SLATE

1. SLATE Service Learning Academic aTtainment Evaluation Conducted for the CalServe Initiative By Sasha Neumann

2. Desired Outcomes • Identify the roles and expectations of partnership coordinator (or designee) in SLATE process • Review results of prior studies • Define the purpose of the SLATE process • Outline the procedures for SLATE process • Provide reflection ideas for SLATE process

3. What is SLATE? • Provides data to one of six key areas for evaluation, Section 2 – High quality service learning. • Documentation of high quality service learning • Assess student proficiency on two content standards

4. Who benefits & how? • LEA School Boards • CalServe Partnership Coordinators • Service learning site advocates • Other key stakeholders and decision makers • Teachers better understand how high quality service-learning helps their students’ achieve content standards and • Increases student engagement • Provides evidence consistent with national research

5. Teacher Benefits • “These projects make a difference in the students’ lives.” • “I have had the opportunity to see the powerful effects service learning has had on my students...” • “Thankful for an opportunity to explicitly look at my own professional development as a service-learning practitioner.”

6. Who contributes to SLATE? • CalServe funded Partnerships • Partnerships identify at least 3 teachers, preferably one per grade span • CalServe Regions • STEM Projects representing various regions

7. Who supports SLATE? • Regional Evaluation Facilitators (REFs) • Partnership Coordinators • Local Evaluator

8. Overview of SLATE • Webinar • Teacher recruitment • Pre-flection with SL Quality Checkup Tool • Teacher Identification Form • Student Tracking Form • Reflection with SL Quality Checkup Tool • SLATE survey

9. SLATE Timeline Partnership Coordinator (or designee) • Recruits SLATE teachers January/February • Works with SLATE teachers to complete TIF • Reviews and submits TIF to REF - February 4 • Works with SLATE teachers to complete STF • Assists SLATE teachers in completing SLATE survey • Reviews and submits STF & SLATE survey to REF – May 6

10. Teacher Identification • Recruit and excite teachers • Recognize successful projects and invite participation • Share “Teacher Benefits” comments • Conduct interviews (pre-flection) SL Check Up Tool; ensure progress towards high quality service learning • Complete Teacher Identification Form • SLATE teachers email TIF to Partnership Coordinator (or designee)

11. Choosing Standards • All teaching & projects aligned to standards • California State Content Standards that most directly align with the service-learning activity • Standards most important to school and LEA • Use district benchmarks • Use standards from district wide assessments • Focus on two content standards

12. Student Assessments • Assumed all teachers collect data for standards achievement through assessing students • Meet & dialogue with SLATE teachers • Identify assessments being used • Discuss potential of comparison to district wide data • Discuss what defines proficient and non-proficient

13. Student Tracking Form • Identify 2 Standards • Report whether students achieved proficiency (1) or not (0). • Track how many days project spanned (discuss this as a group so teachers include all days) • Record student attendance data • Double check each others Student Tracking Forms for accuracy • SLATE teachers email STF to Partnership Coordinator (or designee)

14. SLATE Survey • Find time to meet as a team with SLATE teachers. • Bring completed STFs • Conduct SL Check Up Tool via dyad interview • Complete SLATE survey on PDF • SLATE teacher emails SLATE survey to Partnership Coordinator

15. Reflection Ideas • Teacher reflections from 09-10 surveys • Perspectives on evaluation make a difference • Encourage curiosity and promote insights • Use data to promote team reflection • Provide time for teachers to share successes • Celebration activities