Every school has an outdoor classroom. The Outdoor Classroom comes in different sizes and shapes, hosts a diversity of resources, and is used by students and teachers for a variety of purposes. So where is yours, you ask? It’s right outside your windows and doors. You walk through it each day as you enter the building and then leave it at the end of the day. So basically, an outdoor classroom is any site outside of the school building that is used by teachers and students as a place for learning. Have you ever noticed how students seem to gaze frequently out the windows or try to be first in line to get outside for recess? Students simply enjoy being outdoors, whether it’s physically or mentally.

If teachers regard the school grounds as a three-dimensional reference library, many of their fears about going outside will be dispelled. We all use encyclopedias without knowing the total content of the volumes or even paying attention to more than one article. The same thing should be true of teaching outdoors.

“A Teacher’s Guide to Using the School Grounds for Environmental Studies.”—Helen Ross Russell from Ten-Minute Field Trips

You have your site and enthusiastic students, now combine the two through a focused academic approach. Students need to know the goal and purpose of their outdoor adventure. Otherwise, the students will develop their own—typically around the theme of horseplay. For this reason, the teacher also should be clear about student-behavior expectations. Have the student help develop and enforce these guidelines. If students are to work together, they should know who their team members are and each student’s role. After the site visit, each experience should have a follow-up, back in the classroom. This is a time for students to share, draw conclusions, make charts and graphs, make comparisons, write stories, perform calculations, and develop new questions for future exploration.

To assist teachers in making the academic links, this sections of the book explores the relationship of outdoor classrooms and the core content, literacy, reading and writing, as well as a service-learning approach. In addition, the Appendix contains an article on process skills and learning strategies for the naturalist, developed by Naturalist Learning Opportunities.

Outdoor Classrooms and Core Content
by the JCPS Center for Environmental Education

Outdoor classrooms are powerful vehicles to achieve educational goals. They naturally motivate young people to learn, building on what Rachel Carson calls the “sense of wonder.” Nature places learning in a meaningful context, helping learners to more easily integrate new knowledge and skills into a larger framework. Outdoor classrooms support curriculum objectives in all program areas, including science, mathematics, social studies, language arts, health, physical education, and other subjects. The trick is to make sure that outdoor learning is based upon the existing curriculum. It should not be an extra or add-on (Habitats for Learning, Ohio Environmental Education Fund).

Learning in the out-of-doors is not only fun, but relates directly to the CATS assessments. Depending upon how teachers structure lessons and what type of classroom follow-up students do, outdoor learning meets many of the Academic Expectations and specific core-content skills. Items in italics are quoted from the KDE Core Content for Assessment, Version 3.0.

Skills for Reading Assessment
Outdoor classrooms can provide the impetus and purpose for a variety of informational and literary readings. Whether students are reading about landscape design or different types of spiders, they can relate what they are reading to real-life applications. More specifically, building and maintaining an outdoor classroom directly relates to practical or workplace reading. This type of reading includes excerpts from warranties, receipts, forms, memoranda, consumer texts, and “how to” manuals. Students have to follow directions; explain why the correct sequence of activities is important; interpret specialized vocabulary found in practical reading passages; identify information, which provides additional clarity; and locate and apply appropriate information.

Skills for Mathematics Assessment
Outdoor classrooms fit best with three of the core content strands within mathematics: Number and Computation, Geometry and Measurement, and Probability and Statistics. Elementary students should be able to sort objects and compare a tribute; use standard and nonstandard units to measure length, area, liquid capacity, volume, temperature, and weight; pose questions that can be answered by collecting data; collect, organize, and describe data; construct and interpret displays of data. Middle school students should be able to estimate large and small quantities and computational results, identify characteristics of two- and three-dimensional shapes, estimate measurements in nonstandard and standard units, gather data about large populations, and use counting techniques to solve probability problems. These are all skills applicable to planning, setting up, and implementing outdoor classrooms.

Skills for Writing Assessment
As with reading, outdoor classrooms are a vehicle to motivate students to write, whether it is a personal narrative, a vignette, imaginative writings, or a persuasive piece. Writing, based on experiential learning in the outdoor classroom, capitalizes on real-life vocabulary/language acquisition that is readily transferred to written language. The outdoor classroom provides a perfect opportunity to develop higher-level thinking skills described in Bloom’s taxonomy, for example, compare and contrast; design, interpret, and analyze. These higher-level skills form the foundation of open-response questions.

Skills for Science Assessment
In many ways, science skills are obvious in an outdoor classroom. Nevertheless, to ensure that specific skills are covered, it is important that areas of concentration are identified. All of the science-process skills (observing, classifying, communication, measuring, predicting, inferring, identifying, and controlling graphs, analyzing, formulating hypothesis, and designing investigations and experiments) can be carried out in an outdoor classroom, but not at the same time. You must choose your focus. The content areas of physical science, life science, and earth and space science are all very appropriate for outdoor classrooms. For example:

Life Science—Elementary School

• The Characteristics of Organisms (similarities for classification)
• Life Cycles of Organisms (differences in life cycles)
• Organisms and Their Environments (relationships among producers, consumers, and decomposers)

Life Science—Middle School

• Regulation and Behavior (behavior and adaptation)
• Diversity and Adaptation of Organisms
• Populations and Ecosystems (individuals and physical factors) (food webs, carrying capacity)

Life Science—High School

• Biological Change (similarities for classification)
• Interdependence of Organisms (population size, environments, and resources)

Skills for Social Studies Assessment
Outdoor classrooms are easily aligned to understanding geography. Outdoor classrooms help students understand that Patterns on the Earth’s surface can be identified by examining where things are, how they are arranged, and why they are in a particular location; the Earth is vastly complex with each place on its surface having human and physical characteristics to deal with these complex people-created regions; patterns emerge as humans move, settle, and interact on Earth’s surface; and human actions modify the physical environment and, in turn, the physical environment limits or promotes human activities.

Reading and Outdoor Classrooms

The literacy components for elementary and middle school can all be the basis for instruction at your site. Reading and related writing in authentic settings adds depth of understanding and encourages the development of meaningful results.

Activities in the following sections have literature links applicable to reading and writing at your site. The graphic organizer of the Project WILD Annotated Bibliography of Children’s Literature (K-12) is a list of books that are supportive of lessons at your site and are grounded in the following literacy components:

• Read Aloud/Write Aloud
• Shared Reading/Shared Writing
• Guided Reading/Word Work
• Self-Selected Reading/Independent Writing

These components are included in the Jefferson County Public Schools ReadWELL Program: Foundations to Guide the Development of Teaching Reading. For more information, refer to The Teacher’s Guide to the Four Blocks by Patricia Cunningham, Dorothy P. Hall, and Cheryl M. Sigmon.

Read Aloud
Use the outdoor classroom setting to provide context clues for reading aloud. When preparing students for a Read Aloud, choose a location that reflects the content or setting of the selected book.

Some examples are as follows:

Guide students to create a Word Wall that describes or names objects in their surroundings.

When introducing each book, ask students to predict what the words on the list might have to do with the story. Encourage other predictions about the book.

During the reading:

• connect with prior knowledge.
• discuss unknown words.
• adjust predictions.
• After the reading:
• reflect on the message.
• discuss and identify the main idea.
• compare predictions with the outcome.
• reflect on your location. How is it similar (or different) from the book?

Shared Reading
Shared Reading offers a risk-free environment for uncertain readers. This component includes reading with students from big books, charts, or student reproducibles. Textbooks also can be a Shared-Reading experience, with the teacher reading and discussing concepts before students are asked to read on their own.

In your outdoor classroom, Shared-Reading opportunities may include reading and writing nature poetry. Chart paper can be used to copy poetry for the shared reading. For example, Joyful Noise: Poems for Two Voices by Paul Fleischman are poems that celebrate nature and can be used for choral reading or call and response by individuals or in groups.

A lesson that may include Shared Reading would start by reading a poem about nature and identifying the various sensory descriptions and images created by the words. Students would then explore and interpret their surroundings, using all of their senses, to create a strong visual image. Finally, students create a poem, either to share individually or as a group (Shared Writing). This writing then becomes additional material for Shared Reading.

Guided Reading
Guided Reading involves students’ reading materials on their instructional level with the support of their teacher. Students need to be intentionally taught reading strategies and to be given time to share how they use these strategies.

Outdoor classrooms provide opportunities for the support of Guided Reading through related experiential learning. If the book, How the Forest Grew, by William Jasperson is being used for Guided Reading, exploring the school grounds and learning firsthand about ecological succession gives students the chance to use vocabulary from the Guided Reading and to strengthen comprehension of the science context.

Similarly, Informational Reading in the areas of science may be supported by scientific investigations in outdoor classrooms, using vocabulary and concepts being taught through Guided Reading. For example, after using A River Ran Wild, by Lynn Cherry, as Guided-Reading material, students perform a stream study, applying new vocabulary and connecting the experience to the Guided-Reading lessons, increasing their depth of comprehension.

Self-Selected Reading
As students build reading skills, they need the opportunity to practice with material that is of interest to them and at a level that builds fluency. Teachers monitor books being selected to make sure the text is appropriate to independent reading levels.

The literature links provided in Wild About Reading allow the teacher to follow up on the outdoor field study in the classroom with related reading. Students may use book buddies, story maps, conferences, or retelling as ways of connecting the Self-Selected Reading to their outdoor-classroom experience.

Word Work
Students’ work in outdoor classrooms is embedded with vocabulary and concept development related to the learning experience. As students use the school grounds, have them write in a writer’s notebook or journal. Through the course of the study, vocabulary words are recorded or added to a Word Wall. Through this process, the student creates an individual Word Wall that can be used in follow-up activities and writing in the classroom.

There are many other possibilities for Word Work at your site. As you plan your studies, identify vocabulary you would like for the students to learn and use as they engage in the activity. As a part of the student preparation, introduce the vocabulary. This will give students a head start on incorporating the language into their work.

These suggestions represent a few possibilities for using outdoor classrooms as an impetus for teaching reading on a variety of levels. Think about how you can best use your site to support the standards that you are currently addressing in all academic areas. The Center for Environmental Education staff will work with you to develop plans that support content areas and literacy.

Environmental education not only represents content, but also is a process of approaching the complete curriculum. Taking the work done in an outdoor classroom back to the classroom, to produce meaningful outcomes, requires that reading and writing be an integral part of an outdoor-classroom experience.

Community Reading
The Wild About Reading Bibliography of Environmental Literature provides excellent material to achieve the goals of this block: to explore authors, messages, and purpose. This is a whole class block of quality shared reading with student-generated discussion. This is typically a teacher read-aloud with the teacher as discussion facilitator.

Reading: The Wisdom of Children's Environmental Literature
The Project WILD Annotated Bibliography of Children’s Environmental Literature (K-12) lends itself well, at all levels, to comprehension work. A particularly useful tool is the Wisdom Strategy (developed by Barbara Inman, a classroom teacher from Washington) and applied to children’s environmental literature.

This strategy involves reading aloud a book that teaches a “wisdom.” Inherent in environmental literature at all levels is a meaning or wisdom. Using this literature not only provides material to work on comprehension, but it frames the lesson as authentic learning, extending the outdoor experience to the classroom.

The teacher gives students some examples of wisdoms or lessons that books teach. Then the teacher asks students to listen for the wisdom of the book as he/she reads aloud. The first time the strategy is used with students, the wisdom needs to be obvious. The teacher posts a piece of chart paper listing the title of the book, the author, and a small illustration in the middle of the chart paper. The teacher gives the wisdom the first time, encloses it in quotes, and puts his/her name underneath. Then he/she asks students to share a wisdom and, using a different-colored marker for each child, lists each student’s wisdom in quotes, with the student’s name. Then, even struggling readers can easily reread their own or another wisdom that had special meaning for them. Extensions can include the following:

• Further discussion of the book and its lessons
• Locating the part of the book that caused the student to think of the wisdom
• Students writing their own wisdom stories

There are several categories of children’s environmental literature (see graphic organizer) enabling the teacher to select the content that supports the students’ work done on-site while developing comprehension skills.

Index by Title
• A River Ran Wild: An Environmental History, Cherry, Lynne
• All Eyes On the Pond, Rosen, Michael
• The Amazing Dirt Book, Bourgeois, Paulette
• American Environmental Heroes, Stanley, Phyllis
• The Ancient One, Barron, T.A.
• Animal Tracks, Dorros, Authur
• Backyard Rescue, Ryden, Hope
• Birds in the Bushes: A Story about Margaret Morse Nice, Dunlap, Julie
• Box Turtle at Long Pond, George, William
• Brian’s Winter, Paulsen, Gary
• Brother Eagle, Sister Sky, Seattle, Chief
• Butterfly Story, Hariton, Anca
• The Chipmunk Song, Ryder, Joanne
• Circle Within a Circle, Killingsworth, Monte
• The Collected Poems of Wendell Berry, Berry, Wendell
• Come Back, Salmon, Cone, Molly
• Compost! Growing Gardens From Your Garbage, Glaser, Linda
• Crinkleroot’s Guide to Knowing Animal Habitats, Arnosky, Jim
• The Curious Naturalist, Ackerman, Jennifer G. (Editor)
• Dancers in the Garden, Ryder, Joanne
• Do Not Disturb, Tafuri, Nancy
• Dogsong, Paulsen, Gary
• The Earth Always Endures: Native American Poems, Philip, Neil
• The Empty Lot, Fife, Dale
• Flute’s Journey: The Life of a Wood Thrush, Cherry, Lynne
• Forest of the Clouded Leopard, Myers, Christopher and Lynne
• From Seed to Plant, Gibbons, Gail
• The Giving Tree, Silverstein, Shel
• Gray Fox, London, Jonathan
• The Great Kapok Tree: A Tale of the Amazon Rain Forest, Cherry, Lynne
• Great Lives: Nature and the Environment, Faber and Faber
• Hatchet, Paulsen, Gary
• Heat Wave!, Ketteman, Helen
• Henry David Thoreau: American Naturalistk, Anderson, Peter
• Hie to the Hunters, Stuart, Jesse
• Housing Our Feathered Friends, Spaulding, Dean
• How the Forest Grew, Jaspersohn, William
• In the Language of Loons, Kinsey-Warnock, Natalie
• In the Tall, Tall Grass, Fleming, Denise
• Into the Wild, Krakauer, Jon
• John Muir: Wilderness Protector, Wadsworth, Ginger
• Joyful Noise: Poems for Two Voices, Fleischman, Paul
• Julie of the Wolves, George, Jean Craighead
• Just a Dream, Van Allsburg, Chris
• The Land I Lost: Adventures of a Boy in Vietnam, Nhuong, Huynh Quang
• Less is More, Klassen, Alison
• Linnea in Monet’s Garden, Bjork, Christina
• The Little Fish in a Big Pond, O’Brien, Theresa
• The Little Island, McDonald, Golden
• Lizard’s Song, Shannon, George
• Looking at the Environment, Suzuki, David
• The Lorax, Dr. Seuss
• Lostman’s River, DeFelice, Cynthia
• Making a Better World (series), Chandler, Gary
• The Man Who Planted Trees, Giono, Jean
• Milo and the Magical Stones, Pfister, Marcus
• Minn of the Mississippi, Holling, Holling C.
• Mother Earth, Luenn, Nancy
• My Side of the Mountain, George, Jean Craighead
• Nature All Year Long, Leslie, Clare Walker
• Nature Watch, Manning, Mick
• Nearer Nature, Arnosky, Jim
• The New Springtime, Silverberg, Robert
• Night Visitors, Young, Ed
• North Country Night, San Souci, Daniel
• Old Ben, Stuart, Jesse
• The Old Boot, Baines, Chris
• Old Turtle, Woods, Douglas
• Once There Was a Tree, Romanova, Natalia
• One Day in the Woods, George, Jean Craighead
• One Small Square: Pond (series), Silver, Donald
• Opposing Viewpoints: Global Resources (series), Polesetsky, Matthew
• The Other Way to Listen, Baylor, Byrd
• Otters Under Water, Arnosky, Jim
• Our Common Ground: The Water, Earth, & Air, Bang, Molly
• Our Endangered Planet: Groundwater (series), Hoff, Mary
• Our Fragile Planet (series), Tesar, Jenny
• Owl Moon, Yolen, Jane
• Paddle-to-the-Sea, Holling, Holling C.
• The People Who Hugged the Trees, Rose, Deborah Lee
• Phoenix Rising, Hesse, Karen
• Places of Power, DeMunn, Michael
Prince William, Rand, Gloria
• Pumpkins: A Story for a Field, Ray, Mary Lyn
• The Reason for a Flower, Heller, Ruth
• The River, Paulsen, Gary
• The Salamander Room, Mazer, Anne
• A Sand County Almanac, Leopold, Aldo
• Saving the Peregrine Falcon, Arnold, Caroline
• Sense of Wonder, Carson, Rachel
• Silent Spring, Carson, Rachel
• Small is Beautiful, Schumacher, E.F.
• Spider Watching, French, Vivian
• Squish!: A Wetland Walk, Luenn, Nancy
• There’s an Owl in the Shower, George, Jean Craighead
• Thunderbird, Sachs, Marilyn
• Urban Roosts: Where Birds Nest in the City, Bash, Barbara
• Vanishing Wetlands, McCormick, Anita
• Walden, Thoreau, Henry David
• Watership Down, Adams, Richard
• What’s Smaller Than a Pygmy Shrew?, Wells, Robert E.
• When Birds Could Talk and Bats Could Sing: The Adventures of Bruh Sparrow, Sis Wren and their friends, Hamilton, Virginia
• When the Monkeys Came Back, Franklin, Kristine
• When the Wind Stops, Zolotow, Charlotte
• Where Are You Going, Emma?, Titherington, Jeanne
• Where Butterflies Grow, Ryder, Joanne
• Where Once There Was a Wood, Fleming, Denise
• While a Tree Was Growing, Bosveld, Jane
• Whisper From the Woods, Wirth, Victoria
• Who Came Down That Road?, Lyon, George Ella
• Who Keeps the Water Clean?, Duvall, Jill
• Window, Baker, Jeannie
• Winter Danger, Steele, William
• Wonderful Worms, Glaser, Linda
• The Young Naturalist, Mitchell, A.

Writing and Outdoor Classrooms
Outdoor classrooms offer the perfect setting to stimulate all types of writing. Many classes have spent hours on their site observing the world around them and then writing about it. Use writers’ notebooks and student journals developed to encourage writing about your site. These entries can be used as the information-gathering step of the writing process or as a self-contained lesson, resulting in a finished piece.

The literacy components in writing (paired with reading in the literacy overview of this section) can be applied as strategies to approach writing at your site.

Write Aloud
As the final part of an outdoor lesson, the teacher models writing, using the vocabulary and concepts taught. Teachers share their thinking as they craft a piece of writing on chart paper, reflecting work done by the group. This is an opportunity to summarize the lesson, using the finished Write Aloud as a Read-Aloud piece. Students may be asked to identify key words and to explain how the piece connects with the work they did, making it authentic.

Shared Writing
An effective use of Shared Writing is creating charts describing, summarizing, or reflecting student work. Students can combine individual entries from their journals to create a shared piece that incorporates key words and concepts in a selected genre. A related form of Shared Writing is brainstorming lists of topics (relating to the outdoor experience) in a variety of genres to be used in the classroom as a springboard for further writing.

Independent Writing
Experiential learning is an authentic and effective approach for connecting oral language to the written word. Using the JCPS publication From Scribbles to Proficiency as a guide, students may be asked to respond to their field-study work through a journal. It is important for young students to have the opportunity to explain their writing, as it may be scribbles or pictures.

Word Work
As you work to implement lessons on your site, keep charts with important words and concepts to be used as a Word Wall for independent writing. As you conduct writing workshops in your class, students may choose to use their outdoor experience and resulting Word Wall for topics.

Service Learning—A Natural Connection
Introduction
The roots of service learning can be found in the theory espoused by John Dewey that students learn best while “doing.” An article in the Phi Delta Kappa magazine Fastback, “Service Learning for All Students” (Carl I. Fertman, 1994), points out that Dewey believed that youth want “to explore and gain control over their environment.” Service learning is an effective technique for encouraging students to investigate their world, to identify problems, and to use their collective knowledge to solve problems.

Recent research supports Dewey’s theory: Students learn best when they apply their knowledge to problems that exist in real-life context. According to Fertman, when students participate in service-learning projects, they “grow in their understanding of how their skills and knowledge may be directly applied to problem solving.”

What Is Service Learning?
Service learning is not just community service.
Yes, it is service, but it also has an academic basis. Community service provides students with opportunities to serve in various settings throughout the community. Learning is incidental to the service. In contrast, service learning emphasizes learning by providing students with opportunities to apply academic skills to service activities. Congruent with the goals of the Kentucky Education Reform Act (KERA) of 1990, service learning engages students in real-life experiences that promote academic learning and that build citizenship skills. Learning is fundamental to the service. The school District defines service learning as a form of community-based experience that blends both service and academic learning goals in such a way that both occur and are enriched by each other.

The Three Steps in a Service-Learning Project
All service-learning projects must involve students in significant, well-planned service experiences that meet a genuine community need. The projects also must contain the following three components:

Action
Action refers to the study, research, and planning related to understanding the problem to be addressed through the service.

Preparation
Preparation refers to the actual service. The service encourages dignity and growth for both the giver and receiver of service, and the service should “make a positive difference” to a person or community when completed.

Reflection
Reflection refers to thinking about and identifying learning that occurs as a result of the service (e.g., journal and/or portfolio writing, oral presentations, participating in reflection discussions).

Reflection/Assessment
The essential question to be answered by the reflection is, “How can we measure whether the activity met the stated outcomes?” The answer to this question represents the third and final step in the planning process.

Reflection helps learning by providing an opportunity for students to look inward, to try to picture themselves carrying out the service activity, and then, by using the mirror image, to analyze the service experience.

Most authorities on service learning emphasize the importance of scheduling structured reflection times as opportunities to:

• describe what has happened.
• draw inferences from these descriptions.
• revise the plan of action wherever necessary.

Some questions that might facilitate a reflection session include the following:

• What was your first impression of this project?
• What fears did you have before undertaking the project? Did your attitude change as a result of it? How?
• What was the best thing that happened during the service activity?
• What could you do better?
• What do you think the people you served thought of your efforts?
• Did anyone say anything to you that surprised you? Startled you? Concerned you?
• How would you describe the volunteer activity to a friend? To your parents?
• If you were writing a newspaper account of the project, what would you write?
• Is there more you can do to address this issue?
• How does this experience relate to _______ (other experiences)?
• Is there some skill you lack now that should be addressed through classroom instruction? Through other training?

Reflection occurs in many ways, and a variety of creative approaches can be used to identify what students have learned: journal writings, skits, videotapes, original raps, and/or other performance activities. All program participants and recipients should have an opportunity to evaluate the program in some way, and these assessments should be shared during reflection times.

Summary
Careful planning is the key to success in organizing a service-learning project. Following the three-step planning process may assist in ensuring success.

Best Practices in Service Learning
Probably the best practice in service learning is the first recommendation from the following list: Start small! Successful service-learning practitioners recommend the following:

• Start small! Don’t set up your project for failure from the start by being too ambitious.
• Ask a cosponsor to help share the load or to form a Project Team.
• Try to avoid weekend or after-school projects.
• Establish student ownership of the project by involving students in the design and preparation process.
• Attend a professional-development training regarding service learning.
• Have a plan outlined, and check off each step as it is completed. Use the school calendar for planning.
• Visit and talk with the project recipients first to see if they want to be a served by the project.
• Decide early where the project will take place, but have a back-up plan.
• Advertise, market, and recognize the project.
• Secure all necessary permissions prior to the start of the project (video releases, Field Trip forms, letters of participation to parents, etc.).
• Take advantage of grant opportunities.
• Write a budget.
• Create a file or series of files to keep project information organized.
• Set up additional reward and recognition guidelines.
• Don’t be afraid to ask questions or to ask for help.
• Find an existing project that can be adapted to meet the needs of your situation.
• Have students work together as a team to accomplish service-learning goals.
• Seek parent involvement.
• Remember that actual service should only represent one-third of the project time.
• Evaluate the project upon its completion.

Mapping Your School Site
The first step in using your school campus is to understand your school site. Essentially, map out all aspects of your school grounds. Many teachers ask their students to draw a map of the schoolyard from memory. This is one way to determine the students’ powers of observation. Then, students draw the campus again, after a purposeful walk around. Ask the students to develop a legend, to include a directional compass drawing to show north, and to develop a scale for their maps.

Another option/alternative is to use a base map for students’ observations. Commercially developed maps such as topographical maps from the United States Geographical Survey (U.S.G.S.) can be obtained from a variety of sources. One can purchase a computer version of topographical maps from Delorme. Street maps can be obtained from the American Automobile Association (AAA). Soil maps and aerial photographs are available from the Jefferson County Conservation District at 499-1900.

The Jefferson County Public Schools can provide specific maps or site diagrams for your school site.

• District Site Plans: The Jefferson County Public Schools Department of General Maintenance/Renovations and Grounds maintains plans of all school facilities. For information, call 485-3101. Examples of site plans are located on the following pages.
• GIS Maps: Using Arc View software and data created by LOJIC, the JCPS Center for Environmental Education can produce individual school maps with a variety of attributes at different scales. For information, call 485-3295.