Edu 501
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Adventure Rope Team Vision Statement To provide high quality outdoor ropes course program to students using a well organized trained staff of your faculty and volunteers. Kerry Beth Bane
Adventure Rope Team (ART) Mission Statement The mission of our organization is to promote a sense of community between students, community members, teachers, parents, and school administration through the use of safe outdoor ropes course adventure activities. Working in conjunction with parents and school districts we seek to educate all participants in an inclusive setting promoting individual and team development. We strive to instill our core values of collaboration, responsibility, respect, and commitment while maintaining and developing self-esteem in all participants. Our trained staff will facilitate your faculty in developing these core values and provide training on the equipment to ensure safe experiences.
Why ART is Essential According to Epstein & Salinas (2004), a school learning community is an organized program of family, school, and community partnerships intended to increase student achievement, by using school goals that are facilitated by activities amongst all participants. According to Attarian (2005), there has been moderate effects of increased personal growth, teamwork and selfesteem, and leadership development from participation in ropes courses.
What is a Challenge Ropes Course
“A course is defined as a series of activities, sometimes on or close to the ground (usually referred to as a low course) and sometimes built on utility poles or trees, or in the rafters of a building (a high course). Challenge courses are installed in wide variety of places – schools, camps, park districts, and outdoor education centers, as well as in corporate training centers. Each course can serve a single group, such as students in a school, or multiple groups, such as a park district course which might serve student and adult groups. The single identifying feature is that most often, it is an intact group which comes together to share the challenge course experience, and that a curriculum is designed for the specific outcome desired by that group.” ( http://www.uccr.org/ChallengeRopesCourse.htm, 2009)
Photographs Collaboration
Courage
Photographs Teamwork
Self-esteem
Photographs Responsibility
Adventure
Why ART is essential Organizations
have used ropes courses to allow people with disabilities to focus on leadership development, cross-cultural exchanges and disability rights training. (Attarian 2005). According to Attarian (2005), ropes courses have been in use since the early 1960’s, but have become more popular in the 1980’s as an instrument to enhance personal and professional growth developmentally, educationally, and therapeutically.
Why ART is Essential Our program is a well organized union between community members, family and school administration to increase students:
Physical Activity
Teamwork
Responsibility
Adventure
Self Esteem
and Collaboration with community
Why ART is essential
According to http://www.uccr.org/ChallengeRopesCourse.htm, individuals who participate do so because: it is a thrilling and fun thing to do. Commitment to perform where there is uncertainty of results is a healthy decision-making process. Proving to oneself that a seemingly insurmountable problem can be overcome is enlightening and satisfying. There is evidence that there is a significant positive carry over from the experience of successfully completing a demanding, fabricated problem as compared to overcoming everyday problems.
How we can be of Assistance According to Epstein (2004), activities to enrich students’ skills and talents may be conducted outside of the classroom and by family, community and school.
We facilitate activities to promote a positive outdoor ropes course experience that encourages the following:
Teamwork/collaboration – students, teachers and parents would work together to complete goals on the ropes course. Parents, community members and teachers would be the trained volunteers at each station.
How we can be of assistance
Physical Activity – Students would increase their physical stamina and strength while working with the volunteers and building relationships.
Social Skills/responsibility/respect – Skills can be encouraged and broadened by selecting a wide range of volunteers to represent the diversity of the student population (ethnic and socioeconomic) Henderson & Mapp (2008).
How we can be of assistance
Leadership/commitment/self-esteem – Teachers, students and parents can increase their abilities in learning how to take an active role to solve problems and overcome barriers. They will have to commit to the team and work together.
How we can be of assistance Adventure
– adventure activities can bring out trust, teamwork, and communication. The idea of a new adventure can spark a students interest to participate.
About the Program This program is geared to students 6-12 grade. According to Henderson (2008), communities are looking for a place that is safe for children to come and learn and sometimes families find it difficult to find positives learning experiences for their children to explore. Our
program is a safe environment that encourages
parents, teachers, community members and students to work together to form a partnership.
About the program Cont. School administrators, family members and community volunteers would have a two four our training period prior to the onset of the program and then ongoing training for additional volunteers would be held every other month. Training information would be translated into multiple languages depending on the diversity of the students.
According to Cheng-Ting, Kyle, McIntyre (2008), positive, respectful and necessary involvement of families in support of student learning and academics is necessary for students who’s second language is English.
About the Program Cont. The ropes course would be constructed on or near the school property, or in a park with in close proximity. It would follow the ADA guidelines and be accessible to students and volunteers who have special needs. Instructors would be knowledgeable in assisting with special needs individuals and on instructing your volunteers in this area.
About the Program Cont. ART
is economically feasible due to the use of volunteers sustaining the program as staff members, available grants and funding from the government for school learning programs and use of volunteer community members in the construction and maintenance of the facility.
Needs Assessment
Interviews with parents, students, faculty, and community members would be conducted to establish the need for this program in this district.
Surveys would be constructed and distributed during the program to establish any deficiencies and improvements to be implemented.
Results would be analyzed and presented to all stakeholders quarterly.
Why Adventure Ropes Team? “Parent involvement, or a lack thereof, can be a source of frustration for families, teachers, administrators, and districts (Henderson, 2008). We incorporate families, community, and school faculty into our program to increase the relationship to benefit the student.
According Epstein (2004) school learning community programs increase student achievement, strengthen families, invigorate community support, and improve schools.
Closing Our
goal is to promote our school learning program using a ropes course to increase relationship bonds between community, family and school and encourage the students to strive to accomplish achievement and success.
References Epstein, J.L., Salinas, K.C. (May, 2004). Partnering with Families and Communities. Educational Leadership , 61(8) 12-18. Cheng-Ting, C., Kyle, D.W., McIntyre, E. (2008). Helping Teachers Work Effectively With English Language Learners and Their Families, The School Community Journal, 18(1) 720. Henderson, A.T. & Mapp, K.L. (2008). Building the parentteaching relationship: part 1. Teacher Magazine Retrieved March 27, 2009. From www.teachermagazine.or/tm/articles/2008/05
References
Attarian, A. (2005) The Research and Literature on Challenge Courses: An Annotated Bibliography 2nd Edition,North Carolina State University. Retrieved April 30, 2009 from http://acct.affiniscape.com/associations/5266/files/atta Challenge Ropes Courses, United Camps, Conferences, and Retreats.retrieved April 30, 2009 from http://www.uccr.org/ChallengeRopesCourse.htm
Adventure Rope Team (ART) Mission Statement The mission of our organization is to promote a sense of community between students, community members, teachers, parents, and school administration through the use of safe outdoor ropes course adventure activities. Working in conjunction with parents and school districts we seek to educate all participants in an inclusive setting promoting individual and team development. We strive to instill our core values of collaboration, responsibility, respect, and commitment while maintaining and developing self-esteem in all participants. Our trained staff will facilitate your faculty in developing these core values and provide training on the equipment to ensure safe experiences.
Why ART is Essential According to Epstein & Salinas (2004), a school learning community is an organized program of family, school, and community partnerships intended to increase student achievement, by using school goals that are facilitated by activities amongst all participants. According to Attarian (2005), there has been moderate effects of increased personal growth, teamwork and selfesteem, and leadership development from participation in ropes courses.
What is a Challenge Ropes Course
“A course is defined as a series of activities, sometimes on or close to the ground (usually referred to as a low course) and sometimes built on utility poles or trees, or in the rafters of a building (a high course). Challenge courses are installed in wide variety of places – schools, camps, park districts, and outdoor education centers, as well as in corporate training centers. Each course can serve a single group, such as students in a school, or multiple groups, such as a park district course which might serve student and adult groups. The single identifying feature is that most often, it is an intact group which comes together to share the challenge course experience, and that a curriculum is designed for the specific outcome desired by that group.” ( http://www.uccr.org/ChallengeRopesCourse.htm, 2009)
Photographs Collaboration
Courage
Photographs Teamwork
Self-esteem
Photographs Responsibility
Adventure
Why ART is essential Organizations
have used ropes courses to allow people with disabilities to focus on leadership development, cross-cultural exchanges and disability rights training. (Attarian 2005). According to Attarian (2005), ropes courses have been in use since the early 1960’s, but have become more popular in the 1980’s as an instrument to enhance personal and professional growth developmentally, educationally, and therapeutically.
Why ART is Essential Our program is a well organized union between community members, family and school administration to increase students:
Physical Activity
Teamwork
Responsibility
Adventure
Self Esteem
and Collaboration with community
Why ART is essential
According to http://www.uccr.org/ChallengeRopesCourse.htm, individuals who participate do so because: it is a thrilling and fun thing to do. Commitment to perform where there is uncertainty of results is a healthy decision-making process. Proving to oneself that a seemingly insurmountable problem can be overcome is enlightening and satisfying. There is evidence that there is a significant positive carry over from the experience of successfully completing a demanding, fabricated problem as compared to overcoming everyday problems.
How we can be of Assistance According to Epstein (2004), activities to enrich students’ skills and talents may be conducted outside of the classroom and by family, community and school.
We facilitate activities to promote a positive outdoor ropes course experience that encourages the following:
Teamwork/collaboration – students, teachers and parents would work together to complete goals on the ropes course. Parents, community members and teachers would be the trained volunteers at each station.
How we can be of assistance
Physical Activity – Students would increase their physical stamina and strength while working with the volunteers and building relationships.
Social Skills/responsibility/respect – Skills can be encouraged and broadened by selecting a wide range of volunteers to represent the diversity of the student population (ethnic and socioeconomic) Henderson & Mapp (2008).
How we can be of assistance
Leadership/commitment/self-esteem – Teachers, students and parents can increase their abilities in learning how to take an active role to solve problems and overcome barriers. They will have to commit to the team and work together.
How we can be of assistance Adventure
– adventure activities can bring out trust, teamwork, and communication. The idea of a new adventure can spark a students interest to participate.
About the Program This program is geared to students 6-12 grade. According to Henderson (2008), communities are looking for a place that is safe for children to come and learn and sometimes families find it difficult to find positives learning experiences for their children to explore. Our
program is a safe environment that encourages
parents, teachers, community members and students to work together to form a partnership.
About the program Cont. School administrators, family members and community volunteers would have a two four our training period prior to the onset of the program and then ongoing training for additional volunteers would be held every other month. Training information would be translated into multiple languages depending on the diversity of the students.
According to Cheng-Ting, Kyle, McIntyre (2008), positive, respectful and necessary involvement of families in support of student learning and academics is necessary for students who’s second language is English.
About the Program Cont. The ropes course would be constructed on or near the school property, or in a park with in close proximity. It would follow the ADA guidelines and be accessible to students and volunteers who have special needs. Instructors would be knowledgeable in assisting with special needs individuals and on instructing your volunteers in this area.
About the Program Cont. ART
is economically feasible due to the use of volunteers sustaining the program as staff members, available grants and funding from the government for school learning programs and use of volunteer community members in the construction and maintenance of the facility.
Needs Assessment
Interviews with parents, students, faculty, and community members would be conducted to establish the need for this program in this district.
Surveys would be constructed and distributed during the program to establish any deficiencies and improvements to be implemented.
Results would be analyzed and presented to all stakeholders quarterly.
Why Adventure Ropes Team? “Parent involvement, or a lack thereof, can be a source of frustration for families, teachers, administrators, and districts (Henderson, 2008). We incorporate families, community, and school faculty into our program to increase the relationship to benefit the student.
According Epstein (2004) school learning community programs increase student achievement, strengthen families, invigorate community support, and improve schools.
Closing Our
goal is to promote our school learning program using a ropes course to increase relationship bonds between community, family and school and encourage the students to strive to accomplish achievement and success.
References Epstein, J.L., Salinas, K.C. (May, 2004). Partnering with Families and Communities. Educational Leadership , 61(8) 12-18. Cheng-Ting, C., Kyle, D.W., McIntyre, E. (2008). Helping Teachers Work Effectively With English Language Learners and Their Families, The School Community Journal, 18(1) 720. Henderson, A.T. & Mapp, K.L. (2008). Building the parentteaching relationship: part 1. Teacher Magazine Retrieved March 27, 2009. From www.teachermagazine.or/tm/articles/2008/05
References
Attarian, A. (2005) The Research and Literature on Challenge Courses: An Annotated Bibliography 2nd Edition,North Carolina State University. Retrieved April 30, 2009 from http://acct.affiniscape.com/associations/5266/files/atta Challenge Ropes Courses, United Camps, Conferences, and Retreats.retrieved April 30, 2009 from http://www.uccr.org/ChallengeRopesCourse.htm
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