optimism; a sense of meaning and joy; courage, confidence, and
self-determination; self-wisdom and self-acceptance) AND/OR will contribute to healthy social development (i.e. supportive connections including
meaningful participation with role models and community/school leaders and opportunities for contribution including leadership).
12. Provide evidence that the intervention(s) selected will contribute to the mastery of competencies (skills, abilities, talents) related to resistance to
substance use and any other healthy outcome.
Maximum points available: 54
Evaluation & Data Collection
13. The grantee must express willingness and ability to participate in evaluation and data collection and a program evaluation plan must be provided.
See Attachment E. Note: As authorized in Ohio Revised Code Section 5119.61, Ohio Department of Mental Health & Addiction Services (OhioMHAS)
will collect information and data from grantees. This information and data are outlined in the Proving Ohio’s Prevention Success (POPS) online reporting
system which grantees will complete electronically after they are selected for funding. This reporting system is housed on the OhioMHAS website and
all reporting requirements, such as monthly expenditure reports for reimbursement and semi-annual program summary reports, will be completed
electronically through this system by grantees. All information and data will be reviewed by project staff. Project staff will also make at least one on site
monitoring visit. Failure to comply with reporting requirements shall result in further action by OhioMHAS.
14. Evaluation plans must address the U.S. Department of Health & Human Services, Substance Abuse & Mental Health Administration’s national
prevention performance measure of Reduced Morbidity-Abstinence from Drug Use/Alcohol Use by providing a plan to collect outcome data (using a
quasi-experimental or experimental design) on at least one of the following four objectives:
• Participants will maintain abstinence or reduce substance abuse
• Participants will delay the age of first substance use
• Participants will perceive substance use as risky and/or harmful
• Participants will perceive substance non-use as the norm
15. Programs must provide a plan to assure fidelity to the evidence-based program.
Maximum points available: 9
Note: No identifying information will be collected or maintained during evaluation and data collection. All data collected will be in aggregate, not
individual, format. This information may be subject to release in response to public records requests.
Program Management & Budget
16. A timeline of all major activities must be provided. Assessment, planning and training must be complete by August 29, 2014. Services must begin by
September 2, 2014. All services must be complete by June 30, 2015.
17. The budget form and a budget justification must be completed. See Attachment F. Funds for reimbursement will not be used to: provide cash
payments to recipients of services, purchase vehicles, supplant existing funds for staff or programs, cover capital improvement, construction, licenses or
fines or penalties.
Maximum points available: 9
Note: Funding depends on the availability of state and federal funds for State Fiscal Years 2014 and 2015. Should funding be reduced, the amount of
funds available for the reimbursement grant may be reduced or terminated per written notice to the applicant by OhioMHAS. As authorized in Ohio
Revised Code Section 5119.61, OhioMHAS will collect information and statistics from grantees.
6
Application Scoring Criteria
Application requirements will be scored using the following criteria. (Not provided=0, Information provided meets limited/minimum expectations =1,
Information provided adequately meets expectations =2, information provided exceeds expectations =3)
Meets
Mandatory Requirement
Applicant Eligibility & Qualifications
The school receiving programming has 40% or greater of the student population eligible for the free and reduced lunch program.
Any partner implementing prevention services, not otherwise exempted (e.g., schools, local coalitions) must be an OhioMHAS certified prevention
provider.
Signed conditions & assurances
IRS determination letter as proof of 501 status
Copy of most recent 501c3 audit
MOUs between 501c3, school(s) and partner(s)with defined roles and responsibilities
Check List
Requirement
Points Possible
Weight
Need & Resource Assessment
1. Identify the population targeted for services
3
2. Provide the number and grade(s) of youth targeted for services
3
3. Evidence of community/school need
3
4. Evidence of community /school capacity to meet need
3
5. Preference Points: Collaborative approach with multiple community partners are meaningfully engaged
3
6. Preference Points: School district is also implementing KNOW! and/or PACT360 (.5 point possible for each program)
1
Prevention Programming
7. Evidenced-based interventions (3), summary of the evidence (3), and interventions include a component specifically addressing resistance to
substance use (3)
9
X3
8. Sustainability plan for community prevention capacity
3
X3
9. Developmental Assets addressed
3
10. Positive environment following Building Blocks of Resiliency
3
11. Method to promote healthy emotional development AND/OR contribute to healthy social development
3
12. Evidence that intervention contributes to the mastery of competencies
3
X3
Evaluation & Data Collection
13. Willingness and ability to participate in evaluation and data collection
3
14. Program evaluation template and data collection plan
3
15. Fidelity plan
3
Program Management & Budget
16. Detailed timeline incorporating required deadlines
3
17. Detailed budget form (3) with budget justification(3)
6
Total
88
Application Submission
• Act now to develop collaborative applications for your community.
• Submit all questions to resiliency@starttalking.ohio.gov by February 3, 2014.
• A frequently asked questions document will be available on the initiative website at www.StartTalking.ohio.gov.
7
• The requested information must be submitted in the format provided. Applications must be submitted electronically to resiliency@starttalking.ohio.gov.
• Applications must be in 11-point Arial-type font, single-spaced and no more than 12 pages of text, not including attachments. (See Checklists below for
attachments not considered in 12 page allotment.)
o Checklist of required attachments
Proof that the participating school has 40% or greater of the student population eligible for the free and reduced lunch program
Proof of OhioMHAS prevention certification if not otherwise exempted (e.g., schools, local coalitions)
Signed conditions & assurances
IRS determination letter as proof of 501 status
Copy of most recent 501c3 audit
MOUs between 501c3, school(s) and partner(s)with defined roles and responsibilities
o Checklist of other potential attachments (not required)
Letters of support
Job descriptions, credentials or resumes of participating staff
Copies of consent or assent forms
Data collection forms
Program materials
Previous evaluation or research studies
Application Deadline
• Deadline for application submission is 2:00 PM, February 14, 2014.
• Reimbursement grants are expected to be awarded by April 1, 2014.
• Assessment, planning and training must be complete by August 29, 2014.
• All awardees must be ready to implement selected programs by September 2, 2014.
• All services must be completed by June 30, 2015.
Application Review
• All reimbursement grant applications that are submitted by the deadline and meet mandatory requirements will be panel-reviewed and scored based
on guideline compliance.
• Multiple applications may be funded. The State of Ohio reserves the right to make no award, make an award for a lesser amount, make an alternative
award for the specified project or make an award for a shorter duration. The State reserves the right to ask clarifying questions, issue conditional
awards, negotiate an alternative project plan or scope and negotiate a best and final application with one or more applicant(s). The State reserves the
right to waive errors and omissions that do not materially affect the outcome of said application. Errors and omissions may result in lower evaluation
scores or rejection of the application.
• Upon final selection of applicants, OhioMHAS will release Notice of Awards.
Sources
Bright Ideas Ohio. Accessed October 27, 2013 at http://www.brightideasohio.org/
Centers for Disease Control and Prevention (CDC). Youth Risk Behavior Surveillance—United States, 2011. CDC Surveillance Summaries 2012; 61
(4):1–168. http://www.cdc.gov/healthyyouth/yrbs/index.htm
Evans, N. & Adams, J. (2009). Poverty and adolescent mental health. Poster session presented Choose Ohio First online
poster session. Retrieved June 26, 2013 from http://www.csuohio.edu/academic/success_in_math/posters/CSU/COFSP%20CSU
%20PovertyandAdolescentMentalHealth.pdf
Hawkins, J. D., Catalano, R. F., & Arthur, M. W. (2002). Promoting science-based prevention in communities. Addictive Behaviors, 27(6), 951-976.
Hooks, J. (2012). Mental Health and the Juvenile Justice System. Correctional Institution Inspection Committee (CIIC), legislative committee of the Ohio
General Assembly.
8
“Insights on Resiliency: Utilizing Youth and Family-Based Evidence to Inform Policy and Practice”. (Power point presentation) Rick Shepler, Ph.D. Center
for Innovative Practices: Institute for the Study and Prevention of Violence, Kent State University; Copyright 2006, 2009 Resiliency Leadership Ohio &
Ohio Department of Mental Health, All Rights Reserved.
Institute of Medicine (IOM). (2009). Report Brief for Research and Policymakers (2009). Preventing Mental, Emotional, and Behavioral Disorders
Among Young People: Progress and Possibilities, pp.1-6. Retrieved October 27, 2013 from http://www.iom.edu/Reports/2009/Preventing-Mental-
Emotional-and-Behavioral-Disorders-Among-Young-People-Progress-and-Possibilities.aspx
Melnyk, B.M., Jacobson, D., Kelly, S., Belyea, M., Shaibi, G., Small, L., O’Haver, J., Marsiglia, F.F. (2013). Promoting Healthy Lifestyles in High School
Adolescents. A Randomized Controlled Trial. American Journal of Preventive Medicine. 45(4):408–416.
National Survey on Drug Use and Health (NSDUH). (2012). Results from the 2011 National Survey on Drug Use and Health: Mental Health Findings,
NSDUH Series H-45, HHS Publication No. (SMA) 12-4725. Rockville, MD: Substance Abuse and Mental Health Services Administration.
Ohio Department of Youth Services. (2012). Ohio Interagency Task Force on Mental Health and Juvenile Justice Report
and Recommendations.
Ohio Development Services Agency, Office of Research using US Census Bureau data. (2012).
Ohio Health Disparities Bulletin: Characteristics of Adolescent Marijuana Admissions in Ohio, SFYs 2008-2011. OhioMHAS.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading and
Writing Quarterly, 23, 7-25.
SEARCH Institute. Developmental Assets. Retrieved October 27, 2013 from http://www.search-institute.org/content/40-developmental-assets-
adolescents-ages-12-18
Youth & Family Consensus Statement on Resiliency and Children’s Mental Health. Copyright 2008 Resiliency Leadership Ohio & Ohio Department of
Mental Health, All Rights Reserved.
Youth Risk Behavioral Surveillance Survey (YRBSS) (2011).
Webster-Stratton, C.; Reid, J.; and Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training
partnership in Head Start. Journal of Clinical Child Psychology 30:282-302.
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