1. Service-Learning Contact Information
2. Service-Learning Fact Sheet
A complete PDF version of Caroline's Service-Learning Implementation Plan is available below.
Caroline County students will complete 75 hours of student service-learning that includes preparation, action, and reflection beginning in third grade.
Breakdown: For the classes of 2009, 2010: As a graduation requirement, students must complete the service-learning projects in grades 6-8 at the middle school. Students not completing the middle school component in middle school must do so in high school in addition to the normal high school requirement. Each student is alo required to complete the service-learning requirement for high school in order to be eligible to graduate.
For Class fo 2011 and beyond: As a graduation requirement, students must complete 75 hours of service-learning. Students will start working on their hours in grades 3-5, five (5) hours in each grade (15 hours). Students must complete a service-learning project in grades 6-8, ten (10) hours in each grade (30 hours) and ten (10) hours in 9th grade. Students must complete twenty (20) hours of independent service-learning. Students not completing the middle school component in middle school must do so in high school in additon to the high school requirement. Each student is also required to complete the service-learning requirement for high school in order to be eligible to graduate.
Transfer Policy: Transfer policies differ in each Maryland public school system. If a student transfers to another county in Maryland, it will be 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.
3. Teacher Fellows (see overview)
Wanda Molock, 2011, Colonel Richardson Middle School (Counselor), Caroline County, firstname.lastname@example.org
Cleanup Our Park - Chambers Park Project (environmental)
Tyrone Holmes, 2005, North Caroline High School (Art), Caroline County, 410-479-2332, email@example.com
Tony Gianninoto, 2002, Lockerman Middle School, 410-479-3275
Christmas with Social Services
Linda Filewicz, 2001, Lockerman Middle School, 410-479-2760
Lockerman Middle School annually participates in a Multiple Sclerosis (MS) Walk-A-Thon to raise money for the MS Society.
Nursing Home Visits
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.
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, firstname.lastname@example.org
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, email@example.com
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.