1. Local School Involvement Community Engagement Landscape Analysis Localization Skills Sense of Place Stewardship of Resources Quality of Life

2. Experience s Assessme nt Analysis Implemen- tation Evaluation Cycle

3. Conditions & Resources Conditions & Resources Activities Outcomes Impacts Needs Assessment Needs Assessment Program Planning Program Planning Implementation Evaluation 1. Goals 2. Process Evaluation 2. Process Evaluation 3. Outcome Evaluation 3. Outcome Evaluation 4. Impact Evaluation 4. Impact Evaluation Logic Model Program Developmen t Program Evaluation (Dalton, Elias, & Wandersman, 2001) Program Development and Evaluation Model

4. logic model A picture of how your program works. It links outcomes (both short- and long- term) with activities/processes and the theoretical assumptions/principles of the program.

5. Simplified Logic Model Program Resources Inputs Activities Outputs What you do with the inputs Direct products of the activities

6. Simplified Logic Model Inputs Activities Outputs OUTCOMES Changes in participants following program activities Program Resources What you do with the inputs Direct Products of the activities

7. A Logic Model… Links the strategy with its intended outcomes. CONTEXT Inputs Activities Outputs Audiences Outcome 1 Outcome 2 Outcome 3 Outcome 4 STRATEGYINTENDED OUTCOMES Adapted from Norland, 2002 HYPOTHESIS

8. Logic Model Development

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

11. K-12 Educators STRATEGIES INTENDED OUTCOMES Inputs ActivitiesOutputs AUDIENCE Short TermMedium TermLong term Shelburne Farms Resources UVM Resources Town Resources Financial Resources State, Regional, and National Organizational Partners Professional development workshops for K-12 educators Principles & Best Practices in PBE workshops for K-12 educators Field trips to teaching sites of local landscape Digital copies of all interpretive materials Interactive Web site featuring Town-based information and Interpretation Evening Interpretive Presentations Community visioning forum Digital copies of all interpretive materials develop new place-based education curricula for use in local schools Interact with Community members in new ways  have an awakened appreciation for the town’s unique qualities, landscape ecology, and cultural history  have an increased awareness of public access lands  have an understanding of the integrated character of human and natural history on the landscape  share their knowledge of landscape natural and cultural history with each other  utilize the PLACE website for information and research infuse place-based activities into their curricula each year develop a greater sense of place involved in ecological stewardship and community service Improved quality of life for residents and enhanced stewardship of resources through stronger connection to and engagement with the local landscape and heritage

12. Outcome Evaluation

13. UVM Service-Learners Community Sponsors Community Volunteers K-12 Educators Community Event Participants Five Categories of Participants

14. Program Goal: Facilitate the integration of place-based learning into schools by providing local educators with information, resources, and curriculum development support Intended Outcomes: Short-term  Develop new place-based education curricula for use in local schools  Connect with community members  Develop valuable skills for interpreting the local landscape Medium-term  Infuse place-based activities into their curricula each year  Help their students develop a greater sense of place Survey Questions: Please rate how strongly (1-5) you agree or disagree with each of the following statements about your PLACE experience: As a result of my participation in PLACE…  I more frequently use the local landscape as an educational resource.  I more frequently use local residents as educational resources.  I have developed and implemented new place-based curricula for use with my students.  I have partnered with a local community organization, agency, business, or government agency to develop and implement curricula.  I feel more confident bringing my students outside of the classroom.  I infuse place-based activities into my teaching on an ongoing basis.  I have advocated more heavily for my school to incorporate place-based education into its practices.  I have initiated a greater number of service-learning projects.  my students have gained an appreciation for the natural and cultural features of the local landscape.  my students have a stronger sense of place.