Part 1. Overview Information

Key Dates

All applications are due by 5:00 PM local time of applicant organization. 

Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.

No late applications will be accepted for this Notice of Funding Opportunity (NOFO).

It is critical that applicants follow the Multi-Project (M) Instructions in the How to Apply - Application Guide, except where instructed to do otherwise (in this NOFO or in a Notice from the NIH Guide for Grants and Contracts). Conformance to all requirements (both in the How to Apply - Application Guide and the NOFO) is required and strictly enforced. Applicants must read and follow all application instructions in the How to Apply - Application Guide as well as any program-specific instructions noted in Section IV. When the program-specific instructions deviate from those in the How to Apply - Application Guide, follow the program-specific instructions. Applications that do not comply with these instructions may be delayed or not accepted for review.

There are several options available to submit your application through Grants.gov to NIH and Department of Health and Human Services partners. You must use one of these submission options to access the application forms for this opportunity.

1. Use the NIH ASSIST system to prepare, submit and track your application online.
2. Use an institutional system-to-system (S2S) solution to prepare and submit your application to Grants.gov and eRA Commons to track your application. Check with your institutional officials regarding availability.
   
   



Table of Contents
Part 1. Overview Information
Key Dates
Part 2. Full Text of Announcement
Section I. Notice of Funding Opportunity Description
Purpose
Background
Section II. Award Information
Section III. Eligibility Information
Eligible Organizations
Section IV. Application and Submission Information
Section V. Application Review Information
Section VI. Award Administration Information
Section VII. Agency Contacts
Section VIII. Other Information

Part 2. Full Text of Announcement

Section I. Notice of Funding Opportunity Description

Purpose

NIEHS Worker Training Program (WTP) intends to support the development of model programs for the training and education of workers engaged in activities related to hazardous materials and waste generation, removal, containment, transportation, and emergency response. The major objective of this Notice of Funding Opportunity (NOFO) is to prevent work-related harm by assisting in the training of workers on how best to identify and protect themselves and their communities from exposure to hazardous materials encountered during hazardous waste operations, hazardous materials' transportation, environmental restoration of contaminated facilities or chemical emergency response. A variety of sites, such as those involved with chemical waste cleanup and remedial action and transportation-related chemical emergency response, may pose severe health and safety concerns to workers and the surrounding communities. These sites are often characterized by the multiplicity of substances present, the presence of unknown substances, and the general uncontrolled condition of the site. A major goal of this program is to support grant recipient organizations to provide appropriate model training and education programs to hazardous materials and waste workers.

Background

The Superfund Amendments and Reauthorization Act of 1986 (SARA), Section126(g), authorizes an assistance program for training and education of workers engaged in activities related to hazardous waste generation, removal, containment or emergency response and hazardous materials transportation and emergency response. The United States Congress assigned responsibility for administering this program to the NIEHS, an Institute of the National Institutes of Health (NIH) under the US Department of Health and Human Services (US DHHS). This NOFO lists three distinct program areas: Hazardous Waste Worker Training Program (HWWTP), the Environmental Career Worker Training Program (ECWTP), and the Hazmat Disaster Preparedness Training Program (HDPTP).  The core program is the HWWTP and is required in order to add the other two optional programs.

Hazardous Waste Worker Training Program (HWWTP)

Hazardous material and waste workers include workers engaged in active and inactive waste treatment, storage and disposal, hazardous waste generation, clean up and remedial action, emergency response, and workers engaged in hazardous materials transportation including safe loading, unloading, handling, and storage. Worker populations for this training include those covered by requirements of Federal Occupational Health and Safety Administration (Code of Federal Regulations, Title 29, Part 1910) and Environmental Protection Agency (CFR, Title 40, Part 311) standards for Hazardous Waste Operations and Emergency Response, regulations governing the NIEHS Hazardous Waste Worker Training Program (CFR, Title 42, Part 65), as well as hazardous materials transportation workers regulated by the US Department of Transportation (49 CFR 171-177).

Since 1987 of the Superfund WTP (FY 1987-2023), the HWWTP has supported 17-20 primary grant recipients. WTP funding granted about 7,775 courses that were provided to more than 129,277 workers with over 1.1 million contact hours from June 1, 2022, to May 31, 2023. More than 4.7 million workers have been enrolled in training courses since  program inception in 1987. The most contact hours in 2023 were in General Construction Safety courses, followed by Confined Space and Hazard Communication. This training is the result of the support that WTP has established among a national network of more than 100 academic institutions, labor-based safety programs, and other nonprofit organizations that deliver high-quality, peer-reviewed safety and health curricula to hazardous waste workers and emergency responders in every region of the United States. More information about the grant recipients and descriptions of all NIEHS WTP Programs can be found on the WTP website.

Environmental Career Worker Training Program (ECWTP)

 There is evidence to support that communities disadvantaged by social economic status, with lack of access to resources such as quality schools and healthcare and living in or near contaminated or polluted areas, face greater risk of exposure to environmental hazards. ECWTP seeks to enrich and change the lives of people from such communities by increasing training and education to promote a sustainable environmental career path for workers in hazardous materials handling, waste, construction, environmental remediation, and other emerging industries. The term disadvantaged refers to populations sharing a particular characteristic, as well as geographic communities, that have been systematically denied a full opportunity to participate in aspects of economic, social, and civic life. For the WTP this includes workers, especially those with less formal education and/or limited English proficiency, that are exposed to environmental contamination, and/or have limited access to training. The ECWTP, formerly known as the Minority Worker Training Program, was established in 1995 to provide a series of national pilot programs to test a range of strategies for the recruitment and training of persons from vulnerable and disadvantaged communities. These are individuals who live near hazardous waste sites or in a community at risk of exposure from contaminated properties who wish to work in the environmental field. The program represents a broad geographic distribution and reaches numerous populations in high-risk contaminated areas across the United States and has reached over 30 communities trained across 20 states and the District of Columbia with over 200 different community-based organizations. 

The promotion of long-lasting and effective partnerships is a critical piece of the program, in terms of providing supportive services and pathways to employment, for example by referrals, first-hire ordinances, pre-apprenticeship programs, and community benefit agreements. The different programs provide pre-employment job training, including literacy, life skills, environmental preparation, green jobs  and other related courses, construction skills training, environmental worker training including hazardous waste, asbestos and lead abatement training,  safety and health training, and hands-on technical skills training. Some training also includes enrollment in apprenticeship and workforce development programs for construction and environmental remediation worker training. In addition, particular focus is placed on establishing a program of mentoring. ECWTP promotes partnerships or sub-agreements with academic and other institutions,  public schools, and community-based organizations located in or near the impacted area to provide pre-math, science or other related education to program participants prior to or concurrent with entry into the training program. For FY 2023, the program trained 657 individuals with 489 employed for an outstanding job placement rate of 74%. Since the program began, we have trained 14,678 students with 10,284 obtaining jobs and an overall job placement rate of 72%.

There are important guidance documents that describe the successes of the NIEHS Worker Training Program. Guidance on How to Achieve Successes and Best Practices Report provides a detailed assessment of the development of the program, key findings, best practices for implementation and success, short- and long-term recommendations, and numerous case studies. The history of the program and its commitment towards environmental justice is captured in the article Government Program Celebrates 25 Years of Commitment to Environmental Justice Movement. 

The 2015 report The Economic Impact of the Environmental Career Worker Training Program showed an annual federal investment of $3.5 million in ECWTP generates a $100 million return from 2005 to 2013 at a total of $1.79 billion. An updated report for the period of 2014-2022, Impact Evaluation of Workplace Development in Disadvantaged Communities: The NIEHS ECWTP found that the program produced a 28 times return on annual federal investment. The economists who authored the reports found fiscal benefits in the program’s positive effect on earnings that also lead to additional revenue through taxes, reduced costs related to workplace injury, a reduction in hiring costs for businesses, decreased costs related to crime, fewer social program transfers, and for the year 2020 savings related to COVID-19 pandemic unemployment.  Qualitative results illustrate societal benefits to program participants. Some key themes found that ECWTP has fostered and supported partnerships among recipients and leaders within their communities, leading to recruitment and job placement of trainees; and training cohorts nurture trainees with skills that build confidence and empowerment. 

We expanded our focus on Environmental Justice, especially under the Environmental Career Worker Training Program, to focus on assuring cultural sensitivity, multilingual communications, and an appreciation for inclusion and diversity. Some Executive Orders that relate include EO 12898, 14008, and 14096. ECWTP was selected as a pilot program to the Justice40 Initiative. This whole-of-government initiative aims to deliver 40 percent of the overall benefits from Federal investments in climate change, clean energy, clean transportation, affordable housing, water infrastructure, workforce development, and pollution remediation to disadvantaged communities. ECWTP was selected because of its strong track record of helping unemployed, underemployed, homeless, and formerly incarcerated people find good jobs and become productive members of society.

As part of the DHHS commitment to the Brownfields Program , the NIEHS will continue to provide training under ECWTP to support training targeting brownfields communities.  Overall, these programs have achieved great success in moving workers into long-term employment including, most recently, in the area of energy retrofitting, commercial driver licenses with hazmat endorsement, and solar panel installation. 

Hazmat Disaster Preparedness Training Program (HDPTP)

NIEHS has developed a HDPTP initiative in response to the experiences and lessons learned from past and recent natural and man-made disasters. This program enhances the safety and health training of hazardous materials workers and&nbsnbsp;responders by developing and delivering health and safety training to workers responding to disasters. This program, through its partnerships between grant recipients, their partners, as well as federal, state, and local agencies, aims to augment preparedness and response efforts in a wide variety of high-risk settings to ensure responders are aware of site-specific hazards and mitigation techniques prior to and during response and recovery activities. This initiative is intended to foster the development and delivery of disaster specific training programs as an extension to the HWWTP for the purpose of preparing a cadre of trained workers for prevention, response, and recovery to disasters in a wide variety of facilities and high-risk operations.

The purpose of the NIEHS HDPTP is to complement the Department of Homeland Security (DHS) various preparedness scenarios by enhancing the safety and health training capacity of hazmat workers and emergency responders to respond to terrorist incidents involving weapons of mass destruction as well as natural disasters. Under Homeland Security Presidential Directive/ HSPD–8—National Preparedness, The term First Responders was defined as emergency management, public health, clinical care, public works, and other skilled support personnel (such as equipment operators) that provide immediate support services during prevention, response, and recovery operations. Since the program started in 2005, grant recipients have responded and trained workers after major natural disasters such as hurricanes, wildfires, and man-made disasters such as the World Trade Center, Anthrax, Opioid Crises, and Deepwater Horizon Gulf Oil Spill. WTP and its grant recipients have also responded to Ebola and COVID-19.  As part of the COVID-19 response, WTP and its grant recipients were able to produce several training tools, in multiple languages, held numerous virtual workshops, developed fact sheets, conducted evaluations, and created search tools for infectious disease resources. As of 2023, supplemental COVID-19 funding from NIEHS WTP has led to 3,140 courses, 61,630 workers trained, over 172,984 total contact hours. 

NIEHS WTP supports the belief that pre-incident (preparedness) training is critical for workers who may find themselves responding to a disaster. Skilled and other support personnel (such as construction, utility, and transportation workers)along with federal, state, and local government workers and others may find themselves working on a disaster site, during the response or recovery. These populations need to understand the unique hazards that are present on a disaster site before they are deployed there. The Disaster Site Worker course (OSHA 5600) arose from clearly identified need at World Trade Center (WTC) Ground Zero and can save lives during disaster responses by providing workers who respond to disasters the critical knowledge they need to protect themselves.

Training developed under this program should complement FEMA’s National Incident Management System (NIMS) standardized incident management processes, protocols, and procedures that all responders -- Federal, state, tribal, and local -- will use to coordinate and conduct response actions. Therefore, grant recipients who plan to participate in disaster response activities should be familiar with NIMS compliance.  Background resources describing this initiative include technical Workshop reports which are available at the NIEHS Clearinghouse website:

• Learning from Disasters: Weapons of Mass Destruction (WMD) Preparedness Through Worker Training
• Worker Training in a New Era: Responding to New Threats
• Worker Training Program - NIEHS Hurricane Sandy Response Report released September 2013
• NIEHS WTP Spring 2006 Technical Workshop Report: Learning from Disasters: Katrina Response Safety and Health Training
• Lessons Learned from the 2010 Deepwater Horizon Oil Spill - Released February 2012
• Disaster Response Training: From WTC to Katrina Five Years of Lessons Learned - Fall 2006 Awardee Meeting and Technical Workshop

 General Training Goals and Objectives

 With worker health and safety training, an immediate goal is to provide students with relevant information, program-solving skills, and the confidence needed to use these tools. Long-term goals of the model training programs are to assure that workers become and remain active participants in determining and improving the health and safety conditions under which they work, and that avenues are established for collaborative employer-employee relationships in creating safe workplaces. Primary prevention of disease and injury among hazardous waste workers requires heavy reliance on the use of engineering control methods, appropriate work practices and the use of personal protective equipment such as respirators and protective clothing. These approaches are highly dependent on individual workers being knowledgeable in the use and application of these approaches and understanding their limitations.

Worker safety and health training is adult learning-based, action-oriented, and results-centered. Training for workers focuses on providing knowledge and skills that can be applied in the workplace, rather than on learning for its own sake. Workers come to training with a great volume of experience, and are, in many ways, the richest resources of a training class. Successful adult education emphasizes peer-sharing activities, such as problem-solving and simulation exercises, that tap the experience of the learner. It also harnesses the motivation an adult learner brings to the classroom when they have a use for the topic and skills being taught. Successful worker training often mirrors the way people learn from each other at work. After training, workers should be able to bring what they have learned in the classroom or work-site training back to their jobs. Section 8.2: Principles of Adult Education Applicable to HAZWOPER of the Minimum Health and Safety Training Criteria: Guidance for Hazardous Waste Operations and Emergency Response (HAZWOPER) and HAZWOPER-Supporting Training provides more details on this topic.

These training goals and objectives apply to all programs; however, there are specific goals and objectives restricted to the ECWTP and the HDPTP. Applications which are responsive to this NOFO must clearly delineate the training populations being targeted by specifying a discrete training plan, program resources and a segregated program budget which responds to a combination or all of the authorized NIEHS assistance programs through HWWTP, ECWTP, and the HDPTP.

HWWTP Specific Goals and Objectives

 Applicants should be familiar with SARA Section 126 requirements for training. This identifies workers to be trained based on potential exposure and health risk and requires training for personnel engaged in hazardous substance removal or other activities, such as those involved in transportation, which expose or potentially expose such workers to hazardous substances. In addition, training is required for workers who may be exposed to unique or special hazards. Different levels of training for hazardous materials, waste workers and supervisors are delineated in this section and depending on their role in the response activity training should be tailored to and specific to the hazards. For example, training described in a site safety plan based on the job hazard analysis of the site should be followed according to the standard. This program embraces an all-hazards approach to training that includes a broad range of hazardous incidents, including major natural disasters and chemical, biological, radiological, and explosive incidents. The applicability of the HAZWOPER regulation to natural disasters and explosive events would be determined by OSHA on a case-by-case basis, but the agency has previously confirmed that HAZWOPER applies broadly to chemical, biological, and radiological incidents.

The U.S. Department of Health and Human Services(US DHHS), which includes the NIH and the NIEHS, is a signatory to the National Response Framework (NRF), National Disaster Recovery Framework (NDRF), or the National Contingency Plan (NCP). Upon the activation by any of these plans, the NIEHS WTP may be activated to provide:

• Training technical assistance such as instructional staff, curricula development experts, subject-matter experts, and professional staff. Safety training to worker target populations with respect to the nature and location of the incident and the hazards.
• Assistance and support in the development and delivery of site-specific health and safety training through appropriately qualified WTP grant recipient instructional staff. Assistance such as respirator fit testing and distribution of personal protective equipment.

This section on the NRF, NDRF, or NCP is also applicable to the HDPTP

 Important background information for this NOFO is available from the National Clearinghouse for Worker Safety and Health Training. This Clearinghouse, which is run by a support contractor to NIEHS, is the primary communications channel through which the WTP distributes technical reports, news updates,  and training information to its grant recipients, interested members of the hazardous waste worker-training community, and the public. The National Clearinghouse provides a database of curricula developed by current NIEHS grant recipients. In addition, program evaluation has always been a core part of the WTP mission. Many tools and resources to support evaluation implementation and assessment of program effectiveness are on the National Clearinghouse Training Evaluation web page. Additionally, since the previous NOFO ( RFA-ES-19-003 ), WTP has published several reports that provide lessons learned, summaries of accomplishments, and evaluation and impact findings.

Model training programs for hazardous waste workers and emergency responders shall satisfy minimum requirements as specified in Federal OSHA rules and other related regulations which have been or may be promulgated. Training programs shall also meet the minimum requirements specified in the Minimum Health and Safety Criteria: Guidance for HAZWOPER and HAZWOPER-Supporting Training” (Minimum Criteria), updated in 2018 (2018 Minimum Criteria Guidance Summary of Changes) as a result of a NIEHS-sponsored technical workshop focused on revising critical components of the guidance. Originally issued in 1991, with revisions in 1994 and 2006, the latest document incorporated feedback and changes in the following areas: E-learning, Collateral Duty, Proficiency Assessment, Instructor Development, Evaluation, Disaster Training, Infectious Disease, and Evergreening of Curricula. Consideration should also be given to Appendix E of 29 CFR 1910.120 (59 FR 43268, August 22, 1994), which references much of the NIEHS Minimum Criteria Worker Health and Safety Training for Hazardous Waste Operations and Emergency Response.

WTP and NIEHS have strategic planning documents that can be referenced to understand program goals, expected outcomes, and ongoing initiatives. For WTP, these documents are a 2024-2029 WTP draft strategic plan, a WTP Logic Model, and an WTP Operational Matrix. The Operational Matrix is used to track annual progress toward WTP goals and activities. The activities within the matrix link to outcomes (impacts) in the WTP Logic Model. NIEHS has a  2018-2023 Strategic Plan. WTP activities primarily fall under the NIEHS goals for Theme Two, Promoting Translation – Data to Knowledge to Action. The WTP uses the environmental sciences to reduce risk and protect worker and public health through training. WTP activities primarily fall under the NIEHS goals for Theme Two, Promoting Translation – Data to Knowledge to Action. The WTP uses the environmental sciences to reduce risk and protect worker and public health through training. NIEHS hopes to publish it s new strategic plan in 2024 and should be reviewed.

There is no limiting language regarding training coverage. Thus, the scope covers worker health protection from hazardous waste work and exposure to hazardous substances in the broadest sense.

An applicant may join with one or more nonprofit organizations in a single application and share resources in order to maximize worker group coverage, enhance the effectiveness of training, and bring together appropriate academic disciplines and talents. Such arrangements are strongly encouraged. The application must have specific plans to implement the cooperative arrangements necessary for program integration and to insure effectiveness. Detailed plans of this collaboration and budgets must be described only in the lead organization application. Specific expertise, facilities, or services to be provided by each participating member must be identified.

Awards will be made for direct student and worker trainer training, technical support of training, and training program evaluation. It is believed that adequate curricula and training materials exist for worker training that can be adapted with minimal effort. Means of multiplying training are also encouraged to meet the need; thus, programs such as effective train-the-trainer programs are encouraged. Programs targeted to multi-state and nationwide coverage to reach wider worker populations will be given preference in funding.

Applications will not be considered that cover municipalities or other jurisdictions covering fewer than two states. Since this program restricts indirect costs to 8%, applicants are also strongly encouraged to develop plans to generate program income to assist in supporting efforts under the HWWT and HDPTP components.

WTP recognizes that within proposed target populations there are workers who have less formal education or have limited English proficiency. Applicants are encouraged to consider how to address the language and cultural needs of these workers so that they are engaged in learning and can understand and act on the health and safety information being taught to them.

The inclusion of institutions and organizations that have historical involvement and expertise in responding to environmental justice issues is also strongly encouraged. Participation of institutions and community-based organizations from disadvantaged or vulnerable communities may include the:

• Adaptation of curricula to address occupational health disparities and environmental justice concerns
• Development of training programs that outreach to environmentally disadvantaged groups and Limited English Proficient populations
• Delivery of high-quality training that can augment efforts to promote toxic use reduction, emergency preparedness in the community, chemical process safety and pollution prevention; and
• Expansion of partnerships to disaster volunteers, communities surrounding a disaster site, and other vulnerable populations such as tribal communities.

Information regarding the NIEHS WTP Environmental Justice Accomplishments are described in the report entitled Environmental Justice and Hazardous Waste Worker Training Programs: 15 Years of Investment in Environmental Justice and provides a strong framework for continued involvement in environmental justice advances that support occupational health and safety protections of workers and communities. In addition, more information is detailed in the NIEHS Report on Advancing Environmental Justice- Contributions of the National Institute of Environmental Health Sciences Division of Extramural Research and Training to Environmental Justice: 1998–2012. Recently in May 2023  the NIEHS WTP and the National Clearinghouse for Worker Safety and Health Training released a report entitled Building Capacity with Native Americans and Alaska Natives to Handle Hazardous Materials and Respond to Emergencies that summarizes training accomplishments for recipient's work with Native American tribes and Alaska Natives from 2015 to 2017. It describes how training efforts have protected tribal workers, increased employment opportunities, and built capacity to respond to disasters. It is important that training be targeted to these target populations and may include the existing tribal workforce; those likely to perform environmental clean-up and waste management work; those involved in waste transportation on, to, and from hazardous sites; appropriate supervisors and managers of contractor and subcontractor activities; emergency response personnel with site mutual aid agreements; appropriate Federal, state, tribal, and local government officials who are involved in compliance efforts; and community members, members of tribal nations, and emergency response personnel surrounding hazardous sites who would be responsible for or involved in a hazardous materials release.

Additionally, the NIEHS WTP activities support the HHS Environmental Justice Efforts, which provides clear direction of goals, strategies and actions to address environmental justice in disadvantaged communities and Native American tribes. The new strategic plan on environmental justice will be published in 2024.  

The NIEHS efforts to address occupational health disparities were explored in a workshop entitled Eliminating Health and Safety Disparities at Work in collaboration with NIOSH, EPA, and OSHA. This workshop brought together representatives from multiple disciplines and perspectives to understand the social, cultural, and economic factors that create and perpetuate occupational health and safety disparities and the papers disparities and the papers, reports, and publications. Special Issue: Achieving Health Equity in the Workplace, May 2014, Volume 57, Issue 5, Pages 493-614 examined the major research accomplishments and gaps in this area and identified promising practices for eliminating disparities through innovative intervention programs that are integral to supporting effective health and safety training under the NIEHS WTP.

Ongoing Program Initiatives

Since the previous NOFO (RFA-ES-19-003 ), NIEHS has published several reports that provide lessons learned, summaries of accomplishments, and evaluation and impact findings regarding our programs. These include an annual report of the Training Programs, highlights in state profiles, and a report of Native American and Alaska Native training through WTP.  Additionally, the Training Evaluation webpage includes resources such as recording of evaluation community of practice webinars.

To respond to the increase in technology-based training methods, NIEHS included an update in the Minimum Criteria under Section10.5, Instructional Technologies. The Minimum Criteria provide factors to consider when new training technologies are being considered for a training program and provides criteria to help ensure the technology-based activities address literacy and user-friendliness. With the emergence of new health and safety concerns for workers in the areas of green remediation, green jobs, green chemistry, nanotechnology, new industrial processes and chemicals, and combustible dust, it is clear that additional health and safety training approaches are necessary to address these new hazards to the hazardous waste workforce. There are other new issues that clearly impact the health and safety of current and new target populations including hazards associated with hydraulic fracking, responding to chemical emergencies, (Executive Order 13650 Improving Chemical Facility Safety and Security), responding to climate change events and sea level rise, as well as occupational health disparities and environmental justice, and identifying and meeting the needs of new training audiences such as citizen recovery workers during disasters, or returning veterans.

For Executive Order 13650, training should include improving operational coordination with State, Local, and Tribal Partners such as to improve health and safety training of workers at facilities and training associated with this safety. For the worker training community training to enhance and expand the application of process safety management is integral and reference to the OSHA Process Safety Management page is important. In addition, training that meets Resource Conservation and Recovery Act (RCRA) and Clean Air Act (CAA) to address emergency response, emergency preparedness training, and risk management plans is also encouraged.

As for climate change events and sea level rise, environmental cleanup workers, which may include community members, and emergency responders who must be trained to address hazards associated with the increase in frequency and intensity of climate events as described in Executive Order 13653: Preparing the United States for the Impacts of Climate Change. During disasters, WTP puts a human face on the term 'resilience.' WTP has long noted the stress, the physical danger, the exhaustion that our citizens face during and in the aftermath of these large-scale events. There is a role that training can play in preparing responders and recovery workers. A goal of the program is to develop health and safety training materials and resources for workers to support state, local, and tribal preparedness for resilience to climate change. For ECWTP training for careers in emergency response and infrastructure rebuilding of communities is encouraged. Plans for this training should include information on the target populations and for these populations, the need for training to address hazards and vulnerabilities associated with pre-incident, response, and recovery efforts after significant climate change events.

The NIEHS WTP will continue to address current and emerging preparedness, response and recovery efforts in disasters by deploying debris management and mold remediation training and providing personal protective equipment and informational materials to affected residents and communities. The NIEHS WTP Infectious Disease Response Training Program for workers across sectors who may be exposed to infectious diseases. This addresses an important gap revealed by the 2014 Ebola outbreak. The Ebola Biosafety and Infectious Disease Response WTP (RFA-ES-15-018) began June 1, 2016, and ran through May 31, 2019. NIEHS built federal capacity for biosecurity, biopreparedness, and rapid response to emerging infectious diseases, including developing an infrastructure of trainers and organizations who can be a resource during emergencies. As a result of the COVID-19 pandemic WTP received a $10 million dollar appropriation that allowed recipients to provide at least 2,893 courses to 56,461 workers and to support community COVID recovery centers.

Under this announcement, training for biosafety preparedness is considered an ongoing program initiative and can be included in your training programs. As of May 31, 2018, the program has accomplished the following: Approximately 1,000 courses to 23,000 workers, with more than 90,000 contact hours, and in-person trainings in 37 states across the country. Approximately 65 train-the-trainer and trainer development courses were provided to more than 900 workers across the country to become trainers or increase their capacity to train. More than 40 new curricula are available in the NIEHS WTP Clearinghouse Curricula Catalog.

To address unmet mental health and resilience needs to be identified following disasters and the crisis surrounding misuse of prescription drugs in occupational settings, the WTP has developed curricula and held workshops to develop training options for organizations to address these concerns with workers and communities. Training tools are available on disaster worker and resiliency and prevention of occupational exposures. For a list of these curricula, applicants should refer to the WTP Responder and Community Resilience page.

Substance Use and Worker Health -The current drug overdose epidemic in the U.S. is having a significant impact on the health and well-being of individuals, communities, and workers. It has become increasingly evident that on-the-job exposure and substance use disorders are challenges that impact workers in different occupations.   Given the potential for exposure to these drugs and the hazardous substances used to produce them, it is important that workers in these industries understand how to protect themselves. Workplaces should strive to prevent substance use disorders by creating a healthy and safe workplace, providing support for workers in recovery to reenter or enter the workplace. It is encouraged that the occupational safety and health community work within coalitions to help build recovery supportive workplace programs and ensure they address work-related root causes of substance use through education and training. NIEHS training and approaches can be found on the Opioids and Substance Use: Workplace Prevention and Response web page, and detailed in the workshop report from October 2018 entitled Opioid-Related Hazards in the Workplace: Developing a Training Framework to address Exposure, Use, and Prevention. NIEHS review and identified gaps of recovery ready workplaces can be found in the report Recovery Friendly Workplace Landscape Analysis.

ECWTP Specific Goals and Objectives (formerly the MWTP)

 ECWTP focuses on delivering comprehensive job training  promote broad participation in the environmental remediation and construction industries, including individuals from disadvantaged communities. ECWTP will maintain its focus on building strong training collaborative programs between worker training organizations, such as labor-based organizations and community-based organizations, which have unique access to potential trainees from disadvantaged communities. Special attention will be directed at programs that successfully integrate job skills training with worker health and safety training to reach multiple locations for training. It is important that training locations do not overlap with existing training populations or locations to ensure a spread of training sites. Utilization of existing curricula is the preferred method for development of specific training under this program.

Major program goals are:

Recruit target populations that are members of disadvantaged groups who live in areas near hazardous waste sites or in communities at risk of exposure to contaminated properties. We encourage that priority for recruitment target adult persons that are disadvantaged to increase the number of workers in the hazardous waste, construction and environmental remediation fields who are from disadvantaged groups based on exposure to environmental contamination and/or limited access to training.. These individuals must be unemployed or underemployed and reside in disadvantaged communities. Please note that consistent with NIH practice and applicable law, funded programs may not use the race, ethnicity, or sex of prospective program participants or faculty as an eligibility or selection criteria. The race, ethnicity, or sex of candidates will not be considered by NIH in the application review process or when making funding decisions. Training should be tailored to meet the needs of the target population for the entire time of the grant, and it is intended that training occur in multiple communities. 

Training should address skills and knowledge required for different and diverse career opportunities in environmental restoration and construction with integration of new emerging environmental technology fields such as green jobs training, utilities, wastewater treatment, community health worker and other approaches depending on labor market needs in each community. Each program should develop specialized training programs specific to the workforce needs in their geographic area; however, hazardous materials and waste training remain the primary core curriculum. 

Partnerships are essential to provide this diverse training, and it is important to include formal community based local partners to conduct specific training such as literacy training, job readiness, problem-solving skills, self-esteem, and teamwork. Life Skills training is a supportive service tailored to the individual's needs. The services might include remedial mathematics tutoring, budget counseling and cash management, life situational counseling and job readiness skills. These services prepare the student to take apprenticeship and employment examinations, as well as pass the environmental examinations leading to certifications in lead abatement, asbestos abatement, and hazardous waste operations. In addition, to obtain access to quality jobs in these fields' formal arrangement with environmental cleanup contractors and hazardous waste employers may be necessary. These environmental career-oriented projects are developed within the context of other social and health needs of the community. The different programs provide pre-employment job training, including literacy, job readiness, life skills, environmental preparation, and other related courses construction skills training; environmental worker training including hazardous waste, asbestos and lead abatement training; and safety and health training. Some training also includes enrollment in apprenticeship programs for construction and environmental remediation worker training.  Focus is placed on establishing a program of mentoring. Mentoring and counseling are also an important part of the ECWTP, as they help trainees to develop direction, confidence, and positive attitudes toward job training and work.

Student retention in training is imperative and strategies to engage participants throughout the various phases of the program are a major objective of the training. Also, a tracking program that describes the longevity of post-training employment of graduating training program participants, type of jobs, and specific types of sites where participants work is extremely critical to report job placements.

 Hazmat Disaster Preparedness Training Program (HDPTP) Goals and Objectives

 A goal of NIEHS program support under HDPTP is to enhance the safety and health training of hazardous materials workers, chemical responders, and skilled support personnel, and to create training materials and deliver methods for responders (cleanup workers and their communities) and to augment the prevention and preparedness efforts in a wide variety of high-risk settings. Creation of materials and delivery of proposed training to potential disaster response workers must be closely coordinated with the activities of authority having jurisdiction of the overall response effort and other involved local, state, and federal entities. WTP training has played a critical role in response to a variety of natural and manmade disasters, as well as public health emergencies.  For the 2023 funding period the program provided 911 courses and trained 29,993 workers.

One of the key lessons of the World Trade Center cleanup is the importance that skilled construction support personnel and hazardous materials response workers will play in any future disaster of national significance. Only the HWWTP applicants may apply for the HDPTP; therefore, NIEHS funds may be reprogrammed to allow disaster response participation with the approval of the NIEHS program administrator. Additionally, existing remediation and cleanup worker training courses must be refreshed using lessons learned and after-action reports from disaster responses and exercises to continually improve the health and safety of responders operating in disaster site conditions.

Enhanced training for current hazardous material workers and chemical responders who protect the nation's infrastructure from other potential terrorist attacks on chemical-intensive operations is a continuing high priority national need. This may support Executive Order 13650, that would include worker training community training to enhance and expand the application of process safety management. In addition, training that meets RCRA/CAA to address emergency response, emergency preparedness training, and risk management plans would also be encouraged as well as training that would improve operational coordination with state, local, and tribal partners. Additional focus is ensuring the program facilitates the translation of existing technical information on respiratory protection into tailored and culturally appropriate guidance and training materials designed for workers, particularly those who may be using respirators outside a respiratory protection program per the National Academies of Sciences, Engineering, and Medicine report on Respiratory Protection for the Public and Workers Without Respiratory Protection Programs at their Workplaces.

Training under this program could also support Executive Order 13653, Preparing the United States for the Impacts of Climate Change. During disasters, WTP puts a human face on the term resilience. WTP has long noted the stress, the physical danger, the exhaustion that workers face during and following disasters. There is a role that training can play in preparing responders, including volunteers, day laborers as well as neighbors restoring neighborhoods and homes. The Minimum Criteria section 11.5 - Disaster Response and Recovery Workers references the role of volunteers and day laborers. In addition, numerous disasters have made clear that the term responder often applies to citizens protecting themselves, their property, and communities during and recovering from these events. There is likely a need for short, incident specific awareness training that can be delivered during the disaster recovery period including training on issues such as confined spaces, bloodborne pathogens, personal protective equipment, hazard assessment, fire watch, first aid/CPR, site safety, working around heavy equipment, physical threats such as heat stress, fatigue, shift work, fall protection, and psychological stress. In an effort to address unmet mental health and resilience needs identified following multiple disasters, the NIEHS WTP with support from the Substance Abuse and Mental Health Services Administration (SAMHSA), launched the Gulf Responder Resilience Training Project (GRRTP) in 2012 to develop behavioral health training for disaster impacted communities. 

For a list of resources applicable to a variety of natural and man-made disasters, please visit our All-Hazards Resources page. Specific guidance on Disaster Response training and the all-hazards approach to training can be found in the Minimum Criteria Section 11.5 - Disaster Response and Recovery Workers.

Training initiatives should support the development of a nation-wide cadre of well-trained environmental response workers and emergency responders to ensure that the nation is prepared to respond to future disasters of national significance. This training should be patterned after the successful Hazardous Waste Worker Training Program that provides worker certification to workers who work safely on existing or new hazardous waste sites. A proposed disaster response training program should focus on health and safety and environmental issues and should include at a minimum review of NIMS, emergency response protocols, hazard communication, personal protection equipment and respiratory protection, and first aid training.

NIEHS encourages the updating and revising of existing curricula as a first priority. New training modules should only be developed if there is significant justification to address different biological, radiological, and chemical agents that can be incorporated into Hazardous Waste Refresher courses or can stand alone as part of a larger all hazards preparedness disaster training program as an important step toward creating a cadre of disaster prepared remediation and response workers. NIEHS resources can be used to support the development of trained and pre-certified skilled construction support personnel in relevant crafts for immediate response to national disasters or possible catastrophic attacks. In support of NIEHS WTP Emergency Support Activation Plan (ESAP), trainers may need to be NIMS compliant and should take appropriate identified courses to meet the requirements of the standards established at a disaster site.

Specifically for workers in high-hazard facilities like the oil, nuclear and petrochemical industry, which have been cited as likely targets for man-made or natural disasters, NIEHS will support development of awareness and operations level training programs that will prepare in-plant workers to react quickly to interface with the emergency response system, to prevent the release of hazardous materials during normal operations and to limit damage at the plant and to protect themselves, their fellow workers and the general public. For example, specific training to address Process Safety Management and Oil Spill and Refinery Fire Response such as the State's General Industrial Safety Order 5189.1 issued in July 2016 (PSM Regulation) addresses this need.

Preparation and delivery of training for workers with the capability of remediating buildings contaminated with biohazards such as anthrax, smallpox, and bio-toxic agents continue to be national priorities. The training must prepare these workers for environments that will be extremely hazardous and teach them appropriate work practices, use of personal protection equipment, and effective decontamination procedures.  Many remediation workers and other workers in high-risk facilities do not speak English as their native language and some do not speak English at all. Health and safety training materials and curricula must be understandable for workers at risk and need to be provided appropriately that will allow the demonstration of comprehension and proficiency of the training objectives. Trainers may need to be trained and courses may need to be conducted in a language other than English, with consideration given to cultural needs.  Specifically with Ebola and COVID-19 the WTP has invested considerable resources to address the needs of workers to protect themselves and their communities against infectious diseases.

Applicants are encouraged to consult with WTP staff for specific questions about their proposed project. 

See Section VIII. Other Information for award authorities and regulations.

Section II. Award Information

NIH grants policies as described in the NIH Grants Policy Statement will apply to the applications submitted and awards made from this NOFO.

Section III. Eligibility Information

1. Eligible Applicants

Eligible Organizations

Higher Education Institutions

Public/State Controlled Institutions of Higher Education Private Institutions of Higher Education

The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:

        Hispanic-serving Institutions

        Historically Black Colleges and Universities (HBCUs) 

        Tribally Controlled Colleges and Universities (TCCUs)

        Alaska Native and Native Hawaiian Serving Institutions

        Asian American Native American Pacific Islander Serving Institutions (AANAPISIs)

Nonprofits Other Than Institutions of Higher Education

 Nonprofits with 501(c)(3) IRS Status (Other than Institutions of Higher Education)

Non-domestic (non-U.S.) Entities (Foreign Organization) are not eligible to apply.

Non-domestic (non-U.S.) components of U.S. Organizations are not eligible to apply.

Foreign components, as defined in the NIH Grants Policy Statement, are not allowed. 

Applicant organizations

Applicant organizations must complete and maintain the following registrations as described in the How to Apply- Application Guide to be eligible to apply for or receive an award. All registrations must be completed prior to the application being submitted. Registration can take 6 weeks or more, so applicants should begin the registration process as soon as possible. Failure to complete registrations in advance of a due date is not a valid reason for a late submission, please reference NIH Grants Policy Statement Section 2.3.9.2 Electronically Submitted Applications for additional information.

• System for Award Management (SAM) – Applicants must complete and maintain an active registration, which requires renewal at least annually. The renewal process may require as much time as the initial registration. SAM registration includes the assignment of a Commercial and Government Entity (CAGE) Code for domestic organizations which have not already been assigned a CAGE Code.
  • NATO Commercial and Government Entity (NCAGE) Code – Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.
  • Unique Entity Identifier (UEI) - A UEI is issued as part of the SAM.gov registration process. The same UEI must be used for all registrations, as well as on the grant application.
• eRA Commons - Once the unique organization identifier is established, organizations can register with eRA Commons in tandem with completing their Grants.gov registration; all registrations must be in place by time of submission. eRA Commons requires organizations to identify at least one Signing Official (SO) and at least one Program Director/Principal Investigator (PD/PI) account in order to submit an application.
• Grants.gov – Applicants must have an active SAM registration in order to complete the Grants.gov registration.

Program Directors/Principal Investigators (PD(s)/PI(s))

All PD(s)/PI(s) must have an eRA Commons account.  PD(s)/PI(s) should work with their organizational officials to either create a new account or to affiliate their existing account with the applicant organization in eRA Commons. If the PD/PI is also the organizational Signing Official, they must have two distinct eRA Commons accounts, one for each role. Obtaining an eRA Commons account can take up to 2 weeks.

Any individual(s) with the skills, knowledge, and resources necessary to carry out the proposed research as the Program Director(s)/Principal Investigator(s) (PD(s)/PI(s)) is invited to work with his/her organization to develop an application for support. Individuals from diverse backgrounds, including underrepresented racial and ethnic groups, individuals with disabilities, and women are always encouraged to apply for NIH support. See, Reminder: Notice of NIH's Encouragement of Applications Supporting Individuals from Underrepresented Ethnic and Racial Groups as well as Individuals with Disabilities, NOT-OD-22-019. 

For institutions/organizations proposing multiple PDs/PIs, visit the Multiple Program Director/Principal Investigator Policy and submission details in the Senior/Key Person Profile (Expanded) Component of the How to Apply - Application Guide.

2. Cost Sharing

This NOFO does not require cost sharing as defined in the NIH Grants Policy Statement Section 1.2- Definitions of Terms.

3. Additional Information on Eligibility

Number of Applications

The NIH will not accept duplicate or highly overlapping applications under review at the same time per NIH Grants Policy Statement Section 2.3.7.4 Submission of Resubmission Application. This means that the NIH will not accept:

• A new (A0) application that is submitted before issuance of the summary statement from the review of an overlapping new (A0) or resubmission (A1) application.
• A resubmission (A1) application that is submitted before issuance of the summary statement from the review of the previous new (A0) application.
• An application that has substantial overlap with another application pending appeal of initial peer review (see NIH Grants Policy Statement 2.3.9.4 Similar, Essentially Identical, or Identical Applications).

Only one application per Institution (normally identified by having a unique entity identifier (UEI) or NIH IPH number) is allowed; however, that institution may also participate as partner via a sub-award or associate program through applications submitted by other institutions.
 

Section IV. Application and Submission Information

1. Requesting an Application Package

The application forms package specific to this opportunity must be accessed through ASSIST or an institutional system-to-system solution. A button to apply using ASSIST is available in Part 1 of this NOFO. See the administrative office for instructions if planning to use an institutional system-to-system solution.

2. Content and Form of Application Submission

It is critical that applicants follow the Multi-Project (M) Instructions in the How to Apply - Application Guide, except where instructed in this notice of funding opportunity to do otherwise and where instructions in the How to Apply - Application Guide are directly related to the Grants.gov downloadable forms currently used with most NIH opportunities. Conformance to the requirements in the How to Apply - Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions may be delayed or not accepted for review.

Letter of Intent

Although a letter of intent is not required, is not binding, and does not enter into the review of a subsequent application, the information that it contains allows IC staff to estimate the potential review workload and plan the review.

By the date listed in Part 1. Overview Information, prospective applicants are asked to submit a letter of intent that includes the following information:

• Descriptive title of proposed activity
• Name(s), address(es), and telephone number(s) of the PD(s)/PI(s)
• Names of other key personnel
• Participating institution(s)
• Number and title of this funding opportunity

The letter of intent should be sent to:

Leroy Worth, PhD
National Institute of Environmental Health Sciences
Telephone: 984-287-3340
Fax: 301-480-3722
Email: worth@niehs.nih.gov

Page Limitations

All page limitations described in the How to Apply- Application Guide and the Table of Page Limits must be followed.

Instructions for the Submission of Multi-Component Applications

The following section supplements the instructions found in How to Apply- Application Guide and should be used for preparing a multi-component application.

Overall Component

When preparing the application, use Component Type ‘Overall’.

All instructions in the How to Apply - Application Guide must be followed, with the following additional instructions, as noted.

SF424(R&R) Cover (Overall)

Complete entire form.

PHS 398 Cover Page Supplement (Overall)

Note: Human Embryonic Stem Cell lines from other components should be repeated in cell line table in Overall component.

Research & Related Other Project Information (Overall)

Follow standard instructions.

Program Summary/Abstract:   Applicants must include a Program Summary/Abstract that briefly describes the problem(s) being addressed by the Overall Training Center, how the Center addresses the target problem(s) related to hazardous materials, waste, emergency and chemical response and the associated training plan to accomplish this task. As opposed to a generic description of the Center components, the Project Summary should provide an overall indication of what the Center proposes. For example, the summary should state the application's broad, long-term objectives and specific aims for worker health and safety training and should be a preview to reviewers as to program scope and content. As such, it is essential that it capture the character of the proposed training program. It should describe the proposed hazardous material and waste worker populations targeted for training including: size, types of work, and geographic locations. It should project the number of workers anticipated to be trained. The benefits of the Center (in terms of improving public health) should also be included. Note: the project summary should be written in plain language for a diverse set of reviewers while providing a depth of understanding of the science, activities, and organization of the Center.

Project Narrative: "Project Narrative" (i.e., the "public health relevance" statement) should clearly address the relevance of the Training Center’s ability to conduct training to address environmental and hazardous waste threat to the public health of workers, communities and WTP stakeholders. WTP s primary stakeholders are programs at the U.S. Environmental Protection Agency (EPA), OSHA, DHS, and NIOSH. Additional stakeholders include other Federal agencies, State, local, and Tribal entities responsible for training workers who enter or response to releases or spills at sites impacted by hazardous substances, as well as the individuals and communities living near these sites.

Other Attachments: The following "Other Attachments" must be included with the overall component to aid in the review of applications. The filename provided for each attachment will be the name used for the bookmark in the application image.

Training Center Organizational Structure. Applicants must include a diagram of the organizational structure of the Training Center. This diagram should demonstrate how the interactions between the different aspects of the Center achieve the mandate-driven goals of the Center and how each consortia member/organization is integrated into the program structure. The diagram must be uploaded as a PDF file titled "Training Center Organizational Structure".

Description of Curricula. Applicants must describe key curricula courses in outline form. The description of each curriculum must not exceed two pages in length and must include the following: Course Title, short description of course, training provider, languages, delivery method, course hours, intended audience, learning objectives, and course outline. Do not include copies of the actual curricula. The diagram must be provided as a PDF file titled "Description of Curricula".

Tables of Year One Training Plan. To facilitate in understanding the detailed training plans in the first year of the proposed program, tables must be provided that clearly describe the projected total year one training and the courses to be delivered under the grant, delineated by the primary applicant organization and by consortium members or sub recipients, as applicable. Two types of tables must be included: Type A - Year One Total Project Training, that provides a summary across the consortium; and Type B - Year One Projected Courses, to include a table for the primary applicant organization and each consortium member/sub recipient, as applicable, with columns for curriculum, number of courses, number of trainees per course, contact hours per course, and total number of contact hours. The tables must be loaded as a PDF file titled "Tables of Year One Training Plan".

Please refer to Current Funding Opportunities for example illustrations of a curriculum description and training plan tables.

For this application, tables must be uploaded in the Overall section. Please include separate tables for each program component.

Project/Performance Site Locations (Overall)

Enter primary site only.

A summary of Project/Performance Sites in the Overall section of the assembled application image in eRA Commons compiled from data collected in the other components will be generated upon submission.

Research and Related Senior/Key Person Profile (Overall)

Include only the Project Director/Principal Investigator (PD/PI) and any multi-PDs/PIs (if applicable to this NOFO) for the entire application.

A summary of Senior/Key Persons followed by their Biographical Sketches in the Overall section of the assembled application image in eRA Commons will be generated upon submission.

Budget (Overall)

The only budget information included in the Overall component is the Estimated Project Funding section of the SF424 (R&R) Cover.

A budget summary in the Overall section of the assembled application image in eRA Commons compiled from detailed budget data collected in the other components will be generated upon submission.

PHS 398 Research Plan (Overall)

Specific Aims:

For the Overall Component, applicants must briefly describe the aims and the problem(s) being addressed by the Overall Training Center, how the Center addresses the target problem(s) related to hazardous materials, waste, emergency and chemical response and the associated training plan to accomplish this task. As opposed to a generic description of the Center components, these specific aims should provide an overall indication of what the Center proposes. For example, the applicant should state the application's broad, long-term objectives and specific aims for worker health and safety training. It is essential that it capture the character of the proposed training program. It should describe the proposed hazardous material and waste worker populations targeted for training including: size, types of work, and geographic locations. It should project the number of workers anticipated to be trained.

Research Strategy:

Applicants must include an overview of the Training Center. In this section, applicants should clearly describe the problem(s) being addressed by the Overall Center, how the components of the Training Center interact to solve the target problem(s), and the role of each program component in contributing to resolving the problem(s) related to protecting and training workers from the health effects, risk, and exposure to hazardous substances during the response, cleanup and recovery operations as it relates to the specific target populations. The Training Center should also describe how they will develop or use their institutional competency and experience to provide appropriate model training and education programs to hazardous materials and waste workers. In addition, the applicant should describe how each program component will relate to the mission of the NIEHS WTP 2024-2029 WTP draft strategic plan. For the NIEHS Strategic Plan, NIEHS WTP and its programs are actively involved primarily under Theme Two Promoting Translation – Data to Knowledge to Action (https://www.niehs.nih.gov/about/strategicplan/2018-2023_theme2/index.cfm). It states the NIEHS mission directive on information dissemination recognizes that the value of Advancing Environmental Health Sciences (EHS) knowledge can only be fully realized through its use by the public, health providers, regulators, and policymakers, to help inform their decisions. This theme reiterates our commitment to ensuring that NIEHS research is directed toward improving people's health. These goals include the following: 1. Creating Knowledge from Data; 2. Outreach, Communications, and Engagement; 3. Evidence-Based Prevention and Intervention; 4. Environmental Health Disparities and Environmental Justice;5. Emerging Environmental Health Issues; and 6. Partnerships for Action.

Letters of Support:

Applicants may include letters of support pertaining to the training program. For example, these letters may include collaborative agreements for the training program, institutional support (if applicable), etc.

Resource Sharing Plan:
Individuals are required to comply with the instructions for the Resource Sharing Plans as provided in the How to Apply - Application Guide.

Individuals are required to comply with the instructions for the Resource Sharing Plans as provided in the SF424 (R&R) Application Guide, with the following modification: Generally, Resource Sharing Plans are expected, but they are not applicable for this NOFO.

Other Plan(s): 

All instructions in the How to Apply- Application Guide must be followed, with the following additional instructions:

• A Data Management and Sharing Plan is not applicable for this NOFO.

Appendix:

Only limited items are allowed in the Appendix. Follow all instructions for the Appendix as described in How to Apply- Application Guide; any instructions provided here are in addition to the How to Apply - Application Guide instructions.

PHS Human Subjects and Clinical Trials Information (Overall)

When involving human subjects research, clinical research, and/or NIH-defined clinical trials follow all instructions for the PHS Human Subjects and Clinical Trials Information form in the How to Apply - Application Guide, with the following additional instructions:

If you answered “Yes” to the question “Are Human Subjects Involved?” on the R&R Other Project Information form, there must be at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or a Delayed Onset Study record within the application. The study record(s) must be included in the component(s) where the work is being done, unless the same study spans multiple components. To avoid the creation of duplicate study records, a single study record with sufficient information for all involved components must be included in the Overall component when the same study spans multiple components.

Study Record: PHS Human Subjects and Clinical Trials Information

All instructions in the How to Apply - Application Guide must be followed.

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start). All instructions in the How to Apply- Application Guide must be followed.

PHS Assignment Request Form (Overall)

All instructions in the How to Apply- Application Guide must be followed.

 Core (Hazardous Waste Worker Training Program)

When preparing your application, use Component Type HWWTP.

All instructions in the SF424 (R&R) Application Guide must be followed, with the following additional instructions, as noted.

SF424 (R&R) Cover (Hazardous Waste Worker Training Program)

Complete only the following fields:

• Applicant Information
• Type of Applicant (optional)
• Descriptive Title of Applicant’s Project
• Proposed Project Start/Ending Dates

PHS 398 Cover Page Supplement (Hazardous Waste Worker Training Program)

Enter Human Embryonic Stem Cells in each relevant component.

Research & Related Other Project Information (Hazardous Waste Worker Training Program)

Human Subjects: Are Human Subjects Involved? And Is the Project Exempt from Federal regulations? 

Vertebrate Animals: Are Vertebrate Animals Used?

Project Narrative: Do not complete. Note: ASSIST screens will show an asterisk for this attachment indicating it is required. However, eRA systems only enforce this requirement in the Overall component and applications will not receive an error if omitted in other components.

Project /Performance Site Location(s) (Hazardous Waste Worker Training Program)

List all performance sites that apply to the specific component.

Note: The Project Performance Site form allows up to 300 sites, prior to using additional attachment for additional entries.

Research & Related Senior/Key Person Profile (Hazardous Waste Worker Training Program)

• In the Project Director/Principal Investigator section of the form, use Project Role of Other with Category of Project Lead and provide a valid eRA Commons ID in the Credential field.
• In the additional Senior/Key Profiles section, list Senior/Key persons that are working in the component.
• Include a single Biographical Sketch for each Senior/Key person listed in the application regardless of the number of components in which they participate. When a Senior/Key person is listed in multiple components, the Biographical Sketch can be included in any one component.
• If more than 100 Senior/Key persons are included in a component, the Additional Senior Key Person attachments should be used.

Budget (Hazardous Waste Worker Training Program)

Funding should be requested for travel as each awardee is required to meet at least twice annually at a recipient meeting to review progress, share information and to coordinate training activities. Each recipient meeting is a half day and is scheduled in conjunction with a one-and-a-half-day program workshop.

R&R Sub award Budget (Hazardous Waste Worker Training Program)

All instructions in the SF424 (R&R) Application Guide must be followed.

Note: The R&R Budget form included in many of the component types allows for up to 100 Senior/Key Persons in section A and 100 Equipment Items in section C prior to using attachments for additional entries. All other SF424 (R&R) instructions apply.

PHS 398 Research Plan (Hazardous Waste Worker Training Program)

Specific Aims: State the objectives and specific aims for worker health and safety training. Describe the proposed hazardous material and waste worker populations targeted for training including: size, types of work, and geographic locations. Project the number of workers anticipated to be trained.

Research Strategy: State the broad, long-term objectives and concisely and realistically describe what the proposed training is intended to accomplish. This section should include the following: Background and Significance; Prior Experience; Administration, Staff, and Advisory Board; Target Populations; and Training Plan.

a. Background and Significance.

Briefly sketch the relevant background and the need for the proposed health and safety training. Give the rationale for the proposed training program. Applicants must strongly document the organization's past success in performance and effectiveness in planning, implementing, and operating worker health and safety training programs and employing adult education techniques. Give a summary of worker health and safety activities for the last five years for the major participating organizations in the proposed program. Emphasis should be placed on worker health and safety training and education experience including information on the students trained and their jobs, type of worker health and safety training given, number of workers trained, training duration, outreach activities, and new advances in training.

b. Progress Report/Compliance with Terms of Prior Award(s).

Applicants who are presently being funded under this program should provide a progress report of their activities. This should include: description of efforts to meet established terms and conditions, attainment of program goals and objectives of prior awards, ability to manage and expend funds in a timely manner in prior budget periods, examples of collaboration with DOE sites and contractors, examples of training program outcomes or impact, and a summary of collaborative efforts with other awardees and NIEHS program staff.

c. Administration, Staff, and Advisory Board.

Describe the administrative structure of the proposed program and the distribution of responsibilities within it, including how the PD/PI will obtain continuing advice with respect to the operation of the program.

Describe the extent to which participating faculty members have collaborated with the program in the past. For individuals who are not Senior/Key Personnel, list technical support staff members and identify their roles in the program. Minimum position qualifications and position descriptions must be provided for proposed staff not yet hired. Be sure to include relevant publications and scholarly articles pertaining to public health, safety, and training.

Provide evidence of lines of responsibility and accountability. This evidence must be clearly delineated when two or more organizations are collaborating on an activity. Provide detailed plans for collaboration.

Include evidence that the administrative/business official has experience or knowledge in the management of federal programs and will participate in program decisions. To assure effective and quality direct training, provide evidence of program staff with demonstrated training experience that includes use of appropriate adult education techniques.

This must include:

• Describing the program's experience with adult education.
• For individuals who will not be Senior/Key Personnel, document the faculty members' relevant experience and training in appropriate adult education techniques for worker health and safety.
• Access to appropriate technical expertise including but not limited to toxicology and industrial hygiene.
• Develop appropriate policies and procedures for assuring fitness for training and medical clearance.

Provide details of an external board of advisors that represents user populations, labor, industry, governmental agencies, academic institutions or professional associations with interest and expertise in worker health and safety training related to hazardous materials and waste operations and emergency response.

Describe the Advisory Board, to include a description of the expertise of the membership of the external board (New applicants should not list names of anticipated Advisory Board members, unless they provide input into the design of the application; continuing Advisory Board members should be identified for renewal applications); and policies and procedures that allow for meaningful input to the PD/PI on the quality of training activities and the overall training program grant. The board should review student feedback, course evaluations, other appropriate evaluations, and quality assurance procedures.

d. Target Population(s).

Describe methods and techniques to be used for identifying and accessing target specific worker population(s) to be trained, whether organized or not, that are engaged in hazardous materials and waste operations and transportation and related emergency response. Specific descriptions of targeted training populations should reflect the respective regulations of EPA, OSHA, DOT, etc. Describe the population(s) to be trained, including size of the target population(s), worker profiles, trades and job categories, types of hazardous materials and waste operations and emergency response, geographic locations of workers, and the degree of health and safety training already received. Provide documented assurances of access to these populations for training.

Describe outreach and recruitment plans of prospective students. Describe the type and number of workers who have applied for worker health and safety training given by your organization over the last five years, the number of workers who have completed this training, and the resulting benefit of the program to the student and their employers.

e. Training Program.

Courses and Curricula: Describe the proposed training program plan including the types of courses, number of students to be trained, durations of training, course training objectives, and course content. Document how the training program will meet the Minimum Criteria. Both initial and appropriate refresher training should be covered. The plan must include involvement of appropriate health and safety disciplines. Describe curricula to be used, distribution of course materials, and use of direct worker training.

Training Methods: Describe the extent of hands-on demonstration and instruction, which simulates hazardous materials and waste operations or emergency response. Describe methods for employing adult education techniques and approaches for training and evaluating instructors. When used, technology-based training methods should be part of a blended learning approach that combines these technology-based approaches with hands-on, small group, and other instructor-led and interactive learning activities.

Indicate how the proposed worker health and safety training will be integrated with other specialized training already provided to the proposed target worker population. Specify and highlight the integration of new program initiatives as identified in the NOFO with your proposed training plan.

Trainer Development: The plan must include information on the training of instructors, including worker trainers, and ongoing trainer development and support activities.

Sustainability: Discuss plans for continuing the program independently beyond the cooperative agreement period.

Disadvantaged Populations: Plans for outreach and recruitment of prospective individuals from disadvantaged worker populations should be included, especially those with less formal education, limited English proficiency, or limited access to training. Provide evidence of arrangements to include institutions and organizations which have historical involvement and expertise in responding to occupational health disparities and environmental justice issues. For example, does your plan include a community outreach and involvement component which can augment the delivery of high-quality training to promote community toxic use reduction, emergency preparedness, and awareness of local hazards, chemical process safety and pollution prevention?

Quality Control and Evaluation Plan: Describe an evaluation plan that includes both process and outcome evaluation of the training program that allows for understanding the program implementation and effectiveness as part of an ongoing quality control plan. The Minimum Criteria section 10.10 Program Evaluation provides guidance for developing an evaluation plan.

The plan should address (1) measurement and evaluation of student learning, progress, and performance; (2) methods and procedures for evaluating appropriateness, quality, and effectiveness of worker health and safety training; and (3) a process for assessing instructor effectiveness, trainee retention of knowledge and hands-on skills, and the positive impacts of training activities on work practices and overall worker protection from on-the-job hazards. The plan must describe a system for tracking trainee employment in hazmat-related jobs.

Letters of Support: Applicants may include letters of support pertaining to the training program. For example, these letters may include collaborative agreements for the training program, institutional support (if applicable), etc. See the Application Guide for instructions.

Resource Sharing Plan: Individuals are required to comply with the instructions for the Resource Sharing Plans as provided in the SF424 (R&R) Application Guide, with the following modification: Generally, Resource Sharing Plans are expected, but they are not applicable for this NOFO.

Appendix:

Only limited items are allowed in the Appendix. Follow all instructions for the Appendix as described in the SF424 (R&R) Application Guide; any instructions provided here are in addition to the SF424 (R&R) Application Guide instructions.

PHS Human Subjects and Clinical Trials Information (Hazardous Waste Worker Training Program)

When involving human subjects research, clinical research, and/or NIH-defined clinical trials follow all instructions for the PHS Human Subjects and Clinical Trials Information form in the SF424 (R&R) Application Guide, with the following additional instructions:

If you answered Yes to the question Are Human Subjects Involved? On the R&R Other Project Information form, you must include at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or a Delayed Onset Study record.

Study Record: PHS Human Subjects and Clinical Trials Information

All instructions in the SF424 (R&R) Application Guide must be followed.

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start). All instructions in the SF424 (R&R) Application Guide must be followed

(Environmental Worker Training Program)

When preparing your application, use Component Type ECWTP.

All instructions in the SF424 (R&R) Application Guide must be followed, with the following additional instructions, as noted.

SF424 (R&R) Cover (Environmental Worker Training Program)

• Complete only the following fields:
• Applicant Information
• Type of Applicant (optional)
• Descriptive Title of Applicant’s Project
• Proposed Project Start/Ending Dates

PHS 398 Cover Page Supplement (Environmental Worker Training Program)

Enter Human Embryonic Stem Cells in each relevant component.

Research & Related Other Project Information (Environmental Worker Training Program)

Human Subjects: Are Human Subjects Involved? And 'Is the Project Exempt from Federal regulations?

Vertebrate Animals: Are Vertebrate Animals Used? 

Project Narrative: Do not complete. Note: ASSIST screens will show an asterisk for this attachment indicating it is required. However, eRA systems only enforce this requirement in the Overall component and applications will not receive an error if omitted in other components.

Project /Performance Site Location(s) (Environmental Worker Training Program)

List all performance sites that apply to the specific component.

Note: The Project Performance Site form allows up to 300 sites, prior to using additional attachment for additional entries.

• In the Project Director/Principal Investigator section of the form, use Project Role of Other with Category of Project Lead and provide a valid eRA Commons ID in the Credential field.
• In the additional Senior/Key Profiles section, list Senior/Key persons that are working in the component.
• Include a single Biographical Sketch for each Senior/Key person listed in the application regardless of the number of components in which they participate. When a Senior/Key person is listed in multiple components, the Biographical Sketch can be included in any one component.
• If more than 100 Senior/Key persons are included in a component, the Additional Senior Key Person attachments should be used.

Budget (Environmental Worker Training Program)

Budget forms appropriate for the specific component will be included in the application package.

List technical support staff members and identify their roles in the program.

Note: The R&R Budget form included in many of the component types allows for up to 100 Senior/Key Persons in section A and 100 Equipment Items in section C prior to using attachments for additional entries. All other SF424 (R&R) instructions apply.

PHS 398 Research Plan (Environmental Worker Training Program)

Specific Aims: State the objectives and specific aims for worker health and safety training. Describe the proposed hazardous material and waste worker populations targeted for training including: size, types of work, and geographic locations. Project the number of workers anticipated to be trained.

Research Strategy: State the broad, long-term objectives and concisely and realistically describe what the proposed training is intended to accomplish. This section should include the following: Background and Significance; Prior Experience; Administration, Staff, and Advisory Board; Target Populations; and Training Plan.

a. Background and Significance.

Briefly sketch the relevant background and the need for the proposed health and safety training. Give the rationale for the proposed training program. Applicants must strongly document the organization's past success in performance and effectiveness in planning, implementing, and operating worker health and safety training programs and employing adult education techniques. Give a summary of worker health and safety activities for the last five years for the major participating organizations in the proposed program. Emphasis should be placed on worker health and safety training and education experience including information on the students trained and their jobs, type of worker health and safety training given, number of workers trained, training duration, outreach activities, and new advances in training.

b. Progress Report/Compliance with Terms of Prior Award(s).

Applicants who are presently being funded under this program should provide a progress report of their activities. This should include: description of efforts to meet established terms and conditions, attainment of program goals and objectives of prior awards, ability to manage and expend funds in a timely manner in prior budget periods, examples of collaboration with DOE sites and contractors, examples of training program outcomes or impact, and a summary of collaborative efforts with other awardees and NIEHS program staff.

c. Administration, Staff, and Advisory Board.

Describe the administrative structure of the proposed program and the distribution of responsibilities within it, including how the PD/PI will obtain continuing advice with respect to the operation of the program.

Describe the extent to which participating faculty members have collaborated with the program in the past. For individuals who are not Senior/Key Personnel, list technical support staff members and identify their roles in the program. Minimum position qualifications and position descriptions must be provided for proposed staff not yet hired. Be sure to include relevant publications and scholarly articles pertaining to public health, safety, and training.

Provide evidence of lines of responsibility and accountability. This evidence must be clearly delineated when two or more organizations are collaborating on an activity. Provide detailed plans for collaboration.

Include evidence that the administrative/business official has experience or knowledge in the management of federal programs and will participate in program decisions. To assure effective and quality direct training, provide evidence of program staff with demonstrated training experience that includes use of appropriate adult education techniques.

This must include:

• Describing the program's experience with adult education.
• For individuals who will not be Senior/Key Personnel, document the faculty members' relevant experience and training in appropriate adult education techniques for worker health and safety.
• Access to appropriate technical expertise including, but not limited to, toxicology and industrial hygiene.

Provide details of an external board of advisors that represents user populations, labor, industry, governmental agencies, academic institutions or professional associations with interest and expertise in worker health and safety training related to hazardous materials and waste operations and emergency response.

Describe the Advisory Board, to include a description of the expertise of the membership of the external board (New applicants should not list names of anticipated Advisory Board members, unless they provide input into the design of the application; continuing Advisory Board members should be identified for renewal applications); and policies and procedures that allow for meaningful input to the PD/PI on the quality of training activities and the overall training program grant. The board should review student feedback, course evaluations, other appropriate evaluations, and quality assurance procedures.

d. Target Population(s).

Describe methods and techniques to be used for identifying and accessing target specific worker population(s) to be trained, whether organized or not, that are engaged in hazardous materials and waste operations and transportation and related emergency response. Specific descriptions of targeted training populations should reflect the respective regulations of EPA, OSHA, DOT, etc. Describe the population(s) to be trained, including size of the target population(s), worker profiles, trades and job categories, types of hazardous materials and waste operations and emergency response, geographic locations of workers, and the degree of health and safety training already received. Provide documented assurances of access to these populations for training.

Describe outreach and recruitment plans of prospective students. Describe the type and number of workers who have applied for worker health and safety training given by your organization over the last five years, the number of workers who have completed this training, and the resulting benefit of the program to the student and their employers. Describe the qualifications of prospective students and the criteria and procedures by which students will be selected. Applicants for the ECWTP program should describe their plans to increase the number of disadvantaged, unemployed or underemployed individuals for environmental training of persons who live near hazardous waste sites as referenced by the US House Subcommittee of Appropriations for VA, HUD and Independent Agencies in Report 103-311 (pp. 61-62). Please note that consistent with NIH practice and applicable law, funded programs may not use the race, ethnicity, or sex of prospective program participants or faculty as an eligibility or selection criteria. The race, ethnicity, or sex of candidates will not be considered by NIH in the application review process or when making funding decisions.

e. Training Program.

Courses and Curricula: Describe the proposed training program plan including the types of courses, number of students to be trained, durations of training, course training objectives, and course content. Document how the training program will meet the Minimum Criteria. Both initial and appropriate refresher training should be covered. The plan must include involvement of appropriate health and safety disciplines. Describe curricula to be used, distribution of course materials, and use of direct worker training.

Training Methods: Describe the extent of hands-on demonstration and instruction, which simulates hazardous materials and waste operations or emergency response. Describe methods for employing adult education techniques and approaches for training and evaluating instructors. When used, technology-based training methods should be part of a blended learning approach that combines these technology-based approaches with hands-on, small group, and other instructor-led and interactive learning activities.

Indicate how the proposed worker health and safety training will be integrated with other specialized training already provided to the proposed target worker population. Specify and highlight the integration of new program initiatives as identified in the NOFO with your proposed training plan.

Trainer Development: The plan must include information on the training of instructors, including worker trainers, and ongoing trainer development and support activities.

Sustainability: Discuss plans for continuing the program independently beyond the cooperative agreement period.

Develop a training plan for a 5-year period for training areas across the country. Training must be provided for at least two separate cities/communities each year during the 5-year period for this program.

Train students in the skills and knowledge required for different career opportunities in environmental restoration and construction. This experience should include the ability to:

1) conduct pre-apprenticeship, apprenticeship programs for construction and environmental remediation worker training, and other emerging environmental fields such as green jobs training;

2) conduct mentoring programs aimed at assisting trainees in completing the training course;

3) conduct basic construction skills training as well as specialized training related to environmental clean-up;

4) conduct environmental worker training including hazardous waste, asbestos, lead abatement, and technician/sampling level training; and

5) conduct basic worker health and safety training.

Develop partnerships with local community-based organizations (as defined in the review criteria) to provide services such as:

Literacy training and related academic courses in reading writing, and math; life skills and or job readiness training, problem-solving skills, understanding of self-esteem and team work in the application of technical knowledge to environmental and related problems; and environmental preparation and other related training.

Develop formal arrangements with environmental cleanup contractors and hazardous materials employers for placing and keeping participants in environmental cleanup jobs.

Develop strategies for increasing retention of participants throughout the various phases of the program.

Provide evaluation of the retention of participants in the training program, effectiveness of the training program and stability.

Develop a tracking program that describes the longevity of post-training employment of graduating training program participants, type of jobs, and specific types of sites where participants work.

Quality Control and Evaluation Plan: Describe an evaluation plan that includes both process and outcome evaluation of the training program that allows for understanding the program implementation and effectiveness as part of an ongoing quality control plan. The Minimum Criteria section 10.10 Program Evaluation provides guidance for developing an evaluation plan.

The plan should address (1) measurement and evaluation of student learning, progress, and performance; (2) methods and procedures for evaluating appropriateness, quality, and effectiveness of worker health and safety training; and (3) a process for assessing instructor effectiveness, trainee retention of knowledge and hands-on skills, and the positive impacts of training activities on work practices and overall worker protection from on-the-job hazards. The plan must describe a system for tracking trainee employment in hazmat-related jobs.

Letters of Support: Applicants may include letters of support pertaining to the training program. For example, these letters may include collaborative agreements for the training program, institutional support, evidence of the community's acceptance of the role as a partner in the training program and that the community views their engagement an integral part of the prevention/intervention training activity (if applicable), etc. See the Application Guide for instructions.

Resource Sharing Plan: Individuals are required to comply with the instructions for the Resource Sharing Plans as provided in the SF424 (R&R) Application Guide, with the following modification: Generally, Resource Sharing Plans are expected, but they are not applicable for this NOFO.

Appendix: Only limited items are allowed in the Appendix. Follow all instructions for the Appendix as described in the SF424 (R&R) Application Guide; any instructions provided here are in addition to the SF424 (R&R) Application Guide instructions.

PHS Human Subjects and Clinical Trials Information (Environmental Worker Training Program)

If you answered, ‘Yes’ to the question ‘Are Human Subjects Involved?’ on the R&R Other Project Information form, you must include at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or Delayed Onset Study record.

Study Record: PHS Human Subjects and Clinical Trials Information

All instructions in the SF424 (R&R) Application Guide must be followed with the following additional instructions:

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start).

All instructions in the SF424 (R&R) Application Guide must be followed.

(Hazmat Preparedness Disaster Training Program)

When preparing your application, use Component Type HDPTP.

All instructions in the SF424 (R&R) Application Guide must be followed, with the following additional instructions, as noted.

SF424 (R&R) Cover (Hazmat Preparedness Disaster Training Program)

• Complete only the following fields:
• Applicant Information
• Type of Applicant (optional)
• Descriptive Title of Applicant’s Project
• Proposed Project Start/Ending Dates

PHS 398 Cover Page Supplement (Hazmat Preparedness Disaster Training Program)

Enter Human Embryonic Stem Cells in each relevant component.

Research & Related Other Project Information (Hazmat Preparedness Disaster Training Program)

Human Subjects: Are Human Subjects Involved? And 'Is the Project Exempt from Federal regulations? 

Vertebrate Animals: Are Vertebrate Animals Used? 

Project Narrative: Do not complete. Note: ASSIST screens will show an asterisk for this attachment indicating it is required. However, eRA systems only enforce this requirement in the Overall component and applications will not receive an error if omitted in other components.

Project /Performance Site Location(s) (Hazmat Preparedness Disaster Training Program)

List all performance sites that apply to the specific component.

Note: The Project Performance Site form allows up to 300 sites, prior to using additional attachment for additional entries.

Research & Related Senior/Key Person Profile (Hazmat Preparedness Disaster Training Program)

• In the Project Director/Principal Investigator section of the form, use Project Role of Other with Category of Project Lead and provide a valid eRA Commons ID in the Credential field.
• In the additional Senior/Key Profiles section, list Senior/Key persons that are working in the component.
• Include a single Biographical Sketch for each Senior/Key person listed in the application regardless of the number of components in which they participate. When a Senior/Key person is listed in multiple components, the Biographical Sketch can be included in any one component.
• If more than 100 Senior/Key persons are included in a component, the Additional Senior Key Person attachments should be used.

Budget (Hazmat Preparedness Disaster Training Program)

Budget forms appropriate for the specific component will be included in the application package.

Note: The R&R Budget form included in many of the component types allows for up to 100 Senior/Key Persons in section A and 100 Equipment Items in section C prior to using attachments for additional entries. All other SF424 (R&R) instructions apply.

PHS 398 Research Plan (Hazmat Preparedness Disaster Training Program)

Specific Aims: State the objectives and specific aims for worker health and safety training. Describe the proposed hazardous material and waste worker populations targeted for training including: size, types of work, and geographic locations. Project the number of workers anticipated to be trained.

Research Strategy: State the broad, long-term objectives and concisely and realistically describe what the proposed training is intended to accomplish. This section should include the following: Background and Significance; Prior Experience; Administration, Staff, and Advisory Board; Target Populations; and Training Plan.

a. Background and Significance.

Briefly sketch the relevant background and the need for the proposed health and safety training. Give the rationale for the proposed training program. Applicants must strongly document the organization's past success in performance and effectiveness in planning, implementing, and operating worker health and safety training programs and employing adult education techniques. Give a summary of worker health and safety activities for the last five years for the major participating organizations in the proposed program. Emphasis should be placed on worker health and safety training and education experience including information on the students trained and their jobs, type of worker health and safety training given, number of workers trained, training duration, outreach activities, and new advances in training.

b. Progress Report/Compliance with Terms of Prior Award(s).

Applicants who are presently being funded under this program should provide a progress report of their activities. This should include: description of efforts to meet established terms and conditions, attainment of program goals and objectives of prior awards, ability to manage and expend funds in a timely manner in prior budget periods, examples of collaboration with DOE sites and contractors, examples of training program outcomes or impact, and a summary of collaborative efforts with other awardees and NIEHS program staff.

c. Administration, Staff, and Advisory Board.

Describe the administrative structure of the proposed program and the distribution of responsibilities within it, including how the PD/PI will obtain continuing advice with respect to the operation of the program.

Describe the extent to which participating faculty members have collaborated with the program in the past. For individuals who are not Senior/Key Personnel, list technical support staff members and identify their roles in the program. Minimum position qualifications and position descriptions must be provided for proposed staff not yet hired. Be sure to include relevant publications and scholarly articles pertaining to public health, safety, and training.

Provide evidence of lines of responsibility and accountability. This evidence must be clearly delineated when two or more organizations are collaborating on an activity. Provide detailed plans for collaboration.

Include evidence that the administrative/business official has experience or knowledge in the management of federal programs and will participate in program decisions. To assure effective and quality direct training, provide evidence of program staff with demonstrated training experience that includes use of appropriate adult education techniques.

This must include:

• Describing the program's experience with adult education.
• For individuals who will not be Senior/Key Personnel, document the faculty members' relevant experience and training in appropriate adult education techniques for worker health and safety.
• Access to appropriate technical expertise including but not limited to toxicology and industrial hygiene.

Provide details of an external board of advisors that represents user populations, labor, industry, governmental agencies, academic institutions or professional associations with interest and expertise in worker health and safety training related to hazardous materials and waste operations and emergency response.

Describe the Advisory Board, to include a description of the expertise of the membership of the external board (New applicants should not list names of anticipated Advisory Board members, unless they provide input into the design of the application; continuing Advisory Board members should be identified for renewal applications); and policies and procedures that allow for meaningful input to the PD/PI on the quality of training activities and the overall training program grant. The board should review student feedback, course evaluations, other appropriate evaluations, and quality assurance procedures.

d. Target Population(s).

Describe methods and techniques to be used for identifying and accessing target specific worker population(s) to be trained, whether organized or not, that are engaged in hazardous materials and waste operations and transportation and related emergency response. Specific descriptions of targeted training populations should reflect the respective regulations of EPA, OSHA, DOT, etc. Describe the population(s) to be trained, including size of the target population(s), worker profiles, trades and job categories, types of hazardous materials and waste operations and emergency response, geographic locations of workers, and the degree of health and safety training already received. Provide documented assurances of access to these populations for training.

Describe outreach and recruitment plans of prospective students. Describe the type and number of workers who have applied for worker health and safety training given by your organization over the last five years, the number of workers who have completed this training, and the resulting benefit of the program to the student and their employers.

e. Training Program.

Courses and Curricula: Describe the proposed training program plan including the types of courses, number of students to be trained, durations of training, course training objectives, and course content. Document how the training program will meet the Minimum Criteria. Both initial and appropriate refresher training should be covered. The plan must include involvement of appropriate health and safety disciplines. Describe curricula to be used, distribution of course materials, and use of direct worker training.

Training Methods: Describe the extent of hands-on demonstration and instruction, which simulates hazardous materials and waste operations or emergency response. Describe methods for employing adult education techniques and approaches for training and evaluating instructors. When used, technology-based training methods should be part of a blended learning approach that combines these technology-based approaches with hands-on, small group, and other instructor-led and interactive learning activities.

Indicate how the proposed worker health and safety training will be integrated with other specialized training already provided to the proposed target worker population. Specify and highlight the integration of new program initiatives as identified in the NOFO with your proposed training plan.

Trainer Development: The plan must include information on the training of instructors, including worker trainers, and ongoing trainer development and support activities.

Sustainability: Discuss plans for continuing the program independently beyond the cooperative agreement period.

Disadvantaged Populations: Plans for  disadvantaged worker populations should be included, especially those with less formal education, limited English proficiency, or limited access to training. Please note that consistent with NIH practice and applicable law, funded programs may not use the race, ethnicity, or sex of prospective program participants or faculty as an eligibility or selection criteria. The race, ethnicity, or sex of candidates will not be considered by NIH in the application review process or when making funding decisions. Provide evidence of arrangements to include institutions and organizations which have historical involvement and expertise in responding to occupational health disparities and environmental justice issues. For example, does your plan include a community outreach and involvement component which can augment the delivery of high-quality training to promote community toxic use reduction, emergency preparedness, and awareness of local hazards, chemical process safety and pollution prevention?

Quality Control and Evaluation Plan: Describe an evaluation plan that includes both process and outcome evaluation of the training program that allows for understanding the program implementation and effectiveness as part of an ongoing quality control plan. The Minimum Criteria section 10.10 Program Evaluation provides guidance for developing an evaluation plan.

The plan should address (1) measurement and evaluation of student learning, progress and performance; (2) methods and procedures for evaluating appropriateness, quality, and effectiveness of worker health and safety training; and (3) a process for assessing instructor effectiveness, trainee retention of knowledge and hands-on skills, and the positive impacts of training activities on work practices and overall worker protection from on-the-job hazards. The plan must describe a system for tracking trainee employment in hazmat-related jobs.

Letters of Support: Applicants may include letters of support pertaining to the training program. For example, these letters may include collaborative agreements for the training program, institutional support (if applicable), etc. See the Application Guide for instructions

Resource Sharing Plan: Individuals are required to comply with the instructions for the Resource Sharing Plans as provided in the SF424 (R&R) Application Guide, with the following modification: Generally, Resource Sharing Plans are expected, but they are not applicable for this NOFO.

Appendix: Only limited items are allowed in the Appendix. Follow all instructions for the Appendix as described in the SF424 (R&R) Application Guide; any instructions provided here are in addition to the SF424 (R&R) Application Guide instructions.

PHS Human Subjects and Clinical Trials Information (Hazmat Preparedness Disaster Training Program )

When involving NIH-defined human subjects research, clinical research, and/or clinical trials follow all instructions for the PHS Human Subjects and Clinical Trials Information form in the SF424 (R&R) Application Guide, with the following additional instructions:

If you answered Yes to the question Are Human Subjects Involved? on the R&R Other Project Information form, you must include at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or a Delayed Onset Study record.

Study Record: PHS Human Subjects and Clinical Trials Information

All instructions in the SF424 (R&R) Application Guide must be followed

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start). All instructions in the SF424 (R&R) Application Guide must be followed.

3. Unique Entity Identifier and System for Award Management (SAM)

See Part 2. Section III.1 for information regarding the requirement for obtaining a unique entity identifier and for completing and maintaining active registrations in System for Award Management (SAM), NATO Commercial and Government Entity (NCAGE) Code (if applicable), eRA Commons, and Grants.gov

4. Submission Dates and Times

Part I. contains information about Key Dates and times. Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission. When a submission date falls on a weekend or Federal holiday, the application deadline is automatically extended to the next business day.

Organizations must submit applications to Grants.gov (the online portal to find and apply for grants across all Federal agencies) using ASSIST or other electronic submission systems. Applicants must then complete the submission process by tracking the status of the application in the eRA Commons, NIH’s electronic system for grants administration. NIH and Grants.gov systems check the application against many of the application instructions upon submission. Errors must be corrected and a changed/corrected application must be submitted to Grants.gov on or before the application due date and time. If a Changed/Corrected application is submitted after the deadline, the application will be considered late. Applications that miss the due date and time are subjected to the NIH Grants Policy Statement Section 2.3.9.2 Electronically Submitted Applications.

Applicants are responsible for viewing their application before the due date in the eRA Commons to ensure accurate and successful submission.

Information on the submission process and a definition of on-time submission are provided in How to Apply- Application Guide.

5. Intergovernmental Review (E.O. 12372)

This initiative is not subject to intergovernmental review.

6. Funding Restrictions

All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement.

Pre-award costs are allowable only as described in the NIH Grants Policy Statement Section 7.9.1 Selected Items of Cost.

7. Other Submission Requirements and Information

Applications must be submitted electronically following the instructions described in the How to Apply - Application Guide. Paper applications will not be accepted.

For information on how applications will be automatically assembled for review and funding consideration after submission, refer to: http://grants.nih.gov/grants/ElectronicReceipt/files/Electronic_Multi-project_Application_Image_Assembly.pdf.

Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.

For assistance with your electronic application or for more information on the electronic submission process, visit How to Apply - Application Guide. If you encounter a system issue beyond your control that threatens your ability to complete the submission process on-time, you must follow the Dealing with System Issues guidance. For assistance with application submission, contact the Application Submission Contacts in Section VII.

Important reminders:

All PD(s)/PI(s) and component Project Leads must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile form. Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH.

The applicant organization must ensure that the unique entity identifier provided on the application is the same identifier used in the organization’s profile in the eRA Commons and for the System for Award Management. Additional information may be found in How to Apply - Application Guide. 

See more tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness and compliance with application instructions by the Center for Scientific Review and responsiveness by components of participating organizations, NIH. Applications that are incomplete, non-compliant and/or nonresponsive will not be reviewed.

Upon receipt, applications will be evaluated for completeness and compliance with application instructions by the Center for Scientific Review, NIH. Applications that are incomplete or non-compliant will not be reviewed.

2024 NOFO Briefing Informational Meeting

A briefing for interested applicants will be held at the NIEHS Main Campus in Research Triangle Park, NC on Thursday, May 16, 2024, from 1:00-5:00 p.m. EDT.

During this briefing, NIEHS staff will explain the purpose of the program, provide instructions about the application process, and answer questions. A summary of questions and answers discussed during the briefing will be available upon request from NIEHS at wetp@niehs.nih.gov and may be posted on a Frequently Asked Questions (FAQ) page at a later date.

For those who cannot attend the briefing in-person, a hybrid option (via webinar) will be available. Registration is required for in-person and virtual participation. In-person attendees must register by 5:00 p.m. EDT on Monday, May 13 in order to get access to the NIEHS campus. A registration page will be available closer to the event. Please note that in-person attendance is not required, and all information discussed during the briefing will be available to all potential applicants.

Visiting NIEHS and Directions - You must submit your contact information in advance to Kerri Voelker at kerri.voelker@nih.gov or via phone at 919-794-4710 to RSVP to attend the Informational meeting in-person. All attendees must contact Kerri Voelker by Monday, May 13 to attend the event.

In order to expedite review, applicants are requested to notify the NIEHS Referral Office by email at worth@niehs.nih.gov when the application has been submitted. Please include the FON, title, PD/PI name, and title of the application.

Post Submission Materials

Applicants are required to follow the instructions for post-submission materials, as described in the policy.

Section V. Application Review Information

1. Criteria

Only the review criteria described below will be considered in the review process. Applications submitted to NIH in support of the NIH mission are evaluated for scientific and technical merit through the NIH peer review system.

Reviewers will provide an overall impact score to reflect their assessment of the likelihood for the project to exert a sustained, powerful influence on the research field(s) involved, in consideration of the following review criteria and additional review criteria (as applicable for the project proposed).

Reviewers will consider each of the review criteria below in the determination of scientific merit and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact. For example, a project that by its nature is not innovative may be essential to advance a field.

Significance

Does the project address an important problem or a critical barrier to progress in the field? Is the prior research that serves as the key support for the proposed project rigorous? If the aims of the project are achieved, how will scientific knowledge, technical capability, and/or clinical practice be improved? How will successful completion of the aims change the concepts, methods, technologies, treatments, services, or preventative interventions that drive this field?

Does the training program address an important problem or a critical barrier to progress in the field? Is the prior research that serves as the key support for the proposed project rigorous? If the aims of the training program are achieved, how will scientific knowledge, technical capability, and/or clinical practice be improved? How will successful completion of the aims change the concepts, methods, technologies, treatments, services, or preventative interventions that drive this field? 

Does the project address an important problem or a critical barrier to progress in training workers? If the aims of the project are achieved, how will training be improved? 

How will successful completion of the aims change the concepts, methods, technologies, services associated with training that drive this field? 

Investigator(s)

Are the PD(s)/PI(s), collaborators, and other researchers well suited to the project? If Early Stage Investigators or those in the early stages of independent careers, do they have appropriate experience and training? If established, have they demonstrated an ongoing record of accomplishments that have advanced their field(s)? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance and organizational structure appropriate for the project?

Are the PD(s)/PI(s), collaborators, and other researchers well suited to the training program? If Early Stage Investigators or those in the early stages of independent careers, do they have appropriate experience and training? If established, have they demonstrated an ongoing record of accomplishments that have advanced their field(s)? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance and organizational structure appropriate for the project? 

Does the PD/PI strongly demonstrate the capacity for providing leadership and assuring productivity of appropriate worker health and safety training and education programs and for overall management of the training programs including quality assurance and program evaluation? 

Is there sufficient evidence of an applicant's organizational structure or consortium, if applicable, that provides adequate knowledge and oversight of resources and administrative management of the program? 

Do the PD/PI and the proposed staff have the ability to manage complex training programs? 

Does the proposed staff have the demonstrated training experience using appropriate adult education techniques to assure effective direct training, and quality assurance in the area of worker health and safety training? Do they have appropriate technical expertise including but not limited to toxicology, and industrial hygiene? 

In addition to the NOFO review criteria above for the hazardous waste training program, the following review criteria are applicable to the ECWT program: 

         Does the applicant have a plan to recruit prospective workers from the target population for environmental cleanup jobs? 

         Does the applicant have experience in conducting effective jobs skills training and worker health and safety training programs for environmental cleanup? 

In addition to the review criteria for the hazardous waste program, additional review criteria applicable to the HDPTP only include: 

         Is there evidence of appropriate technical and professional expertise of present or proposed key personnel for the development and delivery of hazmat disaster preparedness training? 

Innovation

Does the application challenge and seek to shift current research or clinical practice paradigms by utilizing novel theoretical concepts, approaches or methodologies, instrumentation, or interventions? Are the concepts, approaches or methodologies, instrumentation, or interventions novel to one field of research or novel in a broad sense? Is a refinement, improvement, or new application of theoretical concepts, approaches or methodologies, instrumentation, or interventions proposed?

Does the application challenge and seek to shift current research or clinical practice paradigms by utilizing novel theoretical concepts, approaches or methodologies, instrumentation, or interventions? Are the concepts, approaches or methodologies, instrumentation, or interventions novel to one field of research or novel in a broad sense? Is a refinement, improvement, or new application of theoretical concepts, approaches or methodologies, instrumentation, or interventions proposed? 

Is there evidence of inclusion of worker training initiatives and innovations? 

      Does the applicant show innovation in addressing existing and new challenges to the field of worker health and safety, such as with training tools, curriculum development, worker outreach, and program evaluation? 

Approach

Are the overall strategy, methodology, and analyses well-reasoned and appropriate to accomplish the specific aims of the project? Have the investigators included plans to address weaknesses in the rigor of prior research that serves as the key support for the proposed project? Have the investigators presented strategies to ensure a robust and unbiased approach, as appropriate for the work proposed? Are potential problems, alternative strategies, and benchmarks for success presented? If the project is in the early stages of development, will the strategy establish feasibility and will particularly risky aspects be managed? Have the investigators presented adequate plans to address relevant biological variables, such as sex, for studies in vertebrate animals or human subjects?

If the project involves human subjects and/or NIH-defined clinical research, are the plans to address:

1) the protection of human subjects from research risks, and
2) inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion or exclusion of individuals of all ages (including children and older adults), justified in terms of the scientific goals and research strategy proposed?

Are the overall strategy, methodology, and analyses well-reasoned and appropriate to accomplish the specific aims of the training program? Have investigators included plans to address weaknesses in the rigor of prior research that serves as the key support for the proposed project? Have the investigators presented strategies to ensure a robust and unbiased approach, as appropriate for the work proposed? Are potential problems, alternative strategies, and benchmarks for success presented? If the project is in the early stages of development, will the strategy establish feasibility, and will particularly risky aspects be managed? Have the investigators presented adequate plans to address relevant biological variables, such as sex, for studies in vertebrate animals or human subjects? 

If the training program involves human subjects and/or NIH-defined clinical research, are the plans to address: 

       the protection of human subjects from research risks, and inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion or exclusion of individuals of all ages (including children and older adults), justified in terms of the scientific goals and research

        strategy proposed? 

Are the methods and techniques to be used for identifying, describing, and accessing target specific worker populations for potential involvement in worker health and safety training and anticipated impact of the proposed program adequate? 

Does the applicant provide detailed program plans for adapting existing curricula, training of instructors, distributing course materials, directing worker training, and conducting program evaluations? 

Are the combinations of classroom instruction and hands on demonstration and instruction appropriate to simulate worker site activities and conditions? 

Are there plans for independently continuing the program; for the generation of program income, if applicable; and for assuring the long-term viability of the program? 

Doesthe training plan include a plan to recruit disadvantaged worker populations, especially those with less formal education, limited English proficiency, and limited access to training? 

Has the organization or consortium demonstrated effectiveness in planning, implementing and operating appropriate worker health and safety training and education programs? 

Are they able to immediately initiate direct worker health and safety training, program evaluation, and related support activities? 

In addition to the review criteria above for the hazardous waste training program, the following review criteria are applicable to the ECWTP program: 

Does the applicant describe partnerships or sub-agreements with local community groups, labor unions with apprenticeship programs, academic and other institutions,  including, for example, institutions with a documented historical commitment to serving disadvantaged students and public schools located in or nearby an environmentally impacted urban area to provide pre-math, science or other related education to program participants prior to, or concurrent with, entry into the training program? 

Is there evidence of formal arrangements with environmental cleanup contractors and hazardous materials employers for placing and keeping participants in environmental clean-up jobs? 

Is there an evaluation of the retention of participants in the training program, effectiveness of the training program and stability and longevity of post-training employment of graduating training program participants? 

In addition to the review criteria for the hazardous waste program, additional review criteria applicable to the HDPTP only include: 

Does the applicant demonstrate past experience in development and delivery of training for populations in high-risk facilities and for potential responders to disasters of national significance? 

Does the applicant describe partnerships or sub-agreements for training development and delivery with local responder groups at potentially impacted high risk facilities and local, state and federal entities with emergency response capacity? 

Environment

Will the scientific environment in which the work will be done contribute to the probability of success? Are the institutional support, equipment and other physical resources available to the investigators adequate for the project proposed? Will the project benefit from unique features of the scientific environment, subject populations, or collaborative arrangements?

Will the scientific environment in which the work will be done contribute to the probability of success? Are the institutional support, equipment and other physical resources available to the investigators adequate for the project proposed? Will the project benefit from unique features of the scientific environment, subject populations, or collaborative arrangements? 

Are the facilities and equipment appropriate to support the described worker health and safety training and education activities, including hands on instruction? Is there evidence that the operation of training facilities assures the protection of prospective trainees during program delivery? 

Are there appropriate policies and procedures for assuring fitness for training and medical clearance? 

 In addition to the NOFO review criteria above for the hazardous waste training program, the following review criteria are applicable to the ECWT program: Is there evidence of the applicant's ability to track program participants for up to one year after completion of the program? 

Is there evidence of ability to conduct training in more than one geographically discrete location during the program year? 

Additional Review Criteria - Overall

As applicable for the project proposed, reviewers will evaluate the following additional items while determining scientific and technical merit, and in providing an overall impact score, but will not give separate scores for these items.

Protections for Human Subjects

For research that involves human subjects but does not involve one of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate the justification for involvement of human subjects and the proposed protections from research risk relating to their participation according to the following five review criteria: 1) risk to subjects, 2) adequacy of protection against risks, 3) potential benefits to the subjects and others, 4) importance of the knowledge to be gained, and 5) data and safety monitoring for clinical trials.

For research that involves human subjects and meets the criteria for one or more of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate: 1) the justification for the exemption, 2) human subjects involvement and characteristics, and 3) sources of materials. For additional information on review of the Human Subjects section, please refer to the Guidelines for the Review of Human Subjects.

Inclusion of Women, Minorities, and Individuals Across the Lifespan

When the proposed project involves human subjects and/or NIH-defined clinical research, the committee will evaluate the proposed plans for the inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion (or exclusion) of individuals of all ages (including children and older adults) to determine if it is justified in terms of the scientific goals and research strategy proposed. For additional information on review of the Inclusion section, please refer to the Guidelines for the Review of Inclusion in Clinical Research.

Vertebrate Animals

The committee will evaluate the involvement of live vertebrate animals as part of the scientific assessment according to the following three points: (1) a complete description of all proposed procedures including the species, strains, ages, sex, and total numbers of animals to be used; (2) justifications that the species is appropriate for the proposed research and why the research goals cannot be accomplished using an alternative non-animal model; and (3) interventions including analgesia, anesthesia, sedation, palliative care, and humane endpoints that will be used to limit any unavoidable discomfort, distress, pain and injury in the conduct of scientifically valuable research. Methods of euthanasia and justification for selected methods, if NOT consistent with the AVMA Guidelines for the Euthanasia of Animals, is also required but is found in a separate section of the application. For additional information on review of the Vertebrate Animals Section, please refer to the Worksheet for Review of the Vertebrate Animals Section.

Biohazards

Reviewers will assess whether materials or procedures proposed are potentially hazardous to research personnel and/or the environment, and if needed, determine whether adequate protection is proposed.

Resubmissions

Not Applicable

Renewals

For Renewals, the committee will consider the progress made in the last funding period.

Section b of the Research Strategy for each program component (HWWTP, ECWTP, and HDPTP) - Progress Report/Compliance with Terms of Prior Award(s): Has the applicant made adequate progress toward reaching their training goals and objectives? Has the grant recipient demonstrated meeting established terms and conditions of prior awards; attainment of program goals and objectives of prior awards; and ability to manage and expend funds in a timely manner in prior budget periods? 

Revisions

Not Applicable

Additional Review Considerations - Overall

As applicable for the project proposed, reviewers will consider each of the following items, but will not give scores for these items, and should not consider them in providing an overall impact score.

Applications from Foreign Organizations

Not Applicable

Select Agent Research

Reviewers will assess the information provided in this section of the application, including 1) the Select Agent(s) to be used in the proposed research, 2) the registration status of all entities where Select Agent(s) will be used, 3) the procedures that will be used to monitor possession use and transfer of Select Agent(s), and 4) plans for appropriate biosafety, biocontainment, and security of the Select Agent(s).

Resource Sharing Plans

Reviewers will comment on whether the Resource Sharing Plan(s) (e.g., Sharing Model Organisms) or the rationale for not sharing the resources, is reasonable.

Authentication of Key Biological and/or Chemical Resources:

For projects involving key biological and/or chemical resources, reviewers will comment on the brief plans proposed for identifying and ensuring the validity of those resources.

Budget and Period of Support

Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.

2. Review and Selection Process

Applications will be evaluated for scientific and technical merit by (an) appropriate Scientific Review Group(s) convened by NIEHS  in accordance with NIH peer review policies and practices, using the stated review criteria. Assignment to a Scientific Review Group will be shown in the eRA Commons.

As part of the scientific peer review, all applications will receive a written critique.

Applications may undergo a selection process in which only those applications deemed to have the highest scientific and technical merit (generally the top half of applications under review) will be discussed and assigned an overall impact score.

Appeals of initial peer review will not be accepted for applications submitted in response to this NOFO.

Applications will be assigned on the basis of established PHS referral guidelines to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications submitted in response to this NOFO. Following initial peer review, recommended applications will receive a second level of review by the appropriate national Advisory Council or Board. The following will be considered in making funding decisions:

• Scientific and technical merit of the proposed project as determined by scientific peer review.
• Availability of funds.
• Relevance of the proposed project to program priorities.

3. Anticipated Announcement and Award Dates

After the peer review of the application is completed, the PD/PI will be able to access their Summary Statement (written critique) via the eRA Commons. Refer to Part 1 for dates for peer review, advisory council review, and earliest start date.

Information regarding the disposition of applications is available in the NIH Grants Policy Statement Section 2.4.4 Disposition of Applications.

Section VI. Award Administration Information

1. Award Notices

If the application is under consideration for funding, NIH will request "just-in-time" information from the applicant as described in the NIH Grants Policy Statement. This request is not a Notice of Award nor should it be construed to be an indicator of possible funding.

A formal notification in the form of a Notice of Award (NoA) will be provided to the applicant organization for successful applications. The NoA signed by the grants management officer is the authorizing document and will be sent via email to the recipient's business official.

Recipients must comply with any funding restrictions described in Section IV.6. Funding Restrictions. Selection of an application for award is not an authorization to begin performance. Any costs incurred before receipt of the NoA are at the recipient's risk. These costs may be reimbursed only to the extent considered allowable pre-award costs.

Any application awarded in response to this NOFO will be subject to terms and conditions found on the Award Conditions and Information for NIH Grants website. This includes any recent legislation and policy applicable to awards that is highlighted on this website.

Institutional Review Board or Independent Ethics Committee Approval: Grantee institutions must ensure that protocols are reviewed by their IRB or IEC. To help ensure the safety of participants enrolled in NIH-funded studies, the recipient must provide NIH copies of documents related to all major changes in the status of ongoing protocols.

All NIH grant and cooperative agreement awards include the NIH Grants Policy Statement as part of the NoA. For these terms of award, see the NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards, Subpart A: General and Part II: Terms and Conditions of NIH Grant Awards, Subpart B: Terms and Conditions for Specific Types of Grants, Recipients, and Activities, including of note, but not limited to:

• Federal-wide Standard Terms and Conditions for Research Grants
• Prohibition on Certain Telecommunications and Video Surveillance Services or Equipment
• Acknowledgment of Federal Funding

If a recipient is successful and receives a Notice of Award, in accepting the award, the recipient agrees that any activities under the award are subject to all provisions currently in effect or implemented during the period of the award, other Department regulations and policies in effect at the time of the award, and applicable statutory provisions.

If a recipient receives and award, the recipient must follow all applicable nondiscrimination laws. The recipient agrees to this when registering in SAM.gov. The recipient must also submit an Assurance of Compliance (HHS-690). To learn more, see the Laws and Regulations Enforced by the HHS Office for Civil Rights website.

HHS recognizes that NIH research projects are often limited in scope for many reasons that are nondiscriminatory, such as the principal investigator’s scientific interest, funding limitations, recruitment requirements, and other considerations. Thus, criteria in research protocols that target or exclude certain populations are warranted where nondiscriminatory justifications establish that such criteria are appropriate with respect to the health or safety of the subjects, the scientific study design, or the purpose of the research. For additional guidance regarding how the provisions apply to NIH grant programs, please contact the Scientific/Research Contact that is identified in Section VII under Agency Contacts of this NOFO.

In accordance with the statutory provisions contained in Section 872 of the Duncan Hunter National Defense Authorization Act of Fiscal Year 2009 (Public Law 110-417), NIH awards will be subject to System for Award Management (SAM.gov) requirements. SAM.gov requires Federal agencies to review and consider information about an applicant in the designated integrity and performance system (currently SAM.gov) prior to making an award. An applicant can review and comment on any information in the responsibility/qualification records available in SAM.gov. NIH will consider any comments by the applicant, in addition to the information available in the responsibility/qualification records in SAM.gov, in making a judgement about the applicant’s integrity, business ethics, and record of performance under Federal awards when completing the review of risk posed by applicants as described in 2 CFR Part 200.206 “Federal awarding agency review of risk posed by applicants.” This provision will apply to all NIH grants and cooperative agreements except fellowships.

The following special terms of award are in addition to, and not in lieu of, otherwise applicable US Office of Management and Budget (OMB)administrative guidelines, U.S. Department of Health and Human Services (DHHS) grant administration regulations at 2 CFR 200 , and other HHS, PHS, and NIH grant administration policies.

The administrative and funding instrument used for this program will be the cooperative agreement, an "assistance" mechanism (rather than an "acquisition" mechanism), in which substantial NIH programmatic involvement with the grant recipients is anticipated during the performance of the activities. Under the cooperative agreement, the NIH purpose is to support and stimulate the recipients' activities by involvement in and otherwise working jointly with the award recipients in a partnership role; it is not to assume direction, prime responsibility, or a dominant role in the activities. Consistent with this concept, the dominant role and prime responsibility resides with the grant recipients for the project as a whole, although specific tasks and activities may be shared among the grant recipients and the NIH as defined below.

The PD(s)/PI(s) will have the primary responsibility to:

• Define objectives and approaches, and to plan, conduct, analyze, and publish results, interpretations, and conclusions of their studies and training activities.
• Develop the details of the training plan, which must include a description of the technical approaches, target population access and recruitment, curricula modification, training methodology, and program evaluation procedures.
• Attend recipient meetings at least twice annually to review progress, share information, and to coordinate training activities. PD/PIs and business officials shall attend at least one recipient meeting annually.
• Before use submit draft copies of training manuals, instructor guides, course curricula and other materials developed for use in training activities supported by NIEHS to the NIEHS Program Coordinator to receive technical comments and suggestions regarding the adequacy, technical accuracy, and suitability of materials to be used for worker safety and health training.
• Transmit final copies of all materials developed with support from NIEHS in approved electronic format to the National Clearinghouse for Worker Safety and Health Training for Hazardous Materials, Waste Operations and Emergency Response and make them available to the general public, subject to any specific legal caveats on use or copyright protection.
• Participate annually in two technical workshops, which coincide with the two annual recipient meetings.
• Convene a Board of Advisors representing user populations, labor, industry, governmental agencies, academic institutions or professional associations with interest and expertise in worker health and safety training related to hazardous materials and waste operations and emergency response. The Board of Advisors must meet annually to evaluate training activities and provide advice to the PD/PI.
• Appoint one individual to manage information technology transfer and dissemination; access the WTP Data Management System and upload initial and final data - including the types of courses, number of students to be trained, and durations of training; and serve as the point of contact for the NIEHS Program Coordinator to ensure effective communication.

NIH staff have substantial programmatic involvement that is above and beyond the normal stewardship role in awards, as described below:

Program Coordinator will:

• Provide advice and make recommendations to PO, such as changing national priorities and directions or identifying areas of new opportunities and funding for program.
• Liaison with recipient community to support our programs, projects and activities and will share their subject matter expertise such as occupational health and safety, industrial hygiene, emergency/disaster response, hazardous waste, nuclear remediation, infectious disease, and evaluation.
• Engage with the PI/PD and other recipient staff to share knowledge and insights into the fields of science that could impact their training goals, objectives, and curricula and help to support any emergency response deployments.
• Facilitate formal program evaluation and lead the evaluation community of practice with the NIEHS WTP.
• Organize or call additional meetings/workshops of the participants to address emerging areas of high priority to the WTP and/or the problems of high incidence of illness and injury and mortality in populations experiencing occupational health disparities.
• Organize and manage the WTP Data Management System and share updates with recipients on what is needed from recipients.

Program Officials will: 

• Be responsible for the normal scientific and programmatic stewardship of the award
• Carry out continuous review of all activities to ensure objectives are being met

Areas of Joint Responsibility include:

• None; all responsibilities are divided between grant recipients and NIH staff as described above.

Dispute Resolution

Any disagreement that may arise on scientific/programmatic matters (within the scope of the grant), between grant recipients and the NIH may be brought to dispute resolution. A dispute resolution panel will be composed of three members --one selected by the recipient, a second member selected by NIH, and the third member elected by the two prior selected members. These special dispute resolution procedures in no way affect the recipient's right to appeal an adverse action that is otherwise appeal able in accordance with PHS regulations at 42 CFR Part 50, Subpart D, and DHHS regulations at 45 CFR Part 16.

3. Data Management and Sharing

Consistent with the 2023 NIH Policy for Data Management and Sharing, when data management and sharing is applicable to the award, recipients will be required to adhere to the Data Management and Sharing requirements as outlined in the NIH Grants Policy Statement. Upon the approval of a Data Management and Sharing Plan, it is required for recipients to implement the plan as described. 

When multiple years are involved, recipients will be required to submit the Research Performance Progress Report (RPPR) annually and financial statements as required in the NIH Grants Policy Statement.

A final RPPR, invention statement, and the expenditure data portion of the Federal Financial Report are required for closeout of an award, as described in the NIH Grants Policy Statement. NIH NOFOs outline intended research goals and objectives. Post award, NIH will review and measure performance based on the details and outcomes that are shared within the RPPR, as described at 2 CFR Part 200.301.

The Federal Funding Accountability and Transparency Act of 2006 as amended (FFATA), includes a requirement for recipients of Federal grants to report information about first-tier subawards and executive compensation under Federal assistance awards issued in FY2011 or later. All recipients of applicable NIH grants and cooperative agreements are required to report to the Federal Subaward Reporting System (FSRS) available at www.fsrs.gov on all subawards over the threshold. See the NIH Grants Policy Statement for additional information on this reporting requirement.

In accordance with the regulatory requirements provided at 2 CFR Part 200.113 and Appendix XII to  2 CFR Part 200, recipients that have currently active Federal grants, cooperative agreements, and procurement contracts from all Federal awarding agencies with a cumulative total value greater than $10,000,000 for any period of time during the period of performance of a Federal award, must report and maintain the currency of information reported in the System for Award Management (SAM) about civil, criminal, and administrative proceedings in connection with the award or performance of a Federal award that reached final disposition within the most recent five-year period. The recipient must also make semiannual disclosures regarding such proceedings. Proceedings information will be made publicly available in the designated integrity and performance system (Responsibility/Qualification in SAM.gov, formerly FAPIIS). This is a statutory requirement under section 872 of Public Law 110-417, as amended (41 U.S.C. 2313). As required by section 3010 of Public Law 111-212, all information posted in the designated integrity and performance system on or after April 15, 2011, except past performance reviews required for Federal procurement contracts, will be publicly available. Full reporting requirements and procedures are found in Appendix XII to 2 CFR Part 200 – Award Term and Condition for Recipient Integrity and Performance Matters.

Section VII. Agency Contacts

We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.

eRA Service Desk (Questions regarding ASSIST, eRA Commons, application errors and warnings, documenting system problems that threaten submission by the due date, and post-submission issues)

Finding Help Online: https://www.era.nih.gov/need-help  (preferred method of contact)
Telephone: 301-402-7469 or 866-504-9552 (Toll Free)

General Grants Information (Questions regarding application instructions, application processes, and NIH grant resources)
Email: GrantsInfo@nih.gov (preferred method of contact)
Telephone: 301-637-3015

Grants.gov Customer Support (Questions regarding Grants.gov registration and Workspace)
Contact Center Telephone: 800-518-4726
Email: support@grants.gov

Sharon Beard
National Institute of Environmental Health Sciences (NIEHS)
Telephone: 984-287-3237
Email: beard1@niehs.nih.gov

Gary Johnson
National Institute of Environmental Health Sciences (NIEHS)
Telephone: 984-287-4590
Email: gary.johnson@nih.gov 

Eric Persaud
National Institute of Environmental Health Sciences (NIEHS)
Telephone: 984-287-4643
Email: eric.persaud@nih.gov 

Kathy Ahlmark

National Institute of Environmental Health Sciences (NIEHS)

Telephone: 919-606-6428

Email: ahlmark@ niehs.nih.gov

Leroy Worth, PhD  
National Institute of Environmental Health Sciences 
Telephone: 984-287-3340 
Fax: 301-480-3722 
Email: worth@niehs.nih.gov 

James Williams
National Institute of Environmental Health Sciences (NIEHS)
Telephone: 984-287-3338
Email: james.williams3@nih.gov 

Section VIII. Other Information

Recently issued trans-NIH policy notices may affect your application submission. A full list of policy notices published by NIH is provided in the NIH Guide for Grants and Contracts. All awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement.

Awards are made under the authorization of Sections 301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and under Federal Regulations 42 CFR Part 52 and 2 CFR Part 200.