Appendix A

Logic Models

Key Area 1: Standards Logic Model

Input

Output

Activities

Output Audience

Short Term
Outcomes

Medium Term
Outcomes

Long Term
Outcomes

DOE
Consultants and partners

 

 

 

Partnership
of NHEE and DOE

 

 

 

DOE

School
administrators

Nonformal
EE providers

Teachers

Agencies

 

 

Non-formal
EE providers

State
agencies

After-
school programs

Extended
learning opportunities providers

DOE
Encourage teachers to use high quality proven EE materials correlated to NH
Frameworks

 

 

Develop
Database of EE Resources for NH includes providers, lesson plans, and
activities

 

 

Encourage
teachers to integrate content areas while using the environment as the
context

 

 

Provide
opportunities to integrate meaningful outdoor field and service learning
experiences at every grade level

Classroom
Teachers

Database
of EE resources will be used.

 

 

 

Teachers
are aware of frameworks and how they integrate with environmental literacy

Integrate
learning about the environment in all content areas and across the curriculum

 

 

Every
child at every grade level has at least one educationally meaningful outdoor
field experience every year

Every
child at every grade level has multiple

educationally
meaningful outdoor field experience every year

School
districts

Administrators

Teachers

Community
members

Nonformal
EE providers

PTA’s

Local
community

 

 

 

 

Establish
policies to support academic and/or service oriented clubs

 

 

Resources
are available for planning and developing schoolyard habitat and outdoor
classrooms

 

Encourage
collaborations with local resources that provide outdoor/environmental
learning opportunities

 

School

Districts

Teachers
are supported by administration in using the environment as a context for
learning

 

 

Support
for developing outdoor learning spaces near the school

 

 

 

 

Every
school has an outdoor learning area with easy access

 

 

 

 

State
agencies

Nonformal
EE providers

 

Community
members

School
board

Nonformal
EE providers

Provide
support for teachers to partake in more professional development on
environmental literacy

 

 

District’s
professional development plans include environmental literacy training in all
content areas

Teachers

School
Districts

Districts
provide professional development opportunities on environmental literacy

School
districts have a relationship with EE content and professional development
providers

School
districts have a partnership with local EE non-formal organizations to
develop environmental literacy in students

An
Environmental Literacy liaison is located at either the Department of
Education or in one of the state agencies
.

ELP
Advisory Committee

Key
stakeholders

Schools

Businesses

Administrators

State
agencies

DOE

DES

Nonformal
EE providers

NHEE,
etc.

 

 

Develop
a statewide Environmental Literacy group with representatives from state
agencies, NH Children in Nature Coalition, schools, business

 

 

 

 

 

 

EE
Database includes models of relationship/partnership with Non-formal EE providers

ELP
committee

 

Schools

 

Businesses 

 

DOE

 

DES

 

NHEE,
etc.

DOE and
other state agency partners facilitate regular meetings of

ELP
Advisory Committee

 

Nonformal
EE centers correlate their program to the NH Frameworks where applicable

 

Strong relationship
with the NH STEM initiative

 

Provide
examples of models for partnerships between school districts and non-formal
EE organizations

Use
principle and practices to select and develop effective environmental
literacy programming for students

DOE will
participate in national and regional dialogues and work groups to develop,
support and adopt future generations of science and social studies standards
that support environmental literacy


photo credit: S Carlson

Key Area 2: Graduation Requirement Logic Model

Input

Output

Activities

Output Audience

Short Term
Outcomes

Medium Term
Outcomes

Long Term
Outcomes

Collaboration
between DOE and NHEE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NHEE
will work with DOE, other state agencies and NGOs to identify strategies to
increase the number of environmental literacy opportunities for communities

 

DOE
will encourage schools meeting science and social studies frameworks as
current standards to contain objectives tied to environmental literacy

School
Districts

 

Schools

 

Teachers

 

Service
Learning Providers

An
increase in the number of place-based and service learning projects that
incorporate environmental literacy

 

 

 

 

An
increase in the number of districts that include an elective class on
environmental science/literacy at the high school level

Fully
integrate environmental education across the curriculum

 

 

 

 

 

 

 

 

 

 

 

 

  photo credit: Appalachian Mountain Club

Key Area 3: Professional Development Logic Model

Inputs

Output Activities

Output Audience

Short Term

Outcomes

Medium Term
Outcomes

Long Term Outcomes

NHEE

 

DOE

Organize
a committee to develop and maintain an online database

 

Explore
the development of an online database with state EE resources and programs
for teachers and other stakeholders to use.

In-service
teachers

Educators
refer to EE database for EE professional development opportunities

 

Educators
seek out EE Professional Development

 

Educators
are beginning to integrate EE into the curriculum

 

Opportunities
should be marketed to educators and administrators

 

Establish
network for sharing EL-Professional Development funding opportunities

Majority
of educators are integrating EE into student coursework

 

Schools

 

Teachers

 

State
Agencies

Schools
and teachers continue to partner with state and federal natural resource
agencies in NH

Natural
Resource Agencies

Non-formal

DOE

Maintain
existing EL-Professional Development opportunities

Establish
new relationships

All
districts have a working relationship with an EL-Professional Development
provider

Higher
education institutions

 

DOE

Provide
an Environmental Literacy (EL) course for pre-service preK-12 teachers

 

Change
requirements for teacher certification

 

Change
requirements for pre-service preK-12 teacher graduation

 

Establish
an assessment tool to determine effectiveness of EL-PD courses

Pre-service
teachers

 

 

 

 

 

DOE

Pre-service
teachers

 

 

DOE

Pre-service
teachers

 

 

 

Higher
Ed institutions

DOE

Establish
student learning outcomes for course

 

 

 

 

 

 

 

 

 

 

 

Teacher
certification includes EE components

 

Course
required by most higher education institutions that provide education degrees

ELP
Advisory Committee

Endorsement
for ELP from school administrators’ professional organizations

School

administrators

Schools
adjust curriculum requirements to include EE

 

Partnering
of formal and non-formal EE providers is encouraged by educators/
administration/DOE

Majority
of school administrators identify EE as a core component of high quality
education

Higher
Education institutions

 

NHEE

 

Nonformal
EE providers

 

DOE

 

OPEN
NH

Create
a task force with broad-based representation

 

Network
for partnering non-formal and formal educators

 

Work
with DOE initiatives that support EL such as STEM

Higher
education institutions

NHEE

DOE

Professional

Development
centers

Natural
Resource Agencies

NHCINC

Local
businesses

Industries

Legislators

Council
for business and social responsibility

Task
force establishes EL competencies for K-12 teachers based on NAAEE guidelines

Competencies
are established and assessed by in-service Professional Development providers
as well as pre-service higher education institutions

Nonformal
EE providers

Higher
education institutions

State
and federal natural resource offices

NGOs

Provide
field-based EL training for teachers

In-service
and Pre-service teachers

Establish
training guidelines

Establish
network of field-based training organizations and opportunities

All
teachers have participated in field-based EL training

 photo credit: Prescott Conservancy

 

Key Area 4: Assessment Logic Model

Inputs

Output

Activities

Output

Audience

Short Term

Outcomes

Medium Term
Outcomes

Long Term
Outcomes

DOE

DOEs
from RI, ME, VT

Schools

Non-formal
EE providers

 

 

 

 

 

 

Determine
how current questions from the NECAP Science assessment can be combined to correlate
to environmental literacy

 

 

EE
centers conduct “exit surveys” with students to determine learning through
their programs

Statewide

Measure
environmental literacy based on current NECAP

Science
Assessment

 

 

 

Teachers
create a record of environmental projects and include in student portfolios

 

 

Multiple
ways to assess environmental literacy will exist

Include
examples of environmental understanding in the ICT literacy portfolio
required for the 8th grade

Have an
environmental literacy index developed from NECAP Science or other testing
tool

 

 

Students
at the high school level have a portfolio demonstrating environmental
literacy

 

Photo Credit: Great Bay Discovery Center

Key Area 5: Implementation and Funding Logic Model

Inputs

Output

Activities

Output Audience

Short Term
Outcomes

Medium Term Outcomes

Long Term
Outcomes

ELP
Advisory Committee

Universities

NHEE

State
Agencies

DOE

 

 

ELP
Advisory Committee

NHEE

Business

Industry

Statewide
environmental literacy group and DOE will seek funding opportunities from a variety
of granting sources

 

ELP
Advisory Committee will seek out partnerships with the business community
around training for green jobs

 

ELP
group will work with STEM collaborative to seek funding for professional
development

Teachers

School
Districts

 

 

 

 

 

 

 

 

Teachers

 

School
Districts

Partnership
between professional development opportunities around STEM and other
initiatives

Strengthen
State agency’s commitment to providing EE Professional Development and
classroom materials support

Funding
is fully available for professional development in Environmental Literacy

Nonformal
Centers

 

 

EE
Groups

PTA

State
Agencies

EE
centers will work with local schools to identify local funding sources

 

Grant
opportunities around developing and building outdoor classroom or schoolyard
habitat will be shared with the school community

 

Schools

 

School
Districts

 

 

 

 

Funding
sources will be located to assist schools in creating field experiences and
environmentally focused field trips.

All
students have field experiences at nature or

environmental
centers and in their schoolyard

NHEE
members

Colleges

Universities

State
Agencies

 

ELP
Advisory Committee

ELP
committee will develop a process to promote, implement and monitor the ELP by
working through their various agencies and networks

Nonformal
EE providers

 

Schools

Educational
organizations incorporate appropriate sections of the ELP into their mission,
goals and/or strategic plan

Schools
support implementation of the ELP into school learning programs and practi

Key Area 6: Community Connections Logic Model

Input

Output

Activities

Output

Audience

Short Term
Outcomes

Medium Term
Outcomes

Long Term
Outcomes

Collaboration
and
communication
between key stakeholders

 

Partnerships
are formed to strengthen communities

 

Open
lines of communication between “audience” members

School
teachers

Administrative
units

Students

Business
owners

Local
government officials

NGOs

Community
groups

Early
Childhood Education centers

Senior
Citizen groups and centers

School
projects incorporate service-based learning

 

Community
members volunteer in schools

 

Environmental
literacy extended learning opportunities should be developed in communities

Programs
specifically for early childhood education providers should be offered

 

Communities
and government units support local business

 

Community
partners including local government partners like park and recreation
departments, businesses, profit and non-profit organizations should work
together to maximize efforts

 

Strong
connections exists between businesses, schools, government, families and
individual citizens

 

Collaboration
and
communication
between key stakeholders

Partnerships
are formed to strengthen communities

 

Open
lines of communication between “audience” members

School
teachers

Administrative
units

Students

Business
owners

Local
government officials

NGOs

Community
groups

Early
Childhood Education centers

Senior
Citizen groups and centers

Students
study relevant environmental issues in their community and work to resolve
those issues

The
community’s overall health and vitality improves

 

The
environment is viewed as a key component to a healthy community

Environmental,
social and economic impacts on a community and the natural environment are
considered

 

Community
members have developed skills to investigate issues and develop solutions
with consideration for the natural environment

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