increasing student engagement through service-learning
DESCRIPTION
Increasing Student Engagement Through Service-Learning Dropout Prevention and Student Engagement Summit February 18, 2011 Presenters Paula Gumina , [email protected] Marc Morgan, [email protected]. Marc Morgan, Start Up Director, City Year Denver What is City Year? - PowerPoint PPT PresentationTRANSCRIPT
Increasing Student Engagement Through Service-Learning
Dropout Prevention and Student Engagement SummitFebruary 18, 2011
PresentersPaula Gumina, [email protected]
Marc Morgan, [email protected]
• Marc Morgan, Start Up Director, City Year Denver– What is City Year?– How does City Year support Service-
Learning?– Points of Entry for Service-Learning in the
School Day
• Paula Gumina, Program Coordinator, Learn and Serve Colorado, CDE– Research on Service-Learning and Student
Engagement– Quality Practice– What’s Happening with Learn and Serve
Colorado?
Meet one. Teach One.
City Year At a Glance
The City Year Corps :
City Year is built on the belief that young people can change the world. As tutors, mentors, and role models, City Year’s young leaders make a difference in the lives of children and transform schools and neighborhoods across the United States and in South Africa.
• 2,000 corps members serving 20 locations domestically and in Johannesburg, South Africa and London, England
• Over 13,000 City Year alumni; one million children served and one million citizens engaged in service
• Five time recipient of the Fast Company Social Capitalist Awards
Scope
Highest Ranking on Charity Navigator five years running
• Are 17-24 year olds• Perform a year of full-time
service • Are the most diverse youth
corps in the country• Earn university scholarships• Live on a weekly stipend• Develop leadership skills
City Year’s Whole School Whole Child model
Classroom Support
Targeted Support
Whole School Prevention
• Critical mass of people power
• Diverse “near peer” role models and tutors
• Full-time and extended day
• Idealistic culture/energy
• Real-time response to need
• Enable differentiated instruction
• Reinforced classroom learning after school
• For hundreds of students in school
• Academic and socio-emotional
• School climate, attendance, positive behavior and enrichment programs
• Family engagement
Tiers of ImpactUnique Assets
Improved student Attendance, Behavior and Course Performance: English & Math
Improved on-time grade progression
Student mindset and skills for school achievement and civic participation
Adapted from: Comprehensive School Reform Plan, Dwyer & Osher 2000
Tier 3: Specialized Intervention
Attendance Initiative
BehaviorInitiative
English Initiative
MathInitiative
Tier 1: Whole School Supports
Tier 2: Targeted Early Intervention
Integrated Student Services
Adapted from: Comprehensive School Reform Plan, Dwyer & Osher 2000
Tier 3: Specialized Intervention
Attendance Initiative
BehaviorInitiative
English Initiative
MathInitiative
Tier 1: Whole School Supports
Tier 2: Targeted Early Intervention
Integrated Student Services
Adapted from: Comprehensive School Reform Plan, Dwyer & Osher 2000
Tier 3: Specialized Intervention
Attendance Initiative
BehaviorInitiative
English Initiative
MathInitiative
Tier 1: Whole School Supports
Tier 2: Targeted Early Intervention
Integrated Student Services
Adapted from: Comprehensive School Reform Plan, Dwyer & Osher 2000
Tier 3: Specialized Intervention
Attendance Initiative
BehaviorInitiative
English Initiative
MathInitiative
Tier 1: Whole School Supports
Tier 2: Targeted Early Intervention
Integrated Student Services
City Year advances district Response to Intervention strategies
City Year’s Tiered Intervention Framework
City Year’s WSWC model is helping at least 15 districts accelerate their RTI strategies.
City Year Boston was identified by district leadership to be the
primary provider of Tier 2 interventions in 5 turnaround schools.
City Year is uniquely positioned to deliver Tier 2 supports
EXAMPLE
The Corps Member Daily Schedule: Supporting Research-Based School
Practices
3:00-3:30 After-school Planning Time
3:30-4:30Afterschool Homework Assistance and Tutoring
4:30-5:30 Enrichment Activities (e.g. Service Learning, Newspaper Club, Art Club)
5:30-5:45 After-school Dismissal; CY Team Final Circle
8:00-8:15 Morning Greeting
8:15-8:30 Attendance Calls Home
8:30-10:40 In-Class Academic and Behavior Support
10:40-11:30 City Year Team Meeting
Individual Planning Time
Meeting With School Literacy Coach
Teacher Team Data Review Meeting
11:30-1:00 Math: 1:1 Tutoring or Small Group Support
1:00-1:30 Lunch Time Mentoring Program
1:30-3:00 Literacy: 1:1 Tutoring or Small Group Support
DuringSchool
Before School
After School
Creating a school culture ofregular attendance and positive behavior
Data-directed targeted interventions
Differentiating instruction & learning
Reinforcing curriculum
Expediting referrals to specialists
Dramatically extending learning time
Recruiting students who benefit most
Reinforce classroom learning
Engaging families and communitiesin the life of the school
Schedule Evidence-based Practices
National ResultsATTENDANCE PILOT
55% reductionIn students with less than 90% attendance as a result of City Year’s attendance support activities 1
LITERACY PILOT
90% of students tutored by City Yearimproved their literacy scores 2
WASHINGTON D.C.
City Year Students
Non-City Year Students
61%
39%
% of students increasing one or more reading levels
0% 25% 50% 75% 100%
MY corps members helped foster a positive learning environment (n=920)
My corps members helped my students feel more motivated to learn (n=963)
My corps members helped me differentiate my instruction (n=986)
Corps members are positive role models (n=274)
I am satisfied with the experience of having City Year in my school (n=277)
City Year helps me learn (n=4,438)
City Year helps me believe I can succeed (n=4,413)
Students
Teachers
Principals
SURVEY RESULTS
80%
80%
71%
88%
91%
95%
96%
Agree
SITE EXAMPLE
1n=267; Based on start to end-of-year data from pilot programs in five sites, including: LA, RI, SA, SJ/ SV and NY, grades 6-9 (2009-2010). 2 n=1,691; Based on data from 10 sites: CHI, CLE, COA, COH, LA, LR/NLR, MIA, SEA, SJ, WDC, grades K-5. Data aggregated from 10 different assessments, using grade level benchmarks. 3 Based on increases in proficiency levels on the DIBELS literacy assessment. City Year studentsn=49. Non-City Year students n=133
• Investigation• Planning• Action• Reflection• Demonstration• Celebration
Six Step Process….
How Service-Learning Fits?
Service-learning alone cannot solve the complex problem of high school dropout but it is a powerful tool to help address many of the warning signs—Bridgeland, DiIulio and Wulsin 2008
70 percent of students reported that they did not see the real-world applications of their schoolwork and nearly half felt bored by their classes. More than 80 percent of students believed that if schools provided opportunities for real-world learning-such as service-learning, work study, and internships—such opportunities would improve students’ chances of graduating from high school. ---The Silent Epidemic: Perspectives of High School Dropouts as cited in Engaged for Success Bridegland, DiIulio and Wulsin April 2008
Service-Learning and Student Engagement
Students who participate in service-learning activities receive fewer in-and out-of school suspensions than their peers who do not participate in service-learning (Billig, Jesse, & Grimley, 2008)
•Involvement in service appears to contribute to lessening the achievement gap, with low-income students who serve doing better than students who do not serve (Scales & Roehlkepartain, 2006)
•Compared to the non-participating peers, students who participate in service-learning have a stronger set of job-and career-related skills and aspirations, including knowledge of how to plan activities, desire to pursue postsecondary education and job interview skills (Yamauchi, Billig, Meyer & Hofschire, 2006)
Effectiveness Relies on QualityK-12 Service-Learning Standards for Quality Practice (p.14)
•Meaningful Service•Link to Curriculum•Reflection•Diversity•Youth Voice•Partnerships•Progress Monitoring•Duration and Intensity
Learn and Serve Colorado
• To expand service-learning into more Colorado schools as a school engagement strategy
• To engage youth in addressing community needs in order to build healthier communities
Pueblo City Schools
• Two Focuses
• Youth Councils
• Administrative Challenges
• Examples of Success
Resources
• http://www.cde.state.co.us/servicelearning/
• http://www.servicelearning.org/
Reflection
Head: What thoughts and ideas did this presentation spark? Heart: What feelings did this presentation inspire?Foot: What are some actions you are going to take to implement service-learning in your schools?