We won’t stop We won’t stop until…until…each student loves learning and can’t get enough of it…

all students feel truly connected to their learning, their school community

and the world around them…every classroom provides challenging instruction tailored to each

child…all students understand that their thoughts and actions matter…

each student aspires to the highest levels of learningand recognizes that education is a lifelong journey – not a destination…

each of our schools is noted for its excellence…achievement is reflected in authentic student performances…

each student discovers the leader within him or herself…we all celebrate and learn from our diversity…

each student fosters the well-being of others…teamwork is the source of our success – and leadership is its catalyst…

every staff member makes a difference in students’ lives…all students are confident in expressing their ideas and opinions…

everyone knows our schools are caring, safe, and secure environments…

all families are partners in their children’s educations…innovation and excellence are the heart and soul of our district…

the community speaks of its public schools with unabashed pride…and all students graduate prepared to achieve their

goals and follow their dreams.

Our challenge is not just to do things differently....it’s also to do different things.

~ David Thornburg

Our challenge is not just to do things differently....it’s also to do different things.

~ David Thornburg

A New Kind of Teaching…

• Partner• Adaptable• Application

• Partner• Adaptable• Application

…and learning.

• Integrate• Construct• Active

• Integrate• Construct• Active

Rigor/Relevance FrameworkRigor/Relevance FrameworkKKNNOOWWLLEEDDGGEE

Evaluation

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Analysis

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Comprehension

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APPLICATIONAPPLICATION

Acquisition Application

Assimilation Adaptation

Volunteering

Community-basedLearning

Community Service

Service-Learning

Adapted from International Center for Leadership in Education (2005). Rigor & Relevance Framework. Retrieved April 16, 2005 from http://www.daggett.com/rigor.html.

Adapted from International Center for Leadership in Education (2005). Rigor & Relevance Framework. Retrieved April 16, 2005 from http://www.daggett.com/rigor.html.

We cannnot seek We cannnot seek achievement for ourselves achievement for ourselves and forget about progress and forget about progress and prosperity for our and prosperity for our community…Our ambitions community…Our ambitions must be broad enough to must be broad enough to include the needs and include the needs and aspirations of others, for their aspirations of others, for their sakes and for our own.sakes and for our own.

~ Eleanor Roosevelt~ Eleanor Roosevelt

“Those that have the ability to take action have the responsibility to take action.”

~ National Treasure

“Those that have the ability to take action have the responsibility to take action.”

~ National Treasure

Active pedagogies and inquiry-based instruction (such as

service-learning) are the very methodologies that develop the 21st century skills our students

need to succeed in their communities and workplace.

Active pedagogies and inquiry-based instruction (such as

service-learning) are the very methodologies that develop the 21st century skills our students

need to succeed in their communities and workplace.

Billig, Root, and Jesse (2005) found that using service-learning to teach content standards was among the strongest predictors of all academic outcomes.

Billig, Root, and Jesse (2005) found that using service-learning to teach content standards was among the strongest predictors of all academic outcomes.

Using service-learning as an instructional methodology, education has the power to nurture students to become creative and innovative, to think critically and logically, to identify and solve problems, to effectively collaborate and communicate, and to become productive 21st century citizens.

Using service-learning as an instructional methodology, education has the power to nurture students to become creative and innovative, to think critically and logically, to identify and solve problems, to effectively collaborate and communicate, and to become productive 21st century citizens.

Service-learning can help students go beyond personal perspectives to learn the perspectives of multiple others; practice respect for diversity; and gives an equitable opportunity for all to participate in devising solutions to social problems.

Weah, Simmons, and McClellan (2000)

Service-learning can help students go beyond personal perspectives to learn the perspectives of multiple others; practice respect for diversity; and gives an equitable opportunity for all to participate in devising solutions to social problems.

Weah, Simmons, and McClellan (2000)

Teachers who aligned their service-learning activities

with standards had students who scored higher on measures of academic efficacy and engagement than those who did not.

Teachers who aligned their service-learning activities

with standards had students who scored higher on measures of academic efficacy and engagement than those who did not.

Billig, S. H. & Broderson, R. M. (2007). Case studies of effective practices in the partnership in character education project: Evaluation for the School District of Philadelphia.

Denver, CO: RMC Research Corporation.

Billig, S. H. & Broderson, R. M. (2007). Case studies of effective practices in the partnership in character education project: Evaluation for the School District of Philadelphia.

Denver, CO: RMC Research Corporation.

Studies have shown achievement gains on measures of cognitive

complexity and problem-solving (Billig & Meyer, 2002; Meyer & Billig, 2003);

on grade point averages (Kirkham,

2001) and motivation to learn (Ritchie & Walters, 2003).

Studies have shown achievement gains on measures of cognitive

complexity and problem-solving (Billig & Meyer, 2002; Meyer & Billig, 2003);

on grade point averages (Kirkham,

2001) and motivation to learn (Ritchie & Walters, 2003).

It has long been recognized that traditional teaching techniques often fail to encourage “deep” learning of subject content, which goes beyond short-term rote memorization to enable the assimilation of new knowledge in a way which allows re-application to novel situations.

It has long been recognized that traditional teaching techniques often fail to encourage “deep” learning of subject content, which goes beyond short-term rote memorization to enable the assimilation of new knowledge in a way which allows re-application to novel situations.

Entwhistle, N.J. (2007) Styles of Learning and Teaching: An Integrated Outline of Educational Psychology. London: David Fulton.

Entwhistle, N.J. (2007) Styles of Learning and Teaching: An Integrated Outline of Educational Psychology. London: David Fulton.

A variety of studies have shown evidence of a range of achievement-related benefits from service-learning, including improved attendance, higher grade point averages, enhanced preparation for the workforce, greater motivation for learning, and heightened engagement in prosocial behaviors.

A variety of studies have shown evidence of a range of achievement-related benefits from service-learning, including improved attendance, higher grade point averages, enhanced preparation for the workforce, greater motivation for learning, and heightened engagement in prosocial behaviors.

“An education that teaches you to understand something about the world has done only half of the assignment. The other half is to teach you to do something about making the world a better place.”

“An education that teaches you to understand something about the world has done only half of the assignment. The other half is to teach you to do something about making the world a better place.”

~ Johnetta Cole, Former President, Spelman College

~ Johnetta Cole, Former President, Spelman College

The Major ComponentsThe Major Components

IPARDCIPARDCInvestigationInvestigationPlanningPlanningActionActionReflectionReflectionDemonstration/CelebrationDemonstration/Celebration

The StandardsThe Standards8 areas:8 areas:

Duration and Intensity Duration and Intensity Link to CurriculumLink to Curriculum PartnershipsPartnerships Meaningful ServiceMeaningful Service Youth VoiceYouth Voice DiversityDiversity ReflectionReflection Progress MonitoringProgress Monitoring

35 indicators35 indicators

Standard:Standard:

Service-learning has sufficientService-learning has sufficient

duration and intensity to address duration and intensity to address community needs and meet specified community needs and meet specified outcomes.outcomes.

Duration and IntensityDuration and Intensity

Duration and Intensity Indicators

Include the processes of investigation of Include the processes of investigation of community needs, preparation for service, community needs, preparation for service, action, reflection, demonstration of learning action, reflection, demonstration of learning and impacts, and celebration.and impacts, and celebration.

Conducted during concentrated blocks of time Conducted during concentrated blocks of time across a period of several weeks or months.across a period of several weeks or months.

Duration and Intensity IndicatorsDuration and Intensity Indicators

Provides enough time to address identified Provides enough time to address identified community needs and achieve learning community needs and achieve learning outcomes.outcomes.

Link to CurriculumLink to Curriculum

Standard:Standard:

Service-learning is intentionally used as Service-learning is intentionally used as an instructional strategy to meet an instructional strategy to meet learning goals and/or content standards.learning goals and/or content standards.

Clearly articulated learning goals.Clearly articulated learning goals.

Explicitly aligned with the academic and/or Explicitly aligned with the academic and/or programmatic curriculum.programmatic curriculum.

Transfer knowledge and skills from one Transfer knowledge and skills from one setting to another.setting to another.

Formally recognized in School Board policies Formally recognized in School Board policies and in student records.and in student records.

Link to Curriculum IndicatorsLink to Curriculum Indicators

PartnershipsPartnerships

Standard:Standard:

Service-learning partnerships are Service-learning partnerships are collaborative, mutually beneficial, and collaborative, mutually beneficial, and address community needs.address community needs.

Partnerships IndicatorsPartnerships Indicators Involves a variety of partners.Involves a variety of partners.

Frequent and regular communication.Frequent and regular communication.

Collaborate to establish shared vision and Collaborate to establish shared vision and common goals.common goals.

Collaboratively develop and implement Collaboratively develop and implement plans.plans.

Share knowledge of assets and needs; view Share knowledge of assets and needs; view each other as valued resources.each other as valued resources.

Meaningful ServiceMeaningful Service

Standard:Standard:

Service-learning actively engages Service-learning actively engages participants in meaningful and participants in meaningful and personally relevant service activities.personally relevant service activities.

Meaningful Service Indicators

Appropriate to participant ages and Appropriate to participant ages and developmental abilities.developmental abilities.

Addresses personally relevant issues. Addresses personally relevant issues.

Interesting and engaging service activities.Interesting and engaging service activities.

Understand experiences in the context of the Understand experiences in the context of the underlying societal issues being addressed.underlying societal issues being addressed.

Meaningful Service Indicators

Service-learning leads to attainable and Service-learning leads to attainable and visible outcomes that are valued by those visible outcomes that are valued by those being served.being served.

Youth VoiceYouth Voice

Standard:Standard:

Service-learning provides youth with a Service-learning provides youth with a strong voice in planning, implementing, strong voice in planning, implementing, and evaluating service-learning and evaluating service-learning experiences with guidance from adults.experiences with guidance from adults.

Youth Voice Indicators

Engages youth in generating ideas during Engages youth in generating ideas during planning, implementation, and evaluation.planning, implementation, and evaluation.

Involves youth in the decision-making process Involves youth in the decision-making process throughout.throughout.

Youth Voice IndicatorsEnvironment supports trust and open expression Environment supports trust and open expression

of ideas.of ideas.

Enhances youth leadership and decision-making.Enhances youth leadership and decision-making.

Involves youth in evaluating quality and Involves youth in evaluating quality and effectiveness.effectiveness.

DiversityDiversity

Standard:Standard:

Service-learning promotes understanding Service-learning promotes understanding of diversity and mutual respect among of diversity and mutual respect among all participants.all participants.

Diversity IndicatorsDiversity IndicatorsIdentify and analyze different points of view to Identify and analyze different points of view to

gain understanding of multiple perspectives.gain understanding of multiple perspectives.

Develop interpersonal skills in conflict resolution Develop interpersonal skills in conflict resolution and group decision-making.and group decision-making.

Understand and value the diverse backgrounds Understand and value the diverse backgrounds and perspectives of those offering and receiving and perspectives of those offering and receiving service.service.

Recognize and overcome stereotypes.Recognize and overcome stereotypes.

Write 3 words that come Write 3 words that come to mind when you think to mind when you think

of reflection.of reflection.

Write 3 words that come Write 3 words that come to mind when you think to mind when you think

of reflection.of reflection.

ReflectionReflection

Standard:Standard:

Service-learning incorporates multiple Service-learning incorporates multiple challenging reflection activities that challenging reflection activities that are ongoing and that prompt deep are ongoing and that prompt deep thinking and analysis about oneself thinking and analysis about oneself and one’s relationship to society.and one’s relationship to society.

Reflection IndicatorsVariety of verbal, written, artistic, and Variety of verbal, written, artistic, and

nonverbal activities to demonstrate nonverbal activities to demonstrate understanding and changes in participants’ understanding and changes in participants’ knowledge, skills, and/or attitudes.knowledge, skills, and/or attitudes.

Occurs before, during, and after the service Occurs before, during, and after the service experience.experience.

Prompts participants to think deeply about Prompts participants to think deeply about complex community problems and alternative complex community problems and alternative solutions.solutions.

Reflection IndicatorsReflection Indicators

Examine preconceptions and assumptionsExamine preconceptions and assumptions

Examine a variety of social and civic issues Examine a variety of social and civic issues related to their service-learning experiencerelated to their service-learning experience

Progress MonitoringProgress Monitoring

Standard:Standard:

Service-learning engages participants in Service-learning engages participants in an ongoing process to assess the quality an ongoing process to assess the quality of implementation and progress toward of implementation and progress toward meeting specified goals, and uses results meeting specified goals, and uses results for improvement and sustainability.for improvement and sustainability.

Progress Monitoring IndicatorsProgress Monitoring Indicators Collect evidence of progress from Collect evidence of progress from

multiple sources throughout the service-multiple sources throughout the service-learning experience:learning experience:

1. toward meeting specific service goals and 1. toward meeting specific service goals and learning outcomes learning outcomes

2. quality of service-learning implementation 2. quality of service-learning implementation

Use evidence to improve service-learning Use evidence to improve service-learning experiences.experiences.

Progress Monitoring Indicators

Communicate evidence of progress with the broader community, including policymakers and education leaders, to deepen service-learning understanding and ensure that high quality practices are sustained.

1. Teacher defines instructional goals.2. Students identify a relevant issue in

the community (local or global).3. Students research the issue, multiple

alternative solutions, and available community resources.

4. Class connects with community partners to collaboratively plan, implement, and reflect throughout the project; teacher makes learning connections.

5. Assess and share outcomes.

1. Teacher defines instructional goals.2. Students identify a relevant issue in

the community (local or global).3. Students research the issue, multiple

alternative solutions, and available community resources.

4. Class connects with community partners to collaboratively plan, implement, and reflect throughout the project; teacher makes learning connections.

5. Assess and share outcomes.

Setting the Setting the Instructional ContextInstructional Context

Learner-centeredLearner-centeredAssessment-centeredAssessment-centeredKnowledge-centeredKnowledge-centered

InvestigationInvestigation Focus on PROCESS, not projectFocus on PROCESS, not project CollaborateCollaborate

PlanningPlanning Use scaffoldingUse scaffolding Know where you’re Know where you’re

headedheaded Uncover misconceptions Uncover misconceptions

and stereotypesand stereotypes

ActionAction Community of LearnersCommunity of Learners Construct knowledgeConstruct knowledge Embrace youth voiceEmbrace youth voice

Demonstration/ Demonstration/ CelebrationCelebration

Collect and share Collect and share evidenceevidence

Say it loud!Say it loud!

School climate refers to character and quality of school life.

It is based on patterns of people’s experience of school life and reflects*:

• norms, goals, values,

• interpersonal relationships,

• teaching, learning and

• leadership practices, and

• organizational structures.* National School Climate Council (see Appendix A)

A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributing and satisfying life in a democratic society. This climate includes norms, values and expectations that support people feeling socially, emotionally and physically safe.

People are engaged and respected. Students, families and educators work together to develop, live and contribute to a shared school vision.Educators model and nurture an attitude that emphasizes the benefits and satisfaction from learning.Each person contributes to the operations of the school and the care of the physical environment*.

* National School Climate Council (see Appendix A)

SCHOOL CLIMATE STANDARDSSCHOOL CLIMATE STANDARDS1. The school has a shared vision and plan for promoting,

enhancing and sustaining a positive school climate.2. Practices are identified, supported and prioritized that (a)

enhance engagement in teaching, learning, and schoolwide activities; (b) address barriers to learning and teaching and reengage those who have become disengaged; and (c) develop and sustain an appropriate operational infrastructure and capacity building mechanisms for meeting this standard

3. School policies specifically promote (a) the development and sustainability of social, emotional, ethical, civic and intellectual skills, knowledge and dispositions and (b) a comprehensive system to address barriers to learning and teaching and reengage students who have become disengaged.

SCHOOL CLIMATE STANDARDSSCHOOL CLIMATE STANDARDS4. People create an environment where school

community members are welcomed, supported, and feel safe in school: socially, emotionally, and physically.

5. Students and staff develop meaningful and engaging practices, activities and norms that promote social and civic responsibilities and commitment to social justice.

Sustainability FrameworkSustainability Framework Vision and Leadership

A diverse group of stakeholders have a shared vision and leadership opportunities

Curriculum The structures and frameworks to develop and revise

curriculum Professional Development

Administrators, faculty, staff and others have regular opportunities to engage in training and to create a community of practice

Partnerships and Community School-Community partnerships benefit schools, students and

community Continuous Improvement

Formalized opportunities for analyzing data for continuous improvement

Vision and Leadership A diverse group of stakeholders have a shared vision and

leadership opportunities Curriculum

The structures and frameworks to develop and revise curriculum

Professional Development Administrators, faculty, staff and others have regular

opportunities to engage in training and to create a community of practice

Partnerships and Community School-Community partnerships benefit schools, students and

community Continuous Improvement

Formalized opportunities for analyzing data for continuous improvement

ResourcesLearning That Lasts: http://www.ecs.org/clearinghouse/40/54/4054.pdf

Research on K-12 School-Based Service-Learning: The Evidence Builds by Shelley Billig

Annotated Bibliography on the Service-Learning Standards of Quality Practice http://www.nylc.org/objects/publications/StandardsResearch.pdf

Service-Learning and the Obama Agenda by Shelley Billig (NYLC: The Generator)

www.csee.net (Jonathon Cohen – School Climate)

Notable Authors:•Shelley Billig•Terry Pickeral•Andy Furco•Alan Melchoir•Cathy Berger Kaye•Kate McPherson

Learning That Lasts: http://www.ecs.org/clearinghouse/40/54/4054.pdf

Research on K-12 School-Based Service-Learning: The Evidence Builds by Shelley Billig

Annotated Bibliography on the Service-Learning Standards of Quality Practice http://www.nylc.org/objects/publications/StandardsResearch.pdf

Service-Learning and the Obama Agenda by Shelley Billig (NYLC: The Generator)

www.csee.net (Jonathon Cohen – School Climate)

Notable Authors:•Shelley Billig•Terry Pickeral•Andy Furco•Alan Melchoir•Cathy Berger Kaye•Kate McPherson