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SITP Final Report

2017-18

Respectfully Submitted to Price Philanthropies

By

Debbie Higdon, SITP Director Jennie Goldstone, SITP Lead Educator

Carla Meads, SITP Program Coordinator Kitty Gabriel, SITP Educational Technologist

Tim Jepson, SITP Technology Facilitator Carla Mathison, SITP Program Advisor

August, 2018

SITP Final Report 2017-18 1

SITP Final Report 2017-18

Table of Contents

Report Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1. 2017-18 Program Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.1 Program Overview & Intended Outcomes . . . . . . . . . . . . . . . . . . . . . . . . 2 1.2 2017-18 Program Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.3 Students Served . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.4 Participating Museums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.5 Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.6 Technology Integration at SITP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2. Program Impact on Student Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2.1 Authentic, Hands-On Student Project Descriptions . . . . . . . . . . . . . . . . . 7 2.2 Rosa Parks 5th Grade Student Reflections . . . . . . . . . . . . . . . . . . . . . . . 11 2.3 Rosa Parks Teacher Reflections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2.4 Wilson Middle School 7th Grade Student Survey Results . . . . . . . . . . . . 16 2.5 Wilson Middle School 6th & 7th Grade Teacher Survey Results . . . . . . . . 20 2.6 Museum Educator Survey Results . . . . . . . . . . . . . . . . . . . . . . . . . 23 2.7 Facilitator Survey Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 3. Program Impact on Parents/Primary Caregivers . . . . . . . . . . . . . . . . . . . . . 29 3.1 Parents in the Park (PITP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 3.2 Letters from Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 4. SITP Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 4.1 Academic Goals of 2017-18 Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 4.2 Museum Educators & Facilitators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 5. Program Areas of Focus for the 2018-19 Academic Year . . . . . . . . . . . . . . 31 5.1 2018-19 Program Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Appendices Appendix A – Student Assessment Information Appendix B – Letters from Parents (waiting on one more)

School in the Park

SITP Final Report 2017-18 2Report Summary Serving 987 students from Rosa Parks Elementary and Wilson Middle School this year, School in the Park (SITP) holds fast to Sol Price’s program vision of building student character, confidence, competence and curiosity. Museum educators from nine Balboa Park institutions, including the San Diego Zoo, provided a collective total of 31 curricular units during the 2017-18 academic year. These units were rich with culminating projects that challenged students to apply what they were learning in authentic and meaningful ways, including theatrical performances, model building, and development of informational displays to share with museum patrons. New technologies were developed to assist with projects and enhance communication among students, museum educators, facilitators, classroom teachers, and parents. Students continued to show great enthusiasm for learning at SITP. Classroom teachers and museum educators remain supportive and enthusiastic about the program. Teachers reported seeing growth in their students’ abilities and confidence. At SITP, we know the students of today will be responsible for productively navigating in a world of increasing globalization, climate uncertainty and unceasing technological sophistication. As we grow into the 21st century, there is a compelling focus on deeper learning approaches that propel students to think critically, solve challenging problems, collaborate with one another and take greater charge of their own learning. Seeing critical connections or relationships among core disciplines (science, math, art, literature, etc.) will allow learners to envision how knowledge and skill sets tie together in the real world. SITP is well-positioned to respond to these challenges and we will continue to increase the authenticity of the SITP activities students experience across the museums. One of the major areas of emphasis within San Diego Unified School District and at SITP this year was raising awareness about our students’ lives, and the challenges often faced outside of school that manifest themselves in a variety of ways both on the school campus and at SITP. This year, both museum educators and facilitators received professional development in this area (Trauma-Informed Care). We also provided continued professional development related to strategies for checking for student understanding, authentic assessment development, active learning in the galleries and the ever-increasing opportunities to use technology to support student learning. 1. 2017-18 Program Description

1.1 Program Overview & Intended Outcomes1 School in the Park is a program designed to support and enhance student learning and achievement for Rosa Parks Elementary School and Wilson Middle School students. The program provides enriching, authentic learning experiences for students, and a gateway to the broader culture through the resources at Balboa Park. SITP is an experiential learning program that shifts the classroom from City Heights to museums and the San Diego Zoo in Balboa Park. Children in grades three through seven spend between four and eight weeks—between 100 and 120 instructional

1For a thorough description of SITP, visit http://schoolinthepark.net/about-sitp/

SITP Final Report 2017-18 3hours per year—learning in a stimulating environment of museum galleries and Zoo exhibits as an integral part of their school year. Museum educators, working with classroom teachers, provide instruction by using the resources of the various Balboa Park institutions. As in years past, the over-arching intended outcomes include: • Enrichment of student educational experiences to motivate and inspire

learning • Enhancement of student achievement • Enhancement of self-esteem and self-confidence through cultural

experiences • Support of education departments at Balboa Park institutions

Primary areas of focus for this 2017-18 academic year were to: 1) increase hands-on, authentic learning opportunities, 2) fully utilize museum galleries, exhibits and the larger park and 3) respond to the unique needs of all learners.

Underlying these focus areas was a continued, strong emphasis on checking for understanding to identify individual student’s interests, ways of learning and potential barriers to learning. Academic and collaborative conversation skills also remained an emphasis.

1.2 Program Goals for 2017-18

Area Goals Program Core • Examine & adjust rotations as needed to ensure full utilization of

museum galleries, exhibits, subject matter experts, and Balboa Park

• Continue promoting academic and collaborative conversation

Assessment of Student Learning

• Develop strategies to check for understanding throughout the week

• Continue refining assessments as needed to reflect knowledge and skills targeted in each rotation

• Continue to use assessment results to demonstrate student growth at SITP

SITP Final Report 2017-18 4SITP Bridging Between the Park and School

• Continue expanding the role of the classroom teacher, with a specific focus on: improving student use of precise academic language and checking for understanding

• Continue designing activities and experiences that promote bridging, including videos, use of Google classroom, reading resources for classroom use

SITP Education Council (SITPEC) Ongoing Professional Development

Professional Development will include the following topics: • Development of strategies to check for understanding • Improving assessments • Curriculum refinements to promote inquiry-based learning,

museum use, and differentiated instruction

1.3 Students Served

SITP serves 3rd, 4th and 5th grade students from Rosa Parks Elementary School, and 6th and 7th grade students from Wilson Middle School. This population includes all students, including students with special needs.

RosaParks*

3rd 1624th 1735th 168*16%=specialneedsstudents

WilsonMiddle*6th 2387th 246*20%=specialneedsstudents2017-18TotalPopulation

987students

1.4 Participating Museums

Museum Grade Levels Served Total # of Curricular Units 3rd 4th 5th 6th 7th

San Diego Museum of Art X X X X X 5 Junior Theatre X X 2 Museum of Man X X1 X 4 San Diego History Center X1 X 3 San Diego Zoo X2 X X X 6 Fleet Science Center X X1 X X 5 Natural History Museum X X X1 X 5 Air & Space Museum X3 X X X 4 Old Globe Theatre X3 X X 4

1 There are two rotations at this museum at this grade level 2 There are three rotations at this museum at this grade level 3 This rotation is two weeks long and counts as two rotations

SITP Final Report 2017-18 5 1.5 SITP Curriculum (for more detailed information, visit the SITP website: http://schoolinthepark.net/curriculum/)

SITP Curriculum Rotation Descriptions – Elementary School3rd GradeSan Diego Museum of Art • Exploring the Elements of ArtJunior Theatre • American Heroes & Tall TalesMuseum of Man • Native Californians: The Kumeyaay

San Diego History Center • Mapping Balboa Park • San Diego History Makers

San Diego Zoo• Animal Classifications • San Diego Habitats – Ecology & Conservation • Inheritance and Variations of Traits

4th GradeSan Diego Museum of Art • The Silk RoadJunior Theatre • The Gold Rush & Journey WestSan Diego History Center • Battling the Blues: The Great Depression & WPA in CaliforniaSan Diego Zoo • A Sense for SurvivalFleet Science Center • What is Electricity and How Do We Use It?Natural History Museum • Fossils: Indicators of ChangeAir & Space Museum • Forces and Energy (2-Week Rotation)5th Grade San Diego Museum of Art • Renaissance ArtNatural History Museum • Human ImpactSan Diego Zoo • Food Chains, Energy Pyramids and Food Webs

Fleet Science Center • Our Solar System • Forensic Science

Air & Space Museum • Transportation EngineeringOld Globe Theatre • Theatre Matters

SITP Curriculum Rotation Descriptions – Middle School 6th Grade San Diego Museum of Art • Exploring the Elements of Art

Museum of Man • Race: Are We So Different? • Ancient Egypt

Fleet Science Center • Solar Energy

Natural History Museum • Human Impact • Fossils & San Diego’s Geologic Past

Air & Space Museum • Electromechanical Engineering Old Globe Theatre • Shakespeare in the Park: Twelfth Night 7th Grade San Diego Museum of Art • Japanese Art: Exploring Feudal Japan

Museum of Man • The Americas: Traditions, Beliefs and the Impact of Colonialism

SITP Final Report 2017-18 6San Diego Zoo • Ecosystems Fleet Science Center • Chemistry Natural History Museum • Citizen Science Air & Space Museum • Engineering and Design Old Globe Theatre • Shakespeare in the Park: Romeo & Juliet

1.6 Technology Integration at SITP Supporting program instruction and management with useful technology is a pivotal part of SITP’s effectiveness. Below is an overview of technology integration for this past year, and initiatives for the coming year categorized into four interactive areas: management, instruction, bridging, and assessment. TECHNOLOGYINTEGRATION

ThisYear’sInitiatives BuildonforNextYear

NewforNextYear

Management

•FacilitatorstransitionedtoiPadusefordaytodaymanagement,programinformation,parentcontacts,forms,tipsandideasharing•SupportprovidedtoZoo,OldGlobe,Nat,HistoryCenter,MuseumofMan,JuniorTheatretoensuretechisworkingseamlessly

•ContinueuseofiPadsbyfacilitators

Instruction

•UseofiPadsatOldGlobe•iNaturalistandHumanImpactatNaturalHistory•StudentpresentationsatZoo•Vocabularybuilding(HeadsUpgameatZoo,OldGlobe)•Smallgrouptrainingformuseumeducatorsontechtools•HistoryCentermapping-techintegration;iPads•Careerconnections:OldGlobe,introducedvideointerviews

•Continuewithsmallgrouptechnologyprofessionaldevelopment

•ContinueexpandingCareerConnectionsvideos

•Introducetechnologytohelpwithuseofvisualsandtoenhancecomprehension

Bridging

•Digitalphotoalbumsforallrotations•Pre-visitvideosshowninclassroomandmuseumclassroom•UseofClassDojotoconnectwithfamilies

•ContinueexpandinguseofphotoalbumsforinstructionatWilsonandRosaParks

•Lookintopilotingstudentelectronicportfolio(usingClassDojo,Appleclassroom,orGoogleclassroom)

•UseClassDojotoencouragefamiliestoaskmorecontentrelatedquestions

SITP Final Report 2017-18 7Assessment

•FleetGoogleslidesforpresentations•Fleetonlinegradingrubric

•Expanduseofonlineassessmenttoolstootherinstitutions

2. Program Impact on Student Growth SITP uses four key sources to determine program impact on student growth.

Included in this section are descriptions and data from:

• Authentic, Hands-On Student Project Descriptions • Rosa Parks 5th Grade Student Reflections • Rosa Parks Classroom Teacher Reflections • Wilson Middle School 7th Grade Student Survey Results • Wilson Middle School 6th & 7th Grade Teacher Survey Results • Museum Educator Survey Results • Facilitator Survey Results

2.1 Authentic, Hands-On Student Project Descriptions In the 2017-18 school year, SITP continued to work toward authentic end-of-week assessments that reflect not only the content that students learned during the week, but also the processes, skills, and real-life work they were exposed to and practiced. Authentic assessments align quite well with SITP museum curricula where students focus on deep, active learning that challenges them to think critically, solve complex problems, collaborate with one another and take greater charge of their own learning. Authentic activities, including assessments, allow students to imagine themselves in a professional role – an important element in building confidence and aspiration. Finally, authentic assessments become a celebrated capstone to a robust week of learning and experiences at SITP, providing an opportunity for students to proudly show off their


StudentstakeontheroleofaSanDiegohistorymakerandtalktothepublicintheSanDiego

HistoryCenter’satrium

Attheendofthe6thgradeRace:AreWeSoDifferent?rotationattheMuseumofMan,

studentspresenttheirprojectintheexhibitspace

new expertise to peers, classroom teachers, parents and even, in some cases, the public. Below are examples of authentic works students have done over the past academic year: Guests are invited to SITP classes to share their expertise and talk about their careers: Students have the chance to touch and manipulate actual or replicated artifacts: Final projects and presentations are shared with the public, giving students an authentic audience.

ManipulatingfossilsattheNAT

HandlingKumeyaayartifactsattheMuseumofMan

Azookeepermeetswith3rdGradestudentsattheSanDiegoZoo

AvolunteershareshisNavyaerospaceexperienceattheAir&SpaceMuseum

SITP Final Report 2017-18 9Students are able to use real “tools of the trade” – materials that professionals would use in the field. Students get to go “behind the scenes” and see professionals at work:

UsingmicroscopestoanalyzeevidencefromasimulatedcrimesceneattheFleetScienceCenter

Usingscrapingandbrushingtoolstoremovefossilsfromcompacteddirtatthe

NaturalHistoryMuseum

VisitingcostumedesignattheOldGlobeTheatreVisitingthebasementoftheAirandSpacemuseumtoseehowairandspacecraftarereconstructed

SITP Final Report 2017-18 10Learning in the Galleries, Exhibits and Park

SketchingattheMuseumofArt MakingobservationsandinferencesaboutfossilsattheNAT

LearningthehistoryofBalboaParkattheSanDiegoHistoryCenter

Observing,andbeingobserved,attheSanDiegoZoo

VisitingthedifferenttheatrespacesoftheOldGlobe

GettingdesigninspirationfromtheaircraftattheAir&SpaceMuseum

SITP Final Report 2017-18 11With authentic learning projects, one big challenge for educators is to develop methods to assess what students have learned. At SITP, we have worked particularly hard this year to increase the number and quality of assessment tools used within museum rotations. Primarily, we have focused on the development of assessment rubrics that align with the rotation learning goals. For a more in-depth examination of these assessment tools and how they were used to assess student learning, please see Appendix A. * A note about SITP End-of-Rotation Paper/Pencil Tests While paper and pencil tests are still administered by some museums, these tests vary substantially in their length and level of complexity across museums. For this reason, any comparisons between/across museums are neither appropriate nor useful. If student test scores for individual museums and grade levels are desired for any reason, please contact Debbie Higdon, SITP Director ([email protected]). 2.2 Rosa Parks 5th Grade Student Survey Results This year, 5th graders were asked to think back over their 3rd, 4th and 5th grade SITP experiences and write some brief memories. As can be seen below, these students have many fond memories of their time at SITP. MyfavoritemuseuminSITPwasAirandSpace.IlikedthismuseumbecauseIlikeengineering.Ialsolikethismuseumbecauseituseskineticenergy,potentialenergy,andforcetomovethings,likeaflyingcar.

ThethingIlovemostaboutSITPisthatitgivesyouthechancetoreleasethestressthatschoolcauses.Thisprogramisfullofwonderfulexperiences.Youdon’thavetopay!Therearehighqualityteacherswaitingforyou!

IwillrememberalltheteachersthathadshowedmeeverythingIknowaboutzoo,theatre,history,animals,science,andaction/reaction.

WhatIlikeaboutSITPistheexperienceyougetinthemuseums.Itmakesyoufeelspecialanditmakesmemoriesforalifetime.

DearMr.Price-thankyousomuchforexpandingourhorizonsintheworldofeducationandtheendlesspossibilitiestheworldhastooffer!OneofmyfavoritethingsaboutSITPisthatwegettolearnthingsweusuallydon’tgettolearnaboutatschool,andit’swaymorefun/interesting!Iamverygratefulforyourgenerosityandtheopportunitiesyouhavethrownourway.

AtSITPIlearnedyoucanbefriendsnomatterwhoyoulooklike.

ThankstoyouI’vehadmanygoodmemoriesthatI’vesharedwithmyteachersandfriends.ThankstoyouI’veexperiencedtechandthathelpsatonthat’sbecauseIwanttomakenewtech.


MyfavoritememoryaboutSITPismostlikelytheperformancesfromtheJuniorTheatreandthebackstagetripwetook.Anotheristhezoo.Iloveanimals,almosttothepointthatIstudytoomuchaboutthem.Likeiguanasandothertypesoflizardshaveathirdeye(notforvisionmorefordetectionofdifferencesbetweenshadesofblackandwhite,searchitup).Mtfavoritepartwaswhenwegottoseeacheetahandmultipleotheranimals,wealsogottotouchsome.Finally,theairandspacemuseumandtheNat.Ilovefossils,sotheNATwasmytypeofplace,thentheairandspacemuseum.Alltheengineeringwassofun,evenmypastaroverandmyMegaShark(payloadglider).SchoolintheParkhasbeenagreatopportunityandit’sdepressingthatit’scomingtoanend.

Myfavoritememoryiscreatingyourownplayandbeingabletohostitbyyourself,inotherwordsbeingabletotellourselveswhattodoatOldGlobe.Wegottopickourcostumeandwhatrolewewant.MyfavoritemuseumofSchoolintheParkistheNAT.IliketheNATbecauseyoucouldseeanimalsinexhibits.Youcouldevenseeinthewaterexhibithowdoeswatergettous.TheColoradoRivergivesuswatertoshower,drink,brushyourteeth,andtoeat.IliketheNATbecausetheteacherswehavetakecareofusverywell.Andgivetheirtimetogiveusaneducation.SomethingIwillalwaysrememberiswhenintheZoowewerestudyingdecomposersandsomeofusatebugs!IhavethoughtaboutwhatIwanttobewhenIgrowup.Iwanttobeazookeeperandabiologist.MyfavoritememoryofSITPiswhenwewenttotheartmuseumandexploredtheexhibits.

WhenwewenttotheArtMuseumwemadebluepaintfromaneggandsmashedbluerockpowderandmixedthepowderandtheeggyolktogethertomakebluepaint.

MyfavoritememoryofSITPiswhenweworkedwithelectricityattheFleet.

MyfavoriteSITPmemoryisfromtheJrTheatrein4thgrade.Itwasmyfavoritebecauseweperformedaplayonthegoldrushanditwasreallyfuntoactin.Wegottoplaycharactersandmakeourowncostumes.

MyfavoritememoryofSchoolintheParkiswhenweperformedintheCasadelPradowhenwewereintheJr.Theater.

OnethingIwillalwaysrememberiswhenIwenttotheHistoryCenterIlearnedaboutthingsinthepastandhowthingschangedovertime.

MyfavoritememoryiswhenwedidtheOldGlobeandwedidthetheater.Myfavoritepartiswhenweputoncapesandmakeup.

SomethingIwillalwaysrememberisaboutWilliamShakespeareandtheOldGlobe-thetheatreandthegames.

OnethingIlikeaboutSITPisthatwegottogobehindthescene.IlikeddoingthatbecauseIfeltlikeanimportantperson-AVIP.

MyfavoriteplaceistheAirandSpacebecauseIhadgoodtimescreatingstuffbymyself.IlikewhenIkepttrying,anditdidn’tworkuntilatlastwhenitwassuccessful.Ifeltproudofmyselfandwasthankfultotheteachers.

Ilearnedhowtocraftcatapults,rovers,andairplanes.Ibecameanengineer.

SITP Final Report 2017-18 13 2.3 Rosa Parks Elementary School Teachers’ Reflections on the SITP Year All Rosa Parks teachers of 3rd, 4th and 5th grade students met with the SITP team toward the end of the school year to discuss their overall impressions of the SITP year. Overall, teachers were extremely positive about SITP and its value to their students (and themselves). Below is a representative sample of teachers’ reflections broken down into more specific categories: TeacherSuggestionsforMakingCommunicationBetweenClassroomTeachers&

MuseumEducatorsevenmoreEffective

SomeMEsgiveusprintedexplanationatbeginningofday–reallylikedthat!

SuggestMEsprovidemap(andmaybecellphone#)whenteacherisexpectedtotakeagroupANDupfrontinstructionsoncontent/questionsyouwillbeusing(especiallynewteachersneedthesethings).Also,makesurenewteachersknowtopayattentiontoMEsintrotomaterial.

Some,butnotall,MEsuseinformationgiventothembyclassroomteacher(althoughtheymayuseitdifferently).

MEcommunicationtoteachertheweekbeforeisveryinconsistent.Makesureallteachersgetit.

Wouldlikewrittendescriptionofwhatclassroomteachersneedtodo,answerkey,etc.Talkingpointswheningallery.

WouldlikeMEstoshareseatingchartorarrangementofroomssoteacherscanfillinstudentnames

UseofFacilitators

Ifpossible,canwehavesamefacilitatorforsameclassroom?(althoughotherissueswiththis.)

Lovefacilitators-theyplaymajorrole.

LikewhenFacilitatorstextus–sostudentsknowcommunicationisstrong

NeedtoremindFacilitatorsnottotalkwithoneanotheronbus–havethemspreadout

Hands-onLearning/AuthenticActivities/TimeinGalleries

Wouldbenicetodoabitmoregalleryinmornings–teacherswouldlovethat(mostgalleryvisitsinafternoonpresently).

Usegalleryasintrotocapturestudentattention/curiosity

WouldlovetohaveMEwalkteacherthroughmuseumwiththem(maybeatall-daymeetingatbeginningofyear-orshorttalkwithpicturestofamiliarizewithgalleryandwayitwillbeused)–“cheatsheet”–whatarethingsthatalignwithstandards).

LovethatstudentscanperformonstageatJr.Theatre(mostoftime).Lovemixture/solutionmaterialbecauseitispurposeful/motivational!

ThinkaboutwaystogetMEsandteacherstogethertoexploremuseum.

SITP Final Report 2017-18 14Wanttodogalleryworksometimesbeforeteachersleavesotheyaremorefamiliarwithmuseums.Thoughwedon’twantlecture,sometimesthereisnotenoughinformationgiventostudentswhileintheirgalleries.Also,havegreaterexplanationofwhatstudentsaretodoandwhy.

Moreemphasisonstudentsreadingsignsinmuseum.Reallylikedtakingpicturesinmuseum.

MEsdon’talwaysunderstandthelevelofexpectationsteachershaveforstudents.

Wouldbegoodtohavemoreopportunitiesforstudentstotalk.

ServingStudentswithSpecialNeedsatSITP

Prettygood,butneedevenmorecommunicationabouteffectivestrategieswithindividualstudents.

ItiscriticaltosharetipsbackandforthSITP/RP.

TeachersshareinformationaboutstudentsatSITPwithSpecialEdresourceteacheronafairlyregularbasis.

Wouldlikemorewhiteboardstohelpstudentswithwriting.

BenchmarkCurriculumandBridgingOpportunities

Teachersnoticeorallanguage(fluency,confidence)skillimprovementbackinclassroom.

Thepre-visitvideocanbeusedbeforerotation,senttoparents,andusedlatertopromptpriorknowledge.

Studentscanaccesstobothpre-visitvideoandpictures–greatforthemtohaveoptiontoWhatmightemphasisbeintheHistoryCenter4thgrade?–maybemoreSanDiegohistorywhichfitsintoCaliforniaHistorystandards.Thereisveryrichhistoryinthiscity(Californiaasanimmigrantstate–wouldbeterrificfocus.).Lookingforconnectionsacrossothermuseumrotationswouldbegoodaswell.

Pleasedthatinsomeofthemuseumsstudentsareexpectedtorespondincompletesentences,elevatinglanguageexpectations(academiclanguage,grammar).

GivestudentsmoretimetotalkisgoodalthoughsometimesMEsdon’tusethiseffectively.

Byandlarge,curriculumisstrong.Agreethatmorenarrowanddeepisgood.

ChallengesTeachersEncounteratRosaParks

Makingsurestudentsaretalkingontopic(accountabletalk).

Outsidefactorswecan’tcontroland/ordidn’tknowabout.Accessibility–suchawiderangeofknowledge,cognitiveability,prioreducationalexperience(needtogeneratestrategiestoincludeALLstudents–withoutcheatinghigherkids).

Howdoyouknowstudentsunderstandit?Howdoyoucheckincrementallyand/orattheend?

Socialinfluences–cliques,basicadolescentstuff.Waystogivehigherstudentshigherlevelwork.


Issuesoffearoftenrelatedtoimmigrationissues.

Suggestions of Potentially Effective Instructional Strategies within Rotations

What is a Community (3rd Grade) BrainBreaks–stretching,silentreflectionsonwhatthey’velearned,rotatehead,isometrics“TakeFive”.

Examplesofdifferencecommunities–whichcommunitiesdotheybelongto.

Lotsofvisualsaccompaniedbyquestions–whatdoyousee(family,friendship,love,etc.).Whatmakesacommunity?

Havestudentsbrainstormabouttheircommunity.Howisitdifferentfromothercommunities?

Googlemaps–bigcommunitiestosmallcommunities-bigpicture–thenzeroinginmorefinely.

Studentsaskparents/primarycaretakersaboutsomethingfromtheirculture.

California: A Changing State (4th Grade) Formaps–useGoogleEarth(progressionfromEarthincrementallydowntoCityHeights.Thenexploresurroundingcommunities).

Usetonsofvisualstheycanmanipulate(gallerywalk).

Havesheet(guide)tofilloutastheygoalong–teacherintroducesandstudentsthenexplore(withappropriatematerials)–scavengerhunt.

Generally–writeinSITPjournalandalsoMEwrapupatendofday.

Havelargemap–identifyphysicalfeatures,doreportonparticularpeople(wheredotheylive),everythingrotatesaroundmap–culminatewithintervieworsomethingauthentic(oncetheyhaveenoughknowledge).Bill of Rights (5th Grade) Makingitrelevanttostudents–takingaknee,etc.

Brainpop,video(YouTube).

Givecleardirectionsorallyanduponscreen.

Usewebsitecalledquizzes(QUIZIZZ)–reallymotivatesthemandallowsforcheckforunderstanding.

Havestudentstakeinformationfrombooks,net,video(andtheycanusetheirnotes).

“Putinyourownwords”–paraphrasingskills.

Usesharedreading.

EachstudenthasoneBillofRights–whydidtheymakeitanamendmentwhentheydid?(writing)–givethemrubricsostudentsknowexpectations.

Debriefonqualityofprojectworkusingtherubric–walkthroughwithstudents.


General Strategies for Checking for Understanding & Closure Strategies

exitslips(glueinjournal)

usejournaltospurmemory

teacherlistswhatwelearnedtodayatendofday

stampinjournal–studentslove

usemailinglabelforpromptandhavestudentsputinjournal

CheckingforUnderstanding–walkingaroundtoseewhattheirdoing,exitslips,thisiswhatyou’reexpectedtoknow,smallgroupredo,modeling(toavoidconfusion)withthemthroughintrotoactivity,experthelpothers…

Closure-reflectonwhatyoulearned(teachercharts[lists]),checkinwithstudentsnextmorning.

“Ifyouwanttobeadvancedtoday,youmust…”

“Byendofthislesson,youshouldbeableto(andthisishowIwillknow).”

randomcheck-in–verballyaskrandomstudentswhattheylearnedtoday(atendoflessonorday)

historian-for-the-week–wholeclassrecallsbutonestudentactuallyrecords

beginnextdaywithrelevantlearningfrompreviousday/s.

Atendofday,thinkbackwards,whatdidyoulearn(write).

“Askmeabout-----"stickerorDojo

Ifyoudoaclosureandstudentsarestillfuzzy,whatdoyoudo?Dependsonwhoisfuzzy–“anchorkids”(mediumkids),thenneedtorevisit.

2.4 Wilson Middle School 7th Grade Student Survey Responses 168 (68%) students responded to the survey.


Students were asked how they felt about each SITP rotation: Air&SpaceMuseum:Engineering,testing,modifyingandretestingdevices(aquarockets,propellergliders,flyingcars)?

80%ofstudentsresponded“Ilovedit”or“Ilikedmostofit”

MuseumofArt:CreatingJapaneseart(stabbook,marbledpaper,carvedprint),andlearningaboutJapanesecultureandsociety?


TheFleetScienceCenter:Learningaboutchemistry,doingexperiments,andcreatingalizardeggincubator?


MuseumofMan:LearningabouttheMaya,Kumeyaay,andhowSpanishandEnglishcolonialismaffectedthem?


TheNaturalHistoryMuseum:BeingacitizenscientistandcollectingdatausingtheiNaturalistapp?


TheOldGlobe:LearningtheplayRomeoandJuliet,andcreatingyourownprojectabouttheplay?


TheZoo:Learningaboutecosystems,andcomingupwithasolutiontoanecosystemthreat?


SITP Final Report 2017-18 18Students were asked about a series of skills, and whether School in the Park has helped them improve those skills:

SkillSITPhelpedmegetbetteratthis

(percentageofstudentsresponding“yes”)Doingpresentationsinfrontoftheclass 83%

Workingonaprojectwithagroup 82%

Doingexperimentsandwritingoutprocedures 73%

Usingtechnology,likeiNaturalist,GoogleSlides,oriMovie 76%

Doingartprojects 80%

Designing,building,andmodifyingdevices 74%Students were asked whether SITP inspired any college or career goals for them; 66% said yes. Below is a sample of their responses:

Did School in the Park inspire any college or career goals for you? Please explain:

Yesschoolintheparkdidhelpme.IthinkIwanttobeadetectiveorforensicscientist,andgoingtothefleetmademesureaboutmyfuturecareer.IpersonallylovesciencesoImostlylovedgoingtothefleetandwishedwecouldhavegoneforalongerperiodof.

YesnowtheIhadsomanyexperiencesnowIhavemanychoicestopickIhadlotsoffunalltheweeksofschoolintheparkIthinkthatinthefutureI'mabeaartistIhavealotcreativestrengthandIthinkIwouldmakeareallygoodartist.

IwasinspiredbytheNATtoexploretheworldandresearchanimalsandfossils

YesIwanttobeaarcheologistandascientist

yesbecauseitshowedmetherearedifferentoptionsforacareeritalsoshowedmesomethingsthatIthoughtIwouldneverthoughtofasacareerIwouldtodo.

TheyinspiredmetobeveterinarianbecauseIloveanimalsandtheyalsogetsicklikeus.Theyalsohelpedmewiththeknowledgeofsomezooanimals.

SITPdidinspiremetobecomeaengineerandthinkIwillstudyengineeringwhenIgotocollege

Schoolintheparkinspiredmetostartanengineercareer.Buildingthingsandworkingwithtechnologyinschoolintheparkwasreallyfunandcoolforme,whichinspiredmetowanttodoengineering.

schoolintheparkinspiremetobeanactorattheoldglobe

Schoolintheparkdidn'thelpinspireforacareerbuttheydidopenmyeyestoallthepossibilities.


SchoolintheParkdidinspirecareergoals,forexampleitinspiredmetolearnmoreaboutspaceandmademelearnmoreaboutcreatingandmakingthings.

ItmademeincreasinglymoreinterestedinpursuingajobinshowbusinessonceIimprovefurther.ActingissomethingIenjoyverymuch,andhavingachancetodosoinSITPwasawonderfulexperience.IwouldlovetomakemoneyfromsomethingIalreadyenjoydoingtosuchahighextent.

ItdidbecauseIreallyliketobuildthingslikeinthefleetandIalsolikebeingwithanimalssomaybelikeabiologistormarinebiologistwouldbetwocareersIwouldreallylike.

Finally, students were asked to share any final thoughts about their experience. Below are some of their responses:

Anything else you would like to say about School in the Park?

It’sreallyfunbecausewegettodostuffthatwedonotdoatschool.

SchoolInTheParkwasoverall,veryfun.

IwantedtosaythatthanksforshowingusallthethingsthatIusetonotknowandnowIshowmefamilywhatIlearnandtrytohelpbypassingiton

ILOVEITandIwishitwouldbein8thgrade

SchoolintheParkwasandisawonderfulandwholesomeexperienceandwe'reluckytohavetheprivilegeofpartakinginitsactivities.

IreallylikedSITPandIhopetheywouldhaveitforareallylongtimesokidscanlearninafunway.

Itisamazing.Theyhelpuslearnnewthingsineverysubject.

Ireallyloveschoolinthepark

ItwasreallyfunandcooltoexploredifferentmuseumsandexploringthezootoItwasmyfirsttimegoingtoschoolintheparkandIlovedit

MyfinalthoughtaboutschoolintheparkwouldbethankyoufortheexperienceIhadinschoolattheparkbecauseIlearnedalotabouthistory,science,artandmore.

ItsreallynicehavingschoolintheparkandthankyouforgivingWilsonMiddleSchoolachancetohaveschoolinthepark.

It'sanamazingprogramandIamlookingforwardtogoingbackespeciallytothefleetin8thgrade.

Schoolintheparkwasreallyfunandcool.Ibecamefriendswithpeopleondidn'tknowatWilson.I'velearnedmanythingsfromschoolinthepark.Iteveninspiredmetowanttostartacareer.

Ilovedschoolintheparkandschoolintheparkhelpedmealot

Ithinkwehadsomuchfunlearningnewthings


ThanksforlettinguslearnalotandhelpingmeonwhatIwanttodointhefuture.

SchoolintheParkisagreatexperienceandIhopeitkeepsgoing

2.5 Wilson Middle School 6th & 7th Grade Teacher Survey Results 7th Grade Teachers Fifty-percent of the 7th grade teachers responded to a survey that asked their opinions about each museum’s use of authentic activities and the appropriateness of the scope of material addressed. As can be seen below, by and large, teachers are very pleased with SITP curriculum.

Thecontentwasauthenticandengagingformystudents.

Theamountofmaterialcoveredduringtheweekwasappropriate(i.e.pacingwasgood).

Air&SpaceMuseum 100%StronglyAgreeorAgree 80%StronglyAgreeorAgree

MuseumofArt 100%StronglyAgreeorAgree 100%StronglyAgreeorAgree

FleetScienceCenter 100%StronglyAgreeorAgree 100%StronglyAgreeorAgree

MuseumofMan 60%StronglyAgreeorAgree 80%StronglyAgreeorAgree

NaturalHistoryMuseum

80%StronglyAgreeorAgree 80%StronglyAgreeorAgree

OldGlobeTheatre 100%StronglyAgreeorAgree 80%StronglyAgreeorAgree

SanDiegoZoo 80%StronglyAgreeorAgree 80%StronglyAgreeorAgree

Seventh grade teachers were asked how much they feel that the 7th grade students benefit from participating in SITP:

SITP Final Report 2017-18 216th Grade Teachers Survey Results Fifty-percent of the 6th grade teachers responded to the survey that asked them to comment on areas related to SITP’s overall goals for the year:

• Increasing authentic learning experiences • Fully utilizing the galleries/exhibits and park • Meeting the needs of all learners

On the topic of authentic learning, 6th grade teachers were asked to note which of the following four authentic connections they saw being made across museums (note that “ME” refers to Museum Educators):

With regard to meeting the needs of all learners, 6th grade teachers were asked, “Overall, how accessible was the SITP curricula for students needing extra support (e.g. ELLs, IEPs, etc)?”

SITP Final Report 2017-18 22Offered the opportunity to say more about how SITP meets (or doesn’t meet) the needs of all learners, teachers shared: TheOldGlobebynatureoftheactivitydoesagoodjobofgivinglotsofopportunityformovement,smallgroupinstructionandaclearunderstandingoftheobjectivesfortheweek.

TheNATwassuperaccessible!Theyworkedoneononewiththestudents.TheAir&SpaceandtheFleetwerenext.Lotsofhandsonactivities,peerworkandrepetition.

AirandSpaceprovidedstudentswithhandsonactivitiesthatwerechallengingyetveryaccessible.Inoticedthatmyspecialeducationstudentsweremotivatedandreallyexcelledwhilebuildingthevariousrobots.Eachtime,thechallengewasabitmorecomplex,buttheyperseveredandweresomeofthefirststudentstobesuccessfulinmakingthemworkefficiently.Afewmayhavestruggledwithwrittenexplanations,butitwasn'tbecausetheydidn'twanttowrite!OldGlobe,Fleet,andArtwereothermuseumswhereALLstudentswereabletoshine.Theinteractiveworkwasengaging,theresponsibilityandexpectationswereallhighandthestudentswillinglyworkedtodoagreatjob!TheworkaroundRACEintheMuseumofManwasverycohesiveandrelevant.Allstudentsdemonstratedtheirlearningduringtheirpresentationsinthemuseum.Watchingthevideosanddiscussingthelyricswereverythoughtprovokingandchallengedstudentstothinkabouttheirownviewsandviewsofothersintheworld.Theywerealsochallengedtomakechangesintheirownlives.BeinganUpstanderwassomethingtheycouldimplementwithimmediately.

Alllessonswerewellplannedtoincludeallstudents.Presentersmonitoredstudentsthroughoutthelessonsandperiodicallycheckedforunderstanding.Whenstudentswereunclearofdirections,presentersandstaffprovidedone-on-onesupport.Teachers were asked about their impressions of time spent in the museums this year:

SITP Final Report 2017-18 23Asked to provide any final thoughts about their and their students’ experiences at SITP this year, as well as about the SITP Facilitators, teachers shared the following: IfeelliketheSITPfacilitatorstookthetimetogettoknowasmanystudentsastheycouldbyname.Theymadeanefforttospeaktoandconnectwithindividualstudents.Theyhadhighexpectationsofthemandwereknowledgeableaboutsubjectmatterinthemuseumswheretheyworked.Ireallyappreciatetheworktheyalldid!!!

Facilitatorssupportedstudentsthroughoutthelearningandprovidedconsistentpositivereinforcement.

Thesestudentshaveanewawarenessofthewideopportunitiesavailabletothosewhoputenergyintolearning.

OverallSITPisaveryimportantpartofourschoolyear.Studentsareaffordedopportunitiesthewouldn'tnormallyhavetoexpandtheirworldandgeneralknowledgemostpeopletakeforgranted.

Ihadablast!Studentswereengaged,energeticandhappyabouttheiractivitiesandinteractions.I'mnotsureifyouknowthemagnitudeoftheimpactyouhaveonourstudentsbecauseyouaresovigorouslyworkingwithkidsduringthatweek(s).Igettoseethe"inthemoment"expressionsontheirfaces,andhearthecommentstheymake,andextendedconversationstheyhaveastheyarewalkingawayfromtheintenseworkthey'vedone.Whenstudentsarestillcarryingonaboutwhattheyworkedonorwhatthey'velearnedafterthey'vebeendismissed,youknowyouhavedonesomethingspecial.Everydaywassomethingnewforthem.Mostdaystheywereexcitedabouttheirworkandplannedforwhattheyweregoingtodothenextdaytomakebetterwhattheyhaddonethedaybefore.InoticedthatattendanceforsomestudentsimprovedduringSITPweeks!It'sinevitabletheywillremembertheexperiencetheyhadatSITPlaterinlife!ILOVEthisprogram,andyouwhoworkitdefinitelymakeadifferenceinourstudents'lives!!!2.6 Museum Educator Survey Results Sixty-three percent of museum educators (MEs) responded to the survey (10 out of 16). MEs felt they had a good understanding of students’ social and academic challenges. They indicated a bit less confidence in their abilities to respond effectively to students’ academic and socio-emotional needs and continue to welcome help in these areas. All MEs used their museum resources (i.e. exhibits, galleries) with students at least three times during the week, with almost half using these resources five times or more. All MEs also provided students with real “tools of the trade” to work with, and 90% gave students access to real or replicated artifacts. Some MEs took students “behind the scenes”, some invited guests to talk about their work and expose students to new career opportunities, and some had students present their final projects in public spaces. As they reflected on the activities and projects they developed for SITP students this year, 90% felt that most or at least some of these projects reflect real world work. Fifty-percent of ME respondents included more authentic activities this year than in previous years, with many having additional ideas they want to incorporate into future curricula.


30%

70%

How well do you feel that you understand the social and academic strengths and challenges of the SITP students?

Ineedmoresupportinthisarea

Iamstartingtogetagoodsenseofwhoourstudentsare,butcouldalwaysusemoreinformation

IfeelthatIhaveasolidunderstanding

60%

40%

How well do you feel that you are able to meet the academic needs of the SITP students?


Ifeelsomewhatabletomeettheiracademicneeds,butcouldusemoresupportIamconfidentthatIamabletomeettheiracademicneeds

40%

60%

How well do you feel that you are able to respond to the social-emotional needs of the SITP students?


Ifeelsomewhatabletorespondtotheirsocial-emotionalneeds,butcouldusemoresupportIamconfidentthatIamabletorespondtotheirsocial-emotionalneeds


60%

40%

During an average rotation, how many times per week does a learning activity take place in the galleries,

exhibits, or park?

0-2timesperweek

3-4timesperweek

5ormoretimesperweek

4

9

5

3

10

0 2 4 6 8 10 12

I/weinvitegueststovisittheclassesandtalkabouttheirwork

I/wegivestudentsaccesstorealorreplicatedartifactstotouch

I/wetakestudents"behindthescenes"toviewauthenticworkspacesandseeprofessionalsat

work

Studentspresentfinalprojectsinpublicspaces,aspartofmuseumeffortstoeducatethepublic

I/weprovidestudentswithreal"toolsofthetrade"toworkwith(i.e.thesamematerials/toolsthata

professionalwoulduse)

In what other ways do you utilize the resources available in your institution or in the park? (Check all that apply)


Museum educators were very positive about this year’s SITPEC professional development meetings. Asked to contribute ideas or suggestions for next year’s SITPEC topics, the MEs thoughts are below:

ELL tools or support and facilitator training on what is expected when they are at various institutions and SITP overall. More presentations from other museum educators -- I want to learn more about what each does. Maybe feature a different educator/curriculum each time and have them prepare a presentation/project? Also would keep SITPEC lively and engaging each time to have different presenters :) We need to continue grappling with the idea of de-Colonizing the classroom and sharing our knowledge without eliminating or discounting the knowledge the students bring from their own backgrounds and cultures.

It's always nice to have professional development training on how to better help students with emotional and behavioral issues.

Group work over multiple sessions is hard since attendance always fluctuates.

More activities that require educators to reflect on their privilege and how those biases are incorporated into the ways they teach. Similar to the activity were we role played as students during a prior SITPEC meeting.

2.7 SITP Facilitator Survey Results Seventy-eight percent (7) of the facilitators responded to the survey. All responding facilitators reported that the professional development they engaged in this year was valuable. They were asked to provide information about each individual topic addressed. Their comments are below:

2

4

5

1

5

4

0 1 2 3 4 5 6

Icouldusemoresupportaroundmakingmycurriculummorereflectiveofreal-worldwork

Ihaveideasforadditionalwaystoincorporateauthenticactivitiesintomycurriculum

Mycurriculumincludedmoreauthenticactivitiesthisyearthaninpreviousyears

Afewactivitiesduringtheweekreflectreal-worldwork

Someoftheactivitiesduringtheweekreflectreal-worldwork

Mostoralloftheactivitiesduringtheweekreflectreal-worldwork

Thinkabouttheactivities,projectsandworkthatstudentsdoduringtheirweekwithyou.Howmuchofwhatthestudentsaredoingmimicsworkthatprofessionalswoulddointhis

field?(Checkallthatapply)


Trauma-Informed Care

Beingabletoevaluateachild’sneedsisveryimportant.Studentswhohaveexperiencedaparticularformoftraumamayalsohave“triggers”thatweaseducatorsneedtobesensitiveto.Thismeetingwashelpfulinallowingustocollaborateandsharepersonalexperienceswithstudentsthathaveshownsignsof“triggers”toprevioussituationsthathavecausedtraumainsomeway.Traumawasdescribedassomethingthatcouldbeemotional,notalwaysphysical.Makingeducatorsawareoftheseemotionaltraumashelpustoidentifycertainbehaviorsinstudents,andhowweshouldrespondtobesthelpthestudent.

IlearnedthatSITPstudentscanbelivingthroughdifficultfamilybackgrounds.Ididnotthinkaboutthethingstheywerefacinguntilthistraumacare,andIstartedconnectingsomebehaviorsandthecommentsthestudentsmade.

Traumainfluencesbehavior.Kidsreacttotriggersintheirenvironment.

“Trauma”canrefertomanydifferentareasofstudents’lives,notjusttheobviousonesthatpeoplethinkof.Somethingthatourstudentsinparticularfaceisdisplacementfromtheirhome.Andeventhoughtheymayhaveaplacetosleep,itcanbetraumatictonothavethestabilityofaplaceoftheirown.

Ilearnednotmakeassumptionsofwhatastudentmightfeelorhaveathomeetc.Icanmakeastudentfeeluncomfortablewithanytopicifit’ssensitivetothem.Sonotgeneralizeatopic.

Traumacomesindifferentformsandthatweasfacilitatorscanplayaroleinhelpingachildcopewithatraumaticexperience.

Getting to Know SITP Students

Understandingthesocioeconomicbackgrounds,racial&ethnicbackgrounds,andthedemographicsofthestudentswehelpfacilitateandteachallowsusaseducatorstobemoreinformed&understanding.Thisallowsusaseducatorstobemoreaware,sensitiveandculturallysensitivetoourstudentsneeds.MoreknowledgeispowerandItrulybelievethisSITPingeneralhelpedwithgainingmoreknowledgeandunderstandingaboutourstudents.

Ibelieveweallareconnectedsomewayoranother...Gettingtoknowstudentscanhelpusallunderstandtherebehavior…

Ididn’trealizehowdiversereactionscanbefromstudentswhencertaindirectionsorcommentsaboutdailylifecanimpacttheirfeelings.Itwaseyeopeningthattalkingaboutdrivingacarorcelebratingthanksgivingcanreallymakeastudentfeelinsecureorlowertheirselfesteem.MademewanttobemorecarefulaboutthewayIsaythings.

Asubstantialportionofourkidslivebelowthepovertylineandcomefrommultiple-parenthomes.

Thisonereallyhelpedmebecomemoreawareofculturaldifferencesamongstourstudents.Andhowwecanalienateastudentwithoutthatbeingourintention.

Allthestudentshavesomethingyoucanconnectwith.Itrytofindoutwhattheylikeoraninterestwecanhaveincommon.

SITP Final Report 2017-18 28Meeting the Needs of All Learners

Thisparticularmeetingwasgreatingaininganewperspectiveonhowtoactivelyengageallstudentsthroughrevisionsofcurrentcurriculum.Itshowedmethatitdoesnottakehavingtorewriteawholecurriculumtomakeitmoreappropriateforstudentswithvariouslearningneeds.Itcouldbeaseasyaseditingoneactivitythatappealstoallfivesensesandgainingstudentsfeedbacktoevaluatetheprogressofrevisions.IaddedtothismeetingbygivingapresentationontechnologyandGoogleearth.

Ithinkwecanonlydosomuchbutifwecanmakealittledifferenceinachild'slifeitsworthit.

ThepartthataffectedmethemostisaddressingstudentsbygenderwhenIiningupfortherestroomandcallingthemboyandgirls.Ididn’trealizehowmuchitcouldoffendastudentuntiltheyletmeknow.IalsotrytohelpstudentsunderstandtheconceptsbygoingasideandexplainingtheideasasmuchasIcan,sometimesthestudentscannotwriteandIamgladIcanspeakSpanishtohelptheirneedsinunderstanding.

Notallpeoplesharethesamesocialwealth.It’simportanttobemindfulofothers’learningneeds.

Allstudentslearndifferentlyandreachingallofthemcanbedifficult.Useallmembersofyourteamtocomewithdifferentideastoreachdifferentlearners.Mostoftheideaswecameupwiththatdayrevolvedaroundhandsonforthekids.

Mostofthetime,I’msurprisedbyhowsomestudentsthatmayhavedifficultywithasubjectreallyflourishhereatSITP.Butit’ssoimportanttoalwaysmakesuretheyunderstandwhatisexpectedandhelpingthemtakesmallstepstoaccomplishtheirtask.

Monday Meetings at Rosa Parks

Thesemeetingsarevaluablebecauseitallowsusfacilitatorstoshareideasandstrategiestohelpwithdifferentclasses,aswellasmeetingwithoursupervisorstocatchuponanypressingneeds,concernsorquestionswemayhave.Ialsoenjoythesemeetingsbecausewegetachancetoallbetogetherasateaminwhichwedon’tgetthatopportunityveryoften.

Iwishwehadmoretimeinsomeofthemeetings.Ifeelweareinahurryattimes.

Ilikedthatweallwentaroundandsharedsomeproblemsorideaswehadworkingwiththestudents.ItwashelpfulthatIcangetadvicefromtheotherfacilitatorsonwaystodealwithproblems.

Comingtogethertodiscusschangesisimportanttoworkcohesively.

Thesemeetingsarenicebecausetheyaddresslogisticsoftheprogram.Also,it’shelpfultoseestrategies(mostlyforhandlingbehavior)thatworkforotherfacilitators.Onethatwasbroughtupquiteabitwassimplygivingoutstickersorstampsforparticipationtogeteveryoneinvolved.It’salsoanicereminderthateveryonehassimilarfrustrationsandwe’reallheretohelpeachotherout.

Ourmeetingsaregreat!Theyhelpuscometogether,shareideasandbesupportiveofeachother.Ifwehavedoubtsorquestions,theyareansweredandalsosharedwithoneanother.Weevenhavegreatideaswecanallshare.

Theyseemedgoodbutsometimesthereareproblemsorotherstuffthatdoesn’tgetaddresswitheveryoneintheroom.

SITP Final Report 2017-18 29Facilitators were also asked to identify some topics they would like to learn more about. Their responses are below:

Suggested Future Topics

Managingclassmorewhentheybehavedifferentways.Idon’twanttoshoutandIdon’tfeelcomfortableshoutingbutIknoweveryclassisdifferent.Ialsowanttolearnhowtohandleapersonalsituationastudentmaybehavingwithouttakingtoomuchattentionfromtherestofthegroup,likeastudenthavinganoutburst.Whatshouldbethestepstohandleit?

ItwouldbegreattohavemoreinformationregardingourstudentswhoarerefugeesorwhohavejustbeenleavingintheUnitedStatesforashortwhile.Learningaboutstrugglestheymayfaceorcertaintraditionsetcweshouldbesensitiveto.

Iwouldn’tsaythere’sanythingspecificthatIwanttoreceivemoreinformationaboutrightnow,butthecontinuedinclusioninmeetings/trainingshelpskeepusintheknowfornewinformationaswellasgoodremindersforold.

3. SITP Program Impact on Parents/Primary Caregivers

3.1 Parents in the Park (PITP) Parents of SITP students have the opportunity to visit SITP to gain information about the program, to see the curriculum in action and to, generally, become more familiar and comfortable with the museums within Balboa Park. This year, parents had five opportunities to come to Parents in the Park meetings here at the park.

PITP Participants Rosa Parks parents 88

Wilson parents 21 TOTAL 109

3.2 Parent Letters In lieu of a survey this year, several letters from parents/primary caregivers represent the thoughts and feelings expressed by many of those whose children are served by SITP. (See Appendix B) 4. SITP Professional Development 4.1 Major Academic Goal for 2017-18 The major academic goal at SITP this year was to increase sensitivity to and targeted support for our students’ learning needs and general well-being. Paramount to serving a population as diverse as those at Rosa Parks Elementary and Wilson Middle Schools is recognizing that students bring a wide range of abilities, challenges, and needs. Achieving our program goals of developing character, confidence, competence and

SITP Final Report 2017-18 30curiosity depends on our ability to meet our students where they are, and offer a variety of ways for them to connect with the curriculum. In practice, this involves close communication with classroom teachers and special education staff, working attentively with students and continually checking for understanding, and developing a toolbox of strategies for museum educators and facilitators to use in identifying and addressing students’ unique needs. 4.2 Museum Educator & Facilitator Professional Development Monthly professional development meetings for museum educators, called SITPEC (School in the Park Education Council), provide an opportunity for skill building, information sharing, and collaboration. For the 2017-18 school year, SITPEC topics reflected SITP’s overall areas of focus: 1) Increasing authentic learning experiences, 2) fully utilizing the galleries, exhibits, and park, and 3) meeting the academic and social-emotional needs of all learners. In light of best practices and recent research in adult learning, in the first half of the school year, SITPEC took on a more learner-centered format. Within the parameters of SITP’s areas of focus, museum educators (MEs) were given the opportunity to choose a topic that felt most relevant and interesting to them. Working in small groups, the MEs spent three SITPEC sessions researching their topics, and on the fourth session, each small group presented to everyone. The remaining four SITPEC sessions in the 17-18 year reflected a more traditional format, where the whole group worked together on a shared topic, chosen by the SITP staff. In addition to providing ongoing professional development, SITPEC is a valuable time for museum educators to collaborate and learn from one another. In a survey sent out following the four Independent Research SITPEC sessions in the fall, MEs indicated that the element of that format they found most valuable was the opportunity to collaborate with other MEs. In 2017-18, SITP facilitators were also invited to attend some of SITPEC meetings. Their familiarity with the students and the curricula across multiple museums gives the facilitators a unique and helpful perspective, and having the MEs and facilitators learn together at SITPEC creates a stronger team cohesion and commitment to program goals. SITPEC topics for 2017-18 are listed in the table below.

School in the Park Education Council (SITPEC) Professional Development

Time Focus

September October November December

Independent Research – Small groups researched and presented on the following topics:

• Developing authentic assessments • Using technology to support authentic learning at SITP • Structuring effective small group work for students • Active learning in the galleries • Teaching to multiple intelligences

Also at October’s SITPEC meeting, Rosa Parks Principal, Veronika Lopez-Mendez, delivered a presentation on trauma-informed care – a practice they are adopting at the school site.

January, February • Individual meetings as needed


March • Who are our students? Understanding students’ academic and cultural strengths and challenges to better meet their needs

April • Planning with students in mind: Now that we know more about who our students are, what strategies will best serve them at the Park?

May • Using the SITP Curriculum Template: for the 2018-19 school year,

MEs will be using a redesigned SITP curriculum template. This session introduced the new design and gave MEs the chance to start working with it.

5. Program Areas of Focus for the 2018-19 Academic Year During the 2018-19 academic year, SITP will continue to move more deeply into many of the current areas of focus. The goals below are a reflection of what we continue to learn from the students we serve, their teachers, the museum educators and facilitators and the wider field of education and educational research.

Area Goals

Program Core • Continue refining curriculum and instruction, with a focus on

improving comprehension by structuring lessons to meet the needs of all learners, placing learning in an authentic context, and maximizing the use of museum/park resources.

Assessment of Student Learning

• Continue developing and implementing strategies to check for understanding throughout the day.

• Maintain high, well-articulated student expectations, with clear guidelines for projects and assessments.

• Develop and implement daily reflection time for students that allows them to summarize the day’s learning and connect it with the bigger ideas for the week.

SITP Bridging Between the Park and School

• Continue supporting the role of the classroom teacher, with a specific focus on improving student comprehension. Work with museum educators to develop guidelines for teachers to use when facilitating small groups.

• Continue to implement strategies to foster family engagement in student learning at SITP, including developing questions families can use to help children reflect on their learning.

• Continue adding emphasis on careers (as part of authentic learning) to provide opportunities for classroom teachers and College Avenue Compact (CAC) advisors to follow up on and reinforce college and career connections with students.

SITP Education Council (SITPEC) Ongoing Professional Development

Professional Development will include the following topics: • Strategies that help students’ comprehension across multiple

contexts (i.e. galleries, classroom). • Curriculum refinements including: 1) development of authentic

learning activities and assessments, 2) responding to the unique needs of all learners, 3) full utilization of museum galleries and exhibits.

• Development of strategies to check for understanding.

Appendix A Descriptions of Assessments & Assessment Results

3rd grade History Center- Mapping Balboa Park Learning Objectives:

• Students will understand and be able to use the parts of a map • Students will be able to use a compass for navigation • Students will be able to plan and follow a route • Students will recall key events and figures in Balboa Park’s history • Students will be able to name Balboa Park landmarks

Standards CCSS.ELA-Literacy.RI.3.7 CCSS.ELA-Literacy.W.3.1 CCSS.ELA-Literacy.W.3.2 CCSS.ELA-Literacy.W.3.3 CCSS.ELA-Literacy.W.3.4 CCSS.ELA-Literacy.W.3.6 CCSS.ELA-Literacy.W.3.8 CCSS.ELA-Literacy.SL.3.1 CCSS.ELA-Literacy.SL.3.2 CCSS.ELA-Literacy.SL.3.3 CCSS.ELA-Literacy.SL.3.6 CCSS.Math.Content.3.NF.A.3 HSSCS 3.1 HSSCS 3.3 HSSCS 3.4 HSSCS 3.5 Assessment: Students produce a Kid’s Guide to Balboa Park exhibiting their understanding of maps, directions, Balboa Park history, and their own particular interest in the Park. Student will work as a team to create a web page about a specific location for inclusion on the class’s digital Kid’s Guide to Balboa Park.

0

20

40

60

80

100

120

below 50% 51-70% 71-100%

History Center 3rd- Rotation

Student name

Cover- Includes Title and Decoration (4 points possible)

Page 1- City Park Includes Mesas map, writing, photos and captions (12 points possible)

Page 2-Balboa Park and the Panama California Exposition Includes writing, photos and captions (9 points possible)

Page 3-Balboa Park in the 20s and 30s Includes writing, photos and captions (9 points possible)

Page 4-Reconstruction and Balboa Park of Today Includes writing, photos and captions (9 points possible)

Page 5-Park of the Future Includes writing and picture of Park of the Future (7 points possible)

Total- (60 points possible)

Sample page from Kids’ Guidebook to Balboa Park

3rd Graders exploring Balboa Park

4th Grade Fleet Science Center- Electricity Learning Objectives: By the end of this rotation, students will be able to:

• Explain how electricity flows through a circuit • Read and use a schematic diagram • Understand and distinguish between series and parallel circuits • Understand and identify conductors and insulators • Explain the phenomenon of electromagnets • Explain how mechanical energy is converted to electrical energy • Make a variety of circuits: open and closed, series and parallel • Draw a schematic diagram • Make an electromagnet • Assemble a simple electric motor • Create a diorama to understand how the flow of electrical energy influences how we live.

Next Generation Science Standards: 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem." 4-PS3-2.

Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

4-PS3-4.

Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.*

Assessment: Teacher and Fleet educator will conduct one on one conversations with students to check their level of understanding around electricity using schematic created by each student.

Students will also be able to demonstrate the use of lights and motors in series and parallel circuits in a box Diorama of a room, theater, museum or zoo exhibit.

0

20

40

60

80

100

120

140

160

below 50% 51-70% 71-100%

Fleet 4th

Example of Google Sheet Scoring

5th grade Zoo: Food Chains, Energy Pyramids, and Food Webs Learning Objectives: By the end of the week, students will understand:

• all food energy on earth originates with the sun. • food energy moves from the sun, to plants (producers) to animals (consumers) to decomposers. • the food of almost every animal can be traced back to plants. • the movement of food energy through living organisms creates a food chain or food web.

Standards: 5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water.

5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Assessment Description: (continued on next page)

All of the plants and animals in this diagram are a part of a food web.�1. Using a highlighter, identify ONE

FOOD CHAIN within the food web.�2. Use the words from the word bank below to write a paragraph

explaining how energy moves in this food chain. You must use the plants and animals in the picture as your

examples and at least six words from the word bank: Sunlight; photosynthesis; apex predator; producer;

primary consumer; secondary consumer; tertiary consumer; decomposer

Rubric:

6th grade Museum of Man: Race-Are We So Different? Learning Objectives:

● Know how humans have adapted to their environment and why. ● Understand how race was created and its influence on people’s lives. ● Become familiar with activism and people who have played a role in fighting for equal

opportunities, rights, and fair treatment. (Historic and contemporary) ● Be able to talk more openly about their experience with race and identify unjust (unfair)

treatment. ● Know how to recognize and address stereotypes and false assumptions. ● Understand how stereotypes play a key role in how people are treated throughout history. ● Be able to respond to racial comments more effectively and feel empowered to be UP standers.

Standards: 1-AP-1.5 Analyze and compare the use of musical elements representing various genres and cultures, emphasizing meter and rhythm. 4-AV-4.2 Explain how various aesthetic qualities convey images, feeling, or emotion. 2-CE-2.2 Use effective vocal expression, gesture, facial expression, and timing to create character. 2-CE-2.3 Write and perform scenes or one-act plays that include monologue, dialogue, action, and setting together with a range of character types. 6.1.2-World History and Geography Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments. MS-LS4-4 Construct an explanation based on evidence that describes how genetic variation of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. Assessment: Students will be graded on rubric (see below) based on participation in activities throughout the week along with end of week presentation to museum guests and staff.

Students presenting their activist posters, and exploring race and identity in the gallery.

7th Grade Old Globe: Shakespeare in the Park, Romeo and Juliet Learning Objectives: By the end of this rotation, students will have a deep understanding of William Shakespeare’s play Romeo and Juliet and be able to communicate their responses to the play’s characters, plot, and themes through artistic projects that use elements of poetry, movement, music and storytelling while learning skills and techniques of performance and presentation. Students will also discover career opportunities and connections in the world of the theatre. Standards: CCSS.ELA- RL7.1, RL7.2, RL7.3, RL7.4, RL7.10 VAPA 1.1- Use the vocabulary of theatre VAPA 5.2- Demonstrate projection, vocal variety, diction, gesture, and confidence in oral presentations Assessment: Shakespeare Festival Presentation. Students will share their projects with the class either by presentation or performance, using the theatrical storytelling skills they have learned and practiced throughout the week. Students are graded on a rubric, and a self-assessment. Each group is also evaluated by peers.

Sample of rubric

Appendix B

Letters from Parents

SanDiego,CA-June29,2018DearMr.Price,ItisapleasuretogreetyouandIsendyouthislettertoexpressmyappreciationforbeingthefunderofthismarvelousprogram,SchoolinthePark,mysonbenefitsfrom.Thisprogram’sexistenceisthankstoyou.Youareagenerouspersonandtothecoordinatorswhoareveryattentiveandfriendly.Frommyheart,thankyouverymuchforblessinguswiththisopportunityforourchildrenwhowillonedaybethefutureofthiscountry.ReynaMoralesGallardo(motherof6thgradestudentatWilson)

Hi Ms. Carla, My two youngest daughters Kiana 4th grade & Esperanza 5th grader, had an impact about School in the Park since they were in pre-school at Rosa Parks, their oldest sister Tiffani, soon going to Hoover this Fall, a Rosa Parks graduate also experienced and loved SITP a few years ago. Tiffani will come home and share with her youngest siblings about her experience and projects at SITP. Their hardworking father with two jobs has very little time or money to spend to take our 3 children to the museums, or camps available to experience the museums as a family or Zoo at Balboa Park as often as we would like. Our children are first generation Mexican-American we are blessed to raise in City Heights in San Diego. Also, my husband and I are the first married couple to raise our 3 school age children in our families. From my mom's side, this is the first time to raise a family in 3 generations, from the last 100 years and to pursue and be able to support higher education and have stability for our children. I'm very grateful to be a full time mother and have my husbands support to be able to be involve, advocate for our children and serve our community. It has been hard for our family, however it's worth every smile and dreams our children share with us. School in the Park has helped my husband as an immigrant to value our children's education, he experienced a sense of value and looks forward to support their higher education goals, seeing our children participate in SITP, their growth and love for knowledge over the years. The staff and teachers of SITP has given my husband and I as parents the confidence that our children's experience attending SITP have been safe and fun. This unique experiences not only in the programs of SITP but also as they visit the museums throughout the school year, has helped my children blossom in their confidence to not only to dream big, but reach their dreams as they experience and enjoy School in the Park at Balboa. I am very grateful that my children had the opportunity to embrace the many activities of School In the Park! Thank you! Best regards,

Mr.Cruz & Mrs. Miriam Rodriguez Parent Advocate 619.804.8410 [email protected]

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