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Launching, Managing and Sustaining an Outdoor School Program

A Guide Prepared by The Oregon Community Foundation Whatever landscape a child is exposed to early on, that will be the sort of gauze through which he or she will see all the world afterwards. — Wallace Stegner

February, 2012

Published by The Oregon Community Foundation with generous support from the Gray Family Fund of OCF.

The Oregon Community Foundation 1221 SW Yamhill St. Suite 100 Portland, OR 97205 503.227.6846 The mission of The Oregon Community Foundation is to improve life in Oregon and promote effective philanthropy. OCF works with individuals, families, businesses and organizations to create charitable funds to support the community causes they care about. Through these funds, OCF awards more than $60 million annually in grants and scholarships.

To create your legacy today, call your local OCF office.

To learn more, visit www.oregoncf.org or e-mail [email protected]. Contents

Introduction 6 Why The Oregon Community Foundation Supports Outdoor Schools ...... 6 How This Guide Can Help You Create an Outdoor School Program ...... 6 Outdoor School Program Guide Advisory Committee ...... 7

Overview of Outdoor School Programs 8 Benefits of Outdoor School ...... 8 Outdoor School Supports Academic Achievement ...... 8 Outdoor School Is a Foundation for Lifelong Fitness ...... 9 Outdoor School Supports Oregon’s Environmental Literacy Plan ...... 9 The Beginning of Outdoor School Programs in Oregon ...... 10 Four Program Models ...... 10 ESD-Based Programs: Multnomah ESD Outdoor School ...... 10 School-Based Program: Crook County ...... 11 Provider-Based Program: Oregon Museum of Science and Industry (OMSI) Science School ...... 12 Partnership-Based Program: Forest Camp Outdoor School ...... 12 Budgeting and Per-Student Costs ...... 13 Ready to Get Started? ...... 13

Launching an Outdoor School Program 14 Ten Essentials for Launching Your Program ...... 15 Essential 1: Find Out What Your School District and Community Need ...... 15 Essential 2: Build Evaluation Criteria and Methods Into Your Program ...... 16 Essential 3: Select a Provider, Facility or Site ...... 17 Essential 4: Raise Funds and Build Community Partnerships ...... 18 Essential 5: Develop Curricula and Relevant Activities ...... 22 Essential 6: Develop a Staffing Structure and Job Descriptions ...... 24 Essential 7: Recruit and Train Staff and Volunteers ...... 25 Essential 8: Transportation, Food, Utilities and Waste Management ...... 27 Essential 9: Create a Safe, Secure and Inclusive Environment ...... 30 Essential 10: Marketing and Publicity ...... 32 Additional Resources ...... 33 Launching an Outdoor School Program: Essentials Checklist ...... 34

Managing an Outdoor School Program 37 Handling Camp Logistics ...... 37 Site Visits Can Reassure Parents ...... 38 A Typical Day at Outdoor School ...... 38 Managing and Evaluating Staff and Volunteers ...... 38 Managing Risk and Promoting Safe Practices ...... 39 Facilities Management ...... 39 American Camp Association ...... 39 Essential Safety Training for Staff and Campers ...... 40 Safety Checklist ...... 41 Establishing Roles and Activities for Teachers ...... 41 Integrating Environmental Education Into the Classroom ...... 41 Involving Teachers at Camp ...... 42 Creating and Continuing Traditions ...... 42 Building Sustainable Practices Into Your Program ...... 42 Procurement ...... 42 Camp Activities ...... 43 Waste Management ...... 43 Managing an Outdoor School Program: Essentials Checklist ...... 44

Sustaining Your Program 47 Securing Ongoing Funds ...... 47 Managing and Containing Costs ...... 48 Staff Retention and Succession Planning ...... 49 Teachers and Administrators ...... 49 Staff and Volunteers ...... 49 Succession Planning ...... 49 Maintaining Innovative Curricula ...... 50 International Connections ...... 50 Healing Arts Connections ...... 51 Nurturing Relationships with Site Owners and Managers ...... 51 Improving the Process ...... 52 Sustaining the Spirit and Lessons of Outdoor School ...... 52 Sustaining Your Program: Essentials Checklist ...... 53

RESOURCES 54

Appendices 61 Representative Histories, Mission Statements and Program Descriptions ...... 61 Multnomah Education Service District ...... 61 Northwest Regional Education Service District ...... 61 Tillamook County Outdoor School ...... 61 Coast Range Natural Resources Education Organization ...... 62 Lincoln County Outdoor Learning Program ...... 63 Klamath Outdoor Science School ...... 63 Two School-Based Programs ...... 64 Case Studies and Interviews Related to Developing a New Site ...... 66 Creating a Master Plan ...... 66 Examples of Instructional Philosophies and Teaching Styles ...... 67 Place-Based Education at Columbia Gorge Ecology Institute ...... 67 Nontraditional Models For Outdoor Education ...... 67 Tips for Teachers in Integrating Service Learning ...... 72 Sample Evaluations ...... 75 Sample Budgets ...... 78

Index 77 Outdoor School Shapes a Young Girl’s Life In 1989, I was helping a group at the Collins Outdoor School site, along the Sandy River, do a “critter catch.” We were at a series of little ponds looking for aquatic life. Most kids wanted crawdads, fish or frogs.

I remember seeing one girl standing off to the side, holding her little aquarium net and looking at the pond while the other students in her class were excitedly collecting critters. I asked her if she would like to see “something really cool.” She nodded, so I showed her another little pond that I knew contained a bunch of caddisflies. She stooped down and started collecting them, watching them crawl around in a white dish tub of water.

In 1995, I returned to the Collins site as an instructor. I used to journal with my high school student leaders about their day – what went well, what could I help them with, and so on. “Juniper,” a senior, gave me this: I remembered her from sixth grade immediately. I don’t remember every student, but she stood out.

A couple of years later, I was looking through old memorabilia from my early outdoor school years and found this:

These were, of course, written by the same girl: one note by sixth-grader Lizzie, and one by high school senior “Juniper,” her counselor name.

After she graduated from high school and got some experience under her belt, she returned to environmental education as an instructor, working for Multnomah ESD Outdoor School and other environmental education programs in the Portland area. Last year she contacted me to let me know she is still in the field.

I believe outdoor school changes lives every day. It connects kids to nature, teaches them new things about themselves, gives them focus for their lives, and builds positive relationships in a community. – Dan Prince, Multnomah ESD Outdoor School

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 5 Introduction

Welcome to Oregon’s first guide for educators, parents and community members who wish to create, manage and sustain an outdoor school program in their community.

Whether you are a teacher, parent, community member, business, or government partner, the innovative ideas, helpful checklists, case studies, program examples and resources in this guide will help you create an outdoor school program that meets your community’s needs.

Why The Oregon Community Foundation Supports Outdoor Schools The Oregon Community Foundation (OCF) invests in community causes that improve the lives of Oregonians. Through its Environmental Education Program, OCF encourages a strong local land ethic, sustainable communities and responsible stewardship of the natural environment.

Outdoor school programs play an important role in fulfilling this vision by helping children develop an appreciation of nature and a sense of personal responsibility toward Oregon. Supporting Oregon’s academic benchmarks and standards is also a priority of many outdoor school programs.

For some Oregon schools, participation in outdoor school is a longstanding tradition. Many parents of children attending today’s programs have vivid memories of their own outdoor school experiences, which they often describe as “life changing.”

And yet, many of Oregon’s fifth- and sixth-graders still do not participate in outdoor school programs. According to a 2008 study done for OCF, only 4.4 percent of fifth-graders and 37.6 percent of sixth-graders participate in residential, three- to five-day outdoor school programs each year. Other studies cite a lack of funding as the greatest barrier to participation, followed by concerns that state and federal academic mandates do not support or place a priority on the academic benefits of outdoor school activities. Additional barriers include inadequate transportation and a lack of program providers within a reasonable distance.

OCF created this guide to overcome these obstacles, and to further the technical assistance and outreach work of its Environmental Education Program. Through this effort, OCF seeks to improve access to outdoor school programs for students throughout the state.

How This Guide Can Help You Create an Outdoor School Program The Oregon Community Foundation and the Advisory Committee that helped shape this guide believe that residential outdoor school programs – in which students experience life in a camp setting for multiple days and nights – provide an ideal environment for learning, personal growth and connecting with nature.

6 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program However, creating a weeklong as a starting point, and adapt them Aaron Morehouse, Executive program takes time. Your commu- to your program. Director, Columbia Gorge Ecology nity may need to start on a smaller Institute scale (e.g., by offering day pro- In creating this guide, the re- grams, or just one or two nights), search and writing team drew Deb O’Dell, Principal, Springfield and evolve gradually to a weeklong heavily on tools and resources Environmental Sciences School residential program. In many cases, developed by outdoor school providers in Oregon and other states. Dan Prince, MESD Outdoor School day programs may be the best fit Coordinator for the needs of students and the The team also visited Oregon sites to gain firsthand experience of their available resources. Jan Robbins, Hydrologist, Upper programs, and conducted dozens Willamette RA BLM, Eugene District There is no “one size fits all” ap- of interviews with experts and pro- proach. It’s important to tailor your gram providers. Kim Silva, Development Director, E2 outdoor school program to the Foundation needs of your classroom, school An Advisory Committee compris- district and community. Although ing outdoor school providers and Bethany Steiner, Director of this guide spotlights many suc- partners provided invaluable guid- Community Partnerships, Sierra cessful residential programs, it also ance and input. They served as Nevada Journeys emphasizes the value of flexibility technical experts for this project, and Andrew Stone, ODS Program and choice. We recommend that provided sample curricula, budgets, Development Consultant you use the breadth of information handbooks and other resources. in these pages to create an outdoor Virginia Tardaewether, MidCoast school that’s right for your students Outdoor School Watersheds Council and your community. Program Guide Kelly Wilson, Oregon Coast The stories and interviews in this Advisory Committee Aquarium guide provide real-life examples Laurie Aguirre, Teacher, Forest Ridge Special thanks to the Gray Fam- of programs operating in the state. Elementary Information about regional and ily Fund of The Oregon Community national resources will help you to Kim Carson, Mid-Willamette Foundation. The Gray Family Fund is delve deeper into topics of particu- Regional Education Coordinator, a major contributor to state out- lar interest. The Appendices section The Freshwater Trust door school programs. Every year, includes budgets, letters and other the Fund supports environmental helpful materials. Margaret Eng, Outdoor School education programs developed and Supervisor/Consultant, Multnomah implemented by school districts, As you consider what type of ESD Outdoor School nonprofits, conservation districts, program is best for your communi- water and land trusts, 4-H groups Rex Ettlin, Education Program ty, take a look at the four common and others. program models used in Oregon: Coordinator, Oregon Zoo This guide is available online at ESD-based, school-based, provid- Brian Goodwin, Director of Grants www.oregoncf/outdoorschoolguide. er-based and partnership-based. and Special Programs, North Wasco org. If you have comments or sug- This guide’s program descriptions, County School District budgets and information on staff- gestions, please contact OCF at ing and site logistics will give you Jack Gray, Gray Family Fund 503.227.6846 or [email protected]. an idea of what it takes to create, representative operate and sustain each of these models. Jennifer Grube, ODS Program Coordinator, Philomath School The guide also offers checklists comprising likely components of John Jackson, Supervisor, any outdoor school program. Some Northwest Outdoor Science School components may not apply to your Annie Kilby, Education and Outreach program, and some checklists may Program Manager, Klamath Bird lack components you need. How- Observatory ever, you can use these checklists

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 7 CHAPTER 1

Overview of Outdoor School Programs

Benefits of Outdoor School Outdoor school gives students an opportunity to study natural science Outdoor school is by far the best and conservation collaboratively while applying knowledge about math- program that I’ve witnessed for ematics, social studies, language, history, nutrition, health, art and music. its ability to take students from When students investigate and share their discoveries with others, they all walks of life and immerse learn faster, understand better and retain information longer. them completely in the content Outdoor school offers many other benefits. It reinforces and builds on they are learning about. classroom lessons; fosters a sense of connection with the natural world; In terms of authentic student teaches cooperation, leadership and acceptance; and creates a foundation engagement and enduring for a lifetime of physical fitness. understanding of what they learn, Outdoor school also helps students explore and grow as social beings. nothing compares to outdoor school. Supported by a structured program led by caring adults and role models, – David Wierth, Science Teacher students learn healthy ways of interacting, the value of teamwork, how to be a leader, and fun new ways to express themselves. The residential outdoor school model is particularly valuable in creating these personal development opportunities.

Teachers and school administrators value outdoor school because it gives students an opportunity to apply knowledge gained in the classroom to the real world.

Outdoor School Supports Academic Achievement Research data illustrate the positive impact of environmental education programs. A State Education and Environment Roundtable (SEER) study entitled “Closing the Achievement Gap” examined 40 schools that used the environment as an integrating context for teaching science, history, social science, language arts and math. Data came from visits to all 40 schools, teacher surveys, and interviews with more than 400 students and 250 teachers and administrators. The findings included: • Higher scores on standardized measures of academic achievement in reading, writing, math, science and social studies. • Fewer discipline and classroom management problems. • Increased student engagement and pride in accomplishments.

8 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Evaluation is a critical component reinforce outdoor participation dur- of any outdoor school program. ing these important developmental Pre- and post-camp testing helps years. Community planning that in- you identify the successful com- corporates year-round outdoor rec- ponents of your program, make reation amenities also helps to create necessary improvements, qualify for a culture that supports outdoor funding and meet state standards. participation and lifelong fitness.

Although the emotional and personal aspects of attending outdoor Outdoor School Supports school are harder to quantify, stu- Oregon’s Environmental dent feedback consistently attests Literacy Plan to its developmental benefits. Many Teachers, parents and outdoor fifth- and sixth-graders state that school attendees have a great ap- outdoor school was among the best preciation for the academic and experiences of their school year, social benefits these programs and express a desire to return as provide. This appreciation is now The study also found that when high school counselors. compared with peers in traditional reflected in state legislation, in the form of the Oregon Environmental programs, students who participat- Outdoor School Is a Literacy Plan. ed in programs using the environ- Foundation for Lifelong ment as an integrating context had: Fitness In June 2009, the Oregon Legis- • Greater proficiency in solv- lature passed the No Oregon Child ing problems and thinking Research shows that enjoying out- Left Inside (NOCLI) Act (House Bill strategically. door experiences from an early age 2544), which establishes an envi- can affect a person’s lifelong health ronmental literacy plan for providing • Better application of systems and fitness. “The Next Generation of K-12 students with a continuum of thinking and increased ability to Outdoor Participants,” a 2004 Out- place-based learning opportuni- think creatively. door Industry Foundation study of ties. This framework will ensure that • Enhanced ability to work in group 60,000 subjects aged six and older, Oregon students graduate as critical settings. indicates that children who engaged thinkers, ecological problem solvers in outdoor activities – including • Improved communication skills and engaged citizens. bicycling, camping, fishing, hiking and civility. and trail running – showed greater To support these goals, the Gov- • Greater enthusiasm for language fitness levels as adults. Even partici- ernor appointed an 11-member arts, math, science and social pation in typically “urban” activities task force to develop the Oregon studies. such as bouldering and skateboard- Environmental Literacy Plan. The ing correlated with later increases in Plan addresses state policy leaders, • Increased knowledge and under- traditional outdoor activities such as schools, school districts, teachers, standing of science content, con- paddling, climbing and backpacking. nonformal educators and com- cepts and processes. munity partners, and serves as a • Better ability to apply science The study also indicates that as roadmap for the development and and civic processes to real-world children become young adults, their implementation of a statewide envi- situations. overall activity levels fail to meet ronmental literacy program. guidelines promoted by the Centers • Improved understanding of math- for Disease Control. As youth pass The Plan sets forth a vision in ematical concepts and mastery of beyond the childhood years of 6 to which Oregon students are willing math skills. 12, there is a noticeable drop-off in and able to exercise the rights and • Improved language arts skills. outdoor participation, particularly responsibilities of citizenship, and to among girls and members of ethnic become lifelong stewards of their • Better comprehension of social groups who have lower participation environment and communities. studies content. overall. Outdoor school programs Integrating regular outdoor activity Source: G.A. Lieberman and L.L. Hoody, State Education and Environment that engage 11- and 12-year-olds into every student’s learning and life Roundtable, 1998 (www.seer.org). present a crucial opportunity to experience is central to this vision.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 9 The Plan’s five “Environmental and program details for a cross school district, state and federal Literacy Strands” articulate a com- section of Oregon’s outdoor school funds, as well as tuition from prehensive learning framework for programs.) participants. K-12 students. Outdoor school in Oregon started 2. School-based. A specific school Upon graduation, environmentally in the spring of 1957. Under the plans, funds and operates the literate students will demonstrate direction of Dr. Irene Hollenbeck of program. Financing may come the following proficiencies: Southern Oregon College of Edu- from school funds, tuition, local cation, fifth- and sixth-graders and donors, in-kind contributions 1. Understanding our interdepen- teachers from the Westside El- and other sources. dency with the physical and bio- ementary School of Medford spent logical world. 3. Provider-based. An organiza- a week at Dead Indian Soda Springs tion separate from the ESD or 2. Understanding and applying sys- Camp, located east of Eagle Point school provides the program. tems thinking and related con- on Little Butte Creek. The provider charges a fee for cepts and tools. Recognizing the need to intro- the program, which typically in- 3. Understanding the individual’s duce this program to administrators, cludes curricula the school can interdependency with local, teachers, parents and the general customize to its needs. regional, national and global public, Margaret Milliken (Oregon 4. Partnership-based. A coali- communities. State University), Bob Brown (Soil tion collaborates to plan, fund 4. Planning and creating a sustain- Conservation Service) and Austin and operate the program, often able future. Hamer (Oregon State Game Com- working with the school district. 5. Achieving personal and civic mission) promoted pilot projects in responsibility. school districts throughout the state. The model you choose will de- These pioneer educators decided pend on your community’s re- The Plan also positions Oregon that Oregon’s program should take sources, culture and needs. It may to receive federal funds through an “ecological plot study” approach fall into one of these categories or NOCLI legislation, which is included that focused on the interrelationship share elements of several. in the Elementary and Secondary of natural resources. They developed Education Act. With the Oregon En- the guidelines that many Oregon Although programs operating vironmental Literacy Plan in place, school districts used to implement under a given model may vary, the the state will be eligible under this their outdoor school programs. following descriptions provide basic federal initiative for $1 million to $2 details on budgets, staffing and In the spring of 1958, the pi- million in new annual funding to other components. lot project launched in the Crook support plan implementation. County School District. Ellen Mc- 1. ESD-Based To learn more about the Oregon Cormack and 32 sixth-grade pupils Environmental Literacy Plan, go to from Crooked River Elementary Programs: www.ode.state.or.us/gradelevel/ School in Prineville became the first Multnomah ESD hs/oregon-environmental-literacy- group to participate. They spent five Outdoor School days at Camp Tamarack, a private plan.pdf. Outdoor school started in Mult- camp located near Suttle Lake in the Oregon Cascades. nomah County in 1966 as a week- The Beginning of long residential program designed Source: Margaret Milliken, Scott Meier and Outdoor School Gary Winter, Outdoor School. Corvallis, OR: to enhance school instruction and OSU Book Stores, Inc., 1982. Programs in Oregon reconnect an increasingly urban- ized student population with nature. Oregon’s outdoor school programs Four Program Today, Multnomah ESD offers have a rich history dating to the Models outdoor school to every school late 1950s. The beginnings of some Outdoor school programs usually district in Multnomah County and programs are documented in books follow one of four basic models: also contracts with schools outside and reports; others have been passed the county. down to us through the oral tradition. 1. ESD-based. An education service district (ESD) plans, (Note: The Appendices section in- funds and operates the pro- cludes histories, mission statements gram. Financing may comprise

10 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program When the Multnomah ESD happened every night, and there was much frivolity and program started, I was a naturalist singing in the mess hall for meals and announcements. with The Oregon Museum of Science and Industry (OMSI), “George of the Jungle” was big on TV in those days, and on loan to MESD as the Camp so I often opened the announcements to that old camp Director at Camp Colton, near song, “Announcements, announcements, a-nounc-ce- Estacada. I believe it was 1965 or ments!” by swinging into the room on a rope wearing thereabouts. the George of the Jungle get-up.

We had a paid staff that consisted of a cook, As the Camp Director, I visited the teachers and dishwasher, song leader, soil, water, plant and wildlife children in their classrooms the week before they were instructors – all retired in their respective fields – and scheduled to come to Colton, and gave them particulars a nurse. Sixth-grade classes from four MESD schools on what to expect during their weeklong stay. came to camp for a week. We all had camp names. In many respects, the experience of that period was Mine was Mr. Owl. more of a social experiment then environmental We did everything in camp to Boy Scouts of America education studies. We had a mix of social and racial trumpet calls. I didn’t like that, so I used songs of the groups, which led to a great deal of interaction and day – such as “Good Morning Starshine” – to get the learning about people. My instructors were all good kids up in the morning, and something from Woody at their business and blended their area of expertise Guthrie or Pete Seeger to move them around the with the social experiences of that period. I think we various stations during the day. High school girls and got a lot done. boys were counselors in each cabin. Campfire programs – Jim Anderson (Mr. Owl)

In Multnomah County, classes • Practice gender and ethnic eq- Staffing must participate at the district level. uity, and honor and promote Twelve staff members work on- Either the entire district participates, diversity and multicultural site each week: one site supervi- or no classes from the district par- awareness. sor, six program leaders, four field ticipate. As of 2011, all eight districts instructors and a registered nurse. participate, with some doing partial- • Teach interpersonal skills and week programs. provide opportunities to apply In addition, a kitchen crew compris- them in a variety of settings. ing one cook and five kitchen staff Multnomah ESD Outdoor School’s provides a balanced diet. • Meet the needs of all learners, mission is as follows: regardless of individual learning • Teach field-based science con- Budget / Cost differences or challenges. cepts as they relate to natural Total expense in 2009-2010 was • Treat each student and staff per- resources. $1,058,056 (a sample budget is son with dignity and respect. • Promote critical thinking and available in the Appendices). collaboration. Facility or Site • Extend science instruction beyond 2. School-Based the classroom. Multnomah ESD operates five Program: Crook • Provide opportunities for par- residential sites located between County ticipation in cooperative living 15 and 30 miles from Portland. The Crook County experiences, performing arts, rec- Each site offers access to for- Outdoor School Program has reation and structured events. ests, water and other ecological operated continuously since 1958. resources. • Provide for the safety, physical In 2009-2010, all Crook County and medical needs of all students. sixth-graders from three schools Number of Students • Promote self-esteem, leadership attended the five-day program. and confidence among sixth- In the 2009-2010 school year, (See Appendices for a short write- grade and high school students. 5,946 students attended. up about this program.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 11 Facility or Site Number of Students Suttle Lake Methodist Camp, out- Varies. Maximum is 100. side Sisters, Oregon. A lake, creek, fish hatchery and forested areas Staffing are all in the immediate vicinity or One OMSI educator for every 15 within a short bus ride. students.

Number of Students Budget / Cost Approximately 250 students at- The two-night/three-day pro- tend per year. gram costs $135–$160 per person. The four-night/five-day program Staffing costs $225–$270 per person. Two co-directors (one male, one The cost includes one OMSI female) alternate between directing educator for every 15 students, and teaching students each week. plus program coordination, lodg- There are nine teachers and substi- Facility or Site ing, meals, pre- and post-camp tutes, and three cooks. Three coun- The OMSI program has three sites: materials, and field equipment. selors run the evening programs School groups provide transporta- and help out in the cabins. • Hancock Field Station is located in Central Oregon’s John Day tion and chaperones at a 1:8 ratio, and lunch on the first day. Budget / Cost River Valley, an area renowned for its fossil-rich rock formations. $60,000 to $65,000 annually. Owned and operated by OMSI for 4. Partnership- Most of this cost is for personnel, more than 60 years, this is a good Based Program: including contract pay for 24/7 location for the study of paleon- Forest Camp duty for teachers and other staff. tology, geology, botany, archaeol- Outdoor Each student is asked to pay $100 ogy, astronomy and ornithology. toward the cost of the program. Available in spring and fall. School (Coast Range Some school lunch money subsi- Natural Resources • Camp Kiwanilong, situated next dizes meal costs. Staff have applied to Fort Stevens State Park on the Education Organization) for and received grants and private northern Oregon coast, offers The Coast Range Natural Re- donations. miles of trails, a freshwater lake, sources Education Organization small ponds and a nature center. is a partnership of schools, busi- 3. Provider- This is an ideal location for study- nesses, agencies, organizations Based ing marine life, comparing fresh and individuals dedicated to Program: and saltwater ecosystems, and developing, implementing and Oregon exploring the cultural history of promoting nature-based educa- Museum of the Northwest coast. Historical tion programs. and natural field trip destinations Science and Industry are easily accessible. Available in Forest Camp Outdoor School (OMSI) Science School spring and fall. provides public environmental education through partnerships OMSI’s skilled instructors lead • Camp Attitude, located in Foster, with local schools; local, state hands-on investigations in bi- near Sweet Home, became an and federal agencies; businesses; ology, ecology, geology and OMSI site in fall 2010. It is a non- and organizations. other sciences, all of which meet denominational Christian camp Oregon’s content standards and offering summer programs for The program’s primary focus is benchmarks. OMSI staff can tailor disabled children, adults and fami- to increase knowledge and ap- programs to suit the needs of lies. It is 100-percent accessible, preciation of Oregon’s natural grades 1–12, college students, and features well-maintained resources among its sixth-grade adults and families (12-person cabins with heating, lights and ex- target group. The intent is to minimum). cellent amenities. make students aware of Oregon’s

12 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program culturally diverse environment, and inspire them to take informed actions that protect natural resources. By fostering individual responsibility to recognize, conserve and preserve natural resources, the partners further their message of caring for the land and serving its peoples. (For more information, see the Appendices.)

Facility or Site Camp Tadmor comprises 200 forested acres near Lebanon, Oregon. The site includes a lake, cabins, meeting space, dining hall and kitchen.

Number of Students

Roughly 170 sixth-graders from • Crook County Outdoor School: low the traditional outdoor school six schools. $350 (five-day program). model, but may include elements • Lincoln County Outdoor that would be appropriate for your Staffing Education Group for Outdoor own program. Instructors from 10 agencies and Schools: $284 (five-day program). businesses work with the CRN- • Multnomah ESD Outdoor School: Ready to Get REO board to produce a quality $360 (six-day program). Started? program annually. Parents provide support through fundraising, • Northwest Outdoor Science In the next chapter, you’ll learn transportation and helping in the School: $238 (five-day program). about four of Oregon’s most successful program models. You’ll be kitchen and cabins. • OMSI Science School: $135–$160 presented with a checklist com- (three-day program); $245–$260 prising typical steps for creating Budget / Cost (five-day program). a program that’s right for your $100 per student. • Rainier Outdoor School: $210 community, and you’ll learn about (five-day program). proven approaches for engaging teachers, administrators, parents, Budgeting and Budgets and cost-per-student friends, businesses, civic leaders, Per-Student Costs estimates are difficult to compare government partners, and funders on an “apples-to-apples” basis. For Your budget depends on the in the exciting and challenging example, some programs receive type of program you want to work of creating an outdoor school significant help from volunteers, develop. How many students can program. you serve? What will it cost to which reduces costs. Others may house and feed them during their receive a lunch subsidy that reduces stay? How many staff members meal expenses. will you pay, and what are their The Appendices section contains salaries? What are your transpor- additional information (histories, tation costs? Are you budgeting mission statements, sample budgets funds for evaluation? What will and other details) on Oregon’s resi- insurance cost? dential outdoor school programs. Here are some sample per-stu- The Appendices section also dent costs for residential outdoor discusses programs that don’t fol- school programs:

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 13 CHAPTER 2

Launching an Outdoor School Program

Whenever you undertake a new venture, it’s a good idea to learn from people who have done it before. Countless hours of organizing and problem-solving have gone into planning outdoor school programs; you can use this work as your starting point.

Here are some words of wisdom from the members of the Advisory Committee, who have already been through the planning process: • Define the community needs your program will address. This will lead to a clear framework and community buy-in. • Keep the program small at first. You may need to start with a day camp and evolve to an overnight program over several years. • Secure a mix of funds from a variety of sources. • Build trust with teachers, parents, donors and business partners. • Look for existing information and tools. Copy and adapt what someone else has created. • Under-promise and over-deliver. Outdoor school has been and • Find natural partners who can deliver elements of your program (e.g., continues to be the most influential natural resource agencies, environmental organizations, educators, and thing in my life. The skills I have state and regional agencies). learned, the knowledge I have gained and the amazing people • Do whatever you can to make things easy for teachers (e.g., provide per- I have met through outdoor mission forms, fundraising ideas, and curricula that help them meet state school have molded me into the standards). person I am. It has given me • Develop a fundraising timeline. You may need to start raising money 12 to direction in my life and made me 18 months before your first outdoor school session. aware of everything this world • Build a succession plan to cultivate staff, volunteers and advocates who and this life have to offer. will champion the program if you leave. – Multnomah ESD Outdoor • Include an evaluation component. Schools and funders want to see the School participant effects of their investments. • Ensure access for all students, including ESL students and children with disabilities. • Identify skills in your volunteer base and take advantage of them. • Make sure every element of your program supports your goals, from breakfast duties to campfire activities.

14 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Ten Essentials for Essential 1: Outdoor Education Group, which Launching Your Find Out What formed informally in 2005. Virginia Your School Tardaewether from the MidCoast Program Watersheds Council, Parker Og- Launching an outdoor school District and burn from the Oregon State Uni- program is a bit like planning a trip Community Need versity Extension Service, and Jan into the wilderness. You must take Your program must reflect the Robbins from the Siuslaw National steps to ensure that your trip will be academic and social goals of your Forest interacted frequently while successful and fun, while preparing school district and community. producing educational activi- for the unexpected. Once you’ve identified these goals, ties for groups of students. They you can design program elements formed a relationship and began – including curricula, site location, to seek ways to create an outdoor daily activities, and staffing – to school program for Lincoln County support them. students.

Among other things, this requires Although Lincoln County public you to make a frank assessment of schools comprise a single school available resources, and the capac- district, the group found that indi- ity of your community to build and vidual schools had different needs sustain an outdoor school program. and expectations. Similarly, existing and prospective partners had Start by approaching teachers, The Ten Essentials a variety of messages to impart to parents, community members and local youth. Therefore, Virginia, anyone else who might be willing 1. Find out what your Parker and Jan worked with indi- to help launch an outdoor school school district and com- vidual schools to tailor programs to program. Adults who attended out- munity need. their needs, or supplement existing door school as children are usually programs, and then identified and 2. Build evaluation criteria enthusiastic about getting a pro- engaged partners whose messages and methods into your gram started. program. meshed with school needs. You should also identify people 3. Select a provider, facility In fall 2006, Crestview Heights who can help to raise funds, involve or site. School in Waldport became the businesses and government part- first school to participate in out- 4. Raise funds and build ners, and publicize your efforts. community partnerships. door school, which took place at Drift Creek Organizational Camp 5. Develop curricula and Once you have gathered a team, near Lincoln City. Over the next relevant activities. invite members to contribute to the vision of an ideal outdoor school four years, additional schools 6. Develop a staff- program for your community or agreed to participate. During the ing structure and job school district. Are people interest- 2010-2011 academic year, all sixth- descriptions. ed in a program with a strong focus grade students in Lincoln County 7. Recruit and train staff on environmental education, a had the opportunity to partici- and volunteers. program that stresses other types of pate in outdoor school, including homeschooled students and 8. Figure out logistics, from learning and experience, or both? students from private and charter food to transportation to Knowing what your community schools. trash handling. wants is the first step toward creating a mission statement and goals Identifying formal and informal 9. Create a safe, secure and for your program. inclusive environment. partners became a team effort, with schools and existing partners 10. Publicize your program Assessing Community Needs: bringing in others. This team-based to teachers, parents, Lincoln County Outdoor approach to identifying prospective sponsors, volunteers and Education Group funders. partners was critical to the pro- The MidCoast Watersheds Coun- gram’s success. Much of this effort cil is the nexus for Lincoln County was an informal matter of chatting

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 15 with community members during The Gray Family Fund – which have accomplished and provide meeting breaks or social events. provides grant funds to outdoor insights for improvement. school programs in Oregon – has Some partnerships never devel- • Evaluations typically require created a comprehensive Program quantitative and qualitative data. oped, despite frequent interaction Evaluation Framework that you can Quantitative data allow you to and verbal support. Others were sur- use to identify and quantify: count participants or events (e.g., prisingly quick and effective. For ex- • Objectives. What do you hope to field trips), determine the cost ample, the local food bank has been accomplish by implementing this per participant and perform sta- a faithful partner, but some local program? tistical analyses. Qualitative data agencies have been unable to pro- allow you to record perceptions vide even one day of staff support. • Activities. What are your primary and descriptions of experiences Some partners get involved through project activities? How many of – often in the participants’ own pure serendipity: Oregon State Parks them do you expect to complete? words – and create narratives that now works closely with the program, • Target audience. Who is your tar- provide a human context for the but this connection originally de- get audience? How many partici- evaluation. veloped because a parent attended pants do you expect to serve? outdoor school with his son. • Data collection requires a sys- • Data collection tools. How tem. Decide which data you want Maintaining positive relationships will you gather necessary in- to collect (participants’ ability to with prospective partners – includ- formation? What records or perform a particular task); the ing those who are currently unable tools will you use to determine source of the data (teachers and to participate – has helped to cre- whether you are meeting a given volunteer mentors); the collec- ate a resilient program, where new objective? tion method (teaching observa- partners fill in when others lose the • Evaluation design. When and tion checklist); and when you will ability to help. from whom will you collect evalu- collect it (during lessons). Once ation information? you’ve developed a reliable sys- Schools and partners work tem, stick to it. together to meet specific objec- • Outcomes. What level of growth tives. The process of connecting do you expect? What test results Evaluation can take many forms. partners and school needs has do you expect? How much en- It can involve conducting surveys, ergy, water or other resources do served to increase the pool of pre- and post-camp testing, col- you expect to save? activities available to participating lecting anecdotal comments from schools, and resulted in a program Here are some tips for planning participants, or a meeting of pro- that meets everyone’s needs. your evaluation methods, based gram staff after each camp to dis- on Gray Family Fund application cuss areas for improvement. Essential 2: materials: Forest Camp, for example, has a Build Evaluation • Earmark a portion of your total relatively simple evaluation pro- Criteria and budget for evaluation. Whether cess. On the last evening of camp, Methods Into you’re conducting statistically teachers and program staff meet Your Program valid pre- and post-camp testing over dinner for a structured con- and paying someone else to do versation about the successes and As you design your program, the data analysis, or simply mail- challenges of the past week. Each think about the criteria and meth- ing surveys to teachers, you must person is welcome to share ideas, ods you’ll use to measure progress allocate funds for evaluation. which are captured in writing by a toward your academic, social and • Consider what’s involved in col- participant. To maintain focus, the behavioral goals. lecting and analyzing the type of meeting is usually limited to approximately 90 minutes. In many cases, this evaluation will data you need. Do you have the be a requirement of a grant you’ve necessary expertise, or will you According to Jan Robbins, the received. But either way, the ability to need to hire outside experts? most important part of these meet- demonstrate progress toward your • Use evaluation results to improve ings is brainstorming ideas for the goals is a powerful tool for sustaining your program. Choose objectives, next Forest Camp, which creates monetary and community support, evaluation questions and methods a sense of openness to new ideas and improving your program. that will let you know what you and ways of functioning. Teachers

16 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program and planning staff discuss possible best experience in their school year The following information fo- changes at the first board meet- and hope to return as counselors. cuses on using existing facilities ing of the following school year. or sites. If you’d like advice on Progress on implementing improve- Essential 3: finding and developing a new site ments is reported at subsequent Select a – including ideas for incorporat- board meetings. ing green building practices and Provider, sustainable operations – consult You can read more about the im- Facility or Site the Appendices section. portance of evaluation, and review As noted earlier, there are four ba- sample evaluation forms, in the Ap- sic approaches to creating and of- What to Look For pendices section. fering an outdoor school program. The ideal type, size and loca- The approach you choose depends tion of your site will depend on the Evaluation Methods at Mt . on a number of factors, including Pleasant Elementary School program goals your school and your program goals; the curriculum community identifies in the “needs Mt. Pleasant Elementary School and field study activities you want assessment” phase of your work. in Oregon City uses the Oregon to offer; the availability of programs Assessment of Knowledge and offered by nearby providers; the Whether you will be renting an Skills (OAKS) test to assess students’ cost and available funding; and the existing facility or using tempo- mastery of Oregon content standards availability and capacity of an ap- rary facilities, look for these basic before and after outdoor school. propriate nearby facility. necessities: Newer teachers learn to tailor lessons • Proximity to schools. to improve OAKS scores and support Providers can sometimes cus- the outdoor school curriculum. tomize their outdoor school • Roads suitable for buses. programs. For example, OMSI can • A setting that supports the tailor a program that supports your Mt. Pleasant Elementary students curriculum. also participate in the following interests and goals. For each day of evaluation activities: your students’ visit, you can choose • Accessible cabins or tent sites and bathroom facilities. • Journal writing. Students make from a variety of field study topics, recycled paper covers and use including cultural history and eco- • Accessible dining hall, lodge and the journals to complete camp logical mapping techniques. You nurse’s station. can also select from a long list of activities. • Meeting space for staff. “interest groups,” which are short • Surveys. Students and counselors classes that meet after field study. • Access to forests and trails, and a fill out surveys on the last day of Topics include paleontology field river, lake, pond or wetland. outdoor school. techniques, spiders and insects, • Access to conservation areas or • Thank-you letters. Students write and aquatic study. Evening pro- easements. thank-you letters to the Gray grams occur between dinner and • Outbuildings or covered meeting family, and teachers review them campfire, and run the gamut from a areas. for writing improvements and evi- slide show about bats to a game of dence of concrete learning. “Eco-Jeopardy.” • Facility staff that understands outdoor school needs. Principal Carol Kemhus says that Using an existing facility or site • Security (this includes monitor- she used the Oregon Department of is the most practical approach, ing site visitors, and keeping your Education’s standards guide to plan unless your community intends to group separated from any other the evaluation component of her develop a brand new site. A good groups who are using the site). school’s program. She used this first step is to research facilities that evaluation on her grant application other outdoor school programs are to the Gray Family Fund. She notes already using; one of them may be Temporary Sites that it’s difficult for evaluation tools ideal for your program. Alternative- A temporary site can be feasible for to capture the actual emotional ly, look at sites and facilities owned numerous purposes, including ca- intensity and life-changing impact by prospective partners in your pacity building and fundraising. Such on students’ outlook and behavior. area and think creatively about how facilities might include a farmer’s field Of the sixth-graders who attended in those sites could work for your (used with permission, of course), a fifth grade, 90 percent say it was the program. fish hatchery or similar properties.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 17 Federal, state, county and municipal regulations and taxes Regulations and taxes that apply to the camp industry vary according to state and local governmental bodies.

Oregon guidelines for organizational camp facilities are set forth in the Oregon Administrative Rules, Di- vision 30, 333-030-005 through 333- 030-0130 (available online at arcweb. sos.state.or.us/pages/rules/oars_300/ oar_333/333_030.html).

A lawyer can help you meet legal requirements. State health officials are also valuable resources. Using “leave no trace” ideas from • Who are the clientele you plan the U.S. Forest Service firefighting to serve? Are they a new market Here are some important ques- camps, a temporary camp could niche, or an existing group that tions to consider: ideally have accessible shower unit you serve or that needs service? • Which permits and licenses do you rentals and kitchen units in trailers. • What kind of environment will need? Which offices issue them? However, these features usually cost help you accomplish your mission • Which salary laws affect staff thousands of dollars. and serve your clientele? salaries? The site’s acreage can be small, • Do you want to start a day camp, • What are the health and sanitation provided it has a central location residential camp or travel camp? laws concerning sewage disposal for facilities, and water amenities • How many weeks do you plan and food service (including food relatively close to flat or mildly to operate? Summer only, or storage, food handlers’ permits, sloped land. Consistent road ac- dishwashing, garbage disposal in- year-round? cess is also important. Land next spections and water purity tests)? • Do you plan to incorporate? Will to public natural reserves, or with • Are background screening checks you operate as a for-profit or conservation easements, is optimal. required for staff? It is also helpful to have a habitat nonprofit organization? inventory and site description. • If you plan to provide transporta- Business plan tion, do you need special licenses American Camp Association or insurance? Do school bus laws Your business plan must accom- apply to camp vehicles? (ACA) on Starting a Camp modate or fulfill the essential deci- • Is a health center required? What The ACA (www.acacamps.org/ sions outlined above. The Small Business Administration, or a busi- kind of certification or licenses do startacamp) is an excellent source health care personnel need? of information on starting or select- ness center at your local college, ing a camp. The following tips offer can help you with your business • Which of the following state and valuable information and guidance plan, which should explain the fol- federal taxes apply? not presented elsewhere in this lowing details: Federal income tax guide, including information on • Where will you get funding for Federal unemployment tax regulations and insurance. capital and operations? State income tax • Do you have an ongoing funding State unemployment tax What kind of camp do you source or pricing strategy? County and state bed/tourist tax need? • Determine your mission state- • What is your existing competition? Social security ment, or the purpose of your • How will you market your Workers’ compensation camp. program? Sales and property

18 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Insurance who are good at asking for money, work at a company that can donate Most camps buy insurance to money or supplies, or are employed cover their operations. A few camps at agencies that would make good are self-insured. Most insurance partners. companies will want to do a safety audit before insuring you. Here are some guidelines for approaching businesses and orga- You will probably need the follow- nizations that are likely to support ing coverage: an outdoor school program in your • Property (percentage of actual or community. replacement value). • Comprehensive general liability. Make a list before you make • Workers’ compensation (including the call owner/officer options). • What businesses and organi- Much like building a personal in- zations are located near your • Health insurance for the owner, vestment portfolio, you want to aim organization? staff and campers. for diversity, so that if one source • What are their interests? What in- • Personal property. of funds shrinks or dries up, you will terests do you have in common? • Vehicle liability. still have a healthy fund to sustain your program. Diversification also • What is their mission statement? • Certificate of insurance from the helps to avoid “fundraising fatigue” • What products or services do they site owner (if you plan to rent or among supporters and community provide? lease). members. • What resources do you think they Site, facilities, food service, A core value for many outdoor might have? and transportation school providers is to ensure that • Describe your project fully. Write a student’s inability to pay is not a You must decide where you want down exactly what you want to barrier to attendance. Some schools to operate your camp: do. cover the entire cost for all of their • Describe how you view the role • Do you own suitable property? Or fifth- and sixth-grade attendees, of your prospective partner. Write do you plan to buy, rent or lease or offer a sliding scale. Others of- down exactly what you would like an existing camp? fer scholarships or a payment plan them to do. • How far will your camp be from that allows parents to pay a small your client base? What are the amount for several years leading up • What products or services can transportation issues? to outdoor school. you provide in return? • Write out a list of points to discuss • Does the prospective property Most schools have annual fund- in your initial meeting. require any special accommoda- raising events, and many have on- tions to serve your program or going events and activities to raise • Is a tour of your facility appropri- clientele? money for outdoor school. ate? Can you host this meeting? • Will you operate your own kitchen, or use a food service manage- Approaching Businesses and Make your meetings effective ment company? Organizations Do…. (The following tips for approach- • Identify allies within the organiza- Essential 4: ing businesses and organizations tion and talk with the appropriate Raise Funds come from Kim Silva of Friends of people. and Build Outdoor School.) • Make your proposal to the deci- Community Your community will be a primary sion maker(s). Partnerships source of funds, supplies, volunteers • Start from the beginning. Assume Funding for your outdoor school and goodwill. Think about your they have very little knowledge program should comprise a mix of own circle of friends and contacts. about you, your program and en- sustainable strategies and activities. Undoubtedly, you know people vironmental education.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 19 • Be concise and stick to the point. Here’s a list – including links – to • Melinda Gray Ardia Environmental • Present a vision of what success get the ideas flowing, courtesy of Foundation (www.mgaef.org). will look like and how you will Friends of Outdoor School: • Gray Family Fund of The Oregon achieve it. Community Foundation (www. Sales ideas oregoncf.org/connect/ • Show that you understand what • Nancy J. Smith calendars (www. educational-opportunities/ matters to them. focusonpd.com/). enviro-ed/enviro-ed-default). • Provide clear, detailed information • Chinook Book (pdx.chinookbook. • Toshiba America Foundation (e.g., a one-page executive sum- net/fundraise). (www.toshiba.com/tafpub/jsp/ mary followed by a more detailed home/default.jsp). proposal). • Energy Trust of Oregon lightbulbs (www.energytrust.org/CLCW). • Classroom Earth (www.class • Describe how their participation • Portland Roasting coffee (www. roomearth.org/grants). will contribute to a comprehen- portlandroasting.com/company/ sive plan or strategy (e.g., your • EElinked Networks: Grants sponsorships). mission, or state standards). and Opportunities (eelinked. • CafePress merchandise (www. naaee.net/n/eelinked/topics/ • Explain how you will measure the cafepress.com/). Grants-amp-Opportunities). impact of their investment. • Scrip (www.glscrip.com/). • Offer something in return. Other easy fundraising ideas • Candy, cookie dough and other • Be flexible. Have alternative pro- • Boxtops for Education (www.box food products (www.actionfr.com posals prepared. tops4education.com/). or www.wfcnw.com). • Recognize their past involvement • Register your classroom at • Other merchandise (www.easy- and support, if applicable. OneCause (www.onecause.com). fundraising-ideas.com). • Register your classroom at Don’t…. • Points for Profit (pointsforprofit. DonorsChoose.org (www.donors org). • Approach the wrong person. choose.org). • Make contact before you have Grant sources • Register your outdoor school trips identified your needs. at YourCause (www.yourcause. • Diack Ecology Education Program com). • Make your presentation lengthy (diack-ecology.org/). and verbose. • Register credit cards and frequent • Nickelodeon Big Green Help buyer cards at eScrip (www.escrip. • Overwhelm them with logistical Grants (www.biggreenhelp.com/ com). details. grants/index.jhtml). • Books 4 Giving (www.books4 • Appear to be disorganized and ill • Target Field Trip Grants (sites prepared. target.com/site/en/company/page. giving.com/fundraisers/). • Have an entitlement mindset. jsp?contentId=WCMP04-031880). • McMenamin’s Friends and Family Night (www.mcmenamins. • Use confusing acronyms or jargon • Target Take Charge of Education Program (sites.target.com/ com/1592-donation-program- (e.g., DENR, OEE, EEAC, EE, EELE, friends-family-nights). PLT, WILD). site/en/corporate/page. jsp?contentId=PRD03-005171). • Register your trip at FirstGiving and promote it to everyone you Fundraising Ideas • ING Unsung Heroes (ing.us/ about-ing/citizenship/ know (www.firstgiving.com). If you’ve made a good case to childrens-education/ • Sign up for CommonKindness your community about the benefits ing-unsung-heroes). coupon service (www.common of outdoor school, people will want kindness.com/). to help you make it happen. Give • Richard C. Bartlett Environmental them that opportunity by creat- Education Award (www.neefusa. • Register your school at Innovative ing fundraising activities for people org/bartlettaward.htm). School Funding (www.innovative who want to be active supporters, • Toyota TAPESTRY Grants for schoolfunding.com). and allowing others to support you Science Teachers (tapestry.nsta. • Sign up with CafeGive (www.cafe through grants or sales events. org/). give.com).

20 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program erated by the Coast Range Natural school students are designing Resources Education Organization intensive field-research projects on – or they can be one very impor- conservation as part of the school- tant part of a program’s funding and based “Science in Action” program, operational foundation. which has 11 partner agencies.

The key to building partnerships AmeriCorps members coordinate is to establish as many touch points CGEI programs and handle logistics. as possible between administrators, This includes organizing transporta- teachers, community partners and tion and teachers; hosting, hous- students. Transforming interested ing and sponsoring volunteers; and individuals into committed partners completing evaluations. Members will prevent your program from typically overlap or stay a second dying out when the only inspired year. Retention is good, because the teacher retires. program offers a great opportunity to work in a stunning location. Examples of strategic partnerships include: The Gorge Explorers summer pro- • Secure donation and volunteer- gram, in which high school mentors hour matching gifts from your • Peer-to-peer. Engaging high work with third- and fourth-grade employer. Contact your manager school counselors as mentors students on field excursions and day or HR department. for their younger peers is a great camps, has six partner agencies: The example. • Have students write persuasive Dalles Discovery Center (which hosts letters to everyone they know • Teacher-to-teacher. Mentoring the program); Brian Goodwin’s North asking for donations to their trip. opportunities include Teachers Wasco County School District; OSU (A copy of North Marion’s persua- On Special Assignment (TOSA) Extension; the U.S. Forest Service; a sive letter is available on request.) and Together on Oregon’s Legacy local conservation district; and the (TOOL). • Make a tax-deductible donation to U.S. Fish and Wildlife Service. CGEI Friends of Outdoor School (www. • Administrator-to-administrator. has 20 partners in total. All three FriendsOfOutdoorSchool.org). Avenues for mentoring in- elementary schools in The Dalles clude the Oregon School have an afterschool program, and a For more information, or to dis- Boards Association (OSBA) and Forest Explorers program operates in cuss ideas, contact: Confederation of Oregon School Skamania County, Washington. Kim Silva Administrators (COSA). Friends of Outdoor School Metro (the elected regional [email protected] • Cohorts within schools. Teams government for the Portland met- 503.257.1774 of teachers and administrators ropolitan area) created a fund to www.FriendsOfOutdoorSchool.org provide interdisciplinary and lo- support waste reduction education gistical support. at outdoor schools. Since spring Building Community • School-community partnerships. 2009, Metro has been contracting Partnerships Mutually beneficial exchanges with outdoor immersion program between schools and commu- providers to offer 6.5 hours of waste Partnerships are vital to launching nity partners may include service reduction education for sixth-grade and sustaining an outdoor school learning, resources, internships students at outdoor school. program. Building local, regional and jobs, and funding. and global partnerships can attract These providers meet educational funds and staff; provide access to objectives with curricula and activi- facilities, curricula and volunteers; Partnership examples ties selected for outdoor immersion eliminate duplication of effort; and Here are some examples of programs by sixth-grade teach- create synergy for environmental strong local and regional partner- ers throughout the region, as well education. ships that have helped Oregon’s as education staff from Metro and outdoor school programs thrive. outdoor school programs. Partnerships can be the very es- sence of a program – as with Forest At Columbia Gorge Ecology Multnomah ESD, Northwest Re- Camp Outdoor School, which is op- Institute (CGEI), middle and high gional ESD and OMSI camps inte-

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 21 grated recycling, composting, worm facilities may not be able to provide bins, food waste charting, field study all of the appropriate amenities. Each year when the fifth- discussions, and mealtime presenta- graders take the state Creative partnerships between pri- tions into their camp activities. The science test in the spring, vate facilities, government, ESDs and reimbursement in the 2009-2010 after returning from a full foundations can help to meet these academic year was $57 per student. week of science curriculum needs, provided the facility has made in the high desert, their One unanticipated consequence a long-term commitment to hosting scores reflect their learning. of the Metro program came from outdoor school programs. MESD’s Camp Adams, where a staff – Kathy Gould, retired Lewis member reached out to Molalla Partnerships can also raise funds Elementary School teacher community members to devise for capital needs, including: waste reduction strategies. The staff • Accessibility requirements like member was able to connect with wheelchair ramps, elevated beds, meet outdoor school needs (e.g., a vermiculturalist, a farmer and a and bathroom access. gear storage, lockers, notebooks, u-pick apple orchard, all of whom • Compost and recycling bins. rain gear or tarps). were excited to help site staff con- • Staff housing (e.g., yurts). serve resources and reduce waste. Essential 5: • Covered areas for each major field Friends of Outdoor School works Develop study/curriculum (e.g., tarps or to preserve the outdoor school expe- roofed structures). Curricula rience for middle school students in and Relevant Multnomah, Washington, Columbia, • Critter-proof trash cans. Activities Clatsop, Tillamook and other coun- • Improved signage. ties, regardless of a student’s ability, Outdoor school programs use a • Maintaining group meeting spac- experience, income or background. combination of structured cur- es, including accordion partitions. Outdoor school relies on Multnomah ricula, workbooks, field studies, ESD for funding; administrative • Organizing shelves, bins and desks games, rituals such as campfires and staffing costs, for example, are for staff. and songs, and team-building covered by this public agency via • Rain gear and boots. activities to create a well-rounded school contracts. However, schools experience for students. However, • Updating roofs. do not always have enough money an educational focus that serves to send their students to outdoor • Safety equipment, including rope community and school needs school. Therefore, the E² Founda- harnesses and boating equipment. must be at the core of any out- tion launched the Friends of Outdoor • Staff training, especially safety, door school program. School program to help support sustainability, curriculum and outdoor school from year to year. You can use various educational evaluation. philosophies and teaching styles Lincoln County Outdoor School • Trails that are safe, accessible and as the framework for your outdoor benefits from the ongoing com- designed to prevent environmen- school program and curricula. Note, mitment of four entities that en- tal impacts like erosion. though, that experiential education tered into a legally binding memo is at the heart of every approach, Some camps produce a regu- of understanding (MOU). The MOU because students are learning and lar newsletter for information and spells out specific roles and respon- growing by engaging in hands-on, sibilities, and legally commits the publicity purposes. Such newsletters interactive activities that reinforce participants to the stated actions frequently include a “camp needs” their relationship with nature. and obligations. list to alert supporters that the camp needs donations of new or second- Here are some common educa- Partnerships can fill funding hand goods. tional philosophies: gaps An interesting assignment for a • Inquiry-based education encour- Outdoor schools often rent space volunteer would be to monitor sites ages students to ask questions, at for-profit or nonprofit camp like Freecycle (www.freecycle.org/) and teaches them to use the sci- facilities that may be intended pri- and Craigslist (www.craigslist.org/), entific method to design and carry marily for summer programs. Such and find free or low-cost items that out investigations.

22 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program • Informal education occurs outside a traditional school setting (e.g., at a community center, museum or farm), and may not follow a strict curriculum. (See the information on Mother Earth School in the Appendices.) • Place-based education differs from conventional text- and classroom-based education in that it emphasizes the local community as a primary learning resource. It promotes learning that is rooted in the history, environment, culture, economy, literature and art of a particular place. Partnerships with tribal groups, local watershed organizations, and locally or regionally focused to develop activities that address • Building awareness, resilience museums are useful when em- Oregon state content standards and self-confidence through phasizing this aspect of outdoor and employ best practices in team-building activities like scav- school. (Read about Columbia instruction. enger hunts, “Ten Essentials” ac- Gorge Ecology Institute in the tivities, and challenge and ropes In September 2010, the Envi- Appendices.) courses that teach environmen- ronmental Education Associa- • Serve-and-learn education. tal lessons while strengthening tion of Oregon (EEAO) released a Students perform community character. free, comprehensive database of service and practice skills, while environmental education curricula • Using specific steps like mea- learning what it means to be in- from more than 100 organiza- suring food waste, conserving volved in their community. (See tions. This customizable database water and recycling to connect the “Tips for Teachers” provided (directory.eeao.org) allows users the local ecosystem to regional by the Straub Learning Center in to search for keywords, wheelchair the Appendices.) and international environmental accessibility, location, grade level issues, and emphasize the need and topics, Oregon benchmark to become global citizens and Aligning With Oregon State areas, and other categories. Education Standards environmental stewards. Examples of integrating var- • Cultivating natural instincts by Aligning outdoor school activi- ied educational components ties with Oregon’s state education tracking; harvesting edible or and methodologies into outdoor standards adds to your program’s organic plants for meals; orien- school include: credibility, and strengthens the teering with map and compass; connection between the outdoor • Developing relevant mathematics, building boats and other nature experience and classroom lessons. language arts, literacy and science crafts; making cordage; singing skills. and storytelling; and experiencing At Multnomah ESD, the Out- age-appropriate rites of passage. door School Advisory Committee • Teaching appreciation of the out- collaborated with outdoor school doors through boating, fishing, With enhanced training, resource hiking or following a programmed staff to research and develop sharing and funding, outdoor geocache route via GPS. companion curricula to help stu- school programs can incorporate all dents prepare for, and follow up • Promoting understanding of the of these goals to some degree. on, their outdoor school experi- natural environment by teach- ence. Extensive feedback from ing about plants, animals, water, Check the Resources section for teachers provided a framework weather systems, geography, ge- links to curricula available through for these materials, and a core ology and the natural processes outdoor school programs in Oregon group of educators was enlisted that affect them. and elsewhere.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 23 Tips for creating effective Camp traditions and the In Their curricula value of storytelling Words: 1. Provide clear learning goals and Camp traditions are a vitally im- objectives. Sixth-Grade portant aspect of outdoor school. Student Adults who attended outdoor 2. Develop a theme for the field Comments day, and limit the number of key school decades ago still recall the supporting ideas to five. wood cookies inscribed with the I learned: camp name of each participant and 3. Use teaching methods that • If you work together, the job staff member; the roll call antics promote active learning, such gets done faster. that brought everyone together; as hands-on activities and role- • How to be more patient with the “meals and manners” rules others. playing games. that kept mealtime manageable 4. Support behavior change by and fun; and the cabin skits that • What “xylem” means. demonstrating realistic ways for unleashed the campers’ creativity • How to tell the difference be- students to make an impact. and formed lasting personal bonds tween trees by their bark and among them. 5. Create a program integration leaves. strategy that includes prelimi- Outdoor schools often include • How to measure oxygen in nary and follow-up activities. storytelling in their campfire pro- water. 6. Prepare classroom teachers and grams, especially if they have an • How to spot constellations. experienced or adventurous staff students for the field trip. Share • How to find animal tracks and person. Storytelling is a good way to expectations, learning goals and how to find the pH of water. objectives, and the program integrate historical, natural, cultural, • That science is really fun. theme. philosophical and comedic themes into the outdoor experience. Wheth- 7. Develop and implement regular er staff recite stories from memory program evaluations. or read them aloud, this activity en- phones, electronic games, MP3 Source: Nathan J. Meyer et al., Best Prac- courages children to share their own players or any other electronic tices for Field Days: A Program Planning Guidebook and CD for Organizers, Present- stories with family and friends. devices except for cameras and ers, Teachers and Volunteers. University of watches. Minnesota, 2010 (www.extension.umn.edu/ Some storytellers have formal distribution/naturalresources/DD8208.html). training from a local storytellers’ The idea is to get the students guild or toastmasters’ organiza- to “unplug” from everyday distrac- Play, Learn and Grow tion. As an example, Toastmasters tions so that they can focus on In addition to academic instruc- International organizes community educational activities and personal tion, outdoor school programs and work-based communication interactions. offer fun activities that build self- focus groups where participants Some programs allow high esteem, support creativity and practice informal communication school and college counselors to foster teamwork. Many students as well as prepared speeches. A person who has prepared and given bring cell phones, but ask them to find that cabin skits, campfire songs 10 formal speeches, and received limit their use to twice a day, during and games provide some of the peer evaluation, becomes a “master social hour and recreation. most enduring memories and life communicator.” lessons. Essential 6: The Resources and Appendices Therefore, many programs incor- sections include tools and resources Develop porate kinetic learning activities, to support the recreational elements Staffing including nature songs with match- of your outdoor school program. Structure and ing hand motions, and popular games adapted to environmental Job Descriptions Technology during themes. For example, “Salmon A new or prospective outdoor Migration Frisbee Golf,” as taught outdoor school school program typically relies on at the coastal Forest Camp, is a fun Many outdoor school programs staff with other educational or ad- way to explore animal life cycles. do not allow students to bring cell ministrative responsibilities. Before

24 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program • Field instructors. There are If you like to work an eight- four field instructors, one for Nurse hour day, you’re going to love each area of scientific study Ladybug outdoor school. You get to (animals, plants, water and soil). For many work two of them every day! They create curricula for their students at respective subjects and train staff – Bob Burgess, a founder of MESD’s Camp and student leaders to teach MESD Outdoor School Angelos, outdoor school is the activities. Field instructors their first overnight experience also lead recreational activities, without their family. Fortunate- hiring program staff, the camp supervise duties and participate ly, “Nurse Ladybug” is there to director and office administrator in community building. greet them and give out medi- or grants coordinator must – at a • Registered nurse. The nurse is cations. She also provides in- minimum – line up funding, board responsible for the health and valuable support and advice to members, supplies, facility rent- welfare of each student and staff counselors. als and volunteers. If the program member. The nurse dispenses Nurse Ladybug was instru- grows beyond the capacity of a all medications, and attends to mental in making improve- partnering agency, human resource any medical issues that arise. ments to the 75-acre site. The and payroll professionals may also The nurse is available 24 hours a wellness building was origi- be necessary. The American Camp day, and is an integral part of the nally designed with limited Association website lists full job outdoor school community. nurse feedback. When Nurse descriptions for typical camp posi- • Kitchen staff. A cook and five Ladybug came on the scene, tions (see Resources). kitchen staff provide an adequate, she reviewed the plans and Here’s how one mature residen- balanced diet for everyone suggested some important tial outdoor school in Oregon staffs attending outdoor school. changes. For instance, she rec- its program, which serves 100 to ommended installing a back Multnomah ESD and Northwest 120 students per week at each site. door to the main building. This Regional ESD both offer online job allowed students to access the Twelve staff members are on- descriptions for key staff, as well nursing station without having site each week. Each member has as counselor and student leader to go through the main build- unique qualities and responsibilities. handbooks, guidelines for working ing’s vestibule, which does not with students, insurance information accommodate certain types of • Site supervisor. The site supervisor and other staffing information. To wheelchairs. is responsible for the day-to-day request a copy of the MESD Outdoor operation of the site. She/he su- School Procedures Handbook, send She also suggested removing pervises staff and student leaders, an email to outdoorschool@mesd. an unnecessary pass-through and guides the collaborative effort k12.or.us. area between the larger multi- to build a successful community. purpose space and the nurse’s • Program leaders. Each site has The Importance of Medical bedroom/suite, which provided six program leaders. Three are Staff more privacy. male, and three are female. They A camp facility typically requires Last, Nurse Ladybug advised are responsible for making sure a nurse, but an EMT/paramedic installing at least one adjust- that all scheduled activities are may be an acceptable alternative. able bed, so that the staff nurse carried out, and directly support The nurse keeps track of student wouldn’t have to bend over as the high school counselors medical forms, dispenses far when helping disabled stu- in working with sixth-grade medications and vitamins, treats dents with their personal needs. students. Program leaders also minor illnesses and provides other assist with field study, supervise As Nurse Ladybug explains, care as necessary. duties, lead recreational activities, nurses at outdoor schools don’t and foster community and The nurse also pays attention to simply dispense medications. teamwork. Male program leaders the homesick students. A nurse They attend to the “whole per- supervise the male living areas, with a warm manner toward son,” providing both medical while female program leaders children is especially important at and emotional support and care. supervise the female living areas. camp.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 25 Here are some tips on recruiting a Also, programs should acknowl- camp nurse: edge and try to address the profes- I saw outdoor school as my own ticket to personal growth • Ask the ESD for recommendations. sional challenges that new recruits face. Low wages, lack of health and spiritual wealth, but when • Find a nursing school practicum benefits and the remote locations of I got back I realized that I student. campsites can lead to early burnout had gained much more. At the • Share a nurse with another out- even among dedicated staffers. end of the week, I decided to door school. seriously look into teaching as • Ask a local clinic to donate a nurse. Recruiting an option for a college focus. I learned so much about myself Outdoor school programs typically • Consult the Association of Camp after I went to outdoor school. Nurses about their local member- post job announcements in well- ship (www.acn.org/). known online journals like Journal of – Student Leader “Kilo” Experiential Education and Outdoor • Place a classified ad in your local Ed, and at nearby college job- paper. placement boards. Recruiters may • Scholarship programs. • Use Craigslist (no cost) or The also visit area high schools to recruit • Curriculum training in popular Oregonian (expensive). volunteers during lunch-hour tabling methodologies. • Look for newly graduated or semi- events. • Career placement assistance, or retired nurses. It’s a good idea to post descrip- off-season job board. Note that school nurses may tive information on the program’s • Outreach opportunities, like ta- not have the same current skills website, so that applicants will know bling at environmental or career or scope of practice as a contract just how demanding the schedule networking fairs. nurse who is specifically hired to as- and duties can be. This will attract • Employment references. sist more medically fragile students. appropriate candidates, and screen Contract nurses typically charge at out people who don’t want to stand Training least $50 per hour for one-on-one around in the rain, spend a lot of Staff training must cover a wide care. Therefore, it’s important to as- time with children, or get silly and range of skills, from volunteer cul- sess individual student needs before sing during campfire programs. (See tivation and management, to safety school groups arrive at camp. Fed- the Resources section for a great and emergency response, to teach- eral law requires that medical needs example from Nature’s Classroom in ing and behavior management. not be a barrier to public education. New Hampshire.) The outdoor school experience The Resources section includes Your program should offer some has a special way of building rela- links to more information about basic necessities and perks to recruit tionships, as people get to know nurses and providing for students quality staff and volunteers: each other through hands-on with special needs. • First-aid training, or subsidized activities that break down barriers. Wilderness First Responder (WFR) However, spending a lot of time Essential 7: training, for qualified applicants. together can also create conflicts. Recruit and • Steady housing that does not re- Fortunately, many camps already Train Staff and quire counselors to “couch surf” prioritize regular staff and daily vol- Volunteers during weekend event rentals. unteer check-ins to discuss issues before they become disruptive. The • Catastrophic health insurance dur- Managing and supporting students staff frequently mentors clusters of ing employment. in an outdoor school setting requires high school volunteers and stays unique skills and a flexible approach. • Medical, dental and vision insur- informed about emerging concerns. For example, there are differences in ance during employment. how you organize and motivate stu- Some schools have a formal pro- • Healthy meal options like fish, dents at 8 a.m. versus 8 p.m. Teaching cess in which staff and counselors fill vegetarian and vegan choices, and and student management techniques out forms to evaluate each other’s that work in a daytime classroom set- soup and salad bars. teaching performance, so that camp ting often need to be adjusted to the • Internships, college credits or directors can give very focused feed- outdoor school environment. reduced-cost college classes. back during check-in meetings. This

26 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program gives the director a more balanced view of each person’s skills, and also gives the staff more constructive ideas for improving professionalism, safety and motivation.

Succession Planning It’s important to create a comprehensive program manual, website and online forms that will retain long-term institutional knowledge. (Chapter Four has additional information on staff retention and succession planning.)

High School Student Leaders: Their responsibilities include: other advocates to raise funds for these programs in the Portland area. A Valuable Resource • The health and welfare of a cabin Many outdoor school programs group. Chad explains the recruiting rely on a highly valuable human re- • Assisting with field study process he and Kitty Boryer of source: high school students. Often, instruction. Multnomah ESD use to maintain these students attended outdoor a volunteer program for 18 to 24 • Helping sixth-grade students school as fifth- or sixth-graders and students at each week of NWRESD through all aspects of the outdoor pledged to become student leaders outdoor school. school program, including cabin one day. interactions. • Recruiting at high schools and colleges. Chad contacts school Student leaders help to conduct • Maintaining open communication staff one month before each outdoor school activities and sup- with outdoor school personnel spring and fall outdoor school sea- port students. They also maintain and classroom teachers. son. Along with other recruiters, he an effective “adult/role model-to- • Seeking assistance when the need staffs a table during the lunch hour student” ratio and keep activities arises. to recruit new applicants. running on schedule. In return, they Source: MESD Student Leader Handbook receive invaluable experience in (www.mesd.k12.or.us/os/OutdoorSchool/Re- • Student recruiter system. Chad exercising leadership skills and an sources_for_Student_Leaders/Entries/ asks outdoor school counselors 2011/1/20_Student_Leader_Handbook.html). opportunity for self-discovery: What who excel to be recruiters and are they good at? What do they most Lincoln County Outdoor Edu- spread the word. Some simply re- enjoy? What did they learn about cation Group has benefited from cruit friends or classmates, while themselves in the process of helping having a single liaison in the high others recruit in the lunchroom and students learn? schools who recruits students, gath- common areas. Some counselors ers their paperwork and keeps track even place announcements in the Student leaders should have the of the credits they earn. school newspaper. Peer recruiting following qualities: is very successful, and Chad notes that it is particularly helpful in en- • A desire to work with children in a Recruiting and Training couraging male applicants. positive, supportive manner. Student Leaders and Other • Incentive system. Recruiters • The ability to communicate with Volunteers receive prizes, including mugs, sixth-grade students, classroom A Conversation with Chad Stewart, T-shirts and hoodies, depending teachers, outdoor school staff, and NWRESD on how many counselors they re- peers. Chad Stewart works with the cruit. Volunteers and some alumni • Enthusiasm, maturity, respon- Northwest Regional ESD as a volun- also enjoy an annual picnic and a sibility, flexibility, initiative and teer facilitator. He has an extensive pizza meeting. leadership. background with regional outdoor • Training sessions. Chad arranges • A love of the outdoors. schools, and has volunteered with three-hour training sessions

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 27 three to four months in advance. Prospective volunteers participate Eleven Things Caring Counselors in activities that allow staff and Always Do students to get to know each other better. Topics include teaching techniques, leadership, 1. Make the health and safety of children their number-one prior- positive role modeling, appropriate ity. Know where the children are at all times, and use a calm behavior, goals, child behavior and tone when redirecting children who are hurting or disrespect- discipline, and what to bring to ing themselves, other people or the environment. camp. 2. Play with the students. Caring counselors are always ready to • Application process. Students play and have fun with their group of children. must fill out a registration card 3. Listen attentively to children and have one-on-one conversations detailing their availability and get with each child. Caring counselors know that every child needs in- it signed by a counselor, parent dividual attention, so they make time for each of them every day. and teacher. Some applicants will not be able to submit their 4. Strive to build a strong community by identifying commonali- cards because they were unable ties between seemingly different people. to get these signatures. Those 5. Create enthusiasm. Caring counselors genuinely enjoy being who do qualify often go on a with children and are always willing to sing, chant, laugh, and waiting list, but have priority over be cheerful and enthusiastic. newer applicants for next season. 6. Praise and encourage children. Children need praise and rein- Cancellations are filled from the forcement whenever they make an attempt to overcome a chal- waiting list. Male applicants are lenge, or do something creative, unselfish or beneficial for the usually in high demand. group. • Data management. Chad 7. Lead children without being bossy. Caring counselors are leaders, generally uses Excel spreadsheets not bosses. A boss intimidates; a leader inspires. A boss says “I”; a to manage his recruitment data, leader says “we.” A boss says “do it!”; a leader says “let’s do it to- mainly because he has been too gether!” A boss makes work drudgery; a leader makes it a game. busy to set up a database. This 8. Check in every day with their students. Caring counselors are work is especially intense in the always willing to share experiences, discuss problems and make three weeks before sessions begin. plans. Counselors should also plan for a student-directed time, • Volunteer retention. This in which children can have their voices heard by their peers, varies from 15 to 50 percent, and learn how to listen. depending on the program and 9. Be aware of children who need special help. Caring counselors the demographic from which must recognize children who feel unhappy or are facing prob- the camp draws. Chad notes that lems. Students who are very aggressive or very quiet also need communities with strong outdoor special attention. Caring counselors never force a child to talk. school programs for sixth-graders Instead, they encourage the student by providing a safe, com- tend to have higher recruitment fortable space for communication. and retention. 10. Put the children’s needs first. Caring counselors serve the chil- The MESD Outdoor School and dren first at mealtimes, spend the majority of their time dur- Northwest Outdoor Science School ing the day interacting with the children, and help them in the websites have resources for student middle of the night if needed. leaders, counselors and staff, including 11. Give special attention to each child at bedtime. Caring coun- handbooks, packing lists and tips. selors say a personal goodnight to each child, and will gladly read bedtime stories or sing a quiet song. This can be a dif- A Visit to Camp Cedar Ridge ficult time of the day for children who are away from home. Camp Cedar Ridge in Vernonia Giving personal attention to all of the children helps them get puts a lot of effort into recruiting and to sleep soundly. training staff. These competitive volunteer positions require consistently

28 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program good grades and teacher permission. information on sustainable practices including room and board. This Typically, more girls are interested in the next chapter. level of funding generally does not than boys. A waiting list is kept for ad- support a wide array of nutritional ditional applicants. Transportation options, let alone organic items. Getting students to and from the However, some camps do man- Counselors receive 1 1/2 days camp, and planning for on-site trans- age to provide healthy, attractively of training and a handbook before portation, can be challenging. Often, prepared options. the campers arrive. After that, transportation is the responsibility of they get steady supervision and the participating school. However, it • Outdoor school supplies are typi- guidance from adult staff. Daily staff may be difficult to schedule buses in cally ordered online from large meetings include candid discussion the springtime, or in seasons when commercial and institutional sup- of counselor dynamics and how to buses are used for sports teams. pliers. However, an education support them, as well as camper service district may be able to needs. When counselors visit from If you need to arrange for trans- provide commodities like meat or other sites, they become part of the portation outside of the school bus frozen cheese blocks. program; there is always a need for system, consider these tips and • Experienced OMSI food service assistance with campfire skits, field safety reminders: staff has found that prices at studies and cabin duties. • Check licenses to make sure driv- Safeway and United Grocer are ers have the necessary training often cheaper than those at Sysco The outgoing, talented staff and endorsements for driving and Food Services of America. contributes to the camp atmosphere vans or buses. by leading movement games and • Free and reduced-price lunch songs on the basketball court where • Find out if parents and teachers subsidies are often available cabin groups gather before activities. can arrange carpools. through the school district. The students engage in fun physical • Use solar-powered golf carts to In-kind food donations are pos- activities throughout the day, transport students and supplies sible and may even be underutilized. accompanied by nature-themed across large camps. Here are some ideas for increasing songs and games. • Make painted camp bicycles avail- fresh foods in camp menus: able to staff, many of whom may Essential 8: • Volunteers could join with area non- not have traveled with their own. profits like the Gleaners or Portland Transportation, • Consider using waste vegetable Fruit Tree Project to pick fruits and Food, Utilities oil from camp fryers to power freeze them for the coming fall pro- and Waste camp vehicles. grams. Applesauce and pancake fruit Management • Seek a partner who offers trans- sauces would be popular. portation reimbursements for a Perhaps the most complex part • Partner with nearby farms and curriculum that supports the part- of launching an outdoor school ranches to provide fresh produce. ner’s goals. For example, Oregon program is planning the logistics: • Connect with community garden Forest Resources Institute (www. Getting the students to the camp, surplus and food bank donation oregonforest.org) offers transpor- providing meals, ensuring there is programs. tation reimbursements for quali- energy and water in place for show- fied programs, as well as curricula, • Solicit donations from families ers and dishwashing, and managing field trips and teacher training re- and businesses with food industry trash and recyclables. lating to state forest resources. or farm connections. A donation These components of camp man- to a nonprofit group would gen- agement underscore the importance Feeding the Students erate tax write-offs. of sustainability to creating and man- When planning meals, you must • Participate in bulk food buying aging an outdoor school program. determine how much food you’ll groups for local and organic items. need, how to make it healthy and Sustainability means using resources • Some restaurants may be willing how to manage your food budget. wisely and efficiently, so that they to donate leftover food to supple- meet the needs of the present gen- ment counselor meals. eration without compromising the Outdoor school programs can ability of future generations to meet feed each student for as little as their own needs. You’ll find more $4.50 per day, and may pay camp cooks as little as $50 per day, Kitchen staffing

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 29 Some schools economize by teract the peer pressure that can Prevention bringing their own kitchen staff, occur during “family style” meals. Many Oregon students are well simplifying set menu plans and versed in the three Rs (reduce, having volunteers lay food out on Tofu is a common form of reuse, recycle), so your program baking pans ahead of time. vegetable protein, but some students are allergic to soy products. should reinforce common re- Although camps often need extra Therefore, tastefully prepared source-conservation practices. This kitchen help, they may have a hard and economical beans should be means avoiding the use of throw- time finding applicants who can pass made available every day. Baked away items, using recycled or recy- background checks. New programs beans, green beans, bean dips or clable materials whenever possible, may also need to register for coun- spreads, and chili are all popular and modeling waste-reduction and ty-issued food handling permits, or and nutritious. resource-conservation practices pass kitchen safety inspections. throughout the program. As one Parents of students with medi- member of this guide’s Advisory Kitchen managers may be good at cal conditions such as diabetes Committee noted, sixth-graders planning menus, but not so good at or autism will often prescreen the recognize hypocrisy quickly and managing food budgets, which means outdoor school menu, and may become offended when teachers that they may have limited input on even provide meals and snacks for and staff fail to model practices realistic costs and program needs. the week. (See the Resources sec- recommended in outdoor school. tion for a sample dietary letter from Food allergies and special Multnomah ESD.) The best way to manage waste is dietary needs to generate as little of it as possible. Highly processed and artificially Although Oregonians tend to be According to the National Cen- colored or flavored foods have committed to recycling, we still gen- ter for Disease Statistics, “Four out been linked to youth behavioral erate more waste than we recycle. of every 100 children have a food problems. Fresh and healthy foods allergy. Eight types of food account are preferable. The next chapter offers more for over 90 percent of allergic information on making your waste reactions in affected individuals: Utilities (Water and management plan as sustainable milk, eggs, peanuts, tree nuts, fish, Electricity) as possible. In the meantime, here shellfish, soy and wheat.” are some basic guidelines on waste If your program operates in a management and recycling: Common sense dictates serving camp owned by someone else, the • Identify the waste and recycling these foods in moderation and utilities should already be in place. hauler for your site and work with keeping them separate from other However, you still need to know them to understand how to use dishes. Every meal should include where the breaker boxes and shut- the barrels, dumpsters and signs an alternative to each of these off valves are, and ensure that the they provide. If you are using an allergens. For example, if you hot water tanks and electrical sys- existing camp, the owners prob- serve wheat pasta or bread, you tems are adequate for the number ably have a good system in place should also make whole-grain of students, staff and volunteers already. rice, potatoes or another palatable you plan to have on-site at any one alternative available for gluten- time. You must also have access to • If you can compost on-site, do free students. emergency phone numbers in case it! Worm bins are a great way to there are any problems. compost food scraps and teach Nondairy milk (e.g., almond, soy children about natural cycles. or oat milk) should be available for You can help your campers make • When you set up your camp, put children with allergies and other di- good use of electricity and water the disposal receptacles close to etary restrictions. Alternatively, you – and also reinforce lessons about where the waste is generated. can encourage students to bring the environment – by posting their own preferred brands. reminders to turn off the faucet • Always use critter-proof waste while they brush their teeth, turn and recycling containers. Gluten-free, vegetarian and veg- off lights when leaving rooms, and • Reinforce classroom lessons on an items should be clearly labeled, limit the length of their showers. resource conservation with signs, and announced at the beginning marked pails and boxes, and re- of every meal. This helps to coun- Waste Management and cycling-oriented skits and songs.

30 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program It’s also good to involve the stu- coordinators work with schools to Directions and Way Finding dents in waste management. For customize their curriculum from an • Signage should ensure that students example, some camps measure enticing menu. can find their way, understand inter- the amount of discarded food at pretive signs and maps, feel secure Most schools provide their own the end of each meal to encour- in their environment and know transportation (paid for by the age students to take only what where to get help if they need it. they will eat. district), or organize carpools with parent drivers. • If the camp location is out of the • If possible, use real plates, cups way on circuitous logging roads, and utensils. This requires ac- There is no standard curriculum, provide detailed and accurate di- cess to a dishwasher and a but some courses highlight the field rections to parents, teachers and staffed kitchen, but you’ll save site and focus on curriculum topics anyone else who needs to visit the resources and reduce your trash in depth. A registrar schedules camp. Advise visitors against us- bill. Stainless steel and recycled schools using an Excel spreadsheet ing GPS or MapQuest computer tableware are great options. and FileMaker database. Upon programs if they will provide in- • When you plan menus and shop confirmed registration, schools correct directions (e.g., by using for food, be aware of packaging. receive two packets comprising paved roads exclusively, or basing Prepared foods often come in non- policies and rules, and teacher directions on the shortest dis- recyclable packaging. If you must curriculum. tance). Place directions and maps buy these products, try to buy in prominently on your website to bulk (e.g., look for large jugs of juice Essential 9: prevent families from getting lost. instead of single-serving containers). Create a Safe, Camp orientation • Waste, resource consumption Secure and • Lighted and covered signage is and the environment are naturally Inclusive very helpful, as are large maps linked. There are plenty of re- Environment with “you are here” markings. It’s sources available to help you build better to have extra signs visible resource conservation and aware- You should recognize and resolve from multiple directions than to ness into your curriculum and most safety concerns before stu- have too few. At camp orienta- daily activities. Metro is a good dents arrive at outdoor school. tion, counselors should review source (www.oregonmetro.gov/ Before students arrive at camp: the campus map and general index.cfm/go/by.web/id=540), as north/south directions with cabin is your local school. • Send out a safety memo for parents to review and sign, so that groups before any activities begin. To learn more about model- they and the students are aware ing sustainable practices using of basic camp rules, as well as Buddy System and Other community-based social marketing clothing and equipment needs. Rules principles such as prompts and so- • Provide contact and visiting infor- • In addition to ensuring that staff is cial norms, visit Community-Based mation to parents. providing close, diligent supervi- Social Marketing (www.cbsm.com). sion of the students, you can use a • Make sure students and parents buddy system to ensure that camp- Logistics Planning at OMSI have filled out forms informing ers always travel with their group or camp staff about medical and di- with a buddy, even if it’s just to the At OMSI outdoor schools, no op- etary needs, and provided neces- erations manager is on staff and no nurse or the nature center. A buddy sary medications or special dietary system is also an effective safe- special software is used. The staff items. relies on checklists, spreadsheets guard against child abuse. and a large whiteboard. The biggest You will also need to address any • It is imperative to conduct a challenges are curriculum, capital issues identified in your Hazard“ clearly worded staff orientation needs and maintaining participation. Analysis” form. This form docu- on working safely with students, ments hazards ranging from slip- so that there is no possibility of OMSI uses online registra- pery surfaces to dangerous animals physical, verbal or sexual abuse. tion for summer only. Each facil- and plants (e.g., poisonous rough- • Other camp rules might include ity has a program manager who skinned newts and stinging nettles). orders supplies, hires instructors no running on trails; no cell and coordinates training. Program phone use or text messaging; no

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 31 bullying; following instructions guage challenges is one of the more during water activities like boat- difficult responsibilities outdoor Outdoor school has always ing, swimming and water slides; school programs face, particularly been so good to me, from the and no public displays of affection if funding is limited and the site has time I was a sixth-grader to (especially for counselors). varied terrain. The Americans with my third (last time) as student Disabilities Act (ADA) is an unfunded leader. I’ve always felt a little Cabin Safety and Comfort federal mandate, so programs often odd at school, but at outdoor • Cabins can easily feel overcrowd- need to be resourceful to comply school I was always awesome! ed, so leave the central space with its specifications. In sixth grade I felt I belonged open for free movement and skit All staff should receive training and so smart and happy. practices. on adapting curricula, games and – Student leader “Sunnystar” • Check fire alarms in all buildings, activities for students with differ- including cabins, on a schedule ing abilities. One approach is to dictated by local fire district re- alternate active games with more incorporate ADA standards when quirements. If you are renting the sedentary, thoughtful games. Other designing new trails. facility, test records should be inclusive practices include bending • Consult Association of Camp available to outdoor school staff. down to wheelchair-bound stu- Nurses and American Camp dents’ level to show them nature • Heat ducts in cabins should not Association building design crafts and plants, adjusting the be obstructed by furniture. Cabin standards, which incorporate pace of a hike so that students on decorations should not obstruct ADA bathroom and doorway crutches are not struggling to keep hallways, windows or bunk ladders. requirements. up, and making frequent stops to Acoustics admire flora and fauna. • Write grants or solicit donations to acquire off-trail wheelchairs, • Some camp dining halls are cav- Some camps use carts or wagons more ramps, lighted walkways ernous and loud. Better acoustics to transport students in wheelchairs. and ADA-friendly bathrooms. help hearing-impaired or behav- Note that relatively accessible iorally challenged students fol- camps may lack privacy if neighbor- For behaviorally challenged stu- low instructions and enjoy table ing property owners have different dents, outdoor school typically has interactions during mealtimes. patterns of property use. more rules than home or school. Cloth hangings – like Harrison Structure, signage and routines can Elementary School’s display of The Multnomah ESD website of- be helpful, but these students may treasured banners on Camp fers resources for serving students also require personal attention from Tadmor’s lodge windows – are an with special needs (www.mesd.k12. a school counselor. excellent solution to this prob- or.us/os/OutdoorSchool/Teacher_ lem, provided they comply with Sp_Needs.html). Adventures With- ESL students may be more likely to fire codes. You can also improve out Limits (AWL) is another model sit or stand at the back of the group building acoustics by placing felt for integrating adaptive and safety during a discussion, so the instruc- pads under tabletops. components into an outdoor school tor should design hands-on activities program. You can read more about that keep children circulating and Safety Equipment AWL on their website (awloutdoors. engaged. It’s also important to use • Fire extinguisher locations should com) and in the Appendices section. a variety of educational tools (e.g., be highly visible throughout the pictures and models), and to be cre- Other ideas for increasing camp camp. Emergency phones should ative in finding ways to engage these accessibility: be clearly visible, easily accessible students during group activities. and regularly maintained, even if • Build a small boardwalk so that Outdoor school naturally incor- camp staff carry walkie-talkies, students using wheelchairs or porates best practices for English whistles or cell phones. crutches can access wetlands and view wildlife. language learners, including hands- on activities, a minimal amount Welcoming Diversity, • Ensure wheelchair access to of text-heavy instruction, group Planning for Accessibility doorways, bathrooms and other learning, visual aids, and acting out Meeting the needs of students common areas. or singing vocabulary. Dan Prince of with physical, behavioral or lan- • A professional trail designer can Northwest Regional ESD notes that

32 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program many of the strategies in Project pensive, particularly with increased GLAD (Guided Language Acquisition hourly rates at camp. Funding for Some students are unable to Development) are standard compo- equipment comes primarily from attend outdoor school because nents of outdoor school programs. Friends of Outdoor School; ESD they have behavioral issues that staff orders the equipment. For in- raise safety concerns. Kath- Engaging families and diverse stance, ESD recently purchased two erine, an at-risk emotionally communities wheelchairs with oversize rubber disturbed student, was someone tires for field study use. Getting underserved student who we were concerned would populations to camp is a common Multnomah ESD’s only ADA- not be successful, based on challenge. These students may have accessible site is Camp Angelos, on her interactions with peers. financial constraints that limit par- the Sandy River. Sometimes, ESD However, because we felt that ticipation, or a lack of appreciation staff must counter teachers’ prefer- the experience would greatly for the experience. Some families ences for more rustic or hilly sites in benefit her, we collaborated with may prefer to keep their children at order to ensure inclusiveness. Also, the Crook County Juvenile De- home in a protective environment. some programs do not have regis- partment. We had a one-on-one tered nurses or appropriate accom- department counselor accom- Holding an open house at the modations. In these cases, teachers pany her throughout the week. camp is the best way to help may need to take responsibility for hesitant families warm up to the dispensing medications. During our candlelight ceremo- idea. Offering free food, beverages, ny, Katherine chose to share her music and translators can break the Margaret notes that outdoor feelings with camp participants. ice and help guests to feel at home. school programs can sometimes Offering storytelling or live animal serve students with special needs She said, “I haven’t been a good by providing ventilators or 24-hour exhibits for younger children can person this year to many of you. nursing care, or offering an over- also make the experience more I have been mean and angry night stay or daytime visit instead worthwhile for busy parents. with you because of my home of a full residential program. It may life. But here at camp I have See the Resources and Appendi- also be helpful to create separate learned how to be a better friend ces sections for additional ideas on “quiet” quarters for students who and person and I really want engaging diverse communities. are sensitive to noise or have sleep- to do better. Camp has really ing issues. Margaret Eng Talks About changed my life. I want to be a Access Accessibility at Camp better friend to all of you that I have hurt. Please forgive me. I Winema According to Margaret Eng, su- am so glad I got the opportunity pervisor and consultant with Mult- At coastal Camp Winema, the to come to camp. Thank you, nomah ESD, participation at outdoor topography is flat and facilities teachers and my probation school depends on parents and are close together. This makes counselors for allowing me to special education teachers, and the it a good location for mobility- come. I loved outdoor school.” degree to which the students are impaired students, but what makes integrated or mainstreamed into a this camp truly inclusive is staff – Excerpted from a regular classroom. She has written training, awareness and the right Crook County School ESD-specific curricula to make the equipment. ADA-accessible bath- District Outdoor School outdoor school experience more rooms and ramps are available in evaluation report to OCF accessible, and occasionally con- several buildings, and the nurse ducts seminars or comes out with makes house calls. a group to train and work alongside conditions. Her cheerful aide was When students from Clacka- counselors. determined that Alescia would ex- mas River Middle School arrived perience all of the water-themed Margaret notes that ADA is essen- for a recent visit, several were tially an unfunded federal mandate; using wheelchairs and crutches activities, from wetlands and wild- costs fall on school districts and to get around. “Alescia” brought life observation to chasing mole parents. One-to-one student as- three wheelchairs, including two crabs on the beach. Two other sistance and physical care is ex- designed for rugged outdoor staff assisted Alescia while she

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 33 pushed and pulled her all-terrain Standard publicity tools include: chair across the wet sand toward a • Newsletters, brochures and fliers. dead sea lion. • Newspaper, TV and radio ads (try Staff consistently positioned to get free ad space and airtime). themselves at Alescia’s level to talk • Stories in school newspapers and with her and show her plants. Later, bulletins. a kinetic “tree layers” game involved all the students, with Alescia • Stories in the publications and on chanting “I am the heartwood,” the the websites of supporters and sapwood students yelling “I make donors. sugar,” the cambium layer singing “I • News stories about outdoor grow,” and the outer bark stomping schools, scholastic achievement, and shouting “I protect!” donations, grants and volunteer contributions. Accessibility at • Bumper stickers, pins, T-shirts and Camp Attitude other ways to display support and Camp Attitude is located in Foster, engagement. Oregon, near Sweet Home. This • Social media (Facebook pages • Skits and songs. nondenominational Christian camp and other social media networks). • Sixth-grade field notebook. for disabled children, adults and • Signage (signs not only help peo- families hosts summer programs • Procedures Handbook for field ple find the camp, but also build with an all-volunteer staff. It is staff. awareness). totally ADA-accessible and features • Student Leader Handbook. attractive, well-maintained cabins • Presentations to community or- • Student Handbook. with heating, lights and excellent ganizations and business groups. • Teacher Information Packet amenities. OMSI manages food • Inviting news reporters to camp (Multnomah ESD updates its services and controls costs. Camp (make sure you have releases for packet seasonally; see Resources managers have offered to waive the students). for more details). lodging fees for any disabled • Slide shows at PTA meetings, • Activities for teacher-class student who attends. or presentations to sixth-grade meetings. parents. Essential 10: • Evaluation forms. • Posters in high-traffic locations Marketing and • Medical forms. such as a school announcements • Counselor handbook and applica- Publicity board, with pictures of last year’s tion form. participants and activities. The continuing • List of personal items to bring to success of your out- • Open-house events for parents, camp. door school program depends on teachers, community members • Program description, mission and your ability to market it in culturally and business owners. goals. relevant ways and raise community awareness of its value. See Resources for sample public- • Water quality data table. ity and outreach fliers, brochures, • Counselor training outline. Creating a simple plan before letters and newsletters. The Resources and Appendices launching your program will focus sections contain links to, or actual your marketing efforts. As your pro- Additional copies of, these and other materials. gram grows, you’ll naturally find ways to improve the strategies that work, Resources drop the ones that don’t, and add Many of the materials you’ll need creative new outreach tools and pub- to support your program have al- licity techniques that tell a compelling ready been developed. You can use story about your outdoor school’s these materials as-is or adapt them vision and how it helps students. to your needs:

34 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Launching an Outdoor Develop a staffing structure and job School Program: descriptions Essentials Checklist Estimate staffing needs based on number of students. Recruit and screen staff, including volunteers. Build community support Adapt job descriptions from other programs, or create your own. Assess community needs. Determine pay schedule, insurance and other Meet with teachers, administrators and parents human resource policies. about achieving school goals and state academic standards. Plan for meeting the medical and behavioral needs of all students. Form a coalition of citizens, teachers, administrators and community partners. Recruit and train staff and volunteers Evaluation Use training materials created by other programs, or create your own. Decide which evaluation methods to use, and make sure they meet the needs of funders. Review responsibilities, expectations and evaluation protocols. Build evaluation criteria and methods into your program. Logistics Decide who will conduct evaluations. Arrange for transportation. Select an outdoor school provider or camp Determine budget and sources for food and facility supplies (e.g., stores, gleaners, school). Select or develop a site that meets your program Create a plan for meeting the needs of students with goals. food allergies and other special dietary requirements. Determine whether any retrofitting is necessary. Confirm or arrange for utilities, recycling and waste management. Secure insurance (if the camp site is not self-insured). Incorporate resource conservation and sustainability measures wherever feasible. Find money, partners and resources Create a safe environment that meets the Create a budget. needs of all students Brainstorm funding sources (e.g., school, Review camp layout, signage, lighting and community, fundraising activities, grants). accessibility. Assign fundraising responsibilities. Review safety procedures, and make sure staff has Seek likely community and business partners. basic first-aid training. Develop curricula and relevant activities Make provisions for ESL students and students with disabilities. Work with teachers and administrators to Develop a “Hazard Analysis” form to identify and determine appropriate curricula. mitigate safety concerns at your site. Use resources in this guide, and curricula available from longstanding outdoor school programs. Marketing Integrate relevant curricula into the classroom Adapt existing fliers, announcements and letters, or before and after camp. create new ones from scratch. Decide which activities support your vision and Create stories about your outdoor school program academic goals. to use in presentations. Review your program design to ensure it meets Host open houses and presentations for parents, your evaluation criteria. extended family and prospective supporters.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 35 CHAPTER 3

Managing an Outdoor School Program

Many of the activities you undertook during the launch phase of your program will continue in this phase. Evaluation, for example, continues through every phase of an outdoor school program, from conducting performance reviews of student leaders and counselors, to responding to feedback you receive during and after outdoor school, to the use of testing methods that help you improve your program.

This chapter contains information and resources for managing an outdoor school program, including: A. Handling camp logistics. B. Managing and evaluating staff and volunteers. C. Managing risk and promoting safe practices. D. Establishing roles and activities for teachers. E. Creating and continuing traditions. F. Building sustainable practices into your program.

Handling Camp Logistics Camp logistics includes arranging for food and waste management, transportation, paperwork flow, procurement, and staff and volunteer training. It is essential to delegate these responsibilities early on, especially for arrangements that must be made months in advance.

Logistics essentials include: • Designating a logistics coordinator. • Delegating responsibilities (see above). • Processing camp registration forms and other paperwork, ideally using a database or camp management software. • Determining final student counts by school and gender. • Determining staff and counselor numbers, based on final student counts. • Determining available funds, based on final student counts. • Meeting with the camp facility manager to review overall plan and student counts. • Assigning bus, cabin and study groups. • Making reservations for buses. • Planning for staff training.

36 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program • Hiring seasonal staff and which they distribute informational volunteers. handouts and permission forms.

• Training staff. Parents should also be free to • Having experienced kitchen staff visit the camp when it is in session. plan menus and order food. Teacher Sherry Evans reports that • Ordering supplies, with an eye to- roughly a third of the parents choose ward cost containment and sus- to attend on visiting day, when they tainable products. can tour the camp and sit at a par- A Typical Day at ents’ table during lunchtime. • Planning for waste disposal and Outdoor School recycling, if your facility has not Managing Logistics While no two outdoor school already done so. programs are exactly alike, • Receiving and storing supplies Virginia Tardaewether, Lincoln most include a dawn-to-bed- and food. County Outdoor Education Group time schedule that specifies ac- and MidCoast Watersheds Council tivities for each part of the day. • Finalizing take-along paperwork, All activities – from field trips to including health forms. Having been the logistics person cabin skits and campfire time – • Inviting parents for a tour and at our outdoor school for years, I’ve have a pedagogical purpose. question-and-answer session be- found that the most important thing fore students arrive. for me has been to totally know Here’s a sample schedule for and understand the daily schedule. Northwest Outdoor Science Having campers register online Knowing where everyone is sup- School: reduces paperwork and conserves posed to be and what they should 7:00 a .m . Wake-up limited administrative staff time. be doing at all times helps keep Camp logistics software or web- everything flowing. 7:35 a m. . Flag ceremony sites can help you track registration, 7:45 a .m . Breakfast cabin assignments, transportation I try to arrive before everyone else 8:30 a .m . Duties and cabin and supervise the site set-up. I also and staff scheduling. You can even clean-up print out reports and financial sum- set up the rooms, give cabin as- 9:00 a .m . Morning field study maries. One such website is Camp- signments and make sure everyone Brain (www.campbrain.com). has a schedule and that schedules 12:00 p m. . Lunch are posted in the main lodge and 12:45 p m. . Relaxation with Site Visits Can Reassure cabins. cabin group Parents I greet the outside educators and 1:30 p m. . Afternoon field study It’s crucial to involve and inform welcome them to camp, show them parents throughout the process their lesson site and make sure 4:00 p m. . Recreation of planning and launching your they have everything they need. I 5:00 p .m . Cabin time program. This means setting aside also ring the bell to keep the whole 5:45 p .m . Flag ceremony time to address concerns, especially camp on schedule and moving 6:00 p m. . Dinner from parents who are unfamiliar along. It helps to have instructors with outdoor school, reluctant to and counselors who can keep the 7:00 p m. . Meetings and have their children spend time away campers busy for a few minutes homeroom time from home or unsure about how when extra time is needed, such as 8:30 p m. . Campfire your program operates. when meals are running late. 10:00 p .m . Lights out Many programs provide presenta- I created cabin bags for each tions to parents, send informational group that contain wood cookies, materials home with students and string, markers, flashlights, alarm for things to do in the cabin. Cabin offer a camp tour before outdoor clocks, tissues, sunscreen, clothes- bags save me a lot of time getting school begins. For instance, Rainier pins, scissors, construction paper, these items for each cabin. Elementary School invites students songbooks, counselor handbooks to the site for a question-and-answer and student journals, pencils, a cou- I’m also the person who attends session and cabin orientation, during ple of games, skit ideas and ideas parent meetings to answer any

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 37 (See the Resources and Appendices sections for relevant websites and The outdoor school program sample materials.) has shaped my life in ways that I didn’t even know it could. I Managing Risk and always thought that when I was sent out for a week on-site, I was Promoting Safe the one having an impact on Practices others. In hindsight, I can see Keeping students safe is the top that all the time those others priority for every outdoor school were having an even more program. Chapter One covered profound impact on me. What safety basics. This section provides this program has given me is more detail on the procedures and self-confidence. Because of questions the parents have. The practices that ensure a safe camp. outdoor school, more than any teachers set this up. Teachers also other factor in my life, I know order the buses, gather all the nec- myself to be capable, competent essary forms and administer medi- Facilities Management and worthy of responsibility. cation. The medicines are stored Generally, the camp facility direc- Even among groups of peers, with the nurse. I usually supervise tor is directly responsible for the and occasionally elders, I am the daily counselor meeting with facility’s maintenance and upkeep. comfortable being a leader other staff and help out with the That person then coordinates counselor training. This helps estab- maintenance activities with a school and knowing that what I have lish me as the go-to person in the representative or outdoor school to share is worthwhile. eyes of counselors and any parents coordinator. – Student Leader “Golly” who are present. It’s a good idea to review a facility checklist regularly to confirm Their searchable recall database is Managing and that safety protocols are in place organized by product type. Other Evaluating Staff and at all times. Outdoor school staff is recalled items include camp axes, responsible for checking first-aid Volunteers mess kits, lanterns and stoves. You kits and other emergency supplies, During the recruiting and training can learn more at www.cpsc.gov. as well as fire alarms and walkways. phases of your program, you pro- Stocking firewood, repairing light vided printed information to staff, fixtures, and building upkeep are American Camp high school counselors, teachers other imperatives for a safe and Association and volunteers. Accordingly, they welcoming camp. should all have a solid understand- The American Camp Association ing of their everyday responsibilities, Safety concerns also apply to (ACA) offers many safety resources, as well as techniques for dealing camp furnishings like bunk beds as well as approximately 300 stan- with common behavioral and situ- and ladders, bathroom fixtures and dards that apply to their accredited ational challenges. outdoor gear. You must set clear camps. An accredited camp may responsibilities for inspecting and be held liable if it does not adhere Most of Oregon’s well-established maintaining these amenities. Be es- to ACA standards, which include outdoor school programs have cre- pecially vigilant if you are renting an camper-staff ratios, 24-hour emer- ated procedure handbooks for staff, older facility with outdated furnish- gency transportation availability and teachers and counselors. These ings or equipment. developmentally appropriate activity handbooks include evaluation form goals. templates and models for deliver- If your program needs to purchase ing criticism and helpful feedback. furnishings and gear, pay close at- ACA draws a clear distinction be- Using these techniques and forms is tention to safety-related recalls. In tween its accreditation process and a good way to conduct fair, respon- recent years, the U.S. Consumer mandatory state licensing that may sible evaluations. Everyone involved Product Safety Commission (CPSC) address different standards. in creating a good experience for has instituted a mandatory federal the campers should have an oppor- safety standard for bunk beds due The ACA website also lists state tunity to offer and receive feedback. to the risk of entrapment deaths. resources. Note that Oregon state

38 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program requirements may vary, depending Essential Safety Training on the county in which the camp for Staff and Campers resides. When hiring and training staff, According to the ACA website, you must consider your program’s “At a minimum, camp staff should needs as well as the climate and be trained in safety regulations, habitat at your camp. Your orga- emergency procedures and com- nization might sponsor a first-aid munication, behavior management course before camp sessions begin, The “10 Essentials” for techniques, child abuse prevention, or at the end of spring season for Outdoor Safety appropriate staff and camper be- returning counselors. Ideally, out- According to the classic havior, and specific procedures for door school staff should be trained mountaineering textbook supervision.” in wilderness first-aid and CPR. Mountaineering: The Freedom of the Hills, the 10 Essentials Wilderness First Responder train- American Camp Association are: ing, which typically involves 10 days Accreditation at OMSI of intense emergency simulations 1. Map ACA sets the standards for the and practice sessions, should merit 2. Compass (optionally national camp industry. However, a pay increase. Staff members with supplemented with a GPS ACA accreditation is higher among associate and higher degrees in receiver) for-profit and East Coast camps outdoor education may also have 3. Sunglasses and sunscreen than it is in the West. ACA bases further training in swift water res- its fees on a percentage of the cue, challenge course facilitation 4. Extra food and water camp’s operating budget, which and avalanche safety. 5. Extra clothes can be a huge investment. Thus, Although a nurse is typically on- 6. Headlamp (outdoor)/ while ACA safety standards are flashlight very useful as guidelines, accredi- site, students may have a medical tation may not always be feasible emergency on a trail more than 10 7. First-aid kit for smaller outdoor schools. minutes from camp. It may not be 8. Firestarter practical to equip all counselors 9. Matches Although ACA accreditation in- with first-aid kits and walkie-talkies, cludes many standards that OMSI but you should definitely ensure 10. Knife programs already attain, OMSI’s that you have personnel trained in The textbook recommends insurance company strongly sug- first-aid and that emergency con- supplementing these 10 gested pursuing accreditation tact tools are part of your program. essentials with: to avoid facing higher insurance rates. Camper Training and • Water treatment device Preparation (water filter or chemicals) All OMSI staff members share and water bottles in the ACA accreditation process, Anyone who plans on spending • Ice axe for glacier or which requires compiling all hu- time outdoors should learn about snowfield travel (where man resources, finance and insur- hiking safety, as well as basic map applicable) ance paperwork in a single binder. and compass reading. This is especially important for youngsters who • Repair kit, including duct ACA conducts an initial accredi- are beginning to enjoy freedoms tape and a basic sewing kit tation visit and tour, and visits ev- that involve taking risks. • Insect repellent (or clothing ery three years thereafter to assess designed for this purpose) paperwork, program orientation Entertaining skits on the “10 Es- and adherence to standards. sentials” (see list in sidebar) have • Signaling devices, such as a been well received at outdoor whistle, cell phone, two-way OMSI prominently displays its schools. Some map and geocaching radio, unbreakable signal ACA signs by the outside drop- classes also take place, but they are mirror or flare off area and in its catalog, which not widespread as of this writing. A • Plastic tarp and rope for enhances the credibility of its team-based “Island Essentials” sur- expedient field shelter programs. vival game is another popular group

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 39 ing on installation, harness safety, Safety Annual staff trainings. setting proper expectations and discussing safety with students. Checklist Annual staff safety evaluations. • “One size fits all” does not ap- Background checks on all staff ply when it comes to harnesses. and volunteers. Facilities Although hip harnesses are stan- Review site maintenance needs. dard, older or overweight students Safety Review and update list of may be more comfortable with a on-site staff contacts (roles/ Buddy system enforced, full-body harness, which could put responsibilities). including in water. less pressure on their sides (especially if they turn upside down). Fire alarms and extinguishers. Limited student access to rivers for specimen collection, or • Harnesses should be checked by Emergency phones. staff access only. two staff. First-aid supplies, including Backpack first-aid kits for adult • It’s best not to mix different activ- EpiPens and snakebite kits. staff; basic kits for trained high ity groups on a trail adjacent to a Walkway, building and lighting school counselors. ropes course. Passing hikers may maintenance. be a distraction from safety prac- One-at-a-time rule enforced Meet accessibility tices, so ropes activity should stop on water slides and canoe requirements, remove barriers. while they pass. loading. Check integrity of fencing and • A ropes course must have an en- “10 Essentials” training. gates. forced clearance area restricted Camp orientation on first day. to staff and participating students. Check for recalls on major This pertains especially to zip lines equipment and furniture. Wellness and entry and exit points, but it can also apply to low elements. Communications Ample handwashing stations. • Students with cameras must obey Require closed-toe shoes (ACN Staff walkie-talkies. the clearance areas. Whistle or siren emergency recommendation). codes. Require water bottles. Low-cost, practical alternatives to traditional ropes courses exist. See Maintain shade and rain Annual program observation by the Maintaining Innovative Curricula neutral third party. structures. and Resources sections for information on yoga-inspired challenge activities that may be appropriate activity. Alternatively, a basic canoe High ropes courses are not com- for team building at camp or in the excursion could be enhanced with mon in Oregon outdoor schools; classroom. a labeled map and an ecological they are more prevalent in eastern scavenger hunt across a lake. This states. Some Oregon programs fo- Establishing Roles curriculum could be suitable for cus on a science curriculum without post-camp field study, or incorpo- incorporating any ropes activities and Activities for rated into another field study. to avoid negative public percep- Teachers tions of how dollars are being spent. Most outdoor school programs Ropes Courses However, others have incorporated rely on help from committed teach- low ropes and challenge courses on ers who help plan the program, A ropes course is a challenging the grounds that they provide op- contribute to curricula or field personal development and team- portunities for personal growth and guides, and prepare students to at- building activity that usually consists character development. tend the camp (i.e., through class- of “high” and “low” elements. Low room lessons, getting forms filled These key safety practices apply to elements take place on the ground out and setting expectations). When ropes and challenges courses: only, or just a few feet above the students return from camp, teach- ground. High ropes courses are usu- • All staff working on ropes courses ers should also reinforce what they ally strung between poles or trees. must have annual refresher train- learned and experienced.

40 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program The more you can do to make things easy for teachers, the better. Provide them with checklists, templates for letters and forms, medi- cation logs, site information and written answers to frequently asked questions. These resources encourage teacher participation and help them keep students and parents informed.

The Multnomah ESD and North- west Regional ESD websites offer tried-and-true teacher resources. Take advantage of these resources and adapt them for your own use. (Some of these forms also appear in the Resources section.) the place in which they live, or the • Interact with students during field larger ecosystem. day on Thursday. Integrating Environmental • Using storytelling and • Help with daily recreation. Education Into the visualization. Classroom • Help the cleaning team after • Introducing international themes mealtimes. There are many time-tested into specific activities in order to • Assist in emergencies. resources for integrating curricula broaden awareness. before and after outdoor school. • Supervise and participate in fire • Modeling sustainability in class- These activities expose students to room and field study activities. drills. ecological concepts in a classroom setting before they venture into Creating and the field on a day trip or attend an Involving Teachers at established overnight program. Camp Continuing Multnomah ESD Outdoor School’s Traditions Creating environmental field days information packet for teachers is a good way to preview or rein- Traditions are vital to the camp includes the following list of teacher force the lessons and spirit of out- experience. They are the stuff of participation activities: door school. Best practices include: memories and scrapbooks, provid- • Observe and interact with stu- ing the glue between one genera- • Encouraging familiarity with the dents during the flag and weather tion of campers and the next. They subject matter and habitat be- activities, twice daily. help drive home important lessons fore the trip in order to improve knowledge retention. • Act as a “guest” at three meals and social courtesies. They create a daily. context in which campers, staff and • Planning field trips after the stu- student volunteers can explore and dents attend outdoor school to • Discuss student needs and issues develop creativity and leadership. reinforce and build on its lessons. with student leaders on Monday from 4:45 to 5:45 p.m. And they help each outdoor school • Enhancing curricula and meeting program develop and sustain its • Meet with the outdoor school staff state benchmarks by drawing on own identity. interdisciplinary topics like music, Sunday evening after campfire. literature, math and art. • Attend campfire each evening. New camps have the opportunity to create their own traditions or bor- • Incorporating physical games and Participate as much as possible. row them from other programs. Con- visual activities that engage active • Interact with student leaders every sult the Resources section for links to learners. evening after campfire. songbooks, skits and other ideas. • Sharing cultural history that will • Provide staff with evaluations of inform younger students about student leaders.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 41 Camp Tadmor Creates Procurement Memorable Outdoor School Committing to a sustainable Traditions procurement policy can be expen- At lakeside Camp Tadmor, vet- sive, but once you have a baseline eran Harrison Elementary School of practices in place, you can start teachers have cultivated a vibrant looking at incremental ways to outdoor school tradition that draws make greener, more durable choic- on natural sciences and the arts. es. For example, Camp Westwind has found less expensive green Colorful banners dating back at products because its staff carefully least 20 years surround the rustic tracked supply sources in a pro- lodge walls. Students take great curement matrix. pride in their hand-painted wooden notebooks, which parent volun- It often helps to hire a procure- teers varnish after school. Themed ment professional with relevant pur- cabin decorations are also selected chasing experience and contacts. by high school counselors, many If you are working with a partner of whom are alumni from the same agency that trains procurement these values: It includes stainless school district in Sweet Home. staff in green purchasing (e.g., the Bureau of Land Management or steel and recycled tableware; safe Teachers are so dedicated that the Forest Service), you can also cleaning products, sunscreen and they have been attending for 20 or ask them for advice and vendor bug spray; organic cotton ap- 30 years, and many continue after recommendations. parel; compostable trash bags; and retirement. The thrifty school 100-percent recycled paper goods. kitchen staff has also returned Major purchase categories include: Learn more at edenvillagecamp.org/ many times, and helps reduce costs • Cleaning supplies greening. and food waste with advance • Clothing preparation and an established Camp Activities menu. • Equipment Outdoor schools can incorporate • Food environmental education through- Building • Plates, cups and utensils out their daily schedules. Some even integrate sustainability edu- Sustainable • Personal care products (e.g., sun- cation with their activities, such as Practices screen and bug spray) weighing food waste, feeding worm Into Your Program • Disposable products, plastics, paper compost bins and monitoring water For most outdoor school pro- • Vehicles catchments. grams, incorporating sustainable • Classroom supplies, waterproof At Eden Village Camp, campers practices is a long-term commit- notebooks make smoothies with a bicycle- ment. This is especially true if they powered blender, learn about herb- are building capacity, renting facili- Major outdoor outfitters like REI alism and eat organic produce. ties and cultivating relationships sell many recycled or locally pro- with site managers. duced products, including out- erwear, gloves and equipment. In Waste Management For schools operating on their addition, regional green sources ex- As we’ve already noted, managing own sites, these practices are easier ist for all of these categories; some trash and recyclables is fundamental to implement, but can still be time- of them have generously donated to site logistics. Trash and recycling consuming and costly. Chapter One their products to camps and out- receptacles must be conveniently offered ideas on site design and door or green-oriented auctions. located; secure from mice, rac- implementation for managing water, coons and other hungry critters; food, wastes and transportation. Fur- Eden Village Camp, a summer and emptied on a regular schedule. ther sustainable practices – beyond camp in New York, espouses core greening the camp itself – can be ac- values of social and environmental Outdoor school provides many complished gradually or all at once. responsibility. Its purchasing reflects opportunities to teach students

42 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Sustainability at Camp Cedar Dear Metro, Ridge Thank you very, very, very The dining hall atmosphere is live- much for the donation to ly at Camp Cedar Ridge in Vernonia. help us go to outdoor school. It’s also environmentally friendly, Without you, a lot of people thanks to “Dirt,” the sustainability wouldn’t be able to go. intern who organized staff recycling Ideas for sustainable Everybody had a great time at efforts, worm bins and eco-skits activities and operations: Camp Westwind. We learned during meals. • Art made from natural or a lot about how important Since the inclusion of Metro funds recycled items. it is to reduce, reuse and to incorporate 6.5 hours of solid • Skits with conservation and recycle and respect nature. We waste education into MESD and stewardship messages. studied the beach, forest and NWRESD outdoor school program- estuary and all the amazing ming, much has changed around • Basketweaving with locally animals that live there. I camp. The camp has been compost- available fibers. especially enjoyed exploring ing on-site for the last two years. • Making maps of local the tide pools and studying resources. the fascinating sea creatures. At mealtime, after seconds were served, a costumed “Cap’n Con- • A tour of the camp’s This was a wonderful servation” made a grand entrance resource management experience that I will remember with a 5-gallon bucket, demonstrat- facilities. all my life, and it might not ing the world’s water supply and • Adding measured food have been possible without talking about water conservation. wastes to compost and you. So again, thank you, Staff members then measured the worm bins. collected food waste, announced thank you, thank you. • Comparing seasonal the total and noted that they were – Miranda, John McLoughlin weather patterns over time. aiming for less than five pounds of Elementary School discarded food. • Water conservation design contest. Later, a high school counselor • Recycled items can be used about the effect their choices and led students in brainstorming and for projects or campfire rehearsing a skit in their cabin. The actions have on the environment. skits (e.g., making 4-inch skit’s title was “What does it mean to terrariums out of recycled In the Portland metropolitan area, refuse?” It carried a strong con- CD cases, or using a Metro developed a program that servation message about turning sleeping bag around down plastic bags and unnecessary contracts with outdoor school pro- a camper to portray a consumption. viders to provide 6.5 hours of waste caterpillar). reduction education for sixth-grade • Placing a recycling center students from eligible schools, Sustainability at OMSI and Camp Westwind near an art station or nature based on the provider’s registration center. records. OMSI owns the unique Hancock • Training kitchen staff on Field Station in the high desert. It is estimating portions and Waste reduction activities are usually full; some loyal schools have inventory control. incorporated into all aspects of been coming here for 20 years. these programs, including meals, • Cafeteria policies that The staff comprises two cooks, a field study, recreation, and evening discourage food waste. manager, a program coordinator, a programs. Created in 2009, this • Strict check-in process maintenance crew and instructors. program has reached thousands for loaner gear, especially Hancock has a strong food-waste rain jackets and boots, that of sixth-graders, teachers and high reduction program, so the staff might otherwise go home school students. Questionnaires tries to gauge kids’ appetites. Local with students. show that it has increased waste farmers have made a commitment reduction behavior. to match Food Services of America

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 43 or Sysco prices for meats, vegeta- actually cheaper than conventional Camp Westwind has implemented bles and dairy products. brands). The staff researches green 20 energy-saving initiatives, includ- items and ranks them on a matrix ing purchasing water heaters with Hancock’s staff reuses and main- that tracks transport distance, green- lifetime guarantees at cost, for a tains many supplies, and avoids ness and corporate values. 40-percent savings. The camp has craft activities that generate waste. also reduced costs by contacting Managers for each program are ac- They are also building relationships companies directly and explaining its countable for cost containment. with green suppliers. The camp has mission. They encourage carpooling, switched to a food service company and have undergone a carbon-offset The main OMSI building in Port- that uses an “eco-soap” product, assessment through a California land also sends all food waste and and a local recycling company re- research company. They are hoping café cups to a municipal compost- cycles paper towels from designated to install solar panels as well. ing system. containers near the sinks.

At Camp Westwind, the board and They also try to incorporate staff are committed to purchas- organic, regional or local foods, ing products from the green supply although it’s difficult to find locally stream, including paper goods and grown food in Lincoln City. cleaning supplies (many of which are

Managing an Outdoor School Program: Essentials Checklist

Logistics Roles and activities for teachers Send out pre-camp letters, permission and Designate a logistics coordinator and delegate essential duties to staff. medical forms, and cabin group forms. Conduct staff training and reminders as needed. Host open house for parents. Invite parents to tour camp before students arrive. Integrate relevant curricula into classroom before and after camp. Process camp registrations, including health forms and cabin assignments. Participate in camp lessons and activities. Finalize budget and number of staff, student leaders and volunteers needed. Build environmental sustainability into Meet with camp facility manager to confirm your camp facility needs. Research green procurement. Finalize bus schedule, and cabin and study Use recycled and recyclable materials. groups. Improve recycling and waste management Order supplies. practices. Manage staff and volunteers Plan strategies for waste-free meals and other resource conservation practices. Review assigned tasks and responsibilities.

Conduct evaluations and gather feedback. Program evaluation Assess whether goals were met and discuss gaps. Safety and risk management Compare actual costs to budget. Complete “Hazard Analysis” form. Collect feedback from campers, student leaders, Complete safety training for staff and campers. counselors, parents and teachers.

44 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program CHAPTER 4

Sustaining Your Program

Outdoor school programs are like a living, breathing organism: They need food and water (money and support), a healthy ecosystem (community involvement), and the ability to adapt to changing conditions (creative and flexible oversight).

From the moment I don my wood This chapter will discuss the following ways to sustain the outdoor cookie, I become a member of school program you’ve worked so hard to establish: a team, and I begin to see what A. Securing ongoing funds. skills and resources each staff B. Managing and containing costs. member, student leader and C. Staff retention and succession planning. sixth-grader brings to the table. D. Maintaining innovative curricula. I have learned that having the E. Nurturing relationships with site owners and managers. answers isn’t everything; the important thing is having the F. Improving the process. ability to connect the questions G. Sustaining the spirit and lessons of outdoor school. and questioners with their answers, by giving them a Securing Ongoing Funds push in the right direction. Finding reliable sources of funding and support – money, volunteers and – Student Leader “Sirius” donations – is the key to sustaining an outdoor school program.

Most of Oregon’s outdoor school programs rely heavily on local support. Once you’ve created a strong and stable program, publicizing it to the broader community will help you to continue building partnerships and finding new income sources.

It’s also important to cultivate an organizational culture in which every staff member thinks about prospective funding sources and shares ideas with the development staff. Every connection is important, and no donation is too small.

Here are some proven ways to increase community support for your program: • Send personalized thank-you notes that do not include additional “asks.” • Send out quarterly newsletters that spotlight camp news, upcoming events, wish lists and volunteer opportunities. • Invite donors to a VIP camp tour or sample field study as part of a larger event. • Host a donor breakfast with a slide show, alumni talks and networking opportunities.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 45 • Send interesting or inspiring sto- gram, so that each instructor can Oregon Watershed Enhancement ries to the media. be shadowed by a volunteer in- Board funds available through the • Find students enrolled in a grant- stead of a paid staff member. Watersheds Council. Local Native writing class in a local college to • Share resources (like curricula and American tribes also contributed help write grants. forms) with other outdoor schools. funds toward materials and supplies. Eventually, we received a stable Grants are a particularly important • Partner with other agencies for funding source of $2,000 to $3,000 source of funding. Large, competi- curriculum assistance, instructors per year to pay for food and coun- tive grant sources like foundations, and facility use, especially for field selors. This included James Standard governments and businesses require study days. funds. you to invest considerable time in • Maintain secure storage and strict Because Lincoln County is an eco- preparing applications, budgeting, inventory controls for expensive nomically depressed area, where 88 reporting and evaluation. Applica- equipment and supplies. tions that demonstrate broad sup- percent of students qualify for free or • Reduce food waste and creatively port and past grant funding tend to reduced-priced lunches, most of the procure nutritious foods (see be more successful. outdoor school food has come from Chapter Two). Food Share (the local food bank) at Here are a few grant sources: • Reduce insurance costs by im- a greatly reduced cost. They’ve also • North American Association for proving program-wide safety, or saved $1,200 to $1,500 by having culinary arts school students prepare Environmental Education (www. registering for American Camp most meals ahead of time. naaee.net/). Association accreditation. • U.S. Environmental Protection • Place a cost-containment work- The Drift Creek facility has a full Agency (www.epa.gov/enviroed/ sheet in your program manual for kitchen. Its staff prepares some food grants.html). returning staff to complete and on-site, including chili, oatmeal and update. cakes. They don’t serve hamburg- • Metro regional government (www. ers, hot dogs or any other fast food. oregonmetro.gov/index.cfm/go/ • Consider having your program or Food expenses used to cost as much by.web/id=24924). expenses audited by an indepen- dent evaluator. as renting the camp facilities, which • The Oregon Community could cost $5,000 for one week. Foundation (www.oregoncf.org). • Schedule your program in the off-season. During a pilot program held at a Managing and • Hire one cook and ask Job Corps new state park in Toledo, the students have learned fire safety. They Containing Costs culinary arts students, or parents, to help with food prep. make fires and cook some of their As costs for supplies, transporta- meals over charcoal, in Dutch ovens tion and utilities rise, adopting the • Use the food bank and school and in the rain. following cost-containment strate- gardens, and get food delivered gies can allow you to serve more from the school district. It would cost about $10,000, in- students over time. • Use Craigslist and Freecycle to cluding user permits, to bring in a fire camp setup with a portable kitchen • Monitor year-to-year venue find or request free and low-cost supplies. and bathrooms in trailers, which is costs. In metro areas, there are not in their budget. often many camps from which to choose, so you may be able to Managing Food As the logistics point person, I negotiate a cheaper contract. Costs pick up the food and arrange for a • Require camp facilities to save Interview storage room and a freezer at the on energy and waste disposal with Virginia Council. I also reserve the school by installing insulation, energy- Tardaewether, Lincoln County buses well ahead of time. The big- efficient lighting, and recycling Outdoor Education Group and gest challenge is getting an accurate receptacles. MidCoast Watersheds Council head count of students and their gender in order to plan study groups, • Reduce training expenses by re- Initial funding for our program cabin groups and food volumes, so taining experienced staff. came from Title III funds via Oregon we can commit to the facility a year • Maintain a strong volunteer pro- State University Extension, as well as in advance.

46 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program local school district. Topics include • Pay for outdoor professional as- outreach to ESL students and their sociation fees or conference families, development and revision of attendance. in-class preparation materials, sup- • Support staff in developing pre- port for Friends of Outdoor School sentations or research for profes- efforts, and recommendations for sional conferences. procedure and practice. See Re- sources for more information. • Offer special opportunities for off-season projects that will en- Ideas for engaging school districts hance the camp’s curriculum, ac- include: cessibility, cost-effectiveness or • Providing grant ideas and funding sustainability. resources to districts so that they • Create schedules well in advance, can participate in your program. so that veteran staff members • Offering innovative partnerships have priority for vacations or Staff Retention and activities for new and existing nights off. and Succession schools. • Advertise “career ladder” positions Planning • Inviting administrators to to give staff an equal opportunity open houses or ropes course for advancement. workshops. Teachers and Developing experienced and loyal Administrators • Using your advisory committee to staff is possible with stable fund- Schools and teachers usually have offer networking opportunities to ing support, training and mentor- a choice of which outdoor school regional administrators. ing opportunities, and supportive to revisit, unless costs are prohibi- partnerships with other organiza- tive at a given facility. Factors like Staff and Volunteers tions. Partnerships bring in more curriculum and venue variety, which natural beauty, amenities, food, staff Outdoor school staffers tend to and curricula strongly affect their be seasonally employed, and to can also energize veteran staffers. decisions. have greater geographic mobil- Professional networking is also very ity than the average worker. By important to seasonal employees. Here are some general guidelines increasing staff retention, you can for making teachers want to return In 2010, Multnomah ESD Outdoor avoid the time and expense of to your program: School and Friends of Outdoor recruiting and training new staff; School created a professional group • Provide teachers with comfortable improve the educational value of for seasonal environmental edu- accommodations (not bunk beds), your programs; build institutional cators. This group hopes to share and an adjacent meeting space. memory; and create loyal advocates job and professional development • Issue an annual program update for your program. opportunities, identify options for to keep teachers informed. Here are some tips on recruiting shared housing and transportation, • Offer fundraising incentives, if and retention: solve health insurance and retire- applicable. ment issues, and work with Envi- • Offer subsidized coursework at ronmental Education Association of • Provide clear paperwork that local community colleges and Oregon on advocacy for seasonal makes the teacher’s job easier. universities that have a relation- staff. Visit seasonaleducatorsor.ning. ship with your program. • Schedule ample planning and com for more information. downtime for teachers. • Offer referral bonuses to employees who recruit new staff. Creating an advisory committee Succession Planning comprising teachers, administra- • Offer bonus certificates toward Succession planning is also critical tors and members of the com- outdoor adventures or equipment to sustaining your program. Out- munity is a wise investment in your (e.g., a ski pass, special event or door school is a high-energy en- program’s future. Multnomah ESD outfitter’s store). deavor, so it’s essential to develop, holds a monthly public meeting that • Offer an end-of-season (or year) build and maintain new partnerships includes a representative from each bonus. that will keep the program running

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 47 if you decide to leave. Always be on the lookout for ways to engage new people, publicize your program to prospective partners and cultivate loyal relationships within your community.

OMSI’s Staff Recruitment and Retention Practices At OMSI camps, most staff members are recent college graduates and all instructors have degrees. Travis Southworth-Neumeyer says that most staff members transition from fieldwork by the time they are 28. Many leave OMSI to enter graduate school.

There is a generational shift among young people. Many of them don’t want to be underem- ployed or take seasonal work, and OMSI sponsors Wilderness First A Story About the they worry about not having health Responder training each Febru- Importance of Mentoring insurance once they are ineligible ary and offers it to staff at cost. It Virginia Tardaewether of the for their parents’ insurance. also hosts an in-house commercial MidCoast Watersheds Council and driver’s license (CDL) training, and Therefore, OMSI offers full medi- Lincoln County Outdoor Education has set up its pool for lifeguard cal and dental benefits for seasonal Group recounts how a beneficial certification. employees who work from Febru- mentoring relationship helped fos- ary through November. Instructors Instructor positions require 48- ter new outdoor school programs. receive a day rate that is competi- hour program-specific trainings, tive with National Outdoor Leader- Virginia met Jan Robbins, a hy- ship School (NOLS) and Outward including these three certifications. drologist with the Upper Willamette Bound rates. This rate also accords This means that employees must Bureau of Land Management, when with the seasonal camp day rate make an investment of approxi- they were both working with natural exemption in the federal Fair Labor mately $1,000, while potentially resource crews comprising at-risk Standards Act (FLSA), which dictates handling student loan and other high school students who were that employees employed by certain debts. However, certification is tied doing trail and trash surveys. (Even- seasonal and recreational establish- to pay increases. tually, these crews participated as ments are exempt from the FLSA’s counselors at outdoor school.) minimum wage and overtime pay Retention at the Hancock Field provisions. Returning employees Station has been excellent, with Jan worked with Virginia on receive a $10 per day increase in most staff staying a second year and outdoor school planning while also their second year. Other salary fac- half staying for a third year. Em- serving as an instructor and running tors include level of education, work ployees report that they enjoy the campfires. Although Virginia has experience and certifications. location, the consistent room and always been the primary funding grant writer, Jan helped with ideas board – including housing in winter Peer mentoring is important at and writing during the first year. OMSI. Early-season training in- with volunteer hours – and the cludes job shadowing and 10 days opportunity to work on curriculum Virginia and Jan later attended of general pedagogical and curricu- development and other projects. At a leadership clinic hosted by the lum topics, as well as site-specific OMSI’s other sites in western Or- Gray Family Fund. Other attendees classes. ESD peer leaders some- egon, roughly half of the employees included the U.S. Forest Service, times work in both programs. stay for a second year. county extension agents, water-

48 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program shed councils, the Bureau of Land alumni are also musically gifted and The key message of “respect Management (BLM), and Northwest experienced with singing around yourself, others and the environ- Steelheaders. the campfire. Your local Peace ment” is modeled throughout camp. Corps chapter may have a volun- Counselors learn such teaching Jan came to that meeting with the teer or service coordinator who techniques as using a dynamic voice six-member Lincoln County Out- can match your program needs and “I need you to” statements; door Education Group. Although with their alumni (www.peacecorps. acknowledging participation and the focus was service learning, the gov/). not ignoring wrong answers; staying group’s main interest was planning upbeat despite weather conditions; an outdoor school program. Healing Arts Connections and positive redirection. They are careful to look at things from the Because Jan had experience plan- There is increasing recognition of students’ perspective, and to recog- ning a program in another area of the connections between environ- nize “teaching moments” that may the state, the Lincoln County group mental and human health. Emerg- take away from lesson time, but will took what they felt would work ing curricula take a multidisciplinary make a lasting impression on their from this program and made it their approach to exploring these students. own. Their outdoor school model connections. is still based on the one that Jan’s group created. For instance, the “Yoga Calm” cur- Sustainability Education in riculum created by Jim and Lynea the Classroom Maintaining Gillen integrates yoga, ecopsychol- Greg Smith is a professor with Innovative ogy and environmental education Lewis and Clark’s graduate teacher through the principles of opening education program. He is also Curricula the senses, developing trust in the involved with the Center for Com- Over the years, the outdoor natural world, fostering a sense munity Engagement, a separate school tradition has assimilated of belonging, and encouraging department that connects with many classic curriculum ideas for stewardship. school districts. Greg is serving on the study of habitats, water qual- the No Oregon Child Left Inside The curriculum incorporates such ity, geology, animals and plants. (NOCLI) professional development tools as journaling, guided medita- However, as innovative programs task force. tion and yoga poses. This approach emerge nationally and globally, op- can benefit all children and adults, Greg wrote a successful grant for portunities arise to incorporate new including those with behavioral $19,000 to The Oregon Commu- ideas into future programming. nity Foundation’s Gray Family Fund. These ideas can create a more re- issues, by developing social and These funds support incentives, laxed, imaginative and self-affirm- physical skills (www.yogacalm.org/ tours and training for 50 to 60 West ing experience for young people, sustainable.asp). Linn and Wilsonville K-12 teachers as they enjoy guided imagery, learn to incorporate sustainability educa- about pioneer history, hear about Camp Winema Curriculum tion in the classroom. global environmental issues from a Training traveler or undertake yoga-based At Camp Winema, high school This is not a pilot program. When team-building activities. stakeholders proposed long-term counselors and adult staff hired by program changes to the super- Northwest Regional ESD receive intendent, he strongly supported International Connections valuable training on group dynam- introducing sustainability themes Fellow educators and travelers ics, positive teaching methods and and activities throughout the district, can be a great source of inspired setting expectations. Cue cards with partly because he has grandchildren curricula or volunteerism. For activity questions complement the and is concerned with water issues example, Peace Corps alumni who ecology journals, and help counsel- and climate change. have prepared slide shows show- ors impart visual and content-rich casing their personal involvement lessons in Oregon geography, plate Teachers have already toured with international environmental tectonics, orographic lift, pollution, Portland’s Zenger Farm, which is a issues could offer this presentation surface runoff, water conservation, large urban greenscape that fea- before or after your program, or as geology, erosion, beach safety and tures educational programs, organic part of a campfire gathering. Some “leave no trace” practices. produce and eco-retrofitted historic

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 49 New students start collecting Improving the “novice data” in water monitor- Process ing, but eventually become skilled at collecting credible data that are You began planning your out- submitted to the Willamette Water- door school program with evalu- shed Council and Department of ation in mind. Now, that initial Environmental Quality. Greg sees commitment to evaluation will this as an excellent example of how keep your program strong by environmental education gives enabling continual process students the necessary skills to pro- improvement. duce valuable scientific work. Here are two of the most important evaluative questions to ask: Nurturing 1. How well is your program Relationships with meeting the needs of the com- Site Owners and munity and schools you serve? Managers 2. Where should you focus your It’s important to establish a posi- improvement efforts? tive working relationship with the Answering these questions owners and managers of your farm buildings in the Johnson Creek requires constant dialogue, data site. Outdoor school administra- watershed. Young people will not collection and reevaluation. An tors should routinely meet with site just be doing grunt work like pull- advisory committee can help you owners and managers to discuss the ing ivy; they will actually collect evaluate your program and rec- major topics covered in this guide, scientific data and offer testimony at ommend strategies for improve- including safety and maintenance public hearings. ment. For example, Multnomah schedules, accessibility, scheduling ESD has created an outdoor Five thousand dollars was set and fees, food service and recy- school advisory committee that aside to make small seed grants cling, green services, equipment meets monthly throughout the ($300-$400) to teachers. Uses of availability, insurance and liability. school year. Current initiatives these grants include: Meeting regularly to discuss goals include: and program realities will help you • Tools and gloves to restore a dry • Outreach to English language creek bed on school property. evaluate how well the facility meets your evolving needs. learners and their families. • A major garden project at Bolton • Development and revision of in- Primary School. Relationship-building ideas class preparation materials. • Advertising to raise money for a include: • Supporting Friends of Outdoor forestry project. • Assigning a staff representative to School efforts. • Equipment to assemble compos- the facility’s advisory board. • Feedback on outdoor school ters for students to bring home. • Monthly in-person or phone dis- website resources for teachers • A greenhouse in West Linn cussions on programming. and parents. schools. • Having staff volunteer for habitat • Guidance on program assess- • Purchase of Last Child in the clean-up days in the area. ment and evaluation projects. Woods books by Richard Louv (for • Having staff help with special parent education). projects like building a site-based • Analysis of credit options for curriculum, or a color-coded site high school student leaders. Greg recently visited Al Kennedy map that the facility can use for • Input on the development of Alternative High School in Cottage other programming. inquiry-based field study and Grove, which is currently integrat- follow-up activities. ing environmental education into its • Collaborating on a shared grant curriculum. The school has many for capital projects that will ben- • Ongoing guidance and recom- low-income and credit-deficient efit both programs under a long- mendations for procedures and students. term agreement. practice.

50 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Friends of Outdoor School Sustaining the Spirit • Collaborate with an outdoor and The Intertwine Prepare and Lessons of organization like The Mazamas for a Five-Year Study mountaineering group (www. Outdoor School mazamas.org) to offer an alpine Friends of Outdoor School has The spirit and lessons of the hike and orienteering session. collaborated with Northwest Re- outdoor school experience need gional ESD’s Outdoor School and • Invite popular high school student not end when the last busload of The Intertwine (www.theintertwine. leaders to school to help with a students leaves camp. Teachers and org) to secure more than a million service learning project or park parents can help children continue dollars in federal grant funding that excursion. exploring their relationship to na- will send Washington County stu- • Host a school dinner and campfire ture, and keep the personal con- dents to outdoor school. night for fifth- and sixth-graders. nections they made at camp alive This project will compare the five- and growing. • Have students wear their wood year educational results for students cookies on subsequent outings. Here are some worthwhile ideas: who do not attend outdoor school, • Create a school display with students who attend for a week, and • Take the class on a watershed tour pictures of outdoor school students who attend for half a week. (for example, low-cost bus tours experiences. Friends of Outdoor School expects are available to Portland’s fenced this study to demonstrate that out- Bull Run watershed). door school is a strong foundation • Have students design a field study for educational success in middle guide for their school or local and high school. natural area.

About four weeks after our outdoor school experience, I decided to take my students on an overnight field trip to Camp Kiwanilong.

From the inception of the idea, my students – with outdoor school memories still fresh in their minds – began planning the entire two-day event. They planned the menu, cooked the food, and planned and executed the duty schedule (dining room duties, kitchen duties, campfire prep). They even taught the parent chaperones about symbiotic relationships, and how the four field studies at outdoor school are interconnected.

While we were at the beach, a number of kids climbed up onto a sand dune and urgently called to me.

Thinking something was amiss, I scurried up the hill, only to find that the kids wanted to show me that the view from the dune revealed a distinct edge between four very different biomes.

I was a very proud science teacher when I saw how excited they were to be applying powerful scientific concepts learned at outdoor school in the real-world context of our field trip. – David Wierth, Science Teacher

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 51 Sustaining Your Program: Maintain and improve innovative curricula Essentials Checklist Research new or improved curricula online. Stay connected through Outdoor School Summit, conferences and other networking Secure ongoing funds opportunities. Cultivate support and loyalty through events and Work with your advisory committee to identify newsletters. unmet community and academic needs. Use media to highlight outdoor school benefits and student and school achievements. Nurture relationship with facility owner Explore new grantwriting and fundraising ideas. Assign someone to stay in touch with facility owner throughout the year. Find ways to reduce costs Collaborate on site improvements (e.g., create Hold your camp in an off season. volunteer group for litter patrols). Compare costs and amenities of different facilities and negotiate. Improve the process Review staff retention strategies (remember: Create a school/parent/community advisory retraining costs money). committee. Seek out preexisting materials (guides, field Use your evaluation tools to prioritize and books) to fill holes in your program. implement program improvements. Look for ways to reduce food and insurance Compare notes and share ideas with other costs. providers. Consider hiring an outside evaluator to review budget and expenditures. Keep the outdoor school spirit alive Take students on field trips after outdoor school. Retain staff and plan for succession Create social opportunities for students, Create a mentoring program. teachers, staff and student leaders to get Seek ways to recognize and thank staff and together. volunteers. Create a display with pictures to put up in your Review pay scales as needed. school. Utilize professional networking sites online. Encourage parents to share outdoor experiences with their children.

52 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program RESOURCES

This guide contains many inline links and references to useful information. Here are some additional resources to explore, along with links to many of the organizations mentioned in the guide.

Statewide and Regional Networks • Environmental Education Association of Oregon hosts an annual conference and spring evaluation workshops. See also the “No Oregon Child Left Inside” pages on the EEAO website (www.eeao.org).

National Networks • American Camp Association offers guidelines on “How to Start a Camp” (www.acacamps.org/startacamp), as well as the CampLine newsletter (www.acacamps.org/campline). The ACA website also has a comprehensive listing of resources in 14 essential areas of camp management: business and finance, food services, health and wellness, human resources, leadership, marketing, mission and outcomes, participant development and behaviors, program design and activities, risk management, site and facilities, strategic planning, target population and diversity, and transportation. ACA has an office in downtown Portland. • Association for Experiential Education is “a nonprofit, professional mem- bership association dedicated to experiential education and the students, educators and practitioners who utilize its philosophy” (www.aee.org). • Association of Outdoor Recreation and Education is a Michigan-based organization that promotes outdoor and environmental education. It hosts an annual conference in fall (www.aore.org). • Leave No Trace Center for Outdoor Ethics offers grants to educate culturally diverse communities and train master educators (www.lnt.org). • Outdoor Industry Association is a nonprofit foundation that encourages active outdoor recreation for all Americans. The OIA also sponsors an “Outdoor Idols” program for sports role models under the age of 23. Useful OIA research papers include “The Next Generation of Outdoor Participants Report” and “Special Report on Youth: The Next Generation of Outdoor Champions” (www.outdoorindustry.org).

Oregon Outdoor School and Program Resources • Hood River Middle School Outdoor Classroom Project (http://www. clearingmagazine.org/archives/881). • Multnomah ESD Outdoor School (www.mesd.k12.or.us/os/ OutdoorSchool/Welcome.html). • Northwest Outdoor Science School (www.nwresd.k12.or.us/instrserv/noss/). • OMSI Outdoor Science School Programs (www.omsi.edu/ outdoor-science-school).

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 53 • Trackers NW (trackersearth.com). • Office for Standards in Education, Manuals and Forms See profile in Appendices. Children’s Services and Skills • Multnomah ESD Forms for • Tryon Life Community Farm (Ofsted), Outdoor Education: Teachers (www.mesd.k12.or.us/ (tryonfarm.org/share). See profile Aspects of Good Practice. os/OutdoorSchool/Resources_ in Appendices. London: Ofsted, 2004. Ofsted was for_Teachers/Entries/2010/8/2_ commissioned by the Department Forms_for_Teachers.html). • Tsuga Community Commission for Education and Skills (DfES) in is an Oregon-based organization • Multnomah ESD Resources for the United Kingdom to undertake working on community and camp Teachers (www.mesd.k12.or.us/ an evaluation of the personal de- development, including Operation os/OutdoorSchool/Resources_ velopment aspects of outdoor ed- Purple camps for military families for_Teachers/Resources_for_ ucation within the context of the (www.tsuga.org). Teachers.html). National Curriculum in physical • Northwest Regional ESD education, with a specific focus Other Providers Forms for Teachers (www. on the work of outdoor education • Drift Creek Camp nwresd.k12.or.us/instrserv/noss/ centers. This report concentrates (www.driftcreek.org). FormsforTeachers.html). on the outdoor education op- • Maiden Spirit offers female-specific portunities provided to students • Northwest Regional ESD youth development and rites of aged 9 to 16. It’s available for Resources For Counselors (www. passage for girls aged 9-13 in download in PDF or Word format nwresd.k12.or.us/instrserv/noss/ ResourcesforCounselors.html). Portland (www.maidenspirit.com). (www.ofsted.gov.uk/resources/ • Peace Warriors offers male- outdoor-education-aspects-of- • Northwest Regional ESD specific youth development and good-practice). Resources for Staff (www. rites of passage for boys age 9-13 nwresd.k12.or.us/instrserv/noss/ in Portland (www.peace-warriors. ResourcesforStaff.html). com). • Wildwood Outdoor Education • Rite of Passage Journeys. The Center Sample User Group Manual motto of this Washington state (www.wildwoodctr.org/PDF/ outdoor program is “Get out and user%20group%20manuel.pdf). go within.” Activities emphasize coming of age in community and • Place-Based Education Program Evaluation rite of passage experiences for Evaluation Collaborative (www. Resources (from The Oregon young people and adults peecworks.org/index). Community Foundation) (riteofpassagejourneys.org). • Primitive Outdoor Skills (www. • D.B. Bennett, Evaluating EE natureskills.com/skills/primitive). in Schools: A Practical Guide Sample Curricula for Teachers. UNESCO-UNEP, • State Education and • Environmental Education 1984 (unesdoc.unesco.org/ Environmental Roundtable (www. Association of Oregon Resource images/0006/000661/066120eo. seer.org). Directory (directory.eeao.org). pdf). • Yoga Calm offers wellness work- • Multnomah ESD Curriculum • Does Your Project Make a shops for educators, counselors, Goals (www.mesd.k12. Difference? A Guide to Evaluating occupational therapists, nurses or.us/os/OutdoorSchool/ Environmental Education and adults who work with chil- Resources_for_Teachers/ Projects and Programs. Sydney, Entries/2010/8/2_Outdoor_ dren. The emphasis is on earth- Australia: 2004 (www.environment. School_Curriculum_Goals.html). centered activities that enhance nsw.gov.au/community/projecteval. groundedness and connection • Multnomah ESD: Oregon htm). with nature, including breathing State Curriculum Content • J. Frechtling, The 2002 User- and relaxation exercises, simple Standards (www.mesd.k12. Friendly Handbook for Project yoga poses, social and emotional or.us/os/OutdoorSchool/ Evaluation. Washington, DC: skill development, mindfulness Resources_for_Teachers/ National Science Foundation, and storytelling (www.yogacalm. Entries/2010/8/1_Oregon_State_ 2002 (www.nsf.gov/pubs/2002/ org). Content_Standards.html). nsf02057/nsf02057.pdf).

54 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program • Environmental Protection Agency’s Office ofE nvironmental Education advances and supports educational efforts to develop an environmentally conscious and responsible public, and to inspire personal responsibility in caring for the environment (www.epa. gov/enviroed).

Additional Environmental Education Resources • Diack Ecology Education Program (diack-ecology.org). • Environmental Education and Training Partnership (eetap.org). • National Audubon Society (www.audubon.org). • National Environmental Education • “My Environmental Education Environmental Education Foundation (www.neefusa.org). Evaluation Resource Assistant” Resources (from The Oregon • National Wildlife Federation is an online evaluation program Community Foundation) (www.nwf.org). created by the Natural Resources • North American Association and Environment Department at for Environmental Education • Oregon Explorer University of Michigan, Ann Arbor (NAAEE). Established in 1971, (oregonexplorer.info). (meera.snre.umich.edu). NAAEE is a network of profession- • Project Learning Tree • B. Simmons, Designing Evaluation als and students working in envi- (www.plt.org). for Education Projects. ronmental education throughout • Project WET Washington, DC: NOAA Office North America (www.naaee.net). (www.projectwet.org). of Education and Sustainable • EElinked Networks. A project of Development (wateroutreach. NAAEE, EElinked Networks is the • Project WILD uwex.edu/use/documents/ primary portal for online environ- (www.projectwild.org). NOAAEvalmanualfinal.pdf). mental education information. • World Wildlife Fund • W.K. Kellogg Foundation, Resources include a calendar of (www.worldwildlife.org). W.K. Kellogg Foundation EE events in North America, jobs Evaluation Handbook (www. and grants for environmental edu- Sustainability, Waste wkkf.org/knowledge-center/ cators, and classroom resources Management and Resource resources/2010/W-K-Kellogg- (eelinked.naaee.net). Conservation Foundation-Evaluation- • National Project for Excellence • Metro Waste Reduction Handbook.aspx). in Environmental Education. Education at Outdoor School • University of Wisconsin - Another project of NAAEE, the (www.oregonmetro.gov/index. Stevens Point (UWSP): Applied National Project for Excellence in cfm/go/by.web/id=29198). Environmental Education Environmental Education has es- • Metro Waste Prevention and Program Evaluation Course tablished standards for the devel- Recycling Resources for Schools (www.uwsp.edu/natres/eetap/ opment of “balanced, scientifically (www.oregonmetro.gov/index. aeepe_course_page.aspx). accurate and comprehensive” en- cfm/go/by.web/id=546). vironmental education programs that “support student learning and • Natural Step offers sustainability increase environmental literacy” training and workshops for out- (http://eelinked.naaee.net/n/ door school staff (www.natural guidelines). step.org/fr/usa).

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 55 and developed with support from Diet and Nutrition the Association of Camp Nurses, • Berkeley, CA School Lunch teach camps and other youth de- Initiative. Among many other velopment programs to reduce achievements, Berkeley school the likelihood of camp injuries lunches now feature organic and illness. A current “healthy breads, grass-fed meats, hor- camp” study focuses on sum- mone- and antibiotic-free milk, mer residential camps only from brown rice, salad bars and a 2005-2010 (www.acacamps.org/ 95-percent reduction in pro- einstitute/healthycamp/). cessed foods (www.schoollunch • Association for Challenge Course initiative.org). Technology (www.acctinfo.org). Health Benefits of Being in • Association of Camp Nurses of- Nature fers professional networking, • Western Rural Development conferences, current research and Center: Rural Connections (wrdc. online study courses (www.acn. usu.edu/htm/rural-connections). org/researchrefs/healthycamps. html). Accessibility and Special • Outdoor Ed is an excellent site Needs Green Design and Building for safety resources and training. • Adventures Without Limits offers This website hosts the Adventure a good directory of Oregon and Practices & Recreation Law Community, • East Bay Regional Park District: regional resources on working a private online community that Camp Arroyo. Straw-bale insula- with people of all abilities (www. requires an annual subscription. tion and solar-heated pools are awloutdoors.com). Many members specialize in out- among the many green features door and recreational law (www. • National Center on Accessibility at this camp in California (www. outdoored.com). provides studies on accessibility, ebparks.org/activities/daycamps/ facility retrofitting and inclusion arroyo). • Outdoor Safety Institute is a (www.ncaonline.org). Colorado-based company of- • Just DO-IT (Disabilities • Mark E. Benton et al., “Green and fering custom risk management Opportunities Internetworking Sustainable Design for Camp services and online assessments Technology) is a University of Facilities” Camping Magazine, (www.outdoorsafetyinstitute. Washington program that lists March-April 2005, accessed com). February 27, 2011 (findarticles. communication guidelines and com/p/articles/mi_m1249/ • SNEWS is a fee-based website housing considerations to im- is_2_78/ai_n13681609/). featuring outdoor and fitness- prove education accessibility and related news, including national universal design principles (www. Green Procurement safety reports (www.snewsnet. washington.edu/doit/; www. com). • “Green Procurement,” GreenBiz. washington.edu/doit/Brochures/ com, accessed February 27, 2011 • Oregon Environmental Academics/equal_access_hrl. (www.greenbiz.com/business/ Management and Oregon html; www.washington.edu/doit/ Brochures/Programs/ud.html). research/report/2004/01/20/ Military Department, Search and green-procurement). Rescue Annual Report • Multnomah ESD: Supporting (www.oregon.gov/OMD/OEM/ Children with Special Needs Safety and Wellness tech_resp/sar.shtml). (www.mesd.k12.or.us/os/ • American Camp Association • Corvallis Outdoor School: OutdoorSchool/Special_Needs. offers online injury and illness Emergency Medical Information html). prevention courses related to Form in Spanish (http://www. • Individuals with Disabilities providing healthy camp experi- csd509j.net/outdoor_school/ Education Act of 2004 ences for participants and staff. wp-content/uploads/2008/09/ (en.wikipedia.org/wiki/Individuals_ These courses, based on results informacion-medica-en-caso-de- with_Disabilities_Education_Act). from ACA’s Healthy Camp Study emergencia.pdf).

56 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program • Steve Brannan et al., Including Multicultural Communication Youth with Disabilities in • Corvallis Outdoor School: Outdoor Programs: Best Outdoor Camp Information Practices, Actions and Resources in Spanish (www.csd509j.net/ (Urbana, IL: Sagamore Publishing outdoor_school/wp-content/ LLC, 2003). Two copies and one uploads/2008/09/escuela- CD are available at the PSU li- campestre-informacion-2008.pdf). brary. The CD contains skill level • Multnomah ESD: Parent assessment information for both Information in Four students and parents. More than Languages (www.mesd.k12. 150 parks, recreational and edu- or.us/os/OutdoorSchool/ cational titles, including this one, Resources_for_Teachers/ are available from Sagamore Entries/2010/8/2_Parent_Info_ Publishing’s website (www.saga in_Spanish%2C_Russian%2C_ morepub.com). Vietnamese___.html). • Melissa Navas, “Tigard-Tualatin Nurses Raise Liability Questions Funding Resources Over School Requests.” The • E2 Foundation (www.mesd.k12. Oregonian, August 28, 2010, ac- or.us/foundation). cessed January 30, 2012 (www. oregonlive.com/tigard/ • Friends of Outdoor School (www. • Multnomah ESD Job Descriptions index.ssf/2010/08/tigard-tualatin_ friendsofoutdoorschool.org). (www.mesd.k12.or.us/os/ schools_nurses_seek_balance_ • InspireOut. Justin Swift and OutdoorSchool/Opportunities/ in_caring_for_medically_fragile_ Melissa Amacher of InspireOut Opportunities.html). students.html). have formed an organization to raise scholarship funds for • Nature’s Classroom in New three outdoor schools, including Hampshire offers a helpful re- Klamath Outdoor Science School cruiting job description with a in Southern Oregon. They hiked realistic daily schedule (www. the entire Pacific Crest Trail in naturesclassroom.org). This site 2010 to raise awareness and funds was formerly known as Boston Case Studies and Evaluation (inspireout.com). University’s Sargent Camp. of Camp Benefits • Dr. Lynette Fleming’s Reflective • Steve Brannan and Ann Fullerton, Human Resources Practitioners: Environmental “Case Studies Reveal Camper • American Camp Association has Educators Share Their Growth.” Camping Magazine, position description templates for Professional Development Needs January/February 1999, ac- most camp jobs (www.acacamps. for the Next Five Years (2010) is cessed February 27, 2011 (www. org/members/jobdesc/titles.php). available on the Environmental acacamps.org/campmag/ • American Camp Association’s Education and Training cm991case). “State by State Information for Partnerships (EETAP) website Camps - Regulations and Other (www.eetap.org). English Language Acquisition Info” offers information pertain- and Literacy ing to hiring seasonal workers and • Project GLAD (Guided Language wage law (www.acacamps.org/ Acquisition Development) is a sites/default/files/images/public model of professional devel- policy/regulations/print.pdf). For opment in the area of English additional information, see www. language acquisition and lit- acacamps.org/publicpolicy/ eracy, which promotes academic minwage and www.dol.gov/ achievement and cross-cultural elaws/esa/flsa/screen75.asp. skills (www.projectglad.com/glad. html).

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 57 Further Reading • Harvey Daniels et al., Best Practice: Today’s Standards for Teaching and Learning in America’s Schools (Portsmouth, New Hampshire: Heinemann, 2005). Child-centered instruction with an emphasis on interactive approaches. • Jeff Albin, Changing the Message: A Handbook for Experiential Prevention (Bethany, OK: Wood ‘N’ Barnes Publishing, 2004). An interesting discussion of ropes courses and group development activities, from a professional with a background in drug and alco- hol prevention, yoga instruction and wilderness survival. Includes a classroom-based “Yoga on the Notable School and College ecopsychology, environmental Ropes” course that uses yoga tools Programs education, outdoor adventure like blocks, mats and straps for • Mt. Hood Community College education and wilderness leader- adaptable team-building exercises. in Portland, Oregon is “the only ship (www.prescott.edu). • Gregory A. Smith and David Sobel, collegiate-level academic pro- • Antioch College in New Place- and Community-Based gram in the Northwest affiliated Hampshire offers majors in envi- Education in Schools (London: with the Wilderness Education ronmental education and science Routledge, 2010). Discusses the Association (WEA). Mt. Hood teaching (www.antiochne.edu). effects of place-based education Community College is a current on academic performance, stu- educational institutional partner • Lewis & Clark College Graduate dent engagement and civic partici- with the Leave No Trace Center School of Education and pation, and notes the limitations of for Outdoor Ethics. The Leave No Counseling offers place-based relying upon test scores. education and eco-therapy Trace principles strive to educate • Randall Grayson, Creating courses. See profile in Chapter all those who enjoy the outdoors Exceptional Camps: Tools and Four (www.lclark.edu). about the nature of their recre- Resources for Improving the ational impacts as well as tech- • Western Washington University Outcomes of a Camp Experience. niques to prevent and minimize in Bellingham, WA has an outdoor Grayson is a specialist in emotional such impacts.” Graduates of the leadership major and environ- intelligence, and camp develop- MHCC Wilderness Leadership mental science programs (www. ment consultation (www.vision and Experiential Education wwu.edu). realization.com). (WLEE) program receive the fol- • Collin Ellard, You Are Here: Why lowing certifications: First-aid/ • Montreat College in North We Can Find Our Way to the CPR; Wilderness First Responder; Carolina offers a Bachelor of Moon, But Get Lost in the Mall Leave No Trace Master Educator; Science in Outdoor Education (New York: Knopf Doubleday, Swift Water Rescue Technician; or Outdoor Ministry, as well as 2010). This Canadian author Climbing Wall, Single Pitch and minors in outdoor education and writes about modern people los- Challenge Course Facilitator; outdoor ministry (www.montreat. ing intuitive wayfinding abilities. Avalanche Level I and II; WEA edu). Discusses studies on spatial cog- Stewardship; and WEA-certified • Catlin Gabel offers private pre- nition; psychology and the built outdoor leader (www.mhcc.edu/ K through high school educa- environment; the effects of natural WildernessLeadership.aspx). tion in Portland, OR. See profile settings on behavior and feelings; • Prescott College in Arizona of- in Appendices (www.catlin.edu/ and reconnecting children with fers interdisciplinary fields include middle/outdoor-program). natural spaces.

58 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Appendices

Representative Histories, Mission Statements and Program Descriptions Multnomah Education Service District Outdoor school began in Multnomah County in 1966 as a week long residential program. Multnomah Education Service District (MESD) – then known as the Intermediate Education District – received a federal grant through the 1965 Elementary and Secondary Education Act to pilot an outdoor school project in the four-county metro area. Known in the 1960s as Oregon Outdoor Educators, this was the state’s first large-scale, long-range outdoor education program.

During the 1966-1967 school year, 8 percent of sixth-graders in Mult- nomah, Washington, Clackamas and Columbia counties attended outdoor school, thanks to federal grants.

In 1968, the Intermediate Education District took over program funding and provided Outdoor School to students in the other three metro counties at cost.

The program grew quickly; by the 1970-1971 school year, all 9,000 sixth- graders in Multnomah County had the opportunity to attend. Other counties, including Washington and Clackamas, soon added similar programs.

Today, MESD operates five residential sites in spring and fall. It offers Outdoor School to every district in Multnomah County, and also contracts with outside schools. In Multnomah County, classes must participate at the district level: either the entire district participates, or no classes from the district participate. As of 2011, all eight county districts participate, with some doing partial-week programs.

MESD Outdoor School’s mission is as follows: • Teach field-based science concepts as they relate to natural resources. This instruction is hands-on and meaningful for real life. • Provide instruction that promotes critical thinking and collaboration. • Extend science instruction beyond the classroom. • Implement planned activities that promote participation in cooperative living experiences, performing arts, recreation and structured events. • Provide for the safety, physical and medical needs of all students.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 59 • Promote self-esteem, leadership place at Camp Magruder in Rocka- in time for the 1988 camp season. and confidence among sixth- way Beach under the auspices of grade and high school students. Tillamook County Education Service In 1990, Creative Memories Co. District. reformed as a nonprofit. Two years • Practice gender and ethnic equity, later, it gained tax-exempt status. and honor and promote diversity In the 1977-1978 school year, the In 1997, a law firm insisted that the and multicultural awareness. program moved to Camp Meri- name be changed, on the grounds • Teach interpersonal skills and pro- wether, a coastal Boy Scout camp that The Antioch Company of Ohio vide opportunities to apply them just south of Cape Lookout. Be- had a “Creative Memories” divi- in a variety of settings. cause camp was held in late spring, sion. To avoid legal costs, Creative it tended to be an extremely wet, Memories Co. changed its name to • Address the needs of all learners, muddy and windy experience for all Tillamook County Outdoor School regardless of individual learning concerned. (TCODS). differences or challenges. • Treat each student and staff per- After a few years of spring at In the late 1990s, DeAnna Walker son with dignity and respect. Camp Meriwether, the three camp Upton, along with many helpers, directors – Bill Bentley, Sandra began fundraising efforts to wipe www.mesd.k12.or.us/os/ Archerd and Dean Bones – de- out the debt Dean and Laurie had OutdoorSchool/Welcome.html cided to hold camp in fall, when incurred while producing outdoor the weather was nicer and the trails school, and to keep the per-student Northwest Regional were in better shape. Another ben- price as low as possible. Fundraising Education Service District efit of offering camp in fall was that included rummage sales, sales of students would begin the school local savings cards, dunk tank op- Northwest Outdoor Science year with the knowledge and skills erations at the county fair, and wait- School contributes to the develop- gained during camp still fresh in ing on tables at the annual Oregon ment of environmental literacy and their minds. At that time, camp con- Hunters Association dinner (which responsible citizenship, provides sisted of three one-week sessions, has since become the annual hands-on learning experiences that each of which hosted roughly 100 TCODS Steak Dinner and Auction). integrate with local school curricula, sixth-graders. Thanks to these efforts, the debt and promotes knowledge and ap- was taken care of, and Tillamook preciation of the natural world. In the early 1980s, Tillamook County Outdoor School was able to County ESD ended its support of the lower its per-student price from $98 Its curriculum meets standards program. Dean Bones continued to to $90. set by the Oregon Educational Act plan and direct outdoor school for for the 21st Century, and aligns with the Tillamook School District; other www.oregoncoast.com/tcods/ benchmarks for fifth- and eighth- school districts provided their own grade science, math, English, social outdoor school programs. After sev- Coast Range Natural sciences, health and physical edu- eral years of this arrangement, all of Resources Education cation, and the arts. It also exposes the school districts were once again students to careers in science and holding outdoor school together. Organization natural resource management, by The Coast Range Natural Re- allowing them to participate in real During this time, all program sources Education Organiza- money came through East El- scientific research through data col- tion (CRNREO) is a partnership of ementary School, where Dean was lection and analysis. schools, businesses, agencies, orga- teaching. In the summer of 1988, nizations and individuals dedicated www.nwresd.k12.or.us/instrserv/ concerns arose about the legality to developing, implementing and noss/index.html of processing other districts’ mon- promoting natural resources educa- ey through one district’s school. tion and related programs, including Tillamook County Outdoor Therefore, roughly a month before Forest Camp Outdoor School. the 1988 camp session, Dean and School his wife Laurie formed a company Forest Camp Outdoor School Outdoor school for sixth-grade to provide the program. Creative provides environmental educa- students in Tillamook County began Memories Co. operated as a for- tion to the public through partner- in the late 1960s as a pilot project profit company, because this was ships with local schools; local, state of Oregon State University. It took the only way to form the company and federal agencies; businesses;

60 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program and organizations. The program’s primary focus is to increase knowledge and appreciation of Oregon’s natural resources among its sixth- grade target group. The intent is to make students aware of Oregon’s culturally diverse environment and inspire them to take informed actions that protect natural resources. By fostering individual responsibility to recognize, conserve and preserve these resources, the partners further their message of caring for the land and serving its peoples.

Coast Range Natural Resources Education Organization A History by Jan Robbins group. A cook prepared food on-site supporter. Founding staff retired or In the early 1990s, the small com- with assistance from parents, and a moved on, but a significant number munities of Alsea, Eddyville and “Camp Mom” kept the students ac- of the founders still return each year Alpine joined with the Alsea Ranger counted for and busy. Classes were to volunteer at Forest Camp. District of Siuslaw National For- taught by resource professionals est and two Oregon Department who volunteered time and materi- Today, Forest Camp serves about of Fish and Wildlife fish hatcheries als. The nurse was also a volunteer. 170 sixth-grade students from Alsea, (Fall Creek and North Fork Alsea Conditions were primitive, and there Zion Lutheran, Monroe, Scio, Ham- River) to put on a five-day residen- were no shower facilities. ilton Creek and Lacomb schools. tial outdoor school program for Forest Camp moved to Camp Tad- sixth-graders. Zion Lutheran School In 1996, participating schools and mor in 2003, and the program costs in Corvallis joined the participants partners formed CRNREO to clarify about $100 per student for the enduring the development phase of partner roles, obtain recognition tire five days. Parental support with this program. and support from participating busi- cabins, kitchen duties, transporta- nesses and organizations, and attain tion and fundraising is critical to the The founders’ motivations varied. nonprofit status for the purpose of continued success of Forest Camp. Some had taken students to out- applying for grant funding. Instructors from roughly 10 agen- door school and been impressed, Despite many challenges, For- cies and businesses, and coordina- and some had children for whom tion from the CRNREO board, are they wanted to provide this oppor- est Camp proved to be sustainable, thanks in large part to the commit- also essential to producing a quality tunity. Others were educators who annual program. needed an effective way to reach ment of individuals representing the regional youth. No single person partners. Two of the original schools had a great deal of time or money closed, and new schools joined Lincoln County Outdoor to contribute, but they found that by CRNREO. Alsea Ranger District was Learning Program consolidated to another district and pooling their resources, they could Mission: produce a quality program. the Alsea ranger station was sold. Fall Creek Fish Hatchery became • Teach field-based science con- The first Forest Camp took place at the Oregon Hatchery Research cepts as they relate to natural Fall Creek Fish Hatchery in spring of Center, and the upgraded facil- resources. This hands-on instruc- 1992. Roughly 90 students partici- ity could no longer house Forest tion is meaningful for real life, and pated at a cost of $35 per student. Camp. One business partner was supports Oregon’s educational Student groups camped in surplus sold to another company and even- benchmarks. It also aligns with the military tents, with a parent and high tually left the area, while another mission and goals of the natural school student supervising each business partner has been a stalwart resource agencies involved.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 61 • Provide instruction that promotes critical thinking and collaboration, and helps youth to be good stewards of the land. • Extend science instruction beyond the classroom, giving students much-needed laboratory and outdoor field experience. These activities promote learning and health goals supported by the research of Richard Louv, and nurture a cultural and historic understanding of the area through native arts and culture. • Implement planned activities that encourage participation in cooperative living experiences, performing arts, creative arts, singing, storytelling, recreation Klamath Outdoor Science Nine overflow U.S. Forest Ser- and structured events. School vice sites (or “out camps”) are available, including Lake of the • Provide for the safety, health and A conversation with Bill Hunt, Woods, which is roughly 20 miles well-being of all students. Executive and Education Director away. These sites can be leased if • Promote self-esteem, with Klamath Outdoor Science KOSS is double-booked. If satellite leadership and confidence School camps are utilized, the main camp among sixth-graders and high needs to have state-of-the-art school students. Give students Klamath Outdoor Science facilities in order to meet county opportunities to share their School (KOSS) was originally requirements. artwork with each other, and conceived in 1999. The first tent with a wider audience, through camps were in place by 2003, and Budget and Funding performance and other means. yurts followed in 2005. Because KOSS is a nonprofit with • Practice gender and ethnic Currently, 30 to 80 students and a mission to channel funds toward equity, and honor and promote staff routinely attend two- to four- education, it originally offered free diversity and multicultural day residential programs at this or low-cost programming. It has awareness. Students practice rustic camp. The facility is usually since had to “retrain” participat- native language acquisition skills. at capacity. ing schools to get them to pay at least 30 percent of the cost. KOSS • Teach interpersonal skills and staffers often meet with teachers provide opportunities to apply KOSS prioritized building capac- one on one, which has earned the them in a variety of settings. ity before improving its facilities. Its current two-part master plan program important allies. • Meet the needs of all learners, includes electricity, heat, septic regardless of individual learning KOSS analyzed its $45 per and restroom improvements to be differences or challenges. student per day resident fee and funded by a local capital campaign, found that it did not cover em- • Treat each student and staff as well as secondary improvements ployee salaries, phone, insurance person with dignity and respect. to the kitchen and dining hall. or administrative support costs. Give youth opportunities to Therefore, KOSS has updated this practice these skills. Native art KOSS is located within the 10- fee to $65 per student per day, acre Sun Pass State Forest and teachers and staff are especially which reflects all expenses. known for modeling these surrounded by 30,000 acres of un- qualities in all aspects of the developed land and tent space. The The U.S. Forest Service and the daily routine. Klamath Bird Observatory is nearby. U.S. Fish and Wildlife Service pro-

62 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program vide scholarship funding and take from the nearby Lava Beds National lead roles. KOSS has never turned Monument. a student away, not even for its summer programs. The scholar- Paid liaisons trained as natural- ship fund has rarely been used in ists or teachers work 20 hours a past years, but is set to increase week in area schools. They give after a recent InspireOut fundrais- presentations, break down barriers ing trek along the Pacific Crest to outdoor education, locate funds Trail. and target small grants.

KOSS depends on multiple Insurance partner funding sources, including Oregon Watershed Enhancement As of this writing, KOSS is review- Board, Klamath County Title III ing its costly $2 million local insur- funds, the Meyer Memorial Fund, ance policy. Bill noted that there are Site often legal ramifications to insur- the Gray Family Fund, the Jeld- Outdoor school is held at the ance duplication between school Wen Foundation, the Collins Foun- Sutter Lake Methodist Camp near districts and private programs. dation and OSU. Sisters, which is about 60 miles Camp insurance may be totally void from Prineville. The school rents the Bill would like to oversee fewer where other coverage, including facility for three weeks in the spring, time-intensive grants and save the Oregon Health Plan, applies. 4H and provides its own educators, more money internally, so that programs provide full dental/health cook and food. A lake, creek, fish more funds can go toward pro- insurance for partners at a rate of 25 hatchery and forested areas are all gramming. Local fundraising has cents per student per day. been sluggish, but some banks in the immediate vicinity or within a have made sizable donations. State law or county health depart- short bus ride. Construction and logging business ments may also require a participat- contributions have been on hold. ing hospital letter for rustic camp Curriculum settings. Students use the curriculum guide Bill would also like to streamline primarily in the classroom. On the statewide communications and www.klamathoutdoorschool.org three full days, they undertake for- funding, and reduce competition estry, wildlife and plant plot studies. among the wide range of commu- Two School-Based nity groups trying to offer outdoor Programs Students learn to work together education services. KOSS currently early in the week. Teachers lead has 30 to 40 partners, and has a Crook County Schools in them in a low ropes course on the goal of working with 70 provid- Prineville first day, teaching them to climb a ers to provide “cradle to coffin” “spider web” and over a high wall. education from Northern Califor- A Conversation with Lori Meadows, nia through the Klamath Basin and Teacher and ODS Director Evening programs include music, into the Rogue Valley. storytelling and skits. At a conclud- Crook County’s outdoor school ing banquet, each student receives program has enjoyed more than 50 Curriculum and Outreach an award. years of continuous support, much Schools can design their own cur- of which has come from dedicated riculum. KOSS provides the resi- grandparent alumni. An Oregon Budget and average costs dential program and food service, State University grant launched this Annual costs range from $60,000 as well as a packet that includes a program in the 1950s. In the first to $65,000. The majority of the packing list, scholarship form and year, a teacher named Mrs. expense comprises personnel costs, gear rationale. A “winter wonder- McCormack took one class. By including contract pay for 24/7 duty land” curriculum is popular through 1960, all students were attending. for nine teachers and substitutes, June, when the snow melts. KOSS and three cooks. draws from a pool of natural- As of 2011, all sixth-graders from ists who work with three to four three Crook County schools attend The average cost per student schools, as well as Park Service staff this five-day program together. is $350 per week. Each student is

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 63 asked to pay $100, which is less than a third of the true cost. Some students contribute their school lunch money subsidy for the week.

Between 2007 and 2010, the program faced cuts, but it was saved by fundraising (including grants and private donations). Recently, $24,000 in grant funds contributed to the annual total of $65,000.

Transportation and food At $10,000, transportation costs are a relatively small part of the budget. The state reimburses 70 ors run the evening programs and Funding percent of this amount, after which help out in the cabins. the school district pays for only Carol used the Oregon Depart- $3,200. ment of Education standards guide Mt . Pleasant Elementary, as a basis for evaluation, which was Food costs total approximately Oregon City integral to the school’s grant ap- $1,600. Staff taps into the school A Conversation with Principal Carol plication to the Gray Family Fund. lunch program; at least one-third of Kemhus Grant amounts ranged from $8,000 the food comes from this govern- to $10,000 per year. ment commodities program. One In 2009, when Mt. Pleasant Ele- school district employee works with mentary returned to outdoor school The recent addition of Metro’s solid other chefs (including a retired head after a 15-year absence, the other waste and recycling funding ($57 per cook who has worked for 15 years seven elementary schools in Oregon student) is also immensely helpful. at outdoor school). They order fresh City were participating. Clackamas Each student contributes $50 toward milk and purchase fresh vegetables. ESD had paid for outdoor school in the $270 tuition for a four-day spring previous decades. When allocations program. Fall and winter fundrais- Home-style meals served to tables changed, Carol Kemhus spent three ers, including sales of discount pizza of eight are a big part of the camp years researching programs and cards, help with the rest. The PTC experience. Students also help to locating new funding. or parent club also provides each prepare and serve dishes. The menu teacher with a small stipend of $125 accommodates food allergies, and a Carol found that OMSI offered a as a token of appreciation. school nurse is always on duty. high-interest, hands-on outdoor school curriculum with a strong Carol feels that her school would Staff science foundation. Without this not have been able to participate Two co-directors, one male and high-quality program, her school without this crucial grant support. one female, alternate between would probably not have been able She worries about the sustainability directing and teaching each week. to return to outdoor school. She of outdoor school participation with- They split the director’s salary. also points out that OMSI programs out the Gray Family Fund and Metro require less work from teachers, programs. Teachers choose 50 high school which results in greater buy-in. counselors after an application pro- Staff cess and assembly day. Each new Fifty-six percent of the students at group of staff members receives this Title I school live in low-income Staffers plan with OMSI teachers, three consecutive nights of train- households. They tend to have low who then teach a customized cur- ing on the ground rules for working vocabulary scores and limited hands- riculum. High school counselors as- with students. On the Sunday before on experiences. Many of them live in sist during program time and meals. camp, counselors take the students’ apartments and have never been to They attended Camp Magruder for role in the plot study they will lead the beach. Sixty fifth-grade students two years, and will now attend Camp that week. Three program counsel- attend the program each year. Attitude.

64 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program OMSI charges fees for attending Case Studies and tions, exorbitant costs, or run-down adults and students. They do not Interviews Related or inadequate amenities. Still others charge fees for one-to-one aides may be too small, too expansive who serve students with disabilities. to Developing a New or too upscale to accommodate These aides usually work six hours Site school-age youth. In some cases, per day and donate their time while planned curricula may require the at outdoor school. Creating a Master Plan camp to be near a specific natural A master plan provides the frame- feature or resource. Evaluation work for developing a facility that Given adequate financial re- 1. Pre- and post-camp tests. meets practical goals, fulfills an sources, retrofitting an older camp All campers take the Oregon organization’s mission and attracts facility may be feasible. Alternatively, Assessment of Knowledge and funding sources and community designing a new facility with eco- Skills (OAKS) test. Results are support. friendly features could be a great op- charted and recorded online. The Snowden Wetlands Outdoor portunity to create a lasting legacy. Science test scores show an im- School Master Plan – published provement of up to 20 percent in 2010 as a report to The Or- Sustainable design since 2009. Students can take egon Community Foundation and With ample planning, an expe- the test up to three times in one the Gray Family Fund – includes rienced designer and adequate year. Newer teachers learn to program inspiration and history; funding, it is possible to incorporate tailor lessons to improve scores an executive summary; organiza- sustainable features into your camp and support the outdoor school tion background and mission; site design, including: curriculum. access, map and natural features; • Energy-efficient lighting, HVAC ecology of site, flora and fauna; cur- 2. Journal writing. Students make systems and daylighting. journals with recycled paper rent site uses; curriculum descrip- covers and write in them every tion; outdoor school case studies; • Rainwater harvesting. day. At camp, OMSI staff asks goals and keys to success; safety • Water conservation features in all them to answer questions in considerations; strategy and imple- plumbing and landscaping. mentation summary of research, these journals. • Local, recycled or salvaged build- restoration, facilities and permitting; ing materials. 3. Slide show. Each student re- financial plan and conclusion; and ceives a CD copy of this emo- relevant forms. • Solar electricity, lighting, heating tional presentation. and hot water. Putting this amount of detail into 4. Surveys. Students and counsel- • Green roofs. a master plan requires a long-term ors fill out surveys on the last commitment and expert input. An • Composting restrooms. day of outdoor school. active board comprising volunteer • Movable, multipurpose covered 5. Thank-you letters. Students experts in specific fields like permit- spaces. write thank-you letters to the ting, budgeting and site restoration • Waste reduction and recycling Gray Family, and teachers will make this task much easier, and stations. review them for writing im- can also help to raise funds when provements and evidence of appropriate. • Low-maintenance landscaping. concrete learning. Camp Design, Retrofitting a Camp Carol notes that it’s difficult for A retrofitting project at Camp standard evaluation tools to cap- Construction and Twin Lakes in Georgia is adding ture the emotional intensity and Retrofitting many green features, all of which life-changing impact of outdoor Some locales may not have a are described on the camp’s web- school on students’ outlook and suitable facility available for outdoor site (www.camptwinlakes.org/ behavior. Of the sixth-graders who sessions in spring and fall. Existing aboutus/going_green.html). attended in fifth grade, 90 percent facilities may not have adequate say it was the best experience of heating, especially if they are used The renovation is funded in part their school year and hope to re- primarily for summer programs. by an innovative partnership be- turn as counselors. Other facilities may have use restric- tween The Community Foundation

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 65 for Greater Atlanta’s “Grants to Green” initiative and Southface En- ergy Institute, which is a nonprofit focused on resource conservation. Through this partnership, building assessment and implementation grants are available to Georgia workplaces, including camps.

Recent improvements to Camp Twin Lakes include installing low- flow fixtures for plumbing; convert- ing existing teepee structures into breathable, adjustable covered areas; and constructing a treehouse with a green roof.

Kitchen design Camp kitchen spaces typically require larger, commercial-sized ap- bia River Gorge, from Mt. Adams Eventually, CGEI hopes to have pliances and lots of counter space. in Washington to Mt. Hood in the capacity to move forward with It’s particularly important to have Oregon. a capital campaign. With help from ample clearance next to opening nonprofits, timber companies and ovens, and good acoustics so that Aaron suggests that when look- a realtor, CGEI is looking for prop- co-workers can hear each other ing for a new school site – espe- erty close to Hood River. The staff across the workspace. It’s also cially one that requires building would consider a long-term lease helpful to locate prep space next to new structures – you should or ownership, and will conduct due a storage area for clean trays and choose a site that has already been diligence for any prospect. To sup- other supplies, so that staff will not disturbed in some way, so that the port this effort, CGEI recently held a have to pass through the cooking development is less detrimental benefit concert series in partnership area to access them. to the environment. An old log- landing site is one example of a with local wineries and food-orient- Many older kitchens lack ad- disturbed site. ed nonprofits. jacent covered or animal-proof recycling facilities. When retrofit- Central proximity to the popula- Michael Becker is a science teach- ting such facilities, it’s wise to add tion being served, and to a natural er who has transformed a Hood space for a composter, worm bins, area that typifies the region, are River middle school into a model and roll carts or shelves containing also important. As an example, the green school with a classroom that recycling stations. Hood River Valley is an accessible meets the Living Building Challenge transition zone between forest and standard. He and Aaron have dis- Selecting an Outdoor shrub/steppe ecosystems. cussed the need to have an outdoor school center that also functions as School Site Site design should be simple and a community center throughout the A Conversation with Aaron accessible, while aiming for the year. They have made inquiries with Morehouse, Columbia Gorge smallest possible environmental the county and looked at long-term footprint. This generally requires a Ecology Institute lease possibilities. You can read longer planning process. It’s par- more about the Hood River Middle Aaron Morehouse has served as ticularly important to consider the School Outdoor Classroom Project director of Columbia Gorge Ecol- program service area and the pos- and CGEI at www.clearingmagazine. ogy Institute (CGEI) since 2009. sibility of decreasing transportation org/archives/881. CGEI serves students within an costs. Sites should model the highest hour of Hood River, Oregon, in a building standards and technology, www.gorgeecology.org service area that extends 2,000 including green power generation square miles across the Colum- and construction materials.

66 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Examples of nature. Meals begin with blessings org/), which was one of the first ac- Instructional and classes celebrate a variety of cessible recreation programs. This seasonal ceremonies. Students help Minnesota-based program, which Philosophies and with chores like animal husbandry began in the 1970s, hosts multiple Teaching Styles and gardening. They reuse catch- day trips and also offers internation- ment water in the garden, make al experiences. Place-Based Education at natural wax from the farm’s bee- Columbia Gorge Ecology hives, and make dyes to color the AWL co-founder Brad Bafaro wool from its sheep. started the first Community Based Institute Activity Program (CBAP) in 1990. It’s At CGEI, outdoor day programs Mother Earth School does not fol- a six-week, state-funded summer emphasize ecology and culture. low a specific curriculum. Instead, program for children with disabili- CGEI and its partners have created outdoor experiences and “forest ties and individual educational plans several outdoor-focused educa- adventuring” – rather than class les- (IEPs). AWL also hosts the Social and tion opportunities for K-12 children sons – cultivate gratitude, reverence Recreational Companion (SRC) Pro- and a school culture that embraces and awareness. You won’t hear gram, and year-round Adventures experiential learning. children singing “rain, rain, go away” Without Limits trips, which started at Mother Earth School. Here, rain in 1995. CGEI director Aaron Morehouse is cherished, plants are guides and described the experiential 10-week nature is not merely something to Staff SECRETS program, which includes “extract lessons from.” Relationships Kris Williams is AWL’s sole full- eight classroom ecology lessons with people and animals are fun- time staff person. Part-time staff and a field study day. Students then damental, and group dynamics are includes an executive director and a present what they’ve learned to carefully cultivated. their peers and other classes at a registration coordinator. AWL relies family day, by performing skits or In the forest, students track on well-trained interns and up to songs that dramatize the concepts, beavers, raccoons, coyotes and 30 volunteer trip leaders each year. lessons and hands-on activities they deer, and learn to recognize edible The program also benefits from the enjoyed while at outdoor school. plants. Down by the stream, they help of three work-study graduate dig for clay and make pottery. They students who are earning degrees in Students are also helping to also mix natural paints, and paint physical, recreational and occupa- restore the site’s 60-acre wetland, symbols or animal totems on their tional therapy at Pacific University. which is habitat for endangered bodies. They earn $1,500 per semester. greater sandhill cranes. Daily activities include circle and Kris looks for mature volunteers Nontraditional Models For story time, yoga and finding “sit who have experience with the spots” for quiet introspection. Older outdoors, young people and people Outdoor Education students often sleep out under the with disabilities. It is rare to find Informal Education at Mother stars during overnight sessions. qualified staff with experience in all Earth School of the year-round activities that AWL www.motherearthschool.com/ organizes (e.g., skiing, rock-climbing Based at Tryon Life Community and caving). Safety and risk manage- Farm in Portland, Mother Earth Adventures Without Limits ment are especially important. For School provides summer programs A Conversation With Kris Williams, instance, rafting guides must have for preteens. Both primary instruc- Program Director swift water and rescue knowledge. tors are certified in Waldorf education. The school also pays for Adventures Without Limits (AWL) Funding and costs additional training in permaculture is a community-supported non- and “primitive skills,” some of which profit that has demonstrated best In addition to a well-supported fall happens on-site. management practices since 1990 fundraising auction, AWL organizes through its inclusivity, affordability, annual Swim-a-Thons and Christmas The school combines Waldorf accessibility and broad partnerships. tree sales. Foundation and business education with a variety of earth- grants, program fees and a donor centered philosophies, which are AWL is modeled after Wilderness drive also support AWL’s mission. For more experiential than academic in Inquiry (www.wildernessinquiry. example, a 2010 Nike active sports

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 67 grant of $20,000 supported AWL’s issues. A Washington County grant work on communication skills and work with P:ear and Girls Inc. on serves youth with this program. decrease infighting. programming for homeless and at- risk youth. In 2006, the Gray Family AWL also uses adaptive equipment Synergo (www.teamsynergo.com/) Fund supported custom trips with that makes it possible for quad- trains team-building facilitators P:ear as well. riplegics and amputees with varying throughout the Northwest. Staff- degrees of trunk strength to kayak ers run or build custom high ropes For 10 years, REI has been the and raft. Specially retrofitted boats, courses for camp facilities, includ- main sponsor for the Banff Moun- like a foam outrigger that will not tip ing Camp Yamhill, which also has a tain Film Festival, which runs for over, are also useful for this purpose. climbing tower, low elements and a three sold-out nights at the Bagdad Shriner’s Hospital, Oregon Disability zip line. Theater in Portland. REI advertises Sports and Portland Public Schools and sells tickets, and AWL receives all have adaptive and inclusive recre- Other northwestern Oregon ropes ticket proceeds of approximately ational programs through AWL. courses are available at Camp Collins $14,000. on the Sandy River, and Tree to Tree A recent open-enrollment raft trip Adventure Park, which is a for-profit Trips are relatively low-cost. A on the North Santiam River included high ropes and aerial adventure normal rafting trip costs AWL $25 able-bodied persons, young adults facility located on Hagg Lake (www. to $30; the open-enrollment cli- with developmental disabilities like treetotreeadventurepark.com/). ent charge is $48. The majority of Down syndrome, and companions their trips are custom trips for other or family members assisting them. The Forest Grove School District organizations, for which students A young student attending with his organized an afterschool program usually pay nothing. There is nor- friends clearly appreciated the sup- and summer success academy as part mally one open-enrollment trip portive atmosphere, and remarked of a $2 million, five-year federal grant each week. that he felt out of place at his high program. In 2010, AWL organized their first six-week academic and out- AWL also offers “adventureships” school. Although neither of the men doors program for 125 Hispanic stu- that help low-income adventurers with Down syndrome was very ver- dents, including some from migrant and families of disabled children to bal, one of them obviously loved the families. During this “adventure sum- participate. AWL never turns people water and could swim quite well. down for lack of income. mer camp,” the sixth- to eighth-grade Companion program students studied academics each AWL provides up to six two- and morning. Monday through Thursday, three-day activity trainings each Many of AWL’s disabled clients from noon to 5 p.m., they had kayak- year. Trip insurance is provided lo- work with state-funded brokerages, ing instruction at Hagg Lake, engaged cally through WSE insurance; AWL which were established in 2000 to in on-site recreation and community- ensure that all disabled people are pays $12,000 annually, based on the oriented service learning, and took able to connect with necessary re- diverse population they serve and trips to OMSI and the Oregon Zoo. sources, particularly after graduating the activities they offer. On Fridays, they took full day trips: from high school or turning 21. rafting on the North Santiam River, Office and warehouse space is caving near Mt. St. Helens, creek donated, and AWL shares it with Each client is matched to a paid walking in the Columbia River Gorge, complementary organizations that companion for 40 hours each recumbent bicycle riding, ropes Brad, a special education adminis- month, and participates in activities courses and indoor climbing. trator, manages. AWL’s landlord also that build life and transition skills (e.g., learning how to ride MAX, or provides furniture, a copy machine During the river rafting trip, stu- shop without assistance). AWL’s and computer assistance. dents were able to raft safely with life Companion Program meets con- jackets and safety instructions, even tracts with these brokerages and Adaptive equipment though many of them did not know pairs companions with clients. AWL’s custom recumbent bike how to swim. One student fell out of program uses 15 three-wheeled cy- the boat at Spencer’s Hole, a Class cles that have a backrest and hand Other programs 3 rapid, and floated a small distance pedals for people who can’t use AWL staff recently took a Girls Inc. down river. When he was back in the their legs. These cycles also pro- summer group comprising Portland boat, he said it was the best thing vide stability for riders with balance inner-city youth to Camp Yamhill to he’d ever done.

68 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program that ate geckos. The story clearly sparked the students’ imagination and interest in the wider world.

Afternoon activities included cut- ting up pizza boxes to make solar cookers, and checking a solar dis- tiller to see how much water it had collected.

www.nwserviceacademy.org/

Catlin Gabel A Conversation with Paul Andrichuk, Head of Catlin Gabel’s Middle School Programs

Catlin Gabel, a private school in Portland, has never participated in a traditional outdoor school pro- This program is a model that AWL an AmeriCorps and NWSA overview, gram. Nonetheless, it has cultivated hopes to provide to other school ropes courses and an overnight an extensive tradition of outdoor districts. Although the outdoors has retreat at Mt. Adams. education and campus sustainability not been part of many students’ goals. Teachers are philosophically During a recent “Science in cultural experience, AWL activities dedicated to planning these experi- Nature” program, students ran in have reduced these students’ fears ences themselves. while building their self-esteem and a “plant identification relay race,” confidence. which required them to remember Students initially get to know each characteristics of native leaves and other at summer orientation. This www.awloutdoors.com cones. Afterward, they hiked down is especially important during the a trail in Sellwood Park, pausing to middle school transition, when as Portland Environmental sample an unusual wild yellow plum many as 26 new students may join. Engagement Program (PEEPs) on their way to the Oaks Bottom Discovery and campus days with a wetlands. Counselor Bailey referred place-based focus continue dur- PEEPs is a project of AmeriCorps to his copy of Wild in the City, and ing the year, as students go out and and Northwest Service Academy informed them that the area had work on the campus together. (NWSA). It demonstrates best prac- been a garbage dump in the 1960s. tices in creating interdisciplinary, Every fall session begins with the multicultural and place-based out- Students later discussed Rachel first-graders taking a class trip, with door education field studies during Carson’s book Silent Spring and an emphasis on outdoor education, summer day programs for young talked about eggshells cracking due taking positive risks, learning to live teens. These “Portland Explorers” to the bioaccumulation of DDT. in tents and cooking together. Fifth- take trips all over town, includ- They learned that other countries, and sixth-graders go to the coast ing area parks, the Metro garbage including Mexico, have different or Mt. St. Helens. Early intentional transfer station and Dignity Village, regulations that allow organic farms planning and curriculum integra- a community for the homeless. to use similarly harmful pesticides. tion with these more formal trips Every program week has a different helps students begin cooperative theme. Counselor Bailey then told a fas- activities, and try out activities from cinating story about the unintended Project Adventure and other well- Counselors receive two weeks ecological effects of a program known sources. of training, which includes non- in Borneo, which parachuted cats violent and active communication, into the rainforest to end an intro- In late winter, each division par- naturalist training at Metro’s Oxbow duced cycle of predation involving ticipates in four-day “breakaways,” Regional Park, a driving tour to hik- caterpillars that ate villagers’ roofs, which are a combination of day trips ing sites, activity planning, first-aid, geckos that ate caterpillars, and rats and overnights outside of middle

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 69 staff members for grades 6-12, with a half-time middle school staff, a three-quarter-time high school leader and a half-time director.

A core group of interested people was willing to fund a strong outdoor program at Catlin Gabel; they raised $500,000 to sustain the operational budget. Students are still charged for activities, but this fund subsidizes them. A longstanding faculty member still leads trips, even after retirement.

In light of recent climbing trag- edies at other schools, an advisory group that meets with the director of outdoor education has dis- school. There are also “winterim” lege visits or vacations during class cussed what constitutes “accept- experiences for high-schoolers and trips or special sessions. able risks” for Catlin Gabel. The “experiential days” for lower grades. head of the school has faith in this program and the staff has a high Some students go camping, while Trips during the summer and risk tolerance. As they see it, the others may sleep on a city gym floor. school year have included a llama packing trip in the Wallowas, fly alternative to positive risk-taking These activities are led by teachers fishing on the Clackamas River, is students who are either entirely and parents who share their pas- rock scrambling in the Trinity Alps risk-averse, or prone to taking sions; topics range from glass fusion and a caving trip. The school is inappropriate risks. art, cyclo-cross bicycling and healing also planning a global education arts, to birding and related research program that will offer two annual in wild eastern Oregon. Sustainability trips. As an example, middle and The 54-acre campus chose to high school students will be able to Costs for these mandatory ses- work toward a goal of zero waste sign up for a rigorous trek in Nepal sions do not exceed $300. Financial by 2012. In support of this project, or a visit to Botswana and Senegal. aid is available to all students for 50 teachers, parents, dining hall both programs. Peter Green, the director of out- and facilities staff participated in door education, is a member of the the 25-hour Natural Step training Outdoor education Mazamas, a Portland-based moun- (see Resources). Energy use, heat- Breakaways and day trips are dif- taineering and hiking organization. ing and lighting goals have been ferent from the outdoor education Several Mazamas Explorer mem- “metrixed out,” and staffers receive regular updates on the school’s program; 60 percent of the older bers are students at the school. progress. In addition, Paul hopes to students participate in the latter pro- A previous director of outdoor have skylights installed in the library gram. In 2008, the outdoor educa- education at Catlin Gabel orga- to increase day lighting. tion staff integrated its curriculum nized high-end trips – such as into the regular classes. Over the telemark skiing and skiing down Sixth-grade students work in a course of six sessions, students learn Mt. Hood – but participation was garden as part of their curriculum, necessities like dressing for weather limited. In 2004, staff researched and eighth-grade students visit and altitude, setting up camp and “nature deficit disorder,” and put organic farms as part of their food using camp stoves. The school together a proposal to get stu- unit, gleaning and preparing meals. publicizes these programs ahead of dents “unplugged,” instead of “just High school students have access time and notifies parents at back-to- playing soccer year-round.” The to an environmental elective com- school night. The programs require position of outdoor education bining history and science, which strong parental support, because director was reestablished. Now, includes hands-on research like parents cannot take students on col- there are three outdoor education collecting soil samples.

70 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Community sibly even a graywater system (pro- ing pool is “awesome.” Staff is hired vided legal codes can be modified). through a collaborative panel. Al- Catlin Gabel hosts a summer though Trackers is not hierarchal, it leadership program called PLACE does utilize some corporate-world (Planning and Leadership Across Business plan structures, as well as techniques for City Environments), which is open Trackers is a for-profit entity “colleague and peer development.” to students from other schools in that pays its staff $200 to $300 A minimal or flat bureaucracy is grades 9-12. This program works above the ordinary weekly scale. one of the program’s goals. with PSU masters planning students They have seen phenomenal rev- and Bureau of Environmental Ser- enue growth over five years, from Trackers is run like a “family vices staff, and does not focus on $40,000 to $500,000. An ambitious business with core values.” Staff outdoor education. part of Trackers’ five-year plan is to set their hours and salaries based build a 70-foot sailing boat that will Catlin Gabel hopes to become on three numbers: organizational sail to Hawaii. more diverse. Previously, the school goals, personal salary needs and capital development. reserved two free spots in its sum- Trackers leverages its resources mer experiences for students of as well as, or better than, most Trackers looks for skilled, col- color from other local high schools. nonprofits. Furthermore, they don’t laborative, low-drama people. Tony Unfortunately, they found that some need to write grants, and generally sees resumes as a “field guide” to communities attach a stigma to par- have more agility than nonprofits. each person, and scans them for ticipation in private school activities; Tony and his wife, Molly Strand, each evidence of traits like discernment African-American boys, in particular, take a modest salary of $21,000. and creativity. Viable candidates have been accused by their peers of The remaining revenue goes to staff attend a roundtable activity where “acting white” on returning to their salaries, scholarships, program needs they can meet up to 30 employees. community after a camping trip. and infrastructure investments. Tony hopes that Trackers will www.catlin.edu Parent demand has increased soon be able to offer a full year of from 14 children to about 180 chil- health insurance with co-pays to Trackers NW dren per week in both the Portland any outdoor educator who works Tony Deis used to work as a con- and San Francisco programs. As 10 weeks with the program. tract educator at Portland’s Tryon of this writing, Portland’s program Creek State Park, the Audubon Soci- is larger, but Tony believes the Program planning ety and Metro. He saw increasing California program will eventually Trackers adds classes based demand for traditional skills relat- surpass it. Although the southeast on client feedback; comments ing to wilderness survival, hunting Portland site could be expanded, received through social media and gathering. He branded this idea Tony feels that it is now at the opti- avenues, including a Trackers by launching Trackers, a bi-state mal “village size.” blog and Facebook; one-on-one outdoor education organization that Twenty-five percent of Trackers conversations; parental input on hosts day and overnight programs program planning; and instructor that teach “ancient skills” to people students receive scholarships. This knowledge. The afterschool proof all ages. self-funded program is not well advertised on Trackers’ website; gram was created in response to As of 2011, Trackers is expecting parents seeking scholarships gener- student need, organizational fiscal to lease or buy a 40-acre site on ally hear about it through word of development and the demand the Sandy River. It plans to build a mouth. Families don’t have to fill out for year-round jobs for outdoor residential summer camp, which it forms answering specific income educators. will also contract out for outdoor questions, but they do have to meet Trackers has not participated in school programming. with staff and explain their current the emerging EEAO curriculum need for assistance. Trackers’ approach is philosophi- database. Its staff does not use cally different from Multnomah one specific curriculum. Instead, it Staff recruitment and ESD’s more traditional model, which utilizes a series of useful stories to lacks a permaculture component. retention teach skills such as boat building, For instance, the Trackers site would Because Trackers pays higher tracking, fishing and identifying ed- have composting toilets, and pos- wages than average, their recruit- ible and medicinal plants.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 71 Tony is planning four to 19 and chickens, and connecting with indigenous cultures that have clear overnight and day trips for middle local organic farmers and ranch- cultural archetypes and a realistic school students, along with wilder- ers for bacon and meat preserva- buildup to adult responsibilities. For ness survival skill workshops and tion. Tony also expresses interest in example, Apache youth may leave archery apprenticeships where hyper-local coffee and local food their village guided by elders, travel students make their own bows. He buying groups. for many miles, experience adversi- is also working on a series of books ty, and return to the village with new Other activities focusing on sus- for parents, which will deal with information or skills that are useful tainability include having Trackers topics relating to outdoor educa- to their people. make their own beeswax crayons tion and Trackers programs. from locally produced honeycombs, By contrast, “youth camping and re-purposing wood pallets into overnight with a bag of granola” are Sustainability and the local useful crates. not experiencing a realistic pas- economy sage experience that incorporates a buildup to adulthood or relinquish- Tony’s goal is for Trackers to have Youth experiences ing of control. That type of experi- all supplies, foods and equipment When asked whether Trackers ence remains outside the context of be “hyper-locally made” within includes “rites of passage” activities their daily lives. Therefore, a more the Portland region. They spend in its programs for older youth, Tony culturally relevant passage experi- $150,000 a year on these supplies. said that this “buzzword” brings to ence might be to work with home- They are incorporating the local mind “little elves integrated into less youth in the city. food map and handmade economy the landscape.” Tony feels that into their curriculum, raising goats such passages work best within www.trackersearth.com

10 Tips for Teachers in 6. Promote the program. It’s not about you; it’s Integrating Service Learning about the students and their capacity to serve as a resource for their community. These tips developed by The Straub Environmental Learning Center may 7. Involve students in the selection of their work, be helpful for teachers who are beginning to inte- and in designing their products. This may be the grate environmental literacy into the classroom: first time they have some control over their learning. It can be empowering for them. 1. Start small, and find other teachers who are interested in doing a community project. Support and 8. As your work expands, think about ways for the collaboration are critical for success as you begin program to sustain itself after you leave. this work. 9. Don’t worry about having to know the content, 2. Don’t let issues like transportation and funding or being in charge of direct instruction. You will stand in your way. Be creative and persistent, and become a facilitator; instruction comes from employ all available community resources. the community partner and the curriculum resources you organize. One of the great joys of 3. Getting to know community partners is a must, this approach is that you often get to learn along so be prepared to make calls and meet with pro- with your students. Sometimes, they can even spective partners. They will probably be more than teach you. In other words, the teacher is not the willing to work with you, and may have resources “sage on the stage,” but the “guide on the side.” you can use. 10. Remember: This is about community! The work 4. Don’t let your class become a work crew. The students do must have a clear context. They work you do should be the work of your partner. should come out of their study knowing what This is not a field trip or guest presentation, but their community is, how it functions and how authentic involvement in your partner’s work. they can participate. This approach also fos- 5. Be organized and plan ahead. You can never fore- ters community building within the classroom, see all possibilities, but staying organized will make as students reconnect with themselves and you more successful with students and partners. each other.

72 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Sample Evaluations The Oregon Community Foundation Environmental Education Program Grant Evaluation Form You may recreate and expand this form on your computer, or download it from www.oregoncf.org.

Organization name: Portland Public Schools Date: June 30, 2010

Contact title: Senior Development Manager

Address: 501 N. Dixon Street, Portland OR 97227 Phone: 503.916.3447

Amount of grant: $40,000 Grant #: 2009-05113 Date received: November 2009

1 . Please describe the progress made to date on your project objectives .

Portland Public Schools’ Outdoor School Project had two objectives: (1) to increase the nature-oriented experience of the sixth-graders and high school students (Student Leaders) who attended the two weeklong programs; (2) to improve participants’ understanding of natural systems.

Activities and evaluation measurements address these objectives, both of which were met. The activities described in the Evaluation Plan were completed with the target audiences, using the specified tools. Participants were surveyed, activities were monitored and recorded, and the results were analyzed.

Objective I focused on the experience of 3,318 sixth-grade students and 779 Student Leaders who attended Outdoor School for a week during the 2009-2010 school year (one group in fall, and one in spring). Without this opportunity, none of these students would have been able to attend the program (a 100-percent increase in participation). Support provided through the Gray Family Fund covered the costs for 147 low-income sixth- graders, allowing them to participate fully. All district sixth-graders had the opportunity to attend Outdoor School, and all qualified high school students had the opportunity to become Student Leaders.

A sample of students who attended in spring 2010 completed a pre- and post-camp assessment survey. Par- ticipation in this survey was not mandatory.

Objective II focused on improvement in students’ understanding of natural systems. The attached survey reports demonstrate the program’s success in meeting this objective. In spring, approximately 170 sixth-graders submitted pre- and post-camp assessment surveys comprising nine identical science questions. The post-camp surveys show strong improvement on each response.

2 . Please describe the measurable results of the project so far .

Measurable results of the PPS Outdoor School Project include: A. A total of 3,318 sixth-grade students, including approximately 1,493 low-income students, were able to participate in Outdoor School for one week during the 2009-2010 school year. This figure is 7 percent higher than the target of 3,100 sixth-grade students. B. All qualified PPS high school students had the opportunity to participate in the program; 779 did so, which is fewer than the 930 targeted. All participants learned to teach at least one field study lesson, and more than 50 percent learned to teach two or more lessons. C. Students who completed the pre- and post-camp assessment survey demonstrated a significant improvement in their understanding of natural systems.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 73 Of the five identified outcomes (three for Objective I and two for Objective II), four were met. The remaining outcome (student level of participation in nature-oriented activities other than Outdoor School during the school year) has yet to be measured, but may be addressed in a questionnaire for seventh-grade students in fall 2010.

3 . Please describe any unanticipated outcomes of the project so far .

We expected a higher level of participation among high school students. We will address this issue in coming years through improved communication. The survey instrument was not implemented until 2010. Thus, although we developed useful data relative to both objectives, the full complement of 2009-2010 data is not yet available. In future, the assessment will be conducted throughout the year.

Some outcomes were not supported by data, because key questions were not included on the pre- and post- camp assessment surveys. In future, we will revise the instrument to align more closely with specific outcomes outlined in the proposal. Of the data collected, the post-camp assessment results indicate that the district’s students definitely learned excellent science at the Outdoor School sites. Each question shows strong improvement over the pre-camp assessment.

4 . Reaching intended objectives can present unforeseen challenges . Describe how your program adapted to overcome unexpected changes .

A primary challenge was how to measure whether 25 percent of sixth-grade students and 50 percent of Student Leaders would participate in nature-oriented experiences other than Outdoor School during the school year. No separate instrument was developed to measure this outcome, nor was this question included on the pre- and post-camp assessments. In future, we will either revise this objective, or develop an instrument to collect the necessary data from students at the end of the school year.

5 . Sometimes, the positive impact of a project is not easy to communicate in statistical terms . If this is true of your project, please share a story that illustrates the effect the project has had .

From David Wierth, Science Teacher:

About four weeks after our outdoor school experience, I decided to take my students on an overnight field trip to Camp Kiwanilong. From the inception of the idea, my students – with outdoor school memories still fresh in their minds – began planning the entire two-day event. They planned the menu, cooked the food, planned and executed the duty schedule (dining room duties, kitchen duties, campfire prep). They even taught the parent chaperones about symbiotic relationships, and how the four field studies at outdoor school are interconnected.

While we were at the beach, a number of kids climbed up onto a sand dune and urgently called to me. Think- ing something was amiss, I scurried up the hill, only to find that the kids wanted to show me that the view from the dune revealed a distinct edge between four very different biomes.

I was a very proud science teacher when I saw how excited they were to be applying powerful scientific concepts learned at outdoor school in the real-world context of our field trip.

Attach a copy of your original project budget, and identify both income and expenditures to date.

July 31, 2010

Senior Development Manager Date

Please submit your electronic evaluation to Lara Utman at [email protected] or call 503.227.6846.

74 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Gray Family Fund of The Oregon Community Foundation Environmental Education Program: Evaluation Plan Goals addressed by your proposed program (see directions):

Objectives Activities Target Audience Data Collection Tools Evaluation Design Outcomes What do you hope to What are your primary Who is your target How will you gather When and from whom will What specific results do you accomplish by implementing project activities? How audience? How many necessary data? What you collect your evaluation expect to accomplish (e.g., this program? many of each do you expect participants do you expect records or tools will you use information? what test results do you to complete? to serve? to measure progress? expect)?

Part I Objectives

• Number of individuals • ODS will recruit 930 high • 3,100 sixth-graders and • Actual count of students • PPS will ask sixth-grade • All qualified PPS high participating in nature- school Student Leaders 930 high school students attending ODS. teachers how many school students have the oriented experiences will from Portland Public from Portland Public students attended ODS. opportunity to become increase. Schools for at least one Schools. • Survey Student Leaders Student Leaders. week of the 2009-2010 on participation in • PPS sixth-grade teachers school year. nature-oriented will survey students on • All PPS sixth-graders experiences during the other nature-oriented have the opportunity to • PPS will send 3,100 sixth- 2009-2010 school year. experiences during the attend ODS. graders to ODS for a year. week. • Survey sixth-grade • 25 percent of sixth- ODS attendees on • ODS will report to PPS graders and 50 percent participation in nature- how many HS students of high school students oriented experiences attended. who attend ODS will during the 2009-2010 participate in other school year. • ODS will survey Student nature-oriented activities Leaders on other nature- during the school year. oriented experiences during the year.

Part II Objectives

• Understanding of natural • High school students will • 3,100 sixth-graders and • Actual count of students • PPS will ask sixth-grade • All Student Leaders will systems will increase. undergo training to teach 930 high school students attending ODS. teachers how many learn to teach at least one of four field studies from Portland Public students attended ODS. one field study lesson. (plants, animals, soil, Schools. • Survey Student Leaders Fifty percent will learn water) to sixth-graders. to discover which field • PPS sixth-grade teachers to teach two field study study each learned to will work with ODS to lessons. • High school students teach. perform pre- and post- will volunteer as camp camp assessments of • All sixth-grade attendees counselors for a week of • Pre- and post-camp sixth-graders. will learn how their ODS. assessments of sixth- actions affect the natural graders to determine • ODS will report to PPS world and how natural • Sixth-graders will learn what they learned at how many high school systems work together. how the four field studies ODS. students attended work together as part of a training, and how many larger natural system. attended ODS.

• Sixth-graders will learn • ODS will survey Student how their actions affect Leaders on which field the natural world. study they learned, and their favorite lesson activities.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 75 Sample Budgets

Portland Public Schools Outdoor School Project 2009 – 2010 Project Budget Evaluation Report

Revenue Sources

Original Income to Source Detail Status Funding Date

Metro $57 for 3,680 students (Revised: 3,318) $209,760 Secured $189,126

Friends of Outdoor Donation $80,000 Secured $97,494 School

Fee-for-Service $100 per student for students who do not $206,080 Secured $185,808 qualify for free or reduced-price meals (56 percent of 3,680 students) Revised: 3,318

District Contribution Cost of teachers, substitutes, fees and all other $776,214 Secured $668,756 costs related to Outdoor School participation for 3,680 (Revised: 3,318) district and private- school students.

Gray Family Fund Covers the cost for 147 low-income sixth-grad- $40,000 Secured $40,000 ers to participate in Outdoor School at $273 per student ($330, less $57 from Metro).

TOTAL $1,312,054 $1,181,184

ANNUAL BUDGET

Expenditure Category Detail EXPENDITURE TOTAL to Date

Teachers (143 teachers, 5 days, additional duty and $58,065 $49,538 overnight responsibilities) (Revised: 122)

Personnel Substitute Teachers $19,564 $81,024 $16,562

Classified Employees to Support $3,395 $3,395

Benefits FICA, Workers’ Compensation, Other Paid Benefits $19,591 $19,591 $16,749

Contract $330 per student (3,680) (Revised: 3,318) $1,214,439 $1,214,439 $1,094,940 with MESD

TOTAL $1,315,054 $1,181,184

76 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program Index

A accessibility 25–26, 32–34, 56–57, 67 achievement gap 8 acoustics 32 active learning 24 adaptive equipment 68 Adventures Without Limits 67–69 advertising 34 American Camp Association 18–19, 38–39 Americans with Disabilities Act (ADA) 32 AmeriCorps 21, 69

B background checks 18 behavior management 26, 32 buddy system 31 budgeting 13 business plans 18

C cabin safety 32 camp accreditation 38 Camp Adams 22 Camp Angelos 33 Camp Attitude 12, 34 Camp Cedar Ridge 28–29, 43 camp design 65–66 camper training 39–40 Camp Kiwanilong 12 camp rules 31–32 Camp Tadmor 13, 42 camp traditions 24, 41–42 Camp Westwind 44 Camp Winema 33–34, 49 carpools 29 case studies 57 Catlin Gabel 69–71 cell phones 24 Coast Range Natural Resources Education Organization 12–13, 60 college programs 58 Columbia Gorge Ecology Institute (CGEI) 21, 66–67 community needs assessment 15–16 composting 22, 30 cost containment 46 cost per student 13 Crestview Heights School 15 Crook County Outdoor School Program 11–12, 63 curricula 22–24, 41, 49–50, 54, 63

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 77 D I data collection 16 inclusion 32–34, 56–57, 67–69 data management 28 informal education 67 diversity 32–34, 71 institutional memory 47 donations 21, 29, 45 insurance 19, 46, 63 Drift Creek Organizational Camp 15 internships 26 inventory controls 46 E ecological mapping 17 K education service districts (ESDs) 10 kinetic learning activities 24 education, informal 23 kitchen design 66 education, inquiry-based 22 kitchen staffing 25, 30, 46 education, place-based 9, 23, 67, 69 Klamath Outdoor Science School 62–63 education, serve-and-learn 23 Elementary and Secondary Education Act 10 L energy efficiency 44, 46, 65 licenses 18 environmental education programs 8–9, 41, 50, 58, 69 Lincoln County Outdoor Education Group 15–16, 27 environmental education resources 55 Lincoln County Outdoor Learning Program 61–62 environmental literacy 9–10, 72 Lincoln County Outdoor School 22 ESD-based programs 10–11 literacy 57 evaluation criteria 16–17 logistics 31, 36–38 evaluation methods 16–17, 38, 50–51, 65 evaluation resources 54 M marketing 34 F master plans 65 facilities management 38–39, 50 medical staff 25–26 first-aid training 26, 39 mentoring 21, 48–49 fitness 9 mission statements 15, 18 food allergies 30 Mother Earth School 67 food service 18, 29–30, 43, 46, 64 Mt. Pleasant Elementary School 17, 64–65 food waste charting 22 multicultural communication 57 Forest Camp Outdoor School 12–13, 16, 60–61 Multnomah Education Service District (MESD) 10, 59–60 forms 31, 34, 37, 54 Multnomah ESD Outdoor School 10, 59–60 Friends of Outdoor School 19, 22, 51 funding 18–19, 22, 45–46, 57, 62 N fundraising 19–21, 45–46, 67–68 No Oregon Child Left Inside Act 9–10 fundraising ideas 20–21 Northwest Outdoor Science School 60 Northwest Regional Education Service District 27–28, G 60 geocaching 23 Northwest Service Academy (NWSA) 69 gluten-free foods 30 nurses 25–26 grants 46 nutrition 56 grant sources 20 green design 56, 65 O Oregon Assessment of Knowledge and Skills (OAKS) test 17 H Oregon Community Foundation (OCF) 6 Hancock Field Station 12, 43 Oregon Environmental Literacy Plan 9–10 hazard analysis 31 Oregon Museum of Science and Industry (OMSI) Science healing arts 49 School 12, 64-65 health care 18, 25, 33, 39, 56 Oregon state content standards 23, 54 health insurance 19, 26, 48 organic food 29 human resources 57 orienteering 23 outdoor school program models 10

78 The Oregon Community Foundation Launching, Managing and Sustaining an Outdoor School Program P T parents 37 taxes 18 partnership-based programs 12–13 teachers 40–41 partnerships 21–22 technology 24 Peace Corps 49 temporary sites 17–18 peer recruiting 27 Tillamook County Outdoor School 60 peer-to-peer partnerships 21 Trackers NW 71–72 permaculture 67, 71 tracking 23, 67 permits 18, 30 transportation 18–19, 29 persuasive letters 21 Portland Environmental Engagement Program (PEEPs) 69 U pricing 18 utilities 30 procurement 42, 44, 56 Project GLAD 33, 57 V provider-based programs 12 vegans 26, 30 publicity 34 vegetarians 26, 30 volunteers 26–29, 47 Q qualitative data 16 W quantitative data 16 wage law 57 Waldorf education 67 R waste management 30–31, 42–43, 55–56, 65 recycling 22, 30–31, 42, 66 waste reduction education 21–22, 31, 43, 55 regulations 18, 57 way finding 31 resource conservation 30–31, 55–56, 65 wellness 56 retrofitting 65–66 Wilderness First Responder training 26, 39 risk management 56 workers’ compensation 19 rites of passage 23, 72 ropes courses 40, 68 Y yoga 49 S safety 31–32, 38–40, 56 safety equipment 32 safety training 39 salaries 18 sanitation laws 18 scholarships 19 signage 31, 34 site selection 17–19, 66–67 social marketing 31 special diets 30 special needs 25–26, 32–34, 56–57, 67–69 staff housing 26 staffing 24–29, 47, 57, 71 staff recruiting 26–29, 47, 71 staff retention 28, 47, 71 staff training 26–29, 32, 39–40 storytelling 24, 41 student leaders 27–29 succession planning 27, 47–48 sustainability 29, 42–44, 49–50, 55–56, 65, 70, 72 Suttle Lake Methodist Camp 12 Thank you to the following for providing photos: systems thinking 9 Jan O’Dell Communications, Multnomah Education Service District, Friends of Outdoor School, Gladstone School District, Hudson Park Elementary School.

Launching, Managing and Sustaining an Outdoor School Program The Oregon Community Foundation 79 The Gray Family Fund’s Environmental Education Program seeks to encourage a strong local land ethic, sustainable communities and stewardship of the natural environment by citizens throughout Oregon.