The Department of Social Science & Civic Engagement supports the implementation of the service-learning graduation requirement. The following guidelines are currently in place to guide our work.


Service-learning is a teaching strategy that connects classroom curriculum with service projects. Service-learning engages students in projects that serve the community while building social, civic, and academic skills.

Service-learning is a pedagogical strategy, not an outcome. Service-learning is an opportunity for students to develop Common Core skills and 21st century skills (Collaboration, Communication, Creativity, and Critical Thinking/Problem Solving) through project preparation and development, execution, and reflection.

Research indicates that when students participate in high quality service-learning we see positive academic, social/emotional, and civic outcomes.

Stages of Service-Learning

In order to qualify as a service-learning project, a service experience must include the following components:

  • Preparation - Students prepare for their service by learning about the issue, building their skills and knowledge, and developing an action plan for service.
  • Action - Students engage in meaningful service by working on a project that will make a difference in their community and is tied to their classroom curriculum.
  • Reflection - Teachers enable students to analyze and make sense of their experience through discussion, journaling, and presentation opportunities.

Service-Learning Implementation

Each school will develop a strategy to ensure that all students can fully participate in service-learning projects during their years in high school. For the graduating classes of 2016, 2017, 2018, 2019 ONLY schools can choose from among the following options:

  • One classroom-integrated service-learning project + 25 individual service hours
  • Two classroom-integrated service-learning projects + 15 individual service hours
  • Three classroom-integrated service-learning projects

For the graduating class of 2020 and beyond (incoming Freshman of 2016-2017 SY) schools can choose among the following:

  • One service-learning project in Civics or AP Government Course + One classroom-integrated service-learning project (in any additional course)
  • One service-learning project in Civics or AP Government Course + One independent service-learning project


For more information about the new service-learning policy please read the New Service-Learning Policy FAQ.

As schools plan how they will facilitate classroom-integrated service-learning projects, we encourage them to offer a combination of Classroom-Integrated Service Projects and supported Independent Projects. The Department of Literacy: Civic Engagement and Service Learning recommends Classroom-Integrated Service Projects as being very appropriate for freshmen and sophomores and Independent Projects as being more appropriate for juniors and seniors.

Service-Learning Practice Standards

Service-learning projects should meet the following standards of excellent practice:

  • Youth Voice
  • Meaningful Service
  • Curriculum Integration
  • Reflection
  • Community Partnerships
  • Progress Monitoring
  • Duration and Intensity
  • Diversity

For more detailed information about the service-learning standards, please visit the National Youth Leadership Council.

Service-Learning Project Approval

All service-learning projects and experiences must be pre-approved by the school's Service-Learning Coach. Teachers and other faculty members should complete the Service-Learning Project Certification (Forms). Service-learning credit will not be granted for projects that have not been pre-approved. Students must have the approval of the Service-Learning Coach prior to beginning independent service-learning projects.

Project Assessment

At the completion of each classroom-integrated service-learning project, teachers should administer a brief project assessment for students to complete. The project assessment form enables both the teacher and the District to gain an understanding of the student experience during the service-learning project and can be downloaded at the Forms link.

Project Resources

The Department of Social Science & Civic Engagement has service-learning project exemplars, curriculum and other resources available for teachers and schools at the Curriculum link. Professional development opportunities for schools and individual teachers are also available for planning, design, implementation, and assessment purposes. Please contact Lauren Woods, Service-Learning Coordinator,, 773-553-6108 to request a professional development session.

Restricted Service Activities

Students may not earn service-learning credit through the following:

  • Work with for-profit businesses and corporations;
  • Work with religious organizations if the service involves promoting a particular faith;
  • Volunteer work where no academic objective is addressed;
  • Work that is financially reimbursed;
  • Participation in a sports team or other extra-curricular activity unless that group designs a service-learning project that contains the components listed above
  • Assisting a teacher (i.e. correcting papers, cleaning the classroom)
  • Artistic performances or recitals unless students are involved in creating a project that includes a performance as an outcome of the project
  • Attending a workshop, conference or other educational event unless that training leads directly to a service project.

For more information about restricted activities contact the Service-Learning Coach at your school or Lauren Woods, Service-Learning Coordinator,, 773-553-6108.  

Project Criteria

Classroom teachers may develop or choose to facilitate a service-learning project with his/her students that includes the entire class and aligns with classroom instructional goals.  

Independent Project Criteria

Classroom teachers may choose to ask students to complete service outside of the classroom individually or in teams and tie the service experiences to classroom content.

Page Last Modified on Friday, August 12, 2016