Division Avenue Website

Teacher(s): Travis Plain
Main Contact: Travis Plain Email: tplain@kvilleps.org
Date: 9/21/11 Building: Kelloggsville High School Grade Level: 9-12
First Semester: Yes Second Semester: Yes

______________________________________________________________________________________________________

Download PDF or Word

View Project Prezi

Project Overview

Give a brief overview of the project you are planning.

Create a website that would be a one-stop-shop to find information about all businesses on Division Avenue.

 

Effective Practice: MEANINGFUL SERVICE

Service learning actively engages participants in meaningful and personally relevant service activities.

What community need will you address and how did you determine the need?

We will address the local businesses that have set roots in or near our school district. We are situated on Division Ave and would like to build relationships with the businesses around us. There are also a few empty buildings that need businesses in them. We would like to help bring businesses in.

What service will you provide to address the need?

We feel like there are a lot of great companies around us that need exposure. We would like to help by creating a website to get their names out there. We would also like to clean up the empty stores and make it more appealing for businesses to want to come in. We can also advertise the empty buildings that are for lease.

 

Effective Practice: LINK TO CURRICULUM

Service learning is intentionally used as an instructional strategy to meet learning goals and/or content standards.

How is this project related to your curriculum?

I will use my marketing class to study the demographics and needs of the existing companies to suggest ways to increase business. We will also visit with companies to obtain information, take pictures, and suggest online discounts that might help business. We will also stay in constant communication with these companies to update information pertaining to product, services, and employees. I will use my graphics and web page design classes to design logos, advertisements, and the web pages used in this project.

What are the educational goals? (Don’t forget Character Education and Career Preparation also!)

Increase exposure and business for the local businesses, build relationships between our schools and the local businesses, give practical experience to students by getting into the work place, talking to employers, designing logos and advertisements, developing websites, meeting deadlines, and to gain real-world experience.

 

Curriculum Crafter Connections www.curriculumcrafter.com

Strand: 11-12 ELA: (Speaking and Listening)
TLW: Add a visual or auditory presentation to enhance or to help clarify the knowledge and ideas. (Gist: Presentation of Knowledge and Ideas)

Strand: 11-12 ELA: (Writing)
TLW: Demonstrate the production and distribution of writing. (Gist: Production and Distribution of Writing)

State Standards and Benchmarks

List standards and benchmarks met by this project.

CAREER AND EMPLOYABILITY SKILLS

1. APPLIED ACADEMIC SKILLS

All students will apply basic communication skills (e.g., reading, writing, speaking, and listening), apply scientific and social studies concepts, perform mathematical processes, and apply technology in work-related situations.

● Use correct grammar to communicate verbally

2. CAREER PLANNING

All students will acquire, organize, interpret, and evaluate information from career awareness and exploration activities, career assessment, and work-based experiences to identify and to pursue their career goals.

● Understand and organize career information and labor market trends from a variety of sources (e.g., OIS, computer data banks, the internet, interviewing experts and potential employers, mentorships, internships).

● Analyze information and preferences resulting from work-based opportunities such as job shadowing, mentorships, work experiences, apprenticeships, and/or occupational coursework.

3. DEVELOPING AND PRESENTING INFORMATION

All students will demonstrate the ability to combine ideas or information in new ways, make connections between seemingly unrelated ideas, and organize and present information in formats such as symbols, pictures, schematics, charts, and graphs.

● Analyze and synthesize information and data from multiple sources.

● Plan and transform ideas and requirements into a concept, service, or product.

● Develop a plan to market a new product, service, or concept which includes identification of customers, a graphic presentation, production requirements, and costs.

4. PROBLEM SOLVING

All students will make decisions and solve problems by specifying goals, identifying resources and constraints, generating alternatives, considering impacts, choosing appropriate alternatives, implementing plans of action, and evaluating results.

● Apply a problem solving model to a classroom or workplace situation that involves setting goals, implementing a plan of action, and evaluating results.

5. PERSONAL MANAGEMENT

All students will display personal qualities such as responsibility, self-management, self-confidence, ethical behavior, and respect for self and others.

● Demonstrate regular attendance, promptness, and staying with a school/work task until satisfactory completion.

● Complete assignments with minimum supervision and meet school/work deadlines.

● Use mistakes as learning opportunities, demonstrate persistence and adaptability to change.

● Follow directions and ask for clarification or help as needed.

● Read/draw maps of the community and identify transportation alternatives.

● Prioritize and accomplish tasks independently.

● Use appropriate personal expression and relate to school and work settings.

● Demonstrate ethical behavior in school, work, and community situations.

● Demonstrate positive personal qualities as a group leader.

● View accomplishments or failures of self and others accurately and in a positive manner.

● Understand how to make improvements and ask for help from adults as needed.

● Offer encouragement and ideas to others as they work toward attaining their goals.

● Provide for customer needs and expectations in a helpful and courteous manner.

● Respect other points of view.

● Demonstrate customer service skills in an appropriate setting by listening, suggesting solutions, and communicating the issues at hand.

6. ORGANIZATIONAL SKILLS

All students will identify, organize, plan, and allocate resources (such as time, money, material, and human resources) efficiently and effectively.

● Determine goals and develop an action plan to accomplish them within a given time frame.

● Prioritize tasks and revise schedules as needed.

● Utilize materials, tools, and processes to complete a task related to a career selection.

● Work within constraints of safety precautions and available resources.

● Learn cooperation and leadership in a team at school or in a workplace setting.

● Organize and communicate with members of a team using varied methods of communication.

● Recognize the individual roles of team members, delegate tasks, and give feedback on performance.

● Acknowledge and utilize the skills, abilities, and input of all members of a team.

7. TEAMWORK

All students will work cooperatively with people of diverse backgrounds and abilities, identify with the group’s goals and values, learn to exercise leadership, teach others new skills, serve clients or customers, and will contribute to a group process with ideas, suggestions, and efforts.

● Exhibit teamwork skills in a work or classroom setting including trust and loyalty to group, and demonstrating connectedness to group members, values, and culture.

● Take personal responsibility for influencing and accomplishing group goals.

● Demonstrate understanding of how effective teams operate within organizational and diverse settings.

● Solve a career/work-related problem as a member of a team.

● Demonstrate leadership by listening to others and asking appropriate questions to clarify a problem or issue.

● Summarize a problem clearly and in appropriate detail.

● Suggest constructive alternatives with confidence that will help resolve a conflict.

● Compromise and/or build consensus within a group and summarize the decision of the group while maintaining respect for minority viewpoints.

● Participate in the implementation of a group’s decision and evaluate the results.

● Show sensitivity to others’ thoughts and opinions and relate them to the resolution process.

● Understand and respect the concerns of members of cultural, gender, age, and ability groups.

● Be respectful of a variety of differences of people in a work/school setting (e.g., customs, religion, beliefs, learning and work styles, and economic status).

● Demonstrate ability to work with others with different backgrounds, cultures, and abilities.

● Demonstrate leadership ability in a work or school setting or on projects.

● Recognize and take advantage of leadership opportunities that give direction to other team members, or that encourage other members to complete tasks.

8. UNDERSTANDING SYSTEMS AND USING TECHNOLOGY

All students will learn to understand, monitor, and improve complex systems, including social, technical, and mechanical systems, and work with and maintain variety of technologies.

● Demonstrate an understanding of business systems (e.g., develop a business plan or a customer service policy).

● Describe how changes in technology have impacted business and industry, identify current trends, and recommend how a technical system might be improved.

● Demonstrate effective use of a variety of on-line technological resources.

● Determine what kind of application is needed for a given task (tool, machine, computer, communication device) and use effectively.

● Use technologies as tools for communication of technical or work-related information.

● Use technology effectively in solving problems in an area of career interest.

● Demonstrate ability to adapt to different software applications, comparing and contrasting specific functions and applying them to different projects.

9. USING EMPLOYABILITY SKILLS

All students will integrate employability skills into behaviors which prepare one for obtaining, maintaining, advancing, and changing employment.

● Participate in work-based opportunities such as job-shadowing, mentorships, work experiences, apprenticeships, etc.

● Identify avenues for conducting a job search, (e.g. networking, employment agencies, internet, Michigan Works!, etc.).

 

Effective Practice: REFLECTION

Service learning incorporates multiple challenging reflection activities that are ongoing and that prompt deep thinking and analysis about oneself and one’s relationship to society.

What form(s) of reflection will you use with the students to help them identify what they have learned and accomplished?

Satisfaction will come through gratitude from the business owners. It will be obvious to see how important this project is. However, I would like to track the number of hits to our website to see how our marketing is going. That way we can determine if we are doing enough to get our website out there. We will also use this project as a real-life example when learning about the different aspects of marketing. I can have the student write reflections on how they would perceive this project as a business owner and consumer and how this project (or similar projects) could improve businesses and everyone who are affected by them.

 

Effective Practice: DIVERSITY

Service learning promotes understanding of diversity and mutual respect among all participants.

What types of diverse perspectives and experiences will be explored as part of your project?

(i.e.: cultural, generational, abilities/disabilities, learning styles, etc.)

Division Ave and the businesses on it are very diverse. Students will work with business owners that come from many different cultures with many different socio-economic statuses. I believe it will be an eye opening experience for them!

 

Effective Practice: YOUTH VOICE

Service learning provides youth with a strong voice in planning, implementing, and evaluating service learning experiences with guidance from adults.

How will students gain ownership of the project?

This will be a student-run program. I will teach the tools and oversee the project; but the students will be in charge of making the contact, getting the information, developing the site, and keeping it updated.

 

Effective Practice: RECIPROCAL PARTNERSHIPS

Service learning partnerships are collaborative, mutually beneficial, and address community needs.

Who will you partner with for this project?

We will partner with the Division Avenue Coalition and, in turn, all of the participating businesses along Division Ave.

How will students benefit from this partnership?

Students will get real-life exposure and practical work experience. This is a project that will look great on a resume and also give them valuable work experience they can build off of. They will also make connections with some local business owners who might be hiring or looking for some summer work in the future.

How will the partner benefit from this collaboration?

The partners will benefit from free advertising and marketing along with building relationships with the school and future work force.

 

Effective Practice: PROGRESS MONITORING

Service learning engages participants in an ongoing process to assess the quality of implementation and progress toward meeting specified goals, and uses results for improvement and sustainability.

How will you assess the student learning goals?

The assessment of student goals will come through working the project from beginning to end. Marketing students will meet with businesses, determine their needs, evaluate the business plan, and offer suggestions. Graphics and web design students will develop logos, graphics, and websites. Each finished product will be their educational goals.

How will you assess your service goals?

Our service goals will be assessed based on the final product and my communication with businesses after the students have talked with them. I want to make sure the students are respectful and handling themselves appropriately in the work place. We can also reflect on the number of business we’ve included in our website and done logos for. We can also send out a survey to the businesses to see if there’s been any increase in sales and get ideas for areas to improve.

 

Effective Practice: DURATION AND INTENSITY

Service learning has sufficient duration and intensity to address community needs and meet specified outcomes.

How will you prepare students for this experience?

In marketing class we will learn about business models, marketing, pricing, sales, promotion, and entrepreneurship. This will give the students a good background going into this project. My graphics and web design class will learn Adobe Illustrator, Photoshop, and Dreamweaver that will be used to make this project take off.

What are some sample possible activities students might do as part of this project?

Students will go out into the community and meet with business owners to gather information. This information would be organized and needs will be assessed. Those needs will be communicated to my graphics and web design classes for them to create and design something they and the businesses can be proud of!

 

SUSTAINABILITY

The three arms of sustainability are environmental stewardship, economic growth, and social progress. Think planet, profit, and people.

Describe how your project addresses the issue of sustainability?

This project will continue beyond this initial year. I can send students out in the fall and spring to connect with businesses to see if there needs to be any changes to the website. This project is purposely designed to develop economic growth in our area as well as social progress.