TEACHING RESPONSIBLE EARTH EDUCATION
Programs and results
What we aim to solve
T.R.E.E. addresses 3 key educational issues facing New Orleans youth. One is that they need to understand how their environment functions, and that it is interconnected to all life including their own. The National Institutes of Health cites studies indicating that more exposure to nature results not only in experiencing less health issues including obesity, depression, and attention-deficit hyperactivity disorder, but also decreases childhood stress and anxiety. Secondly, students need the confidence that they can make a difference in the world. Youth, particularly those at-risk, lack empowerment, especially influencing decisions that impact clean air, water and soil, and equal resource allocation. T.R.E.E. offers comprehensive approaches that engage the whole being. Third, there are not enough enrichment opportunities that improve the level of science learning for all students
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Earthkeepers
Earthkeepers™ allows 4th grade students to understand four life science concepts: energy flow, cycles, interrelationships and change. At this 3-day program, participants earn K.E.Y.S. (Knowledge, Experience, Yourself and Sharing) which symbolize each step of their experience and a mysterious character named E.M. leaves clues to guide them on their adventures.
Sunship Earth
Sunship Earth™ is a 5-day, residential program for 5th grade students focusing on 7 life science concepts and offering a strong sense of community. Students use a "passport" to give them access to the Study Station where their new found understandings and skills become a great responsibility.
SUNSHIP III
Sunship III™ deepens life science understanding for 7th grade students, linking to implications of decisions that affect their personal lives and their communities. This 3-day residential program focuses on 4 life science concepts. Each 7th grader receives enough "solarians" rather than dollars, to pay for their use of necessary resources like water, food, and electricity. They have harder decisions to make regarding desires like using a hair dryer or ordering the works on their pizza, especially when they realize how much these items actually cost to make and transport to the user.
Lost Treasures
Lost Treasures is a dynamic science curriculum conducted by professionally trained, detail-oriented T.R.E.E. educators. It’s held mostly on-campus, but also during four outings to the Audubon Zoo, University of New Orleans Geology Department, New Orleans City Park Arboretum, and a local forested site.
Children become characters in their own story where they receive proclamations to challenge themselves and work together, and discover tasks in a life-sized treasure chest. Through 50 different prompts and activities designed to mimic the movements and outcomes of the story, they learn about the Animal, Mineral and Plant Kingdoms and how they interact and depend on ecosystems.
Where we work
External reviews
Photos
Videos
Our results
How does this organization measure their results? It's a hard question but an important one.
Number of participants reporting change in behavior or cessation of activity
This metric is no longer tracked.Totals By Year
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
Students report changes in behavior through follow up surveys and activities. Our years begin in August and end in July.
Number of participants engaged in programs
This metric is no longer tracked.Totals By Year
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Context Notes
Participant numbers include students, teachers, and adult chaperones.
Number of volunteers
This metric is no longer tracked.Totals By Year
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Total dollars received in contributions
This metric is no longer tracked.Totals By Year
Type of Metric
Input - describing resources we use
Direction of Success
Increasing
Context Notes
Contributions are received from individual donors, foundations, corporations, and government grants.
Total number of volunteer hours contributed to the organization
This metric is no longer tracked.Totals By Year
Type of Metric
Input - describing resources we use
Direction of Success
Increasing
Number of youth who consider the implications of their actions on others, their community, and the environment
This metric is no longer tracked.Totals By Year
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Context Notes
After learning in the Outdoor Classrooms, children leave inspired and with direct activities to decrease their impact on the environment.
Number of program sites
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Context Notes
T.R.E.E. serves schools in Orleans, Jefferson, and Plaquemines Parishes.
Goals & Strategy
Learn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
1) Students will increase their knowledge of major environmental concepts that will help them develop problem-solving and creative thinking skills with regard to environment issues. This will lead to a statistically significant increase in pro-environmental perceptions. 2) All students gain an understanding of what responsible actions they can take individually to improve the environment and do something to reduce impacts on energy and resources. 3) Through experiencing new and exciting activities that encourage students to develop a love of learning there will be a statistically significant increase in students’ overall ecological understanding. 4) An increase in students’ understanding of each ecological concept: energy flow, cycles, interrelationships and change will prepare them to apply their science knowledge to their growing interests (science, art, writing, technology, etc.). 5) Students are inspired to appreciate their natural surroundings and understand their place within
What are the organization's key strategies for making this happen?
T.R.E.E.’s methods ensure that students gain as much as they can from their time spent in nature. First, we create a safe place for youth to engage all of their senses. Second, we make the experience fun and full of adventure. Third, we train our educators to implement a comprehensive, whole child teaching and learning approach.
What are the organization's capabilities for doing this?
T.R.E.E. has built a reputation for delivery of highly structured experiential learning programs with clearly defined goals, objectives and strategies, and consistent documentation of achieving expected outcomes. All program staff are trained to implement programs with fidelity to the curriculum and to understand the relationship between programmatic operations and clearly defined outcomes that support T.R.E.E.'s mission. Input from students, parents and teachers on evaluation tools and from staff at regularly scheduled meetings and annual performance reviews are used to make appropriate program modifications. T.R.E.E.'s 1995 founder and Program Director, Sue Brown, has a Master of Education, has taught for decades, leads program implementation and education training of all staff, and coordinates the overnight programs.
What have they accomplished so far and what's next?
In 1985 a certified teacher recognized how energized, reflective and empowered her students became during and after experiencing a hands-on, outdoor science program. Knowing that more students could benefit from such programming, she and a group of teachers started T.R.E.E. in 1995 to do just that. T.R.E.E. has since reached over 20,000 students, teachers, and parents and established three extensive, life-changing programs. The mission of T.R.E.E. is to educate children and adults about the life science processes that govern our planet, to inspire them to appreciate the natural world, and to motivate them to protect it.
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
-
How is your organization using feedback from the people you serve?
To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals
-
Which of the following feedback practices does your organization routinely carry out?
We collect feedback from the people we serve at least annually, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback
-
What challenges does the organization face when collecting feedback?
It is difficult to get the people we serve to respond to requests for feedback, Staff find it hard to prioritize feedback collection and review due to lack of time
Financials
Unlock nonprofit financial insights that will help you make more informed decisions. Try our monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights?
Learn more
about GuideStar Pro.
Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
TEACHING RESPONSIBLE EARTH EDUCATION
Board of directorsas of 10/13/2023
Stephen Smith
Stephen M. Smith & Associates
Term: 2018 - 2024
Andrew Liles
A. M. Liles Architect PC
Robert MacLean
Audubon Institute
Jamal Brown
Urban Sustainability Directors Network
Brian Robert Beabout
University of New Orleans
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
-
Board orientation and education
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes -
CEO oversight
Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes -
Ethics and transparency
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes -
Board composition
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes -
Board performance
Has the board conducted a formal, written self-assessment of its performance within the past three years? No
Organizational demographics
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
The organization's co-leader identifies as:
Race & ethnicity
Gender identity
Transgender Identity
Sexual orientation
Disability
Equity strategies
Last updated: 10/13/2023GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more
- We review compensation data across the organization (and by staff levels) to identify disparities by race.
- We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
- We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
- We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
- We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
- We have community representation at the board level, either on the board itself or through a community advisory board.
- We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
- We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.