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MAKE IT LAST FOREVER: THE INSTITUTI
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I recognize the following organizat
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Creating the Institutionalization S
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Since the inception of the Corporat
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kind of systemic change they wish t
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integration (8 states). It should b
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service-learning attained its prope
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However, organizations, like people
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Department of Education. The polici
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What are the key features of natura
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However, several issues have emerge
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Corporation for National Service, s
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ability of schools to demonstrate,
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is integrated into academic curricu
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FUNCTION #2: PROFICIENCY support or
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academic subjects. Some states focu
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part of teaching and learning, and
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transportation. Teacher minigrants
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Links to Educational Restructuring
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Curricular integration: Aspect of a
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In progress CA, IN Missoula (MT) Li
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Conference (other) OK, NM, MA, MD,
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Subgrants for strategic planning CO
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State Commission for National and C
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Albuquerque (NM), Laurens County (S
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AmeriCorps members on site Santa Fe
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Students do project logistics for e
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Reflection Book of projects Superin
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Invite legislators to see projects
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The Important categories include: P
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SERVICE-LEARNING INSTITUTIONALIZATI
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DC: FL: HI: ID: Innovative Features
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MD: MA: MN: Innovative Features: No
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RI: SC: Innovative Features: Studen
- Page 69 and 70: Innovative Features: Students teach
- Page 71 and 72: Colorado: provides on-demand school
- Page 73 and 74: Vermont: has outgrown need for stat
- Page 75 and 76: CURRICULAR INTEGRATION: SCHOOL DIST
- Page 77 and 78: SCHOOL & LOGISTICAL STRUCTURES: SCH
- Page 79 and 80: SCHOOL DISTRICT Service is of mild
- Page 81 and 82: SCHOOL DISTRICT STATE FUNCTION 2: P
- Page 83 and 84: SCHOOL DISTRICT STATE FUNCTION 2: P
- Page 85 and 86: SCHOOL DISTRICT STATE FUNCTION 3: L
- Page 87 and 88: NON-PROFIT PERSONNEL: SCHOOL DISTRI
- Page 89 and 90: SCHOOL DISTRICT STATE FUNCTION 3: L
- Page 91 and 92: SCHOOL DISTRICT STATE Students are
- Page 93 and 94: SCHOOL DISTRICT STATE The school li
- Page 95 and 96: SCHOOL DISTRICT STATE The school pr
- Page 97 and 98: SCHOOL DISTRICT STATE The school le
- Page 99 and 100: Teachers Teachers Teachers Recipien
- Page 101 and 102: Links to Educational Standards: Pro
- Page 103 and 104: Evidence of Impact: Resources: SUPP
- Page 105 and 106: the following design principles, wh
- Page 107 and 108: are not part of the curriculum or f
- Page 109 and 110: MACHINES POPULAR APPROACH TO SERVIC
- Page 111 and 112: HOW DO CATEGORIES SUPPORT THE FUNCT
- Page 113 and 114: HOW DO CATEGORIES SUPPORT THE FUNCT
- Page 115 and 116: (8) Schools which have received Lea
- Page 117 and 118: and standardized tests. It should l
- Page 119: (5) Schools should have service-lea
- Page 123 and 124: BIBLIOGRAPHY I. PRINT A. Books Serv
- Page 125 and 126: Andersen, S. and Murphy, N. (1999).
- Page 127 and 128: State Alabama Department of Educati
- Page 129 and 130: CALIFORNIA CalServe/Department of E
- Page 131 and 132: VERMONT: Guilford ES/Community Work
- Page 133: SOUTHWEST COLORADO: Alamosa HS Comm