CURRICULUM FUNDING PROJECT
Funding Agency: Environmental Protection Agency
Funding Request: $100,000 for 3 years.
Principal Investigator: Caryn Asherson
Co-Investigators: Beverly Vista School, Beverly Vista PTA, Beverly Hills Unified School
District, the City of Beverly Hills
Project Name: The Green School Community Action Project (GSCA)
Investigator Credentials:

Science Subject Area Specialist, Beverly Vista School

Classroom Teacher (1997-present)

Bachelor’s Degree in Environmental Science – University of California, Santa
Barbara (1996)

Master’s Degree in Science Education – California State University Northridge
(2008)
PROBLEM STATEMENT
The Beverly Hills Unified School District is seeking a grant to facilitate a community action
program that unites students, educators, and communities in working to care for and preserve
the environment. We aim to pilot a green recycling program in a single school, followed by
an initiative to expand the project district-wide, and ultimately extend it across the state or
nation. Thus, the overall goal of this proposal is to inspire people to gain a sense of
responsibility toward their communities and to recognize their relationship to the
environment.
Introduction of Partners:
Beverly Vista School
Beverly Vista School is one of five neighborhood schools located in the Beverly Hills
Unified School District. Beverly Vista serves students in grades K-8 and is a California
Distinguished School. The staff is dedicated and highly capable. As a result of severe
damage from the 1994 Northridge earthquake, the school was subsequently rebuilt. However,
this time it was remodeled with the goal of adhering to environmentally conscious standards
and a more energy efficient design. The newly planned buildings were fitted with doublepaned windows for better insulation. Skylights designed to let sun pass through all sections
of the building were installed to minimize the use of electrical light. Motion and daylight
sensors were put in to turn off lights and the school was fitted with low flow toilets to
conserve water. The school lives up to its high green standards and its commitment to
environmental quality. With every dollar saved on energy, there is a dollar more to spend on
students. The school’s mission is centered on environmental education. Parents, community
members, and school staff have all joined in, forming a committee to lessen the school’s
environmental impact.
Beverly Hills Unified School District
Beverly Hills, with a population of 34,000 residents, primarily consists of professional and
business people. Many residents have been attracted to Beverly Hills because of their high
regard for the school district’s educational program. The district is recognized nationally as a
leader in education. Students have consistently scored far above national averages on
standardized achievement tests. Because of strong cultural, artistic and educational
backgrounds, parents expect an outstanding instructional program and are committed to
excellence in education. Above all, the district involves all segments of the school
community in decision making. The network of schools in the district work toward the same
goal of aspiring to promote environmental education.
The City of Beverly Hills
The City of Beverly Hills works with the public to find ways to encourage everyone in the
community to make waste reduction a part of their everyday lives. They have developed an
integrated approach to waste collection services, which includes trash, greenwaste, and
recycling collection. The City’s Public Works Department provides residential programs to
educate people on issues such as, recycling, hazardous waste round up, composting, efficient
use of water, and stormwater protection practices. Several of these programs are
implemented to help the City reduce waste sent to landfills. The City has agreed to work
jointly with Beverly Vista to implement the pilot on-campus recycling program and to
promote education and awareness of our goal to make our community waste-free.
Motivating Rationale:
The motivating rationale behind this project is the California state law requiring all cities to
reduce the amount of waste they send to the landfills by fifty percent. Landfills, where most
of our trash ends up, are filling up fast and siting new landfills has become increasingly
difficult. If we continue our present course, Los Angeles area residents will create enough
garbage to fill the Coliseum every day (Public Works Dept, Beverly Hills, 2003). As part of
these efforts, the government and residents are working to achieve waste management
alternatives.
California school districts dispose of large amounts of waste (approximately 763,817 tons per
year) (California Waste Management Board, 2000). These wastes represent a significant loss
of natural resources and school district funds as well as a potential threat to student/staff
health and the environment. To be responsible stewards of environmental quality, school
districts should review processes and operations, and even curriculum choices. They should
evaluate the economic, educational, and environmental benefits of implementing an effective
waste reduction program.
Incorporating waste reduction as part of the school district's overall way of doing business
can provide a number of important benefits:
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Reduced disposal costs.
Improved worker safety.
Reduced long-term liability.
Increased efficiency of school operations.
Decreased associated purchasing costs.
School district waste reduction programs also foster student achievement by transforming the
school environment into a laboratory for learning and providing numerous opportunities for
investigation through environment based education.
California Laws Regarding School District Waste Reduction
In September 2001, the Governor signed into law Senate Bill 373 (Torlakson, Chapter 373,
Statutes of 2001), which puts in place many more mandates for the California Integrated
Waste Management Board (CIWMB) to fulfill. These mandates help CIWMB staff further
their mission of assisting schools by establishing an integrated systems model where
academics, administration, and facilities work collaboratively to incorporate resource
conservation and sustainability into their organizational philosophy, planning, and
implementation (California Waste Management Board, 2000).
Additionally, California Education Code, sections 32370-32376, encourage each school
district to establish and maintain a paper recycling program in all classrooms, administrative
offices, and other areas owned or leased by the school district. These sections also encourage
school districts to:
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Purchase recycled paper.
Purchase the paper with the highest percentage of postconsumer waste.
Revise its procurement specifications to eliminate discrimination against recycled paper
and to give preference to the purchase of recycled paper.
Eliminate the purchase of paper and paper products, which are deemed potential
contaminants of the educational agency's paper recycling program.
The California Environmental Protection Agency and the California Integrated Waste
Management Board are actively engaged in the implementation of the Education and the
Environment Initiative (EEI). These landmark laws mandate the development of a unified
education strategy to bring education about the environment into California’s primary and
secondary schools. School districts can play a critical role in a city or county’s ability to
realize this goal. As a result, a school district’s host city or county is a natural partner in the
evaluation of the existing waste management infrastructure and the development of a
comprehensive district-wide waste reduction program (California Waste Management Board,
2000).
ACTIVITIES
The three-year Green School Community Action Project (GSCA) will focus on the work of
several forerunners in environmental education: the Office of Education and the
Environment’s (OEE) k-12 curriculum which promotes waste management education in local
schools, the Wisconsin School’s k-12 Energy Education Program (KEEP), and the
Environmental Protection Agency’s Waste Reduction Program.
.
In Year One, the GSAC project will focus on four objectives: (1) developing an
environmental education program focused on waste reduction which is in alignment with
California’s Academic Content Standards (2) professional development for educational
leaders, (3) the testing and integration of the GSCA environmental education materials in the
classroom and (4) the implementation of a school-wide recycling program.
In Year Two, GSCA will recruit other schools in the Beverly Hills Unified School District
to field test and revise grade-level instructional units. Criteria will be developed for assessing
the environmental education materials. Student assessments will be conducted and the
efficacy of the program examined. The model curriculum will be submitted to the State
Board of Education for approval. Technical support will be provided to school districts and
curriculum staff. Schools will be supplied with the materials necessary for putting a recycling
program into operation.
In Year Three, GSCA will enlist additional school districts to apply and evaluate the model
curriculum. Data will be collected and analyzed concerning the effectiveness of the program.
Professional development will continue and partnerships will be made with regulatory and
non regulatory agencies for environmental education support. The GSAC will provide
ongoing support toward the implementation of all aspects of this environmental education
initiative.
Goals and Objectives:
Research has shown that when students are provided with opportunities to make connections
between real-world activities and their academic coursework they retain what they learn, put
more effort into their work, and are more engaged in school (Buck Institute for Education,
1999; Chard, 1998, Katz and Chard, 2000; Thomas, 2000). Therefore, the goal of the Green
School Community Action Project is to blend community service activities with the
academic curriculum and to address real community needs as students learn through active
engagement.
The primary objectives include:

Linking classroom learning and the real world.

Generating multidisciplinary projects in which teachers work collaboratively, and
student-centered projects which focus on the local school, community, and
ecosystem.

Making a difference in how young people think, in their sense of responsibility
toward their communities, and in their understanding of their relationship to the
environment.

Helping students become aware of ways they can cut down on the amount of trash
they produce and educating them on reusing materials they might previously have
thrown out.
Environmental Curriculum Development
Our goal is to pioneer new teaching methods and techniques that improve student learning.
The team will create a program proposal that connects the recycling program to the
appropriate state teaching standards. At each grade-level, there is a project-based learning
activity that focuses on connecting students’ intellectual and emotional lives with their
environment. Groups of students will do research to evaluate the school’s recycling and
waste management practices. They will study the economic costs of recycling. They will
learn how to be conscious consumers and recognize their own responsibilities in helping to
conserve the environment. Some sample activities include:

Investigating what happens to our trash and recyclable items, and the related
environmental effects.

Students discover how the world’s growing population has contributed to the solid
waste crisis.

Students examine what they already know about computer recycling, consider how it
contributes to a toxic global waste problem, and persuade local businesses and
organizations to develop or participate in computer recycling programs.

Students will research what makes a green school. Then, as their final project, the
students design their own buildings.
Professional Development for Teachers
Preparing, training and recruiting quality teachers are vital factors leading to student success
in the Green School Community Action Project. As a result, a variety of comprehensive
professional development workshops designed to train educators in the fundamentals of
environmental education will be offered. Regular meetings will be held and all team
members will be kept informed and involved in making key decisions. The rationale is to
create a professional development plan that brings engaging, practical learning experiences to
the staff while meeting time and budgetary constraints.
Furthermore, the program’s goal is to increase teachers’ knowledge and repertoire of
environmental instructional practices. It is designed to provide educators with the
professional development resources and practical tools to strengthen academic learning using
hands-on, project-based instruction. The idea is to enhance their effectiveness with all
students and to improve student achievement – with the added target of creating a nationwide network of skilled environmental educators.
Recycling Program
In Year One, program goals will be set, a decision on which recyclables to collect will be
made, and a recycling team will be organized. The team will consist of members with
enthusiasm for the program, including the school principal, one or more teachers, parents,
students, and custodians. A coordinator from the local city recycling program will be
appointed to the team and a plan to implement the program will be put in place.
A waste audit will be conducted to identify the kinds of waste the school generates, the
volume of materials, and how much can be recycled, re-used, reduced, or eliminated in the
future. This information will assist the team with formulating school recycling goals and
obtaining recycling containers or other needed materials. To determine how the recyclable
material will be removed from our school, the team will negotiate with the school’s waste
hauler and establish a system for collecting and storing materials. The program will measure
its success by tracking data, such as the number of pounds collected and conducting annual
waste audits.
Once the plan has been approved, the student body will be educated about the benefits of the
program. The entire school will be given information on how and what to recycle.
Presentations will be made at school assemblies and in individual classrooms explaining the
locations of collection bins, the materials that can be recycled, and how the system will work.
Goals and milestones will be posted in a prominent spot in the school to motivate students,
teachers, parents, and staff to achieve the goal. Recognition awards will be given to
outstanding individual, class, and/or grade level recyclers.
Formative Assessment
While the content of the environmental education program varies from class to class,
instructors will keep class journals to reflect on the project and to assess student learning.
These journals will be sent to all staff. In addition, journals will be posted on the Internet,
where they can be reviewed by staff, board members, and funders.
Summative Assessment
Students will identify ways to conserve and recycle resources as a summative assessment.
They will include and name the specific resources being recycled or conserved. Finally, they
will develop an action plan describing how they will implement the strategies in their life and
provide verification of the use.
In Year Two, the project’s potential for widespread application and how it serves as a model
for other communities and organizations will be emphasized. When presenting the program
to the school district, the team will highlight the potential money that can be saved or earned
by the plan. A credit account will be established with the local recycling center and the
schools will receive the money for those recyclables.
The recycling program and goals will be evaluated and improved. Surveys will be provided
to teachers, students, parents, and staff members about making the program better. Once the
recycling program is operating effectively, the team will investigate additional ways to
reduce, reuse, and recycle. We will look into starting a composting program in which lunch
and other food wastes are recycled.
In Year Three, the Green School Community Action Project will host a “Battle of the
Schools” to promote the on-campus recycling programs. Each participating school will
report their weight data of recycled materials to GSCA over a self-selected two week period.
Judging will be conducted on a pound per student ration so that smaller schools can compete
with larger schools. The biggest recyclers at each level will win a celebration which will
include an award ceremony with recognition.
Schools that do not already have recycling programs in place may receive free assistance
from GSCA’s waste reduction team. Those that do have recycling programs in place can
contact GSCA regarding strategies and means of improving waste diversion.
Sustainability:
Program directors along with GSCA school committees will partner with community
organizations and businesses to ensure the long-term sustainability of this environmental
project. To increase community awareness of our project, articles describing the program
will be submitted to the local newspapers. Press releases will be sent to local radio and TV
stations to encourage the community at large to participate. The strengths and weaknesses of
the project will be reviewed by school committees and future visions and goals will be
redefined. Once the grant period has expired, the program will be sustained through income
earned from recycling, additional fundraising, local organizations, and businesses. An appeal
will be made for volunteers to assist with the program. A website will be constructed which
will supply information about establishing GSCA recycling programs in schools and
curriculum will be disseminated by request. The website will include opportunities for those
involved in the program to share thoughts with colleagues and peers through discussion
forums. High quality web seminars will be offered by some of the most experienced
presenters in an easy to use format. Pamphlets and brochures will be distributed at education
conferences in order to publicize the program.
TIMELINE
Submit Grant Proposal
Expected Grant Notification
Form a Curriculum Planning Committee
Draft a Model Environmental Curriculum Plan,
Align the Program to CA Content Standards
Develop Criteria for Assessing Education
Materials
Submit to the State Board of Education for
Approval
Expected Curriculum Approval
Establish Professional Development Advisory
Committee
Develop Plan for Professional Development
Training Session for Teachers
Introduce Students to Environmental
Curriculum
Develop Assessment and Evaluation
Instruments
Training Session for Teachers
Present Program to the School Board
May, 2008
July, 2008
July, 2008
July – August, 2008
Recruit Other Schools in District to Participate
in the Program
Training Session for Teachers
Conduct Student Assessment and Evaluation
Analyze Data and Report on Results
One Week Summer Training Institute
Program Evaluation
Program Implementation in Other Schools in
District
Additional Teacher Training
Extend Program to Schools across the State
April, 2009
August - September, 2008
September, 2008
December, 2008
December, 2008
December, 2008
January, 2009
January, 2009
January – February, 2009
March, 2009
April, 2009
May, 2009
June, 2009
July, 2009
August, 2009
September, 2009
September, 2009 – June, 2010
September, 2009-June, 2010
August, 2010-June, 2011
BUDGET
Personnel Services
Project director to oversee the recycling
programs, train faculty/students about the
school’s recycling and conservation efforts,
and assist other schools in going green.
Teacher stipends
Hosting conferences/participant costs for 5
teachers
Evaluation Consultant
Travel expenses for Project Director to
attend Training Program in Seattle, July 11-15,
19 - $325 tuition plus $218 round-trip air plus
6 days per diem @ $33/day
Professional Development
Training Workshops
One Week Summer Training Institute
Food and Lodging
Other than Personnel Services
Materials
Purchase of waste/recycling containers
Posts, brackets, and signs
Publication and copying costs
Supplies
Desktop supplies for staff @ $125/yr
100 reams copy paper @ $2.75/ea and 5
toner refills @ $40/ea
$1,200/mo. x 100% x 12 mo. = $14,400
$2,000/teacher x 10 = $20,000
$3705
5 hours/week @ $25/hr x 2 mos. = $5,000
$741
$1200/day x 10 = $12,000
$15,000
$5,000
22 gallon bins 20@$456 = $9120
20@ $189 = $3780
$1500
$375
$475
Indirect Costs
Food for PD Workshops
Start-up expenses
Postage
Training materials
10 @ $200/ea. = $2000
$1,500
$600
$2/set x 100 sets = $200
TOTAL
$95,396
Budget Justifications:
The money received from this grant will go toward preparing, training, and recruiting quality
teachers who will focus on enhancing critical thinking and problem solving through
environmental education. The Green School Community Action Project believes that
through education, current and future waste generators will respect and conserve natural
resources by making informed waste prevention choices. The funds allocated for
professional development will provide direction for student success through teacher learning.
Training is designed to provide educators with the professional development resources and
practical tools to integrate environmental education into their curriculum.
The GSCA project hopes to affect positive and meaningful change as we educate the next
generation on how to care for the environment. By preparing children to take responsibility
for the well being of the natural world, schools provide our best opportunity in the long run
to solve problems such as global warming.
RESUME
Caryn Asherson
(818) 430-7069 Email: casherson@hotmail.com
________________________________________________________________
OBJECTIVE
Middle School Science Teacher.
EDUCATION
Master’s Degree in Science Education, California State University Northridge, 2008.
California Professional Clear Credential, California State University, Northridge, 2004.
Bachelor of Arts in Sociology, University of California, Santa Barbara; 1996. Completed
additional coursework in Environmental Science.
TEACHING EXPERIENCE
Middle School Science Teacher
Beverly Vista School. Beverly Hills, CA. (2004-2008)
6th grade Earth and Environmental Science
Pinecrest School. Simi Valley, California (2001-2004).
6th- 8th grade Geology, Biology, Physics, and Chemistry
Elementary School Teacher
Pinecrest School. Chatsworth, California (1997-2001).
Taught first grade and implemented lessons from all curriculum areas including activity-based
mathematics, whole language development, emergent literacy, and science concepts.
AWARDS
California Science Fair Teacher of the Year, Finalist, California Science Center, 2003.
LEADERSHIP EXPERIENCE

Pioneered “No-Scare Science Fair” Program in which students take part in long term
investigations involving higher-level thinking skills. Program places a premium on the
processes of science and is distinguished as a means of giving public recognition to
dedicated science students who have tackled and carried out challenging tasks.
Caryn Asherson
(818) 430-7069 Email: casherson@hotmail.com
________________________________________________________________

Recruited science fair judges from Baxter Pharmaceuticals, Biosource and Boeing, as
well as Cal State Northridge, Moorpark College, and Cal Lutheran University.

Partnered with representatives from Boeing, American Cancer Society, and Saving
Wildlife International to provide scientific demonstrations and Q&A sessions.

Scheduled Discovery “E” workshops in which students were involved in hands-on rocket
building classes taught by an experienced aerospace engineer. Students were instructed in
basic rocket design, construction and testing complete with building and launching their
own water-powered model rockets on our athletic field. Discover “E” (Engineering) is a
nationwide program designed to spark interest in math, science and engineering.
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Researched and organized an annual three-day marine science excursion to Catalina
Island with Rapture Marine Expeditions in which students explored various ecosystems
first hand through total immersion in a marine environment.
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Student Council Advisor. Duties included assisting students with their development and
growth in a leadership role, guiding students in fundraising for local charities, and
encouraging students to get involved with the community.
COMMUNITY SERVICE
L.A. Works Volunteer Program (Summer, 2003).
 AIDS Project Los Angeles – Assisted in the preparation of grocery and produce bags for
low income people living with AIDS.
 Downtown Mission – Helped prepare and serve the evening meal.
 Gramercy Place – Cared for children while their parents attended parenting classes.
PROFESSIONAL DEVELOPMENT
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Gold Coast Science Network Conference, April, 2008.
California Science Teacher’s Association Conference, October, 2007.
NASA Lunar/Meteorite Sample Loan Program at NASA Dryden Flight Research Center,
March, 2008.
A Week with AIMS: Science Connections, July, 2007.
A Week with AIMS: Science Connections, August, 2006.
SKILLS SUMMARY

Highly motivated, energetic, and dedicated educator with seven years of teaching
experience.
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Able to make subject material “come alive” for students through innovative teaching
techniques.
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Capable of providing hands-on learning through which students are encouraged to see
how science works outside the classroom.
References
Websites
1. California Waste Management Board (2000).
http://www.ciwmb.ca.gov/schools/wastereduction
2. Public Works Department, Beverly Hills (2003).
http://www.beverlyhills.org
Books and Articles
1. Buck Institute for Education. (1999). Project based learning handbook for middle and
high school teachers. Novato, CA: Author
2. Chard, S.C. (1998). The project approach: Developing curriculum with children.
Practical guide 2. ERIC Documents ED: 420363.
3. Katz, L.G., & Chard, S.C. (2000). Engaging children’s minds: The project approach. (2nd
ed.). Norwood, NJ: Ablex Publishing Corporation.
4. Thomas, J. (2000). A review of research on project-based learning. San Rafael, CA: The
Autodesk Foundation.