Success Skills Through Service Learning
Standard 1.0
The student will develop knowledge,
skills and attitudes to enhance personal growth.
Learning Expectations
The student will:
- Demonstrate a sense of purpose and direction and make decisions based on
positive goals and values (believes self can make a significant difference;
everything is not left to chance or luck)
- Demonstrate positive attitudes toward self and others (self-respect,
self-confidence and self-esteem; feels worthwhile, confident, and competent)
- Develop capacity for resiliency in relationships (tolerate different points
of view and accept other opinions, including criticism)
- Demonstrate self management (assesses self accurately, sets personal goals,
monitors progress, and exhibits self control)
- Choose ethical courses of action (integrity and honesty)
- Develop openness to new experiences and roles
Performance Indicators: Evidence Standard is Met
The student is able to:
- Select, research, and organize a project after identifying and exploring a
variety of options
- Demonstrate growth through reflection (i.e. journals, attitudinal surveys,
dramatic presentations, art)
- Use problem solving techniques to interact with others
- Set a personal goal and create benchmarks to reach that goal
- Demonstrate appropriate situation-based behaviors consistent with school
policy
- Assume a variety of roles within various, diverse community service
opportunities
Sample Performance Task
The student will:
- Identify a problem within the school or community and implement an action
plan to address the problem
- Create a "This is Your Life" video for a student from a different
cultural background
- Create a reflection portfolio including an end of semester self assessment
- Write about times when they have experienced conflict and role play to
resolve the conflict
- Set measurable goals which indicate what they must do to earn a specific
grade on a project
- Create an ethical role play to be performed for elementary school students
- Participate in a service-learning opportunity in a new content area or a
new service setting
- Assume a new role in an on-going service-learning project
Integration/Linkages
Lifetime Wellness Course, Mental Health Strand #3303, Psychology
#3433; Family and
Consumer Sciences, Adult Living #5600; Family and Consumer Sciences,
Interpersonal
Communications #5608
Standard 2.0
The student will develop social skills that are
necessary for effectively relating to others in society.
Learning Expectations
The student will:
- Utilize competent communication skills (including effective listening and
response skills)
- Work cooperatively with others and contribute to group with ideas,
suggestions and effort (teamwork).
- Respect others (be aware of and sensitive to diversity; empathetic to a
wider range of people, issues and places)
- Demonstrate understanding, friendliness, adaptability, and politeness in
group settings
- Know negotiation skills (work toward an agreement that may involve
exchanging specific resources or resolving divergent interests)
Performance Indicators: Evidence Standard is Met
The student is able to:
- Communicate instructions to accomplish a task
- Demonstrate the ability to work cooperatively in developing a team action
plan
- Work and interact with people of diverse cultures, backgrounds, abilities,
and opinions in various settings
- The student will demonstrate appropriate social behaviors in a variety of
settings
- Exhibit basic skills of conflict resolution
Sample Performance Task
The student will:
- Tutor and model correct communication skills needed in today’s society
- Work together with site teams to write grants which will develop resources
for an established need
- Write a first person essay or another form of expression on working with
someone that
- differs from them in some way
- Visit nursing home and interact appropriately with residents
- Serve breakfast to homeless persons
- Tutor migrant workers
- Function effectively on student advisory council
Integration/Linkages
Language Arts, Speaking and Listening, Grade 9, Grade 10, Grade
11, Grade 12
Standard 3.0
The student will recognize and understand a
variety of characteristics and actions of effective, responsible citizens
Learning Expectations
The student will:
- Demonstrate awareness of community structure
- Demonstrate understanding of community needs and relate them to problems
on the state or national level
- Exhibit civic, social and team responsibility (responsibility means being
dependable and fulfilling your obligations)
- Exhibit leadership skills (Communicates thoughts, feelings and ideas to
justify a position; encourages, persuades, convinces or motivates an individual
or group, including responsibly challenging existing procedures and policies)
- Know negotiation skills (Works toward an agreement that may involve
exchanging specific resources or resolving divergent interests)
- Experience democratic participation
Performance Indicators: Evidence Standard is Met
The student is able to:
- Define community functions and various community components
- Identify a need of a specific community and draw a parallel to a larger
population (correlate)
- Follow through on a given task including punctuality at a correct location
and complete assignments in class and at the service site
- Demonstrate the ability to understand or mediate conflicting sides of an
issue
- Defend a position concerning a school/community need and elicit the support
and contributions of others in implementing an action plan
- Exercise his/her democratic right of freedom to choose by making an
individual decision(demonstrating ownership and recognition of consequences)
Sample Performance Task
The student will:
- Attend community agency meetings (town council, county commission, school
board) and/or job shadowing and present a written or oral report
- Devise/create a replicable action plan to address a local, state, or
national need
- Complete a responsibility checklist in cooperation with the student’s
on-site service supervisor
- Serve as a peer mediator
- Resolve a simulated conflict between environmental and business interests
through role playing
- Model various roles in small group activities designed to solve a community
or school issue (encouraging, mentoring, motivating, etc.)
- Select a service-learning site from an approved list
Integration/Linkages
United States Government #3407, Sociology #3432
Standard 4.0
The student will develop cognitive skills
necessary to enhance academic learning and acquire higher level thinking
skills.
Learning Expectations
The student will:
- Recognize problems then devise and implement a plan of action (problem
solving)
- Specify goals and constraints, generate alternatives, consider risks, and
evaluate and select the best alternative (decision making)
- Use service-learning techniques to acquire and apply new knowledge and
skills
- Recognize a rule or principle underlying the relationship between two or
more objects/issues and apply it when solving a problem (reasoning)
- Use appropriate skills (reading, writing, mathematics, listening and
speaking) in a service-learning experience
- Connect service experiences to other academic disciplines
Performance Indicators: Evidence Standard is Met
The student is able to:
- Use problem solving strategies to design a workable plan of action
- Choose between alternatives based on an examination of pertinent factors
- Apply skills mastered through service-learning
- Recognize the relationship between two issues and compare and
contrast them, supporting one position
- Integrate academic and employability competency skills into a service
project (SCANS)
- Demonstrate that all academic areas impact service-learning
Sample Performance Task
The student will:
- Identify problems associated with service projects and identify potential
solutions through group reflection
- Invite consultants to speak on constraints and risks involved in a proposed
service project,then revise and choose a project.
- Develop a brochure that defines service-learning and service projects
- Compare/contrast a school or community-based issue
- Reflect in oral or written form on his/her own competencies including
professionalism and use of appropriate skills on site
- List all academic courses that assisted in the completion and evaluation of
a specific service-learning project
Integration/Linkages
Sociology #3432
Standard 5.0
The student will understand skills related to
positive work experience and career exploration.
Learning Expectations
The student will:
- Know reliable work skills (confidentiality, punctuality, consistency,
regular attendance
- Become aware of his/her interests and relate those interests to potential
career choices
- Observe and identify specific responsibilities of occupations related to
their community assignments
- Know how to follow instructions
- Develop professionalism (grooming and manners)
- Work cooperatively with others
- Demonstrate knowledge of organizational skills
- Understand how academic knowledge is applied in real work settings
Performance Indicators: Evidence Standard is Met
The student is able to:
- Follow through on a given task that includes confidentiality, punctuality,
consistency, and regular attendance
- Understand the nature of multiple careers, related requirements, skills,
and interests in order to make a more knowledgeable career path choice
- Use research tools to develop a list of community occupations and their
associated job duties
- Use specific teacher generated instructions to accomplish the task with at
least 80% accuracy
- Utilize appropriate hygiene practices, dress habits, and manners that would
be expected in the workplace
- Demonstrate the ability to undertake a variety of roles in a group
- Apply organizational skills to complete a service-learning task or project
- Identify the relationship between academic knowledge and workplace
competencies
Sample Performance Task
- Complete workskills/responsibility checklist in cooperation with the
on-site supervisor
- Complete an interest inventory and aptitude test and then research career
choices, matching interests to careers
- Divide students into groups to visit, monitor, and acquire information for
a video presentation for the class from selected worksites
- Use instructions to call and set up service-learning activities that occur
outside of the school setting
- Model appropriate practices for classmates after receiving training from
resource persons from the community
- Participate in a group activity requiring interaction in a variety of
designated roles
- Research and organize a student directory (or brochure) of youth services
and distribute to other students
- Complete a worksite interview to identify how academic knowledge helped a
staff member on the job or the frequency with which academic knowledge is
applied to the workplace
Integration/Linkages
Family and Consumer Sciences, Adult Living #5600, Interpersonal
Communications #5608
Minimum Number of Service Hours: 30 hours per student per term
Number of Credit Hours to be awarded: Local board sets number of
hours of credit
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