Chat with Roger Rada: Tying Service-learning to School Reform: Integrating and Sustaining Service-Learning in Your District

Theo Luebke: Thank you all for joining us today - the chat will begin at 1pm Pacific, 4pm Eastern.
Stephany Brown: Hello
Beth Cheng: Good afternoon!
Jerry Hoffman: Hello
Stacey White: Hello
Phil Grise: Hello
RC: Hello
Lisa Kensler: Hello
Steve Lamb: Hello
Kindy McCullough: Hello
NSLP MODERATOR: Welcome! We'd like to begin the chat with a short introduction by Roger and then have some time for structured question and answer. We'll work to respond to questions from individuals - so hang in there if your question isn't immediately responded to. After some time and depending on the feelings of the group, we can open things up to more discussion - though be aware that things can get busy on the screen.
Roger Rada: Hello. I'm glad you could all join us today. This is my 21st year as a school administrator. I've been at Nestucca Valley for six years. We've been formally engaged with service-learning for five years. I'm having the most fun in education that I've ever had.
NSLP MODERATOR: So let's go ahead and open it up to questions!
Kindy McCullough: Can you be specific on the types of opportunities that are offered to youth in this capacity?
Ashleigh Guilmette: Hello, sorry I'm late.
Roger Rada: We offer a full range of opportunities, k-12. Every teacher in the district does something with s-l some more than others. Let me just offer a couple of examples.
Roger Rada: Last year our middle school sponsored an activity we called The Gathering. This was a one-day event in which elders in the community were invited to school to share their memories, photographs, and historical artifacts. Students and teachers prepared for this event for months. The preparation allowed teachers to incorporate several language arts activities such as writing letters, preparing invitations, and making public presentations. Social studies content was covered before, during, and after the event by drawing maps, collecting oral histories, and comparing local history to state and national history. Another service-learning opportunity for our students is provided by a program called Nestucca Connections. The Connections program has students working a week at a time in the field with Bureau of Land Management staff. These students perform BLM work including biological surveys, trail development, stream restoration, and forest management. When students return to the classroom much of their academic work is related to their field experiences.
Roger Rada: Also, you might check out our website nestucca.k12.or.us. Make sure you check out the s-l link and the middle school link.
Kindy McCullough: Thanks, I will.
Jerry Hoffman: How is service-learning grounded in school curriculum, within the school year, so that it relates to state learning standards, and contributes to the accreditation requirements of a school system?
Maureen Sayles: Hello! was it difficult to involve the faculty in this project? Did they feel that they were overloaded already and unwilling to make curriculum adjustments?
Stephany Brown: Hi, this is Stephany Brown from RMC Research in Denver, CO. In what ways have service-learning programs been linked to school reform efforts and to Oregon state standards? (uh oh - I think someone just asked this!)
NSLP MODERATOR: Let's take Jerry's question and then Maureen (with Stephany folded into Jerry!)
Debra Frietas: Hello - Sorry I am late too. I am the Science and Service Learning Coordinator for Mariposa County Unified School District.
Roger Rada: Regarding standards let me just make a few points: Service-learning relates to assessment the same way any other teaching strategy relates to assessment: Does it get the job done? I think the answer is a resounding yes. I firmly believe that if teachers are mindful of the standards to which they are teaching, if they develop meaningful service opportunities, and if they connect their teaching to the service activity, magical things will happen
Stephany Brown: To the moderator: Will we get a transcript of this discussion?
Phil Grise: Any criteria for which students participate? All students, only honor students, only those at-risk, etc. Or when these different types were involved, were there differential performances observed? And how did you measure these successes or lack thereof?
NSLP MODERATOR: Yes, the transcript is automatically saved and will appear on our website.
Stephany Brown: Thank you!
Jerry Hoffman: I agree Roger. However, school districts must meet certain number of hours to be accredited by the state. For example, 40 units or 4 classes per day of science or writing. How is service-learning linked to these requirements, which is often defined by state standards and assessment?
Roger Rada: Actually I sent the standards response before I was ready. The key here is that s-l is a teaching stragey. It's team-teaching, it's lecture method, it's cooperative learning. It's not curriculum; it's a great way to deliver curriculum
Ashleigh Guilmette: I am an AmeriCorps member and part of my objective is to incorporate a service-learning project with the culminating project, what is a good way to do that? How will that help them connect service-learning with the culminating project?
Jerry Hoffman: Thank you, Roger. That answers my question.
Christy Carpenter: How do you assess service-learning participation?
Roger Rada: Responding to Maureen's Q: As in any successful change effort the teaching staff has to see value in making the change. They need to know that service-learning can improve student achievement and that it can make their teaching experience more rewarding. We are doing this teacher by teacher. Take your time, proceed step-by-step, develop your staff, and most importantly show your teachers the kind of results they can achieve and the fun they can have doing it.
Maureen Sayles: Thank you!
Roger Rada: More for Maureen: We have used a lot of carrots. We encouraged teachers to participate in summer staff development activities by paying them an hourly wage. We encouraged teachers to participate in a class this winter by subsidizing the instructor?s salary, thus keeping the cost of college credits to a minimum. Also, we are blessed by several staff members who instinctively know that service-learning can be the basis for good instruction. These staff members have taken the lead in forming partnerships with state and federal agencies that assist them in providing service-learning opportunities.
Debra Frietas: I agree with Roger. In our District we have found that a key to teacher buy-in is to provide funds for projects to teachers who develop a proposal that includes description of how they will implement S-L 7 elements, and includes Standards covered and an authentic assessment. The teacher is provided help with topics and community connections if needed. The way it works best is when the topic itself comes from the teacher and students and is something they are very invested in.
Stacey White: Has the school board assumed a leadership role in promoting school-community partnerships that would facilitate service-learning opportunities? What kind of leadership are youth encouraged to exercise in creating these opportunities?
Kristin Bieri: How are schools reporting the service learning their students are involved in? Specifically who is responsible for recording SL involvement?
Stephany Brown: Is service-learning in Nestucca being linked to various Titles of the No Child Left Behind Act and, if so, which Titles specifically and is funding from these Title programs being allocated to service-learning activities?
Debra Frietas: In our District we are developing board policy to promote SL. Many are participating in the process of developing the language - school and community people.
NSLP MODERATOR: Christy, when you say 'participation' do you mean by teachers or students? (Clarification)
Phil Grise: While it's nice to know metrics on the processes - involvement and participation, WHAT ABOUT RESULTS and measuring that? What changes happen for kids, for the community? Short term, long term!
Kristin Bieri: Is each student
Roger Rada: Ashleigh - We don't actually involve s-l in a culminating project. However, our neighbors in Tillamook School District do. They would be a great resource. If you send me an e-mail I can make a connection for you. rogerr@nestucca.k12.or.us
NSLP MODERATOR: Okay - we've got a bit of a backlog, which is great. Let's take Christy (after Ashleigh) and then Stacey followed by Kristin.
Ashleigh Guilmette: Thank you Roger!
Christy Carpenter: I mean students. How can you give a kid a grade for what they are doing in s-l?
Christy Carpenter: We have a very strong district program but our assessment strand is lacking.
Stephany Brown: Phil - we have an interactive Quality Review tool that provides resources for the question you had re measuring results. If you email me at brown@rmcdenver.com, I can provide you with the link.
Phil Grise: thanks Stephany, I was afraid I was writing in invisible electrons
NSLP MODERATOR: Some of you may want to check out Teaching Resources on the NSLP website: http://www.service-learningpartnership.org/teaching/
Roger Rada: For Christy - We don't worry to much about collecting data on the number of students participating, because they all do. Regarding grades, again this is a delivery method, not necessarily an end in itself. However, we do grade participation. The real evaluation comes when we check for understanding of curriculum content, just like you do after a lecture, a worksheet, or answering q's at the end of the chapter. This is just a lot better delivery system.
Christy Carpenter: So you grade participation or standards that are met through your project?
NSLP MODERATOR:
NSLP MODERATOR: Sorry Phil!
NSLP MODERATOR: Stacey and Kristin and Stephany (re: NCLB), we've got you in the hopper.
Roger Rada: Regarding assessment: We think that s-l is producing a lot of good results that aren't easily measured. If you go to our websit and find our Portrait of a Nestucca Valley Graduate you'll see that we're trying to teach the whole child. Things like citizenship and lifelong learning are valued outcomes. We've developed a rudimentary rubric for measuring our Portrait. It's not on our site, but I'd be glad to get it to you if you send me an e-mail.
Christy Carpenter: Thanks. Can you list your website address and email address?
NSLP MODERATOR: http://www.nestucca.k12.or.us/nhsgrad.htm
NSLP MODERATOR:
Debra Frietas: For our board policy, we meet with teachers, administrators, students,agency folks, etc. to devlelop the language. We are focusing on the Superintendent's Task Force Report on SL, 1999. We are also utiilizing the SEER REport on "Closing the Achievement Gap" A good projects grading tool is the Youth Service CAlifornia SL Dipsticks method, and you can evaluate kids on the standards that are designated in the project description. We are still working on better assesment tools ourself, but find authentic products development works very well.
Kristin Bieri: Back to Stephany's comment, NCLB funding, if available will require harder data and assessment.
NSLP MODERATOR: The above link was the 'Portrait of a Nestucca Graduate
Christy Carpenter: Thank you.
Roger Rada: Stacey and School Boards - Yes. Our school board has played a key role. When I cam to the district I inherited a goal of engaging the community. The board wasn't sure exactly what they were looking for, they just knew something good would happen if they did. We met that goal through s-l. The board adopted a couple of years ago. Again, e-mail me and I'll send it to you.
Stacey White: Thanks, another question: in your experience Dr. Rada, do issues of diversity present any challenges to service-learning opportunities? ... how about youth (first question)
Stephany Brown: RMC Research has both the Quality Review Tool and CART (Compendium of Assessment and Research Tools) available online. CART includes assessment tools that have been validated. If anyone is interested in these, just email me at brown@rmcdenver.com and I'll email you the links. The Quality Review tool includes tips for working with districts and additional references. Sorry to cut in Roger!
Claire Miller: Hello. Checking in late having reviewed the discussion so far. I work as an Environmental Educator at the Oakhurst Community Garden Project in Decatur, GA. I am most interested in learning about the process for designing individual S-L projects. Have most of the projects so far been school-based or have the classes worked on projects impacting communities exterior to the school as well? If your students have worked outside the school, to what extent were those initiatives designed by students or teachers or agency representatives.. What's the best way to get the outside communities involved with the school and vice versa? Key people to contact, who bears the main organizational burden, etc?
Roger Rada: Kristin - Regarding recording and reporting s-l projects: I don't really see that as particularly important. Again, this is a delivery model. Do you have people record and report lectures. But we do have a district advisory team that sort of keeps track of various activities. I also like to keep track a bit so that I can put our local newspaper on to various projects. The PR opportunities are incredible.
NSLP MODERATOR: We're going to respond to some of the NCLB questions.
Roger Rada: NCLB - One of my great fears is that the NCLB will tend to sterilize education, that is, teachers (prodded by administrators) will tend to mechanize their teaching. Knock off standard number one today, move to standard number two tomorrow, etc. At the outset service-learning can present a more arduous task for teachers. In order to insure that students are achieving district and state standards, teachers need to analyze the service-learning activities in which students will be engaged and see to it that the appropriate content is being covered. If there is a trick to service-learning it's being able to use your imagination. With a little imagination almost any service activity can become a learning activity. For example, a tree planting activity can involve learning about plant structures, writing thank you notes to field supervisors, drawing contour maps, and calculating how many board feet of lumber the trees can produce in sixty years. The possibilities are endless.
Debra Frietas: Roger - Our CA schools have recently faced cutbacks and reorganization. Teachers have had reassignments and we have lost some who were great leads. Many teachers are so overwhelmed with the testing they are facing that they can hardly focus on anything more. I am keeping up with the step by step thing, but it is hard. Any suggestions?
Roger Rada: NCLB Funding - We are using Title V (Innovative programs) to fund some of our initiatives. Our Title IV money is committed to other initiatives, but I thinik you can make a case for s-l being a great way to increase positive assets for kids and therefore lead to safe and drug free schools.
Sara Gladding: Hello, also joining late (sorry!). I am the Service-Learning Coordinator at Falls City SD in Oregon. We are expanding our s-l program to be a district-wide program and are working on a budet. Are there any specific expenses that you felt were very worthwhile? Other suggestions as to where our money would be best spent (prefessional development vs. equipment, a little money to several projects or more money focused on larger ones)?
Stephany Brown: What sorts of initiatives are you using TItle V funding for?
Lisa Kensler: I appreciate the interdisciplinary nature of SL... How have your high schools addressed the typically discipline oriented nature of separate classrooms? Have high school teachers joined together successfully?
Marilyn Walster: Hello, also sorry for joining late. technical difficulties
NSLP MODERATOR: Okay, we've got a few in the hopper again. Feel free to respond to others questions (thank you Debra and Stephany!).
Loren Ringo: Hello I'm late also
Cameron Kruger: I'm adding myself to the list of people sorry they are joining late.
Loren Ringo: I teach JROTC and Service Learning is KEY!
Roger Rada: Phil - Regarding documenting our results. We don't have the resources to make a direct connection with s-l and student performance. That's for someone's doctoral dissertation. We have seen some great test score improvements and we have to think that s-l is part of the reason. I think that we have more motivated students and teachers. That can go a long way toward great results.
Ashleigh Guilmette: I think that goes along with leadership skills.
Cameron Kruger: How do you express the connection between test score results and S-L to parents?
Stacey White: "meaning is motivating" ...
Cameron Kruger: And administrators... etc.
Ashleigh Guilmette: They want to take the intiative to do well and lead the way for others to follow
Roger Rada: Claire - Developing Projects with the Community - We have held partner fairs where teachers and partners get together and brainstorm ideas for projects. If I were to quantify the workload, I'd say that our staff does 80% of the project development, relying on the CBO for support and technical assistance.
Stephany Brown: We've done some evaluations re postive correlations between service-learning and various student outcomes (academic, social-emotional, and civic engagement). More research is being done and I think we'll have more information based on scientifically-based research in the next few years.
Phil Grise: Thanks Roger, how about a 180 from the other side? What community impacts, changes in school district perceptions etc. might occur?
Debra Frietas: The Report from the CA State Education and Environment Roundatable "Closing the Achievement GAp" has some good documentation of results. It may give you some ideas for how to look at assessment. See www.seer.org/pages/overview.htm
Roger Rada: Stacey -Issues of Diversity - Diverisity certainly hasn't been a challenge for us in implementing s-l. In fact what a great way to overcome issues of diversity. Sometimes getting kids out working side-by-side and sharing in their success is a great way to build friendships and to knock down barriers.
Claire Miller: Thanks Roger! How did the "partners" become partners? i.e. how did you get them to that partner fair? Have all the partnerships been equally successful or were some more meaningful and enriching than others for students? Which project or series of projects that you have seen are you most proud of/excited about and which were you least impressed with?
Ashleigh Guilmette: I totally agree with you Roger.
Stephany Brown: Most research to date has been done with university students. The K-12 research field is relatively new, but through research conferences, information sharing, etc. the short-term and long-term effects of service-learning on K-12 students are becoming more apparent.
Marilyn Walster: I am fortunate that I am able to work with Roger and his community. We recently held (at Nestucca) a Superintendents' Service-Learning Symposium for 15 district superintendents from around the state. We had a community panel discussing the work of the students. It is phenomenal how they view young people through different eyes.
Stacey White: Can you give an example?
Roger Rada: Lisa - Integrating Projects - At our middle school this has been a natural. Our teachers work in teams anyway. At the high school this is unnatural. It's a challenge. We have common prep times via early release days twice a month. That's when we get teachers together to work on this. I wish we could say we were very successful, but we're still struggling with this one.
Ashleigh Guilmette: Can you expand on that subject Marilyn?
Marilyn Walster: Roger can better tell you, but the postmistress said that major community revitalization began because elementary students began to work on beautification projects.
Roger Rada: Sara - Tight budgets - The key here is that s-l itself doesn't cost a lot. However, providing inservice time can be expensive. I'd look for every little grant or perhaps a partner to help fund you. We're in our fifth year and sometimes I can't believe the resources that have become avialable to us. Our teachers write and receive several grant each year for less than $2000 each. That money goes a long ways toward their success.
Claire Miller: That is music to my ears Marilyn!
Stacey White: Your teachers are very dedicated!
Lisa Kensler: Having taught at the MS level and experienced the natural flow of SL into our curriculum... I am finding that fitting it into our HS experience is a BIG challenge. Any ideas out there are very much appreciated.
Ashleigh Guilmette: That is awesome that those teachers are willing to go the extra mile to write for those grants.
Sara Gladding: Thanks Roger!
Roger Rada: Phil - Impact on Community - We haven't performed any formal measure, but I feel the impact every time I go to a civic meeting. Every time the Chamber of Commerce has a project going they look to the schools as a resource. Our elderly community has a new repect and relationship with our youth. (Our high school students put on a Senior Citizen Prom each year.) Aslo, among the three local school districts, we dominate our local paper, and we're the smallest district.
Phil Grise: In terms of the sustainability for s-l activity, is this a wing and a prayer that mini-grants come in or based on the theme of this teleconference, are their other self-sustaining elements which might be tried and true?
Kindy McCullough: I know that a lot of your outcomes are related to academic success and improved attendance. That is a great thing. I work in the field of alcohol, tobacco and drug prevention. Without assessments (measuring resiliency, risk and protective factors, assets, etc.) how can we be sure that s-l is really getting at the "whole" person, as depicted in your portrait of a student?
Stephany Brown: Kindy - I think we have some of those measurements on CART. If I get a chance to break away from this interesting discussion, I'll track down the web sites and post them for everyone!
Debra Frietas: Another way kids get to the heart of the community is to research something all memebers are interested in - for example our kids did the History of Mariposa County Sheriffs, and published the series , beginning with the seriff in 1849, as a weekly publication in the local newspaper. Programs PR throughwebsite and newspaper is key to community buy-in and to sustainability. OUr program is in its 7th year, and we are entirely supported by grant funds of various kinds.
Roger Rada: Claire - Partners - I met with several of the CEOs of these organizations and talked about the advantage of partnering with them. We had a few projects going, but in order to move forward we had to break down the barriers between CBO's and teachers. Teachers cna be a bit timid. They can't imagine that someone would want to help them or partner with them. We got the partners and teachers to the table and from their things worked themselves out. Administrators assisted when needed, but the teachers had a one-on-one relationship with the partners. That really helped.
Stephany Brown: Uh oh - I just heard that our server has to be rebooted, so if I disappear, I'll be back shortly!
Kindy McCullough: Stephany-Thanks, I would appreciate that
Kindy McCullough: Not you disappearing-but the weblink
Roger Rada: Phil - Sustainability - I really believe that if you're out there doing good work, the resources will find you. We actually have to turn down a lot of projects, and bottom line is that now we can take the ones that pay the most. This is something I never imagined. Aslo, funders love this stuff.
Cameron Kruger: My biggest area of focus within the Duluth, MN Public School District is Youth Voice. What sort of venues does your district have for the voice of youth in service learning?
Ashleigh Guilmette: How is it a service-learning project if you are being paid for it??
NSLP MODERATOR: We have time for about 2-3 more questions. The chat will be kept open until 3pm/6pm (PT/ET), so even though we'll give Roger a break, please use the space to keep talking.
Roger Rada: Lisa - HS - This is our toughest nut to crack. We've had our best result in our life science classes. We're seeing some success and we continue to work on it. I think we might hold a summer academy just for our high school staff and see if we can get them to use their imagination a bit more. I think teachers need time to work on this stuff, and to process it.
Stephany Brown: Phil - another key to sustainability is partnering with other schools and teachers in your district and developing collaborative programs to present to prospective funders.
Stacey White: I'm hoping our school district will support grade-level S-L projects, integrated across the high school curriculum and thematicly connected to the city's comprehensive planning process. Any advocacy or planning pointers?
Marilyn Walster: Stacey,
Lisa Kensler: Thanks, Roger... I'm a life science teacher - We'll keep working at it.
Stacey White: Still here.
Marilyn Walster: Contact Maine KIDS Consortium. There are a couple of publications, one of them is Kids as Planners kidsconsortium.org
Stacey White: Sounds great! Thanks, Marilyn.
Ashleigh Guilmette: Awesome! I'll give it a look too Marilyn. Thanks!
Cameron Kruger: The KIDS Consortium information is wonderful. We include their project ides in all of our S-L 101 Handbooks.
Roger Rada: Stacey - Support for projects - That's a great idea. I think you've got to just take small steps. If your board or administration isn't ready for this you've just got to keep pushing. Try to get on the board agenda and talk about other s-l success. Better yet have the kids do it. Anytime you can get people to sit down (your board/administration and the city folks) the chances are good things will happen. How about inviting five or six people (kids too) to sit down and discuss possibilities. A full-fledged plan may be too big a bite.
Marilyn Walster: The question about if there is pay, how is it service-learning. Students do not get paid, however, sometimes Oregon Fish and Wildlife or some other partner may have work that needs to be done, and they can give the district a small stipend. That can help to pay for a coordinator or an adult lead/teacher.
Stephany Brown: Kids as advocates works really well. I've worked with districts where students made videos, portfolios, storyboards, etc to present to school boards and prospective funders. They really tell the story!
NSLP MODERATOR: Okay - this response coming up is the last one. Then we'll wrap it up.
Debra Frietas: CA CDE has some good resources - check out www.cde.ca.gov/ci/cr/sl/
Ashleigh Guilmette: Okay, I understand and that makes more sense. It sounded like the whole project was paid and not just certain people or companies.
Roger Rada: Cameon - Youth Voice - This is a tough one for a lot of teachers and administrators. We're used to telling kids what to do. Again, little steps. Praise positive results. Keep talking about youth voice. It takes several trys for lots of us. I finally figured out youth voice a couple of years ago, and I've been doing this for a while.
NSLP MODERATOR: We'd like to thank Roger for joining us - he did a fantastic job. Thanks to you all for some great questions and answers as well.
Stephany Brown: I'm still trying to get these research web links posted.
NSLP MODERATOR: A reminder to feel free to keep talking even after Roger takes a break.
Ashleigh Guilmette: Thank you Roger!
Stephany Brown: Thanks so much Roger - always good to hear from you!
Cameron Kruger: Thank you Roger.
Stephany Brown: Quality Review Tool is at www.servicelearningtool.com. CART is at http://cart.rmcdenver.com/
Debbee Williams: i was only in the wings, but thanx everyone for some great information!
NSLP MODERATOR: Nestucca Valley's Website http://www.nestucca.k12.or.us/
Roger Rada: I'm signing off, but if you want to get a hold of me, feel free to do so rogerr@nestucca.k12.or.us
Stacey White: Thanks, Dr. Rada. The City of Youngstown is in the midst of a planning effort called Youngstown 2010. I would like to see youth take ownership of 2010 through service-learning -- toward building sustainability for the planning process and eventuallly implementation of the plan itself.
Cameron Kruger: Going back quickly to the KIDS Consortium, the National S-L Clearinghouse has all of the materials published by KIDS Con. in their library. I suggest you request some of it.
Stephany Brown:
Ashleigh Guilmette:
Stacey White: Gotta go, thank you all.
Ashleigh Guilmette: Bye Stacey
Marilyn Walster: Thanks all,
Stephany Brown: Thanks everyone and goodbye!
Cameron Kruger: Who is planning to stay for a little longer?
Sara Gladding: A thought for Lisa and general question for anyone else - Falls City is looking at expanding our s-l HS program based around grade levels - the seniors will pick a project, the juniors will pick one, etc. and their advisors will help them with it. Does anyone have any positive/negative experience with this type of approach?
Lisa Kensler: Would the projects be outside of class time? I'm really interested in integration into the high school curriculum - class time...
Kindy McCullough: Bye.
Marilyn Walster: Sara, when you have a second, let's talk about that. I have seen some great work with grades selecting a theme and then many projects may come out of those themes. Give me a call when you get a second. 503 378-3600 x2245. Also, can you come to the service-learning forum meeting next week?
Ashleigh Guilmette: I'
Ashleigh Guilmette: I have to go, goodbye all.
Lisa Kensler: Marilyn - I'd be interested in those ideas...
Sara Gladding: Because our district is very small and there is little for students to do outside of school, many teachers have the entire class they advise during one class period each day and would have this opportunity to work with them.
Cameron Kruger: Sara - One of our elementary schools has a similar approach. When they first starting doing environmental S-L a few years ago, the teachers and students chose projects of interest based on grade level. Those projects were so successful that they were imbedded into the curriculum... each grade now has a specific environmental goal for the year.
Sara Gladding: Marilyn - I will give you a call this afternoon - thanks!
Marilyn Walster: Lisa, feel free to give me a call. I have to go now.
Lisa Kensler: thx, bye :)
Theo Luebke: Cameron - that is very similar to what I did as a science teacher in Arizona. Each year I developed 1-2 units that could then be used the next year plus the new ones developed. The relationships and topics remain, the whole course becomes more robust each year.
Lisa Kensler: Theo - what level science?
Theo Luebke: This was high school.
Cameron Kruger: Theo - I don't know about your experience, but I feel that taking the approach is one of the best ways to begin implementing into curriculum. Stowe, the school that is doing it, is currently our strongest S-L school in the district.
Lisa Kensler: Did you find that you could integrate projects into each unit? How many units per year were covered?
Theo Luebke: Right - its incremental in many cases. You are not going to find a district that in one year will completely adopt SL, nor is it usually possible for one teacher to create a whole year.
Sara Gladding: Theo - any project suggestions in the physical sciences? we have quite a bit in biology and forestry but I would like to expand the program.
Theo Luebke: Actually, because I had some flexibility, I created units around projects (in Environmental Science). In Biology, though, it was harder because you're working within existing unit frameworks.
Theo Luebke: Physical science the most obvious is water testing - you can look at a lot of chemicals and test water from different places.
Cameron Kruger: Sara - Here is Stowe's S-L website. It has some great information. http://www.duluth.k12.mn.us/stowe/service_learning/basics.htm
Sara Gladding: thanks!
Lisa Kensler: My question is getting more at the tension between depth and coverage... SL projects typically take much more time - time well spent. However, I wonder how many projects can be done in a year.
Theo Luebke: You can do a lot with water as the focal point.
Theo Luebke: In an ideal world (which is what I had with Environmental Science for one year), I planned about 6-8 projects a year. With HS especially, you can let them develop a bit on their own, as you expand your community contact and as they become more student driven.
Sara Gladding: excellent point (I ought to have thought of that - we have river behind the HS here)
Theo Luebke: The projects at the beginning of the year would have to be more structured than at the end.
Theo Luebke: I've found that the approach to S-L and similar youth-decision approaches is so mind blowing to some students that it takes a bit of time for them to adjust. But once they catch on, it can be off to the races.
Cameron Kruger: ::nods:: You're far ahead of a lot of teachers Theo. We are lucky to get 3 projects a year from even our strongest S-Ling advocates.
Lisa Kensler: Gotta run, thanks to everyone. This has been very helpful and given me much to think about. The world must be getting better with such selfless service going on.
Liza Pappas: I'm joining in late. I work for an urban school reform national organization and my education background is in service-learning reform. I've been very impressed with the commitment folks around the country are making to implement service-learning practices. The education reform field has been recently paying attention to community organizing efforts and I believe this sets up an ideal context for tying service-learning and school improvement together. I am really interested in talking about this more....and thinking about service-learning as a venue for student voice and collective empowerment.
Liza Pappas:
Theo Luebke: But keep in mind not all of these were successes and not all of them were as rigourous or lengthy as they should have been. The plan may have been more, but the reality is that you have to build for the next year - a rolodex of community partners, in a way, like Roger said.
Cameron Kruger: Those that are left... who are you representing? Iam a Service-Learning facilitator through the AmeriCorps *VISTA program. I also facilitate a Service-Learning Youth organization called the Community/Youth Connection.
Cameron Kruger: For Duluth, MN Public School District...
Liza Pappas: I work with Cross City Campaign for Urban School Reform, in our national office in Chicago.
Sara Gladding: I am the Service Learning Coordinator at Falls City School district, a very small district in Oregon, through a volunteer program that lost our Americorps funding this year
Theo Luebke: I work for the National Service-Learning Partnership (I was moderating before, but changed hats)
Liza Pappas: I'm sorry that I missed the earlier part of the conversation. Will there be transcripts available or can I just download from the computer. This is my first time using this nifty service.
Theo Luebke: The transcript will be available automatically in about an hour - at this same address.
Sara Gladding: time for me to sign off. Thanks for your suggestions everyone!
Cameron Kruger: Oh, and now I must be going. If there is anything further that anyone would like to discuss, email me at cameron.kruger@duluth.k12.mn.us
Cameron Kruger: Take care everyone.
Liza Pappas: Thank you. I would like to be included in ongoing conversations. Jon Schmidt, service-learning director for Chicago Public Schools and I are hoping to collaborate on an effort to tie together service-learning and school reform. YOu can reach us by e-mail at lpappas@crosscity.org
Liza Pappas: Jon's e-mail is jjschmidt@cps.k12.il.us
RC: Thank so much for allowing me to sit-in on this discussion. I am encouraged by the service-learning opportunities that teachers and various school districts are employing towards education reform that "teacsh the whole child" (as Roger Rada, so eloquently stated earlier). We are all indebted to your dedication to this community-school partnership.
RC: Sorry, I missed quoted Roger: "teaches the whole child". Thanks again.