Teacher(s): Stacy Sommavilla and Brieann Richardson
Date: 3/8/11 Building: Kelloggsville High School Grade Level: 9th, 10th, 12th
First Trimester: Second Trimester: X Third Trimester: X
First Semester: Second Semester:
Give a brief overview of the project you are planning.
The service learning project we are planning will partner with the local Goodwill Industries store in our community. Our students will learn to launder, sort, hang, and price clothing. This project will include classroom time as well as once-a-week visits for hands on learning in the store. This project is one of a few mini-projects which will continue to next year.
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?
The community need that we will be addressing is providing accessibility to affordable clothing.
We determined the need based on student surveys and the ESTR-J formal assessment. The student surveys asked the students to make a list of needs in our community. We completed these surveys in class individually and then discussed and brainstormed the ideas as a whole class. Among the ideas discussed was a clothes drive. Many students, who make up the families within our community, face financial hardships. Instead of reinventing the wheel and competing with systems already in place, we decided to jump on board with Goodwill Industries and see what assistance we could provide them to help meet what we identified as a community need.
The ESTR-J (Enderle-Severson Transition Rating Scale- Form J) is a formal assessment for students who receive special education services. The form includes standard students/teachers focus on throughout high school to help the student transition to the community and make a positive impact.
What service will you provide to address the need?
The service that we will be providing is sorting and hanging clothing and transporting donations.
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?
This project is related to our ESTR-J Transition assessment which each student is evaluated upon annually. We will be implementing this service learning project during our Basic Skills class. Basic Skills follows the resource room format and provides time for students with special needs to receive assistance on class work. (Class work is based on the MME standards). Since our Basic Skills class does not require or follow a specific curriculum the ESTR-J will be used as our link to the curriculum or “special education expectation” and set a standard for our goals.
What are the educational goals?
The educational goal we have set for this project is to gain an appreciation for giving back to their community. During this process, we hope to give the students an opportunity to obtain employ-ability and life skills which will result in a concrete connection to becoming a citizen who can directly impact their community. (employment, volunteer work, mentoring, future education, etc.)
Curriculum Crafter Connections www.curriculumcrafter.com
Strand: ELA 9: Writing, Speaking, and Expressing: #7. ELA 9: Language: #15. ELA 11: Writing, Speaking, Expressing: #2. Health Education: Social and Emotional Health: Health HS.4.1: Identify the characteristics of positive relationships, and analyze their impact on personal, family, and community health.
TLW: Investigate a community issue, using multiple resources and design an authentic project to promote social action. TLW deliver a presentation that describes or demonstrates the steps of a complex task and incorporates visuals. TLW process-write a personal narrative, responding to a real issue or event.
Additional State Standards and Benchmarks
List standards and benchmarks met by this project.
The ESTR-J standards that we will be focusing on for this project are:
• TLW understand how work contributes to self-confidence. E4.3
• TLW understand how workers contribute to society. E4.5
• TLW respond appropriately to authority figures. E5.1-2.
• TLW demonstrate the necessary interpersonal skills to work with others. (Good listening skills and good verbal communication skills.) E9.1-2.
• TLW has had successful community-based work experience. E13.1.
• TLW act appropriately in public. (Help others, make reasonable demands, and act courteous.) RL2.1-3.
• TLW effectively communicates with others. RL4.1.
• TLW demonstrate the ability to use the telephone. HL1.
• TLW perform household laundry. HL3.
TLW demonstrate the qualities of a good citizen (obey rules and laws, show consideration for others, respects the environment) HL5.1-3.
• TLW demonstrate the skills necessary to perform written correspondence. (notes, letters, phone messages, emails.) HL9.1-4.
• TLW be able to use relevant community resources. (laundromat) CP1
• TLW demonstrate appropriate social behaviors in the community. CP2.
• TLW demonstrate self-awareness. PSE.3
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?
Forms of reflection we will use with our students to help them identify what they have learned and accomplished are:
1. pre and post assessments
2. writing prompts focusing on the service learning project
3. student presentations to summarize experience (“paying-it-forward”)
4. FLIP video taping of student-student or student-teacher or student-community member interviews.
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)
* learning through experiences
* varied activities geared toward different learning styles (written, social, kinetic)
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?
* Students will be Involved in both the planning and decision making process of activities as well as following through with the events
* They will be responsible for completing project
Effective Practice: RECIPROCAL PARTNERSHIPS
Service learning partnerships are collaborative, mutually beneficial, and address community needs.
Who will you partner with for this project?
For this project we will be partnering with Goodwill Industries. Denise Lay (54th Street manager) and Ashley Thayer (volunteer coordinator) will be our partners for this project.
How will students benefit from this partnership?
Students will benefit from this partnership in that they will learn many skills/standards listed in the ESTR-J form from job skills to interpersonal skills and work ethic. Any of these skills will most definitely help students during the transition to life after high school.
How will the partner benefit from this collaboration?
The partner will benefit from this collaboration by receiving free services. They will have volunteers on a weekly basis which will help their store with sorting, hanging, and pricing.
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?
We will assess the student learning goals by pre and post assessments. Also, we will be teaching lessons on the skills that will be expected of them when they volunteer in the community. This skills will practiced through guided and independent practice as any lesson would. Assessment will come in many forms. (formal written, verbal, quiz, etc.)
How will you assess your service goals?
We will assess our service goals by communicating with our community collaborator (Goodwill Industries) and identifying their specific needs. These needs may change from week to week, but will generally include sorting and hanging of clothes and transporting donations into and throughout the building. We will access these goals by dialogue with the store manager and her feedback on our completion of the weekly goals that she has given our group of students.
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?
Our students will prepare for this experience with weekly lessons, class discussions communicating expectations and instructions, and assistance during the actual volunteer time.
What are some sample possible activities students might do as part of this project?
Some sample possible activities students might do as part of this project are:
• sorting, pricing, and hanging of clothes
• collect clothes at the high school to donate to Goodwill
• calling and confirming volunteer time
• creating schedules of which students will go on certain days
• composing letters updating the store manager and volunteer coordinator of the progress being made.
• learning how to launder clothes before donating them.
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?
PEOPLE – This project will help the people in our community have easy access to affordable clothing.
PLANET – This project illustrates how clothes can be re-used. This form of recycling helps our planet become environmentally friendly.
PROFIT – This will allow Goodwill to receive free workers. Free workers allows those other employees to work on project that can help Goodwill produce more profit. The more Goodwill profits the greater impact they are allowed to have in giving back to those in the community in need. See the quote below from Goodwill’s website: “Local Goodwill’s are flexible and sustainable social enterprises that fund job training, employment placement services and other community programs by selling donated clothes and household items at Goodwill retail stores and online.”