June 2001

During the school year contact:

Springfield School District

BACKGROUND: Local utility companies offer educational grants to schools to increase the responsible use of energy and water resources. To apply for this opportunity, a team of Springfield elementary, middle and high school teachers, the Math/Science teacher on special assignment (TOSA) and the Director of Instruction, Sue McNair Gallup got together. The funds are to replace "in-lieu-of taxes" while enhancing science education and developing a partnership between the schools and the utilities.

The first phase of the implementation of the EWEB WET (Watershed, Ecosystems and Teamwork) Project was done by Bob Curtis. It included the design of a mobile science lab that is equipped with computers, solar power and a range of science equipment for use at schools and field study sites.

Paul Haley and Stuart Perlmenter, both science teachers with background in special education, are responsible for the subsequent phases of implementation and the evolution of the EWEB WET Project and the SUB WELL Project, to their current level of success.

WHEN IT BEGAN: The WET (Watershed Ecosystems and Teamwork) Project, sponsored by the Eugene Water and Electric Board (EWEB), began in 1995.

The WELL (Water and Energy Learning Lab) Project, sponsored by the Springfield Utility Board (SUB), began in 1998.

RESEARCH INVOLVED: A full assessment of the Springfield Public School’s science curriculum indicated the need for field-study based science projects to motivate teachers and students to teach and learn science, and to help students develop positive habits and attitudes about their impact on the environment relative to water and energy resources. 

Both projects dovetail with existing district and state science curriculum goals and objectives, but provide additional support for teacher in-service and specialized science equipment to assist teachers in classroom and field-based instruction. The missions of both grants require that we focus on water and energy related science topics. 

Each year the project coordinators work with input from the utilities and with teachers from throughout the district to assess the current projects and to plan appropriate activities for the next year. The result is a wide range of field studies and field trips designed to support the district science curriculum and, in several cases, to provide field research which is used by agencies such as DEQ and City of Springfield, as well as area residents, EWEB and SUB.

IMPACT ON STUDENT ACHIEVEMENT: First, the projects have increased the amount and quality of science instruction in the school district. Feedback from teachers, students and administrators indicates the projects have been highly successful and an invaluable resource for high quality science education. The model teaching and help in designing age-appropriate lessons and activities has had a profound affect on the ability of teachers who were less confident about their science teaching to become more excited and more effective. The result is an increase in student understanding of key science concepts and skills. The projects received recognition in the press and by teachers presenting their accomplishments at state and national meetings. 

Students involved with the Millrace Research Team recently presented their data to employees of the City of Springfield. The Thurston High School Water Testing Lab has tested well water samples for over 90 community members. Both projects have formed numerous partnerships with local and state agencies (McKenzie Watershed Council, City of Springfield, Department of Environmental Quality, Middle Willamette Watershed Council) involved with environmental monitoring programs that provide students with field-based research skills rarely available in the public school system. 

Paul and Stuart work with teachers to link activities to the state science standards and to provide them some training on science inquiry in preparation for science work samples.

CAN OTHER DISTRICTS ACCOMPLISH THIS? With funding from local utilities, duplication of these projects is possible. Both schools and utilities benefit from these partnerships, with schools receiving much needed equipment and resources and the opportunity to conduct field-based research. 

Utilities benefit by programs such as the WET & WELL Projects in that their present and future customer base receives education about the wise management of water and energy resources in the community, and students learn about a wide range of careers in the areas of energy and natural resources.

EVIDENCE OF SUCCESS: Success is measured by ongoing financial support from utilities for the grant and through increasing the level of participation by schools within the district. Another indication of the success of the projects will be increasing the number of state and local agency partnerships we are able to establish in the future. 

Increased participation and interest by teachers from grade levels or schools not initially targeted is another measure of the projects’ success. Student attitudes and behaviors relative to water and energy issues is also an important measure. The utilities ask for feedback on the success of various components which involves a variety of measures such as student surveys, anecdotal information and website updates. 

PARTNERSHIPS ENHANCED: The Educational Grants Projects sponsored by the Eugene Water and Electric Board and the Springfield Utility Board are wonderful examples of win-win situations that expand and enhance the educational program for the students of Springfield. Teachers have access to specialized equipment, training, field experiences and labs that would not be available within the dwindling resources of the general fund. The Utilities benefit from a better educated community who know and understand not only the role of the utility, but also the role of each individual with the energy and water resources.

The funds enable teachers and the coordinators to develop innovative, high interest science activities for students that motivate them to learn important science concepts, processes and skills. One of the exciting indirect benefits for many of our students is the interest the activities are generating in science related careers as a result of field trips, field studies and research activities. For many students, this is their first exposure to a wide range of vocational opportunities.