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We need high school youth and college youth in CAELI

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We need high school youth and college youth in CAELI

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We need the Teacher Union explicitly represented in CAELI

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We need the Teacher Union explicitly represented in CAELI

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We need the PTA represented in our group

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We need the PTA represented in our group

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To truly make impact across the state we would need to know ALL the players. All of the organizations doing grass roots work, all of the grants avail, and all of the private funders who would like to see more of this work accomplished. Then connect all the dots and ensure that all students have access.

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Small organizations who are providing the teacher training and programmatic support are constantly seeking early adaptors who can afford a CBP’s program, and CAELI needs to focus on recruiting the “powers that be” to join CAELI. We need to push these convos regionally, and infiltrate getting policy at state level so that this type of programming becomes a requirement for every grade level K-12 and beyond.

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An addition to the TOA could be that BUILDING RELATIONSHIPS within and across sectors/roles builds a vibrant "ecosystem" for this work.

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An addition to the TOA could be that BUILDING RELATIONSHIPS within and across sectors/roles builds a vibrant "ecosystem" for this work.

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One of our biggest challenges is building relationships between our facilities leadership (pillar 1) and our teachers/curriculum leaders (pillar 3). If we knew each other better, we'd be able to do more together. An addition to the TOA could be that BUILDING RELATIONSHIPS within and across sectors/roles builds a vibrant "ecosystem" for this work.

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How fascinating that those first two pillars were such a focus of the national COVID outdoor learning initiative, a huge project CAELI took on this past year.

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explicitly identify/describe how the NGSS and EP&Cs or other state standards relate to establish the need and increase buy-in

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explicitly identify/describe how the NGSS and EP&Cs or other state standards relate to establish the need and increase buy-in

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Our communication plan should focus on EL as a need to have not a nice to have. A lack of education is a major threat to our environment, just as much as climate change or pollution.

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School campuses and the design and "environmental offerings" of them have to be included in EL efforts. 

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School campuses and the design and "environmental offerings" of them have to be included in EL efforts. 

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The biggest part of the Theory of Action that's missing is the ACTION! We need to discuss how the dollars are spend and where they are going. How do we connect the state's organizations who are actually doing the on the ground educating in this space with the $ and resources to continue doing the work.

We would have greater impact if we could combine efforts and make sure that all students have access to programing and not just SOME. Working with policy makers to ensure there is a touch point for every grade level.

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We need to acknowledge that distance learning and virtual field trips are around to stay. How do we pivot some of our theories of change to incorporate this type of learning?

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We talked a lot about the need for  equity to be more explicit. Perhaps use Guiding Principles as an introduction to TOA vs. footnote

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We talked a lot about the need for  equity to be more explicit. Perhaps use Guiding Principles as an introduction to TOA vs. footnote

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Extend/expand the incremental infusion into educational structures that are just emerging and perhaps not even existing yet.

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Extend/expand the incremental infusion into educational structures that are just emerging and perhaps not even existing yet.

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Questions about districts as unit of change -- can we acknowledge & support more access points for equity, change, and scale? (Consider disruption of institutions, practices, inequities happening now)

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Questions about districts as unit of change -- can we acknowledge & support more access points for equity, change, and scale? (Consider disruption of institutions, practices, inequities happening now)

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How can we include youth voice in the work we do? K-12 and College youth input?

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How can we include youth voice in the work we do? K-12 and College youth input?

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Articulating the goal for large-scale assessments: What does that look like? 

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Articulating the goal for large-scale assessments: What does that look like? 

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It looks like CAELI only focuses on Pillar 3 of the Green Ribbon. Are there other statewide networks that need to develop to focus on Pillar 1 and 2? Or could CAELI expand to include those?

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It looks like CAELI only focuses on Pillar 3 of the Green Ribbon. Are there other statewide networks that need to develop to focus on Pillar 1 and 2? Or could CAELI expand to include those?

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How might the TOA connect to families/parents as important partners in the environmental/climate education of their children?

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Does, and if so how, CAELI have a way to determine/measure if the efforts are working? Is there any reporting or data collection to determine effectiveness?

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Does, and if so how, CAELI have a way to determine/measure if the efforts are working? Is there any reporting or data collection to determine effectiveness?

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Can or should there be anything explicit about access to nature and outdoor learning as a means to advancing environmental literacy?

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Can or should there be anything explicit about access to nature and outdoor learning as a means to advancing environmental literacy?

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How might we add to the TOA to think about a comprehensive developmental pathway for all of California's children from infancy to adulthood? Is this policy? Is this context? Is this district? Is it some combination of these, or does it need to be named/described in a separate TOA?

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Clarify/elaborate that environmental literacy goes beyond a curriculum and include hands-on, nature-based learning.

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Clarify/elaborate that environmental literacy goes beyond a curriculum and include hands-on, nature-based learning.

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Frame them as an introduction to the TOA, rather than as a footnote.

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A theory says if we do X, Y will happen. What are the actual outcomes that we theorize these actions will lead to? How will we know if these actions are effective?

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I have heard people ask about the majority of ppl in the education system - students, teachers, and site leaders - where are they in this TOA? Does our TOA reach that level and include their voice?

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We wonder about the relationship between leading edge examplars and scale (when examples are typically driven by outstanding individuals working at the local level) - it seems like the scale is happening at the hub level through collaboration, recourse sharing, and develop cohesive strategies. Can this be called out somehow more explicitly in the TOA?

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We wonder about the relationship between leading edge examplars and scale (when examples are typically driven by outstanding individuals working at the local level) - it seems like the scale is happening at the hub level through collaboration, recourse sharing, and develop cohesive strategies. Can this be called out somehow more explicitly in the TOA?

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Many of the successes and efforts seem focused in coastal areas. How might we focus on rural, inland, and desert communities?

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what's the dashboard we would use to measure successes and what's the baseline data related to those indicators, and how would a data cycle of analysis inform our theory of action and priorities?

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what's the dashboard we would use to measure successes and what's the baseline data related to those indicators, and how would a data cycle of analysis inform our theory of action and priorities?

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Apply TOA to the community college space. Community colleges serve over 2 million students. Much of the career preparation at CCs could have green focus/themes.

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Is there a way to show in the theory of action the added focus of bringing in multiple lenses and highlighting the variety of communities in the state? Broadening the conversation.

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Is there a way to show in the theory of action the added focus of bringing in multiple lenses and highlighting the variety of communities in the state? Broadening the conversation.

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Add more intentional use of equity and inclusion as a driver for the action categories and as an outcome.

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Add more intentional use of equity and inclusion as a driver for the action categories and as an outcome.

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what are trends in school districts that are implementing elements of these practices?

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what are trends in school districts that are implementing elements of these practices?

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Every Child has a strong connection to the Natural World 

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Every Child has a strong connection to the Natural World 

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If we could ensure that every single child has access to building a connection in nature, we will have a generation that cares for the environment!

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Is there a way for CAELI to better highlight success with districts

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Is there a way for CAELI to better highlight success with districts

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Especially which school districts have environmental literacy plans

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Consider co-creating content, processes, tech aspects with the students themselves. This gives them multiple education touchpoint and skill building sets concurrently with environmental education.

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I'd like to propose a revision to the third TOA: Developing leading-edge exemplars that demonstrate best practices in incorporating environmental literacy into our educational system, especially at (OR IN PARTNERSHIP WITH) the school district level, paving the way for both replication and inspiration in the education community.

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I'd like to propose a revision to the third TOA: Developing leading-edge exemplars that demonstrate best practices in incorporating environmental literacy into our educational system, especially at (OR IN PARTNERSHIP WITH) the school district level, paving the way for both replication and inspiration in the education community.

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Develop a timeline with goals and actions to keep focus and ensure all initiatives are relevant

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Develop a timeline with goals and actions to keep focus and ensure all initiatives are relevant

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None of the TOA elements explicitly mention equity, in fact, many could be interpreted as "equality" (i.e., policies that apply to all students/districts, etc.) How might we explicitly encode equity into the TOA?

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It is not obvious to me that members of CAELI might also work on green facilities and operations efforts in schools

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It is not obvious to me that members of CAELI might also work on green facilities and operations efforts in schools

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More explicit emphasis on the climate crisis (but not losing site of the basic environmental crisis as well)

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More explicit emphasis on the climate crisis (but not losing site of the basic environmental crisis as well)

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supportive statewide context, incremental infusion, and leading edge exemplars are all great entry points for taking action from different roles and locations

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supportive statewide context, incremental infusion, and leading edge exemplars are all great entry points for taking action from different roles and locations

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It would be nice to see a roadmap of prior actions, goals, and next steps connected to each element of the TOA. I feel like I understand elements A & B, but am a bit lost on where we are with C- leading-edge exemplars.

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We need an evaluation plan that defines success and provides milestones over a period of time.