1. Service-Learning Contact Information

2. Service-Learning Fact Sheet

Caroline County students will complete 75 hours of student service-learning that includes preparation, action, and reflection beginning in third grade. 

Breakdown: Fifteen hours will be completed by the end of the fifth grade with a minimum of five hours each in grades 3, 4, 5 infused into the science and social studies curriculum.  Each year in grades 6, 7, and 8, projects will be developed by grade level teams (language arts, science, socials studies, and mathematics) and/or unified art classes (music, art, exploratory language, media, physical education, and technology education).  Each middle school grade will complete a minimum of 10 hours.  In ninth grade, students will complete a minimum of 15 hours of independent service-learning.

Transfer Policy: Transfer policies differ in each Maryland public school system.  If a student transfers to another county in Maryland, it will indicated on the student’s record how many hours have been completed in that system.  If transferring into Caroline County Public Schools from an out-of-state, nonpublic school, or home school, after checking their official record, students will need to complete their service-learning requirement according to the following:

Time of Transfer & Hours Students Must Earn

• 6th grade - 75
• 7th grade - 75
• 8th grade - 75
• 9th grade - 75
• 10th grade - 75
• 11th grade - 50
• 12th grade - 25

Reporting: Hours earned will be recorded on student report cards.

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3. Teacher Fellows (see overview)

Students visited residents at a local nursing home and decorated the residents doors. Students played games on various occasions with residents when they visited. The students then planned a week of festivities celebrating the time they had spent with the residents of the home. All of the students kept a journal of their experiences.

Meet a recognized community need: We are trying to bridge a gap between teenagers and the elderly and trying to eliminate the stereotypes that each group held about the other.

Achieve curricular objectives: Our objective was to get the students to see the knowledge the seniors have to offer them. We wanted students to learn what the seniors had lived through and what they were like when they were young in an effort for students to experience a living history lesson.

Reflect through the service-learning experience: We had a picnic where students and the residents of the nursing home both shared their feelings about each other and what they had learned. The student kept a journal of their experiences at the nursing home.

Develop student responsibility: Students made choices and decisions about what to do with this project.

Establish community partnerships: We worked with a local nursing home.

Plan ahead for service-learning: We needed to coordinator visits and activities with the nursing home staff and connect lessons about the elderly to our curriculum.

Equip students with knowledge and skills needed for service: A staff member of the nursing home visited students to answer questions students had about senior citizens and the nursing home. Students discussed their stereotypes about nursing homes.

Tyrone Holmes, 2005, North Caroline High School (Art), Caroline County, 410-479-2332, tyrone_holmes@mail.cl.k12.md.us

Kristine Neville, 2000, Colonel Richardson Middle School (Special Education), 410-754-9922, kris_Neville@mail.cl.k12.md.us

My most memorable service-learning project took place three years ago in the fall of 1996. It was the third year that students at Colonel Richardson Middle School held a lap-a-thon to raise money for the David Corkran Swim Fund. The Swim Fund is an organization that raises money to provide swimming lessons for children in our county. Part of the money also goes into an account to build a community pool in the future.

Students were prepared for the project in two ways. First, one of the founding members of the organization met with each grade level of students to teach them about the importance and inception of the swim fund. Secondly, students were taught by me and several other staff members about the specific aspects of service-learning. Students educated the community while raising funds for the swim fund. In 1996 more than $5,200.00 was raised and more than 300 students participated. The Chamber of Commerce also matched the money we raised that year.

Reflections were completed in small and large groups. Awards were also presented for the students in each grade who raised the most money and completed the most laps around the track.

I really felt that students understood the meaning and relevance of service-learning. The students were also very interested in and concerned with helping the Swim Fund. This truly made our project most successful as well as the most memorable.

Carol B. Seward, 1997, Colonel Richardson High, 410-754-5575, cseward@mail.cl.k12.md.us

This year we have done a yearlong school beautification program -- painting, planting flowers, sewing curtains, doing a mural, etc. Students in high school are taught in civics class a four week unit on service-learning. They are required to do a four hour action project outside of the school day. Students researched the problems associated with a failing drawbridge in Caroling County. They studied the history of the bridge, wrote letters to legislators, and sponsored a forum to increase the publics awareness of the problem. Lt. Gov. Kathleen Kennedy Townsend also came and spoke to the students about what the state is doing to help solve the program of this bridge. Students took a serious community problem, learned how to research a problem and how to solve it, by integrating the problem into classroom learning. This is a continuing project.

Michele Wayman, 1995, Lockerman Middle School, 410-479-2760, michelewayman@mail.cl.k12.md.us

I coordinate service-learning in my school. I work throughout the year to assist students with locating, implementing and completing service opportunities. On my team, as a Service Club Sponsor, I work with students to organize two grade level service activities per year. I also attempt to make the two grade level activities into interdisciplinary units. Students went to an adult day care center and found out what items the seniors need most, collected or made them, and then returned to present them.

Tony Gianninoto, 2002, Lockerman Middle School, 410-479-3275

Lockerman Middle School annually participates in a Multiple Sclerosis (MS) Walk-A-Thon to raise money for the MS Society. Best Practice 1: Since 1998, Lockerman Middle School has raised money for the MS Society. The need we met was a monetary contribution to this organization that helps people who have MS. We assisted Bea O'Toole, who has battled MS for twenty-five years, with her fundraising efforts. Best Practice 2: Students learn about a disease and how a chronic, incurable disease can affect a person, family, and society as a whole. Students also learn about fundraising and use math skills. Best Practice 3: Our reflection piece was done through a meeting with Mrs. O'Toole following the walk. Best Practice 4: The students each raised a minimum of ten dollars for the walk, which is three miles in length. Best Practice 5: Through this activity, we have developed a working relationship with the Eastern Shore MS Society, located in Salisbury. The local director visits our school each year for a kick-off of the event. Best Practice 6: As this has become an annual event, our plan is in place. Best Practice 7: The director of the Eastern Shore MS Society presents information to the students about MS each year through a kick-off event. This meeting helps to raise the awareness for the purpose of our walk.