Learn and Serve Service Learning Project:

 

Service Learning and Academic Achievement in the Middle (SLAM)

 

Goal

 

To develop a core partnership model with college students and young adolescents where at risk youth work with college students to plan and implement service learning projects.  This will be accomplished by preparing middle childhood in-service and middle childhood teacher candidates to embed service learning in an integrated curriculum using student voice.  And to work with young adolescents, many of whom are at risk of academic failure, to take a civic leadership role in their community.

 

Participants

 

  • Westerville City Middle Schools (12 teachers)
    • Genoa (Leadership team), Walnut Springs, Blenden, and Heritage
  • Otterbein College (6 teacher candidates)
    • Middle Childhood Teacher Candidates (Juniors in the strand)
  • Otterbein Center for Community Engagement
  • Westerville Chamber of Commerce

 

Rationale

 

Achievement Gap

With the signing of No Child Left Behind in 2002, we now have the ability and the responsibility to disaggregate achievement scores separately for racial and ethnic groups to eliminate the achievement gap disparities among racial and ethnic minorities. Improving the quality of inner city schools has been highlighted but so has the disparities in the suburbs between racial and ethnic groups (Ferguson, 2002).  The question that we must ask ourselves is how do we reduce that achievement gap and ensure that all students have an equal opportunity not only for educational success but also for full participation in their community as healthy and participating citizens.  Considering what the pedagogical implications are from this data is imperative. 

 

Ferguson (2006) finds that the Black/White IQ gap has narrowed 25% since 1972 and at 9-11 months there is no mental ability difference for race or SES difference. In1960’s and 70’s the SAT and NAEP Black/Hispanic-White achievement gap had narrowed, yet in the 1980’s that narrowing of the gap has clearly stopped. He concludes that the quality of instruction defined in part by interesting and engaging instruction truly matters to students’ success and even more specifically to black male students in high schools and middle schools. 

Westerville City Schools is an example of this defined educational phenomenon.  As Dr. Tombaugh, Superintendent of Westerville City Schools, states in his Welcome Back comments

Despite our achievements, we are also facing a host of challenges: Our 2005-2006 Report Card will indicate that Adequate Yearly Progress (AYP) is not being achieved by some subgroups. In addition, we are managing a student body that is more diverse than ever. Nationwide, public schools are serving more students – and parents from a variety of backgrounds, many of whom speak English as a second language and are unfamiliar with American public schools. Locally, at the end of last school year, we served 1,081 Limited English Proficient (LEP) students from 71 countries with 68 languages. While the increases in racial and cultural diversity can pose new challenges, they also provide an opportunity to help all of our students accept and appreciate cultural differences (Tombaugh, retrieved 8.23.06, http://www.westerville.k12.oh.us/excellent.html).

Pedagogical Consideration

Jerald (2006) in an issue brief entitled Teach to the Test? Just Say No published from The Center for Comprehensive School Reform and Improvement stated that the teaching to the test mantra of this era is not only unethical but also unsuccessful.  Young people, often those most at-risk, are oftentimes denied the opportunity to develop advanced thinking skills and are therefore being prepared for short term gains of test taking but not long term benefits of the changing workforce in the 21st century.  Even more telling was that those students who used more authentic intellectual instruction were found to score higher on tests of basic skills than those that used the drill and kill methods of test preparation.  Students engaged in learning not only are more prepared for our society but are often more successful on standardized tests.

Engagement in learning is closely linked to student achievement and other outcomes, such as reduced dropout rates and youth risk behaviors (Blank, 1997; Dev, 1997; Dryfoos, 1990; Woods, 1995).School engagement has been defined to include behavioral components such as active participation in school activities, and psychological components such as interest, enjoyment, and efforts to fully understand subject matter (Bartko, 1999; Finn, 1993).Other types of student engagement outside of school have also been explored, including community engagement and civic engagement.

Dr. Tombaugh, Superintendent of Westerville City Schools, states that his goals this year are as follows

Young Adolescents

Young adolescents are curious, seeking, and wondering about both themselves and the world around them. They are consumed with questions such as Who am I?, Where am I going?, and What’s it all about? Conrad and Hedin (1991b) have found that the power of service comes from placing these young people in a context in which their learning is real, having consequences for both themselves and for others. Need to be involved in learning something relevant to themselves, something in which they are interested (Terry, 2000b)

Middle school youth are going through immense physical and emotional changes. In its study New Roles for Early Adolescents, the National Commission on Resources for Youth strongly recommends that schools develop programs which enable students to:

  • Test and discover new skills.
  • Develop a sense of competence, an "antidote to the self doubt of this period."
  • Socialize and try out different roles.
  • Be exposed to a variety of role models, adults who represent different backgrounds and occupations;
  • Speak and be heard, so they can make a difference;
  • Test their developing morality and value structure in authentic situations;
  • Have tangible or visible outcomes, either of a short-term nature or divisible into clearly defined stages.
  • Share in decision-making within appropriate parameters (Wetger, retrieved 8.25.06 http://www.servicelearning.org/resources/online_documents/getting_started/middle_school_integration/index.php)

 

Service Learning

 The bridge between achievement gaps, strong pedagogy and young adolescent needs

Service learning is integrating meaningful community service with instruction which promotes learning through active participation in service experiences It is reciprocal in nature, benefiting both the community and the service providers by combining a service experience with a learning experience.  It enriches the learning experience of young adolescents by linking academic content and standards, providing an opportunity for students to use skills and knowledge in real-life situations, and provides structured time for students to reflect by thinking, discussing and/or writing about their service experience.  Service learning teaches civic responsibility by fostering a sense of caring for others and by involving young people in helping to determine and to meet real, defined community needs.  It strengthens communities by extending learning beyond the classroom and into the community (1996, Fertman, White & White

Project Overview (Using the youthLEAD model)

  • Recruitment of 12 middle childhood teachers from Westerville City middle schools
  • Recruit 6 middle childhood teacher candidates from Otterbein College
  • Recruit 80 middle school students who may be at risk of academic achievement because of issues of poverty of parental incarceration
  • Teacher a class to in-service middle childhood teachers and middle childhood teacher candidates on the philosophies of service learning and using this pedagogical stance to decrease the achievement gap with diverse urban youth living in poverty. (LEARN)
  • Work with in-service middle school teachers, middle childhood teacher candidates and middle childhood students to develop curriculum that engages students so as to enhance academic achievement, increase graduation rates, increase college aspirations, decrease risky behaviors, and prepare young adolescents with civic competencies. (ENGAGE)
  • Participate in a three week summer academy using service learning curriculum with middle childhood in-service teachers, middle childhood teacher candidates, and middle childhood students. (ACT)
  • Gather data throughout the year on increased student academic achievement, social competencies, and self-esteem.  As well as gathering data on teacher self-efficacy with the use of service learning as an important curricular stance when working with young adolescents, specifically those at risk. (DECIDE)

 

 

Activities/ Time Schedule

Fall

  • Otterbein middle childhood teacher candidates in EDUC 340/540 interview middle childhood students about issues of youth culture and student engagement. (John Swaim, Yolanda Stewart)
  • Otterbein middle childhood teacher candidates in EDUC 340/540 participate in a young adolescent health fair project for 25 hours in the four middle schools of Westerville and discuss service learning with the students (Yolanda leads this project)
  • Genoa leadership team with the assistance of the principal recruit approximately 9 teachers so as to build a cohort of 12 middle childhood Westerville in-service teacher
    • Tina produce flyer
    • Marky, Tina, Marty, Randall and Suzanne recruit other teachers by individual invitation and personal contact
  • John and Yolanda recruit 6 Otterbein middle childhood teacher candidates for this project
    • Anne Keane interested for spring
    • Kristen Lavric interested for winter and spring

 

Winter

·        Marty, Tina, and/or Marty teach the Service Learning class to in-service and teacher candidates

o       3 hours credit

o       Use Service Learning in the Middle text (provided by grant)

o       Teachers who finish the first course receive $100 to use with their class (larger mini-grants may be made available based upon funding)

·        All participants engage in some service learning activity as they are learning about service learning (ex:  community mapping and assessing community needs? Understanding issues of diversity and achievement gap and working to build initiatives around that?  Understanding the changing demographics in Westerville and ways to use that in teaching and learning with their students?)

·        Teachers will begin to engage students in their classrooms through community mapping etc.

·        Otterbein teacher candidates engage in integrated curriculum project using service learning as the pedagogical stance. (John Swaim and Yolanda Stewart)

 

Spring

·        Marty, Tina, and/or Marty teach the Service Learning class to in-service and teacher candidates

o       3 hours credit

o       Use The Complete Guide to Service Learning text (provided by grant)

o       Teachers who finish the second course will  receive $1000 to use with their class in the fall to promote service learning (larger mini-grants may be made available based upon funding)

·        In-service teachers, teacher candidates, and middle school students develop service learning curriculum models to be used in a summer institute or in their classrooms in the fall which include:

o       Student voice

o       Backwards design principle (Wiggins)

o       Integrated curriculum model (Beane)

o       The youthLEAD model

Summer

  • Summer SLAM institute for three weeks

 

 

 

 

 

 

 

 

 

Budget

 

Item

Learn and Serve/ Otterbein College

Westerville Chamber

Other funders

Liaison/ Genoa Teachers/ Diane Ross

$3000

 

 

2- 3 hr. Master’s level class for 12 teachers @ $300 an hour

 

 

$21,600

Teacher stipends 12 x 200 ea

2400

 

 

Books for fall and winter classes

$30 x 20 The Complete Guide to Service Learning

$14 x 20 Service Learning in the Middle School

$7.00 x 20 Implementing Curriculum Integration in Standards-Based Middle Schools: The Principal's Role

 

 

$1020

SLAM t- shirts $5 x 100

$500

 

 

Parent introduction meeting to service learning

4 middle schools in Westerville

$200

(Genoa)

 

$600

 

Teacher Supplies

$1000 per middle school x 4

$1000 (Genoa)

 

$3000

 

Field trips for students (this seems to be an area that we would like to highlight.  We would not call it field trips but rather site-based learning opportunities, ex. of trips would be WARM Westerville Area Resource Ministry and other local civic groups http://www.westervillechamber.com/community_civicservice.asp

 

8 trips per year with 2 school buses @ $200

$300

 

$2900

Summer Academy for SLAM

 

 

 

Summer Academy Leaders 3 @ $2000 ea.

 

 

$6000

Summer Academy Teachers 10 @ $1000 ea.

 

 

$10,000

Summer Academy Teacher Candidates 6 @ $800 ea.

 

 

$4,800

Lunch for students

 

 

(free lunch program for at-risk students city wide)

Lunch for teachers

 

 

$2100

Supplies for Summer Academy

 

 

$5000

Site based learning transportation 2 buses @$200 x 5

 

 

$2000

Fall follow up- materials for teachers, books, continued professional development

 

 

$5000

TOTAL

$7,500

 

59,520

 

References

 

Bartko, W. T. (1999).Student engagement and development. Ann Arbor, MI: University of Michigan.

Blank, W. (1997).Authentic instruction. In  Promising Practices for Connecting High School to the Real World, edited by W. E. Blank & S. Harwell, 15–21. Tampa, FL: University of South Florida. (ERIC Document Reproduction service No. ED 407 586).

Brewster, C. and J. Fager. (2000).  Increasing student engagement and motivation: From time-on-task to homework. Portland, OR: Northwest Regional Educational Laboratory,. http://www.nwrel.org/request/oct00/textonly.html

Dev, P. C. (1997):  Intrinsic motivation and academic achievement: What does their relationship imply for the classroom teacher? Remedial and Special Education 18, no. 112–19.

Dryfoos, J. G. (2000).  Adolescents at risk: Prevalence and prevention. New York: Oxford University Press.

Ferguson, R. (2006) Class-to-class instructional quality differences: Leading instructional improvement Session, II.  Tripod Project Workshop, Cleveland, Ohio.

Fertman, C. I.,White, C. P. & White, L. g. (1996).  Service learning in the middle school.  Columbus, Ohio:  National Middle School Association.

Finn, J. D. (2003).  School engagement and students at risk. Washington,DC: NationalCenter for EducationalStatistics, U.S.Department of Education. (NCES 93 470),. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=93470

Meyer, S. J., L. Hofshire, and Shelley H. Billig. (2004). The impact of servicel-learning on MEAP: A large-scale study of Michigan Learn & Serve grantees: Year two evaluation report. Denver: RMC Research Corporation.

Woods, E. G. (1995).  Reducing the dropout rate. In School Improvement Research Series (SIRS): Research You Can Use (Close-Up #17). Portland,OR: Northwest Regional Educational Laboratory. http://www.nwrel.org/scpd/sirs/9/c017.html

Wetger, D. (2005)   Service-Learning as an integrated experience in middle school education: An introduction to resources and information. Vancouver, Washington: National Service-Learning Clearinghouse.