2.  Explore Lead Teacher role  The “I” of IPARDC: Investigation › Research and strategies  Topics for November webinar

3.  Represent K-12 service-learning in district  Serve as resource to other teachers and staff  Will attend two day training in Madison on December 14 and 15  Help support quality service-learning among other practitioners  Develop professional development and training plan to roll out in spring semester in district

4.  What priorities did you identify for our district in the grant?  What challenges are you facing in advancing S- L in our district?  What do you think is the strongest aspect of our district’s service-learning program?  What role do you see for the lead teachers?  How did you envision connecting STEM skills across the curriculum with this grant?  Who else in our district is a S-L advocate?

5.  Investigating a Community Issue Through Research and Community Needs Assessments  Planning the Ways Students Will Address the Issue  Action – Performing the Service Activity  Reflection – Thinking About Impact on Others and Self, What Worked and What Did Not, Relationship of Oneself to the World  Demonstration and Celebration – Showing Impact on Others and Self

6.  Investigation  P lanning  A ction  R eflection  D emonstration/ C elebration

7. Service-Learning Process  Investigation › Identify an issue › Research the issue › Explore multiple alternative solutions › Construct a hypothesis  P lanning › Plan a project to address the proposed solution  A ction › Test your hypothesis by carrying out your project  R eflection › Analyze progress based on data and outcomes (ongoing)  D emonstration/ C elebration › Demonstrate and share outcomes Scientific Process  Ask a Question  Do Background Research  Construct a Hypothesis  Test Your Hypothesis  Analyze Your Data and Draw a Conclusion  Communicate Your Results

8.  Partnership standard for quality practice  Meet genuine needs in community  Increases depth of the experience for students through research, critical thinking and problem solving, etc.  Help identify need/project that is: › Relevant to learning › Urgent › Important to students › High in efficacy

9.  Service-learning partnerships are collaborative, mutually beneficial, and address community needs.

10.  Service-learning involves a variety of partners, including youth, educators, families, community members, community-based organizations, and/or businesses.  Service-learning partnerships are characterized by frequent and regular communication to keep all partners well-informed about activities and progress.  Service-learning partners collaborate to establish a shared vision and set common goals to address community needs.

11.  Service-learning partners collaboratively develop and implement action plans to meet specified goals.  Service-learning partners share knowledge and understanding of school and community assets and needs, and view each other as valued resources.

12.  Where do you start?  How do you define community?  What if the issue students identify is too much? Too overwhelming? Not feasible?  Too deficit based  Time  Tools  Strategies

13.  How will you help students identify a community problem?  How will you help students develop investigation or research skills?  How will you come to consensus on the one or two community problems to address?  How will you ensure that the project has: › Link to curricular objectives › Urgency and importance › Student interest and engagement › efficacy

14.  Community mapping  School walk  Community walk  Newspaper activity  Million dollar brainstorm  Understanding Community through Photography

15.  What makes our community what it is? › Draw visual representation of the community: physical space, people, places, resources, etc. It’s important to try to help students identify all of the assets that make their community what it is. › What needs arise? What is missing?  With community partners, students analyze the and ask basic questions such as: Are there places for elderly to sit? Does the river look dirty? How do students act in the cafeteria? How will you define community?

17.  Walk around the school or community › Students note things to change or improve  Remember the positive and negative, tangible and intangible  Once students are back in the classroom, have them discuss what they saw on their school/community walk

19.  Interview community representatives  Distribute surveys through local community groups, church groups, non profits, etc  Ask: › What makes the community what it is? › What are our community’s biggest assets? › What things might you like to see improved?

21.  Collect newspapers for a week or two in advance  Identify various strengths and challenges at global, national, state and local level  Cut out articles and list the issues

23.  Ask students › to whom they would give money if they were a philanthropist and had 1 million dollars? › What global, national, or state problem is the worst?

25.  Preview project by asking: What does community mean to you? In what ways do we define community differently? What makes their community unique?  possible things to photograph: places that define your community, fun places, places that young people feel safe, places that young people feel powerful, free spaces, assets of your community, places where there are problems, places where people gather, places where people play, places where people gather, places where people play, places where you can meet people, magical places, scary places  Write a paragraph describing the photo- why did you take it, how does it represent, put on large poster board

27.  How will you help students identify a community problem?  How will you help students develop investigation or research skills?  How will you come to consensus on the one or two community problems to address?  How will you ensure that the project has: › Link to curricular objectives › Urgency and importance › Student interest and engagement › efficacy

28.  Teach them how to construct and administer a survey and analyze results?  Teach them how to search the internet, identify sources, and convey information?  Teach them how to interview others?  Teach them how to be good observers and documenters?

29.  How will you help students identify a community problem?  How will you help students develop investigation or research skills?  How will you come to consensus on the one or two community problems to address?  How will you ensure that the project has: › Link to curricular objectives › Urgency and importance › Student interest and engagement › efficacy

30.  Consensus building  Dot voting  Other?

31.  How will you help students identify a community problem?  How will you help students develop investigation or research skills?  How will you come to consensus on the one or two community problems to address?  How will you ensure that the project has: › Link to curricular objectives › Urgency and importance › Student interest and engagement › efficacy

32.  Community Tour Guide  Develop needs assessment  Collaborate on mapping process  Connect with local experts and other partners  Develop shared vision  Help sustain meaningful service activity  Share project impacts

34.  Teri Dary and Betsy Prueter › teri.dary@dpi.wi.gov and betsy.prueter@dpi.wi.gov teri.dary@dpi.wi.govbetsy.prueter@dpi.wi.gov › 608-261-7494 and 608-267-7290  DPI LSA E-brief (September-ongoing)  DPI Service-Learning website › http://dpi.wi.gov/fscp/slhmpage.html http://dpi.wi.gov/fscp/slhmpage.html  K-12 Service-Learning Project Planning Toolkit › http://www.servicelearning.org/filemanager/downlo ad/8542_K-12_SL_Toolkit_UPDATED.pdf http://www.servicelearning.org/filemanager/downlo ad/8542_K-12_SL_Toolkit_UPDATED.pdf