Progress 09/01/23 to 08/31/24

Outputs
Target Audience:During the reporting period, the project successfully reached diverse target audiences spanning middle school students, teachers, and other professionals. The specific demographics engaged included: Middle School Students (Grades 6-8):Over multiple sessions, approximately 314 middle school studentsrepresent racially and economically diverse urban populations from Houston Independent School District (HISD)engaged through tailored, grade-specific activities through "Ag in the Classroom" guest lectures and hands-on learning sessions at their schools. Topics included agricultural careers, plant growth, photosynthesis, nutrition, and sustainable practices. Middle School Agricultural Science Teachers:A total of 38 HISD middle school agriculture teachers were involved inprofessional development and/or classroom implementation of agricultural curricula. Professional development sessions included training on Junior Master Gardener (JMG) curricula and advanced leadership practices in horticulture education. Broader School Communities:School garden grants and supply distributions supported environmental education initiatives at schools like Baylor College of Medicine Bio Academy at Rusk (BCM@Rusk) and Stevenson Middle School.These grants enriched the learning environment for students and encouraged practical, garden-based science education. Changes/Problems:The project has continued to progress in advancing agricultural literacy and leadership development among youth and educators, but certain components have encountered delays due to the evolving challenges within Houston ISD under its new superintendent, who was appointed in June 2023 following the Texas Education Agency's state takeover of the district.The major changes, many of which are part of Miles' New Education System (NES) initiative, aim to address long-standing challenges in academic performance and operational efficiency across the district. While activities such as teacher professional development, school garden projects, and "Ag in the Classroom" sessions have been successfully implemented, aspects like organizing field trips, creating garden clubs, and establishing 4-H clubs have not moved as quickly. These delays reflect the broader difficulties faced by teachers and schools as they navigate significant structural and leadership changes under Superintendent Mike Miles. HISD's reconstitution of schools, high rates of teacher and principal turnover, and the implementation of the New Education System (NES) have introduced uncertainties and increased demands on educators and administrators. For example, the restructuring of schools and the requirement for educators to reapply for their positions have disrupted continuity and stability at several campuses. Additionally, the district-wide focus on rigid instructional practices and frequent leadership changes have strained resources and staff availability, making it more challenging to prioritize extracurricular initiatives like 4-H clubs and field trips. Despite these obstacles, the project continues to adapt by focusing on collaboration with educators and leveraging resources to overcome delays. Plans for the next reporting period include intensifying efforts to engage teachers and community members while refining strategies to ensure that program components align with the district's evolving educational landscape. By addressing these challenges proactively, the project remains committed to achieving its goals and fostering sustainable agricultural literacy and leadership development within HISD. What opportunities for training and professional development has the project provided?The project created multiple training and professional development opportunities for teachers. During the professional development sessions for Houston ISDmiddle school agriculture teachersin September 2023, 23 teachers were introduced to the project and its resources. A needs assessment was also conducted with the teachers to help themidentify their priorities for agricultural education and set the stage for subsequent activities. Additional professional development included participation in the Junior Master Gardener National Leader Training Conference in February 2024 and the Summer Youth Gardens Advanced Leadership Training for Adults in July 2024. These events focused on advanced horticulture practices, leadership in garden-based education, and strategies for integrating agriculture into science curricula. Additionally, the project also facilitated the purchase and distribution of Junior Master Gardener (JMG) curricula to teachers, equipping them with essential tools for engaging, hands-on agricultural lessons. How have the results been disseminated to communities of interest?The project team has worked closely with the Steering committee members to develop and updatethe GALT Resource brochure, whichprovided HISD middle school teachers with access to tools, curricula, and best practices to sustain agricultural education efforts. These dissemination strategies ensured that the project's benefits were broadly shared and integrated into school and community practices. What do you plan to do during the next reporting period to accomplish the goals?In the next reporting period, the project will build on its achievements to further advance its goals. Plans include expanding youth engagement through additional "Ag in the Classroom" sessions, focusing on advanced agricultural topics and targeting the goal of reaching 900 students. The project is underway to enroll three to four more schools for the 2024-2025 academic year, broadening the reach and ensuring more students benefit from agricultural literacy and leadership opportunities. Additionally, efforts will explore field trip possibilities, offering experiential learning opportunities to deepen students' understanding of agriculture. To foster leadership development, the project will strive to createin-school 4-H clubs, providing structured opportunities for student leadership and community service. Meanwhile, arranging youth leadership development opportunities and effectively engaging community members will require more focused efforts to ensure these initiatives are impactful and inclusive. For teachers, follow-up training workshops will be conducted to enhance their capacity to integrate agriculture and nutrition into classroom practices, alongside the provision of additional resources to support school garden activities. To strengthen community partnerships, the project will increase collaboration with school parent-teacher associations, leveraging their knowledge and experience serving the school communities. Community service events will also be hosted to engage families and the broader community in agricultural education efforts. Concurrently, project staff will refine measures and procedures to evaluate youth outcomes, ensuring that the activities are aligned with measurable impacts on student development. Lastly, efforts will be made to finalize a robust stakeholder network to support long-term sustainability. By addressing these plans and challenges, the project will align closely with FASLP goals and priorities, creating lasting impacts on agricultural literacy, youth leadership, and community engagement.

Impacts
What was accomplished under these goals? During the reporting period, significant progress was made in addressing the project's goals. To enhance agricultural literacy among youth, a series of "Ag in the Classroom" guest lectures were delivered to 314 middle school students in Houston ISD. These interactive sessions covered topics such as land use, plant nutrients, photosynthesis, agricultural careers, and sustainable food practices, providing students with foundational knowledge of agriculture. For teachers, professional development opportunities were provided to 38 middle school agriculture educators, equipping them with resources and strategies to implement the Junior Master Gardener (JMG) curriculum and garden-based science education. Furthermore, a robust stakeholder network was developed through collaborations with Texas A&M AgriLife Extension Service and the Texas Farm Bureau, ensuring alignment with broader agricultural literacy and leadership goals. These accomplishments collectively support the project's mission to improve youth agricultural literacy, nutritional health, and leadership skills while building sustainable capacity for school-community partnerships.

Publications