CALIFORNIA DEVELOPS FRAMEWORK TO ADVANCE SERVICE-LEARNING

The following set of rubrics provide a developmental framework to advance service-learning across the dimensions of (1) policy, (2) practice and (3) capacity. This framework has been developed by the California Department of Education to guide districts toward "presenting a case that institutionalization has occurred." While there are specific references to California efforts, the framework offers practitioners and policymakers a set of criteria for progressing along these multiple dimensions of service-learning.

 

SCORING RUBRIC FOR LEARNING IN DEED (LID) MODELS OF INSTITUTIONALIZATION 2000-2002

Section 1. Policy

Presents a Case that Institutionalization Has Occurred

Presents a Case for Being Institutionalized in Two Years

Presents an Adequate Case Regarding Movement Toward Institutionalization
1. Demonstrated Success & Vision Very convincing, detailed evidence demonstrates exceptional success with service-learning in the past 5+ years. An overview of the current initiative demonstrates that service-learning is clearly institutionalized through policies that reflect the definition of service-learning and the recommendations of the Report of the Superintendent's Service-Learning Task Force. Young people and collaborative partners are involved in continuously improving the partnership. Evidence demonstrates superior success with service-learning in the past 5+ years. A general overview of the current initiative highlights strengths of the existing partnership, very clearly shows how the partnership will build on prior knowledge and experience, and demonstrates the partnership's ability to become fully institutionalized by 2002. Young people and collaborative partners are involved in moving the partnership toward institutionalization.
Evidence demonstrates adequate success with service-learning in the past 5+ years. A general overview of the current initiative highlights the strengths of partnership, adequately shows how the partnership will build on prior knowledge and experience, and adequately indicates the partnership's commitment to institutionalization by 2002. There is adequate evidence that young people and collaborative partners have been involved in shaping a vision to become institutionalized.
2. School Board Policy The school board has adopted and is implementing a policy that supports service-learning as a teaching and learning strategy. The school board has developed a policy to promote service-learning as a teaching and learning strategy, but it is not yet fully implemented. The school board is exploring the concept of a policy as a teaching and learning strategy.
3. Linkages to Existing District Goals Service-learning is well integrated into the district's educational goals, policies, or plans (standards, school board policies, IASA local improvement plan, school plans), and to other educational efforts such as School to Career, Healthy Start, After-School programs, Safe School and Violence Prevention programs in the partnership. Service-learning is clearly linked to the district educational goals, policies, or plans. Evidence clearly demon-strates service-learning is linked to broader educational goals (standards, school board policies, IASA local improve-ment plan, school plans), and to other educational efforts such as School to Career, Healthy Start, After-School programs, Safe School and Violence Prevention programs. Service-learning is adequately linked to the district's educational goals, policies, or plans. Adequate evidence shows service-learning is linked to broader educational goals (standards, school board policies, IASA local improvement plan, school plans), and to other educational efforts.
4. Advisory Committee. The advisory committee is institu-tion-alized, is actively making recommenda-tions, and is committed to the long-term use of service-learning as a teaching/ learning strategy. All stakeholders' perspec-tives are reflected on the committee. The advisory committee is clearly described and strongly committed to the partnership becoming institutionalized by 2002. It is starting to become an active group. There is very convincing evidence that all stakeholders' perspectives are reflected on the committee. The advisory committee is described adequately and appears to be committed to the partnership becoming institutionalized by 2002. There is adequate evidence that most stakeholders' perspectives are reflected on the committee.

 

Section 2. Practice

Presents a Case that Institutionalization Has Occurred Presents a Case for Being Institutionalized in Two Years Presents an Adequate Case Regarding Movement Toward Institutionalization
1. Curricular Design. Service activities in the curriculum flow from an insightful analysis of community needs. Youth-identified com-munity needs are clearly linked to the district's content standards. Youth voice and com-munity involvement are institutionalized within the district's service-learning activities. Real community needs are met through the service-learning activities. There is a clear description of how the integration of service activities into the curriculum flows from an insightful analysis of community needs. A detailed process is in place to ensure that service-learning is based on the federal definition. Youth-identified community needs are clearly linked to the district's content standards. A clear description of the community partners' role in this work is presented. The result of these efforts demonstrates that service-learning will be institutionalized in 2 years. An adequate description of how the inte-gra-tion of service activities into the curricu-lum flows from an insightful analysis of community needs is given. An adequate process is in place to ensure that service-learning is based on the federal definition. Youth-identified community needs are ade-qua-tely linked to the district's content standards. An adequate descrip-tion of the community partners' role is presented.
2. Intensity and Duration of Service-Learning. Most teachers consistently use service-learning as a method of achieving curriculum standards. The service activities are clearly linked to the curriculum and evolve over time. Most students clearly recognize that the service activities enhance what they are learning in class. Many teachers use service-learning as a method of achieving curriculum standards. The service activities are often linked to the curriculum and evolve over time. Many students are likely to recognize that the service activities relate to what they are learning in class. Teachers sometimes use service-learning as a method of achieving curriculum standards. The service activities are sometimes linked to the curriculum. Some students are likely to recognize that the service activities relate to what they are learning in class.
3. Civic Responsibility. The young people and adults in the partnership are demonstrating the value of being civically responsible and understand how the service activities contribute to that mission. Very clear evidence from the past 5+ years about service-learning and students' civic responsibility is presented. The partnership is building on the current initiative to foster all students' sense of civic responsibility. Some evidence from the past two years about service-learning and civic respon-si-bility is presented. An adequate descrip-tion of how the partnership will build on the current initiative to foster students' sense of civic responsibility is given.
4. Reflection. Reflection is institutionalized within the partnership. There is a very detailed clear description of various oppor-tunities that are provided to youth and adults to reflect on their service experiences. Very clear examples highlight that structured time for reflection is currently being provided. There is a detailed clear description of various opportunities that will be provided to youth and adults to reflect on their service experiences. Clear examples highlight that structured time for reflection is currently being provided. There is an adequate description of the opportunities that will be provided to youth and adults to reflect on their service experiences. Examples highlight that structured time for reflection is currently being provided.
5. Public Relations. Strong public relations are present to maintain community relationships and support for service-learning. There is strong evidence that the local eval-uation results garner support for service-learning. Recog-ni-tion of accomplish-ments/ contributions of all students as well as key stakeholders is taking place. Service-learning activities are routinely pub-li-cized within the school and community. A very detailed public relations plan for building relationships in the community and garnering additional support for service-learning is presented. There is very clear evidence that local evaluation results have been used to garner support for service-learning. There is a very detailed plan for activities that recognize the accomplishments/contributions of all students as well as key stakeholders. The public relations plan will be implemented within 2 years. An adequate public relations plan for building relationships in the community and garnering additional support for service-learning is pre-sented. There is adequate evidence that the local evaluation results have been used to garner support for service-learning.

 
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