2017 DC Environmental Literacy Plan · 2017-09-22 · 2017 DC Environmental Literacy Plan Page 1...
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2017 DC Environmental Literacy Plan
Integrating Environmental Education into the K-12 Curriculum
District of ColumbiaOffice of the State Superintendent of Education
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2017 DC ENVIRONMENTAL LITERACY PLAN
PreparedbytheOfficeoftheStateSuperintendentofEducationonbehalfoftheDCEnvironmentalLiteracyPlanWorkgroup
Project Lead OfficeoftheStateSuperintendentofEducation
Partners DepartmentofEnergyandEnvironment
DistrictofColumbiaPublicSchools
DistrictofColumbiaPublicCharterSchoolBoard
OfficeoftheStateSuperintendentofEducation
DistrictofColumbiaStateBoardofEducation
UniversityoftheDistrictofColumbia
DepartmentofParksandRecreation
DepartmentofGeneralServices
DepartmentofEmploymentServices
DCEnvironmentalEducationConsortium
SeeAppendixAforacompletelistofcollaborators.
Photo Credits AnacostiaWatershedSociety
AudubonNaturalistSociety
CarnegieAcademyforScienceEducation
CapitalCityPublicCharterSchool
CityBlossoms
DCBilingualPublicCharterSchool
DCEnvironmentalEducationConsortium
DCGreens
DepartmentofEnergyandEnvironment*
FoodPrints
HardyMiddleSchool
OfficeoftheStateSuperintendentofEducation
*Coverphoto–KingmanIslandBridge
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EXECUTIVE SUMMARY Theenvironmentaroundusischangingandthesechangesmanifestinmanydifferentways.Understandinghowweascitizenscanaddress,adapt,andimpactthesechangesiscriticalforevenouryoungestlearners.TheDistrictofColumbia’senvironmentaleducationcommunityhasworkedinconcertwithschools,students,andfamiliesacrossthecitytogenerateathrivingcultureofenvironmentalstewardship.ThisapproachtoenvironmentaleducationisbestillustratedbytheDCEnvironmentalLiteracyPlan,whichensuresthatschoolsarecreatinguniqueandempoweringopportunitiesbothinandoutsideoftheclassroomforstudentstogrowintoenvironmentalstewards,andgaintheskillstheyneedtoflourishasfutureleadersintheDistrict.
Environmentalliteracyisdefinedasthedevelopmentofknowledge,attitudes,andskillsnecessarytomakeinformeddecisionsconcerningtherelationshipsamongnaturalandurbansystems.IntheDistrict,anenvironmentallyliteratepersondiscussesanddescribesecologicalandenvironmentalsystemsandhumanimpactsonthesesystems;engagesinhands-on,outdoorlearningexperiencesthatinvolvediscovery,inquiry,andproblemsolving;formulatesquestionsandanalysesinformationpertainingtohisorhersurroundingenvironment;andunderstandshowtotakeactionsthatrespect,restore,protect,andsustainthehealthandwell-beingofhumancommunitiesandenvironmentalsystems.
WiththeunanimouspassageoftheHealthySchoolsActof2010,theCounciloftheDistrictofColumbia(DCCouncil)institutedlegislationthatprioritizedthehealthandwellnessofstudentsthroughouttheDistrict.Thislandmarkpieceoflegislationaddressespoornutritionandinadequatephysicalactivity.Italsoassertsthattheenvironmentplaysacentralroleinsupportinglearningoutcomesandmaintaininglife-longhealthybehaviors.
TheHealthySchoolsActcallsforanenvironmentalliteracyplanintheDistrict–aroadmapthatwilllaythefoundationforDistrict-wideimplementationandintegrationofenvironmentaleducationintotheK-12curriculum.Thisinitiative,alsosupportedbytheDistrict’sSustainableDCPlan,facilitatesthecollaborationbetweenkeycommunitystakeholders,includingDistricteducationagencies,publicschoolsintheDistrict,environmentaleducationproviders,healthadvocates,andmanyothers.TheDCEnvironmentalLiteracyPlanprovidesaframeworktofurtherguidetheseeffortsandensurethatDistrictstudentswillbepreparedtomakeinformeddecisionsconcerningtheopportunitiesandchallengesofthe21stcentury.
TheOfficeoftheStateSuperintendentofEducationleadsthiseffort,andhascollaboratedwithDistrictagencies,nonprofitorganizations,andothercommunitymemberstoupdatetheoriginalDCEnvironmentalLiteracyPlanthatwassubmittedtoDCCouncilin2012.Theplanremainsthelocalcomponentforregionalandnationalenvironmentalliteracyefforts,suchastheChesapeakeWatershedAgreement(issuedJune16,2014)andtheNoChildLeftInsideActof2015(introducedintobothchambersofCongressonFeb.11,2015).Combined,theseinitiativesseektoempowerfuturegenerationstomakeeffectiveenvironmentaldecisionsandbecomecaretakersofoursharedcommunity.
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Toreadthecompleteplan,pleasevisit:http://osse.dc.gov/service/environmental-literacy-program-elp
TheDCEnvironmentalLiteracyPlanoutlinesthefollowingobjectivesandgoalsforreachingthem:
1) INTEGRATE ENVIRONMENTAL LITERACY CONCEPTS INTO THE K-12 CURRICULUM. • Alignenvironmentalliteracyconceptswithcurrentstandards.• CreateDistrict-widescopeandsequencedocumentforenvironmentalsciencethatalignswiththeAdvanced
Placement(AP)EnvironmentalScienceexam.• EngageeverystudentinatleastoneMeaningfulWatershedEducationalExperience(MWEE)ateachgrade
band(elementary,middle,andhighschool),withanultimategoalofhavingoneexperiencepergradelevel.• CreatesystemsofsupportforprincipalsandDistrictlocaleducationagency(LEA)leadershiptobuild
awarenessandengagementaroundenvironmentalliteracy.• Ensureenvironmentalliteracymaterialsarereadilyavailableonline.• Providestudentswithexposureandopportunitiestoparticipateingreenjobsandenvironmentalcareers.
2) INCREASE AND IMPROVE ENVIRONMENTAL EDUCATION AND TRAINING FOR ALL STAKEHOLDERS. • Preparepre-serviceandin-serviceteacherstobeabletoteachenvironmentaleducationandfoster
environmentalliteracy. • Expandscopeofoutreachtoschoolstakeholderstoincludeadministrative,operations,andfacilitiesstaff. • Provideworkshopsandtrainingforprofessionalsintheenvironmentaleducationfield. • Provideongoingsupportforcommunitiesofpracticetocollaborateandincreasecapacityandimplement
environmentalliteracyprogramsatschools.
3) INTEGRATE ENVIRONMENTAL LITERACY INTO THE SECONDARY SCHOOL EXPERIENCE. • Identifyandevaluateavailableenvironmentalsciencecoursesandpathwaysatpublicsecondaryand
postsecondaryinstitutionsintheDistrict.• EnsurethatallpublichighschoolsintheDistrictofferanenvironmentalscience-basedcourse.• EnsurethateverypublichighschoolstudenthasatleastoneMeaningfulWatershedEducationalExperience
(MWEE)intheirhighschoolcareer,asoutlinedinthe2014ChesapeakeBayWatershedAgreement.• Increaseparticipationinenvironmentalservice-learningforthecommunityservicegraduationrequirement.• Increasenumberofpublicschoolstudentsexposedtoenvironmentalcareersviawork-basedlearningandjob
shadowingopportunities.
4) CREATE MEANINGFUL MEASURES OF STUDENT ENVIRONMENTAL LITERACY (ASSESSMENT). • Collectbaselineinformationofstudentperformanceinenvironmentalliteracyconceptswithincurrent
science,health,andsocialstudiesstandards.• Createenvironmentalliteracyassessmentopportunitiesthatarenottest-driven.• Continuetoincorporateenvironmentalliteracyintostudentassessmenttools.
5) MAXIMIZE SCHOOL FACILITIES AND GROUNDS TO CREATE LEARNING OPPORTUNITIES FOR ALL STUDENTS. • Utilizeschoolfacilitiestosupportenvironmentalconceptsandpractices.• Createandmaintainoutdoorschoolyardspacestoencourageandsupportoutdoorlearningexperiences.• EncourageschoolstoapplytotheU.S.GreenRibbonSchoolsprogram.• Createopportunitiesforstudentstoutilizeschoolbuildingsandgroundsforlearning.
6) ENCOURAGE COLLABORATION AND ENGAGEMENT ACROSS ALL SECTORS INVOLVED IN IMPLEMENTING THE DC
ENVIRONMENTAL LITERACY PLAN. • Cultivateandfostertheknowledgeandawarenessnecessaryforthedevelopmentandimplementationof
theenvironmentalliteracyplanatLEAs.• LEAsdevelopschool-basedenvironmentalliteracyprogramsbasedontheEnvironmentalLiteracy
Framework.• EachDistrictagencydemonstratescommitmentandownershipofanEnvironmentalLiteracyScopeofWork
andImplementationPlanthatsupportsschools.• Createstateinfrastructureforimplementationoftheenvironmentalliteracyplan.
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TABLE OF CONTENTS 2017 DC ENVIRONMENTAL LITERACY PLAN .................................................................................... 0
EXECUTIVE SUMMARY ....................................................................................................................... 1
TABLE OF CONTENTS ......................................................................................................................... 3
INTRODUCTION ................................................................................................................................. 5
CONTENT STANDARDS & YOUTH LEARNING EXPEREINCES ............................................................ 8
PROFESSIONAL DEVELOPMENT ...................................................................................................... 15
HIGH SCHOOL GRADUATION REQUIREMENTS ............................................................................... 20
STUDENT ASSESSMENT (EVALUATION) ........................................................................................... 26
SCHOOL FACILITIES ......................................................................................................................... 32
IMPLEMENTATION ........................................................................................................................... 39
WORKS CITED .................................................................................................................................. 46
APPENDIX A. DC ENVIRONMENTAL LITERACY PLAN WORKGROUP AND REVIEW PROCESS ....... 53
APPENDIX B. THE DISTRICT OF COLUMBIA’S EDUCATION LANDSCAPE ........................................ 57
APPENDIX C. CURRENT STATUS OF ENVIRONMENTAL LITERACY IN THE DISTRICT ...................... 59
APPENDIX D. GLOSSARY OF TERMS ............................................................................................... 61
APPENDIX E. ENVIRONMETNAL LITERACY ORGANIZATIONS WITH RESOURCES FOR SCHOOLS . 65
APPENDIX F. ENVIRONMENTAL LITERACY FRAMEWORK .............................................................. 70
APPENDIX G. CASE STUDIES OF ENVIRONMENTAL LITERACY IN SCHOOLS ................................. 73
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INTRODUCTION Inresponsetothegrowinghealth,educational,andenvironmentalconcernsacrossWashington,DC,theCounciloftheDistrictofColumbia(DCCouncil)unanimouslypassedtheHealthySchoolsActofMay2010.ThisunprecedentedlegislationseekstoimprovethehealthandwellnessofallstudentsattendingpublicschoolsintheDistrictofColumbia.Specifically,theactaddressesnutrition,healtheducation,physicaleducationandphysicalactivity,Farm-to-Schoolprograms,andschoolgardens.Theactalsoacknowledgesthatcreatingandsustaininganenvironmentallyfriendlyschoolenvironmentandintegratingenvironmentaleducationintotheschools’curriculumareessentialtothehealthandwellnessofstudents,aswellasthehealthofthelocalenvironmentandcommunity.
TheHealthySchoolsActalsoincludesprovisionsthatincorporateenvironmentalstewardshipbehaviors(suchasrecyclingandenergyreduction)intobuildingpractices,meetLeadershipinEnergyandEnvironmentalDesign(LEED)GoldLevelcertificationwhenrenovatingorconstructingnewschools,assistschoolsinreceivingGreenRibbonSchoolsrecognitionfromtheU.S.DepartmentofEducation,anddevelopanenvironmentalliteracyplanforpublicschools,publiccharterschools,andparticipatingprivateschools.TheHealthySchoolsActAmendmentsof2011clarifiedthecomponentstobeincludedintheDCEnvironmentalLiteracyPlan,andaddedtheprovisionthatadraftbesubmittedtotheDCCouncilinJune2012.In2014,theSustainableDCOmnibusAmendmentActfurtheramendedtheHealthySchoolsActbyformallyadoptingtheplan,andsetforththerequirementthattheplanbeupdatedeverythreeyears.
COMPONENTS OF A STATE ENVIRONMENTAL LITERACY PLANAnenvironmentalliteracyplancreatestheframeworkforstandards,achievement,professionaldevelopment,assessment,andleadershipforindividualsandorganizationstothriveandachieveinnovationineducation.
AsmandatedintheHealthySchoolsAmendmentActof2011,theDCEnvironmentalLiteracyPlandescribesthefollowing:
• relevantteachingandlearningstandardsadoptedbytheDistrictofColumbiaStateBoardofEducation;• professionaldevelopmentopportunitiesforteachers;• howtomeasureenvironmentalliteracy;• governmentalandnongovernmentalentitiesthatcanassistschools;and• implementationoftheplan.
ThesecomponentsareconsistentwiththerequirementsdescribedintheNorthAmericanAssociationforEnvironmentalEducation(NAAEE)’sguidancedocument,DevelopingaStateEnvironmentalLiteracyPlan(NAAEE,2008).
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DEFINITION OF ENVIRONMENTAL LITERACY InAugust2011,theDCEnvironmentalLiteracyWorkgroup1developedandadoptedthefollowingdefinitionofenvironmentalliteracy:
Environmental literacy is the development of knowledge, attitudes, and skills necessary to make informed decisions concerning the relationships among natural and urban systems.
Anenvironmentallyliterateperson:• discussesanddescribesecologicalandenvironmentalsystemsandhumanimpactsonthesesystems;• engagesinhands-on,outdoorlearningexperiencesthatinvolvediscovery,inquiry,andproblemsolving;• formulatesquestionsandanalyzesinformationpertainingtohisorhersurroundingenvironment;and• understandshowtotakeactionsthatrespect,restore,protect,andsustainthehealthandwell-beingof
humancommunitiesandenvironmentalsystems.
BROADER LANDSCAPE OF ENVIRONMENTAL LITERACY Atthenationallevel,therehavebeenthreeprongsofadvocacyforenvironmentalliteracy.First,theNoChildLeftInsideActisabi-partisanbillfirstintroducedintheHouseofRepresentativesin2008andtheSenatein2009.Aswithbillsformerlyintroduced,theNoChildLeftInsideActof2015(S.492andH.R.882)includesaprovisionthatfederalfundingforenvironmentalliteracywouldbecomeavailableprovidedthatthestateeducationagencyhasaformallyadoptedenvironmentalliteracyplan.ThesecondstrategyisemergingaspartoftheEveryStudentSucceedsAct(ESSA),thereauthorizationoftheElementaryandSecondaryEducationAct.Forthefirsttime,thisbillincludeslanguagemakingenvironmentaleducationandenvironmentalliteracyprogramsexplicitlyeligibleforfederalfunds,specificallyintwoformulagrantprogramsdescribedinTitleIVofthebill:well-roundededucationand21stCenturyCommunityLearningCenters(NAAEE,2016).Theseinitiativeswillempowerfuturegenerationstomakeeffectiveenvironmentaldecisionsandbecomecaretakersofournaturalresources.Finally,twofederalagencieshavebeenpromotingenvironmentalliteracy.TheU.S.DepartmentoftheInteriorhasspearheadedtheEveryKidinaParkinitiative–aprogramthatprovidesfourthgradersandtheirfamiliesfreeaccesstoallfederallandsandwaters:anopportunityforyouthtodiscoverthecountry’swildlife,naturalresources,andhistoryforfree,whichcanleadtocreatingalife-longinterestinconservationandstewardship.Furthermore,theU.S.DepartmentofEducationcontinuestohosttheGreenRibbonSchoolsprogram–thefirstcomprehensivegreenschoolsrecognitionprogramatthefederallevel.
RegionalenvironmentalliteracyeffortsaredrivenbytheChesapeakeBayWatershedAgreement,whichassertsthatthelong-termsuccessoftheChesapeakeBayrestorationeffortsdependsontheworkofindividualsandcommunitieslivingthroughoutthewatershed.Firstsignedin1987bythemayoroftheDistrictofColumbiaandthegovernorsofstatesandjurisdictionsintheChesapeakeBaywatershed,the2014agreementincludesthefollowingenvironmentalliteracygoal:enablestudentsintheregiontograduatewiththeknowledgeandskillstoactresponsiblytoprotectandrestoretheirlocalwatershed.Thisgoalismeasuredviathreeoutcomes:studentengagementinmeaningfulwatershededucationalexperiences,sustainableschools,andstate-levelenvironmentalliteracyplanning(CBP,2014).Thesegoalsandoutcomesarebasedonthe2012Mid-AtlanticElementaryandSecondaryEnvironmentalLiteracy
1SeeAppendixAinthe2012EnvironmentalLiteracyPlanforalistofWorkgroupmembers:http://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/DCELP_Final_Appendices.pdf
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Strategy,developedbytheChesapeakeBayEducationWorkgroup,whichoutlinedhowthefederalgovernmentshouldsupportstateeffortstoadvanceenvironmentalliteracy.
THE DISTRICT’S STATE ENVIRONMENTAL LITERACY PLAN TheDCEnvironmentalLiteracyPlanisthelocalcomponentforthesenationalandregionalenvironmentalliteracyefforts.TheDCEnvironmentalLiteracyPlanisaroadmapthatwilllaythefoundationforDistrict-wideimplementationoftheintegrationofenvironmentaleducationintotheK-12curriculum.Thisinitiativefacilitatesthecollaborationbetweenenvironmentaleducationproviders,healthadvocates,Districteducationagencies,andpublicschoolsintheDistrict.TheDCEnvironmentalLiteracyPlanprovidesaframeworktofurtherguidetheseeffortsandensurethatstudentsattendingschoolintheDistrictwillhavemeaningfulenvironmentaleducationexperiencesandwillbewellpreparedtomakeinformedandresponsibledecisionsabouttheenvironment.
The2017DCEnvironmentalLiteracyPlanslightlymodifiestheformatusedinthe2012DCEnvironmentalLiteracyPlan.Theupdatedplanremainsdividedintosectionsthatdescribetheobjectivesandgoalsinthefollowingareas:ContentStandards,ProfessionalDevelopment,GraduationRequirements,StudentAssessment,SchoolFacilities,andImplementation.Themostsubstantialchangestotheplancanbefoundinthetablesattheendofeachsection,whereactionitemsandimplementationrecommendationshavebeenupdatedforthenextthreeyears.
Eachsectionincludesthefollowingcomponents:BACKGROUND AND RATIONALE:Researchthatjustifiestheneedfortheseenvironmentalliteracyinitiatives.LOCAL CONTEXT:Asnapshotof“whereweare”intheDistrictregardingenvironmentalliteracy.STATUS:ProgressthathasbeenmadethroughthecourseofthedevelopmentoftheDCEnvironmentalLiteracyPlan.OBJECTIVES, GOALS, ACTION ITEMS, AND IMPLEMENTATION RECOMMENDATIONS:Atabledescribingwhatwillbeaccomplishedinthenextthreeyears.
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CONTENT STANDARDS & YOUTH LEARNING EXPEREINCES
Background and Rationale Acrossthecountry,manystatesaremakingsignificantprogressinadvancingnationaleducationalgoalsbycreatingandimplementingenvironmentalliteracyplanstoenrichthecurriculumwithenvironmentaleducation(NAAEE,2015).Researchcontinuestoindicatethatenvironmentaleducationimproveslearninginothersubjects.Forthepast20years,studiesconductedbytheStateEnvironmentalEducationRoundtable(SEER)haveshownthatenvironment-basedprogramshavepositiveeffectsonstudentachievement,classroomdiscipline,andstudentattendance(SEER,2014).Accordingtoaliteraturereviewof119peer-reviewedstudiespublishedfrom1994-2013thatempiricallymeasuredK-12studentoutcomesassociatedwithenvironmentaleducation,environmentaleducationhasresultedinanumberofpositiveimpacts:improvingacademicperformance,enhancingcriticalthinkingskills,increasingcivicengagement,fosteringpositiveenvironmentalbehaviors,anddevelopingpersonalgrowthandlife-buildingskillsincludingconfidence,autonomy,andleadership(Ardoinetal.,2016).
Local Context TheadoptionofnewlearningstandardsoverthelastfewyearshasprovidedtheDistrictofColumbiaaperfectopportunitytointegrateenvironmentalexperiencesintostandardsimplementationefforts.In2013,theDistrictadoptedtheNextGenerationScienceStandards(NGSS).Thesestandardsemphasizeathree-dimensionalapproachtostudentlearning,incorporatingscienceandengineeringpractices,disciplinarycoreideas,andcrosscuttingconcepts.Moreover,thestandardsareaneffectiveentrypointforintegrationofenvironmentalliteracyinitiatives.Coyle(2014)notesthattheNGSShavemajorcontentfocusonscienceasitrelatestotheenvironment,namelythroughenergy,nature,climate,sustainability,andtheearth.TheDistrictiscurrentlyinthethirdyearofimplementation,andhasemphasizedenvironmentalliteracyasacorecomponentofitsimplementationstrategy.Createdin2014,theEnvironmentalLiteracyFrameworkisakeyguidancedocumentthatdepictshowthelocalenvironmentcanbethecontextthroughwhichNGSScanbetaught(seeAppendixF).Usingtheframeworkasastartingpoint,theDistricthaslaunchedseveralinitiativestoencouragealignmentandimplementationoftheNGSSandenvironmentalliteracy:
• EnvironmentalLiteracySummerInstitute:Morethan35DistrictteacherscametogethertocreateNGSS-alignedcurriculumunits.
• NextGenerationScienceAssessmentItemsandEnvironmentalContentCorrelations:OSSEdevelopedenvironment-basedscenariosforfieldtestingassessmentitems(seeTable1).
• EnvironmentalEducationProgramAlignment:NonprofitpartnershavecollaboratedtodescribehowtheirprogramscanassistwithNGSSimplementation.
• NGSSTrainingforNonformalEducators:PartnersreceivedtrainingonNGSStodeterminehowtoimprovetheirprogrammingtobestfittheeducationalneedsofstudentsandteachers.
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Table 1. Next Generation Science Assessment Sample Items and Environmental Content Correlations
Grade and Sample Item Scenario Topics Covered in Sample Items
Grade5 TrevorandKayla’sschooltakespartintheDistrictofColumbiaSchoolGardenProgram.
• Doplantsgrowbetterinsoilorinwater?• Foodwebs• Pondfoodchains• Energyinplants• Compostinginthegarden• Solutionstocombatingrodentsinthegarden
HighSchoolBiology DavidandMariagoforaruninRockCreekParkinWashington,DC.
• Energyfromfoodconsumption• Animalsandplantsworktogethertoformacycleof
matterandenergyusingphotosynthesisandcellularrespiration
• AnaerobicconditionsindifferentenvironmentsSource: DC Science 2015 Sample Items Booklet (OSSE, 2015a)
CollaborationacrossOSSE’sNGSSandenvironmentalliteracyimplementationinitiativeshaveresultedinstreamliningeffortsandleveragingresources,whileincreasingaccesstoresourcesforbothteachersandnonformalenvironmentaleducationproviders.
Whilethesciencestandardsarestronginemphasizinglocal,relevantapplicationstosciencecontent,itisdifficulttodeterminehowthesestandardsaretaught.OSSErecommendsthefollowingforscienceinstructionaltime,basedonguidancefromtheNationalScienceTeachersAssociationandtheDistrict’shighschoolgraduationrequirements:
• Kindergartentograde5:225minutesperweek;• Grades6-8:60minutesperday(oronesemesterof2.5blockedperiod);and• HighSchool:Fourlabsciencecourses(biologyrequired).
AlthoughtheseareOSSE’srecommendations,theamountofscienceinstructionaltimethatastudentreceivesisoftenlefttothediscretionoftheschool’sprincipal.SincefrequencyanddurationofscienceinstructionisnottrackedDistrict-wideatelementaryschools,dataisnotavailabletodeterminetheamountofscienceinstructiontakingplaceatelementaryschools.Atsomeelementaryschools,aprincipalchoosestohireadedicatedscienceresourceteachertoteachscienceonceaweekfor45-60minutes,whileinotherelementaryschools,scienceistaughtbythegrade-levelteacher,andthesubjectmaynothavededicatedtimeintheteachingschedule.However,someelementaryschoolsareensuringthatscienceisofferedeveryday.
Inthe2015-16schoolyear,DistrictofColumbiaPublicSchools(DCPS)launcheditsCornerstonesinitiativetopromoteeducationalequitybyprovidingallstudentsacrosstheschooldistrictwithsimilarlearningexperiencesviarigorousunitsimbeddedintocurricula.Forscienceinstruction,thisincludesone10-hourunitpergradelevelinK-5andfourunitspergradelevelinsecondaryscienceclassrooms.Ofnoteintheelementarydivision,thescienceandengineeringunitsaddressNGSSperformanceexpectationsthatincorporateandhelpadvancestudentunderstandingofenvironmentalliteracy.Additionally,DCPSupdateditsK-12sciencescopeandsequencedocumentsinsummer2016andcreatedcurriculumguidesbasedonDiscoveryEducation’sTechbook.Withitsinitialadoptioninthe2016-17schoolyear,TechbookisthefirstdigitaltextbookresourceutilizedbyDCPSthatisNGSSaligned.
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SincethepassageoftheHealthySchoolsAct,therehasbeenanoticeablegrowthinschoolgardenandoutdoorspaceefforts,whichprovideopportunityforbringingstudentsoutside.Somepublicandpubliccharterschoolshavecreatedopportunitiesforenvironmentalandoutdooreducation.Atleast25organizationsprovideschool-basedoutdoorlearningexperiencesand22providefieldexperiencesforDistrictstudents(seeAppendixE).Nevertheless,asurveyofteachers,conductedbytheDCEnvironmentalEducationConsortium(2007),revealedbarrierstoparticipatinginenvironmentaleducationtoincludelackofprincipalsupport,schedulingconflicts,andthelowerpriorityplacedonenvironmentaleducationcomparedtoreading,mathematics,andtesttaking.AsurveyconductedbyChapman(2014)supportstheDCEnvironmentalEducationConsortium’sfinding,notingsimilarchallengesacross12states,primarilyteacherworkload,lackoffunding,andschedule/timeconstraints.Manyteachersanecdotallyreportthatmanyofthesebarriersstillexisttoday.
Status Variousenvironmentaleducationpilotprojectshaveprovidedteachersaplatformforshowcasingwaystointegratecurriculumcontentwithreal-worldchallenges.Overthelastcoupleofyears,theDistrict’sDepartmentofGeneralServices(DGS)pilotedseveralgreenschoolschallenges,suchasaSprinttoSavingsEnergyChallenge,RecycleRightCompetition,andReduceFirstCompetition.TheDistrict’sDepartmentofEnergyandEnvironment’s(DOEE)SustainableDCModelSchoolspilotprojectdevelopedtheEnvironmentalLiteracyFramework,whichprovidesguidanceforhowteacherstointegrateenvironmentaltopicsthatarealignedtoNGSSandalsoaddresstheSustainableDCPlangoalsviaoutdoorlearningexperiences(seeAppendixF).Moreover,theSustainableDCModelSchoolspilotinformedthecreationofOSSE’sEnvironmentalLiteracyLeadershipCadre,whichworkswithelementaryschoolstoprovideenvironmentaleducationprogramsateverygradelevelwithintheschool.
The2012DCEnvironmentalLiteracyPlanincludeddescriptionsofexistingscienceandhighschoolsocialstudiesstandardsthatsupportenvironmentalliteracy.ThenextstepwillbetolookforopportunitieswithinthehealthandphysicaleducationstandardsthatwereadoptedbytheDistrictin2016.
ByadoptingtheCommonCoreStateStandardsforLiteracy,DCPShasintegratedscienceandsocialstudiescontentintotheEnglish/languageartsunitoverviews,inordertobroadenthecurriculumandincreasestudents’acquisitionandunderstandingofcoreknowledgeandconcepts,respectively.ThereisatleastoneEnglish/languageartsunitperelementarygradelevelwithsciencecontent.WiththeadoptionofNGSS,DCPSpreparedteacherspriortoimplementationwithprofessionaldevelopmentsessionsduringsummerandfall2013,andcontinuedprovidingguidanceforunpackingthestandardsduringthefirstNGSSimplementationyearinthe2014-15schoolyear.Duringthesecondyearofimplementationinthe2015-16schoolyear,DCPS-wideprofessionaldevelopmentdaysandadditionalworkshopsinsummer2015providedfurthertrainingtoshiftinstructiontoincorporatethree-dimensionallearning.
Publiccharterschoolshaveexclusivecontrolovertheircurriculumandeducationalprograms,andsomepubliccharterschoolschoosetoweaveenvironmentaleducationintotheirindividualcurricula.Ofthe38charterschoolsdesignatedas“highperforming”bytheDistrictofColumbiaPublicCharterSchoolBoard’sPerformanceManagementFramework(2016a),28schoolshaveenvironmentaleducationcomponentsintheircurriculaand/orengagemembers
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oftheDCEnvironmentalEducationConsortiumforenvironmentaleducationprogramming(OSSE,2016a).CasestudiesofpublicandpubliccharterschoolsintheDistrictwithexamplesofbestpracticescanbefoundinAppendixG.
Akeytosuccessfulintegrationofenvironmentaleducationintoschoolcurriculumhasbeenpartnershipswithenvironmentaleducationproviders.CertainDistrictagenciesandnon-governmentalorganizationsandcertainDistrictagenciessupportenvironmentaleducationinpublicschoolswithintheDistrictbyprovidingresourcestostudentsandteachers,bothduringtheschooldayandasenrichment.Forexample,DOEEprovidesfundingtoorganizationstoprovidemeaningfulwatershededucationalexperiencestoDistrictstudents,RiverSmartSchools,GreenZoneEnvironmentalProgram,andtheAquaticResourcesEducationCenter.TheDistrict’sDepartmentofParksandRecreation(DPR)continuestooperatetwoenvironmentaleducationcentersatTwinOaksGardenandLedererEnvironmentalEducationCenter,whichofferenvironmentalandgardeningprogramsandworkshopsyear-roundforresidentsofallages(DPR,2016).Forsummer2017,DPRisplanningtopartnerwithtwoenvironmentalnonprofitorganizationstomanageyouthfieldtripsfromDPRsummercampprograms,hostedatthedepartment’srecreationcenters,totheLedererYouthGardenandKingmanIslandNatureCentertolearnaboutgardening,nutritionandnature.
Manyorganizationsofferstandards-basedresourcestoassistDistrictschoolswithintegratingenvironmentalliteracyintoaschool’sindividualcurriculum.OSSEhascompiledadirectoryofenvironmentalorganizationsthatprovidetheseresources(seeAppendixE).
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OBJECTIVE 1: INTEGRATE ENVIRONMENTAL LITERACY CONCEPTS INTO THE K-12 CURRICULUM.
Goal ActionItems LeadOrganizations
ImplementationRecommendations Timeline
A.Alignenvironmentalliteracyconceptswithcurrentstandards.
i.AnalyzecurrentstandardsandidentifythosethatincludeELconcepts,toincludeHealthandPEstandards.
OSSE
Developgrade-bandlearningprogressionsforenvironmentalliteracyandcorrespondingone-pageguidancedocumentsandensuretheyarealignedwithNGSSandCollege,Career,andCivicLife(C3)FrameworkforSocialStudiesStateStandards.
2018
ii.IntegrateenvironmentalliteracyconceptsintoexistingDCPSscopeandsequencedocumentsbygradeband.
DCPS
Createmoreopportunitiesforcollaborativedesignbetweenteachersandenvironmentaleducationprovidersoflearningexperiencesalignedtocurriculum(e.g.,teachersarereviewingscopeandsequencedocumentsandredesigningwithacommunitypartner).
2017
iii.UtilizeEnvironmentalLiteracyLeadershipCadretoidentifyandpromotebestpracticescurrentlyinplaceinDistrictschools.
OSSE ExpandOSSE’sEnvironmentalLiteracyLeadershipCadretoincludemiddleandhighschoolteachers,orcreateasimilaropportunitytodevelopteacherleaders.
Ongoing
iv.Developavettingprocessforenvironmentaleducationproviderstovalidatequalityprogramsthatsupportstandards.
OSSEUDCDCEEC
OffertrainingforNAAEE’sEnvironmentalEducationMaterials:GuidelinesforExcellence.
2019
B.CreateDistrictwidescopeandsequencedocumentforenvironmentalsciencethatalignswithAPEnvironmentalScienceexam.
i.Identifyteamofeducatorsandcommunitypartnerstodraftthedocument.
ii.SelectLEAstopilot
documentsduringthe2017-18schoolyear.
iii.LEAschoosetoadoptoraligntheirowndocuments.
OSSE
OSSE
DCPScharterLEAs
FormacommunityofpracticeforhighschoolenvironmentalscienceteacherstocreateamorecomprehensiveprogramacrossDistricthighschools.
summer2018
2019
2020
C.EngageeverystudentinatleastoneMeaningfulWatershedEducationalExperienceateachgradeband(elementary,middle,andhighschool),withanultimategoalofhavingoneexperiencepergradelevel.
i.ProvideschoolswithacomprehensivelistofoutdooropportunitiesonschoolgroundsandthroughouttheDistricttobeupdatedeverythreeyears.
DCEEC Developpilotprojectthatidentifiesgreenspacewithinawalkingdistancefromschoolstobeusedasanextensionoftheschoolgroundsforlearning.
2018
ii.Createanewstandards-basedenvironmentalliteracyframeworkspecificallyformiddleandhighschools(currentoneisbestforelementaryschools)thatincludesMeaningfulWatershedEducationalExperienceintegrationtoscaffoldintotheircurriculum.
OSSEDCEEC
Builduponhighschoolenvironmentalscienceteachers’communityofpracticetodevelopadditionalguidancedocuments,toincludeendofyeargoalsforeverygradelevel.
2020
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D.CreatesystemsofsupportforprincipalandDistrictLEAleadershiptobuildawarenessandengagementaroundenvironmentalliteracy.
i.Identifyinterestedschoolsitesandhostatleasttwoopportunitiesperyearthatrangefrombriefingmeetingstoimmersiveprofessionallearningexperiences.
OSSEDCPS
charterLEAs
Identifypartnerstolaunchaschoolleadershipinstitute.
Begininsummer2017
E. Ensureenvironmentalliteracymaterialsarereadilyavailablethroughonlinedissemination.
i.Promotetheuseofexistingresourcesandwebsitesbyaddingwebsitecontentatleasttwiceperyear.
DCEEC CreatevideoforoutreachonoverviewofenvironmentaleducationspecificforDC.
2020
ii.UpdateDCPSinternalonlineplatformquarterlytoincludeenvironmentalliteracy-specificpageforcurriculumand/orresources.
DCPS
Parentandfamilyengagementaroundthiswork-createFAQstoassistthemtoformquestionsthatcanbeaskedatschooland/orout-of-schooltimeprograms.
summer2017
Iii.SubmitenvironmentalliteracyresourcesinformationtobepublishedintheOSSELEALookForwardandPCSBBulletinatleastfourtimesperyear.
OSSE EnsureOSSE’swebsiteeffectivelyorganizes,catalogues,andstoresenvironmentalliteracyresources.
Beginningsummer2017
F. Providestudentswithexposuretogreenjobsandenvironmentalcareersandencouragestudentparticipationintheseopportunities.
i. Atleast300studentsinDistrictsummeremploymentprograms(suchasDOEE’sGreenZoneEnvironmentalProgramandtheMarionBarrySummerYouthEmploymentProgram)receiveexposure(minimumofoneday)toenvironmentalcareers.
DOEEDOESUDC
Tracknumberofstudentsandhoursengagedinenvironmentalactivities.Begintocreateacatalogofopportunitiesandexperiencestodevelopenvironmentalcareerprofilesheets.
Ongoing
2018
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PROFESSIONAL DEVELOPMENT
Background and Rationale AccordingtothereportEnvironmentalLiteracyintheUnitedStates(2015),teacherswhomayhavelittleornoexposureto,orinterestin,environmentaltopicsareoftencalledupontoteachabouttheenvironmentandsustainabilityintheirclassroom.Thereportfurthersuggeststhatfrom2005-15,therehavenotbeenlargeadvancesinpreparingclassroomteachersasenvironmentaleducators(NEEF,2015).ResearchbytheNorthAmericanAssociationforEnvironmentalEducation(NAAEE)andtheEnvironmentalLiteracyCouncilshowsenvironmentaleducationistaughtby83percentofelementaryschoolteachers,butonly44percentofhighschoolteachers(Coyle,2005).AstudybyRuskey,Wilke,&Beasley(2001)foundthatalthoughmorethanhalfoftheteacherssurveyedreportteachingenvironmentalsubjects,only10percentofteachershavehadspecifictrainingonenvironmentaleducationteachingmethods,andonlyoneinfourhashadanyenvironmentalscienceorrelatedcourses.
Researchoverwhelminglysuggeststhatteachertrainingshouldnotenduponreceiptofadegreeandcertificationinthefield.Teachersbenefitfromcontinuedprofessionaldevelopmentandtraining,notonlyregardingteachingstrategies,butalsofocusedonspecificcontentthatmustbetaught.StudieshaveshownthatthevastmajorityofAmericanadultsmayhavebeenexposedtoissuesrelatingtoenvironmentalliteracy,butlackatrueunderstandingofthoseissues.Thisabsenceinenvironmentaleducationprofessionaldevelopmentforteacherspotentiallytricklesdownresultingincitizenswithinsufficientknowledgeandskillsrelatedtoenvironmentalliteracy.Forexample,Coyle(2005)statesthatonly1-to-2percentofadultsinAmericahavesufficientenvironmentalknowledgeandskilltobeconsideredenvironmentallyliterate,meaningmostadultdecision-makers,suchasbusinessleaders,electedofficials,communityvolunteers,andordinaryvotingcitizens,arelackinginenvironmentaleducationandliteracy.
Local Context Federallawrequiresallpublicelementaryandsecondaryschoolstudentstobetaughtbyteacherswhoarecertifiedasbeing“highlyqualified.”Thismeansteachersinthecoreacademicareas(definedas:English,reading/languagearts,mathematics,science,foreignlanguages,civics/government/economics,arts,history,andgeography)mustholdabachelor’sdegree,havefullstatecertification,anddemonstratesubjectmattercompetency.Teachersatpubliccharterschoolsareexemptfromneedingfullstatecertification(PCSB,2016b).Accordingtothe2010-11schoolyearStateReportCardonTeacherQuality,90percent(3,108)ofDistrictteacherspossessedavalidteachinglicensewhileteachinginDistrictschools(OSSE,2012).Additionally,the2014-15schoolyearStateReportCardshowsthat73percentofthecoreclassestaughtintheDistrictwastaughtbyhighlyqualifiedteachers(OSSE,2014a).
TeacherscanfollowdifferentpathwaystobecomecertifiedteachersintheDistrict.Forpre-serviceteachers,OSSEmanagestheDCStateAccreditationandProgramApprovalandpublishestheDirectoryofApprovedEducatorPreparationPrograms.Ofthe14institutionsororganizationswithstate-approvedprograms,12offereitherorbothtraditionalandalternativerouteeducatorpreparationprogramsinelementaryeducation.Halfoftheseprograms
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offersecondarybiologyandphysics,andfewerthanhalfoffersecondarychemistryandgeneralscienceprograms.Currently,noneoftheinstitutionsororganizationsofferanenvironmentalscienceprogram(OSSE,2013).
ThecurrentprocessforDistrictteacherstorenewaStandardTeacherCredentialwasupdatedinJuly2016.AsofJan.1,2017,applicantsmustsubmitevidenceofoneofthefollowingwithinfouryearspriortothedateoflicensureapplicationsubmission:1)asummativeLEAadministratorevaluationratingofeffectiveorequivalentforaminimumofthreeyearsduringthefour-yeartermofvalidity,or2)aminimumofeightcollegesemesterhoursor120hoursofprofessionaldevelopmentactivities.Professionaldevelopmentmustincreasecontentknowledgeandcompetenceinthesubjectareaofthecredential,orincreaseknowledgeoflocal,state,ornationaleducationalinitiativesandgoals(OSSE,2016b).
Becauseresearchdemonstratesthatthebestwaytoimprovestudentachievementforallstudentsisthrougheffectiveteaching(Sanders&Rivers,1996;Rivkin,Hanushek,&Kain,2005),theDistricthascommittedtoincreasingthenumberofhighlyeffectiveteachersinitsclassroomsthrougheffortssuchasincentivesfundedbytheRaisingtheExpectationsforEducationalOutcomesOmnibusActof2012(DCCouncil,2012)andDCPS’LeadershipInitiativeforTeachers(LIFT)(DCPS,2016a).In2016,DCPSlaunchedanewprofessionaldevelopmentinitiativecalledLEAP,LEarningtogethertoAdvanceourPractice.LEAPcreatescontent-specific,school-basedlearningteamsthatengageinaweeklycycleoflessonplanning,formativeobservations,andstudentworkanalysis.WorkingundertheguidanceofandwithsupportfromthenewOfficeofInstructionalPracticeinDCPS’centraloffice,theLEAPcycleisgroundedinDCPScurricularresourcesandfacilitatedbyacontent-specificleaderatallschoolsforEnglish/languageartsandmath.Atthehighschoollevel,school-basedscienceLEAPleaderscanbetheassistantprincipal,aninstructionalcoach,oradepartmentchair(oneperschool),andcurrentlysupportbiology,chemistry,andphysics.Currently,therearenotanyplanstoextendLEAPleadersinscienceforelementaryandmiddleschools(DCPS,2016b).
Traininginnationalenvironmentaleducationactivityguidescanbeausefulintroductionforteacherstobecomefamiliarwithenvironmentaleducationconceptsandobjectivesandmayputteachersonacourseofprofessionaldevelopmenttobecomecomfortablewithmoreadvancedenvironmentaleducationopportunities(Monroe,Wojcik,&Biedenweg,2016).In2016,27organizationsprovidedprofessionaldevelopmentforDistrictteachersinareasthatsupportenvironmentalliteracy.Theseopportunitiesmaybeofferedbyoneorganizationorincollaborationwithothernonprofits.OSSEisthestatecoordinatorfortraininginProjectLearningTree,asuiteofnationalenvironmentaleducationcurricula,andalsohasorganizedworkshopstosupporttheimplementationofgardencurriculum,suchasLifeLab’sGrowingtheGardenClassroom,byschoolgardencoordinatorsandotherserviceproviders.DOEEservesasstatecoordinatorfortraininginProjectWILD,andoffersprofessionaldevelopmentinthenationalenvironmentaleducationcurriculaProjectWILDAquaticandGrowingUpWILD.
OSSEandDOEEalsocontinuetosupportandcoordinateprofessionaldevelopmenttrainingwithmembersoftheDCEnvironmentalEducationConsortium(DCEEC)andothernonprofitorganizations.Examplesincludethedepartment’sRiverSmartSchoolsprogramandDCPSelementaryscienceCornerstonestrainingonEngineeringisElementarycurricula.
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Status Inthe2016-17schoolyear,DCPShasdesignatedsevenhalf-dayprofessionaldevelopmentdayswhereallscienceteachersfromacrosstheschooldistrictformcourse-specificprofessionallearningcommunitiestoengageinprofessionallearningopportunities.Thesecommunitieswillworkwithincohortsofsixthto12thgradeteacherswhoteachthesamecourseandonecohortforelementaryscienceresourceteachers.Thethree-hoursessionswillfocusontheNatureofSciencefromNGSS,unittaskssuchasCornerstones,andplanningforunitswithhigh-qualityresources.Inaddition,highschoolsandonemiddleschoolwillhavetwoweeksofprofessionallearningtimeledbyLEAPleadersintheschoolforteacherstoplanforupcominginstruction.ThethirdaspectofLEAPincludesModulesofProfessionalLearningcomprisedofweeklyschool-basedLEAPcycles.ThefourtopicsthatwillbecoveredoverthecourseoftheyearincludeNGSSthree-dimensionalinstruction,studentinvestigationsanddataanalysis,engineeringsolutions,andliteracyinscience.
Alsonewforthe2016-17schoolyeararesciencecurriculumguides,whichincluderesourceguidescorrelatedwithNGSSincludedineachunit.DCPSiscontinuallycompilingsuggestedenvironmentalresourcesforinclusionintothecurriculumguides.However,itcontinuestobedifficulttoprovidesystemicscience-basedprofessionaldevelopmentforelementaryteachers.AplatformdoesnotexisttoreachmostDCPSelementaryschoolteachersduringdesignatedprofessionaldevelopmentdaysbecausethemajorityofthetrainingcontinuestobefocusedonCommonCoreStateStandardsforEnglish/languageartsandmathematicscontent.Atpubliccharterschools,eachcharterLEAisresponsibleforitsownprofessionaldevelopmentforitsteachers.Becauseprofessionaldevelopmentisnotcoordinatedacrossallcharterschools,professionaldevelopmentopportunitiesaredelivereddifferentlyforeachLEA.
BecauseOSSEoffersprofessionalopportunitiesthataresystem-wide(bothDCPSandpubliccharterschools),thereispotentialtohavescienceprofessionaldevelopmentwithanenvironmentalliteracyfocusasanofferinginafutureprofessionaldevelopmentcalendar.
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OBJECTIVE 2: INCREASE AND IMPROVE ENVIRONMENTAL EDUCATION AND TRAINING FOR ALL STAKEHOLDERS.
Goal ActionItems LeadOrganizations
ImplementationRecommendations Timeline
A. Preparepre-serviceteacherstobeabletoteachenvironmentaleducationandfosterenvironmentalliteracy.
i.Establishpilotprogramtoengagepre-serviceprogramstoprovideenvironmentaleducationaspartoftheircoursework(suchasteachingmethods)withatargetof6contacthoursoftraininginenvironmentaleducation.
OSSE
UDC
DDOE
DCEEC
Contactlocalteacherpreparationprogramsandconductagapanalysisofprogramsofferedandpotentialforintegratingenvironmentaleducationintocoursework.
2020
ii.Identifyandpartnerwithahighereducationinstitutiontoprovidecertificationopportunitiesformiddleandsecondaryteacherswithaconcentrationinenvironmentalscience.
Pilotaninitiativeinhighereducationusingintegratedworkshopsfornationalenvironmentaleducationcurricula(suchasProjectLearningTreeandProjectWILD)withalocalfocus.
2020
B. Providein-serviceteacherswithworkshopsabouthowtoteachenvironmentaleducationandfosterenvironmentalliteracy.
i.CreateacrosswalkoftheDCPSEssentialPractices(newTeachingandLearningFramework)andtheNAAEEGuidelinesforthePreparationandProfessionalDevelopmentofEnvironmentalEducatorstodetermineexistingoverlapandanygaps.
DCPS
DCEEC
CollaboratewithDCPStoplanandalignLEAPeffortswithprofessionaldevelopmentforelementary,middle,andhighschoolsciencecoursestoaddresscurrentenvironmentaleducationneeds.
2017
ii.Deliverhigh-qualityworkshopsforteachersbycompetentEEprofessionalsthatincreasecontentknowledgeofteachersandincreasescomfortwithteachingoutsideoftheclassroom.
DOEE
OSSE
UDCDCEEC
RequireteachersattheK-12levelstoobtainaminimumof1ContinuingEducationUnit(CEU)insubjectareasthatsupportenvironmentalliteracyeachyear.Whilethiscannotalsoberequiredofpubliccharterschoolteachers,itisstronglyrecommendedthateachLEAadoptasimilarpolicy.ProvidetrainingforelementaryteacherstouseDiscoveryEducation’sTechbooktomakedirectconnectionsbetweenlessonsandlocalenvironmentalconcepts.
2018
iii.CreateaSummerAcademyforteachersthatprovidesintensivetraininginrelevantgradebands.
UDC
OSSE
Builduponthe2014OSSEEnvironmentalLiteracySummerInstitutein2014,andplananinstituteeverythreeyears.
20202017
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C.Expandscopeofoutreachtoschoolstakeholderstoincludeadministrative,operations,andfacilitiesstaff.
i. Provideopportunitiesforschooladministratorstoengageinauthenticexperiencesthatshowthevalueofenvironmentaleducationandcreatebuy-in.
ii. Includeschoolmaintenanceandfacilitiesmanagers/operationsstafftoencouragecollaborationacrossschoolbuildingoperations.
OSSE
DGS
Expanddefinitionofstakeholderstoincludeschooladministrativepersonnel,schooloperationsstaff,andenvironmentaleducationproviders.
2020
D.Provideworkshopsandtrainingforprofessionalsintheenvironmentaleducationfield.
i.Holdatleastthreeworkshopsperyearforenvironmentaleducationproviders–introcoursesandsupplementalworkshops.
DOEE
DCEEC
OSSE
ExploretopicssuchasprogramalignmentwithNGSS,naturenearschools,andnationalenvironmentaleducationcurricula.
Ongoing
E. Provideongoingsupportforcommunitiesofpracticetocollaborateandincreasecapacityandimplementenvironmentalliteracyprogramsatschools.
i.CreateProfessionalLearningCommunitiesorothernetworksfocusedonenvironmentalliteracy.
OSSE Collaboratewithotherteachertrainingprograms,suchastheCenterforInspiredTeaching’sInstituteforSTEMEducatorsSCALE:ScienceCurriculumAdvancementthroughLiteracyEnhancement.MaintainacatalogofalltrainingprogramsandensureofferingsareinOSSE’sProfessionalDevelopmentCalendarandLEAcommunicationchannels.
Ongoing
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HIGH SCHOOL GRADUATION REQUIREMENTS
Background and Rationale InMarch2016,Gallup’sannualenvironmentpollindicatedthatAmericansaretakingglobalwarmingmoreseriouslynowthanatanytimeinthepasteightyears,with64percentofadultsintheUnitedStatessayingtheyareworrieda“greatdeal”or“fairamount,”and41percentsayingtheybelieveglobalwarmingwilleventuallyposeaseriousthreattothemortheirwayoflife(Gallup,2016).Youngpeoplealsoseemtosharesimilarenvironmentalconcerns.In2011,TheNatureConservancyconductedapollofAmericanyouthbetweentheagesof13and18toassessthetimetheyspendinnatureandtheirconnectionswiththeenvironment.Resultsincluded:
• 51percentindicatedthat“theconditionoftheenvironmentandnature”asan“extremely”or“veryserious”problem.
• 73percentagreethat“previousgenerationshavedamagedourenvironmentandleftittoourgenerationtofixit.”
• 76percentstronglybelieveissueslikeclimatechangecanbesolvedifactionistakennow.• 86percentsaythatitis“cool”todothingstoprotecttheenvironment.
Whilepollssuggesttheconcernaboutthestateoftheenvironmentandenvironmentalissuessuchasclimatechange,astudybytheYaleProjectonClimateChangeCommunicationindicatesthataslittleas25percentofAmericanmiddleandhighschoolstudentssurveyedunderstandhowtheclimatesystemworks,andthecauses,impacts,andpotentialsolutionstoglobalwarming,comparedto30percentofAmericanadults(Leiserowitz,Smith,&Marlon,2011),raisingconcernsthatthepublicmaynotbeinformedenoughtomakeeducateddecisions.
Atthenationallevel,sincetheintroductionoftheCollegeBoard’sAPEnvironmentalScienceExamin1996,thenumberofstudentstakingthisexamnationwidehasgrownfrom5,186in1996to35,208in2006,andto149,096in2016(CollegeBoard,2016a).EnvironmentalsciencecontinuestoberankedasoneofthefastestgrowingAPcoursesinthecountry(Robelen,2012).However,students’scoresinEnvironmentalScienceremainthelowestwhencomparedtotheother10APScience,Technology,Engineering,andMath(STEM)subjectexams.In2016,fewerthanhalfofstudents(45.6percent)receivedascoreof3orhigher,whichwouldallowthemtoreceivecollegecredit(CollegeBoard,2016b).
Inadditiontoagrowinginterestinlearningabouttheenvironment,thenumberofhighschoolstudentsparticipatinginenvironmentallythemedcommunityserviceand/orservice-learningisalsogrowing.AccordingtotheNationalYouthLeadershipCouncil,youngpeoplewhoengageinservice-learningduringtheirhighschoolcareerswillbemorelikelytograduatehighschoolandwillseethemselvesasagentsofpositivechangeintheircommunitiesbecausetheyfeelconnectedtowhattheyarelearning,seeteachersasmentors,andhaveavoiceintheireducation(Meuers,2016).Inaliteraturereviewofresearchonthedevelopmentofconservationbehaviors,Chawla&Derr(2012)foundthatrecurringdirectexperiencesandopportunitiestolearnthroughaction,suchasthoseofferedinenvironmental
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service-learning,arenecessaryforyouthtopracticetheskillsofactiveenvironmentalcitizenship.Forexample,studentswhoparticipatedinservice-learningactivitiesinhighschoolscored6.7percenthigherinreadingand5.9percenthigherinscience,andgraduatedfromcollegeataratethatwas22percentagepointshigherthanthosewhodidnotparticipateinservice-learning(Davila&Mora,2007).
Local Context StudentsintheUnitedStatesneedtobepreparedtobecompetitiveintheglobalmarketplace,andthoseenrolledintheDistrict’spublicschoolsarenoexception.RaiseDC,theDistrictofColumbia’scradle-to-careercollectiveimpactorganization,regularlyreleasesaprogressreportonkeydatapointsaroundstudentoutcomesfrompre-Kthroughcollege.Themostrecentreport,publishedin2015,findsthat43percentofhighschoolgraduateswhoenrolledinpostsecondaryeducationcompletedabachelor’sdegreewithinsixyears.AnalysisconductedbyRaiseDCandtheDeputyMayorforEducationin2014showsthatalmost40percentofDistricthighschoolgraduatesdonotenterpostsecondaryeducation(DME,2014).
Since2006,theDistricthasinstitutedschoolreforminterventionsandaccountabilitymeasurestoimproveacademicachievement,increasegraduationrates,anddemonstratemasteryinstatestandards(OSSE,2015b).Theadjustedcohortconsistedof4,880studentswhoenteredninthgradeinthe2012-13schoolyear.Ofthose,3,377students(69percent)graduatedhighschoolontime(atthecloseofthe2015-16schoolyear),whichisanincreaseof3.8percentoverthepreviousschoolyear.ForDCPS,thegraduationrateroseto69percent,upfrom64percent;andthegraduationrateforpubliccharterschoolsroseto73percent,upfrom72percent(OSSE,2016c).
Inrecentyears,therehasbeenanincreaseinthenumberofAPcourseofferingsinDistrictschools,aswellasasignificantincreaseintherigorofstatestandardsandassessments.TheDistrictbegantestingstudentsonthePartnershipfortheAssessmentofReadinessforCollegeandCareers(PARCC)assessmentsinspring2015andfield-testingforthenewDCscienceassessmentbeganin2015.
Currently,DistrictstudentscanelecttofocusonenvironmentalissuesviatwoofthegraduationrequirementsneededtoobtainahighschooldiplomaintheDistrictofColumbiaPublicEducationSysteminclude:fourunitsofscience(includingbiology,twolabsciences,andoneotherscience)and100communityservicehours[(Section2203.3oftheDistrictofColumbiaMunicipalRegulations(DCMR)Title5-E,Chapter22(5-E22DMCR§2203)](SBOE,2016).TwentyDCPShighschoolsand12publiccharterhighschoolsofferAPorthestandardenvironmentalsciencecourse.Thesecoursesreachedapproximately2,195students(OSSE,2016b).Onlyonehighschool,CapitalCityPublicCharterSchool,requiresallstudentstotakeoneofthefollowingsciencecoursesthathasanenvironmentalfocustograduate:UrbanEcologyorEnvironmentalScience(CapitalCityPCS,2016).In2011,Marylandbecamethefirststateinthenationtopassanenvironmentalliteracyhighschoolgraduationrequirement,whichmandatesthateverylocalschoolsysteminthestatemustprovideacomprehensive,multi-disciplinaryenvironmentaleducationprograminallpre-K-12publicschools(COMAR,2011).
Status Since2011,theDistrictofColumbiaStateBoardofEducationhasproposedchangestoDistrict’sgraduationrequirements,mostofwhichhavebeenrepealed(DCMR,2016).WhiletheavailabilityofAPandstandardenvironmentalsciencecourseshasincreased,studentenrollmentinthesecourseshasbeendeclining(OSSE,2016a).
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However,thereispotentialtointegrateenvironmentalexperiencesintootheracademicprogramstoensurethatstudentsarestillexposedtoenvironmentalconcepts.Forexample,the2012CareerandTechnicalEducationstrategicplanidentified12prioritysectorstofocuscareerandtechnicaleducationforsecondaryandpostsecondaryprogramsofstudybasedonananalysisofBureauofLaborStatisticsdata.Environmentalsciencecontentcanberelatedtosectorsandoccupationsidentifiedusinglabormarketinformationfortheregion(DistrictofColumbiaCareerandTechnicalEducationTaskForce,2012).Whileenvironmentalscienceisnotexplicitlyconnectedintothiswork,manyconnectionscanbemadebetweencareersectorsandpriorityoccupations(seeTable2belowforexamples).
Table 2. Potential Alignment with Career and Technical Education Programs.
CareerSector SelectedPriorityOccupationsintheDistrict
EnvironmentalCareerConnections
Science,Engineering,Math,andTechnology
• NaturalSciencesManagers• BiologicalScientists
• Manageratastateenvironmentalagency• WildlifeBiologist
InformationTechnology • ComputerandInformationSystemsManagers
• GIS(GeographicInformationSystems)Specialist/Manager
BusinessManagementandAdministration
• ManagementAnalysts • Analystatanenvironmentalcompany
ArchitectureandConstruction • Architects• ConstructionandBuildingInspectors
• Greenbuildingexperts
Law,PublicSafety,Corrections,andHumanServices
• Lawyers• SocialandCommunityServices
Managers
• Attorneyforenvironmentaladvocacyorganization
Marketing • MarketResearchAnalystsandMarketingSpecialists
• Consultanttodetermineneedsforenvironmentalproductsandservices
Transportation,Distribution,andLogistics
• AutomotiveServiceTechniciansandMechanics
• Hybridvehicleoralternativefuelvehicleexperts
Finance • BudgetAnalysts • Financeteammemberatanenvironmentalcompany
EducationandTraining • TrainingandDevelopment• ElementarySchoolTeachers• TeachersandInstructors
• TeachersinDCPSandpubliccharterschools
HealthScience • HealthEducators • Practitionersfamiliarwithhealthbenefitsofspendingtimeoutdoorsand/ordiseasestriggeredbyenvironmentalfactors
Arts,AVTechnology,andCommunications
• PublicRelationsSpecialists • DirectorofPublicRelationsatanenvironmentalnonprofitorganization
HospitalityandTourism • MeetingandConventionPlanners • Conferenceplannersknowledgeableaboutlocalenvironmentalpractices(sustainablefoodsources,carbonoffsetsfortravel,composting,etc.)
AnotherexampleisthroughNationalAcademyFoundation(NAF)academyprogramsinhighschools.Forthepasttwoyears,professionalsfromlocalgreenindustrieshavemetandpresentedtostudentsinH.D.WoodsonSeniorHighSchool’sNAFEngineeringAcademy.Thesecreativeapproachestoexposingstudentstoenvironmentalscienceareimportant,sinceenvironmentalsciencejobsareexpectedtogrowby15percentfrom2012-22,fasterthantheaverageforalloccupations;additionally,78percentofbusinessandorganizationsbelievethatthevalueofjobcandidates’environmentalknowledgewillincreaseinimportanceasahiringfactor(NEEF,2016).
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Outsideofinstructionaltime,Districtyouthcanstilllearnabouttheenvironmentthroughvolunteeractivities.TheDepartmentofParksandRecreation,theUniversityoftheDistrictofColumbia,aswellasmanyenvironmentalorganizationsintheDistrictcurrentlyprovidemeaningfulvolunteeropportunitiestoDistrictyouthtohelpfulfillthegraduationrequirementtocomplete100communityservicehours.TheDCEnvironmentalEducationConsortiumplanstocontinuetocompilevolunteerinformationtodisseminatetocommunityservicecoordinatorswithinDCPSandtothepubliccharterschoolsatthebeginningofeachschoolyear.
StudentexposuretoenvironmentalscienceandenvironmentalcareerscanbefosteredbyIncreasingthenumberofenvironmentaltracks,courses,andprogramsofferedateveryhighschool,includingAPEnvironmentalSciencecourses;addingenvironmental/engineeringpathwaysthroughCareerandTechnicalEducationPathways,NAFAcademies,andProjectLeadtheWaypathways;andwork-basedandservice-learningopportunities.Byofferingamultitudeofengagementopportunitiesofvaryingdegreesanddepth,studentswillbebetterpreparedforthedemandsofthefuturegreeneconomy.
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OBJECTIVE 3: INTEGRATE ENVIRONMENTAL LITERACY INTO THE SECONDARY SCHOOL EXPERIENCE.
Goal ActionItems LeadOrganizations
ImplementationRecommendations Timeline
A. IdentifyandevaluateavailableenvironmentalsciencecoursesandpathwaysatpublicsecondaryandpostsecondaryinstitutionsinDC.
i.Conductanannualinventoryofenvironmentalsciencecourses.
DCPScharterLEAs
2018
ii.Collectandanalyzecoursegradesandtestscores.
OSSE 2018
B. EnsurethatallDistricthighschoolsofferanenvironmentalsciencecourse(orsimilarcourse,suchasurbanecology).
i.Identifytheexistingbarrierstoschoolsofferingthesecourses.
DCPScharterLEAs
AllowflexibilityforpubliccharterschoolstooffercoursesbasedonLEAfocusareas.
2018
ii.Createplantoremove
barriersatschoolsthatdonotofferanyenvironmentalcourses.
OSSE Increasefundingcapacityforschoolstohireenvironmentalscienceteachers.Ifpossible,explorethepossibilityofcross-traininghigher-levelmathandscienceteacherstoaddanenvironmentalscienceclassoutsideoftheirareaoffocusortraining.
2019
iii.CreateacommunityofpracticeforteacherstodevelopresourcesandImplementnewscopeandsequencedocuments.
OSSE Explorepossibilityofteachers“externing”atlocalenvironmentalagencies/organizationstobuildproficiencyinintegratinglocalenvironmentalissuesintotheirclassroom.
2017
C.EnsurethateveryhighschoolstudenthasatleastoneMeaningfulWatershedEducationalExperience(MWEE)intheirhighschoolcareer,asoutlinedinthe2014ChesapeakeBayWatershedAgreement.
i.AnalyzetheimplementationandresultsofMWEEsinotherstate/jurisdictionstodeterminebestpracticesandapplicationsfortheDistrict.
OSSE Amendthecurrentgraduationrequirementstointegrateenvironmentalliteracy,whichwillalsosupporttheDistrict’sgoalofincreasingthenumberofstudentswhograduatereadytosucceedincollegeandcareers.
ii.DevelopapilotenvironmentalliteracyprogramforhighschoolstoincludeMWEEs.
OSSEUDC
MeetwithschoolsthathostNAFacademiesandCTEpathwaystodetermineifonemonthlyexperiencecanbejobshadowingoranotheroutreachexperiencerelatedtoanenvironmentalcareer.
2020
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D.Increaseparticipationinenvironmentalservice-learningaspartofthecommunityservicegraduationrequirement.
i.UpdateandsendcomprehensiveinformationtotheDCPSOfficeofSecondarySchoolTransformationforinclusionintheDCPSCommunityServiceHandbookandpostontheOSSEwebsiteforallLEAstoaccess.
DCEECOSSE
Begininsummer2017
ii.MeetwiththeDCPScommunityservicecoordinatorsandcharterLEArepresentativessotheyknowaboutopportunitiesavailable.
OSSEDCPS
charterLEAs
Increasethevisibilityofandaccesstoenvironmentalcommunityserviceprojects.Createacoordinatedapproachtodeliverthisinformationtoschoolcounselors,communityservicecoordinators,teachers,parents,andstudents.
Begininfall2017
iii.Enhanceschoolcollaborationwithenvironmentaleducationproviderstoincreasemeaningfulvolunteeropportunitiestostudents.
DPRUDCDCEEC
Createaguidancedocumenttodescribesuccessfulservice-learningopportunities.
2018
iv.Determinecurrentnumberofstudentsparticipatinginenvironmentalservice-learning;determinewhetherthenumberincreasesovertime.
DCPScharterLEAs
Developincentivestoincreasestudentparticipation.
Begininsummer2017
Ongoing
E.Increasenumberofstudentsexposedtoenvironmentalcareersviawork-basedlearningandjobshadowingopportunities.
i.Developmaterialsforstudentsandfamiliesinformedbyanemployer-drivencontinuumofcareerreadinessthatwillshareinformationabouteducationalqualificationsandincomelevelsforoccupationsinhigh-skill,high-demandsectors.
OSSE Increasecommunityawarenessofenvironmentalscienceacademicandemploymentpathways.Begintodevelopcareerawarenessingradespre-Kthrough5,provideopportunitiesforcareerengagementingrades6-8engagement,andexploreopportunitiesforwork-basedlearninginhighschoolpractices.
2017
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STUDENT ASSESSMENT (EVALUATION)
Background and Rationale Numerousstudieshaveshownpositivelinksbetweenenvironmentalliteracy,studentperformance,andacademicachievement.InthereportBacktoSchool:BackOutside(2010),Coyleincludesanoverviewofresearchthatsupportstheintegrationofenvironmentaleducationintoschooltime.Oftheresearchcited,thefollowingstudiessuggestasymbioticrelationshipbetweensustainedenvironmentaleducationandimprovedacademicachievement:
• Bartosh(2003)foundthatschoolswithintegratedenvironmentaleducationprogramscomprisedofthreeormoreyearshadconsistentimprovementand/orhighertestscoresinmathematics,reading,andwritingcomparedtothoseschoolswithoutenvironmentaleducation.
• TheNationalEnvironmentalEducationFoundationshowedimprovementsinacademicperformanceacrossthecurriculum,i.e.,reading,mathematics,science,andsocialstudies,inschoolsthatusedenvironmentaleducationasthefocusoftheircurriculum(Glenn,2000).
• Lieberman&Hoody(1998),intheirnowseminalStateEducationandEnvironmentRoundtable(SEER)study,showedthatstudentsattendingschoolswithintegratedenvironmentallearningcurriculaexhibitincreasedachievement.Subsequentstudies(SEER,2000;2005)showedthatstudentsinenvironment-basedinstructionalprogramsscoredaswellorbetteronstandardizedmeasuresinreading,mathematics,language,andspelling.Inaddition,theseprogramshaveshownthattheyfostercooperativelearningandcivicresponsibility(SEER,2005).
Inresponsetoagrowingneedtoclarifywhatismeantbyenvironmentalliteracy,NAAEEreleasedacomprehensive,research-baseddescriptionofenvironmentalliteracyandappliesthatworktothecreationofaframeworkforanassessmentofenvironmentalliteracyinDecember2011.ThisframeworkhasbeenusedtodevelopapositionpaperfortheProgrammeforInternationalStudentAssessment(PISA)GoverningBoardbythePISAEnvironmentalLiteracyExpertGroup,proposingtobuildaframeworktoassessenvironmentalliteracyforthePISA2015assessmentandinthedevelopmentofseveralstate-levelandmulti-state/regionalplanstomeasuretheenvironmentalliteracyofgraduatingseniorsaspartofstateenvironmentalliteracyplans(NAAEE,2012).
Local Context In2010,theDistrictofColumbiaStateBoardofEducationadoptedtheCommonCoreStateStandardsforEnglish/languageartsandmathematics.InDecember2013,theDistrictadoptedtheNGSS.BasedontheNationalResearchCouncil’sFrameworkforK-12ScienceEducation,theNGSSreflectstheintegrationofscienceandengineeringcontentandapplicationasitispracticedintherealworld(OSSE,2015a).
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In2012,thestateassessmentsystem2inEnglish/languageartsandcompositionwasalignedtotheCommonCoreStateStandards.Themathematicsassessmentwasalignedtothecommoncoreinthe2012-13schoolyear.Beginninginthe2013-14schoolyear,DCbeganusingthePARCCassessment.Consistentwiththeassessmenttransitiontothecommoncore,theDistrictalsotransitionedtoanNGSS-alignedassessmentinspring2015andwillcontinuetoprovidetechnicalassistancetoLEAsaroundthistransition(OSSE,2015b).
Eventhoughenvironmentalliteracyisacross-curricular,interdisciplinarysubject,environmentalconceptscanbeassessedwithinthesciencestandards.TheDCScienceAssessmentusesinterrelatedquestionstoadequatelyassessthenewstandards.Thegoalofreal-worldcontextorscenariosistoengagestudentsandassessthree-dimensionalsciencelearning.Inspring2015,OSSEfield-testedthenewscienceassessment,whichisadministeredonlinetostudentsingrades5,8,andhighschoolbiologyinthesameplatformusedforthePARCCassessments.The2015assessmentintegratedtechnology-enhancedNGSS-baseditemswithscienceitemformatspreviouslyusedinDistrict-wideassessments,andincludednewscenario-baseditemsateachgradelevel(OSSE,2015a).
TheDCScienceAssessmentconsistsoftwotimedtestunitspergrade,approximatelyonehourdurationperunit.Morethanhalfoftheassessmentitemsareselectedresponse,withtheremainderacombinationofconstructedresponseandtechnologyenhanceditems.StudentsdemonstratetheirunderstandingofNGSSconceptsthroughstorylines,someofwhichmayhaveanenvironmentalliteracycontext.Thespring2016ScienceAssessmentBlueprintshowstheNGSStopicsthatareaddressedontheassessment,andaredescribedinTable3below:
Table 3. DC Science Assessment (2016 Blueprint)
Grade5 Grade8 Biology
LifeScien
ce
• Interdependentrelationshipwithinecosystems:environmentalimpactsonorganisms
• Inheritanceandvariationoftraits:lifecyclesandtraits
• Matterandenergyinorganismsandecosystems
• Matterandenergyinorganismsinecosystems
• Growthdevelopmentandreproductionoforganisms
• Naturalselectionandadaptation
• Structureandfunction• Interdependentrelationshipsin
ecosystems• Matterandenergyinorganisms
andecosystems• Inheritanceandvariationoftraits• Naturalselectionandevolution
Physical
Science
• Forcesandinteractions• Energy• Structureandpropertiesof
matter
• Chemicalreactions• Structureandpropertiesofmatter• Forcesandinteractions• Energy• Wavesandelectromagneticradiation
Earth
Science • Weatherandclimate
• Earth’ssystems:processesthatshapetheearth
• Earth’ssystems
• Historyoftheearth• Earth’ssystems• Humanimpacts
Engine
ering • Engineeringdesign • Engineeringdesign • Engineeringdesign
Source: Office of the State Superintendent of Education (2016d)
2DCComprehensiveAssessmentSystem
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Scoresfromthe2015NGSSfieldtestweredisseminatedtoLEAsbutnotpubliclyreleased.However,figure1belowdepictspastperformancedataontheDCCASreleasedin2014,whichshowsthatpercentageofstudentsdemonstratingproficiencyinsciencehasbeenincreasingsteadilysince2008(OSSE,2014b).
Fig. 1. Past performance on the DC CAS for science (OSSE, 2014b)
WiththeadoptionoftheEnglish/languageartsandmathematicsCommonCoreStateStandards,theDistrictwaspartofthemulti-stateinitiativetodevelopcommonassessmentsystems,PARCC,andtheDistrictisoneofnineparticipatingstatesinPARCCthatledtheassessmentdevelopmenteffort.In2015,theDistrictwasthefirststatetoadministeranNGSS-alignedfieldtestthatincludedtechnologyenhanceditems.Insubsequentyears,theDistrictwillcontinuetoevolveassessmentstoreflectthethreedimensionaldesignoftheNGSS.
TheDistrictofColumbiacontinuestobetheonlystateinthenationthatconductsastandardizedtestforhealthandphysicaleducation.Since2012,Districtstudentsaretestedannuallyingrades5and8,andhighschool(duringtheyearthatahealthclassistaken)ontheirhealthandphysicaleducationknowledgeasitpertainstoOSSE’sHealthandPhysicalEducationStandards.Theassessmentwasputonholdforthe2014-15schoolyeartoaccommodatethetransitiontoPARCC.Atthistime,healthscoresarenotincludedinthestate’saccountabilitysystem,buttheyarereportedtotheU.S.DepartmentofEducationforaccountability,includedinschools’annualreportcards,andincludedintheannualHealthySchoolsActHealthandPhysicalEducation(OSSE,2016e).
Currently,DCPSalsoadministersthefollowingformativeassessmentstwotothreetimesperyearinmathematics,science,socialstudies,andEnglish/languagearts:
• AchievementNetworkforEnglish/languagearts(grades3-10)• DIBELS/TRCforEnglish/languagearts(gradesK-5)• ReadingInventory(grades4-8)• i-ReadyMathDiagnostic(grades2-8)
29.2% 33.2%
38.7% 38% 40.9% 42.3%
45%
2008 2009 2010 2011 2012 2013 2014
Percentage of Students Demonstrating Profiency in Science (2008-2014)
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• i-ReadyMathStandardsMastery(grades3-8)• NorthwestEducationAssociation’sMeasuresofAcademicProgressinmath(HSAlgebraI,Geometry,and
AlgebraII)• NorthwestEducationAssociation’sMeasuresofAcademicProgressinscience(grade6)• SocialStudiesAssessmentofGrowthandExcellence(grades6-8)
Thepurposeoftheseassessmentsaretomeasurestudents’knowledgeandskillsinspecificsubjectareastoinformeducatorsandstudentsonprogress,todriveinstruction,andprovideameasureofteacherandschoolachievement.
Status OSSEisrequiredtosubmitastateeducationplanfortheEveryStudentSucceedsAct(ESSA)totheU.S.DepartmentofEducationinApril2017.Includedinthisplanwillbeanewproposaltoassessschoolandstudentaccountability(OSSE,2017).AnupdatedhealthandphysicaleducationassessmentalsowillbecreatedusinganewassessmentmethodmodeledafterwhatisusedbythestateofWashington.
Tohelpguideteacherinstructioninmiddleschoolscience,DCPSimplementedNorthwestEducationAssociation’sMeasuresofAcademicProgress(MAP)intothesixthgradeEarthSciencecourse.Thisformativeassessmentisadministeredatthebeginning,middleandendoftheschoolyeartoassistteachersinmeasuringthegrowthoftheirstudentsandprovideguidancetotailorscienceinstructionbasedonstudents’learningneeds.
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OBJECTIVE 4: CREATE MEANINGFUL MEASURES OF STUDENT ENVIRONMENTAL LITERACY (ASSESSMENT).
Goal ActionItems LeadOrganizations
ImplementationRecommendations Timeline
A. Collectbaselineinformationofstudentperformanceinenvironmentalliteracy(EL)conceptswithincurrentscience,health,andsocialstudiesstandards.
i.ConveneapaneltodesignatehealthstandardsthatcontainELconceptsandwritecorrespondingjustifications(e.g.,Category4:Diseaseprevention).
OSSE
WorkwithincurrentstructureofitemdevelopmentforDCHealthandPhysicalEducationassessmentandencourageOSSEtoexploretheinclusionofenvironmentalthemes.
Inprogress
ii.GatherbaselinedataforSY15-16sciencetestandbaselinedataforthe2017-18schoolyearhealthtest.
OSSE
DCPS
GatherandanalyzeNextGenerationScienceAssessmentresultstocreatebaselinedatapointsforsciencestandardsthatcontainrelevantenvironmentalcontent.ImplementaLifeScienceassessmentinseventhgradefromNWEA’sMAPinthe2017-18schoolyearandaninterdisciplinaryassessmentintoeighthgradeinthe2018-19schoolyear.
2018
2019
iii.Conductanalysistodeterminecorrelationbetweenassessmentperformanceandimplementationofschool-basedenvironmentalprogrammingtodeterminebestpractices.
OSSE ConductimpactevaluationsbasedonrecipientsoftheUSGreenRibbonSchoolsrecognitionand/orschoolgardengrants,orschoolsimplementingtheALTEnergyPathwaysfromtheCareerandTechnicalEducationprograms.
2020
iv.Identifyopportunitiestoalignenvironmentalliteracyeffortswithscienceandhealthassessmentitemdevelopment.
OSSE Ongoing
B. Createenvironmentalliteracyassessmentopportunitiesthatarenottest-driven.
i.Developincentivesandrecognitionforstudentparticipationandengagementinenvironmentalprojects,suchasacapstoneproject,sciencefairproject,portfolio,schoolenvironmentalcompetition,andprovideashowcaseforstudentpresentations.
DOEEDCPSDGSDCEEC
Createayearlyopportunitytoshowcasestudentenvironmentalliteracyprojects,suchasaYouthSummit,EnvironmentalLiteracyWeek,STEMFair,ordesignateanenvironmentalliteracychallengeaspartofGrowingHealthySchoolsMonth.
Ongoing
ii.Catalogueeffortsandcreateoutlettopromoteandrecognizestudentachievements.
DCPScharterLEAs
CreateawebpageonOSSE’sEnvironmentalLiteracyProgramwebsitetokeeparunninglistofefforts.
2018
C.Continuetoincorporateenvironmentalliteracyintostudentassessmenttools.
i.ParticipateinthedevelopmentoftheassessmentitemsfortheNGSSandHealthandPEStandardsandenvironmentalliteracycorrelations.
OSSE IncludescienceinstateaccountabilitymeasuresinthedevelopmentoftheESSAstateplan,thedraftofwhichwillbesubmittedtotheU.S.DepartmentofEducationinspring2017.
Ongoing
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SCHOOLFACILITIESBackground and Rationale
AccordingtotheU.S.DepartmentofEducation,aGreenRibbonSchoolisonethatdemonstratesprogressinthefollowingthreepillars:1)reducingenvironmentalimpactandcosts,includingwaste,water,energyuse,andalternativetransportation;2)improvingthehealthandwellnessofstudentsandstaff;and3)providingeffectivesustainabilityeducation(USED,2016).Viewedthroughabroaderlens,greenschoolscanincludeLEEDcertification,activeschoolgardens,exemplaryrecyclingpractices,andanintegratedenvironmentaleducationcurriculum.
AreportfromtheU.S.GreenBuildingCouncilandAmericanInstituteofArchitects(2011)citesnumerousbenefitsofgreenschools:improvedstudenthealthbydecreasingasthmatriggers,whichdecreasesabsenteeism;buildingimprovementstoincludedaylighting,whichincreasesstudentproductivity;increasedwaterandenergyefficiency,whichdecreasesoperatingcosts;andgreatersatisfactionwithgreenschoolenvironments,whichincreasesteacherretention.AccordingtostudiesbyDuran-Narucki(2008)andKumar,O’Malley,&Johnston(2008),substandardphysicalenvironmentsarestronglyassociatedwithtruancyandotherbehaviorproblems,withlowerstudentattendanceleadingtolowerscoresonstandardizedtestsinEnglish/languageartsandmath.Morerecently,Williams&Dixon(2013)ledareviewofresearchconductedbetween1990and2010thatexaminedtheimpactofschoolgardensonacademicperformance.Theresearchoverwhelminglyshowedthatgarden-basedlearninghasapositiveimpactonstudents’grades,knowledge,attitudes,andbehavior(Williams&Dixon,2013).Dhanapal&Lim(2013)comparedquizscoresafteranoutdoorsciencelessonandanindoorsciencelesson,andfoundthatquizscoresafteranoutdoorclassroomsciencelessonswerehigher.Additionally,studentsenjoyedandpreferredlearningscienceoutdoorsratherthanindoors.
Local Context
Giventhatstudentacademicachievementiscloselytiedtostudenthealth,itisimportantthatschoolfacilitiesprovideaneducationalsettingconducivetolearning,aswellasserveashealthyenvironments.Eventhoughschoolbuildingshavemovedtotheforefrontof“greenbuilding”design,Moore&CooperMarcus(2008)findthatthethinkingaboutoutdoorspacesremainsunchangedfromtheperspectiveofusers(especiallychildren)andtheireducationalpotential.Greenbuildingdesignpoliciesneedtogiveequalprominencetobothinteriorspacesandschoolgrounds,andthesepoliciesneedtogiveequalweighttothebehavioralrequirementsofusersaswellasgreentechnologyrequirements(Moore&CooperMarcus,2008).
IntheDistrictofColumbia,theHealthySchoolsActof2010hasnumerousprovisionsthatsupporttherelationshipbetweenaschool’sphysicalenvironmentandtheacademicsuccessofitsstudents.Forexample,theHealthySchoolsActamendedtheGreenBuildingActof2006toencourageschoolconstructiontoachieveLEEDgoldcertification.TheHealthySchoolsActalsomandatesthatthereberecycling,energyreduction,integratedpestmanagement,andotherenvironmentally-friendlypracticesinsideallDistrictpublicschoolbuildings.Additionally,theschoolsmusttest
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drinkingwaterforleadandensurecompliancewithU.S.EnvironmentalProtectionAgencystandardsforindoorairqualityandleadremoval(OSSE,2011).
LaunchedinSeptember2011,SustainableDCisacomprehensive,20-yearplantomaketheDistrictofColumbiathehealthiest,greenest,andmostlivablecityinthenation.Whileworkonthisplanbeganin2011,theplanwasnotfinalizeduntil2013.Theplangoesbeyondanenvironmentalframework,definingsustainabilitybroadlytoincludejobsandeconomicgrowth,equity,diversity,andhealth.With31targets,32goals,and143specificactions,theplansetstheDistrictonanambitioustrackthrough2032.
DuringthedevelopmentoftheSustainableDCPlan,workinggroupshighlightedtheimportanceofcreatingandmaintainingschoolfacilitieswithfeaturesthatsupportstudentsinenvironmentallearning.Actionplansinclude:
• Installeducationalgardensat50percentofDCPSschoolso Currently58percentofDCPSschoolsand45percentofpubliccharterschoolshaveactiveschool
gardensprograms.• Targetingschoolyardsforlow-impactdevelopmentprojects,rehabilitatingschoolgreenhousestousefor
educationandtraining,anddevelopingpublicschoolbuildingsasyear-roundsustainabilitylearningcenters.
Formorethan15years,manyDistrictteachersandorganizationshavebeenworkingtoextendclassroomlearningopportunitiestotheoutdoorschoolgrounds.Todate,theseinclude:
• Activegardensarelocatedin127schools.Theseincludespacesforoutdoorclassroomsthatprovidedesignatedareasforstudentlearning(OSSE,2016f).
• Twenty-fourschoolsthatareLEED-certified(U.S.GreenBuildingCouncil,2016).
Someschoolshavemorethanonetypeofgardenandthegardenshavevaryingdegreesofuse.Oftheschoolswithgardens,figure2showsthepercentagebreakdown(bytype)ofschoolgardens.
Fig 2. Percent of Gardens by Type, SY 2015-16 (OSSE, 2016f)
88%
24%
52%
4%
14%
Edible Garden Stormwater or Rain Garden
Pollinator, Wildife, or Native
Garden
Greenhouse Other
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SeveralDistrictagenciessupportgreenschoolbuildingsandgroundsinvaryingcapacities.Forexample,OSSEhasaschoolgardenprogramthatassistsschoolsinbuildingandmaintainingschoolgardens,andprovidestrainingandtechnicalassistancetoteachersinutilizingschoolgardensasateachingtool(OSSE,2016g).DOEE’sRiverSmartSchoolsprogramimprovesschoolgroundsbyincorporatinglandscapedesignprinciplesthatcreatehabitatforwildlife,emphasizetheuseofnativeplants,highlightwaterconservation,andretainandfilterstormwaterrunoff.Thesesiteshavetheaddedbenefitsofanoutdoorclassroomthatsupportseffectiveteachingpracticesandpromotesstudentlearning(DOEE,2016).DGSprovidesbuildingdesignandconstructioninaccordancewiththeLEEDratingsystemandfacilitiesmaintenanceservices(e.g.,heating,ventilationandairconditioning[HVAC]);wastehauling;integratedpestmanagement;waterqualitytesting)forDCPSschoolbuildings.
In2015,DCPScreatedthepositionofEnergyandSustainabilityLiaisonaspartofitsfacilitiesteamintheOfficeoftheChiefOperatingOfficer.Theliaisonmeetsregularlywithsisteragencies,nonprofitpartners,centralofficestaff,andschoolstafftofacilitatecoordinationandexpansionofsustainabilityefforts,includingenergyefficiency,stormwaterretrofits,gardensandoutdoorclassrooms,internalandexternalcommunications,greenconstruction,greencleaning,recyclingandcomposting,sustainablecurriculum,treeplantinggrants,studentandstaffleadershipopportunities,andconnectingstudentswithlocalgreenbusinesses.
ItisimportanttonotethateachcharterLEAbearssoleresponsibilityforitsschoolfacilities,andthereisnocentralizedcontactpersontocoordinateenvironmentaleffortsacrossallcharterschools.DependingontheindividualcharterLEA,environmentaleffortsmightbecoordinatedbyafacilitiesadministrator,businessmanager,and/orcustodialstaff.
MembersoftheDCEnvironmentalEducationConsortiumandotherorganizationsalsohaveschoolyardgreeningprogramsthatassistschoolsinthecreationofeducationalgreenspaces,provideprofessionaldevelopmentforteachers,andconductin-classpresentationsthatincludeoutdoorcomponents.Atleast14organizationsprovidein-classpresentationsregardingindoorairquality,energyefficiency,and/orwastereductionforschools(seeAppendixE).
Status Launchedin2009,theDistrictSustainabilityAward(formerlyEnvironmentalExcellenceAward)recognizesoutstandingexamplesofenvironmentalleadershipandcontributionstothemayor'svisionthattheDistrictbecomesthegreenest,healthiest,andmostlivablecityinthenation.CoordinatedbyDOEE,thefirstOutstandingAchievementbyanEducationalFacilityawardwasgiventoThurgoodMarshallAcademyPublicCharterHighSchoolin2011.MundoVerdePublicCharterSchoolwontheawardin2013(DOEE,2013).Since2012,theU.S.DepartmentofEducationhasrecognizedsevenschoolsintheDistrictasGreenRibbonSchools(OSSE,2016f).ThereisgreatpotentialtobuildtheseeffortsintoacoordinatedgreenschoolsrecognitionprogramforDistrictschools.
Since2012,theDistricthasincreasedcapacityforcoordinationofschoolfacilitieswithsustainabilityinitiatives.TheDistrict’sDepartmentofGeneralServices’SustainabilityandEnergyManagementDivisionhasbeguntosupportintegrationofbuildingperformancedatawithcurriculum.Forexample,theBuildSmartDCwebsite(http://www.buildsmartdc.com/)providespublicaccesstoenergyandwaterusedataforallmunicipalbuildings,includingDCPSschoolbuildings.DGSalsohashostedvariousschool-widecompetitions:SprinttoSavings,which
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focusedonpromotingenergyreductionbehaviors;DCRecycleRight,whichfocusesonimprovingcorrectnessofclassroomrecycling;andDCReduceFirst,whichfocusesonreducingfoodwaste(DGS,2016a).In2016,DCPSteachersdevelopedlessonplansinpartnershipwithgeneralservicestoaccompanythesecompetitions,whichweremadeavailabletoallparticipantsinthe2016DCRecycleRightcompetition(DGS,2016b).
BycreatinganEnergyandSustainabilityLiaisonposition,DCPSnowhasaprimarypointofcontactforDistrictagenciesandotherstakeholderstocoordinateprojectsandprogramsatschools.Theliaisonisresponsibleforthereviewandapprovalofsiteimprovementprojectsandoutdoorclassroomprojects,andthereviewofmodernizationprojectsforcompliancewithLEEDandDistrictsustainabilitygoals.
Additionally,twoDistrictagenciescontinuetohavegrantprogramsthatprovidesupportforoutdoorlearningspaces.Duringfiscalyear2017,DOEE’sNaturalResourcesAdministrationplanstoawardapproximately$665,000toprojectsforthedepartment’sRiverSmartSchoolsprogram,whichincludesteachertrainingandprojectimplementation/installationatfiveDistrictschools.Theseinnovativeschoolyardgreeningprojectsfocusonincorporatinglandscapedesignprinciplesthatcreatehabitatforwildlife,emphasizetheuseofnativeplants,highlightwaterconservation,andretainandfilterstormwaterrunoff.WithfundingfromtheHealthySchoolsActof2010,theOSSEstartedtheSchoolGardenGrantprogramwiththegoalofsupportingon-goingschoolgardenprogramsorprovidingstart-upfundingforprojectsatnewsites.InMarch2016,OSSEawarded$420,000to29schoolgardenprogramsthroughouttheDistrict(OSSE,2016h).FundingalsohasbeenmadeavailablethroughtheSustainableDCInnovationChallenge,inpartnershipwithOSSE,DOEE,andDGS,tocreatethreeoutdoorclassroomsintheexistingschoolgardensatHardyMiddleSchool,TubmanElementarySchool,andLeckieElementarySchool.
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OBJECTIVE 5: MAXIMIZE SCHOOL FACILITIES AND GROUNDS TO CREATE LEARNING OPPORTUNITIES FOR ALL STUDENTS.
Goal ActionItems LeadOrganizations
ImplementationRecommendations Timeline
A. Utilizeschoolfacilitiestosupportenvironmentalconceptsandpractices.
i.InkeepingwithLEED(i.e.,teachingtoolcreditIDc3)requirements,establishmodelschoolsthatshowthedevelopmentofgreenbuildingcurricularintegrationbestpractices.
OSSE
DCPS
Createresourcesthatintegratesustainablebuildingfeaturesforactivelearningopportunitiesandtoolsforteachers,students,andcommunitymembers.Engagewithdesignprofessionalsandschoolstaffduringthedesignprocesstocreatebuildingsandschoolyardsthatareconducivetoembracingenvironmentalliteracy.
Ongoing
ii.CoordinatedintegrationofHSArequirementsasdescribedinSection501(Environment)atDCPSschools.
DGS StreamlinetheprocessofengagementandcommunicationsregardingschoolgroundsaspartofDCPSfacilitiesmodernizationacrossallparticipatingDistrictagenciesandnon-profitorganizations.
Ongoing
iii.Publishbuildingperformancedataforenergy,waste,andwaterandprovideeducatorswitheasyaccesstotechnicalspecificationsanddrawings,summariesofgreenfeatures,andpolicies,forallDistrict-ownedschoolbuildings.
DGS Streamlineinformationalrequestsrelatedtogreenbuildings,schoolyardgardens,andenvironmentalpracticesforDistrict-ownedschoolbuildings.
Ongoing
iv.IdentifyandprovideanentitytoprovidetechnicalsupportforcharterLEAsrelatedtoschoolfacilities.
DOEE
PCSB
Developbestpracticesandguidanceforgreenbuildingpracticesatpubliccharterschools,withinputfromDGS.Clarifyresponsibilities,requirementsandresourcesavailabletopubliccharterschools.
2019
B. Encourageandsupportoutdoorlearningexperiencesinoutdoorschoolyardspaces.
i.60percentofschoolswillhaveactiveschoolgardensbythe2020-21schoolyearengaging25percentofstudentsintheDistrict.
DCEECOSSEDOEEUDC
2020
ii.Developamaintenanceplantoensureschoolgardens,greenhouses,andoutdoorclassroomsarecaredforinconjunctionwithschoolcampuses.
DGS 2019
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C. EncourageschoolstoapplytotheU.S.GreenRibbonSchoolsprogram.
i.CreateandimplementaDCGreenSchoolsrecognitionprogram.
OSSE
DCEEC
CreateaGreenSchoolsawardprogramfortheDistrictinconjunctionwithexistingrecognitionopportunities,suchastheDistrictSustainabilityAward.
2018
ii.SubmitqualifiedapplicantstotheU.S.GreenRibbonSchoolsrecognitionprogram.
OSSE CreateanorganizationalsupportsystemforschoolsinterestedinpursuingtheU.S.GreenRibbonSchoolsrecognitionprogram,toincludecontactinformationforlocalresources,webinars,andinformationsessions.
ongoing
D.Createopportunitiesforstudentstoutilizeschoolbuildingsandgroundsforlearning.
i.Createapilotschoolambassadorprogramatfivehighschoolsthatgivegreentours.
UDCDCPS
WorkwithUDCtogivethesestudentsatouroftheUDCstudentcenterandthentipsonhowtogivegreenbuildingtours.AlsoworkwithUSGBCtofindouthowtotranslateLEEDchecklistsothatinfoforschooltourscanbeeasilyfound.
2018
ii.EstablishpilotprogramwiththeDepartmentofEmploymentServices’SummerYouthEmploymentProgramthatfocusesonenvironmentalinitiatives.
DOES
Establishafocusgrouptoidentifypartnersandemploymentopportunitiesforenvironmentalinitiatives(suchassummergardenlandscaping/maintenance)forasummer2018pilotprogram.
2018
iii.Exploreopportunitiestoprovidevocationaltrainingconnectedtogreenjobs.
DOES 2020
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IMPLEMENTATION
Background and Rationale Interdisciplinary,place-basedenvironmentaleducationbenefitsstudents’academic,socialandemotionalgrowth.Alargeandgrowingbodyofpeer-reviewedliteraturedemonstratesthesebenefits.Forexample,instructionandindependentworkinnaturalsettingspromotesstudentengagementinscience,math,andlanguagearts(Williams&Dixon,2013),withsomestudiessuggestingthatthesesettingsareespeciallysuitableforincreasingengagementandachievementinscienceamongminorities(e.g.,Aguilar&Krasney,2011;Rios&Brewer,2014;Semken&Freeman,2008).Nature-basedenvironmentaleducationmaypromotepro-environmentalbeliefs,environmentalstewardship,andadesiretoaddressenvironmentalproblems(Chawla,2015;Ewert,Place,&Sibthorp,2005;Giusti,Barthel,&Marcus,2014).
Suchresearch,alongwiththeexperiencesofseveralgenerationsofteachersandnonformaleducators,highlighttheneedtointegrateenvironmentaleducationacrossallgradesandsubjects,aswellastoassessstudentenvironmentalliteracy.Sinceabout2006,andinspiredbyLouv’spopularbookaboutnature-deficitdisorder(2004),theNoChildLeftInsideCoalitionhasadvocatedforfederalenvironmentaleducationfunding,aswellasforthedevelopmentofstateenvironmentalliteracyplans.Theinclusionofenvironmentaleducationasacorefocalareaforfundingwithinthe2015EveryStudentSucceedsActwasduelargelytothiscoalitionandrelatedbi-partisancongressionalefforts.
AsofMay2014,46statesplustheDistrictofColumbiawereintheprocessofdeveloping,adoptingorimplementingstateenvironmentalliteracyplans;ofthesestates,13wereintheprocessofimplementingtheirenvironmentalliteracyplans,whileanadditionalfourstateshadadoptedtheirplansandweremovingtowardimplementation(Brausetal.,2014).TheDistrictadopteditsstateenvironmentalliteracyplaninJuly2014.
Becausetheseplansarestillverynew,researchaboutthemisonlybeginningtoshowupinthepublishedliterature.Sofar,thesestudiesaredissertationsandtheses.Forexample,Ruggiero(2016)evaluatedstateenvironmentalliteracyplansagainsttheNAAEEguidelines(2016),andDuncan(2016)evaluatedatoolforassessingmiddleschoolenvironmentalliteracylinkedtoOregon’splan.Inparticular,Ruggiero(2016)statesthattheDistrict’sstateenvironmentalliteracyplanisastrongexampleofawell-writtencollaborativeplanwithstrengthincurriculum,professionaldevelopment,andassessment,aswellasstrongplansforgraduationrequirementsandimplementation.
AccordingtoinformationgatheredbyNAAEE,sincebeginningtheprocessofdevelopingtheirenvironmentalliteracyplans,manystatesreportanincreaseincollaborationbetweenstateeducationagencies,localeducationagencies,naturalresourceagencies,universityresearchers,andenvironmentaleducators.Environmentaleducatorsfrommanystatesalsoreportanincreaseinverbalandin-kindsupportfromstatedepartmentsofeducationandotherlocalandstateagencies.However,manyoftheseplansweredevelopedinanticipationoffederalfunding,sofundingremainsamajorconstraintforimplementationinnearlyallstates(Brausetal.,2014).
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ESSAprovidesanopportunityforenvironmentaleducationandenvironmentalliteracyprogramstobeeligibleforfederalfunding.UnderTitleIVofthebill,environmentaleducationcanbeconsideredwhendeveloping“well-roundededucation”grantsand21stCenturyCommunityLearningCentersprograms.Additionally,thepriorityplacedonSTEMactivitiesthatinclude“hands-onlearning”and“field-basedorservice-learning”toenhanceunderstandingofSTEMsubjectsmayprovideadditionalopportunitiesrelatedtoenvironmentaleducationprograms(NAAEE,2016).
Additionally,theU.S.DepartmentofEducation’sGreenRibbonSchoolsrecognitionprogramhasidentifiedandpromotedenvironmentalliteracyasoneofitsthreecorepillarsfordemonstratingachievement.Thisdesignationhasnotonlyincreasedenvironmentalliteracyactionsinthousandsofschoolsnationwide,butithasresultedinunprecedentedcollaborationamongstateandlocalhealth,education,andenvironmentalagencies.
Local Context SincethefirstDCEnvironmentalLiteracyPlanwasdrafted2011,therehasbeenaconcertedefforttocollaboratewithlocal,regional,andnationalinitiativestodrivetheDistrict’sEnvironmentalLiteracyPlanimplementationstrategy.
Whenreleasedin2013,theDistrict’sSustainableDCPlanincludedenvironmentalliteracyplanimplementationasthemethodtoreachthegoalofprovidingallschool-agechildrenintheDistrictwithaneducationinsustainabilityandpreparingthemforachanginggreeneconomy(DOEE,2013).AligningtheenvironmentalliteracyplanwiththeeducationgoalsoftheSustainableDCPlancreatedtheopportunityforfundingthroughthefirstSustainableDCInnovationGrantcompetition.TheSustainableDCPlanalsocreatedtheopportunitytoincludelegislationintheSustainableDCOmnibusAmendmentActtoformallyadopttheenvironmentalliteracyplanandalsocreateanenvironmentalliteracyprogramwithinOSSE.
In2014,theChesapeakeBayWatershedAgreementwassignedbythegovernorsofthesixstatesandjurisdictionsintheChesapeakeBayWatershedandthemayorofWashington,DC.Forthefirsttime,thisregionalcommitmentincludesanenvironmentalliteracygoal,tobemeasuredbyoutcomesrelatedtostudentengagementinmeaningfulwatershededucationalexperiences,movementtowardsustainableschools,andstate-levelenvironmentalliteracyplanning(CBP,2014).ActionitemswithintheDCEnvironmentalLiteracyPlanhavebeenintegratedintheDistrict’smanagementstrategiesworkplans,sothatbothinitiativesmoveforwardintandem(CBP,2015;2016a).
Everyyear,DistrictrepresentativeshavepresentedattheannualconferenceoftheNAAEE.TheDistrict’searlyimplementationeffortshaveinformedeffortsacrossthecountry,notablyinColoradoandOregon.TheDistrictalsoisexaminingbestpracticesfromotherstates,suchastheEnvironmentalLiteracyModelusedinMarylandandtheRhodeIslandK-12EnvironmentalLiteracyAssessmentPlan,todeveloptheDistrict’snextphaseofimplementation.
Status Asaresultoftheimprovedcommunication,therehasbeenanincreaseinenvironmentalliteracyactivitiesduringthedevelopmentoftheDCEnvironmentalLiteracyPlanandnowinitsimplementation.Formaladoptionoftheplanin2014hashelpedcentralizeimplementationwithOSSEandsolidifyfundingforprograms.Asaresult,theDistricthasemergedasanationalleaderinenvironmentalliteracyplanimplementation.
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BystrategicallyembracingandcollaboratingwithotherDistrictinitiativesandpriorities,theDistrict’sinvestmentinenvironmentalliteracyprogramshasgrownsignificantly.TwoDistrictagencieshavegrantprogramstoassistschoolswithcomponentsofanenvironmentalcurriculum.AfterthefirstDCEnvironmentalLiteracyPlanwassubmittedtoDCCouncilin2012,DOEEawardeditslargestenvironmentaleducationgrantin2014:$1.2milliontowardovernightmeaningfulwatershededucationalexperiencesforDistrictfifthgraders.Inthe2016-17schoolyear,DOEEwillawardapproximately$415,000tofundthreeprojectsthatoffermeaningfulstreamorChesapeakeBayexperiencestoDistrictstudentsforapproximately2,300studentsfrommorethan60schools:atrashreductionprograminschools,thecontinuationoftheovernightprogramforfifthgraders,andprofessionaldevelopmentforteachersatschoolsparticipatingintheRiverSmartSchoolsprogram.Duringthe2017fiscalyear,DOEEfundedagrantofnearly$100,000toconductagapanalysisoftheagency’scurrenteducationalprogrammingandtodevelopadditionalenergyandenvironmentaleducationprogrammingtoensureprogramsareofferedforallgradesK-12.Theadditionalprogrammingwillbeimplementedduringthe2017-18schoolyear.Additionally,DOEEadministersagrantofmorethan$175,000tofundeducationaltripsforthegeneralpublicontheAnacostiaRiver.
OSSE’sinvestmentinenvironmentalliteracyhasalsogrown.Withthecreationoftheenvironmentalliteracyprogramin2015,OSSEhasestablishedanEnvironmentalLiteracyLeadershipCadreforelementaryschoolteachers.Inthe2015-16schoolyear,OSSEawardedmorethan$430,000ingrantstononprofitorganizationstosupportcadreeffortsat16schools,andawardedmorethan$385,000inthe2016-17schoolyear.ThesefundsareinadditiontootherprogramsfundedbytheHealthySchoolsAct:theSchoolGardenProgram,whichhasgrowntoawardapproximately$425,000to29schoolsin2016;andtheFarmFieldTripgrant,whichprovided$19,500for12schoolsforthe2016-17schoolyear.Table4belowshowsDistrictagencyinvestmentinenvironmentalliteracyactivitiessincetheenvironmentalliteracyplanwassubmittedtoDCCouncilin2012.
Table 4. District Agency Investment in Environmental Literacy Activities since July 2012
Agency/Program FY2011-12 FY2012-13 FY2013-14 FY2014-15 FY2015-16 FY2016-17DOEE-MeaningfulWatershedEducationalExperiences:Overnight*Trash+
$100,000* $400,000*$20,000+ $20,000+ $1.2M*
$20,000+ $20,000+ $300,000*$40,000+
DOEE-RiverSmartSchools $65,000 $60,000 $300,000 $700,000 $890,000
$665,000
DOEE-GreenZoneEnvironmentalProgram
$277,698 $215,940 $221,064 $206,165 $259,238 $343,711
DOEE-other
EnvironmentalAmbassadors$116,105
CommunityRelations$99,962
SustainableDCBudgetChallenge
Env.Lit.PlanImplementation
$272,000
Env.Lit.PlanImplementation
$103,500
OutdoorClassrooms$880,000
OSSE-EnvironmentalLiteracyProgram n/a n/a n/a n/a $534,800
$590,154
OSSE-SchoolGardenProgram n/a $197,236 $200,005 $299,768 $375,594 $423,231
OSSE-FarmFieldTrip n/a n/a n/a $34,000 $31,000 $19,500
Totals
$442,698 $1,009,281 $1,013,069 $2,563,433 $2,616,506 $2,481,558
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Additionally,Districtgovernmentagencieshavecreatednewstaffpositionsthathavehelpedincreasethecapacitytocoordinateenvironmentaleducationinitiatives:
• DepartmentofGeneralServices:SchoolsConservationCoordinator• DCPS:EnergyandSustainabilityLiaison,DirectorofScience,STEMIntegrationSpecialist,ManagerofSTEM
ProfessionalLearning,ElementaryScienceSpecialist• OSSE:EnvironmentalLiteracyCoordinator,DirectorofSTEM
InApril2016,theChesapeakeBayEducationWorkgroupconvenedaLeadershipSummitonEnvironmentalLiteracyforhigh-levelleadershipfromstatedepartmentsofeducationandstatenaturalresourceagenciestocommunicatehowtheChesapeakeBayAgreementcanbepartofstateplansfortheEveryStudentSucceedsAct(CBP,2016b).Additionally,theformationoftheSuperintendents’EnvironmentalEducationCollaborativeappearstobeapromisingmodeltoshareinformationregardingESSAgrantopportunities,bestpracticesforcreatingenvironmentaleducationmodels,andpromotingsuccessfulimplementationstories(SEEC,2017).
Onthehorizonarethreeopportunitiestoexplorealignmentwithenvironmentalliteracyplanimplementation.WithinOSSE,theenvironmentalliteracyprogramishousedintheDivisionofHealthandWellness,whichisbeginningtoviewitsprogramsthroughthelensoftheCentersforDiseaseControlandPrevention’s(CDC)WholeSchool,WholeCommunity,WholeChildModel(seefigure3below).
TheWholeSchool,WholeCommunity,WholeChild(WSCC)modelisanexpansionandupdateofCDC’sCoordinatedSchoolHealth(CSH)approach.Byfocusingonyouth,addressingcriticaleducationandhealthoutcomes,organizingcollaborativeactionsandinitiativesthatsupportstudents,andstronglyengagingcommunityresources,theWSCCapproachoffersimportantopportunitiesthatmayimprovehealthydevelopmentandeducationalattainmentforstudents.Thephysicalenvironmentisanewcomponenttothecoordinatedschoolhealthapproach,whichoffersanewopportunityforcollaborate.Theconnectiontolocalwellnesspoliciesalsocanbestrengthened,sincemanyLEAsareintheprocessofupdatingthemforthefirsttime.
In2017,theDistrict’sOfficeofPlanningwillbedraftingamendmentstotheDistrictofColumbia’sComprehensivePlan,a20-yearframeworkthatguidesfuturegrowthanddevelopmentintheDistrict.Originallyadoptedin2006andamendedin2011,itaddressesawiderangeoftopicsthataffecthowweexperiencethecity.Thesetopicsincludelanduse,economicdevelopment,housing,environmentalprotection,historicpreservation,transportation,andmore.TheOfficeofPlanninghaslaunchedanefforttoamendtheComprehensivePlanasecondtimetoensurethatitremainsresponsivetotheneedsofthecommunity(OfficeofPlanning,2017).
Fig. 3. The Whole School, Whole Community, Whole Child (WSCC) Model. (CDC, 2016)
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TheplanincludesanEnvironmentandStewardshipsectionwiththefollowingsections:
• EnvironmentalEducationinDistrictSchools;• ContinuingEducationontheEnvironment;• InterpretiveCenters;• DemonstrationProjects;and• Partnerships.
OSSEandDOEEhavebeenworkingtogethertoensuretheplanreflectscurrentenvironmentaleducationeffortsandmaintainsaplaceintheplanningdocument.
Lastly,theSustainableDCPlanmustbeupdatedeveryfiveyears.In2017,DOEEisengagingthecommunityinacomprehensiveamendmentprocessforupdatingtheplan.Itmaybepossibletofurtherstrengthentheenvironmentaleducationinitiativeswhendraftingtheupdate.
ByformalizingacommitmentforensuringthatDistrictstudentshaveaccesstoacademiccourses,outdoorfieldexperiences,andvolunteeropportunitiesthatreflectthediversityofprospectivecareerswithintheenvironmentalfield,thevisionofwell-informedDistrictstudentsgraduatinghighschoolwhoarepreparedtobecompetitiveinthegreeneconomycanberealized.
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OBJECTIVE 6: ENCOURAGE COLLABORATION AND ENGAGEMENT ACROSS ALL SECTORS INVOLVED IN IMPLEMENTING THE DC ENVIRONMENTAL LITERACY PLAN.
Goal ActionItems LeadOrganizations
ImplementationRecommendations Timeline
A. CultivateandfostertheknowledgeandawarenessnecessaryforthedevelopmentandimplementationofELPatLEAs.
i.Requireadministrators,instructionalsuperintendents,andguidancecounselorstoattendenvironmentalliteracymeetingsorleadershipacademiesandshareinformationaboutresources.
OSSE Developresourcesthatdescribehowenvironmentaleducationsupportslocal,regional,andfederalinitiatives.
2019
ii.Ensureregulardisseminationofinformationtoencouragelocal,District-specificEEopportunities,suchasenvironmentalliteracyguides,factsheets,andteacher’snight.
DCEEC CreateanetworkofindividualsfromDistrictagenciesandnon-profitorganizationsthatwillbeavailabletoassistLocalEducationAgencies(LEAs)withdevelopingaschool-basedEnvironmentalLiteracyImplementationProgram.
Ongoing
B.IndividualLEAsdevelopschool-basedenvironmentalliteracyprogramsbasedontheEnvironmentalLiteracyFramework.
i.Exploreintegrationofscience/environmentalliteracyintoDCPSschool-Levelscorecards.
DCPS 2020
ii.IdentifyhowtheimplementationplanscanincreasethenumberofU.S.GreenRibbonSchoolsapplications.
OSSE Createarecognitionprogramtohighlightthesuccessfulimplementationofenvironmentalliteracybestpractices.
2020
iii.AssistLEAswiththedevelopmentofschool-basedenvironmentalliteracyprogramsthatcanbesustainedovertime.
OSSE Ongoing
iv.CreateapprovalprocessforLEAplans.
OSSE 2020
v.NextupdateofLocalWellnessPolicytoincludegreateremphasisonenvironmentalsustainabilityandalignmentwiththeDCEnvironmentalLiteracyPlan.
OSSE IncludeenvironmentaleducationupdatesinatleastoneSchoolWellnessCommitteemeetingperyear.
2018
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C. EachDistrictagencydemonstratescommitmentandownershipofanEnvironmentalLiteracyScopeofWorkandImplementationPlanthatsupportsschools.
i.DesignatestaffwithineachagencytosupportELPeffortsandtoprovideOSSEwithyearlyupdatesonprogress.
DOEEDCPSDPRDOESDGSDOESUDC
Eachagencyshouldbegintoimplementthecollaborativeactionsagreeduponinthisdraftdocument,anddevelopafive-yearactionplanandbudgetbasedonthisdocument.
2018
ii.Developagencyguidelines/trainingandtemplatesforhowtoeffectivelypartnerwithschools.
OSSE PostinformationontheOSSEwebsite. 2020
D. CreatestateinfrastructureforimplementationoftheELP.
i.RegularlyconvenetheEnvironmentalLiteracyAdvisoryCommitteetoreviewprogressandprovideimplementationrecommendations.
OSSE FullydevelopthepurposedandobjectivesfortheEnvironmentalLiteracyAdvisoryCommittee.Createanoutlineofmemberroles,terms,conditions,andexpectations.
Ongoing
ii.BuildcapacitywithinOSSEtogrowtheprogram.
OSSE 2018
iii.CreateopportunityforenvironmentalrepresentationontheHealthyYouthandSchoolsCommission.
OSSE 2020
iv.ContinuetoincorporateenvironmentalliteracyindicatorsintoSchoolHealthProfilestohelpmeasureprogress.
OSSE IncludedatafromtheSchoolHealthProfileintotheyearlyEnvironmentalEducationUpdate/Report.
Ongoing
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WORKS CITED Aguilar,O.M.,&Krasny,M.E.(2011).Usingthecommunitiesofpracticeframeworktoexamineanafter-schoolenvironmentaleducationprogramforHispanicyouth.EnvironmentalEducationResearch,17(2),217-233.
Ardoin,N.M.,Bowers,A.W.,Roth,N.W.,&Holthuis,N.(2016).EnvironmentaleducationandK–12studentoutcomes:Areviewandanalysisofresearch.Manuscriptsubmittedforpublication.RetrievedDec.20,2016,fromNAAEE:https://naaee.org/sites/default/files/eeworks/files/student_outcomes_featuretopline_clean.pdf
Bartosh,O.(2003).EnvironmentalEducation:ImprovingStudentAchievement.ThesisforaMastersinEnvironmentalStudies.Olympia:EvergreenStateCollege.
Braus,J.,Cottle,M.,Li,Y.,McGlauflin,H.,Merrick,C.,&Price,D.(Eds.).(2014).Stateenvironmentalliteracyplans:2014statusupdate.NorthAmericanAssociationforEnvironmentalEducation.Retrievedfrom:https://naaee.org/sites/default/files/2014-selp.2.25.15.a
CapitalCityPublicCharterSchool.(2016).2015-16USGreenRibbonSchoolsNominationPackage.RetrievedNov.28,2016,fromU.S.DepartmentofEducation:https://www2.ed.gov/programs/green-ribbon-schools/2016-schools/dc-school-capital-city-public-charter-school.pdf
CentersforDiseaseControlandPrevention(CDC).(2016).WholeSchool,WholeCommunity,WholeChild(WSCC)FactSheet.RetrievedFeb.10,2017,fromCDC:https://www.cdc.gov/healthyyouth/wscc/pdf/wscc_fact_sheet_508c.pdf
Chapman,P.(2014).EnvironmentalEducationandSustainabilityinU.S.PublicSchools.Berkeley:InvernessAssociates.RetrievedDec.20,2016,fromProjectGreenSchools:http://projectgreenschools.org/wp/wp-content/uploads/2014/08/USGreenSchools12114.pdf
Chawla,L.(2015).Benefitsofnaturecontactforchildren.JournalofPlanningLiterature,30(4),433-452.
Chawla,L.&Derr,V.(2012).Thedevelopmentofconservationbehaviorsinchildhoodandyouth.TheOxfordHandbookofEnvironmentalandConservationPsychology,527-555.RetrievedNov.17,2016fromtheChildrenandNatureNetwork:https://www.childrenandnature.org/research/robust-research-review-confirms-importance-of-time-in-nature-environmental-socialization-and-experiential-learning-for-conservation-ethic/
ChesapeakeBayProgram.(2016a).ChesapeakeBayManagementStrategyWorkplans.RetrievedFeb.10,2017,fromCBP:http://www.chesapeakebay.net/managementstrategies(followlinkstoworkplansunderStudentsandSustainableSchools)
ChesapeakeBayProgram(CBP).(2016b).LeadershipSummitonEnvironmentalLiteracy.RetrievedFeb.10,2017,fromCBP:http://www.chesapeakebay.net/calendar/event/23922/
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ChesapeakeBayProgram(CBP).(2015).ChesapeakeBayManagementStrategies.RetrievedFeb.10,2017,fromCBP:http://www.chesapeakebay.net/documents/22071/5b_envro_literacy_6-24-15_ff_formatted.pdf
ChesapeakeBayProgram(CBP).(2014).ChesapeakeBayWatershedAgreement.RetrievedonFeb.10,2017,fromCBP:http://www.chesapeakebay.net/chesapeakebaywatershedagreement/page
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DistrictofColumbiaCareerandTechnicalEducationTaskForce.(2012).StrengtheningthePipelinetoCollegeandCareers:AStrategicPlanforCareerandTechnicalEducationintheDistrictofColumbia.RetrievedNov.28,2016,fromOfficeoftheStateSuperintendentofEducation:http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/PUBLIC%20CTE%20Strategic%20Plan.pdf
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DistrictofColumbiaPublicCharterSchoolBoard(PCSB).(2016a).SchoolQualityReports.RetrievedDec.20,2016,fromPCSB:http://www.dcpcsb.org/report/school-quality-reports-pmf
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DistrictofColumbiaPublicSchools(DCPS).(2016a).2016-17LIFTGuidebook.Washington,DC:DCPSOfficeofInstructionalPractice.
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Duncan,S.M.(2016).EvaluatinganAssessmentInstrumentfortheOregonEnvironmentalLiteracyPlan(doctoraldissertation).PortlandStateUniversity,Portland,Oregon.Retrievedfrom:http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=3956&context=open_access_etds
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Duran-Narucki,V.(2008).Schoolbuildingcondition,schoolbuildingattendance,andacademicachievementinNewYorkCityPublicSchools:Amediationmodel.JournalofEnvironmentalPsychology,3,278-86.
Ewert,A.,Place,G.,&Sibthorp,J.(2005).Early-lifeoutdoorexperiencesandanindividual'senvironmentalattitudes.LeisureSciences,27(3),225-239.
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Giusti,M.,S.Barthel,&L.Marcus.(2014).Natureroutinesandaffinitywiththebiosphere.Children,YouthandEnvironments,24(3),16–42.
Glenn,J.(2000).Environment-basedEducation:CreatingHighPerformanceSchoolsandStudents.Washington,DC:NationalEnvironmentalEducationandTrainingFoundation.
Kumar,R.,O’Malley,P.,&Johnston,L.(2008).Associationbetweenphysicalenvironmentofsecondaryschoolsandstudentproblembehavior.EnvironmentandBehavior,40(4),455-86.
Leiserowitz,A.,Smith,N.&Marlon,J.R.(2011).AmericanTeens’KnowledgeofClimateChange.NewHaven:YaleUniversity.RetrievedNov.18,2016,fromYaleProjectonClimateChangeCommunication:http://climatecommunication.yale.edu/wp-content/uploads/2016/02/2011_04_American-Teens%E2%80%99-Knowledge-of-Climate-Change.pdf
Leiberman,G.,&Hoody,L.(1998).ClosingtheAchievementGap:UsingtheEnvironmentasanIntegratingContextforLearning.Poway:StateEducationandEnvironmentRoundtable.
Louv,R.(2008).Lastchildinthewoods:Savingourchildrenfromnature-deficitdisorder.ChapelHill:AlgonquinBooks.
Meuers,A.(2016).ServiceLearningandAcademicSuccess.RetrievedNov.17,2016,fromNationalYouthLeadershipCouncil:https://nylc.org/2016/07/06/service-learning-academic-success/
Monroe,M.,Wojcik,D.,&Biedenweg,K.(2016).AVarietyofStrategiesCharacterizeEnvironmentalEducation.InMonroe,MarthaC.andMarianneE.Krasny(Eds.),AcrosstheSpectrum:ResourcesforEnvironmentalEducators(pp.29-47).Washington,DC:NorthAmericanAssociationforEnvironmentalEducation.
Moore,R.C.,&CooperMarcus,C.(2008).“Healthyplanet,healthychildren:Designingnatureintothedailyspacesofchildhood.”InS.Kellert,J.Heerwagen&M.Mador(Eds.),Biophicdesign:Theory,scienceandpractice.Hoboken,NJ:JohnWiley&Sons.
NationalEnvironmentalEducationFoundation(NEEF).(2016).STEM&OurPlanetInfographic.RetrievedFeb.9,2017,fromNEEF:https://www.neefusa.org/resource/stem-our-planet-infographic
NationalEnvironmentalEducationFoundation(NEEF).(2015)EnvironmentalLiteracyintheUnitedStates:AnAgendaforLeadershipinthe21stCentury.Washington,DC:NationalEnvironmentalEducationFoundation.
NorthAmericanAssociationforEnvironmentalEducation(NAAEE).(2016).NAAEEPolicyInitiatives.RetrievedonFeb.10,2017,fromNAAEE:https://naaee.org/our-work/programs/naaee-policy-initiatives
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NorthAmericanAssociationforEnvironmentalEducation(NAAEE).(2015).StateEnvironmentalLiteracyPlans:2014StatusReport.RetrievedDec.20,2016,fromNAAEE:https://naaee.org/sites/default/files/2014-selp.2.25.15.a
NorthAmericanAssociationforEnvironmentalEducation(NAAEE).(2012).ProjectOutcomeReport:NationalScienceFoundation(NSF)Award#1033934,“AFrameworkforAssessingEnvironmentalLiteracy.”RetrievedFeb.9,2017,fromNAAEE:https://naaee.org/sites/default/files/projectoutcomereport.pdf
OfficeofPlanning.(2017).DCComprehensivePlan.RetrievedFeb.10,2017,fromOfficeofPlanning:http://planning.dc.gov/page/comprehensive-plan
OfficeoftheStateSuperintendentofEducation(OSSE).(2017).EveryStudentSucceedsActAccountability:UpdatesandNextSteps(January2017StateBoardofEducationWorkingMeeting).RetrievedFeb.9,2017,fromOSSE:http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/January%20State%20Board%20of%20Education%20Working%20Meeting%20-%20ESSA.pdf
OfficeoftheStateSuperintendentofEducation(OSSE).(2016a).EnvironmentalEducationUpdateforSchoolYear2015-2016.RetrievedDec.20,2016,fromOSSE:http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2016%20Environmental%20Education%20Update_0.pdf
OfficeoftheStateSuperintendentofEducation(OSSE).(2016b).EducatorCredentialRenewalRequirements.RetrievedNov.4,2016,fromOfficeoftheStateSuperintendentofEducation:http://osse.dc.gov/ed-credentials
OfficeoftheStateSuperintendentofEducation(OSSE).(2016c).District-widePublicSchoolGraduationRatesRisefromthePriorSchoolYear.RetrievedNov.10,2016,fromOSSE:http://osse.dc.gov/release/district-wide-public-school-graduation-rates-rise-prior-school-year
OfficeoftheStateSuperintendentofEducation(OSSE).(2016d).Spring2016ScienceAssessmentBlueprint.RetrievedFeb.9,2017,fromOSSE:http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/Spring%202016%20Science%20Assessment%20Blueprint.pdf
OfficeoftheStateSuperintendentofEducation(OSSE).(2016e).HealthandPhysicalEducationAssessmentWebpage.RetrievedDec.20,2016,fromOSSE:http://osse.dc.gov/service/health-and-physical-education-assessment
OfficeoftheStateSuperintendentofEducation(OSSE).(2016f).DistrictofColumbiaHealthySchoolsActof2010,2016Reports:A–Farm-to-School&SchoolGardensReport.RetrievedDec.21,2016fromOSSE:http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2016%20Healthy%20Schools%20Act%20Report.pdf
OfficeoftheStateSuperintendentofEducation(OSSE).(2016g).SchoolGardensProgram.RetrievedDec.21,2016fromOSSE:http://osse.dc.gov/service/school-gardens-program-sgp
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OfficeoftheStateSuperintendentofEducation(OSSE).(2016h).2016-17DistrictSchoolGardenGranteeSnapshots.RetrievedDec.21,2016fromOSSE:http://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/2016-17%20District%20School%20Garden%20Grantee%20Snapshot.pdf
OfficeoftheStateSuperintendentofEducation(OSSE).(2015a).DCScience2015SampleItems:GuidetoDCSampleItemsforGrade5,Grade,8,andHighSchoolBiology.RetrievedDec.20,2016,fromOSSE:http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/DC%20Sample%20Items%20Booklet.pdf
OfficeoftheStateSuperintendentofEducation(OSSE).(2015b).ESEAFlexibilityRequest.RetrievedNov.28,2016,fromOSSE:http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/Final%20Approved%20ESEA%20Waiver.pdf
OfficeoftheStateSuperintendentofEducation(OSSE).(2014a).2013-14StateReportCard:TeacherQualityInformation.RetrievedNov.4,2016,fromOSSE:http://www.learndc.org/schoolprofiles/view?s=dc#reportcard
OfficeoftheStateSuperintendentofEducation(OSSE).(2014b).DistrictofColumbiaComprehensiveAssessmentSystemResults(DCCAS).RetrievedFeb.9,2017,fromOSSE:http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/2014%20DC%20CAS%20Result%20July%2031%202014...FINAL_.pdf
OfficeoftheStateSuperintendentofEducation(OSSE).(2013).DirectoryofStateApprovedEducatorPreparationPrograms.RetrievedNov.4,2016,fromOSSE:http://osse.dc.gov/publication/directory-state-approved-educator-preparation-programs-1
OfficeoftheStateSuperintendentofEducation(OSSE).(2012).2010-11StateReportCard:TeacherQualityInformation.RetrievedNov.4,2016,fromOSSE:http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/SFSF%20Statewide.8.1.2012.pdf
OfficeoftheStateSuperintendentofEducation(OSSE).(2011).HealthySchoolsActLegislation.RetrievedonDec.21,2016fromOSSE:http://osse.dc.gov/publication/healthy-schools-act-legislation
RaiseDC.(2015).RaiseDCProgressReport2015.RetrievedNov.10,2016,fromRaiseDC:http://circ.communityreport.org/raise-dc/reports/80/raise-dc-progress-report-2015#page-15
Rios,J.M.,&Brewer,J.(2014).Outdooreducationandscienceachievement.AppliedEnvironmentalEducationandCommunication,13(4),234-240.
Ruggiero,K.(2016).Acriteria-basedevaluationofenvironmentalliteracyplansintheUnitedStates(doctoraldissertation).UniversityofTennessee,Knoxville,TN.RetrievedonFeb.10,2017fromUniversityofTennessee,Knoxville:http://trace.tennessee.edu/cgi/viewcontent.cgi?article=5129&context=utk_graddiss
Semken,S.,&Freeman,C.B.(2008).Senseofplaceinthepracticeandassessmentofplace-basedscienceteaching.ScienceEducation,92(6),1042-1057.
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StateEducationandEnvironmentRoundtable(SEER).(2014).SummaryofSEER’sresearchabouttheEICModelandresearchaboutplace-basededucation.RetrievedDec.20,2016,fromSEER:http://www.seer.org/pages/research.html.
StateEducationandEnvironmentRoundtable.(2005).CaliforniaStudentAssessmentProjectPhaseTwo:TheEffectsofEnvironment-BasedEducationonStudentAchievement.Poway:SEER.
StateEducationandEnvironmentRoundtable.(200).CaliforniaStudentAssessmentProject.Poway:SEER.
Superintendents’EnvironmentalEducationCollaborative(SEEC).(2017).SEECHomepage.RetrievedFeb.10,2017fromSEEC:http://www.sups4ee.org/
TheNatureConservancy.(2011).ConnectingAmerica’sYouthtoNature.RetrievedNov.18,2017,fromTheNatureConservancy:http://www.nature.org/newsfeatures/kids-in-nature/youth-and-nature-poll-results.pdf
U.S.DepartmentofEducation(USED).(2016).U.S.DepartmentofEducationGreenRibbonSchoolsFactSheet.RetrievedDec.21,2016fromUSED:http://www2.ed.gov/programs/green-ribbon-schools/factsheet.pdf
U.S.GreenBuildingCouncil.(2016).LEEDSchoolProjects,searchfilteredtoincludeWashington,DC.RetrievedonDec.21,2016fromU.S.GreenBuildingCouncil:http://www.usgbc.org/projects/schools---new-construction
U.S.GreenBuildingCouncilandAmericanInstituteofArchitects.(2011).Localleadersinsustainability:AspecialreportfromSundance,anationalactionplanforgreeningAmerica’sschools.RetrievedDec.21,2016fromCenterforGreenSchools:http://centerforgreenschools.org/sites/default/files/resource-files/USGBC%20Mayors%20Summit%20Report_FINAL.pdf
Williams,D.R.,&Dixon,P.S.(2013).Impactofgarden-basedlearningonacademicoutcomesinschoolssynthesisofresearchbetween1990and2010.ReviewofEducationalResearch,83(2),211-235.
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APPENDIX A. DC ENVIRONMENTAL LITERACY PLAN WORKGROUP AND
REVIEW PROCESS
UndertheDCHealthySchoolsActof2010,theOfficeoftheStateSuperintendentofEducation(OSSE)isdesignatedastheleadagencytotrienniallydevelopanenvironmentalliteracyplan,inconjunctionwiththefollowingagencies:
• DepartmentofEnergyandtheEnvironment;• DistrictofColumbiaPublicSchools;• DistrictofColumbiaPublicCharterSchoolBoard;• OfficeoftheStateSuperintendentofEducation;• DistrictofColumbiaStateBoardofEducation;• UniversityoftheDistrictofColumbia;• DepartmentofParksandRecreation;• DepartmentofGeneralServices;and• DepartmentofEmploymentServices.
OthercollaboratorsincludedmembersoftheDCEnvironmentalEducationConsortiumandcommunitymembers.
WORKGROUP MEMBERSInJuly2016,OSSEhostedakickoffmeetingtobegintheprocessofupdatingtheDCEnvironmentalLiteracyPlan.Atthismeeting,theDCEnvironmentalLiteracyPlanWorkgroupwasformallyre-instated,comprisedofrepresentativesdesignatedbyeachrequiredDistrictagency.Additionalworkgroupmembersincludednonprofitorganizationsandcommunitymembers.BelowareworkgroupmemberswhoattendedatleasttwoofthefivemonthlymeetingsfromJuly2016–November2016.
MEMBERS OF THE DC ENVIRONMENTAL LITERACY PLAN WORKGROUP*Denotesparticipantswhonolongerworkwiththelistedorganizations.
• ZacharyBergeron,LivingClassroomsoftheNationalCapitalRegion*• RebeccaDavis,EnvironmentalEducationConsultant• AlexisDickerson,ChesapeakeBayFoundation• BethGingold,DepartmentofGeneralServices• MargaretHarrison,DistrictofColumbiaPublicSchools• SarahHolway,DCGreens• GraceManubay,OfficeoftheStateSuperintendentofEducation(ProjectLead)• AngelicaMelendez,DCGreens*• CandaceNelson,DepartmentofEmploymentServices• SallyParker,DistrictofColumbiaPublicSchools
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• KelleyScholl,OfficeoftheStateSuperintendentofEducation• RachaelShearouse,LivingClassroomsoftheNationalCapitalRegion*• JoshSinger,DepartmentofParksandRecreation• SamUllery,OfficeoftheStateSuperintendentofEducation• AudreyWilliams,DistrictofColumbiaPublicCharterSchoolBoard• KamranZendehdel,UniversityoftheDistrictofColumbia
COLLABORATORS TodeveloptheindividualcomponentsoftheDCEnvironmentalLiteracyPlan,thefollowingmembersoftheworkgroupandkeystakeholdersparticipatedinadditionalmeetingstowritesectionsoftheplan.
CONTENT STANDARDS:RebeccaDavis,EnvironmentalEducationConsultantAlexisDickerson,ChesapeakeBayFoundationErinFenton,DepartmentofEnergyandEnvironment*MayaGarcia,OfficeoftheStateSuperintendentofEducationMargaretHarrison,DistrictofColumbiaPublicSchoolsGraceManubay,OfficeoftheStateSuperintendentofEducation
PROFESSIONAL DEVELOPMENT:RebeccaDavis,EnvironmentalEducationConsultantAlexisDickerson,ChesapeakeBayFoundationMargaretHarrison,DistrictofColumbiaPublicSchoolsGraceManubay,OfficeoftheStateSuperintendentofEducationTeresaRodriguez,DepartmentofEnergyandEnvironmentKelleyScholl,OfficeoftheStateSuperintendentofEducationAudreyWilliams,DistrictofColumbiaPublicCharterSchoolBoard
HIGH SCHOOL EXPERIENCE:MayaGarcia,OfficeoftheStateSuperintendentofEducationYairInspektor,OfficeoftheStateSuperintendentofEducationErinKrivicky,OfficeoftheStateSuperintendentofEducation*GraceManubay,OfficeoftheStateSuperintendentofEducationSallyParker,DistrictofColumbiaPublicSchoolsElizabethSchiemann,OfficeoftheStateSuperintendentofEducationArielTrahan,AnacostiaWatershedSocietyChloeWoodward-Magrane,OfficeoftheStateSuperintendentofEducationKamranZendehdel,UniversityoftheDistrictofColumbia
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STUDENT ASSESSMENT (EVALUATION):MayaGarcia,OfficeoftheStateSuperintendentofEducationMargaretHarrison,DistrictofColumbiaPublicSchoolsYairInspektor,OfficeoftheStateSuperintendentofEducationGraceManubay,OfficeoftheStateSuperintendentofEducationAimeeMcLaughlin,OfficeoftheStateSuperintendentofEducationKelleyScholl,OfficeoftheStateSuperintendentofEducation
SCHOOL FACILITIES:AlexisDickerson,ChesapeakeBayFoundationTrinhDoan,DepartmentofEnergyandEnvironmentBethGingold,DepartmentofGeneralServicesGraceManubay,OfficeoftheStateSuperintendentofEducationSallyParker,DistrictofColumbiaPublicSchoolsArielTrahan,AnacostiaWatershedSocietySamUllery,OfficeoftheStateSuperintendentofEducation
IMPLEMENTATION:AlexisDickerson,ChesapeakeBayFoundationNaamalDeSilva,GeorgeWashingtonUniversityTrinhDoan,DepartmentofEnergyandEnvironmentErinFenton,DepartmentofEnergyandEnvironment*KateJudson,DepartmentofEnergyandEnvironmentGraceManubay,OfficeoftheStateSuperintendentofEducationArielTrahan,AnacostiaWatershedSocietySamUllery,OfficeoftheStateSuperintendentofEducation
APPENDIX G – SCHOOL CASE STUDIES:KristinNordeen,ScienceCurriculumManager,ChavezSchoolsBritniWhitty,STEMEnrichmentResourceTeacher,HardyMiddleSchoolAngelaBenjamin,SciMaTechAcademyCoordinator,WilsonHighSchoolElizabethMcNamee,Grade4Teacher,CapitalCityPublicCharterSchoolLolaBloom,OperationsManagerandWellnessCoordinator,DCBilingualPublicCharterSchoolSarahMcLaughlin,Grades3-5SpecialEducationTeacher,SeatonElementarySchoolPeterBailey,ComputerLabCoordinator,KimballElementarySchoolJenniferRamsey,UpperSchoolScienceTeacher,KIPPDC:HeightsAcademy
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REVIEW PROCESSThefirstdraftofthe2017EnvironmentalLiteracyPlanwasreviewedbytheninemembersoftheEnvironmentalLiteracyAdvisoryCommittee.3InMarch2017,OSSEpostedthedraftplanonitswebsiteandbeganamonth-longpubliccommentperiod,whichincludedanonlineformtocollectcomments.OSSEpresentedthedraftplanatthreepubliccommentmeetings,hostedbythefollowinggroups:theDCEnvironmentalEducationConsortium,OSSE’sYouthAdvisoryCommittee,andtheDepartmentofEnergyandEnvironment.Apubliccommentmeetingforteacherswascanceledduetoinclementweather,however25teachersviewedthepresentationremotely.Commentsandfeedbackwerereceivedfromthefollowing:
• 10individualsrepresenting10environmentalorganizations;• 12teachersrepresenting11schoolsintheDistrict;• 19individualsfromfourDistrictagencies;and• 13studentsfromfourDistricthighschools.
FeedbackreceivedduringthepubliccommentperiodwasreviewedandaddressedbyOSSE,andthefinaldraftwasreviewedbyDistrictagencyrepresentativespriortotheOSSEsubmittingtheDCEnvironmentalLiteracyPlantoDCCouncil.
3ListofmemberscanbefoundinOSSE’s2016EnvironmentalEducationUpdate.http://osse.dc.gov/node/1174761
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APPENDIX B. THE DISTRICT OF COLUMBIA’S EDUCATION LANDSCAPE
TheDistrictofColumbiahasauniqueeducationlandscapethatallowsforschoolreform,robustcharterschools,anduniversalpreschool.Its69squaremilesofland,dividedintoeightwards,contains66localeducationagencies(LEAs).ThediversityamongtheLEAsisextensive–onelarge,traditionalschooldistrict,DistrictofColumbiaPubicSchools(DCPS),thatisundermayoralcontrol,and65individual,independentlyadministeredcharterLEAs,whichcanrangefromsingle,smallschoolstomulti-campuscharternetworks.Together,these66schooldistrictseducatemorethan90,000students,mostlyfromlow-incomefamiliesofcolor.4
Fordecades,DCPSservedasboththestateeducationagencyandasanLEA.In2007,afterCongressamendedtheDistrictofColumbiaHomeRulespecificallytopermitmayoraltakeoverofpubliceducation,thePublicEducationReformAmendmentAct(PERAA)wasenactedandcreatedtheOfficeoftheStateSuperintendentofEducation(OSSE)tooverseethefederallyprescribedstate-levelfunctionsofthejurisdiction,includingaccountabilityandsupportforallLEAsintheDistrict.ThesamelawestablishedanindependentStateBoardofEducation(SBOE)withadvisory,approval,andpublicengagementmandates,andtheDeputyMayorforEducation.Accordingtoa2015reportbrieffromtheNationalAcademiesofScience,EngineeringandMedicine,thesethreeagenciesareoperating,buttheirmissionsandlinesofauthorityarenotclearlydefined,fornoagencyhastheprimaryresponsibilityformonitoringandoverseeingthequalityofpubliceducationforallstudents.5ThePERAAturnedovercontrolofDCPStothemayor,whichsetthestageforreinvigoratedeffortstoimproveschoolsinDCPSby:closinglow-performingorunder-enrolledschools,anewteachercontractwhichincludesanaggressiveteacherevaluationcomponent,thecreationoftheIMPACTteacherandstaffevaluationsystem,bonusesforhighlyeffectiveteachers,andnewmomentumaroundimprovementwithinDCPS.Additionally,PERAAeliminatedDCPSasacharterschoolauthorizer,putitscharterschoolsundertheDistrictofColumbiaPublicCharterSchoolBoard.
TheDistricthasoneofthestrongestcharterschoollawsinthecountry,enactedbyCongressin1995withthepassageoftheSchoolReformAct(SRA).Sincethen,charterschoolshavegrowntoserve46percentofstudents,makingtheDistrictthestatewiththelargestshareofpubliclyeducatedpupilsenrolledincharterschools.Eachyear,newcharterschoolsopen,increasingthenumberofLEAsprovidingservicetostudentsintheDistrict.Charterschoolsalsoareaddinggradelevelseachyear.Theoverallincreaseincharterschoolshashadasignificantimpactonstate-leveleducationalpolicy.6
ThePre-KEnhancementandExpansionAmendmentActof2008establisheduniversalhigh-qualitypre-KforanyDistrictchildrenages3-4.AccordingtoEducationWeek’sQualityCountsreportreleasedinDecember2016,80.6
4OSSE.(2017).DraftDistrictofColumbiaConsolidatedStatePlanundertheEveryStudentSucceedsAct.http://osse.dc.gov/essa5NationalAcademies.(2015).AnEvaluationofthePublicSchoolsoftheDistrictofColumbia:ReforminaChangingLandscape.http://sites.nationalacademies.org/DBASSE/BOTA/Evaluation_of_the_Public_Schools_of_the_District_of_Columbia/index.htm6OSSE.(2015).ElementaryandSecondaryEducationActFlexibilityWaiver.http://osse.dc.gov/service/elementary-secondary-education-act
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percentofchildrenages3-4intheDistrictareenrolledinacademicprograms–thehighestparticipationratesforearlychildhoodeducationinthenation.TheDistrictalsoledthenationinpostsecondaryparticipation,with76.2percentofresidentsaged17-24eitherresidinginorrelocatingtotheDistricthavingacollegedegreeorenrolledinapostsecondaryinstitution.7Yet,manyarenotgraduatesoftheDistrict’selementaryandsecondaryeducationsector.Furthermore,theDistricthasastratifiededucationgapamongresidentswhereinincomeandeducationalattainmentdiffersbetweentheupperNorthwestandmostofthecityeastofRockCreekPark.8
TheDistrictadoptedtheCommonCoreStateStandardsin2010andbeganadministeringthePartnershipforAssessmentofReadinessforCollegeandCareers(PARCC)assessmentsinthe2014-15schoolyear.Inaddition,theDistrictadoptedtheNextGenerationScienceStandardsin2013,andbeganfieldtestingtheDCScienceexamalignedtothosestandardsinthe2014-15schoolyearwithallstudentsinfifthgrade,eighthgrade,andhighschoolbiology.Thefirstoperationalexamwasadministeredtoallstudentsinthesamegradesinthe2015-16schoolyear.9
Inrecentyears,theDistricthasmademuchprogresstowarditseducationalreformagenda,butsignificantchallengesremain.Despitetherenewedfocusonraisingachievement,manyschoolsandstudentsstillstruggle.Statewide,only27percentofDistrictstudentshavemetexpectationsforproficiencyinEnglish/languageartsand25percentinmathematics,withstubbornlypersistentperformancegapsbetweensubgroups.Forstudentswithspecialneeds,only5percentaremeetingexpectationsforproficiencyinEnglish/languageartsandsixpercentinmathematics.Englishlearnersperformslightlybetter,with14percentmeetingexpectationsforproficiencyinEnglish/languageartsand19percentinmathematics.10ThenewstateeducationplanundertheEveryStudentSucceedsAct(ESSA)includesupfrontgoalsfortheDistricttobethefastestimprovingstateandcityinthenationinstudentachievementoutcomes,andensuringgreaterequityinoutcomesforstudentsbyacceleratingprogressforthosewhoarefurthestbehind.ProgressandinnovationtakingplaceinbothDCPSandpubliccharterschools,combinedwithafoundationofjointcross-sectorefforts,showsabroadcommitmentamongeducationleaderstoasharedcitywidevisionofimprovingallpublicschools.11
7EducationWeek.(2016).DistrictofColumbiaStateHighlightsReport.http://www.edweek.org/ew/qc/2017/state-highlights/2017/01/04/district-of-columbia-state-highlights-report-page.html8OSSE2015ElementaryandSecondaryEducationActFlexibilityWaiver.9OSSE2017DraftDistrictofColumbiaConsolidatedStatePlanundertheEveryStudentSucceedsAct.10Ibid.11Ibid.
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APPENDIX C. CURRENT STATUS OF ENVIRONMENTAL LITERACY
IN THE DISTRICT
InWashington,DC,theearliestindicationofcollaborativeenvironmentaleducationeffortsistheestablishmentoftheDCEnvironmentalEducationConsortiumin1993.Originally,memberswereteachersinterestedincreatinganetworkthroughwhichlessonplans,ideas,andenvironmentaleducationprovidercontactscouldbeshared.ThroughagrantfromtheU.S.EnvironmentalProtectionAgency,anenvironmentaleducationdirectory,DCNaturally,waspublishedin1997anddisseminatedtoteachersandorganizationsthroughouttheDistrict.
Itwasnotuntil1998thattherewasformalimplementationofenvironmentaleducationintheDistrict.Recognizingthevalueofhands-onenvironmentaleducation,thegovernorsoftheChesapeakeBaystatesandthemayorofWashington,DC,signedacommitmentin2000toprovideameaningfulwatershededucationalexperience(MWEE)foreverystudentintheChesapeakeBaywatershedbeforegraduationfromhighschool,beginningwiththeclassof2005.
TheChesapeakeBayAgreementwasrenewedin2005andagainin2014.12Thelatestcommitmentemphasizestheimportanceofenvironmentalliteracywithastand-alonegoal:toenablestudentsintheregiontograduatewiththeknowledgeandskillstoactresponsiblytoprotectandrestoretheirlocalwatershed,asmeasuredthroughthefollowingthreeoutcomes:
1) Students:Continuallyincreasestudents’age-appropriateunderstandingofthewatershedthroughteacherparticipationinteacher-supported,meaningfulwatershededucationalexperiencesandrigorous,inquiry-basedinstruction,withatargetofatleastoneMWEEinelementary,middle,andhighschool,dependingonavailableresources
2) Sustainableschools:Continuallyincreasethenumberofschoolsintheregionthatreducetheimpactoftheirbuildingsandgroundsintheirlocalwatershed,environment,andhumanhealth,throughbestpractices,includingstudent-ledprotectionandrestorationprojects
3) Environmentalliteracyplanning:EachparticipatingChesapeakeBayjurisdictionshoulddevelopacomprehensiveandsystemicapproachtoenvironmentalliteracyforallstudentsintheregionthatincludespolicies,practices,andvoluntarymetricsthatsupporttheenvironmentalliteracygoalsandoutcomesoftheagreement
DistrictagencieshaveformedstrongpartnershipswithpublicschoolsintheDistricttoengagestudentsinMWEEs.TheDepartmentofEnergyandEnvironment’s(DOEE)WatershedProtectionDivisionhasledtheefforttoprovide
12ChesapeakeBayProgram.(2014).ChesapeakeBayWatershedAgreement.http://www.chesapeakebay.net/chesapeakebaywatershedagreement/goal/environmental_literacy
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DistrictstudentswithMWEEssince2003.13DOEEprovidessub-grantawardstolocalnonprofitorganizationstoprovidestudentswithclassroompresentations,fieldexperiences,andreflectionactivitiesastheyrelatetotheChesapeakeBay,aswellasprofessionaldevelopmentforteachers.OSSE‘sDivisionofHealthandWellness14hiredaschoolgardenspecialistin2011tosupporttheSchoolGardenProgram,aswellastheU.S.GreenRibbonSchoolsProgram.Inearly2012,OSSElauncheditsSchoolGardenGranttoprovidefundingtoschoolgardenprograms.In2015,OSSEhiredanenvironmentalliteracycoordinatortoleadOSSE’simplementationoftheDCEnvironmentalLiteracyPlan,andcoordinatewithotherDistrictagenciesandstakeholderstoreportonprogresseveryyear.Sincethen,OSSE’sSchoolGardenGrantstartedtorequireaminimumofoneMWEEtobetaughtinthegarden,andOSSEbeganpartneringwithDOEEtoprovidetransportationforDOEE’sOvernightMeaningfulWatershedEducationalExperienceprogramforfifthgradestudents.OSSEcontinuestospearheadpilotinitiativestodeterminehowtobestsupportenvironmentalliteracyeffortsinDistrictschools.
AdditionalDistrictagenciesprovideenvironmentaleducationopportunitiestoDistrictstudentsandteachers.Inthepast,theDepartmentofParksandRecreationhasprovidedyouthenvironmentaleducationopportunitiesatlocalparksandrecreationsites,aswellassummercampopportunitiesatLedererYouthGardeninWard7andCampRiverviewonMaryland’sEasternShore.Forteachers,theUniversityoftheDistrictofColumbiahasamastergardenerprogramandasustainabilitydepartmentthatprovideresourcesandtechnicalexpertise.
Since1993,theDCEnvironmentalEducationConsortiumhasbeenthestrongestnetworkoforganizationsthatassistschoolswithenvironmentaleducationprogramming.Comprisedofmembersfrommanynonprofitorganizationsandlocalandfederalgovernmentagencies,thisprofessionalnetworkcontinuestoserveteachersandstudentsintheDistrict.Twenty-threemembersand22otherorganizationsprovideDistrictschoolswithcurricularmaterials,professionaldevelopmentopportunities,in-classpresentations,fieldexperiences,communityserviceopportunities,funding,andmore.15
In2005,theDCEnvironmentalEducationConsortiumrecognizedtheneedtohaveEnvironmentalScienceStandardsandconvenedagroupofenvironmentaleducationprovidersandscienceteacherstodrafthighschoolenvironmentalsciencestandards.ThesestandardswereamongthesciencestandardsadoptedbytheDistrictofColumbiaStateBoardofEducationin2006.Membersoftheenvironmentalconsortiumdevelopedsupportingdocuments,standards-basedworksheets,fortheEnvironmentalScienceandEarthSciencepowerstandardstoassistteacherswiththecreationofstandards-basedlessonplans.TheconsortiumalsoformedstrategicpartnershipstostarttheannualTeachersNightattheU.S.BotanicGardenandDCSchoolGardenWeek(nowGrowingHealthySchoolsMonth).Membersoftheconsortiumcontinuetosupportenvironmentalliteracyefforts,suchasDCPSCornerstonestraininginEngineeringisElementaryCurriculumandtheClimateChangeShortFilmsproject.
13TheDistrictDepartmentoftheEnvironmentwasestablishedin2006andrenamedtheDepartmentofEnergyandEnvironmentin2015.In2003,theWatershedProtectionDivisionwaslocatedwithintheDistrict’sDepartmentofHealth’sEnvironmentalHealthAdministration.14In2011,thisdivisionwascalledtheOfficeofNutritionServices.15Self-reportedinformationcollectedaspartofanon-linesurveyofenvironmentalliteracyorganizations.SeeAppendixEformoreinformation.
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APPENDIX D. GLOSSARY OF TERMS
ACRONYMS
CEU:ContinuingEducationUnits
CAS:ComprehensiveAssessmentSystem
CTE:CareerTechnicalEducation
DCEEC:DistrictofColumbiaEnvironmentalEducationConsortium
DCPS:DistrictofColumbiaPublicSchools
DGS:DepartmentofGeneralServices
DOEE:DepartmentofEnergyandEnvironment
DOES:DepartmentofEmploymentServices
DPR:DepartmentofParksandRecreation
ELF:EnvironmentalLiteracyFramework
ELP:EnvironmentalLiteracyPlan
HSA:HealthySchoolsAct
LEA:LocalEducationAgency
LEED:LeadershipinEnergyandEnvironmentalDesign
LID:LowImpactDevelopment
MWEE:MeaningfulWatershedEducationalExperience
NAAEE:NorthAmericanAssociationforEnvironmentalEducation
NGSS:NextGenerationScienceStandards
OSSE:OfficeoftheStateSuperintendentofEducation
PARCC:PartnershipforAssessmentofReadinessforCollegeandCareers
PCSB:PublicCharterSchoolBoard
SBOE:StateBoardofEducation
SEER:StateEducationandEnvironmentRoundtable
STEM:Science,Technology,Engineering,andMath
UDC:UniversityoftheDistrictofColumbia
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DCEnvironmentalEducationConsortium(DCEEC):AnetworkofenvironmentalandconservationeducatorsthatworkstoincreasecapacitytoprovidemeaningfulenvironmentaleducationfortheresidentsoftheDistrictofColumbia.Membersprovideenvironmentalexpertise,professionaldevelopmentopportunities,curriculaandresources,andhands-onclassroomandfieldexperiencestoDistrictschools.(dceec.org)
DistrictofColumbiaPublicCharterSchoolBoard(PCSB):OrganizationestablishedtoprovidequalitypublicschooloptionsforDCstudents,families,andcommunitiesthroughacomprehensiveapplicationreviewprocess,effectiveoversight,meaningfulsupport,andactiveengagementofstakeholders.PCSBwasdesignatedtocollaboratewithOSSEoncreatingtheenvironmentalliteracyplan.(dcpcsb.org)
DepartmentofEnergyandEnvironment(DOEE):Districtgovernmentagencythatimprovesthequalityoflifefortheresidentsandnaturalinhabitantsofthenation’scapitalbyprotectingandrestoringtheenvironment,conservingournaturalresources,mitigatingpollution,increasingaccesstocleanandrenewableenergy,andeducatingthepubliconwaystosecureasustainablefuture.DOEEwasdesignatedtocollaboratewithOSSEoncreatingtheenvironmentalliteracyplan.(doee.dc.gov)
DepartmentofEmploymentServices(DOES):Districtgovernmentagencythatprovidescomprehensiveemploymentservicestoensureacompetitiveworkforce,fullemployment,life-longlearning,economicstability,andthehighestqualityoflifeforallDistrictresidents.DOESwasdesignatedtocollaboratewithOSSEoncreatingtheenvironmentalliteracyplan.(ddoe.dc.gov)
DepartmentofGeneralServices(DGS):DistrictgovernmentagencythatelevatesthequalityoflifefortheDistrictthroughconstruction,maintenance,andrealestatemanagement.DGSisresponsibleforbuildingandmaintainingsafeandgreenstate-of-the-artpublicfacilities,suchasallDCPSbuildings.DGSwasdesignatedtocollaboratewithOSSEoncreatingtheenvironmentalliteracyplan.(dgs.dc.gov)
DepartmentofParksandRecreation(DPR):Districtgovernmentagencythatpromoteshealthandwellness,conservesthenaturalenvironment,andprovidesuniversalaccesstoparksandrecreationservices.DPRwasdesignatedtocollaboratewithOSSEoncreatingtheenvironmentalliteracyplan.(dpr.dc.gov)
DistrictofColumbiaPublicSchools(DCPS):TheDistrict’slargestlocaleducationagency,thereferenceofwhichdoesnotincludepubliccharterschools.DCPSwasdesignatedtocollaboratewithOSSEoncreatingtheenvironmentalliteracyplan.(dcps.dc.gov)
EnvironmentalLiteracy:Thedevelopmentofknowledge,attitudes,andskillsnecessarytomakeinformeddecisionsconcerningtherelationshipsamongnaturalandurbansystems.
HealthySchoolsAct:LandmarklawdesignedtoimprovethehealthandwellnessofstudentsattendingpublicandpubliccharterschoolsintheDistrict.TheacttookeffectAugust2010andincludesaprovisionthatrequiresthedevelopmentofanenvironmentalliteracyplan.(dchealthyschools.org)
Inquiry-BasedLearning:Inquiryisamultifacetedactivitythatinvolvesmakingobservations;posingquestions;examiningbooksandothersourcesofinformationtoseewhatisalreadyknown;planninginvestigations;reviewingwhatisalreadyknowninlightofexperimentalevidence;usingtoolstogather,analyze,andinterpretdata;proposinganswers,explanations,andpredictions;andcommunicatingtheresults.Inquiryrequiresidentificationof
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assumptions,useofcriticalandlogicalthinking,andconsiderationofalternativeexplanations.(NationalScienceEducationStandards,pg.23)
LeadershipinEnergyandEnvironmentalDesign(LEED):Suiteofratingsystemsforthedesign,constructionandoperationofhigh-performancegreenbuildings,homesandneighborhoods.(usgbc.org/leed)
MeaningfulWatershedEducationalExperience:Approachtoseamlesslyconnectstandards-basedclassroomlearningwithoutdoorfieldinvestigationstocreateadeeperunderstandingofthenationalenvironment.Studentsexplorelocalenvironmentalissuesthroughsustained,teacher-supportedprogrammingthatincludes,butisnotlimitedto,issuedefinition,outdoorfieldexperiences,actionprojects,andsharingstudent-developedsynthesesandconclusionswiththeschoolandcommunity.
NextGenerationLearning:Theintelligentuseoftechnologytodevelopinnovativelearningmodelsandpersonalizededucationalpathways.
NoChildLeftInside:TheNoChildLeftInsideActaimstoensureeverystudentachievesbasicenvironmentalliteracy.ItwouldamendtheElementaryandSecondaryEducationAct(NoChildLeftBehind)toincludeenvironmentaleducationforthefirsttime.Thelegislationwouldprovidenewfundingforenvironmentaleducation,particularlytodeveloprigorousstandards,trainteachersandtodevelopstateenvironmentalliteracyplans.Italsoproposesgivingstatesthatdevelopsuchenvironmentalliteracyplansaccesstoadditionalfunds.TheNoChildLeftInsideCoalitionisanationalcoalitionofmorethan2,000business,health,youth,faith,recreational,environmental,andeducationalgroups.Thecoalitionwasformedin2007toalertCongressandthepublictotheneedforourschoolstodevotemoreresourcesandattentiontoenvironmentaleducation.
OfficeoftheStateSuperintendentofEducation(OSSE):ThestateeducationagencyfortheDistrictofColumbia.OSSE’smissionistoremovebarriersandcreatepathwaysforDistrictresidentstoreceiveagreateducationandpreparethemforsuccessincollege,careers,andlife.OSSEwasdesignatedtoleadtheprocessforupdatingtheDCEnvironmentalLiteracyPlaneverythreeyearsincollaborationwithDistrictagencies.(osse.dc.gov)
PartnershipforAssessmentofReadinessforCollegeandCareers(PARCC):ConsortiumofstatesworkingtogethertodevelopacommonsetofK-12assessmentsinEnglishandmathanchoredinwhatittakestobereadyforcollegeandcareers.DCbeganadministeringthePARCCassessmentsduringthe2014-15schoolyear.
Service-Learning:Ateachingstrategythatconnectscommunityservicetotheacademicobjectivesinawaythatstudentsfeelgreatermeaningandrelevancetowhattheylearnandinawaythatdevelopsstrongcitizenshipskills.TheNationalYouthLeadershipCouncilidentifiedeightcomponentsofhigh-qualityservice-learning:(1)youthvoice,(2)meaningful,(3)linktocurriculum,(4)diversity,(5)progressmonitoring,(6)reflection,(7)durationandintensity,and(8)partnerships.
StateBoardofEducation(SBOE):BoardestablishedonJune12,2007,aspartoftheDistrictofColumbiaPublicEducationReformAmendmentActof2007.ResponsibleforadvisingtheStateSuperintendentofEducationoneducationalmatters,including:statestandards;statepolicies,includingthosegoverningspecial,academic,vocational,charterandotherschools;stateobjectives;andstateregulationsproposedbythemayorortheStateSuperintendentofEducation.SBOEwasdesignatedtocollaboratewithOSSEoncreatingtheenvironmentalliteracyplan.(sboe.dc.gov)
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Sustainability:Nexusoftheenvironmentalhealth,economicprosperity,andsocialvitality.Sustainabilitymeetstheneedsofthepresentwithoutcompromisingtheabilityoffuturegenerationstomeettheirownneeds.
SustainableDC:Agovernmentplanlaunchedin2011toaddressgoalsandtheinterconnectionsbetweenthebuiltenvironment,climate,energy,food,nature,transportation,waste,water,andthegreeneconomy.Therearenineworkinggroupsfocusedoneachofthemajorcategoriesandtheirrecommendationswillbeanalyzedfromeconomic,social,andenvironmentalperspectives.(sustainable.dc.gov)
UniversityoftheDistrictofColumbia(UDC):Charteredin1974,UDCisapacesetterinurbaneducationthatoffersaffordableandeffectiveundergraduate,graduate,professional,andworkplacelearningopportunities.Asapublic,historicallyblack,andland-grantinstitution,theuniversity’sresponsibilityistobuildadiversegenerationofcompetitive,civicallyengagedscholarsandleaders.UDCwasdesignatedtocollaboratewithOSSEoncreatingtheenvironmentalliteracyplan.(udc.edu)
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APPENDIX E. ENVIRONMETNAL LITERACY ORGANIZATIONS WITH
RESOURCES FOR SCHOOLS
Tocompiletheseresourcelists,OSSEcreatedanonlinesurveyfororganizationstocomplete.ResponseswerecollectedfromSeptember–December2016,andallthedatainthesetablesisself-reported.
AIR – INCLUDES AIR QUALITY, CLIMATE CHANGE
Organization CurricularResources
School-basedPresentations
FieldExperiences
ProfessionalDevelopment Funding Community
Service Other
AliceFergusonFoundation X X X
AmericanSocietyofLandscapeArchitecture X X X
AnacostiaRiverkeeper X AudubonNaturalistSociety X
ChesapeakeBayTrust X CleanAirPartners-MetropolitanWashingtonCouncilofGovernments
X X X X
DumbartonOaksParkConservancy X X
EcoRiseYouthInnovations X X X
FriendsoftheNationalArboretum X
KoshlandScienceMuseum X X
MonarchSisterSchools X X X XNationalGeographicSociety X X X X X
NationalOceanicandAtmosphericAdministration
X X X
NationalParkService–RockCreek X X X
U.S.BotanicGarden X X X U.S.EnvironmentalProtectionAgency X X X
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WATER – INCLUDES STORMWATER, RIVERS, AND AQUATIC WILDLIFE
Organization CurricularResources
School-basedPresentations
FieldExperiences
ProfessionalDevelopment Funding Community
Service Other
AliceFergusonFoundation X X X X X
AmericanSocietyofLandscapeArchitecture X X X
AnacostiaRiverkeeper X X AnacostiaWatershedSociety X X X X
AudubonNaturalistSociety X X X X X
ChesapeakeBayFoundation X X X X
ChesapeakeBayTrust X DepartmentofEnergyandEnvironment X X X X X X X
DumbartonOaksParkConservancy X X X X
EarthForce X X X EcoRiseYouthInnovations X X X
EnvironmentalConcern X X X X FriendsoftheNationalArboretum X X
GroundworkAnacostiaRiverDC X X X X X
KoshlandScienceMuseum X
LiveItLearnIt X X LivingClassroomsoftheNat.CapitalRegion X X X
NationalGeographicSociety X X X X X
NationalOceanicandAtmosphericAdmin. X X X
NationalParkTrust X X X
NatureBridge X X XNationalParkService–RockCreek X X X X X
OfficeoftheStateSuperintendentofEd. X X
STEMhero X X StudentConservationAssociation X X
UniversityoftheDistrictofColumbia X X X X X
U.S.BotanicGarden X X X U.S.EnvironmentalProtectionAgency X X X
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LAND – INCLUDES PLANTS, SOIL, URBAN PLANNING, AND TERRESTRIAL WILDLIFE
Organization CurricularResources
School-basedPresentations
FieldExperiences
ProfessionalDevelopment Funding Community
Service Other
AliceFergusonFoundation X X
AmericanSocietyofLandscapeArchitecture X X X
AnacostiaWatershedSociety X X X X X X
ArcadiaCenterforSustainableFoodandAg X X X X
AudubonNaturalistSociety X X X X X
CaseyTrees X X X X ChesapeakeBayFoundation X X X X
CintiaCabib-DocmentaryFilmmaker X X
DumbartonOaksParkConservatory X X X X
EcoRiseYouthInnovations X X X
EndangeredSpeciesCoalition X
EnvironmentalConcern X X X X FRESHFARMFoodPrints X X FriendsoftheNationalArboretum X X X X
GroundworkAnacostiaRiverDC X X X X X
LiveItLearnIt X X LivingClassroomsoftheNationalCapitalRegion X X X
MonarchSisterSchools X X X XNationalGeographicSociety X X X X X
NationalOceanicandAtmosphericAdmin. X X X
NationalParkService–RockCreek X X X X X
NationalParkTrust X X X
NatureBridge X X X
OfficeoftheStateSuperintendentofEd. X X X
StudentConservationAssociation X X
UniversityoftheDistrictofColumbia X X X X X
U.S.BotanicGarden X X X U.S.EnvironmentalProtectionAgency X X X
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RESOURCE CONSERVATION – INCLUDES ENERGY, WASTE, AND RECYCLING
Organization CurricularResources
School-basedPresentations
FieldExperiences
ProfessionalDevelopment Funding Community
Service Other
AliceFergusonFoundation X X
AnacostiaRiverkeeper X X ArcadiaCenterforSustainableFoodandAg X X X
AudubonNaturalistSociety X X X X
CaseyTrees X X X X ChesapeakeBayFoundation X X X X
ChesapeakeBayTrust X DepartmentofEnergyandEnvironment X X
DepartmentofGeneralServices X X X
DumbartonOaksParkConservatory X
EarthForce X X XEcoRiseYouthInnovations X X X
EndangeredSpeciesCoalition X
EnvironmentalConcern X X FRESHFARMFoodPrints X X FriendsoftheNationalArboretum X X X X
GroundworkAnacostiaRiverDC X X X X X
KoshlandScienceMuseum X
LivingClassroomsoftheNationalCapitalRegion X
NationalGeographicSociety X X X X
NationalOceanicandAtmosphericAdmin. X X X
NationalParkService–RockCreek X X X X X X
NationalParkTrust X X X XNatureBridge X STEMhero X X StudentConservationAssociation X X
UniversityoftheDistrictofColumbia X X X X X
U.S.BotanicGarden X X X X
U.S.EnvironmentalProtectionAgency X X X
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HEALTH – INCLUDES OUTDOOR PHYSICAL ACTIVITY, GARDENS, AND FOOD
Organization CurricularResources
School-basedPresentations
FieldExperiences
ProfessionalDevelopment Funding Community
Service Other
AliceFergusonFoundation X X X X X
AmericanSocietyofLandscapeArchitecture X X X
ArcadiaCenterforSustainableFoodandAg X X X X
AudubonNaturalistSociety X X
CintiaCabib-DocumentaryFilmmaker X X
CleanAirPartners-MetropolitanWashingtonCouncilofGovernments
X X X X
DepartmentofEnergyandEnvironment X
DCGreens X EcoRiseYouthInnovations X X X X
EnvironmentalConcern X X X FRESHFARMFoodPrints X X FriendsoftheNationalArboretum X X X X
GreenBronxMachine X X X X X GroundworkAnacostiaRiverDC X X X X X
KoshlandScienceMuseum X
LiveItLearnIt X X MonarchSisterSchools X X X XNationalParkTrust X X X NationalParkService–RockCreek X X X X
OfficeoftheStateSuperintendentofEd. X X X
UniversityoftheDistrictofColumbia X X X X X
U.S.BotanicGarden X X X
U.S.EnvironmentalProtectionAgency X X X X X X
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APPENDIX F. E N V I R O N M E N T A L L I T E R A C Y F R A M E W O R K
EnvironmentalLiteracyFrameworkfortheDistrictofColumbia
Environmentalliteracyisthedevelopmentofknowledge,attitudes,andskillsnecessarytomakeinformeddecisionsconcerningtherelationshipsbetweennaturalandurbansystems.
Anenvironmentallyliterate*person:• candiscussanddescribeecologicalandenvironmentalsystemsandhumanimpactsonthesesystems;• engages in hands-on, outdoor learning experiences that involve discovery, inquiry, and problem
solving;• isabletoquestionandanalyzeinformationpertainingtohisorhersurroundingenvironment;and• hasthecapacitytotakeactionsthatrespect,restore,protect,andsustainthehealthandwell-beingof
humancommunitiesandenvironmentalsystems. *asdefinedintheDCEnvironmentalLiteracyPlanadopted2014
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*NGSSdoesnotincludestandardsforPre-K.
TheEnvironmentalLiteracyFrameworkisaguideforschoolsthatidentifiestheknowledgeandskillsDistrictstudentsneedtobecomeenvironmentallyliterate.Theframeworkisoutlinedbygradelevel(Pre-K–Grade8)orsciencesubjectarea(highschool)andalignedwiththeNextGenerationScienceStandards(NGSS)PerformanceExpectations.Includedareenvironmentalcontextsforlearningandguidingquestionsdesignedtoscaffoldcontentappropriatetoeachgradelevel.BasedonthemestakenfromtheSustainableDCPlan,sustainabilityinitiativesprovidestartingpointsforin-depthinvestigationsandsuggestionsforextendinglearningbeyondtheclassroom.
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APPENDIX G. CASE STUDIES OF ENVIRONMENTAL LITERACY
IN SCHOOLS
TherearemanyschoolsintheDistrictofColumbiathatalreadyengagetheirstudentsinactivitiesandlessonsthatfosterenvironmentalliteracy.BelowareexamplesofDCPSandpubliccharterschoolsacrosstheDistrict’seightwardsthathavevaryingdegreesofengagementandintegrationofenvironmentalliteracy.ManypartnerwithorganizationslistedinAppendixE.
WARD 1 – CESAR CHAVEZ PUBLIC CHARTER SCHOOL FOR PUBLIC POLICY – BRUCE PREP (GRADES 6 THROUGH 9) ChavezSchoolshaveseveralinitiativesthatrepresentacommitmenttolearningsciencebydoingscienceandtocarryingouttheschools’publicpolicymissionthroughenvironmentalliteracy,communityeducation,andadvocacy.Allgrade6studentsattheBrucePrepandParksideMiddleSchool(Ward7)campusesdevelopaproposalandaccompanyingvisualaidthatdescribeshowthepubliccanreducethenegativeeffectsofclimatechangeinaparticularregion,focusingondesigningandengineeringsolutionsthatleadtomoresustainablecommunities.Studentspresenttheirprojectsinayear-endsymposiumformembersoftheChavezcommunity.Ingrade7,allstudentsattheBrucePrepandParksidecampusesinvestigatethelifecycleandhabitatofshadfish,applyingtheirknowledgeofspeciesinteractionswithinanecosystem,tolearnabouttheimportanceofbiodiversity,conservation,andsustainabilitytothehealthofanaquaticecosystem.StudentsraiseshadeggsintheclassroomandreleasehatchedlarvaeintotheAnacostiaRiver.
AcrossallChavezSchoolsthathavegrade9(BrucePrep,ParksideHighSchoolinWard7,andtheCapitolHillCampusinWard6),studentsresearchimpactsofalocalwaterqualityissue.Specifictopicsrangefromaquaticbiodiversity,microbeads,andlitterandtrashreductiontoaquaticlitteringandalternativeenergysources.Tobetterunderstandtheirunderstandingofthetopics,studentsparticipateinafieldexperiencesthatconnectthemtotheAnacostia,Potomac,andChesapeakeBaywatersheds,suchasvisitingtheAquaticResourcesEducationCenter,canoeingontheAnacostiaRiverandconductingwaterqualitytesting,andhikingalongtheriver.Studentsusethefieldexperiencestocreateapublicserviceannouncementintheformofaposter,brochure,shortvideo,and/orwebpage.Allstudentsparticipateinanend-of-yearsymposiumfortheChavezcommunity,withtoppresentationssharedattheAnacostiaEnvironmentalYouthSummit.
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WARD 2 – HARDY MIDDLE SCHOOL HardyMiddleSchoolsitsontheouteredgesofGeorgetown,nearGloverPark.Theschoolbuildingwasbuiltin1933andwasrecentlyrenovatedandreopenedin2007.Beginningin2008,thesciencedepartmentenvisionedthecreationofanoutdoorclassroomforstudents,withthegoalofdevelopinganexcitingspacethatencourageslessonsthatallowstudentstoinvestigateproblemsanddeterminingsolutions,andalsoservingasaconnectionbetweentheschoolandcommunity.WithfundsfromaSustainableDCInnovationGrant,OSSEiscreatinganoutdoorclassroomtoprovideashadedgatheringspaceforlearningaboutenvironmentalissuesandScience,Technology,EngineeringandMath(STEM).Theclassroom’sdesignandconstructionismeanttobeademonstrativeexhibitofsustainabledesignandgreentechnology,andwillalsoincludearaingarden,raisedvegetablegardens,andanativespeciesandpollinatorgarden.Thespacewillincludeasmallteachingareaforstudentsnearthevegetablegardens,anamphitheater,andtensionshadesailcanopy,andasolarsunflowerdisplay.
TocomplementtheenvironmentalstandardsemphasizedintheNextGenerationScienceStandardsimplementedinDCPS,HardystudentshavegrownaquaticvegetationintheclassroomtotransplantintotheChesapeakeBayandparticipationintheFutureCitycompetition,wherestudentsdesignacityofthefuturewithenvironmentalissuesinmind,createtheircityvirtuallyinSimCity,thenbuildamodeloutofrecycledmaterials.FortheGrade7Utopiaproject,studentsworkingroupstodesignautopiaandsustainablesolutiontooneenvironmentalthreat.TheprojectbuildsuponconceptsandskillstargetedintheEnglish,science,andsocialstudiescurriculum,requiringgroupstoapplycross-curricularknowledgeinathoughtfulandcreativeway.TheprojectculminatesinanEnvironmentalShowcase,wherestudentspresenttotheirpeers.HardyMSalsopartnerswithDumbartonOaksParkConservancytoeducatestudentsaboutstormwaterrunoffandinvasivespecies.Eachyearstudentslearnaboutthepark,conservationefforts,andparticipateinahands-onserviceprojectinthepark.
WARD 3 – WILSON SENIOR HIGH SCHOOL (GRADES 9 THROUGH 12)16, 17 In2011,WilsonSeniorHighSchoolcompletedasignificantbuildingrenovation.RecognizedasaU.S.GreenRibbonSchoolin2013,theLEEDGold-certifiedbuildingincludesseveralenvironmentalimprovements:a74percentreductioninwaterusefromtwogreenroofs,a15,000galloncisternand38,000-gallonundergroundstormwatertankthatholdsrainwaterforusetoflush74toiletsandurinals;conversationfroma75-year-oldcoal-andoil-burningthree-storypowerplanttoahighlyefficientsmaller-scalenatural-gaspowersystem;andthecreationofacentralatriumthatincreasesnaturallight.
Inadditiontothesebuildingandgroundssustainabilityfeatures,WilsonHShasaCareerTechnicalEducation(CTE)EnvironmentalPathway,oneoffourpathwaysofferedbytheSciMaTech(STEM)Academy.Thepathwayoffersaninterdisciplinaryapproachtounderstandingtheplanetthroughtherequiredscienceswhilefocusingonenvironmentalstewardshipandmeetingthechallengesofourfuture.Thisfour-yearlongpathwaystartswith
16http://www.wilsonhs.org/apps/pages/index.jsp?uREC_ID=204636&type=d17http://www.wilsonhs.org/apps/pages/?uREC_ID=127895&type=d
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mandatoryBiologyforallgrade9students,followedbyEnvironmentalScience:SustainableEarth,Chemistry,MarineSciences:SustainableOceans,AdvancedPlacementEnvironmentalScience,andacapstoneprojectorinternship.Thisprojectstartedinthe2011-12schoolyear,and300studentsareenrolledinthistrack.Thereare10sectionsoftheSustainableEarthandSustainableOceansclasseswithstudentsfromGrades10-12enrolled.ThenewestcoursecomingsoonisProjectLeadtheWay:EnvironmentalSustainability,anationalprogramthatcombinesenvironmentalstewardshipwithengineeringinsupportofthatgoal.CoursesaresupplementedbyafterschoolclubsliketheGreenhouseClubwhichmaintainstheWilsongreenhouseandhasgrantinitiativesthroughoutthelocalregionandoffersasummerinternshipsupportingSoapstoneCreek.StudentsalsoparticipateontheWilsonScienceOlympiadteamandorganizetheWilsonEarthDayFestival.
WARD 4 – CAPITAL CITY PUBLIC CHARTER SCHOOL (PRE-K THROUGH GRADE 12)18, 19
CapitalCityPublicCharterSchool(CCPCS)islocatedintheManorParkneighborhoodofWard4.Itisinalargeopenbuilding,surroundedbygardens,thatbecameLEEDGoldcertifiedinOctober2015,andwasnamedaU.S.GreenRibbonSchoolin2016.CCPCSisanExpeditionaryLearningschool,andstudentsingradespre-K3through12participateintwosemester-longexpeditionsinwhichstudentsparticipateinfieldwork,meetwithexperts,andcreateauthentichigh-qualityproducts.Topicsrangefromgardeningtobirds,frommarketstogeology.Studentsmayproduceproductssuchasbooks,artinstallationsandshortfilms,sharingtheseproductswithalargeraudiencethroughin-personandtechnologicaloutreach.Studentshavebeenleadersintheschool’ssustainablepractices.In2012,7thand8thgradestudents,aspartoftheirGreenBuildingExpedition,workedwithexpertsfromAlliancetoSaveEnergyandtheU.S.GreenBuildingCounciltoinvestigategreenbuildingpractices.TheyprovidedrecommendationstotheBoardofDirectorsongreenbuildingdesignsthatwereincorporatedintotheschool’sbuildingrenovation,suchasslantedclassroomceilingsthatdrawinmorenaturallight.HighSchoolUrbanEcologyandHonorsEnvironmentalSciencestudentsthemselveswereinstrumentalincompletingtheU.S.GreenRibbonSchoolsapplication.Duringthe2015-16schoolyear,CCPCSexpeditionsintheLowerSchoolbegantobeguidedbyNGSSthatfocusontheenvironment.Forexample,grade1studentsinvestigatebeesandcreatebeeswaxcandlestosellatlocalfarmer’smarkets,whilegrade2studentsconductaninvestigationinRockCreekParktoconductexperimentsaroundthepropertiesofwater,studywaterpollution,andcreatelarge-scaleinstallationsaboutwatermadefromwastematerials.Oneofthehighschoolexpeditions,FoodJusticeforAllin11thgrade,wherestudentslearnaboutobesityandfooddeserts,andculminatesinyouthsummitforstudentsfromotherDistrictschoolsandcommunitymembers.
18http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/Capital%20City%20PCS.pdf19http://www.ccpcs.org/post/green-ribbon-school/
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WARD 5 – DC BILINGUAL PCS (PRE-K THROUGH GRADE 5) Foundedin2004,DCBilingualPublicCharterSchoolservesmorethan400studentsingradespre-K3throughgrade5.DCBilingualimplementsaninnovativedualimmersionSpanishandEnglishlearningprogramforallstudents,andpromotesgloballeadershipthrougharigorousacademicandmultidisciplinarycurriculum.ScienceistaughtforoverfourhoursaweekinSpanishforallgradelevels,andisorganizedaroundSTEMprinciplesandNGSSstandards.Teacherstakestudentsonenvironmentalscience-basedfieldexperiences,suchaslocalfarmvisits,boattripsontheAnacostiaRiver,andtoursofrecyclingfacilities.
DCBilingualpromotesenvironmentalliteracywithinitscommunityprimarilythroughtheschoolgarden,anapproximately8,000sq.ftspacethatincludesraisedbedsforedibles,akoipond,apollinatorhabitat,adecompositionzone,andacommunitycompostingarea.Allgradesutilizethegardenyear-roundtoreinforcescience,literacy,andmathstandardsthroughhands-onexperiencessuchaspollinatorsurveys,writingpoetryabouttheelements,andusingtoolstomeasureandplantthegarden.Studentsparticipateinanannualsciencefair,andthegardenwasfeaturedinprojectsabouterosion,decomposition,hydroponics,andsolarenergy.TheschoolpartnerswithCityBlossomsforweeklypre-K3and4workshopsthathighlightsensorylearning,andwithFoodCorpstosupportoutdooreducationalopportunitiesfortheentirecommunity,includingstaffandfamilies.TheU.S.ForestServicevisitsDCBilingualregularlytointroducestudentstoinsectsandlocalwildlife,andpresentsatSTEMfairinthespring.Asthepopulationoftheschoolexpands,thefoodservicecontinuestotaketheenvironmentintoconsiderationthroughconductingwasteaudits,compostingfruitandvegetablewaste,andpromoting"sharetables."Theschoolalsoplanstorenovateinupcomingyears,andwillincorporateelementsintoitsdesignthatreinforcescientificexploration,suchasawatercatchmentsystemtopreventrun-offandirrigatethegarden,andalearninglabdesignatedforexperimentsandmodeling.
WARD 6 – SEATON ELEMENTARY SCHOOL (PRE-K THROUGH GRADE 5)20
SeatonElementarySchoolisapre-Kthroughgrade5schoolwithslightlymorethan300studentsintheShawneighborhoodofWashington,DC.Seatonhasaverydiverseschoolcommunitywithstudentsandteachersrepresentingmorethan30countries.ManySeatonstudentsspeakEnglishasasecondlanguageandtheschoolhasalargeEnglishasaSecondLanguageprogramthatparticularlyservesstudentsspeakingSpanish,Mandarin,andAmharic.Seatonhasmanyinterestingpartnershipsthatfocusonhealth,wellness,andtheenvironment,includingDOEE’sRiverSmartSchoolsprogram,SweetGreeninSchools,YMCABeforeCare,DCScores,GirlsontheRun,CanoeMobile,OldCityFarm,andmore.Seatonhasalargeoutdoorspacewithabiggarden,soccerfield,twoplaygrounds,andalargeasphaltareawithbasketballhoopsandrunningspace.TheschoolisworkingwiththeRiverSmartSchoolsprogramtomaketheschoolmore“green”withpermeablepavement,watercatchment,andmoregardenspace.
20http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/Seaton%20ES.pdf
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SeatonElementaryhasimplementedenvironmentalliteracylargelythroughitsmanypartnersandprograms.SeatonusedtheCommonCoreStateStandardsalongwiththeDCEnvironmentalLiteracyFrameworktocomeupwithaplanthatworksbestforitsschool.Eachyear,studentsfocusonspecificthemessuchassun’senergy,wildlifehabitats,orthewatercycle.Alongwiththosethemes,studentscompleteprojectsinthegardenandparticipateinafieldtripthatbringstolifewhattheyarelearningintheclassroom.Eachgradeisresponsibleforcaringforadifferentaspectofthegarden,suchasthecompostpile,thepollinatorgarden,andthewetlandarea.Individualgradeactivitiesarecomplementedbyschool-wideeventssuchasEarthDay,GrowingHealthySchoolsMonth,andourWellnessFair.Theideaisthatbygraduation,studentshaveaholisticviewofhowhumansareconnectedtoandresponsibleforbeingecologicallyresponsiblecitizens.
WARD 7 – KIMBALL ELEMENTARY SCHOOL (PRE-K THROUGH GRADE 5)21
KimballElementarySchoolisastrongcommunityofpassionateteachersandcuriousstudents.Kimballisa40/40FocusSchool22ontherise.WhilethereisnotalwaystimeforsciencesatKimball,teachershavefoundwaystoincludesciencelessonsthroughouttheyear.Kimball’sstudentsfrompre-Kthroughgrade5consistentlydemonstratetheircuriosityandeagernesstolearnabouttheworldaroundthem.KimballislocatedonMinnesotaAvenueinSoutheastDCandabutsFortDupont,anationalpark.Kimballstudentslovetotakeadvantageofthesegrassyandwoodedspacesinthemiddleofabusycity.Inadditiontotheoutdoors,studentshavegrownincreasinglyinterestedinharvestingandcookingwithnutritiousfoodsstraightfromtheschoolgarden.Onceamonth,Kimballfamiliesandstaffhavetheopportunityto“shop”togetherattheschool’sJoyfulMarketthroughMartha’sTable.Thesemarketsbringtheschoolcommunitytogetherwhilestudentsshowofftheircookingskillsandservehealthyfreesamplestoclassmates,families,andstaff.
Kimballisatthebeginningofitsenvironmentalliteracyefforts.ThroughtheFoodPrintsprogram,Kimballstudentsbeginlearningaboutplantsandthehealthbenefitsofeatingnutritioussnacksandmeals.Studentsofallagesareabletoshopattheschool’smonthlyJoyfulMarkets,facilitatedinpartbytheolderstudents.Occasionaltripstovisitthenearbypolicehorsescapturethemindsofpreschoolstudentsastheylearnhowpeopleandanimalsworktogether.StudentsingradesK-2exploretheworldofinsectsthroughstoriesandlessonsinpollination.Grade3studentshavetheopportunitytolearnaboutthehabitatsofdifferentwoodlandcreatures,andexperiencetheseplaceswhentheyvisitWoodendNatureSanctuary.Grade4studentsdiscoverwatershedsandtheimportanceofkeepingthesevitalenvironmentscleanandsustainableforbothhumansandanimals.Finally,grade5studentsspendthreedaysatHardBargainFarmEnvironmentalCenter,experiencingalldifferentcomponentsofnaturallifeandwhatitmeanstolivesymbioticallywiththeenvironment.Studentsingrades3-5alsolearnnaturalsciencethroughanenvironmentallensduringtheirscience,technology,engineering,artsandmath(STEAM)specialscourse.
21http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/Kimball%20ES.pdf22DCPScommitmentthatits40lowest-performingschoolswillincreaseproficiencyratesby40percentagepointsbythe2016-17schoolyear.https://dcps.dc.gov/publication/40-lowest-performing-dcps-schools
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WARD 8 – KIPP DC: HEIGHTS ACADEMY (GRADES 1 THROUGH 4)23
HeightsAcademyisoneofsixelementaryschoolswithintheKIPPDCnetworkofcharterschools.LocatedinthehistoricsoutheastneighborhoodofAnacostia,HeightsAcademysharestheDouglassCampuswiththreeotherKIPPschools.AtHeightsAcademy,studentsingrades1-4focusonbuildingcommunity,achievement,andpersistenceinadditiontotheiracademicgrowth.Standingbehindthebeliefthatscienceeducationisanintegralpartofarigorouselementaryschooleducation,HeightsAcademyoffersadaily,45-minuteNextGenerationScienceStandards-alignedscienceprogramforallstudents.Allstudentsingrades2-4haveaChromebooklaptopwheretheyengageinpersonalizedlearningprogramssuchasSpatialTemporal(ST)Math,iReady,KahnAcademy,andAcceleratedReader.Studentsalsotakespecialsclassesinart,technology,physicaleducation,andmusic.Theschoolandnetworkbeliefisthatallstudentswillrisetoandthroughcollege.
HeightsAcademy’senvironmentalprogrammingoccursprimarilywithinitsdailygrade-levelsciencecoursework.InadditiontousingFullOptionScienceSystem(FOSS)curriculumandtheNextGenerationScienceStandardstoexploresciencetopics,studentsengageingrade-levelenvironmentalprogramprojects.Thegrade1environmentalprojectcentersaroundtheschool’snewclassroompaperrecyclingprogram.Grade1studentsmeasureandcomparerecycledpaperfromeachclassroom,creatingabargraphonthelowerschoolsciencebulletinboardsotheschoolalsocananalyzethedata.Ingrade2,studentscreate“insecthotels”tolearnabouttheneedsandstructuresrequiredtohelpinsectsreproduceandthrive,andobserveinsectsintheirnaturalhabitats.Grade3studentsplantsunflowersandtracktheirgrowthandstudytheroletheyplaywithpollinators,whilealsolearningaboutplantlifecycles,ecosystemsandfoodwebs,andhowenergyiscreatedandtransferred.Ingrade4,studentsuseprinciplesofengineeringdesigntocreatestructurestoattractpollinatorsusingupcycledmaterialsfoundoncampus,thenplantpollinatingplantsintheschoolgarden.Studentsingrades1-3attendtheWashingtonYouthGardenastheiroff-campusfieldexperience,whilegrade4studentsgoonaPotomacRiverboattripwiththeChesapeakeBayFoundation.
23http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/KIPP%20DC_Heights%20Academy.pdf
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District of Columbia Office of the State Superintendent of Education
810 First Street NE, Ninth Floor Washington, DC 20002