1. Service Learning Models and Curriculum Project Citizen Generation Earth Kentucky Peer Service Learning Project Bay High Functional Skills Program Barbara Wheeler, Ph.D. and Emily Palmer, B.S. Peer Partnership Project, USC UAP Agatha Metichecchia, M.A. LRE Coordinator, LAUSD Div. of Spec. Ed. Service Learning Models and Curriculum

2. Project Citizen is a curricular program designed for middle and high school students that fosters civic responsibility through service learning projects and is typically done in a social studies or history class.

3. Step 1: Identify community problems  Students identify problems in their community that they think should be dealt with by the government  The class discusses what they already know about community problems  Students interview parents, peers and others to learn what they know about the identified problems  Example: Water quality, lack of parking, trash on campus

4. Step 2: Choose a Problem  Students discuss the various problems identified in Step 1 as a class  The class determines whether or not it has enough information to make a decision or if further research is necessary  The class selects a problem that is important to them by taking a majority vote  Example: Trash on Campus

5. Step 3: Gather Information  Students divide into research teams and identify various sources of information  Each team is responsible for gathering information from a different source i.e. libraries, interviews, calling sources on the phone, writing to request info.  The research teams obtain and document the information they find  Example: Conduct Student Survey

7. Step 4: Develop Class Portfolio  Students are divided into 4 groups  Each group is responsible for one part of the portfolio: explaining the problem, evaluating alternative policies, developing a specific public policy, and developing an action plan to implement  Portfolios consist of the best documentation, artwork, and original materials the students create

9. Step 5: Presentation  Students present their ideas to an audience or panel  The panel evaluates the presentation and gives students feedback  Students gain experience in presenting ideas and persuading others

11. Step 6: Reflection  Students reflect on what and how they learned through writing or discussing their experience with the class  Students consider what they would do differently next time  Students add their reflection piece to the portfolio binder

12. Generation Earth is an environmental education program funded by the Los Angeles County Department of Public Works that teaches Students about ecology and the interaction of humans with the Natural environment

13. Phase 1: Systems Thinking through organized problem solving  Pretest is given to students  Planning is done by reviewing overall objectives, gathering resources and developing relationships  Class lessons begin, students review what they already know, and identify community partners  Students on reflect on the topics relevance to their personal lives

14. Phase 2: Campus Laboratory  Students analyze their immediate environment through Campus Audits  Students take a field trip to a local environmentally relevant site such as a landfill, materials recovery facility, beach/river clean up, recycling center or community garden  Students reflect on their experiences in the campus and local community

15. Phase 3: Student-led environmental service learning project  Students decide what environmental project they want to do  Students implement their project within the community, making a positive, measurable impact on the environment  Students reflect on their accomplishment

16. Models designed to include students with special needs While many generic service learning curriculums exist and can be used with students in special education, programs are being developed throughout the country that recognize the benefits of service learning for students with special needs and target students in both general and special education

17. Kentucky Peer Service Learning Project (KyPSLP) Goal 1: Increase access for students with moderate and severe disabilities within general education classes and other school extra-curricular activities through the use of peer tutors

18. Kentucky Peer Service Learning Project (KyPSLP) Goal 2: Develop inclusive service learning projects so that students with significant disabilities can contribute to their communities by engaging in service learning along side their high school peers

19. Kentucky Peer Service Learning Project (KyPSLP) Goal 3: Enable high school peer tutors to assist student with developmental disabilities in academic, personal, and career goal setting (self-determination)

20. Kentucky Peer Service Learning Project (KyPSLP) Goal 4: Develop an “advanced placement” college credit option for high school peer tutors, as a vehicle for recruiting peer tutors into the field of special education in Kentucky

21. Using Service Learning to Measure Student Goals  Targeted skills should be an extension of educational goals & IEP objectives  Skills can be practiced through service learning activities with the help of a peer tutor  Goals can be measured with service learning through: - Journals - Peer reflections - Letters by local civic groups or community organizations

22. Benefits for Special Education Students  Increased access to generic classes, services and activities  Opportunity to engage in service learning and give back to their community  Peer support in the self-determination process

23. Benefits for General Education Students  Learn about aspirations and needs of students with developmental disabilities  Gain information about the range of careers in working with persons w/ developmental disabilities and their families  Engage in service learning opportunities with students with developmental disabilities  Earn advanced placement credit at state university for those interested in a career related to supporting person w/ disabilities

24. Bay High Functional Skills Program General education students assist peers in special education as mentors, tutors, therapy technicians, teachers’ aides, and job coaches in cooperative learning groups through service learning activities