Increasing Student Engagement Through Service-Learning

Increasing Student Engagement Through Service-Learning

Dropout Prevention and Student Engagement SummitFebruary 18, 2011

PresentersPaula Gumina, [email protected]

Marc Morgan, [email protected]

mailto:[email protected]

• Marc Morgan, Start Up Director, City Year Denver– What is City Year?– How does City Year support Service-

Learning?– Points of Entry for Service-Learning in the

School Day

• Paula Gumina, Program Coordinator, Learn and Serve Colorado, CDE– Research on Service-Learning and Student

Engagement– Quality Practice– What’s Happening with Learn and Serve

Colorado?

Meet one. Teach One.

City Year At a Glance

The City Year Corps :

City Year is built on the belief that young people can change the world. As tutors, mentors, and role models, City Year’s young leaders make a difference in the lives of children and transform schools and neighborhoods across the United States and in South Africa.

• 2,000 corps members serving 20 locations domestically and in Johannesburg, South Africa and London, England

• Over 13,000 City Year alumni; one million children served and one million citizens engaged in service

• Five time recipient of the Fast Company Social Capitalist Awards

Scope

Highest Ranking on Charity Navigator five years running

• Are 17-24 year olds• Perform a year of full-time

service • Are the most diverse youth

corps in the country• Earn university scholarships• Live on a weekly stipend• Develop leadership skills

City Year’s Whole School Whole Child model

Classroom Support

Targeted Support

Whole School Prevention

• Critical mass of people power

• Diverse “near peer” role models and tutors

• Full-time and extended day

• Idealistic culture/energy

• Real-time response to need

• Enable differentiated instruction

• Reinforced classroom learning after school

• For hundreds of students in school

• Academic and socio-emotional

• School climate, attendance, positive behavior and enrichment programs

• Family engagement

Tiers of ImpactUnique Assets

Improved student Attendance, Behavior and Course Performance: English & Math

Improved on-time grade progression

Student mindset and skills for school achievement and civic participation

Adapted from: Comprehensive School Reform Plan, Dwyer & Osher 2000

Tier 3: Specialized Intervention

Attendance Initiative

BehaviorInitiative

English Initiative

MathInitiative

Tier 1: Whole School Supports

Tier 2: Targeted Early Intervention

Integrated Student Services




BehaviorInitiative

English Initiative

MathInitiative







BehaviorInitiative

English Initiative

MathInitiative







BehaviorInitiative

English Initiative

MathInitiative




City Year advances district Response to Intervention strategies

City Year’s Tiered Intervention Framework

City Year’s WSWC model is helping at least 15 districts accelerate their RTI strategies.

City Year Boston was identified by district leadership to be the

primary provider of Tier 2 interventions in 5 turnaround schools.

City Year is uniquely positioned to deliver Tier 2 supports

EXAMPLE

The Corps Member Daily Schedule: Supporting Research-Based School

Practices

3:00-3:30 After-school Planning Time

3:30-4:30Afterschool Homework Assistance and Tutoring

4:30-5:30 Enrichment Activities (e.g. Service Learning, Newspaper Club, Art Club)

5:30-5:45 After-school Dismissal; CY Team Final Circle

8:00-8:15 Morning Greeting

8:15-8:30 Attendance Calls Home

8:30-10:40 In-Class Academic and Behavior Support

10:40-11:30 City Year Team Meeting

Individual Planning Time

Meeting With School Literacy Coach

Teacher Team Data Review Meeting

11:30-1:00 Math: 1:1 Tutoring or Small Group Support

1:00-1:30 Lunch Time Mentoring Program

1:30-3:00 Literacy: 1:1 Tutoring or Small Group Support

DuringSchool

Before School

After School

Creating a school culture ofregular attendance and positive behavior

Data-directed targeted interventions

Differentiating instruction & learning

Reinforcing curriculum

Expediting referrals to specialists

Dramatically extending learning time

Recruiting students who benefit most

Reinforce classroom learning

Engaging families and communitiesin the life of the school

Schedule Evidence-based Practices

National ResultsATTENDANCE PILOT

55% reductionIn students with less than 90% attendance as a result of City Year’s attendance support activities 1

LITERACY PILOT

90% of students tutored by City Yearimproved their literacy scores 2

WASHINGTON D.C.

City Year Students

Non-City Year Students

61%

39%

% of students increasing one or more reading levels

0% 25% 50% 75% 100%

MY corps members helped foster a positive learning environment (n=920)

My corps members helped my students feel more motivated to learn (n=963)

My corps members helped me differentiate my instruction (n=986)

Corps members are positive role models (n=274)

I am satisfied with the experience of having City Year in my school (n=277)

City Year helps me learn (n=4,438)

City Year helps me believe I can succeed (n=4,413)

Students

Teachers

Principals

SURVEY RESULTS

80%

80%

71%

88%

91%

95%

96%

Agree

SITE EXAMPLE

1n=267; Based on start to end-of-year data from pilot programs in five sites, including: LA, RI, SA, SJ/ SV and NY, grades 6-9 (2009-2010). 2 n=1,691; Based on data from 10 sites: CHI, CLE, COA, COH, LA, LR/NLR, MIA, SEA, SJ, WDC, grades K-5. Data aggregated from 10 different assessments, using grade level benchmarks. 3 Based on increases in proficiency levels on the DIBELS literacy assessment. City Year studentsn=49. Non-City Year students n=133

• Investigation• Planning• Action• Reflection• Demonstration• Celebration

Six Step Process….

How Service-Learning Fits?

Service-learning alone cannot solve the complex problem of high school dropout but it is a powerful tool to help address many of the warning signs—Bridgeland, DiIulio and Wulsin 2008

70 percent of students reported that they did not see the real-world applications of their schoolwork and nearly half felt bored by their classes. More than 80 percent of students believed that if schools provided opportunities for real-world learning-such as service-learning, work study, and internships—such opportunities would improve students’ chances of graduating from high school. ---The Silent Epidemic: Perspectives of High School Dropouts as cited in Engaged for Success Bridegland, DiIulio and Wulsin April 2008

Service-Learning and Student Engagement

Students who participate in service-learning activities receive fewer in-and out-of school suspensions than their peers who do not participate in service-learning (Billig, Jesse, & Grimley, 2008)

•Involvement in service appears to contribute to lessening the achievement gap, with low-income students who serve doing better than students who do not serve (Scales & Roehlkepartain, 2006)

•Compared to the non-participating peers, students who participate in service-learning have a stronger set of job-and career-related skills and aspirations, including knowledge of how to plan activities, desire to pursue postsecondary education and job interview skills (Yamauchi, Billig, Meyer & Hofschire, 2006)

Effectiveness Relies on QualityK-12 Service-Learning Standards for Quality Practice (p.14)

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

Learn and Serve Colorado

• To expand service-learning into more Colorado schools as a school engagement strategy

• To engage youth in addressing community needs in order to build healthier communities

Pueblo City Schools

• Two Focuses

• Youth Councils

• Administrative Challenges

• Examples of Success

Resources

• http://www.cde.state.co.us/servicelearning/

• http://www.servicelearning.org/

Reflection

Head: What thoughts and ideas did this presentation spark? Heart: What feelings did this presentation inspire?Foot: What are some actions you are going to take to implement service-learning in your schools?

Documents

Increasing Student Engagement Through Service-Learning