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Community Service Work Study: Building the Solid Foundation of a Program

Community Service Work Study: Building the Solid Foundation of a Program. Clayton Gibson Work Study Coordinator Columbus State Community College Moderator - Joy Jackson. What we will cover:. Background of community service requirement Quick look at regulations and guidelines

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Community Service Work Study: Building the Solid Foundation of a Program

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  1. Community Service Work Study:Building the Solid Foundation of a Program Clayton Gibson Work Study Coordinator Columbus State Community College Moderator - Joy Jackson

  2. What we will cover: Background of community service requirement Quick look at regulations and guidelines Defining community service Tips for recruiting community partners Components of a successful program Discussion time

  3. What we will not cover (due to time) Funds management Federal share and matching guidelines America Reads and America Counts FISAP reporting for community service

  4. Evolution of “Community Service” in FWS 1964 FWS first appears in Economic Opportunity Act 1965 Higher Education Act transfers control of FWS 1972 Revision expands on community connection 1992 Amendments add Community Service requirement 1998 Reauthorization raised requirement to 7% starting fiscal year 2000

  5. What exactly is required “Your school must use 7% of its FWS allocation to employ students in community service jobs with at least one FWS student employed as a reading tutor … or performing family literacy activities …” “Off-campus FWS jobs with federal, state, or local public agencies or private nonprofit organizations must be in the public interest.”

  6. Community Services “designed to improve the quality of life for community residents, particularly low-income individuals, or to solve particular problems related to their needs.” Direct and indirect services can be counted

  7. Family Literacy Reasonable flexibility allowed. Examples include: One-on-one tutoring Literacy or pre-literacy programs for children Equipping parents or caregivers with skills needed to teach their children literacy skills Important distinction: Family literacy activities are not limited to just tutoring positions

  8. Public Interest “work performed for the welfare of the nation or community, rather than work performed for a particular interest or group.” Not in public interest if: Membership organization Political activity be it partisan or nonpartisan For an elected official* …

  9. FWS students can not … Displace current employees. Replacement is interpreted as displacement Be involved with the construction, operation, or maintenance of any part of a building used for religious worship or sectarian instruction Be involved in political activity, with very few exceptions

  10. Community Service Agreements Required between the institution and each partnering agency Cost Sharing Liability Establish who is the employer or record Procedures for hiring, firing, paying, etc. Language to clarification supervisory/administrative expectations (Dept. of Ed, 2009)

  11. Quick Case Scenario Due to the recent economic struggles, Agency X has seen a significant cut in their operating budget and has cut staff. At the same time, they have hired five additional Work Study students – a large increase over last year. You receive an email from one such student and you notice that her email signature reads, “Homework Help Coordinator.” She was originally hired as an assistant for the same program.

  12. QUESTIONS?

  13. So, what makes a good program? - Institutional Integration - Program Goals - System for Coordination - Job Development - Marketing - Preparing Students - Monitoring and Supervision - Community Partnerships - Community Supervisor - Regulations and Tracking Bowley (2009)

  14. Where to look … Assess the needs of the local community Service touch-points (e.g. United Way, Red Cross, food pantries, local libraries, schools, public health dept.) Explore established institutional connections Get student input on issues and organizations of interest Speak with an organization’s Volunteer Coordinator Craft a balance and diversity in your partners

  15. Starting the conversation … Students experience has to be focus Start with good communication, program values, and a cooperatively built sense of shared purpose Understand the power dynamics Support relationship with training Build in assessment and timely evaluation Go back to the students!

  16. Group Exercise Groups of 5 to 8 Each group assigned a matrix component Determine where your institution/program falls on the matrix and challenges that you face in progressing 10 minutes to work together Report to larger group your findings

  17. Any additional issues or concerns?

  18. Online Resources http://ecfr.gpoaccess.gov http://ifap.ed.gov www.compact.org www.servicelearning.org Midwest Association of Student Employment Administrators (MASEA) www.masea.org National Student Employment Association (NSEA) www.nsea.info

  19. QUESTIONS?

  20. References Bowley, E. (2009). Developmental matrix for community service federal work-study. Retrieved from http://www.compact.org/wpcontent/uploads/2009/02/matrix.html. Department of Education. (2009). Managing Campus-Based Programs. Federal student aid handbook (Vol. 6, 25 – 44). Retrieved from http://ifap.ed.gov/fsahandbook/0910FSAHBKVol6.html.

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