Santa Cruz County
Green Schools Working Group
March 28, 2022
Focus: Curriculum Integration
Welcome to the Green Schools Working Group!
Purpose: To support districts countywide in integrating sustainability practices that support student engagement, environmental and community health, curriculum and instruction, and greening of facilities.
Outcomes:
Land Acknowledgement
The land on which we gather is the unceded territory of the Awaswas-speaking Uypi Tribe. The Amah Mutsun Tribal Band, comprised of the descendants of indigenous people taken to missions Santa Cruz and San Juan Bautista during Spanish colonization of the Central Coast, is today working hard to restore traditional stewardship practices on these lands and heal from historical trauma.
Beyond Land Acknowledgement
Actions to support our local indigenous community
Revisiting our “Why” with an opening by
Youth for Environmental Action
Mara
Today’s theme:
Integrating Environmental and Climate Literacy into the Curriculum
Today’s Agenda
What does curriculum integration look like?
A strong Environmental Identity correlates to
high personal commitment to engage in stewardship
1
Trust in Nature
Education in the natural environment with trusted family, friends or mentors
2
Independent Exploration
Education about the environment using one’s own observations and senses
3
Environmental Competence
Education for the environment based on understanding of natural and human systems
4
Environmental Action
Motivation and knowledge to effectively act to take care of nature
Steps in the development of an Environmental Identity
California’s Definition of Environmental Literacy
“An environmentally literate person has the capacity to act individually and with others to support ecologically sound, economically prosperous, and equitable communities for present and future generations.
Through lived experiences and education programs that include classroom-based lessons, experiential education, and outdoor learning, students will become environmentally literate, developing the knowledge, skills, and understanding of environmental principles to analyze environmental issues and make informed decisions.”
~ California’s Blueprint for Environmental Literacy (2015)
CAELI Resources for Administrators: https://ca-eli.org/resources-administrators/
Tony Thurmond
California Superintendent of �Public Instruction
CA Has a State Superintendent Who Understands the Connection Between Environmental Literacy and Equity
Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.
Principle III: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
K-12 Snapshot
High School - New School: Character Development Program
Middle School - Branciforte Middle School: NGSS & Field Programs
Elementary School - Calabasas Elementary: Careers & Local Schoolyard
New School Community Day School
Outdoor School and Character Development Program
Russell Bryan Love and Darren Gertler
Individual Reflection
Take a moment to jot down your thoughts:
Individual Reflection
Take a moment to jot down your thoughts:
Individual Reflection
Take a moment to jot down your thoughts:
STRETCH BREAK!
Stretch Break!
How do we get to systemic, equitable curriculum integration?
A Look at Systemic Approaches
Scotts Valley USD Environmental Literacy & Outdoor Learning
Tanya Krause, Superintendent
Alex Friel, Director of Curriculum and Instruction
Scotts Valley Unified School District
Renee O’Neill, Science Outside! Educator
Santa Cruz County Outdoor Science School
Pajaro Valley USD & Life Lab Partnership
Judit Camacho, Co-Executive Director
Don Burgett, Co-Executive Director
Life Lab
Teacher Leadership Institute (TLI) Lessons
NGSS-aligned lesson sequences for K-12 that integrate local partners and field trips.
Highlight: Coastal Watershed Council, Mollie Behn
Breakout Rooms
Break Time!
When we return . . .
Resources, Professional Learning and Funding
5 minute Break
Resources,
Professional Learning,
and Funding
Resources for the Curriculum Pillar
Professional Learning for the Curriculum Pillar
Teacher Leadership Institute for Science and Environmental Literacy: PD Facilitation Guides and Slides will be available for use in 2022-23 – 1.5 hour workshops introducing each grade level lesson sequence
2022-23 Every Classroom A Green Classroom: Teacher Leadership Institute for Sustainability launching 2022-23 school year (pending funding)
Teaching Climate Change Essentials: Teacher professional development course options from Presidio Graduate School include K-12 Climate Change Essentials, Teaching Extreme Weather and Climate Justice
Professional Development Opportunity
Jen Bloom
Presidio Graduate School Education
California K12 Outreach and Partnerships
Teach the Teachers.
One academic study shows that if we teach climate change to just 16% of high school students (up from 1%), we can reduce more C02 than electric vehicles, offshore wind farms, or afforestation efforts.
The most effective and scalable way to ensure a climate-friendly future.
86% of U.S. teachers would like to teach climate change in their
classroom. But of those, only 42% do.
If we can support the remaining 44%—teachers
who reach tens of millions of children—we can change the future.
Designed to Overcome the Barriers to Teaching About Climate Change
A polarized topic that could trigger push-back
Lack of preparation in the foundations of climate science
Psychological challenges related to concerns of eco-anxiety amongst students
Teacher Professional Development
Three Course Options - course start dates
Teaching
Climate Change Essentials
Nine-Week Course
For All K-12 Educators
May 2, June 6, Sept. 12
Teaching
Extreme Weather
Four-Week Course
For K-12 Science Teachers
April 11, June 13
FREE Enrollment for teachers taking the course for PD Hours/CEUS.
Graduate Credit Option Available
Teaching
Climate Justice
Four-Week Course
For All K-12 Educators
April 18, June 20
Learning Objectives
Teaching Climate Change Essentials Course
For more information:
To discuss systemic partnerships:
(districts or county with private cohorts and enrollment dates)
https://k12.presidio.edu/climate-education/
Email:
jbloom@presidio.edu
Funding for the Curriculum Pillar
Lawrence Hall of Science Resources
“Expanded Learning” Funds: An Extraordinary Opportunity
Mara Wold, Region 5 Expanded Learning Coordinator
Region 5 Expanded Learning Partnerships
Serving Monterey, San Benito, Santa Clara & Santa Cruz Counties
After School Education & Safety (ASES)
21st Century Community Learning Centers (CCLC)
21st CCLC High School After School Safety & Education for Teens (ASSETs)
Expanded Learning Opportunity Program (ELO-P)
Expanded Learning
“Expanded learning” means before school, after school, summer, or intersession learning programs that focus on developing the academic, social, emotional, and physical needs and interests of pupils through hands-on, engaging learning experiences.
It is the intent of the Legislature that expanded learning programs are pupil-centered, results driven, include community partners, and complement, but do not replicate, learning activities in the regular school day and school year.
TONY THURMOND�State Superintendent �of Public Instruction
Expanded Learning Opportunities | Quality Standards
POINT OF SERVICE STANDARDS
Expanded Learning Opportunities | Funding
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Check with your local System of Support for Expanded Learning Lead:
https://www.cde.ca.gov/ls/ex/sosexplearncontacts.asp
ELO-P Overview
(Year Round Student Support)
School Year:
9 hrs/day =
Core Instructional Day
(Includes recess/lunch)
+
Expanded Learning
(Before or After School or both)
30 Non-School Days:
(Summer, Intersession)
9 hrs/day
1st Yr 21-22 = 50%
(flexibility while growing capacity)
2nd Yr = Offered to All
TARGET POPULATION
TONY THURMOND�State Superintendent �of Public Instruction
Expanded Learning Opportunities | Environmental Literacy
Breakout Time
Team discussion and Collective Sharing
Leveraging Our Efforts
10 minutes
When the breakout rooms open…
Personal Reflections and “Aha’s”
Take a moment to record for yourself:
What are your main takeaways from today?
What is a next step you hope to take?
Where do we go from here?
Proposed ideas:
Please fill out this form to provide your input!
“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has.”
–Margaret Mead
Thank you!