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

Colorado: provides on-demand school and district professional development; has regional centers to provide training and technical
assistance; conducted research on impact of service-learning; emphasizes district subgrants; developed materials linking servicelearning
to school-to-careers; provide direct, mentor, and planning Learn and Serve grants; has a youth ambassadors program.
District of Columbia: stipended service-learning coordinators are in each high school, policy allows community service or servicelearning;
9th graders do service-learning as the school-to-work strategy for that grade level; youth service-learning council has
representatives from each high school; service-learning is linked to character education, peer mediation, and international programs;
host annual service-learning fair with over 1000 participants.
Florida: has 12 youth councils statewide which have students as grant administrators; VISTA members serve as regional
coordinators; service-learning is incorporated into state school-to-work plan; has trained 45 trainers statewide; provides training on
specific types of service-learning activities; offers numerous workshops annually to potential applicants for subgrants.
Hawaii: has written service-learning into two state standards, with more on the way; middle school framework includes servicelearning;
linked to character education; conducts statewide summer institutes; service-learning is a significant feature of Governor’s
Conference on Volunteerism; statewide practitioners network.
Idaho: has used other federal funding to support service-learning; has trained Title I coordinators how to link service-learning to the
program; University of Idaho engages its pre-service teachers in service-learning practica.
Indiana: has legislation supporting service-learning credit; service-learning is linked to all content standards in all curriculum guides;
uses Goals 2000 funding for statewide professional development; developing service-learning school reform model; uses regional
coordinators; hosts an administrators’ service-learning conference; organizes a K-12 service-learning compact of district
superintendents; writes press releases and newspaper articles for practitioners; invites legislators and media to many projects; has state
steering committee of funders, legislators, and administrators.
Kentucky: has connected service-learning to statewide community education network and funding system, and uses county
community education directors to monitor projects; published guide for linking service-learning to all core content standards; offers
introductory and advanced service-learning institutes; youth serve on all community advisory councils; connects Title IV to servicelearning.
Maryland: has only state mandate for students; service-learning is linked to all content standards; funds over 100 fellows to provide
training and technical assistance; supports building coordinators in all secondary schools and district coordinators; developed own
standards of effective practice; has AmeriCorps members statewide coordinating project logistics; receives substantial state and
private funding to operate program; sponsors annual Excellence Awards; youth serve on advisory boards and planning groups.
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