2017 DC Environmental Literacy Plan · 2017-09-22 · 2017 DC Environmental Literacy Plan Page 1...

2017 DC Environmental Literacy Plan

Integrating Environmental Education into the K-12 Curriculum

District of ColumbiaOffice of the State Superintendent of Education

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.


Page 17

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.



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


Page 21

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).


Page 22

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).


Page 23

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.



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).



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.



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.



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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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



FieldExperiences


Service Other

AliceFergusonFoundation X X 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



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LAND – INCLUDES PLANTS, SOIL, URBAN PLANNING, AND TERRESTRIAL WILDLIFE



FieldExperiences


Service Other

AliceFergusonFoundation 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


LiveItLearnIt X X LivingClassroomsoftheNationalCapitalRegion X X X

MonarchSisterSchools X X X XNationalGeographicSociety X X 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




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RESOURCE CONSERVATION – INCLUDES ENERGY, WASTE, AND RECYCLING



FieldExperiences


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



LivingClassroomsoftheNationalCapitalRegion X

NationalGeographicSociety X X X X


NationalParkService–RockCreek X X X X X X

NationalParkTrust X X X XNatureBridge X STEMhero X X StudentConservationAssociation 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



FieldExperiences


Service Other

AliceFergusonFoundation X X 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


LiveItLearnIt X X MonarchSisterSchools X X X XNationalParkTrust X X X NationalParkService–RockCreek X X X X

OfficeoftheStateSuperintendentofEd. 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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