Service-Learning as a Prevention Strategy

By Mark Severtson, SEANet Consultant

As a recently retired Deputy Warden at Oakhill Correctional Institution in the state of Wisconsin, I have seen first hand the value of the educational system in assisting inmates to successfully reintegrate back into society. Statistics indicate that education is one of the key strategies for successful reintegration. I have also seen what the lack of a good education does to our young men, especially African American youth, who make up a disproportionate share of those incarcerated. I am motivated to want to change things on the front end, and believe that quality service-learning is one of the tools that can positively impact our educational system, and have a role in keeping people out of prison.

By advancing service-learning as an effective way to make learning meaningful and engaging, SEANet is helping to position service-learning as an important part of the solution to some of our toughest problems in education. SEANet’s strategic plan calls for our efforts to focus on educating others, legislators as well as other organizational staff, on the value of service-learning. Our voice is critical in positioning service-learning as a key strategy in reaching the President’s 2020 goal “of having the most educated, most competitive workforce by 2020." I look forward to my role as SEANet Consultant, and to be part of achieving our goals and objectives as articulated in the Five Year Plan.

Pacific Cluster Blog - Week of July 19, 2010

By Pete Ready, Oregon

The Corporation for National and Community Service (CNCS) is gathering input for its Strategic Plan for 2011-2015. Here is the CNCS Link Strategic Plan Project link- http://www.nationalservice.gov/about/focus_areas/index.asp.
The July 13th Education webinar used three questions; each is still available.
You can provide feedback now through CNCS community dialogue website.

CNCS Education Objectives:
Increase high school graduation rates
Increase grade-level performance
This blog condenses messages and comments during the CNCS Education Webinar.

In the Education focus area, what does success look like in 5 years, under the framework of "service as a solution”?
Input emphasized S-L’s many attributes: Dozens of positive S-L aspects were listed with results including student academic engagement, transformational and inclusive school environments with mentoring, tutoring, local community coordination and diminishing academic achievement gaps with S-L as a way for students to “take charge” of their education.
Some posted concerns: CNCS seems to undervalue S-L, as evidenced by the statement that “Service is a Solution” to raise graduation rates and increase academic grade-level performance when (stand alone) service has no direct connection to either objective. It should read “S-L is a solution,” or “S-L is a strategy to reach a solution.” The objectives are impacted by quality S-L and this is supported by two decades of research. Has S-L become a K-12 “ROTC” for AmeriCorps in the eyes of the USDOE, White House & CNCS? We hope not.

What are the CHALLENGES that we can and will address in the "impact zone" of the Education focus area? What is the impact now?
Comments & Questions included: S-L has disproportionately low funding, receiving <2% of CNCS total funding; S-L is often not mentioned when CNCS announces program size, though S-L numbers are the highest. S-L cost effectiveness (less than $30/year/student) which tends to leave S-L undervalued. CNCS could develop upgraded cross-stream efforts to maximize added-value. The need for professional development for K-12 Teachers in S-L instructional strategies and assessment and evaluation of S-L community impact. The vast difference between S-L & community service is not well articulated. CNCS was encouraged to commit more strongly to erasing confusion in the field and support schools in developing the “art” of real local partnerships. Currently CNCS collects S-L measures and data not measured in the world of education. Resulting tension presents problems for grantees-- both locally and nationally. How does CNCS plan to ensure educational relevance? Does CNCS understand that S-L is an instructional strategy rather than a “program”? A recommendation: start a CNCS re-calibration and bring in SEANet as a CNCS partner in this process.

What are the OPPORTUNITIES that we can and will address in the "impact zone" of the Education focus area? What is the impact zone?
Opportunities identified include: technology, the energy of young generations, CNCS cross-stream partnerships. CNCS can help S-L establish reliable assessment & evaluation measures. There is opportunity to collaborate regionally and nationally. S-L is a powerful way to introduce generations of young students to careers. Students learn to do "do good" and "do well." Linkage with CTE, Perkins and STEM are significant educationally and for career opportunities. CNCS can help explore this with K-12 S-L (SEANet). Opportunities also exist with teacher training universities to link with K-12 S-L mentor teachers and pre-service (student) teachers. Outcomes include Teacher Leadership development systems, pre-service teacher S-L professional development and K-12 and Higher Education S-L linkages. K-12 School Climate and School Culture are increasingly important; actively engaging students in this process is a powerful S-L opportunity. CNCS has an opportunity to promote cross stream collaboration (VISTA, AmeriCorps, Senior Corps, and S-L). Recommendation: Re-design and continue the National Conference as a forum for Service-Learning training and professional development along the Educational Objectives of the Strategic Goals. Gather input on this and use SEANet as a professional development, training and technical assistance partner.

Service-Learning as Part of an Adequate Yearly Progress Plan

By Michelle Kamenov, Minnesota Department of Education

“Minnesota is committed to preparing every Minnesota student for success after high school,” said Alice Seagren, Commissioner, Minnesota Department of Education. “AYP can be used as a vital tool for moving forward with that goal.”

In Duluth Public Schools, Mary Ann Rotondi, Supervisor of Federal Programs in Duluth Public Schools and Kathy Bartsias, District Service-Learning Specialist are working together to provide quality service-learning training for staff to use service-learning as a teaching strategy to improve student achievement in the areas of reading and math as part of AYP plans.

This was considered a pilot program that began in 2009 and remains a work in progress. Fourteen teachers are working together to develop an understanding of service-learning and how to use the Service-Learning Standards for Quality Practice as part of their classroom instruction. The teachers are from two schools, each representing different neighborhoods that will be merging into one site. Teachers began by designing reading lessons and identifying assessment tools using quality service-learning to address their students’ transitional needs. The next steps, a third school to join and include additional reading and math lessons.

The overall goal is that by using quality service-learning they will be working to improve student achievement, student attendance, student engagement and student behaviors as part of district AYP plans. They are continuing to measure and collect data. Service-learning is an evidence-based strategy that can make a positive difference for students. They are committed to preparing students for success after high school while promoting academic excellence using quality service-learning.