Service Learning K-12 Service-Learning Quality Standards

Service LearningService LearningK-12 Service-Learning K-12 Service-Learning

Quality StandardsQuality Standards

OnwardOnward

Quality StandardsQuality Standards Duration & Duration &

IntensityIntensity Link to CurriculumLink to Curriculum PartnershipsPartnerships Meaningful Meaningful

ServiceService

Youth VoiceYouth Voice ReflectionReflection DiversityDiversity Progress Progress

MonitoringMonitoring

Duration and IntensityDuration 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 Sufficient intensity and duration means that service-learning experiences include investigation, planning, action, reflection, experiences include investigation, planning, action, reflection, demonstration, and celebration, and occur during concentrated demonstration, and celebration, and occur during concentrated blocks of time (intensity) and are long enough (duration) to meet blocks of time (intensity) and are long enough (duration) to meet community needs and learning goals. community needs and learning goals.

(Billig & Northrop, 2008)

Link to CurriculumLink to CurriculumService-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 Matching topics in the classroom with discussion in the field led to increases in problem solving skills, subject matter led to increases in problem solving skills, subject matter knowledge, and greater satisfaction with service. knowledge, and greater satisfaction with service. (Hamilton &Zeldin, 1987; Conrad & Hedin, 1980; Dewsbur-White, 1993)

PartnershipsPartnershipsService-learning partnerships are collaborative, mutually beneficial, and address community needs.

Close partnership resulted in getting information needed to Close partnership resulted in getting information needed to meet needs; better matching of students to service; and meet needs; better matching of students to service; and better understanding of community issues better understanding of community issues (Wade, 1997)

Meaningful ServiceMeaningful ServiceService-learning actively engages participants in meaningful and personally relevant service activities.

Students had stronger outcomes when they engaged in Students had stronger outcomes when they engaged in meaningful service characterized by challenge and respect, meaningful service characterized by challenge and respect, responsibility and interest responsibility and interest (Furco, 2002)

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

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

DiversityDiversityService-learning promotes understanding of diversity and mutual respect among all participants.

Greater diversity in programming was associated with more Greater diversity in programming was associated with more academic engagement, valuing school, enjoyment, and civic academic engagement, valuing school, enjoyment, and civic engagement. engagement. (Billig, Root and Jesse, 2005)

Progress Progress MonitoringMonitoring

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 InitiativesS-L Connections: To Other InitiativesOregon Diploma &Oregon Diploma &

Essential Skills Essential Skills

Safe/Drug-Free Safe/Drug-Free SchoolsSchools

Education Education Plan & Plan & ProfileProfile

Comprehensive Comprehensive Guidance & Guidance &

Counseling -- Counseling -- Youth Youth

DevelopmentDevelopment

School to Work School to Work Youth Pre-Youth Pre-

ApprenticeshipApprenticeship

Inquiry Based ScienceInquiry Based ScienceSTEM STEM

Community Community Education – Education – Title IV-B Title IV-B

AfterschoolAfterschoolService-Service-LearningLearning

Career & Career & Technical Technical EducationEducation

Oregon Skill SetsOregon Skill Sets

All Title Programs All Title Programs YSA, YSA, AmeriCorpsAmeriCorps

All Content All Content Standards Standards

Pete ReadyEducation Specialist Office of Educational Improvement & InnovationOregon Department of Education255 Capitol Street NESalem, OR 97310503.947-5785 pete.ready@state.or.us

program web pages:www.ode.state.or.us/go/servicelearningwww.ode.state.or.us/go/21cclc