Home Base Community Chats contribute to achieving Educational Goal #4, which focuses on providing additional learning opportunities for families to discuss concerns and learn community resources. Similarly, Home based Safe Routes to Parks activities address Educational Goal #1 by offering instruction in arts, science, technology, engineering, and mathematics that is connected to nature experiences or environmental stewardship. During Safe Routes to Park activities families and students learned and practiced Nature journaling through scientific lenses.

Additionally, these Safe Routes to Park activities fulfill Educational Goal #4 by providing supplementary learning opportunities. Furthermore, Home base Trekking the Tuolumne Safely days fulfill multiple educational goals. They address Educational Goal #1 by integrating instruction in arts, science, technology, engineering, and mathematics with nature experiences and environmental stewardship. During Trekking Days, students learned about the importance Salmon have on our ecosystems through art projects and interactive water monitoring activities.

Additionally, these Trekking days satisfy Educational Goal #2 by fostering stewardship of the environment. Moreover, they contribute to Educational Goal #4 by promoting service learning opportunities between schools and local communities, and by assessing the impact of the unified education strategy on pupil achievement and resource conservation. In summary, Natural Area field trips encompass all educational goals outlined in the question, which seeks to determine the achievements of the Outdoor Program based on the definition of education found in the Application Guide. The Natural Area field trips demonstrate how the program meets each educational goal and addresses the specified objectives.

Home Base Community Chats addressed Educational Goal #4 by providing families with opportunities to discuss concerns and access community resources. Safe Routes to Parks Activities met Educational Goal #1 by integrating arts, science, technology, engineering, and mathematics (STEM) into environmental stewardship. Families and students explored self-led park activities like nature journaling encouraging ongoing outdoor learning. Trekking the Tuolumne Safely Days fulfilled Educational Goal #1 through activities like salmon rock painting and water quality testing, while Educational Goal #2 was met by teaching environmental stewardship, and Educational Goal #4 through service-learning experiences during natural area field trips. Natural Area Field Trips encompassed all Educational Goals, providing interdisciplinary learning that exceeded the program's standards, enriching participants’ understanding of ecosystems and community connections.

In pursuit of our shared vision to provide positive inaugural outdoor experiences for multigenerational families, TRT embarked on collaborative journeys with esteemed partners, including the Stanislaus Office of Education (SCOE), San Joaquin County Office of Education (SJCOE), Foothill Horizons Outdoor School, Modesto City Schools, and, notably, the dedicated staff of California State Parks. Reflecting on the past grant year, it is clear that our endeavors have consistently aligned with the collective goals and objectives articulated in our initial grant proposal. Facilitated by the unwavering support of SCOE, our team honed the art of organizing activity materials in meticulously labeled boxes, facilitating the creation of "activities to go" – a seamless and efficient preparation process for events.

Collaboration with San Joaquin County Office of Education and Foothill Horizons proved invaluable in enriching our knowledge and skills of Outdoor Education. Under the guidance of SJCOE, our staff acquired novel techniques for teaching the significance of collecting biodiversity data through BioBlitz events tailored for school-aged children. SJCOE and Foothill Horizons also equipped our team with cutting-edge educational materials that will benefit our programs for years to come.

Engaging with Modesto City Schools and California State Parks was a unique and enlightening experience. This collaboration prompted us to master the art of communication with new staff and grasp new procedures, resulting in an enhanced experience for both staff and participants. Successfully concluding the first year of our program in sync with the academic calendar was a significant achievement, providing our participants with a bittersweet yet well-prepared transition into a summer filled with exploration. While our program concluded on a positive note, it navigated through several challenges before officially commencing year one in November 2022. The initial delay, shifting our start date from October to November, was attributed to our program's adaptation to Modesto City Schools Afterschool policies and procedures. In the second year, despite overcoming the initial learning curve, a subsequent delay occurred due to changes in MCS district-level staff and a rebranding of the afterschool program. These experiences taught us the importance of organization and preparedness in anticipating and adapting to unforeseen changes. Furthermore, we are adapting to the unpredictable nature of weather during the spring and winter months, reinforcing the need for flexibility in our programming approach.

This year, we prioritized building meaningful partnerships to strengthen the connection between parks and our community, enhancing our programming and advancing our mission. At Dos Rios State Park, we launched a new collaboration to host a Natural Area Field Trip as part of the Outdoor Equity Program, offering participants hands-on learning experiences in a local natural setting. Partnering with Caswell State Park provided docent-led nature walks, where participants discovered the park's ecosystem and learned the vital role riverside parks play in conservation. Additionally, we expanded our engagement with Lake McSwain by incorporating fishing days into our programming, promoting recreational lake use during peak fishing seasons. Additionally, by involving school district staff in our program meetings, we successfully aligned our calendar with students’ academic schedules, ensuring smooth coordination and shared understanding.

• Plan out your programs calendar one year in advance to share with partners.
• Partner with an afterschool program and gain their support to post on their schools apps as promotion for the programing beginning.
• Weather can impact programming and require rescheduling dates to ensure participant safety and participation satisfaction.

Our program succeeded by maintaining an open mind and adapting to the evolving needs of schools and the communities we serve. Flexibility proved essential, as solving one challenge often revealed another of equal importance. Our ability to pivot and adjust to last-minute changes was one of our greatest strengths. To prepare for unforeseen challenges, our team consistently over-prepared, ensuring readiness for any situation during events. This proactive approach allowed us to handle changes effectively and communicate all major adjustments to the grant administrator beforehand. Clear, consistent communication was critical to maintaining alignment and trust. Additionally, we prioritized providing ample notice—sometimes months in advance—to local school districts, anticipating potential policy changes, which occurred multiple times. This ensured smooth collaboration and adaptability.