GROWING A SUCCESSFULSCHOOL GARDEN

7 STEPS TO BUILDING A SUCCESSFUL SCHOOL GARDEN

No matter who you are, you can’t create a successful school garden by yourself. It takes a committed team—school administrators, teachers, parents, community volunteers, local nonprofits, businesses, and of course, students. This publication summarizes the basics you need to plan, build, plant, maintain, and sustain a successful school garden program.

BUILD YOUR CASE1

To gain permission and support for a school garden, you will need to show how the garden will help accomplish learning objectives, not merely add to the workload of school staff. There is plenty of evidence for this. Educators have documented the benefits of school gardens and the importance of nature in the education of children as far back as 1611.1 The school garden movement arrived stateside in the 1890s and had several high points throughout the 20th century. In 1995, Delaine Eastin, California’s Superintendent of Public Instruction at the time, called for a “garden in every school.” The school garden movement has seen renewed

vigor lately due to rising awareness of the childhood obesity epidemic.

Both research and anecdotal evidence show that just being in a garden enriches students’ lives (see text box). Improved academic performance was ranked the #1 reason for a school garden.2 It is well documented that experiential learning and a holistic and inclusive learning environment result in major academic

gains.3 Concepts that seem abstract in the classroom come alive in a garden setting. Students are more willing to try new foods, and garden activities can be so captivating that students do not even realize they are exercising. Participation in active gardening instills appreciation and respect for nature. Students learn how to work cooperatively and contribute positively to their community.

Documented Student Improvements » Academic performance and

achievement » Ecological literacy » Engagement and enthusiasm for

learning » Respect and care for nature » Healthy lifestyles and dietary habits » Leadership skills » Motor skills » Positive work ethic and school spirit

» School attendance » Self-esteem and self-confidence » Sense of community » Social skills and social development » Teamwork and cooperation » Thinking skills » Volunteerism

Start at the top and get buy-in from administrators. Administrators can provide the time and resources needed to support a successful garden program, but they also have good reasons to withhold their support, such as lack of funding, academic disruption, staff workload, and garden abandonment. Nevertheless, the support of administrators is essential, and their concerns must be addressed. If your district has guidelines in place, be sure you follow them.

Team members can include school staff (teachers, food service, grounds & maintenance, nurses), district facilities planners, parents, community volunteers, local businesses and nonprofits, gardening experts, youth groups, and service organizations. After gathering your team, divide the workload, depending on members’ interest and expertise—curriculum, events, fundraising, construction, gardening, communication, publicity, etc.

Getting others involved early provides opportunities for ownership and spreads out the responsibilities so that no one feels overburdened. And don’t forget the students. When students are involved in all stages of the process, they are more invested in the project’s success and are inspired to care for and respect their garden.

A clear, thoughtful program plan is essential. As the foundation for all subsequent actions, it provides focus and direction to keep the program on track. Clearly define your short-term and long-term goals and tie them to your current or new curriculum. Also, consider the parameters of your program. Will it be:

» Specific to certain grades or involve all grades?

» Based on a specific curriculum?

» Structured around formal lesson plans or informal academic concepts?

» One overall theme or small gardens with multiple themes?

» Used during school hours, after school, lunch clubs, components of weekend activities?

The planning process will help identify potential obstacles and constraints that you can troubleshoot proactively.

With a solid program plan in hand, the next step is the physical design of the garden. First, evaluate in detail your options for garden space. The key elements for any garden location are light, water, and soil (see text box). The location will determine what type of garden will work best—in-ground, raised bed, container, fixed or movable, or even indoor. Other location considerations are: visibility from classrooms; easy access and safety for students and teachers; access for volunteers during school breaks; protection from vandals, rodents, and other potential threats; and space for future growth.

If you intend to plant an in-ground garden or fruit trees, you will need to test the soil for metals and organochlorine pesticides.4 A professional is not required for testing, but someone must be able to interpret and understand the test results. If soil has high levels of metals or pesticides, seek the advice of an environmental consultant on how to render it safe for gardening (e.g., removal, raised beds).

During the 1960s and 1970s, many districts used asphalt extensively as a cheaper alternative to landscaping.5 Raised beds are a good option for schools

GROWING A SUCCESSFUL SCHOOL GARDENPlaceWorks | August 2016

GATHER SUPPORT2

PLAN THE PROGRAM3 DESIGN THE

GARDEN4

Key Elements of Any GardenLight. Most plants require at least six hours of full sun per day. Check potential sites at different times of day.

Water. Garden plants do not like inconsistent moisture levels, so make sure you are close to a convenient, dependable water source or an irrigation line.

Soil. In-ground gardens should have 6 to 12 inches of topsoil. Test soil for metals and organochlorine pesticides. If the soil supports healthy grass or weed growth, it probably has enough nutrients to start your garden.

with lots of blacktop or contaminated soils, and movable container beds work at schools that cannot give up blacktop play space because of state requirements.

Also, before you decide on a site, contact the school maintenance or district facilities department to identify the location of irrigation, gas, and other underground utility lines. If they don’t have data, go to the california811.org website. This is a free service that locates underground utility lines, which can easily be punctured with a shovel while removing grass or installing an irrigation system, plants, or fences.6

Once you’ve chosen a location, you can begin to design the garden. Get the kids involved with early drafts; with some guidance, they can be very creative in designing a garden that is fun and functional. Your drawing doesn’t need to be an elaborate computer design, but it helps to work in scale to make the best use of space. Remember to include a shady gathering place with tables and chairs, a wash-up station, and storage space for

tools and supplies. You can assign plants if you wish, but these are likely to change over time and as the garden expands, so general designations are usually sufficient.

It’s also important to dream big, but start small. Map out phases in your design, starting with one or two beds. As students and volunteers get excited about their success, and as their confidence and experience grow, you can expand the garden. A too-large project too soon can exhaust everyone’s enthusiasm.

list of the materials you need—down to the last garden glove. If you skip this step, you might end up with an abundance of supplies, but still be missing key items.

Estimate the costs for the entire project and prepare a realistic budget, including construction, operation, curriculum, and miscellaneous items. Identify one-time costs (fencing, hose, shed) versus recurring costs (compost, mulch, seeds). Total budgets can range from $35 for one Earthbox to over $50,000 for a large site with parking lot demolition and soil cleanup.

Most garden projects get funding through grants.7 Money and supply donations can also come from local businesses, the PTA, parents, volunteers, health/nutrition organizations, and garden clubs. Free training for teachers, parents, and volunteers is available from University of California Cooperative Extension Master Gardeners.8

GROWING A SUCCESSFUL SCHOOL GARDENPlaceWorks | August 2016

IDENTIFY SUPPLIES, DONORS, AND FUNDING

5

PLANT AND MAINTAIN6

In this task you will get your hands dirty, work up a sweat, and see the results of all your planning efforts. When you choose plant varieties, make sure they apply to your area and climate zone.9 For an edible garden, include varieties that can be planted and harvested during the school year. And always include pollinator plants to ensure a bountiful harvest.

When you’re ready to plant, organize a work day during school to involve all the kids or on a weekend. A small adult-to-child ratio ensures a safe experience and gives kids the most opportunities to contribute.

Selected School Garden Resources » American Heart Association,

gardencommunity.heart.org. » CA Education & Environment Initiative (EEI),

www.CaliforniaEEI.org. » California Foundation for Agriculture in the

Classroom, learnaboutag.org. » California Native Plant Society, www.cnps.

org/cnps/grownative/school_gardens.php. » CDE, “Nutrition to Grow On,” www.cde.

ca.gov/ls/nu/he/nrttogrow.asp. » CDE, “Kids Cook Farm-Fresh Food,” www.

cde.ca.gov/ls/nu/he/kidscook.asp. » Collective School Garden Network, www.

csgn.org. » Cornell University, blogs.cornell.edu/garden/

get-activities/signature-projects/childrens-garden-consultants.

» Garden ABCs, www.gardenabcs.com. » Gerald Lieberman and Linda Hoody, “Closing

the Achievement Gap,” State Education and Environment Roundtable, 1998, www.seer.org/extras/execsum.pdf.

» Green Schoolyard Network, www.greenschoolyardnetwork.org.

» Green Schoolyards America, www.greenschoolyards.org/resources.html.

» Growing Minds, growing-minds.org/lesson-plans.

» Life Lab, www.lifelab.org. » National Gardening Association, www.

kidsgardening.org. » National Farm to School Network, www.

farmtoschool.org/resources. » School Garden Weekly, schoolgardenweekly.

com. » School Garden Wizard, www.

schoolgardenwizard.org. » Slow Food USA, gardens.slowfoodusa.org. » The Edible Schoolyard, www.

edibleschoolyard.org. » University of California Cooperative

Extension, celosangeles.ucdavis.edu/files/96723.pdf.

Donors and funding organizations want to invest in long-term ventures and will look carefully at your support network, plans for implementation, list of materials, and budget. Before you begin searching for financial support and donations, make a

Endnotes 1. Kitchen Gardeners International, kgi.org/blogs/rose-hayden-smith/brief-history-school-gardens.

2. Heather Graham et al., “Use of School Gardens in Academic Instruction,” research brief, Journal of Nutrition Education & Behavior 37 No. 3 (May/June 2005): 147–151, www.kohalacenter.org/HISGN/pdf/useofschoolgardensinacademicinstruction.pdf.

3. Sharon Danks, "Asphalt to Ecosystems," edibleschoolyard.org/Berkeley#curriculum.

4. Organochlorine pesticides are super-long-lasting pesticides. Find a chemical lab that analyzes soil, water, and air samples. Test for metals, such as chromium and lead, using USEPA Method 6010B; test for organochlorine pesticides using UESPA Method 8081A.

5. LAUSD Instructional Schoolyards Task Force Agenda: Meeting 2, laschoolboard.org/sites/default/files/GardenTaskForceNotesMarch12.pdf.

6. DigAlert Typical Projects, www.digalert.org/homeowner_projects.html.

7. Many grants are listed on www.csgn.org/funding-school-gardens; www.educationoutside.org /school-garden-grants; and gardens.slowfoodusa.org/grants.

8. University of California Master Gardeners are active in 50 California counties (and all 50 states and 8 Canadian provinces). See mg.ucanr.edu.

9. USDA Plant Hardiness Zones or Sunset Climate Zones.

10. LifeLab 2014 Survey, www.lifelab.org/2013/12/schoolgardensurvey2014.

It will take some organization to consistently maintain a garden, even a small container garden. You will need three schedules: 1) a task schedule (watering, weeding, etc.), 2) a class schedule for when each grade or classroom is in the garden, and 3) a work schedule for teachers and volunteers, including holidays, school breaks, and summer.

Teachers, students, and parent volunteers typically provide garden site maintenance and management unless the district has a paid garden coordinator (most do not). Volunteers spend an average of 3 hours per week in a large garden.10

School gardens are a significant investment of time, energy, and resources, so you want them to last far beyond one growing season. And although sustaining the program is the final task, it must be planned from the beginning. Long-term costs, funding, and volunteer recruitment must be identified before the first plant goes in the ground. To really sustain the garden, it must be very closely tied to the curriculum, maintain the approval of administrators, attract an ongoing supply of team members and volunteers, and

This publication summarizes material presented by Alice Houseworth at the 2016 C.A.S.H. Conference. It is provided for general information purposes only and does not constitute legal advice. PlaceWorks is a private firm providing planning, design, and environmental consulting services for both governmental agencies and the private sector. This publication is available at schoolplanning.com.

Questions related to this publication may be directed to: Alice Houseworth, AICP, LEED AP at 714.966.9220 | ahouseworth@placeworks.com

Thanks to Gina Froelich, editor, for assistance in writing this publication.

© August 2016 by PlaceWorks. All rights reserved.

find new sources of financial and material support—which means the garden must be constantly used. Create measurements for success, document all your efforts, and actively promote garden successes to the community.

District protocols and guidelines for school gardens can significantly streamline the process for a new garden and help sustain existing gardens. Districts that wish to establish formal guidelines should include items such as:

» Information about funding sources and grant writing assistance.

» District policies for site due diligence, design and construction, operations

and maintenance, safety training, soil testing, specific construction materials, recommended plants, public gifts and donations, volunteers, etc.

» Application for a garden project and/or list of required paperwork, such as a garden proposal (goals, program description, site plan), cost, funding paperwork, and waiver and release forms.

» Responsibilities for training, funding, care of school property and tools, and security.

» Memorandum of understanding for support organizations.

ORANGE COUNTY | NORTHERN CALIFORNIA | LOS ANGELES | INLAND EMPIRE | SAN DIEGO

7 SUSTAIN THE PROGRAM

GROWING A SUCCESSFUL SCHOOL GARDENPlaceWorks | August 2016