Service-Learning Guidelines

The Service-Learning Initiative of Chicago Public Schools supports the implementation of the student service-learning graduation requirement. The following guidelines are currently in place to guide our work.

Definition

The following definition for service-learning serves as a guiding framework in Chicago Public Schools:

Service-learning is a teaching strategy that connects classroom curriculum with service projects. Service-learning engages students in projects that serve the community while building social, civic, and academic skills.

Service-learning is a pedagogical strategy, not an outcome. Service-learning is an opportunity for students to learn 21^st century skills through project development, implementation, and reflection: Collaboration, Communication, Critical Thinking/Problem Solving, and Creativity. Research demonstrates when students participate in high quality service-learning we see positive academic, social/emotional, and civic outcomes.

Stages of Service-Learning

In order to qualify as a service-learning project, a service experience must include the following components:

Preparation - Students prepare for their service by learning about the issue, building their skills, and developing an action plan for service.
Action - Students engage in meaningful service by working on a project that will make a difference in their community and is tied to their classroom curriculum.
Reflection - Teachers enable students to analyze and make sense of their experience through discussion, journaling, and presentation opportunities.

Service-Learning Implementation

Each school will develop a strategy to ensure that all students can fully participate in three service-learning projects during their years in high school. We encourage schools to offer a combination of Classroom-Integrated Service Projects and Supported Independent Projects. The Office of Curriculum and Instruction recommends Classroom-Integrated Service Projects as being very appropriate for freshmen and sophomores and Supported Independent Projects as being more appropriate for juniors and seniors.

Service-Learning Project Approval

All service-learning projects and experiences must be pre-approved by the school's Service-Learning Coach. Teachers and other faculty should complete the attached Service-Learning Project Certification. Service-learning credit will not be granted for projects that have not been pre-approved.

Service-Learning Practice Standards

Service-learning projects should meet the following standards of excellent practice:

Youth Voice
Meaningful Service
Curriculum Integration
Reflection
Community Partnerships
Progress Monitoring
Duration and Intensity
Diversity

For more detailed information about the service-learning standards, please visit the following website: http://nylc.org/sites/nylc.org/files/wisl/index.html#mainNavLinks=2

Project Assessment

At the completion of each classroom-integrated service-learning project, teachers should administer a brief project assessment for students to complete. The project assessment form enables both the teacher and the District to gain an understanding of the student experience during the service-learning project and can be downloaded a www.servicelearning.cps.k12.il.us/
Forms.html.

Project Resources

The Office of Curriculum and Instruction has service-learning project exemplars, curriculum and resources available for teachers and schools at http://servicelearning.cps.k12.il.us/
Curriculum.html. Professional development opportunities for schools and individual teachers are also available for planning, design, implementation, and assessment purposes. Please contact Jon Schmidt at 773.553.6391 or jjschmidt@cps.k12.il.us to request a professional development session.

Graduation Requirement

All students must complete three service-learning projects (minimum engagement of 40 hours of service) that include classroom integrated preparation, action, and reflection components. All sophomores are required to complete 20 service hours in order to be promoted to junior status.

Allowable Service Activities

The following service-learning activities can fulfill the graduation requirement:

Classroom projects that are tied to curriculum and meet a community need
After school projects that meet a community need and have a clear academic objective
Independent or small group service-learning projects that have been appropriately scaffolded by the classroom teacher.

The Board of Education places top priority on classroom-integrated service-learning project where a community need is identified and met as classroom learning goals are achieved. Service-learning credit (preparation, action, reflection) can be earned during the school day for classroom-based service activities.

Restricted Service Activities

Students may not earn service-learning credit through the following:

Work with for-profit businesses and corporations
Work with religious organizations if the service involves promoting a particular faith
Volunteer work where no academic objective is addressed
Work that is financially reimbursed

Students may not earn hours for the following specific activities:

Participation in a sports team or other extra-curricular activity unless that group designs a service-learning project that contains the components listed above
Assisting a teacher (i.e. correcting papers, cleaning the classroom)
Artistic performances unless students are involved in creating a project that includes a performance as an outcome of the project
Attending a training or other educational event unless that training leads directly to a service project.

Recommendations

Please review the Service Learning Recommendations from the Golden Apple Class of 2001.

For more information, contact the Service-Learning Coach or school principal in your neighborhood or Jon Schmidt, Co-Director of Social Science and Service-Learning at 773/553-6391 or by email at jjschmidt@cps.K12.il.us.