Florida Learn & Serve Application Workshop

1. Florida Learn & Serve Application Workshop Name Title

2. Workshop Goals To provide information on: • Service-learning • Applying for an award • Review process • Selection of grants for awards

3. National Service Program Corporation for National & Community Service (approx. $1B nationwide) • AmeriCorps, AmeriCorps*VISTA, AmeriCorps*NCCC • Senior Service Corps (RSVP, Foster Grandparents, & Senior Companions) • Learn & Serve America (K-12 School-Based [approx. $1M for Fla.], Higher Education, Competitive Grants)

4. What is Service Learning? • A method by which students improve academic learning and develop personal and career skills through structured service projects that meet real needs. • In such projects, students practice apply knowledge, skills, and behaviors they need to learn via service. Service is a means and application of learning.

5. Components of Effective Service-Learning (Student Roles) Investigation–assignments to identify and assess/research needs, examine issues and policies Project Design—discussion, site visits, resource and partner identification and development, choosing activities, projecting impacts Action–service that flows from preparation. Can be direct, indirect, advocacy and/or research. Demonstration–presenting, teaching, performing, advocating, etc., to others about needs or service Reflection–writing, discussion, evaluation, future planning, etc., about needs or service

6. Other Elements of Effective Service Learning • Recognition–celebrating what students and partners have accomplished • Reciprocity–collaborating to ensure those who receive service play an active role in defining needs and activities • Youth Empowerment–integrated into all other components

7. National Standards for Teaching of Service-Learning • 8 areas: • Duration and Intensity • Link to Curriculum • Partnerships • Meaningful Service • Youth Voice • Diversity • Reflection • Progress Monitoring • 35 indicators

9. Types of Service Learning 1. Direct—person-to-person, face-to-face, tutoring, work with elderly, etc.—projects in which students service impacts individuals who receive the service from students. Beyond-academic impacts: Care for others, dependability, responsibility, getting along with others who are different, problem-solving, big-picture learning 2. Indirect—environmental, construction, restoration, drives, etc.—projects with clear benefits to a community as opposed to specific individuals. Beyond-academic impacts: cooperation, working as a team, playing different roles, organizing, prioritizing, project-specific skill development

10. Types of Service Learning, cont. 3. Advocacy—working, acting, speaking, writing, lobbying, etc.—projects that create action or awareness on an issue of public interest. Beyond-academic impact: perseverance; understanding rules, systems, and processes; engaged citizenship; working with adults. 4. Research—surveys, studies, evaluations, experiments, interviewing, etc.—projects that find, gather, and report on needed info. Beyond-academic impact: learn how to learn/get answers/find info, make discriminating judgments, work systematically, organize, assess, and evaluate.

11. Service Learning & Brain-Based Learning The Brain Works Best When There is . . . • Active engagement in the learning—SL actively engages learners in hands-on work with others • Choice of activity or project—SL empowers students to choose, design, implement, and evaluate projects • Feedback and reflection—key components of SL • Variety and novelty—SL moves students from theory/concept to reality • Complexity and challenge—SL is real-world application • Functioning in a social setting—SL engages students with others at all stages

12. Service Learning & At-Risk Youth • Promotes connections/bonding • Builds self-esteem/empowers • Promotes values • Career exploration/skill development • Accommodates difference learning styles • Exposure to different kinds of people • Promotes constructive risk and expression • Reciprocity—students give and receive

14. Service Learning and Education Reform • Academic Improvement • Addressing Standards and FCAT • Prevention and Intervention • Civic Engagement/Citizenship • Experiential/Hands-on learning • School-to-Work/Career Exposure • Alternative learning styles • Community/Business/School relations • Alternative assessment • Technology, 3Rs, parent involvement, etc.

15. Impacts of Service Learning • Cognitive (academic, problem-solving, performance on tests) • Civic domains (interested in community, likely to serve in future, feelings of efficacy) • Personal/social domains (caring about others, patience, personal responsibility, cultural sensitivity, confidence, avoidance or risk behavior, empowerment) • Career exploration skills (knowledge of career paths, workplace literacy)

16. Overview of Project Types • 1-year pilot projects • 1-year renewal projects* • 3 + 3-year district projects (1-2 available for 2010-11) *Current Fla. S-L Leader Schools apply under this category and can receive an additional $5,000. *1-2 awards will be made to districts of up to $50,000

17. Eligibility • Public schools, school districts/district offices, school district consortia, others working through the public school district

18. Funding…How much can we get? Pilot Projects • Up to $7,500 per school Renewal Projects • Up to $10,000 per school or district; Leader Schools can receive $15,000; 1-2 district awards of up to $50,000 Only one grant per school, but an award may support multiple activities

19. What is the difference between cash match and in-kind match? • Cash matchis funds contributed to the project (cash donations from partners, already-paid-for time and benefits of school staff spent on the project, travel and postage, bus transportation of participants). • In-Kind match is services, goods, or materials contributed to the project (funds from other local, state, or federal sources [except CNS initiatives] or grants, if they support the project directly), materials or food donated, estimated value of use of existing equipment prorated during the project period.

20. How much match is required? % of Request Applicant Category 33% First-time or previously unsuccessful applicants 50% Proposals for a second year of funding 100% Proposals for a third or more year of funding

21. A Learn & Serve grantCAN Pay for . . . • preparation/ instruction for, travel to, materials for, engagement in, reflection on, evaluation of, and recognition for service learning • common expenditures such as staff planning, release, and coordination time; expendable materials; curriculum development; training; dissemination activities; and raw materials for service projects • All projects should add a line item for $750 for travel to the required statewide conference or institute. No match or in-kind is required for this item.

22. But it CANNOT Pay for . . . • Indirect costs • Creating positions • Trips except directly related to service preparation, training, or provision • Stipends, salaries, or other incentives to students or recipients of service • Computers or other expensive electronics unless it meets the three criteria outlined in the grant (see next slide) • T-shirts, caps, or related items • Reward or recognition items

23. It Cannot Pay for (con’t.) • Proposals for school-site plant beautification, landscaping, ornamental gardens, outdoor classrooms, nature trails, boardwalks, greenhouses, or similar projects. On-site environmental projects such as growing food for the needy, erosion abatement, energy audits, water testing (besides manmade holding ponds), and exotic removal can be funded.

24. Criteria for expensive items: • The item is at the heart of the project; i.e., the project can’t be done without it. 2. There is no other way to pay for or use/obtain/borrow the item. 3. The permanent and dedicated use of the item will be for service learning.

25. Formatting • DOE 100A = Cover page. The DOE 100A must have the superintendent’s or designee’s signature. • Project Narrative = Use Attachment 3 • DOE 101 (Budget Narrative) • Attachments = 6-page limit • 1 one-sided proposal with original signatures + 2 duplexed copies • Performance Accountability form(s) • No binders, plastic covers, etc. • DUE DATE: Received by May 21, 2010 at FDoE in the RFP.

26. Selection Criteria/Scoring • Project Abstract or Summary—Required—no score • Project Need—15% Academic and/or behavioral needs of students to address, needs of people or sites to be served, and back-up data. 3. Project Design and Implementation—35% Objectives and proposed S-L activities or infrastructure-building to meet them. Include S-L elements, integration with curricula and standards. Student and partner roles—what will occur in the project—attach letters from key partners Timeline (can also be one of the attachments) 4. Evaluation—20% Pilot Projects have to project 1 quantifiable impact on students serving and record on Performance Accountability worksheet. Renewal projects also have to project 1 quantifiable impact on those who are served.

27. Scoring Criteria, Cont. 5. Support for Strategic Imperatives—Reqd. 0% Incorporate one+ of the Areas of Focus included in Florida’s Next Generation PreK-20 Education Strategic Plan. Describe how proposed project will address reading and math/science initiatives of the FDoE. • Dissemination Plan—5% Describe efforts to disseminate and share information (note: student demonstration efforts = dissemination) 7. Budget Narrative and Match—25% Budget Narrative (DOE 101). Breakdown and calculation by category of resources needed for the project, plus justification/explanation.

29. Additional/Extra Criteria for Renewal Applicants A. Needs to be Addressed Describe how new will build on, evolve, and expand current or past activities. B. Activities, Elements, and Timeline Describe 2009-10 activities and impacts and how 2010-11 activities expand and improve service-learning through new programs, additional $ and tech. support, creating service-learning staff, and linking with school and district policies. Leader Schools describe planned activities to serve as service-learning models

30. Review and Selection • A cadre of experienced reviewers read proposals • Each proposal read by 5 reviewers • Reviewers of your proposal are not from your region • Reviewers needed—call 840-922-7545 or e-mail jfollman@hhp.ufl.edu if interested • Middle three scores are averaged to determine overall average • Proposals then discussed in order—starting with highest scores—and recommendations are made to Commissioner of Education • Recommendations announced in July • Awards given in August or September

31. Resources on ProgramWeb Site (http://learnandserve.hhp.ufl.edu) • Complete application packet and materials • Descriptions of 500 previously funded projects • Frequently asked questions for applicants • Definitions of service-learning • Images of service-learning products • Research on impacts of service-learning • Multiple service-learning publications • Profiles of effective projects • Descriptions of Fla. Service-Learning Leader Schools

32. For More Info, Contact: Your Contact information Joe Follman, Director Florida Learn & Serve 820 E. Park Avenue, Bldg. F Tallahassee, FL 32301 850-922-7545 jfollman@hhp.ufl.edu