1. Community-based Education K-12 students serving as a resource for meeting community needs

2. 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.

3. 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

4. Educational Response Education 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.

5. 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

6. 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.

7. 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)

8. SchoolCommunitySchoolCommunity School Community

9. Lifelong Learning Skills, 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)

10. STEP ONE: ENTERING THE PUBLIC DOMAIN Engage students in the inventory of their community through surveys and community mapping Examine 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 Information Gathering Policy/ Decision- Making Public Domain

11. 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

12. 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

13. 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 Collection Plan Preparation Adoption Process Implementation Evaluation Revision

14. Oregon Example: Coastal Salmon Restoration Initiative The Oregon Plan Community-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 solutions The bulk of the work to conserve and restore watersheds will be done by local people Education is a fundamental part of community- based action.

15. 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 process b. 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.

16. City of Salem Example Stormwater Permit: Best Management Practices Public Education Plan Public Information Plan Public Participation Plan

17. 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 presentations Storm Drain Stenciling Program

18. 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

19. Step One: Entering the Public Domain Engage students in the inventory of their community through surveys and community mapping Examine 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 Information Gathering Policy/ Decision- Making Public Domain

20. STEP TWO: INFORMATION GATHERING Students 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 Information Gathering Policy/ Decision- Making Information Gathering

21. Step Two: Information Gathering Examples: Wetland inventories State and federal forest inventories City and county parks surveys Estuary, beach, and stream monitoring Agricultural surveys Private land development monitoring Species diversity inventories

27. STEP THREE: POLICY/ DECISION-MAKING Student-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 Information Gathering Policy/ Decision- Making

28. 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

32. Mill Creek Project

33. Gaging Station