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and communities. program accomplishments nid uses service-learning strategies to increase students' civic and academic engagement, develop literacy and critical thinking skills, and foster personal and social development. teachers hold the key to accomplishing these goals, so we provide them with the necessary training and support to do so. in 2016-2017, need in deed worked with 140 3rd-8th grade teachers and 3,600 students in 60 traditional public and charter schools across philadelphia. with our support, they conducted a year-long process of identifying social issues they cared about, and they designed and implemented a meaningful service in response to their concerns. in addition to providing opportunities for increased civic and academic engagement, our process develops students' literacy and critical thinking skills, fosters personal and social development, and cultivates such positive behaviors as improved attendance and decreased tardiness and discipline issues. important character traits and social and emotional skills like personal responsibility, collaboration, leadership, empathy, resilience, and self-control are nurtured. as teachers guide students through the yearlong service-learning process, nid provides the support and resources needed to build a classroom environment conducive to authentic learning and a robust service-learning project. this support continues as students identify issues that interest them, choose one issue as their focus, conduct research, meet with community partners to understand underlying causes and effects, and complete meaningful service in response to that concern. the 2016-17 year began with retreats for teacher network members in july and august. our annual teacher recognition event, the soire, was in september, and student representatives from participating classes and their teachers gathered at the shout out in may to showcase their projects to peers and community partners. interspersed throughout the year were monthly professional development sessions for network teachers, as well as individualized coaching, access to mini-grants for project-related expenses, and access to learning resources (books, articles, videos, websites, etc.) to increase students' understanding of the social issues on which they focused. homelessness and gun violence again topped the list of issues that students chose as the focus of their inquiry and projects. among the other issues students explored were stress, substance abuse, immigration, police/community relations, driving safety, child abuse, animal abuse/welfare, eviction, and hunger. experts from more than 70 community partners broadened and deepened students' understanding of these complex social issues and avenues for action. the following are just some highlights from among this year's projects: 6th-8th graders collected 4,044 pairs of socks for distribution to homeless individuals through seven local agencies; 3rd graders packed more than 5,000 meals for global distribution through stop hunger now; 3rd graders concerned about gun violence interviewed their state representative on how a bill becomes a law and the role of citizen voice; a 5th grade class created a video on visitor behavior for the philadelphia zoo; a class of 3rd graders wrote and distributed a book, \"the abcs of stress\" for their school; 7th-8th graders interviewed a trauma specialist on the long-term effects of trauma on the body; a 6th grade class created a brochure for people at risk for unlawful eviction. here are more examples from three points in our service continuum - 3rd, 6th, and 8th grades - to illustrate the range of impact that nid's approach to service-learning can have: a troubled student connects to her schoolwork; a class creates a valuable resource for a community agency; and students learn the power of sharing facts and engaging civic leaders. \"from an 8th-grade teacher in a school in 19140 (median household income is 21,272; a significantly low educational attainment rate and a significantly high crime rate) whose students chose mental illness as their social issue: rosemary has been getting into fights since sixth grade. she's a neighborhood girl with a ton of attitude. as her seventh grade english teacher i can say that her writing needed work, lots of work. i wasn't going to recommend her for my 8th grade honors class because she just wasn't \"there\" with the rest of the hard-working honors kids. however, i put her in my honors class this year because i was afraid. i was afraid to give her to any other teacher. she's tough to teach and i was afraid for the teacher who had to deal with her attitude. i'm so glad i made this decision. rosemary worked harder on the service project than any other honors student. she cared. she cared and repeatedly told me how glad she was we were finally doing something in school that would make a difference, that mattered. . . .They all worked hard, but rosemary worked the hardest. i'm so proud of her. her writing has not just improved, it's skyrocketed she is not only getting her work done ahead of the other students, the quality is on par with the top of the eighth grade class. she is still a tough neighborhood girl, and i'm glad for that: i'm sure and she's sure she's going to change the community for the better. \"the lawyers of community legal services of philadelphia, whose colleague had made a presentation to a 6th-grade class in a school in 19123 (serving a significant immigrant population) did not expect their agency to be the recipient of the students' project: the students were exploring the issue of poverty, and after interviewing the community partner in april, they decided to design a service project to address unlawful eviction. the legal staff at clsp was stunned \"our jaws dropped\" when the students presented them with 150 copies of the brochure they created: a flawless, detailed, but easy-to-read brochure about tenants' rights and resources that the agency can duplicate and distribute free to clients. \"from a 3rd-grade teacher in a school in 19149 whose students chose gun violence in their community as their issue (the students in this school are 100% economically disadvantaged, 17% english language learners, 10% with individual learning plans): my students were shocked to hear about the lack of gun laws here in pennsylvania when ceasefirepa came to speak to them. our gun safety project has taught them what to do if they see a gun or if someone wants to show them a gun. however, they more or less think that people should not have guns at all. when ceasefirepa came, they learned that one can buy 100 guns at one time and other shocking facts. at the shout out nid's annual showcase of projects, one of my students asked the reporter from the philadelphia notebook an education-focused newspaper if she knew that fact. she, too, was shocked. my student then explained to her that they were going to lobby state senator john sabatina to help pass a bill. i was so proud of her to remember that word. impact since moving to the network model in 2004, need in deed has worked with more than 350 teachers and 9,000 students. nid conducts an impact assessment at the beginning and end of each school year, asking teachers to report on elements of their practice that promote student gains in academic as well as social and emotional (\"21st-century\") skills. key among the assessment results for the 2016-2017 year were the following: o 84% of teachers reported improved sense of community in the classroom (e.G., teamwork, collaboration) o 82% reported improved sense of student self-efficacy (i.E., sense of self; belief that they can make a difference) o 69% report improved student engagement in the curriculum (e.G., making connections to the issue/project) other gains reported include: o literacy skills o attendance o empathy for others o enthusiasm for reading and writing o understanding the importance of follow-through on tasks 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partners in their roles and supports each need in deed classroom. we sustain our service numbers by annually recruiting a cohort of 35-45 teachers into the need in deed teacher network. they commit to a two-year, 140-hour process of training, coaching, and support, after which they can access ongoing professional development and coaching to continue building their skills in using service learning. since 2004, need in deed has worked with more than 425 teachers and served more than 12,000 students. we maintain relationships with more than 70 local government agencies, nonprofit organizations, and higher education and health institutions who stand ready to serve as community partners. designated by the commonwealth of pennsylvania as an educational improvement organization since 2002, need in deed is also a registered partner with the school district of philadelphia's office of strategic partnerships. program accomplishments in the 2017-2018 school year, need in deed reached 3,900 students, supporting a network of 150 teachers in 63 schools across the city. individuals from more than 50 community partner organizations brought their special expertise and insights to need in deed classrooms during the inquiry, design, and implementation phases of the student projects. the 2017-18 year began with training for the new cohorts and professional development for teacher network members in july and august. we held our annual teacher recognition event, the soire, in october 2017, and student representatives from participating classes and their teachers gathered at the annual showcase of student projects, the shout out, in may 2018 to showcase their projects to peers and community partners. throughout the year need in deed staff provided monthly professional development sessions for need in deed teachers, as well as individualized coaching, access to mini-grants for project-related expenses, and access to learning resources (books, articles, videos, websites, etc.) to increase students' understanding of the social issues on which they focused. homelessness and gun violence again topped the list of issues that students chose as the focus of their inquiry and projects. among the other issues students explored were the environment/urban blight, substance abuse, immigration, police/community relations, driving safety, child abuse/welfare, animal abuse/welfare, and hunger. nearly 60 individuals from the city's vast array of public agencies and private organizations served as classroom resources, broadening and deepening students' understanding of these complex social issues and avenues for action. classroom projects addressed the environment/urban blight by organizing an \"e waste\" collection, working with the city's streets department to haul away and recycle 500 pounds of discarded electronic devices and appliances. students concerned with gun violence in their communities worked with local organizations to stage a peaceful march. students addressed both the collapse of bee colonies and urban blight by making hundreds of seed balls to distribute in vacant lots: the pollinator-friendly plants created pockets of natural beauty throughout the community. in addition to their service projects, students also collected more than 4,000 pairs of socks for distribution to homeless individuals through seven local agencies and packed more than 5,000 meals for global distribution through stop hunger now. program impact because the school district does not allow partner organizations to do their own program evaluation, including collecting student data, and the expense of third-party evaluation is prohibitively high to incur annually, we use teacher reports to measure the impact of our program on students and teacher effectiveness: 1. teachers report on observed outcomes that are known benefits of service-learning: improved literacy skills, engagement with the curriculum, problem-solving skills, understanding/analysis of cause and effect, sense of community, sense of self-efficacy, sense of empathy. 2. we collect data on teachers' use of classroom practices proven to promote student learning: eliciting student voice, assessing for prior knowledge, giving students responsibility for solving problems, using reflection activities to help reinforce new material/concepts, incorporating real-world materials into the curriculum. 2017-2018 outcomes student outcomes reported by year 1 and year 2 teachers: 91% of teachers reported sustainment or growth in students' ability to analyze cause and effect 94% of teachers reported sustainment or growth in students' ability to resolve conflicts peacefully 84% of teachers reported sustainment or growth in students' participation in class discussions student outcomes reported by year 3+ teachers: 94% of teachers reported an improved sense of community in the classroom 84% of teachers reported increased student awareness of social issues 72% of teachers reported increased student self-efficacy 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deed's approach into their practice; representatives of the city's vast network of public agencies and private organizations voluntarily serve as classroom resources during the students' inquiry, design, and implementation process; and the need in deed program staff actively prepares and supports the teachers and community partners in their roles and supports each need in deed classroom. we sustain our service numbers by annually recruiting a cohort of 35-45 teachers into the need in deed teacher network. they commit to a two-year, 140-hour process of training, coaching, and support, after which they can access ongoing professional development and coaching to continue building their skills in using service learning. since 2004, need in deed has worked with more than 425 teachers and served more than 12,000 students. we maintain relationships with more than 70 local government agencies, nonprofit organizations, and higher education and health institutions who stand ready to serve as community partners. designated by the commonwealth of pennsylvania as an educational improvement organization since 2002, need in deed is also a registered partner with the school district of philadelphia's office of strategic partnerships. program accomplishments in the 2017-2018 school year, need in deed reached 3,900 students, supporting a network of 150 teachers in 63 schools across the city. individuals from more than 50 community partner organizations brought their special expertise and insights to need in deed classrooms during the inquiry, design, and implementation phases of the student projects. the 2017-18 year began with training for the new cohorts and professional development for teacher network members in july and august. we held our annual teacher recognition event, the soire, in october 2017, and student representatives from participating classes and their teachers gathered at the annual showcase of student projects, the shout out, in may 2018 to showcase their projects to peers and community partners. throughout the year need in deed staff provided monthly professional development sessions for need in deed teachers, as well as individualized coaching, access to mini-grants for project-related expenses, and access to learning resources (books, articles, videos, websites, etc.) to increase students' understanding of the social issues on which they focused. homelessness and gun violence again topped the list of issues that students chose as the focus of their inquiry and projects. among the other issues students explored were the environment/urban blight, substance abuse, immigration, police/community relations, driving safety, child abuse/welfare, animal abuse/welfare, and hunger. nearly 60 individuals from the city's vast array of public agencies and private organizations served as classroom resources, broadening and deepening students' understanding of these complex social issues and avenues for action. classroom projects addressed the 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