Guidance for a Strong Outdoor School Report

FOR THE 2023-2024 SCHOOL YEAR

Submitting a strong Outdoor School Report makes a real contribution to the future of outdoor school in Oregon.

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Your data and stories empower the OSU Outdoor School team to evaluate and promote outdoor school as a worthy investment for Oregon’s legislature every biennium.

This document provides guidance to anyone who completes all or part of the annual Oregon State University Extension Service Outdoor School Report. The reports you submit to OSU each year are essential. Data and stories you include in high-quality reports empower the OSU Outdoor School team to evaluate outdoor school as a strategy for the enrichment and growth of ALL Oregonian children, and to promote outdoor school as a worthy investment for Oregon’s legislature every biennium.

All school-level reports in a given district or education service district are submitted as a “package” by one outdoor school designate each year to receive reimbursement for outdoor school expenses. The designate is responsible to see that a report is completed for each school, delegating to others as appropriate. The designate is ultimately responsible to submit the package once all items in all school reports are sufficiently completed.^[1]

This guide describes what the OSU Outdoor School team looks for in a strong report. Every submission is reviewed by 2-3 OSU staff members before reimbursement is approved. When responses are unclear or incomplete, OSU staff may return the report for corrections and/or additional information. We hope this guide will give you the information you need to complete each item successfully without requiring additional back and forth with OSU staff.

^[1]The report must be submitted through the online Application and Reporting System (https://bit.ly/OSUsystem). Additional information is available on the OSU Extension Service Outdoor School website (https://outdoorschool.oregonstate.edu/).

Understanding this Guide

This guide addresses every item from the OSU Outdoor School Report in the order it appears. The guide groups the items into five topical sections:

1. Basic Information and Fiscals (Items 1-6)
2. Curriculum and Instruction (Items 7-10)
3. Effect on Students (Item 11)
4. Equity and Inclusion (Items 12-15)
5. Miscellaneous and Wrap Up (Items 16-19)

Each section begins with a brief answer to the question, “Who completes this section of the report?” Then for each item in the section, the guide provides three columns of information:

· Report Item(s): Text of the item as it appears in the report

· Evidence of a Strong Report: Expectations used to assess a response for completeness (Keep in mind OSU expects significant variation in responses across contexts, as long as the responses meet the stated expectations.)

· Example Response: One example of an acceptable response as an illustration of the stated expectations, followed by the expected response type in parentheses in orange.

Basic Information and Fiscals (Items 1-6)

Who completes this section of the report? In most cases, this section of the report is completed by the outdoor school designate, sometimes with the help of someone in a fiscal role. In midsize and large school districts, the designate is often someone who oversees and coordinates outdoor school at a district level, while in small districts, this may be a school-level administrator or teacher. The OSU Outdoor School team does not restrict who can complete any section of the report, and allows for delegation as needed.

Report Item(s)

Evidence of a Strong Report

Example Response

(and response type)

1. Name of Outdoor School Provider

2. Name of Facility or Site

Outdoor school provider and site name are selected from the drop-down lists or clearly typed into a text box. If a school chose to do their own program, they have selected “None.”

Any unique circumstances that have a fiscal implication should be detailed in 4e.

1. School or applying district coordinating multiple providers (selected from drop-down)

1a. Program Make Believe and Great Outdoors LLC (text box)

2. Silver Falls State Park (selected from drop-down)

3. Number of students who participated in the experience being reported through this form

3a. Number of 5th grade students attending

3b. Number of 6th grade students attending

A whole number that accurately reflects the number of 5^th graders or 6^th graders who attended outdoor school is entered, and 0 if none attended.

3a. 0 (number required)

3b. 72 (number required)

4. Please provide the actual cost of the outdoor school experience in per-student dollars in the following four categories.

4a. Outdoor School Provider Fees (per student)

4b. Program Costs (per student)

4c. Unreimbursed Transportation Costs (per student)

4d. Stipend/Personnel Costs (per student)

4e. Please provide context for the reported costs. (Optional)

Dollar amounts or 0 are entered in all four budget categories, reported at a per student level. This means the amounts in each category should be divided by the number of students who actually attended outdoor school.

Amounts must demonstrate fiscal responsibility—but the amounts will vary from school to school because of different program lengths, locations, providers, and unique student needs. OSU staff take these factors into account when assessing whether the reported amounts are justified or need further explanation. When costs are higher than what was approved in the application stage, explanations in the 4e text box below help OSU staff make that determination.²

If a school provided outdoor school without the use of contracted provider(s), then no costs are reported within the Provider Cost category. Site rental fees, food, and other expenses are part of the Program Costs.

4a. 272.10 (number required – do not include the dollar sign ($))

4b. 0.00 (number required – do not include $)

4c. 25.52 (number required – do not include $)

4d. 138.00 (number required – do not include $)

4e. Including a student with an intellectual disability who benefited from having a 1:1 aide present for the full outdoor school experience added to the original cost estimate. Due to the inability of many parents to pass a background check we opted to take school personnel which increased the cost. (text box)

5. Please provide the start date and end date that [your school name] students attended outdoor school. If you had multiple sessions, provide the earliest date and the latest date.

5a. Start Date

5b. End Date

Start and end dates are selected to reflect the time spent participating in the outdoor school experience. The date range should not include time spent on orientation or pre/post classroom activities.

If all students participated in the same outdoor school session, dates should reflect a 3-6 day experience, and align with the number of days reported in 6a1 below.

If students were split up and participated in different sessions, then the start and end dates will reflect a longer period of time that encompasses all sessions. In this case, additional detail on the dates of the school’s different sessions should be provided in the final comment box (item 18).

5a. Oct 3, 2023 (date required)

5b. Oct 6, 2023 (date required)

6. Length of Program

6a. Did your outdoor school program have a component that was off-site of your school building (residential or non-residential)?

6b. Did your outdoor school program have an on-site/in-school or hybrid component?

Yes is selected for 6a, unless the school requested and was granted a specific exception from OSU to offer an on-site/in-school or hybrid program. (Very few schools will select No for 6a.)

6a1. A number between 3 and 6 is selected from a drop-down to reflect the number of days a regularly participating student received programming.

6a2. For non-residential programs, 0 is selected. For residential programs, a whole number between 1and 5 is selected to reflect the number of nights a regularly participating student spent the night at the outdoor school site.

Few schools will select Yes for 6b. This includes schools with an approved exception, or schools with a unique arrangement with their outdoor school provider that includes an in-school and/or online component in addition to the minimum of 3 days spent at the outdoor school site. Yes should also be selected in a second report when a school provides an alternative experience for students who choose not to participate in the primary outdoor school experience.³

6a. Yes (radio button)

6a1. Number of Days: 4 (selected from drop-down)

6a2. Number of Nights: 3 (selected from drop-down)

6b. No (radio button)

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Alternative example for a non-residential program that also includes an in-school component:

6a. Yes (radio button)

6a1. Number of Days: 4 (selected from drop-down)

6a2. Number of Nights: 0 (selected from drop-down)

6b. Yes (radio button)

6b1. Number of hours: 6 (number required)

² For more detail on the four cost categories, visit https://bit.ly/OSUbudget.

³Schools that provided two or more different experiences for students (e.g., some students attended an outdoor school site while others opted to participate in a series of in-school activities and day trips) must complete two different reports, one documenting each experience. Designates should contact their OSU Regional Coordinator for instructions in these situations.

Curriculum and Instruction (Items 7-10)

Who completes this section of the report? In most cases, this section of the report is best completed by a teacher or staff person who was present and able to directly observe what took place at outdoor school. The OSU Outdoor School team does not restrict who can complete any section of the report, and allows for delegation as needed.

Report Item(s)

Evidence of a Strong Report

Sample Example Response

(and response type)

7. Please rate the following lesson context categories according to their prevalence/ significance within [your school name]'s outdoor school program.

7a. Soil, water, plants, and animals

7b. Role of timber, agriculture, and other natural resources in the economy of the state

7c. The interrelationship of nature, natural resources, economic development, and career opportunities in Oregon

7d. The importance of Oregon's environment and natural resources

7e. The development of students' leadership, critical thinking, and decision-making skills

An honest rating between 0 (for no prevalence/ significance) and 10 (for substantial prevalence/ significance) is selected for each item 7a-7e.

OSU staff are looking for an honest assessment, and as such, expect to see variation in responses across items and between schools, even within the same district.

Selecting a low rating will not adversely affect future funding decisions.

7a. 7 (radio button)

7b. 9 (radio button)

7c. 3 (radio button)

7d. 9 (radio button)

7e. 2 (radio button)

8. What content does [your school name]'s outdoor school program address?

8a. Science/science, technology, engineering, math (STEM)/natural history

8b. Food/agriculture/forestry

8c. Sustainability/environmental education

8d. Social studies/geography

8e. Visual and performing arts

8f. Physical/health/experiential education

8g. Social-emotional learning

8h. Careers/workforce

8i. Oregon studies/multicultural education

8j. Other (please specify)

8k. If Other, please describe

An honest rating between 0 (for no prevalence/ significance) and 10 (for substantial prevalence/ significance) is selected for each item 8a-i.

Optionally, an additional rating 0-10 is selected for 8j (Other), with a brief written description in 8k.

OSU staff are looking for an honest assessment, and as such, expect to see variation in responses across items and between schools, even within the same district.

Selecting a low rating will not adversely affect future funding decisions.

8a. 9 (radio button)

8b. 9 (radio button)

8c. 8 (radio button)

8d. 7 (radio button)

8e. 0 (radio button)

8f. 2 (radio button)

8g. 4 (radio button)

8h. 0 (radio button)

8i. 8 (radio button)

8j. 7 (radio button, optional)

8k. Indigenous people’s history (text box)

9. Please describe how [your school name]'s outdoor school program is...

9a. Integrated with local school curricula in a manner to assist students in meeting state standards related to STEM and Next Generation Science Standards

9b. Extended back to the classroom -- pre- or post-activities, assessments of learning, etc.

Narratives are clearly written and give specific examples, observations, and/or evidence to explain an educator’s perspective on 9a and 9b. Assessments of 9a and 9b may be positive or negative, as long as the written narrative gives some specifics about why the educator is making that assessment. Vague statements without any details or concrete examples (e.g. “Teachers work with the provider to pre-teach some of the topics” or “All of the field studies at Outdoor School are connected to 5th grade standards”) may be returned for more explanation. The length of the narrative is not used as a criterion to evaluate responses.

OSU staff are looking for an honest assessment, and as such, expect to see variation in responses between schools, even within the same district.

Honest narratives stating there was little or no integration are acceptable and will not adversely affect future funding decisions. See the example provided in 9b.

9a. Our studies are heavily focused on NGSS standards. In the weeks after outdoor school, we did a a marine science unit exploring intertidal zones and the interrelationships between marine species, as well as our impact on the environment of marine species. Students also study adaptations of marine species and apply the information to creating their own species. In addition, we focus on understanding tides, including tsunamis. All of these concepts had been a focus during outdoor school, so I was able to remind them of that when completing the relevant units. (long-answer text box)

9b. I was not able to do any content-related pre-activities because of so many competing priorities in our school. I also didn’t have any guidance on what kinds of pre-activities would have aligned with the outdoor school program. For post-activities, students made posters of what they learned in each field study and shared them. One of our language arts teachers had them do reflective writing prompts about their experience, exploring themes related to leadership and friendship. (long-answer text box)

10. Rate the characteristics of instruction used during [your school name]'s outdoor school program.

10a. Multimodal

10b. Collaborative/Cooperative

10c. Learner-centered

10d. Investigative

10e. Reflective

10f. Relevance

10g. Interdisciplinary

10h. Other (please specify)

10i. If Other, please describe

An honest rating is selected for each item 10a-g. Ratings should be between 0 and 10 to indicate how effective each instructional characteristic was during outdoor school, where:

0= absent or does not apply

5= emerging

10= highly effective

Optionally, an additional rating 0-10 is selected for 10h (Other), with a brief written description in 10i.

OSU staff are looking for an honest assessment, and as such, expect to see variation in responses across items and between schools, even within the same district.

Selecting a low rating will not adversely affect future funding decisions.

10a. 7 (radio button)

10b. 9 (radio button)

10c. 7 (radio button)

10d. 9 (radio button)

10e. 4 (radio button)

10f. 6 (radio button)

10g. 1 (radio button)

10h. 10 (radio button, optional)

10i. Hands-on learning (text box)

Effect on Students (Item 11)

Who completes this section of the report? In most cases, this section of the report is best completed by a teacher or staff person who was present and able to directly observe what took place at outdoor school and/or has interacted with students in the school setting before and after they participated. The OSU Outdoor School team does not restrict who can complete any section of the report, and allows for delegation as needed.

Report Item(s)

Evidence of a Strong Report

Example Response

(and response type)

11. Please briefly describe [your school name]'s success (i.e., student outcomes) for each of the items below. Type "n/a" for any items that are not addressed in your outdoor school program.

11a. Engagement and Enthusiasm

11b. Academic Performance

11c. Behavior and Discipline

11d. Thinking Skills and Competencies

11e. Interpersonal (Communication and Collaboration) Skills and Competencies

Narratives are clearly written and give evidence to explain an educator’s perspective on the effect of outdoor school participation on the students in their school. This effect might be visible while at outdoor school and/or after returning to the school setting.

OSU staff have an expansive view of “evidence” that includes qualitative descriptions and stories. Quantitative data (e.g. grades, test scores) are not required in responses. OSU also understands that individual students are changed or not changed in different ways. The strongest report responses will identify some commonalities the educator noticed across students, with a few particular examples.

Assessments may be positive or negative, as long as the written narrative gives some specifics about why the educator is making that assessment. Vague statements without any details or concrete examples (e.g. “All students came back enthusiastic about their experience” or “Students learned a lot about science”) may be returned for more explanation. The length of the narrative is not used as a criterion to evaluate responses.

OSU staff are looking for an honest assessment, and as such, expect to see variation in responses between schools, even within the same district.

Honest narratives stating there was little or no impact are acceptable and will not adversely affect future funding decisions. See the example provided in 11c.

11a. Students had a wonderful time during outdoor school. Activities were hands-on and highly engaging. Many students had never experienced the outdoors before or engaged in the learning activities that were included. Students were laughing, smiling and taking risks both socially and academically. An example of engagement and enthusiasm was while students were engaging in the squid dissection. Several students were fearful to participate but were able to overcome their fears by the encouragement they received from their peers. We saw students who frequently struggle in the classroom setting engage and lead in the outdoor learning environment. (long-answer text box)

11b. Students’ science learning was demonstrated in reflections, and application of knowledge in activities during the field study. In order to include diverse learners, most academic performance was in drawing, building things, discussion, and writing if preferred by the student. Students showed knowledge of animals, plants, decomposition, and more during field studies. (long-answer text box)

11c. We found that some of our students used the idle time between activities in unproductive ways. For example, several students told me that they were being made fun of by their peers, and the other teachers and I ended up addressing the issue. We also had to break up two heated arguments that thankfully did not result in physical fights. Another example I observed was seeing several students break pieces off of trees immediately after a lesson with a “leave no trace” message. Again, I intervened and brought in one of the outdoor school staff to help explain the harm they were doing to the trees. (long-answer text box)

11d. Students were engaged in collaborative problem solving and authentic inquiry experiences. Facilitators used an, "I think, I wonder, I know," strategy as a means to engage students in thinking creatively and through a scientific lens. (long-answer text box)

11e. Students were intentionally placed in groups where they had opportunities to work with students outside of their social circles and homeroom classes. We observed students collaborating with others who they typically do not in the traditional classroom setting. (long-answer text box)

Equity and Inclusion (Items 12-15)

Who completes this section of the report? Ensuring equity and inclusion in outdoor school requires strategic and critical thinking at multiple levels of any system, so determining who is best to complete this section of the report will vary by district. The OSU Outdoor School team is interested in district-level policies and messaging, school-level outreach efforts, conversations with the outdoor school provider to ensure diverse students’ needs are addressed, educators’ personalized approaches, and more. The OSU Outdoor School team does not restrict who can complete any section of the report, and allows for delegation as needed.

Report Item(s)

Evidence of a Strong Report

Example Response

(and response type)

12. Please check all the supports that [your school name] provided for students with disabilities or students receiving special education while at outdoor school.

12a. Behavioral

12b. Mobility

12c. Instructional

12d. Medical

12e. Special education collaboration

12f. No supports were provided

12g. No special education students or students with disabilities attended our outdoor school

12h. No funds were available to provide support for these students at outdoor school

Yes or No is selected for all items 12a-e. If the response for all five is No, 12f is automatically marked True. Otherwise, 12f is automatically marked False.

If 12f is True, two additional statements appear (12g and 12h) requiring True or False selections to indicate the reason(s) that no support was provided. Given OSU’s funding policies, the OSU team expects that 12h will be False. Selecting True will prompt OSU staff to reach out to ensure the school will use Outdoor School funding next year for all costs to create an inclusive experience for special education students.⁴

12a. Yes (radio button)

12b. No (radio button)

12c. Yes (radio button)

12d. No (radio button)

12e. No (radio button)

12f. False (radio button, completed automatically)

13. Please check all the supports that [your school name] provided for English Language Learners while at outdoor school.

13a. Interpretation services or language aides

13b. Translated materials for students

13c. Bilingual instructors or volunteers

13d. Bilingual parents or chaperones

13e. No supports were provided

13f. No English Language Learner (ELL) students attended our outdoor school

13g. No funds were available to support ELL students at outdoor school

Yes or No is selected for all items 13a-d. If the response for all four is No, 13e is automatically marked True. Otherwise, 13e is automatically marked False.

If 13e is True, two additional statements appear (13f and 13g) requiring True or False selections to indicate the reason(s) that no support was provided. Given OSU’s funding policies, the OSU team expects that 13g will be False. Selecting True will prompt OSU staff to reach out to ensure the school will use Outdoor School funding next year for all costs to create an inclusive experience for ELL students.⁵

13a. Yes (radio button)

13b. Yes (radio button)

13c. No (radio button)

13d. No (radio button)

13e. False (radio button, completed automatically)

14. Please check all of the historically underrepresented populations served by your outdoor school program and describe how they are served. What efforts did you make to ensure all [your school name] students can (want to) participate in outdoor school?

14a. Rural

14b. Low socio-economics

14c. American Indian/Alaska Native

14d. Asian

14e. Native Hawaiian/Pacific Islander

14f. Black/African American

14g. Hispanic/Latin(x)

14h. Middle Eastern/North African

14i. Gender Non-conforming/LGBTQ+

14j. Homeless/Unhoused

Yes or No is selected for all items 14a-14j to indicate if at least one student belonging to the given population was in the class(es) that attended outdoor school, regardless of whether the identified student(s) participated in the program.

For any population marked Yes, a brief narrative is provided. The narrative explains what the district, school, teacher(s), and/or outdoor school provider did to ensure equitable access and positive experiences with outdoor school for student(s) from the particular historically underrepresented group, and their families.

Each narrative describes unique efforts for the identified group, not what was done for all students. This might include district-level policies and messaging, school-level outreach efforts, conversations with the outdoor school provider to ensure diverse students’ needs are addressed, educators’ personalized approaches, and more.

In cases where most students in a school belong to the given population (e.g., a school located in a rural county or an impoverished area), the brief narrative about that group should state that the majority of students belong to the group, and then describe any strategies designed to meet students’ needs based on their membership in that group. This information will inform an emerging set of promising practices that may help other schools serving the population in question. See the example provided in 14b to the right.

If nothing was done for a particular group, a sentence clearly states that. See the example provided in 14h to the right.

Altogether, the descriptions provide evidence that the adults involved in planning outdoor school are thinking critically about equity, or evidence that they are not. Vague statements without any details or concrete examples (e.g. “All students are invited and welcome at outdoor school”) and descriptions that are exactly repeated for each identified group will be returned to you for more explanation, because the purpose of this section is to share the differentiated efforts made for underrepresented groups. Equity means that different student groups may be accommodated differently based on their needs and characteristics.

The length of the narrative is not used as a criterion to evaluate responses.

OSU staff are looking for an honest assessment, and as such, expect to see variation in responses between schools, even within the same district.

Providing an honest response indicating that there was little or not enough planning to include specific groups is acceptable. This information will help the OSU staff better understand how to support districts and schools in their efforts to provide an equitable outdoor school experience.

14a. No (radio button)

14b. Yes (radio button)

Nearly all of our students are in low socio-economic situations. We used OSU outdoor school funds to provide everyone with shoes and coats for inclement weather. We also provided field notebooks, backpacks, and water bottles to ensure that students had a secure place to store items during outdoor school. (long-answer text box)

14c. Yes (radio button)

7% of our 6th graders identify as Native American. In preparation for outdoor school, we had a presenter from our local tribal office, and our outdoor school provider included a lesson about salmon habitats, population support, and lifecycles. Salmon fishing and population maintenance is critical to our local tribe. (long-answer text box)

14d. No (radio button)

14e. No (radio button)

14f. Yes (radio button)

Our one Black/African American student was hesitant to go. I emailed her parents asking about her reasons for not wanting to go. I talked to her a couple times one on one, describing some of the fun activities we would do and saying how we'd really miss her if she didn't go. I placed her in a cabin with all her friend requests. She decided to go and had a good time. (long-answer text box)

14g. Yes (radio button)

Our efforts for our Hispanic/Latine students are ongoing in nature and include conversations with students and families throughout the year to identify concerns and address any needs that arise from this underrepresented population. A family night was offered in both Spanish and English, materials went home in Spanish and English, and language aides attended outdoor school to support ELL students. (long-answer text box)

14h. Yes (radio button)

No efforts were made for this group beyond what was done for all students.

14i. Yes (radio button)

We ensured that the site provided an all-gender restroom option.

14j. No (radio button)

15. Has [your school name] reached out to your Title 6/Native Program or local Tribe in connection to outdoor school?

Yes or No is selected.

15. Yes (radio button)

⁴All costs associated with these supports can be included in the school’s reported Program Costs and Stipend/Personnel Costs in 4b and 4d, as long as the costs are for material supports maintained by the school (not kept by the individual student afterwards) and for personnel beyond the FTE and hours needed for a typical school day.

⁵See previous footnote

Miscellaneous and Wrap Up (Items 16-19)

Who completes this section of the report? The items in this final section may be best addressed by a central person who has collected perspectives from others as needed. The OSU Outdoor School team does not restrict who can complete any section of the report, and allows for delegation as needed.

Report Item(s)	Evidence of a Strong Report	Example Response (and response type)
16. Which of the following do you involve as supporting partners in your outdoor school program? If these partners are involved, please indicate if they provide instruction to students while at outdoor school. 16a. Adult Volunteers 16b. Parents 16c. College Volunteers 16d. School Teachers 16e. School Administrators 16f. High School Volunteers 16g. Trained Staff 16h. Natural Resource Specialist 16i. Community-based Organization	Next to each partner type, boxes are checked to indicate if these partners provided instruction (e.g., led activities) and/or support (e.g., were present and interacting with students). If the partner type was not present for outdoor school, both boxes should be unchecked.	16a. Support Instruction 16b. Support Instruction 16c. Support Instruction 16d. Support Instruction 16e. Support Instruction 16f. Support Instruction 16g. Support Instruction 16h. Support Instruction 16i. Support Instruction
17. What local (district, community, partner, parent, etc.) resources or funds have you accessed in addition to your state Outdoor School funding?	A brief narrative describes whether or not the school used alternative sources of funding and what they were used for, as well as any community partners, supplemental curriculum, or material donations that supported the outdoor school experience. If a response mentions that “district funds” are used, the response states what kind of district funds, making it clear whether or not the respondent is talking about the OSU Outdoor School funding that passes through the district, or a different funding source. This question is asking only about funding and curricular resources from non-OSU sources. A clear statement that the school did not access any additional funding or resources is a perfectly acceptable response. The OSU team reviews the response in part to check for understanding of what can and cannot be paid for with OSU Outdoor School funding and what should be funded with supplemental dollars. A response that describes using parent-association fundraisers to pay for sleeping bags, for example, will prompt OSU staff to reach out to ensure the school will use Outdoor School funding next year for all eligible costs so parent-association funds can be used elsewhere. The length of the narrative is not used as a criterion to evaluate responses.	17. Our parent association paid for student mementos, including outdoor school t-shirts. We also had two volunteers from a local environmental nonprofit volunteer as nighttime activities coordinators. (long-answer text box)
18. Please provide comments or concerns you would like to share with the OSU Outdoor School program team.	Additional comments, concerns, questions, reflections, and explanations about the school’s program that did not fit elsewhere in the report are greatly appreciated and can help the review process.	18. Overall, I think it was great. I think there needs to be more purposeful outreach to families, in particular in alternate languages. There were misunderstandings that we had to clear up with students and families. Also, there was so much information presented to students and not always with age-appropriate vocabulary, so I am worried students didn’t retain a lot of it. Fewer concepts, simpler language, and lots of repetition would be better for our students. That said, our class had a lot of fun and new relationships formed because of being together for nearly a week! (long-answer text box)
19. Please upload a SINGLE PDF file of the program summary for the outdoor school experience.	One PDF is uploaded providing a program summary that is no more than four pages and includes: (1) a schedule of activities (ranging from 3-6 days) and (2) a brief overview of the curricular goals and content, which should align with those named in Outdoor School funding legislation ORS 327.390. It is perfectly acceptable and very common to submit a document that was prepared by the outdoor school provider. The PDF should not contain any student names, invoices, budgets, or emails with contract information. The upload has a size limit of 25MB. It should be named with this naming convention: YYYY-YYYY__ Provider's Name__District's Name.pdf If more than one school within the district attended the same provider with the same curriculum, a school can choose the program summary previously uploaded by another school by looking at the drop-down options.	Visit https://bit.ly/OSUprogram for access to program summary examples and a template.