a service learning manual for administrators, teachers and agency

A collaborative between the Community Relations Department, eXcelYouthZone and

The University of San Diego, Office of Community Service Learning

A SERVICE LEARNING MANUAL FOR

ADMINISTRATORS, TEACHERS AND AGENCY PERSONNEL

A Service Learning Manual for

Administrators, Teachers and Agency Personnel

San Diego Unified School District Community Relations Department Eugene Brucker Education Center

4100 Normal St., Room 2121 San Diego, CA 92103 Phone: (619) 725-5597

Fax: (619) 725-5599 http://www.sandi.net

“All San Diego students will graduate with the skills, motivation, curiosity and resilience to succeed in their choice of college and career

in order to lead and participate in the society of tomorrow.”

(Revised July 2010)

Introduction……………………………………………………………………………… 1 Part 1—Introduction to Service Learning………………………………………….. 5 Overview of Service Learning……………………………………………………… 7 Curriculum Connections ................................................................................. . 11 - Service Learning and the Curriculum Frameworks - Curriculum Connections in Special Education, Science, and Cross-Curricular Infusion - School-to-Career Connections Community Connections ................................................................................ . 15 - School-Based Collaboration: Understanding Each Other’s World - The Role of Adult Volunteers in Service Learning Activities - How to Recruit Adult Volunteers Part 2—Program Implementation....................................................................... . 19 Service Learning Roles of Administrators, Teachers and Students ............... . 21 What is the PARC Model?.............................................................................. . 22

Alternate Assignment for Service Learning………………………………………. 24 One Teacher’s Perspective ............................................................................ . 25 Preparation ..................................................................................................... . 31 Step 1: Planning to Integrate Service into the Curriculum......................... . 31

Preliminary Considerations for Selecting a Unit of Study, Selecting a Service Project, and Types of Service

Step 2: Identifying and Analyzing Community Issues................................ . 35 Step 3: Exploring Feasibility of Service Options and Selecting a Project .. . 37 Transportation, Liability, Costs Involved in Service Learning, and Selecting a Project Step 4: Making Final Arrangements for Service Learning ........................ . 40 Making Arrangements with the Agency, Completing the Paperwork:, and Agency Contracts, Supervision, and Integrating Service Plans into the Curriculum Action ............................................................................................................. . 45 “Code of Conduct” Behavioral Standards, Cluster Activity Reflection ....................................................................................................... . 47 Types of Reflection, Multiple Intelligences, Assessment and Documentation Celebration ..................................................................................................... . 51 Celebration and Recognition Ideas, Transcript Recognition, and National Awards and Scholarships Resources……………………………………………………………………............ 52 Activity Report…………………………………………………………………........ 53

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TABLE OF CONTENTS

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Overview LEARN & SERVE San Diego is the name of the San Diego Unified School District’s service learning program facilitated through the Community Relations Department (CRD). The mission of this program is to provide support and opportunities for students, teachers, schools and communities to work together to address community issues and to enhance student performance through reflective service learning. Its goals are to:

Allow students the opportunity to be part of the community solutions, not to be perceived as part of the problem;

Develop students’ sense of citizenship and their role within a democratic society;

Provide staff development and training for current and future K-12 teachers throughout San Diego Unified School District;

Support youth leadership, internships, school-to-career, and possible employment; and

Develop awareness of the non-profit sector within the San Diego community. Resources Available Prepared by teachers and community representatives, the following series of service learning manuals are available from the Community Relations Department 619-725-5597:

A Service Learning Manual for Administrators, Teachers and Agency Personnel; A Service Learning Handbook for Secondary Teachers; A Service Learning Handbook for Elementary Teachers; A Service Learning Handbook for Students; and A Service Learning Handbook for Agency Personnel.

“Tell me and I forget, teach me and I may remember,

involve me and I learn.” --Ben Franklin

Service learning recasts the conventional role of school to that of a laboratory of learning in which students both gain and apply knowledge and skills to address real-world problems. It is not simply another program or content area to be squeezed into an already packed school curriculum. It is another way of learning, or method of instruction.

—Excerpt from a writing by James C. Kielsmeier, President, National Youth Leadership Council. Used by permission.

INTRODUCTION

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Background San Diego Unified School District (SDUSD) teachers who, over the years, had independently involved their students in school and community service became early advocates for a formal service learning program in the district. In 1993, the Community Advisory Council on Service Learning was formed to provide guidance and a community “voice” as the district formally implemented service learning strategies. In 1994, the district conducted a survey of all schools regarding the community service involvement of teachers, students, and student organizations. Results showed many teachers favored teaching strategies to extend classroom boundaries and involve students as resources to address community needs. The survey was the catalyst for a successful grant application to the California Department of Education in 1994. Schools involved in this Cal Serve pilot program included Bethune, Jackson, and Euclid elementary schools; DePortola and Mann middle schools; and Crawford, Hoover, Scripps Ranch, and Serra high schools. Since then, the LEARN & SERVE San Diego program has become self-sufficient and has grown whereby many schools are participating in service learning activities. In May 1998, SDUSD’s Board of Education approved a district policy on service learning, supporting the integration of service learning activities with the curriculum to enhance classroom instruction. A copy of the policy is found on page 3. From the inception of the program, LEARN & SERVE San Diego has collaborated with many agencies/organizations throughout San Diego County that have supported and provided opportunities for students to participate in service learning activities. Without their support, the program would not have the success it has today. Currently, formal community partners include the following:

♦ eXcelYouthZone (XYZ) “The new home of Youth Service California”; ♦ The University of San Diego; and ♦ Volunteer San Diego.

In addition to the aforementioned community partners, LEARN & SERVE San Diego also collaborates with the California Department of Education (Cal Serve office).

“To achieve greatness, start where you are, use what you have, do what you can.”

--Arthur Ashe

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It should be noted that service learning is not San Diego Unified School District mandate. A given school may encourage participation in service learning as part of the course curriculum, but the student has a choice—he or she may choose to complete a related project (a research paper, etc.) in place of providing the actual service. (See page 24 for an example.) Service learning recognition can be recorded on report cards and transcripts for students in grades 6-12. Teachers who have integrated service learning into their curriculum can recognize students through Course #8080, Service Learning Recognition. View the job aid on the Zangle website at http://old.sandi.net/dwa/zangle/readandlearn/jobaids/scheduling/Sch_Service_Learn_Setup.pdf to see how this can be done. For more information or questions, please call the Community Relations Department at 619-725-5597.

On May 12, 1998, the San Diego Unified School District Board of Education unanimously approved a district policy on service learning: The Board of Education desires that all students develop a strong sense of personal and social responsibility. We understand development of this virtue can occur by infusing service learning instructional formats as an integral component of curriculum. Research shows that infusion of these integrated teaching strategies improves critical thinking, communication, and planning skills, while enhancing the targeted curricular framework. The District desires that service learning methodology be linked and coordinated with the instructional program. The PARC model, which emphasizes Preparation, Action, Reflection, and Celebration, is supported by the District. The District recognizes that service learning can help students develop skills, career awareness, and self-esteem. Service experiences can also motivate students by allowing them to apply their skills and knowledge to local needs and problems and showing them that they can make a contribution to their community, by being part of the solution. The District supports the integration of service learning activities with the curriculum to enhance the relevance of their instruction and meet standards in all subject areas. These activities provide exhibits that can be used as portfolio entries on which to base the senior exhibitions. We encourage staff to collaborate with local public and nonprofit agencies in order to develop service learning activities that meet educational objectives and also support current community efforts to meet health, educational, environmental, or public safety needs. This meets the District’s goals of helping to develop youth as contributing citizens and allows the opportunity for youth to be seen as resources in their communities.

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INTRODUCTION

TO SERVICE

LEARNING

“Service learning truly helps students make connections between class lessons

and real-life situations. When students see the positive effect of their service, they

know, they feel the worth of what they are doing.”

-High school teacher

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What is service learning?

Service learning is a teaching strategy that integrates service in the community with classroom curriculum. This helps students see communities as places of learning. Reflection is a required component of the service experience. Students learn beyond the classroom and grow through active participation in thoughtfully organized activities and experiences that:

• meet real community needs, including the needs of the school; • develop academic, leadership and employment skills for students; • are integrated/infused into the total curriculum; • are not isolated service activities; but rather, provide structured time for a

person to reflect upon the actual service activity; • foster the development of lifelong commitment to service for the community

and the ability to work effectively as a team member; and • are based on the PARC (Preparation, Action, Reflection, Celebration) model.

Who may participate in service learning?

Students in all classes, kindergarten through grade 12, are eligible to participate. In the case of students with special needs, the service learning project should be chosen carefully, keeping students’ abilities in mind.

Where and how will service learning fit in the classroom curriculum?

Service learning is integrated in the academic curriculum. If students choose a project related to a topic in social studies, the project should be given instructional time allotted to the humanities. If the project is science-oriented, service learning should include instructional time for science. Should a project overlap the two subjects, time might be apportioned between them. At the secondary level, service learning lends itself to an interdisciplinary team approach.

OVERVIEW OF SERVICE LEARNING

One teacher’s perspective…

Last year I taught a unit on natural disasters using the social studies curriculum. When my class started collecting newspaper articles about recent disasters as a homework project, many of them wanted to know how they could help victims in their time of need. We decided to call the American Red Cross and have a speaker come to the classroom to discuss disaster preparedness and how to get involved in assisting victims. My class decided to teach local seniors about earthquake preparedness and hold a clothing drive to benefit families made homeless in a recent fire.

—Middle school social studies teacher

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What types of projects might a class consider? Students may select a project that entails:

• direct service (e.g., tutoring, picking up litter); • indirect service (e.g., helping with mailings, collecting clothing); or • advocacy (e.g., writing letters to businesses or their local councilmember in

which they support or oppose a given issue).

In general, at the elementary and middle school levels, projects focus on a unit or topic of study. They involve the entire class or more than one class working together, either on or near the school campus. High school classes may adopt curriculum-specific projects that involve working on or near the school campus, or they may choose projects that permit individual placement, whereby students volunteer throughout the community according to their personal interests and goals.

What do students gain from service learning? Effective service learning fosters the development of life-long commitment to community service, exemplifies the role of the citizen in a democratic society, and teaches students how to work effectively as members of a team. Most importantly, service learning allows students the opportunity to be perceived as part of the solution within their communities, not part of the problem. Through service learning students can:

• improve academic and cognitive development; • improve their self-image, build confidence and competency, and improve

overall personal development; • develop social and interpersonal skills; • take responsibility for their own learning; and • build a system of values.

Must all students in a class participate? No. Because service learning is not mandated as part of the SDUSD curriculum, students may elect not to participate in service activities. Those who do not participate must be given an alternate assignment. If possible, the assignment should have some connection to the experiences of students involved in service.

How do the school and community benefit from service learning? Recipients of service learning are able to address unmet needs through the valuable services students provide. At the school level, effective service learning enhances the campus climate, enriches the curriculum, improves performance-based evaluation and provides needed volunteers on campus and in the community.

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Do parents have a role in service learning? Yes. Parents can actively participate on campus by volunteering with students and teachers at project sites, assisting with transportation, and attending functions such as the celebration and recognition events at the conclusion of the project. Service learning is an invaluable means of involving parents in the classroom.

How does service learning differ from volunteer projects a student might undertake outside of school?

The student engaged in service learning does not participate in isolated service activities. The service activity is linked to classroom curriculum and students are given structured time in which to reflect upon and, consequently, maximize the instructional potential of the actual service activity.

How do past participants view service learning?

The following is a sampling of thoughts from SDUSD students and teachers who have been involved with service learning:

I go help homeless and when you help homeless they can help you too… Please help some homeless.”

--Grade 3 student, second-language learner

Service Learning Changes How Communities View Youth

Traditional View Service Learning View

The student The student: Utilizes resources Acts as a resource Is passive Is active Is a consumer Is a producer Needs help Offers help Is a recipient Is a giver Is a victim Is a leader

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“Through all of the volunteer efforts I have engaged in during my years as an active youth volunteer, I have found service learning to be a crucial part of the process. To be a successful volunteer, one must be aware of what they are involved with and what its effects on the world around them will be. This knowledge in turn will help them to plan further and set goals for the expansion and ultimate global affect of the project. The new knowledge acquired through service learning will be valuable to all aspects of the youth’s life and will help them to better understand the world and its people. Service learning has been the binding force which has helped me to tie together what I have learned through volunteerism and the world around me.” --High school student

“Working with second-language students, I feel that service learning projects give them excellent first-hand knowledge into what we see as an ideal citizen in the United States… The oral discussions are excellent practice in their language skills, and the higher order thinking skills are pleasantly challenging...” --Elementary School Teacher

How does the teacher implement service learning?

The PARC model (Preparation, Action, Reflection, Celebration) is a structured approach to introducing and implementing service learning curriculum. (See Part 2, Program Implementation, beginning on page 19 of this manual for a description of the model and guidance in applying it within the classroom.)

“The longest journey begins with a single step.” --Chinese Proverb

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Service Learning and the Curriculum Framework The benefits of service learning are enhanced through effective integration with one or more academic disciplines. Materials in the Service Learning Teacher Handbooks and the eight curriculum frameworks published by the California Department of Education provide teachers with the means for integrating service learning activities within the classroom curriculum. Among such materials found in the Handbooks are the K-12 teaching tools, “Project Ideas Grades K-12” and the supplementary “Interdisciplinary Connections to Student Service Learning.”

The following example is from The History-Social Science Framework for California Public Schools, 2001 –

http://www.cde.ca.gov/re/pn/fd/documents/hist-social-sci-frame.pdf Strand 17 –This framework provides opportunities for students’ participation in school and community service programs and activities. Teachers are encouraged to have students use the community to gather information regarding public issues and become familiar with individuals and organizations involved in public affairs. Campus and community beautification activities and volunteer service in community facilities such as hospitals and senior citizen or day care centers can provide students with opportunities to develop a commitment to public service and help link students in a positive way to their schools and communities. Civic Values, Rights, and Responsibilities. Students need to understand the importance to a democracy of citizens who are willing to participate actively in government, think critically and creatively about issues, confront the unresolved problems of society, and work throughout democratic processes toward the fuller realization of its highest ideals in the lives and opportunities of all its citizens. Critical Thinking Skills: • Define and clarify problems – the ability to identify central issues or problems; • Judge information related to a problem; and • Solve problems and draw conclusions – to predict probable consequences of an event…to propose a policy.

CURRICULUM CONNECTIONS

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Connections in Special Education Curriculum

Because students with disabilities may be recipients of special services, they are often perceived as needy rather than as individuals who are capable of giving assistance and making positive changes in the community. Service learning provides an avenue through which students can improve their self-image and interact in a larger sphere of society. Teachers who take steps to engage those with disabilities in service learning projects find that the results are mutually rewarding to the student and the community. The service setting provides these students the opportunity to be seen as capable, contributing members of society and an asset to their school.

Connections in Science Curriculum Service learning strategies infused into the science curriculum allows students to establish connections to the community and solve real-world problems in science-related fields such as sanitation, pollution, health education, nutrition, and environmental studies. Example: students involved in a unit on water quality test streams for pollutants and use the resulting data in lobbying for ground water protection regulations.

Cross-Curricular Infusion

Infusion of service learning is an excellent catalyst for designing cross-curricular projects. As an example, cross-curricular infusion might take the following form:

One hundred students work together in planning to rehabilitate a public field adjacent to their school. In science, they survey the field to determine the rehabilitative steps needed. In math, they take measurements of the field to determine the amount of materials necessary for the renovations. In English, the students write persuasive speeches and letters to community groups to solicit funds for the rehabilitation. Industrial arts students cut materials and construct benches. In social studies, students study the history of the field and the philosophy of public spaces. And finally, they all come together for a day of work to rehabilitate the field.

______________________ Adapted from The Training Toolbox – A Guide to Service Learning Training, 1994 Used courtesy of the Maryland Student Service Alliance, Maryland Department of Education

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School-to-Career Connections Service learning and School-to-Career programs, both founded on a belief in experiential education, extend student learning beyond the classroom into a real-world context. In addition to learning basic skills in core subjects, students develop organizational, team, and problem-solving skills while addressing community issues.

At the elementary level, teachers build career awareness into service learning activities by introducing various occupations and careers through adults participating with the class. Student outcomes might include: a) learning to make decisions within a cooperative group; b) working with people of diverse backgrounds and ages; c) portfolio development; and d) performing exhibitions of their work.

At the middle school level, teachers incorporate career exploration into service learning by exploring career interests and opportunities at the community agency or school where their project occurs. In addition to the outcomes listed above, student outcomes might include: a) seeing the relevance between classroom learning and the workplace and developing leadership; b) time management; and c) organizational skills.

At the high school level, teachers integrate career involvement into service learning activities. Teachers using the “individual placement” model can encourage students to volunteer at a local school or agency to provide needed services to the community, while attaining job skills. High school students may wish to include: a) service learning reflection essays; and b) portfolios in senior exhibitions. Students should be encouraged to include service learning on college scholarship and job applications, and résumés.

Similarities Between School-to-Career and Service Learning Reforms Philosophy Both reforms are based on the experiential education philosophy

that we tend to remember 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say, and 90% of what we both say and do.

Paradigm Both reforms see students as providers of resources, active learners, producers of knowledge, providers of help, and people who make things happen.

Pedagogy Both reforms utilize the same pedagogical strategies such as contextual learning, application of knowledge to real situations, expansion of teaching beyond the classroom, multidisciplinary teaching, and cooperative learning. Both reforms require teachers to re-examine the way they teach.

Partnerships Both reforms require schools to establish formal partnerships with outside entities.

Programmatic Issues

Both reforms must grapple with similar programmatic issues such as transportation of students to and from work/service sites, liability concern when students are off campus, and how students’ external experiences are coordinated and integrated with what goes on at school.

Developed by A. Furco, University of California at Berkeley, 1995, Used by permission.

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School-Based Collaboration: Understanding Each Other’s World

Strong community connections are vital to creating high quality service learning projects. Taking time to build personal relationships with community agency staff and/or teachers at other schools who are interested in working with your students leads to mutually beneficial programs. Although developing service projects for students on the school campus are the easiest and safest method, sometimes students will need to find an agency that is willing to utilize their services. When the initial contact with an agency a student will be working with is made, the teacher may wish to provide the agency staff with a copy of the Service Learning Agency Handbook, available from the Community Relations Department, 619-725-5597. Together the teacher and agency staff member can complete the survey “How Ready is Your Organization for Service Learning?” in order to assess the agency’s readiness to take on youth volunteers. Listed below are some questions school representatives should ask community agency staff to ensure a successful service learning project.

Questions for Community Agencies

1. Does your agency have a mission statement and purpose which is welcoming to student volunteers and can help ensure a meaningful learning experience for all parties involved?

2. Does the agency carry adequate liability insurance that will cover the student while

volunteering at their work site? If not, this is a good indication that the student should find another agency to volunteer their services.

3. Is there a specific individual at your agency who is responsible for directing volunteer

programs? 4. Does the director of volunteer programs (or another key administrator with whom

you will be working) have a clear understanding of the educational goals connected to this service learning project? (A one-on-one meeting with the person overseeing the service learning project should occur early in this process.)

5. Do you have a clear written volunteer job description for students to follow? 6. Do staff members and adults who volunteer at your agency know student volunteers

will soon be involved in agency projects? (It’s a good idea for the agency to have a general staff meeting to address the future involvement of student volunteers.)

COMMUNITY CONNECTIONS

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7. Does the staff understand educational jargon? (Agencies and school districts have

different jargon; clarify any questions and make sure you’re all on the same page.) 8. Does the agency understand the school’s mission? (Often, agencies are not clear

as to their community responsibility beyond the service the agency provides.) 9. Can we reflect and celebrate our volunteer efforts with you?

Now, ask yourself –

Have I, as a coordinator of a service learning project, given the agency advanced warning (three to four weeks before project start-up) of our class/school’s intentions? (Agency volunteer directors do not welcome teachers calling to say, “I need to do community service with my class by the end of next week!”)

Maintaining a Good Relationship with Your Chosen Agency All good relationships need regular maintenance. The suggestions below will help ensure your school/agency relationship is harmonious and productive.

♦ Cultivate more than one staff contact at the agency.

♦ Maintain ongoing communication. ♦ Give public recognition to all partners for their contributions. ♦ Ask for help.

I collaborate with elementary, middle and high school students and their teachers as they join my agency’s ongoing projects and develop them into service learning projects by connecting their classroom learning with the service. It is refreshing to see young people interested in giving back to their community; they dramatically contribute to the success of our agency’s mission to feed the needy and build hunger awareness. --San Diego Food Bank Volunteer Coordinator

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The Role of Adult Volunteers/School Partners

in Service Learning Activities Business and community volunteers play a vital role in the education of our young people. Listed below are some ways that adult volunteers and business/community partners can assist at your school site as you implement service learning activities. Adult volunteers can help by:

• Mentoring students through guidance and support during the service learning project;

• Understanding the PARC (Preparation, Action, Reflection, and Celebration) model, found in Part 2, page 22 of this manual, and providing support to teachers during one or more of the four service learning phases;

• Using service learning projects to develop trust, mutual respect, and quality dialogue with students through action-oriented collaborative activities;

• Transporting and/or escorting teams and individuals to and from volunteer assignments;

• Observing and helping to evaluate student participation, behavior, and attitude during service learning projects (punctuality, courtesy, cooperation; responsibility, initiative, degree to which directions were followed, etc.).

• Sharing with students how the volunteer program is administered through their particular company and the strategies used to prepare and train employees to become effective community volunteers;

• Contacting the media and/or assisting in the planning of an event that “celebrates” student volunteerism; and

• Facilitating a reflective discussion after each service learning project, during which topics such as the following are discussed: How did you feel about the service project? What did you learn? Do you feel you made a difference in the community? Why or why not? How did the service learning project relate to what you were studying in the classroom?

--Adapted from the Santa Cruz Office of Education, 1995-96

A Mentor Speaks… “As an adult volunteer, I had the opportunity to work directly with students to compose letters requesting information from businesses to support our project… I was able to give one-on-one instruction, support, and encouragement.”

-- AmeriCorps member

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How to Recruit Adult Volunteers

Listed below are some suggestions on where to find and recruit adult volunteers. Your School

Parents and volunteers from your partnerships can participate in service learning activities by assisting with transportation, classroom activities, and planning.

Volunteer San Diego Volunteer San Diego, a local 501c3 non-profit, coordinates a network of volunteers who participate in various service activities throughout San Diego County. Volunteer San Diego also assists companies, schools and many non-profits in developing volunteer programs and cultivating community leaders. Colleges/Universities College students are excellent resources for assisting with the coordination and implementation of service learning projects. Many San Diego universities have Schools of Education that require their teacher candidate students to do a specific number of observation/classroom assistance visits per term. Contact the Schools of Education directly to describe your specific needs.

Retired and Senior Volunteer Program (R.S.V.P.) This nationwide program, sponsored locally through the San Diego Area Agency on Aging, provides a variety of meaningful and challenging opportunities for seniors 55 and older. Volunteers work four hours per week for any specified length of time. Local AmeriCorps AmeriCorps is a national service movement that engages thousands of Americans of all ages and backgrounds in a domestic Peace Corps. In San Diego, members of several distinct programs offer support and resources for teachers integrating service learning within their curriculum.

Please note: All volunteers with SDUSD must follow and complete certain screening processes before volunteer service can begin. Based on the volunteer’s assignment, volunteer participation is classified into four categories. Depending on the category, certain screening processes must be completed by district staff prior to the start of the volunteer’s assignment. Refer to SDUSD District Procedure 4595 or call the Community Relations Department at 619-725-5592.

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PROGRAM

IMPLEMENTATION

“My service learning experience taught me many lifetime skills, such

as responsibility and time management.”

--High school student

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School-based service learning has the dual objectives of involving students in performing service and ensuring they learn from the experience of serving. The PARC model for designing and implementing a service learning project incorporates Preparation, Action, Reflection and Celebration to provide an effective means of meeting these objectives. It is essential that each group understands this role and to collaborate to support the structure called out with the PARC model.

Administrative Responsibility The principal should be knowledgeable about the administrative aspects of all areas of service learning. In addition, he or she should be familiar with the information in this section pertaining to transportation, costs, and any liability issues that may arise while students are volunteering as part of a school project off-campus.

Teacher Facilitation The primary role of the service learning teacher is to facilitate. Facilitating does not mean allowing students to have free choices without guidelines, nor does it mean applying undue influence so students have no real responsibility. Successful service learning projects not only have clear guidelines and objectives, but also balanced responsibilities.

Student Voice The most effective service learning projects involve students as resources, with a voice in every aspect of the project. Students should be guided to undertake as much of the planning and implementation of the project as possible. Student input will vary, depending on each one’s grade level, experience with decision making, and familiarity with the proposed projects. One way to guide the students’ decision about which project they will undertake is to have student groups evaluate different project ideas.

SERVICE LEARNING ROLES OF ADMINISTRATORS, TEACHERS,

AND STUDENTS

“One person can make a difference…You don’t have to be a big shot. You don’t have to have a lot of influence. You just have to have

faith in your power to change things.” --Norman Vincent Peale

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What is The PARC Model? It is a structured approach to introducing and integrating

service learning within the various curriculum areas.

Preparation

1. Teacher makes preliminary plans to integrate service learning into the curriculum (i.e., conceptualizing how science concepts can be tied into ecology

drives or campus beautification projects, or how math/English students can use their skills to cross-age tutor other students, etc.)

2. Teacher works with students to identify and analyze related community issues, focusing on problems and possible solutions.

3. Teacher and students explore feasibility of service options and select a project. 4. Teacher and students finalize plans to begin service learning.

Action

1. Teacher and students take the necessary steps to implement service learning. 2. Teacher facilitates students’ participation, using ongoing evaluation, and makes

any changes deemed necessary.

Reflection

1. Teacher provides opportunities for individual and group reflection activities throughout the process. (Unanticipated and challenging occurrences should be viewed as an opportunity for reflection.)

2. Teacher and/or students incorporate student reflection in the class’ evaluation of the success of the completed project, in essays, in portfolios, and in senior exhibitions.

3. Teacher integrates students’ reflections, together with other modifications, in planning for future projects.

Celebration

1. At the project’s end, teacher and students decide how to celebrate the group’s accomplishments, whom to invite (e.g., parents, media, recipient of the service), how to publicize the project and event, and how to share evaluation findings.

2. Students complete tasks involving the celebration and recognition of those involved in the project.

3. Everyone celebrates.

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Before beginning the Preparation stage, the teacher may elect to have students complete the Pre-/Post-Quiz for Elementary Students or the Pre-/Post-Quiz for Middle/High School Students (included in the Service Learning Handbooks for Teachers). These quizzes can be used as a “before and after” assessment tool that may be useful in project evaluation. (Answer keys are found in the handbooks as well.) Evaluation and reflection activities are integrated throughout the PARC Model and should be integrated in all steps. At this early stage, the teacher may also wish to have students begin a journal to record their reflections about service learning or the alternative assignment. Directions for this activity are found under “Ongoing Reflection Activity: Journal” in the Action Activities sections of the Service Learning Teacher Handbooks.. Another teaching tool in the elementary and secondary teachers’ handbooks is “Project Ideas, Grades K-12,” a description by grade level of types of projects a class might consider for service learning.

“Getting involved in service learning has not only helped me to connect with young volunteers, teachers and schools, but has taught me a whole new management style. The PARC model is one of the most simple and straightforward volunteer

management strategies I have ever used. Volunteers feel like they have a voice and are recognized for their efforts.” --Community agency staff member

Developing a Service Project PREPARATION

Issue selection: Teachers elicit students’ ideas in order for them to collectively select the school/community issue and make decisions regarding the pre-service preparation (e.g., wording on any surveys that will be conducted, who to survey or interview, choice of data resources, etc.). Project: Students are led to make decisions regarding which project(s) to undertake, which organizations to work with, which days to provide services, how many times to serve at one site, public relations, and more. Materials: Students are led to make decisions regarding the number and type of materials needed for the project (e.g., number of sandwiches to produce, the color of the tablecloths to be sewn, etc.). Logistical: Students are led to make decisions regarding transportation, budget, flyers, fundraising, photography, etc.

ACTION Students are led to make decisions regarding who should be team leaders for the group project. Who’s doing what? What is the timeline for the project?

REFLECTION Students and teachers discuss and make decisions (individual or group) regarding choice of reflection activity. Will this be a group activity? Who will lead it?

CELEBRATION Everyone makes decisions on how to celebrate the project.

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Alternate Assignment for Service Learning Because service learning is not mandated as part of the San Diego Unified School District curriculum, students may elect not to participate in service activities. Those who do not participate must be given an alternate assignment; if possible, the assignment should have some connection to the experiences of students involved in service. One teacher offers his high school students the following alternative to the service activity:

In a class where students’ service is aimed at solving a community problem, the non-participant is asked to complete research related to solving a local problem through a local agency. The student then writes a term paper using references. (Adjust page and reference requirements for appropriate grade levels.) The paper should include the following information:

• A description of the agency’s mission, the population it serves; • The issue it is addressing; • How its programs are meeting community needs; • Organizational history; and • Funding sources.

The student chooses the nature of the problem and the agency, and the teacher approves the choices before research begins. If possible, the student should use reference material obtained from the agency; in any case, research should be directed at the service that agency provides. The timeline for the paper is the same as the timeline other students have for service learning.

One teacher’s perspective…

“To address the literacy needs of my Limited English Proficiency (LEP) students, as well as the nearby elementary students, I developed a yearlong literacy unit. The students interviewed literacy experts to learn about the causes and implications of illiteracy and wrote research papers to reflect their findings. They received training from the Family Literacy Foundation in reading/tutoring strategies and were paired with youth in a nearby elementary school. Reflecting upon their experiences, the LEP high school students felt they were role models for the younger children (many of them second language learners too) emphasizing the importance of learning to read, while they themselves gained confidence in their own English language speaking and reading skills. My inner-city students, typically viewed as recipients of service, were motivated by the positive response from their elementary buddies and excited to actively participate in the community.”

--High school ESL teacher

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Below, one middle school teacher relates his experience using the PARC model, illustrating how the model can guide classroom development of a service learning project. The acronym serves as a helpful reminder of the key elements (stages) of service learning – Preparation, Action, Reflection, and Celebration. Evident in the illustration is the incorporation of students’ input at each stage of the process – an important factor in the success of service learning. ♦ Preparation: As a seventh grade core teacher (English/Social Studies), I begin the

year, before textbooks are distributed, with an assignment in which we first define “community” individually and then come to consensus as a group. Preparation may begin with a homework assignment in which each student draws a map of his/her community and then shares it the next day with a partner. This “intro” activity follows the primary grades curriculum sequence, beginning with an investigation of the local community before going on to state, country, and world investigations.

After students have defined community, we then brainstorm and list problems that need to be solved within our community (which may include the school itself). I generally do this as a whole class activity, with two students writing the class responses on the chalkboard. This may take from 15 minutes up to the whole class period. Students need to be reminded that during brainstorming, no judgments are made or implied about any suggestions. Students then identify by class vote the problem they would like to focus on for that semester.

Even though the class is in the planning stage at this point, reflection is an ongoing part of the process. Students begin a journal in which they discuss reasons why they chose this particular problem to work on. Also, once their area of concern has been identified, they write down ideas of agencies or organizations that might be able to provide assistance for the project.

♦ Action: The environment is often a major area of concern for middle-schoolers.

Students may choose to write a letter or make a phone contact with an agency such as I Love a Clean San Diego to request that a speaker come to the classroom to present ideas about how they can help the local government; or if students already have ideas, to help them plan an activity.

Some agencies prefer that their volunteers be older than middle-schoolers (e.g., I Love a Clean San Diego prefers student volunteers who are at least 16), but often they will make exceptions if the service project is done at the school site and is supervised by parents and teachers. A class project or one involving several students from the site could meet such conditions.

One Teacher’s Perspective Using the PARC Model in the Classroom

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A project designed to help the environment might involve students in analyzing pollution problems within their community -- trash, hazardous wastes, illegal dumping, air quality, water pollution, etc. Students research the origin of the problem and what has been done in the past to address the problem. This may include letter-writing assignments to consult with experts or the use of the Internet to gather more information. I require students to design a map, such as one that displays polluted sites within the community, and to develop some form of graph or chart that communicates important information related to the problem. Recycling is an environmental issue students like. The map I require could indicate sites polluted with recyclable materials. The graph might show the quantities of aluminum cans, 2-liter bottles or lead-acid batteries collected over a given time period. Or the graph might be used to keep track of money earned over the course of the project by redeeming the various types of recyclable items. Projects such as these can easily be interdisciplinary in nature; there’s much here that would tie into the math and science curricula.

♦ Reflection: If students are working on an individual or small group project, I require

a three-to-four page paper. Student research addresses several questions, such as how the problem impacts the health, attitudes, and economic conditions of people in the area.

We have frequent small-group and whole-class discussions so students can share progress and get ideas from their peers. I regularly ask students to reflect in their journals about the status of their projects. Because this project involves real-world problem-solving and the application of skills learned in all classes, it is interesting to observe how students begin to change their thinking and manage their own learning to solve the problems they have identified as important.

♦ Celebration: The final component of the PARC methodology is generally the most

fun. I like to have a student committee be responsible for organizing the celebration. Students have no problem deciding what treats to bring, but they will need guidance in other areas. This is still a learning experience for the class, so I like to have students share poems or other reflections that illustrate what they’ve learned from the process. It’s a good idea to invite your principal, parents, representatives from any agencies you’ve been working with, and if possible, recipients of the service.

Students treasure any letter or certificate they are presented at these celebrations. I recommend that you take lots of pictures for a bulletin board, or better yet, have someone videotape the celebration. Note: A final word of advice is to start small; don’t be overwhelmed by taking on more than you or your students can comfortably handle. Also, don’t be afraid to ask for assistance, especially in the planning stages of your project. The SDUSD Community Relations Department and eXcelYouthZone are sources of expert assistance. *Submitted by a middle school teacher

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Examples of student assignment sheets for the “Preparation” and “Action” stages of a service learning project.

Service Learning Project Due Date ___________ Preserving the Environment Planning, Stage 1

Solving the Pollution Problem Team members: 1. State the problem you are investigating. 2. Why do you feel this is a major problem in the community? 3. Explain how the problem impacts plants, insects, birds, and life form other than humans. 4. How does the problem impact the health, economics and attitudes of people in the

community? 5. How will each of the species mentioned in Items 3 and 4 above be affected if the

pollution continues? 6. What is your plan for alleviating the problem? Be specific. 7. What will you need to effect this change in the environment?

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Solving the Pollution Problem

Team # Project Title:

Team Member Responsibilities Hours Served

DUE DATES: First Reflection Map Graph Midpoint Reflection Service Performed Project Report Final Reflection

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Solving the Pollution Problem

Team Members: Total Points Possible = 100

EXPECTATIONS (10 points each)

* On time, as assigned

* Neat and orderly

* Problem well-stated, clearly understood

* Solution reasonable

*Reflection insightful

* Map/graph complete, easy to interpret

* Appropriate use of technology

* Good writing skills demonstrated

* Team members mange time line, responsibilities well

* Service verified

Total Number of Points

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Preparation for service learning is a four-step process: (1) preliminary planning for integrating service into the curriculum; (2) identifying/analyzing community issues; (3) exploring feasibility of selected options for service and selecting a project; and (4) making final arrangements to begin service.

Step 1: Planning to Integrate Service into the Curriculum

At this beginning stage, plans involve both selecting a unit of study and selecting a service project. (Note: Examples of curriculum integration are found in Step 4 beginning on page 41.) Preliminary Considerations for Selecting a Unit of Study The unit the teacher ultimately selects as the foundation for service learning should be one that has worked well with students in the past and that the teacher is comfortable presenting. In considering the various possibilities, he or she should ask these questions: • Why am I asking students to participate in service learning? (What is the goal?)

• How can I integrate service into existing units in various disciplines?

• What skills and knowledge do students possess that can be used to meet community needs?

• How can classroom learning be applied to address community needs or issues?

• What resources/support will I need?

• How much time do I want to allocate?

• How can the unit meet the needs of all learners?

• What standards will students have met by completing the unit?

• How will I assess student learning?

• Will there be products that meet portfolio requirements?

Preliminary Considerations for Selecting a Service Project Throughout the early stages, the teacher will need to consider (1) skills students possess, (2) the type of service students may perform, (3) whether to plan for group or individual participation, (4) where service will take place, and (5) duration of service.

P R E P A R A T I O N

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Skills Students Need

Skills students currently have or can readily acquire in the time available should be taken into consideration in selecting a project. Among the skills that may be used in conjunction with service learning are the following:

Hands On Skills. Students need to understand telephone etiquette, making

appointments, and completing an agency volunteer application. Charting, collecting and analyzing data, journal keeping, writing and conducting surveys/interviews, writing a business letter to solicit support/resources, and use of computers, the internet, video camera and fax machine are also skills to develop.

Leadership Skills. Some service learning projects may require abilities related to team building, communication strategies, problem solving, cooperating with others, and program evaluation.

Life-Long Skills. Among the skills that may be useful now and in later life are networking, career and résumé development, diversity appreciation, and sensitivity to the needs and perspectives of others. Reflecting on accomplishments, time management, speaking in public, and an understanding that one person can make a difference in their community are additional skills students can learn.

Types of Service

Teacher and students may choose one of the following types of service for the class project:

DIRECT SERVICE addresses an issue with hands-on activity; often its goal is to

help alleviate people’s suffering. These types of activities may have special appeal to young people who have not done much service previously. Students learn to get along with people different from themselves, to focus on the needs of others while putting their own problems in context, to be responsible for their own actions, to solve problems and make a difference in another person’s life, and to be dependable.

INDIRECT SERVICE involves channeling resources to a social issue.

Schools frequently adopt such activities because they are easy to organize and

carry out on campus. Students learn to perform project-specific skills; to work as a team and cooperate; to play a variety of roles in a group; and to value working with others to solve problems.

Example: Serving meals at a soup kitchen; teaching someone to read; offering companionship to an elderly person.

Example: Organizing a canned food drive; assembling bulk mailings for agencies; participating in a walk-a-thon to raise money for a cause.

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ADVOCACY, or civic action, involves working toward a lasting solution to a community problem and informing the public about the issue.

Once students have helped an individual “face to face,” they may decide to become advocates for a particular issue. Students learn to articulate a concern and to suggest solutions, to persuade people to act in a new way, to understand relationships among issues, to appreciate the duties and privileges of citizenship, and to appreciate the political process.

Group vs. Individual Participation

The grade level of the class will be a factor in determining whether students will participate as a group or as individuals.

GROUP SERVICE. Under this format, students may work as a class on a

common project, or they may be divided into small groups to complete a number of projects. Group service is particularly suitable for elementary and middle school students.

INDIVIDUAL SERVICE. After the service and learning goals are determined, students volunteer to complete projects individually, based on their particular interests and career focuses. Individual service is particularly appropriate for high school students who may carry out their service after school hours and/or off campus.

Where Service Takes Place

The place where service is performed will depend in part on the grade level of the class, amount of time available, travel logistics, learning and service goals established by the teacher and students.

ON/NEAR CAMPUS PROJECTS. Students can implement service projects on

their own school campus, at a neighboring elementary, middle or high school, or in the surrounding neighborhood. Types of campus-performed service include the following:

* DIRECT SERVICE:

a) Students serve students.

Examples: Writing letters to save the rainforests; presentations to senior citizens on the importance of voting; supporting a class project for “I Love a Clean San Diego,” etc.

Examples: Cross-age tutoring, mentoring or education programs, helping new or foreign students adjust to their new campus, conflict mediation, drug and gang prevention programs, skits/assemblies/posters on specific issues presented.

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b) Students serve school staff. * INDIRECT SERVICE: Students support community organizations by developing

a project that can be accomplished on campus, but is useful elsewhere. * ADVOCACY: Students work towards a lasting solution to a community

problem and inform the public about the issue.

OFF-CAMPUS PROJECTS. Students perform their service at another school or at a community agency. Types of service that might be done off campus include the following:

* DIRECT SERVICE: Students perform service with personal contact. * INDIRECT SERVICE: Students supporting community organizations.

* ADVOCACY: Students working toward a lasting solution to a community

problem and informing the public about the issue.

Examples: Correcting papers, filing, working in the counseling or attendance office before or after school, assisting counselors in preparing college information materials, career exploration, campus cleanup/beautification projects.

Examples: Planting a vegetable garden and donating its produce to a shelter, making toys for children in a homeless shelter, making

holiday decorations for a nursing home, organizing a food/book/blood/clothing drive.

Examples: Developing a report/recommendation for the school site council, writing letters to the local newspaper editor or government representatives advocating an issue of concern, gathering information, and educating others.

Examples: Directing recreational activities, participating in environmental clean-up/restoration projects, building affordable homes, mentoring in an after-school program, coaching a Special Olympics event, caring for animals, preparing meals for homebound, answering calls at a teen hotline.

Examples: Data entry and word processing, writing an article for a non-profit’s newsletter, staffing an organization’s booth at a health fair, translating an organization’s brochure.

Examples: Writing letters to the editor or government representative advocating an issue of concern, learning information and educating others, identifying an issue and developing a report or recommendation for the local city council.

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Duration of Service As described below, the length of a service project is variable. Depending on the

type of project and circumstances involved, the project may be completed in a day, or it may extend over the entire school year.

ONE-TIME EVENT. In this situation, the action component of the service project

occurs in one day, although the preparation in the classroom occurs over a number of weeks prior to service. Reflection and celebration may be done as part of the day’s activities or on another day.

SHORT-TERM EVENT. For such projects, students engage in service learning

activities during a defined period of time such as the duration of a related curriculum unit.

ON-GOING EVENT. The entire service learning project—preparation, action,

reflection and celebration—is continuous over a semester or year. Students develop relationships with service recipients or community organizations while practicing and refining skills.

Step 2: Identifying and Analyzing Community Issues

At this stage, students first focus on the definition of community and progress to a discussion of community problems and potential solutions. It is here that students begin to have an influential voice in determining the nature of the project selected. The teacher should introduce this step by telling students the general area that has been selected for study and asking the following questions to help the class define community within that context:

What is community? (Community may be defined as the school, neighborhood, city, San Diego County, State of California, United States of America and Planet Earth where people gather to live, work and play together.)

What community will we address? What are the components of that community? (Students brainstorm.)

Students may be asked to draw a map of that community to culminate the discussion. The teacher should elicit students’ ideas about community needs and volunteerism, directing the discussion to the area that has been selected for study. For example, the grade 4 teacher who has selected intergenerational relationships as a unit of study might focus the discussion on relationships students have with their senior neighbors or grandparents. The middle school science teacher might center discussion on environmental issues and how they play out in the local community. The high school government teacher might facilitate an open-ended discussion about many community issues and let students direct the project focus. After the class has defined “community,” the teacher should select from the list of activities below to help students define community issues and define possible solutions to community needs:

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♦ Brainstorm to generate students’ personal concerns for the local area and the

world. Because students are sometimes unaware of existing problems, the teacher can help expand their understanding of local and world issues by bringing in speakers, videos, and articles about timely topics.

♦ Survey school/neighborhood/community needs through a school/neighborhood

search, telephone survey, mail-out questionnaire, interviews, and friends, neighbors and family opinion. (Sample surveys are found in the Service Learning Handbooks for Teachers.)

♦ Identify existing service projects in the community in order to take advantage of pre-

existing resources and planning, to form a partnership, or to avoid duplication of services.

♦ Interview professionals—social workers, police officers, medical personnel,

librarians, etc.—to find out how the experts tackle the problem. These resource personnel can be invited into the classroom to share information, or students can conduct personal interviews and share their information with the class.

Confer with school/community resource people: school principal, teachers, site governance team, school partners, city council, government agencies, Chamber of Commerce, service groups (Rotary, Kiwanis, etc.), non-profit or ethnic organizations, churches, senior citizens, local businesses, and local media.

Student Survey Sample

A team of students in grade 9 identifies littering as a campus-wide problem and is considering this as part of a service learning project. To collect information from the school custodian, they developed this questionnaire:

• Where is most of the littered trash located? • How many bags of trash are picked up daily? • Are there enough trash cans for the students to put trash in? • Should students in detention pick up trash during lunch or after school?

Why? • Why do you think students litter? Lack of pride? • What can be done to solve this problem?

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Step 3: Exploring Feasibility of Service Options and Selecting a Project

Exploring Feasibility

Once goals have been defined in terms of student outcomes and the class has selected a focal area for the service unit, the teacher can begin to investigate possibilities for implementation. Before potential agencies are contacted, the teacher should consult with the principal to explore transportation and project funding options, if applicable, and have a clear idea of what will work for the class in terms of time available. After determining what is feasible for his or her class, the teacher can begin to gather information from school personnel or agency managers. • Advisability of a Partnership The teacher and students may decide the service learning project they have in mind

is more than the class can carry out alone—it may require additional people power, financial support, or special expertise. If so, the class will most likely benefit from forming a partnership. Partnerships might be comprised of (1) school partners, another classroom at the school, a class from a cluster school, etc., (2) community partners such as parents or other adult members of the community, or (3) agencies.

Community organizations should not be overlooked as valuable resources in

developing and implementing a service learning project. • Transportation

*If a class decides to conduct its service learning activity off-campus, arrangements must be made for transporting students to the project site. In one case, a teacher contacted the community relations representative of an airport shuttle company and explained the class’ needs. Because the teacher was able to fit her schedule to the company’s slack time, the company donated the use of a large van.

Possible Transportation Resources:

• personal transportation; • public transportation; • parents, teacher, business partners as volunteer drivers; • school district buses; • van and driver from the non-profit agency where the students are volunteering; • public van (such as that which serves a local senior center having volunteer

drivers and occasional “down” times when drivers could help transport students);

• airport shuttles or taxis (such businesses may volunteer a specific number of hours on request.); and

• service organizations (e.g., Kiwanis, Rotary, Soroptimists).

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Liability Student safety is a high priority when students engage in service projects or activities. Regardless of when the service takes place (before, during or after school hours), parents and/or guardians must be made aware of all service activities in which their children will be participating, including the mode of transportation to and from the service site. A SDUSD Field Trip form must be used when utilizing any mode of transportation to off-campus service activity sites. Whether the student will be participating as an individual or as part of a group service project, it is important that parents know how their child will be getting to the service activity site. If students will be volunteering off-campus at an agency other than another SDUSD campus, it is important to make sure that agency carries adequate liability insurance to cover the student if an injury occurs on that site. • Costs Involved in Service Learning

The preparation stage is the time to begin giving thought to the monetary aspects of

a service learning project. Costs may be involved for materials and supplies or transportation. It should be noted, however, that outstanding projects should involve mainly people power with minimal funding required. It is suggested to pursue county resources as well as grants and mini-grants available from non-profit agencies. To reduce transportation costs, think about conducting projects on campus or with neighboring school sites.

Possible Financial/In -Kind Resources

District/school initiatives. This district receives funds to work with specific students or to address specific needs through a variety of reform initiatives. Teachers may have access to dollars through various site-specific programs to support service learning projects to meet the program goals. In addition, funds may be received from the following sources:

• mini-grants and grants specifically for service learning projects (contact the Community Relations Department at 619-725-5597 for more

information); • parent groups (PTA/PTO); • school site council/governance teams; • school foundations; • local businesses; and • school partners.

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Selecting the Project

Once community issues have been identified, analyzed, and agency contacts have been made about possible service opportunities, teacher and students are ready to select a service project. At this point, the teacher may have already made some project decisions such as the type of service delivery (direct, indirect, or advocacy), scheduling possibilities, transportation options, etc. Based on the students’ grade level, the flexibility of the class schedule, and the learning and service goals that have been set, the class must decide whether students will perform the service a) in groups or individually; b) with or without outside partners; c) on or off campus; and d) in one meeting or a series of meetings. The following questions highlight other issues to be considered:

• Does the project have relevance to the course/topic we are studying?

• Is the service needed in the community? How do we know?

• Which community resources and partners might help with this project?

• Is some other group already doing this? Could we join in their efforts?

• What other factors should we consider in selecting a project?

Classroom instruction should be structured to empower students to make meaningful decisions. Once a project has been selected, it is essential that if working with an agency, the teacher speak to the staff of the community agency or school with whom students will be working to brainstorm ways for students to take on leadership roles.

Sample Solicitation Letter This solicitation letter was written to local businesses from grade 3, second language learners asking for support for their project. Students learned parts of a letter (numbered), while making a significant contribution to the success of the project. 1) (Date)

2) Dear ______,

3) I am going to help homeless people. Could you donate soap, toothbrushes, toothpaste, shampoos, deodorant, dental floss, and mouthwash? On Tuesday, April 15th , we are going to the Rescue Mission.

4) Please help,

5) Cuong

Cuong’s teacher reported:

The business support from our local drugstores was incredible. We had seven out of eleven positive replies and three others expressed regret that corporate policy prevented their giving donation. We received about $400 worth of toiletries, books, and pens and a grant of $250 from SDG&E. The supplies from the business community allowed us to spend our mini-grant solely on books to help our homeless children improve their reading skills. The students wrote thank-you notes to the businesses that supported them. San Diego Rescue Mission (recipient of the donations) sent the class a letter expressing their appreciation. The Mission’s volunteer coordinator offered to bring his residents to the school to help paint or do other jobs.

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Step 4: Making Final Arrangements for Service Learning

Final arrangements made by teacher and students will involve (1) agency contacts; (2) authorizations and other paperwork; and (3) curriculum integration (lesson plans). Making Arrangements with the Agency After the project has been chosen, the teacher and students must finalize arrangements with the school or outside agency where service will be performed. (At the high school level, one or more students may handle this task.) Completing the Paperwork The following forms and other materials relating to teacher, student and agency-related responsibilities are included as black-line masters in the following service learning handbooks.

A Service Learning Teacher Handbook: (Elementary and Secondary Editions)

• Teacher Project Check-Off Logs (Group/Individual) • Teacher Planning Worksheet for Service Learning

A Service Learning Student Handbook:

• Student Volunteer Application • Student Volunteer/Agency Agreement

A Service Learning Agency Handbook: • Agency Agreement • Agency Evaluation of Student Service Learning • Service Learning Hours Verification

The teacher should also duplicate applicable forms in the Service Learning Agency Handbook and ensure the material is given to agency personnel and returned to the school upon completion.

Supervision Prior to starting the activity, the agency and the teacher should determine the manner in which students are supervised while participating in a service project. It is recommended teachers who will participate in the service activity with their students be responsible for supervising students unless the agency would prefer to provide direct supervision. Students who have chosen individual placements will most likely be assigned supervisors by the agencies for which they volunteer. Students who will participate in a group project at an agency without a teacher present should be introduced to their immediate supervisor before beginning service. NOTE: Parents must be aware and approve of all circumstances surrounding their child’s participation in the service activity, including transportation to the activity site and supervision of their child.

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Integrating Service Plans into the Curriculum

After arrangements have been made to begin service, the teacher should adapt his or her lesson plans—preferably plans that have been used successfully in the past—to accommodate the new objectives. Service learning can be integrated effectively into any subject area or interdisciplinary project. Models for Curriculum Integration. The following examples are suggested models for integrating service learning into an established curriculum. These are derived from teachers’ experience over the past several years. Generally, elementary and middle school teachers prefer to use the Unit of Study model or Curriculum-Specific model, whereby the whole class works together on or nearby the school campus. High school teachers generally use the Curriculum-Specific model with students working on or nearby the school campus, or the Individual Placement model whereby students volunteer throughout the community according to their personal interests and goals.

• Unit of Study Model: Teacher and students select a focal issue based on the class curriculum and builds a unit of study around it, linking one or more curriculum areas. This model lends itself toward the elementary level and interdisciplinary teams.

Preparation: During language arts, the teacher introduces the focal issue, intergenerational issues, by reading the book Hundred Penny Box. Together the class discusses and researches issues of the elderly such as grandparents today, health concerns, and life in a nursing home. Students use the telephone book to locate nearby nursing homes and the teacher contacts the activity directors to inquire about the needs of the residents. The activity director at their chosen elderly care facility provides the class with project ideas that could be completed and brought to the residents, as well as interactive activities that could continue throughout the semester/year.

Action: From the menu of ideas, the class decides together to meet and interview residents to learn more about earlier days in California history and include the residents’ personal stories and memories in their historical reports. Throughout the year, contact is maintained through visits and letters. At holiday times, students make colorful decorations for the residents and present multicultural songs and skits learned in music.

Example: Grade 4 • Unit of study: Intergenerational relationships • Curriculum links: Language arts, social studies, art, and/or music • Applied Learning Standards addressed: Problem solving, communication

tools and techniques, information tools and techniques, and tools and techniques for working with others.

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Reflection: The class discusses as a group what they have learned about the elderly, and students in small groups create and perform a skit about their service for the third graders.

Celebration and Recognition: As a culminating activity, the students and residents gather for a party of punch and cookies. The school newsletter features a student’s article about the project.

• Curriculum-Specific Model: Students and teachers together identify issues

related to one area of the curriculum. This model is appropriate for a single-subject teacher, and for an interdisciplinary team of teachers that can link the project to other curriculum areas.

Preparation: After deciding to focus on the environment, the class discovers a need in their own backyard—Tecolote Canyon Park, a city preserve rich with opportunities. The park ranger arranges for a joint service learning project involving this class and an environmental biology class from the University of San Diego. The ranger educates both groups of students on the ecological history of the preserve, identification of native and non-native plants, and how these plants affect the park.

Action: University and middle school students work side-by-side identifying and removing invasive non-native plants to restore the park’s ecological balance.

Reflection: During lunchtime the large group looks over their accomplishments and role-plays a survival exercise, "What should we bring on a life raft?" The ranger leads a discussion paralleling survival of the human race with the survival of native plants.

Celebration and Recognition: At the end of the day, the university and middle school students celebrate with refreshments. Later, students are recognized at a community meeting where they proudly share their project, complete with photographs. • Individual Placement Model: Students and teacher identify issues together,

with students individually, or in groups, selecting project(s), which the teacher then ties to educational goals. This model is particularly appropriate at the high school level. Students can self-select their volunteer placement to permit exploration of career opportunities of interest in educational and non-profit settings.

Example: Middle school class, alternative education school • Curriculum area: Science • Identified issues: Environment, gardening, health, or energy conservation • Applied Learning Standards applied: Communication tools and techniques,

information tools and techniques, and tools and techniques for working with others.

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Preparation: Students conduct a community analysis and needs assessment, discuss possible solutions development and make predictions of the outcomes.

Action: Students contact a school or community agency that addresses the issue, establish interviews and develop work schedules and activities. Youth voice is a strong component of this example as the students are given a high level of responsibility and the teacher acts as the facilitator.

Reflection: Students maintain an ongoing journal answering questions to reflect on their experience and evaluate the effectiveness of their service, culminating with a reflective essay to be used in their senior exhibitions.

Celebration and Recognition: Teachers can recognize students for their accomplishments through special awards and by recognition on the report card (available to students, grades 6-12). Refer to pages 3 and 51 for further information. Agencies are encouraged to send thank you letters or certificates to the students who served them.

Example: High school senior government class • Curriculum area: Social Studies • Educational goals: Responsible citizenship, school-to- career skills in a real

world setting • Educational objectives: Problem-solving, information tools and techniques,

learning and self-management tools and techniques, and tools and techniques for working with others.

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After the groundwork is done, it’s time to take off. With any first-time flight, there may be some bumps—start small and grow. The teacher should keep in mind his or her role is to be a facilitator of the students’ service learning participation. For the secondary student whose assignment is an individual placement, the ACTION component begins with taking related paperwork (Student Volunteer Application, Student Volunteer/Agency Agreement, Service Learning Hours Verification, etc.) to the agency. It is important to remember that all students involved in service learning should be introduced to the agency they are working with (whether as a group or individuals). Agency tours, presentations, and materials can help answer students’ questions and reduce any apprehension they may have about volunteering. Encourage students to ask questions about what the agency does, who they work with, and why their help is needed. For group projects, a number of things can happen and change “on the day of service.” The following are some project management tips from experienced teachers: During the course of your project, don’t be afraid to change strategies. If your

project changes course due to unforeseeable circumstances, use this opportunity to practice problem-solving techniques with the class;

Flexibility is essential when moving your classroom beyond the school walls; Communication and understanding are the keys to working with any partner. Be

sure to “check in” and continue to communicate with students and partners throughout the project; and

Above all, a good attitude is essential. Students look to you for guidance. A smile and sense of humor are your best foot forward to having a good experience.

A C T I O N

One teacher’s perspective… Service learning enables me, as the teacher, to connect what I teach with the real world and point out to students how much they already know.

--Middle school teacher

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Code of Conduct Behavioral Standards

In order to ensure that students are prepared before they start their service, the teacher should lead a discussion about what constitutes appropriate behavior. The following behavioral standards are derived from the SCANS (Secretary’s Commission on Achieving Necessary Skills) report, a national research document that outlines the educator’s role in supporting school-to-career efforts.

The teacher should note these standards are not all-inclusive. Other appropriate behaviors (e.g., drug-free, personal accountability) may come to light through class discussion. Wear appropriate clothing Be neat and clean Have a positive attitude Follow directions Be creative Work as a team Exhibit responsible behavior Believe in what you’re doing

Accept criticism Attend regularly and be on time Do the best job possible Pay attention Give respect to the leader Be a responsible problem solver Use appropriate language Be honest

Cluster Activity The teacher (or perhaps a student) draws the following diagram on the board and leads a class discussion on the proper behavior and qualities needed when volunteering or seeking employment. Use the suggested ideas below as a starting point. Develop the concept that whether a student is volunteering or working for pay, appropriate behaviors are essential and expectations are the same.

Use appropriate language

Work as a team

Ask students: What would you look for?

Appropriate behavior for a

volunteer/employee

Be neat and clean

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Reflection, a key component of an effective service learning program, enables students to learn from their service experience. Reflection activities should take place throughout the course of the service project, and additionally, whenever anything unexpected occurs. Reflecting throughout the process motivates students to think about their decisions and actions as they volunteer. Reflection should be a balance of individual and group activities. Products of these activities may become part of the students’ portfolios and, at the high school level, used in senior exhibitions. Students who have highlighted service learning reflections in their senior exhibitions in the past have expressed a passion about their service projects. Types of Reflection

Individual reflection activities enable students to analyze the personal impact of their experience. Teachers may wish to have students keep a journal of their experience. (For topical ideas for students’ writings and discussions, refer to “Writing Prompts for the Service Learning Student” in the Service Learning Handbooks for Teachers.) In addition, students might write reflective essays or poems to culminate the service experience.

An evaluation of the students or groups performance by the agency supervisor also provides opportunity for reflection. In the case of students having individual placement assignments, performance evaluations help prepare students for job evaluations in later life—they are given an opportunity to listen to feedback from a supervisor and to express opinions about their experience.

R E F L E C T I O N

Volunteering,

Fills the missing piece in someone’s heart. Volunteering,

Giving without asking for anything in return. Volunteering,

Helping others to help themselves. Volunteering,

Showing others that someone cares. Each doing their own small part, making a big difference.

Volunteering, Anyone can do it.

-Middle school student

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Group reflection activities help students to learn from each other and work together to solve problems. Group reflection activities might include exploring global perspectives of the class’ service. Students might focus on how other countries are addressing the same problems, or why different cultures do not have the same problems, leading to exploration of alternative ways to address these problems.

Reflection inspires students to stick with a project. Mid-point evaluation of each project helps keep students on task and can bring to light needed modifications. Final evaluation provides closure and can aid future planning.

Ideas for a variety of reflection-related activities are available to the teacher in the Service Learning Handbooks for Teachers.

Multiple Intelligences Teachers tend to rely on a small number of favored methods to stimulate reflection: group discussions, journal writing and essay writing. Howard Gardner’s theory of multiple intelligences articulates what we all know intuitively: people solve problems and construct meaning in very different ways. His theory affords teachers and others a better understanding of how reflection may be carried out in a variety of ways to meet the needs of different types of learners. Teachers may use “Multiple Intelligences Reflection Ideas,” found in the Service Learning Handbooks for Teachers, to design reflection activities based on the intelligences Gardner has identified. Or students may use these ideas to create activities that integrate different combinations of intelligences.

One student’s experience… “Doing this service learning job helped me to realize that the working world is very challenging. I learned to be an independent, more reliable, productive person. I am looking forward to my career after high school and this experience helped me a lot. Working with different people helped me improve my shyness and helped me to communicate better than before.” -High school student

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Assessment and Documentation Periodically, LEARN & SERVE San Diego collects information from teachers in order to evaluate the service learning program. It is important that teachers involved in service learning contribute to the evaluation for the following reasons: • To determine the extent service learning is achieving its goals in regard to overall

student improvement; i.e., improved academic achievement, behavior, improved attendance, etc.

• To demonstrate the value of the program to students, school administrators, and other members of the community;

• To determine what needs to be changed in the future; • To document success and thereby convince others to become involved in the program; • To determine relevance to the program; and • To determine how it has changed the teacher’s role in the classroom -- lecturer to

facilitator. For each service learning activity, the teacher is asked to complete the Activity Report found on pages 53-54 and return it to the Community Relations Department, Eugene Brucker Education Center, Room 2121. (Activity Reports are also found in the Service Learning Handbooks for Teachers.)

In assessing the service project, the teacher should be able to answer the following questions:

What student outcomes/standards were met? Possible Student outcomes:

- improved academic and cognitive development - improved attendance and attitude - improved self-image, built confidence and competency - acquired social and interpersonal skills (group work skills, social

sensitivity) - developed a system of values (civic responsibility, social

responsibility) - gained job-related skills and explored career options

To what extent were you successful in implementing the PARC model?

How well was the service integrated into the curriculum?

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Students should clearly understand that their efforts matter, that they make a difference. The final element of an effective service learning program, CELEBRATION, should entail more than fun. Celebration activities should also enforce students’ awareness that their school and community recognize and appreciate their efforts. Celebration provides an opportunity for final reflection. After the work is over, students enjoy thinking back on how they worked with each other and commending one another on their accomplishments. Celebration and Recognition Ideas

Wherever possible, information derived from the ongoing evaluation should be a part of the celebration and recognition activities. Among the suggestions for activities are the following:

• thank-you notes; • letters of commendation; • celebration party; • certificates of achievement; and • transcript recognition.

(*Note: For a more extensive list or activities, see “Celebration and Recognition Ideas” in the Service Learning Handbooks for Teachers.)

Transcript Recognition Teachers who integrate service learning into their curriculum can provide formal recognition on report cards and transcripts for students, grades 6-12, who complete the objectives of service learning. Report cards and transcripts can reflect the fact that students have participated in a service learning project. This is done by tagging Course #8080, Service Learning Recognition, a non-graded, non-credit course onto another credit course such as U.S. History, American Literature, or Biology. A student can earn service learning recognition numerous times throughout his or her school career. Instructions for adding Course #8080 can be found at http://old.sandi.net/dwa/zangle/readandlearn/jobaids/scheduling/Sch_Service_Learn_Setup.pdf. For questions, call the Community Relations Department at 619-725-5597.

National Awards and Scholarships A variety of awards and scholarships recognizing outstanding individuals or groups who have participated in service learning are available to students. See page 52 for an extensive list of websites and links to these awards and scholarships.

C E L E B R A T I O N

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MATERIALS AND CURRICULUM, TRAINING AND TECHNICAL ASSISTANCE • LEARN & SERVE San Diego offers a service learning manual series – a series of five

handbooks developed for administrators, teachers (elementary and secondary level), students and agency personnel containing information on project planning, curriculum development and ideas/suggestions for project reflections and celebration.

• One-on-One Consultation/Classroom/Group Presentations/Staff/Student Workshops -

LEARN & SERVE San Diego staff is available to assist administrators, teachers, students and local agencies in all areas of service learning and student volunteerism, including training, project planning, partnership building, and curriculum development and student reflection.

For assistance or for more information on the services above, please contact the Community Relations Department at 619-725-5597.

FUNDING, GRANTS, SCHOLARSHIPS AND AWARDS The following websites provide information about various opportunities available for students and teachers. • California Department of Education Cal Serve Office: www.cde.ca.gov/fg/ • eXcelYouthZone: www.excelyouthzone.org • Youth Service California: www.yscal.org • Constitutional Rights Foundation: www.crf-usa.org • National Youth Leadership Council: www.nylc.org • Do Something: www.dosomething.org • Youth Service America: www.servenet.org • Points of Light Foundation: www.pointsoflight.org • Learn and Serve America: www.learnandserve.org

Also, LEARN & SERVE San Diego has certificates available for service learning recognition. Please call 619-725-5597 to request certificates. (Quantities limited.)

RESOURCES

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San Diego Unified School District

LEARN & SERVE San Diego SERVICE LEARNING ACTIVITY REPORT

Please complete a form for each community service or service learning activity implemented during the _____________ school year.

School: Teacher: Grade:

Service-learning is a teaching and learning strategy that integrates meaningful service activities with curriculum-based instruction and ongoing reflection to enrich the learning experience and strengthen communities. Community service refers to a service activity a person performs for the benefit of his or her local community. Many times community service fulfills service hour expectations set by a school or is assigned for punitive measures. Typically, there are no curriculum connections or time set aside for individual or group reflection activities.

Please check the box that best describes this service activity: Service Learning or Community Service

Please check all boxes that appropriately describe curriculum subject areas in which this service activity was used as an instructional strategy. Social Studies Literacy/English /Language Arts Other Health Arts / Visual Performance Science Math Name of community organization(s) or school(s) you worked with: What training or orientation did your students receive prior to their service activity?

Please check all boxes that appropriately describe the issue that the service experience addressed:

Education (i.e. tutoring, mentoring, child care) Environment

Public Safety (i.e. crime prevention, after school activities) Human Needs

Other

Briefly describe the service activity and how the students were involved. (Please use an additional sheet of paper if more room is necessary.)

OVER

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What type of reflection did your students do for their service experience?

Written Oral Arts Other:

How were the accomplishments celebrated (e.g. certificates, recognition event, invite community organization/school you worked with to celebration, etc.)?

Was recognition from: School/District Community Organization Local Community

Please check the boxes that demonstrate improvement in student behavior:

attendance attitude class participation grades leadership skills self-esteem other

Comments:

SERVICE ACTIVITY NUMBERS

How many students participated in this project? How many hours of service did each student provide? Hours per student How many people benefited from your service project? How much money was raised? (for the school) (for a community

organization)

RESOURCES FOR YOU

Please check all materials/resources that interest you: Manual for Administrators, Teachers and Agency Personnel Assistance in Project Development Service Learning Handbook for Elementary Teachers Classroom/Staff Presentations Service Learning Handbook for Secondary Teachers Service Learning Training/Workshops

Service Learning Handbook for Student Service Learning Recognition

Certificates (How many? ______) Service Learning Handbook for Agency Personnel

Please return this form to:

Nancy Hemmings Community Relations Department

Eugene Brucker Education Center, Room 2121 or fax, (619) 725-5599

Questions? Call (619) 725-5597 or e-mail: [email protected]

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Prepared by:

Nancy Hemmings, Specialist, Community Relations Community Relations Department San Diego Unified School District Eugene Brucker Education Center

4100 Normal St., Room 2121 San Diego, CA 92103-2682

Phone (619) 725-5597 Fax (619) 725-5599

www.sandi.net

Revised: July 2010

Community Relations Department

a service learning manual for administrators, teachers and agency

Documents