Whitefish School District 600 East Second Street Whitefish, Montana 59937

Office 406.862.8640 www.whitefishschools.org

EXECUTIVE SUMMARY: CENTER FOR SUSTAINABILITY AND ENTREPRENEURSHIP (CSE) CSE is an innovative educational center at Whitefish Schools, providing hands on learning experiences for K-12 students in sustainable energy, agriculture, forestry, natural resources, and entrepreneurship. The fundamental objective of the program is to prepare Whitefish students for college, career and citizenship by immersing them in interdependent, real-world programs. The state of the art “net zero” facility will include classrooms, laboratories, a greenhouse, energy systems, production gardens, orchards, and an experimental forest. It will be located on an ideally suited, three- acre parcel of Whitefish high school land. The estimated cost of the facility, landscaping and four year start up maintenance costs is approximately $1.7 million, all of which is being privately funded. The Center is expected to open in 2017. CSE is the product of an idea started by students and teachers. The idea has grown dramatically, driven by the School District and members of the community … another important instance of the community supporting the schools while looking for new ways to create better citizens for life after school. The curriculum highlights of the experience-based learning center are as follows: ENERGY Working directly with community partners, students will learn about energy consumption, energy modeling and technologies, green building practices, and strategies for reducing the community’s carbon footprint. AGRICULTURE Through hands on inquiry, students will learn about healthy food systems, sustainable farming practices, agriculture production and research, soil science and more. Students will plant, produce and harvest food to be used in the District’s cafeterias and shared in the community. In high school, students will have the opportunity to participate in internships in commercial production facilities, greenhouses and ranches in the local community. FORESTRY Partnering with local forestry related companies, the U. S. Forest Service, and the National Park Service, students will learn about the growth, health, composition and quality of forests. Students will use geographic information systems and other tools to research and apply forest management and water quality improvement techniques. NATURAL RESOURCES Students will learn about our natural resources … land, water, soil, plants and animals … and focus on how management of our natural resources affects the quality of life for present and future generations. Students will examine how waste is created and track personal consumption. Working with local organizations and businesses, students will help develop strategies to use resources more effectively. ENTREPRENEURSHIP Students will learn the economics of these critical areas, working with local businesses on researching market trends and needs, and applying sustainability principles to all facets of business practices.

Whitefish School District 600 East Second Street Whitefish, Montana 59937

Whitefish School District Moves Forward on Center for Sustainability and Entrepreneurship (CSE) Recent school board approval, granting of city permits, fundraising progress, and awarding contracts, have provided momentum for the Whitefish School District's new learning center with plans to break ground this fall. The Center for Sustainability and Entrepreneurship (CSE) will be a state of the art facility designed to enable Whitefish students to succeed in continuous learning, career, and citizenship. CSE will be an innovative educational center, providing applied learning experiences for K-12 students in energy, agriculture, forestry, natural resources, and entrepreneurship. The state of the art, net-zero facility will include a greenhouse, energy systems, laboratories, orchards, gardens and an experimental forest. The entire project will be funded with private philanthropy, which is on its way to reaching the goal of $1.7 million, with $1.2 million designated for the facility, another $200,00 for landscaping and $300,000 for phasing in the instructional programming and maintenance. A conditional use permit for the three acre project, located northwest of the high school, received unanimous approval from the Whitefish City County Planning Board and the Whitefish City Council, at recent meetings. The Whitefish School Board of Trustees voted on August 9, 2016 to officially approve moving forward with the Center for Sustainability and Entrepreneurship pending written commitment of privately raised funds for the project -- both for the construction of the facility and the phased-in, start-up instructional program and maintenance costs over the first 4 to 5 years. Additionally, the Board approved working with local sustainability expert Mark Van Everen of Bridgewater Innovative Builders for completion of the construction documents. Superintendent Heather Davis Schmidt says, "Students will get to learn hands-on in this experiential learning center, applying what they learn through inquiry and research to solve real problems, both in the community and the world." CSE started with the vision of Whitefish science teacher, Eric Sawtelle and English teacher, Nikki Reed, along with ambitious students. Local philanthropist Richard Atkinson mentored the students to help them raise $35,000, which he then matched for a total of $70,000 in seed money for the project. Since that time, the project has raised additional funds to reach the recent milestones of completing conceptual design and development, working with local architects at Montana Creative in Whitefish. The Whitefish Lions Club is also instrumental in the development and vision for CSE. In collaboration with school district Food Services Director, Jay Stagg, the Lions Club Farm to School Garden on the south-side of the high school engages students and Lions club volunteers to plant, grow and harvest food that is used in school lunches. The Lions Club Farm to School Garden will move and become part of CSE once the production gardens are ready for planting. The Center for Sustainability and Entrepreneurship is planned to open in 2017. For more information, visit www.whitefishschools.org. For donations, please contact the Whitefish Community Foundation at 406-863-1781.

Entrepreneurship Curriculum Overview: Entrepreneurship and entrepreneurial skills are fundamental to our future across a variety of disciplines, including farming, ranching, forestry, energy and many more. Entrepreneurs are innovative and take calculated risks to effectively maneuver their businesses through the stages of enterprise development, producing products the market demands and moving them through the market. According to the Bureau of Labor Statistics, “the role of entrepreneurs in the U.S. economy is legendary” (2008). The Small Business Council notes that 97.9 percent of business in the U.S. have fewer than 20 workers and goes on to add that small business are incubators for innovation and employment growth, playing a vital role in the U.S. economy (2013). Entrepreneurship skills and dispositions are essential to our students. Objectives:

• Develop entrepreneurship skills and dispositions • Engage students in hands-on experiences that challenge them to continually identify better,

more efficient and profitable ways to do things • Create pathways for local and regional partners, Flathead Valley Community College and the

Montana University system to support student learning in entrepreneurship • Apply knowledge of entrepreneurship dynamics, including business establishment, survival,

early growth, rapid growth and maturity • Identify barriers and challenges of entrepreneurship • Develop strategies for overcoming barriers and challenges

The Center for Sustainability and Entrepreneurship (CSE) allows all students to engage directly in developing entrepreneurship skills and dispositions. Students will research local, regional, national and international market needs then identify innovative ways to meet those needs. Through partnerships with and support from local entrepreneurs, Flathead Valley Community College and the Montana University System this program works to engage students in hands on inquiry and problem solving at grade-level appropriate depth and complexity. CSE focuses on learning for all students through personalized experiences. Examples of curriculum units include: Phases of business enterprise

Students will identify the five stages of business enterprise by working with community partners in agriculture, forestry, energy, ranching and business. Students will identify steps for moving the enterprise to the next stage with support from a community partner.

Barriers to entrepreneurship Students explore barriers to entrepreneurship by researching a local business enterprise. Students will identify barriers experienced by the local enterprise and identify solutions and opportunities.

Market-related risk and opportunities Students explore and research markets, identifying which market they will produce for and what they will produce. Students will create business plans outlining the market needs, opportunities and risks.

Access to finance and credit

Students research how entrepreneurs access financing and credit needed for innovative opportunities to fulfill a market need. Students will write and present a business plan to an authentic audience.

Sustainable Agriculuture Curriculum Overview: Agriculture is our shared identity in Whitefish. Our land has and will continue to shape our culture, economy, environment, and identity. Helping future generations to understand the importance of agriculture by engaging them in meaningful learning experiences is at the heart of Whitefish School District’s sustainable agriculture curriculum at the Center for Sustainability and Entrepreneurship. Through support from local and regional partners we plan to help all students understand the importance of agriculture and sustainable land management. Objectives:

• Provide sustainable agriculture curriculum to all K-12 grade students at Whitefish School District.

• Help students to engage in active land management and agricultural research. • Create pathways for local and regional partners and Flathead Valley Community College to

support student learning. • Construct curriculum for all Montana students that serves to accomplish the goals of

sustainable agricultural practice.

The agriculture curriculum at the Whitefish School District Center for Sustainability and Entrepreneurship (CSE) allows all students to engage in agriculture-based research and sustainable farming practices. The focus on K-12 learning builds upon the established agricultural curriculum and learning experiences. With support from local ranches, farms and the Flathead Valley Community College this program works to engage students in hands on inquiry and problem solving at grade-level appropriate depth and complexity, CSE focuses on learning for all students through personalized experiences in the following areas: Sustainable Farming Practices

Strategies and processes for sustainable farming will be researched, evaluated and applied. Students will construct and implement a business plan with guidance from community-based partners in the areas of agriculture, forestry, energy, ranching, business and entrepreneurship.

Hydroponics and Aquaculture Students explore how hydroponics and aquaculture shapes small-scale agricultural production. Through a focus on understanding feedback systems, students will apply their knowledge of chemistry, biology and ecology to construct and apply viable agricultural practices.

Biotechnology and Plant Genetics Students explore and research strategies, technological applications, opportunities and consequences of biotechnology and plant genetics. In addition, students consider the ethical dimensions of biotechnology.

Soil Health Students research how different practices and agricultural approaches impact soil through hands on experiments. Students focus on establishing how soil affects growth, health and production of crops.

Agriculture and Climate Change Students research how plant species are responding to changing climate, including growth strategies that are responsive to climate change. Students will research apply strategies for reducing the carbon footprint of agricultural production.

Samples of Student Work: The Center for Sustainability and Entrepreneurship builds upon the work already being conducted at Whitefish School District. Students learn by engaging in direct experience with sustainability agriculture. This curriculum provides students with the opportunity to inform sustainable land management practice through direct experience. Below are a series of examples related to past student work. These examples of student learning consist of Student-Led Community Supported Agriculture, Soil Health, Strategies for Year Round Plant Growth and Biotechnology and Genetics.

Student Work Sample #1: Student-Led Community Supported Agriculture

Student Work Sample #2: Soil Health

Student Work Sample #3: Strategies for Year Round Plant Growth

Student Work Sample #4: Biotechnology and Plant Genetics

Sustainable Forestry Curriculum Overview: Forestry is the lifeblood of Whitefish. Our forests have and will continue to shape our culture, economy, environment, and identity. Helping future generations to understand the importance of forest management by engaging them in meaningful learning experiences is at the heart of Whitefish School District’s Sustainable Forestry curriculum in the Center for Applied Sustainability. We seek to establish a partnership with F.H. Stoltze Land & Lumber Company and Flathead Valley Community College to help all students understand the importance of forestry. Objectives:

• Provide sustainable forestry curriculum to all K-12 grade students at Whitefish School District.

• Help students to engage in active forest management and research. • Create pathways for F.H. Stoltze Land & Lumber Company and Flathead Valley

Community College to support student learning. • Construct curriculum for all Montana students that serves to accomplish the Stoltze

Stewardship Forestry Goals.

Applied Vision:

The forestry curriculum at the Whitefish School District Center for Applied Sustainability (CAS) allows all students to engage in forest-based research and sustainable forestry practices. The focus on K-12 learning builds upon the Family Forestry Expo. With support from Flathead Valley Community College this program works to build mentorship experiences in which students learn from students. Engaging in hands on inquiry and problem solving at grade-level appropriate depth and complexity, CAS will focus on learning for students in grades K-12 in the following areas:

Resource Inventory Plots

Students work with both ground-based measurements and image derived data to develop accurate inventory plots of forest resources. Students utilize GPS to develop precision measurements that enable them to navigate mapped plot coordinates and mark plot centers.

Forest Hydrology

Students explore how topographic features affect flow and accumulation. Hydrological monitoring plots are established to measure the impact of seasonal and annual changes

related to how watershed characteristics contribute to hydraulic conductivity and soil depth.

Fire Science

Students investigate both the short-term and long-term effects of fuel reduction. They examine how tree growth affects fuel availability.

Forest Restoration

Students examine the purpose, process and procedures involved with forest restoration. Different strategies and techniques for forest restoration are analyzed. Students construct a forest restoration plan and engage in the process of implementing the plan.

Soil Health

Students examine how different events and conditions affect the soil biogeochemical state. Students focus on establishing how soil affects regeneration density and composition of trees.

Forests and Climate Change

Students work to understand how tree species are responding to changing climate. Research plots are established to explore how climate measurements relate to tree regeneration.

Sample of Student Work:

The Center for Applied Sustainability builds upon the work already being conducted at Whitefish School District. Students learn by engaging in direct experience about healthy forest management. This project provides students with the opportunity to inform forest management practice through direct experience. Below are a series of examples related to past student work. These examples of student learning consist of Tree Density, Tree Growth Rates, Urban Forestry and Projected Fire Danger.

Sample of Student Work #1: Tree Density

Background:PriestRiverisanexperimentalforestinIdahothatwasestablishedin1911.Incontainsapproximately6,368acresofdiverseforestlandwithahighbiodiversity.

ResearchQuestion:Whatistheeffectofpostmanagementtreatment(logging)ontreedensity?

FieldMethods:Tofindthedensityofsmalltreesinour8.2ftradiusplot,wecountedalltreesthatwerelessthan1foottallandhadaDBHthatwaslessthan4inches.Wecountedalltreesbyspeciesandin3footheightclasses,usingthedottallymethod.

GISMethods:Inordertogetourdataintoaworkableformat,wecreatedanewexcelfileinwhichweaddedupthetotalcountoftreesforeachplot,andthetotalnumberforeachspecies.WejoinedthisexcelfileintoourGISmap.Weusedtheselectbyattributetooltoselectalltheplotsthathadlowtreedensity(2-10trees),mediumtreedensity(12-24trees),andhightreedensity(58-127trees).Wecreatedlayersfromtheseselectedattributes,andsymbolizedthem.Wethenaddedtheshapefileofthedifferentplotstothemap,andlabeledthetreatment.

Findings:Theunderburnplothadthelowesttreedensitywithanaverageof11treesperplot.Themasticatedareahadaslightlylargeraveragetreedensitywith12treesperplot,andthepileandburnareahadthehighestaveragetreedensitywith82trees.Thesitewiththehighestdensitywasstudyplot371,with127totaltrees.Thestudyplotwiththelowestdensitywasstudyplot700,with2trees.

Conclusion:Fromourdata,wecanreasonablyconcludethatpileandburn,atleastintheshortterm,promotesthegrowthoftreesmorethanunderburnandmastication.Inthefuture,thiscouldcauseproblemsduetotheoverpopulationoftreeswhichcouldpotentiallyleadtomoretreatments.Additionally,pileandburntreatmentscontributetothelargeamountsofemissionsthatnegativelyaffecttheenvironment.So,inconclusion,findingalternativestothismanagementtacticcouldbebeneficialtoboththeenvironmentandthewallet.

Plot371

Plot700

Sample of Student Work #2: Tree Growth Rates

Background:WewenttoPriestRivertoworkonastudyexaminingtheeffectsofdifferentpostmanagementtreatments.Eachsitewaspreparedwithadifferentforestrytechnique8yearsago.Wetookmeasurementsonasitethatwasmasticated(debriscrunchedintosmallpieces,)asitewheredebriswaspiledandburned,andanunder-burnedsite.

ResearchQuestion:Whatistheeffectofpostmanagementtreatmentontreegrowth?FieldMethods:Wemeasuredyearlytreegrowthforeachspeciesateachsitebytakingthetotalheightandthenmeasuringeachyear’ssuccessivegrowth

DataProcessing:Wetookthe,andthenaveragedthesenumbersateachsite.Wealsotookindividualspeciesaveragesforeachsite.ThesecalculationsweredoneinExcel.

Findings:WefoundthatthePileandBurnsitehadthelowestyearlytreegrowth.DouglasFirdoesn’tperformaswellintheUnderBurnsite.However,forWhitePine,thePileandBurnsitehadthebestaverageheightgrowth.

Conclusion:Differencesintreegrowthcouldberelatedtodensityandshadetolerance.

GISMethods:WejoinedourExceldocumenttoGISandsymbolizedeachpointsothatplotswithgreateryearlygrowthwerelarger.WealsodidthiswithWhitePineandDouglasFirtoshowtheirdifferences.

Sample of Student Work #3: Urban Forestry

Sample of Student Work #4: Projected Fire Danger

ProjectedFireDangerinFlatheadNationalForest

Purpose:Weanalyzedthefiredangerforthe2016fireseasonwithintheFlatheadNationalForestbasedonfactorsthatcontributetofirerisk:precipitation,slope,slopeaspect,anddominantvegetation.

DataCollection:WegatheredoursnowpackandclimatedatafromtheNRCSwebsiteandallotherdatafromtheFlatheadNationalForestwebsiteThedatawascollectedbyFlatheadNationalForestemployeesandtheNRCSdatawascollectedfromSNOTELsites.

Methods:Specieswithhighersurfacearea,steeperslopes,Southfacingslopes, andlessprecipitationallcreatehigherfirerisk.Usingthisinformation,wedevelopedapointscoringsystemthatclassifiesforestsbyfirerisk:ahighpointtotalindicateshighfirerisk.WethenjoinedthisinformationtoGISdataandsymbolizedeachforestbasedonitsscoredfirerisk.

Background:Duetoclimatechange-relatedimpacts,weareseeinganincrease infiresbecauseofthehot,dryweather.However, thereareotherfactorsthatcontributetofirerisk,suchastreespeciesandslope.OurstudyareaforthisprojectwasthesixdifferentmanagementareasthatmakeuptheFlatheadNationalForest:NorthFork,MiddleFork,SouthFork,HungryHorse,SalishMountains,andSwanValley.

Findings:Basedonourdata,wepredictthattheMiddleForkwillhavethehighestfireriskduringthe2016fireseasonfollowedcloselybytheSouthFork.TheHungryHorseandtheSwanValleyforestswillhavethelowestfirerisks.

FlatheadNationalForestDataNRCSdata

DataAnalysis:Wefoundthatourpredictionswererelativelysimilartofirehistoryfrom1984to2013.Forestspredictedtohavethehighestfireriskhaveexperiencedmultiplefiresinrecenthistory.Lowfireriskforestsexperiencedcomparativelylessfires.

Precipitation:Whenthereislessyearlyrainfallandlesssnowpack,thedrierclimateincreases riskofmoresevere firesthataremoredifficulttomanage.Thisisespeciallyimportanttonotebecauseclimatechangecoulddrasticallyimpactthesnowandrainwegeteveryyear.Slope:Asteeperslopeallowsfiretomovemorequickly,makingitmoredifficulttocontrol.Steeperslopeshavestrongerwind,andaphenomenoncalled“pre-heating”makesiteasierforfiretospreaduphill.SlopeAspect:Southfacingslopesreceivethemostsolarradiation,resultinginlowerrelativehumidity,highertemperatures, andrapidmoistureloss.Thismakesthevegetationdrierandmoresusceptibletofire.

FactorsContributingtoFire:

Vegetation: Plantswithhighersurfacearea,suchaslichenandgrasses,createahigherfirerisk.TreessuchasWesternLarchandAspenaremorelikelytoburnthanPonderosaPineandSprucetrees.Thestructureofthevegetationalsoaffectsfireriskbecauseshrubsactas“ladder”fuels,however,wewerenotabletotakethisintoaccount.

Improvements:Ourprojectcouldbeimprovedbyanalyzingadditionalfactorsthatcontributetofirerisk,usingmorecomprehensive climatedata,anddecreasingthesizeofourstudyareassowecangetmorespecificresults.Takinghumanactivityintoaccountinourevaluationwouldhavestrengthenedourpredictions.

Evaluation:ThedatafromFlatheadNationalForestmaynotbeuptodatewithcurrentconditions.Sometimesoutliers inthedatacouldhavebroughtaverageshigherorlowerthantheyshouldbe.Calculationsdonebyhandinvitehumanerror.Climatedatawasfromspecific locationsthatmaynothavebeenrepresentativeoftheentireforest.

Conclusions:WewouldrecommendpayingcloseattentioninthecomingfireseasontotheMiddleForkandSouthForkforests.Basedontheiraverageslope,mostcommonslopeaspect,dominantvegetationgroup,andrecentclimatedata,thesearetheareasmostpronetofires.Fireisincreasinglyimportantbecausetheclimateischangingandareasarereceivingsignificantlylessprecipitationthanusual,makingthemmorepronetofirethanever.This,combinedwithhistoricalfiresuppression, createsconditionsfavorabletofires.

Acknowledgements:WewouldliketothanktheFlatheadNationalForestService, theNaturalResourceConservationService,Mr.Sawtelle,andRichardMenicke,

BarrettGrayKateEhrenberg

GISMethods:Wetransferred thedatafromFlatheadNationalForesttoGIS.Fromthere,weusedthe“summarize”and“statistics”toolsintheattributetabletocalculatedominantgroupsandaverages.TheclimatedatafromNRCScameinaGoogleEarthfilewhichwethentransferredtoGIS.Weclippedthedatatofitourregionandaveragedthepointsineachmanagementareatogetasummaryofclimatedatainthatregion.