1. Service-Learning Contact Information

2. Service-Learning Fact Sheet

Curricular-connection of service-learning into ALL subject areas as an application of knowledge (Dimension 4 of DOL). A student service-learning semester-long course is available during the senior year for transfer students.

Breakdown: Curricular connected service-learning into all subject areas and courses middle school through high school. At the middle school level, interdisciplinary service-learning projects are carried out.  At the high school level, service-learning responsibilities rotate through all coures over a four or five year period. 

Reporting: Service-learning progress noted on the permanent record, but hours are not tracked or recorded.

Transfer Policy: students have met the service-learning requirement if they attend HCPS for any three years, grades 6 - 12. A course is offered for students who transfer during grades 11 and 12.

3. Teacher Fellows (see overview)

Linn Griffiths, 1997, C. Milton Wright High School, 410-638-4110, linn.griffiths@hcps.org

Since 2000, biology classes at C. Milton Wright High School have grown submerged aquatic vegetation known as wild celery in their classrooms as part of the "Grasses in Classes" project sponsored by the Chesapeake Bay Foundation and the Maryland Department of Natural Resources. Grasses are planted by students in the Bay to help improve the overall health of the Chesapeake Bay. In addition, environmental science classes test water quality of local streams in the Bynum Run Watershed, compile and interpret the results, and write reports with their findings to the Maryland Department of the Environment and Maryland Save Our Streams. Best practices:

• This project met critical environmental needs related to the health of the Chesapeake Bay.
• As part of the issue investigation and service-learning component of the Biology curriculum, students spent a few weeks this spring investigating the importance, problems and restoration of submerged aquatic vegetation (SAVs) to the Chesapeake Bay. The student learned what the best conditions are for the growth of wild celery, an important but dwindling SAV, and grew them in containers for several weeks.
• For the Bay Grasses in classes project, the students did reflective journal entries for homework and then wrote a final reflective essay and selected ones were sent off to all parties invloved. For the water quality testing, students also wrote nightly reflective journal entries and a final reflective essay which was also sent to the parties involved.
• Each day the students took turns monitoring the temperature, water depth, and overall condition of the growth chambers. Every Friday, tests were run on pH, nitrate, and carbonate hardness on the chambers to monitor progress. This information, as well as the height measurements of the plants, was faxed to the Maryland Department of Natural Resources where the information was analyzed, compiled and posted on the DNR website. On May 5th, fifteen volunteer students traveled to Rocky Point State Park in Essex where they participated in several activities such as seining in the Bay for biodiversity and planting the grasses the class had grown. The students waded into chest-deep water and dove to plant the grasses. Although wet and muddy, the students felt great pride in helping with the restoration of the severely depleted SAV beds which are so vital to the health of the Chesapeake Bay.
• The Chesapeake Bay Foundation and the Maryland Department of Natural Resources were critical partners in this project.
• We established partnerships with those noted above well in advance of this project. Partners provided many resources so we could engage in this activity. We also needed to arrange for a skipjack trip which helped prepare students to carry out the project.
• Students spent a day aboard the skipjack Martha Lewis of Havre de Grace where they dredged and identified SAVs as well as analyzed the water quality in which they live. Also on board, they learned about the many organisms which depend upon the SAVs to survive.

Gregory Lynch, 2008, Havre de Grace High School (World of Work), Harford County, Gregory.lynch@hcps.org 

Forton-Lee Memorial Softball Game,  Sherry Unger Winner December 2006 & January 2007

 

Books for New Orleans

Early in 2006, an e-mail from Jodi Lavin at the Maryland State Department of education was sent requesting new and used books for the New Orleans Public Library which had been devastated by hurricane Katrina. The library planned to use the books to restock their shelves. Any extra books would be used for a book sale, with the proceeds benefiting the libraries. As the devastating effects of the hurricane’s damage were continually aired in the broadcast news, many students felt sorrow and pain for the victims. Most students did not have an avenue to help and assist the victims of the catastrophe. The book collection presented an easy, personal way they could help. The posters, announcements and advertisements provided students with a constant reminder of the victims, and a small way to touch their lives. The students, faculty and staff collected over 300 books for the project.

 

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

Many of the people from the New Orleans area lost everything during the catastrophic events of the hurricane. Providing books for the community is one small way of assisting the citizens in establishing normality in their lives.

 

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)?   

The importance of reading is stressed throughout all curriculum areas.  This project was a great way to get students to think about the availability of books in their life and the importance of reading for knowledge and fun.

 

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

Throughout the project, announcements were made telling the school the status of the book collection. The total number of collected books was posted on the school’s homepage, and sent to the staff and parents in the school’s newsletter. 

 

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

The students made flyers and posted them throughout the school, informing the students about the collection. Other students volunteered to talk to their classes about the collection and a few students volunteered to write and deliver morning announcements concerning the collection. 

 

Best Practice 5:  What community partners did you work with on this project (e.g. non-profits, civic organizations, business that provided donations, etc.)?   The Maryland State Department of Education (MSDE) sent the e-mail notifying the school about the need.  The books were delivered to the Harford County Public Schools’ Service Stars celebration on May 2006. MSDE representative Jodi Lavin received the books and arranged and paid for the postage of shipping them to New Orleans.

 

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

The students, teachers, and staff of Havre de Grace High School work continually on developing a community of caring and compassion for our brothers and sisters in need.  Students are very responsive to meeting community needs, as demonstrated through their work of getting the word out about this project through posters, announcements, word of mouth, etc.    

 

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

Students and faculty at Havre de Grace High School became aware of the need to give books to the people whose lives were affected by the devastation that Hurricane Katrina left behind.  We learned that we may not be able to go to an area of crisis on our country, but there are still many ways to help people in need. The book collection presented an easy, personal way they could help.

Layne Restrick, 2005, Edgewood High School (English), Harford County, 410-612-1500, Bethany.Restrick@hcps.org

• Best Practice 1:  Meet a recognized need in the community
  Teacher Appreciation Week seems to usually only recognize elementary school teachers.  High school teachers rarely receive any recognition or tokens of appreciation from their students and families during Teacher Apperception Week.  My students created a project during Teacher Appreciation Week to let the Edgewood High School (EHS) faculty know how much they meant to them.
• Best Practice 2:  Achieve curricular objectives through service-learning
  While the students completed the service-learning project, they were able to use their writing skills to create meaningful cards and letters to the faculty of EHS.  We also read a story entitled, “The Teacher Who Changed my Life” by Nicholas Gage, which explores how much of an impact a certain teacher had on the author’s life.  We talked about how we all are teachers in some way (or will be) and talked about why our teachers were so important.
• Best Practice 3:  Reflect throughout the service-learning experience
  The students reflected in several ways.  They worked in groups to decide what impact teachers had on their lives.  At the end of the project, and once the students had hand delivered their cards, they wrote an informal essay about the project.  Many were surprised at the reactions of the teachers.  We received several anonymous notes from teachers in the building thanking the students for their efforts.
• Best Practice 4:  Develop student responsibility
  Students were broken up into groups and each group was responsible for a department in the building.  Each group assigned individual teachers to each member, who then made individual cards.
• Best Practice 5:  Establish community partnerships
  This experience helped the faculty see that the students really do appreciate the work they do, even if they don’t express it too often.  It also allowed the students to see how much of their lives are dependent on teachers and how important it is to say thank you.
• Best Practice 6:  Plan ahead for service-learning
  (See Best Practice 4.)  We received nothing but positive feedback and many students expressed an interest to do more.  They also wanted to make cards for their middle school and elementary school teachers.  The project has many avenues on which to continue and expand.
• Best Practice 7:  Equip students with knowledge and skills needed for service
  (See Best Practice 2.)  Students were able to see the value in teaching and began to think of others instead of themselves.