I. Current State

In light of the current world situation affecting us all, including the obvious degradation of the global ecosystem, the population crisis, the outbreaks of violence, and a multitude of other challenges we face both globally and locally, there is an obvious need for education that puts forth a clear vision of a whole system of ecological thinking. This more comprehensive approach must also cultivate a deep respect for all natural systems and diversity at all levels.

Recognizing the importance of education in creating the changes that are necessary for a sustainable future, chapter 25 of the global Agenda 21 document, entitled "Children and Youth," asks us to enlist and empower children and youth in reaching for "sustainability." Chapter 36, "Education and Public Awareness," addresses the importance of the role of education in reaching everyone with a curriculum incorporating environmental and developmental learning.

Though 'sustainability- is basic to the survival of our species, it is rarely mentioned in the classroom. Though it is commonly accepted that we are living in a global environment, international organizations and issues are seldom mentioned in current textbooks, and according to State Scope and Sequence, only occupy one week in the 12th grade. In recent years, there has been a great deal of emphasis on environmental education and nature studies, but little has been done to date to teach about eco-efficiency, sustainable lifestyle practices, and the worldwide movement concerning sustainable development. Sustainability-related curriculum materials and programs are available to Santa Cruz County teachers and need to be more fully utilized in classroom instruction and activities.

The core curriculum areas of the school experience that most directly affect one's understanding of sustainability are: science, social studies, reading, math, and public health (including health hazards). Other subjects that are vital are: nature studies, eco-wise consuming, resource conservation, recycling, global & local issues (including population, biodiversity/ecosystem management, climate change, desertification, forestry, economics, social justice, governance and law). The overall understanding is that we must learn from nature how to create sustainable communities - observing: interdependence and organization, form and substance, the pattern of life, cooperation and partnership, and diversity. Social and communication skills also play an important role in deciding our future. Suggested skill areas include: conflict resolution, reflective and receptive listening, participatory decision making, respect for guidance/mentorship, and assertiveness training.

In an attempt to improve the status of education in California, in recent years we have been at the forefront of education reform. Evidence of some gains can be measured, but we are still have a long way to go. According to the 1992 Report Card prepared by Children Now in conjunction with a panel of distinguished California citizens, the overall grade for the California schools in '92 was a D-. That was a step down from the last three years' grade of D. The dropout rate in California was the 42nd worst out of the 50 states. The student/teacher ratio in California ranked the state 49th. Of the 27 categories that the group measured for youth trends, California was not in the top ten in 93% of them; this resulted in a D- grade.

In the past several years California schools have improved in some categories such as dropout rates and SAT achievement scores, but are still at or near the bottom of the nation in most other areas. On a 1994 federal reading exam, California 4th graders posted worst-in-the-nation results. Nationwide, 40% of 4th graders read below NAEP's "basic" level; in Calif., 56% were below basic. The high numbers of immigrant students is not the explanation, since in every racial and ethnic category, California students did worse than students elsewhere. That ranking has remained true in '95 & '96. California also had some of the lowest elementary school math scores in the nation, in addition to one of the worst child-poverty rates and student/teacher ratios.1

Though science is very important to the understanding of sustainability issues, Americans as a whole are ill informed in this subject area. Only 25% of American adults got passing grades in the survey conducted by the National Science Foundation, and National Assessment of Educational Progress (NAEP) ranked California students 4th from the bottom of the 40 states that participated in the '96 NAEP science test. California also had the highest percentage of students with weak English language skills taking the test.2

Santa Cruz County (SCC) is generally doing better than state averages in most categories. According to the SCC Report Card: 'The State of Our Children, 1993," developed by Children's Network, co-chaired by County Superintendent, Diane Siri and Judge Thomas Black, the county ranked better than the state average in most categories of children's life that were measured by SCC Children's Network (specifically in the areas of SAT scores, dropout rate, infant mortality, health checkups, violent crimes. birth to teens, preventable teen homicide, child support, and children in poverty). Some of these areas are more relevant for other chapters of this document.

The United Way Community Assessment Project Summary of Life Indicators show that in 1995 & '96 County dropout rates continue to drop and are well below the state dropout average. - SAT- scores continue to increase and are above the national average and significantly above the state average. Every racial and ethnic group showed significant increases in the number of graduates that completed college prep courses. In fact, that percentage increased 61% from 1995 to'96 for SCC; still, California rates are among the 10 worst in the nation.3

California's Department of Education on November 15,1994, established an Average Performance Value (APV) and rated California schools on 10 separate criteria resulting in a score from 1-100. Their criteria included dropout rates, students completing courses for universities, national college admission tests, results from standardized California Learning Assessment System tests in reading, writing, and math, geometry enrollment, and others. The APV for the seven SCC high schools* is 42.9 out of 100 possible. The average for the state is 42.5. (* including Aptos, Renaissance, Watsonville, San Lorenzo Valley, Harbor, Santa Cruz, and Soquel.)

California teachers (SCC included) are coping with an enormously diverse student population. Add to that the fact that California has been burdened with the largest class size in the nation for many years. The picture is beginning to change. The 1996-'97 state budget has increased spending on schools and will bring the state's per capita spending from 42nd to 37th in the nation.4 Along with virtually every other school district in the state, SCC has committed to reducing class size to 20 students/teacher in 1st & 2nd grade as well as kdgn. or 3rd grade. Since most research shows significant gains in student performance when classes are reduced to no more than 20 students, this is certainly a turning point for all of California. In addition, there are several Charter Schools in SCC that are pioneering a bold new approach, allowing more teacher autonomy and creativity (e.g. San Lorenzo Valley School District Charter 25, which also supports Homeschooled students under its umbrella).

There are currently plans underway for a Charter Camp Campbell Riparian Station/ River School. This pilot program will involve an in-depth, cross-curricular program that includes students engaging in ongoing river monitoring, watershed restoration projects, safety and leadership training, and skills for effective communication (including cyber-communication). [See Section VI for River Restoration projects.]

The above analysis does not mean to imply that schools comprise the entire extent of education, especially pertaining to understanding sustainability, A broader perspective of the educational process must be encouraged, including proactive learning opportunities throughout the community. Educational and rewarding volunteer opportunities exist throughout SCC, and where utilized, they benefit not only the organization or agency but also the volunteer. The Monterey Bay Aquarium, Long Marine Laboratory, Elkhorn Slough, all State Parks, and others offer education on site. Parks & Rec., Boy's/Girl's Clubs, and Scouts offer children training and guidance. Parenting and adult education is also easily available in SCC. With half of the community using household computers and 54% of computer owners using on-line services, SCC is well connected for a community of its size technologically.5

Most Americans are ill equipped to make the lifestyle changes necessary to turn the degradation around. At every level of education and in all curriculum areas, more needs to be done to meet the challenges before us. However, our collective experience over time has shown that knowledge alone does not necessarily change behavior and incite people to action. In today's busy world of information overload, support structures and incentives are also needed.

II. Desired State

Education in Santa Cruz County addresses people at all levels of awareness and action - and progresses from that point. Educational programs assist and allow learners of diverse age groups and cultures to discover their full potential while helping them to be aware of their responsibility for and impact on all life.

Educational systems encourage relevant, experiential learning and promote a sustainable, healthy life for all beings. Students embrace, at their appropriate level of understanding, global interdependence and the need to adopt fully sustainable practices locally and globally.

All schools model energy efficiency, resource conservation, and recycling with student participation in planning and implementation. In the school environment, focus is placed on teaching how to learn and how to enjoy learning. This involves:

1. Cooperative learning in groups which is learner-directed, empowering and participatory.
2. Development of an integrated core curriculum at all levels which emphasizes the theme of unity and interdependence of humanity, all species, and the Earth.
3. Student participation in developing their own curriculum.
4. Mixed age groups in the learning process.
5. Learning activities through the arts and recreational opportunities focused on personal and social growth.
6. Learning that occurs through the experience of participating in the actual activity itself.

III. Goals for Year 2000

A. All Teachers will have the opportunity to learn ways of integrating sustainability and global issues into their curriculum and at least 50% will be utilizing them ongoing.

B. A planning process is established to bring all stakeholders (including teachers, students, administrators, parents, and interested community members) into the designing an educational system that is satisfactory to all participants and leads us to the Desired State, Section H. It is then implemented in a specific school or school district with the possibility of using inter-district transfers.

C. AU of the schools in Santa Cruz County have developed or in the process of developing programs for- energy efficiency, resource conservation, and recycling with student participation in planning and implementation.

D. In addition to a basic core curriculum, students more fully participate in creating their own educational experience.

E. An increasing percentage of students will find their education meaningful, relevant, and personally satisfying. (One way of measuring this would be a continued decrease in the high school drop out rate county wide.)

F. Students will graduate from high school ready for productive employment or prepared for college.

IV. What Has Been Done

A. En 1993-94 a county wide revisioning process, called "The Future of Education," took place under the direction of Superintendent, Diane Siri. It resulted in multi-stakeholder support for school change and informed committee analysis producing resources and high impact suggestions in the following areas:

1. Communications - recommended shared decision making, consensus, & trust building among all stakeholders.
2. Learning Skills for the Future - produced a countywide matrix of exemplary school programs, curricula and activities.
3. Legislation - recommended a clearinghouse and network for legislation affecting education and an annual summit to develop legislation to improve education.
4. Parent Involvement - developed a Countywide School Site Council Consortium and compiled a home- school partnership bibliography and resource list.
5. Safe Schools & Communities - established countywide priorities supporting schools in developing safe school plans; countywide student input sessions were conducted, involving law enforcement in school safety training.

B. The National Forum on Partnerships Supporting Education about the Environment developed a report, "Education for Sustainability,' when it met with the President's Council on Sustainable Development at the Presidio in San Francisco in the fall of 1994. This demonstration project of the President's Council is an Agenda for Action focusing on 6 themes:

1. Lifelong learning
2. Interdisciplinary approaches
3. Systems thinking
4. Partnerships
5. Multicultural perspectives
6. Empowerment

C. The Household Eco-Team Program and Sustainable Lifestyle Campaign were launched in Santa Cruz County in October of 1995 by ACTION-SCC in partnership with Global Action Plan and the Public Linkage, Dialogue, & Education Task Force of the President's Council on Sustainability, after a 2 year start up phase. It helped participants implement sustainable lifestyle practices in their own households over a 4 - 6 month period as they worked together on a team with a trained coach and followed a workbook focusing in 6 action areas (reducing garbage, water efficiency, home energy efficiency, transportation, eco-wise consuming, & empowering others). This program, now being handled by Ecology Action, has transitioned to a new locally-focused workbook & process and is called the Earth-Team Program. [See Section VI]

D. In 1993, the SCC Children's Network developed a Network Matrix of appointed boards & commissions, planning, and coordinating groups which in some way affect services to children & families in the areas of health, education, school to work, family life, & safety. It is now coordinated by Ellen Timbulabe, Welfare Reform. (Info. is available from the Human Resources Agency, Early Intervention & Prevention, 454-4056.)

E. The Santa Cruz Board of Education has adopted a long-range educational plan for the future, "Vision 2000. Most other districts have completed the strategic planning process as well.

F. UCSC offers an Environmental doctorate as an extension of an undergraduate environmental studies program already in place at the school; it has 3 major topics: agroecology & sustainable agriculture, conservation biology, and political economy.

G. CA-AB 265, Improving America's Schools Act (IASA) requires school districts to develop content and performance standards and multiple measures for assessing student achievement. Santa Cruz City's response has been a committee, entitled 'Performance Standards for the 21st Century," that began in 1995 and will continue through 1998. Student portfolios and senior projects are examples of better assessing performance standards. (e.g. students at a local high school met for several months to volunteer I day/wk at our nationally-acclaimed Homeless Garden Project. They then developed a senior thesis around the various aspects of the Project, which serves as an excellent performance standard.)

H. SCC Educational Leadership Consortium Academy (in response to "Goals 2000") is working in partnership with Granite Rock Co. in Watsonville to support local schools in their reform efforts. School teams have come together for the past 2 yrs., using business partnerships as a model to enhance the quality of education.

I. SCC & municipal libraries provide access to the Internet on PC's, but only on an extremely time-limited basis. The American Library Association is creating an action plan to insure access to electronic services and to government materials which are now posted electronically instead of being distributed to libraries. Teachers can access NEA Online by calling (800) 827-6364, x 9527. The Learning & Reference area includes such things as lesson plans, Smithsonian Institute, & Library of Congress.

J. Watsonville High School's new Agricultural Technology Enterprise Academy is a college prep. program for students who might not otherwise stay in school. It introduces students to career opportunities, helps them plot a practical course through higher education, & prepares them for college. The Watsonville Global Youth Academy has been successful for 8 years.

K. ACTION Santa Cruz County held two Sustainable Community Video Film Festivals in 1995 and 1996 on Community TV of Santa Cruz, our county's Public Access TV station. Approximately 60 videos were aired over 16 weeks focusing on each of our "Local Agenda 21" focus areas. Two hour segments are available at the Community TV video library and overviews and program guides of both festivals are available from Rob Wheeler, P.O. Box 250, Davenport, CA 95017; (408) 471-4081.

L. Teacher Resource Fairs have been conducted in the past by ACTION Santa Cruz County & United Nations Association of Santa Cruz and by Earth Action Club to highlight existing exemplary materials and programs concerning the environment, resource conservation, and sustainability issues. Ongoing education of teachers is necessary.

M. There are many exemplary ongoing programs and resources in Santa Cruz County that educate and empower students of all ages in the areas of sustainability. The most pertinent known to this round table are listed in Section VI.

V. Suggested Actions For Further Progress

A. Support and expand access to all of the programs /projects listed above (in Sect. IV) or below (in Sect. VI).

B. Develop an integrated curriculum (K-12) that pervades all of the areas of the school experience that most directly affect one's understanding of sustainability, especially those mentioned in Section L paragraph 4.

C. Continue to prepare students for rapid change by teaching: critical thinking, creative thinking, problem solving, cooperative learning, student self assessment, multi-cultural equity, and the use of interactive technologies to foster learning & collaborative problem solving.

D. Endorse the National Research Council's national guidelines for science education, defined as an integrated whole with a core curriculum taught in every grade beginning in kindergarten and a focus on math and problem-solving skills .6

E. Encourage participation in local literacy programs:

1. Laubach Literacy, a program of the Volunteer Center of SCC, with more than 400 students annually countywide; contact Donna LaValley, (408) 423-0554.
2. Literacy Volunteers of America in Pajaro Valley with 40-50 students annually; contact Ruth Campbell, (408) 728-0287.

(Statistics -,how that literacy has a direct correlation with becoming a productive member of society. 60% of prison inmates can't read; 1/3 of mothers who received Aid to Families With Dependent Children grants cannot functionally read.) 7

F. Work to improve learning potential by making sure that all children have a safe school, a motivational hands-on educational environment, and proper nutrition in order to avoid "cognitive impairment.'

G. Make available to all students the technology necessary to become a contributing member of the electronic society we have created and ensure access to information regarding sustainability issues.

H. Offer to all students training and experiences for becoming contributing members of the community and enabling them to attain satisfying vocations. Expand opportunities such as the Watsonville Video Academy and Ag. Academy.

I. Develop a curriculum unit that focuses on county and municipal resources and sustainable practices, such as are referenced throughout this document and are found in Santa Cruz County Measure C (Decade of Environment Referendum).

J. Highlight as model courses those which are taught at local high schools on environmental science and ocean ecology. Encourage the examples demonstrated at local schools for High & Jr. High Environmental Club activities, where environmental awareness and ongoing recycling activities take place.

K. Give all students the opportunity to be involved in the implementation of our "Local Agenda 21" Action Plan. All High Schools & /or Jr. Highs could offer at least one course focused on this process or sustainability in general.

L. Develop an educational program that illustrates the flow of resources through the economy from beginning to end and teaches opportunities to reduce environmental impacts.

M. Conduct regular teacher in-services at the County Office of Education as well as courses at the community college & university - focused on resources available to teach about all aspects of sustainability. 22

N. Encourage networking in the county and beyond to inspire cooperative efforts. Fully utilize the following:

• CRUZIO, GAIN, CATS, and other electronic networking services.
• Community TV, Channel 71 & 72.
• United Way's Resource Guide & Community Assessment Project (CAP) Quality of Life Survey indicators.
• Community Resource Directory - 1995 directory of all non-profit human service programs + descriptions.
• Info-Cruz - through the public library system.
• People's Yellow Pages - a SCAN directory of community organizations.
• The Connection Magazine's "Healthy Planet" section and Sustainable Community Calendar.
• Peace & Social justice Calendar in the Comic News (monthly), sponsored by Christic Action Team.

O. Encourage & expand volunteerism programs among people of all ages, especially with the agencies and nonprofit organizations working proactively for the betterment of our community.

P. Foster links between local human resources and schools.

1. Help coordinate local expertise as a resource for Gifted And Talented Education (GATE) programs.
2. Utilize Santa Cruz Volunteer Center and USCS & Cabrillo resource speakers.
3. Develop and expand cross-aged tutoring and mentoring programs in our districts that will incorporate all age levels, including the elderly, in assisting the learning of others.

Q. Implement the recommendations of the State Task Forces (elementary, middle grades, & high school). Review documents are available."

R. Encourage the teaching of 6 core elements of character, which transcend cultural, religious, & socioeconomic differences, as identified by the Aspen Declaration, including: trustworthiness, respect, responsibility, justice and fairness, caring, and civic virtue & citizenship. [See Sect. VI, CEPI

S. Teach an appreciation of cultural heritage, and encourage a celebration of multi-culturalism. e.g. Native American storytelling can teach respect for the land and balance in all things.

T. Support libraries and ensure that they are stocked with ample resources on sustainability. Provide increased access to language and culturally relevant materials that are available in the county.

U. Encourage participation in broad-based community arts programs. [See SPECTRA & Community Youth Arts Project, Sect. VI]

V. Expand "humane education," which teaches respect and compassion for all species.

W. Preserve green and open spaces within and around schools to give an opportunity for nature studies and Life Lab Gardens and also to provide a buffer, especially in agricultural areas.

X. Build partnerships with Parks & Rec., the Monterey Bay Aquarium, Long Marine Laboratory, and others to expand educational opportunities.

Y. Develop and implement programs to improve parents' skills in nurturing learning. Increase parent participation in existing programs.

Z. Work toward strengthening family orientation (emphasizing the importance of caring, relationship, and interdependence) as a crucial resource for making the transition to a sustainable society.9

VI. Useful Resources & References

• Children Now, 1212 Broadway, 5th Floor, Oakland, CA 94612; Tel: (800)CHILD-44; Email: children@dnai.com; Web: http://www.childrennow.org - (a non-partisan, independent voice for children, offering annual report cards on the status of children).
• Monterey Bay Educational Consortium, Carrol Moran, Coordinator, McHenry Libr., UCSC, Santa Cruz, CA 95064; Tel: (408) 459-4798; Email: Carrol@cats.uscs.edu - (brings our institutions of higher education, community colleges, and schools together, working collaboratively to promote effectiveness, efficiency, & excellence in educ.).
• Santa Cruz County Office of Education, Diane Siri, Superintendent, 809-H Bay Ave., Capitola, CA 95010; Tel: (408) 476-7140 - (recommends curriculum for SCC schools & provides training for tear-hers; administers the credential office, payroll, & budget; oversees technical training, spec. ed. classes, regional occupation program, alternative ed. & independent.; & offers ed'l support to schools).
• Systems Thinking & Chaos Theory Network, Barbara Vogl, 5300 Glen Haven Rd., Soquel, CA 95073; Tel: (408) 476-2905; Email: bvogl@aol.com (newsletter- "Patterns," and ongoing dialogue on systems thinking in education).
• United Way of Santa Cruz County, 1220 41st Ave., P.O. Box 1458, Capitola, CA 95010; Tel: (408) 479-5466 or 688-2619 (works to increase the organized capacity of people to care for one another & produces Community Assessment Project (CAP) annual report of Quality of Life Indicators for SCC in partnership with Applied Survey Research).

Local programs, Projects, & materials

• The Education Round Table of ACTION Santa Cruz County has researched educational programs already functioning in our community and beyond and suggests that the following are some of the resources that could be further incorporated into the school and home school curriculum as a means of cultivating a healthy sustainable community: Rescue Mission Planet Earth - A Children's Edition of Agenda 21, (1994) Peace Child Santa Cruz, 208 Crestview Terr., Santa Cruz, CA 95060; Contact.- Diane Bridgeman, (408) 427-3446. This beautiful and touching version of Agenda 21 was written by the students worldwide (- 10,000 kids in about 100 countries contributed to the book plus 50 experts). It comes with a student activity guide that can be used in a classroom or at home. This effort was followed by a volume on the UN, "A World In Our Hands" (1995), which includes a segment on sustainability. Most recently a 1996 edition of "Rescue Mission Planet Earth: Empowering Young People to Implement Agenda 21" was published, which includes research data gathered by students from many countries using sustainability indicators.
• United Nations Curriculum Project, Northern California Division United Nations Assoc., Education Committee. Contact: Pat Arnold, President of the Santa Cruz UNA chapter, (408) 425-7618. One week of curriculum available for each of three levels (K-3: "Unity of Humanity," grades 4-8: "Living Together," & grades 9-12: "UN Today and Tomorrow") compiled by Steve Ross to honor the 50th anniversary of the UN in 1995. Distribution of the units commenced in January, 1995. Components at all levels include the following: parent/student involvement, small group discussion, reading, video, history, geography, spelling, vocabulary, art and fun. Clear daily instructions are provided for tear-hers and high interest, high engagement format for students. This is a golden opportunity for students and parents to learn more about global peace keeping efforts, human needs and rights, as well as focus on "sustainable development."
• Journey For The Planet, ACTION Santa Cruz County, 325 Crows Nest Dr., Boulder Creek, CA 95006. Contact: Jeanne Nordland, Director (408) 338-6013. This "Kid's EcoTeam" program for grades 4 - 6 inspires team spirit, introspection, and positive action in redefining certain lifestyle choices. Focus areas include: garbage, water, energy and transportation, eco-wise consuming, and empowering others. Measurable results are attained and shared with others in an inspiring way. This is a program that focuses on personal health, the health of the community and the world, but brings it home and personalizes it in a manageable and empowering way. JFI'P is a program of Global Action Plan, handled locally by ACTION-SCC. It was piloted at Gateway School with 4th graders in 1994/'95, which led to a school-wide recycling program ongoing and an integrated environmental curriculum. It has spread to the following three schools: Westlake Elementary-4th grade, Bayview Eleinentary-6th gr., Branciforte Elementary-6th gr. Plans are underway to continue dissemination of this curriculum, but further Funding is needed to aid schools in the purchase of materials.
• YouthServe, The Volunteer Center, 1110 Emeline Ave., Santa Cruz, 95060; Contact: Heidi Dunbar, (408) 423-0554. This program was initiated by Steve Ross, a former Scotts Valley Middle School teacher, who had phenomenal success with it. It has grown and now includes students in Scotts Valley Middle School, Mission Hill Jr. High, & Rolling Hills Middle School. Students, who volunteer are placed in 8 different community service projects for weekly visits during the school day. Time missed from regular school studies is made up later. This program teaches compassion and the true meaning of citizenship, and it successfully empowers children to become a positive influence in our community It should be expanded to become part of the curriculum for all middle school students; at least, teachers could be encouraged to offer it for extra credit. Funding is needed to continue.
• Life Lab Science Program, 1156 High St., Santa Cruz, CA 95064; Roberta Jaffe, Curriculum Director (408) 459-2001.The Life Lab Science Program is a national research and development organization committed to improving science education through a hands-on and meaning-centered curriculum. The concept was developed in 1979 by teachers for teachers and grew out of a need to change science teaching from a didactic, textbook-driven program into a real-life growing experience for children. Since that time the Life Lab curriculum materials and approach to science have been adopted by teachers throughout the United States, and most of the schools in SCC (including private schools) have a Life Lab Science curriculum. The primary focus is curriculum development, teacher education, and leadership development. Life Lab has received awards from the National Science Teachers Association, the California School Boards Association, and the National Academy of Sciences for its work assisting elementary science educators in establishing living laboratories on their school grounds for the study of science, ecology, and nutrition. The garden-based curriculum materials provide an opportunity for the members of the Latino community to integrate their cultural and agricultural knowledge, including the sharing of recipes, traditional planting methods, plant remedies and folklore, immigrant populations and limited English speakers in local schools are given a better chance to succeed when science is taught with a non-textbook approach, in an environment that nurtures exploration & discovery.
• Wastebusters Resource Recovery, P.O. Box 2910, Santa Cruz, CA 95063-2910. Contact: D. Livingstone, Fax: (408) 421-9223; Email: land@cruzio.comThis is a program for high school and college students, who wish to learn how to create their own environmental jobs out of lost resources. Using 'IDEA Analysis" (Inter-relationships, Diversity, Ecosystems, & Adaptation), students are educated in decision making and problem solving to rethink, redistribute, compost and recover these resources as planet managers.
• Outdoor & Indoor Science Adventures, 150 Lions Field Drive, Santa Cruz, CA 95065. Contact: Diane Cornell & Irvin Lindsey (408) 423-5925. An active learning program for youth 7 - 14 years, offering: consisting of day trips and weekend or week long camps; hands-on essential learning programs (HELP); exciting science experiments and class demonstrations; workshops for teachers to integrate active learning into their science lessons.
• SCC Residential Outdoor Science School, 1605 Eureka Canyon Rd., Watsonville, CA 95065. Contact: Pat Crocker, Director (408) 722-8222 or 479-5327. The four or five day Outdoor Science School Program is viewed as a learning opportunity where 5th & 6th grade students are provided with a safe and healthy environment to develop self-awareness and self reliance - and where all other disciplines can achieve relevancy and timeliness. Each child is helped to develop an understanding of and appreciation for the environment through interdisciplinary, experiential learning and discovery. From this he/she can acquire informed attitudes concerning the conservation of natural and human resources. Further, the program offers an opportunity for high school students who serve as volunteer cabin leaders to gain valuable leadership skills and work experience - and in some cases a new way of looking at themselves and their place in the world.
• Rising Sun Energy Center, P.O. Box 2874, Santa Cruz, CA 95063. Contact: Mike Arenson (408) 423-8749. Email: sunrise@cruzio.com; Web: www.cruzio.com/-solar This educational center focuses on promoting energy conservation and renewable energy. The following will be provided: demonstration of systems, guided tours & school presentations, library resources, workshops, curriculum, research, & special events. Every science tear-her should know about this center and have access to it, in order to make this very valuable information available to students. Further Funding is needed.
• Adopt-A-Business Energy Conservation Program, Rising Sun Energy Center (see page 25). High School students learn energy conservation basics and conduct energy audits of businesses and their school in order to save them large sums of money by saving energy. Special rebates offered by PG&E and low-cost financing programs enable retrofitting with little or no "out of pocket cost" This program helps the environment, educates and empowers high School students and saves schools and businesses a great deal of money.
• River Project Resources, SCC County Office of Education, 809-H Bay Ave., Capitola, CA 95010; Tel: (408) 476-7140.A complete listing of community resources and curriculum is available at the County Office of Education.
• River Restoration Project, San Lorenzo High School, 710,5 Highway 9, Felton, CA 95018; (408) 335-0731. Contact: Jane Orbuck (Hm) 458-1377; Also: Carter Milhous, S.L. Jr. H.; and Carol Pecot, Redwood Elem. School.These science teachers have received a grant and donations to create a program for their students to monitor water quality and compare their results with those compiled by professional scientists. In addition, students analyze the impact of the San Lorenzo Valley's growing population on the river and its tributaries. It is a collaborative effort between teachers, students, the community, and government to promote the efficient use of our natural resources and the protection of environmental quality. The program is based on the Salmon & Trout Education Program (STEP), which is already in every school. It is programs like this one that teach students adult the real world and their effect on it, giving them an opportunity to make a real difference in the quality of life for us all.
• School Classroom Demonstrations, Ecology Action of Santa Cruz, P.O. Box 1188, Santa Cruz, CA 95061-1188. Contact: Virginia Johnson, Exec. Dir., (408) 426-5925; Email: ecoact@cruzio.com

Ecology Action has offered several educational programs for children. School presentations topics include:

• Worm composting - taught to elementary schools with active Life Lab Gardens.
• Reduce, recycle, reuse - including technical assistance in setting up a recycling program, for middle schools.
• Santa Cruz Annual Coastal Cleanup for elem. & middle schools.
• Motor oil recycling taught to high school students.

• The City of Watsonville's Recycling & Water Conservation School Program - works with the Pajaro Valley Unified School District and other local schools to promote the teaching of waste prevention and conservation of natural resources. In 1996/'97, 80 teachers attended curriculum workshops and 40 classes visited City facilities including the Recycling Center, City Landfill, & Wastewater Treatment Plant.
• Zero Population Growth (ZPG), Santa Cruz/Monterey Chapter, PO Box 1733, Aptos, CA 9500l. Contact: Dan Miller (408) 688-3792.This educational organization serves to bring factual information on world population to the community and offers a grades 5-12 program that encourages reasoned & sensitive discussion of the effects of over population on a sustainable future. Working with other organizations in the community, the printed materials available from ZPG give teachers a wholistic view of the statement that 'Life on Earth is at risk on a multitude of levels and population is implicated on most of them." (The Green Gulch Declaration, 1991, Elmwood Institute) This is a valuable resource for teachers who are concerned with providing this vital information for students in a way that does not fuel short-sighted partisan emotions. Workshops and classroom visits can be arranged.
• Healthy People Healthy Planet Project, EarthSave, 706 Frederick Street, Santa Cruz, CA 95062.Contact: Todd Winart and Susan Campbell, (408) 423-4069. (Ask for Healthy School Lunch Action Guide)

Recognizing the relationship between sound nutrition, our personal health, and the environment, EarthSave has produced a comprehensive Action Guide for parents, teachers, nutritionists, and school administrators. It contains:

• Scientific facts about how our food choices affect human and planetary health;
• The structure and politics of the USDA's school lunch program, and how it interacts with agricultural policies;
• How to approach a school district, food service personnel, teachers and parents;
• Everything you need to teach children about what is in their food, where it comes from and motivate them to make healthy food choices;
• Teaching aids, lesson plans, sample letters, food service resources, quantity low fat plant-based recipes and classroom handouts with nutritional and environmental facts. Videos are also available.
• Family size and bulk recipes for schools, fit with USDA meal pattern requirements & drawn from existing commodities programs.
• Youth for Environmental Sanity (YES!), 706 Frederick Street, Santa Cruz, 95062.Contact: Sev Williams (408) 459-9344.

This dynamic troupe of youth empowers students from coast to coast to take positive action for our planet and our future. Their Student Action Guide:

• offers excellent classroom or club projects to support "sustainability;'
• teaches effective letter writing and gives ideas for class projects;
• contains many interesting environmental facts and figures;
• teaches youth how to organize and be effective toward their goals.

• Children's Creative Response to Conflict (CCRC), PO Box 624, Santa Cruz, CA 95061.Contact: Lois Muhly (408) 426-3381. CCRC in Santa Cruz grew out of a program established in 1972 by the New York Quaker Project on Community Conflict. Building on the years of experience in training workshops for adults, skills and methods were adapted for children and used in weekly workshops in New York City public schools. This basic curriculum, added to by the San Francisco Community Boards Program, has been used to train thousands of educators and children in Santa Cruz County. Conflict is inevitable, and on a shrinking planet conflict is increasing in degree of violence and frequency. How people respond to conflict determines whether conflict is destructive or constructive. The CCRC develops self-esteem and respect for others, communication skills, cooperative lean-ting activities, and problem solving in a supportive environment. Available services include: a variety of presentations, workshops and teacher in-services, training for trainers, custom-designed training, bias-awareness training, and student manager programs.
• The Quality Classroom Seminars & Teacher Certification, 21st Century Parenting Seminars, and The Family & Child Development Series Education Division of the Institute of HeartN4ath, P.O. Box 1463, Boulder Creek, CA 95006. Contact: Jeff Goelitz, Director of Educational Division (408) 338-8713.New and exciting technologies offered as in-service training programs, off site retreats, books, fun cassette tapes, and educational kits for year long personalized classroom curriculum development or family activity time. Facilitates children's emotional balance & intelligence and helps adults & children deal effectively with today's challenges. Verified by scientific research and case studies, these simple tools, games and activities help children develop self-security, discipline, resiliency, safe & healthy life choices, improved academic performance, and a more complete intelligence. Offerings benefit teachers, administrators, students, parents, and families. Evening, 1/2 day, and full day seminars at a discounted price for Santa Cruz County.
• Teaching Tolerance, 400 Washington Ave., P.O. Box 548, Montgomery, Alabama 36104. (no local contact) Contact: Jim Carnesm Mgr. (334) 264-0286 -newsletter; Fax: (334) 264-3121.Teaching Tolerance is a free program of magazines regularly mailed to educators. The program is published by the Southern Poverty Law Center, a non-profit legal & educational foundation. The Center also offers video series which trace the course of the struggle for civil rights.
• Society for the Prevention of Cruelty to Animals (SPCA), 2200 -7th Avenue, Santa Cruz, CA 95062. Contact: Anya Stites, (408) 475-6454, ext. 33.The purpose of the Santa Cruz SPCA is to insure the best possible quality of life for animals and to promote respect and reverence for all life. More than just an organization to prevent cruelty to animals, the educational materials foster humane education in a broad sense, teaching important concepts and values and stimulating learning in many curriculum areas. In a world where violence is on the increase, this program can be particularly valuable as a way for children to talk about their feelings. Classroom presentations take 1/2 - I hour and are in high demand.
• Community Youth Arts Project, William James Association, 303 Potrero, Ste. 12B, Santa Cruz, CA 95060. Contact: Laurie Brooks, (408) 426-2474.This is a consortium of social service and arts organizations working together to provide quality, in-depth, arts experiences for at-risk youth, in the belief that participation in the artistic process positively affects their view of themselves and the world around them.
• SPECTRA, Cultural Council of Santa Cruz County, 7960 Soquel Dr., Ste. 1, Aptos, CA 95003.Contact: Nancy White, Dir., (408) 688-5399. Cultural Council's program of artists in the schools places 120 visual, performing, and literary artists in every SCC public school district. The artists provide workshops and performances to 26,OW public school children (K-8) and the County Office of Education's sites. Service to each school varies and can provide an in-depth multi-cultural and interdisciplinary focus.

Programs for adults & families:

• Earth Teams, Ecology Action, P.O. Box 1188, Santa Cruz, CA 95061-1188. Contact: Christi Graham, Program Manager, (408) 426-5925, ext. 20.This neighborhood program uses a team approach to build environmental awareness and inspire positive action. Families participate as a unit and meet with the other households on their team to focus on 6 different areas and bring their lifestyle practices into environmental balance over a six month period. They are guided by a workbook menu of options and a volunteer guide. Measurable results are gathered and tabulated that contribute to local projections. This is a locally-focused bioregional approach to sustainable lifestyle and community building.
• Vision Into Action Program, Global Action & Information Network, 740.Front St., Ste. 355, Santa Cruz, CA 95060; Contact Bill Leland, Tel: (408) 457-0130; Email: info@gain.org; Web: http://www.gain.org/gain/ This program is an interactive program to encourage individuals to act in their personal lives and communities for sustainability. The program guides people in setting goals, selecting appropriate actions, and monitoring progress toward sustainability
• Sanctuary Steward Certification Program, Save Our Shores, 2222 East Cliff Dr., #5A, Santa Cruz, CA 95062; Contact: Lorraine Riversong, Tel: (408) 462-5660; Email: sos@cruzio.com.This program trains and certifies 20-25 individuals as marine issues educators, community organizers, and resident experts on issues affecting the Sanctuary. The 50 hours of professional-level training - is offered in exchange for service each month to Sanctuary protection. Presentations are offered for K-12, plus a library of water quality info. and ideas for activities.
• Volunteer Center, 1110 Emeline Ave., Santa Cruz, 95060; Contact: Maria Norena (408) 423-0554.A non-profit organization that promotes volunteerism throughout the community and maintains a wide variety of volunteer opportunities to take into account the special needs and interests of all segments of the population, thus enabling all people regardless of age, race, physical ability or other special circumstances to share their skills and time in order to extend needed services in SCC. Programs include: Literacy Program, Adopt-A-Grandparent, CitySERVE, Community Connection, Disaster Response, Friends Outside, Friendly Visiting, Grafitti Removal Project, The Human Race, The Holiday Project, The Mental Health Resource Center, Volunteer Referral, Retired Senior Volunteer Program, The Transportation Program, junior Volunteers, Volunteer Initiative Program, & YouthSERVE.
• Environmental Studies Dept., Rm. 226, College 8, UCSC, Santa Cruz, CA 95064; Contact: Ann Gibb (408) 459-3718.A degree granting program offering a B.A. and Ph.D. in Environmental Studies in 3 areas of study: 1) conservation biology, agriculture & sustainable agriculture, & 3) political economy and public policy. UCSC Extension, 3120 Delacruz Blvd., Santa Clara, CA 95054; Contact: Shalini Saxena (408) 748-7390.Courses are available in environmental management, toxicology, as well as health & safety. Field Studies, UCSC Extension, 740 Front St., Ste. 155, Santa Cruz, CA 9-RM; (408) 427-6610. Individual courses and extensive guided research are available in natural history and environmental studies.
• Sierra Institute, Field Studies, 740 Front St., Ste. 155, Santa Cruz, CA 95060; (408) 427-6618.An interdisciplinary field school providing environmental studies in ecology and natural history, conservation biology and management, environmental philosophy, and related subjects; offers undergraduate credit.

Relevant resources for programs and materials outside Santa Cruz County:

• The Elmwood Institute, 2522 San Pablo Ave., Berkeley, CA 94710; Contact: Zenobia Barlow, (510) 845-4595.The Elmwood Institute is an educational institution dedicated to fostering eco-literacy (ecological literacy) in education. The Institute defines eco-literacy as: 1) systems thinking, 2) knowledge of the principles of ecology, and 3) the practice of ecological values. The Elmwood Institute is currently working with schools to help them redesign their curriculum according to the eco-literacy systems guidelines that work toward a healthy future. The audience is educators, students, and all people interested in a healthy, sustainable world.
• The Character Education Partnership (CEP), 1250 North Pitt St., Alexandria, VA 22314; Tel: (703) 739-9515; Fax: 549-3891.A national nonpartisan coalition of organizations and individuals dedicated to developing moral character and civic virtue in our young people as one way of promoting a more compassionate and responsible society. CEP provides a national clearinghouse of information on educational & community programs, school support to initiate and strengthen K-12 programs, forums, national awards, and a media campaign.

Documentation Sources

1. National Assessment of Educational Progress (NAEP), 1994 & '96.

2. Article, San Jose Mercury, 5/3/97.

3. Community Assessment Project (CAP) survey results, 1996.

4. CA Dept. of Finance, School Services, Calif., 1996.

5. CAP survey results, 1996.

6. Article, San Jose Mercury, 12/12/95.

7. Literacy article, Parade Magazine, San Jose Mercury, 1/5/94.

8. Research, Evaluation & Administration Dept. of the Curriculum /Instruction Division, (714) 387-4388), 9. James Garbarino, Toward A Sustainable Society, The Noble Press, '92.

Contributors: Chairpersons Jeanne Nordland & Holly Gordon, Rob Wheeler, Barbara Vogl, Steve Ross, Diane Cornell, Lori Shifrel, Melissa McClaren-Lighty, Daniel Robin, Caprice Potter, Kat Brown, Erin Wong, Veronica Paz Olalla, Dan Stevenson, Natalie & Dr. Diane Bridgeman, Marilee Geyer, Donna Beavers, Gertie Frye, Pat Miller, Dean Rimmerman, Robin Atwood, Mike Arenson, Dr. Robert LaRosa, Glen Barlow, Jerry Busch, Luiz Rodrigues, & Joseph Sundram.