community-based education k-12 students serving as a resource for meeting community needs

Community-based Education

K-12 students serving as a resource

for meeting community needs

A Goal of Our Society:Sustainable Development

Development that meets the needs of the present without jeopardizing the ability of future generations to meet their needs.

Community Response“Our task is to identify sound sustainable partnership initiatives that will serve as a catalyst for developing a citizenry that is eager to understand and address environmental concerns and issues.”

Keith Wheeler GREEN

Educational ResponseEducation for sustainability is a lifelong learning process that leads to an informed citizenry having the creative problem-solving skills, scientific and social literacy, and commitment to engage in responsible individual and cooperative actions. These actions will help ensure an environmentally sound and economically prosperous future.

Science Teaching Standards

IDENTIFY AND USE RESOURCES OUTSIDE THE SCHOOL

The classroom is a limited environment. The school science program must extend beyond the walls of the school to the resources of the community

Science Teaching Standards

ENGAGE STUDENTS IN DESIGNING THE LEARNING ENVIRONMENT

As part of challenging students to take responsibility for their learning, teachers involve them in the design and management of the learning environment.

Sample Mission Statement

In partnership with the community, we ensure that each student will have the essential knowledge, skills and attitudes to be a lifelong learner, a contributing citizen and a productive worker in a changing and increasingly diverse world. (Salem-Keizer Public School)

School Community

School Community

Community

School

School

School

Community

Community

Community

Lifelong LearningSkills, knowledge,

and attitudes needed

Public Domain

Information Gathering

Policy/ Decision-Making

Community(citizen access)

Participating in Community Themes(example: Natural Resources

Life Roles(example: Citizen

Individual, Producer)

STEP ONE: ENTERING THE PUBLIC DOMAINEngage students in the inventory of their community through surveys and community mappingExamine documents that guide agencies and citizens in the use and management of natural resources.Conduct needs and opportunity assessments and be available to serve as a resource for the community.

Public Domain



Public Domain

STEP ONE: ENTERING THE PUBLIC DOMAIN Engage students in the inventory of their community through surveys and community mapping

• City agencies like City Planning, Public Works, and Parks Departments

• County agencies like County Planning, and Parks Departments

• State agencies like Forestry, Agriculture, Water Resources, Fish and Wildlife, Parks, and State Lands Departments

• Federal agencies like BLM, EPA, NRCS/SWCD, Forest Service, Fish and Wildlife, and Agriculture Department.

• Community organizations like watershed councils, “Friends” groups, and environmental centers and organizations.

• Business and Industry like water labs, landscape architects, environmental services and timber companies

• Private land owners involved in resource use and management like land trusts, farming and logging

STEP ONE: ENTERING THE PUBLIC DOMAIN

Examine documents that guide agencies and citizens in the use and management of natural resources.

• City and County Comprehensive Plans• State Planning Goals• Public Agency Plans (Forest Practices Regulations and Water

Resources Planning)• Land Use Goals• Business and Industry Regulations• EPA Standards • Land Trusts

Oregon Example:Statewide Planning Goals & Guidelines

Goal 1: Citizen Involvement The general public through the local citizen involvement

programs should have the opportunity to:Data CollectionPlan PreparationAdoption ProcessImplementation EvaluationRevision

Oregon Example: Coastal Salmon Restoration Initiative

The Oregon PlanCommunity-based action The plan recognizes that actions to conserve and restore salmon must be worked out by communities and landowners, with local knowledge of problems and ownership in solutionsThe bulk of the work to conserve and restore watersheds will be done by local peopleEducation is a fundamental part of community- based action.

Polk County Example: Comprehensive Plan

Citizen Involvement Policies

a. The formulation and development of plans, maps, surveys, inventories, or other documented

elements of the planning processb. The determination of public goals and

policy guidelines incorporated into the Polk County Comprehensive Plan; and

c. The review, evaluation, or recommendation of change regarding any land use action.

City of Salem ExampleStormwater Permit: Best Management Practices

Public Education Plan Public Information PlanPublic Participation Plan

City of Salem Example:

ADOPT-A-STREAM PROGRAM The City of Salem’s Public Works Department sponsors an ongoing Adopt-A- Stream program to provide educational opportunities about local urban streams and wetlands. Teachers work in conjunction with their students to monitor, study, enhance, and report on water quality and quantity and general stream conditions. The information, or data, is provided to the Public Works Department to supplement the City’s own monitoring. School presentationsStorm Drain Stenciling Program

Step One: Entering the Public Domain

Conduct needs and opportunity assessments and be available to serve as a resource for the community.

• Water use or diversion• Land Conversion• Agriculture • Forestry • Fisheries • Industrialization • Urbanization• Recreation

Step One: Entering the Public DomainEngage students in the inventory of their community through surveys and community mappingExamine documents that guide agencies and citizens in the use and management of natural resources.Conduct needs and opportunity assessments and be available to serve as a resource for the community.

Public Domain



Public Domain

STEP TWO: INFORMATION GATHERINGStudents learn the knowledge, skills, and attitudes necessary to monitor and research areas that the community has said are important and needed. Students form partnerships with agencies and members of the community to help them to complete their work.Science concepts, content, and state standards are addressed here in the context of the community.

Public Domain




Step Two: Information Gathering

Examples:Wetland inventories State and federal forest inventoriesCity and county parks surveys Estuary, beach, and stream monitoringAgricultural surveys Private land development monitoring Species diversity inventories

STEP THREE: POLICY/ DECISION-MAKINGStudent-citizens provide feedback to the agencies and general public on what they have found and learned from the participation. This then raises the capacity of the community to be involved in policy and decision- making by becoming aware of and understanding the use and management of the natural resources around them.

Public Domain




STEP THREE: POLICY/ DECISION- MAKING

Examples:Presentations to various boards, agencies, and organizations Interpretive information at study sites Public information displays Planning community events and service projects

Mill Creek Project

Gaging Station

community-based education k-12 students serving as a resource for meeting community needs

Documents