Region 1_2023 EE Local Grants NOFO_Final.pdf

FEDERAL AGENCY AND OFFICE: U.S Environmental Protection Agency, Office of Environmental Education

FUNDING OPPORTUNITY TITLE: Environmental Education Local Grants Program for Region 1

ANNOUNCEMENT TYPE: Notice of Funding Opportunity (NOFO)

FUNDING OPPORTUNITY NUMBER: EPA-EE-23-01

ASSISTANCE LISTING NUMBER: 66.951

Key Dates:

September 14, 2023 Announcement Date

November 8, 2023 Closing Date

March 2024 Anticipated Notification of Funding Selection

June 2024 Anticipated Award

Deadline: Application packages must be submitted on or before November 8, 2023, at 11:59 PM (Eastern Time) through Grants.gov. Applications received after the closing date and time will not be considered for funding.

Contents

Section I. Funding Opportunity Description

A. Background

B. Statutory Authority and Assistance Listing

C. Key Definitions

D. Program Goals and Objectives

E. Educational and Environmental Priorities

F. Environmental Results and Strategic Plan Information

G. Measuring and Reporting Environmental Results: Anticipated Outputs and Outcomes

H. Minority Serving Institutions

I. Partnerships

J. Contracts and Subawards

K. Additional Provisions for Applicants Incorporated into the Solicitation

II. Federal Award Information

A. Funding Type

B. Number and Amount of Awards

C. Period of Performance

D. Funding Additional Awards and Partial Funding Provisions

E. Multiple Awards

III. Eligibility Information

A. Eligible Applicants

B. Subaward and Non-Federal Match (Cost Share) Requirements

C. Threshold Eligibility Criteria

D. Ineligible Costs or Activities and Other Considerations

IV. Application and Submission Information

A. Requirement to Submit through Grants.gov and Limited Exception Procedures

B. Submission Instructions

C. Technical Issues with Submission

D. Application Materials

E. Content of Application Submission

F. Pre-Application Assistance

V. Application Review Information

A. Evaluation Criteria

B. Review and Selection Process

VI. Award Administration Information

A. Award Notification

B. Administrative and National Policy Requirements

C. Use of Funds

D. Disputes

E. Reporting Requirements

VII. Contact Information

VIII. Other Information

A. Quality Assurance Project Plan (QAPP)

B. Additional Resources

Appendix A: Environmental Education Grant Checklist

Appendix B: Federal Forms and Instructions

Supplementary Instructions for the SF424 – Application for Federal Assistance

Supplementary Instructions for the SF-424A – Budget

Appendix C: Work Plan Template

Appendix D: Detailed Budget Table and Narrative

Instructions for the Detailed Budget Table and Narrative

Example and Template

Optional Budget Table Template

Appendix E: Identifying Underserved Communities

Instructions

Community Description Template

Appendix F: Timeline and Milestones Example and Template

Timeline and Milestone Example

Optional Timeline and Milestone Template

Appendix G: Logic Model Components, Example, and Template

Components of a Logic Model

Example Logic Model Entries

Optional Logic Model Template

Appendix H: Optional Quality Assurance Project Plan Requirement (QAPP) Questionnaire

Section I. Funding Opportunity Description A. Background Threats to human health and environmental quality are increasingly complex, involving a wide range of conventional and toxic contaminants in the air, water, and on land. Environmental problems represent as significant a threat to the quality of life and the economic vitality of urban areas as they do the natural balance of rural areas. Effective responses to complex environmental problems require an understanding of the natural and built environment, awareness of environmental problems and their origins, and the skills to solve these problems.1

The Environmental Education Grant Program is seeking applications from eligible applicants to support locally-focused environmental education projects that promote environmental stewardship and help develop knowledgeable and responsible students, teachers, and community members. This grant program provides financial support for projects that design, demonstrate, and/or disseminate environmental education practices, methods, or techniques that increase public awareness and knowledge about local environmental issues and provides participants in its programs the skills necessary to make informed decisions and to take responsible actions toward the environment.

This solicitation is one of 10 being issued nationally, one in each of EPA’s 10 Regions, for a total of approximately $3,600,000 in available funding nationwide. EPA expects to award approximately 30 to 40 grants nationwide under the Fiscal Year 2023 Environmental Education Local Grants Program. This specific solicitation expects to award three to five grants for projects taking place within Region 1, which covers Connecticut (CT), Maine (ME), Massachusetts (MA), New Hampshire (NH), Rhode Island (RI), and Vermont (VT). The award amount for each individual grant must be between $50,000 and $100,000 in federal funds. Award amounts and the number of awards are subject to the availability of funds, the quality and quantity of applications received, and other applicable considerations.

Grantees under this solicitation will be required to award exactly 25% (no more and no less) of the funds received from EPA to eligible subrecipients in the form of subawards of $5,000 or less. This grant program also requires a non-federal match (cost share) requirement for a minimum of 25% of the total project amount. See Section III (B) for additional information about this grant program’s subaward and match requirements.

EPA seeks to fund a variety of projects in each competition cycle in order to support a range of educational and environmental priorities, geographic areas, and audiences, especially as compared to the pool of previously funded projects. The Environmental Education Grants webpage contains descriptions of all projects previously funded by this program.

This grant program is a covered program under the Justice40 Initiative, which aims to deliver 40% of the overall benefits of climate, clean energy, affordable and sustainable housing, clean water, and other investments to underserved communities. More information on Justice40 at the EPA can be found at:

www.epa.gov/environmentaljustice/justice40-epa.

B. Statutory Authority and Assistance Listing Section 6 of the National Environmental Education Act of 1990 (Public Law 101-619) authorizes the award of these Environmental Education Grants. These awards will be issued under Assistance Listing 66.951.

1 National Environmental Education Act Section 2. Findings and Policy: https://www.epa.gov/education/national-environmental-education-act-0 https://www.epa.gov/education/environmental-education-grant-descriptions http://www.epa.gov/environmentaljustice/justice40-epa https://www.epa.gov/education/national-environmental-education-act-0

C. Key Definitions Environmental Education (EE): EE is defined in the Act as: “educational activities and training activities involving elementary, secondary, and postsecondary students, as such terms are defined in the State in which they reside, and environmental education personnel, but does not include technical training activities directed toward environmental management professionals or activities primarily directed toward the support of non-educational research and development.” The Act also states that “The Office of Environmental Education shall…support development and the widest possible dissemination of model curricula, educational materials, and training programs for elementary and secondary students and other interested groups, including senior Americans.”

EPA further clarifies that environmental information and outreach may be important elements of EE projects, but these activities by themselves are not EE. By itself, environmental information only addresses awareness and knowledge, usually about a particular environmental issue. Outreach involves information dissemination and requests or suggestions for action on a particular issue (often without the critical thinking, problem solving and decision-making steps in between). EE teaches individuals how to weigh various sides of an issue through critical thinking, problem solving and decision-making skills on environmental topics. EE is a continuum (see photo below) that covers a range of steps and activities from awareness to action, with an ultimate goal of environmental stewardship.

EE increases public awareness and knowledge about environmental issues and provides the participants in its programs the skills necessary to make informed decisions and to take responsible actions. EE is based on objective and scientifically-sound information and does not advocate a particular viewpoint or a particular course of action. EE involves lifelong learning; its audiences are of all age groups, from very young children through senior citizens. EE can include both outdoor and in-classroom education, in both formal and non-formal settings.

Environmental Information: Provides facts or opinions about environmental issues or problems. Information is essential to any educational effort. However, environmental information is not by itself EE. Information provides facts or opinions, whereas education teaches people how to think, analyze, and solve problems.

Environmental Outreach: Disseminates information and sometimes asks audiences to take specific action but doesn’t necessarily teach people how to analyze an issue. Outreach often presents a particular point of view, and often in pursuit of a particular goal. Examples may include a community meeting to inform residents about a toxic site in their area and where they can go for help, or a campaign to get volunteer participants for restoration of soil health or of a stream’s riparian zone.

Environmental Stewardship: A voluntary commitment, behavior, and action that results in environmental protection or improvement. Stewardship refers to an acceptance of personal responsibility for actions to improve environmental quality and to achieve sustainable outcomes. Stewardship involves lifestyles and business practices, initiatives and actions that enhance the state of the environment and natural resources. Some examples include living or conducting business in such a way as to minimize or eliminate pollution at its source; using natural resources efficiently; planting native trees and removing invasive plant species; recycling wastes effectively; and conserving or restoring soil, forests, prairies, wetlands, rivers, and parks. Stewardship can be practiced by individuals, groups, schools, organizations, companies, communities, and state and local governments.

Indigenous Knowledge: Also referred to as Traditional Ecological Knowledge (TEK), is a body of observations, oral and written knowledge, innovations, practices, and beliefs developed by Tribes and Indigenous Peoples through interaction and experience with the environment. It is applied to phenomena across biological, physical, social, cultural, and spiritual systems. Indigenous Knowledge can be developed over millennia, continues to develop, and includes understanding based on evidence acquired through direct contact with the environment and long-term experiences, as well as extensive observations, lessons, and skills passed from generation to generation. Indigenous Knowledge is developed by Indigenous Peoples including, but not limited to, Tribal Nations, Native Americans, Alaska Natives, and Native Hawaiians. Each Tribe or Indigenous community has its own place-based body of knowledge that may overlap with that of other Tribes.

Indigenous Knowledge is based in ethical foundations often grounded in social, spiritual, cultural, and natural systems that are frequently intertwined and inseparable, offering a holistic perspective. Indigenous Knowledge is inherently heterogeneous due to the cultural, geographic, and socioeconomic differences from which it is derived, and is shaped by the Indigenous Peoples’ understanding of their history and the surrounding environment. Indigenous Knowledge is unique to each group of Indigenous Peoples and each may elect to utilize different terminology or express it in different ways. Indigenous Knowledge is deeply connected to the Indigenous Peoples holding that knowledge.2

Underserved Communities: For purposes of this competition and the evaluation of applications, “Underserved Communities” refers to one or more of the following:

1. Identified as a disadvantaged community in the Climate and Economic Justice Screening Tool (CEJST) developed by the Council on Environmental Quality

2. High-Poverty Areas3

3. Persistent Poverty Counties4

4. Title I Schools

See Appendix E: Identifying Underserved Communities for information on different tools available to help determine whether a community meets this definition.

2 White House, Office of Science and Technology, “Guidance for Federal Departments and Agencies on Indigenous Knowledge”, November 2022 3 High-poverty areas are defined as any census tract or county with a poverty rate of at least 20 percent as measured by the 2017–2021 5-year data series available from the American Community Survey (ACS).

4 Persistent poverty counties are defined as counties that have had 20 percent or more of its population living in poverty for at least the past 30 years. The county poverty rates for 1999 and previous years have traditionally been measured using decennial census data. For more recent years, either the Small Area Income and Poverty Estimates (SAIPE) or the American Community Survey (ACS) are used.

https://screeningtool.geoplatform.gov/en/#3/33.47/-97.5 https://www.whitehouse.gov/wp-content/uploads/2022/12/OSTP-CEQ-IK-Guidance.pdf https://www.census.gov/newsroom/press-kits/2022/acs-5-year.html

D. Program Goals and Objectives The goal of this solicitation is to fund locally-focused EE projects that design, demonstrate, and/or disseminate environmental education practices, methods, or techniques, as described in this solicitation. EPA will provide financial support for projects that promote environmental stewardship and help develop informed, knowledgeable, and responsible individuals in the community(ies) in which the project is located.

E. Educational and Environmental Priorities In order to be eligible, all applications must:

1. Address at least one of the EPA Educational Priorities listed below,

2. Address at least one of the EPA Administrator’s Environmental Priorities listed below; and,

3. Satisfy the definition of “environmental education” as defined under Section I (C) as discussed above.

The educational and environmental priorities listed below are not in order of importance or preference.

Applications may address more than one priority in each category of priorities (educational and environmental), but if more than one priority is addressed, then it is important that the application is clear which priority in each category is the focus of the project and why that focus was chosen for the proposed project. EPA seeks to fund a balance of projects in this competition cycle in order to support as even a distribution of educational priorities as possible, as well as a variety of geographic areas and audiences in both educational and environmental priority categories.

In addition, these priorities focus on environmental challenges that require a population that is diverse, informed, environmentally literate, as well as willing and able to translate their knowledge and skills into decisions and actions that protect the environment and conserve natural resources in every community, including but not limited to underserved communities. We encourage applicants to reach out to a variety of communities, especially those that are or more likely to have been affected adversely (e.g., higher rates of medical problems due to environmental factors) by environmental risks or issues than other communities.

EPA’s Educational Priorities: Applications must address at least one of these Educational Priorities to be considered eligible.

1. Community Projects: Increasing public understanding of the benefits of and participation in environmental stewardship through community collaboration on issues including, but not limited to climate change, water and soil quality, food waste management, management of ecosystem health and/or local fire or flood prevention. Projects can take place in rural, suburban, and urban settings, in a formal or non-formal educational context, and use outdoor, place-based, experiential, service learning and/or community-focused stewardship activities as the primary teaching tool(s).

2. Career Development: Educating students of any age group and/or training their educators or community leaders on how to teach, in formal and non-formal settings, about environmental issues, solutions and stewardship for the purpose of encouraging interest in gratifying careers in one of the environmental fields. These fields include, but are not limited to natural resource conservation and/or managment, climate change, water infrastructure, and water and air quality management.

3. Environmental Education Capacity Building: Building the capacity of agencies and organizations to develop, deliver, and sustain comprehensive environmental education programs. Capacity building proposals may focus on one state, multiple states, or a region of the country.5

4. Environmental Justice: For purposes of this solicitation, Environmental Justice (EJ) refers to activities increasing public awareness and knowledge that disproportionate and adverse environmental, human health, climate-related and other cumulative impacts are more likely to affect or have affected underserved communities. By learning about environmental justice and local environmental issues, program participants will enhance their ability to be meaningfully involved in future EJ discussions that affect their local environments.

5. Indigenous Knowledge: Educating project participants on the importance of recognizing, understanding, supporting, and incorporating Indigenous Knowledge into strategies aimed at solving local environmental issues. By enriching environmental education with diverse perspectives and cultivating deep respect for the environment and Indigenous Knowledge holders’ relationship to it, program participants will value both cultural diversity and environmental stewardship.

EPA’s Environmental Priorities: Consistent with Section 6 of the National Environmental Education Act, applications must address at least one of the Administrator’s Environmental Priorities to be considered eligible.

From the list below, select at least one numbered priority. Then specify a topic under the priority that the application will address. Note that for illustrative purposes only, sample topics are listed under each priority.

You may choose one of the sample topics or propose another topic relevant to your local area and consistent with the Administrator’s priorities and the Agency’s Strategic Plan.

1. Addressing Climate Change and Improving Air Quality: These efforts help protect the health of all Americans and the ecosystems we depend on by preventing pollution, increasing energy efficiency, improving indoor and outdoor air quality, reducing industrial air pollution and pollution from vehicles and engines, protecting the stratospheric ozone layer, reducing acid rain, and addressing climate change.

Sample Topics

a. Educate students and community members about the impacts of climate change and explore local adaptation strategies that reduce vulnerability to the harmful impacts of climate change in schools, homes, and underserved communities.

b. Educate students and community members about the impacts of climate change and explore local mitigation strategies and/or strategies that incorporate indigenous knowledge to reduce the flow of heat-trapping greenhouse gases into the atmosphere, especially in underserved communities where the adverse impacts of climate change are often disproportionately felt.

c. Address gaps between scientific and popular understanding of climate change and climate risk at the local level by exploring local environmental impacts of climate change, such as shifts in weather patterns, the spread of invasive species, changes in water quality or quantity, and sea-level rise.

d. Increase climate literacy through interactive lessons or action plans designed to engage adults and children of all ages.

5 Applicants may refer to the EE Guidelines for Excellence Series linked in Section VIII if they plan to train educators as part of their project. The Professional Development of Environmental Educators Guidelines provides a set of recommendations for the preparation and continuing education of teachers and other environmental educators.

https://www.epa.gov/planandbudget/strategicplan

2. Ensuring Clean and Safe Water: These efforts help ensure that drinking water is clean and safe for all communities. They also contribute to the restoration and maintenance of oceans, watersheds, and their aquatic ecosystems to protect human health, support economic and recreational activities, and provide healthy habitats for wildlife and plants.

Sample Topics

a. Prevent future water quality and human health issues through appropriate communications about the risks of poor water quality in local area(s), especially in communities with existing water quality issues.

b. Participate in the conservation of quality water resources; e.g., educating school-age children, their parents, and the community about water conservation through the establishment and maintenance of school or community gardens or the removal of invasive plant species and/or planting of native gardens.

c. Manage nutrients in water systems by reducing the use of non-biodegradable products, pesticides and/or nutrient runoff from soil, while maintaining both quality agricultural yields and minimal environmental harm.

d. Prevent future water quality and human health issues through appropriate management for flood and hurricane preparedness.

3. Cleaning Up our Communities by Revitalizing Land and Preventing Contamination: These efforts provide guidelines for safe and environmentally friendly practices in waste management to support cleaning up and restoring land for productive uses and healthy communities. These efforts also lead to a reduction in waste, an increase in reuse, and prevention of environmental contamination.

Sample Topics

a. Work to manage food waste for environmental benefits (e.g., the benefits of composting, reduction of waste going to landfills, etc.).

b. Increase plastic recycling and other efforts to reduce plastic disposal in landfills.

c. Educate individuals about human health and environmental risks associated with improper management of waste and the benefits associated with reducing trash, non-biodegradable products, and contaminants in waterways.

d. Engage individuals in exploring their local communities to identify previously contaminated sites and develop solutions and actions plans to revitalize the land, making the community safer and greener in the process.

F. Environmental Results and Strategic Plan Information Pursuant to Section 6.a of EPA Order 5700.7A1, Environmental Results under Assistance Agreements, EPA must link proposed assistance agreements with the Agency’s Strategic Plan. EPA must also require applicants and grantees to adequately describe environmental outputs and outcomes to be achieved under assistance agreements.

Awards made under this funding opportunity will support the following goals and objectives of the FY 2022- 2026 EPA Strategic Plan.

• Goal 1: Tackle the Climate Crisis o Objective 1.2: Accelerate Resilience and Adaptation to Climate Change Impacts

• Goal 2: Take Decisive Action to Advance Environmental Justice and Civil Rights o Objective 2.1: Promote Environmental Justice and Civil Rights at the Federal, Tribal, State, and Local Levels https://www.epa.gov/sites/default/files/2015-03/documents/epa_order_5700_7a1.pdf

• Goal 5: Ensure Clean and Safe Water for All Communities o Objective 5.2: Protect and Restore Waterbodies and Watersheds

• Cross-Agency Strategy 4: Strengthen Tribal, State, and Local Partnerships and Enhance Engagement o Action: Promoting Environmental Education

G. Measuring and Reporting Environmental Results: Anticipated Outputs and Outcomes Pursuant to EPA Order 5700.7A1, Environmental Results under Assistance Agreements, EPA must require applicants and grantees to adequately describe environmental outputs and outcomes to be achieved under assistance agreements. Outputs and outcomes differ both in their nature and in how they are measured.

Outputs - The term “output” means an environmental activity, effort, and/or associated work product related to an environmental goal and objective that will be produced or provided over a period or by a specified date.

Outputs may be quantitative or qualitative but must be measurable during an assistance agreement funding period.

Examples of possible output measures for awards under this competition include, but are not limited to:

• Number of individuals or communities recruited for projects that educate teachers, students, parents, and the public about the environmental priority(s) selected in Section I (E).

• Number and variety of classroom/outdoor activities, workshops, or field trips conducted.

• Number and variety of educator training sessions conducted on topics such as Indigenous Knowledge.

• Number and kind of educational materials, curriculum, videos, or websites developed.

• Total weight of fruit/vegetables harvested or of food waste diverted from landfills.

• New methods designed to measure knowledge acquired or benefits to the environment.

• Number of teacher ambassadors engaging local communities.

• Number and kind of actions taken to benefit the environment and natural resources.

Outcomes – The term “outcome” means the result, effect or consequence that will occur from carrying out an environmental program or activity that is related to an environmental or programmatic goal or objective.

Outcomes may be environmental, behavioral, health-related, or programmatic in nature, must be quantitative, and may not necessarily be achievable within an assistance agreement funding period. Additionally, outcomes should be organized by expected time period (short-term, intermediate, and long-term). Short-term outcomes are expected to occur during the project period and may include changes in knowledge, skills, attitudes, and motivation, as well as immediate benefits to the environment. Intermediate outcomes refer to changes in behavior and actions due to the knowledge acquired and are usually measured within 12-24 months. Long-term outcomes refer to changes in conditions and are typically measured 2+ years after the launch of a project. Short-term, intermediate, and long-term outcomes are related and build on one another. EPA encourages recipients to identify outcomes wherever possible because they lead to environmental and/or public health improvement more clearly than outputs.

Examples of possible outcome measures expected to result from awards under this competition include, but are not limited to:

Short-Term Outcome Examples

• Percentage of K-12 students reporting an increase in awareness and knowledge of local environmental issues.

https://www.epa.gov/sites/default/files/2015-03/documents/epa_order_5700_7a1.pdf

• Percentage of student participants in underserved communities reporting greater feeling of connection to nature.

• Greater understanding of environmental education tools and techniques in context of this grant program’s priorities (see Section I(E)) among mentors and community partners.

• Youth participants’ increased awareness of careers in environmental fields.

• Educators gain perspective on how indigenous knowledge melds with science standards.

Intermediate Outcome Examples

• Increase in the number of EE instruction hours at participating schools and after school programs.

• Students implement and lead sustainability/EJ-related projects in their schools, homes, and communities, creating innovative solutions to real-world problems.

• Audiences seek additional environmental protection resources from local, regional, and national sources.

• Mentors and community partners develop a greater understanding of how they and local youth can promote indigenous knowledge and environmental stewardship.

• Adoption of pro-environmental behavior by project participants such as changing lifestyle habits, participating in restoration activities, and taking other actions aligned with this grant program’s environmental priorities ((see Section I(E)).

Long-Term Outcome Examples

• Creation of EE programs in underserved communities.

• Curriculum created by grant funds adopted by counties throughout the state.

• Elimination of barriers to participate in outdoor programming.

• Improved biodiversity.

• Ecosystems become more resilient through their restoration and overall improvement through the implementation of successful managements plans.

H. Minority Serving Institutions EPA recognizes that it is important to engage all available minds to address the environmental challenges the nation faces. At the same time, EPA seeks to expand the environmental conversation by including members of communities which may have not previously participated in such dialogues to participate in EPA programs. For this reason, EPA strongly encourages all eligible applicants identified in Section III, including minority serving institutions (MSIs), to apply under this opportunity.

For purposes of this solicitation, the following are considered MSIs:

1. Historically Black Colleges and Universities, as defined by the Higher Education Act (20 U.S.C. § 1061(2)). A list of these schools can be found at Historically Black Colleges and Universities

2. Tribal Colleges and Universities (TCUs), as defined by the Higher Education Act (20 U.S.C. § 1059c(b)(3) and (d)(1)). A list of these schools can be found at American Indian Tribally Controlled Colleges and Universities

3. Hispanic-Serving Institutions (HSIs), as defined by the Higher Education Act (20 U.S.C. § 1101a(a)(5)).

A list of these schools can be found at Hispanic-Serving Institutions

4. Asian American and Native American Pacific Islander-Serving Institutions; (AANAPISIs), as defined by the Higher Education Act (20 U.S.C. § 1059g(b)(2)). A list of these schools can be found at Asian American and Native American Pacific Islander-Serving Institutions; and https://sites.ed.gov/whhbcu/one-hundred-and-five-historically-black-colleges-and-universities/ https://sites.ed.gov/whiaiane/tribes-tcus/tribal-colleges-and-universities/ https://sites.ed.gov/whiaiane/tribes-tcus/tribal-colleges-and-universities/ https://sites.ed.gov/hispanic-initiative/hispanic-serving-institutions-hsis/ https://www.google.com/maps/d/u/0/viewer?mid=1XVkOWKMDORm53pvU0L8EPsrJC94&msa=0&ie=UTF8&t=m&z=3&source=embed&ll=40.58644586187275%2C-148.28228249999984 https://www.google.com/maps/d/u/0/viewer?mid=1XVkOWKMDORm53pvU0L8EPsrJC94&msa=0&ie=UTF8&t=m&z=3&source=embed&ll=40.58644586187275%2C-148.28228249999984

5. Predominately Black Institutions (PBIs), as defined by the Higher Education Act of 2008, 20 U.S.C.

1059e(b)(6). A list of these schools can be found at Predominately Black Institutions

I. Partnerships Partnerships are not required. However, applicants are encouraged to work with partners to develop, design, and implement proposed projects and will be evaluated on their plan to work with partners (or their plan to develop, design, and implement the project without partners) under a criterion explained in Section V. Partners can be nonprofit organizations, colleges and universities, schools and school districts, tribal entities, state and local government agencies, federal agencies, and for-profit companies. Note, however, that federal agencies cannot receive any of the grant funds awarded by EPA under this program and federal funds cannot be used as match.

Partnerships can increase the potential numbers and diversity of audiences, can increase the variety of and accessibility to expertise needed to conduct a successful project, and can assist in meeting the matching funds requirement. See Section III (B) for more information about the matching funds requirement. Note too that partnerships with for-profit companies are especially encouraged when they can help the applicant produce environmental results in their grant project that improve the quality of air, water, soil, and natural resources.

However, any acquisitions of services from for-profit companies using EPA funding must comply with regulatory requirements for competition in procurement. Refer to EPA’s Best Practice Guide for Procuring Services, Supplies, and Equipment Under EPA Assistance Agreements and Subaward Policy and supplemental Frequent Questions for additional guidance.

J. Contracts and Subawards If the applicant uses EPA funds to make any subawards beyond the subawards covered by the 25% requirement, then those subawards must be for an amount greater than $5,000. The applicant may also choose to fund subawards out of their matching funds, but those subawards will not count toward the 25% Subaward Requirement (using EPA funds) and therefore are not subject to a dollar restriction (i.e., they may be awarded for any amount of money deemed suitable by the applicant). Provisions that contain standard language about requirements with which applicants to any EPA grant program who plan to use project funds for contracting or subawards must comply can be found in section d. Contracts and Subawards of the EPA Solicitation Clauses page. EPAs Subaward Policy also has detailed information available for differentiating between contractors and subrecipients.

K. Additional Provisions for Applicants Incorporated into the Solicitation Additional provisions that apply to sections III, IV, V, and VI of this solicitation and/or awards made under this solicitation, can be found at EPA Solicitation Clauses. These provisions are important for applying to this solicitation and applicants must review them when preparing applications for this solicitation. If you are unable to access these provisions electronically at the website above, please contact the EPA point of contact listed in Section VII of this solicitation to obtain the provisions.

II. Federal Award Information A. Funding Type It is anticipated that grants will be funded under this solicitation.

B. Number and Amount of Awards The total amount of funding available under this announcement is approximately $360,000, depending on Agency funding levels, the quality of applications received, agency priorities, and other applicable considerations. It is anticipated that 3-5 awards will be made under this announcement. Each Region 1 grant https://www.google.com/maps/d/u/0/viewer?mid=1wlIi3j7gtlNq_w-0NKAb2bF2VmY&ie=UTF&msa=0&ll=37.35160769312532%2C-96.17229800000001&z=4 https://www.epa.gov/grants/best-practice-guide-procuring-services-supplies-and-equipment-under-epa-assistance-agreements https://www.epa.gov/grants/best-practice-guide-procuring-services-supplies-and-equipment-under-epa-assistance-agreements https://www.epa.gov/grants/grants-policy-issuance-gpi-16-01-epa-subaward-policy-epa-assistance-agreement-recipients https://www.epa.gov/grants/grants-policy-issuance-gpi-16-01-epa-subaward-policy-epa-assistance-agreement-recipients https://www.epa.gov/grants/epa-solicitation-clauses#contractssubawards https://www.epa.gov/grants/epa-solicitation-clauses https://www.epa.gov/grants/epa-solicitation-clauses https://www.epa.gov/grants/grants-policy-issuance-gpi-16-01-epa-subaward-policy-epa-assistance-agreement-recipients https://www.epa.gov/grants/epa-solicitation-clauses will be funded for no less than $50,000, and no more than $100,000 in federal funds. Region 1 covers the states of Connecticut (CT), Maine (ME), Massachusetts (MA), New Hampshire (NH), Rhode Island (RI), and Vermont (VT).

C. Period of Performance Applications should plan for projects to start no earlier than July 1, 2024. Applicants should plan for a flexible start date since the date awards are made depends on a variety of factors. Project periods should be proposed for one or two years or any time period between one and two years. The total funding will be the same regardless of the proposed project period (i.e., if a 2-year project is proposed for $100,000, the award amount is $100,000 for the entire two years and no additional funding will be issued for the second year). All project activities must be completed within the negotiated project performance period of between one and two years.

D. Funding Additional Awards and Partial Funding Provisions EPA reserves the right to reject all applications and make no awards under this announcement or make fewer awards than expected.

EPA reserves the right to make additional awards under this solicitation, consistent with Agency policy and guidance, if additional funding becomes available after the original selections are made. Any additional selections for awards will be made no later than six months after the original selection decisions.

In appropriate circumstances, EPA reserves the right to partially fund applications by funding discrete portions or phases of proposed projects. If EPA decides to partially fund an application, it will do so in a manner that does not prejudice any applicants or affect the basis upon which the application, or portion thereof, was evaluated and selected for award, and therefore maintains the integrity of the competition and selection process.

E. Multiple Awards Applicants may submit more than one application under this solicitation so long as each one is for a different project and is separately submitted.

III. Eligibility Information Note: Additional provisions that apply to this section can be found at EPA Solicitation Clauses.

A. Eligible Applicants Consistent with Assistance Listing No. 66.951, Sections 3 and 6 of the National Environmental Education Act, and EPA’s Policy for Competition of Assistance Agreements (EPA Order 5700.5A1), entities that are eligible to receive a grant under this competition are:

• Local education agencies

• College or universities

• State education or environmental agencies

• Nonprofit organizations described in Section 501(C)(3) of the Internal Revenue Code

• Tribal organizations that qualify as nonprofit organization described Section 501(C)(3) of the Internal

Revenue Code

• Tribal education agencies6

6 National Environmental Education Act, Sec 3. “Tribal education agencies” that are eligible to apply include a school or community college which is controlled by an Indian tribe, band, or nation, which is recognized as eligible for special programs and services provided by the United States to Indians because of their status as Indians and which is not administered by the Bureau of Indian Education.

https://www.epa.gov/grants/epa-solicitation-clauses https://www.epa.gov/education/national-environmental-education-act-0 https://www.epa.gov/grants/epa-order-57005a1-epas-policy-competition-assistance-agreements

• Noncommercial educational broadcasting entity as defined and licensed by Federal Communications Commission (FCC)

Additional eligibility considerations: Applicant organizations must be located in the United States or in U.S.

territories. Additionally, eligibility requirements apply to both “prime” recipients and all subrecipients.

Further information on this grant program’s eligibility requirements can be found on our FAQ webpage, which will be updated throughout the open solicitation period. Applicants can also email EEGrants@epa.gov with eligibility (prime and subrecipient) related questions prior to the application deadline.

The following entities are INELIGIBILE to receive an award:

• For-profit organizations

• Individual teachers, educators, or faculty members

• Individual students

• Individual citizens

• Individual schools that are not nonprofit 501(C)(3)s

• Tribal education agencies that are administered by the Bureau of Indian Education

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

B. Subaward and Non-Federal Match (Cost Share) Requirements Subaward Requirement

A grantee under this solicitation will be required to award exactly 25% (no more and no less) of the funds received from EPA to eligible subrecipients in the form of subawards of $5,000 or less. For example, if a grantee is awarded $100,000, exactly $25,000 should be awarded to subrecipients. The grantee may choose to provide 5 subawards of $5,000 each, 10 subawards of $2,500 each or some other combination where the total subaward amount is equal to exactly 25% of the EPA funding request and individual subawards are given to eligible subrecipients, as described in Section III (A), in amounts of $5,000 or less. This means that if the total dollar amount proposed to be awarded to subawards in an application is either below or above exactly 25% of EPA funds requested, the application may be deemed ineligible. Awarding a contract will not fulfill this requirement. All subawards must be in the form of a grant. EPA Subaward Policy has detailed information available for differentiating between contractors and subrecipients.

Applicants may, but are not required to, indicate that they intend to use fixed amount subawards to meet this requirement.

As provided in 2 CFR 200.1 Fixed amount awards are a type of subaward:

[U]nder which . . . a pass-through entity provides a specific level of support without regard to actual costs incurred under the [subaward]. This type of [subaward] reduces some of the administrative burden and record-keeping requirements for both the [subrecipient] . . . [and] pass-through entity.

Accountability is based primarily on performance and results.

Additional information on fixed amount awards is available in 2 CFR 200.201(b). Pursuant to 2 CFR 200.333, pass-through entities must have prior EPA approval to make fixed amount subawards (EPA approval for fixed amount subawards, if appropriate, will be provided after selection or award depending on when the pass-through entity requests approval). Section 9.0 of EPA’s Subaward Policy describes types of fixed amount subawards that EPA will approve. For example, EPA may approve fixed amount awards for training or curriculum development on a milestone completion or unit price basis. Procedures for obtaining EPA approval https://www.epa.gov/education/frequent-questions-about-environmental-education-grants-program#elig mailto:EEGrants@epa.gov https://www.epa.gov/grants/grants-policy-issuance-gpi-16-01-epa-subaward-policy-epa-assistance-agreement-recipients https://www.ecfr.gov/cgi-bin/text-idx?SID=a39fdc0a72cdd370a5f89a619fd74d1d&mc=true&node=se2.1.200_1201&rgn=div8 https://www.ecfr.gov/cgi-bin/text-idx?SID=f07ca25f39421197e4215c741fce2d08&mc=true&node=se2.1.200_1333&rgn=div8 https://www.epa.gov/sites/default/files/2020-11/documents/gpi-16-01-subaward-policy.pdf for fixed amount subawards are described in section E of EPA’s Subaward Frequent Questions. EPA Project Officers will work with successful applicants to facilitate approval for fixed amount subawards.

Note: Subaward recipients are subject to the same eligibility requirements as “prime” recipients. Applicants that name specific subrecipients in their application must describe how the named subrecipients meet the eligibility requirements, see Section III (A), in their Work Plan’s Project Summary Cover Letter. Examples of eligible subrecipients include, but are not limited to nonprofit organizations with 501(C)(3) status, individual schools with 501(C)(3) status, and colleges. See Section III (A) for detailed subrecipient eligibility requirements.

Alternatively, if subrecipients are NOT named within the application, you must outline the process and criteria that will be used for selecting eligible subrecipients within the Work Plan’s Project Summary Cover Letter.

Failure to demonstrate compliance with these requirements in the application will result in rejection of the application under Threshold Eligibility Criterion 11. EPA staff may contact the applicant to clarify issues or obtain additional information before making a final determination of compliance and rejection of the application.

Non-Federal Match (Cost Share) Requirement

There is also a non-federal match (cost share) requirement that all applicants must meet, which must be for a minimum of 25% of the total project amount (Total project amount = EPA Funding Request + Non-Federal Match). In order to be eligible for funding consideration, applications must demonstrate how the match requirement will be met if selected for an award. Under appropriate circumstances, applicants may use partnerships to assist with matching funds requirements. See Section I (I) above for further information about Partnerships. Applicants must be aware, however, that regardless of whether it is a partner(s) or their own organization that is providing the matching funds, the applicant itself is responsible for ensuring that the non-federal match requirement is met. An application will be deemed ineligible if funds for less than 25% of the total project amount are proposed as the non-federal match. Selected recipients must comply with 2 CFR

200.306 when meeting this program’s cost share requirement.

Note: that the EE Grant Calculator (on right side of webpage) can be used as a tool to confirm your subaward and non-federal match calculations.

C. Threshold Eligibility Criteria All applications will be reviewed for eligibility and must meet the eligibility requirements described in Sections III (A), (B), and (C). to be considered eligible. Applicants deemed ineligible for funding consideration as a result of the threshold eligibility review will be notified within 15 calendar days of the ineligibility determination.

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

1. Applications must substantially comply with the application submission instructions and requirements set forth in Section IV of this solicitation or else they will be rejected. However, where a page limit is expressed in Section IV with respect to the application, or parts thereof, pages in excess of the page limitation will not be reviewed. Applicants are advised that readability is of paramount importance and should take precedence in application format, including selecting a legible font type and size for use in the application.

2. In addition, initial applications must be submitted through Grants.gov as stated in Section IV of this solicitation (except in the limited circumstances where another mode of submission is specifically allowed for as explained in Section IV) on or before the application submission deadline published in Section IV of this solicitation. Applicants are responsible for following the submission instructions in https://www.epa.gov/grants/epa-subaward-frequent-questions https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/subpart-D/section-200.306 https://www.ecfr.gov/current/title-2/subtitle-A/chapter-II/part-200/subpart-D/section-200.306 https://www.epa.gov/education/grants

Section IV of this solicitation to ensure that their application is timely submitted. Please note that applicants experiencing technical issues with submitting through Grants.gov should follow the instructions provided in Section IV, which include both the requirement to contact Grants.gov and email a full application to EPA prior to the deadline.

3. Applications submitted outside of Grants.gov will be deemed ineligible without further consideration unless the applicant can clearly demonstrate that it was due to EPA mishandling or technical problems associated with Grants.gov or SAM.gov. An applicant’s failure to timely submit their application through Grants.gov because they did not timely or properly register in SAM.gov or Grants.gov will not be considered an acceptable reason to consider a submission outside of Grants.gov. DO NOT WAIT!

Register in SAM.gov or Grants.gov as soon as possible. Finalizing these registrations could take a month or more. You do not want a late registration to prevent you from being able to properly submit your application through Grants.gov.

4. The applicant must be an eligible organization as described in Section III (A) above and state in its application how it meets that eligibility criterion.

5. Project activities must be located in one or more of the following states in Region 1: CT, ME, MA, NH, RI, VT.

6. Applications for awards must be for no less than $50,000, and no more than $100,000, in federal funds or the application will be rejected.

7. The application must be for a project that satisfies the definition of “environmental education” as defined under Section I (C).

8. The application must address at least one of the Educational Priorities listed in Section I (E). Applicants that address more than one Educational Priority must make it clear which Education Priority will be the focus of the project.

9. The application must address at least one of the Environmental Priorities listed in Section I (E), along with a specific topic related to that priority that is consistent with the priority and the Agency’s Strategic Plan. Applicants that address more than one Environmental Priority must make it clear which Environmental Priority will be the focus of the project.

10. The applicant must demonstrate in its application how the non-federal match will be met, as required in Section III (B). Applicants can use the EE Grant Calculator (located on right side of the webpage) as a tool to help determine their non-federal match calculations.

11. Applications must describe how the applicant’s project will result in the award of exactly (no more and no less than) 25% of the amount awarded by EPA as subawards of $5,000 (on a cost reimbursement or fixed amount basis) or less to eligible subrecipients.