Vermont's Curriculum Framework (1996) did not include the concepts of sustainability and sense of place. This paper chronicles how collaboration among environmental organizations transformed the original Framework in ways that recognized their groups historic support of environmental learning in K-12 schools. Themes include: (1) A tour of the original framework and its lack of explicit objectives valued by Vermont's environmental education community, (2) Description of the political process that brought together grassroots environmental organizations to change state educational policy, (3) Elaboration of Standard 3.9 Sustainability, and 4.6 Understanding Place, and how they provide learning outcomes central to the mission of the sponsoring groups, (4) Examples of exemplary sustainability projects covering all grade levels, (5) Assessment strategies to insure that sustainability is taught and results in standards-based learning outcomes, (6) How to insure the ongoing use and enhancement of the new standards, (7) Replays: How might the curriculum enhancement process have been conducted more effectively?

B.S. Central Connecticut State University (General Science, Physics) M.S. Syracuse University (Science Education, Geology) Ph.D. University of Connecticut (Curriculum and Instruction Teacher of Biology, Physics, Wethersfield High School (CT) Associate Dean of UVM Graduate College; Chair, UVM Department of Education, Director: UVM Science, Mathematics, and Computer Technology Project Publications in journals: Science Education, The Science Teacher, American Journal of Physics, Journal of Teacher Education, Phi Delta Kappan, Book (with John Clarke) Interdisciplinary Teaching in the Secondary School.