1. High Quality Service Learning August 5, 2009 Sacramento State Region 3 Service Learning Network Deb Bruns & John Durand STEM Service Learning Summer Institute

2. What Knowledge, Skills, and Attitudes do we hope students will have when they graduate from our K-12 system?

3. Service learning is a powerful teaching and learning strategy that engages students in youth-led community service projects integrated with academic learning What is Service Learning?

4. Knowing the Terms Volunteerism Community Service Service Learning

5. Community Service Example Students remove trash from a streambed, providing a service to the community. Service-Learning Example Students in a science class identify trash in their community streambed as a problem, decide to remove the trash, analyze what they found and how pollution impacts the environment, share results and recommendations for the community to reduce pollution, and then reflect on their experience. The Difference between Service-Learning and Community Service

6. Service Learning Statues Create a dramatic picture using yourselves as statues to communicate one of the K-12 Service-Learning Standards for Quality Practice HINT: pictures don’t move. Think like a statue. Be the statue. Interpret your element creatively!

7. K-12 Service-Learning Standards for Quality Practice (plus one) Meaningful Service Service-learning actively engages participants in meaningful and personally relevant service activities. Link to Curriculum Service-learning is intentionally used as an instructional strategy to meet learning goals and/or content standards. 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. Diversity Service-learning promotes understanding of diversity and mutual respect among all participants. Youth Voice Service-learning provides youth with a strong voice in planning, implementing, and evaluating service-learning experiences with guidance from adults.

8. K-12 Service-Learning Standards for Quality Practice (plus one) Partnerships Service-learning partnerships are collaborative, mutually beneficial, and address community needs. 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. Duration and Intensity Service-learning has sufficient duration and intensity to address community needs and meet specified outcomes. Civic Responsibility Service-learning fosters civic responsibility and improves the quality of life in the community.

9. “Hey, I’m already doing those!” In your small groups, each person shares one standard that you feel you have done well in your classroom or program. Please give specific examples. Record these current practices on a flip chart EXAMPLE: Youth voice—students do a community photo-mapping project to identify environmental issues to study K-12 Service-Learning Standards for Quality Practice (plus one)

10. Learn and Serve America www.learnandserve.org A Reason to Learn

11. Elk Grove Unified School District http://www.sdcoe.net/edoptions/service_learning.asp Calvine High School

12. Service-Learning Quadrant High Service Low Service Unrelated Learning Related Learning IVIII III

13. Service-Learning Quadrant Activity Read the case studies Identify “service” and “link to curriculum” Determine into which quadrant the project falls Your group will be assigned a case study to report on

14. Service-Learning Quadrant Activity High Service Low Service Unrelated Learning Related Learning IVIII III High Quality Service-learning

15. Chavez American Government S L Project Review the project description and answer the questions on page 3 A Place For Us Youth Voice Meter

16. Community Based Projects Classroom or School community Local neighborhood or city National or global community

17. Points of Entry Existing program or service Curriculum content or skill Theme or unit of study Student-identified need (photo mapping, schoolyard review, student interests/talents) Community-identified need (newspaper articles, partner agency)

18. Getting Started: Preparation Identify an issue see “Points of Entry” Investigate and analyze field trips, guest speakers, interviews, survey, research Identify partners Develop an action plan

19. Getting Started: Small Group Discussion and Planning Points of entry: Each group member should come up with a potential “point of entry” to share Choose one of the ideas for the group to begin exploring and developing Address key elements –Link to curriculum –Meaningful service –Youth voice –Partnerships Create a poster to share that includes the key elements above and shows how you would get started.

20. Service Learning Resources Youth Service California www.yscal.org California Department of Education www.cde.ca.gov/ci/cr/sl Governor’s Office/California Volunteers www.californiavolunteers.org Learn and Serve America www.learnandserve.org National Dropout Prevention Center www.dropoutprevention.org

21. Questions? John Durand, Cosumnes River Preserve & Galt Service Learning, jdurand@galt.k12.ca.us jdurand@galt.k12.ca.us Deb Bruns, Service Learning Network & CREEC Network, bruns@ycoe.org bruns@ycoe.org