CT’s Environmental Literacy Plan

1. CT’s Environmental Literacy Plan

2. What is an Environmental Literacy Plan? A comprehensive state plan to ensure all Connecticut citizens are environmentally literate.

3. What is Environmental Literacy? Broadly defined, environmental literacy includes: • A fundamental understanding of the systems of the natural world and the interactions between the living and non-living environments. • The ability to make responsible decisions based on scientific, economic, aesthetic, and ethical considerations. • The confidence and motivation to exercise rights and responsibilities as a member of a community.

4. Components of Environmental Literacy In order to be a fully environmentally literate citizen, all of the following must be developed. Awareness Knowledge Skills Attitudes Action

5. What are the benefits of an ELP? Creating an environmental literacy plan will provide the framework for school systems to expand and improve their environmental education programs. A state environmental literacy plan will: • ensure that EE is aligned with student graduation requirements • contribute to increased student achievement in reading, writing, math, science, and social studies • ensure that EE is fully integrated into formal education systems • ensure that non-formal EE providers are partners in EE activities in schools. • ensure that teacher professional development opportunities in EE are aligned state standards • ensureconsistency, accuracy, and excellence in EE • engageunderserved communities through an inclusive process From NAAEE “Developing a State Environmental Literacy Plan”

6. Environmental Education Standards The Excellence in Environmental Education Guidelines forLearning(Pre K-12, revised 2004) provide the public with a set of common, voluntary guidelines for environmental education. The Guidelines set a standard for high-quality environmental education in schools across the country, based on what an environmentally literate person should know and be able to do. The Guidelines are strongly aligned with traditional contents areas, especially science and social studies.

7. EE and Academic Achievement Research studies highlight the immense benefits of an integrative EE framework.* • In one study, 92 percent of comparisons indicated that students who were taught using an environmental framework “academically outperform their peers in traditional programs.” • Additionally, evidence gathered from the same study of 39 schools indicates that students learn more effectively within an environment-based context than within a traditional educational framework. Some observed benefits include: • Better performance on standardized measures of academic achievement in reading, writing, math, science, and social studies. • Reduced discipline and classroom management problems. • Increased engagement and enthusiasm for learning. • Greater pride and ownership in accomplishments. *Lieberman, Gerald, and Linda Hoody (1998). “The Executive Summary: Closing the Achievement Gap.”

8. Potential Funding Sources for ELPs • No Child Left Inside • Investment in Innovation (I3) • Cap and Train • Education for a Green Economy Fund • Title II and V, Perkins, IDEA and STEM grants • Community and business grant programs

9. No Child Left Inside Legislation (pending) Key components: • Funding to train teachers to deliver high quality Environmental Education and utilize the local environment as an extension of the classroom. • Incentives for states to develop State Environmental Literacy Plans to insure that every student is prepared to understand the environmental challenges of the future. • Encouragement for teachers, administrators, and school systems to make time and resources available for environmental education for all students. • Environmental Education will be integrated across core subject areas.

10. Who is involved in the CT ELP? CT ELP Steering Committee • Robin Bennett – CT Resources and Recovery Authority • Lori Paradis Brant – CT Forest and Park Association • Elizabeth Buttner – CT State Department of Education • Ellen Castaldini – member-at-large • Susan Cusato - Southern CT State University • Mark Dale – Winding Trails Recreation Center • Scott Graves – Southern CT State University • Jeff Greig – CT State Department of Education • Laurel Kohl – Institute for Sustainable Energy at Eastern CT State University • David Lavallee– Norwalk Montessori Middle School • Becky Newman – COEEA President and Earthplace • Diana Payne – CT Sea Grant and SENEME • Susan Quincy – CT Department of Environmental Protection • Tedor Whitman – CT ‘s Beardsley Zoo • Ralph Yulo – Eastern CT State University

11. ELP Events Around the State The CT ELP Steering Committee is hosting a series of events for the public to learn about the ELP and to provide input. • April 8 – CT Forest & Park Association (Middletown) • April 26 – White Memorial Conservation Center (Litchfield) • April 28 – Eastern CT State University (Willimantic) • April 30 – Long Island Sound Educators Conference (Norwalk) More ELP Events will be planned for the future.

12. ELP Survey A survey is planned to get feedback from the public about what should be included in the ELP.

13. Key Elements of an ELP(from NCLI legislation) • Content Standards and Curriculum • Instructional Opportunities • High School Graduation Requirements • Professional Development • Implementation and Funding • Reporting to Public and Research • School Facilities and Grounds

14. CT ELP: Key Partners Working Together Education * Informal Environmental Educators * Parent-Teacher Organizations * Pre-K through Higher Ed. Teachers * Local Boards of Education * Teacher Associations * State Department of Education * School Administrators and Staff * Regional Educational Service Centers Community * General Public * Religious Organizations * Business Groups * Neighborhood Associations * Civic Organizations * Local Media * Youth Groups Government * State Representatives * State and Local Agencies * Town Councils * Advocacy and Policy Officials * Local Zoning Boards * State Department of Environmental Protection * Municipal Leaders & Committee Members

15. How can you help? Call to Action! To make the ELP a reality help us by: • Adding your name or your organization’s name to the list of supporters • Help write, review, or promote the plan • Share information about the ELP with your colleagues • Share your ideas today!

16. Levels of ELP Participation Supporter – agree to support the plan and receive email updates about the ELP effort. Promoter– help to get the word out about the ELP through various means. Reviewer – provide feedback on the ELP and help with the implementation of the plan. Developer – participate in the development of the ELP including attending writing/reviewing sessions.

17. CT ELP Supporters/Promoters/Writers • 20 from environmental education including CT Department of Environmental Protection, CT Beardsley Zoo, Project Oceanology, Earthplace, CT Resource and Recovery Authority, Schooner Inc., CT Partnership for Sustainability Education, local Nature Centers, etc. • 14 from K-12 education including CT State Department of Education, CT Academy for Math, Science and Technology and several school districts. • 2 from business sector (Whole Foods, Vonnie’s Victory Gardens) • 2 from higher education (Institute for Sustainable Energy at ECSU, Southern CT State University) The list keeps growing - Have you or your organization signed up yet?

18. How to take action & get more information Go to www.coeea.org to add your name to the ELP coalition and let us know how you want to participate. For more information click on the Environmental Literacy heading on the sidebar to access more details and for a copy of the Case for Support Brochure to share with others. Questions about the ELP can be directed to partnerships@coeea.org

19. NCLI Coalition Video “Get ‘Em Outside” http://www.youtube.com/watch?v=wRR1feHqZPY