MAKE IT LAST FOREVER: THE ... - National Service Resource Center

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their approach, only three programs specifically include service-learning in their literature and technical assistance efforts. Many endorse community involvement in the broadest sense, but do not recommend service-learning as an instructional strategy. Coalition of Essential Schools, specifically mentions service as Level 4 of the “Taking Responsibility for Myself and My Community” component of its Domains and Habits of Learning philosophy. As such, service is an expectation of learning, the application of student personal responsibility at its highest level. It is clearly a goal of the Coalition’s ideal educational system. Expeditionary Learning Outward Bound, which is of the New American School design, includes service as one of its 10 principles of teaching and learning, and its programs integrate service experiences into all adventure-based educational programs. <strong>Service</strong> is one of the components that schools must measure in implementing their design. Carnegie Turning Points is a middle school initiative that has supported service-learning for many years and has provided funding for training and technical assistance throughout the country. LOCATIONS OF INST<strong>IT</strong>UTIONALIZATION STRATEGIES This matrix features the 261 specific strategies, listed by each of the 24 categories, used in the identified states, districts, and schools to institutionalize service-learning. The matrix includes a representative sample of places where the strategies are notably strong, and is therefore not designed to be an exhaustive compilation. The information is self-reported usually by the school servicelearning coordinator or principal, district service-learning coordinator or superintendent, and state service-learning coordinator from in-depth interviews. In most cases, participants were asked to explain their strategies within each category; they were not given a list from which to choose, because no such list has ever existed. The determination of whether or not a state, district, or school qualified to be included in a given area depends on how pervasive the strategy is used throughout the institution. For example, states are listed when their departments of education use the strategy statewide so that all schools and students may benefit from it. For a district to be listed, most of the schools in that district must use or be affected by the strategy. For a school to be mentioned, most of the faculty and students in the school must use or be affected by the strategy. This was the author’s subjective interpretation in most cases. Note that only participants in this research are included in this matrix. Key: ES = Elementary School, MS = Middle School, HS = High School, E/MS = K-8 school ESSENTIAL STRATEGIES STATE DISTRICT SCHOOL 38
Curricular integration: Aspect of all 3rd period classes in all subjects Bryan HS (TX) Aspect of all schools in grades 6-9 St. Mary’s County (MD) Courses designed around projects Eagle Rock HS (CO) Academy for Science (AL) Curricula authored MD, NM Sitka (AK), Los Molinos (CA) Guilford E/MS (VT), Gratz HS (PA) Curriculum planning guide IN, KY, MA, WI, WV, NM St. Mary’s County (MD) Bryan HS (TX), Morgantown HS (WV) Guide for administrators NM St. Mary’s County (MD), Moscow (ID) Grade-wide projects 9 th and 10 th grades 9 th grade 8 th grade social studies 6 th grade 6 th through 8 th grades 3 rd Hudson (MA) grade Interdisciplinary projects Washington (DC) Jefferson County (CO) Encinitas (CA) Cumberland (RI), Frederick County (MD), Hudson (MA), Sharon (MA), Plenywood (MT), Montgomery County (AL), Encinitas (CA), Missoula (MT), Moscow (ID), Albuquerque (NM), Los Molinos (CA), Laurens County (SC) 39 Konawaena HS (HI) Pioneer HS (CA) Sojourner (CO) Academy for Science (AL) Community Involved Charter(CO) Headville ES (MD) Shelley HS (ID) Fairmont Harford HS (MD) Canyon Creek E/MS (MT) Waiakea HS (HI) Ophir E/MS (MT) Carver Scott Coop (MN) Drury HS (MA) Academy for Learning (IL) West Vigo HS (IN) Grantsburg MS (WI) Magnolia MS (MD) Konawaena HS (HI) Olamana HS (HI) South Lake HS (FL) Bluebonnet MS (TX)
Page 1 and 2: MAKE IT LAST FOREVER: THE INSTITUTI
Page 3 and 4: I recognize the following organizat
Page 5 and 6: Creating the Institutionalization S
Page 7 and 8: Since the inception of the Corporat
Page 9 and 10: kind of systemic change they wish t
Page 11 and 12: integration (8 states). It should b
Page 13 and 14: service-learning attained its prope
Page 15 and 16: However, organizations, like people
Page 17 and 18: Department of Education. The polici
Page 19 and 20: What are the key features of natura
Page 21 and 22: However, several issues have emerge
Page 23 and 24: Corporation for National Service, s
Page 25 and 26: ability of schools to demonstrate,
Page 27 and 28: is integrated into academic curricu
Page 29 and 30: FUNCTION #2: PROFICIENCY support or
Page 31 and 32: academic subjects. Some states focu
Page 33 and 34: part of teaching and learning, and
Page 35 and 36: transportation. Teacher minigrants
Page 37: Links to Educational Restructuring
Page 41 and 42: In progress CA, IN Missoula (MT) Li
Page 43 and 44: Conference (other) OK, NM, MA, MD,
Page 45 and 46: Subgrants for strategic planning CO
Page 47 and 48: State Commission for National and C
Page 49 and 50: Albuquerque (NM), Laurens County (S
Page 51 and 52: AmeriCorps members on site Santa Fe
Page 53 and 54: Students do project logistics for e
Page 55 and 56: Reflection Book of projects Superin
Page 57 and 58: Invite legislators to see projects
Page 59 and 60: The Important categories include: P
Page 61 and 62: SERVICE-LEARNING INSTITUTIONALIZATI
Page 63 and 64: DC: FL: HI: ID: Innovative Features
Page 65 and 66: MD: MA: MN: Innovative Features: No
Page 67 and 68: 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
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SCHOOL DISTRICT STATE Students are
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SCHOOL DISTRICT STATE The school li
Page 95 and 96:
SCHOOL DISTRICT STATE The school pr
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SCHOOL DISTRICT STATE The school le
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Teachers Teachers Teachers Recipien
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Links to Educational Standards: Pro
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Evidence of Impact: Resources: SUPP
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the following design principles, wh
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are not part of the curriculum or f
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MACHINES POPULAR APPROACH TO SERVIC
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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
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and standardized tests. It should l
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(5) Schools should have service-lea
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APPENDIX 121
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BIBLIOGRAPHY I. PRINT A. Books Serv
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Andersen, S. and Murphy, N. (1999).
Page 127 and 128:
State Alabama Department of Educati
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CALIFORNIA CalServe/Department of E
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VERMONT: Guilford ES/Community Work
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SOUTHWEST COLORADO: Alamosa HS Comm
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