An article in today's Washington Post, Police Chiefs Cite Youths in Crime Rise, Call for More Federal Funds clearly indicates our nation's need to do more for our young people. The destructive path of life that many of today's youth are choosing validates the necessity to increase educational and social programs that can perhaps enable our young people to make better choices and instill in them a moral compass.
Rather than pour federal funds into increasing law enforcement, which personally I believe is a Band-Aid to this problem, we should try and prevent the bleeding from ever occurring. Let's start with providing our young people with the necessary education, tools, and programs conducive to becoming a productive member of society and an active citizen. A national study of Learn and Serve America programs suggests that effective service-learning programs improve grades, increase attendance in school, and develop students' personal and social responsibility.
Let's provide young people with learning opportunities inside and outside the classroom and help them to develop the skills to become a successful student, and more importantly, a better person. Today's article is strong motivation to continue the advocacy efforts for Learn and Serve America and service-learning. No more Band-Aids...let's stop the bleeding.
August 31, 2006
August 25, 2006
Service-Learning as a Boon to Student Achievement
Many of us know very well the myriad positive impacts service-learning has on its participants. As Shelley Billig of the RMC Research Corporation asserts in a 2004 research summary, “Service-learning, when implemented with high quality, yields statistically significant impacts on students’ academic achievement, civic engagement, acquisition of leadership skills, and personal/social development.”
But in the new educational and political environments shaped by No Child Left Behind, educators – and, importantly, legislators – are often first drawn to teaching methods that strengthen student achievement. Grades, standardized test scores, and truancy and dropout rates figure prominently in both programmatic and policy discussions surrounding education. Corporations and their charitable foundations, too, are increasing the emphasis on student achievement in their educational initiatives.
Consequently, it is increasingly important for service-learning advocates to stress these points when talking with colleagues and policymakers. Without this emphasis, sustaining the progress in the service-learning field and the funding level for Learn and Serve America may become progressively more difficult.
Ross Wilson - Director, Government Relations, Youth Service America
But in the new educational and political environments shaped by No Child Left Behind, educators – and, importantly, legislators – are often first drawn to teaching methods that strengthen student achievement. Grades, standardized test scores, and truancy and dropout rates figure prominently in both programmatic and policy discussions surrounding education. Corporations and their charitable foundations, too, are increasing the emphasis on student achievement in their educational initiatives.
Consequently, it is increasingly important for service-learning advocates to stress these points when talking with colleagues and policymakers. Without this emphasis, sustaining the progress in the service-learning field and the funding level for Learn and Serve America may become progressively more difficult.
Ross Wilson - Director, Government Relations, Youth Service America
August 24, 2006
Creating Schools and Communities Where Youth Can Soar
"Where youth soar." These words are more than the motto for Alternatives, Inc. As an organization working to ensure that service-learning is a core experience in the life and education of all young people, this is exactly what the National Service-Learning Partnership wants for all youth: schools and communities in which young people can soar as engaged students and active citizens.
Thanks to strong partnerships between young leaders, school and city officials along with support from organizations like Alternatives, young people in Hampton and Newport News, VA (often referred to as Hampton-Roads) participate in multiple opportunities for active learning and direct civic involvement, including service-learning; participation in governance at the school, district, community, and municipal government levels; youth philanthropy, youth-generated media, youth organizing and activism, and youth social entrepreneurship. The result: Generations of young people who are prepared for success in school and the workplace and who positively contribute to the life of their community.
This spring, the Partnership awarded Alternatives, Inc. with its second annual Talking Smart About Service-Learning Award. This award is presented to an individual, group, or organization for effectively communicating and building coalitions in support of service-learning. Alternatives is a community-based, nonprofit youth development agency dedicated to helping young people gain positive values and develop social and leadership skills to become actively engaged in the life of their communities.
Across the country, city officials, educators, nonprofit leaders, and youth workers are beginning to dialogue and explore the ways in which they can create a city-wide vision for youth civic engagement. These visions often include service-learning as part of a system approach to ensuring opportunities for young people to actively participate in and contribute to civic life.
Hampton-Roads is home to amazing examples of youth engagement that need to be shared and replicated by others across the country. This story—and others like it—must be told and its lessons must be shared so that we can create more spaces and places in which youth can soar.
- Nelda Brown, National Service-Learning Partnership
August 18, 2006
Looking for Effective Out-of-School Service-Learning Models?
There seems to be a never-ending search for working and effective models of service-learning. As service-learning spreads from classroom to classroom, school to school, and community to community nation- and world-wide, the focus is ever more on the quality of service-learning that is occurring. Educators are looking for ideas, inspiration, and/or an existing model to adapt for their students; administrators are seeking initiatives which improve the overall quality and achievement in their schools and districts; communities want to see responsible and active youth making a positive difference in their neighborhoods; and youth are ready to dive into anything which can offer a sense of purpose into their lives.
There are successful service-learning initiatives and many folks searching for them. The challenge has been to package the lessons learned and infrastructure of successful projects in a way that can be immediately useful for anyone that is at the beginning of the implementation process.
The National Collaboration for Youth's (NCY) member organizations have been providing high-quality out-of-school-time programming to youth for more than 100 years. They too sense that most policy-makers, administrators in local youth organizations, and frontline youth workers, but especially the average American, are largely unaware of the programs and their impact. Without this knowledge, successes are overlooked, programs are not supported by future funding, and more time and energy is spent on reinventing the wheel. To address these issues, NCY applied for and received funding from the Charles Stewart Mott Foundation to research and disseminate -- in a user-friendly format-- data and lessons learned from 10 model programs that are making a difference in the lives of youth. The intent is not to present an exhaustive collection of programs, but rather to illustrate the scope and impact of programming being offered by NCY member organizations and their partners in local communities throughout the nation.
Each of the 10 case studies profiles an out-of-school-time program in action. Discover how the programs are making a difference, through individual stories and quotes from youth, parents, program, implementers, program developers, and researchers.
The 10 models include:
If you are not working in an out-of-school setting, there are many examples of in-school service-learning available at the National Service-Learning Partnership's website.
In the spirit of bringing to light and sharing successful service-learning initiatives, please forward information about any program we may have missed via the comments or by emailing the Partnership.
- Susan, National Service-Learning Partnership
There are successful service-learning initiatives and many folks searching for them. The challenge has been to package the lessons learned and infrastructure of successful projects in a way that can be immediately useful for anyone that is at the beginning of the implementation process.
The National Collaboration for Youth's (NCY) member organizations have been providing high-quality out-of-school-time programming to youth for more than 100 years. They too sense that most policy-makers, administrators in local youth organizations, and frontline youth workers, but especially the average American, are largely unaware of the programs and their impact. Without this knowledge, successes are overlooked, programs are not supported by future funding, and more time and energy is spent on reinventing the wheel. To address these issues, NCY applied for and received funding from the Charles Stewart Mott Foundation to research and disseminate -- in a user-friendly format-- data and lessons learned from 10 model programs that are making a difference in the lives of youth. The intent is not to present an exhaustive collection of programs, but rather to illustrate the scope and impact of programming being offered by NCY member organizations and their partners in local communities throughout the nation.
Each of the 10 case studies profiles an out-of-school-time program in action. Discover how the programs are making a difference, through individual stories and quotes from youth, parents, program, implementers, program developers, and researchers.
The 10 models include:
- Across Ages
- Communities and Schools For Career Success (CS2)
- Families and Schools Together (FAST)
- Health Adventures
- Jump-Start
- Living Interactive Family Education (L.I.F.E.)
- Project Anti-Violence Education (P.A.V.E. the Way)
- Project Learn
- Seeds to Success: Youth Farmstand Program
- Will Power/Won't Power
If you are not working in an out-of-school setting, there are many examples of in-school service-learning available at the National Service-Learning Partnership's website.
In the spirit of bringing to light and sharing successful service-learning initiatives, please forward information about any program we may have missed via the comments or by emailing the Partnership.
- Susan, National Service-Learning Partnership
August 17, 2006
The Whole Child: the safe, healthy, emotionally, socially, and intellectually supported child.
Last Friday I spent the day at a conference organized by the United Voices for Education, an organization founded by Peter Yarrow. One of the speakers was Alex Nock, Director of the Commission on No Child Left Behind, who was kind enough to explain why our issues may not be tracking. I was shocked to hear that the NCLB Commission wasn't familiar with the term "Whole Child." Despite all the research and testimony that exists, commissioners were puzzled by the term. According to Association for Supervision and Curriculum Development's the Whole Child approach consists of developing students who are academically proficient and physically and emotionally healthy and respectful, responsible, and caring.
Peter Yarrow of Peter Paul and Mary had no problem explaining that if kids are afraid, sick, hungry, or without a sense of community/connection, they are in no position to learn.
Why is the Commission unfamiliar with the Whole Child concept? It's not on Wikipedia - at least not directly. (Word has it, staffers have been known to use that as a litmus test...But there are a lot of thoeries and terms out there...So the challenge is on us - become relevant- and easily understood- here is why this shouldn't be such a stretch)
Whether you have unlimited resources or are educating students in a very challenging environment, there are numerous examples in the educational community implementing the whole child concept.
The Dalton School - yes, the prestigious New York private school with admission starting at $25,000 a year for kindergarten - believes in educating the "whole child." For that amount of money you'd expect them to have been developing something other than great spellers and stellar stockbrokers. Dalton believes the development of the whole child is of primary importance; that children are social beings and that schools should be communities where they can learn to live with others; and that these communities should devote themselves to the total enrichment of mind, body, and spirit.
So why are some reformers looking at the big picture and others seeing only the tests?
In this rookie blogger's opinion, the true reforming leaders are innovative people such as Dr. Barbara Staggers and Alex Briscoe who opened adolescent healthcare clinics in Oakland California. But don't get caught up in what could be considered a single issue of health care. Health care is a piece of the "whole child" approach pie. These clinics offer students leadership opportunities to have a voice in the clinic's budget and services provided. They bring in other organizations to offer civic leadership opportunities. (Yes, it's service-learning, they even have kids designing mulitmedia PSA.)
From an editorial in the San Francisco chronicle, Unhealthy Kids Can't Learn Definition of School Reform Must Include Health Care:
"The healthier you are, the better you will do in school," says Dr. Barbara Staggers, chief of adolescent medicine at Children's Hospital in Oakland, and a driving force in getting the school clinics off the ground.
The clinics, which both opened their doors in 2004, offer support groups for students suffering from diseases such as asthma and diabetes, which are prevalent at far higher rates in these struggling West and East Oakland neighborhoods. They also offer "grief support groups" for students coping with the sudden and violent deaths of friends or classmates.
The presence of these clinics suggests that the Oakland school district and others like it need to embrace a broader vision of school reform that goes beyond the classroom to focus on a child's physical and mental health as well.
"School failure is a public health epidemic, and at this school, we know that's true,'' said Briscoe, who heads the center.
It's also becoming clear that unless kids are healthy, they won't do well in school, with lifelong consequences for the students and their families -- as well as for society -- in lost productivity and hugely increased health-care costs. Unless children are healthy when they show up for class, too many will continue to fail, regardless of whatever educational reforms are being initiated around them.
I hope the Commission will take the time to read the Association for Supervision and Curriculum Development's All Together Now: Sharing Responsibility for the Whole Child. ASCD's research states "the public believes schools should develop the entire child, not just the academic child. And they want this for each child, not just for already-advantaged children."
We must take responsibility for educating the Commission and all parents, helping them embrace the value of the "whole child" if we are to move forward as a community to address the needs of our children. We risk focusing part of pie, with major missing ingredients.
In fact, let's make sure Wikipedia gets a working definition as well.
-Heather Margolis, National Service-Learning Partnership
For more information, visit these sites:
Peter Yarrow of Peter Paul and Mary had no problem explaining that if kids are afraid, sick, hungry, or without a sense of community/connection, they are in no position to learn.
Why is the Commission unfamiliar with the Whole Child concept? It's not on Wikipedia - at least not directly. (Word has it, staffers have been known to use that as a litmus test...But there are a lot of thoeries and terms out there...So the challenge is on us - become relevant- and easily understood- here is why this shouldn't be such a stretch)
Whether you have unlimited resources or are educating students in a very challenging environment, there are numerous examples in the educational community implementing the whole child concept.
The Dalton School - yes, the prestigious New York private school with admission starting at $25,000 a year for kindergarten - believes in educating the "whole child." For that amount of money you'd expect them to have been developing something other than great spellers and stellar stockbrokers. Dalton believes the development of the whole child is of primary importance; that children are social beings and that schools should be communities where they can learn to live with others; and that these communities should devote themselves to the total enrichment of mind, body, and spirit.
So why are some reformers looking at the big picture and others seeing only the tests?
In this rookie blogger's opinion, the true reforming leaders are innovative people such as Dr. Barbara Staggers and Alex Briscoe who opened adolescent healthcare clinics in Oakland California. But don't get caught up in what could be considered a single issue of health care. Health care is a piece of the "whole child" approach pie. These clinics offer students leadership opportunities to have a voice in the clinic's budget and services provided. They bring in other organizations to offer civic leadership opportunities. (Yes, it's service-learning, they even have kids designing mulitmedia PSA.)
From an editorial in the San Francisco chronicle, Unhealthy Kids Can't Learn Definition of School Reform Must Include Health Care:
"The healthier you are, the better you will do in school," says Dr. Barbara Staggers, chief of adolescent medicine at Children's Hospital in Oakland, and a driving force in getting the school clinics off the ground.
The clinics, which both opened their doors in 2004, offer support groups for students suffering from diseases such as asthma and diabetes, which are prevalent at far higher rates in these struggling West and East Oakland neighborhoods. They also offer "grief support groups" for students coping with the sudden and violent deaths of friends or classmates.
The presence of these clinics suggests that the Oakland school district and others like it need to embrace a broader vision of school reform that goes beyond the classroom to focus on a child's physical and mental health as well.
"School failure is a public health epidemic, and at this school, we know that's true,'' said Briscoe, who heads the center.
It's also becoming clear that unless kids are healthy, they won't do well in school, with lifelong consequences for the students and their families -- as well as for society -- in lost productivity and hugely increased health-care costs. Unless children are healthy when they show up for class, too many will continue to fail, regardless of whatever educational reforms are being initiated around them.
I hope the Commission will take the time to read the Association for Supervision and Curriculum Development's All Together Now: Sharing Responsibility for the Whole Child. ASCD's research states "the public believes schools should develop the entire child, not just the academic child. And they want this for each child, not just for already-advantaged children."
We must take responsibility for educating the Commission and all parents, helping them embrace the value of the "whole child" if we are to move forward as a community to address the needs of our children. We risk focusing part of pie, with major missing ingredients.
In fact, let's make sure Wikipedia gets a working definition as well.
-Heather Margolis, National Service-Learning Partnership
For more information, visit these sites:
- Hope for Oakland in the Stanford University School of Education (Alex Briscoe)
- Operation Respect (Peter Yarrow)
August 11, 2006
Action Alert: Support Learn and Serve America!
Service-learning funding is in jeopardy. Recently, both the House and Senate Appropriations Committees recommended only $34.1 million for Learn and Serve America, the only federal funding source dedicated to supporting service-learning.
If enacted, this means a 20% cut from the traditional funding level of $43 million. Can you imagine how service-learning in your school or community would be impacted by receiving 20% less than you have now?
But, there is still hope and you still have time! If you act now, you can influence the legislative process before final funding decisions are made.
Now is the time to engage your congressional leaders. Now is the time to educate them about service-learning and to increase support for Learn and Serve America.
Below are three ways you can take action today:
- VISIT YOUR MEMBER OF CONGRESS'S LOCAL OFFICE IN AUGUST
Congressional members are in recess and back in their states and districts during the month of August. This is great opportunity for you (and your students if available) to visit their district office and inform your elected officials and their staff just how important service-learning is for your students, school, and community.
Download tips to help you schedule a meeting at the district office. - SCHEDULE A SITE VISIT IN OCTOBER
Members of Congress and their staff will likely be in their home states and Districts during the month of October. This is a great opportunity to invite Members and their staff to visit your service-learning site. Show Members the powerful impact and benefits of young people participating in service-learning activities.
Download tips to help you schedule a site visit by an elected official.
Download a sample letter of invitation - PLAN FOR NATIONAL SERVICE HILL DAY IN SEPTEMBER
The Voices for National Service Hill Day is another great opportunity to help make the case for national service funding. Please join us in Washington, DC on September 14 to share your personal stories of impact with Congress. If you are unable to attend, you can still "voice" your support by calling your Congressional members on the 14th and sharing your personal story with their office. Details and tipsheets will be provided closer to the date of this event.To register as a National Service Hill Day participant visit the Voices for National Service website.
Your Senators and Representatives must hear about the positive impact and vital need for service-learning from the voices of their constituents. You have the power to persuade and enact change. Take action today!
--Seung C. Yu, Policy Director
National Service-Learning Partnership
Service-Learning United
August 10, 2006
Hurricane Katrina Relief Volunteers: Share Your Story
On August 29, 2005, Hurricane Katrina ravaged the Gulf Coast shores resulting in the destruction of some the nation's most historical areas. In the ensuing days, weeks, and months, supporters came from around the U.S. to help those who were affected and begin the rebuilding process for the region.
To ensure that part of the story told by the media around the Katrina anniversary is that of the volunteer response in the days, weeks, months, and even year after, The Corporation for National and Community Service and a coalition of nonprofit organizations are working to collect "best estimates for the media" of the volunteer response in the Gulf Coast over the past year.
The information you provide will be compiled in a joint fact sheet distributed to the media with the goals of encouraging Americans to continue to volunteer and promote specific volunteer needs in the Gulf Coast, and highlighting the importance of volunteers to the nonprofit sector and our communities, particularly in times of disaster.
Help Learn and Serve America create a collective "volunteer response story" by submitting your own experience. Please complete the Katrina Relief Response form and email it to Shannon Maynard and Brad Lewis by Friday, August 10, 2006. Learn and Serve America is also interested in learning about events you or your organization has planned for the upcoming anniversaries of Hurricane Katrina or 9/11.
The Partnership and Learn and Serve America applauds the efforts of those who rushed to help their fellow Americans in a great time of need.
Thank you.
- Susan, National Service-Learning Partnership
To ensure that part of the story told by the media around the Katrina anniversary is that of the volunteer response in the days, weeks, months, and even year after, The Corporation for National and Community Service and a coalition of nonprofit organizations are working to collect "best estimates for the media" of the volunteer response in the Gulf Coast over the past year.
The information you provide will be compiled in a joint fact sheet distributed to the media with the goals of encouraging Americans to continue to volunteer and promote specific volunteer needs in the Gulf Coast, and highlighting the importance of volunteers to the nonprofit sector and our communities, particularly in times of disaster.
Help Learn and Serve America create a collective "volunteer response story" by submitting your own experience. Please complete the Katrina Relief Response form and email it to Shannon Maynard and Brad Lewis by Friday, August 10, 2006. Learn and Serve America is also interested in learning about events you or your organization has planned for the upcoming anniversaries of Hurricane Katrina or 9/11.
The Partnership and Learn and Serve America applauds the efforts of those who rushed to help their fellow Americans in a great time of need.
Thank you.
- Susan, National Service-Learning Partnership
August 09, 2006
Strengthen Democracy through Service
What's the connection between service, education and democracy ?
According to Innovation In Civic participation Brett Alessi's report Youth Engaged in Service: A Strategy for Promoting Democracy :
For a democracy to thrive, a nations youth must be prepared and willing to take their place as active, principled adult citizens. From voting to engaging in political discourse, to understanding how political systems operate, each successive generation must have the tools necessary to properly shape and participate in civil society and government. By providing opportunities for young people to actively address community needs in a structured format, youth service is an effective way for young people to develop these tools. The participatory aspect of service contributes to a heightened understanding of the forces that shape governments and societies, leading to greater transparency, accountability, and improved governance. Empowering young people to play an active role in community development allows democracy to evolve according to the needs and traditions of diverse political cultures. Because it is a collective activity, service has the power to transcend traditional social divides, foster bonds of trust, and develop an ethic of working for the common good. Many consider the resulting social capital crucial to a healthy democracy. Robert Putnam offered, "All our societies need more social capital and in my view the single most promising area of initiative is youth service."
When talking about service-learning, a particular type of service that integrates meaningful community service with instruction and reflection, Secretary of Education Margaret Spellings noted, "Studies have shown that students who participate in these programs demonstrate increased civic and social responsibility and improved academic achievement."
The ICP promotes civic participation as a strategy to address important issues around the world and supports the development of service as an emerging social institution.
Others have also recognized the importance of service as a means for educating citizens for participatory democracy.
Another article that examines the school based approach was written Joel Westheimer and Joseph Kahne paper called What Kind of Citizen ? The Politics of Educating for a Democracy.
The Civic Mission of Schools is also a proponent of civic education, they too promote service.
For examples of youth working to create policy changes and increase youth action pathways check out Youth Innovation Fund.
There are a plethora of examples, share yours. Send them my way at hmargolis@aed.org.
- Heather Margolis, National Service-Learning Partnership
According to Innovation In Civic participation Brett Alessi's report Youth Engaged in Service: A Strategy for Promoting Democracy :
For a democracy to thrive, a nations youth must be prepared and willing to take their place as active, principled adult citizens. From voting to engaging in political discourse, to understanding how political systems operate, each successive generation must have the tools necessary to properly shape and participate in civil society and government. By providing opportunities for young people to actively address community needs in a structured format, youth service is an effective way for young people to develop these tools. The participatory aspect of service contributes to a heightened understanding of the forces that shape governments and societies, leading to greater transparency, accountability, and improved governance. Empowering young people to play an active role in community development allows democracy to evolve according to the needs and traditions of diverse political cultures. Because it is a collective activity, service has the power to transcend traditional social divides, foster bonds of trust, and develop an ethic of working for the common good. Many consider the resulting social capital crucial to a healthy democracy. Robert Putnam offered, "All our societies need more social capital and in my view the single most promising area of initiative is youth service."
When talking about service-learning, a particular type of service that integrates meaningful community service with instruction and reflection, Secretary of Education Margaret Spellings noted, "Studies have shown that students who participate in these programs demonstrate increased civic and social responsibility and improved academic achievement."
The ICP promotes civic participation as a strategy to address important issues around the world and supports the development of service as an emerging social institution.
Others have also recognized the importance of service as a means for educating citizens for participatory democracy.
Another article that examines the school based approach was written Joel Westheimer and Joseph Kahne paper called What Kind of Citizen ? The Politics of Educating for a Democracy.
The Civic Mission of Schools is also a proponent of civic education, they too promote service.
For examples of youth working to create policy changes and increase youth action pathways check out Youth Innovation Fund.
There are a plethora of examples, share yours. Send them my way at hmargolis@aed.org.
- Heather Margolis, National Service-Learning Partnership
August 08, 2006
Louisiana Teachers Win YSA Award
YSA recently awarded three 8th grade teachers with the 2006 Youth Service America Award at the 2006 Disney Teacher Awards Gala. Below is the press release which provides more about the winners and the award.
Louisiana Middle School Teachers Win the Youth Service America Award
8th Grade Team Teachers Amanda Mayeaux, Kathryn Pilcher and Monique Wild
Presented with Award for Building Community and Inspiring Readers
**Check out photos at: http://www.tricomassociates.com/disney/index.html
Anaheim, Calif. – Amanda Mayeaux, Kathryn Pilcher and Monique Wild, eighth grade team teachers at Dutchtown Middle School in Geismar, La., have won the 2006 Youth Service America Award for their service-learning program designed to improve literacy. Faced with the low literacy rates in their state, the teachers were inspired to make a difference and challenged their students – all of whom had been held back at least twice since Kindergarten – to spread the joy of literacy among their peers and to improve their own skills in the process. They received the award from Disney and Youth Service America at the 2006 Disney Teacher Awards Gala.
"We are thrilled that the Disney Teacher Awards recognizes innovative teachers who build bridges between classrooms and the needs of communities. Their program inspired us to recognize teachers who go above and beyond to connect their students with the larger world around them," said Steve Culbertson, president and chief executive officer of Youth Service America. "As these teachers have shown, learning to become a good citizen fits right alongside learning to read. It must be taught early and practiced often."
As their project, heading into its third year, has grown, the teachers and their students have connected their school with the greater community, as well as with other schools and individuals across Louisiana and beyond. Through a Web site, media outreach, advertising, community collaborations and a lot of hard work, their students have built a worldwide community of readers and seen the power that a small group of individuals can have when they work together for the greater good.
Mayeaux, Pilcher and Wild’s class consists of students who are at serious risk of dropping out of school because they have been held back twice between Kindergarten and 6th grade. To help their students transition into high school, the team developed an integrated 7th- and 8th-grade class that focuses on creating an environment that builds confident learners and leaders in their community. Over time, and with the dedication and trust of the three women, these students extend learning beyond the walls of the classroom.
"We are pleased to present this award with Youth Service America to a group of teachers who are making a difference in the lives of their students as well as within their school and community," said Terry Wick, vice president of Disney Worldwide Outreach. "This award offers all of us a chance to recognize teachers for their creativity in motivating their students to make a difference in their own communities."
Youth Service America is an international nonprofit resource center that partners with thousands of organizations committed to increasing the quality and quantity of volunteer opportunities for young people, ages 5-25, to serve locally, nationally, and globally. Founded in 1986, Youth Service America’s mission is to expand the impact of the youth service movement with communities, schools, corporations, and governments. Youth Service America envisions a global culture of engaged youth who are committed to a lifetime of service, learning, leadership and achievement. YSA organizes National & Global Youth Service Day, the largest volunteer event in the world. For more information, visit: www.YSA.org.
The Disney Teacher Awards program is part of Disney Worldwide Outreach. Disney brightens the lives of children in need around the world through global outreach programs, local community initiatives and the Disney VoluntEARS program. Last year, Disney donated more than $190 million in cash and in-kind support to worthy charities around the world. Disney VoluntEARS contributed more than 442,000 hours of service, and the company drew upon its unique magic to make wishes come true for children and families. For more information on Disney’s outreach efforts, please visit
www.disneyhand.com. For more on the Disney Teacher Awards, please visit
www.disneyteacherawards.org
Louisiana Middle School Teachers Win the Youth Service America Award
8th Grade Team Teachers Amanda Mayeaux, Kathryn Pilcher and Monique Wild
Presented with Award for Building Community and Inspiring Readers
**Check out photos at: http://www.tricomassociates.com/disney/index.html
Anaheim, Calif. – Amanda Mayeaux, Kathryn Pilcher and Monique Wild, eighth grade team teachers at Dutchtown Middle School in Geismar, La., have won the 2006 Youth Service America Award for their service-learning program designed to improve literacy. Faced with the low literacy rates in their state, the teachers were inspired to make a difference and challenged their students – all of whom had been held back at least twice since Kindergarten – to spread the joy of literacy among their peers and to improve their own skills in the process. They received the award from Disney and Youth Service America at the 2006 Disney Teacher Awards Gala.
"We are thrilled that the Disney Teacher Awards recognizes innovative teachers who build bridges between classrooms and the needs of communities. Their program inspired us to recognize teachers who go above and beyond to connect their students with the larger world around them," said Steve Culbertson, president and chief executive officer of Youth Service America. "As these teachers have shown, learning to become a good citizen fits right alongside learning to read. It must be taught early and practiced often."
As their project, heading into its third year, has grown, the teachers and their students have connected their school with the greater community, as well as with other schools and individuals across Louisiana and beyond. Through a Web site, media outreach, advertising, community collaborations and a lot of hard work, their students have built a worldwide community of readers and seen the power that a small group of individuals can have when they work together for the greater good.
Mayeaux, Pilcher and Wild’s class consists of students who are at serious risk of dropping out of school because they have been held back twice between Kindergarten and 6th grade. To help their students transition into high school, the team developed an integrated 7th- and 8th-grade class that focuses on creating an environment that builds confident learners and leaders in their community. Over time, and with the dedication and trust of the three women, these students extend learning beyond the walls of the classroom.
"We are pleased to present this award with Youth Service America to a group of teachers who are making a difference in the lives of their students as well as within their school and community," said Terry Wick, vice president of Disney Worldwide Outreach. "This award offers all of us a chance to recognize teachers for their creativity in motivating their students to make a difference in their own communities."
Youth Service America is an international nonprofit resource center that partners with thousands of organizations committed to increasing the quality and quantity of volunteer opportunities for young people, ages 5-25, to serve locally, nationally, and globally. Founded in 1986, Youth Service America’s mission is to expand the impact of the youth service movement with communities, schools, corporations, and governments. Youth Service America envisions a global culture of engaged youth who are committed to a lifetime of service, learning, leadership and achievement. YSA organizes National & Global Youth Service Day, the largest volunteer event in the world. For more information, visit: www.YSA.org.
The Disney Teacher Awards program is part of Disney Worldwide Outreach. Disney brightens the lives of children in need around the world through global outreach programs, local community initiatives and the Disney VoluntEARS program. Last year, Disney donated more than $190 million in cash and in-kind support to worthy charities around the world. Disney VoluntEARS contributed more than 442,000 hours of service, and the company drew upon its unique magic to make wishes come true for children and families. For more information on Disney’s outreach efforts, please visit
www.disneyhand.com. For more on the Disney Teacher Awards, please visit
www.disneyteacherawards.org
August 02, 2006
Honoring Colleges that Care
In an earlier post we learned every undergraduate college incorporates service-learning into its educational experience. Now that the initial adoption of service-learning has been achieved at the collegiate level, the Corporation of National and Community Service is dedicated to honoring and promoting models of high-quality service-learning.
The President's Higher Education Community Service Honor Roll is a new initiative designed to "identify and recognize institutions of higher education that pursue their civic mission through the encouragement and support of their students’ community service efforts." It will recognize the broad commitment to community service and to service-learning by institutions of higher education, including the level of student engagement as well as institutional support, such as service-learning courses, community service coordinating offices, and exemplary service projects." In its first year, the program will place a special emphasis on volunteer service performed by college students in the wake of last year's devastating hurricanes.
All colleges and universities whose students have made meaningful contributions to community service and service-learning during the 2005-2006 academic year are invited to apply. Honor Roll members and Presidential Award winners will be announced at the Campus Compact 20th Anniversary celebration on October 17. The deadline for applications is September 15, 2006. Apply online now at the Corporation's website.
The Corporation has placed engagement by college students in volunteer service as one of the key elements of its new five-year strategic plan. Together with its partners in the higher education community, the Corporation hopes to increase engagement in service nationwide from 3.2 million college students last year to 5 million by the year 2010. Each year, the Corporation makes a significant investment in building a culture of service on college campuses through its funding of Learn and Serve America and AmeriCorps programs at institutions of higher education.
- Susan, National Service-Learning Partnership
The President's Higher Education Community Service Honor Roll is a new initiative designed to "identify and recognize institutions of higher education that pursue their civic mission through the encouragement and support of their students’ community service efforts." It will recognize the broad commitment to community service and to service-learning by institutions of higher education, including the level of student engagement as well as institutional support, such as service-learning courses, community service coordinating offices, and exemplary service projects." In its first year, the program will place a special emphasis on volunteer service performed by college students in the wake of last year's devastating hurricanes.
All colleges and universities whose students have made meaningful contributions to community service and service-learning during the 2005-2006 academic year are invited to apply. Honor Roll members and Presidential Award winners will be announced at the Campus Compact 20th Anniversary celebration on October 17. The deadline for applications is September 15, 2006. Apply online now at the Corporation's website.
The Corporation has placed engagement by college students in volunteer service as one of the key elements of its new five-year strategic plan. Together with its partners in the higher education community, the Corporation hopes to increase engagement in service nationwide from 3.2 million college students last year to 5 million by the year 2010. Each year, the Corporation makes a significant investment in building a culture of service on college campuses through its funding of Learn and Serve America and AmeriCorps programs at institutions of higher education.
- Susan, National Service-Learning Partnership
Interesting Parallel
What do great schools and schools with successful drop out prevention programs have in common ?
Compare Newsweek's What Makes a High School Great? with American Youth Policy Forum's What Ever It Takes. The common thread? Action Pathways & Civic Engagement.
One of the 12 AYPF sites, located in Oakland California is The East Bay Conservation Corps. EBCC is a multi-program, nonprofit, youth-serving educational organization. Founder and Executive Director Joanna Lennon, a nationally-recognized leader in education reform and service, attributes their success to --the empowerment of young people to be well-educated and engaged citizens, people who make a positive difference in more than just their own lives, but in the lives of those around them.
The EBCC mission is "based on the fundamental belief that an educated citizenry is the cornerstone of a healthy democracy." Through school and community-based programs, we prepare young people for civic participation by improving their academic skills and knowledge, increasing their sense of civic and environmental responsibility, fostering their sense of caring toward others, and building their capacity to improve their own lives.
The AYPF report, What Ever It Takes, details 12 similar drop out prevention programs across the country with similar themes - youth empowerment, youth action pathways; service-learning and civic engagement. Looking for proven successful strategies? Take the time to read What Ever It Takes.
If you're looking for new tools to measure civic outcomes check out June 2006 issue of Around the Circle, a publication by the Center for Information & Research on Civic Learning and Engagement (CIRCLE).
-Heather, National Service-Learning Partnership
Compare Newsweek's What Makes a High School Great? with American Youth Policy Forum's What Ever It Takes. The common thread? Action Pathways & Civic Engagement.
One of the 12 AYPF sites, located in Oakland California is The East Bay Conservation Corps. EBCC is a multi-program, nonprofit, youth-serving educational organization. Founder and Executive Director Joanna Lennon, a nationally-recognized leader in education reform and service, attributes their success to --the empowerment of young people to be well-educated and engaged citizens, people who make a positive difference in more than just their own lives, but in the lives of those around them.
The EBCC mission is "based on the fundamental belief that an educated citizenry is the cornerstone of a healthy democracy." Through school and community-based programs, we prepare young people for civic participation by improving their academic skills and knowledge, increasing their sense of civic and environmental responsibility, fostering their sense of caring toward others, and building their capacity to improve their own lives.
The AYPF report, What Ever It Takes, details 12 similar drop out prevention programs across the country with similar themes - youth empowerment, youth action pathways; service-learning and civic engagement. Looking for proven successful strategies? Take the time to read What Ever It Takes.
If you're looking for new tools to measure civic outcomes check out June 2006 issue of Around the Circle, a publication by the Center for Information & Research on Civic Learning and Engagement (CIRCLE).
-Heather, National Service-Learning Partnership
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