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Government is responsible for keeping transparent communications, being consistent and maintaining continuity of operations, and protecting the tax payer investment.  But with so much uncertainty and so many unknowns, how do government officials communicate a unified message to the public, offering guidance, or plan for more rainy days when it comes to funding?  Hear from those in office on how they’re making it happen.

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A native of Chesapeake shores, Sally Claggett has been the US Forest Service Liaison to the Chesapeake Bay Program for a very long time.  In this capacity, she works with partners to better integrate and quantify the benefits of forestry practices to water quality and other ecosystem services.  Prior to her work at the Chesapeake Bay Program, Sally was a botanist on National Forests in the Pacific Northwest.  She holds a MS in Ecology from the University of Oregon, and a BS in Environmental Biology from the University of Colorado.

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Jeff Flood is a Coastal Planner with the Virginia Coastal Zone Management Program (CZM), a network of state agencies and local governments that administers enforceable laws, regulations, and policies that protect Virginia’s coastal resources and foster sustainable development. The Department of Environmental Quality (DEQ) serves as the lead agency of the network, and houses the CZM program office in Richmond. CZM also administers the program's annual grant award from the NOAA Office for Coastal Management. As a Coastal Planner, Jeff is responsible for grant applications, project management, program review, and policy analysis. He also provides technical assistance as needed on topics such as shellfish aquaculture, coastal habitat restoration, and resiliency planning. Jeff holds a master’s degree in marine policy from the University of Delaware, a B.S. in marine biology from the University of North Carolina-Wilmington, and has more than 5 years of experience as an environmental consultant in Virginia.

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Andria was elected to represent Norfolk’s Superward 6 in 2016 and also serves as the Vice Chair of the Hampton Roads Planning District Commission – or HRPDC, the Regional Broadband Ring Subcommittee, and chairs the HRPDC Coastal Resilience Subcommittee. She is also a board member of Hampton Roads Transit and chairs its Smart Cities and Innovation committee. From 2018-2019, Andria co-chaired the Norfolk Mayor’s Commission on Climate Change Mitigation & Adaptation, creating the region’s first ever Climate Action Plan. She was also recently appointed to the National League of Cities 2020 Energy, Environment, and Natural Resources federal advocacy committee. McClellan serves as the national co-chair of the Climate Working Group for The NewDEAL, along with Wisconsin Lt. Governor, Mandela Barnes.  Her passion for Virginians has been recognized by a variety of statewide leaders, most notably through gubernatorial appointments to the Virginia Small Business Advisory Board, the Virginia Family & Children Trust Fund, and the Chesapeake Bay Program’s Local Government Advisory Committee. Andria was raised in Hampton Roads and educated in Virginia Beach Public Schools, receiving her  bachelor’s degree in 1991 from the University of Virginia and graduating from the Wharton Management Program at the University of Pennsylvania in 1996.

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Sarah Stewart received her Masters in Urban and Regional Planning from VCU in 2007 and began work at PlanRVA (formerly known as the Richmond Regional Planning District Commission) as a planner focused on GIS and data analysis.  In 2009, her work shifted to a include elements of the environmental program at the agency.  Presently, Sarah is the Planning Manager for the Environmental Program at PlanRVA; she focuses on environmental and resiliency planning including projects related to watershed policy coordination, Chesapeake Bay Total Maximum Daily Load planning, regional environmental committee coordination, hazard mitigation planning, litter prevention, and general data management.

PlanRVA Facebook

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The Richmond region boasts a wealth of natural assets that make it a great place to live, work, study, and play. The region lies on the fall line, the zone where the hills of the Piedmont give way to the lower lying coastal plain of Virginia. We have forests, fields, rivers, rapids, tidal estuary, lakes, and streams. Recreational amenities across the region help residents and visitors access and appreciate these resources. On any given day, you can see a variety of wildlife across the RVA region including bald eagles, osprey, blue heron, river otters, and sturgeon.

PlanRVA works with member localities and other partners to improve the region's environmental health, protect its natural resources, and enhance recreational access.

Use the menu to learn more about our projects and efforts.

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The Richmond region boasts a wealth of natural assets that make it a great place to live, work, study, and play. The region lies on the fall line, the zone where the hills of the Piedmont give way to the lower lying coastal plain of Virginia.

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At the time of recording, local schools were still making decisions about how they would be starting school and learning in a formal environment in the Fall; field experiences faced budget cuts and non-profits were having financial trouble due to lack of programming.  Yet, educators were looking to move forward and needing to think creatively about how environmental education could continue to impact students in the region, recognizing that these programs have valuable impact on students and teachers.  Educators participating in this panel discuss having to rethink how they will implement their work in order to keep their participants safe.

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Rachel received her bachelor’s degree in marine biology from University of North Carolina at Wilmington, but has always been interested in sharing her passion for the ocean with others. She joined the Virginia Aquarium’s education team in 2008, coordinating a program that brought aquariums and marine science all over the state and currently oversee all our school and youth programming. She’s currently working on her graduate degree at Miami University in Ohio, focusing on conservation and participatory education.

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Nat joined the James River Association in April 2015. Before that, he was a public school science teacher in Henrico County for 16 years, serving both JR Tucker and Deep Run High Schools and teaching Earth Science and AP Environmental Science. He is always excited to see students grow in their knowledge of environmental students and immerse themselves in hands-on learning.  His interest in science sent him to Randolph Macon College where he received his degree in Environmental Studies. He then went to Virginia Commonwealth University for a Masters in Education. As the Senior Education Manager at the James River Association, he has the opportunity to present environmental education at the James River Ecology School on Presquile National Wildlife Refuge. He also works with many science specialists throughout the watershed to create Meaningful Watershed Educational Experiences for their students. It is his passion to teach our next generation how to become advocates for the James River. In 2019, the JRA education team worked with more than 11,000 students primarily in Lynchburg, Richmond and Williamsburg.

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Education Support Specialist 1 at York River State Park

Certified Interpretive Guide with the National Association for Interpretation

Member of the Historic Rivers Chapter of Virginia Master Naturalist

Certified Watershed Educator with NOAA and VA Dept. Environmental Quality

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Shereen is the Assistant Director of Wetlands Watch, a non-profit based in Norfolk, VA and Virginia Coordinator for the Chesapeake Bay Landscape Professional (CBLP) Certification Program, a bay-wide sustainable landscape and green infrastructure training and certification program and a Board Member of the Chesapeake Conservation Landscaping Council (CCLC), the CBLP Program administrator. Shereen holds a B.S. in Geology from James Madison University and Certificate of Landscape Design from George Washington University.  She is a member of the Norfolk Watershed Task Force. co-planned the Collaborative Summit on Protecting Water Quality on Urban Suburban Properties in Virginia and the Tidewater Rising Resiliency Design Challenge. Prior experience includes James City County planning commissioner and chair, 18+ years as a consulting hydrogeologist, a landscape designer/small business owner, and environmental advocate. For the past several years, Shereen has engaged university students with hands-on resilience and adaptation learning opportunities through the Wetlands Watch and Virginia Sea Grant Collaboratory (a collaborative resilience laboratory) projects and upskilling an existing landscape and stormwater workforce through the CBLP program.

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Bethany holds a B.S. degree in Marine Science and Environmental Geology from Rider University and an M.S. in Biological Oceanography from The College of William and Mary’s Virginia Institute of Marine Science. Bethany also holds a Virginia Post Graduate Professional Teaching License with endorsements in earth and space science and gifted education.  Bethany’s thesis work at VIMS studied zooplankton community structure in the Sargasso Sea.  Bethany previously worked as a fisheries management specialist with the Virginia Marine Resources Commission for 2 years, and joined the teaching faculty of Chesapeake Bay Governor’s School (CBGS) in 2009 as a marine and environmental science teacher. For the past 11 years at CBGS, Bethany has led numerous student field courses and mentored countless student independent research projects in addition to daily teaching duties.  In 2017, Bethany was named the CBGS Warsaw Campus Lead Teacher, and has served in the role of campus administrator in addition to her classroom teaching duties through the end of the 19-20 academic year.  In early August 2020 Bethany will begin her new role as a Marine Education Specialist with the Marine Advisory Program at the Virginia Institute of Marine Science.

Bethany has co-authored several science and educational publications, and been an invited speaker at both regional and international science and educational conferences.  Bethany has also participated in several oceanographic research expeditions, and in 2013 was selected as a Science Communications Fellow with Dr. Robert Ballard’s Ocean Exploration Trust. In July 2013, Bethany spent 2 weeks aboard Dr. Ballard’s Exploration Vessel Nautilus exploring and documenting 17th century shipwrecks in the Gulf of Mexico.  Bethany also serves as an adjunct oceanography instructor for Rappahannock Community College, and as Co-coordinator for the Marine Science Legacy Program, the community education and outreach arm of the Urbanna Oyster Festival.  Bethany’s passions in education and outreach focus on effective science communication strategies for students, educators and scientists, as well providing students with tangible, real-world, inter-disciplinary extensions.

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Community Resources from the Virginia Aquarium

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Community Resources from the Virginia Aquarium

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Lesson plans for toddlers, preschoolers, and K-12 students

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​COMMUNITY RESOURCES

Whether you are a teacher looking for some new material or a parent looking for some educational crafts and games, we have a bit of something for all grades. Activities below are organized by grade groupings and subject areas. Just click on the activity name in the first column. Have fun!

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Community Resources ~ Virginia Aquarium & Marine Science Center

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Whether you are a teacher looking for some new material or a parent looking for some educational crafts and games, we have a bit of something for all grades. Activities below are organized by grade groupings and subject areas. Just click on the activity name in the first column. Have fun!

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Watch short, educational videos about animals, their exhibits, and marine science.

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​​​​​​​​​Explore over 800,000 gallons at one of the best aquariums and animal habitats in the country​. Experience our hands-on exhibits, nature path, and ma...

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Virtual Programs Flyer (2020-2021 School Year)

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Virtual Learning with the James River Association

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Virtual Learning with the James River Association

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Environmental education activities and lesson plans for K-12 students.

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Environmental education is vital to connecting students to our natural world and developing an understanding of how our actions affect our natural environments. Fostering environmental responsibility and awareness does not fall on teachers alone, but should be a community-wide obligation. In the classroom, your own home, or outside on a nature walk all present opportunities for learning.

The below education programs are designed to build knowledge and awareness of environmental issues and build skills to develop actions we can all take to improve and sustain and protect our environment.

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Environmental education is vital to connecting students to our natural world and developing an understanding of how our actions affect our natural environments. Fostering environmental responsibility and awareness does not fall on teachers alone, but should be a community-wide obligation. In the classroom, your own home, or outside on a nature walk all present opportunities for learning.

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Video courtesy of the James River Association

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An online resource that supports hands-on environmental learning and provides educators with information about funding opportunities, field studies, curriculum guides, and lesson plans related to the Chesapeake Bay.

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Bay Backpack THE source for Chesapeake Bay education resources for teachers and watershed educators.

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Green Apple Day is an international initiative of the US Green Building Council to encourage volunteering at schools. The intention is to promote environmental awareness and improve the learning environment. The following Green Apple Day projects at Robious Elementary and Clover Hill Elementary exemplify some of the great projects being implemented throughout the Chesapeake Bay region.

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How do you plan for the future when you don’t know what the future will hold? You arm yourself with science.  You plan based on the science.  And you make science-based decisions.  Science illuminates the answers to our questions and provokes new ones.  Science provides us with the context need for informed planning and management strategies, and alerts us to necessary adaptations. But what happens when that science is itself compromised? Hear from researchers from around the Bay on the impacts of the pandemic to their work, the decisions based on that work, the ways in which they’ve mitigated pandemic restrictions, and how they’re planning for uncertainty in this uncertain world.

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Emily is an environmental scientist with EPA’s Chesapeake Bay Program Office and coordinator of the Chesapeake Bay Program partnership’s Scientific, Technical Assessment & Reporting team. Her work focuses on integrating scientific and technical information across the Chesapeake Bay Program partnership to provide technical assistance to state and local partners and on coordinating efforts to assess and address the partnership’s science needs. Emily has previously worked as a Biologist and Presidential Management Fellow conducting environmental assessments in EPA’s Office of Water and as the National Outreach Coordinator for NOAA Fisheries’ Office of Aquaculture. She holds a PhD in Oceanography and MS in Marine Biology from Scripps Institution of Oceanography. Born and raised in the Chesapeake Bay watershed, she loves experiencing the Bay and its rivers on her stand-up paddleboard.

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Cora Johnston is the site director of University of Virginia's Coastal Research Center on the Eastern Shore of Virginia. Cora’s background is in the community ecology of changing coastal systems. She received her bachelor's from Hampshire College and her PhD from the University of Maryland. As Site Director, she coordinates research initiatives and oversees the use of the facility's research lab, residences, and shallow water fleet. She also directs the Virginia Coast Reserve Long Term Ecological Research (VCR-LTER) program’s outreach and education initiatives, serving as liaison to the Eastern Shore community where she was born and raised.

@WildCora  @VCRLTER  @uvaevsc on Twitter (#UVAcoastal)

Virginia Coast Reserve LTER on Facebook

@VCRLTER on Instagram

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Boats and boating--Equipment and supplies

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An interactive web-based tool that states, communities, and citizens can use to help inform policy and planning decisions that impact the places where people live, learn, work and play.

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What is EnviroAtlas?

EnviroAtlas is an interactive web-based tool that states, communities, and citizens can use to help inform policy and planning decisions that impact the places where people live, learn, work and play.

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EnviroAtlas is an interactive web-based tool that states, communities, and citizens can use to help inform policy and planning decisions that impact the places where people live, learn, work and play.

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Organization of Biological Field Stations

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Organization of Biological Field Stations

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Scientists working at field stations and marine laboratories strive to understand natural processes at every scale, from the molecular to the global, from milliseconds to eons.

The mission of the Organization of Biological Field Stations (OBFS) is to help member stations increase their effectiveness in supporting critical research, education, and outreach programs. We pursue this goal in a manner that maximizes diversity, inclusiveness, sustainability, and transparency.

News and Upcoming Events

Station Map

Search our map for Stations near you!

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Scientists working at field stations and marine laboratories strive to understand natural processes at every scale, from the molecular to the global, from milliseconds to eons. The mission of the Organization of Biological Field Stations (OBFS) is to help member stations increase their effectiveness in supporting critical research, education, and outreach programs. We pursue this goal in a manner that maximizes diversity, inclusiveness, sustainability, and transparency.

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Resources for more inspiration and support.

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Found under "NEW at CBNERR" on the CBNERR web page

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Updates, info and tide-ings from the CBNERR team

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A Checklist for Your Next Virtual Meeting

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A Checklist for Your Next Virtual Meeting

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Collective Impact Post-Pandemic: A Framework for Response, Recovery and Resilience

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Collective Impact Post-Pandemic: A Framework for Response, Recovery and Resilience

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Through the lens of Collective Impact, this paper examines three important stages for leaders to consider when navigating our world post-Pandemic: Respond, Recover and Deepening Resilience Capacity. Within these stages, what simple rules might we follow? How will these simple rules create a different future for ourselves so that we can transform our communities at the individual and systems level?

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Through the lens of Collective Impact, this paper examines three important stages for leaders to consider when navigating our world post-Pandemic: Respond, Recover and Deepening Resilience Capacity. Within these stages, what simple rules might we follow? How will these simple rules create a different future for ourselves so that we can transform our communities at the individual and systems level?

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Collective Impact Forum - Roundtable Discussion

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Collective Impact Forum - Roundtable Discussion

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CERF July Webinar - COVID-19 and Estuarine Research_ Impacts and Responses

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by Carlin Stiehl

July 23, 2020

Before the pandemic, Ruby Stemmle might have worn gloves to lead a tree planting or stream cleanup event. But on a sweltering July afternoon, she was wearing latex ones to deliver food to a long line of drivers weaving through a high school parking lot in Hyattsville, Maryland.

Stemmle is the founder and CEO of ecoLatinos, a nonprofit that focuses on environmental justice and activism within the Latino community. Within the past several months, their mission has come to include protecting families against the deadly spread of COVID-19. When Catholic Charities, a frequent partner of ecoLatinos, arranged a food drive in a city where the Hispanic or Latino population is nearly double the national average, Stemmle and her staff of volunteers jumped at the opportunity to help.

"Watching the news in February and March was almost like watching a disaster movie in real time," said Stemmle. "We knew that it would only be a matter of time before the pandemic would strike our neighborhoods."

For ecoLatinos, health and safety has always been a consideration when connecting Latinos with the environment. But since the coronavirus arrived, mitigating the risk of exposure to the virus and all the social impacts that come with it has become the organization's number one priority. Food drives such as the one that Stemmle's organization participated in provide relief for the broader community as impacts of the virus amplify.

A community hit hard

Latin American communities have been hit especially hard by the coronavirus, with research showing that in the Baltimore-D.C area, COVID-19 is being diagnosed in Hispanic communities at a disproportionately high rate.

One of the reasons is that to continue working, many Latin Americans in the Chesapeake region have been unable to social distance. According to Stemmle, "Many Hispanic residents are essential workers or have to go out to earn their living one day at a time." Many others from the community also work in service industries where contact with the public can increase their risk of infection.

Another issue is the high number of people living within Latin American households and communities. "Families, especially the recently arrived, tend to live in densely clustered neighborhoods where social distancing can be challenging and a disease like coronavirus can spread very rapidly," Stemmle said. Yet another difficulty is gaining access to insurance and health care. Many undocumented workers are deterred from such benefits for fear of potential legal consequences.

A nonprofit shifts its efforts

Rather than promoting outdoor, environmental activities, the nonprofit uses its Facebook group to promote staying at home, practicing proper sanitization and avoiding exposure while being outside. Their campaigns include messages such as "Se un Heroe, Cuida a los Tuyos" which translates to "Be a Hero, Take care of your loved ones" and "Protégete contra el Coronavirus," or "Protect yourself against Coronavirus."

Stemmle emphasizes the importance of "cultural competence" when engaging with communities. For example, recognizing that some community members do not have access to desktop computers or email, ecoLatinos communicates primarily through Facebook and mobile devices, which are more common. Social media posts are also written in Spanish only to create a sense of direct engagement with Latino communities.

Looking forward, Stemmle is adapting the nonprofit's engagement long-term, including their popular Festival del Rio Anacostia. Instead of the in-person festival originally planned for October, ecoLatinos is working with partners to create a series of virtual environmental education and awareness activities.

"The pandemic has forced us to think in creative new ways to share the same information with the families and the community but in a safe yet exciting way," Stemmle said. "This crisis has forced much bigger changes to our society than this, but this is the challenge we face and we are trying to rise to the occasion."

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A Latino environmental organization pivots to COVID-19 relief | Chesapeake Bay Program

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by Carlin Stiehl July 23, 2020 Before the pandemic, Ruby Stemmle might have worn gloves to lead a tree planting or stream cleanup event. But on a sweltering July afternoon, she was wearing latex ones to deliver food to a long line of drivers weaving through a high school parking lot in Hyattsville, Maryland.

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Courtesy of the Virginia Aquarium

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Chesapeake Bay National Estuarine Research Reserve has developed this virtual space to provide a forum for continued sharing and brainstorming among practitioners in conjunction with its recorded series of panel discussions, “COVID on the Coast: Capturing the story of what happened, how we're coping and what's next."  The "Covid on the Coast" series documents experiences, innovative solutions and lessons learned among coastal stakeholders in government, education and research.  Each episode provides insight and inspiration to coastal peers, helping them address adversity as we move collectively forward through our new normal.  Speaker bios, photos and links to resources, along with a slew of additional links are found below. Email us at cagonzalez@vims.edu to have your comments, experiences, or additional resources added to the Padlet! Created by Katie Shelton.
**NOTE:  Scroll down page to see resource compilation!

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Carbon Sensers in the Time of Coronavirus

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Carbon Sensers in the Time of Coronavirus

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Posted by KristenM on August 21st, 2020

by Isabella Eclipse
This is the second in a series of posts highlighting research the Smithsonian Environmental Research Center is continuing to do amid the COVID-19 pandemic, and adaptations its staff have been making in a more socially distant world.
When the pandemic hit, many scientists' field sites closed down, bringing countless research projects to a screeching halt. Marc Rosenfield, a graduate student at George Washington University, found himself in this exact situation when the Virginia Coast Reserve shut its doors. An ecosystem ecologist, Rosenfield was studying the exchange of carbon between the land and the atmosphere. He'd planned to deploy carbon sensors to understand how carbon exchange differs when moving from marshes to surrounding forests.

Instead of giving up, Rosenfield switched gears and transformed his research into a citizen science project. He, along with his dedicated undergraduate assistant Leona Neftaliem, reached out to colleagues in Washington, D.C., to see if anyone would allow the setup of carbon sensors in their backyards. To his surprise, an overwhelming number said yes. Soon, strangers were asking him to set up sensors on their properties. Today, Rosenfield has 30 sensors in locations across D.C., from private backyards to the U.S. Botanic Garden. There's even one at the famous 9:30 nightclub.

The carbon sensors, designed by SERC scientist Roy Rich, measure CO ₂, temperature, pressure, humidity and other carbon-based compounds. They run continuously, storing data on an SD card which volunteers can remove and send to scientists for analysis every few weeks. Rich's compact design is cost-effective and creates a detailed picture of the variation in carbon levels across a landscape.

"The best way I can describe it is by thinking of a camera with higher resolution," Rosenfield explained. "Where most studies try to maximize the area a single CO ₂ sensor can measure, we minimize the area and deploy a larger sensor network."

The carbon sensors have only been in place for a couple months. Rosenfield hopes the data will reveal how plants, buildings and cars affect carbon cycling in and out of the atmosphere. The pandemic also offers a rare opportunity for Rosenfield to observe how the environment reacts to drops in human activity.

Rosenfield plans to keep the sensors running for at least a year. Ultimately, he thinks his research could help inform city planning. For example, if nearby plants help mitigate the effects of human pollution on the carbon cycle, urban planners could plant trees strategically near areas of concentrated pollution.
Read about more research during COVID: Repurposing Nature To Restore the San Francisco Shoreline

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Carbon Sensors in the Time of Coronavirus

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Posted by KristenM on August 21st, 2020 by Isabella Eclipse This is the second in a series of posts highlighting research the Smithsonian Environmental Research Center is continuing to do amid the COVID-19 pandemic, and adaptations its staff have been making in a more socially distant world.

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Virginia Center for Inclusive Communities

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Virginia Center for Inclusive Communities

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A boots-on-the-ground community assistance program

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WHAT

OpenNorfolk welcomes you to join us for a safe, kick-off party at each of your new Neighborhood Spots!

Enjoy food trucks + music + more!

We look forward to sharing more about the new safe, outdoor pop-up spaces + hearing about what you'd like to see at your new Spots!

What is a Neighborhood Spot?

OpenNorfolk is a boots-on-the-ground community assistance program that is helping local businesses open safely under The Governor's Phase 1-3 Guidelines. In Phase 3, OpenNorfolk will continue to assist local businesses while focusing on neighborhoods and communities, aiming to fill needs for outdoor programming, safe places for families and kids, and community activation. The program will provide temporary, flexible Neighborhood Spots that ensure that the communities in which they are built can deliver their vision for a safe, healthy, educational summer pop-up park.

Events Calendar

Additional Resources

For additional information visit www.OpenNorfolk.com.

Job Opportunities

Neighborhood Spots:

Request Form

Press Releases

ToolKits

Signage

Outdoor Spaces - Phase 3

Economic Disaster Assistance Grant

Round Two of application intake will take place from June 12, 2020 to June 19, 2020. Required documentation for application submission is available here.

Inspiration and DIY

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OpenNorfolk welcomes you to join us for a safe, kick-off party at each of your new Neighborhood Spots! Enjoy food trucks + music + more! We look forward to sharing more about the new safe, outdoor pop-up spaces + hearing about what you'd like to see at your new Spots!

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The Central Virginia COVID-19 Response Fund, activated by the Community Foundation and the Emergency Management Alliance of Central Virginia, is providing rapid support to community organizations and public agencies that are meeting the needs of individuals and families most affected by the coronavirus pandemic. The fund is designed to be flexible in focus as needs change over time, and to complement other resources and responses at the national, state and local levels.

As a collaboration that began in 2018 with the creation of regional emergency response fund, the Alliance is proud to partner with the Community Foundation for a greater Richmond to provide expertise and support for the coronavirus pandemic in Central Virginia. By leveraging this partnership, we are able to offer support and relief opportunities to all localities of the Alliance who may be normally outside of the greater Richmond footprint.

As a community, we will get through this...together. It's how we have overcome challenges of the past, and it's how we will build resiliency for the future. Our goal is to do the most good for the most people in our region. We are working collaboratively to be sure we're leveraging everyone's generosity and expertise to meet as many needs as possible. #togethercentralVA

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The Central Virginia COVID-19 Response Fund, activated by the Community Foundation and the Emergency Management Alliance of Central Virginia, is providing rapid support to community organizations and public agencies that are meeting the needs of individuals and families most affected by the coronavirus pandemic.

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Sep. 10, 2020 - Discussion about the Oyster Industry & Fisheries During COVID-19

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Tired of Living paycheck to paycheck? Take Control Now!

New Bank On classes start every January, April and September.

What is Bank On?

Bank On Norfolk is a partnership of participating banks, credit unions and community organizations across Hampton Roads designed to help you take control of your finances.

Whether you want to stop living paycheck to paycheck, pay off debt, improve your credit score or build your savings, Bank On Norfolk can get you on the road to financial freedom one step at a time.

Financial Management Classes

Bank On includes financial management classes (1 class per month for 10 months), personalized coaching and an incentive matched savings program.

Build Assets

Consumer Protection

Credit basics

Crisis management

Financial Assessment

Financial Goal Establishment

Grow Savings and Debt Reduction

Money management

Classes cover the following topics:

Thanks to our partners, Bank On Norfolk costs you nothing but your time. Everything is completely free!

Learn more and register for a class!

Matched Savings Program

Bank On Norfolk also includes a matched savings program. Participants who save $150, attend classes and coaching exercises and meet all criteria receive a $150 match which establishes an emergency fund of $300. Funds for matched savings are disbursed as available on a first-come, first-served basis. Funds are solicited from churches, grants, and corporate donations. Become a Sponsor (PDF).

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bank on programs negotiate with banks and credit unions in local communities to reduce barriers to banking and increase access to the financial mainstream.

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Tired of Living paycheck to paycheck? Take Control Now! New Bank On classes start every January, April and September. Bank On Norfolk is a partnership of participating banks, credit unions and community organizations across Hampton Roads designed to help you take control of your finances.

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James River Expeditions FAQ

1. Do we stay overnight on the Expeditions?
Yes, the Expedition is continuous, and we camp each night at various campgrounds, private properties, and parks. We will be sleeping in tents, in sleeping bags, on sleeping pads each night.

2. How many miles of the James River will we be paddling?
The Expeditions are broken into three trips, with each trip varying in number of miles:

Upper James River Expedition = 70 miles

Middle James River Expedition = 100 miles

Lower James River Expedition = 110 miles.

3. Who will be on the trip with me?
Students from different cities, towns, and schools throughout the watershed will be participating in each trip. You will meet your Expedition Team and leaders during a pre-trip informational meeting.

4. When is the $200 fee due?
We generally collect this fee during one of our pre-trip informational meetings. However, if this fee limits any student's participation, it can be reduced or waived completely.

5. What will we eat?
We will prepare our own food in camp using propane stoves, a fire, and the food we pack with us.

6. Where do we take showers?
We will have very limited access to showers. To get clean, we will use a bucket of water and biodegradable soap.

7. How do I communicate with my friends and family? Will I be allowed to bring my phone?
Students will not be taking personal cell phones or any other electronics on the trip. We will be telling the story of our trip through the media and internet. Students will be able to write blogs and families and friends will be able to follow our progress closely by viewing the trip blog.

8. Where do we get our drinking water?
We fill large jugs with water at strategic points along the way. We will learn to conserve the water we have.

9. Where do we go to the bathroom?
For Number 1, it will be convenient for all trip participants to use the woods. For Number 2, we will use either the restroom facilities at campgrounds or a portable toilet that we will set up in a private place at each of our wilderness camps.

10. How safe is this trip?
Safety is absolutely the first priority for every member of the team, with our focus on prevention of accidents through careful planning and open communications. Staff members are trained in Wilderness First Aid, CPR, and Canoe Instruction and have experience running trips of this kind.

11. What happens during bad weather?
We are always mindful of the weather during Expeditions (severe thunderstorms, rain, excessive heat, etc.) Staff members are trained to take immediate safety precautions and evacuation routes are generally accessible within a few miles of any point on the river.

12. What sort of pre-trip preparation is provided for me?
Participants and their parents/guardians are required to attend a pre-trip informational meeting. This will be a great time to get into the nitty-gritty detail questions about the trip. Before this time, the James River Association will provide a detailed packing list, a trip itinerary, and a suggested reading list. We will always be standing by to answer all questions.

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1. Do we stay overnight on the Expeditions? Yes, the Expedition is continuous, and we camp each night at various campgrounds, private properties, and parks. We will be sleeping in tents, in sleeping bags, on sleeping pads each night. 2. How many miles of the James River will we be paddling?

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Chesapeake Bay Landscape Professional (CBLP)

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Chesapeake Bay Landscape Professional (CBLP)

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Chesapeake Bay Landscape Professional (CBLP) Program is a system of materials and consistent instruction across the region, creating a community of certified professionals to be better stormwater partners and environmental stewards.

Since the program began in 2016, CBLP has certified 605 Level 1 professionals, and 81 Level 2 advanced design and installation professionals. To find a certified professional, explore our searchable directory.

We currently offer classes in DC, MD, PA, and VA. The certification will eventually be available across the Bay Watershed.

Level 2 is typically held twice each year - However due to Covid-19 we will offer it online in November with one field day in the DC area.

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Chesapeake Bay Landscape Professional Certification Program (CBLP)

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Chesapeake Bay Landscape Professional (CBLP) Program is a system of materials and consistent instruction across the region, creating a community of certified professionals to be better stormwater partners and environmental stewards. Since the program began in 2016, CBLP has certified 605 Level 1 professionals, and 81 Level 2 advanced design and installation professionals.

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Article: Schools seeking alternative to remote learning try an experiment: Outdoor classrooms

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Article: Schools seeking alternative to remote learning try an experiment: Outdoor classrooms

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DETROIT - With just days to go before the start of the new academic year, schools around the country are rushing to gather materials they never thought they would need: plexiglass dividers, piles of masks and internet hot spots to connect with students remotely.

And then there are schools that have an even more unusual list.

The Detroit Waldorf School in Michigan is buying carriage bolts, berry bushes and 8,000 square feet of cedar wood.

The San Francisco Unified School District has been busy gathering tree stumps.

And the Five Town Community School District in Maine is buying tents, yurts and enough all-weather snowsuits for each of its elementary school students.

These schools and districts are all laying the groundwork to move at least some instruction to outdoor classrooms. They're making a bet that the lower risk of disease transmission in the open air, and the extra space outside for children to spread out, can make it safer for students to get face-to-face instruction, even as the COVID-19 pandemic continues to spread.

"Schools need to figure out a new solution because the inside of the building doesn't work as the only solution and online learning doesn't work as the only solution," said Sharon Danks, the CEO of Green Schoolyards America, one of a group of environmental education organizations that have launched the National COVID-19 Outdoor Learning Initiative to encourage schools to move students outside.

Many school districts, including some of the largest in the country, have already announced plans to start the school year with online-only instruction. That's widely viewed as the safest way to contain the spread of the coronavirus but it creates severe financial challenges for parents who need child care to be able to go to work, and could do serious harm to children who need social interaction with their peers and in-person support from their schools.

The idea of moving classes outside - as some schools did to combat earlier epidemics in the last century - has gained steam as an alternative option.

In New York City, parents and school leaders have called on Mayor Bill de Blasio to close streets near schools to bring instruction outside. Elsewhere, parents have circulated petitions urging their schools to consider outdoor learning.

Many educators remain skeptical.

"It's a gimmick," said Kristi Wilson, the superintendent in the Buckeye Elementary School district near Phoenix and the president of the national School Superintendents Association.

"It's great to take advantage on a nice day but you can't plan for that," she said, speaking on a day last week when the temperature in Phoenix reached 113 degrees Fahrenheit. "The weather is too inconsistent."
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Schools that have spent millions of dollars in recent years to fortify their buildings with bulletproof glass to protect students from intruders might not be too keen to now put the children outside in the parking lot, she said. And many teachers have questioned whether outdoor spaces would be accessible to students with disabilities, whether students would be too distracted, and whether some kids might try to run off.

"In the spirit of innovation, you can't blame folks for putting everything on the table and certainly giving it their best shot, but I just don't know how realistic it is," Wilson said. "In theory, anything is possible but let's concentrate on doing this the right way, the safe way."

Despite these and other concerns, Danks said the outdoor learning initiative has been inundated with inquiries from schools around the country and has been hurrying to put resources online. The group is posting tipsheets for dealing with hazards such as bugs or snow, as well as budget guides for supplies like hay bale seating. The initiative is also connecting interested schools with landscape architects who've volunteered to help turn schoolyards into classrooms.

"What if Plan A were outside?" she asked. "What if, when the weather is suitable, every class met outside where nature is present and helping to calm everyone's stress? When the weather is unsuitable, you go to Plan B, which could be online or inside. Why start with something you know is not working?"

At the Detroit Waldorf School, a small private preschool to eighth grade academy on the east side of Detroit, the plan to build 14 cedar wood pavilions to shelter outdoor classrooms went from a crazy idea to breaking ground in a matter of weeks, parents and teachers said.

Brian Rebain, an architect with two children in the school, said when teachers approached the school's space planning and development committee with the idea in June, committee members acted quickly.

Rebain drew up plans for the structures, which will be open on three sides and have one "teaching wall" to hang a chalkboard or other materials. The school hasn't decided whether the structures will have wooden floors or mulch, or whether they'll have canvas walls that can be rolled down to block rain, wind or sun, he said. "There's still a lot of head-scratching as we figure things out."

Another parent architect on the committee drew up plans for the school's 4-acre property, including flowering and edible plants that will separate classrooms. A parent with ties to the construction industry helped find equipment and supplies. And, for the last several weeks, as the school has begun raising the $50,000 it needs for materials, parents and teachers have stepped in with volunteer labor. They're building a fence, clearing brush and have driven posts into the ground that will soon support the shelters.

"My kids are ready to get back, and I know a lot of other families are ready to get their kids back in school," said Gregory Franklin, a father of a preschooler and a kindergartner who was volunteering at the school last week, helping to break down playground equipment that needs to be moved.

Franklin isn't sure how he feels about sending his children back to school in a city that's been hammered by COVID-19, losing nearly 1,500 people, but the prospect of outdoor classrooms "makes me feel a lot safer," he said. "If they're talking or coughing or even sneezing, the open air will help it leave sooner than being in an enclosed area."

The school isn't planning to hold classes exclusively outside, said Ben Linstrom, a teacher who chairs the school's health and safety committee. But students will be dropped off in the morning at their outdoor classrooms. If they need to go inside because of the weather or to use the bathroom, classes can stagger their trips so not everyone is in the hallways at once, he said.

"Every school has had trouble with determining how to open up safely," he said, noting that infection rates and government guidance seem to change every week.

The Waldorf curriculum, based on the teachings of early 20th century Austrian educator Rudolf Steiner, has always emphasized learning in the natural environment. Linstrom said his school would have embraced outdoor classrooms even without a pandemic, but now the wooden shelters will give the faculty more ways to respond to the changing conditions.

"We'll have more freedom," he said. "We'll have more options."

At least a dozen other schools that follow the Waldorf model are building outdoor classrooms this summer in response to COVID-19, according to the Association of Waldorf Schools of North America. But the idea is not just for private schools with architects on the PTA.

In Maine, the Portland Society for Architecture sent a design professional to each of the 15 main buildings in the Portland school district to "identify immediate, low-cost interventions that we could do to create at least two outdoor learning spaces for each of our schools," Assistant Superintendent Aaron Townsend wrote in an email, adding that the architects are also helping schools find materials and labor.

In Vermont, the White River Valley Middle School is planning a hybrid model in which students will learn from home three days a week and come to class in tents outside the school on the other two days - at least until Thanksgiving, Principal Owen Bradley said.

In Texas, the Austin school district is encouraging principals to consider outdoor spaces as they reconfigure their buildings to make social distancing possible, and is training educators to teach outside, Darien Clary, the district's sustainability manager, said.

The Austin district has long promoted outdoor learning to connect children with their environment and make them healthier, she said. "What COVID did is it upped the urgency."

In Seattle, though the school board is poised to vote to start the school year with remote instruction, several board members drafted a proposal to bring students together with teachers on school grounds or in city parks for at least two hours per day, four days per week.

"You'd have your morning math, [English language arts] or whatever lessons you're doing online, and then you'd come for your in-person time and meet your teacher outside the school," Liza Rankin, one of the school directors behind the proposal, said. "It could be a nature walk. It could be working in a community garden. School counselors could come or they could have drama or movement class outside."
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And in the Five Town district in coastal Camden, Maine, Superintendent Maria Libby said she's using money her district received from the federal Coronavirus Aid, Relief and Economic Security Act, or CARES Act, to buy four $1,000 event tents for each of her three schools, plus four $18,000 heated yurts for winter classrooms. She's also buying snowsuits, plastic chairs and outdoor storage bins.

Libby had wanted for years to better take advantage of the beautiful natural resources in her district, which include a lake, river and mountainous parks. But the coronavirus took a maybe-someday idea and turned it into a right-now idea.

In addition to finding ways to reopen safely, she hopes to build nature trails or even a ropes course in the woods near her schools that students could use for many years.

"We're trying to take advantage of the moment we're in," she said. "We're trying to use the moment to make some investments that will be valuable to us beyond the time of COVID-19. Our students can benefit from being outside."

CORRECTION (Aug. 5, 2020, 5:14 p.m. ET): A previous version of this article misstated the cost of event tents purchased by the Five Town school district in Maine. They cost about $1,000 apiece, not $12,000.

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Schools seeking alternative to remote learning try an experiment: Outdoor classrooms

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DETROIT - With just days to go before the start of the new academic year, schools around the country are rushing to gather materials they never thought they would need: plexiglass dividers, piles of masks and internet hot spots to connect with students remotely. And then there are schools that have an even more unusual list.

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Resilience Research and Design

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Wetlands Watch, Virginia Sea Grant, and the Green Building Council, Hampton Roads Chapter have joined forces to establish an adaptation research and design collaborative, linking research and education programs at Virginia universities with local governments to help implement resilient interventions. This collaborative resilience laboratory - or "Collaboratory" - aims to produce innovative adaptation tools, strategies, and designs in tidewater Virginia by linking academic community programs with real-world needs in coastal communities, helping speed adaptation and incubating a community of practice.

We will be soliciting interest from Virginia's academic institutions that have student capstone, studio, or community practice requirements, offering to match them with communities in the tidal reaches of Virginia seeking immediate and practical solutions to pressing adaptation problems.

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What is the Collaboratory? - Wetlands Watch

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Wetlands Watch, Virginia Sea Grant, and the Green Building Council, Hampton Roads Chapter have joined forces to establish an adaptation research and design collaborative, linking research and education programs at Virginia universities with local governments to help implement resilient interventions.

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CRC Roundtable is a monthly virtual seminar series, to host targeted, inclusive, and informed conversations matching scientific advances and management needs in a way that moves us collectively forward toward decision-making for effective and sustainable management of the Chesapeake Bay, its watershed, and its living resources.

The new lunchtime seminars will invite a diverse range of researchers, managers, and other professionals to have timely conversations around topics relevant to the Chesapeake partnership. The seminars will also build connectivity across participating organizations and identify ways to increase our collective competency for decision making.

Environmental Monitoring in the Time of COVID-19

Our first webinar will take place on Wednesday, September 23, 2020 from 12-1pm and we will be discussing Environmental Monitoring in the Time of COVID-19 . During the first half of the webinar, our invited speakers will provide an overview from federal, state, and citizen perspectives. For the second half of the webinar, we invite your questions and lively discussion from all participants

The COVID-19 pandemic has greatly impacted our lives and the way we do business, including the way research, monitoring, and management are conducted. As we look into the not-so-distant future, difficult budget decisions may impact monitoring activities at the state and federal level and by association, the management decisions they inform. CRC invites you to participate in a robust conversation around the importance of environmental monitoring and how wise decisions can be made about balancing monitoring activities with other priorities to ensure that management of Chesapeake Bay continues to be informed by the best science available.

Speakers:

John Kennedy, Director, Office of Ecology, Virginia Department of Environmental Quality

Lee McDonnell, Branch Chief, Science, Analysis and Implementation Branch, EPA Chesapeake Bay Program

Matthew J. Ehrhart, Director of the Robin L. Vannote Watershed Restoration Program, Stroud Water Research Center; and Citizens Advisory Committee Chair

NOTE: This webinar will be recorded. By joining this webinar, you are consenting to such recordings. If you do not consent to being recorded, please discuss your concerns with the host or do not join the session. This event is free to attend, but registration is required.

Registration is closed for September's CRC Roundtable. Check back soon for October's registration!

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CRC Roundtable is a monthly virtual seminar series, to host targeted, inclusive, and informed conversations matching scientific advances and management needs in a way that moves us collectively forward toward decision-making for effective and sustainable management of the Chesapeake Bay, its watershed, and its living resources.

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Sarah Nuss has been the education coordinator at Chesapeake Bay NERR-VA since 2005. In addition to pursuing a PhD in Curriculum Learning Design, Sarah develops education, interpretation and outreach programs for a range of audiences, including field based programs for K-12 students and teachers.  One of Sarah’s current areas of interest is professional development for graduate students and pre-service teachers.

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K-12 teachers, as well as future teachers and graduate students, are a priority audience for CBNERR. Teacher training workshops are conducted by reserve staff and provide teachers with new insight into the Chesapeake Bay ecosystem through topics such as water quality, habitat restoration, estuarine aquarium keeping, and curriculum training. Additional resources are provided for teachers to assist in classroom teaching and field investigations.
Virtual Field Trip -
Educators from CBNERR have created a virtual field trip to our site in Gloucester Point, VA where students can see how we typically sample the biodiversity in the shallow water environment using large nets. The field trip will also showcase our habitat cage activity, examining oyster reefs as habitats for a variety of animals and plants.

{{youtube:medium|xmq-KWBIKXI, This video shows the CBNERR virtual field trip.}}

To schedule a live Q&A with a CBNERR educator, please contact Sarah Nuss at mcguire@vims.edu.
Online Resources -
There are a variety of online resources for students (videos, storytime, printables, etc) available online. CBNERR educators created weekly themed marine science content which can be found here. CBNERR educators and VIMS staff also contributed to a Multimedia Resource Center with additional content that may be useful in the classroom.

YouTube Page -

All CBNERR videos can also be accessed on our YouTube page, including storytimes, virtual field trips, and more! Check them out here.
Resource Boxes -
Resource boxes are complete lesson plans including materials required that are available for teachers to check out and use in the classroom (see flyer here). Boxes are available free of cost, but require pick up and drop off at VIMS. For more information about each individual box.

The following resource boxes have been updated for social distancing requirements, such as individual work and/or no sharing of materials. Read about the new modifications here - Fish Adaptations, Wetlands, Human Impacts.
Virginia Scientists and Educators Alliance (VA SEA) -
Educators from CBNERR and the Virginia Institute of Marine Science's (VIMS) Marine Advisory Program created the Virginia Scientists and Educators Alliance (VA SEA). VA SEA is a network of graduate students, teachers, and informal educators aimed at transferring scientific research into usable lesson plans.

Over the past three years, 20 graduate students from VIMS, UVA, and ODU have created middle and high school lesson plans based on their current research. All lesson plans were vetted by classroom teachers, and an open house was held to share the new lesson plans. To see the available lesson plans, go to:

In April of 2019, VA SEA held a Lesson Plan Expo at the Virginia Institute of Marine Science. Local teachers attended the expo to learn about classroom-tested science lesson plans created for VA SEA by science graduate students.

Check out a video of the 2019 VA SEA Teacher Expo here!

Critter Collection Days -

Twice a year (September and April), CBNERR offers a critter collection day to assist K-12 teachers with setting up estuarine aquariums in the classroom. Teachers attend a training, and then are allowed to collect certain species by pulling nets in the York River. Check back for our next critter collection day in April 2021.
Upcoming Trainings -
Please contact Sarah Nuss, Education Coordinator, at mcguire@vims.edu for more information about upcoming trainings, and to be included on the teachers list-serve for future opportunities.

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K-12 teachers, as well as future teachers and graduate students, are a priority audience for CBNERR. Teacher training workshops are conducted by reserve staff and provide teachers with new insight into the Chesapeake Bay ecosystem through topics such as water quality, habitat restoration, estuarine aquarium keeping, and curriculum training.

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Explore the multimedia resources the Virginia Institute of Marine Science has developed to provide insight into our research and to educate about our coastal and estuarine ecosystems. Make sure to return often, as we create and share new content on a regular basis!

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Explore the multimedia resources the Virginia Institute of Marine Science has developed to provide insight into our research and to educate about our coastal and estuarine ecosystems. Make sure to return often, as we create and share new content on a regular basis!

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Bay Journal: COVID-19 disrupts local-level efforts to clean up the Chesapeake Bay

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Bay Journal: COVID-19 disrupts local-level efforts to clean up the Chesapeake Bay

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It's been a decade since the region renewed its commitment to clean up the Chesapeake Bay, with regional leaders promising to finish the job by 2025.

Today, the promises made in 2010 have gone the way of many other clean water pledges. The latest available data show that, while progress has been made, the region is not on track to meet its goal, and the pace of action has been slowing.

Worse, that reflects the status of efforts before the coronavirus pandemic further slowed implementation of on-the-ground actions to reduce the runoff that fouls local waterways and the Chesapeake.

Many cleanup projects scheduled for this spring and summer never happened, and state and local governments are anticipating further impacts as they grapple with the anticipated budget impacts of the economic downturn caused by COVID-19.

For now, though, state officials are publicly committed to meeting Bay cleanup goals.

"We are committed to the 2025 timeframe," said Ben Grumbles, Maryland secretary of the environment, during a recent meeting of senior state and federal agency officials involved with the Bay. "We are continuing to make real progress despite the last couple of months."

But, he added, "It is fair to say this is a challenge for all of us."

Lost tax revenue stemming from springtime shutdowns has left state and local governments facing billions of dollars in shortfalls, though officials say it will be weeks or months before they know exactly how that will affect conservation programs.

A survey by the Bay Journal of two dozen local governments throughout the Chesapeake watershed found that all but four thought it was "highly likely" or "somewhat likely" that their environmental programs would be impacted by the coronavirus, with stormwater programs identified as the area most likely to suffer.

Pull Quote

"Projects that had a very aggressive timeline are now in crisis mode to complete." - Bay Journal survey respondent

Many said on-the-ground projects have been delayed, and most said stormwater inspection and maintenance programs have been affected. "The pandemic has put a delay on implementing all projects that will get us closer to reaching water quality improvement goals," one respondent said.

Another anticipated their board of supervisors would postpone adopting a new stormwater fee, which in turn would significantly affect their ability to put projects on the ground. "Projects that had a very aggressive timeline are now in crisis mode to complete," that respondent said.

One local official in northern Virginia noted that local governments there were likely facing a budget shortfall of at least $1 billion. Many have furloughed stormwater staff and put projects on hold.

"A tough discussion needs to be had," that official said. "And that tough discussion is basically, 'Are we actually now going to be able to meet the 2025 TMDL given what is occurring?'"

Ann Simonetti, chair of the Local Government Advisory Committee to the state-federal Chesapeake Bay Program, said that sentiment "absolutely" echoed what she was hearing from local officials in the Harrisburg region. Many suffered reduced staffing and delays caused by remote working.

Some projects are on hold at least until next year, she said. That includes a major stormwater project, which a local government put out to bid but was not able to award it because the coronavirus prevented them from meeting with the bidders.

"There will be an additional cost," Simonetti said. "Everything comes down to a lack of full-time staff and then increased cost."

But after the region missed cleanup goals set for 2000 and 2010, tensions are running high as the prospect rises that yet another Bay deadline will be missed. Four states are threatening to sue the U.S. Environmental Protection Agency for failing to force two other states - Pennsylvania and New York - to do more. Neither state has completed plans showing how they would meet the 2025 goal.

It's the greatest level of discord ever seen in a regional cleanup effort that dates to 1983. "The partnership is known for working through very difficult, very passionate and very challenging moments," said Ann Swanson, executive director of the Chesapeake Bay Commission, an advisory panel that represents state legislatures. "And we are in one of those moments right now."

Here's a look at where the Bay cleanup stands, how things got to where they are.

How we got here

The Chesapeake Bay is the nation's largest, most productive estuary (a place where saltwater and freshwater mix). But scientists have recognized for decades that its water quality was significantly degraded by too many nutrients - nitrogen and phosphorus - and too much sediment washing in from the surrounding 64,000-square-mile drainage basin.

The sediment clouds the water, preventing sunlight from reaching underwater grass beds that provide important habitat for fish and crabs, and it smothers oysters, clams and other bottom-dwelling creatures. The nutrients spur algae blooms that, like sediment, block needed sunlight. When the algae die, they are decomposed by bacteria in a process that draws oxygen out of the water, creating a regular summertime "dead zone" off-limits to most aquatic life.

The Chesapeake Bay Program was created in 1983 as a federal-state partnership to restore the Bay. But efforts to reduce nutrient pollution to levels that would restore healthy water conditions have proven elusive.

Although pollution has been reduced, cleanup goals set for 2000 and 2010 were missed by wide marks that left much of the Bay with murky water and expansive dead zones. As a result, the states in the Bay watershed worked with the EPA to develop a more enforceable cleanup plan, known as the Chesapeake Bay Total Maximum Daily Load, which was released in December 2010.

Changes under the TMDL

The TMDL, or "pollution diet," established the maximum load of nutrients and sediment that can reach the Bay and allow it to still meet water quality standards. The total load was then allocated among states and sources contributing to the problem, essentially creating a set of pollution limits across the region.

A unique feature of the Bay TMDL is that the EPA requires each state and the District of Columbia to create detailed watershed implementation plans that describe how they will achieve their share of the nutrient and sediment reductions. The plans must identify the amount of reductions that will come from various sources such as wastewater treatment plants, farms, animal feedlots, stormwater and septic systems.

In the plans, states also must demonstrate they have the programs necessary to achieve those nutrient reductions - including regulations, permits, adequate staffing and enough funding for voluntary cost-share programs.

To ensure programs stay on track, states must also set two-year milestones (see Two-Year Milestones: Mapping the way to clean water) detailing the amount of nutrient and sediment reductions that will be achieved during that time, as well as changes in programs (such as more funding or regulations) needed to achieve those goals.

If states are coming up short, the EPA can take a variety of actions. For instance:

It could force greater nutrient reductions from regulated sources, such as wastewater treatment plants.

It could establish tougher regulatory programs for stormwater runoff and large animal feedlots, known as concentrated animal feeding operations or CAFOs.

It could deny permits for new or expanding sources of nutrient and sediment discharges, unless states could show how those loads would be offset by other reductions. This could affect wastewater or industrial discharges, some construction permits, animal feedlots and other permitted sources.

It could withhold some funds a state receives through Clean Water Act grants or target the grant to a specific area, action or facility within a state.

Review & revisions

In 2017-19, the region reviewed the cleanup work that had taken place since 2010. By the time of that "midpoint assessment," states were to have achieved 60% of their required nutrient reductions.

Only Virginia, West Virginia and the District of Columbia fully met the 2017 deadline. Pennsylvania - the largest contributor of nutrients to the Chesapeake, although it does not physically touch the Bay - fell far short of its goals.

Generally, states were able to make significant progress in reducing nutrient discharges from wastewater treatment plants. But they had limited success in reducing nutrient-laden runoff from agriculture and developed lands. Typically, the greater proportion of nutrients originating from those sources, the less progress a state made.

Indeed, since 2010, 85% of the reductions in nitrogen - which has proven to be the most difficult nutrient to control - have come from upgrading wastewater treatment plants. Now, there are few plants left that need upgrades.

Last year, the states released new watershed implementation plans to show how they would finish the job of meeting their goals by 2025.

From now to the end of 2025, when all of the cleanup actions are to be in place, state plans call for about 80% of the remaining nitrogen reductions to come from agriculture and 5% from stormwater. But progress in both of these areas has proven difficult.

Meeting those goals would require state agencies, local governments and conservation districts to step up implementation of runoff controls to rates they have never achieved in the past.

Shortfalls & discord

None of the updated watershed implementation plans provide clarity on how states will increase funding for cost-share programs or technical support that would enable the massive ramp up needed to meet Bay restoration goals.

In public comments submitted on the plans, many local governments and conservation districts expressed skepticism that there would be adequate funding or staffing to achieve the goals, with several flatly stating that the goals could not be achieved by 2025.

Further, plans submitted by Pennsylvania and New York failed to show how either state would achieve their nutrient reduction goals. Pennsylvania's shortfall is so large that, by itself, it would guarantee that the region as a whole could not achieve its 2025 goal to clean the Bay. It also identified a funding shortfall of $324 million a year.

In its review of the plans, the EPA said all jurisdictions - except the District of Columbia and West Virginia, which met their goals - should provide more detailed information about how they will achieve their aggressive rates of implementation.

The agency also faulted Pennsylvania and New York for failing to submit plans that fully achieved their nitrogen goals - Pennsylvania's was about 25% short, and New York missed by about a third. But the EPA did not call for any new regulatory action against them.

That angered other states.

In May, the attorneys general for Maryland, Virginia, Delaware and the District of Columbia joined with the Chesapeake Bay Foundation, an Annapolis-based environmental group, and announced their intent to sue the EPA for failing to force Pennsylvania and New York to do more. One Maryland local government, Anne Arundel County, joined the action.

Progress continues to stall

Meanwhile, an EPA analysis released in July raised new doubts about cleanup progress. Figures detailing state efforts for the 2018-19 milestone period found that most missed the pollution control goals they had set for themselves.

Pennsylvania missed its goals for nitrogen, phosphorus and sediment. Virginia missed its goals for nitrogen and phosphorus. New York missed its goal for nitrogen and sediment; Delaware missed its goal for nitrogen; and Maryland missed its goal for nitrogen and phosphorus;

Only the District of Columbia and West Virginia met their goals for nitrogen, phosphorus and sediment.

That puts more pressure on states to get back on track within the next few years.

But it will be a tall order, in large part because of continuing fallout from the coronavirus pandemic. State and federal officials this spring signaled their intent to stick with the two-year milestone goals they submitted before the pandemic - but left open the possibility they could be revisited later this year.

Many pollution control actions were delayed while state and county governments and conservation districts struggled with staffing cuts and curtailed field work.

"In our county conservation districts, we've seen some furloughs and some reduced capacity," said Pat McDonnell, secretary of the Pennsylvania Department of Environmental Protection. "We obviously lost at least part of the construction season."

It's an indication of the tough road that remains ahead. Since the TMDL was launched, improvements in Chesapeake Bay water quality have been made - albeit slowly. Underwater grass beds have been bouncing back, and oxygen levels have improved somewhat.

But the last word about whether the pace of that progress markedly changes in coming years may be determined as much by the persistence of the coronavirus as by the will of political leaders.

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COVID-19 disrupts local-level efforts to clean up Chesapeake Bay

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It's been a decade since the region renewed its commitment to clean up the Chesapeake Bay, with regional leaders promising to finish the job by 2025. Today, the promises made in 2010 have gone the way of many other clean water pledges.

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Dr. William Reay is the Director of Chesapeake Bay National Estuarine Research Reserve - Virginia, and a Research Associate Professor in the Department of Physical Sciences at the Virginia Institute of Marine Science.
Willy’s current efforts focus on enhancing research and coastal resilience through the development and implementation of estuarine and coastal water quality monitoring programs and their integration into coastal observation systems, water quality assessments and water-based industry operations – in addition to development of coastal habitat sentinel sites to evaluate climate change impacts and aid in the development of mitigation strategies. Willy’s current advisory service includes the National Estuarine Research Reserve Association’s Board, Virginia’s Coastal Policy Team, the First Congressional District Environment Advisory Council, the Chesapeake Bay Sentinel Site Cooperative Steering Board, and Virginia’s Middle Peninsula Planning District Commission.

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David Alberg serves as the Sanctuary Superintendent for the Monitor National Marine Sanctuary. The Monitor Sanctuary was the first national marine sanctuary established in the United States and is administered by the National Oceanic and Atmospheric Administration (NOAA) under the Office of National Marine Sanctuaries. The sanctuary is located off the coast of North Carolina and protects the Civil War ironclad U.S.S. Monitor. As Superintendent, Mr. Alberg provides daily oversight for the sanctuary and oversees the long-term preservation of the wreck site and the artifacts that have been recovered from the ship. Mr. Alberg is also heavily involved in policy development, education and public outreach to heighten public awareness and protection of our submerged cultural resources. He has an extensive background in cultural resource management, museum work and exhibit development and has been involved in a number of high-profile museum projects. In 1992, Mr. Alberg began his career as the first curator for the Virginia Air and Space Center in Hampton, Virginia, and went on to serve as the Director of Exhibits and Collections for the U.S. Space & Rocket Center in Huntsville, AL. Between 2001-2005, he served as the Deputy Director for Nauticus, The National Maritime Center in Norfolk, Virginia.

During his career, he has been involved in the development of a curation strategy for the Hanford Nuclear Reservation in conjunction with the Department of Energy and also led an effort to preserve the Apollo One spacecraft that was involved in the 1967 fire that took the lives of astronauts Virgil I. Grissom, Ed White, and Roger Chaffe. Alberg also served as the U.S. government representative on the 2010 joint expedition to the shipwreck of RMS Titanic. Preserving our nation’s history has always been a passion for Mr. Alberg. Mr. Alberg holds a bachelor’s degree in museum studies from George Mason University and a master’s degree in museum education from the College of William and Mary. In 2017, Alberg was appointed as a Board Member of the Maryland Historical Trust by Maryland Governor Larry J. Hogan. Mr. Alberg served 21 years in the United States Navy Reserve.

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Mark Bennett earned a BS degree Magna cum laude in Agricultural Engineering from Virginia Tech in 1985. He subsequently also earned an MS degree from Virginia Tech in Agricultural Engineering. His thesis topic was entitled, Modeling Nitrogen Transport with the ANSWERS Model. After graduating, Mark joined Greenhorne and O’Mara, Inc., a civil engineering firm in northern Virginia. Mark worked for Greenhorne and O’Mara for 5 years and became a project chief with overall design control and management of civil engineering projects including floodplain analysis, stormwater management, and road design. In 1992, Mark became the Nonpoint Source Modeling Coordinator for the Virginia Department of Conservation and Recreation (VADCR) and provided mathematical modeling and assessment expertise to evaluate the effectiveness in improving water quality of various nonpoint source pollution programs. He subsequently became the Total Maximum Daily Load and Watershed Modeling Program Manager for VADCR. In that position he was part of a team that developed Virginia’s first tributary strategy clean-up plans to improve water quality in the Chesapeake Bay. He also had oversight of the first Total Maximum Daily Load (TMDL) plans developed and approved by the Environmental Protection Agency for Virginia. Mark took a position as a Studies Section Chief with the United States Geological Survey (USGS) in the Virginia Water Science Center in 2001. The mission of the USGS Virginia Water Science Center is to provide responsive and timely dissemination of unbiased, reliable, and relevant information that promotes wise management and use of Virginia’s water resources. In addition to operating the majority of the stream gages in Virginia, the Virginia Water Science Center is engaged in studies involving groundwater availability and quality, ecological flows, climate change, emerging contaminants, watershed modeling, efficiencies of Best Management Practices, and determination of nutrient loadings and trends in streams and rivers throughout the state. Mark became the Director of the USGS Virginia Water Science Center in 2005. In 2012, the USGS West Virginia Water Science Center was merged with the Virginia Water Science Center and Mark is now the Director of the USGS Virginia and West Virginia Water Science Center. In addition to his role as a Center Director, Mark assists the USGS Northeast Region in coordinating activities between the six Water Science Centers in the Northeast Region. Mark also stays active in the interstate Chesapeake Bay Program and helps chair both the Climate Resiliency Workgroup and the Modeling Workgroup for the Bay Program.

Outside of his professional responsibilities, Mark is a father of four. Mark, his wife Sally, and his sons Paul, Kevin, Ian, and Craig live in Fredericksburg, Virginia.

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COVID-19 Safety Training for Outdoor Volunteers

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COVID-19 Safety Training for Outdoor Volunteers

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Volunteers from any organization needing COVID-19 safety training for outdoor work may complete this 12:46-minute training module to receive a Certificate of Completion.
Take Safety Training
Developed by the University of New Hampshire Cooperative Extension for educating volunteers on how to keep safe during the COVID-19 epidemic, this training will be updated regularly according to U.S. Centers for Disease Control guidelines. Information provided is based on the best available research at the time the training is taken.

"I just took the training and sent the link to all my volunteers. I appreciate that this training was developed and shared.....it helps to have this information in a concise and organized form."

Volunteers may opt to answer questions about the training and receive a Certificate of Completion, or may view the training without receiving a certificate.

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COVID-19 Safety Training for Outdoor Volunteers

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Volunteers from any organization in need of COVID-19 safety training for outdoor work may complete this 12-minute training module to receive a Certificate of Completion (PDF format).

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[MODERATOR]
Cirse Gonzalez brings experience in communications and outreach, natural resource management, responsible recreation and marine ecology from her work and research with a variety of agencies and organizations, including the U.S. Federal Recreation Council, where she served as Executive Director, and NOAA's Office of National Marine Sanctuaries. Cirse is devoted to fostering science-based and community-supported resource management and socio-ecological system resilience, and is animate about empowering and cultivating resource stewards through access, education and engagement in participatory processes.  While navigating her career, Cirse has lived and worked in geographies from Glacier Bay National Park in Alaska, to Fiji's outer islands. Cirse has a B.S. in Biology from Duke University and a Master of Marine Affairs from the University of Washington.

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Trailer here
Panel 1: Gov
Panel 2: Education
Panel 3: Research

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Happy Halloween! Science from home edition

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Happy Halloween! Science from home edition

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New York's Most Socially Distanced Office

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New York's Most Socially Distanced Office

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For our latest mission, we created New York's most socially distanced office in the middle of the East River. The floating office included a water cooler, a battery-powered computer with working internet, and a variety of contemporary office furniture. Workers were transported to the office by a shuttle boat at Brooklyn's Main Street Park.

The workspace included breathtaking views of the Manhattan Bridge, Brooklyn Bridge, and the Manhattan skyline, providing the ultimate Zoom background. New Yorkers on land and sea were surprised and delighted by the sight of this extreme work from home measure. This unauthorized project was a collaboration with Tideland Institute

This project was inspired by conversations we had with our friends at Tideland Institute, whose mission is to promote culture on New York's water. In thinking about things we could do that would be COVID-19 safe, we got excited about the idea of creating something in the middle of the river. With everyone working from home in cramped apartments, we thought a socially distanced office would be the perfect thing.

For our location we chose Pebble Beach, a small beach in Brooklyn's Main Street Park in DUMBO. The area has gorgeous views of the bridges and the Manhattan skyline, so it's always busy.

For those on land who asked about the project, we pretended that it was a Department of Buildings pilot program. Agent Glo Tavarez posed as a DOB employee asking people for feedback on the program. She claimed the DOB was building 4,000 of these offices on the East River in the spring, with an additional 6,000 to follow on the Hudson River by summer.

We (temporarily) installed a DOB construction sign as well, and let people take a look at a rendering of what it will look like.

The office was built at Tideland's home base in Newtown Creek in Queens and brought to DUMBO via the East River with a Zodiac boat.

Agent N.D. Austin and Agent Danielle Isadora Butler anchored the raft and left it floating alone.

It was immediately a hit with jet skiers.

One of our oldest collaborators, Agent Jesse Good, happens to own an office furniture business in New Jersey, and he was able to hook us up with some free office furniture. We wanted it to have the vibe of "government program" so we picked out some stuff that was pretty generic looking. The office had a Mac Mini computer running off a boat battery. A wireless hot spot provided fast internet. Sadly the printer was not plugged in. Since it's 2020, the office also included hand sanitizer and Lysol. Everything was either screwed to the floor or stuck with double sided tape in case of an unexpected big wave.

Agent N.D. Austin served as the captain of the "shuttle boat" and he picked up our office worker, the aforementioned Agent Jesse Good, from the shore at Pebble Beach.

Jesse sat down and immediately hopped on an actual live Zoom call. The call featured about a dozen Improv Everywhere performers improvising as if they worked together. You can see the zoom background of the floating office in the grid in the photo below.

Here's a photo a friend of ours took from the Manhattan Bridge. The office raft was situated just inside the cove, which protected it from the East River currents. The biggest concern was the waves generated by the NYC Ferry boat wakes. They were no joke!

Agent Danielle Isadora Butler served as the captain of the "snack rowboat." She paddled out to provide our office worker a selection of chips, energy bars, and tea.

My favorite moment of the day came when a couple on a private boat tour of New York Harbor passed by the raft. Their reactions were awesome.

The woman on the boat took a short video and posted it to her TikTok. It ended up going viral on Tiktok and got picked up by E! News and People Magazine getting millions of views on their social pages along with lots of confused comments. Hopefully our video clears things up.

Jesse played it straight and told them he couldn't really talk due to his important meeting.

All in all a super fun day with lots of great reactions and feedback from New Yorkers. It's been a long year for everyone, and it felt really good to get back out there and do what we do, even if it had to be done at an extreme social distance!

Mission Accomplished.
OTHER RESOURCES:
To find out about future Improv Everywhere projects be sure to sign up for our Mailing List (select NYC events if you want to hear about participation opportunities in NYC).

Music for this video was created by our composer Tyler Walker. Check out his site to download free songs

Would you like your very own looping Zoom video background from the point of view of the floating office? OK, here it is!

Nice photo of the Tideland Institute folks building the raft!

Special thanks to HDC Office Furniture & Facility Supply

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New York's Most Socially Distanced Office - Improv Everywhere

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For our latest mission, we created New York's most socially distanced office in the middle of the East River. The floating office included a water cooler, a battery-powered computer with working internet, and a variety of contemporary office furniture. Workers were transported to the office by a shuttle boat at Brooklyn's Main Street Park.

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Environmental Monitoring in the Time of COVID-19

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Environmental Monitoring in the Time of COVID-19

Our first webinar took place on Wednesday, September 23, 2020 from 12-1pm and we discussed Environmental Monitoring in the Time of COVID-19 . During the first half of the webinar, our invited speakers provided an overview from federal, state, and citizen perspectives. For the second half of the webinar, we invited your questions and lively discussion from all participants

The COVID-19 pandemic has greatly impacted our lives and the way we do business, including the way research, monitoring, and management are conducted. As we look into the not-so-distant future, difficult budget decisions may impact monitoring activities at the state and federal level and by association, the management decisions they inform. CRC invites you to participate in a robust conversation around the importance of environmental monitoring and how wise decisions can be made about balancing monitoring activities with other priorities to ensure that management of Chesapeake Bay continues to be informed by the best science available.

Speakers:

John Kennedy, Director, Office of Ecology, Virginia Department of Environmental Quality

Lee McDonnell, Branch Chief, Science, Analysis and Implementation Branch, EPA Chesapeake Bay Program

Matthew J. Ehrhart, Director of the Robin L. Vannote Watershed Restoration Program, Stroud Water Research Center; and Citizens Advisory Committee Chair

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Environmental Monitoring in the Time of COVID-19 Our first webinar took place on Wednesday, September 23, 2020 from 12-1pm and we discussed Environmental Monitoring in the Time of COVID-19 . During the first half of the webinar, our invited speakers provided an overview from federal, state, and citizen perspectives.