K-12 Service-Learning Standards for Quality Practice Worksheet

Service-Learning is used as an instructional strategy to meet learning goals and/or content standards.

Service-Learning Standards

Important Questions To Ask

Evidence from Activities

 Meaningful Service

Service-learning actively engages participants in meaningful and personally relevant
service activities.

Are students meeting a recognized need that is valued by those being served?

Are the issues addressed personally relevant to the students?

Are experiences appropriate to students’ age and developmental abilities?


Link to Curriculum

Service-learning is intentionally used as an instructional strategy to meet learning
goals and/or content standards.

Are you meeting curricular objectives (state standards, district outcomes) through service-learning?

What skills are your students learning?

What curricular content are your students learning?


Duration and Intensity

Service-learning has sufficient duration and intensity to address community needs and meet specified

Is the time allotted long enough (conducted across several weeks or months) for students to:  BUILD partnership relationships, ADDRESS identified community need, MEET specific learner outcomes?


Service-learning partnerships are collaborative, mutually beneficial, and address community needs

Do partners share a commitment to a common vision and view each other as a valued resource?

Do partners plan frequent communication?

Does each understand expectations concerning tasks and accountability?

Progress (Process) Monitoring

Service-learning engages participants in an ongoing process to assess the quality of implementation
and progress toward meeting specified goals, and uses results for improvement and sustainability.

How will students demonstrate the identified learner outcomes (from multiple sources) throughout the experience?

How will students know they have fulfilled the service/genuine community need?


 Youth Voice

Service-learning provides youth with a strong voice in planning, implementing, and evaluating service-learning
experiences with guidance from adults.

How will students (with teacher guidance) help generate ideas and be involved with decision making during the following phases:

·         Investigation (of community issue)

·         Planning

·         Action/Implementation

·         Reflection/Evaluation process

·         Demonstration/Celebration




Service-learning promotes understanding of diversity and mutual respect among all participants.

How will students identify and analyze the different points of view to gain an understanding of multiple perspectives (overcome stereotypes)?

How will students develop skills in conflict resolution and group decision making skills?

How will students gain a respect for the diverse backgrounds and perspectives of those offering and receiving the service?



Service-learning incorporates multiple challenging reflection activities that are ongoing and that prompt
deep thinking and analysis about oneself and one’s relationship to society.

Through reflection, are the students challenged to examine their own preconceptions and assumptions (personal growth and awareness)?

Are students challenged to think deeply about community problems and provide alternate solutions?

Are a variety of reflection activities (verbal, written, artistic, non-verbal) planned before, during and after the service experience?