Background/Question/Methods Environmental science literacy—the capacity to participate in and make decisions through evidence-based discussions of socio-ecological systems—is essential for many STEM careers and for responsible citizenship.  Environmental science literacy requires citizens to understand, evaluate, and respond to multiple sources of information.  One goal of our partnership (Colorado State University, The University of Northern Colorado, several regional school districts, and the Colorado Department of Education) is to develop an environmental science literacy framework by focusing on improving the content knowledge of teachers and students as well as their understanding of how science is practiced and how information used by different stakeholders.  In this talk our objectives are to highlight how we operate as both a provider of professional development and a broker of services to facilitate delivery by our partners to achieve this goal.  As a professional development provider, we conduct focused professional development that includes monthly workshops, placement of K-12 teachers directly in ecological research through summer and academic year research internships, and involvement of faculty and graduate students in K-12 instruction using the NSF GK-12 model. As a broker and facilitator of services within the partnership we assist in proposal development, connect teachers with other professional development providers, and connect scientists with teachers within the partnership. 

Results/Conclusions From this approach, three models of transference of ecological research and practice have evolved. The first model involved having teachers develop proposals on long-term schoolyard ecological research projects on school grounds that emulated research in the field.   The process is followed up with a peer-review panel that involves the teachers patterned after those used by NSF and other agencies.  The second model involved working with scientists to develop education components and programs within existing grants and in supplemental grant requests.  The third model involved connecting K-12 teachers with professional development provider. These models have significantly increased the number of collaborative proposals and awards submitted by K-12 teachers to engage in ecological research or activities at their schools, an increase in the placement of teachers in research settings, and an increase in the involvement of K-12 teachers in ecological research with a wider range of scientists.