NOAA-NOS-ONMS-2022-2007128 NOFO Report.pdf

2022 Pacific Northwest Bay Watershed Education and Training

TABLE OF CONTENTS

I. Funding Opportunity Description 4

A. Program Objective 4 B. Program Priorities 12 C. Program Authority 20

II. Award Information 20 A. Funding Availability 20 B. Project/Award Period 20 C. Type of Funding Instrument 20

III. Eligibility Information 21 A. Eligible Applicants 21 B. Cost Sharing or Matching Requirement 21 C. Other Criteria that Affect Eligibility 21

IV. Application and Submission Information 22 A. Address to Request Application Package 22 B. Content and Form of Application 22 C. Unique Entity Identifier and System for Award Management (SAM) 29 D. Submission Dates and Times 30 E. Intergovernmental Review 31 F. Funding Restrictions 31 G. Other Submission Requirements 32

V. Application Review Information 32 A. Evaluation Criteria 32 B. Review and Selection Process 40 C. Selection Factors 42 D. Anticipated Announcement and Award Dates 42

VI. Award Administration Information 43 A. Award Notices 43 B. Administrative and National Policy Requirements 44 C. Reporting 50

VII. Agency Contacts 50 VIII. Other Information 51

Notice of Federal Funding Page 1 of 51

NOTICE OF FUNDING OPPORTUNITY

EXECUTIVE SUMMARY

Federal Agency Name(s): National Ocean Service (NOS), National Oceanic and Atmospheric Administration (NOAA), Department of Commerce

Funding Opportunity Title: 2022 Pacific Northwest Bay Watershed Education and Training

Announcement Type: Initial

Funding Opportunity Number: NOAA-NOS-ONMS-2022-2007128

Federal Assistance Listings Number: 11.429, Marine Sanctuary Program

Dates: Electronic applications must be received by 8:59 p.m. Pacific Time /11:59 p.m. Eastern Time) on Friday, February 4, 2022 to be considered for funding.

Funding Opportunity Description: Applicants are required to apply online through www.grants.gov. Use of Grants.gov requires an advance registration process that may take a few days or several weeks. In addition, when developing your submission timeline, keep in mind that it may take Grants.gov up to two business days to validate or reject a submitted application.

Funding Opportunity Description: NOAA’s Office of National Marine Sanctuaries (Olympic Coast National Marine Sanctuary office) is seeking proposals under the Pacific Northwest B- WET program (http://olympiccoast.noaa.gov/ocean_literacy/bwet.html).

The Pacific Northwest Bay Watershed Education and Training (B-WET) program is an environmental education program that supports locally relevant, authentic experiential learning in the K-12 environment. Funded projects provide Meaningful Watershed Educational Experiences (MWEEs; defined below) for students, related professional development for teachers, and help to support regional education and environmental priorities in the Pacific Northwest. The primary delivery is through competitive grants.

Every year, the NOAA B-WET program supports environmental education programs for thousands of students and teachers. These programs engage youth in meaningful watershed educational experiences that provide memorable hands-on, experiential learning that are not typically available within traditional classrooms. It also plays a significant role in providing professional development to classroom teachers nationwide that increases their content knowledge, skills, and pedagogical expertise.

However, COVID-19 has significantly impacted the ability of environmental education providers

Notice of Federal Funding Page 2 of 51 to engage with schools and therefore meaningfully reach students and teachers. The loss of programs will have lasting repercussions on the targeted audiences of these programs and to the institutions who provide these services. The NOAA B-WET program recognizes that support is needed to bridge this gap that has been created by the loss of revenue, the cancellation of programs, and the inequities that are being exacerbated by the pandemic.

With challenges though, come opportunities. School districts and their partners have a unique moment to reflect on and reevaluate environmental literacy programs and to move forward with increased direction, alignment, and commitment. For example, new learning and practices from recent shifts from in-person to virtual can be applied to enhance programs’ sustainability and applicability. There is also a renewed recognition of the value of outdoor spaces to the health of students and communities.

As a major contributor to environmental education programs, the NOAA B-WET program is committed to responding to the immediate needs of this pandemic and supporting these critical institutions that provide meaningful experiences for youth at all levels.

Given this, the FY22 Pacific Northwest B-WET funding announcement focuses on the following priority areas:

1) Systemic classroom-integrated Meaningful Watershed Educational Experiences (MWEEs) for students through high-quality teacher professional development related to MWEEs; and

2) Capacity building and partnership development for environmental education programs that ultimately supports the implementation of systemic Meaningful Watershed Educational Experiences (MWEEs) for students.

For Pacific Northwest B-WET, applicants may be physically located in any U.S. state; however, education projects must target teachers and/or students in the Pacific Northwest region. For the purposes of this solicitation, the Pacific Northwest region is defined as Oregon and Washington.

This funding opportunity meets NOAA's Vision of healthy ecosystems (http://www.noaa.gov/our-mission-and-vision), helping to ensure that ocean, estuarine, and related ecosystems and the species that inhabit them are vibrant and sustainable in the face of challenges.

Notice of Federal Funding Page 3 of 51

FULL ANNOUNCEMENT TEXT

I. Funding Opportunity Description

A. Program Objective

a. OVERVIEW

The NOAA Bay Watershed Education and Training (B-WET) program is an environmental education program that promotes locally relevant, authentic experiential learning focused on K–12 audiences. The primary delivery of B-WET is through competitive funding that promotes Meaningful Watershed Educational Experiences (MWEEs; defined in Section I.A.b) for students, related professional development for teachers, and help to support regional education and environmental priorities in the Pacific Northwest.

B-WET was established in 2002 in the Chesapeake Bay watershed and currently exists in seven regions: California, Chesapeake Bay, Hawaii, Gulf of Mexico, New England, Pacific Northwest, and Great Lakes. The Office of National Marine Sanctuaries coordinates four of the seven B-WET regions. The Office of National Marine Sanctuaries serves as the trustee for a network of underwater areas encompassing more than 620,000 square miles of marine and Great Lakes waters from Washington state to the Florida Keys, and from Lake Huron to American Samoa. The network includes a system of 15 national marine sanctuaries and Papahanaumokuakea and Rose Atoll marine national monuments.

The Pacific Northwest B-WET program supports grantee capacity building and connects grantees to local NOAA assets and relevant STEM (Science, Technology, Engineering, and Mathematics) expertise, while being responsive to local education and environmental priorities. For the purposes of this solicitation, the Pacific Northwest region is defined as Oregon and Washington.

NOAA recognizes that knowledge and commitment built from firsthand experience, especially in the context of one's community and culture, is essential for achieving environmental stewardship. Carefully selected experiences driven by rigorous academic learning standards, stimulating discovery and wonder, and nurturing a sense of community will further connect students with their watershed, help reinforce an ethic of responsible citizenship, and promote academic achievement. Experiential learning techniques, such as those supported by the NOAA B-WET program, have been shown to increase interest in STEM, thus contributing to NOAA's obligations under the America Competes Act (33 USC 893a(a)).

Notice of Federal Funding Page 4 of 51

b. DEFINING THE MEANINGFUL WATERSHED EDUCATIONAL EXPERIENCE

(MWEE)

The Meaningful Watershed Educational Experience (MWEE) is a learner-centered framework that focuses on investigations into local environmental issues and leads to informed action. MWEEs are composed of multiple components that include learning both outdoors and in the classroom, and are designed to increase the environmental literacy of all participants by actively engaging students in building knowledge and meaning through hands-on experiences. In these experiences, the core ideas and practices of multiple disciplines are applied to make sense of the relationships between the natural world and society. MWEEs help connect students with their local environment and equip them to make decisions and take actions that contribute to stronger, sustainable, and equitable communities.

The MWEE consists of four essential elements and four supporting practices that build upon each other to create a comprehensive learning experience for students. This process should be tailored to each audience and be age appropriate, with practices growing in complexity and sophistication across the grades, starting with teacher-guided investigations and progressing to student-led inquiry. Teachers should support and assist students in their inquiry and investigations of local environmental issues that are of interest to them and that connect to curriculum throughout the MWEE. To support teacher implementation of MWEEs, B-WET has also included five practices that are recommended to be in place for teacher professional development activities.

1. MWEE ESSENTIAL ELEMENTS

The MWEE consists of four essential elements that describe “what students do.” These elements promote a learner-centered framework that emphasizes the role of the student in actively constructing meaning from the learning experiences. The essential elements are not meant to be linear, in fact some elements, such as Synthesis and Conclusions, occur repeatedly throughout the MWEE.

1.1 Issue Definition

Throughout the MWEE, students focus on a driving question that guides their inquiry, investigations, and ultimately results in environmental actions. To support this, teachers define a locally relevant environmental issue, problem, or phenomenon and a driving question— often referred to as an essential question, organizing question, or overarching question. This is the “big picture” question that is important for sparking curiosity and

Notice of Federal Funding Page 5 of 51 organizing student inquiry. The driving question should be open-ended, relevant to the students’ lives, maintain continuity of activities, and meet learning objectives.

During Issue Definition, students are actively involved in co-developing supporting questions with teachers. They also plan and conduct background research and investigations to better understand the driving and supporting questions (e.g. making observations and/or measurements; carrying out field investigations; talking to experts or relevant stakeholders;

reviewing credible resources; reviewing current environmental policies or community practices; exploring models). As a part of this process, students also reflect on personal and public values and perspectives, and root causes, related to the driving question.

1.2 Outdoor Field Experiences

Students participate in multiple Outdoor Field Experiences sufficient to explore the driving question. Within appropriate safety guidelines, students are actively involved in planning and conducting the field investigations, including developing supporting questions to explore the driving question in the field. Field experiences allow students to interact with their local environment and contribute to learning in ways that traditional classroom or laboratory settings may not. During field experiences, students use their senses, scientific equipment, and technology to make observations, collect data or measurements, and conduct experiments necessary to answer their supporting questions and inform Environmental Action Projects. Students who have opportunities to learn in, thrive in, and appreciate the outdoors can become informed and engaged champions for our natural resources.

Outdoor Field Experiences can take place on school grounds or at locations in close proximity to schools, such as streams or local parks. They can also take place at off-site locations such as state or national parks, wildlife refuges, marine protected areas, or nature centers that are often staffed by experts and may provide access to field equipment and facilities. A range of partners including environmental educators, natural resource professionals, or trained volunteers, can help facilitate field experiences however they should be co-developed and co-taught with teachers so that field experiences support learning objectives. Teachers and partners should ensure an accessible outdoor learning environment for all participants, including students with a range of physical, cognitive, emotional, and social abilities. They should also prepare students by discussing and providing information about what students can expect to see, feel, and experience during their time outdoors in order to ensure students feel safe and comfortable during their field experiences.

1.3 Synthesis and Conclusions

Students identify, synthesize, and apply evidence from their investigations to make claims

Notice of Federal Funding Page 6 of 51 and draw conclusions about the issue. These claims are used by students to create a plan for environmental action. Synthesis and Conclusions should happen regularly throughout the MWEE. Teachers dedicate time for students to reflect on each experience and investigation in relation to the issue and facilitate students sharing their claims and conclusions with each other. Students may demonstrate understanding of their investigations and conclusions through communication to a variety of audiences such as their peers, other classrooms, school leaders, parents, or the community.

1.4 Environmental Action Projects

Students identify and implement an environmental action project as a solution that directly addresses the defined issue within their school, neighborhood, town, or community. Students are actively engaged in and, to the extent possible, drive the decision-making, planning, and implementation of the action project, while teachers play a facilitation role by forming groups, moderating, and answering questions. Students reflect on the value of the action and determine the extent to which it successfully addressed the issue.

This essential element allows students to understand that they personally have the power to bring about change by taking action to address environmental issues at the personal, community, or societal level. Taking action instills confidence in students and can contribute to students becoming environmental stewards in their communities.

Environmental Action Projects can take many forms and may fall into the following types:

> Restoration or Protection: actions that assist in the recovery or preservation of a watershed or related ecosystem that has been degraded, damaged, or destroyed (e.g., plant or restore protective vegetation/trees; restore a local habitat; remove invasive plants; clean up litter at local beaches, parks, or school grounds; develop a school garden, natural history area, community garden, or other sustainable green space; install rain gardens to help manage stormwater).

> Everyday Choices: actions that reduce human impacts on watersheds and related ecosystems and offer ways to live more sustainably (e.g., refuse/reduce/reuse/recycle;

monitor and save water in the face of potential drought or reduction in water availability;

compost food or yard waste; research and implement energy efficient strategies or energy alternatives at school and/or at home).

> Community Engagement: actions that inform others about how to address community-level environmental issues (e.g., give presentations to local organizations; organize community events; record or broadcast public service announcements; share information on social media; post flyers in community; share posters at community events/fairs/festivals;

mentoring).

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> Civic Engagement: actions that identify and address issues of public concern. Students acting alone or together to protect public values or make a change or difference in a student’s school, town, neighborhood, or community (e.g., present to school board or school principal;

attend, speak, or present at town meetings; write or meet with decision makers/elected officials of a students’ school, town, neighborhood, or community).

2. MWEE SUPPORTING PRACTICES

The MWEE also includes four supporting practices that describe “what teachers do” to ensure successful implementation with students.

2.1 Teacher Facilitation

MWEEs require that teachers support student learning for the duration of the MWEE -- both inside and outside the classroom. Teachers balance roles of facilitation, direct instruction, and coaching to create a student-centered learning experience where the essential elements of the MWEE come together to support goals for learning and create opportunities for students to take active roles in the learning process. Teachers provide space for student choice and voice by creating learning experiences that center on what students value.

To support this level of engagement, teachers should have access to professional development opportunities that support their content knowledge, understanding of the MWEE framework, and confidence and intention to implement MWEEs independently (see Teacher MWEE Professional Development Practices for specifics).

2.2 Learning Integration

The MWEE is an educational framework that helps teachers meet their learning objectives in an engaging way. MWEEs are not meant to be something “extra”, but rather a means of enriching lessons for deeper student learning while meeting academic standards. To achieve this vision, MWEEs should be embedded into the school curriculum to support goals for learning and student achievement. They can also provide authentic, engaging interdisciplinary learning that crosses traditional boundaries between disciplines. Finally, the MWEE essential elements can also be used by educators in out-of-school settings (e.g. after-school programs; clubs; summer camps) to enrich activities and complement school-based programming.

2.3 Sustained Experience

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MWEEs rely on teachers to plan and implement a multi-faceted unit of inquiry where each essential element--from asking questions through implementing action--builds upon and reinforces the others to provide rich learning opportunities. MWEEs are spread over the course of a unit or multiple units, where learning happens both in and out of the classroom.

A Sustained Experience provides adequate time for students to not only reflect on the individual lessons and experiences, but also on how all of the elements cohesively come together. While an individual lesson may occur in one class period or field experience, that lesson or experience should be explicitly connected to the larger learning sequence of the

MWEE.

2.4 Local Context

MWEEs have teachers use the local environment and community as a context for learning that is relevant to students’ lives. Situating the MWEE within local contexts promotes learning that is rooted in the unique culture, history, environment, economy, literature, and art of a students’ school, neighborhood, town, or community. To enrich MWEEs, local resources (e.g. partners; expertise; field sites) should be incorporated. Partnerships, such as those with local community-based organizations, allow students to engage with members of their community of diverse cultures, values, and expertise for a more equitable and inclusive experience.

Emphasizing the local context enables students and teachers to develop stronger connections to, and appreciation for, their local environments and communities. This also enables students and teachers to explore how their individual and collective decisions affect their immediate surroundings and in turn affect larger ecosystems and watersheds.

3. TEACHER MWEE PROFESSIONAL DEVELOPMENT PRACTICES

Professional development should empower teachers to confidently and competently use the MWEE framework to support standards-based learning that aligns with local education agency initiatives. In order to gain and maintain environmental education competencies, teachers benefit from sustained, high-quality professional development that includes ongoing support and feedback. Teachers should gain confidence in the value of MWEEs and strategies for conducting them so that they will be able to implement MWEEs after the professional development has ended. Specifically, the following practices are recommended for professional development to support teachers implementing MWEEs.

3.1 Increases teachers’ knowledge and awareness of environmental issues

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Teachers must have an adequate level of content knowledge for their MWEE topic area specific to their grade level and discipline, including an understanding of the interactions between natural systems and social systems and human impacts on local watersheds and larger Earth systems. Recognizing that environmental issues often include different perspectives and opinions, teachers must also have a deep understanding of the facts related to environmental issues, along with an understanding of the various stakeholder values. In addition, teachers who demonstrate environmentally responsible attitudes and behaviors may be role models for their students and increase their ability to guide students in environmental actions to address complex environmental issues.

3.2 Models MWEE framework

Facilitators should utilize the same techniques and experiences in professional development that teachers are expected to use with their students, such as hands-on Outdoor Field Experiences, critical thinking about environmental issues, and Environmental Action Projects. Professional development should also provide opportunities for teachers to understand the goals and rationale behind the MWEE as a framework to learning and environmental stewardship. Professional development should include ongoing support for teachers, and include time for teachers to reflect on modeled activities, and plan for how the student MWEEs will be implemented in their own classrooms.

3.3 Allows for adequate instructional time

Professional development should be multi-day, occurring consecutively or over the course of several weeks or months. Professional development should include ample opportunity for teachers to reflect on their own teaching practices and plan for how to use knowledge and skills gained from professional development in the classroom. Opportunities to share ideas and challenges with colleagues in a cohort creates space for dialogue that can provide teachers with additional support and inspiration.

3.4 Provides ongoing teacher support and appropriate incentives

Even in cases where teachers participate in robust multi-day workshops, such as summer or weekend courses, it is still essential that professional development providers have a structure in place for on-going teacher support and enrichment. This can take the form of follow up meetings, creating web-based forums for communication and feedback, establishing mentor teachers who can serve as points of contact, or including teams of teachers from one particular school. Continuing education credits and stipends can be used to encourage participation in on-going professional development opportunities. Outreach and training

Notice of Federal Funding Page 10 of 51 opportunities for school administrators help increase high level support for both environmental education and continuing teacher professional development for teachers.

3.5 Meets jurisdictional guidelines for effective teacher professional development

Each jurisdiction has established guidance and recommendations relevant to all forms of teacher professional development. When possible, professional development opportunities for MWEEs should adhere to these general guidelines set forth by local education agencies.

c. RESOURCES FOR IMPLEMENTING MWEEs

The following resources explain the Meaningful Watershed Education Experience (MWEE) and provide guidance on implementing a MWEE. Though some of the following resources are Chesapeake Bay-focused, the information provided is highly applicable to MWEEs implemented in the Pacific Northwest.

> MWEE descriptive webpages: The full definition of the MWEE is provided online in an easy to use online format. (https://www.noaa.gov/education/explainers/noaa-meaningful-watershed-educational-experience)

> Bay Backpack MWEE webpages: Bay Backpack provides educators with the tools they need to support MWEEs for their students. (https://www.baybackpack.com/mwee/what-is-a-mwee)

> An Educator’s Guide to the MWEE: This guide provides basic tools to help think, plan, and evaluate a MWEE.

(https://d18lev1ok5leia.cloudfront.net/baybackpack/Documents/Educators_Guide_to_MWE E_508_Download.pdf)

> MWEE 101 training: This is an online course for the MWEE and is made up of three lessons: Why MWEEs, What Makes a MWEE, and Planning and Evaluating MWEEs. These lessons will introduce you to the MWEE, explore what MWEEs can look like, highlight the MWEE's components, and introduce the tools that support the development and implementation of MWEEs. (https://cbexapp.noaa.gov/course/view.php?id=5555)

> School Grounds for Learning: This resource supports the development and continued use of integrated, sustainable indoor and outdoor environmental learning projects on school grounds. (https://www.baybackpack.com/action-projects/outdoor-classrooms-labs-habitats)

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B. Program Priorities

a. PRIORITIES

Proposals MUST address one of the following priorities (described below in detail), as well as all universal elements that are described in Section I.B.b.

1. Systemic classroom-integrated Meaningful Watershed Educational Experiences (MWEEs) for students through high-quality teacher professional development related to MWEEs.

2. Capacity building and partnership development for environmental education programs that ultimately supports the implementation of systemic Meaningful Watershed Educational Experiences (MWEEs) for students.

DESCRIPTION OF PROGRAM PRIORITIES

1. PRIORITY 1: Systemic classroom-integrated Meaningful Watershed Educational Experiences (MWEEs) for students through high-quality teacher professional development related to MWEEs.

The NOAA B-WET program seeks proposals for projects that support long-term systemic classroom-integrated Meaningful Watershed Educational Experiences (MWEEs) for students through high-quality teacher professional development related to MWEEs. Although time may be needed to develop capacity for systemic implementation, projects under this priority should have the end goal of ultimately reaching the entire student population in one or more grades within a school district with teacher-supported MWEEs. Teacher professional development and supported student activities under this priority area should incorporate science and stewardship activities focused on issues of ocean and climate science as it relates to the local watershed, and address all aspects of the MWEE as defined in Section I.A.b.

Professional development should empower teachers to confidently and competently use the MWEE approach to support standards-based learning that aligns with local education agency initiatives. In order to gain and maintain environmental education competencies, teachers benefit from sustained, high quality professional development that includes ongoing support and feedback. Teachers should gain confidence in the value of MWEEs and strategies for conducting them so that they will be able to implement MWEEs after the professional development has ended. Projects submitted under this area should be designed so that teachers not only understand what a MWEE is, but why this type of pedagogy is important.

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The goal is to ensure that professional development experiences for the teacher ultimately benefit their students.

Teacher professional development should be offered for all teachers whose students will be engaged in MWEEs so they can support classroom integration. It should deliver training on both content and instruction in the outdoors, include yearlong support for teachers, and include a plan for how teachers will be involved in implementing watershed education with their students. This kind of in-depth professional development reinforces a teacher's ability to teach, inspire, and lead young people toward thoughtful stewardship of our natural resources.

Based on educational research findings and preliminary evidence from the B-WET national evaluation system, the B-WET program recommends that professional development include more than 30 hours of professional development time, of which more than 10 hours should be spent outdoors. These targets are expected to support teacher change and increase the likelihood that teachers will implement MWEEs. This may include any of the following types of B-WET professional development: workshops, college-level courses, professional development provider training (training for individuals who provide teacher professional development), individual teacher coaching and support (e.g., curriculum planning, shared teaching, demonstrations and/or other forms of in-school or in-field support), and/or online support (e.g., courses, webinars, discussion forums).

Professional development should include tools for teachers to implement MWEEs on their school grounds as an alternative to offsite field experiences. Resources exist to support the effective hands-on implementation of MWEEs and the development and continued use of integrated, sustainable indoor and outdoor environmental learning projects that provide substantial benefit to both students and the school environment. Please see the School Grounds for learning resources available at: https://www.baybackpack.com/action-projects/outdoor-classrooms-labs-habitats.

Proposals should include a plan of action to show how teacher professional development will ultimately lead to systemic MWEEs where students participate in all MWEE elements as defined in Section I.A.b (including issue definition, outdoor field experiences, synthesis and conclusions, and environmental action projects). Student MWEEs should be organized around a driving question that has students focus on a locally relevant environmental issue or phenomenon affecting the watershed, coastal, and / or ocean ecosystems.

Projects that are systemic encourage ownership from a broad range of constituents and promote long-term sustainability of the MWEE project in a school district. These programs

Notice of Federal Funding Page 13 of 51 require leadership and support from the school district, therefore partnerships with school divisions and/or the state department of education (if the applicant is not one of these entities) are highly encouraged and necessary. Additionally, because of the broad reach of systemic projects, partnerships with multiple partners are often required to ensure all students receive all components of a MWEE and meaningful professional development for teachers is provided.

Proposals should include details about where the project fits in the scope and sequence of school district curriculum, and applicants should clearly understand and convey the primary learning objectives. Multi-disciplinary objectives are encouraged. Letters of support from curriculum supervisors and science, social studies, and other relevant subject coordinators at the district level can be effective in communicating such details.

MWEEs should be embedded across an entire grade level or levels in a district, or be part of a broader systemic program in a school district to reach every student. For example, projects may reach only half of a grade level’s teachers and students if the application includes documentation from the school district and other partners that the proposed project is a component of a larger systemic effort that reaches the entire grade level. If this is not feasible, applicants should explain why it is not feasible and how they will build toward systemic implementation over the course of the grant and into the future.

Applications for projects can come from any eligible applicant, however, substantial coordination and support from the school district is required. To document the appropriate level of support and engagement from school districts, official letters from superintendents, school boards, and/or school district curriculum supervisors are required with proposals.

2. PRIORITY 2: Capacity building and partnership development for environmental education programs that ultimately supports the implementation of systemic Meaningful Watershed Educational Experiences (MWEEs) for students.

The NOAA B-WET program recognizes that the environmental education field faces multiple threats due to the COVID-19 pandemic. A recent survey of impacts on the field found that thirty percent of environmental education providers report they will be definitely unable or very unlikely to reopen. Organizations will need funding to support creative and alternative approaches so they can provide online or physically distant meaningful opportunities, especially in marginalized communities. In addition, the financial challenges many organizations are facing through the pandemic raises the risk that in the recovery they will prioritize majority audiences and paying participants, with the potential to set back years of efforts to engage more historically underfunded communities in these programs. In

Notice of Federal Funding Page 14 of 51 response to these impacts, the NOAA B-WET program will focus on capacity building to ensure providers can adjust and adapt to this changing environment. Capacity building can be defined as building capacity within the school system to implement MWEEs, or building capacity within the organization that is providing the MWEE. Applicants should describe how the proposed project will enable implementation of MWEEs as part of the project or create capacity for future implementation of MWEEs. Our intent through this priority is to allow the community to respond with their needs.

Some examples of capacity building could include:

>Innovative approaches to MWEEs during the COVID-19 pandemic;

>Support for environmental educators to be redeployed into schools and school systems to provide assistance to instruction in an outdoor setting;

>Support to promote the value of environmental education as engaging, effective, and essential during the COVID-19 pandemic;

>Support for an Outdoor Access Coordinator who assists schools and school systems to navigate the pathway towards outdoor learning and field trips during the COVID-19 pandemic, under existing, or new, restrictions that apply to these opportunities;

>Development of schoolyard habitats, gardens, restoration areas, outdoor labs, weather stations, and other outdoor settings that are functional for teachers and engaging for students;

>Training for environmental education staff to engage with marginalized communities;

>Support to acquire technology and professional training that will enable environmental education organizations to reimagine their programming so they can provide both high-quality and meaningful online and/or physically distant learning opportunities, especially in marginalized communities;

>Development of partnerships that are a significant driver in ensuring equity and inclusion in environmental literacy planning activities or may bridge pathways between in-school MWEE implementation and complementary out-of-school activities.

We strongly encourage applicants to partner with community-based organizations that will lead with equity during recovery. Community-based partnerships is clearly defined below in Special Interest Areas described in Section I.C., but includes:

>Organizations and institutions that serve minority or underserved communities;

>Partnerships that help to address a watershed issue or phenomenon by bringing in local expertise on existing environmental issues and creating innovative solutions;

>Partnerships that enhance the local context, cultural relevance, and cultural competence in professional development for all teachers.

As noted, our intent through this priority is to allow the community to respond to their needs.

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Therefore, applicants should include a clear description of need within their target audience, and a justification for adjustments that will lead to successful meaningful experiences during COVID-19. Applicants are encouraged to describe the demographics and needs of their target audience(s) and use data to support these assertions. The target audience should be included in the planning process for implementing adjustments. The targeted community’s need and participation should be verified with letters of support from both the applicant’s community-based partner organizations, and the targeted schools, school district, or school systems.

b. UNIVERSAL ELEMENTS THAT SHOULD BE INCLUDED WITH EACH PROGRAM

PRIORITY

All proposals submitted should address the following universal elements:

1. INVOLVE EXTERNAL SHARING AND COMMUNICATION

Projects should promote peer-to-peer sharing and emphasize the need for external sharing and communication. Projects should include a mechanism that encourages the students to share their experiences with other students or with the community (e.g., through a mentoring program, newsletters, journals, or community presentations).

2. DEMONSTRATE PARTNERSHIPS

Partnerships are essential to implementing the Pacific Northwest B-WET program. Project proposals should include multiple partners. A partnership is a collaborative working relationship between two or more organizations. In most cases, partnerships with school divisions and/or the state department of education (if the applicant is not one of these entities) are highly encouraged and necessary. All partners should be actively involved in the project, not just supply equipment or curricula. Letters from each partner must be submitted with the application package to demonstrate the level of commitment and involvement.

3. ALIGN TO EDUCATIONAL LEARNING STANDARDS

Projects should be aligned to state and/or local learning standards and support local education agency initiatives.

>Next Generation Science Standards (https://www.nextgenscience.org/)

4. ALIGN TO NOAA EDUCATION PLAN AND INCORPORATE NOAA RESOURCES

MWEEs should be aligned to the NOAA Education Plan and use NOAA assets, such as data, resources, expertise, or places. NOAA has a wealth of applicable products, data, and services

Notice of Federal Funding Page 16 of 51 as well as a cadre of scientific and professional experts who can enhance student experiences both in the classroom and in the field. These resources complement the educator’s strengths and augment the educational resources. Additionally, NOAA personnel can serve as important role models for career choices and stewardship. Reaching out to NOAA partners early on in the planning process will be most beneficial for consultation and collaboration.

> NOAA Education Plan (https://www.noaa.gov/education/explainers/noaa-education-strategic-plan)

> NOAA Resource Collections (https://www.noaa.gov/education/resource-collections)

> NOAA in your State and Territory (https://www.legislative.noaa.gov/NIYS/)

> NOAA in your Backyard (https://www.noaa.gov/ education/noaa-in-your-backyard)

5. INCORPORATE ELEMENTS OF CLIMATE SCIENCE AND RESILIENCE

The K-12 education system is a well-positioned venue for instilling comprehensive knowledge, skills, competencies, and resilience around the most pressing environmental issue of today: climate change. According to the recent Intergovernmental Panel on Climate Change (IPCC) report, communities in the U.S. are experiencing changes in climate that are resulting in severe storms, tornadoes, hurricanes, extended drought, changes in ocean chemistry, marine heat waves, and sea level rise. Currently, educational researchers and policy makers are calling for climate change education that goes beyond knowledge acquisition and formal classroom teaching to efforts that reach audiences of all demographics and incorporate the social, political, economic, and justice elements of climate change. Education has the power to help students develop meaningful personal connections to climate solutions, a sense of personal agency and empowerment, and ultimately impact their behaviors and decision-making in relation to climate change (Kwack, 2021). Projects should incorporate age-appropriate elements of climate change into programming. The MWEE approach can be a direct means for students to develop climate knowledge, skills, and competencies to address climate change and climate impacts in their own communities.

Many climate science resources exist that can support teachers and students including but not limited to:

> Teaching Climate: The Teaching Climate section will support the Next Generation Science Standards (NGSS) Implementation through an integrated Earth system science approach in K-12 education. (https://www.climate.gov/teaching/climate)

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> US Climate Resilience Toolkit: Learn about potential climate hazards so you can protect vulnerable assets. (https://toolkit.climate.gov/)

> Resilience Assets: Tools to better understand your community’s environmental threats and what you can do to prepare for them. A list of resilience resources from NOAA, NOAA partners, and other related organizations. (https://www.noaa.gov/office-education/elp/resilience-assets)

> CLEAN: The Climate Literacy and Energy Awareness Network includes scientifically and pedagogically reviewed digital resources for teaching about climate's influence on you and society and your influence on climate. (https://cleanet.org/index.html)

6. ALIGN TO ENVIRONMENTAL LITERACY PRINCIPLES

Projects should be aligned to environmental literacy principles, as appropriate.

> Ocean Essential Principles and Fundamental Concepts and Climate Essential Principles and Fundamental Concepts guides:

https://oceanservice.noaa.gov/education/literacy.html

c. ADDITIONAL CONSIDERATIONS TO SUPPORT PROGRAM PRIORITIES This year applicants may be struggling to deal with uncertainty related to COVID-19 on programming. Applicants should describe how their methods and programming will be adapted to address all MWEE elements, to the degree possible, while being responsive to guidelines and restrictions imposed in response to the pandemic. Proposals may detail a range of approaches to adapt to COVID-19 restrictions and uncertainty impacting schools throughout the watershed. It is understood that adjustments and alternate approaches will likely be different from the traditional MWEE approach of past projects.

Specifically, applicants should:

> Know audience limitations: Because pandemic restrictions and limitations vary by jurisdiction, school, and household, applicants should demonstrate awareness of their target audiences’ capabilities (such as access to the technology needed to participate in virtual programming). Applicants should describe planned communication with school partner administrative staff about how best to engage their audiences.

> Describe alternate methods: Applicants should provide options and examples of how the MWEE framework can be addressed through alternative approaches and methods, such as virtual, blended, at-home, or in-person learning, and remote stewardship activities.

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> Describe project flexibilities: Because pandemic responses are fluid over time, applicants should describe what flexibilities their project plan possesses and their ability to adjust methods mid-stream, if needed, and still carry on their project plan. Applicants may describe more than one scenario in their proposal, however the objectives of the scenarios should aim for a common outcome.

d. SPECIAL INTEREST AREAS Any proposal to this announcement must meet one of the Priority Areas described in the previous section. NOAA also has an additional Special Interest Area that applicants may wish to address if they choose, which is: Community partnerships that lead with equity.

COMMUNITY PARTNERSHIPS THAT LEAD WITH EQUITY

Applicants are encouraged to work with community-organizations that lead with equity (if the applicant is not one of these entities). In order to be effective, sustainable, and equitable, environmental education must be integrated within organizations that understand and support the needs of their community. In addition, the impacts of the pandemic will be felt disproportionately by historically marginalized groups, particularly students of color and students from low-income families, who are more likely to lose environmental education within their local school districts. Therefore, the NOAA B-WET program is interested in projects that partner specifically with organizations and institutions that serve marginalized groups, particularly minority communities. Projects are strongly encouraged to develop meaningful and mutually-beneficial partnerships that honor the strengths of community organizations. In successful partnerships, organizations have shared goals and work together to share resources, communicate effectively, collaborate on decision-making, and competently engage members of diverse cultures and expertise. Adequate compensation should be provided for community-based organization partners and community members for the effort they are contributing to the project. Applicants are encouraged to apply NAAEE’s Community Engagement Guidelines for Excellence (https://naaee.org/eepro/publication/community-engagement-guidelines) in developing their project plans for engagement of target audiences.

Community partnerships may look different across proposals but may include:

> Historically black colleges and universities, Hispanic serving institutions, Tribal colleges and universities, and institutions that work in underserved areas;

> Organizations and institutions that serve marginalized groups, particularly minority communities;

> Partnerships that help to address a watershed challenge, problem, or phenomenon by

Notice of Federal Funding Page 19 of 51 bringing in local expertise on existing environmental issues and creating innovative solutions;

> Partnerships that enhance the local context, cultural relevance, and cultural competence in professional development for all teachers.

C. Program Authority

Under 33 U.S.C. § 893a(a), the America COMPETES Act, the Administrator of the National Oceanic and Atmospheric Administration is authorized to conduct, develop, support, promote, and coordinate formal and informal educational activities at all levels to enhance public awareness and understanding of ocean, coastal, Great Lakes, and atmospheric science and stewardship by the general public and other coastal stakeholders, including underrepresented groups in ocean and atmospheric science and policy careers. In conducting those activities, the Administrator shall build upon the educational programs and activities of the agency.

II. Award Information

A. Funding Availability

It is anticipated that approximately $800,000 will be available in FY 2022 to fund eligible applications among both priorities in the form of grants or cooperative agreements.

The total Federal amount that may be requested from NOAA should not exceed $150,000.

The minimum Federal amount to request from NOAA is $65,000. NOAA does not expect to consider applications requesting Federal support from NOAA for more than $150,000 or less than $65,000.

Proposals not funded in the current fiscal period may be considered for funding in another fiscal period without NOAA repeating the competitive process outlined in this announcement.

B. Project/Award Period

The project start date should not begin before August 1, 2022. The period of awards may be for a maximum period of up to 24 months. Applications must include a project description and a budget for the entire award period. Applicants selected to receive funding may be asked to modify the project start date. It is recommended to include the flexibility of the requested start date in your project description.

C. Type of Funding Instrument

Proposals selected for funding will be funded through a grant or cooperative agreement

Notice of Federal Funding Page 20 of 51 depending upon the amount of collaboration, participation, or involvement of NOAA in the management of the project. A cooperative agreement will be used if the NOAA B-WET program shares responsibility for management, control, direction, or performance of the project with the recipient. Specific terms regarding substantial involvement will be contained in special award conditions.

III. Eligibility Information

A. Eligible Applicants

Eligible applicants are: K-12 public and independent schools and school systems;

institutions of higher education; community-based and nonprofit organizations; regional, state or local government agencies; interstate agencies; and Indian tribal governments. For-profit organizations, foreign organizations, and foreign public entities are not eligible to apply; however, for-profit and foreign organizations and foreign public entities may participate as a project partner with an eligible applicant. Federal agencies are not allowed to receive funds under this announcement but may serve as collaborative project partners and may contribute services in kind.