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SCHOOL IMPROVEMENT PLANNING WITH SERVICE-LEARNING IN MIND
CLEAR AND SHARED FOCUS:
District and school policies, vision and improvement plans focus on student learning. The vision is developed from core beliefs, creating a consistent direction for all involved.
(weak) 1 23 4 (strong)
Service-Learning Indicators:
a. Our school and/or district’s mission and vision is understood by all stakeholders.______
b. Service-learning is an explicit part of our mission.
c. The purpose of our service-learning programs is clearly aligned with our district mission,______
significant goals and/or student learning objectives.
d. All participants fully understand the role service-learning plays in academic and civic learning.______
Current evidence/success:
What do we need to know and how can we acquire that information?
Next steps for improvement:Who?When?
HIGH STANDARDS AND EXPECTATIONS FOR ALL STUDENTS:
Everyone in the district demonstrates the belief in and takes responsibility for all students learning to high standards.
All students engage in challenging, relevant and rigorous content and receive support to succeed in learning that content.
(weak) 1 2 3 4 (strong)
Service-Learning Indicators:
a. School improvement goals include plans to enhance relevant and rigorous work.______
b. Service-learning programs are accountable to rigorous learning goals.______
c. Data are collected on both academic and civic learning and are used to make informed
decisions about program design.______
d. Service-learning and project based learning are understood and regularly utilized as a teaching
methodology that can help all students achieve at high standards.______
Current evidence/success:
What do we need to know and how can we acquire that information?
Next steps for improvement:WhoWhen?
EFFECTIVE LEADERSHIP:
District leaders focus on the improvement of instruction.
Leadership is distributed among the superintendent, central office, administrators, principals and teacher leaders.
(weak) 1 2 3 4 (strong)
Service-Learning Indicators:
a. There is sustained administrative commitment for developing and implementing service-learning initiatives.______
b. District and school administrators fully understand the purpose and expectations of our service-learning
initiative.______
c. Teachers are encouraged and supported in assuming leadership roles.______
d. Students are encouraged and supported in assuming leadership roles in service-learning program
development and implementation.______
e. The community and the school work together to sustain leadership, commitment and support for our program. ______
Current evidence/success:
What do we need to know and how can we acquire that information?
Next steps for improvement:Who?When?
HIGH LEVELS OF COMMUNICATION AND COLLABORATION:
High levels of communication and collaboration with staff, parents and community focus on improvement of instruction and school goals.
Visions of “good instruction” and “essential content” are developed collaboratively, widely held and observable at the classroom level.
(weak) 1 23 4 (strong)
Service-Learning Indicators:
A variety of means are used to communicate the purpose and process of service-learning______
to various participants (teachers, parents, students and community).
b. Service-learning program development includes students and community members as well as educators.______
c. Diversity is embraced as an asset throughout the service-learning program design and implementation.______
d. Our service-learning programs are designed collaboratively with the community so they address genuine
needs and enhance academic learning.______
e. Cross-grade level collaboration is encouraged and time is provided to collaborative planning.
Current evidence/success:
What do we need to know and how can we acquire that information?
Next steps for improvement:Who?When?
ALIGNMENT OF CURRICULUM, INSTRUCTION AND ASSESSMENT WITH STANDARDS:
A district-wide system for assessing student learning using multiple measures is fully developed and implemented.
District curriculum is horizontally and vertically aligned with state standards. Student work and classroom instruction and activities reflect high levels of personally relevant and appropriate instruction.
(weak) 1 2 3 4 (strong)
Service-Learning Indicators:
a. Our service-learning program is clearly linked to state standards and assessments. ______
b. There is a clear scope and sequence established for our school and district. As students progress
from elementary to middle to high school, they engage in increasingly rigorous service-learning programs. ______
c. Students are encouraged to demonstrate and apply their academic and civic skills in authentic,
non-school settings. ______
d. Our assessment secures enough pertinent data to measure service-learning effectiveness
and guide improvement. ______
e. Student assume increasing responsibility for planning and implementing service-learning programs. The
training, preparation, service activities and reflection are challenging yet age appropriate. ______
f. Structured student reflection encourages critical thinking and is central to the fulfillment of curricular
objectives. ______
Current evidence/success:
What do we need to know and how can we acquire that information?
Next steps for improvement:Who?When?
FREQUENT MONITORING OF TEACHING AND LEARNING:
High quality instruction is consistently implemented in every classroom in the district. Accountability is supported through coaching and frequent monitoring of learning.
(weak) 1 2 3 4 (strong)
Service-Learning Indicators:
a. Our program includes training, supervision, and monitoring of service- learning and all people involved
(teacher, community, students).______
b. Student learning through service is directly tied to regular class objectives and activities.______
c. Service-learning programs are accountable to service-learning outcomes depth meaningfullnedd and con sistency .
d. Professional evaluations include review of service-learning programs and skills.
Current evidence/success:
What do we need to know and how can we acquire that information?
Next steps for improvement:Who?When?
FOCUSED PROFESSIONAL DEVELOPMENT:
School-level capacity is built through coaching, site-based facilitators, collaboration, etc.
Professional development addresses cultural competence and high expectations for all students.
Staff implements instructional strategies and building/classroom practices that foster equity, inclusion and empowerment of students.
(weak) 1 2 3 4 (strong)
Service-Learning Indicators:
a. Teachers receive training in the philosophy and pedagogy of service-learning as part of our school/district
sponsored professional development.______
b. A variety of vehicles for professional workshops, coaching and supporting structures
c. Our program includes training, supervision, and monitoring of service-learning and all people involved.
(teachers, students, parents, community )______
d. Teachers are offered ongoing opportunities to network, observe and problem solve. ______
e. Teachers learn and practice the skills of group facilitation, civic discourse and problem solving.______
f. Service-learning resources – hard copy and virtual – provide easy access to professional development
and classroom resources.______
Current evidence/success:
What do we need to know and how can we acquire that information?
Next steps for improvement:Who?When?
SUPPORTIVE LEARNING ENVIRONMENT:
Student work and classroom activities reflect high levels of personally relevant and appropriate instruction. Students from all backgrounds feel valued and honored in the school. The school environment supports powerful and varied instructional strategies.
(weak) 1 2 3 4 (strong)
Service-Learning Indicators:
a. Cooperative connections between school and community are valued.______
b. Involving students in the development of the service- learning program is valued. As much as possible the
service-learning projects are tied to students’ personal educations, career and civic interests.______
c. Teachers are able to facilitate student leadership______
d. Learning through “real world” experience is considered integral to the school and community.______
e. Service-learning activities designed to include all students in high levels.
f. Students are prepared for all aspects of their service work including a clear understanding of the purpose,
their role, the skills and information required by the task, and awareness of safety precautions.______
g. Service-learning funding is integrated in the normal school program and funded as part of
instructional programs.______
h. Our schedules are flexible enough to allow us to engage in quality service-learning programs.______
i. A risk management plan helps all parties maximize student safety.______
Current evidence/success:
What do we need to know and how can we acquire that information?
Next steps for improvement:Who?When?
HIGH LEVELS OF PARENT, STUDENT AND COMMUNITY INVOLVEMENT:
Parent and community at all levels (K-12) and all segments of the population including special education, ELL, racial/ethnic and economically disadvantaged families are actively involved. Data are systematically gathered regarding perceptions of parents, families and community members, and this data is used to inform school improvement efforts.
(weak) 1 2 3 4 (strong)
Service-Learning Indicators:
a. Students play an active role in selecting, developing, implementing, and assessing service-learning
initiatives.______
b. Assessment includes and evaluates the different sectors (students, teachers, parents, community,
school, etc.) involved in service-learning.
Current evidence/success:
What do we need to know and how can we acquire that information?
Next steps for improvement:Who?When?