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<br />Page 12 of 24 <br /> <br />team to gain clarity on which schools are considered Title 1 <br />vs. CEP, along with any additional available demographic <br />information <br />• GARE Advancing Racial Equity and Transforming Government <br />Resource Guide <br />o Incorporating racial equity into project planning and <br />implementation <br />• Additional urban heat island data <br />o We will monitor the results of UNC’s Data-Driven EnviroLab <br />NASA grant project, funded to evaluate heat stress in the <br />region. <br /> <br />Addressing Racial Disparities <br />This project directly tackles racial disparities by improving environmental <br />conditions and expanding educational opportunities, prioritizing OCS and <br />CHCPS schools with higher populations of students who are designated <br />economically disadvantaged, people of color, and in areas with high heat <br />disparity and low tree equity scores. The TftT team is prepared to work with <br />school administration staff and community leaders to gain an even deeper <br />understanding of the racial and environmental justice climates of these <br />schools and communities. By strategically planting trees, we enhance green <br />spaces, mitigate urban heat islands, and improve air quality—benefits that <br />are especially critical in communities disproportionately affected by <br />environmental inequities. <br /> <br />Our approach includes targeted tree plantings in areas most susceptible to <br />climate impacts, such as extreme heat, and integrates equal access to <br />environmental education. We will actively involve students, faculty, staff, <br />PTAs, and community volunteers in the project through school assemblies <br />and events, take-home materials, library resources, and weekend volunteer <br />workdays. This hands-on involvement not only teaches valuable skills but <br />also fosters a sense of ownership and stewardship among participants. To <br />ensure equal access, we will provide a diversity of communication methods, <br />including materials in Spanish and scheduling events at various times to <br />accommodate different schedules and availability within the community. <br /> <br />Additionally, TftT recognizes Orange County’s implementation of GARE <br />models and methods to ensure racial equity in projects and initiatives. Our <br />team will continue referencing GARE's Advancing Racial Equity and <br />Transforming Government Resource Guide and other GARE tools throughout <br />project planning and implementation. For instance, we will strive to <br />incorporate elements of the Racial Equity Scorecard in the school selection <br />process when applicable, the Racial Equity Toolkit to guide decision-making <br />processes, and the Results-Based Accountability framework to define <br />success metrics such as the percentage increase in tree canopy cover in <br />schools serving predominantly communities of color. <br />7. Please describe any ways <br />in which low-income or <br />marginalized <br />communities/households <br />While the direct engagement with low-income and marginalized <br />communities during the proposal creation stage was limited, the TftT team <br />made significant efforts to consult with key stakeholders who have deep ties <br />to these communities and a thorough understanding of their needs. We <br />Docusign Envelope ID: D22675F9-86C0-429B-8CAD-74E02C6C68FC