Environmental Literacy Indicator Tool

Attachment 1:
Environmental Literacy Indicator Tool (ELIT)

Environmental Literacy Indicator Tool
Start of Block: Branching Question

LEA-Type On behalf of which type of local education agency are you responding? (select one)
● Charter school(s)
● Public school district
● Private school
● Other - please describe ________________________________________________
End of Block: Branching Question
Start of Block: ELIT Questions

Important Tips before You Begin the ELIT
● We recommend that you enter the answers online during one sitting. Due to security settings on
some computers, your system may not retain previously entered responses between two different
sessions.
● We recommend that you preview the Environmental Literacy Indicator Tool (ELIT) before
completing it online. Download an Adobe .pdf version of the survey at this link: ​2019ELIT.pdf​. We
recommend you first make note of your responses within this “offline” document to answer the
questions accurately, including consulting with colleagues as needed.
● Use the online survey to enter and submit your formal responses.
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comments regarding this burden estimate or any other suggestions for reducing this burden to Shannon
Sprague, NOAA Chesapeake Bay Office, 410 Severn Avenue, Suite 207, Annapolis, MD 21403.
Responses are voluntary, but are not confidential. Information will be treated in accordance with the
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Introduction
This is a volunteer survey. The purpose of the Chesapeake Bay Program's Environmental Literacy
Indicator Tool (ELIT) is to help local and state schools systems collect important information that will help
advance the implementation of environmental education efforts in schools in the mid-Atlantic region.
This tool, the data collected, and related efforts supporting environmental education in the region are in
direct support of the Environmental Literacy Goal and Outcomes of the new Chesapeake Bay Watershed
Agreement (signed 6/19/14).
Environmental Literacy Goal​: Enable every student in the region to graduate with the knowledge and
skills to act responsibly to protect and restore their local watershed.
​ nvironmental Literacy Planning Outcome​: Each participating Bay jurisdiction should develop a
E
comprehensive and systemic approach to environmental literacy for all students in the region that
includes policies, practices and voluntary metrics that support the environmental literacy Goals and
Outcomes of this Agreement.
Student Outcome:​ Continually increase students’ age-appropriate understanding of the watershed
through participation in teacher-supported, meaningful watershed educational experiences (​MWEE

Definition 2014.pdf​) and rigorous, inquiry-based instruction, with a target of at least one meaningful
watershed educational experience in elementary, middle and high school depending on available
resources.
Sustainable Schools Outcome:​ Continually increase the number of schools in the region that reduce
the impact of their buildings and grounds on their local watershed, environment and human health
through best practices, including student-led protection and restoration projects.
The underlying principles of the outcomes and the resulting elements of this tool are founded on
research-based best practices in the field of environmental education. The results from these data
collection efforts will provide valuable information to states and the Chesapeake Bay Program Education
Workgroup about how best to support local efforts to create and implement comprehensive strategies to
support student environmental literacy. It will also be used by major funding partners, including the NOAA
Bay Watershed Education and Training (B-WET) Program and the Chesapeake Bay Trust, to inform
funding priorities and decisions. Therefore, accurate reports of both accomplishments and gaps are
important.
Please complete the four sections of the Environmental Literacy Indicator Tool:
Section I: Environmental Literacy Planning
Section II: Student Participation in Meaningful Watershed Educational Experiences (MWEEs)
Section III: Environmental Education Improvement Efforts
Section IV: Feedback on ELIT
If you have questions about this tool, please contact:
Shannon Sprague, Co-Chair
Chesapeake Bay Program Education Workgroup
NOAA Chesapeake Bay Office
shannon.sprague@noaa.gov
410.267.5664

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Please complete this contact information before you begin completing the ELIT survey.
your state from the drop-down list below:
▼ Delaware ... West Virginia

Please select

Please select your school district or local education agency (LEA) from the dropdown list.
▼ Allegany County Public Schools ... Other

You selected Other for school district. Please specify:
________________________________________________________________

Please select your school district or local education agency (LEA) from the dropdown list.
▼ Appoquinimink School District ... Other

You selected Other for school district. Please specify:
________________________________________________________________

Please select your school district or local education agency (LEA) from the dropdown list.
▼ Barbour County School District ... Other

You selected Other for school district. Please specify:
________________________________________________________________

Please select your school district or local education agency (LEA) from the dropdown list.
▼ Accomack County Public Schools ... Other

You selected Other for school district. Please specify:
________________________________________________________________

Please select your school district or local education agency (LEA) from the dropdown list.
▼ Abington Heights School District ... Yough School District

You selected Other for school district. Please specify:
________________________________________________________________

What is your primary job title/responsibility? (please select the title that most closely matches your job)
● District-level superintendent
● District-level assistant superintendent
● District-level director of curriculum/instruction/education
● District-level curriculum supervisor/coordinator
● District-level STEM supervisor/coordinator
● District-level business administrator
● School principal
● School assistant principal
● Classroom teacher
● Other, please describe: ________________________________________________

Does your LEA have a staff lead or team responsible for coordinating sustainable schools efforts?
● Yes
● No
● I don’t know

Please remember that you are completing the ELIT on behalf of a school district, not just one school.

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Section I: Environmental Literacy Planning
Environmental Literacy Planning Outcome: E
​ ach participating Bay jurisdiction should develop a
comprehensive and systemic approach to environmental literacy for all students in the region that
includes policies, practices and voluntary metrics that support the environmental literacy Goals and
Outcomes of this Agreement.
State departments of education and local education agencies play an important role in establishing
expectations and guidelines, and providing support for the development and implementation of
environmental education programs within their schools. To ensure that every student in the region
graduates with the knowledge and skills to act responsibly to protect and restore their local watershed as
called for in the Chesapeake Watershed Agreement, environmental education should be embedded into
the local curriculum and Meaningful Watershed Educational Experiences (​MWEE Definition
2014.pdf​) should occur at least once during each level of instruction (elementary, middle, and high
school).
In the development of plans and the delivery of programs, local education agencies can also benefit from
partnerships with environmental education organizations, natural resource agencies, universities,
businesses, and other organizations that have a wealth of applicable products and services as well as a
cadre of scientific and professional experts that can complement the classroom teacher’s strengths and
heighten the impact of environmental instruction both in the classroom and in the field.

Section 1-2 The following questions are intended to help assess the current capacity of your school
division/local education agency (LEA) to implement a comprehensive and systemic approach to
environmental education.
​Please review the following elements (a-f) and, using the scale below, make a determination
about your LEA's capacity to address them.

a. An established program leader for environmental education (providing effective, sustained and system
leadership). This need not be a full-time position.
● Not in Place
● Fully in Place: Program leader is in place to design, implement, and/or monitor EE program

Comments?
________________________________________________________________
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b. Environmental education is infused into appropriate disciplinary areas within the curriculum.
● Not in Place
● Partially in Place: EE is represented in some LEA curricula (science, social studies, math, reading,
etc.) or initiatives (STEM, Service Learning, etc.)
● Fully in Place: EE is fully embedded in the curriculum across all relevant PK-12 LEA curricula and
initiatives

Comments?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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c. Regular communication among staff responsible for environmental education curriculum and program
implementation
● Not in Place
● Partially in Place: Appropriate staff meet periodically and/or share information about environmental
education curriculum and programs
● Fully in Place: Appropriate staff meet regularly to design, implement, and/or monitor environmental
education curriculum and programming for students

Comments?
________________________________________________________________
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________________________________________________________________
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d. A support system in place that enables teachers and administrators to engage in high quality
professional development in content knowledge, instructional materials, and methodology related to
environmental education
● Not in Place
● Partially in Place: PD in environmental education is offered periodically to teachers and/or
administrators
● Fully in Place: PD in environmental education is provided regularly for all relevant teachers and
administrators

Comments?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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e. A documented plan to ensure opportunities for all students to engage in meaningful watershed
educational experiences (MWEEs) at the elementary, middle and high school levels
● Not in Place
● Partially in Place: LEA has a plan to provide MWEEs in one or two grade bands (elementary, middle,
and high)
● Fully in Place: LEA has a plan to provide MWEEs at least once in each grade band (elementary,
middle, and high)

Comments?
________________________________________________________________
________________________________________________________________
________________________________________________________________
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f. Established community partnerships for delivery of environmental education, including implementation
of MWEEs
● Not in Place
● Partially in Place: Partners are offering environmental education programs in schools, but these are
not coordinated with the LEA
● Fully in Place: Partners are working with LEA to coordinate delivery of environmental education
programs in support of a LEA environmental education plan or priorities

Comments?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________

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Section II: Student Participation in Meaningful Watershed Educational Experiences
Environmental Literacy Student Outcome:​ Continually increase students’ age-appropriate
understanding of the watershed through participation in teacher-supported, meaningful watershed
educational experiences and rigorous inquiry-based instruction, with a target of at least one meaningful
watershed educational experience in elementary, middle and high school depending on available
resources.
All four of these components are required for the experience to qualify as a Meaningful Watershed
Educational Experience (MWEE) (for a more detailed definition, see ​MWEE Definition 2014.pdf​):
​Issue definition:
Students identify an environmental question, problem, or issue and explore through background research
and investigation.

​Outdoor field experiences:
Students participate in one or more outdoor field experience sufficient to collect the data required for
answering the research questions and informing student actions.
​Stewardship and civic action:
Students participate in an action project during which students take action to address environmental
issues at the personal or societal level.
​Synthesis and conclusions:
Students analyze and evaluate the results of their investigation of the issue and synthesize and
communicate results and conclusions.
​On the following pages, please describe the participation of your school district's elementary,
middle, and high school students in MWEEs in the 20xx-20xx school year. ​

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Elementary School
For each grade level, please indicate student participation in MWEE programs during the
20xx-20xx school year.
A complete MWEE program includes: 1) Issue Definition, 2) Outdoor Field Experience, 3) Stewardship
and Civic Action, and 4) Synthesis and Conclusions (M
​ WEE Definition 2014.pdf​)
A system-wide MWEE
Some schools or
No evidence that
is in place for students
classes in this grade
students in this grade
in this grade
participate in MWEEs
participate in a MWEE
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Kindergarten
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1st grade
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2nd grade
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3rd grade
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4th grade
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5th grade

Please describe the system-wide MWEE programs that are in place to reach all elementary school
students (i.e., grade, description of unit, partnerships, etc.).
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

We are interested in learning more about other environmental education programs that have the potential
to be expanded into full, system-wide MWEEs. These may include existing field trips, sustainable school
efforts, service learning programs, or MWEEs that are offered only to some students in the district.
Please describe any existing efforts that fit this description for elementary school students, including the
grade level(s) reached, partners, and a short program description.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Middle School
For each grade level, please indicate student participation in MWEEs during the 20xx-20xx school
year.
A complete MWEE program includes: 1) Issue Definition, 2) Outdoor Field Experience, 3) Stewardship
and Civic Action, and 4) Synthesis and Conclusions (M
​ WEE Definition 2014.pdf​).

6th grade
7th grade
8th grade

A system-wide MWEE
is in place for students
in this grade
●
●
●

Some schools or
classes in this grade
participate in MWEEs
●
●
●

No evidence that
students in this grade
participate in a MWEE
●
●
●

Please describe the system-wide MWEE programs that are in place to reach all middle school students
(i.e., grade, description of unit, partnerships, etc.).
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

We are interested in learning more about other environmental education programs that have the potential
to be expanded into full, system-wide MWEEs. These may include existing field trips, sustainable school
efforts, service learning programs, or MWEEs that are offered only to some students in the district.
Please describe any existing efforts that fit this description for middle school students, including the grade
level(s) reached, partners, and a short program description.
________________________________________________________________
________________________________________________________________
________________________________________________________________

________________________________________________________________
________________________________________________________________

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For each high school course, please indicate student participation in MWEEs during the
20xx-20xx school year.​
A complete MWEE program includes: 1) Issue Definition, 2) Outdoor Field Experience, 3) Stewardship
and Civic Action, and 4) Synthesis and Conclusions (M
​ WEE Definition 2014.pdf​).
System-wide, a MWEE
is included in this
course

Some schools or
classes include a
MWEE in this course

No evidence that
students in this course
participate in a MWEE

Biology

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Chemistry

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●

Physics

●

●

●

Earth Science or
Environmental Science

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History

●

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U.S. Government /
Civics

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Geography

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Economics

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Algebra I

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Geometry

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Algebra II

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Language Arts

●

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Literature

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Health and/or Physical
Education

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Other Graduation
Requirement Course(s)
(indicate course(s))

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Any AP Science Course
(indicate course)

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Any AP History Course
(indicate course)

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Any AP Math Course
(indicate course)

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Any AP English Course
(indicate course)

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Other Elective
Course(s) (indicate
course(s))

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●

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High School
Please indicate which of the following are required high school courses (i.e., every student must
take the course in order to graduate).
●
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Biology
Chemistry
Physics
Earth or Environmental Science
History
U.S. Government / Civics
Geography
Economics
Algebra I
Geometry
Algebra II
Language Arts
Literature
Health and/or Physical Education

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Please describe the system-wide MWEE programs that are in place to reach all high school students (i.e.,
grade, description of unit, partnerships, etc.).
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

We are interested in learning more about other environmental education programs that have the potential
to be expanded into full, system-wide MWEEs. These may include existing field trips, sustainable school
efforts, service learning programs, or MWEEs that are offered only to some students in the district.
Please describe any existing efforts that fit this description for high school students, including the grade
level(s) reached, partners, and a short program description.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Section III: Continuous Environmental Education Improvement Efforts

What are the strongest elements of your environmental education program for students and/or teachers?
How do you know that this has been effective?
________________________________________________________________
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________________________________________________________________
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What are the greatest challenges related to establishing/implementing your environmental education
program?
________________________________________________________________
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What are your highest priority needs for improving your environmental education programs? Please rate
how much of a need each of the items below is for your LEA.
High
No need
2
3
4
5
6
need
1
7
Professional
development (PD) /
resources for
●
●
●
●
●
●
●
facilitating student
action
PD / resources for
facilitating outdoor
field experiences
PD / resources for
using the schoolyard /
community as an
outdoor learning
space
PD / resources for
supporting
student-centered

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issue investigations
Interdisciplinary
curriculum planning /
writing and standards
alignment

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Funding for
transportation

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Funding for
professional
development

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Funding for
programming and
supplies

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Other (please
describe)

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●

Partnership with
environmental
education providers
or other community
resources
Instructional
technology use for
indoor and outdoor
investigations
Support from
Superintendent and /
or Central Office
departments

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Section VI:
Feedback on ELIT​
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Difficulty On a scale from 1 to 10, how difficult was it to provide the data for the ELIT survey overall?
1
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Very
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Suggestions Do you have any suggestions for improving the design and/or functionality of the ELIT
survey?
________________________________________________________________
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Very
easy