Opportunity Information: Apply for HRSA 17 061
Apply for HRSA 17 061
- The Department of Health and Human Services, Health Resources and Services Administration in the health sector is offering a public funding opportunity titled "Family Leadership in Language and Learning (FL3)" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 93.251.
- This funding opportunity was created on Aug 15, 2016.
- Applicants must submit their applications by Oct 14, 2016. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
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Opportunity Summary:
The Family Leadership in Language and Learning (FL3) opportunity is a HRSA cooperative agreement under the Universal Newborn Hearing Screening and Intervention Program. Its central focus is strengthening state and territorial Early Hearing Detection and Intervention (EHDI) systems by making sure families, parents, and caregivers of infants and young children identified as deaf or hard of hearing are not treated as passive recipients of services, but are actively included as partners and leaders within the system. The underlying idea is that when families are better supported, better informed, and more meaningfully connected to peer networks and deaf and hard of hearing adults, children are more likely to achieve strong language, literacy, and social-emotional outcomes during the early years when development is most sensitive to access to communication.
The program is designed to work on three major fronts at once: first, supporting state and territory family-based organizations that provide family-to-family support; second, coordinating with the HRSA-supported National Technical Resource Center for Newborn Hearing Screening and Intervention (NTRC) and with state and territorial EHDI programs to improve family engagement, partnership, and leadership; and third, collaborating with established Deaf Mentor programs so families can connect with qualified deaf or hard of hearing adult mentors who model effective visual communication, American Sign Language (ASL), and real-world navigation of Deaf Culture and community resources. The overall program goal is that every statewide EHDI system includes concrete elements that help families optimize their children’s language, literacy, and social-emotional development rather than leaving families to figure it out alone after a screening result.
FL3 sets out specific, measurable objectives to be achieved by the end of a three-year project period. By that point, all state and territorial EHDI systems are expected to have partnerships in place with identified family-based organizations or programs that provide family-to-family support. In addition, the program aims to increase from baseline the number of families who feel prepared to take on leadership roles in EHDI systems (a 30 percent increase), the number of families receiving family-to-family support (a 50 percent increase), and the number of families who understand the opportunities available to support their child’s language, literacy, and social development (a 50 percent increase). Another key target is expanding access to Deaf Mentors, with a goal of a 30 percent increase in families who are offered Deaf Mentor support.
The required work starts quickly. Within the first six months, the recipient must conduct a formal national needs assessment of families whose children are identified as deaf or hard of hearing through newborn or early childhood hearing screening. The needs assessment must deliberately include diverse populations and reflect disadvantaged and underserved groups, so the program’s training and resources are not built around a narrow set of experiences. Results from this assessment are then used to build a portfolio of training and educational materials that strengthen family engagement and leadership within EHDI, and to shape the program’s family support, education, and mentorship activities. Throughout the project, the recipient is expected to collaborate closely with the NTRC and to provide technical assistance and training to state and territorial EHDI systems and related organizations, with the explicit purpose of improving how those systems engage families as partners and leaders.
A major component of FL3 is improving the day-to-day reality of family support within EHDI. Recipients are expected to help EHDI programs and their community partners provide culturally sensitive, family-centered training and materials on mentoring, support, and guidance. This is not limited to families alone; it also includes helping other stakeholders such as health professionals, early intervention providers, and public health programs understand effective family partnership. The recipient must also develop and deliver practical resources that show states and territories how to ensure families have meaningful roles across all parts of the EHDI system, rather than being consulted only at isolated points.
Family education is another core requirement and goes beyond general awareness. The recipient must help state and territorial EHDI systems disseminate accessible resources to families, including emphasizing timely enrollment in early intervention services supported under IDEA Part C. Working with the NTRC, the recipient must ensure materials reflect real family needs and are inclusive. The recipient must also collaborate with national experts in language and literacy acquisition for deaf and hard of hearing infants and children to develop and share evidence-based resources and trainings. These materials are expected to cover developmental milestones (cognitive, social, and emotional), language acquisition and literacy development, the importance of access to language during critical learning periods, and clear milestones families and professionals can monitor. The program also calls for addressing the benefits of multimodal and multilingual communication, examining how unconscious bias can influence decisions and inclusion related to deafness and deaf and hard of hearing communities, and providing concrete tools to help families create home environments that support continuous visual access to communication and information (for example, captioning, visual alerts, and home setups that help infants visually track interactions). A culturally sensitive communications campaign is also required, focused on the importance of language development and the risks of language deprivation.
Deaf Mentor programming is treated as a distinct and essential strategy rather than an optional add-on. Recipients must develop ways to ensure meaningful inclusion of deaf and hard of hearing adults across national, state, and territorial EHDI systems. They must actively collaborate with deaf-based organizations that already run Deaf Mentor programs to learn best practices and incorporate them into broader training and resource development. Recipients also need to develop training and resources that help state and territorial EHDI systems and family-to-family support organizations partner effectively with organizations serving the deaf and hard of hearing community. A major expectation is supporting the establishment of Deaf Mentor programs in all states and territories, providing regular opportunities for families to interact with a qualified Deaf Mentor who uses ASL and effective visual communication strategies, helps families understand deafness and Deaf Culture, and connects them to relevant resources.
Accountability and long-term impact are built into the grant structure. Recipients must apply continuous quality improvement methods, using systematic approaches that lead to measurable improvements in services and outcomes, and they must operate data and evaluation systems that track outreach, training, and effectiveness. Sustainability is also required: applicants must propose how key elements of the work will continue after federal funding ends, especially those strategies and services shown to improve care delivery practices and outcomes for deaf and hard of hearing children.
As a cooperative agreement, FL3 also expects active involvement with broader EHDI efforts, including participation in the annual EHDI conference. Applicants are instructed to budget for two staff to attend each year. Administratively, the funding opportunity is identified as HRSA-17-061 (CFDA 93.251) from the Department of Health and Human Services, Health Resources and Services Administration, with an expected single award noted in the source information. The program is essentially a national capacity-building effort intended to make family leadership, peer support, and Deaf Mentor connections standard parts of how EHDI systems operate, with the larger aim of improving early language access and healthy development for children identified through newborn hearing screening.
Frequently Asked Questions (FAQs) - Family Leadership in Language and Learning (FL3)
What is the Family Leadership in Language and Learning (FL3) opportunity?
FL3 is a HRSA cooperative agreement under the Universal Newborn Hearing Screening and Intervention Program. It is a national capacity-building effort focused on strengthening state and territorial Early Hearing Detection and Intervention (EHDI) systems by ensuring families, parents, and caregivers of infants and young children identified as deaf or hard of hearing are actively included as partners and leaders within EHDI.
What is the central purpose of FL3?
The central purpose is to shift families from being passive recipients of services to being meaningfully supported, informed, and connected to peer networks and deaf and hard of hearing adults. The program is built on the idea that stronger family support and leadership improves children’s early language, literacy, and social-emotional outcomes during the critical early developmental period when access to communication matters most.
How does FL3 strengthen EHDI systems?
FL3 strengthens EHDI systems by improving family engagement, partnership, and leadership across statewide systems, expanding family-to-family support, and increasing access to Deaf Mentor programming so that families have consistent connections to qualified deaf or hard of hearing adult mentors and practical resources to support language and development.
What are the three major fronts (focus areas) of the FL3 program?
FL3 is designed to work on three fronts at once: (1) supporting state and territory family-based organizations that provide family-to-family support; (2) coordinating with the HRSA-supported National Technical Resource Center for Newborn Hearing Screening and Intervention (NTRC) and with state and territorial EHDI programs to improve family engagement, partnership, and leadership; and (3) collaborating with established Deaf Mentor programs so families can connect with qualified deaf or hard of hearing adult mentors.
What is the overall program goal for statewide EHDI systems?
The overall goal is that every statewide EHDI system includes concrete elements that help families optimize their children’s language, literacy, and social-emotional development, rather than leaving families to navigate supports on their own after a screening result.
How long is the FL3 project period?
The opportunity describes measurable objectives to be achieved by the end of a three-year project period.
What specific system-level partnership outcome is expected by the end of the project period?
By the end of three years, all state and territorial EHDI systems are expected to have partnerships in place with identified family-based organizations or programs that provide family-to-family support.
What measurable increases (targets) does FL3 aim to achieve by the end of three years?
By the end of the project period, FL3 aims to increase from baseline: (1) by 30 percent, the number of families who feel prepared to take on leadership roles in EHDI systems; (2) by 50 percent, the number of families receiving family-to-family support; (3) by 50 percent, the number of families who understand opportunities to support their child’s language, literacy, and social development; and (4) by 30 percent, the number of families who are offered Deaf Mentor support.
What is required within the first six months of the award?
Within the first six months, the recipient must conduct a formal national needs assessment of families whose children are identified as deaf or hard of hearing through newborn or early childhood hearing screening.
What populations must be included in the national needs assessment?
The needs assessment must deliberately include diverse populations and reflect disadvantaged and underserved groups, to ensure training and resources are not shaped around only a narrow set of experiences.
How are the results of the needs assessment used?
The results are used to build a portfolio of training and educational materials that strengthen family engagement and leadership within EHDI, and to shape the program’s family support, education, and mentorship activities throughout the project period.
What role does the National Technical Resource Center (NTRC) play in FL3?
The recipient is expected to collaborate closely with the HRSA-supported NTRC throughout the project. This coordination supports the development and dissemination of training, resources, and technical assistance intended to improve how state and territorial EHDI systems engage families as partners and leaders.
What kinds of support and technical assistance are expected of the recipient?
The recipient is expected to provide technical assistance and training to state and territorial EHDI systems and related organizations, specifically to improve family engagement, partnership, and leadership and to strengthen culturally sensitive, family-centered approaches across EHDI stakeholders.
Is FL3 focused only on training families?
No. FL3 includes helping other stakeholders (such as health professionals, early intervention providers, and public health programs) understand effective family partnership, in addition to helping families directly.
What does FL3 require related to “meaningful roles†for families in EHDI?
The recipient must develop and deliver practical resources that show states and territories how to ensure families have meaningful roles across all parts of the EHDI system, rather than being consulted only at isolated points.
What is required related to family education and accessible resources?
The recipient must help state and territorial EHDI systems disseminate accessible resources to families. This includes emphasizing timely enrollment in early intervention services supported under IDEA Part C and ensuring resources reflect real family needs and are inclusive, in collaboration with the NTRC.
What topics must be covered in evidence-based resources and trainings?
Working with national experts in language and literacy acquisition for deaf and hard of hearing infants and children, the recipient must develop and share evidence-based resources and trainings that address developmental milestones (cognitive, social, and emotional), language acquisition and literacy development, the importance of access to language during critical learning periods, and clear milestones families and professionals can monitor.
Does FL3 address communication approaches such as multimodal or multilingual communication?
Yes. The program calls for addressing the benefits of multimodal and multilingual communication as part of its education and training expectations.
Does FL3 address bias and inclusion issues?
Yes. The program expects resources and trainings to examine how unconscious bias can influence decisions and inclusion related to deafness and deaf and hard of hearing communities.
What kind of practical “home environment†tools are expected?
FL3 calls for concrete tools that help families create home environments that support continuous visual access to communication and information. Examples described include captioning, visual alerts, and home setups that help infants visually track interactions.
Is a communications campaign required?
Yes. A culturally sensitive communications campaign is required, focused on the importance of language development and the risks of language deprivation.
How is Deaf Mentor programming treated in FL3?
Deaf Mentor programming is treated as a distinct and essential strategy, not an optional add-on. The program emphasizes meaningful inclusion of deaf and hard of hearing adults across national, state, and territorial EHDI systems and expanding regular opportunities for families to interact with qualified Deaf Mentors.
What is expected of recipients regarding Deaf Mentor program collaboration?
Recipients must actively collaborate with deaf-based organizations that already run Deaf Mentor programs to learn best practices and incorporate those practices into broader training and resource development.
What does FL3 expect regarding Deaf Mentor program availability across states and territories?
FL3 includes an expectation of supporting the establishment of Deaf Mentor programs in all states and territories, so families can access qualified Deaf Mentors who use ASL and effective visual communication strategies and can connect families to Deaf Culture and community resources.
What types of partnerships are expected between EHDI systems and the deaf and hard of hearing community?
The recipient must develop training and resources that help state and territorial EHDI systems and family-to-family support organizations partner effectively with organizations serving the deaf and hard of hearing community.
What accountability and quality requirements are included in FL3?
Recipients must apply continuous quality improvement methods using systematic approaches that lead to measurable improvements in services and outcomes. They must also operate data and evaluation systems that track outreach, training, and effectiveness.
What does FL3 require related to sustainability after the grant ends?
Applicants must propose how key elements of the work will continue after federal funding ends, especially strategies and services shown to improve care delivery practices and outcomes for deaf and hard of hearing children.
What does it mean that FL3 is a cooperative agreement?
FL3 is described as a HRSA cooperative agreement, which indicates the program expects active involvement and coordination with broader EHDI efforts, including collaboration with the NTRC and participation in EHDI-related activities such as the annual EHDI conference.
Is participation in an annual conference required?
Yes. Participation in the annual EHDI conference is expected. Applicants are instructed to budget for two staff to attend each year.
What is the funding opportunity identification information provided?
The opportunity is identified as HRSA-17-061 with CFDA 93.251, under the Department of Health and Human Services, Health Resources and Services Administration.
How many awards are expected?
The source information notes an expected single award.
Who benefits from FL3 activities?
FL3 is intended to benefit families, parents, and caregivers of infants and young children identified as deaf or hard of hearing through newborn or early childhood hearing screening, as well as state and territorial EHDI systems and their partners who need stronger tools and practices for family engagement, leadership, and Deaf Mentor connections.
What outcomes for children is FL3 ultimately trying to improve?
The program’s larger aim is to improve early language access and healthy development, with emphasis on language, literacy, and social-emotional outcomes during early childhood.
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