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Educating Children About the Importance of Water Conservation

Corps Members with Disney Characters

Taken from the Orange County Conservation Corps newsletter, Explore the Corps,
April 2013 
 

The Orange County Conservation Corps (OCCC) helped educate the next generation of environmentally-minded Orange County citizens at the 2013 Children’s Water Education Festival at UC Irvine on March 27-28. The “largest of its kind in the United States,” the festival has educated more than 95,000 Orange County students over the course of its 17 years.

OCCC Corpsmembers manned recycling stations throughout the festival, teaching the kids what to recycle and compost. The OCCC also recycled the donations to the Cans and Bottles for Kids campaign. Classes brought in bags of recyclables to compete for a free Inside the Outdoors Project Zero Waste Traveling Scientist Program, given to the class with the highest number of cans and bottles.  

This year, over 7,000 third through fifth-graders attended this free field trip, exploring over 60 booths and activities geared to teach them about water conservation and environmental preservation. From Disney’s Incredible World of Water Chemistry to environmental magic shows to the Litter Bug Relay, there was something exciting for everyone.

For more information and to get updates about next year’s festival, check out the Children’s Water Education Festival website.

Tangible Health Benefits of Community Gardening


The farm operated by SEEDS of Traverse City, Michigan

Information taken from UPI, United Press International

Many Corps – including Civic Works, NYRP, Conservation Corps North Bay, and Vermont Youth Conservation Corps – operate extensive community gardening and farming programs. These farms and gardens provide their communities with healthy food and are often used by Corps to help educate people about the food cycle and proper eating habits. It’s no secret that getting regular exercise and eating fresh, sustainably grown fruits and vegetables can be good for both people and the environment, but what are the specific health benefits of involvement in local food production processes?    

A new study from the University of Utah finds that people who participate in community gardening have significantly better odds of not being overweight or obese than people who are not involved in community gardening.  

The Key findings:

  • Female community gardeners had an average BMI 1.84 lower than their neighbors who didn’t garden (this equals an 11 pound weight difference for a 5’5” woman)
  • Male community gardeners had an average BMI 2.36 lower than their neighbors who didn’t garden (this equals a 16 pound weight difference for a 5’10” man)

Click here for more details

California Conservation Corps Visits State Capitol

CCC corpsmembers debate budget items in a legislative hearing room.

Last week about a hundred members of the California Conservation Corps and 14 local conservation corps programs filled  the hallways of California’s Capitol building in Sacramento.  The occasion was Government Education Day, and the second year that the CCC and local corps programs joined efforts for the annual day.

The corpsmembers had a busy agenda, visiting more than 80 percent of the legislative offices as well as the Governor’s office and Natural Resources Agency.  The day was capped off with a budget exercise, with the corpsmembers holding forth in legislative hearing rooms in the seats normally reserved for members of the Senate and Assembly. 

The CCC’s participants were the elected leaders of the Corpsmember Advisory Boards at their centers.

Corpsmembers from Conservation Corps North Bay meet Natural Resources Secretary John Laird.

AmeriCorps Members from Civic Works Visit White House, Meet President Obama

 

(Official White House Photo by Pete Souza)

On Friday of last week, 12 AmeriCorps members were invited to the White House to talk about National Service with President Obama and other senior officials. Among them were 2 Corpsmembers from Civic Works, Baltimore’s Service Corps. Leonard Chase (seen in the right corner) and Myeasha Taylor, we thank you for representing the Corps movement and National Service!

You can read more about their visit and the short biographies of all 12 AmeriCorps members who attended at serve.gov by clicking here.

[Video] Outgoing Secretary of the Interior Ken Salazar Discusses 21st Century Conservation Service Corps in His Final Webchat

Earlier this week, outgoing Secretary of the Interior Ken Salazar recorded his final webchat. Among all that was discussed, he answered a question about how he hopes the 21st Century Conservation Service Corps will be viewed 10 years from now. The conversation occurs at the 28:30 mark of the webchat, which we have cued up below. Check it out!

We thank Secretary Salazar for being such a great supporter of Corps over his years and have enjoyed honoring him as a federal champion this year, and as the inaugural awardee of the Franklin D. Roosevelt Service and Conservation Corps Leadership Award.

 

The Education Corner

Check back here for education news and for information about the kinds of education reforms, initiatives and programs that might make a difference for your Corps’s educational programming. 

Date: April 9, 2014
Title: College Board/National Journal “Next America” Poll

 

Minority children are projected to comprise a majority of the K-12 population within this decade, and minority workers projected to provide all of the net increase in the workforce through 2030. As a result, many agree that increasing the skills and educational attainment of young, non-white people looms as one of the most pressing challenges to American competitiveness.

In an era of slow economic growth and tight public budgets, there remains considerable disagreement about not only the kind of intervention, but also the timing of intervention most likely to produce success. In other words, with limited dollars to spend, what is the point in the lifecycle of students and young workers where we can invest in them for the greatest return? Click here for the full post

Date: January 9, 2014
Title: Meeting Students Where They Are: Competency-Based Education and College Success

 

The Corps Network’s Tyler Wilson recently spoke at a Center for American Progress event on Competency based education. Read below for a description of the event. 

Boosting postsecondary education success is incredibly important for our ability to grow and maintain a strong middle class in an economy that increasingly relies on technology. A new Center for American Progress report will call for game-changing reforms to postsecondary education financing models to promote the adoption of competency-based education—which tracks student progress by measuring the acquisition of knowledge and skills—and stackable credentials—which allow students to leave and re-enter postsecondary education more easily—with the goal of enabling students to more readily complete programs and presenting clear pathways to the workforce.

Please join the Center for American Progress for this event, which will explore competency-based education as a driver of innovation with higher education. Under Secretary of Education Martha Kanter will speak about competency-based education as part of President Barack Obama’s plan to make postsecondary education more affordable and a better bargain for the middle class. A panel will discuss emerging approaches to reform that show promise for encouraging program completion, reducing cost, and improving quality. Click here to watch the video. 

Date: April 2, 2013
Title: The GED Test is Undergoing a Major Overhaul. Will the Changes Affect You? 

 

The General Education Development (GED) test has for decades been the most commonly accepted alternative to a high school diploma. Developed in the 1940s as a way to help World War II veterans complete the requirements needed to move on to college, GEDs have now been awarded to over 18 million people. The test has proven to be an excellent tool for adults who may have dropped out of high school many years earlier; the average age of test takers is 26. The market for the GED and other high school equivalency certificates has grown recently along with increased dropout rates (especially among minority populations), and as the changing job market has forced older Americans to improve their education in order to find employment.

After a major overhaul process, a new GED test with different content and a different format will be administered starting in January 2014. This change could create serious obstacles for many low-skilled and low-income adults throughout the country. The new test will be more difficult, more expensive, and will likely be offered in fewer locations. Read more. 

Date: March 29, 2013
Title: What is the Common Core Initative?

 

This week, members of The Corps Network staff attended an AEI (American Enterprise Institute) research conference on the implementation of the Common Core State Standards (CCSS). The Common Core is an education initiative to align K-12 curricula across the country. The goal is that every student will receive a meaningful high school diploma that guarantees they have a certain level of ability that would be expected in college or desirable to an employer (see below for more information on what the Common Core State Standards entail).

So far, 45 states and the District of Columbia have adopted the initiative. With the new Standards, states will be required to administer new assessments to measure student achievement. Though a test has not been created, the first formal assessment is expected to happen as soon as the 2014 – 2015 school year. This compressed timeline leaves many educators questioning whether the Standards will be effectively implemented and how successful CCSS will be. Read more. 

The GED Test is undergoing a Major Overhaul. Will the Changes Affect You?

The General Education Development (GED) test has for decades been the most commonly accepted alternative to a high school diploma. Developed in the 1940s as a way to help World War II veterans complete the requirements needed to move on to college, GEDs have now been awarded to over 18 million people. The test has proven to be an excellent tool for adults who may have dropped out of high school many years earlier; the average age of test takers is 26. The market for the GED and other high school equivalency certificates has grown recently along with increased dropout rates (especially among minority populations), and as the changing job market has forced older Americans to improve their education in order to find employment. 

After a major overhaul process, a new GED test with different content and a different format will be administered starting in January 2014. This change could create serious obstacles for many low-skilled and low-income adults throughout the country. The new test will be more difficult, more expensive, and will likely be offered in fewer locations. Read below to learn the specifics of how the GED is changing, why these changes raise concerns for educators, and how states and counties are addressing these concerns. Information taken from The Working Poor Families Project policy brief, “Preparing for the New GED Test: What to Consider Before 2014” (Fall 2012).

 

Why is the GED test changing?

The American Council on Education (ACE), the nonprofit organization that has developed and administered the GED since its creation, believed that the current test content did not reflect the skill level needed for college or competitive jobs. There was a desire to bring the test in alignment with the Common Core State Standards Initiative, and thus keep the test in step with the country’s increased focus on postsecondary education. ACE also wanted to update the test so it could be taken on computers rather than on paper. In 2011, ACE created a partnership with Pearson VUE, a for-profit testing company, in order to develop a new exam that would test for the skills colleges and employers now expect from competitive applicants.

 

What does the current GED test look like?

The current test is comprised of tests in 5 subject areas that, when passed, certify that the test-taker has high school-level academic abilities. Tests are administered at official GED testing centers. Usually, the tests are taken over the course of a few weeks or months (it would take over 7 hours to complete them all at once). The 5 tests include:

  • reading
  • writing
  • math
  • science
  • social studies

 

What will the new GED test look like? – starting January 2014

CONTENT
The new battery of tests places a greater emphasis on writing ability and critical thinking skills. There will be four tests covering the following subject areas:

  • literacy
  • math
  • science
  • social studies
    **(writing skills will be assessed in multiple tests, eliminating the need for a separate writing test) 

TEST TAKING
The new test will be administered on computers. The old paper and pencil tests will only be available for students with disabilities.

SCORING
There will now be a two-tiered scoring system resulting in two different types of certification. There will still be a certain passing score for each test that indicates general high school competency. But, students that score well on college readiness aspects of the test will also receive credentials that indicate both high school equivalency and college readiness.

 

What concerns do educators have about how the GED test changes could affect low-income, low-skilled adults?

COST:

  • The current computer-based GED test costs about $120 for testing centers to administer; this is moderately or significantly more than the standard fee for the paper and pencil test.
  • While some states set the fees for GED tests or cover the test costs completely, other states allow testing centers to determine the price of the tests based on their operating costs and what kinds of subsidies they receive. As subsidies decrease and testing centers must invest in new equipment to administer the tests, there is concern costs could be passed on to test takers in the form of exam fees.
  • Since the new test will be taken by computer, GED Testing Service will assume total responsibility for test scoring and record keeping (a task usually managed by states). Some fear that having a central repository for all GED test records could make it more difficult and costly for test takers to receive their certificates and transcripts.
  • All new test content means test prep centers and adult education providers will need to invest in new materials and professional development. This could mean increased prices for prep services.
  • Many states have subsidized the cost of the GED test, but there is concern that this could stop due to prohibitions of public agencies subsidizing for-profit companies (such as Pearson VUE, the test taking company now partnered with ACE) without competitive bidding.
  • There is concern that Pearson VUE, as a for-profit company, has the ability to increase the test cost whenever they want.

COMPUTERIZATION

Now that the test will be administered solely on computers, adult education providers will need to provide instruction in computer literacy. This will take more time and resources and could prove very difficult for test takers and education providers with limited or no access to computers.

AVAILABILITY OF TEST CENTERS

The new test will be available at Pearson VUE test centers, which are generally far less numerous than the state-managed test centers that currently provide the exams. Existing state testing centers will be authorized to administer the test if they have the resources (computers) and capacity to do so. Fewer testing centers poses a challenge for test takers in rural areas and for those without transportation.

IMPACT ON CURRICULUM & TEST PREPARATION METHODS

  • Studies show that about half of all GED test takers prepare for the exams on their own instead of participating in adult education programs. With the increased rigor of the exam, more students will probably need to use test preparation services.
  • Will the new two-tiered scoring system affect the rate at which GED takers move on to postsecondary education opportunities? Will those who don’t receive the college readiness credentials feel discouraged and not bother applying to college?
  • Does it make sense to bring the test in alignment with the Common Core State Standards Initiative? Yes, the Common Core was created to ensure high school graduates are more prepared for college and careers, but the Standards were developed for K-12 education, not adult education.
  • With the current test disappearing after December 31, 2013, will adult educators and test preparation services have had enough time to bring their curriculum up to speed?

 

 What is being done to address these concerns and accommodate for the new test?

Two main things that need to be done:

  1. States and school districts need to take action to ensure that the new test remains affordable and accessible
  2. States need to take action to make sure there are viable alternatives to the GED, especially for working adults for whom the new test model may not be appropriate.  

What’s being done now?

  • GED Testing Services plans to make curriculum and professional development resources available in order to ease the transition.
  • Many states and counties are simply encouraging students to accelerate their studies and complete the GED test before the transition happens in 2014.
  • Some states, such as Texas and New York, are seriously considering creating an alternative test to the GED. Some states already offer alternatives to the GED test and are looking for ways to make these tests more accessible and accepted. Some states are exploring the development of new competency-based high school equivalency diplomas.
  • Some states and counties are looking into other established, national high school equivalency diploma options, such as the National External Diploma Program (NEDP). The NEDP, which is competency-based, better serves adults as it allows test takers to demonstrate skills learned through life experiences rather than through the classroom.

 

Video: DC Green Corps featured in video about green jobs in the District

 

Washington Parks & People featured prominently in a recent video about green jobs created by The University of the District of Columbia’s College of Agriculture, Urban Sustainability and Evironmental Sciences (CAUSES). The video looks closely at Parks & People’s DC Green Corps program, which provides job training in urban forestry and watershed restoration to adults (18 and older) from underserved neighborhoods in DC. Green Corps members help improve DC parks and waterways, learn valuable hard and soft job skills, and graduate the program after 12 weeks with new qualifications added to their resumes. The CAUSES video includes interviews with Steve Coleman, Executive Director of Washington Parks & People, and RonDell Pooler, a Green Corps alumnus who now works for the organization and is currently coordinating the Corps’s fifth cohort. 

No Need to Worry, Mom: A Corpsmember Explains how his Corps’s Training Procedures Prepared him to do Tough Jobs Safely

“Mothers Needn’t Worry”

From Conservation Corps Minnesota & Iowa

By: Nicholas Cox

“Forest fires!? That’s really dangerous, Nick. You do know you need to be specially trained to do that?”

“That’s what I’ve been told.”

“Well, you need special equipment, too, ya know.”

“You sure do.”

“You just better be safe, Nick.”

“Tell you what, Mom, I’ll have them give you a call so you can make sure everything checks out.”

Over dinner this past Sunday, I had the chance to share with my parents a bit about what I’ve been up to since starting as a crew member on the St. Paul field crew. The preceding was the exchange I had with my mother upon reaching the topic of wildland fire. My mother has always been very concerned with my well-being. This was extremely helpful as a child; I was never the kid who forgot their snowsuit in elementary school, never one of the poor saps sentenced to indoor recess with no parole while everyone else was building snow kingdoms and bombarding girls with snowballs.

The Conservation Corps is also very concerned with my well-being. Less “Put on a jacket, it’s cold out,” and more “Don’t cut your leg off with that chainsaw.” The Corps takes safety and preparedness extremely seriously. Upon joining the Corps, each member is issued a full suite of personal protective equipment (PPE) that we will use through the rest of the year including task-specific hardhats, ear protection, multiple pairs of safety glasses, Kevlar-lined boots, chainsaw chaps, and gloves. Even better, the gloves and boots fit, the chaps are new, and prescription safety glasses are an option. Read more. 

 

 

New York > Sandy: Thanks to NYRP, New Yorkers Plant More Trees than Hurricane Sandy Took Down

Taken from The City Atlas, New York

Trees are going up faster than storms are tak­ing them down in New York City.

Dozens of peo­ple lined up in a park­ing lot between some indus­trial build­ings and the Gowanus Canal in Brook­lyn on a recent sunny Sat­ur­day morn­ing to pick up stick-figure-sized Red­bud trees about four feet tall. More than half of the 100 trees ready to go were picked up within the first 45 min­utes of a two-hour stretch, said Sophie Plitt, Forestry Coor­di­na­tor of New York Restora­tion Project. 

About once a week in the spring and fall, the NYRP – in con­junc­tion with the city – goes to dif­fer­ent neigh­bor­hoods and gives away trees for free. (See our cov­er­age of this year’s free tree announce­ment for upcom­ing give­away dates and locations.)

The last three tree give­aways of 2012 were can­celed after Hur­ri­cane Sandy. The storm knocked down more than 10,000 trees, said Tara Kier­nan, a spokes­woman for the Parks Depart­ment. That’s fif­teen times as many tree casu­al­ties than after 2011’s Hur­ri­cane Irene, which took down about 650 trees. Read more.