Coordinates with a Community Agency, Another School, or the Community at Large
(Note: Academic content standards adopted by the State Board of Education are shown in italics.)
Students will understand the relationship between the school and the community and the value of school-community partnerships. Students and teachers collaborate with individuals and organizations in the community to develop and implement meaningful service activities that meet the needs of the school and the community.
Example: In conjunction with the school's project-based curriculum, students in sixth grade participate in a six-week project on city planning. Students survey neighborhood needs, visit utility sites throughout the city, and invite city officials to speak in their classroom. For their service project, the students decide to improve services and safety in their school community by designing wheelchair-accessible ramps. Students learn geometry as they design the ramps and are assisted by professional architects and city planners to ensure that the ramps meet all specifications. (Mathematics Content Standards, Grade Six, Measurement and Geometry 2.1—Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms.) Parents and community members assist the students with the building of a ramp at the school. Students then write essays to reflect on their understanding of the issues of accessibility in their own school and in the community. (English-Language Arts Content Standards, Grade Six, Writing 1.2—Create multiple-paragraph expository compositions: 1.2a Engage the interest of the reader and state a clear purpose; 1.2b Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader.)
