CWG Review 1: Spring 2015
Tier 1 Information:
1. Management Action
N-5 Enhance the SEFCRI Florida reefs and ecosystems curriculum, including educating educators on available
resources, and mandate that it be taught once in elementary school, once in middle school and once in high school
(every school year) to provide science-based foundation for making future decisions to protect coral reefs.
This revised RMA is a combination of the following original RMAs:
 N-5: Develop and implement a Florida reefs and coastal eco-systems curriculum for K through 12 that includes
educating educators on resources available to provide science-based foundation for making future decisions to
protect coral reefs and to also educate parents.
 S-49: Provide educational curriculum for Florida schools starting in elementary schools covering Florida marine,
river and estuary environments to ensure future generations will continue to protect our Florida marine
environment.
2. Intended Result (Output/Outcome)
What is the end product/result of this management action?
 VE: Increased awareness and knowledge base of coral reefs, specifically in the SEFCRI region, to enhance health
of Florida coral reefs through increased education. DA: To provide strong science-based foundation to students
and parents for making future decisions MC: To encourage stewardship of reef resources
 A better-educated group of citizen activists. These students will be culturally informed, and will value and
protect our natural environment. Students will in turn effect their friends/family positively.
3. Duration of Activity
Is this a discrete action or a recurring activity? Explain.
 VE: recurring - will include process to develop curriculum (including recruiting groups to develop it) and process
to implement it MC: recurring - activity-based program DA: recurring
 Discrete because it must be approved and integrated into the curriculum.
 SEFCRI Comment: Recurring: this needs to be worked on continually.
4. Justification
What issue or problem will this management action address? Explain.
 VE: Lack of uniformity in education standards related to Florida coral reefs MC: Lack of a connection between
the required educational standards and the unique local ecology of southeast Florida DA: Lack of a strong
foundation in sciences (particularly marine science) for US students
 Lack of education, awareness, appreciation/reverence with respect to the marine environment for the general
population.
5. Potential Pros
What are the potential advantages associated with this management action?
 VE: Improved knowledge-base of students, parents, and teachers. A standardized, uniform curriculum for coral
reef education across the state MC: Improved environmental stewardship and appreciation DA: More educated
populous that is more educated and aware of environmental issues pertaining to importance of coral reefs
 There will be less need for recovery and repair due to damages. This type of program will nurture an informed
citizenry, and encourage cultural shift towards ecosystem-based management. This could stimulate student
interest in STEM programs.
6. Potential Cons
What are the potential disadvantages associated with this management action?


MC: Introducing another mandate and potential backlash among teachers and school districts in an increasingly
data-driven environment (rigorous testing and dependence on standardized test scores), difficulty getting
through approval process to be mandated VE: Time and cost to developing a new curriculum, some programs
may be grant-based and continued funding may be uncertain, difficulty moving through bureaucracy to get this
program mandated DA: Cost, time, money, and logistics of implementation
Resistance, could be a barrier to entry. Usual resistance to change and improvement. Funding could be an issue
as well.
7. Location
County/Counties: Miami-Dade, Broward, Palm Beach, Martin, Other?
 SEFCRI 4-county region
Relevant Habitats: Coral reef, seagrass, watershed, etc.?
 VE: coral reefs, all other hardbottom, estuary, watershed (everything) - education
 program needs to address watershed in inland areas that affect these coastal and marine habitats DA:
everything due to connectivity of habitats MC: all
Specific Location: City, site name, coordinates, etc.?
 no specific location
 All applicable, across public and private school sectors.
8. Extent
Area, number, etc.
 MC: All schools, at least once in each schooling level (elementary, middle, and high school) VE: State education
board, at least all public school districts within the SEFCRI region DA: Addressed multiple times in k-12
 everywhere
9. Is this action spatial in nature?
 no
Do you believe this management action could be informed by the Our Florida Reefs Marine Planner Decision Support
Tool?
If yes, you will proceed to the next section on Marine Planner Information.

Marine Planer Information:
N/A
Tier 2 Information:
WHY?
1. Strategic Goals & Objectives to be Achieved
Refer to the SEFCRI Coral Reef Management Goals and Objectives Reference Guide.
 Encourage improved coral reef conservation through increased public awareness, appreciation and community
support. Increase understanding of the connection between coral reefs, watersheds, human activities, and
human welfare. Improve environmental stewardship and encourage sustainable development and nonconsumptive resource use in southeast Florida.
2. Current Status
Is this activity currently underway, or are there planned actions related to this recommendation in southeast
Florida? If so, what are they, and what is their status.
 There are currently curriculum and activities available through SEFCRI and COSEE, perhaps more. However they
are not widely known and not intrinsic parts of the k-12 science education curriculum in any grade level (no
coral reef unit in any grade level).
3. Intended Benefits (Outcomes)
What potential environmental benefits or positive impacts might this management action have?
 Addresses the problem of a public that is not aware of the importance and threats to our local reef ecosystem
What potential social/economic benefits or positive impacts might this management action have?
 Develop a generation of educated stewards who desire to conserve our marine environment. Makes it easier to
implement other management actions.
What is the likely duration of these benefits - short term or long-lasting? Explain.
 Long lasting, continued and ongoing
4. Indirect Costs (Outcomes)
What potential negative environmental impacts might this action have?
 none
What potential negative social/economic impacts might this action have?
 none
What is the likely duration of these negative impacts - short term or long-lasting? Explain.
 None
5. Risk
What is the threat of adverse environmental, social, or economic effects arising from not implementing this
action?

6. Relevant Supporting Data
What existing science supports this recommendation? (Provide citations)

7. Information Gaps
What uncertainties or information gaps still exist?
 Approval from local school boards is probably necessary or state legislature could mandate it. Who will write the
curriculum, how long will it take? What grade levels? Already many mandates for students and teachers, could
create backlash.
WHEN?
8. Anticipated Timeframe for Implementation
How long will this recommendation take to implement?
 1-2 years
9. Linkage to Other Proposed Management Actions
Is this activity linked to other proposed management recommendations?
 yes
If so, which ones, and how are they linked? (e.g., is this activity a necessary step for other management actions to
be completed?)
 N-18, addresses cultural difference education. They could be done together.
Does this activity conflict with other existing or proposed management actions?

WHO?
10. Lead Agency or Organization for Implementation
What agency or organization currently has/would have authority? Refer to the Agencies and Actions Reference
Guide.
 Local school board representatives (teachers)? Science curriculum supervisors in each district? FMSEA?
11. Other Agencies or Organizations
Are there any other agencies or organizations that may also support implementation? Explain.
 Local school board representatives (teachers)? Science curriculum supervisors in each district? FMSEA?
12. Key Stakeholders
Identify those stakeholders most greatly impacted by this management action, including those from whom you
might expect a high level of support or opposition. Explain.
 Students, Parents, Teachers. Another mandate may create opposition among local school staff, teachers.
Students should be generally supportive as will parents.
HOW?
13. Feasibility
Is there appropriate political will to support this? Explain.
 Choosing the best area as well as the best time of year Also marketing the event
What are the potential technical challenges to implementing this action? Has it been done elsewhere?

14. Legislative Considerations
Does the recommendation conflict with or actively support existing local, state, or federal laws or regulations?
Explain.
 No, but may require legislative approval.
15. Permitting Requirements
Will any permits be required to implement this action? Explain.

16. Estimated Direct Costs
Approximately how much will this action likely cost? (Consider one-time direct costs, annual costs, and staff time,
including enforcement.)
 $50-$100,000
Will costs associated with this activity be one-time or recurring?
 Should be one time to create curriculum and perhaps update occasionally.
If recurring, approximately how long will staff time and annual costs be necessary to implement the management
action?

17. Enforcement
Does this require enforcement effort?

Provide an explanation if available.

18. Potential Funding Sources
Identify potential funding organizations/grant opportunities, etc.

19. Measurable Outcomes/Success Criteria/Milestones
How will the success of this recommendation be measured? How will you know when the intended result is
achieved?

SEFCRI/TAC Targeted Questions:
1. TAC - Is the recommendation likely to achieve the intended result? Explain.
Tier 1 – #2 (Intended Result - Output/Outcome)

2. TAC - Is the recommendation sufficient to address the identified issue or problem? Explain.
Tier 1 – #4 (Justification)
 If there is a way to get onto some forum electronically, access a lot more people. This could be added to
curriculum to address the issues. Fldoe.org, CPALMS Student resources and Tutorials.
 ADDRESSED
3. TAC - Is the recommendation technically achievable from a science or management perspective? Explain.
Tier 2 – #8 (Anticipated Timeframe for Implementation) and Tier 2 - #13 (Feasibility)
 Yes. Create the curriculum, contact or upload to the above-mentioned websites.
ADDRESSED
4. SEFCRI Team, PPT & Other Advisors - Has this been done (by SEFCRI, other agencies or organizations in the SEFCRI
region)? Explain.
Tier 2 – #2 (Current Status)
 Yes. SEFCRI offers teacher trainings to educate the teachers, as well as developed curriculum activities for K-12.
5. SEFCRI Team, PPT & Other Advisors - Is this recommendation a research or monitoring project?
(Recommendations should be turn-dirt management actions, not the step you take before a management action).
Explain.
 No.
6. SEFCRI Team, PPT & Other Advisors - If either of the following applies to this management action, provide
feedback on which information submitted by the Community Working Groups may be more appropriate, or if
entries should be merged. Explain.
a. There are different viewpoints for an individual management action (i.e. two working group members
provided separate information, as indicated by a ‘//’ marking between them).
b. Information submitted for this and other draft management actions is sufficiently similar that they might
be considered the same.
 N/A
7. SEFCRI Team, PPT & Other Advisors - Non-agency Question: Is the recommendation technically achievable from
your stakeholder perspective? If not, do you have suggestions that would allow this to become technically
achievable from your stakeholder perspective? Explain.
Tier 1 - #5 (Potential Pros), Tier 1 - #6 (Potential Cons), Tier 2 - #3 (Intended Benefits), Tier 2 - #4 (Indirect Costs)
and Tier 2 - #12 (Key Stakeholders)
 Advisors would be consulted to do this mandated program.
8. SEFCRI Team, PPT & Other Advisors - Agency Question: Is the recommendation technically achievable from a
management perspective? If not, do you have suggestions that would allow this to become technically achievable
from your agency's management perspective? Explain.
Tier 2 – #10 (Lead Agency or Organization for Implementation) and Tier 2 - #11 (Other Agencies or Organizations)
 This exists in Broward County, just not coral-specific. However, it’s not mandatory in the system. This seems to
be a two-fold management action. First, the schools: In her 2005 study, Armstrong discovered curriculum in
Trinidad and Tobago schools was not interactive enough, and in addition to other methods, a field trip to local
coral reefs was featured and helped facilitate success in communications of the materials. An element such as
this would strengthen existing curriculum and lesson plan materials, and would be suitable for middle and high
school students. It might be more logistically complicated to arrange a field component for elementary school
aged students. The parents: While certainly possible that students would then share the information gleaned
with parents, this audience may be better served with existing forms of education via the website, public service
announcements. If we are trying to promote curriculum for the students, then it should be solely for that
purpose, and any other residual learning is an added benefit, but I don’t think we should be trying to target the
parents through the kids. FDEP/AZ
 Armstrong, H. 2005. Environmental education in Tobago’s primary schools: a case study of coral reef education.
Revista de Biologia Tropical, Vol. 53.
Comments from the Reviewers:
-This RMA comes with a sense of urgency: we don’t know that we have ten years to do this, so what can be done now?
-Explore options to make this mandatory-consultants exist that can assist with this.
-To make this more feasible, can a SEFCRI member go to the school boards and present curriculum?
-If there are resources available, how do we get these more widely known rather than instill a whole new curriculum?
-Suggestion: meet with marine magnet schools (MAST, Broward County) to get guidance on how to approach this.
-What is the entity that runs this? Appoint or approach a local group or make a committee to head this. NGO? Nature
Conservancy?
-Encourage and enhance current curriculum access and offerings (SEFCRI, COSEE) with the idea that these would
become intrinsic eventually.
Questions from the Reviewers:
Questions/Information Needs Highlighted by the Reviewers
1. N/A
2.
3.
Questions from the CWGs back to the Reviewers:
Addressed
by CWG:
☐
☐
☐
Not Addressed by CWG
Because:
☐ This does not apply.
☐ Need help addressing it.
☐ This does not apply.
☐ Need help addressing it.
☐ This does not apply.
☐ Need help addressing it.