Middle School Store
Teacher(s): Marcia Cisler, Zina Smits, Denise Burns
Main Contact: Marcia Cisler Email: firstname.lastname@example.org
Date: October 3, 2012 Building: Kelloggsville Middle School Grade Level: 6-8 grades
First Semester: _____X______ Second Semester: ____X______
The Middle School store is designed to enhance the education of the special education students at the Middle School. It helps the student increase their speaking skills along with leadership skills. Also, many of the special education students are lacking in the money skills so the school store is set up to help them understand how to total up the bill and make change. Also, the 8th grade students are in charge of setting up the store, purchasing items to go in to the store, stocking the stores as well as paying bills and making bank deposits.
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?
Many of the members of the community like to purchase Kelloggsville wear to show their support for the school district. The school store allows the community to come in and purchase the clothing at a reasonable price. Also, the store helps the students to give back to the community by earning money to put in to field trips and also give to families that are in need.
What service will you provide to address the need?
Students, parents, staff and the community are able to come in and purchase items from the school store to support the Middle School special education population. It allows the students to go on field trips that they might not be able to go due to financial problems or academic skills that may be lacking. Also, some of the money is given back to the community to help families that are in need.
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 helps the special education students with the skills they will need later in life. It helps them to understand the financial obligations one may have in the future and how to pay for those obligations. It also teaches them how to budget their money in order to purchase items for the store. Many of the special education students are lacking in the skills of money and budgeting as well as banking. Students are helping add the purchases up and making change from the purchase. They are also learning how to make bank deposits and do ordering to provide a variety of selections for the community.
What are the educational goals?
The goal of the school store is to increase the money skills of the special education students so that in the future, when they are at the store, they are able to understand how much money things cost and the change they should receive so they are not taken advantage of. Also, the store is there to help students understand banking skills and budgeting skills. Another area that is worked on is that of leadership. The students are there making decisions about what is needed and communicating with customers.
Curriculum Crafter Connections www.curriculumcrafter.com
(None available for special Ed at this time)
Strand: Math Calculations, banking, financial planning
TLW: Understand how to total up a purchase from either community members or the school community and make change. Also, the students will understand how to count up the money and make a deposit into the Middle School store bank account and plan for future purchases.
TLW: Use communication skills to speak to either community members, the school community to inform them of the items that are for purchase at the school store. Also, students will have to use listening skills to understand what the community would like to see in the store for purchase as well as any concerns of prices on the items.
Additional State Standards and Benchmarks
List standards and benchmarks met by this project.
L.CN.06.02: Listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive); critically examine the verbal and non-verbal strategies during speeches and presentations.
L.CN.07.02: Listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive); critically examine the verbal and non-verbal strategies during speeches and presentations.
L.CN.08.02 : Listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, and supportive); critically examine the verbal and non-verbal strategies during speeches and presentations.
S.CN.06.01 : Adjust their use of language to communicate effectively with a variety of audiences and for different purposes by asking and responding to questions and remarks to engage the audience when presenting.
S.CN.07.01 : Adjust their use of language to communicate effectively with a variety of audiences and for different purposes by using specialized language related to a topic and selecting words carefully to achieve precise meaning when presenting.
S.CN.08.01: Adjust their use of language to communicate effectively with a variety of audiences and for different purposes by using enunciation to emphasize key ideas and concepts when presenting.
S.CN.08.02 : Speak effectively using body language including gestures, posture, facial expressions, tone of voice, and pace of speaking to enhance meaning and influence interpretation in narrative and informational presentations.
M.UN.m6.SI.EG01f: Count out a specified amount of money up to $5 ($1 bills only). Example: When presented with a stack of ten $1 bills, the student correctly counts out $5. (M.UN.06.01)
M.UN.m6.SI.EG01g: Determine if they have enough money for a purchase up to $5. Example: The student is shown an object costing $5 or less and asked, “Do you have enough money to buy this?” (M.UN.06.01)
N.MR.08.08 : Solve problems involving percent increases and decreases.
7 – E1.1.1: Explain the role of incentives in different economic systems (acquiring money, profit, goods, wanting to avoid loss, position in society, job placement).
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?
Students will use journaling, possible media coverage to inform the community as well as community celebrations for the success of the school store.
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)
Different cultural beliefs
Different abilities of the students and learning styles
Also, different generations purchasing at the store.
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 the planning all the way through from design, to selection, to implementation of each portion of the project. Students are also in charge of informing the students, and the community, about what products are located in the store as well as the prices of the items.
Effective Practice: RECIPROCAL PARTNERSHIPS
Service learning partnerships are collaborative, mutually beneficial, and address community needs.
Who will you partner with for this project?
Westshore clothing store
Old fashion candy company
US School supply company
How will students benefit from this partnership?
Students will have a variety of items to pick from to put in the store.
How will the partner benefit from this collaboration?
There will be return business for each of the vendors as well as other businesses that may be looking for vendors to put in to their own business.
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 students will be assessed by taking quarterly assessments that assess the learning objectives have taken place.
Also, an increase in money skills for the special education population will be evaluated using common assessment.
There will also be an increase in verbal and leadership skills for the students participating in running the school store.
How will you assess your service goals?
Informative assessments (check points) will be incorporated along the way to make sure that the goals and objectives of the overall process are being obtained.
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?
Go over the different roles of the students in the school store. Also, understand how to make deposits and purchase items that are going in to the store.
What are some sample possible activities students might do as part of this project?
Run the store during community celebrations, open houses and homecoming for the district. Also take part in a year end field trip and determine how much to give to families in need.
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?
The school store will help with the recycling project by donating all of the candy wrappers to help with fundraising. Also, the store items are set at a lower price so that economically disadvantage people in the community are able to purchase items. Our project as a whole addresses social progress by bringing diverse populations together to create a sense of common purpose. This we hope will make the people in our district feel a greater sense of community and support one another by supporting local businesses.