PKG00264559-instructions.pdf

2021 NOAA California Bay Watershed Education and Training (B-WET) Program

TABLE OF CONTENTS

I. Funding Opportunity Description 4

A. Program Objective 4 B. Program Priorities 12 C. Program Authority 16

II. Award Information 16 A. Funding Availability 16 B. Project/Award Period 17 C. Type of Funding Instrument 18

III. Eligibility Information 18 A. Eligible Applicants 18 B. Cost Sharing or Matching Requirement 18 C. Other Criteria that Affect Eligibility 19

IV. Application and Submission Information 19 A. Address to Request Application Package 19 B. Content and Form of Application 19 C. Unique Entity Identifier and System for Award Management (SAM) 29 D. Submission Dates and Times 30 E. Intergovernmental Review 30 F. Funding Restrictions 30 G. Other Submission Requirements 30

V. Application Review Information 32 A. Evaluation Criteria 32 B. Review and Selection Process 35 C. Selection Factors 37 D. Anticipated Announcement and Award Dates 38

VI. Award Administration Information 39 A. Award Notices 39 B. Administrative and National Policy Requirements 39 C. Reporting 42

VII. Agency Contacts 43 VIII. Other Information 43

Notice of Federal Funding Page 1 of 44

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 NOAA California Bay Watershed Education and Training (B- WET) Program

Announcement Type: Initial

Funding Opportunity Number: NOAA-NOS-ONMS-2021-2006749

Catalog of Federal Domestic Assistance (CFDA) Number: 11.429, Marine Sanctuary Program

Dates: The deadline for applications is 11:59 PM Eastern Time on February 16, 2021 when submitting through www.grants.gov (Grants.gov). PLEASE NOTE: For applicants that submit through Grants.gov, it may take Grants.gov up to two business days to validate or reject the application. Please keep this in mind in developing your submission timeline. If use of Grants.gov is impractical for technical or other reasons, paper copy applications will be accepted only as described in Section IV.D. Applications received after the deadline will be rejected without further consideration. No email and/or facsimile applications will be accepted.

Funding Opportunity Description: California B-WET funds locally relevant, authentic experiential learning for K-12 audiences through Meaningful Watershed Educational Experiences (MWEEs). MWEEs involve learning both outdoors and in the classroom as students engage in issue definition, outdoor field experiences, synthesis and conclusions, and action projects. The goal is to increase understanding and stewardship of the ocean, its local watersheds, and special areas like national marine sanctuaries. Projects advance the Next Generation Science Standards, the California Environmental Literacy Standards, and the Ocean and Climate Literacy Essential Principles.

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 the gap that has been created by the loss of revenue, the cancellation of programs, and the inequities that are being exacerbated by the pandemic.

Given this, the CA B-WET funding announcement focuses on the following priority areas: 1) Meaningful Watershed Educational Experiences (MWEE) Implementation in School Districts

Notice of Federal Funding Page 2 of 44

(professional development for teachers and student experiences), 2) Teacher Professional Development for Meaningful Watershed Educational Experiences (MWEEs), 3) Meaningful Response to the COVID-19 Pandemic and 4) Continuation Projects that Focus on Student MWEEs.

The terms used throughout each Section are defined as follows: a. Monterey Bay watershed—the counties of Santa Cruz, Santa Clara, Monterey, San Benito, and San Luis Obispo; b. San Francisco Bay watershed—the counties of Marin, San Francisco, Alameda, San Mateo, Contra Costa, Sonoma, Mendocino, Humboldt, Del Norte, Trinity, Napa and Santa Rosa; c. Santa Barbara Channel watershed—the counties of Santa Barbara and Ventura.

Notice of Federal Funding Page 3 of 44

FULL ANNOUNCEMENT TEXT

I. Funding Opportunity Description

A. Program Objective

The NOAA B-WET National Program is an environmental education program that promotes locally relevant, experiential learning in the K-12 environment. B-WET was established in 2002 in the Chesapeake Bay watershed and currently exists in seven regions:

California, Chesapeake Bay, Hawai`i, Gulf of Mexico, New England, Pacific Northwest, and Great Lakes. Four of the seven B-WET regions are coordinated by or in partnership with the NOAA Office of National Marine Sanctuaries. The Office of National Marine Sanctuaries serves as the trustee for a network of underwater parks 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.

For more information, visit our NOAA B-WET National Program website at:

https://www.noaa.gov/office-education/bwet.

The primary delivery of B-WET is through competitive funding that promotes Meaningful Watershed Educational Experiences (MWEEs). 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.

PROGRAM BACKGROUND

All projects, regardless of the priority, must incorporate all elements of the MWEE in order to be successful. The definition of the MWEE that follows was created by the NOAA B- WET National Program and is used by all seven B-WET regions throughout the country.

1. MWEE Essential Elements 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

Notice of Federal Funding Page 4 of 44 included practices that are recommended to be in place for teacher professional development activities.

NOAA adopted this definition of the MWEE to assist with the development of effective projects founded in best practices determined through environmental education evaluation and research. In order to completely understand the MWEE components so your application is successful, please refer to the following website:

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

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 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

Notice of Federal Funding Page 5 of 44 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, 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

Notice of Federal Funding Page 6 of 44 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. 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.

2.1 Classroom Integration

To be effective, MWEEs need to be embedded into what is already occurring in the

Notice of Federal Funding Page 7 of 44 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 and summer camps) may provide MWEEs, or complement and enrich traditional classroom-based MWEEs.

2.2 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.

2.3 Sustained Learning Experience

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.

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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 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.

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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.

4. Resources for Implementing MWEEs The following resources explain the 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 California.

4.1 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.

4.2 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.

4.3 An Educator’s Guide to the MWEE:

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.

4.4 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.

4.5 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.

5. Additional Required Components

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5.1 Includes NOAA assets, including personnel and resources

NOAA has a wealth of applicable products and services, as well as a cadre of scientific and professional experts that can heighten the impact of environmental instruction both in the classroom and in the field. Additionally, environmental professionals can serve as important role models for career choices and stewardship. For more on NOAA assets for education please see:

• https://www.noaa.gov/education/resource-collections/data

• https://www.noaa.gov/education

• https://sanctuaries.noaa.gov/education/

• https://coast.noaa.gov/nerrs/education/

• https://www.legislative.noaa.gov/NIYS/NIYSCA.pdf

5.2 Educating Every Student In, About, and For the Environment Unfortunately, many K-12 students do not currently have consistent access to adequately funded high-quality environmental experiences. The California B-WET Program is strongly committed to expanding the participation of marginalized communities. Youth in marginalized communities have traditionally not seen their identities reflected in outdoor spaces and the environment as a whole. In addition, a focus on cultural relevance is expected both for the target audience and the organization structure. Cultural relevance is defined as the ability to effectively reach and engage communities and their youth in a manner consistent with the cultural context and values of that community while effectively addressing disparities of diversity, equity, and inclusion within an organization’s entire structure. The California B-WET Program anticipates that a substantial portion of the target audience served by funded projects will represent diverse communities, especially those who have had historical and systemic barriers to accessing the outdoors. Please include information about the target audiences reached and the web page(s) that used to gather that information.

5.3 Projects make a Connection to the Sanctuary and the Ocean Environment Projects must include information about the National Marine Sanctuary System and the ocean environment throughout the duration of the project—before, during, and after the MWEE activities. Information provided may highlight one or more of the national marine sanctuaries located on the West Coast and must demonstrate a connection to the ocean environment through the watershed system. The idea is that students understand how their actions can affect the coastal/ocean environment through the watershed system. They also need to understand what a national marine sanctuary is, why it is important, the resources found within the sanctuary, and where it is located. Examples of curriculum and lesson plans that can be used to highlight this information can be found at:

Notice of Federal Funding Page 11 of 44 https://sanctuaries.noaa.gov/education/teachers.

5.4 Climate Change Education

Earth's climate is changing. When humans burn fossil fuels such as coal, oil, and gas for energy, we put rampant amounts of carbon dioxide into the atmosphere. This carbon dioxide acts like a heat-trapping blanket and warms the planet. The carbon dioxide also enters the ocean, causing the pH to drop and leading to ocean acidification, which makes it difficult for animals to build and maintain their shells and skeletons and has enormous health implications for life in the ocean. The overwhelming majority of climate scientists agree that humans have had a profound influence on our changing climate. Climate change will bring economic and environmental challenges as well as opportunities, and citizens who have an understanding of climate science will be better prepared to respond to both. Our quality of life and, ultimately, our survival are dependent on our “climate literacy”—our ability to understand and predict a warming planet.

Projects should incorporate on one or more of the following areas of climate change as is relates to the watershed and MWEEs:

> Ocean Acidification > Energy Reduction > Consumer Choices > Ecosystem Resiliency

And should integrate the following key themes and messages:

a. Changes in climate will impact national marine sanctuaries and the overall health of the ocean that is vital to our quality of life and, ultimately, our survival.

b. One or more of the following key messages:

1) Human activities are changing the Earth’s climate.

2) Climate change affects national marine sanctuaries and the underwater treasures they protect.

3) The choices you make today do make a difference.

4) Collectively we need to adapt our carbon footprint and lower our carbon emissions.

5) Collective actions are needed to preserve as much biodiversity in the ocean as possible.

B. Program Priorities

B-WET projects under this funding announcement support the direct implementation of the MWEE. All proposals should follow the MWEE definition and all additional required components to be successful. In addition to the components listed below.

This year applicants may be struggling to deal with uncertainty related to COVID-19 on

Notice of Federal Funding Page 12 of 44 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, or 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.

PRIORITY 1: MWEE Implementation in School Districts (professional development for teachers and student experiences) CA B-WET is putting a priority on the development and implementation of systemic MWEEs in school districts. This year’s funding announcement is focused on reaching school districts that will provide MWEEs, over a period of time, for whole school districts. These can be through grants directly to school districts or through grants awarded to non-profit organizations, state agencies, universities, or other partners to work with school districts on their systemic programs. Placed-based MWEEs can provide excellent opportunities to teach the Next Generation Science Standards and California Environmental Literacy Standards (Senate Bill No. 720).

Systemic MWEE projects reach the entire student population in one or more grades with teacher-supported MWEEs. The systematic implementation should ensure that the teachers of these students receive high quality professional development to give them the content

Notice of Federal Funding Page 13 of 44 knowledge and pedagogical skills for outdoor learning to support all aspects of the MWEE.

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, however, because of the broad reach of systemic projects, partnerships with multiple partners are often needed to ensure all students receive all components of a MWEE and meaningful professional development for teachers is provided.

Applicants must demonstrate how trained teachers will implement student MWEEs, and what resources (funds, staff, facilities, partner organizations, etc.) exist to support student components of the MWEE. Successful applicants under this priority will be asked to document the number of students receiving MWEEs as a direct result of the project.

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.

PRIORITY 2: Teacher Professional Development for Meaningful Watershed Educational Experiences (MWEEs) Teachers should be skilled in using environmental education and MWEEs to address multiple subjects’ curriculum standards and local education agency initiatives. In order to gain and maintain environmental education competencies, teachers need access to sustained, high-quality professional development that includes ongoing support and feedback. Teachers should gain confidence in the value of implementing MWEEs and strategies for conducting them so that they will conduct MWEES after the B-WET supported program has ended.

PRIORITY 3: Meaningful Response to the COVID-19 Pandemic 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 (Collins et. al 2020). 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 meaningful watershed educational experiences, or building capacity within the organization

Notice of Federal Funding Page 14 of 44 that is providing the meaningful watershed educational experience. Our intent through this priority is to allow the community to respond with their needs.

Some examples of capacity building could include:

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

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

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

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

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

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

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

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

We strongly encourage applicants to partner with community-based organizations that will lead with equity during recovery. Community-based partnerships is clearly defined in Section B.1.b (3), but may include:

> Organizations and institutions that are run by and/or serve marginalized groups, particularly minority and people of color 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 with 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

Notice of Federal Funding Page 15 of 44 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.

Priority 4: Continuation Projects that Focus on Student MWEEs The CA B-WET Program recognizes that many current B-WET award projects are focused on MWEEs for students. Therefore, if you are currently a CA B-WET award recipient and would like to continue your project focused on student experiences, you may reapply as long as you can demonstrate how you will deal with uncertainty related to COVID-19 on student programming and how the methods and implementation will be adapted to address all MWEE elements. You may only apply under this priority area if you are currently a B-WET award recipient.

C. Program Authority

Under 33 USC 893 a(a), 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

This solicitation announces that approximately $1,000,000 may be available in FY 2021 in award amounts to be determined by the proposals and available funds. About $425,000 will be made available to the San Francisco Bay area, about $350,000 will be made available to the Monterey Bay area, and about $225,000 will be made available to the Santa Barbara and Ventura areas. The NOAA Office of National Marine Sanctuaries anticipates that approximately 6-10 grants will be awarded with these funds.

If you are applying for Priority 1, you may apply up to $100,000.

If you are applying for Priorities 2, 3, or 4 you may apply up to $75,000.

There is no guarantee that sufficient funds will be available to make awards for all qualified

Notice of Federal Funding Page 16 of 44 projects. The exact amount of funds that may be awarded will be determined in pre-award negotiations between the applicant and NOAA representatives. Publication of this notice does not oblige NOAA to award any specific project or to obligate any available funds. If applicants incur any costs prior to an award being made, they do so at their own risk of not being reimbursed by the government. Notwithstanding verbal or written assurance that may have been received, there is no obligation on the part of NOAA to cover pre-award costs unless approved by the Grants Officer as part of the terms when the award is made.

Applicants are hereby given notice that funds have not yet been appropriated for this program. Future opportunities for submitting proposals to the California B-WET competitive process are anticipated, but will depend on funding levels and resources available to support new projects.

B. Project/Award Period

The project start date should not begin before August 1, 2021.

If you are applying for Priority 1, you may apply up to three (3) years. These are called multi-year grants. Applications should cover a project period of between one and three years.

Projects that request multi-year funding must include in their submission a full description of the activities and estimated budget by line item (e.g. personnel, equipment, supplies) for all proposed work for each year.

When a multi-year project is awarded, the scope of work and budget for all years is approved at the time of the award, but funding is usually provided only for the first year of the project with the remainder of the award subject to incremental funding, usually annually. NOAA anticipates continuing these multi-year awards for the entirety of their project periods.

However, the agency has no obligation to provide any additional funding in connection with the award beyond the initial funding increment. Continuation of an award to increase funding or extend the period of performance beyond the initial funding increment is at the sole discretion of NOAA and will be contingent upon satisfactory performance, continued relevance to the NOAA mission and priorities, and the availability of funds.

Recipients of incrementally-funded projects will not need to compete for funding in subsequent years, and current recipients seeking continued funding of these multi-year awards issued under the incremental funding policy do not need to apply to this funding announcement.

If you are applying for Priority 2, 3, or 4 applicants may apply for funding in 12 month increments for a maximum of three consecutive years. Each funding request should not

Notice of Federal Funding Page 17 of 44 exceed more than 12 months and a new competitive application must be submitted each year in response to the program’s annual funding announcement. Proposal projects do not need to change significantly in scope from year to year, but should demonstrate growth in subsequent project years (i.e. in project years 2 and 3). Projects should demonstrate they are being evaluated and changing as a result of the assessment. Renewal of an application will depend on submission of a successful proposal subject to panel reviews, adequate progress on previous award(s), and available funding to continue the award.

If a recipient would like to apply for additional years of funding, beyond the three (3) consecutive years (both for multi-year and renewal projects), they will be determined to be new awards. No assurance for funding renewal proposals or funding for projects beyond the initial three consecutive years exists; funding will be at the complete discretion of NOAA.

C. Type of Funding Instrument

Whether the funding instrument is a grant or a cooperative agreement will be determined by the amount of the NOAA Office of National Marine Sanctuaries’ involvement in the project. A cooperative agreement will be used if National Marine Sanctuary System staff share 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, 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 with an eligible applicant as a project partner. Likewise, Federal agencies are not eligible to receive Federal assistance under this announcement, but may be project partners. Applicants must be located within the U.S. and can be physically located in any state, but must work within the geographic boundaries of the Monterey Bay, San Francisco Bay or Santa Barbara Channel watersheds. Projects whose sole audience is outside the watersheds outlined above are not eligible.

B. Cost Sharing or Matching Requirement

Notice of Federal Funding Page 18 of 44

Cost sharing is not required under this program. Any voluntary cost sharing or matching does not impact scoring and must be consistent with the requirements of 2 CFR §200.306.

C. Other Criteria that Affect Eligibility

None.

IV. Application and Submission Information

A. Address to Request Application Package

1. Electronic submission Applicants are strongly encouraged to submit applications electronically through https://www.grants.gov/. You may access the electronic grant application for the California Bay Watershed Education and Training Program at https://www.grants.gov/.

Please note that applicants must locate the downloadable application package for this program by the Notice of Funding Opportunity (NOFO) number (found on the first page of the NOFO) or CFDA number (11.429). Users of Grants.gov are now required to use a new application process called Workspace. For more information regarding this platform, please visit: https://www.grants.gov/web/grants/applicants/workspace-overview.html.

After electronic submission of the application, applicants will receive an automatic acknowledgment from Grants.gov that contains a Grants.gov tracking number. NOAA may request that you provide original signatures on forms at a later date.

Information on the CA B-WET program, including examples of currently supported projects, can be found at https://sanctuaries.noaa.gov/news/bwet/welcome.html.

2. Hard copy submission If an applicant does not have Internet access or if Grants.gov has technical issues that make submission impractical, hard copy applications will be accepted. A signed original may be submitted to Attn: Seaberry Nachbar, B-WET Coordinator, Monterey Bay National Marine Sanctuary Office, 99 Pacific Street, Building 455A, Monterey, CA 93940. The closing deadline for applying through Grants.gov is the same as for the paper submission noted in this announcement.

B. Content and Form of Application

Proposals must adhere to the following provisions and requirements.

The required Federal forms are as follows:

Notice of Federal Funding Page 19 of 44

Standard Form 424: Application for Federal Assistance Standard Form 424A: Budget Information, Non-construction Programs Standard Form 424B: Assurances, Non-Construction Programs Form CD-511: Certification Regarding Lobbying Standard Form LLL: Disclosure of Lobbying Activities (if applicable)

1. Proposals Applicants should not assume prior knowledge on the part of the NOAA Office of National Marine Sanctuaries as to the relative merits of the project described in the application.

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, or 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.

a. Proposal Requirements: Required elements for all submissions

(1) Components of the proposal outlined in Section IV. B. 2b. (1-8) should be submitted as a

Notice of Federal Funding Page 20 of 44 single PDF document and uploaded into the Grants.gov system as a single PDF document.

The order of the documents should reflect the order outlined below (Project summary, Project description (items 2- 6), budget narrative, budget table, letters of support, CVs, logic model, and all other supporting documents).

(2) Proposal format must be in a 12-point font and single-spaced. The entire project description (items 2- 6), should not exceed 15 pages. The budget narrative, budget table, Federal forms, indirect cost rate and the project summary are not included in this 15-page limit.

(3) Appendices and supporting documentation may be included, but may not exceed a total of 15-pages. Appendices may include information such as curriculum, resumes, and/or letters of endorsement. Additional informational material will be disregarded.

b. Proposal Format:

Proposals should include the following information and it is recommended that they follow the format outlined below:

(1) Project Summary (1-page):

- Organization title

- Principal Investigator(s) (PI)

- Address, telephone number, and email address of applicant and PI

- Partner(s)

- Priority Area

- Project title

- Project duration

- Summary of work to be performed (include number of teachers and/or students that will be involved in your project and total project cost per student/teacher)

- Total Federal funds requested

- Cost-sharing to be provided from non-Federal sources, if any (specify whether contributions are project-related cash or in-kind)

- Total project cost

(2) Project Description (15-pages)

- Accomplishments to…