A Strategic Plan to Involve School-Family-Community Partnerships via Service Learning

4. Timeline

  • A Strategic Plan to Involve School-Family-Community Partnerships via Service Learning
  • EDU 617 School Family & Community Partnership
    • Introduction
    • The National Commission defines Service Learning as a teaching and learning approach that incorporates community service with academic study to enhance learning; while strengthening the community (National, n.d.)
    • Students that are engaged in service learning can answer the following questions
    • When will I use this in the real world? When skills that are learned are used in real life situations, this displays how learning can extend outside the classroom and bring a positive change in the community (Character, n.d.).
    • Service learning incorporates student leadership, academic mechanisms, celebration (once task or service has completed in success) and reflection (Character, n.d.).
    • Students are able to meditate and reflect on the need of the community and how they can help; while still learning their academics (Character, n.d.).
    • Steps aimed at preparing service learning project
    • Brainstorming- Include the class during this time to see if they have noticed some needs in the community.
  • Walk and canvas the neighborhood by talking to those that live in the community to see if they have ideas or concerns; this helps in gathering information.
  • Research events that are happened in the community (Be Big, 2013).
    • Teach your students about cultural discrimination in different countries in education (Projects, n.d.).
    • Explain to students what a learning disability is and how to respond to those peers that make fun of others with disabilities. Explain why it is imperative to know what a disability is.
    • Students with a learning disability in school can suffer from anxiety. The National Center for Education statistics states that over 6 million children have been diagnosed with some type of learning disability.
    • As a class, think of realistic ideas that are achievable project based on time, resources, skills and space.
    • Help students with learning disabilities to release their frustration and anxiety by making “Chill Bottles.” Chill bottles are small water bottles that are decorated and filled with red glitter. They are meant to be shaken. If a student feels frustrated, they can pick up the bottle and shake it to display to the teacher that they need a moment and to also help them to relax or chill. The red glitter indicates to the teacher that the student is needing a moment. Once the glitter hits the bottom of the bottle, the student can get back to learning.
    • Prepare
    • Work with student as an effort to find a service project that addresses the needs identified (Be Big, 2013).
    • Chill Bottles for students with a learning disability
    • Role Assignment
    • Indicate the different tasks that are needed for the success of completing the service learning.
    • Plan
    • Materials needed
    • Small clear plastic water bottle
    • Clear Glue
    • Hot Water
    • Red Food Coloring
    • Red Glitter
    • Super Glue
    • Where can material be acquired?
    • Ask parents for donation or ask local craft stores
    • Who can be involved in the Project
    • Student, parents encourage community help
    • Send home flyers to parents about the project, send emails, advertise on social media
    • Ask those students that have disabilities to help with the project.
    • Where can they drop off the donated items?
    • A special needs class.

    a. What should happen?

    1. Make the chill bottles

    b. When?

    1. Obtain a date for the project

    C. Act

    1. Start moving

    a. If it takes longer than anticipated, remind the students why they are doing what they are doing.

    2. Share

    a. Plan a time when the class are able to pass out the projects to the community.

    D. Reflect and Celebrate

    1. Make thank you cards for everyone that donated or help to make the project a success.

    2. Take time to talk about the project and what you most enjoyed.

    a. Ask the students their thoughts and how they feel?

    b. What was so important about the project?.

    c. How was the project helpful to those students with disabilities or special needs.

    3. Plan a party to celebrate the student’s success.

    III. Students should be competent in order to participate.


    • Student Curricular and academic proficiencies
    • Students should be able to speak their need through language or systems.
      • Can understand general measuring instructions (example: measuring cups)
      • Physical Capabilities
      • Able to contribute
      • Survey the community in a group
      • Can pour without assistance
      • Social Development
      • Should be willfully be involved in the project.
      • Student should know how to communicate.
    • Student should know how to behave appropriately in social setting.
    • Conclusion
      • At the end of the project, a summary should be completed to conclude if the project was a achievement or failure. Take notes on where the project could have been better. This helps in ensuring a better teaching experience and to increase the success of future projects.

    Be Big, 2013. It only takes a little to be big Service Project Planning Guide. Retrieved from: https://www.scholastic.com/cliffordbebig on June 4, 2018.

    Character.or. (n.d.).Service learning. Retrieved from: http://character.org/key-topics on June 4, 2018.

    National Commission on Service-Learning. (n.n). Learning in Deed the Power of Service-Learning for American Schools. Retrieved from: https://ed253jcu.pbworks.com/learning deedservice on June 4, 2018.