Outdoor School 2018-2019 Reporting Data Summary: Equity, Diversity, Accessibility and Inclusion Responses

2018-2019 EDAI Reporting Summary

In 2018-2019, we asked schools to describe how their program served historically underrepresented populations, including supports for students with disabilities or students receiving special education while at outdoor school. The reports provided by participating schools and districts indicated that schools did accommodate students with disabilities as well as students receiving special education, and the OSU Extension Service Outdoor School program funded additional services and supports needed for these students to have a positive experience at outdoor school.
The following quotes are a sampling of responses to the report question "What efforts are being made to ensure all students can participate in outdoor school?"

"As a school district, all students are given equal opportunity to attend Outdoor School. Content and onsite circumstances can be adapted."

"All 6th grade students attended outdoor school. This included our special education students. We sent adult support to ensure full participation from one behavior needs student."

"Students identified as needing Special Education services are fully incorporated into outdoor school programs. Additional support is available as needed."

"Work with special program staff to set up appropriate accommodations to support all 6th graders."

"All students participated and in all curriculum related to outdoor school.  SPED students were able to do all of the same things as the general education students."

"Scaffolded and modified instruction.  We sent Aids for those students in specialized programs."

"Provide support (social emotional, behavioral, academic) prior to the outdoor  school experience that will allow students to experience success."

"The program made accommodations for our special needs students by following recommendations in their IEPs."

"All students are welcome. Cascade accommodates for students on IEPs and 504 plans. Our outdoor school program has a "Day Tripper" option for students who are unable to spend the night as well. Each student on an IEP that has need for one-on-one care has an IA who shadows them when assistance is needed."

"Provided one on one aids for students needing extra support. This allowed them to stay overnight at the site during the duration of outdoor school."

"Our Special Education students are almost fully included within the classroom, with push-in support."

"The OMSI staff provided supports and accommodations that were appropriate and conducive to students' understanding of the material and concepts presented at outdoor school. The advantage of interacting with the environment, we're learning about is something we strive for in the classroom and was a rich learning experience for all students."

"Special needs are documented on provided forms using individual IEP information. This is used when planning ODS activities to ensure all are served"

"Educational assistants who were in attendance at outdoor school were assigned on a rotating basis to help support special education student groups. Support was provided during instructional activities, recreational activities and residential activities."

"We made sure that adults/counselors that were working with these students were aware of the accommodations that were needed to access activities and deal with behaviors. They were all very successful."

"There were multiple students who participated in the outdoor education program had IEPs."

"We provided our students with disabilities with paraeducator supports and family supports so they could experience ODS"

"We paid to have two Instructional Assistances attend Outdoor School. One was focused on helping some students from our behavior room succeed and the other one was helping students from our learning resource room succeed. We also have a special ed teacher from the Veneta elementary school attend Outdoor School"

"Our special education students were well-prepared for Outdoor School. In many cases, we had separate meetings with these parents to make sure that we all felt the student had what he/she needed to be successful. We had four students who rode a bus home each night so that they could have the Outdoor School experience, but could sleep at home with their families"

"We provide transportation and individual assistants for students who need one-on-one support. Students with special needs are identified and a plan of action is coordinated with the team at the school specific to each student. Instructors are informed of their needs. The classroom teacher handles most of the differentiation on the lower end of the learning goals, while the instructors in that past have addressed the needs of TAG students."

"MESD's special education department provides ODS staff with specific training in supporting students who have specific learning or behavioral supports. These include strategies for supporting students on the autism spectrum, those with significant behaviors that may affect their participation, and those with other learning needs. The ODS Student Services Assistant communicates with district support staff and teachers to."

"Coordination with schools is essential to ensure that students' IEPs and other supports are continued at ODS. In some cases, staff visit special education classrooms to meet students ahead of time. Each site has two staff whose primary duties include support for students with specific needs. ODS offers alternatives to overnight participation for students or families who may need that option, and works closely with alternative schools to provide a tailored experience for those students who may have significant needs."

In 2018-2019, we asked schools to describe how their program served historically underrepresented populations, including supports for English Language Learners (ELLs) at outdoor school. 

A sampling of responses to the report question are provided below. Schools reported that: 

  • "A translator goes with us if needed, forms for parents in Spanish."
  • "ELL students attended and fully participated."
  • "Teachers are bilingual."
  • "ELD staff assist students and parents in their preparation for outdoor school programming."
  • "Contacting parents in native language to share info about outdoor school."
  • "Providing language supports and pre-teaching as needed
  • "We have many students from Chinese backgrounds, so some of them are less familiar with the wilderness than their classmates. Outdoor school is a great immersion program to get them into hands-on science."
  • "Staff reached out to families with a primary language other than English to explain the program and provide resource. Family information night was held at school and attendance at camp open house was encouraged with flyers available in Spanish & English."
  • "Information sessions, parent meetings, and translated documents for all students, all languages."
  • "This program used lots of movement and active participation to keep all students engaged regardless of language ability."
  • "We work to have a bilingual student leader available."

In 2018-2019, we asked schools to please describe how their program serves historically underrepresented populations. What efforts are being made to ensure all students can participate in outdoor school, including learners with disabilities, low socio-economic status, American Indian/Alaska Native students, Asian students, Native Hawaiian/Pacific Islander, Black/African American students, and Hispanic/Latino students.
A sampling of responses to the report question are provided below. Schools reported that:

  • "Seven students with learning or emotional disabilities attended Outdoor School. One paraprofessional attended each day to support a student with significant emotional difficulties. In addition, familiar school staff were present each day."
  • "Learners with disabilities are accommodated by the use of vans, alternative transportation if necessary, and accompaniment of a parent volunteer to assist as needed. Also, staff is specially trained to deal with bed wetting in a sensitive and private manner that has protected students in a confidential manner. Medicines are distributed through confidential and careful procedures as well."
  • "We bring in the local tribal culture to the experience."
  • "Classes and teachers with American Indian cultural background."
  • "Provide scaffolding; IA's, physical supports as needed."
  • "More than 70% of our students are socio-economically challenged. Respectful explanations and time are allowed to explain culturally significant experiences that pertain to their learning. Opportunities to use technology is offered equally, with extra support as needed provided by staff and volunteers. The accessibility of equipment and outdoor gear such as boots, coats, flashlights, water bottles and backpacks are checked before departure and arrangements are made to be sure all students are properly equipped before departure."
  • "Same as any other ethnic group. all are invited and treated the same."
  • "Multilingual Information Night. All students are included for no cost due to the grant. Our goal every year is 100% attendance."
  • "No students were denied invitation to outdoor school regardless of ability level. While all of our students could participate in all activities, only the nature hiking might impede students in wheelchairs."
  • "We are a Title 1 school so all students were served."
  • "The OMSI staff provided support that was appropriate and conducive to their understanding of the material and concepts presented at outdoor school. The advantage of interacting with the environment we're learning about is something we strive to bring into the classroom, it was a rich learning experience for all students."
  • "Culturally responsive training for ODS teachers and curriculum writers on topic of Indian Education."
  • "Staff trained in SEL strategies are available to assist students affected by trauma."
Back to top