We won’t stop until… each student loves learning and can’t get enough of it… all students feel truly connected to their learning, their school community and the world around them… every classroom provides challenging instruction tailored to each child… all students understand that their thoughts and actions matter … each student aspires to the highest levels of learning and recognizes that education is a lifelong journey – not a destination… each of our schools is noted for its excellence … achievement is reflected in authentic student performances… each student discovers the leader within him or herself… we all celebrate and learn from our diversity … each student fosters the well-being of others… teamwork is the source of our success – and leadership is its catalyst… every staff member makes a difference in students’ lives… all students are confident in expressing their ideas and opinions… everyone knows our schools are caring, safe, and secure environments… all families are partners in their children’s educations… innovation and excellence are the heart and soul of our district… the community speaks of its public schools with unabashed pride … and all students graduate prepared to achieve their goals and follow their dreams.

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

A New Kind of Teaching… Partner Adaptable Application Partner Adaptable Application

…and learning. Integrate Construct Active Integrate Construct Active

Rigor/Relevance Framework KNOWLED KKNNOOWWLLEEDDGEGEKKNNOOWWLLEEDDGEGE Evaluation Synthesis Analysis Application Comprehension Awareness Knowledge in one discipline Apply knowledge in one discipline Apply knowledge across discipline Apply knowledge to real-world predictable situations Apply knowledge to real-worldunpredictablesituations APPLICATION Acquisition Application AssimilationAdaptation Volunteering Community-based Learning Community Service Service- Learning Adapted from International Center for Leadership in Education (2005). Rigor & Relevance Framework. Retrieved April 16, 2005 from

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

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

Active pedagogies and inquiry- based instruction (such as service-learning) are the very methodologies that develop the 21 st century skills our students need to succeed in their communities and workplace.

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

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

Service-learning can help students go beyond personal perspectives to learn the perspectives of multiple others; practice respect for diversity; and gives an equitable opportunity for all to participate in devising solutions to social problems. Weah, Simmons, and McClellan (2000) Service-learning can help students go beyond personal perspectives to learn the perspectives of multiple others; practice respect for diversity; and gives an equitable opportunity for all to participate in devising solutions to social problems. Weah, Simmons, and McClellan (2000)

Teachers who aligned their service-learning activities with standards had students who scored higher on measures of academic efficacy and engagement than those who did not. Billig, S. H. & Broderson, R. M. (2007). Case studies of effective practices in the partnership in character education project: Evaluation for the School District of Philadelphia. Denver, CO: RMC Research Corporation.

Studies have shown achievement gains on measures of cognitive complexity and problem-solving (Billig & Meyer, 2002; Meyer & Billig, 2003); on grade point averages (Kirkham, 2001) and motivation to learn (Ritchie & Walters, 2003).

It has long been recognized that traditional teaching techniques often fail to encourage “deep” learning of subject content, which goes beyond short-term rote memorization to enable the assimilation of new knowledge in a way which allows re-application to novel situations. Entwhistle, N.J. (2007) Styles of Learning and Teaching: An Integrated Outline of Educational Psychology. London: David Fulton.

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

“An education that teaches you to understand something about the world has done only half of the assignment. The other half is to teach you to do something about making the world a better place.” ~ Johnetta Cole, Former President, Spelman College

The Major Components IPARDC Investigation Investigation Planning Planning Action Action Reflection Reflection Demonstration/Celebration Demonstration/Celebration

The Standards 8 areas: 8 areas: Duration and Intensity Duration and Intensity Link to Curriculum Link to Curriculum Partnerships Partnerships Meaningful Service Meaningful Service Youth Voice Youth Voice Diversity Diversity Reflection Reflection Progress Monitoring Progress Monitoring 35 indicators 35 indicators

Standard: Service-learning has sufficient duration and intensity to address community needs and meet specified outcomes. Duration and Intensity

Duration and Intensity Indicators Include the processes of investigation of community needs, preparation for service, action, reflection, demonstration of learning and impacts, and celebration. Include the processes of investigation of community needs, preparation for service, action, reflection, demonstration of learning and impacts, and celebration. Conducted during concentrated blocks of time across a period of several weeks or months. Conducted during concentrated blocks of time across a period of several weeks or months.

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

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

Clearly articulated learning goals. Clearly articulated learning goals. Explicitly aligned with the academic and/or programmatic curriculum. Explicitly aligned with the academic and/or programmatic curriculum. Transfer knowledge and skills from one setting to another. Transfer knowledge and skills from one setting to another. Formally recognized in School Board policies and in student records. Formally recognized in School Board policies and in student records. Link to Curriculum Indicators

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

Partnerships Indicators Involves a variety of partners. Involves a variety of partners. Frequent and regular communication. Frequent and regular communication. Collaborate to establish shared vision and common goals. Collaborate to establish shared vision and common goals. Collaboratively develop and implement plans. Collaboratively develop and implement plans. Share knowledge of assets and needs; view each other as valued resources. Share knowledge of assets and needs; view each other as valued resources.

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

Meaningful Service Indicators Appropriate to participant ages and developmental abilities. Appropriate to participant ages and developmental abilities. Addresses personally relevant issues. Addresses personally relevant issues. Interesting and engaging service activities. Interesting and engaging service activities. Understand experiences in the context of the underlying societal issues being addressed. Understand experiences in the context of the underlying societal issues being addressed.

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

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

Youth Voice Indicators Engages youth in generating ideas during planning, implementation, and evaluation. Engages youth in generating ideas during planning, implementation, and evaluation. Involves youth in the decision-making process throughout. Involves youth in the decision-making process throughout.

Youth Voice Indicators Environment supports trust and open expression of ideas. Environment supports trust and open expression of ideas. Enhances youth leadership and decision-making. Enhances youth leadership and decision-making. Involves youth in evaluating quality and effectiveness. Involves youth in evaluating quality and effectiveness.

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

Diversity Indicators Identify and analyze different points of view to gain understanding of multiple perspectives. Identify and analyze different points of view to gain understanding of multiple perspectives. Develop interpersonal skills in conflict resolution and group decision-making. Develop interpersonal skills in conflict resolution and group decision-making. Understand and value the diverse backgrounds and perspectives of those offering and receiving service. Understand and value the diverse backgrounds and perspectives of those offering and receiving service. Recognize and overcome stereotypes. Recognize and overcome stereotypes.

Write 3 words that come to mind when you think of reflection.

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

Reflection Indicators Variety of verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants’ knowledge, skills, and/or attitudes. Variety of verbal, written, artistic, and nonverbal activities to demonstrate understanding and changes in participants’ knowledge, skills, and/or attitudes. Occurs before, during, and after the service experience. Occurs before, during, and after the service experience. Prompts participants to think deeply about complex community problems and alternative solutions. Prompts participants to think deeply about complex community problems and alternative solutions.

Reflection Indicators Examine preconceptions and assumptions Examine preconceptions and assumptions Examine a variety of social and civic issues related to their service-learning experience Examine a variety of social and civic issues related to their service-learning experience

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

Progress Monitoring Indicators Collect evidence of progress from multiple sources throughout the service-learning experience: Collect evidence of progress from multiple sources throughout the service-learning experience: 1. toward meeting specific service goals and learning outcomes 2. quality of service-learning implementation Use evidence to improve service-learning experiences. Use evidence to improve service-learning experiences.

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

1. Teacher defines instructional goals. 2. Students identify a relevant issue in the community (local or global). 3. Students research the issue, multiple alternative solutions, and available community resources. 4. Class connects with community partners to collaboratively plan, implement, and reflect throughout the project; teacher makes learning connections. 5. Assess and share outcomes. 1. Teacher defines instructional goals. 2. Students identify a relevant issue in the community (local or global). 3. Students research the issue, multiple alternative solutions, and available community resources. 4. Class connects with community partners to collaboratively plan, implement, and reflect throughout the project; teacher makes learning connections. 5. Assess and share outcomes.

Setting the Instructional Context Learner-centered Learner-centered Assessment-centered Assessment-centered Knowledge-centered Knowledge-centered

Investigation Focus on PROCESS, not project Focus on PROCESS, not project Collaborate Collaborate

Planning Use scaffolding Use scaffolding Know where you’re headed Know where you’re headed Uncover misconceptions and stereotypes Uncover misconceptions and stereotypes

Action Community of Learners Community of Learners Construct knowledge Construct knowledge Embrace youth voice Embrace youth voice

Demonstration/ Celebration Collect and share evidence Collect and share evidence Say it loud! Say it loud!

School Climate… School climate refers to character and quality of school life. It is based on patterns of people’s experience of school life and reflects * : norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures. * National School Climate Council (see Appendix A)

A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributing and satisfying life in a democratic society. This climate includes norms, values and expectations that support people feeling socially, emotionally and physically safe. People are engaged and respected. Students, families and educators work together to develop, live and contribute to a shared school vision. Educators model and nurture an attitude that emphasizes the benefits and satisfaction from learning. Each person contributes to the operations of the school and the care of the physical environment*. * National School Climate Council (see Appendix A) What Does a Positive School Climate Look Like?

SCHOOL CLIMATE STANDARDS 1. The school has a shared vision and plan for promoting, enhancing and sustaining a positive school climate. 2. Practices are identified, supported and prioritized that (a) enhance engagement in teaching, learning, and schoolwide activities; (b) address barriers to learning and teaching and reengage those who have become disengaged; and (c) develop and sustain an appropriate operational infrastructure and capacity building mechanisms for meeting this standard 3. School policies specifically promote (a) the development and sustainability of social, emotional, ethical, civic and intellectual skills, knowledge and dispositions and (b) a comprehensive system to address barriers to learning and teaching and reengage students who have become disengaged.

SCHOOL CLIMATE STANDARDS 4. People create an environment where school community members are welcomed, supported, and feel safe in school: socially, emotionally, and physically. 5. Students and staff develop meaningful and engaging practices, activities and norms that promote social and civic responsibilities and commitment to social justice.

Sustainability Framework Vision and Leadership A diverse group of stakeholders have a shared vision and leadership opportunities Curriculum The structures and frameworks to develop and revise curriculum Professional Development Administrators, faculty, staff and others have regular opportunities to engage in training and to create a community of practice Partnerships and Community School-Community partnerships benefit schools, students and community Continuous Improvement Formalized opportunities for analyzing data for continuous improvement Vision and Leadership A diverse group of stakeholders have a shared vision and leadership opportunities Curriculum The structures and frameworks to develop and revise curriculum Professional Development Administrators, faculty, staff and others have regular opportunities to engage in training and to create a community of practice Partnerships and Community School-Community partnerships benefit schools, students and community Continuous Improvement Formalized opportunities for analyzing data for continuous improvement

Resources Learning That Lasts: Research on K-12 School-Based Service-Learning: The Evidence Builds by Shelley Billig Annotated Bibliography on the Service-Learning Standards of Quality Practice Service-Learning and the Obama Agenda by Shelley Billig (NYLC: The Generator) (Jonathon Cohen – School Climate) Notable Authors: Shelley Billig Terry Pickeral Andy Furco Alan Melchoir Cathy Berger Kaye Kate McPherson Learning That Lasts: Research on K-12 School-Based Service-Learning: The Evidence Builds by Shelley Billig Annotated Bibliography on the Service-Learning Standards of Quality Practice Service-Learning and the Obama Agenda by Shelley Billig (NYLC: The Generator) (Jonathon Cohen – School Climate) Notable Authors: Shelley Billig Terry Pickeral Andy Furco Alan Melchoir Cathy Berger Kaye Kate McPherson