ports annual reportcover · california’s k‐12 high speed network (hsn) to deliver academic...

PORTS Annual Report

2013/2014 School Year

California State Parks

Interpretation and Education Division

Sacramento, CA

July 2014

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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 ....................................................................................................................... 17

Crystal Cove SP ..................................................................................................................... 20

Hearst San Simeon SHM ...................................................................................................... 23

North Coast Redwoods District ............................................................................................ 26

Seacliff SB ............................................................................................................................. 29

State Capitol Museum ......................................................................................................... 32

Teacher Survey Analysis Report ............................................................................................. 35

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 nine participating state park districts. In 2013/2014 PORTS served over 38,000 students. This is the ninth year PORTS has reached K‐12 youth in communities across California. The program continued to seek outreach opportunities by providing after‐school programs to students in rural Central California. In the past decade PORTS has served over a quarter million K‐12 students, many in low‐income, diverse urban communities, helping to increase student achievement and promote park values and stewardship. Through the use of an online tracking system, PORTS has compiled this report of the statistics from the 2013/2014 school year. All statistics are approximate. ANNUAL STATEWIDE STATISTICS 2013/2014 Total Number of Students (average of 31 students/class) 38,085 2013/2014 Total Number of Programs (one class per interpretive program) 1,230 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 1,431

2013/2014 School Year Statistical Report

1

California State Parks PORTS Program—2013/2014 School Year

June 2012

PARTICIPATING COUNTIES The PORTS distance learning program focuses on California’s K‐12 educational community. During the 2013/2014 school year PORTS programs were delivered to schools in 33 of the 58 California counties.

2


June 2014

CALIFORNIA SCHOOL DISTRICTS For the 2013/2014 school year, 77 California school districts participated, fourteen fewer than PORTS served last year. The return rate for school districts for the 2013/2014 school year is 68%. Thirteen school districts were new to PORTS this year. PORTS continued to work closely with large, urban school districts to connect students to state parks. Armona Union Elementary Berryessa Union Elementary Bonita Unified Brawley Elementary Buckeye Union Elementary Butte County Office of Education Carlsbad Unified Carmel Unified Castro Valley Unified Colton Joint Unified Columbia Elementary Conejo Valley Unified Del Mar Union Elementary Desert Sands Unified El Centro Elementary Elk Grove Unified Empire Union Elementary Encinitas Union Elementary Eureka City Schools Fairfield‐Suisun Unified Fremont Unified Hanford Elementary School District Hawthorne Elementary Humboldt County Office of Education Imperial Unified Jamestown Elementary Kentfield Elementary Kings Canyon Joint Unified Kings River‐Hardwick Union Elementary Kingsburg Joint Union Elementary Lafayette Elementary Lakeside Union Elementary Las Lomitas Elementary Laytonville Unified Lemoore Union Elementary Lompoc Unified Los Altos Elementary Los Angeles Unified Martinez Unified

Mendocino County Office of Education Menifee Union Elementary Monterey Peninsula Unified Novato Unified Oceanside City Unified Ontario‐Montclair Elementary Orange Unified Oroville City Elementary Oxnard Elementary Pacific Union Elementary Pajaro Valley Joint Unified Palermo Union Elementary Paso Robles Union Elementary Pioneer Union Elementary Pleasanton Unified Poway Unified Redwood City Elementary Riverside Unified Roseville City Elementary Sacramento City Unified San Diego City Unified San Diego County Office of Education San Joaquin County Office of Education San Juan Unified San Marcos Unified San Ramon Valley Unified Santa Clara Unified Santa Maria‐Bonita Elementary Santee Elementary Scotts Valley Unified Simi Valley Unified Stanislaus Union Elementary Stockton City Unified Sweetwater Union High Westside Union Elementary Wheatland Elementary Ventura Unified Yuba City Unified

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June 2014

STATES OUTSIDE OF CALIFORNIA During the 2013/2014 school year PORTS delivered programs to 2,029 students in nine states across the country. In the 2012/2013 school year 1,115 out‐of‐state students participated. One school in Alberta, Canada also participated These are the states that participated in 2013/2014:

Arkansas Ohio Michigan Pennsylvania Minnesota South Carolina Missouri Texas New Jersey Virginia New York Wisconsin

PARTICIPATING TITLE I SCHOOL STATISTICS A total of 166 individual schools in California participated in PORTS programs in the 2013/2014 school year. Of the 166 schools, 101 qualified as Title I schools as defined by federal standards. Sixty‐five percent of PORTS programs were delivered to Title I schools in California. STUDENTs BY GRADE LEVEL PORTS programs served all K‐12 grade levels during the 2013/2014 school year. The majority of the students served were in grade levels first through seventh.

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June 2014

PORTS DISTANCE LEARNING SITE STATISTICS For the 2013/2014 school year PORTS programs were delivered from nine 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

2013

/201

4

Anza‐Borrego

5,400 7,446 8,390 8,750 7,360 8,840 13,900 8,410 8,086

Seacliff 5,550 5,030 6,170 9,220 9,570 8,860 8,200 7,945 6,313 Crystal Cove

1,100 2,103 5,510 5,750 7,440 7,375 6,350 5,750 4,891

State Capitol

255 490 1,310 2,820 4,300 0 0 875 1,190

Columbia 0 0 980 2,140 2,940 3,535 4,600 4,590 4,615 North Coast Redwoods

0 0 0 740 5,360 6,760 8,630 7,850 8,179

Hearst Castle

0 0 0 0 290 1,435 1,905 2,055 1,166

Baldwin Hills

0 0 0 0 0 0 8,150 7,835 3,645

Angel Island

0 0 0 0 0 0 0 0 30

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 8,086 students. Satellite truck programs were reintroduced for the spring semester. The California State Parks IT Department purchased new high‐definition videoconferencing equipment for the studio and the Anza‐Borrego Foundation purchased new peripheral equipment. Baldwin Hills Scenic Overlook Summary The 2013/2014 school year saw the Baldwin Hills Scenic Overlook PORTS program in full operation. 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 a State Park Interpreter I. This school year, approximately 3,645 students participated in programs from Baldwin Hills Scenic

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June 2014

Overlook. Baldwin Hills PORTS spearheaded the programs to after school students in rural Central California. California State Capitol Museum Summary The California State Capitol Museum PORTS program was back to full operation in 2012/2013 and staffed by a State Park Interpreter I three days a week. This school year (2013/2014) the Capitol PORTS program delivered programs to approximately 1190 students. The long‐standing legislative program went out to schools in Riverside Unified School District, Colton Joint Unified School District and a private school in Orange County. Legislators that participated include:

• Assembly member Jose Medina (D, Riverside) • Assembly member Cheryl Brown (D, San Bernardino) • Senator Mimi Walters (R, Irvine)

Columbia State Historic Park Summary The Columbia State Historic Park PORTS program was delivered three days a week by a seasonal Park Interpretive Specialist. This school year the Columbia PORTS program delivered programs to approximately 4,615 students. All 2013/2014 programs were offered from within the state park green screen studio for the first time. Programs using the mobile vehicle were piloted from the streets of Columbia. PORTS expects regular programs with the mobile vehicle to be offered during the 2014/2015 school year. 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 two days a week and 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. This year the Crystal Cove PORTS Program delivered presentations to approximately 4,891 students. This marks the last year of programs being delivered from the Historic District. As of June 2014 the entire operation is being moved to the El Moro Canyon portion of the park. New programming focusing on the science of habitat restoration will begin next school year along with a revamped tide pool program. The California State Parks IT Department purchased a new high‐definition videoconference machine and installed new wireless throughout the park. The Crystal Cove Alliance purchased peripheral equipment. Hearst San Simeon State Historical Monument Summary In its fourth year of operation, the Hearst San Simeon State Historical Monument (Hearst Castle®) PORTS program delivered videoconference programs solely from a studio using chroma‐key technology. A Guide I on special assignment provided programs three days a week. This year 1,166 students participated in programs from this site. A team of park staff and a credentialed teacher rewrote the unit of study to bring it into alignment with the Common Core State Standards and to improve the content.

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June 2014

North Coast Redwoods District Summary In its fifth full year of operation, the North Coast Redwoods District PORTS studio delivered programs to approximately 8,179 students. All programs were delivered from the new green screen studio built in the Fort Humboldt State Historic Park visitor center. 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. A new high‐definition videoconference machine was purchased jointly by the Humboldt County Office of Education and the North Coast Redwoods District. Seacliff State Beach Summary The Seacliff State Beach PORTS studio delivered videoconference programs solely using chroma‐key technology. The studio was in operation four days a week and staffed by a seasonal Senior Park Aide. This school year approximately 6,313 students received interpretive programs delivered from the Seacliff PORTS studio. The California State Parks IT Department purchased a new high‐definition videoconference machine. The Friends of Santa Cruz State Parks purchased peripheral equipment.

PROFESSIONAL DEVELOPMENT TRAININGS/OUTREACH This school year PORTS staff delivered approximately forty‐two professional development trainings to teachers and school administrators. We are continuously seeking opportunities for partnerships with school districts by providing professional developments. We continue to cultivate relationships with large educational technology organizations, such as Computer Using Educators (CUE) and California Educational Technology Professionals Association (CETPA), in order to maintain a presence in the K‐12 community. 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 350 “likes.” PORTS continues to have a presence on Instagram for photo sharing. Search for #PORTSProgram. PORTS is collaborating more often with the Department’s Communications Office to strategize on effectively using social media. 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 107 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

7


June 2014

and logistics; and the technology tools for increasing student appreciation of California State Parks values. An overall summary of the PORTS Teacher Survey (The percentage change from last year is in parenthesis):

• 88% of participants gave PORTS an A grade for “Overall Program Experience” (+8%) • 81% of participants gave PORTS an A grade for “Videoconference Presentation” (+2%) • 60% of participants said they used the PORTS online lessons; 61% of those gave the

“Online Lessons” an A grade (+8%, ‐2%) • 81% of participants gave PORTS an A grade for “Scheduling Process and Logistics” (‐3%) • Twenty‐three respondents (approximately 20% of respondents) were able to take their

classes on field trips to California state parks, including:

Empire Mine SHP San Juan Bautista SHP Anza‐Borrego Desert SP Cuyamaca Rancho SP Torrey Pines SNR Big Basin RedwoodsSP Angel Island SP Año Nuevo SP Natural Bridges SB Sutter’s Fort SHP La Purísima Mission SHP Doheny SB State Capitol Museum Lake Oroville SRA Carpinteria SB Columbia SHP Sonoma SHP Point Lobos SNR California State Railroad Museum

SUMMARY In the 2013/2014 school year, PORTS continued to create and maintain innovative partnerships with the education community, non‐profits and private industry corporations, and expand programming for K‐12 youth. For the second year in a row PORTS statistics saw a decrease in participation numbers while still serving our target audience. However, we can identify a number of factors that may have played a role in the decline. Some of the factors include a reduction of days per week programs were offered at some sites. The conclusion of the Toyota USA Foundation grant/Classroom Videoconferencing Made Easy (CVME) professional developments to Los Angeles county teachers meant fewer professional developments were delivered illustrating the importance of this kind of outreach to maintain participation. As expressed by a number of teachers, Common Core State Standards just became an overwhelming reality for teachers, making it a challenge for teachers to find the time or place in their curriculum to participate. The retirement of the manager of the PORTS program, Joe von Herrmann, who was the founder and visionary of the program, shifted the workload to current staff members diminishing their ability to pursue outreach opportunities A few notable occurrences during the 2013/2014 school year were:

• PORTS received the Excellence in Museum Education Award from California State Superintendent of Public Instruction Tom Torlakson.

• PORTS implemented a partnership with the California Department of Fish and Wildlife and received financial support to incorporate messaging about Marine Protected Areas (MPAs) into relevant programming.

8


June 2014

• PORTS continued working with school districts on the use of free videoconferencing applications on tablet devices, further reducing the cost and technology barrier to school districts.

• Through a partnership, the Butte County Office of Education provided funding from the California Technology Advancement Project (CTAP) to contract four credentialed teachers to align all the PORTS online units of study to the Common Core State Standards and Next Generation Science Standards.

• PORTS entered into preliminary discussions with potential partners in various state agencies on developing a PORTS program at Lake Oroville State Recreation Area.

• With support from the Training Section, PORTS has been able to begin providing annual training at Mott Training Center to PORTS staff.

LOOKING FORWARD As predicted in the 2011/2012 Annual Report, participant numbers have been shrinking as district support and outside funding for the program has dwindled over the past two years. Despite these challenges, PORTS continues to be a relevant program that creates meaningful experiences for K‐12 youth across California, especially in low‐income, urban and diverse communities. The 2014/2015 school year will mark a decade of PORTS programming. PORTS continues to remain relevant by continuously evolving with changes in technology and educational pedagogy while holding fast to the overarching need for the Department to connect with the state’s rapidly changing demographics. We are hopeful that PORTS will provide programs for 50,000 students next school year.

9

June 201

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PARTICIPATING SCHOOL DISTRICTS Forty‐five schools in 20 school districts in California participated in programs from Baldwin Hills Scenic Overlook.

Thirty‐five out of the 45 schools (78%) are classified as Title I. Approximately 81% of all students participating in programs from Baldwin Hills Scenic Overlook are in a Title I school.

16

June 2014

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34

Compiled June 2013

2013/2014 Teacher Survey Report

INTRODUCTION The Department uses a standardized School Group Program Evaluation (SGPE) for school group interpretive programs throughout the state. Five 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 107 responses this school year. The questions on the Teacher Survey examine the program’s overall usability; the relevance of its instruction 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).

• 88% of participants gave PORTS an A grade for “Overall Program Experience” • 81% of participants gave PORTS an A grade for “Videoconference Presentation” • 60% of participants said they used the PORTS online lessons; 61% of those gave the

“Online Lessons” an A grade • 81% of participants gave PORTS an A grade for “Scheduling Process and Logistics”

PROGRAM PARTICIPATION Which of the following factors were important in your decision to participate in the PORTS Program? The following statistics were obtained regarding the “very important” factors for respondents’ participation in the PORTS Program. Exposing students to real world experiences still remains the most important reason teachers cite for participating in PORTS. (The most important factor is in bold. The percentage change from last year is in parenthesis):

• Introduce/review academic content standards—81% (+10.5%) • Bring technology into your classroom—80% (+3.5%) • Improve student communication—59% (+4%) • Expose students to real world experiences—93% (+8%) • Introduce California State Parks to your students—68% (‐.5%) • Because it’s free—74% (+9%)

35

PORTS Teacher Survey Summary 2013/2014

Compiled June 2013

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 colleague recommendations continue to be the top repeated themes. Some participant responses: The third grade teacher last year recommended it to me. I also felt the school should be using the equipment that was available (the polycom camera). Lastly, our field trip budget had been frozen and I was looking for ways for my students to have real world experiences. Berndt Stolfi came to visit me and he was willing to help us get started. Without that support I would not have attempted it. We were able to do 15 sites. We hope to combine online lessons with the PORTS as enrichment for our students next year. California State Parks Rangers are experts that can reinforce the important standards that students must know.

36


Compiled June 2013

Our third grade has done this before and it was fantastic. Now multiple grade levels use the PORTS program. It is professional, fits our academic curriculum, engages children and we are basically thrilled with the videoconference. Our school has little money for field trips, and students come from low‐income families that rarely travel to places such as state parks. I also used the opportunity to expose other educators to the benefits of the PORTS program. Past experiences have been amazing! The programs are so well done and meet Common Core Standards. Virtual Field trips extend learning beyond the confines of the classroom. Students can be exposed to natural‐resource related topics that broadens their content knowledge and increases vocabulary acquisition. Additionally, students can hone observation, questioning and critical‐thinking skills in an environment of low‐affective filter. ONLINE LESSONS Please respond to the following comments relating to the PORTS online lessons. The graph below summarizes the responses 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.

37


Compiled June 2013

Fifty‐nine percent of teachers surveyed said they used the PORTS online lessons. This number has remained consistently low over the years. PORTS is currently working with Butte County Office of Education and contracted teachers to align all of the online lessons to the Common Core State Standards and Next Generation Science Standards. We hope more teachers will use the online lessons more upon completion of this project. The newly aligned online lessons will be available to teachers in August 2014. VIDEOCONFERENCE PRESENTATION Please respond to the following questions relating to the PORTS videoconference presentation. The following statistics were obtained regarding whether the Videoconference Presentations definitively fulfilled the following objectives (i.e. answered “Yes”. Percentage change from last year is in parenthesis):

• Did the presentation present unifying theme(s) and big ideas rather than just facts?— 83% (+6%)

• Did the presentation build on the students’ knowledge of the subject?— 85% (+6) • Did the presentation have the students actively engaged?—79% (+4) • Was the presentation relevant to your students’ grade level and lives?— 86% (+12.5%)

38


Compiled June 2013

• Were the students challenged to consider the importance of the park resource and what they can do to help protect similar resources?— 67% (+8%)

Favorable Program Feedback Real time interaction with a positive, enthusiastic content expert remains a critical and desired component of this program as identified by participants. This year teachers recognized the efforts of PORTS staff to address Common Core Standards and techniques in programming. Participant’s comments: The student resources we used in the class really prepared them to connect with what they saw during the conferences! :) They loved seeing the ocean. Many of them have never been. I loved being able to bring a direct experience with a park to minority children who don't get to go to parks or experience travel. The presenter was fabulous. She made the experience wonderful for each unique audience.

39


Compiled June 2013

They loved the activities that Vonnie had them do. She taught them a little game that reinforced the stages of butterfly development. Whenever the rangers were interactive with students, got them out of their seats, made jokes, or related to the students' lives. Students loved getting to see a new place. You made it very kid friendly and taught the concepts in a manner the children could relate to/understand. They get to see and learn about elephant seals which are not seen in the Imperial Valley They loved how interactive it was and the dance to "Staying'Alive" that they learned for "adaptation". They were dancing to this the next few days. They loved the videos of the salmon and that they could ask questions. My students were excited to ask a bunch of questions and learned a lot. We took our Language Arts benchmark that had text about the Gold Rush. It was very similar to what our presenter was teaching us. The kids remembered the information so much better because they actually saw it in the video conference. It worked out wonderfully! My students will say that they enjoyed everything. I'd like to point out the tremendous opportunity the PORTS Program provides to meet the Speaking and Listening Standards. Preparing the students to ask "meaty" questions of the ranger was a core element of achieving the best results possible. The online resources were a significant help in giving my students enough background information to spark a firestorm of new ideas and relevant questions. Ranger Phil was outstanding in his presentation. He seamlessly provided artifacts and connections to every child's question. It was as if we had rehearsed the event together. As we do follow up activities in class, we will be meeting even more Speaking and Listening standards. I can't wait to do this again! My students love the programs that do not use a green screen. They love seeing the rangers in the actual location. They love getting new information and sharing what they know. They love being involved both verbally and through movement. Students like the interactive, inquiry‐based style of learning in in which they construct knowledge through active engagement in questioning, analyzing, discussion and kinesthetic participation.

40


Compiled June 2013

PROGRAM IMPROVEMENT Program improvement comments generally fall into the following categories:

• Improvement of online units of study (alignment to Common Core State Standards, ensure no broken links, etc.)

• Align programs to Common Core State Standards, especially incorporation of more open‐ended, critical thinking questions.

• Use more live media (live cameras, be in the park) Participant’s Comments: Continue the excellent distance learning presentation in which students are asked questions and only those that feel comfortable are asked to do simulations. Some of the questions should be open‐ended to include students that have limited background knowledge or are reluctant participants. Some of the Units of Study lesson links did not work or I was unable to access. Develop questions during the conference that can have more than one answer. The kids feel stumped when they know there is only one possible answer; consider how to show the individual answer during the talk but ask questions that can invite more students to share. Both of my programs were fantastic and the kids still talk about them, these are just next step ideas. It needs to be more interactive and maybe less structured or a need to "get through" material. The students need to be talked to for a few minutes but then lead to ask questions based on the presentation shown. Too many questions that were "fishing" for "right" answers instead of open ended questions that sparked critical thinking. I think giving the students more to do (talk to your shoulder partner, everyone vote instead of just one student raising their hand, thumbs up for yes and down for no, etc.), would be great. For kids in 3rd grade, especially when we cannot get there and go into the forest, less content & allowing more time for curiosity would be better. Some kids do want to visit though. Some staff as well! The kids did enjoy Ryan. He had enthusiasm and was easy to work with. I have been in Columbia I would like the students to see the dentist office, shops and other parts of the town during these times it would be great for the ranger to talk about prices, health needs, etc.

41


Compiled June 2013

Live feeds. Talking the camera outside and showing us real redwood trees or views around the park. (If possible) Please work on aligning the programs with Common Core State Standards and Next Generation Science Standards. CONNECTING STUDENTS BEYOND THE PORTS PROGRAM Twenty‐three respondents were able to take their class on a field trip to a California state park. This is only approximately 20% of all the survey respondents, a low percentage. The state parks visited on field trips include: Angel Island SP Empire Mine SHP Año Nuevo SP Anza‐Borrego Desert SP Big Basin SP California State Railroad Museum Carpinteria SB Columbia SHP Cuyamaca Rancho SP Doheny SB

La Purísima Mission SHP Lake Oroville SRA Natural Bridges SB Point Lobos SR San Juan Bautista SHP Sonoma SHP State Capitol Museum Sutter’s Fort SHP Torrey Pines SR

CONCLUSION The PORTS Teacher Survey continues to be a valuable tool for program improvement and feedback. This is the fifth year we collected comprehensive responses from our participants. Our Overall Program Experience “A” Grade went up eight percent this year, the second year of increase. We attribute this to the hard work of the PORTS interpreters in improving their presentation techniques and program content. To address concern about interpreters’ questioning techniques, we will devote significant time in the Fall PORTS training and work on improving it this upcoming school year. With the alignment of all the online Units of Study to the Common Core State Standards and Next Generation Science Standards, there will be greater emphasis on ensuring programs support and address the appropriate standards.

42

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