Teaching Responsible Earth Education Tree

“A draft of the Form 990 is emailed to each Board of Directors member for their review. Each have the chance to independently review and comment on the document before submittal.”

“Other Organization Documents Publicly Available: Some organization documents are publicly available via Guidestar. All public documents and policies are available upon request.”

“Annually, each board member signs a Conflict of Interest policy.”

“Some organization documents are publicly available via Guidestar. All public documents are available upon request.”

“A draft of the Form 990 is emailed to each Board of Directors member for their review. Each have the chance to independently review and comment on the document before submittal.”

“OTHER PROGRAM SERVICES 4: The Lost Treasures program was not fully implemented this fiscal year as planned. However, a staff member hired in March 2023 to start training for leading the position, and was able to partner with Metairie Country Day Summer Camp to conduct and practice part of this program with camp goers. Additionally, other Earth Educators expanded the Earthwalks activities into a camp session for older campers at the same camp. This camp paid for some of the T.R.E.E. educators' time, but expenses were larger due to this really being a training approach for new staff and because some of the activities were completely new requiring more leadership staff to be involved. Labor, education materials and printing made up the majority of the expenses.”

“$52,247 was restricted to use for programs and/or specific = $102247”

“audiences in the 2023-2024 fiscal year. $50,000 was restrict = $0”

“for use of purchasing an electric van, which had not yet = $0”

“occured due to stock issues. = $0”

“Organization Mission:T.R.E.E.'s mission 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. The mission is accomplished by conducting comprehensive academic and experiential education programs.”

“Earthkeepers is a 3-day program where students travel each day to a forested Jean Lafitte National Park, and earn K.E.Y.S. symbolizing the steps of their journey. Participants earned their K (Knowledge) and E (Experience) keys by engaging in activities such as following Slippery Sally, a water speck (molecule) on adventures through the water cycle. They connected with nature through immersive activities like finding, naming, and describing the perfect wind dancer, a leaf dropped for all to see how it distinctively floats through the air. When students return to school they earn their Y and S (Yourself and Sharing) keys by (1) reducing the amount of energy and materials they use or waste; (2) sharing their knowledge and experiences with younger students, family members and friends; and (3) continuing to experience the wonders of the world through solitude, observation, discovery, and writing.There were 790 public school students, 40 teachers, and 108 parent volunteers who participated in Earthkeepers over the fiscal year.”

“Sunship III occurs over 3 days and 2 nights for 7th graders, deepening their life science understanding and focus on implications of decisions that affect their personal lives and their communities. To start, each 7th grader receives enough solarians rather than dollars, to pay for their use of necessary resources like water, food, and electricity. They keep a checkbook which they must balance each day as they decide how to best spend their resources. They have tough decisions to make regarding desires rather than needs; like using a hair dryer or ordering the works on their pizza, especially when they realize how much these items actually cost to use, make and transport to the user. The follow-through component connects youth to sustainability leaders in the areas they live. They pledge to interview at least one person to find out how they practice living and working more lightly on the Earth. Sunship III, like each of T.R.E.E.s programs, addresses 3 main needs. One is that New Orleans area children need educational opportunities that achieve superior levels of learning in science. Second,children need to understand how their environment functions, and that it is interconnected to all life. Third, students need to feel empowered,which is necessary for them to be confident that they can make a difference in the world. There were 204 students, 21 teachers and 17 parent chaperoned who participated in Sunship III over the school year.”

“Sunship Earth is a 5-day and 4-night 5th grade program, where students are immersed in the natural environment, and are able to directly observe and apply the science concepts being taught. The program has a playful and engaging framework guiding children from one experience to the next. Students receive a "passport" that allows their travels on and off-trail at the Study Station, an outdoor classroom in a bottomland hardwood forest about 50 miles north of New Orleans. Participants engage in 35 hands-on activities including when they climb inside of a leaf and create a molecule that is needed to trigger photosynthesis (energy flow). And, they become coyotes and must come up with independent strategies like camouflage or speediness to catch the one mouse available for dinner (interrelationships). Upon returning to city life, participants pledge to reduce their impact on energy or materials, and have several opportunities to work on changing their habits regarding their enjoyment and protection of the natural world. There were 116 public school students, 4 teachers, and 20 parent volunteers who participated in Sunship Earth over the 2022-2023 school year.”

“The Lost Treasures program was not fully implemented this fiscal year as planned. However, a staff member hired in March 2023 to start training for leading the position, and was able to partner with Metairie Country Day Summer Camp to conduct and practice part of this program with camp goers. Additionally, other Earth Educators expanded the Earthwalks activities into a camp session for older campers at the same camp. This camp paid for some of the T.R.E.E. educators' time, but expenses were larger due to this really being a training approach for new staff and because some of the activities were completely new requiring more leadership staff to be involved. Labor, education materials and printing made up the majority of the expenses.”