1. Service-Learning Contact Information

2. Service-Learning Fact Sheet

Service-learning is connected to reading and science required courses at the middle schools in grade7. The main focus of the program involves environmental education and service-learning targeting the Chesapeake Bay. The program in the required courses is roughly equivalent to 75 hours.

Breakdown:
7th grade reading/language arts (5 hours)
7th grade science (70 hours)

Transfer Policy: There are two provisions for students to fulfill this requirement. First, a student may choose to complete 75 hours of volunteer service to the community; the hours are prorated based on when the student enters the school system. Grades 8 or 9: 75 hours; 10: 60 hours; 11: 45 hours; 12: 30 hours (1st semester); 12: 0 hours (2nd semester). The second option is to complete the preparation and reflection phases of the service-learning requirement through an independent study resource booklet. Students choosing this option complete the following number of hours of the action phase through volunteer service to the community. Grades 8 or 9: 30 hours; 10: 25 hours; 11: 20 hours; 12: 15 hours (1st semester); 12: 0 hours (2nd semester). Students transferring out of Calvert County during or after middle school receive a form stamped with one of the following: service-learning 100% complete, 75%, 50% or 25% complete.

Reporting: service-learning is recorded on the permanent record.

3. Teacher Fellows (see overview)

Students in the Northern High School Key Club serve the community in a variety of ways from acting as student aides at the elementary school to establishing and sponsoring service clubs a two of the county's middle schools. The Key Club is the primary vehicle for transfer students to Northern to meet their service-learning graduation requirement.

Linda D. Bailey, 2000, Windy Hill Middle School (Science), 410-257-1560, baileyl@calvertnet.k12.md.us

In this service-learning activity, students and the teacher were involved in an aluminum can recycling drive. The first period classes held a contest in which the class that brought in the most cans by weight won a juice and doughnut party to recognize and celebrate their success.

• Meet a recognized need in the community: The collected aluminum cans were given to the local recycling center. The service project helped to reduce the amount of aluminum waste in the landfills. The class determined this need by investigating several community problems and evaluating possible solutions.
• Achieve curricular objectives through service-learning: Skills such as planning, following through, teamwork, and organization skills were enhanced throughout the activity. Students were involved in providing leadership and direction, communicating the plan through poster advertisements and announcements, educating the student body about the need for recycling, collecting cans, measuring, and calculating the results.
• Reflect throughout service-learning experience: Students discussed the status of the project and subprojects. They discussed problems and possible solutions. At the end, students noted improvements they could have made to avoid some of the problems or challenges they faced.
• Develop student responsibility: Students were responsible for planning and implementing the project.
• Establish community partnerships: Community partnerships were established with the local recycling center where the cans were taken. Also, can tabs were recycled and the money was donated to a local homeless shelter.
• Plan ahead for the service learning: The teacher created partnership with the local recycling center and educated selected students on the importance of recycling to lay the groundwork for the project.
• Equip students with knowledge and skills needed for service: Students investigated the issue of recycling and learned about their local landfill. They also learned how to collect and handle recyclable material and plan a project.

Colleen Davies, 1997, Southern Middle School (Reading, SS, World Cultures), 301-535-7877, daviesd@calvertnet.k12.md.us

We introduce students to service-learning through a variety of projects. We have been reducing solid-waste to prolong the life of our landfill and began a school beautification project.

Gina L. McCullough, 2000, Calvert Middle School (Special Education), 410-535-7355, mcculloughg@calvertnet.k12.md.us

The most memorable experience I have had engaging my students in service-learning was accompanying them on the CHESPAX canoe trip. This trip allows the students to collect data in hands-on activities that is later analyzed by the United States Fish and Wildlife Service. Students record types of submerged aquatic vegetation present in a local creek, as well as the wildlife species found in the area. This activity provides CHESPAX and the U.S.F.W.S. with valuable information to help work towards solutions to help save the Chesapeake Bay. Prior to the trip, students partake in activities that provide them with the knowledge necessary to effectively understand this service. In addition to the collaborative efforts of teachers, CHESPAX, and the Chesapeake Bay Foundation, I designed a preparation and reflection activity to further enhance their knowledge. This activity allowed me to incorporate service-learning into a math graphing unit. Having the same students for math and science further enhanced the effectiveness of this task. After the trip, students are engaged in a number of reflection activities. One activity requires them to analyze their data and write a letter reporting their results to the U.S.F.W.S. The organization utilizes this information to determine the overall health of the bay. The U.S.F.W.S. writes letters in response to the students' findings thanking them for the valuable service they provided. The look of pride on the students' faces was priceless. Teaching children with special needs can, at times, be difficult and always challenging. Through this program, I have seen students so enthusiastic and engaged. Their response further validates the need for such service-oriented, hands-on experiences.

Kaye Oliver, 1997, Calvert High School (Civics), 410-535-7300, oliverk@calvertnet.k12.md.us  

I am the service-learning coordinator for students at my school. I help students create an action plan and select service-learning projects on which to work.

20 8th grade math students planted a buttefly garden in the school courtyard. The students found the area of the courtyard and created scale drawings to indicate where to plant the plants. We were aiming to beautify the school grounds.

• Meet a recognized community need: The project helped to raise moral in the students and staff of Southern Middle School and engender school and community pride in an effort to decrease vandalism and related behaviors.
• Achieve curricular objectives: We incorporated area, perimeter, and scale drawings into the project.
• Reflect through the service-learning experience: We discussed reasons why we should plant a butterfly garden. When it was finished, the students invited each class to a picnic in the improved courtyard.
• Develop student responsibility: The students were responsible for deciding where to place the plants in the courtyard. They were also responsible for digging the holes, planting, and maintaining the courtyard.
• Establish community partnerships: We established community partnerships with Chespax, who donated the plants, and we obtained shovels from Lowe's Home Improvement store.
• Plan ahead for service-learning: The principal of Southern Middle School informed me of the school's beautification money. I planned the concepts that needed to be taught to prepare for the project.
• Equip students with knowledge and skills needed for service: As a class, we reviewed how to find area and perimeter and discussed scale drawings.

Shawnada Spivey, 2007, Windy Hill Elementary School, 410-257-1539, spiveys@calvertnet.k12.md.us  

Students complete a variety of projects at Windy Hill Elementary. Projects vary from grade to grade.  In social studies and science classes, teachers discuss ways in which students can be responsible for helping out in the community.

 

Our service-learning projects are linked to our school-wide character education program.  Students learn about a different character trait each month. The meaning and examples of each trait are discussed during an assembly and back in the classrooms. Every teacher also picks a student each month that frequently demonstrate the featured trait in their classroom. The child's picture is taken and displaced on a bulletin board.

 

In December 2006, we emphasized the trait of Caring.  As a school, we carried out a food drive to help a family in need for the holiday and demonstrated the trait of caring.

 

In January 2007, the featured traits we focused on were Justice and Fairness and we planned service-learning projects connected to these traits by:

- raising money for the American Heart Association,

- collecting items for Echo House, an emergency shelter in Calvert County,

- and creating t-shirts and friendship bracelets for children in John Hopkins Children's Center as part of Caring means Sharing.

 

An overview of one of our projects follows:

 

Best Practice 1:  What recognized community need was met by your project (e.g. health, education, environmental or public safety need)?

Students collect basic essentials for homeless people. Each grade level is responsible for donating an item. (e.g. toothbrushes, shampoo, combs and brushes)

 

Best Practice 2:  How was the project connected to school curriculum (e.g. what course outcomes were met and/or how did the project reinforce or enhance student academic learning)? 

In each class, teachers discuss the difference between needs and wants.  Students write letters about how helping others is important.

 

Best Practice 3:  How did you reflect on your experience throughout the project? 

Student share their experiences with their peers.

 

Best Practice 4:  How did students take leadership roles and take responsibility for the success of the project?

Students are responsible for creating boxes to give to the homeless.  Students learn how to share what they have with others.

 

Best Practice 5:  What community partners did you work with on this project (e.g. non-profits, civic organizations, business that provided donations, etc.)? 

Students locate an area in their community on a map that may be in need.  A shelter is identified.

 

Best Practice 6:  How did you prepare and plan ahead for the project?

All service-learning projects are integrated from subject to subject and teachers work together to infuse the project and engage students in an interdisciplinary activity.

 

Best Practice 7:  What knowledge and skills did students develop through this project? 

Students are asked provide services to help others in their neighborhood.  They learn about positive behaviors and good character.  They learn about many community organizations and community needs.  They learn how they can be of help and make a difference.