NOFO_EPA-OA-NEETP-26.pdf

Notice of Funding Opportunity

Applications Due: Monday, April 27, 2026

Environmental Education and Stewardship Division

National Environmental Education and Training Program

Funding Opportunity Number: EPA-OA-NEETP-26 i

Contents

1. Basic Information

A. Executive Summary B. Key Information:

C. Key Dates:

D. Funding Details:

E. Agency Contact Information:

F. Other Funding Considerations

2. Eligibility

A. Eligible Applicants

(1) Other Eligibility Requirements

(2) Ineligible Costs and Activities

B. Cost Sharing

3. Program Description

A. Purpose, Priorities, and Activities

(1) Purpose

(2) Priorities

(3) Activities

B. Program Goals and Objectives C. Statutory Authority D. Funding Type

4. Application Contents and Format

A. Application Forms B. Project Narrative Description C. Applicants Using Contractors D. Consortia Coverage

5. Submission Requirements and Deadlines

A. Submission Dates and Times B. Unique Entity Identifier (UEI) and System for Award Management (SAM.gov) C. Submission Instructions D. Technical Issues with Submission E. Intergovernmental Review

6. Application Review Information

A. Responsiveness Review B. Review Criteria C. Review and Selection Process

(1) Other Evaluation Factors

D. Risk Review

7. Award Notices ii

8. Post-Award Requirements and Administration

A. Administrative and National Policy Requirements B. Reporting C. Subaward and Executive Compensation Reporting D. Quality Assurance Requirements

9. Other Information

A. Additional Provisions for Applicants B. Key Definitions and Frameworks

1. Basic Information

U.S. Environmental Protection Agency

Environmental Education and Stewardship Division

National Environmental Education and Training Program

EPA National Environmental Education Training Program

A. Executive Summary The National Environmental Education and Training Program is authorized under Section 5 of the National Environmental Education Act of 1990 (Public Law 101-619). The purpose of this program is to deliver environmental education (EE) training and long-term support to formal and non-formal education professionals across the U.S. in the development and delivery of environmental education and training programs and studies, bolstering their ability to effectively teach about environmental issues. Eligibility for funding is open to U.S. institutions of higher education, not-for-profit institutions as described in Section 501(c)(3) of the Internal Revenue Code of 1986 which are exempt from taxation pursuant to provisions of section 501(a) of such Code, or a consortium of such institutions may apply to operate this program.

C. Key Dates:

April 27, 2026 11:59 pm ET Application Submission Deadline

July 2026 Anticipated Notification of Selection

September 2026 Anticipated Award Notification

D. Funding Details:

It is anticipated that one award will be made under this announcement. The amount of funding is expected to be approximately $4,740,000, which will be incrementally funded up to $2,370,000 annually for two years, depending on Agency funding levels, the quality of applications received, agency priorities, and other applicable considerations. Awards funded under this opportunity are expected to have a two-year project period.

E. Agency Contact Information:

Further information, if needed, may be obtained from the EPA contact(s) indicated below.

Technical Contact: Michael Band; EEGrants@epa.gov

Eligibility Contact: Michael Band; EEGrants@epa.gov

B. Key Information:

Opportunity Number:

EPA-OA-NEETP-26

Assistance Listing:

66.950

Announcement Type:

Initial

Funding Available:

$4,740,000

Number of Awards:

One https://www.epa.gov/education/national-environmental-education-training-program mailto:EEGrants@epa.gov

Electronic Submissions Contact: Michael Band; EEGrants@epa.gov

F. Other Funding Considerations

EPA will award funding incrementally on an annual basis. Funding availability is not guaranteed beyond year 1. EPA’s financial obligations to the recipient are limited by the amount of federal funding awarded to date as reflected in the award document. If the recipient incurs costs in anticipation of receiving additional funds from EPA, it does so at its own risk. The table below summarizes the estimated funding available throughout the two-year project period. These funding levels are intended as estimates only based on the expected scope of work throughout the life of the award. Recipients may propose different funding levels for each project year so long as the annual federal funding request is no greater than $2,370,000 and the overall funding request does not exceed $4,740,000.

Year 1 Year 2 TOTAL

$2,370,000 $2,370,000 $4,740,000

2. Eligibility

A. Eligible Applicants Only these types of organizations may apply:

• Institutions of Higher Education (IHEs)

• Nonprofit organizations

• Consortium of IHEs, nonprofit organizations, or a combination of both, per Section 4.D

EPA encourages eligible applicants to form a consortium to operate this program. Eligible applicants may be a member of a consortium in more than one application. However, such applicants may not apply as the sole applicant or as the applicant for a consortium in more than one application.

The following entities are INELIGIBILE to receive an award:

• For-profit organizations

• Individual teachers, educators, faculty members, students, or community members

• Nonprofit organizations described in Section 501(c)(4) of the Internal Revenue Code that engage in lobbying activities as defined in Section 3 of the Lobbying Disclosure Act of 1995

(1) Other Eligibility Requirements

Applications must meet the following threshold criteria to be considered eligible:

1. Applicant Organization Location: Applicant organizations must be located within the United States or a U.S. territory.

2. Project Location: Applications must include activities taking place within the United States or a U.S. territory.

3. Funding: Applications must not request more than $4,740,000 in federal funding ($2,370,000 annually for two years).

mailto:EEGrants@epa.gov https://www.ecfr.gov/current/title-2/part-200/section-200.1#p-200.1(Institution%20of%20Higher%20Education%20(IHE)) https://www.ecfr.gov/current/title-2/part-200/section-200.1#p-200.1(Nonprofit%20organization)

4. Cost Share: Applications must demonstrate how the cost share (non-federal match) requirement will be met, as described in Section 2.B.

EPA may contact applicants to clarify issues relating to threshold criteria compliance prior to making an eligibility determination. Applicants are encouraged to email the Agency Contact listed in Section 1.E with eligibility related questions prior to the application deadline. Please see Section 6 for additional threshold criteria.

(2) Ineligible Costs and Activities

1. Technical training of environmental management professionals

2. Environmental “information” and/or “outreach” projects that have no additional educational component, as described in Section 9.B;

3. Advocacy promoting a particular point of view or course of action;

4. Lobbying or political activities as defined in 2 CFR Part 200.450;

5. Non-educational research and development; or

6. Construction projects–EPA will not fund construction activities such as the acquisition of real property (e.g., buildings) or the construction or modification of any building.

B. Cost Sharing There is a cost share (non-federal match) requirement that all applicants must meet, for a minimum of 25% of the total project amount (total project amount = EPA Funding Request + Non-Federal Match).

Applicants must demonstrate in their proposal how it will meet the cost share requirement to be considered eligible.

The source of cost share funds must be identified in the application and may be provided in cash or by in-kind contributions. In-kind contributions often include salaries and other verifiable costs such as volunteer time and/or supplies/materials. All in-kind contributions must be allowable and verifiable costs and carefully documented in the application. In the case of salaries or volunteer time, applicants may use fair market value for the locale. If the cost share is provided by a partner organization, the applicant is still responsible for proper accountability and documentation. All cooperative agreements are subject to federal audit.

The proposed cost share must be clearly documented in the application’s SF-424, SF-424A, and the Detailed Budget and Narrative. Applicants must demonstrate in their proposal how it will meet the cost share requirement to be considered eligible. Selected recipients must comply with 2 CFR 200.306 when meeting a cost share requirement. Applications that do not include the required cost share in their application will not be considered for funding.

Minimum Cost Share Requirement Formula

Minimum Cost Share = (1/3) x EPA Funding Request https://www.ecfr.gov/current/title-2/section-200.306

3. Program Description

A. Purpose, Priorities, and Activities

(1) Purpose

The purpose of this program is to provide and build the national capacity of environmental education training for education professionals across the U.S., enabling them to effectively teach about environmental issues. Training may be provided for both formal (e.g., classroom teachers and faculty at colleges and universities) and non-formal educators (e.g., educators in museums, nature centers and other non-formal venues). It also may be provided in both pre-service (e.g., for students in teacher education programs and/or colleges of education and faculty) and in-service settings (e.g., for classroom teachers and other practicing educators).

Environmental education training refers to professional learning activities such as classes, online courses, workshops, communities of practice, seminars, and conferences which are designed to prepare education professionals to effectively teach about environmental issues. Building national capacity of environmental education training includes, but is not limited to, developing and disseminating environmental education guidelines, developing and implementing state educator certification programs, and providing access to information about high-quality programs and resources.

Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment. As a result, individuals develop a deeper understanding of environmental issues and have the skills to make informed and responsible decisions.

Environmental education enables communities and individuals to engage in environmental problem-solving, identify cause and effect relationships, build an understanding of the implications of their actions and promote economic well-being, now and long into the future, through environmental stewardship (see environmental education continuum below). Key characteristics include the importance of the relationships among ecosystem health, community well-being, and long-term resource efficiency, which can include reflection on risks to health, safety, and the environment.

In alignment with EO 14313: Establishing the President’s Make America Beautiful Again Commission, environmental education supports the following policies:

• Promote responsible stewardship of natural resources while driving economic growth.

• Encourage responsible, voluntary conservation efforts that expand outdoor recreation, hunting, and fishing opportunities for future generations.

• Recover America's fish and wildlife populations through proactive, voluntary, on-the-ground collaborative conservation efforts.

Environmental education supports EO 14313 as it sparks awareness and supports knowledge building around environmental topics. Environmental education also teaches individuals how to assess and analyze environmental topics through critical thinking and enhances problem-solving and decision-making skills, enabling individuals to participate in informed action and stewardship experiences.

https://www.federalregister.gov/documents/2025/07/09/2025-12774/establishing-the-presidents-make-america-beautiful-again-commission

The Environmental Education and Stewardship Division (EESD) encourages applicants to address and leverage the following funding priorities in their proposed projects in support of EO 14313, Establishing the President’s Make America Beautiful Again Commission:

• Environmental Stewardship

• Outdoor Education

• Environmental Risk Issue Investigations

• AI-Enhanced Environmental Education

(2) Priorities

In alignment with EPA’s mission and EO 14313, Establishing the President’s Make America Beautiful Again Commission, applicants are strongly encouraged to describe how their proposed project will address and leverage the funding priorities described below. The priorities listed below are not in order of importance or preference. See Section 6.B for additional information on how applicants will be evaluated on their proposal to address and leverage these funding priorities.

1) Environmental Stewardship: Is a voluntary commitment, behavior, and action that results in environmental protection or improvement. Stewardship refers to an acceptance of personal responsibility for actions to improve environmental quality and to achieve sustainable outcomes.

Stewardship involves lifestyle and business practices, initiatives and actions that enhance the state of the environment and natural resources. Some examples include habitat restoration, restoring aquatic ecosystems to improve water quality and availability, expanding access to clean drinking water, conserving fish and wildlife populations, living or conducting business in such a way as to minimize or eliminate pollution at its source, using natural resources efficiently, planting native trees and removing invasive plant species, and conserving or restoring soil, forests, prairies, wetlands, rivers, and parks. Stewardship can be practiced by individuals, groups, schools, organizations, companies, communities, and state and local governments with a goal of fostering a sense of collective responsibility and action.

Applicants are encouraged to describe how they plan to actively engage pre-service/in-service teachers and local communities in environmental stewardship efforts, decision-making processes, as well as pedagogy and practices around designing and facilitating environmental stewardship efforts in their proposed projects.

2) Outdoor Education: Engages individuals and communities directly with the environment, making environmental topics and concepts more tangible through real-world experiences and fostering a sense of responsibility for local, national, and global environments. In accordance with EO 14313, Establishing the President’s Make America Beautiful Again Commission, emphasis is placed on kindling our Nation’s spirit of exploration through exposure to responsible conservation, restoring our lands and waters, and protecting our Nation's outdoor heritage. The

United States’ varied landscapes, natural resources, and multifaceted ecosystems create opportunities for access to practical, hands-on learning environments to engage in meaningful outdoor education experiences.

Applicants are encouraged to describe how they plan to actively engage pre-service/in-service teachers and local communities in outdoor education experiences, pedagogy and practices around designing and facilitating outdoor learning experiences as well as the development of partnerships with outdoor recreation and learning organizations to support outdoor education in their proposed projects.

3) Environmental Risk Issue Investigation (ERII): Through emphasis on developing a deeper understanding of environmental issues and having the skills to make informed and responsible decisions, this competition promotes ERII as a systematic approach to understanding, analyzing, and addressing environmental, economic, and/or human health impacts. ERII allows individuals to identify the influencing factors, causes, and impacts of environmental issues while engaging in critical thinking and problem-solving for effective action and stewardship. ERIIs are interdisciplinary, inquiry-based learning experiences that support and enhance environmental education by providing real-world context through engaging learners in investigating causes, impacts, and possible solutions for environmental issues. Recommended inquiry-based practices include the following, which have been modified from The National Project for Excellence in Environmental Education, an EPA funded grant awarded to the North American Association for Environmental Education:

• Provide opportunities for authentic, experiential exploration of the environment, environmental issues, and possible environmental solutions. For example, provide opportunities for learners to collect, analyze, and evaluate data to draw conclusions.

• Facilitate activities that build personal and community connections to the environment, including with people directly affected by environmental issues. For example, consider key factors in connecting, collaborating and communicating about environmental hazards and the relationships among the impacted individuals and communities.

• Provide opportunities for relevant and responsive inquiry and investigation, especially when considering risks to health, safety, and the environment that require learners to reflect on their own and others’ perspectives.

Applicants are encouraged to describe how they plan to investigate key environmental risks that have environmental, economic, and public health impacts such as air quality, water quality & safety, emergency response planning, ecosystem health, habitat biodiversity and degradation, and land revitalization in their proposed projects. See Section 9.B for more information on EESD’s Environmental Risk Issue Investigation Process.

4) AI-Enhanced Environmental Education: Projects should explore how AI tools can be used to enhance environmental education and support educator training projects through applications such as data collection, analysis, and visualization, development of immersive and/or adaptive learning experiences/platforms, development of predictive environmental models, and/or support of environmental stewardship efforts. Defined in 15 U.S.C. 9401(3), the term "artificial intelligence" means a machine-based system that can, for a given set of human-defined objectives, make predictions, recommendations or decisions influencing real or virtual environments. Artificial intelligence systems use machine and human-based inputs to:

https://www.govinfo.gov/content/pkg/USCODE-2024-title15/pdf/USCODE-2024-title15-chap119-sec9401.pdf

a) Perceive real and virtual environments;

b) Abstract such perceptions into models through analysis in an automated manner; and

c) Use model inference to formulate options for information or action.

AI is a powerful tool, but not a replacement for human judgment and community values. AI can augment capacity, automate tasks, support the visualization of complex environmental topics as well as support decision-making, but human judgment and community values must remain central. Opportunities must be balanced with caution as challenges like data privacy, cultural relevance, and technology access need continuous attention to maintain security and ethical use. EPA recommends critical reflection on the value of AI-enhanced environmental education, the impact of AI models and infrastructure, and the responsible use of AI practices to promote human flourishing, economic competitiveness, and national security.

In accordance with EO 14179, Removing Barriers to American Leadership in Artificial Intelligence, applicants are encouraged to describe how they plan to leverage AI to enhance environmental education in their project proposals.

(3) Activities

Applicants are required to describe how funding will help EPA achieve outputs and outcomes that support Environmental Stewardship, Outdoor Education, Environmental Risk Issue Investigations, and AI-enhanced Environmental Education in their responses to the criteria in Section 6.

Outputs and outcomes specific to each project will be identified as deliverables in the negotiated workplan if the application is selected for award. Recipients will be expected to report progress toward the attainment of expected project outputs and outcomes during the project performance period.

Outputs are an environmental education activity, effort, and/or associated work product related to an environmental goal or objective that will be produced or provided over time or by a specified date.

Outputs may be quantitative or qualitative but must be measurable during the project period.

The expected outputs for cooperative agreements awarded under these guidelines may include but are not limited to the examples listed below. Applicants are strongly encouraged to expand or refine these expected outputs to better align with the funding priorities described in Section 3.A(2).

• Deliver in-service educator training that builds on existing quality environmental education programs.

• Deliver pre-service educator training that enables students in teacher education programs/education departments at colleges and universities to effectively include environmental education in their teaching.

• Deliver faculty training in education departments at colleges/universities to effectively include environmental education in courses and teacher education programming.

• Support state “infrastructure” that enables educators to effectively teach about environmental issues (referred to as “state capacity building”).

• Develop a materials review process that identifies, evaluates, and promotes high-quality environmental education materials.

• Support accreditation efforts to include environmental education in college and university teacher preparation programs.

• Support state educator certification efforts by assisting states that are developing their own certification programs.

https://www.federalregister.gov/documents/2025/01/31/2025-02172/removing-barriers-to-american-leadership-in-artificial-intelligence

• Facilitate access to environmental education information and materials by building on existing internet sites that provide broad electronic access.

• Develop and/or improve program evaluation methodologies within environmental education for broad use.

Outcomes are the result, effect, or consequence that will occur from carrying out the activities under the grant. Outcomes may be environmental, behavioral, health-related, or programmatic; must be qualitative or quantitative; and may not necessarily be achievable during the project period.

EPA anticipates the outcomes from the project awarded under this announcement may be an increase in the capacity to achieve the results described below. Applicants are strongly encouraged to expand or refine these anticipated outcomes to better align with the funding priorities described in Section 3.A(2).

• Equip educators with the knowledge and skills to deliver high-quality environmental education as a result of in-service and pre-service training.

• Expand access to timely, relevant, and personalized environmental education training and instructional resources through tools that adapt content to educators with varying instructional needs.

• Strengthen state and organizational infrastructure to support environmental education through improved planning, technical assistance, and decision-making.

• Improve the availability and use of high-quality environmental education materials by increasing the consistency, efficiency, and effectiveness of materials review processes.

• Advance the integration of environmental education into pre-service educator programs at postsecondary institutions.

• Develop and/or enhance the quality of state educator certification programs.

• Increasing capacity for environmental risk communication within environmental education to effectively inform the public of concerns with human health or the environment.

• Increase public access to environmental education information and materials.

• Improve educators’ ability to communicate environmental and health risks clearly and effectively using tools that help interpret, translate, and explain complex data to various audiences.

• Strengthen environmental education program evaluation by increasing accuracy, consistency, and analytical capacity through data analysis, visualization, and trend identification.

• Build long-term national capacity to deliver environmental education training by broadening participation, streamlining delivery systems, and supporting sustained educator professional development across the country.

See EPA Order 5700.7A1: EPA’s Policy for Environmental Results under EPA Assistance Agreements for more information about outputs and outcomes.

B. Program Goals and Objectives The activities to be funded under this funding announcement support Pillar 3: Permitting Reform, Cooperative Federalism, and Cross-Agency Partnership of Administrator Zeldin's Five Pillars.

Section 5 of the National Environmental Education Act of 1990 authorizes funding projects that foster partnerships to train educational professionals in the development and delivery of environmental education and training programs and studies. Under this program, expected outputs may include supporting state infrastructure that enables educators to effectively teach about environmental issues and supporting state educator certification efforts by assisting states that are developing their own certification programs. This partnership and collaboration support cooperative federalism.

https://www.epa.gov/sites/default/files/2015-03/documents/epa_order_5700_7a1.pdf https://www.epa.gov/newsreleases/epa-administrator-lee-zeldin-announces-epas-powering-great-american-comeback

C. Statutory Authority Section 5 of the National Environmental Education Act of 1990 (Public Law 101-619) authorizes the activities described in this NOFO.

D. Funding Type It is anticipated that cooperative agreements will be funded under this funding opportunity.

Cooperative agreements provide for substantial involvement between the EPA Project Officer and the selected applicant(s) in the performance of the work supported. Although the EPA will negotiate precise terms and conditions relating to substantial involvement as part of the award process, the anticipated substantial federal involvement for these projects may include:

• Close monitoring of the successful applicant’s performance to verify the results proposed by the applicant.

• Collaboration during performance of the scope of work.

• In accordance with 2 CFR 200.317 and 2 CFR 200.318, review of proposed procurement;

• Approving qualifications of key personnel (the EPA will not select employees or contractors employed by the award recipient); and

• Review and comment on reports prepared under the cooperative agreement (the final decision on the content of reports rests with the recipient).

The EPA does not have the authority to select employees or contractors employed by the recipient. The final decision on the content of reports rests with the recipient.

4. Application Contents and Format

A. Application Forms The following forms and documents are required under this announcement:

Mandatory Documents:

1. Application for Federal Assistance (SF-424)

2. Budget Information for Non-Construction Programs (SF-424A)

3. EPA Key Contacts Form 5700-54

4. EPA Form 4700-4 Preaward Compliance Review Report

5. Project Narrative Attachment Form: use this to submit your Work Plan, which consists of:

a. Executive Summary

b. Detailed Project Description

6. Other Attachments Form: Use this to submit the following documents:

a. Detailed Budget and Narrative

b. Timeline

c. Logic Model

d. Programmatic Capability and Past Performance

e. Partnership Letters of Commitment https://www.ecfr.gov/current/title-2/section-200.317 https://www.ecfr.gov/current/title-2/section-200.318

Optional Documents:

7. Other Attachments Form: Use this form to submit other attachments, if applicable. These optional documents are encouraged, but not required, and will not count toward the Work Plan’s 20-page limit.

a. Negotiated Indirect Cost Rate Agreement, if applicable

b. References/Works Cited

The Work Plan shall not exceed 20 single-spaced pages. Pages over this limit will not be reviewed. One page refers to one side of a single-spaced typed page. The pages must be letter-sized (8 ½ X 11 inches);

12-point Times New Roman, Arial, or Calibri font, with one column per page with 1-inch margins on all sides. The Work Plan must include the Executive Summary and Detailed Project Description. Applicants must ensure that the Work Plan addresses the evaluation criteria in Section 6.B.

Applicants are also required to submit a Detailed Budget and Narrative, Timeline, Logic Model, Programmatic Capability and Past Performance, and Partnership Letters of Commitment in their application. These forms must meet the same formatting requirements as the Work Plan (i.e., font, font size, margins, paper size), but do not count toward the Work Plan’s 20-page limit.

Applicants are advised that readability is of paramount importance and should take precedence in application format, including selecting a legible font type and size for use in the application.

B. Project Narrative Description All applications must include a Work Plan and Attachments A-E (i.e., Detailed Budget and Narrative, Timeline, Logic Model, Programmatic Capability and Past Performance, and Partnership Letters of Commitment) as part of their Project Narrative, following the mandatory documents listed in Section 4.A. The Project Narrative should cover the requirements from Section 3 of this funding opportunity, meet any threshold eligibility requirements in Section 2, and address each evaluation criterion in Section 6.B. Applicants are strongly encouraged to organize their applications in the order given below and use simple terms to explain the purpose and expected outcomes of your project, ensuring that someone unfamiliar with it can understand it without extra research. The Project Narrative will be scored based on the ranking factors in Section 6.B.

a. Work Plan: The work plan consists of the Executive Summary and Detailed Project Description and must not exceed 20 single-spaced pages total; excess pages will not be reviewed. Please carefully review Section 4.A for all other formatting requirements. Applicants must ensure that the Work Plan addresses the evaluation criteria in Section 6.B. Each Work Plan should be organized in the order and with the headings and information requested below.

Note: Applicants can cite studies or sources in the Work Plan. Citations and lists of sources should be submitted by using the “Other Attachments Form” on grants.gov and will not be counted in the Work Plan’s 20-page limit.

i. Executive Summary (Recommended 1-2 pages): Provide a concise overview of your application in the following format. The purpose of this part of the Work Plan is to provide a high-level overview of the project and to help determine the eligibility of the applicant/application. Detailed explanations should be provided in the Detailed Project Description, not in the Executive Summary.

1. Applicant Name – Identify the name of the organization submitting the application.

2. Project Title

3. Eligible Entity Type – Identify your organization’s eligibility type from Section 2.A.

Project Location - Include a list of where all project activities will be taking place (city and state/territory).

4. Contact Information - Include name, title, email address, and phone number. You can list both a primary project contact and an administrative contact.

5. The Project Period - Provide the anticipated beginning and end dates for the proposed project.

Periods of performance can be up to two years. Applicants should plan for projects to start no earlier than November 1, 2026.

6. Costs - List the following information in dollar amounts only (round up to the nearest dollar, do not use cents).

a. Annual federal funding requests for each year of the proposed project as well as the total funding request across the entire project period.

b. The annual proposed cost share for each year of the proposed project as well as the total cost share amount across the entire project period. See Section 2.B for additional information on the cost share requirement.

c. The total dollar amount of your budget (EPA Funding Request + Cost Share).

7. Brief Project Description – In 500 words or less, describe the project mission, major project activities and outputs (including those that leverage the funding priorities described in Section 3.A(2)), the anticipated outcomes/deliverables, and the specific need for these activities within the context of this program. Identify the target audience by type (e.g., education professionals, students, community members, etc.) and include the anticipated number of individuals reached by audience type. You may also include any unique, noteworthy, or relevant information that helps explain the project’s significance.

• Brief Project Descriptions of the application that receives funding may be posted on program-related websites and/or included in notices that EPA may send to members of Congress.

ii. Detailed Project Description: Under the headings Vision and Significance, Project Design, and Environmental and Educational Results, describe in detail what your project will achieve, especially how it will serve to deliver environmental education training and long-term support to formal and non-formal education professionals across the U.S. in the development and delivery of environmental education and training programs and studies, bolstering their ability to effectively teach about environmental issues;

how the priorities described in Section 3.A(2) align with the project goals; how it will achieve its goals, and who it will reach. It is highly recommended that you explain each aspect of your application clearly and address each topic by following the format below, include the headings as given, and do not reorder the paragraphs.

Section 1 – Vision and Significance – The description should include:

a. Vision Statement: Provide a clear description of your project’s short-term (first year) and long-term (up to two years) vision. Explain how your project activities and goals support both visions. Also describe how your overall vision aligns with and supports the purpose and funding priorities described in Section 3.

b. Significance: Describe the currently pressing needs in the field of environmental education and education communities. Explain how your project aims to meet these needs, advance the field of environmental education by building upon existing national efforts and programs, generate meaningful educational and environmental benefits, and how it will leverage the funding priorities described in Section 3.A(2)) to do so.

Section 2 – Project Design – This description should include:

a. Project Goals and Objectives: Describe your project’s specific, measurable, achievable, relevant, time-based (i.e., within project period) goals and objectives. Explain how the project will serve as a model for advancing and strengthening the field of environmental education.

b. Project Activities: Describe the activities, methods, materials, and other specific actions you will undertake to achieve your project’s goals and objectives, specifying who will lead each activity (i.e., prime recipient, consortium member, partner organization, or subrecipient). Also include details on how you will leverage the funding priorities described in Section 3.A(2) to achieve your project goals and objectives.

c. Target Audience: Describe in detail your target audience, such as education professionals (formal and non-formal), students, community members, etc. Also provide the specific number of individuals within each target audience group your project anticipates reaching.

d. Recruitment Plan: Explain your recruitment plan to attract your target audience and identify incentives that will be used to facilitate recruitment. Examples include, but are not limited to, stipends, continuing education credits, or partnerships.

Section 3 - Environmental and Educational Results – This description should include:

a. Anticipated Outputs and Outcomes: A narrative explanation of how your project’s anticipated outputs and outcomes will help you meet your stated goals and objectives. See Section 3.A(3) for additional information on outputs and outcomes. The information provided in this subsection should directly feed into the Logic Model you create.

b. Project Evaluation Plan: Detailed plans for incorporating program evaluation activities from project initiation through completion to meaningfully document and measure progress, both for your organization and any project partners, toward achieving expected project outputs and outcomes.

Evaluation should utilize appropriate tools, methods, and qualified personnel or organizations with experience in assessing project progress and success. The evaluation of the program must be conducted by an institution that has appropriate credentials and expertise in evaluating education programs and is independent of the applicant and key partners when applying as a consortium.

b. Attachments: The attachments listed below must be included as part of the Project Narrative and do NOT count toward the Work Plan’s 20-page limit. Please submit separate files for each attachment below.

• Attachment A: Detailed Budget and Narrative

• Attachment B: Timeline

• Attachment C: Logic Model

• Attachment D: Programmatic Capability and Past Performance

• Attachment E: Partnership Letters of Commitment

Attachment A: Detailed Budget and Narrative – Make sure you:

1. Create a detailed budget table and narrative, using the same order and headings listed on the Budget Form 424A, that clearly explains how the funds will be used.

• Across the top, create three columns titled “EPA Funds”, “Cost Share/Matching Funds” and “Total Project Cost” to show how the total estimated EPA funds and cost share funds will be used each year of the project period.

5) The line items or cost categories that should be listed along the left side of the table are (as appropriate, since not all applicants will use every cost category): personnel; fringe benefits;

travel; equipment (over $10,000); supplies; contractual; other costs (which include subawards);

indirect costs; and program income.

2. Demonstrate how you will meet the cost share requirement (a minimum of 25% of the total project amount) described in Section 2.B.

3. Factor in the costs for all proposed activities; clarify which will be paid with EPA funds and which will be paid with cost share funds.

4. In a narrative within or below the table, provide details for each expense, such as personnel (number of staff, title or role in project, hourly wage, and percentage of time spent on project), travel (reasons for travel, costs and locations of trips, and costs per mile for travel and per diem per person), supplies (provide categories and detailed listings according to the project tasks in which they will be used), and “other” expenses. “Other” expenses may include costs such as stipends for teachers, expenses for field trips, entrance fees to parks and science centers, printing, postage, conference fees for booths, and other costs that do not fall under the categories listed above for each year of the two-year project period.

5. If you anticipate earning program income as a result of your EPA award, show the estimated amount, explain how it is to be earned (the source of income – e.g., workshop or conference fees), and how it will be used to enhance your project. When you do use program income on your project, it is important that you include the amount in your detailed budget.

6. Funds for salaries and fringe benefits may be requested only for those personnel who are directly involved in implementing the proposed project and whose salaries and fringe benefits are directly related to specific products or outcomes of the proposed project. EPA strongly encourages each applicant to request reasonable amounts of funding for salaries and fringe benefits to ensure that the application is competitive.

7. Describe your approach, procedures, and controls for ensuring that grant funds will be expended in a timely and effective manner.

Note: Prior to developing your Detailed Budget Table and Narrative please review EPA’s Interim General Budget Development Guidance for Applicants and Recipients of EPA Financial Assistance and EPA’s How to Develop a Budget online training course designed to introduce EPA grant applicants and recipients to key aspects of grant budget development.

Please note the following funding restrictions:

Indirect Costs: Indirect costs (IDCs) may be budgeted and charged by recipients of Federal assistance agreements in accordance with 2 CFR Part 200. EPA’s Indirect Cost Policy for Recipients of EPA Assistance Agreements (IDC Policy) implements the Federal regulations, and the following applies to all EPA assistance agreements, unless there are statutory or regulatory limits on IDCs.

In order for an assistance agreement recipient to use EPA funding for indirect costs, the IDC category of the recipient’s assistance agreement award budget must include an amount for IDCs and at least one of the following must apply:

• With the exception of “exempt” agencies and Institutions of Higher Education as noted below, all recipients must have one of the following current (not expired) IDC rates, including IDC rates that have been extended by the cognizant agency o Provisional;

o Final;

o Fixed rate with carry-forward;

o Predetermined;

o 15% de minimis rate authorized by 2 CFR 200.414(f) https://www.epa.gov/grants/rain-2019-g02 https://www.epa.gov/grants/rain-2019-g02 https://www.epa.gov/grants/how-develop-budget https://www.epa.gov/grants/how-develop-budget https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200 https://www.epa.gov/grants/rain-2018-g02-r2 https://www.epa.gov/grants/rain-2018-g02-r2 https://www.epa.gov/sites/default/files/2018-08/documents/statutory-restrictions-on-indirect-costs-in-epa-financial-assistance-programs.pdf o EPA-approved use of one of the following:

▪ 15% de minimis as detailed in section 6.3 of the IDC Policy; or

▪ Expired fixed rate with carry-forward as detailed in section 6.4.a. of the IDC

Policy.

• “Exempt” state or local governmental departments or agencies are agencies that receive up to and including $35,000,000 in Federal funding per the department or agency’s fiscal year, and must have an IDC rate proposal developed in accordance with 2 CFR 200 Appendix VII, with documentation maintained and available for audit.

• Institutions of Higher Education must use the approved rate(s) on the IDC rate agreement in place at the time of award for the life of the assistance agreement (unless the rate was provisional at time of award, in which case the rate will change once it becomes final). As provided by 2 CFR Part 200, Appendix III(C)(7), the term “life of the assistance agreement”, means each competitive segment of the project. Additional information is available in the regulation.”

IDCs incurred during any period of the assistance agreement that are not covered by the provisions above are not allowable costs and must not be drawn down by the recipient.

Recipients may budget for IDCs pending approval of their IDC rate by the cognizant Federal agency or an exception granted by EPA under section 6.3 or 6.4 of the IDC Policy. However, recipients may not draw down IDCs until their rate is approved or EPA grants an exception.

The IDC Policy does not govern indirect rates for subrecipients or recipient procurement contractors under EPA assistance agreements. Pass-through entities are required to comply with 2 CFR 200.331(a)(4) when establishing indirect cost rates for subawards.

See the Indirect Cost Rate Policy and Guidance for Recipients of EPA Assistance Agreement for additional information on Indirect Costs.

Construction and Acquisition of Property: This grant program will not fund the acquisition of real property (including buildings) or the construction or modification of any building. EPA may, however, fund activities such as creating a nature trail with educational signs or building a bird watching station, or installing small-scale water-related educational features (e.g., a demonstration rain garden or permeable pavement test plot) as long as these items are an integral part of the environmental education project, and the cost is a relatively small percentage of the total amount of federal funds requested.

Salaries and Fringe Benefits: Funds for salaries and fringe benefits may be requested only for those personnel who are directly involved in implementing the proposed project and whose salaries and fringe benefits are directly related to specific products or outcomes of the proposed project.

Cost Share (Non-Federal Match) Explanation: The cost share (non-federal match) must be at least 25% of the total cost of the project. Cost share funds must be for allowable costs and may be provided by the applicant or a partner organization or institution. The cost share may be provided in cash or by in-kind contributions and other non-monetary support. In-kind contributions often include salaries and/or other verifiable costs such as volunteer time and/or supplies/materials, and this value must be carefully documented in the Detailed Budget Table and Narrative. In the case of salaries or volunteer time, applicants may use fair market value for the locale. If the match is provided by a partner organization, the applicant is still responsible for proper accountability and documentation. All grants are subject to federal audit. See Section 2.B for additional information on this competition’s cost share requirement.

The table below provides the minimum cost share amount for a project requesting the full $4,740,000 over two years.

https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/appendix-Appendix%20VII%20to%20Part%20200 https://gcc02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.ecfr.gov%2Fcurrent%2Ftitle-2%2Fsubtitle-A%2Fchapter-II%2Fpart-200%2Fappendix-Appendix%2520III%2520to%2520Part%2520200&data=05%7C02%7CBand.Michael%40epa.gov%7C2e091613bb014022a5af08de00651441%7C88b378b367484867acf976aacbeca6a7%7C0%7C0%7C638948631293664888%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=DQ6g4%2FYyHfol98OF1Vn%2Bd1OB43AlWCiE567ea2OCFS4%3D&reserved=0 https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/subpart-D/subject-group-ECFR031321e29ac5bbd/section-200.331 https://www.epa.gov/grants/rain-2018-g02-r2

Project Year EPA Funding Request Minimum Cost Share Total Project Cost

Year 1 $2,370,000 $790,000 $3,160,000

Year 2 $2,370,000 $790,000 $3,160,000

TOTAL (2 years) $4,740,000 $1,580,000 $6,320,000

Other Federal Funds: You may not use any federal funds to meet any part of the required 25% cost share described above, unless it is specifically authorized by statute. If you have already been awarded federal funds for a project for which you are seeking additional support from this grant program, you must indicate those funds in the budget section of the work plan and ensure that none of those funds are used as cost share funds for this project. You must also identify the project officer, agency, office, address, phone number, and the amount of the federal funds.

Attachment B: Timeline - Provide a detailed timeline for the entire project period that links your project activities to a clear project schedule. Your timeline must indicate at what point over the months and years of your project period each action, event, milestone, product development and evaluation activity will occur. The timeline should also include activities that are to be carried out by partners, if applicable.

Note: Applicants should plan for projects to start no earlier than November 1, 2026.

Attachment C: Logic Model – Provide a graphic display identifying all key activities, outputs, and outcomes associated with the project goals and objectives. Applicants are encouraged to expand or refine the expected outputs and outcomes listed in Section 3.A(3) to better align with the funding priorities described in Section 3.A(2). See Section 3.A(3) for additional information on anticipated outputs and outcomes.

Attachment D: Programmatic Capability and Past Performance - Submit a list of federally and/or non-federally funded assistance agreements (assistance agreements include Federal grants and cooperative agreements but not Federal contracts) that your organization performed within the last three years (no more than 5 agreements, and preferably EPA agreements) and describe:

1. Whether, and how, you were able to successfully complete and manage those agreements; and

2. Your history of meeting the reporting requirements under those agreements including whether you adequately and timely reported on your progress towards achieving the expected outputs and outcomes of those agreements (and if not, explain why not) and whether you submitted acceptable final technical reports under the agreements; and

3. Your organizational experience and plan for timely and successfully achieving the objectives of the proposed project, and your staff expertise/qualifications, staff knowledge, and resources or the ability to obtain them, to successfully achieve the goals of the proposed project.

In evaluating applicants under these factors in Section 6.B, EPA will consider the information provided by the applicant and may also consider relevant information from other sources, including information from EPA files and from current/prior grantors (e.g., to verify and/or supplement the information provided by the applicant).