1. Service-Learning Contact Information
2. Service-Learning Fact Sheet
A complete PDF version of Baltimore City's Service-Learning Implementation Plan is available below.
• Implementation Plan • Snapshot • Agencies
Service-learning is infused into a variety of courses in grades 6-10. Students are expected to complete at least 50 hours of service-learning during the middle years and continue their service in high school. The high school focus is to create and support a personal goal of lifetime commitment to service. In addition to infusion, students earn hours through independent projects, interdisciplinary projects, school, community, and system wide designed projects.
· 6th Grade: Art, Music, Science, Health (5 hours each)
· 7th Grade: Physical Education, Social Studies, Health (5 hours each)
· 8th Grade: Science, Classical Language, Health (5 hours each)
· 9th Grade: US History, Earth Science/Issues in Physical Science (5 hours each)
· 10th Grade: American Government, Biology (5 hours each)
· 9th or 10th Grade: Health (5 hours)
Clubs, organizations, specialty groups, honor societies, and other internal and external school affiliations also provide service opportunities for both middle and high school students.
Reporting: Service-learning hours are recorded on the student’s progress reports as well as report cards. Each school has the capacity to access student’s records and generate reports as needed and /or as requested.
Transfer Policy: Official report of hours earned are a part of the official transcript card and follow the student. This information is also included in the student’s cumulative record. Students transferring into BCPSS from school systems outside of Maryland are still required to complete prorated hours based upon their grade level at the time of enrollment. Interstate students who transfer into BCPSS prior to grade 9 must earn 75 hours. Hours thereafter are pro-rated as follows:
- Students entering at any time in grade 6 must complete 75 hours of service-learning.
- Students entering at any time in grade 7 must complete 60 hours of service-learning.
- Students entering at any time in grade 8 must complete 50 hours of service-learning.
- Students entering at any time in grade 9 must complete 40 hours of service-learning.
- Students entering at any time in grade 10 must complete 35 hours of service-learning.
- Students entering at any time in grade 11 must complete 25 hours of service-learning.
- Students entering at any time in grade 12 (including the second semester) must complete 15 hours of service-learning.
3. Teacher Fellows (see overview)
Laura Rabara, 2013, Baltimore Community High School (Math: Algebra and Geometry), Baltimore City, firstname.lastname@example.org
Ilanit Benor, 2012, Digital Harbor High School (Technology), Baltimore City, Idbenor01@bcps.k12.md.us
Linda Stokes, 2012, Baltimore Community High School (Counselor), Baltimore City, LWStokes@bcps.k12.md.us
Phyllis White-Coley, 2012, Renaissance Adademy High School (Counselor & College Summit), Baltimore City, email@example.com
Carol Brett, 2011, Patterson High School (CTE-Law and Leadership), Baltimore City, firstname.lastname@example.org
Natasha Harbison, 2010, Southside Academy, (Business Education and Service-Learning), email@example.com
Yeve Montgomery, 2010, Home and Hospital Program, (English and Social Studies), YMontgomery@bcps.k12.md.us
Cheree Davis, 2009, The Baltimore Talent Development High School, (Social Studies), firstname.lastname@example.org
Nancy Rose Malone, 2009, Claremont Separate Public Day High School, (Job Skills and Transition), email@example.com
Keah Wade, 2009, Achievement Academy at Harbor City High School, (English), KWade@bcps.k12.md.us
Jodi Buckson, 2008, Chinquapin Middle School (Social Studies), Baltimore City, (410) 396-6424
Every year for the past three years, I have engaged students in service-learning through a program entitled Project Citizen. Through this program, my students have been able to tackle issues in their community such as the sanitation of school lavatories, abandoned housing, and rat infestation.
Marc Sevigny, 2008, Midtown Academy (Kindergarten), Baltimore City, 410-225-3257
Senior Citizen Community Garden
The Midtown Academy kindergarten class revitalized a dilapidated community garden with the help of low-income elderly citizens. Midtown Academy is situated in Baltimore City and in walking distance of an elderly retirement apartment.
Tamara L. Barron, 2006, Central Office, Formerly of Baltimore Freedom Academy (Algebra), firstname.lastname@example.org
The Learning by Serving Program
Our school’s programmatic thrusts are law, leadership, and service and staff members work tirelessly to provide opportunities for our students to be successful. Through the service program, students serve in the community at local schools, hospitals, museums, and non-profit organizations. This program is a part of our school’s advisory program where students are given the opportunity to reflect upon what they have done and put what they learn into action.
Cheyanne Zahrt, 2005, Lake Clifton-Eastern High School (Physics), Baltimore City, 410-396-6637, email@example.com
Holiday Gift Packaging and Distribution for the Salvation Army
During the holiday season there are many families throughout the Baltimore Area who are in need of gift and food assistance. The Salvation Army helps people throughout the year through public assistance programs, food banks, and student development summer camps and programs. Throughout the holiday season they step it up and provide gifts and food to families who would normally not have a Christmas at all.
Jeannette Hall, 2003, Dr. Nathan A. Pitts Elementary-Middle School, 410-396-0636, Jhall@bcps.k12.md.us Retired
See the September 2003 Sherry Unger Award. Our Service Project was with Port Discovery the New Kid-Powered Museum, sponsored by the Education and Student Service Division. This opportunity to volunteer in downtown Baltimore, provided our students a more global outreach than they usually enjoyed. Students served as mentors, tutors, and docents. They assisted other students from public and independent schools throughout Maryland, in the most effective use of the interactive educational exhibits.
Jacqueline Holmes, 2002, Robert Poole Middle School, 410-396-6456
Trim-A-Tree for Baby
A core group of students annually organize a school-wide campaign to raise funds used to purchase critical items for teen parents who are homeless and their children.
EllaJay Parfitt, 2002, Southeast Middle School, 410-396-9291, firstname.lastname@example.org
Reducing Pollution in the Bay
As part of the Environmental unit in science (7th Advance Academic), I engage students in a three phase service-learning project. The students engage in both direct service and advocacy. Students learn about environmental problems that effect the Bay and write letters in support of the Chesapeake Bay Foundation's education and public awareness programs. Some of the letters also address public awareness of what goes in to the Bay from littering. As part of their course, students work in the outdoor classroom collecting data for the Baltimore Ecosystem Studies and refurbishing the area for underclassmen and elementary students who will visit the school grounds. Students also developed lessons that they will teach to other students about our environmental site and the Bay.
Mary Radcliffe, 2002, Forest Park High School, 410-396-0753
Forest Park students developed a project to promote self-esteem and create wholesome activities for the student body. They created a Mother/Daughter Banquet to celebrate "sHeroes" in the community. Best practices:
- The purpose of this activity was to foster closer communication between female students and women in the community from other generation in an effort to create a stronger community. The students identified this need by surveying the students, members of the PTSA, and Forest Park staff members.
- The students spearheaded this activity, acquired financial support and other resources to fund the event and utilized various student organizations to execute the various tasks needed to make the activity successful.
Sharon Blake, 2000, Frederick Douglass High School (Social Studies), 410-396-7821
Get Out the Vote
My most memorable experience engaging my students in a service-learning activity dealt with the most recent Mayoral Primary Election in Baltimore City. This service activity engaged students in a "Get Out The Vote" effort two weeks before and the day of the Primary Election.
Renay Leggett, 2000, Southern High School, (Service-Learning), 410-396-1500
Southern High School is surrounded with a wealth of excellent agencies. The South Baltimore Men's Shelter and the Woman and Children's Shelter are two agencies in the community. The need we met was to help with the collection of non-perishable can goods and other non-perishable items. The service-learning program at Southern High School is set up as an internship service program that supervises students in the field and planned field trips. We did several things for reflection; talk about why we should make homelessness our concern and how we can be advocates for homelessness. We were a part of the Walk for the Homeless 99. We established a partnership with South Baltimore Men's Shelter and the Woman and Children's shelter. I invited the Writer's group to come and speak to my service-learning classes and they spoke about their experience with the homeless and how the Writer's Group came to be. An excellent way to plan for service-learning is to investigate the community. Find out what agencies are in walking distances -- then use the resources around you.
Cheryl Parris, 1998, Joseph C. Briscoe Career Center (Math), 410-396-0770
Our club (S.H.O.P. - Students Helping Other People) has helped to feed many, many homeless and hungry people over the years through our bag lunch project. Our students really enjoy this activity. They enjoy the preparation as well as the actual process. Each student is delegated a particular task to do. We have a partnership with City Temple Church.
Terry Thomas, 1998, Carver Vocational-Technical High School (Health and Service-Learning), 410-396-0553
My most memorable moment as a service-learning instructor occurred at the Maryland Baptist Aged Home. Once the students saw the reaction of the residents and saw how valuable they were to others, they began to value themselves. They performed needs assessments and took the responsibility to initiate projects within the school and community. They became stakeholders and self motivated because they directed their own learning.
Genevieve Perry, 1997, Walbrook High School (Health), 410-396-0721
Students worked with Lens Crafters and Delta Sigma Theta Sorority, Inc. at "Giving the Gift of Sight." This project was designed to assist low income or working poor community residents to obtain an eye examination and one pair of needed eyeglasses free of charge.
Susan Wheeler, 1996, Southern High School, 410-396-1500
I do environment learning during the spring/summer and fall. We plant trees, cultivate food for food banks in D.C. and Baltimore and clean the area around the Inner Harbor where Southern is located. Every spring I plan a camping trip for educational purposes and to do service-learning. Last year students cultivated a farm for three days. This year we are planting trees and clearing paths/trails in Virginia. During the winter we cook and give toys to the homeless.
Bessina Williams, 1996, Northeast Middle School, 410-396-9221
My students are assisting with the restoration process of Gwynns Falls - Leakin Park. The students have provided a variety of services to various participating organizations from the design to clean-up of the park.
Marian Finney, 1995, No longer with the system
1996: Thematic units for each grade level team will be designed from course outcomes, core learning goals, and social issues. Each student will have an opportunity to complete 30 service hours per year as part of integrated curriculum.
1995: Our service-learning program has branched from the theme "He Ain't Heavy, He's my Brother." This resulted in providing services in many areas - drug education, homeless needs, direct service to agencies and institutions, collecting foods, clothes, books, political involvement through formal classes and infusion. One service-learning class team assessed community needs before designing the program and delegated responsibilities to teams. The second class/team decided to provide direct service to community institutions. The total school participated in a Service-Learning Promotion Activity sponsored by clubs and organizations (they facilitate our collections). Celebration activities are scheduled each spring.
Robert Black, 1993, Harbor City Learning Center, 410-396-0352, email@example.com
I sponsor a student service-learning program. Students meet for one class of 60 minutes per day. These service students are predominately concerned about the urban environment and the people who inhabit it. Program students attend class four days a week to meet their academic requirements and work at their service sites on the fifth day. Service students are required to maintain their grades by making up all missed class assignments. Program students are able to choose their service day and service sites based on need, seniority and interest. Students serve at places such as St. Vincent de Paul's Society, Our Daily Bread Soup Kitchen, Carrie Murray Outdoor Education Center, Cylburn Arboretum, etc.
Wendy Blackwell, 1993, Frederick Douglass High School, 410-396-7821
Save the Earth Workshop is a partnership between the Francis M. Wood High School, Baltimore Museum of Art and William H. Lemmel Middle School. The high school students studied an interdisciplinary unit called Global Warming and taught the components of that unit to Lemmel's students. Together the two groups found "recycled" art at the museum to inspire them (brainstorming stuff) to create a quilt together. The BMA pays for the bus for our meetings and provides a meeting room and teacher resources. I attended an interdisciplinary workshop at the BMA and helped to write the Global Warming curriculum in 1994. (Last year Wendy transferred to Lemmel, the year beforewhen she did this project she was at Francis M. Wood.)
Norma Cole, 1993, Fairmount-Harford Institute, 410-396-6241
1998: All students in the school are involved in a renovation of an abandoned community lot. This multidisciplinary project has students designing and maintaining the lot.
1993: Adopt a senior citizens center. Students provide services to residents such as prepare meals, repair clothing, and small household repairs. Nursing students visit twice a month and take blood pressures and hand out small gifts from printing and needle trades. Culminating projects have been Everybody's Birthday Party, a Fun Day with crafts and games, and a senior prom.