Interim Reports for PEEC

1
Interim Reports for PEEC
April 3, 2003

• Sustainable Schools
• CO-SEED
• Community Mapping Program
• A Forest For Every Classroom

2
Sustainable Schools Project
Ive seen kids in the lunchroom looking at
labels, wondering if their food is local, and
whats in it. They never did that before. And
Ive gotten excellent feedback from parents,
saying Ive been trying to talk to my children
about nutrition and where food comes from and
they were not listeningbut now they are
interested! --Champlain Principal
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Sustainable Schools Overview

• Evaluation Focus
• First year process implementation
• First year outcomes
• Change in teacher practice
• Key Methods
• Teacher pre-post interviews
• Teacher pre-post surveys
• Workshop, classroom and meeting observations
• Staff and community advisor interviews
• Internal process watching by SSP staff and
  faculty
• Document review
• Trial of pre-post student assessment activity

4
Sustainable Schools Interim Report

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

5

• Process strengths
• Providing capacity-building, facilitation and
  support
• Intensive one-on-one mentoring
• Rapport and trust being built
• Whole school involvement
• Administrative support
• Providing tools, skills for curriculum
  development as a foundation for school change
• Summer workshop enthusiasm
• Pre-existing internal model (4/5 team) aids
  diffusion
• Challenges
• Limited PD time Conceptual depth curtailed
• Teachers not required to document work
• Are community members building capacity for
  teachers or replacing them?
• Role of community advisory board
• Teachers other pressures
• Teacher Outcomes
• Changes in teaching practice
• Dialogue about sustainability created amongst
  faculty
• Teachers utilization of schoolyard

SSP Outline Draft
6
The CO-SEED Project

• The attitude toward education and kids has
  changed in a positive manner in Littleton because
  of the increased interaction between students and
  Joe Blow on the street.
• -Littleton High School Principal

7
CO-SEED Overview

• Evaluation Focus
• Process Sustainability beyond ANE involvement
• Civic engagement, school-community relations
  survey process development
• Student achievement Student writing assessment
• Teacher practice change
• Key Methods
• Site visits
• Staff, teacher, administrator, community partner
  interviews
• Surveys three groups
• Classroom and meeting observations
• Creation of internal monitoring system ELCs,
  SEED Team
• Document review

8
CO-SEED Interim Report
Bradford Seed Team
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CO-SEED Outline Draft

• Process Findings
• The model Essential process features
• CO-SEED sites after Antioch involvement the
  sustainability of CO-SEED
• The Role of the ELC
• Teacher Outcomes
• Changes in teaching practice (discussion by site,
  discussion summary)
• Increased collaboration amongst teachers
• Analysis of Pre-Post Survey data Malden and
  Antrim Teachers and School Staff
• Presentation of Pre-Survey summary table
  Bradford Teachers and School Staff
• Student Outcomes
• Teacher perspectives on student outcomes
• Analysis of Pre-Post Survey data Malden and
  Antrim Students
• Presentation of Pre-Survey summary table
  Bradford Students
• Writing Assessment presentation of pilot process
  and findings
• Evidence of School/Community Change
• Discussion of school-community interactions
• Analysis of Pre-Post Survey data Malden and
  Antrim Community Members
• Presentation of Pre-Survey summary table
  Bradford Community Members

10
CO-SEED Outline Draft

• Interim Program Recommendations
• Train ELC staff consistently and provide
  networking and professional development
• Provide incentives and criteria to encourage
  teacher documentation
• Plan for the diffusion you want to see
  highlight teacher leaders, disseminate successful
  examples
• Encourage networking and sharing of ideas between
  past (and present) COSEED sites
• Transition leadership/facilitation in SEED team
  during year two
• Evaluation Needs Assessment
• Five-year plan
• Identify and assess ELC impacts
• Continue inquiry into sustainability question as
  new sites become emeritus
• Writing assessment continuation
• Student achievement focus?

11
Assessment of Student Writing

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

12
The Community Mapping Program
13
CMP Overview

• Evaluation Focus
• Process
• Teacher Outcomes
• Community and Student Outcomes
• Colorado Student Achievement pilots
• Key Methods
• Site visits
• Staff, teacher, student and community partner
  interviews
• Teacher and student pre and post surveys
• Classroom, institute and meeting observations
• Document review

14
CMP Interim Report
I think that when you see a large scale map you
dont think about the actual land thats there.
But when you actually go out there its
differentyou see whats there. Now I have
something real to associate with the maps. It
makes it more meaningful. --7th grade
student
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Interim Teacher Outcomes

• Educators Discover Community Resources
• CMP Educators Stimulate Colleagues to do
  Place-based Education
• CMP Provides Positive Public Relations for
  Schools
• CMP Helps Educators Provide Service-Learning
  Opportunities
• A Catalyst for Interdisciplinary Teaching
• Technology at Work in the Field and in the
  Classroom
• Maps A Powerful Tool
• Educators Remain Enthusiastic about CMP after
  Year One

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Interim Community Partner Outcomes

• The Community Partner Relationship A Challenging
  but Rewarding Endeavor
• Increased connection with the school
• Working with Adolescents and Schools Dispelling
  the Myth
• The Value of Final Products
• Introduction to Technology

17
Student Outcomes and Process Report

• Interim Student Outcomes
• An Affinity for Real World Learning
• Inter-disciplinary Learning Mimics Real Life
• Increased citizenship skills and pride
• Increased sense of place
• Environmental knowledge

18
Program Processes

• Program Strengths
• Staff availability, communication
• Trainings
• Flexibility
• CMP as a toolbox
• Service-learning
• Community partner model
• Programmatic Challenges
• Technology as a barrier
• Lack of planning time for educators
• Teacher expectations vs staff expectations
• CMP staff underused or used primarily for tech
  support and chaperones
• Weak Community Partner relationships
• Teacher comfort taking kids outside

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A Forest for Every Classroom
20
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
21
FFEC Overview

• Evaluation Focus
• Process implementation
• Partnership functioning
• Teacher practice change
• Student outcomes
• Key Methods
• Site visits
• Teacher and staff focus groups
• Student Surveys
• Informal student interviews
• Classroom and institute observations
• Document review

22
FFEC Interim Report

• (National Park Ranger with 7th graders)

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• Process Effectiveness
• The partnership, the model
• Process strengths
• Partnership offers diverse perspectives and
  resources
• Community/network created
• Personalized, respectful, fun
• Balance of content (experts) and modelling
  teaching skills
• Expectation of curriculum development (product)
• Barriers
• Better definition of and emphasis on
  service-learning component
• Connecting teachers with their local resources,
  not just the NP
• Keep examples do-able and undaunting
• Teacher Outcomes
• Changing practice
• Teachers utilization of local human resources
• Curriculum Implementation beyond year one
• Curricular change in the schools
• Relationships between teachers and community
  resources
• Student Outcomes

FFEC Interim Findings
24
FFEC translated from teachers to students
Summer Institute for Teachers at MABI
Fall Math Class for Middle School Students at MABI
25
Cross Program Report Thoughts
26
Cross Program Report Contents

• Introduction
• Place-based Education Evaluation Collaborative
  (PEEC)
• Brief overview of each program
• Context
• Place-based Education
• Service-learning
• School Change and Professional Development
• Methods
• Teacher Question defined, Student Question
  defined
• Cross program common methods under development
• Discussion
• Common impacts on teachers
• Discussion of civic engagement in students
• Process Greatest strengths and challenges of
  each program
• CO-SEED SSP FFEC
  CMP
• Conclusions and Recommendations
• Recommendations for all programs, and
  place-based education
• Plans for future PEEC research

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Cross 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

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Cross Program Questions

• student 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)

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Interim Recommendations for Four Programs

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

30
Interim Recommendations for Four Programs

• Involve community partners early in process, and
  as integrally as possible, and provide community
  partners your organizational support as well as
  educators/schools (CO-SEED)
• Create a culture of respect, communication,
  support and rapport with participants to promote
  buy-in (FFEC)

31
Interim Recommendations for Four Programs

• Involve community partners early in process, and
  as integrally as possible, and provide community
  partners your organizational support as well as
  educators/schools (CO-SEED)
• Create a culture of respect, communication,
  support and rapport with participants to promote
  buy-in (FFEC)
• Offer resources or training in specific, useful
  skills if you expect service-learning to be
  specific and useful (CMP)

32
Interim Recommendations for Four Programs

• Involve community partners early in process, and
  as integrally as possible, and provide community
  partners your organizational support as well as
  educators/schools (CO-SEED)
• Create a culture of respect, communication,
  support and rapport with participants to promote
  buy-in (FFEC)
• Offer resources or training in specific, useful
  skills if you expect service-learning to be
  specific and useful (CMP)
• Before intervention, help establish or locate one
  good model in a school--a successful teacher/team
  completing an example project--to encourage
  spread of effect (SSP)
• gt 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)

33
Interim Recommendations for Four Programs

• Involve community partners early in process, and
  as integrally as possible, and provide community
  partners your organizational support as well as
  educators/schools (CO-SEED)
• Create a culture of respect, communication,
  support and rapport with participants to promote
  buy-in (FFEC)
• Offer resources or training in specific, useful
  skills if you expect service-learning to be
  specific and useful (CMP)
• Before intervention, help establish or locate one
  good model in a school--a successful teacher/team
  completing an example project--to encourage
  spread of effect (SSP)
• gt 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
  teams

34
Interim Recommendations for Four Programs

• Involve community partners early in process, and
  as integrally as possible, and provide community
  partners your organizational support as well as
  educators/schools (CO-SEED)
• Create a culture of respect, communication,
  support and rapport with participants to promote
  buy-in (FFEC)
• Offer resources or training in specific, useful
  skills if you expect service-learning to be
  specific and useful (CMP)
• Before intervention, help establish or locate one
  good model in a school--a successful teacher/team
  completing an example project--to encourage
  spread of effect (SSP)
• gt 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
  teams
• Lead teachers in learning new assessment
  techniques for community-based, place-based,
  service-learning curriculum.

35
Interim Recommendations for Four Programs

• Involve community partners early in process, and
  as integrally as possible, and provide community
  partners your organizational support as well as
  educators/schools (CO-SEED)
• Create a culture of respect, communication,
  support and rapport with participants to promote
  buy-in (FFEC)
• Offer resources or training in specific, useful
  skills if you expect service-learning to be
  specific and useful (CMP)
• Before intervention, help establish or locate one
  good model in a school--a successful teacher/team
  completing an example project--to encourage
  spread of effect (SSP)
• gt 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
  teams
• Lead teachers in learning new assessment
  techniques for community-based, place-based,
  service-learning curriculum.
• Involve teachers, administrators, community
  members in program 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.

36
Interim Recommendations for Four Programs

• Involve community partners early in process, and
  as integrally as possible, and provide community
  partners your organizational support as well as
  educators/schools (CO-SEED)
• Create a culture of respect, communication,
  support and rapport with participants to promote
  buy-in (FFEC)
• Offer resources or training in specific, useful
  skills if you expect service-learning to be
  specific and useful (CMP)
• Before intervention, help establish or locate one
  good model in a school--a successful teacher/team
  completing an example project--to encourage
  spread of effect (SSP)
• gt 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
  teams
• Lead teachers in learning new assessment
  techniques for community-based, place-based,
  service-learning curriculum.
• Involve teachers, administrators, community
  members in program 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.
• Distinguish between place-based ed. and
  service-learning and prepare schools, teachers,
  staff accordingly.

37
Text about PEEC on each report

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

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