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PORTS Annual Report

2012/2013 School Year

California State Parks

Interpretation and Education Division

Sacramento, CA

July 2013

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TABLE OF CONTENTS

Annual Statistical Report ......................................................................................................... 1 Individual PORTS Site Reports

Anza‐Borrego Desert SP ....................................................................................................... 10

Baldwin Hills Scenic Overlook .............................................................................................. 13

Columbia SHP ....................................................................................................................... 18

Crystal Cove SP ..................................................................................................................... 21

Hearst San Simeon SHM ...................................................................................................... 24

North Coast Redwoods District ............................................................................................ 27

Seacliff SB ............................................................................................................................. 30

State Capitol Museum ......................................................................................................... 34

Teacher Survey Analysis Report ............................................................................................. 37

INTRODUCTION

The Parks Online Resources for Teachers and Students (PORTS) program is a distance interpretation and education program developed as a collaborative effort between public schools and California State Parks. This program uses the power of videoconferencing and California’s K‐12 High Speed Network (HSN) to deliver academic content standards‐based programs in the context of California State Parks. PORTS is coordinated by the Interpretation and Education Division. Individual PORTS distance learning sites are operated by the eight participating state park districts. In 2012/2013 PORTS reached its goal of serving 45,000 students once again from primarily diverse and underserved populations. PORTS continued its trajectory of success by reaching large, urban school districts. The program expanded its outreach efforts by connecting to after‐school programs. PORTS continues to increase support and awareness by creating links between diverse student population and park values. Through the use of an online tracking system, PORTS has compiled this report of the statistics from the 2012/2013 school year; the eighth school year since the inception of PORTS. All statistics are approximate. ANNUAL STATEWIDE STATISTICS 2012/2013 Total Number of Students (average of 32 students/class) 45,655 2012/2013 Total Number of Programs (one class per interpretive program) 1,431 Annual Comparison of Annual Comparison of Student Numbers Program Numbers 2005/2006 375 2006/2007 460 2007/2008 910 2008/2009 1,000 2009/2010 1,158 2010/2011 1,185 2011/2012 1,640

2012/2013 School Year Statistical Report

California State Parks PORTS Program—2012/2013 School Year

June 2012 2

PARTICIPATING COUNTIES The PORTS distance learning program focuses on California’s K‐12 educational community. During the 2012/2013 school year PORTS programs were delivered to schools in 32 of the 58 California counties.


June 2013 3

CALIFORNIA SCHOOL DISTRICTS For the 2012/2013 school year, 94 California school districts participated, four less than PORTS served last year. The return rate for school districts for the 2012/2013 school year is 75%. Twenty‐four school districts were new to PORTS this year. PORTS continued to work closely with large, urban school districts to connect students to state parks. Los Angeles Unified School District accounted for 20% of PORTS student participation. Alameda County Office of Education Armona Union School District Atascadero School District Berryessa Union School District Biggs Unified School District Bonita Unified School District Borrego Springs Unified School District Butte County Office of Education Cardiff School District Carlsbad Unified School District Castro Valley Unified School District Ceres Unified School District Columbia Elementary School District Conejo Valley Unified School District Corcoran Joint Unified School District Del Mar Union School District Desert Sands Unified School District El Centro School District Elk Grove Unified School District Empire Union School District Encinitas Union School District Eureka City School District Fairfield‐Suisun Unified School District Fremont Unified School District Garvey Elementary School District Hanford Elementary School District Hawthorne School District Humboldt County Office of Education Hydesville School District Imperial Unified School District Jamestown Union School District Jacoby Creek Charter School District Kentfield School District Keppel Union School District Kings River‐Hardwick Joint Union School District Kit Carson Union School District

Konocti Unified School District La Habra City School District Lafayette School District Lakeside School District Lancaster School District Las Lomitas Elementary School District Laytonville Unified School District Lemoore Union Elementary School District Linden Unified School District Livermore Valley Joint Unified School District Lompoc Unified School District Los Angeles Unified School District Manzanita Elementary School District Martinez Unified School District Mendocino County Office of Education Mendocino Unified School District Menifee Union Elementary School District Monterey Peninsula Unified School District New Haven Unified School District Newhall School District Norwalk‐LaMirada Unified School District Novato Unified School District Oakland Archdiocese Oakland Unified School District Ontario‐Montclair Elementary School District Orange Unified School District Oroville City Elementary District Oxnard School District Pacific Union Elementary School District Palermo Union School District Palm Springs Unified School District Palmdale School District Paso Robles Unified School District Pioneer Union Elementary School District Poway Unified School District


June 2013 4

Rancho Santiago Community College School District Redwood City Elementary School District Ripon Unified School District Riverside Unified School District Roseville City Elementary School District Sacramento City Unified School District San Bernardino City Unified School District San Diego City Schools San Juan Unified School District San Marcos Unified School District San Ramon Valley Unified School District Santa Clara Unified School District

Santa Maria‐Bonita Elementary School District Santee School District Scotts Valley Unified School District Stanislaus Union School District Stockton City Unified School District Temecula Valley Unified School District Truckee‐Tahoe Unified School District Vallecito Union School District Vista Unified School District Walnut Creek School District Westside Union School District Wheatland Elementary School District Yuba City Unified School District

STATES OUTSIDE OF CALIFORNIA During the 2012/2013 school year PORTS delivered programs to 1,115 students in nine states across the country. In the 2011/2012 school year 3,720 out‐of‐state students participated. These are the states that participated in 2012/2013:

Michigan South Carolina Missouri Virginia New York West Virginia Ohio Wisconsin Pennsylvania

PARTICIPATING TITLE I SCHOOL STATISTICS A total of 217 individual schools in California participated in PORTS programs in the 2012/2013 school year. Of the 217 schools, 144 qualified as Title I schools as defined by federal standards. Fifty‐nine percent of PORTS programs were delivered to Title I schools in California. STUDENT BY GRADE LEVEL PORTS programs served all K‐12 grade levels during the 2012/2013 school year. The majority of the students served were in grade levels first through seventh.


June 2013 5

PORTS DISTANCE LEARNING SITE STATISTICS For the 2012/2013 school year PORTS programs were delivered from eight individual distance learning sites. Students per PORTS Distance Learning Site

2005

/200

6

2006

/200

7

2007

/200

8

2008

/200

9

2009

/201

0

2010

/201

1

2011

/201

2

2012

/201

3

Anza‐Borrego

5,400 7,446 8,390 8,750 7,360 8,840 13,900* 8,410

Seacliff 5,550 5,030 6,170 9,220 9,570 8,860 8,200 7,945 Crystal Cove

1,100 2,103 5,510 5,750 7,440 7,375 6,350 5,750

State Capitol**

255 490 1,310 2,820 4,300 0 0 875

Columbia 0 0 980 2,140 2,940 3,535 4,600 4,590 North Coast Redwoods

0 0 0 740 5,360 6,760 8,630 7,850

Hearst Castle

0 0 0 0 290 1,435 1,905 2,055

Baldwin Hills

0 0 0 0 0 0 8,150 7,835

*A one‐year grant allowed the Anza‐Borrego Desert State Park PORTS programs to be expanded and offered from both the green screen studio and satellite truck. **The State Capitol Museum did not provide programs during the 2010/2011 and 2011/2012 school year due to a staff shortage. Anza‐Borrego Desert State Park Summary The Anza‐Borrego Desert State Park PORTS program was delivered using a chroma‐key studio housed at the Stout Research Center inside Anza‐Borrego Desert State Park. This program was in full operation and delivered by a State Park Interpreter I, Permanent Intermittent. The funding for this position and program is primarily through District funds and the Anza‐Borrego Desert Foundation. This year the Anza‐Borrego Desert PORTS Program delivered presentations to over 8,400 students. Unfortunately the tragic death of Park Interpretive Specialist Lisa Spoon cast a pall over the entire program. The end of the Boeing grant reduced the statistics for this year by 4,500 students. Some highlights for Anza‐Borrego Desert PORTS include:

• Delivered first international program to a school in Taiwan


June 2013 6

Baldwin Hills Scenic Overlook Summary The 2012/2013 school year saw Baldwin Hills Scenic Overlook PORTS program in full operation, the culminating year of the Toyota USA Foundation Grant. The presentations are primarily delivered using chroma‐key technology. The studio was in operation five days a week, and utilized for many afternoon and Saturday professional development/conference sessions. The program was staffed by the on‐site State Park Interpreter I, with assistance from a seasonal Park Interpretive Specialist. This school year, approximately 7,835 students participated in programs from Baldwin Hills Scenic Overlook. Approximately 4,100 of these students came to the program as a direct result of the Classroom Videoconference Made Easy (CVME) Training Program. July 2013 was the official end of the Toyota Grant and met all the objective goals. We are greatly indebted to the California State Parks Foundation for securing and helping to facilitate the grant. Some highlights of the school year include:

• The Baldwin Hills Advanced Technology (BHAT) Mobile allowed interpreters to videoconference from a number of different sites around the park.

• PORTS and Angeles District solidified and expanded the relationship with LAUSD resulting in plans for future partnership project with hopes of increasing student participation.

California State Capitol Museum Summary The California State Capitol Museum PORTS program started again after a two‐year hiatus due to staffing shortages. The program began in spring 2013 and was offered three days a week by a State Park Interpreter I. This school year the Capitol PORTS Program delivered programs to approximately 875 students. Some highlights of the school year for the State Capitol include:

• Provided programs with four State legislators: Assembly members Rocky Chavez (R, Carlsbad), Jose Medina (D, Riverside), Reggie Jones‐Sawyer (D, Los Angeles), and Senator Marty Block (D, San Diego).

• This PORTS program site was integral in participating in piloting after‐school PORTS programs.

Columbia State Historic Park Summary The Columbia State Historic Park PORTS program partnered with Cassina Continuation High School for a sixth year to use their green screen studio. Connectivity to the K‐12 HSN from Columbia State Historic Park was established in February 2013 allowing programs to be delivered directly from the park. Programs were delivered four days a week by a seasonal Park Interpretive Specialist. This school year the Columbia PORTS Program delivered programs to approximately 4,590 students.


June 2013 7

Some highlights of the school year for Columbia include: • A K‐12 High Speed Network (HSN) grant of $130,000, received in 2010, allowed park

staff to install an internet connection with the Tuolumne County Office of Education and the K‐12 HSN.

• Equipment was installed on the mobile vehicle. The mobile vehicle will allow interpreters in the 2013/2014 school year to videoconference from a number of different sites within the park.

• Due to the new equipment and connectivity at Columbia SHP and Cassina Continuation High School being unable to provide students for the partnership, programs will be done exclusively from the park from hereon.

Crystal Cove State Park Summary The Crystal Cove State Park PORTS program continues to use the “EduGator” roving videoconference vehicle. The program was in operation three days a week (Tuesday‐Thursday) and is staffed by a State Park Interpreter I, Permanent Intermittent. The funding for this position and program is primarily through District funds and from the Crystal Cove Alliance. The program continues to use the donation of a high‐definition videoconferencing unit on long‐term loan from Polycom. This year the Crystal Cove PORTS Program delivered presentations to approximately 5,750 students. Some highlights of the school year include:

• PORTS and Crystal Cove Alliance (CCA) applied to Links, Inc. for funds to rewrite the Crystal Cove unit of study and to outfit Los Angeles area schools with videoconferencing equipment.

Hearst San Simeon State Historic Monument Summary In its third year of operation, the Hearst San Simeon State Historic Monument (Hearst Castle) PORTS program delivered videoconference programs solely from a studio using chroma‐key technology. A State Park Interpreter I, Permanent‐Intermittent provided programs three days a week. This year we delivered programs to 2,055 students. Unforeseen problems resulted in temporary suspension of the program in the late spring. Programs are anticipated to restart in the 2013/2014 school year. Highlights from this year include:

• This PORTS program site was integral in participating in piloting after‐school PORTS programs.

North Coast Redwoods District Summary In its fourth full year of operation, the North Coast Redwoods District PORTS studio delivered programs to approximately 7,850 students. The program was in operation five days a week and staffed by a seasonal Park Interpretive Specialist. Funding for the position was provided by the Humboldt County Office of Education. Some highlights for North Coast Redwoods include:


June 2013 8

• A new green screen studio was built in the Fort Humboldt SHP visitor center providing more visible exposure to the NCR PORTS program.

• Park staff continues to partner with Humboldt County Office of Education to pursue the goals of the Ed‐Venture program, which benefits economic and educational growth in Humboldt and Del Norte counties.

Seacliff State Beach Summary The Seacliff State Beach PORTS studio solely delivered videoconference programs using chroma‐key technology. The studio was in operation five days a week and staffed by a seasonal Senior Park Aide. This school year approximately 7,945 students received interpretive programs delivered from the Seacliff PORTS studio. Some highlights of the school year for Seacliff include:

• Despite equipment degradation, this program was still able to serve roughly 8,000 students.

PROFESSIONAL DEVELOPMENT TRAININGS/OUTREACH This school year PORTS staff delivered approximately thirty‐four professional development trainings to over 650 teachers and school administrators. As part of the 650 educators, the Classroom Videoconferencing Made Easy (CVME) Training Program, coordinated through Computer Using Educators (CUE) and funded by the Toyota USA Foundation, trained over 200 participants in Los Angeles‐area schools and equipped teachers, technology specialists, and administrators with videoconferencing equipment. PORTS staff presented at five outreach events throughout the state where we reached out to approximately 1,500 people. SOCIAL MEDIA PORTS is engaged in social media on Facebook. The PORTS Facebook page is a media tool that helps keep followers abreast of current events with the PORTS Program and is a means of soliciting input from friends and colleagues. Find us on Facebook at http://www.facebook.com/PORTSprogram. At the end of the school year the PORTS Facebook page had over 300 “likes.” PORTS launched a campaign on Instagram for photo sharing. Search for #PORTSProgram. PORTS TEACHER SURVEY The Department uses a standardized School Group Program Evaluation (SGPE) for school group interpretive programs throughout the state. Four years ago, PORTS staff created a hybrid online version of the school group evaluation, which incorporates many of the key questions on the standard SGPE along with new questions that better serve the needs of the PORTS program. The online PORTS Teacher Survey was sent out in the fall and spring to teachers and school site coordinators. We received over 130 responses this school year. The questions on the teacher survey examine the program’s overall usability; the relevance of its instructional materials; the effectiveness of its live presenters; the efficiency of scheduling


June 2013 9

and logistics; and the technology tools for increasing student appreciation of California State Parks values. A overall summary of the PORTS Teacher Survey:

• 80% of participants gave PORTS an A grade for “Overall Program Experience” • 79% of participants gave PORTS an A grade for “Videoconference Presentation” • 52% of participants said they used the PORTS online lessons; 58% of those gave the

“Online Lessons” an A grade • 84% of participants gave PORTS an A grade for “Scheduling Process and Logistics” • Twenty respondents were able to take their class on a field trip to a California state park

including:

Sutter’s Fort SHP Montgomery Woods SNR California State Railroad Museum Ano Nuevo SR San Clemente SB Marshall Gold Discovery SHP Big Basin Redwoods SP Torrey Pines SR California State Capitol Museum Baldwin Hills Scenic Overlook Columbia SHP California State Indian Museum Anza‐Borrego Desert SP Natural Bridges SB

SUMMARY In the 2012/2013 school year, PORTS continued to maintain its status within the public education community as a quality educational program, and was able to expand to a number of new school districts. A few notable occurrences during the 2012/2013 school year were:

• PORTS began working with schools to pilot a videoconferencing app on tablets as an alternative to more expensive videoconference solutions.

• PORTS continues to pursue grants and outside funding opportunities to further our goals and expand the services provided to K‐12 students.

• Promotion to after‐school programs allowed PORTS to reach a new, underserved audience.

• Feedback received formally from the educational community via the PORTS Teacher Survey and informally through daily contact with teachers, administrators, and technology educational professionals continues to be overwhelmingly supportive and positive.

LOOKING FORWARD The park district funding has been drying up and other funding sources in the Department need to be secured. PORTS started as a pilot program and has proven its effectiveness. In order for the program to continue, stable funding must be procured.


June 2013 10

Though the immediate future of funding for the programs’ infrastructure, training, and personnel is extremely uncertain, we hope to provide programs for more than 45,000 students in the 2013/2014 school year.

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Baldwin Hills Scenic Overlook Report 2012/2013

Baldwin Hills Scenic Overlook PORTS Distance Learning Program

2012/2013 School Year Statistics

The 2012/2013 school year marked the second full year of operation for the Baldwin Hills Scenic Overlook PORTS Distance Learning Program. This report includes information related to goals of the grant. PORTS staff has compiled the following data through an online tracking system. All statistics are approximate. OverallNumbersIn the 2012/2013 school year approximately 7,850 students participated in 246 presentations. ProgramDeliveryUpdate

The programs were delivered from a chroma‐key studio located inside the visitor center, and from a mobile videoconferencing vehicle called the Baldwin Hills Advanced Technology Mobile (BHAT Mobile). The mobile mode of delivery is being used to enhance the live videoconference experience for teachers and students by bringing real time observations from various locations around the overlook.

Photo 1: Interpreter Kristen Perry in BHSO green screen studio

Photo 2: Interpreter Jennifer Dandurand using the BHAT mobile to show the Los Angeles Basin.

July 2013

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July 2013 15

During the 2012/2013 school year, the Baldwin Hills Scenic Overlook PORTS Program was delivered to students in 12 different counties.

Los Angeles County students accounted for 63% of all students that participated in programs from Baldwin Hills Scenic Overlook.

Los Angeles area (Los Angeles and surrounding counties) students accounted for 70% of all students that took part in programs from Baldwin Hills Scenic Overlook.

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Ninety‐two schools in 27 school districts in California participated in programs from Baldwin Hills Scenic Overlook.

Seventy out of the 92 schools (76%) are classified as Title I. Approximately 74% of all students participating in programs from Baldwin Hills Scenic Overlook are in a Title I school.

Forty‐eight percent of the school districts returned this year after participating in the program in 2011/2012.

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Compiled July 2013 37

INTRODUCTION The Department uses a standardized School Group Program Evaluation (SGPE) for school group interpretive programs throughout the state. Four years ago, PORTS staff created a hybrid online version of the school group evaluation, which incorporates many of the key questions on the standard SGPE along with new questions that better serve the needs of the PORTS program. The online PORTS Teacher Survey was sent out in the fall and spring to teachers and school site coordinators. We received over 130 responses this school year, a 33% return rate. The questions on the Teacher Survey examine the program’s overall usability; the relevance of its instructional materials; the effectiveness of its live presenters; the efficiency of scheduling and logistics; and the technology tools and infrastructure in increasing student knowledge and appreciation of resources protected by California State Parks. PORTS PROGRAM EXPERIENCE GRADES The key questions asked of the respondents were graded using report card style grading (A‐F).

• 80% of participants gave PORTS an A grade for “Overall Program Experience.” • 79% of participants gave PORTS an A grade for “Videoconference Presentation.” • 52% of participants said they used the PORTS online lessons, 63% of those gave the

“Online Lessons” an A grade. • 84% of participants gave PORTS an A grade for “Scheduling Process and Logistics.”

CONNECTING STUDENTS BEYOND THE PORTS PROGRAM Twenty respondents stated they were able to go on field trips to a California State Park this school year. California State Parks visited include: Sutters Fort SHP Marshall Gold Discovery SHP California State Indian Museum Big Basin Redwoods SP Montgomery Woods SNR Columbia SHP San Clemente SB

Torrey Pines SR State Capitol Museum Baldwin Hills Scenic Overlook California State Railroad Museum Anza‐Borrego Desert SP Natural Bridges SB Año Nuevo SR

Teacher Survey Results 2012/2013

PORTS Teacher Survey Summary 2012/2013


PROGRAM PARTICIPATION Which of the following factors were important in your decision to participate in the PORTS Program? By averaging the responses from the Fall and Spring Surveys, the following statistics were obtained regarding the most important factors for respondents participation in the PORTS Program (the most important factor is in bold. The percentage change from last year is in parenthesis):

• Introduce/review academic content standards—71.5% (+11.5%) • Bring technology into your classroom—76.5% (no change) • Improve student communication‐‐55% (+11%) • Expose students to real world experiences‐‐85% (+2% Still most important) • Introduce California State Parks to your students—68.5% (+9.5%) • Because it’s free—63% (+7%)•

SPRING 2013 FALL 2012



Additional reasons for participation On the survey, participants had the option to include additional reasons why they chose to participate in PORTS. Enhancement of learning opportunities, previous positive experiences, and lack of any cost associated with the program continue to be the top three repeated themes. Some participant responses: Educating the children about conservation of natural resources, habitats of animals and life cycles all reflect topics that need to be understood to form the foundation for the biological sciences later. The other programs that introduce students to historical landmarks and events in history greatly help them to understand concepts in Social Studies. I think 7th graders need to be exposed to different voices, faces, career possibilities, and living conditions such that Anza Borrego State Park shows. My students never leave the community where they live. Having an opportunity to show them other places in L A and California is priceless. Thanks for the chance to get my students a free and easy field trip! The experience will last a lifetime in my students mind! We participate in many PORTS programs every year and the teachers and students appreciate the educational relevance of all of the programs. The program got rave reviews from other teachers in our district! Being free was so nice as we were limited to walking fieldtrips. I like to expose students to new situations and new experiences. They loved it. My school did not have enough money this year to provide for field trip opportunity.



ONLINE LESSONS Please respond to the following comments relating to the PORTS online lessons. The graphs below summarize the responses from the Fall and Spring Surveys, regarding whether the Online Lessons fulfilled the following statements:

• Learning objectives were clearly outlined and appropriate • Materials aligned to academic content standards • Instructional materials were easy to use and understand • Instructional materials were interesting and appealing to my students • Lessons used current pedagogical methods: constructive learning, group participation, etc.

FALL 2012 SPRING 2013


Compiled June 2013 41

VIDEOCONFERENCE PRESENTATION Please respond to the following questions relating to the PORTS videoconference presentation. By averaging the responses from the Fall and Spring Surveys, the following statistics were obtained regarding whether the Videoconference Presentations fulfilled the following objectives (percentage change from last year is in parenthesis):

• Did the presentation present unifying theme(s) and big ideas rather than just facts?‐‐77% (no change)

• Did the presentation build on the students’ knowledge of the subject?‐‐79% (‐3%) • Did the presentation have the students actively engaged?‐‐75% (‐3%) • Was the presentation relevant to your students’ grade level and lives?—74.5% (‐5.5%) • Were the students challenged to consider the importance of the park resource and what

they can do to help protect similar resources?‐‐59% (+3%) Favorable Program Feedback Real time interaction with a positive, enthusiastic content expert is continuously the most impressive nature of this program according to our participants. Participants’ comments: Ranger exceptionally engaging and kept students interest entire time. She knew how to move the program along and include students periodically. The students enjoyed the interaction with the presenter. Also, everyone seemed to have a front seat view rather than having to crowd around the speaker to hear. This decreases their opportunity to start talking to other students and become off task. Students really enjoyed talking with a person who made a career doing something they weren't familiar with. After doing so much research into our CA state government officials, it was great to actually speak to one of them (Marty Block). The instructors talk in a manner that kids understand in simple language. Lots of visuals for them. PROGRAM IMPROVEMENT Program improvement comments generally fall into the following categories:

• Increase program content (more grade levels, topics, online content) • Use more live media (live cameras, be in the park, live animals)


Compiled June 2013 42

• Improve scheduling and logistics (online calendar, more interaction with presenter prior to program)

Participant’s Comments: I can't think of anything except to add more programs! This is an amazing program for history/science enrichment that I plan on doing with my students regularly. Thank you! Please, please, please, please, get the CA Mission program up and running! The in studio with green screens are great! But the physical outside conferences are more engaging and keep the students interested for longer periods of time (especially younger students). Every year you have improved. I would love it if you linked to Common Core and also provided one real life "scenario" that students have to solve. An Example from the Redwoods Ecology curriculum is the Red's Woods. This lesson would be a great Common Core assessment! My students were very excited to participate and were engaged by the ranger. However, the technical problems overwhelmed us and my students (and I) were very frustrated. NEW TEACHER RESPONSES Forty‐six of the 130 respondents participated in the Classroom Videoconferencing Made Easy trainings in Los Angeles County. We are excited by the feedback of the new generation of teachers that will be participating in PORTS programs. CONCLUSION: The PORTS Program Survey continues to be a valuable tool for program improvement and feedback. This was the fourth year we collected comprehensive responses from our participants. Our Overall Program Experience “A” Grade went up one percent this year after a continued decrease over the past three years (2009/2010‐91%, 2010/2011‐87%, 2011/2012‐79%). One noticeable observation is there has been a decrease in meeting the outlined objectives in the Videoconference Presentation section. We will be addressing this in the Fall PORTS training and work on improving it this upcoming school year. With four years of data collected PORTS will begin to analyze trends in next year’s Teacher Survey Report and address areas needing improvement.

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