1. Service-Learning Contact Information
2. Service-Learning Fact Sheet
Students participate in school and community-based projects from the time they enter school until they graduate. Projects are infused into the curriculum and are part of the content area instruction. Students are encouraged to complete Independent Projects with our community-based partners and organizations.
Graduating seniors must complete a minimum of 75 hours in order to graduate, but are encouraged to continue accruing hours for college admissions and scholarship opportunities. During summer curriculum writing, service-learning is encouraged as a strategy across content levels.
Transfer Policy: Service-learning hours are pro-rated for students transferring into Kent County High School from schools outside of Maryland.
Reporting: Service-learning is reported on each student's report card quarterly.
3. Teacher Fellows (see overview)
Terri Mullikin, 2002, Rockhall Middle School, 410-639-2279, email@example.com
Project 1: The most recent service-learning activity in which I engage students is creating and running a school wide recycling program. Students chose the activity, contacted the county recycling program to find out what to collect and how to get it picked up, then developed the plan to recycle in school. Other students developed a promotional plan to get teachers, staff, and students to buy into the program. Community need: Our project was recycling to save the environment. Curricular objectives: Environmental science education, social studies/citizenship, and language arts persuasive writing outcomes were met. Reflection throughout: Students kept track of the amount of materials collected and improved upon the plan as needed. They also identified blockers to recycling and developed a plan to address them. Student Responsibility: Students created a display about their project for the MSSA annual service-learning conference. Community Partnerships: We partnered with the county government and a recycling agency. Plan Ahead: We developed a calendar for the project and used goal setting strategies. Skills and Knowledge: We utilized other members of my teaching team to be sure students understood the impact recycling could have. For example, the language arts teacher had students create persuasive writing piece in class about recycling.
Project 2: Students lobby legislators via the Internet. Our web page contains links to research sites, the Congressional Record, and to individual legislators' e-mail addresses. The web page URL ishttp://www.kent.k12.md.us/kcps/projects/bills_congress/main.htm Community need: The needs met vary. Students identify a social need which interests them and go from there. Curricular objectives: The project is connected to several curricular areas. For example: Social Studies-citizenship, how a bill becomes a law; Language Arts-persuasive writing. Reflection throughout: Students can track the progress of bills they have chosen. Student Responsibility: This project has students actually perform good citizenship by trying to enact positive change through lobbying. Community Partnerships: Depending on the issues selected, students work with various agencies. Plan Ahead: We develop a calendar for the project and used goal setting strategies. Skills and Knowledge: Students learned about laws and changing laws and policies by studying this topic in Social Studies and carry out the lobbying project. Students also researched the issue they chose to address.
Yvonne Paxton, 1995, Kent County High School, 410-778-4540 Retired
1996: The clothing students made new bibs for patients at Magnolia Hall (a local nursing home) and participated in a fashion show as a fundraiser for scholarships. The culinary students prepared foods for non-profit organization's fundraisers and public relations programs.
1995: The child development class tutors students at Worton Elementary School. I wanted the students to be able to experience the concepts that were being taught in the classroom. I went to the elementary school and discussed my needs with the faculty. This was just what they wanted. After several meetings, we worked out an arrangement allowing the students in the child development class preparing and reflecting and working with the elementary school children two days a week.