Local School Involvement

Loca

l Sch

ool I

nvol

vem

ent

Comm

unity

Engagement

Land

scap

e An

alys

is

Localization Skills

Sense of Place

Stewardship of Resources

Quality of Life

Experiences

Assessment

Analysis

Implemen-tation

Evaluation Cycle

Conditions & Resources Activities Outcomes Impacts

Needs Assessment

Program Planning Implementation Evaluation

1. Goals 2. Process Evaluation

3. Outcome Evaluation

4. Impact Evaluation

Logic Model

Program Developme

ntProgram

Evaluation

(Dalton, Elias, & Wandersman, 2001) Program Development and Evaluation Model

logic model

A picture of how your program works.

It links outcomes (both short- and long-term) with activities/processes and the theoretical assumptions/principles of the program.

Simplified Logic Model

Program Resources

Inputs Activities Outputs

What you do with the inputs

Direct products of the activities

Simplified Logic Model

Inputs Activities Outputs OUTCOMES

Changes in participants following program activities

Program Resources

What you do with the inputs

Direct Products of the activities

A Logic Model…Links the strategy with its intended

outcomes.

CONTEXT

CONTEXT

Inputs Activities Outputs

Audi

ence

s

Outcome 1

Outcome 2

Outcome 3

Outcome 4

STRATEGY INTENDED OUTCOMES

Adapted from Norland, 2002

HYP

OTH

ESIS

Logic Model Development

Through offering towns an inclusive, balanced, and locally directed public forum to explore, integrate and envision the future of the natural and cultural landscape, PLACE will contribute positively to the health and well-being of the community and the stewardship of local resources.

PLACE Program Theory of Change

K-12 Educators STRATEGIES INTENDED OUTCOMES

Inputs Activities Outputs AUDIENCE

Short Term Medium Term Long term

Shelburne Farms

Resources

UVM Resources

Town Resources

Financial Resources

State, Regional,

and National

Organizational

Partners

Professional development workshops for K-12 educators

Principles & Best Practices in PBE workshops for K-12 educators

Field trips to teaching sites of local landscape

Digital copies of all interpretive materials

Interactive Web site featuring Town-based information and Interpretation

Evening Interpretive Presentations

Community visioning forumDigital copies of all interpretive materials

•develop new place-based education curricula for use in local schools

•Interact with Community members in new ways

have an awakened appreciation for the town’s unique qualities, landscape ecology, and cultural history

have an increased awareness of public access landshave an understanding of the integrated character of human and natural history on the landscapeshare their knowledge of landscape natural and cultural history with each other utilize the PLACE website for information and research

•infuse place-based activities into their curricula each year

•develop a greater sense of place

•involved in ecological stewardship and community service

Improved quality of

life for residents

and enhanced stewardshi

p of resources through stronger

connection to and

engagement with the

local landscape

and heritage

Outcome Evaluation

• UVM Service-Learners

• Community Sponsors

• Community Volunteers

• K-12 Educators

• Community Event Participants

Five Categories of Participants

Program Goal: Facilitate the integration of place-based learning into schools by providing local educators with information, resources, and curriculum development support Intended Outcomes:Short-term Develop new place-based education curricula for use in local schools Connect with community members Develop valuable skills for interpreting the local landscapeMedium-term Infuse place-based activities into their curricula each year Help their students develop a greater sense of placeSurvey Questions:Please rate how strongly (1-5) you agree or disagree with each of the following statements about your PLACE experience:As a result of my participation in PLACE… I more frequently use the local landscape as an educational resource. I more frequently use local residents as educational resources. I have developed and implemented new place-based curricula for use with my

students. I have partnered with a local community organization, agency, business, or

government agency to develop and implement curricula. I feel more confident bringing my students outside of the classroom. I infuse place-based activities into my teaching on an ongoing basis. I have advocated more heavily for my school to incorporate place-based education

into its practices. I have initiated a greater number of service-learning projects. my students have gained an appreciation for the natural and cultural features of

the local landscape. my students have a stronger sense of place.