Increasing Student Engagement Through Service-Learning Dropout Prevention and Student Engagement Summit February 18, 2011 Presenters Paula Gumina, [email protected] Marc Morgan, [email protected].
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Increasing Student Engagement Through Service-Learning Dropout Prevention and Student Engagement Summit February 18, 2011 Presenters Paula Gumina, [email protected] Marc Morgan, [email protected] • Marc Morgan, Start Up Director, City Year Denver – What is City Year? – How does City Year support ServiceLearning? – Points of Entry for Service-Learning in the School Day • Paula Gumina, Program Coordinator, Learn and Serve Colorado, CDE – Research on Service-Learning and Student Engagement – Quality Practice – What’s Happening with Learn and Serve Colorado? Meet one. Teach One. City Year At a Glance City Year is built on the belief that young people can change the world. As tutors, mentors, and role models, City Year’s young leaders make a difference in the lives of children and transform schools and neighborhoods across the United States and in South Africa. The City Year Corps : • Are 17-24 year olds • Perform a year of full-time service • Are the most diverse youth corps in the country • Earn university scholarships • Live on a weekly stipend • Develop leadership skills Scope • 2,000 corps members serving 20 locations domestically and in Johannesburg, South Africa and London, England • Over 13,000 City Year alumni; one million children served and one million citizens engaged in service • Five time recipient of the Fast Company Social Capitalist Awards Highest Ranking on Charity Navigator five years running City Year’s Whole School Whole Child model Unique Assets • Critical mass of people power • Diverse “near peer” role models and tutors • Full-time and extended day • Idealistic culture/energy • Real-time response to need Tiers of Impact Targeted Support Classroom Support Whole School Prevention • For hundreds of students in school • Academic and socio-emotional • Enable differentiated instruction • Reinforced classroom learning after school • School climate, attendance, positive behavior and enrichment programs • Family engagement Improved student Attendance, Behavior and Course Performance: English & Math Improved on-time grade progression Student mindset and skills for school achievement and civic participation City Year advances district Response to Intervention strategies City Year’s WSWC model is helping at least 15 districts accelerate their RTI strategies. City Year is uniquely positioned to deliver Tier 2 supports City Year’s Tiered Intervention Framework Integrated Student Services Integrated Student Services EXAMPLE Tier 3: Specialized Tier 3: Intervention Specialized Intervention City Year Boston was identified by district leadership to be the primary provider of Tier 2 interventions in 5 turnaround schools. Tier 2: Targeted Early Intervention Tier 2: Targeted Early Intervention Tier 1: Whole School Supports Tier 1: Whole School Supports Attendance Behavior English Initiative Initiative Initiative Attendance Behavior English Initiative Initiative Initiative Adapted from: Comprehensive School Reform Plan, Dwyer & Osher 2000 Adapted from: Comprehensive School Reform Plan, Dwyer & Osher 2000 Math Initiative Math Initiative The Corps Member Daily Schedule: Supporting Research-Based School Practices Schedule Before School 8:00-8:15 Morning Greeting 8:15-8:30 Attendance Calls Home 8:30-10:40 10:40-11:30 During School 11:30-1:00 After School Evidence-based Practices In-Class Academic and Behavior Support City Year Team Meeting Individual Planning Time Meeting With School Literacy Coach Teacher Team Data Review Meeting Math: 1:1 Tutoring or Small Group Support Creating a school culture of regular attendance and positive behavior Data-directed targeted interventions Differentiating instruction & learning Reinforcing curriculum Expediting referrals to specialists 1:00-1:30 Lunch Time Mentoring Program 1:30-3:00 Literacy: 1:1 Tutoring or Small Group Support 3:00-3:30 After-school Planning Time Dramatically extending learning time 3:30-4:30 Afterschool Homework Assistance and Tutoring Recruiting students who benefit most 4:30-5:30 5:30-5:45 Enrichment Activities (e.g. Service Learning, Newspaper Club, Art Club) After-school Dismissal; CY Team Final Circle Reinforce classroom learning Engaging families and communities in the life of the school National Results SURVEY RESULTS ATTENDANCE PILOT Students 55% reduction In students with less than 90% Agree City Year helps me believe I can succeed (n=4,413) 80% City Year helps me learn (n=4,438) 80% attendance as a result of City Year’s attendance support activities 1 LITERACY PILOT 90% of students tutored Teachers My corps members helped me differentiate my instruction (n=986) by City Year 71% improved their literacy scores My corps members helped my students feel more motivated to learn (n=963) 88% MY corps members helped foster a positive learning environment 2 SITE EXAMPLE WASHINGTON D.C. 91% % of students increasing one or more reading levels (n=920) Principals 95% I am satisfied with the experience of having City Year in my school 96% (n=277) 0% 1 61% City Year Students Corps members are positive role models (n=274) 25% 50% 75% Non-City Year Students 39% 100% n=267; Based on start to end-of-year data from pilot programs in five sites, including: LA, RI, SA, SJ/ SV and NY, grades 6-9 (2009-2010). 2 n=1,691; Based on data from 10 sites: CHI, CLE, COA, COH, LA, LR/NLR, MIA, SEA, SJ, WDC, grades K-5. Data aggregated from 10 different assessments, using grade level benchmarks. 3 Based on increases in proficiency levels on the DIBELS literacy assessment. City Year students Six Step Process…. • Investigation • Planning • Action • Reflection • Demonstration • Celebration How Service-Learning Fits? Service-learning alone cannot solve the complex problem of high school dropout but it is a powerful tool to help address many of the warning signs—Bridgeland, DiIulio and Wulsin 2008 70 percent of students reported that they did not see the real-world applications of their schoolwork and nearly half felt bored by their classes. More than 80 percent of students believed that if schools provided opportunities for real-world learning-such as service-learning, work study, and internships—such opportunities would improve students’ chances of graduating from high school. ---The Silent Epidemic: Perspectives of High School Dropouts as cited in Engaged for Success Bridegland, DiIulio and Wulsin April 2008 Service-Learning and Student Engagement Students who participate in service-learning activities receive fewer in-and out-of school suspensions than their peers who do not participate in servicelearning (Billig, Jesse, & Grimley, 2008) •Involvement in service appears to contribute to lessening the achievement gap, with low-income students who serve doing better than students who do not serve (Scales & Roehlkepartain, 2006) •Compared to the non-participating peers, students who participate in service-learning have a stronger set of job-and career-related skills and aspirations, including knowledge of how to plan activities, desire to pursue postsecondary education and job interview skills (Yamauchi, Billig, Meyer & Hofschire, 2006) Effectiveness Relies on Quality K-12 Service-Learning Standards for Quality Practice (p.14) •Meaningful Service •Link to Curriculum •Reflection •Diversity •Youth Voice •Partnerships •Progress Monitoring •Duration and Intensity Learn and Serve Colorado • To expand service-learning into more Colorado schools as a school engagement strategy • To engage youth in addressing community needs in order to build healthier communities Pueblo City Schools • Two Focuses • Youth Councils • Administrative Challenges • Examples of Success Resources • http://www.cde.state.co.us/servicelearning/ • http://www.servicelearning.org/ Reflection Head: What thoughts and ideas did this presentation spark? Heart: What feelings did this presentation inspire? Foot: What are some actions you are going to take to implement servicelearning in your schools?