Service Learning K-12 Service-Learning Quality Standards

Onward

Duration & Intensity Duration & Intensity Link to Curriculum Link to Curriculum Partnerships Partnerships Meaningful Service Meaningful Service Youth Voice Youth Voice Reflection Reflection Diversity Diversity Progress Monitoring Progress Monitoring

Duration and Intensity Service-learning has sufficient duration and intensity to address community needs and. meet specified outcomes. Sufficient intensity and duration means that service-learning experiences include investigation, planning, action, reflection, demonstration, and celebration, and occur during concentrated blocks of time (intensity) and are long enough (duration) to meet community needs and learning goals. Sufficient intensity and duration means that service-learning experiences include investigation, planning, action, reflection, demonstration, and celebration, and occur during concentrated blocks of time (intensity) and are long enough (duration) to meet community needs and learning goals. (Billig & Northrop, 2008)

Link to Curriculum. Service- learning is intentionally used as an instructional strategy to meet learning goals and/or content standards. Matching topics in the classroom with discussion in the field led to increases in problem solving skills, subject matter knowledge, and greater satisfaction with service. Matching topics in the classroom with discussion in the field led to increases in problem solving skills, subject matter knowledge, and greater satisfaction with service. (Hamilton &Zeldin, 1987; Conrad & Hedin, 1980; Dewsbur-White, 1993)

Partnerships Service- learning partnerships are collaborative, mutually beneficial, and address community needs. Close partnership resulted in getting information needed to meet needs; better matching of students to service; and better understanding of community issues Close partnership resulted in getting information needed to meet needs; better matching of students to service; and better understanding of community issues (Wade, 1997)

Meaningful Service Service-learning actively engages participants in meaningful and personally relevant service activities. Students had stronger outcomes when they engaged in meaningful service characterized by challenge and respect, responsibility and interest Students had stronger outcomes when they engaged in meaningful service characterized by challenge and respect, responsibility and interest (Furco, 2002)

Youth Voice Service-learning provides youth with a strong voice in planning, implementing, and evaluating service- learning experiences with guidance from adults. With more ownership over development and presentation of service products, students had increases in self-confidence, personal efficacy, and critical thinking skills. With more ownership over development and presentation of service products, students had increases in self-confidence, personal efficacy, and critical thinking skills. (Bradley, et.al., 2007)

Reflection 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. Critical reflection resulted in better application skills and better problem solving Critical reflection resulted in better application skills and better problem solving (Eyler, Giles & Schmiede, 1996)

Diversity Service-learning promotes understanding of diversity and mutual respect among all participants. Greater diversity in programming was associated with more academic engagement, valuing school, enjoyment, and civic engagement. Greater diversity in programming was associated with more academic engagement, valuing school, enjoyment, and civic engagement. (Billig, Root and Jesse, 2005)

Progress Monitoring 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.

S-L Connections: To Other Initiatives Oregon Diploma & Essential Skills Safe/Drug-Free Schools Education Plan & Profile Comprehensive Guidance & Counseling -- Youth Development School to Work Youth Pre- Apprenticeship Inquiry Based Science STEM Community Education – Title IV-B Afterschool Service- Learning Career & Technical Education Oregon Skill Sets All Title Programs YSA, AmeriCorps All Content Standards

Pete Ready Education Specialist Office of Educational Improvement & Innovation Oregon Department of Education 255 Capitol Street NE Salem, OR program web pages: