A Guide to the Components of

Comprehensive EE Programs at the State Level

Where does one begin to look to strengthen a state environmental education (EE) program? First, inventory or investigate the components that your state already has in place. These components are the "cornerstones" from which to build a comprehensive EE program and strengthen educator training in your state. The list of components of state comprehensive EE programs includes Program, Structure, and Funding initiatives. If you see components listed here that are not in place in your state, a next step is to assess which components are needed and possible and how you might achieve them. Another step would be to determine the extent to which the component is being implemented and is achieving its purpose. Also, finding out which components are working in other states and how those components were achieved can give a state capacity building effort helpful perspective.

Following is a listing of components that fit like modules or segments in each of the three sections of the graphic above. Research by Ruskey and Wilke (1994) determined that states with successful EE programs have a combination of components in each of the three sections of the "Wheel of Comprehensive EE Programs". Each state develops its comprehensive EE program differently. And while this model is not conclusive and will continue to evolve (9 new components were added in 1998), it is true that the more components a state has in place that are being effectively implemented, the stronger the EE program will be.

Program Components:

1. State EE master plan

A comprehensive state plan whose purpose is to chart a course of action and provide an implementation schedule for meeting state goals for EE. These plans set forth the goals and objectives for EE within the state and typically list who is best suited to achieve or implement these goals and objectives (e.g. the legislature, the business community, school administrators, etc.). They are created through input from a wide range of EE leaders, educators, legislators, state agency representatives, business representatives, and others.

2. State By-law or Requirement for K-12 Environmental Education Instruction

Requirement that school districts and K-12 teachers incorporate EE into their existing curriculum. This component is typically achieved through legislative or administrative avenues.

3. Coordinated teacher in-service Training in EE

Teacher training that targets K-12 teachers and enables them to become fully competent to teach to all of the goals of EE. A coordinated system of in-service programs that makes EE training available to all teachers within a state and allows for professional development options in EE as well as credits to maintain teaching certification.

4. Required EE training for teacher certification or licensing

EE pre-service training required for teachers desiring to teach certain subjects or grade levels that provides instruction in and ensures competencies in environmental/ecological concepts, the range of instructional and assessment methodologies used with EE and effective approaches for infusing or inserting EE into the curriculum.

5. Training in EE for those providing EE professional development to classroom teachers

Opportunities for faculty and/or formal educators who provide EE training to teachers, to increase their knowledge and skills in EE content and methodology, and/or understanding of current education reform strategies and issues.

6. Training in EE for those providing EE to non-formal educators

Workshop/sessions for non-formal educators to increase knowledge and skills in EE content and methodology, and/or understanding of current education reform strategies and issues. Workshops or sessions may include training on: pedagogy, educational buzzwords, state learning standards, student assessment, and connecting to schools and environmental education resources.

7. Training in EE for university faculty (teacher educators)

Workshop/sessions for non-formal educators (who provide EE training to teachers) to increase knowledge and skills in EE content and methodology, and/or understanding of current education reform strategies and issues. Workshops or sessions might include training on: pedagogy, educational buzzwords, state learning standards, student assessment, and connecting to schools and environmental education resources.

8. State EE curriculum guide or other state publication providing direction to the development of an EE program at the school district level

EE Curriculum Guides often include instructional strategies, resource listings and suggestions for developing curriculum. They assist in integrating EE into existing curriculum and helping with curriculum/school restructuring. EE Curriculum/Resource Guides sometimes have units and lessons for use by teachers and school districts.

9. EE learning objectives/outcomes

Objectives, Outcomes, Benchmarks, Essential Skills, etc. are intended to assist educators in developing specific instructional plans and assessment strategies for incorporating EE in given subject areas. These help ensure instructional consistency within academic disciplines among the state's schools and may be exit oriented or lesson oriented. Within many of the states, the EE Learner Outcomes/Objectives, Benchmarks, Essential Skills, etc. are found within the science, geography, and social studies standards.

10. EE correlations to state content standards

EE correlations identify learner outcomes, objectives, benchmarks, and/or essential skills within state content standards, which also meet the goals and objectives of EE. Correlations projects compare state content standards with EE curriculum.

11. EE model or resource schools

K-12 schools that have utilized EE as a vehicle for successfully accomplishing school improvement goals. EE model or resource schools are often the "hub" or contact point for other schools/educators seeking EE resources in a district.

12. State assessment that includes EE

Application of assessment "tools" (including standardized testing, authentic/performance assessment measures and other evaluation methods) to determine the extent to which EE curriculum and instruction is having the desired impact on students.

Structure Components:

13. State EE Board or Advisory Council

State EE Boards or Advisory Councils are the policymaking and implementation oversight bodies for many state EE programs. EE Boards/Councils include key representatives of sectors/constituencies supporting EE including schoolteachers and administrators, university and business representatives, legislators, state agency representatives, and leaders from nonprofit conservation organizations.
These entities often oversee implementation of an EE master plan's recommendations. Further it may also complete assessments of the status of EE statewide, continue to identify needs and set priorities for EE, consult with the Department of Education (or equivalent), Department of Natural Resources and other state agencies and offices about EE program priorities, complete regular reports to the legislature, or oversee an EE grants program and solicit funds.

14. State EE office, coordinator and staff

State office and staff with EE responsibilities such as the following: assess the status of environmental literacy; prepare an EE plan; staff the EE grants program; promote and assist in the development of EE learner outcomes; promote and aid in the development of EE pre-service and in-service teacher training; cooperate with federal government, agencies and the private sector around EE programs; function as an EE clearinghouse; initiate, develop, implement, evaluate, and market non-formal EE programs; initiate research on EE; and coordinate EE conferences on a periodic basis.

15. State-level EE centers/regional offices

EE Center(s) whose primary goal is to assist educators and administrators throughout all levels of the education system in the incorporation of EE as required or recommended by the state legislature. Typical services include: in-service EE programs, assistance in infusing EE into district and school curriculum, resource libraries, school networking programs, and EE literacy assessment projects.

16. State EE Interagency Committee

A committee of state agency representatives (sometimes include Federal agency representatives with state offices) that work to eliminate overlap in EE programs and to leverage their resources for greater impact.

17. State EE Association

Non-profit, professional grassroots organization whose members typically include teachers, agency and nature center professionals, college students and community educators as well as organizational members such as colleges and universities, school districts, environmental groups, businesses, and county, state and federal agencies. This organization helps support and implement EE programming as well as providing members with networking opportunities, professional development and communication about EE concerns.

18. Statewide annual EE conference

Annual multi-day gathering, organized to: 1) promote EE within a state, and 2) address the needs of EE professionals within the state. Examples of activities include: workshops on research, teaching methods and curriculum/program content; field trips; presentations of critical issues; displays; planning meetings, and networking opportunities.

19. Statewide semi-annual workshops/meetings for EE practitioners

Semi-annual event that is typically shorter in length, smaller in numbers, and more informal than statewide conferences. Provides environmental educators throughout a state with the opportunity to network and increase their own knowledge of and skills in EE in a focused and intimate setting. Workshops are often seasonal and provide an in-state theme with one or several related sessions.

20. Computerized networking system for EE materials and services

Online computer website that provides educators and EE leaders with access to EE resources, events, funding opportunities and other helpful information.

Funding Components:

21. Fees, Fines, Taxes and Lottery

Source(s) of funding to support the state level EE program infrastructure and specific programs such as an EE grants program. Can be provided by a variety of means such as general revenue, license plate fees, resource user fees, polluter fines, taxes, lotteries and private donations and grants.

22. EE Trust Fund or State Supported EE Grants Program

Grants program that uses state and/or private sector funds to increase EE programming at the state and local level. EE grants programs are typically overseen by state offices for EE, state EE boards or advisory councils and are accessible to both formal and non-formal education entities for enhancing or creating state and locally based EE projects.

23. Public/Private Grants and Donations

EE trust fund for raising and supporting EE programs with both public and private dollars. This is a mechanism for generating and disbursing financial resources for EE. Trust funds are a permanent fund enabling EE leaders to collect and spend both private (grants and donations) and/or government dollars. Interest dollars can be earned on unspent funds.

24. General Revenue Funds

General revenue is the base budget that a legislature divides into various functions of state government. Some state legislatures appropriate funds for environmental education out of general revenue once a year or every two years depending on the budget cycle.