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The Learning to be WaterWise program was placed with 142 teachers from 100 schools in 13 regions which include Boulder, Delta, Denver, Durango, Fort Collins, Granby, Grand Junction, Greeley, Holy Cross, Pagosa, Platte Canyon, Southwest, and Southwest Metro. The program was used mainly with fifth grade . students. The WaterWise program did not include a profe~sional development component. The program evaluation conducted by an outside evaluator, A1isabeth Hohn, includes a detailed description of each program, participants, teacher survey results, alignment of program with Colorado Model Content Standards, and a summary of findings with strengths and areas for i~provement. Throughout the year, the Coordinator had ongoing communication with the two project coordinators, Judith Daley and Dave Monk, via face to face interaction, email and telephone. The Coordinator also provided input including editing, potential activities and assessments for the Watershed revision of Water's Ways (not part of the CWCB classroom pilot).The revised Watershed curriculum, generally used at grades 4 or 5, is formatted like the pilot Water Cycle curriculum due to teacher input from the grade 3 Water Cycle pilot. Assist with Design and Implementation of a ProCessioJi.al Development Model for Grade Three Water's Ways Pilot Teachers Professional development for teachers implementing a new program is often critical to the success and ongoing use of a program. One of the pilot programs, Water's Ways, includes a professional development component. The Coordinator assisted Judith Daley, the Water's Ways developer, with the design and implementation of the professional development opportur)ity for pilot teachers in the Alamosa and Durango areas. One semester credit through Adams State College was provided as an option for teachers wanting the credit. To rneet college requirements participants must m~et for a minimum of fifteen contact hours and complete assignments set by the instructor to receive credit. Twenty-two teachers participated in the professional development opportunity with fifteen selecting the credit option. The professional development design included a two day experience, one day in the spring and one day in the fall. During day one, _ participants were provided with overall information and goals about the grade three water cycle kit. They _ were introduced to the teacher's manual and kit materials, shown how activities are aligned to Colorado model content standards, conducted some of the activities, and learned how to assess student learning on a continuous basis. They were given some assessments to use with their students before the fall professional development meeting. A second important component for the professional development model was to bring in local water education resources such as speakers and materials specific to the region. This gave the teachers additional content background and contacts for the classroom. During the second (fall) professional development session, participants brought samples of student assessment work which was rated using scoring criteria. Teachers discussed how to improve both the assessments and the scoring criteria. For assessments to work well teachers need to use them sever~l times and make changes for improvement. These assessments were not used as part of the evaluation of the! Water's Ways program since they need to be piloted and then improved. If the Water's Ways program ~s funded in the future, student assessments could be used as part of the evaluation. This session also gave pltrticipants an opportunity to discuss activities in more detail and describe what worked, didn't work and how to modify them. The program evaluation report gives additional information about the professional development component. The responses were very positive. Provide Input upon Request by other Water Educatiop Projects i i , The Coordinator provided input and recommendations to Fater education providers as reque~ted via emai1 throughout the project. A Digital Water Education Library Project was funded by the Nation~l Science Foundation during the fall of 2001. Ed Geary at Colorado' State University is the Project Dirdctor. The _ Coordinator serves on the Advisory Committee for this project which will serve Colorado along with the _ other states in the U.s. Colorado is positioned to collaborate on this federally-funded digital water library project.