PKG00264555-instructions.pdf

2021 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 21

III. Eligibility Information 21 A. Eligible Applicants 21 B. Cost Sharing or Matching Requirement 21 C. Other Criteria that Affect Eligibility 22

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) 30 D. Submission Dates and Times 31 E. Intergovernmental Review 32 F. Funding Restrictions 32 G. Other Submission Requirements 33

V. Application Review Information 33 A. Evaluation Criteria 33 B. Review and Selection Process 41 C. Selection Factors 42 D. Anticipated Announcement and Award Dates 43

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

VII. Agency Contacts 51 VIII. Other Information 51

Notice of Federal Funding Page 1 of 52

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: 2021 Pacific Northwest Bay-Watershed Education and Training

Announcement Type: Initial

Funding Opportunity Number: NOAA-NOS-ONMS-2021-2006747

Catalog of Federal Domestic Assistance (CFDA) 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 Thursday, February 4, 2021 to be considered for funding.

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.

This year, the Pacific Northwest B-WET Notice of Funding Opportunity is modified to reflect the significant impact COVID-19 has had on the ability of environmental education providers to engage with schools and therefore meaningfully reach students and teachers. The resulting 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.

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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 FY21 Pacific Northwest B-WET funding announcement focuses on the following priority areas:

1) Professional Development for teachers that ultimately supports the implementation of systemic Meaningful Watershed Educational Experiences (MWEEs) for students; and

2) Meaningful response to the COVID-19 pandemic that supports the implementation of 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 52

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). 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 600,000 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 14 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, engendering 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)).

Every year, the NOAA B-WET program supports environmental education programs for thousands of students and teachers. These programs engage youth in MWEEs that provide memorable hands-on, experiential learning that are not typically available within traditional

Notice of Federal Funding Page 4 of 52 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, this year, COVID-19 has significantly impacted the ability of environmental education providers 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.

b. DEFINING THE MEANINGFUL WATERSHED EDUCATIONAL EXPERIENCE

(MWEE)

Meaningful Watershed Educational Experiences (MWEEs) are learner-centered experiences that focus on investigations into local environmental issues that lead to informed stewardship actions. They are composed of multiple elements that include learning both outdoors and in the classroom, and are designed to increase the environmental literacy of all student participants. All students, regardless of where they live or their social or economic status, should have the opportunity to participate in and benefit from MWEEs.

The MWEE model applies multidisciplinary practices in order for students to understand how the environmental systems they are investigating relate to their community’s social or cultural systems. MWEEs help connect students with their local environment and enable them to take actions and make decisions that contribute to stronger, sustainable, and equitable communities. These experiences, grounded in best practices for learning, academic standards, and the context of the local watershed and community, help increase student interest and engagement for learning, support student achievement, promote 21st Century

Notice of Federal Funding Page 5 of 52 skills, and achieve environmental stewardship.

The MWEE consists of four essential elements and four supporting practices that build upon each other to create this 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 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.

More information about the MWEE can be found at the following link:

https://www.noaa.gov/education/explainers/noaa-meaningful-watershed-educational-experience

1. MWEE ESSENTIAL ELEMENTS

The MWEE consists of four essential elements that describe “what students do.” These elements promote a learner-centered approach that emphasizes the role of the student in actively constructing meaning from the learning experiences. The order of the elements depends on project design and is not always linear. For example, some elements, such as Synthesis and Conclusions, should occur repeatedly throughout the MWEE.

1.1 Issue Definition

Teachers and students work together to define a locally relevant environmental issue or phenomenon affecting watershed, coastal, or ocean ecosystems. Throughout the MWEE, students focus on a driving question that guides their inquiry and investigations of the defined issue and leads to stewardship actions. During Issue Definition, students learn about the issue through classroom instruction and are actively involved in planning and conducting background research and investigations focused on understanding the driving question (e.g., making observations and/or measurements; carrying out investigations; talking to experts or relevant stakeholders; reviewing credible resources; reviewing current environmental policies or community practices; exploring models; using tools). Students also reflect on personal and public values and perspectives related to the driving question. Teachers should ensure that the driving question is open-ended, relevant to the students’ lives, and meets their learning objectives.

1.2 Outdoor Field Experiences

Students participate in multiple outdoor field experiences sufficient to investigate the driving

Notice of Federal Funding Page 6 of 52 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. During field experiences, students use their senses to make first-hand observations, gain experience using equipment or technology to collect data or measurements, and conduct experiments necessary to answer their supporting questions and inform student stewardship actions.

Outdoor field experiences can take place on school grounds or at locations in close proximity to schools, such as streams or city parks. They can also take place at offsite locations such as state parks, wildlife refuges, or education centers that are staffed by experts and have access to field education materials and facilities. A range of individuals, including teachers, environmental educators, natural resource professionals, or trained volunteers, can help facilitate field experiences and ensure a safe outdoor learning environment. However, facilitators should co-develop and co-teach instruction with teachers so that field experiences are supportive of their learning objectives and/or academic standards.

Outdoor field experiences allow students to interact with their local environment and contribute to learning in ways that traditional classroom or laboratory settings may not.

Projects should employ methodologies used in fieldwork so students learn how to work in a natural uncontrolled environment. Students who have opportunities to learn in, thrive in, and appreciate the outdoors can become informed and engaged champions for our natural resources.

1.3 Synthesis and Conclusions

Students identify, synthesize, and apply evidence from their investigations to draw conclusions about the defined issue or phenomenon. They demonstrate understanding of their investigations and conclusions through communication to a variety of audiences such as other classrooms, schools, parents, or the community.

Synthesis and conclusions is an iterative process and should happen regularly throughout the MWEE. Throughout the process, teachers dedicate time for students to reflect on their experiences and investigations in relation to the defined issue or phenomenon. Teachers should facilitate students sharing their conclusions with each other. Students’ conclusions should be used to help develop stewardship actions.

1.4 Stewardship Actions

Students identify and implement a stewardship action as a solution that directly addresses the defined issue or phenomenon within their school, town, neighborhood, or community.

Students are actively engaged and, to the extent possible, drive the decision-making, Notice of Federal Funding Page 7 of 52 planning, and implementation of the stewardship action while teachers play a facilitation role by forming groups, moderating, and answering questions. Students reflect on the action and determine the extent to which the action successfully addressed the issue or phenomenon.

This element allows students to understand that they personally have the power to bring about change to environmental issues, take action to address these issues at the personal or societal level, and understand the value of that action. This can instill confidence in students and can contribute to students becoming environmental stewards in their communities.

Stewardship actions can take many forms and may fall into the following categories:

>Watershed 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., reduce/reuse/recycle/upcycle;

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 presentation 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).

>Civic Action: 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.” B- WET recommends that these supporting practices be in place to ensure successful MWEE implementation with students.

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2.1 Active Teacher Support

MWEEs depend on teachers facilitating and supporting student learning for the duration of the MWEE. Teachers help students make connections and draw on past lessons, serve as environmental role models, and ensure that the essential elements of the MWEE come together to support goals for learning. Even when environmental educators or other professionals are leading elements of the MWEE, the teacher should be actively engaged in answering questions and relating the experience back to the full arc of the MWEE.

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 Professional Development for MWEEs for specifics).

2.2 Classroom Integration

To be effective, MWEEs need to be embedded into what is already occurring in the classroom. MWEEs should be anchored to state and national academic standards and support goals for learning and/or student achievement. They are not meant to be something extra, but rather an educational approach that helps teachers meet their learning objectives. They can provide authentic, engaging interdisciplinary learning that crosses traditional boundaries between disciplines. Out-of-school activities (e.g., after-school clubs; summer camps) may provide MWEEs, or complement and enrich traditional classroom-based MWEEs.

2.3 Local Context

MWEEs use the local environment and community as a context for learning. 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 local contexts enables students and teachers to develop stronger connections 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 how their immediate surroundings affect larger ecosystems and watersheds.

2.4 Sustained Learning Experience

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MWEEs have multiple experiences that engage students from beginning to end. While a lesson may focus more heavily on one essential element, it does not stand in isolation from the others. Each essential element builds upon and reinforces the others to provide rich learning opportunities spread over the course of a unit or multiple units. All students should have the opportunity to participate in and benefit from each essential element.

3. TEACHER MWEE PROFESSIONAL DEVELOPMENT PRACTICES

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. Specifically, the following practices are recommended for professional development to support teachers implementing MWEEs.

3.1 Increases teachers’ knowledge and awareness of environmental issues 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 their local watersheds, 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 stewardship 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 stewardship actions.

Professional development should also provide opportunities for teachers to understand the goals and rationale behind the MWEE as an approach to learning and stewardship.

Professional development should deliver workshops on both MWEE content and instruction, include ongoing support for teachers, and include time for teachers to plan for how the student MWEEs will be implemented.

3.3 Allows for adequate instructional time

Professional development should be multi-day, occurring consecutively or over the course of

Notice of Federal Funding Page 10 of 52 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 opportunities for school administrators may 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: https://www.noaa.gov/education/explainers/noaa-meaningful-watershed-educational-experience. The full definition of the MWEE is provided online in an easy to use online format.

> Bay Backpack MWEE webpages: http://baybackpack.com/mwee/what-is-a-mwee. Bay Backpack is an online resource that supports hands-on environmental learning. By providing educators with information about field studies, and curriculum guides and lesson plans, Bay Backpack helps educators find the tools they need to give their students MWEEs.

> An Educator’s Guide to the MWEE:

Notice of Federal Funding Page 11 of 52 http://baybackpack.com/assets/documents/Educators_Guide_to_MWEE_Download.pdf.

This guide provides basic tools to help think, plan, and evaluate a MWEE. It has been designed for users with varying levels of familiarity with the MWEE. It defines and explains the MWEE, guides you through creating a solid plan that connects a MWEE to the curriculum, helps you identify opportunities to build on existing MWEEs and assess success, and provides guidance on communicating MWEE successes and securing funding.

> MWEE 101 training: https://cbexapp.noaa.gov/course/view.php?id=5555. 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.

> School Grounds for Learning: http://baybackpack.com/schoolyard_projects/about. This resource supports the development and continued use of integrated, sustainable indoor and outdoor environmental learning projects on school grounds.

B. Program Priorities

a. PRIORITIES

Proposals MUST address one of the following priorities (described below in detail):

1. Professional Development for teachers that ultimately supports the implementation of systemic Meaningful Watershed Educational Experiences (MWEEs) for students.

2. Meaningful response to the COVID-19 pandemic that supports the implementation of Meaningful Watershed Educational Experiences (MWEEs) for students.

DESCRIPTION OF PROGRAM PRIORITIES

1. PRIORITY 1: Professional Development for teachers that ultimately supports the implementation of systemic Meaningful Watershed Educational Experiences (MWEEs) for students.

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

Notice of Federal Funding Page 12 of 52 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.

It is recommended that systemic projects should have a 24-month project period, should focus on teacher professional development in year one, and implementation of student MWEEs in year two. This recommendation is made due to the fact that teacher audiences may be easier to reach during the pandemic and in the initial recovery. Teachers also have a high need for resources that they can apply immediately to their modified school programming.

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.

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

Notice of Federal Funding Page 13 of 52 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:

http://baybackpack.com/schoolyard_projects/about

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 (issue definition, outdoor field experiences, synthesis and conclusions, and stewardship 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, 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 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

Notice of Federal Funding Page 14 of 52 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: Meaningful response to the COVID-19 pandemic that supports the implementation of 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 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

Notice of Federal Funding Page 15 of 52 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 are run by and/or serve minority 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.

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

Notice of Federal Funding Page 16 of 52 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

4. ALIGN TO NOAA EDUCATION PLAN AND INCORPORATE NOAA RESOURCES

Projects should be aligned to the NOAA Education Plan and use NOAA assets, such as data, resources, expertise, or places. Projects are encouraged to collaborate with NOAA entities as partners. NOAA has a wealth of applicable products, data, and services 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 >More information about NOAA assets and educational resources:

http://www.education.noaa.gov/

5. 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

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c. ADDITIONAL CONSIDERATIONS AND RESOURCES 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.

> 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.

> Resources that support outdoor and distance learning:

eeGuidance for Reopening Schools (https://naaee.org/eepro/resources/eeguidance-reopening-schools)

National COVID-19 Outdoor Learning Initiative (https://www.greenschoolyards.org/covid-learn-outside)

Bay Backpack Outdoor Classrooms, Labs & Habitats (http://baybackpack.com/schoolyard_projects/project/outdoor_classrooms_labs_habitats)

Notice of Federal Funding Page 18 of 52

Nature Based Education Consortium’s Outdoor Learning as a Response to COVID-19 (https://www.nbeconsortium.com/outdoor-learning-schools)

CDC Considerations for Outdoor Learning Gardens and Community Gardens (https://www.cdc.gov/coronavirus/2019-ncov/community/outdoor-garden.html)

Natural Start Alliance Bright Ideas Resources from the Community (https://naturalstart.org/bright-ideas/resources-community)

C. 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.

a. 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, this current crisis 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 are run by and/or 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

Notice of Federal Funding Page 19 of 52 and universities, and institutions that work in underserved areas;

> Organizations and institutions that are run by and/or serve marginalized groups, particularly minority communities;

> Partnerships that help to address a watershed challenge, problem, 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.

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 $550,000 will be available in FY 2021 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 $100,000.

The minimum Federal amount to request from NOAA is $50,000. NOAA does not expect to consider applications requesting Federal support from NOAA for more than $100,000 or less than $50,000.

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, 2021. The period of 100 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

Notice of Federal Funding Page 20 of 52 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 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. Individuals are not eligible to apply. While applicants do not need to be located in the targeted geographical regions specified in the program objectives, the primary participants of the projects must be located in the geographical regions specified in the program objectives. For the purposes of this solicitation, the Pacific Northwest region is defined as Oregon and Washington.

The Department of Commerce/NOAA is strongly committed to broadening the participation of historically black colleges and universities, Hispanic serving institutions, Tribal colleges and…