The institution has no civic engagement mission or programs; or, there is little or no connection between community service work-study and other civic engagement programs (including little or no partnership between the offices managing these programs).

One or more offices of the institution can articulate basic civic engagement goals and/or has some community involvement programming. Some communication takes place between campus leaders managing work-study and civic engagement.

The institution has an overall mission for civic engagement and sponsors programming to achieve it. Regular, open communication takes place between campus leaders managing work-study and other civic engagement programs. The institution is exploring how to best engage community service FWS student leaders in supporting civic engagement.

The institution and the majority of people there can articulate the institutional mission related to civic engagement. Civic engagement programming is funded by institutional dollars, and work-study students serve in established leadership roles in it. Financial Aid and the campus office(s) that lead civic engagement efforts have a strong partnership.

No program goals have been agreed upon. Little or no evaluation of the community service FWS program takes place.

Community service FWS program leaders on campus have determined some goals for the program. Some tracking of participant numbers and/or satisfaction with the program takes place.

Community service FWS program leaders have shared program goals with others (community partners, students) and asked them for input into program goals and evaluation. Program inputs (e.g., # of hours served) and some outcomes are evaluated at least every two years.

Short- and long-term goals and an evaluation plan for the program are developed by campus leaders, along with community and student representatives. The goals and plan are reaffirmed annually. Program outcomes (effect on students, community) are evaluated and reported to stakeholders annually.

No formal structure exists for coordination of community service FWS. Tracking and managing the program is completed by one person or office with many other duties.

Some discussion has taken place among campus administrators regarding the various financial, community outreach, and student development functions of the program and how to best manage these functions.

Community service FWS is considered a "program" by administrators and participants. It is clear who is responsible for various elements of the program. One or more people have a clear mandate to manage the program, but with limited institutional resources to do so.

Community service FWS is an established campus program with solid leadership by administrators with expertise in financial aid regulations, student development, and community partnership-building. Processes for marketing, recruitment, reporting, training, and other key functions are as centralized as possible and clear to all participants.

Many jobs used to meet the 7% mandate are located on campus. Some students may find their own positions in the community.

Most positions meeting the 7% requirement are in the community. Positions are identified by students or suggested by community organizations. No formal criteria for acceptable positions exist.

Some criteria for acceptable community service FWS positions exist and an informal system is in place to review position descriptions and approve positions from year to year. Some students serve in leadership roles in the program.

The criteria for ideal community service FWS positions are developed in collaboration with students and community partners. The campus has defined what is considered "community service." The system to approve position descriptions, interview students, and make matches is clear. Regular review of positions assures diverse offerings to students complementing differing levels of experience and academic/career interests.

No proactive marketing takes place.

Community service FWS positions are listed using the same method as traditional on-campus positions, but community service positions are flagged or identified separately. Community partners and students learn about the opportunity primarily through word-of-mouth.

A mailing or email is sent to community organizations to alert them to community service FWS and the basic criteria for their involvement. Students can easily identify community service positions through a centralized web listing or database. Students who are eligible for work-study are specifically alerted to the community service opportunity.

Multiple methods are used to market community service FWS to community partners, including mailing and in-person presentations or meetings. Criteria for their involvement and the benefits of participating are clear. Multiple methods are used to market community service FWS to eligible students, including notification before arrival on campus, announcement at work-study orientations, flyers, email etc. Efforts are made to match opportunities with students' area of study and alert students to this.

No orientation or training is offered to community service FWS students, aside from orientation that might be offered to all work-study students.

"Orientation" for students takes the form of a brief information session or written materials sent to students. Campus administrators ask community partners to provide any training needed for specific tasks.

An orientation provides all community service FWS students with a basic understanding of what to expect and where to go with questions. Some basic training for special programs such as tutoring/America Reads may be offered to students on campus. Some online or informal reflection opportunities may be offered.

All community service FWS students attend a thorough orientation and receive written or online guidelines for reference. Campus and community leaders discuss the training needs for each position and determine how to best arrange for proper training. For-credit courses may be offered that provide in-depth training. Ongoing reflection opportunities are offered by trained facilitators. Connections are made between community service work-study and civic engagement.

No visits or check-ins are completed with community supervisors.

Campus administrators have informal contact with community supervisors about once per year. Students understand who their supervisor is, but may have limited access to the supervisor.

An in-person meeting takes place with each community supervisor at least once per year. Concerns regarding proper supervision are handled proactively. Students have regular access to their community supervisor and know how to get questions and concerns addressed.

An on-site meeting takes place between campus and community leaders each semester. A partner visit protocol may be developed. Orientation and written materials for supervisors include guidelines for high-quality supervision. Students may have an individual development plan. Students are recognized for their contributions by program leaders and supervisors.

Community organizations where community service FWS students serve are considered job placement sites, with little or no contact between campus and community staff.

Some communication takes place between campus and community leaders each semester. Staff recognize each others' names and know how to contact each other. Some attempts are made to identify and address important community needs.

The campus strives to accurately assess needs and build a partnership with each organization where students serve. Regular, open communication takes place among campus and community leaders, including when problems arise. Some community service FWS partners may be involved with the institution in other ways (e.g., internships, service-learning, facility sharing).

The campus and community leaders involved in community service FWS know each other and have trusting, open relationships. The mission, needs, and assets of each partner organization are understood by campus leaders. Partners help design program goals and evaluation. The campus positions itself as official employer of the students and strives to lessen administrative burdens and costs as much as possible. Campus leaders are open to sharing other campus resources when possible.

No orientation or training takes place with community supervisors.

Community supervisors receive some written guidance on being part of the community service FWS program. A meeting of supervisors may take place once per year.

A thorough handbook or manual is provided to each supervisor. All supervisors attend at least one meeting together each year where the CSWS program is clarified and questions are answered. Community supervisors are thanked for their involvement.

Community supervisors are fully engaged in the community service FWS program. They are invited to gatherings several times each year to clarify the program and help guide its future. New supervisors are given orientation and written materials. Training for supervisors in areas such as student development is offered as needed. Supervisors' contribution of time as "co-educators" of students is recognized and celebrated.

The institution may request a waiver to be exempted from the 7% requirement, or may include mostly on-campus positions to meet the mandate. Tracking of community service FWS positions may be cumbersome or inaccurate.

The institution strives to include primarily off-campus positions with community organizations when reporting on community service FWS to the Department of Education, has accurate tracking systems in place, and meets the 7% mandate.

Campus leaders from Financial Aid and the office(s) dedicated to service or civic engagement efforts annually discuss the percentage of Federal Work-Study to be dedicated to community service and strive to exceed the 7% when possible. Tracking systems for reporting hours and payments are clear and efficient.

Campus leaders strive to meet or exceed the national average use of Federal Work-Study funds for community service (approx. 16% in 2004). All community service FWS positions included in reporting to the Department of Education are reviewed annually to meet certain criteria. Tracking systems are easy to use, and may include online reporting of hours by community supervisors or other streamlined systems.