; (III) development of climate change education frameworks and model curricula and curation and dissemination of existing such frameworks and curricula; (IV) creation of applied learning project-based models, particularly those that allow for student leadership in project development and applied field work, such as models making optimum use of green features improvements, such as low-cost environmental monitoring sensors, to school facilities such as energy systems, lighting systems, food systems, water management systems, waste management systems, and school grounds; and (V) incorporation of climate change mitigation and green technologies into new and existing high-quality career and technical education career pathways and work-based learning experiences in high-demand climate-related jobs, including development of partnerships with labor organizations, trade organizations, and apprenticeship programs; and (ii) in the case of local educational agencies— (I) develop, modify, or implement district-level plans to advance climate change education that consider facilities, curriculum, environmental health, professional development for educators, student experiences, and equity; and (II) support community partnerships among local educational agencies, nonformal education providers, community-based organizations, and other partners to advance climate change education priorities. (2) Institutions of higher education and networks or partnerships of such institutions to engage teams of faculty and students to develop applied climate research and deliver to local communities direct services related to local climate mitigation and adaptation issues, with priority given to projects that— (A) foster long-term campus-community partnerships; (B) show potential to scale work beyond the term of the grant or cooperative agreement; (C) involve significant student input in the project development process; (D) are inclusive for all segments of the population