Interim Reports for PEECInterim Reports for PEEC

Sustainable SchoolsSustainable Schools CO-SEEDCO-SEED Community Mapping Community Mapping

Program Program A Forest For Every A Forest For Every

ClassroomClassroom

April 3, 2003

Sustainable Schools ProjectSustainable Schools Project

“I’ve seen kids in the lunchroom looking at labels, wondering if their food is local, and what’s in it. They never did that before. And I’ve gotten excellent feedback from parents, saying ‘I’ve been trying to talk to my children about nutrition and where food comes from and they were not listening…but now they are interested!’”

--Champlain Principal

Sustainable Schools OverviewSustainable Schools Overview Evaluation Focus:Evaluation Focus:

First year process First year process implementationimplementation

First year outcomesFirst year outcomes Change in teacher practiceChange in teacher practice

Key Methods:Key Methods: Teacher pre-post interviewsTeacher pre-post interviews Teacher pre-post surveysTeacher pre-post surveys Workshop, classroom and Workshop, classroom and

meeting observationsmeeting observations Staff and community advisor Staff and community advisor

interviewsinterviews Internal process watching by Internal process watching by

SSP staff and facultySSP staff and faculty Document reviewDocument review Trial of pre-post student Trial of pre-post student

assessment activity assessment activity

Sustainable Schools Sustainable Schools Interim ReportInterim Report

(Teachers set up the Living Machine with Community Partner)(Teachers set up the Living Machine with Community Partner)

Process strengthsProcess strengths Providing capacity-building, facilitation and supportProviding capacity-building, facilitation and support Intensive one-on-one mentoringIntensive one-on-one mentoring Rapport and trust being builtRapport and trust being built Whole school involvementWhole school involvement Administrative supportAdministrative support Providing tools, skills for curriculum development as a foundation for school changeProviding tools, skills for curriculum development as a foundation for school change

Summer workshop enthusiasmSummer workshop enthusiasm Pre-existing internal model (4/5 team) aids diffusion Pre-existing internal model (4/5 team) aids diffusion

ChallengesChallenges Limited PD time: Conceptual depth curtailedLimited PD time: Conceptual depth curtailed Teachers not required to document workTeachers not required to document work Are community members building capacity for teachers or replacing them?Are community members building capacity for teachers or replacing them? Role of community advisory boardRole of community advisory board Teachers’ other pressuresTeachers’ other pressures

Teacher OutcomesTeacher Outcomes Changes in teaching practiceChanges in teaching practice Dialogue about sustainability created amongst facultyDialogue about sustainability created amongst faculty Teachers’ utilization of schoolyardTeachers’ utilization of schoolyard Collaboration amongst teachersCollaboration amongst teachers Relationships between community resources and teachersRelationships between community resources and teachers

Student OutcomesStudent Outcomes Teacher perspectives on student outcomesTeacher perspectives on student outcomes Student multi-grade-level pre-post activity analysisStudent multi-grade-level pre-post activity analysis

SSP Outline Draft

The CO-SEED ProjectThe CO-SEED Project““The attitude toward The attitude toward

education and kids education and kids has changed in a has changed in a positive manner in positive manner in Littleton because of Littleton because of the increased the increased interaction between interaction between students and Joe students and Joe Blow on the street.” Blow on the street.”

-Littleton High School -Littleton High School Principal Principal

CO-SEED CO-SEED OverviewOverview

Evaluation Focus:Evaluation Focus: Process: Sustainability Process: Sustainability

beyond ANE involvementbeyond ANE involvement Civic engagement, school-Civic engagement, school-

community relations: survey community relations: survey process developmentprocess development

Student achievement: Student achievement: Student writing assessmentStudent writing assessment

Teacher practice changeTeacher practice change Key Methods:Key Methods:

Site visits Site visits Staff, teacher, administrator, Staff, teacher, administrator,

community partner interviewscommunity partner interviews Surveys: three groupsSurveys: three groups Classroom and meeting Classroom and meeting

observationsobservations Creation of internal Creation of internal

monitoring system: ELCs, monitoring system: ELCs, SEED TeamSEED Team

Document reviewDocument review

CO-SEED Interim ReportCO-SEED Interim Report

Bradford Seed Team

Process FindingsProcess Findings The modelThe model: Essential process features: Essential process features CO-SEED sites after Antioch involvement: CO-SEED sites after Antioch involvement: the sustainability of CO-SEEDthe sustainability of CO-SEED The Role of the ELCThe Role of the ELC

Teacher OutcomesTeacher Outcomes Changes in teaching practice (discussion by site, discussion summary)Changes in teaching practice (discussion by site, discussion summary) Increased collaboration amongst teachersIncreased collaboration amongst teachers Analysis of Pre-Post Survey data: Malden and Antrim Teachers and School Analysis of Pre-Post Survey data: Malden and Antrim Teachers and School

StaffStaff Presentation of Pre-Survey summary table: Bradford Teachers and School StaffPresentation of Pre-Survey summary table: Bradford Teachers and School Staff

Student OutcomesStudent Outcomes Teacher perspectives on student outcomesTeacher perspectives on student outcomes Analysis of Pre-Post Survey data: Malden and Antrim StudentsAnalysis of Pre-Post Survey data: Malden and Antrim Students Presentation of Pre-Survey summary table: Bradford StudentsPresentation of Pre-Survey summary table: Bradford Students Writing Assessment: presentation of pilot process and findingsWriting Assessment: presentation of pilot process and findings

Evidence of School/Community ChangeEvidence of School/Community Change Discussion of school-community interactionsDiscussion of school-community interactions Analysis of Pre-Post Survey data: Malden and Antrim Community MembersAnalysis of Pre-Post Survey data: Malden and Antrim Community Members Presentation of Pre-Survey summary table: Bradford Community MembersPresentation of Pre-Survey summary table: Bradford Community Members

CO-SEED Outline Draft

Interim Program Recommendations Interim Program Recommendations Train ELC staff consistently and provide networking and professional Train ELC staff consistently and provide networking and professional

developmentdevelopment Provide incentives and criteria to encourage teacher documentationProvide incentives and criteria to encourage teacher documentation ““Plan for the diffusion you want to see”: highlight teacher leaders, Plan for the diffusion you want to see”: highlight teacher leaders,

ddisseminate successful examplesisseminate successful examples Encourage networking and sharing of ideas between past (and present) Encourage networking and sharing of ideas between past (and present)

COSEED sitesCOSEED sites Transition leadership/facilitation in SEED team during year twoTransition leadership/facilitation in SEED team during year two

Evaluation Needs AssessmentEvaluation Needs Assessment Five-year planFive-year plan Identify and assess ELC impactsIdentify and assess ELC impacts Continue inquiry into sustainability question as new sites become emeritusContinue inquiry into sustainability question as new sites become emeritus

Writing assessment continuationWriting assessment continuation Student achievement focus?Student achievement focus?

CO-SEED Outline Draft

Assessment of Assessment of Student Writing Student Writing

What is the impact of CO-SEED What is the impact of CO-SEED on students’ writing abilities?on students’ writing abilities?

The Community Mapping ProgramThe Community Mapping Program

CMP OverviewCMP Overview Evaluation Focus:Evaluation Focus:

ProcessProcess Teacher OutcomesTeacher Outcomes Community and Student Community and Student

OutcomesOutcomes Colorado: Student Achievement Colorado: Student Achievement

pilotspilots

Key Methods:Key Methods: Site visits Site visits Staff, teacher, student and Staff, teacher, student and

community partner interviewscommunity partner interviews Teacher and student pre and Teacher and student pre and

post surveyspost surveys Classroom, institute and meeting Classroom, institute and meeting

observationsobservations Document reviewDocument review

CMP Interim ReportCMP Interim Report“I think that when you see a large scale map you don’t think about the actual land that’s there. But when you actually go out there it’s different…you see what’s there. Now I have something real to associate with the maps. It makes it more meaningful.”

--7th grade student

Interim Teacher OutcomesInterim Teacher Outcomes Educators Discover Community Educators Discover Community

Resources Resources CMP Educators Stimulate CMP Educators Stimulate

Colleagues to do Place-based Colleagues to do Place-based EducationEducation

CMP Provides Positive Public CMP Provides Positive Public Relations for SchoolsRelations for Schools

CMP Helps Educators Provide CMP Helps Educators Provide Service-Learning OpportunitiesService-Learning Opportunities

A Catalyst for Interdisciplinary A Catalyst for Interdisciplinary TeachingTeaching

Technology at Work in the Field Technology at Work in the Field and in the Classroomand in the Classroom

Maps: A Powerful ToolMaps: A Powerful Tool Educators Remain Enthusiastic Educators Remain Enthusiastic

about CMP after Year Oneabout CMP after Year One

Interim Community Partner OutcomesInterim Community Partner Outcomes

The Community Partner The Community Partner Relationship: A Challenging but Relationship: A Challenging but Rewarding EndeavorRewarding Endeavor

Increased connection with the Increased connection with the schoolschool

Working with Adolescents and Working with Adolescents and Schools: Dispelling the MythSchools: Dispelling the Myth

The Value of Final ProductsThe Value of Final Products Introduction to TechnologyIntroduction to Technology

Student Outcomes and Process ReportStudent Outcomes and Process Report

Interim Student OutcomesInterim Student Outcomes An Affinity for Real World An Affinity for Real World

LearningLearning Inter-disciplinary Learning Inter-disciplinary Learning

Mimics Real LifeMimics Real Life Increased citizenship skills Increased citizenship skills

and prideand pride Increased “sense of place”Increased “sense of place” Environmental knowledgeEnvironmental knowledge

Program ProcessesProgram ProcessesProgram Strengths Program Strengths Staff availability, communicationStaff availability, communication TrainingsTrainings FlexibilityFlexibility CMP as a “toolbox”CMP as a “toolbox” Service-learningService-learning Community partner modelCommunity partner model

Programmatic ChallengesProgrammatic Challenges Technology as a barrierTechnology as a barrier Lack of planning time for educatorsLack of planning time for educators Teacher expectations vs staff expectationsTeacher expectations vs staff expectations CMP staff underused or used primarily for tech CMP staff underused or used primarily for tech

support and chaperonessupport and chaperones Weak Community Partner relationshipsWeak Community Partner relationships Teacher comfort taking kids outsideTeacher comfort taking kids outside

A Forest for Every ClassroomA Forest for Every Classroom

“Being part of this model and connecting with other teachers and the partners has given me the tools and the courage to put out my teaching philosophy to colleagues at my school. This has enabled us to actually make some significant movement towards change in the science content at my school.”

--FFEC Teacher

FFEC OverviewFFEC Overview Evaluation Focus:Evaluation Focus:

Process implementationProcess implementation Partnership functioningPartnership functioning

Teacher practice changeTeacher practice change Student outcomesStudent outcomes

Key Methods:Key Methods: Site visits Site visits Teacher and staff focus groupsTeacher and staff focus groups Student SurveysStudent Surveys Informal student interviewsInformal student interviews Classroom and institute Classroom and institute

observationsobservations Document reviewDocument review

FFEC Interim ReportFFEC Interim Report

(National Park Ranger with 7th graders)(National Park Ranger with 7th graders)

Process EffectivenessProcess Effectiveness The partnership, the modelThe partnership, the model Process strengthsProcess strengths

Partnership offers diverse perspectives and resourcesPartnership offers diverse perspectives and resources Community/network created Community/network created Personalized, respectful, funPersonalized, respectful, fun Balance of content (experts) and modelling teaching skillsBalance of content (experts) and modelling teaching skills Expectation of curriculum development (product)Expectation of curriculum development (product)

BarriersBarriers Better definition of and emphasis on service-learning componentBetter definition of and emphasis on service-learning component Connecting teachers with their local resources, not just the NP Connecting teachers with their local resources, not just the NP Keep examples do-able and undauntingKeep examples do-able and undaunting

Teacher OutcomesTeacher Outcomes Changing practiceChanging practice Teachers’ utilization of local human resources Teachers’ utilization of local human resources Curriculum Implementation beyond year oneCurriculum Implementation beyond year one Curricular change in the schoolsCurricular change in the schools Relationships between teachers and community resources Relationships between teachers and community resources

Student OutcomesStudent Outcomes Students’ perception of and relationship to their local communityStudents’ perception of and relationship to their local community Building community in the classroomsBuilding community in the classrooms Teacher perspectivesTeacher perspectives Student survey resultsStudent survey results Discussion of students’ levels of civic engagementDiscussion of students’ levels of civic engagement

FFEC Interim Findings

FFEC translated FFEC translated from teachers to studentsfrom teachers to students

Summer Institute for Teachers at MABI

Fall Math Class for Middle School Students at MABI

Cross Program Report ThoughtsCross Program Report Thoughts

Cross Program Report ContentsCross Program Report ContentsIntroductionIntroduction Place-based Education Evaluation Collaborative (PEEC) Place-based Education Evaluation Collaborative (PEEC)

Brief overview of each programBrief overview of each program ContextContext

Place-based EducationPlace-based Education Service-learningService-learning School Change and Professional DevelopmentSchool Change and Professional Development

MethodsMethods Teacher Question defined, Student Question definedTeacher Question defined, Student Question defined Cross program common methods under developmentCross program common methods under developmentDiscussionDiscussion Common impacts on teachersCommon impacts on teachers Discussion of civic engagement in studentsDiscussion of civic engagement in students Process: Greatest strengths and challenges of each programProcess: Greatest strengths and challenges of each program

CO-SEED SSP FFECCO-SEED SSP FFEC CMPCMP

Conclusions and RecommendationsConclusions and Recommendations Recommendations for all programs, and place-based educationRecommendations for all programs, and place-based education Plans for future PEEC researchPlans for future PEEC research

Cross Program QuestionsCross Program Questions

teacher practice: How does participation in one of these place-based education programs change teachers’ teaching practices?

Cross program objectives: Teachers/schools implement/adopt place-based

education beyond project/program intervention Teachers understand that program is related to

standards, a tool for teaching, not an add-on curriculum

Students are more engaged in learning through service OR teachers encourage service learning

Cross Program QuestionsCross Program Questionsstudent civic engagement: How does

participation in one of these place-based education programs affect students’ levels of civic engagement?

Cross-program objectives:

Student learning occurs out in the community OR teachers use community in their teaching

Students are more engaged in learning through service OR teachers encourage service learning

Students will have knowledge/motivation/skills for stewardship/citizenship behavior

community question:Cross-program objective:

Forging connections between school and community (formation of partnerships)

Interim Recommendations for Four ProgramsInterim Recommendations for Four Programs Involve community partners early in process, and as Involve community partners early in process, and as

integrally as possible, and provide community partners your integrally as possible, and provide community partners your organizational support as well as educators/schools (CO-organizational support as well as educators/schools (CO-SEED)SEED)

Interim Recommendations for Four ProgramsInterim Recommendations for Four Programs Involve community partners early in process, and as integrally as Involve community partners early in process, and as integrally as

possible, and provide community partners your organizational support possible, and provide community partners your organizational support as well as educators/schools (CO-SEED)as well as educators/schools (CO-SEED)

Create a culture of respect, communication, support and rapport with Create a culture of respect, communication, support and rapport with participants to promote buy-in (FFEC)participants to promote buy-in (FFEC)

Interim Recommendations for Four ProgramsInterim Recommendations for Four Programs Involve community partners early in process, and as integrally as Involve community partners early in process, and as integrally as

possible, and provide community partners your organizational support possible, and provide community partners your organizational support as well as educators/schools (CO-SEED)as well as educators/schools (CO-SEED)

Create a culture of respect, communication, support and rapport with Create a culture of respect, communication, support and rapport with participants to promote buy-in (FFEC)participants to promote buy-in (FFEC)

Offer resources or training in specific, useful skills if you expect service-Offer resources or training in specific, useful skills if you expect service-learning to be specific and useful (CMP)learning to be specific and useful (CMP)

Interim Recommendations for Four ProgramsInterim Recommendations for Four Programs Involve community partners early in process, and as integrally as Involve community partners early in process, and as integrally as

possible, and provide community partners your organizational support possible, and provide community partners your organizational support as well as educators/schools (CO-SEED)as well as educators/schools (CO-SEED)

Create a culture of respect, communication, support and rapport with Create a culture of respect, communication, support and rapport with participants to promote buy-in (FFEC)participants to promote buy-in (FFEC)

Offer resources or training in specific, useful skills if you expect service-Offer resources or training in specific, useful skills if you expect service-learning to be specific and useful (CMP)learning to be specific and useful (CMP)

Before intervention, help establish or locate one good model in a Before intervention, help establish or locate one good model in a school--a successful teacher/team completing an example project--to school--a successful teacher/team completing an example project--to encourage ‘spread of effect’ (SSP)encourage ‘spread of effect’ (SSP) => either seek out schools with this model in place, or create this scenario in the first year of

working with a school (example of how PD-focused program complements the whole-school change model)

Interim Recommendations for Four ProgramsInterim Recommendations for Four Programs Involve community partners early in process, and as integrally as Involve community partners early in process, and as integrally as

possible, and provide community partners your organizational support possible, and provide community partners your organizational support as well as educators/schools (CO-SEED)as well as educators/schools (CO-SEED)

Create a culture of respect, communication, support and rapport with Create a culture of respect, communication, support and rapport with participants to promote buy-in (FFEC)participants to promote buy-in (FFEC)

Offer resources or training in specific, useful skills if you expect service-Offer resources or training in specific, useful skills if you expect service-learning to be specific and useful (CMP)learning to be specific and useful (CMP)

Before intervention, help establish or locate one good model in a Before intervention, help establish or locate one good model in a school--a successful teacher/team completing an example project--to school--a successful teacher/team completing an example project--to encourage ‘spread of effect’ (SSP)encourage ‘spread of effect’ (SSP) => either seek out schools with this model in place, or create this scenario in the first year of

working with a school (example of how PD-focused program complements the whole-school change model)

Encourage (or require) teachers to participate in teamsEncourage (or require) teachers to participate in teams

Interim Recommendations for Four ProgramsInterim Recommendations for Four Programs Involve community partners early in process, and as integrally as Involve community partners early in process, and as integrally as

possible, and provide community partners your organizational support possible, and provide community partners your organizational support as well as educators/schools (CO-SEED)as well as educators/schools (CO-SEED)

Create a culture of respect, communication, support and rapport with Create a culture of respect, communication, support and rapport with participants to promote buy-in (FFEC)participants to promote buy-in (FFEC)

Offer resources or training in specific, useful skills if you expect service-Offer resources or training in specific, useful skills if you expect service-learning to be specific and useful (CMP)learning to be specific and useful (CMP)

Before intervention, help establish or locate one good model in a Before intervention, help establish or locate one good model in a school--a successful teacher/team completing an example project--to school--a successful teacher/team completing an example project--to encourage ‘spread of effect’ (SSP)encourage ‘spread of effect’ (SSP) => either seek out schools with this model in place, or create this scenario in the first year of

working with a school (example of how PD-focused program complements the whole-school change model)

Encourage (or require) teachers to participate in teamsEncourage (or require) teachers to participate in teams Lead teachers in learning new assessment techniques for community-Lead teachers in learning new assessment techniques for community-

based, place-based, service-learning curriculum.based, place-based, service-learning curriculum.

Interim Recommendations for Four ProgramsInterim Recommendations for Four Programs Involve community partners early in process, and as integrally as Involve community partners early in process, and as integrally as

possible, and provide community partners your organizational support possible, and provide community partners your organizational support as well as educators/schools (CO-SEED)as well as educators/schools (CO-SEED)

Create a culture of respect, communication, support and rapport with Create a culture of respect, communication, support and rapport with participants to promote buy-in (FFEC)participants to promote buy-in (FFEC)

Offer resources or training in specific, useful skills if you expect service-Offer resources or training in specific, useful skills if you expect service-learning to be specific and useful (CMP)learning to be specific and useful (CMP)

Before intervention, help establish or locate one good model in a Before intervention, help establish or locate one good model in a school--a successful teacher/team completing an example project--to school--a successful teacher/team completing an example project--to encourage ‘spread of effect’ (SSP)encourage ‘spread of effect’ (SSP) => either seek out schools with this model in place, or create this scenario in the first year of

working with a school (example of how PD-focused program complements the whole-school change model)

Encourage (or require) teachers to participate in teamsEncourage (or require) teachers to participate in teams Lead teachers in learning new assessment techniques for community-Lead teachers in learning new assessment techniques for community-

based, place-based, service-learning curriculum.based, place-based, service-learning curriculum. Involve teachers, administrators, community members in program Involve teachers, administrators, community members in program

evaluation from the start of contact so that they: evaluation from the start of contact so that they: Know what to expect and are cooperative. Can provide insight into place-specific evaluation indicators that might be especially useful.

Interim Recommendations for Four ProgramsInterim Recommendations for Four Programs Involve community partners early in process, and as integrally as possible, and Involve community partners early in process, and as integrally as possible, and

provide community partners your organizational support as well as provide community partners your organizational support as well as educators/schools (CO-SEED)educators/schools (CO-SEED)

Create a culture of respect, communication, support and rapport with Create a culture of respect, communication, support and rapport with participants to promote buy-in (FFEC)participants to promote buy-in (FFEC)

Offer resources or training in specific, useful skills if you expect service-learning Offer resources or training in specific, useful skills if you expect service-learning to be specific and useful (CMP)to be specific and useful (CMP)

Before intervention, help establish or locate one good model in a school--a Before intervention, help establish or locate one good model in a school--a successful teacher/team completing an example project--to encourage ‘spread successful teacher/team completing an example project--to encourage ‘spread of effect’ (SSP)of effect’ (SSP) => either seek out schools with this model in place, or create this scenario in the first year of working with a

school (example of how PD-focused program complements the whole-school change model)

Encourage (or require) teachers to participate in teamsEncourage (or require) teachers to participate in teams Lead teachers in learning new assessment techniques for community-based, Lead teachers in learning new assessment techniques for community-based,

place-based, service-learning curriculum.place-based, service-learning curriculum. Involve teachers, administrators, community members in program evaluation Involve teachers, administrators, community members in program evaluation

from the start of contact so that they: from the start of contact so that they: Know what to expect and are cooperative. Can provide insight into place-specific evaluation indicators that might be especially useful.

Distinguish between place-based ed. and service-learning Distinguish between place-based ed. and service-learning and prepare schools, teachers, staff accordingly. and prepare schools, teachers, staff accordingly.

Text about PEEC on each reportText about PEEC on each report

Antioch New England Institute is part of the Place-based Antioch New England Institute is part of the Place-based Education Evaluation Collaborative (PEEC), a unique Education Evaluation Collaborative (PEEC), a unique partnership of organizations whose aim is to strengthen partnership of organizations whose aim is to strengthen and deepen the practice and evaluation of place-based and deepen the practice and evaluation of place-based education initiatives. Other PEEC members are: education initiatives. Other PEEC members are: Shelburne Farms, Vermont Institute of Natural Science, Shelburne Farms, Vermont Institute of Natural Science, Orton Family Foundation, Upper Valley Community Orton Family Foundation, Upper Valley Community Foundation, Vermont Education for Sustainability Foundation, Vermont Education for Sustainability Project, National Wildlife Federation, the National Park Project, National Wildlife Federation, the National Park Service and the US Forest Service. This year, in addition Service and the US Forest Service. This year, in addition to the Co-SEED Project, three other place-based to the Co-SEED Project, three other place-based education programs were evaluated: The Community education programs were evaluated: The Community Mapping Program; The Sustainable Schools Project; and Mapping Program; The Sustainable Schools Project; and The Forest For Every Classroom Program.The Forest For Every Classroom Program.