(1) As used in this section, unless the context otherwise requires: (a) "Climate literacy" means an understanding of the essential principles of the earth's climate system, assessing scientifically credible climate information, learning to communicate about the climate in a meaningful manner, and making informed and responsible decisions regarding actions that may affect the climate. (b) "Climate literacy experiential learning provider" means a provider that facilitates a student's final project. A provider may include a school of a school district; district charter school; institute charter school; BOCES; collaboration of one or more rural school districts; school organization or club; or local media outlet, business, nonprofit organization, or industry focused on green skills or technical green skills. (c) "Climate literacy final experiential learning project" or "final project" means a student project that focuses on the effects of climate change in the student's local community and that the student successfully completes as a part of the requirements necessary to receive a seal of climate literacy diploma endorsement. (d) "Department" means the department of education created in section 24-1-115. (e) "Granting local education provider" means a school district, BOCES, district charter high school, institute charter high school, or the Colorado school for the deaf and the blind that grants a seal of climate literacy diploma endorsement as described in subsection (2) of this section to a student who demonstrates mastery in climate literacy pursuant to this section. (f) "Green jobs" means occupations or employment positions that reduce harmful effects on the climate; adapt processes to minimize their effect on the climate; recognize and mitigate the disproportionate social effects of climate change; support the economic, social, and environmental sustainability of communities; or contribute to the well-being and resilience of present and future generations. (g) "Green skills" means the knowledge, abilities, values, and attitudes to live in, develop, and support a sustainable and resource-efficient society. (h) "Technical green skills" means skills that fulfill the requirements of green jobs and support the transition to a low-carbon sustainable economy. (2) (a) A granting local education provider shall grant a seal of climate literacy diploma endorsement to a graduating high school student who demonstrates mastery in climate literacy disciplines and attains green skills or technical green skills through the successful completion of the requirements described in this subsection (2)(a). The purpose of the seal of climate literacy diploma endorsement is to give a student personal agency to help the student and the student's communities understand or adapt to the effects of climate change. To obtain a seal of climate literacy diploma endorsement, a graduating student must: (I) Meet the minimum high school graduation requirements as specified by the granting local education provider; (II) Successfully complete at least two approved courses in the area of climate literacy. The granting local education provider shall create a list of approved courses in the area of climate literacy and make the list available to students in grades six through twelve. Approved courses may include, but need not be limited to: (A) High school courses or qualified advanced placement courses that cover physical science, life science, or earth science; or (B) Concurrent enrollment, career and technical education courses, or high school courses that integrate the climate literacy principles. (III) Successfully complete a climate literacy final experiential learning project that meets the requirements described in subsection (2)(c) of this section. A student must complete one of the following final projects, which include, but need not be limited to: (A) A capstone project centered on the student's community and the community's effect on climate change; (B) Field experiences or practicums related to the coursework described in subsection (2)(a)(II) of this section; (C) Internships, externships, or employment with climate literacy experiential learning providers; (D) One or more community projects with a climate literacy experiential learning provider; (E) Hands-on laboratory experiments; (F) Original artwork or writing; or (G) Student-led and designed programming that has an effect on the student's community and other students. (b) If a granting local education provider does not require a high school science course as a minimum high school graduation requirement, a student must successfully complete at least one high school science course described in subsection (2)(a)(II) of this section. (c) (I) A granting local education provider shall approve a student's final project proposal or authorize a climate literacy experiential learning provider to facilitate, support, and approve a student's final project proposal before the student begins the final project. (II) To successfully complete the final project, the student shall demonstrate an academic understanding of climate literacy through the practical application of the climate literacy principles that address local climate issues present in the student's community. The student shall present the final project to an individual or group identified and selected by the student and the climate literacy experiential learning provider or granting local education provider. (3) Each granting local education provider may collaborate with local businesses, nonprofit organizations, and industry leaders interested in climate literacy and in building a workforce with technical green skills identified by the granting local education provider within the surrounding communities and by the appropriate institutions of higher education. (4) Each granting local education provider shall annually provide to students enrolled in grades six through twelve and their legal guardians information concerning the requirements for obtaining a seal of climate literacy diploma endorsement, including approved courses as described in subsection (2)(a)(II) of this section. (5) (a) On or before July 1, 2025, and every July 1 thereafter, each granting local education provider shall collect data on the seal of climate literacy diploma endorsement, including: (I) The schools that awarded the seal of climate literacy diploma endorsement; (II) The number of students who received a seal of climate literacy diploma endorsement; (III) The types of final projects described in subsection (2)(a)(III) of this section that students complete; (IV) The names of the climate literacy experiential learning providers that approved, supported, and facilitated students' final projects; (V) A list of academic courses students completed to earn the seal of climate literacy diploma endorsement; and (VI) Any other findings related to the seal of climate literacy diploma endorsement. (b) On or before October 1, 2025, and every October 1 thereafter, each granting local education provider shall submit a report to the department summarizing the data collected pursuant to subsection (5)(a) of this section. (6) (a) The department may collaborate with a Colorado nonprofit organization that works with local education providers, industry leaders, and institutions of higher education to support students' climate literacy to evaluate the data collected pursuant to subsection (5)(a) of this section and prepare a report summarizing the data. (b) (I) On or before January 15, 2026, and every January 15 thereafter, the department shall submit the report described in subsection (6)(a) of this section to the house of representatives education committee and the senate education committee, or their successor committees, and the state board. (II) Notwithstanding the requirement in section 24-1-136 (11)(a)(I), the requirement to submit the report required in subsection (6)(b)(I) of this section continues indefinitely. (7) The department may seek, accept, and expend gifts, grants, or donations from private or public sources for the purposes of this section.
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