Service Learning

1. Service Learning Terence Emerson S/L coordinator

2. Did you know…? Public Law 30-53 mandates service learning as a requirement for high school graduation. • Retrieved on May 8, 2011 from http://www.guamlegislature.com/30th_public_laws.htm

3. In the beginning….. • In August 2006, the Guam Legislature passed Public Law 28-41 to promote student engagement in community civic duties and improve the Guam Public School District. • Referred to as the “Service Learning Act” the inclusion of this teaching methodology in curricula was believed to help better prepare future graduates for life. • Several years later, the Legislature further defined the parameters of Service Learning (SL) in secondary schools with the passage of Public Law 30-53 in the summer of 2009. • This law mandated that beginning SY2011-2012, students would need to complete 75 hours of Service Learning experience upon graduation.

4. Service learning is NOT • An episodic volunteer program that an individual participates in. • An add-on to an existing school or college curriculum. • Just logging a set number of community service hoursin order to graduate. • Compensatory service or work-detail assigned as a form of punishment by the courts or by school administrators. • Only for high school or college students. • One-sided: benefiting only students or only the community.

5. Service Learning is…. A teaching and learning approach that integrates service to the community with academic study to enrich learning, teach civic responsibility, and strengthen communities. National Commissionon Service Learning2001

6. Standards Based Curriculum • To be coordinated by a teacher in a classroom setting 2. Service Learning project must meet the needs of the community 3. Help foster civic responsibility. 4. Be used to integrate and enhance the academic curriculum of the student. 5. Provide structured time for students to reflect on their service experience.

7. Service Learning Standard Operating Procedures. • The Superintendent of Education and the Guam Education Board shall create and establish a Service Learning framework of seventy-five hours as a requirement for high school graduation. • Service Learning shall only be with governmental agencies and non-profit organizations, unless otherwise approved by the Superintendent and Board. • Service Learning shall be implemented beginning with the 9th grade class of SY 2011-12. • Service assigned or work performed as part of a penalty or disciplinary action, shall NOT be considered as service learning hours. • Service Learning through a religiously- affiliated organization is permitted but shall not be religious in nature.

8. Service Learning SOP continued 6. There shall be NO credit for Service Learning involving monetary compensation. 7. Special needs students shall be accommodated their S/L hours as they are emotionally a physically able. 8. Students who enter GDOE after ninth grade who came from a school that did not have S/L will be waivered the hours they need. 7. Service Learning hours shall be recorded on student report cards on approval of the appropriate officials in the following manner: • Student submits service learning log form. • Teacher inputs S/L hours. • Counselors monitor hours for graduation requirements. • School administrator validates S/L hours for meeting graduation requirements.

9. REQUIRED HOURS FOR GRADUATION • FRESHMAN 20 HOURS • SOPHOMORE 20 HOURS • JUNIOR 20 HOURS • SENIOR 15 HOURS • TOTAL 75 HOURS

10. STUDENT DRIVEN BUT GUIDED BY TEACHERS

11. A Broader View of COMMUNITY • YOUR Classroom community • YOUR School Community • YOUR Village/ town/ city Community • YOUR Island Community • YOUR Regional Community • YOUR National Community • YOUR Global Community

12. A walk through the P.A.R.C....

13. P A R C • PREPARATION • ACTIVITY • REFLECTION • CELEBRATION

14. PREPARATION

15. PREPARE • Understand the importance of performing direct service, indirect service and advocacy and thus improving one’s community. • Identify and acknowledge one’s skills, abilities, talents, and potentials for personal growth. • Establish connections with a wide range of people, issues and places by performing service projects.

16. Ways for Teachers to Integrate a Lesson Plan intoService Learning • Remember Your Primary Objective is to Teach your curriculum. • Use Service Learning as a “Tool” in your teachers toolbox. • Take an existing service activity and develop a lesson plan around it. • Take a lesson plan and add a service to illustrate the point. • Use an already developed service-learning lesson plan. • Time spent on preparation should be at least one hour or more.

17. STUDENT DRIVEN • 1. Organize your class into a committee with assigned roles. • 2. The committee and students follow ”Roberts Rules” of planning and leadership. • 3. All decisions are by consensus (majority rule). • 4. Students take responsibility for Planning, organizing, and choosing a Service Learning project. • 5. All students wishing to earn S/L Hours must participate in the chosen program. • 6. All students must participate in the Reflection and Celebration parts of service learning.

18. A C T I V I T I E S

19. ACT! • Demonstrate a commitment to service projects and to make a difference through service to others. • Become positive role models through service to others. • Develop a capacity to help others through service projects. • Demonstrate an ability to complete tasks in a service setting. • Apply learned skills and knowledge in service settings.

20. PROJECT IDEAS: Grades 9-12 Check your teachers handbook pages 11-16 for ideas in: • English Language Arts • Science • Mathematics • Social studies • Arts • Health and Physical Education • ROTC • Other Language Arts (Chamorro/Japanese/Spanish) • Technology • A project should take a least two hours or more

21. Interdiciplinary S/L Connections See pages 17-25 for interdisciplinary connections in: • Environment • Bias/Prejudice • Pregnancy/parenting teens • Literacy • Crime • Aging • Substance abuse • Poverty • Hunger and homelessness

22. REFLECTION

23. REFLECTION • Reflect upon personal growth which comes from performing service to others. • Evaluate the impact that various courses of action will have on people served in service settings. • Demonstrate an understanding that one person can make a difference through service to others. • Recognize and understand the principle of human equality through service. • Appreciate and respect people of diverse backgrounds, ages and life situations through service.

24. Reflection: Handbook pages 39-45 • Essays • Collage • Scrapbooks • Power-Point Presentations • Poems • Journals • Skits • Evaluation “RUBRIC” • Reflection should take a least one hour.

25. Create A Service Learning Rubrics-Project Evaluation (Rate each section on a scale of 1-10. “10” being the highest score.) • _____1) Project was properly planned and organized. (blue print, material list, assignments) (No really! Be honest! Not after the fact.) • _____2) Documented correspondence was achieved with sponsors or members of the community. (Letter of authorization, material or financial donations.) • _____3) Information or ideas are presented in a clear and logical manner. (Refers to binder or folder) • _____4) Project is neatly done, well organized and cohesive. (Refers to the project) (Is it messy, sloppy or well put together?) • _____5) Creative artwork used in project is appropriate and carefully executed. • _____6) Project is informative and provides a positive message effectively. (Refers to project product.) • _____7) Information presented on project is significant and relevant. • _____8) Each group member appears to have participated in the development and production of the project. Group dynamics were cohesive. • _____9) The Group fulfilled all the requirements of the assigned task. • _____10) Overall, the project represents the group’s full potential. (Refers to both binder and project.)

26. CELEBRATION http://www.mrsbaltsas.net/Division_220.htm

27. Celebration: Handbook pages 46-51 • Promoting project success. • School news-letter/bulletin (Crawler). • School website. • Certificates of recognition. • Showcase: on-campus / off-campus. • Celebration should take a least one half hour.

28. How to enter Service Learning Hours in Your Power Teacher (for report card purpose) • Log into Power Teacher Grade Book. • Select the “Period and course” on the left side of the page. • Select student by name. • Click on student grade. • Click on comment dropdown, click on 0099 for SERVICE LEARNING. • Click on insert. • Enter number of S/L hours in Teacher comment box (you do not have to comment on how S/L was earned) . • Submit. • Post at the end of each semester except P.E. and Chamorro post on each quarter. • Give a copy of posted S/L hours on your “Final grade and comment verification form” to Mr. Emerson.

29. How to enter Service Learning Hours in Your Power Teacher (for parent portal purpose) • Create an assignment titled, “SERVICE LEARNING” • Make the assignment date the first date of the term • Include the hours the student has accumulated • Uncheck the box “Include in final grade” • Update hours as they accumulate

30. FREE SERVICE LEARNING Materialswww.servicelearning.orgwww.guamservicelearning.org (Ayuda Foundation)