A Natural Fit: Service-Learning and the Common Core State Standards.
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Transcript of A Natural Fit: Service-Learning and the Common Core State Standards.
A Natural Fit: Service-Learning and the Common Core State Standards
Lisa GuilfoileProject Leader
NCLC, ECS
Molly RyanAssociate Policy Analyst
NCLC, ECS
Emily WorkmanAssociate Policy Analyst
ECS
Introduce Yourself
NameOrganization
Role
One thing you hope to learn from today’s webinar
What is ECS and What Do We Do?
ECS
GovernorsState legislators
Superintendents
Higher Ed
Pre-K College
Unbiased
Service-Learning
Civic Education
Session Objectives
To illustrate why service-learning and the Common Core is a good fit
To examine how incorporating service-learning into Common Core
implementation elicits civic competencies
To share practical examples of service-learning and Common Core
integration
Common Core Simplified
http://www.youtube.com/watch?v=5s0rRk9sER0
On a scale of 1-10, with 1 being the lowest, how prepared do you feel to implement the CCSS in your content area?
Current State of the Common Core
What is the Common Core?
The Common Core State Standards provide a consistent, clear understanding of what
students are expected to know in order to be considered college and career ready.
CCSS – National Picture
46 states + DC have adopted the standards • *Note: MN adopted ELA only
Non-adopting states: TX, VA, NE, AK*Note: Anchorage, AK - only district to independently adopt standards
Not Adopted
Adopted
Adopted ELA only
Assessment Consortia Participation
SMARTER Balanced – 21 governing (incl. DC)/3 participatory states
PARCC – 20 governing (incl. CO)/2 participatory states
*Utah and Alabama are the only CCSS states that are not a member of either consortia.
*Two states are a member of both consortia
CCSS Implementation Timeline
• Adopt aligned instructional materials
• Field test assessment items
• Test capabilities of technological infrastructure within schools
• Ongoing professional development for administrators and educators
2012-2013 2013-2014 2014-2015
• Align instructional materials
• Professional development for administrators and educators
• Pilot assessment items from consortia
• Ensure schools are technologically prepared for assessments
• Create reporting systems
Full implementation of standards and
assessment!
Support for CCSS
Commonly cited reasons for adopting the Common Core:
• Consistency across states • Increased rigor• A common measure for college readiness• Informed by top-performing countries
Commonly cited reasons for not adopting the Common Core:
• Perceived as federal overreach• Perceived loss of local control• State standards are superior• Costs
Criticism of CCSS
Are you currently using the CCSS in your
teaching/curriculum planning?
NO
YES
Case Study
Intent:
To examine whether and how high-quality service-learning fits into schools’ and districts’ early plans to implement the Common Core.
www.ecs.org
Case Study
Objectives:
To learn how Common Core implementation is affecting established S-L practices in four sites around the country.
To identify challenges/anticipated challenges in blending S-L and Common Core implementation.
To describe best practices and models four sites are using/plan to use to align high-quality S-L and Common Core.
Case Study
Sites:
1. Percy L. Julian High School, Chicago, IL2. Grant’s Lick Elementary School,
Alexandria, KY3. North Middle School, Colorado Springs,
CO4. Montpelier Public Schools, Montpelier, VT
Case Study
Takeaways:
Professional Development Identify strong SL practitioners & invest in PD in S-L/Common Core
implementation Provide opportunities for teachers to hear success stories of
teachers doing this well
S-L Part of School Culture It appears that if S-L is institutionalized, Common core will not detract
from S-L practice
Communication and Leadership Be cognizant that teachers are stretched already—demonstrate support
Develop concise strategic plan for implementation
Did You Know…
More Americans can name a judge on American Idol than can name
all three branches of government?
Civic Education
Former Supreme Court Justice Sandra Day O’Connor :
“Knowledge of our system of government is not handed down through a gene pool. It must be
learned by each new generation.”
Civic Education
A growing body of research shows that civic education not only increases citizen knowledge and engagement, but also:
• Expands civic equality• Improves 21st century skills • May reduce the dropout rate and
improve the school climate
Call to Reinvigorate
the Civic Mission of Schools
The Old Civics: Textbook-based classroom lectures centered on civic knowledge
The New Civics: In addition to civic knowledge, students also learn the skills and dispositions necessary to engage civically.
Active civic learning, as opposed to flat civic learning, is essential to meetings the civic purposed of public education
The New Civics
ECS’s The Progress of Education Reform, April 2013 Issue:
The New Civics: Civic Learning is Not Flat Learning
How has civic education evolved in the past 25 years? How does recent research support implementation of the “new
civics”? How can policy better support educators’ adoption of the “new
civics”?
http://www.ecs.org/clearinghouse/01/06/96/10696.pdf
Civic Competencies
Content
Skills
Dispositions
Campaign for the Civic Mission of Schools
Civic Competencies
Civic Knowledge The fundamental understanding of the structure of
government and the processes by which government passes laws and makes policy
Civic Skills The abilities necessary to participate as active and
responsible citizens in a democracy
Civic Dispositions The characteristics and outlooks supportive of
responsible political engagement and active civic participation
Branches of government, constitution
Social movements and struggles
Content
Intellectual Critical
thinking Active
listening Perspective Expression
Skills
Participatory Public
speaking Consensus
building Petitioning Protesting
Values/Behaviors
Tolerance/respect Rejection of
violence Sense of belonging Self-efficacy Concern for others
Dispositions
Six Proven Practices for Effective Civic Learning
The Campaign for the Civic Mission of Schools
http://www.civicmissionofschools.org/
The Guardian of Democracy, 2011Provides a comprehensive look at the role civic learning
plays in maintaining our democracy, examines the major problems confronting civic learning, shows six proven practices in effective civic learning, and provides recommendations for policymakers, educators, and all citizens.
http://civicmission.s3.amazonaws.com/118/f0/5/171/1/Guardian-of-Democracy-report.pdf
Six Proven Practices for Effective Civic Learning
1. Classroom instruction2. Discussion of current events
and controversial issues3. Service-learning4. Extracurricular activities5. School governance6. Simulations of democratic
processes
Proven Practice #3
Design and implement programs that provide students with the
opportunity to apply what they learn through performing community
service that is linked to the formal curriculum and classroom
instruction.
Guardian of Democracy: The Civic Mission of Schools, 2011
MeaningfulService
Duration &Intensity
ProgressMonitoring
Link toCurriculum
High-Quality Service-Learning
NYLC, 2008
High-Quality Service-Learning
YouthVoice
Partnerships
Reflection Diversity
NYLC, 2008
Did You Know…
Students who receive effective civic learning are:
More confident in their ability to speak publically and communicate with their elected representatives.
CommonCore
CivicOutcomes
Service-Learning
Standard Service-Learning Project Civic Competencies
Grade 7 – Math
Solve real-life and mathematical
problems involving angle measure, area,
surface area, and volume
Students design and help to build a wheelchair accessible ramp where none exists
• Talk with wheelchair-bound individuals about the challenges they face in navigating the area
• Share stories with community planners, neighbors, business owners
• Research cost of materials and labor, and propose building plan, including timeline
• Present plan to city council, community planners, school board, mayor, etc.
• Complete the project
• Celebrate with community, invite local media, create a video that tells the story for others
• Desire for community involvement
• Concern for rights and welfare of others
• Tolerance/respect
• Personal efficacy
• Sense of belonging to a group
Standard Service-Learning Project Civic Competencies
Grade 11-12Speaking/Listening
Comprehension and Collaboration
Respond thoughtfully to diverse perspectives
Synthesize comments, claims, and evidence made on all sides of an issue
Resolve contradictions when possible
Determine what additional information/research is required to deepen the investigation or complete the task.
Students investigate hydraulic fracturing (fracking) and its impacts
on the environment
• Research what fracking is, who and what is affected
• Gather information from local residents, oil and gas companies, landowners—survey/poll/interview
• Host/facilitate public conversation about fracking
• Compile and present findings to county board, city council, EPA, etc.
• Create PowerPoint presentation, video production,
informational brochure, skit
• Critical thinking
• Perspective taking
• Interpreting
• Organizing, managing, participating in groups
• Engaging in dialogue with those who hold different opinions
• Appreciation of difference
What would help you to effectively implement the CCSS in your classroom?
What Have We Learned?
S-L’s curricular connections makes it an ideal strategy for implementing the CCSS
-----------------------------------CCSS + Quality S-L Civic Competencies
-----------------------------------ECS – Case Study coming soon
What questions do you have about…
Service-learning implementation?
Common Core implementation?
Effectively linking the two?
8 Standards for Quality S-L Practice
Common Core State Standards
The New Civics, ECS Progress of Ed Reform
www.corestandards.org
Resources
National Center for Learning and Citizenship at the
Education Commission of the States
www.ecs.org/[email protected]@ecs.org