Background

Mission

The Office of Superintendent of Public Instruction (OSPI) Education for Environment and Sustainability (EES) Program exists to coordinate statutory and regulatory obligations mandating instruction about the environment; to participate in overall efforts to improve student achievement through engaging them in meaningful instruction which enable students to develop deep understanding of the total environment and their place in it; to complement efforts to ensure all students achieve at high levels, supported by high-quality educators and staff in safe, supportive, and well-managed schools; and to inspire the practice of sound principles of stewardship and sustainability in communities throughout the state. 

Goals

• Provide formal and nonformal educators with tools and resources to be active and effective professionals in the art and science of learning.
• Increase student knowledge about the environment and sustainability.
• Create opportunities for students to make and apply meaningful connections between themselves, their learning, and the world.
• Engage students in critical, creative and higher order thinking skills.
• Ensure students consistently reach high standards.
• Encourage the use of authentic assessments including WASL, classroom based assessments, culminating projects, portfolios, and other appropriate assessments.
• Make significant progress toward motivating students to stay in school and meet all graduation requirements.
• Engage students in self-regulated learning that results in life-long learning skills.
• Achieve school and community-based collaboration, including cultural and Tribal organizations.

History

The Office of Superintendent of Public Instruction (OSPI) has had an Environmental Education Program since 1948. OSPI has had dedicated funding and staff for the program from 1967 until 2002. The federal funding was cut in 2002, and the office located in north Seattle closed. The Seattle office housed an extensive lending library of materials, curriculum, kits, videos, and other resources in addition to providing field trips, classroom presentations, and other direct services to schools and their students.

In 2002-03, OSPI conducted a study to assess the educational needs for such a program in light of state and federal requirements, as well as the expressed needs of the students, educators, businesses and communities throughout the state. A request for state funding to reestablish a smaller and more integrated program was approved by the legislature beginning in fiscal year 2005, to be housed at OSPI in Olympia.

Statutory Authority

State law and regulation requires schools to conduct natural resource and environmental education, defining environmental education as part of Basic Education and mandating its instruction in public school at all grade levels in all subject matters (RCW 28A.230.020 and WAC 180-50-115).

The current legal authority related to environmental education:

RCW 28A.230.020 Common schools curriculum – fundamentals in conduct.

The RCW reads in part: All common schools shall give instruction in . . . science with special reference to the environment . . . . All teachers shall stress . . . the worth of kindness to all living creatures and the land.

In 1990, pursuant to RCW 28A.230.020, the State Board of Education (SBE) created a rule defining environmental education as part of Basic Education and mandating its instruction in public school at all grade levels in all subject matters.

WAC 180-50-115 Mandatory areas of study in the common school.

Subsection (6) Pursuant to RCW 28A.230.020 instruction about conservation, natural resources, and the environment shall be provided at all grade levels in an interdisciplinary manner through science, the social studies, the humanities, and other appropriate areas with an emphasis on solving the problems of human adaptation to the environment.

Additionally, a new state law in 2003 created the Washington Natural Science, Wildlife, and Environmental Education Partnership Account and Grant Program under the administration of OSPI (Chapter 22, Laws of 2003 (HB 1466)):

The law reads in part: The natural science, wildlife, and environmental education grant program is hereby created, The program is created to promote proven and innovative natural science, wildlife, and environmental education programs that are fully aligned with the state's essential academic learning requirements, and includes but is not limited to instruction about renewable resources, responsible use of resources, and conservation. 

2005-07 Authority and Funding

In the 2005-07 Biennial Operating Budget, funding was provided to OSPI:

to provide direct services and support to schools around an integrated, interdisciplinary approach to instruction in conservation, natural resources, sustainability, and human adaptation to the environment. Specific integration efforts will focus on science, math, and the social sciences. Integration between basic education and career and technical education, particularly agricultural and natural sciences education, is to be a major element.

In the 2006 legislative session, EHB 2910 was passed, requiring OSPI to conduct an environmental education study:

in partnership with public and private entities invested in strategies to reach every student, family, and community with quality environmental education experiences. The study shall provide empirical evidence, exemplary models, and recommendations focused on:

(a) Career development;
(b) Good citizenship as proven through service learning;
(c) Graduation requirements, specifically addressing senior culminating projects;
(d) Underserved youth and demographic groups; and
(e) Models of professional development for community-based service organizations including state and local agencies.

The study shall evaluate how environmental, natural science, wildlife, forestry, and agriculture education benefits Washington's students, families, and communities.

Program Focus Rationale

The program focus is to provide direct services and coordination to schools, service providers (including other state agencies), and within OSPI on environment and sustainability education. The OSPI Education for Environment and Sustainability program supports academic success and life-long learning, and develops a responsible citizenry capable of applying knowledge of ecological, economic, and socio-cultural systems to meet current and future needs.

The initial focus on implementing the state’s education reform and the federal reauthorization of the Elementary and Secondary Education Act (“No Child Left Behind”) has been independent efforts to create standards (e.g., EALRs, GLEs, WASLs) for the content disciplines (reading, writing, math, science, etc.). The next critical step for achieving measurable results is through a coordinated, coherent plan focusing resources on integrating these disciplines. Integrated, contextual curriculum approaches have been shown to significantly help students achieve academic excellence, acquire career skills, and develop character by connecting schoolwork with their own experience and knowledge. Specific integration efforts will focus on science, math, and the social sciences, with inclusion of reading, writing, the arts and health and fitness. Integration between basic education and career and technical education (e.g., agriculture and technology) are also a major element.

The quality of life for all people, now and in the future, will ultimately depend upon the individual’s comprehension of the interdependency of environmental, economic, and social systems, and of how individuals interpret their personal role in the total scheme of life. The total environment includes the natural, physical environment as well as the social constructs (culture, social systems, and economic systems) created by humankind to successfully adapt, advance and prosper within this physical structure.

Education for Environment and Sustainability is one way to frame this integrated system of interdependency, as it takes into account environmental stewardship, economic viability, and social justice. The goal of EES is to develop capacity for society to meet the needs of today while assuring intergenerational equity – that is, to not limit the opportunity for optimal living in future generations. This requires students to engage in the complexities of continuous improvement with values of deep human purpose.

Education has a responsibility for providing students with a realistic and balanced orientation to the complex web of interrelationships that comprise their total environment. This is achieved by relating learning experiences directly to the student’s total environment. Education programs are dynamic and constantly evolving and as such should always be responsive to current research and the clearly defined needs of the communities and students they are designed to serve. All citizens, agencies, institutions and organizations share the responsibility of maintaining and improving the quality of our total environment. The Office of Superintendent of Public Instruction provides the leadership required to combine the best talents of all relevant agencies, institutions, and organizations to develop environment and sustainability education programs and facilities specifically designed to meet the needs of Washington State citizens.