1. Service-Learning Contact Information

2. Service-Learning Fact Sheet

A complete PDF version of Montgomery County's Service-Learning Implementation Plan is available below.

Implementation Plan


Montgomery County Public Schools (MCPS) believes that student service learning (SSL) addresses recognized community needs and is connected to curriculum goals. All service learning in the areas of indirect service, direct service, and advocacy include the phases of preparation, action, and reflection. Quality service learning provides the student with knowledge, skills, attitudes, and career exploration opportunities that lead to effective citizenship in an increasingly diverse and interconnected world. MCPS is committed to quality service-learning experiences for all students.

Students complete service learning through curriculum connections, co-curricular activities, and with nonprofit, tax exempt, community organizations.  Representatives from nonprofit community organizations are trained and registered as pre-approved for SSL in collaboration with the Montgomery County Volunteer Center. 

1. Students may earn SSL hours from the summer after Grade 5 until graduation.

2. Students may earn SSL hours by successful completion of specific middle and high school courses and full participation in the service-learning aspects.

3. Students may earn SSL hours by involvement in school-sponsored clubs and organizations that have a service focus.

4. Students may earn SSL hours though participating in pre-approved opportunities with pre-approved non-profit, tax exempt organizations. 

5. Students earn 10 hours for full participation in the service-learning activities and successful course completion of Grade 6 science, Grade 7 English and Grade 8 social studies.

6. Students may earn SSL hours for full participation in the service-learning aspects and successful completion of selected high school courses identified in the Course Bulletin.

7. SSL coordinators in every middle, high and in two elementary schools are available to provide information regarding service-learning opportunities and document SSL hours accumulated by students.

8. Awards for exceptional service include:  the Superintendent’s Student Service-Learning Award given to students who meet the service-learning graduation requirement in middle school; and the  Certificate of Meritorious Service for those graduating seniors who have contributed 260 hours or more by the time of graduation.

9. Students turn in documentation of service learning experiences to the school SSL Coordinator during each semester in which service is provided, and by the end of September for summer service activities. Students keep copies of all SSL forms for their records.

Reporting: Accumulated SSL hours are reflected quarterly on student report cards.

Transfer Policy: Documentation of service-learning hours contributed by students with non-profit organizations prior to enrollment in MCPS is accepted at the time of registration.

Beginning with the class of 2011, the student service-learning graduation requirement will be prorated based on first time enrollment in MCPS according to the following schedule:

• Enrolled in MCPS in Grade 6 or enter MCPS for the first time in Grade 6  = 75 hours required for graduation
• Enroll in MCPS for the first time in Grade 7  = 65 hours are required for graduation
• Enroll in MCPS for the first time in Grade 8  ― 55 hours are required for graduation
• Enroll  in MCPS for the first time in Grade 9  ―45 hours are required  for graduation
• Enroll in MCPS for the first time in Grade 10― 35 hours are required for graduation
• Enroll in MCPS for the first time in Grade 11 ―20 hours are required for graduation
• Enroll in MCPS for the first time in Grade 12 ―10 hours are required for graduation

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3. Teacher Fellows (see overview)

Karen Crawford, 2010, Student Affairs Office, Department of Student Services, (civic education), Karen_L_Crawford@mcpsmd.org

• Drive for Supplies (environmental: reduce, reuse, recycle)

Erinn Rigney, 2009, James Hubert Blake High School, (social studies), Erinn_Rigney@mcpsmd.org

• Understanding Homelessness (poverty)

Jennifer Hallmark, 2004, Benjamin Banneker Middle School, 301-989-5765, Jennifer_A_Hallmark@mcpsmd.org

Help the Homeless Mini-Walk-A-Thon

Approximately eighty-five Banneker Middle School students participated in a local Help the Homeless mini-walkathon around the community to raise funds for two local organizations (Montgomery County Dental Clinic and Threshold Services). These organizations contacted the school indicating their need for funds to keep their services in our neighborhood. Students decided the walkathon would be an efficient way to raise awareness and money. Students advertised, coordinated, pledged, participated, and reflected on the project as a group. We raised over $1200!

Janet Scollick, 2004, Einstein High School, Janet_M_Scollick@mcpsmd.org

The Graffiti Project

The Graffiti Project was a very successful service project that involved over 75 students in 6th, 7th and 8th grade. This was a partnership project sponsored by the National Council to Prevent Delinquency (NCPD). Research Director, Ms Faith Weilder was their project coordinator. The culminating activity was a beautiful student mural depicting the values, goals, and themes of Julius West Middle School. The installed mural contains 40 panels and is 144 feet in length. It was installed in the school cafeteria so all students are able to enjoy the project and reflect on the values and themes of our school.  

Wende Borowski and Brad Hoffman, 2004, Somerset Elementary School, 301-657-4985, Wendeline_J_Borowski@mcpsmd.org Both are no longer in the county

Elementary School-Wide Service

At Somerset Elementary, we have developed a K-5 sequence integrating service-learning as a teaching strategy with other aspects of the Montgomery County curriculum, where each grade has a focused curriculum area that integrates our MCPS academic indicators, curriculum standards, character education connections and service opportunities. Each grade level project is further connected to the county guidance five domains: personal development, academic development, interpersonal development, healthy development and career development. The school counselor addresses these domains through school-wide assemblies, classroom lessons, and small-group meetings.

Anne Marill, 2002, Magruder High School

The Learn Shop, Inc.

Our school conducts and annual school supply and clothing collection for those in need.

Judith Wilson, 2000

Maryland Service Club Stencil Project

The fourth grade PACE students in the Maryland Service Club at Carver Elementary School in St. Mary's County performed their last community project of the school year in early June, 2000. The students in Carver's Program of Advanced Challenge and Enrichment (PACE) applied for a grant from the Chesapeake Bay Trust under the direction of Carver's Instructional Resource Teacher (me). Through this authentic writing activity, the students received funding to stencil "Don't Dump" on the storm drains in the Southampton neighborhood around their school. Students learned about the importance to "Save the Bay" in this community project. 

Madeline Yates, 1999, Formerly a middle school teacher in Montgomery County (World Cultures, Enrichment, Service-Learning & Social Issues)

Helping Victims of Hurricane Mitch

The 7th and 8th grade students on the Quest Team at Eastern Middle School took an elective class on service-learning through which they raised materials and money (indirect service) to benefit people who had been affected by Hurricane Mitch. We specifically worked with a sister-city organization, Project Gettysburg Leon, which had a 15+-year history linking citizens of the US with people in Nicaragua. The Eastern students studied about contemporary Latin American issues and learned about the difference between humanitarian aid and long-term development (prevention). They studied global economics and socio-economic status, and they learned specifically about the methodology of service-learning which includes preparation, action, and reflection. The students finally taught other students in classes around their school about the underlying causes of the devastation of the hurricane and advocated help for the Central American residents who were set back 30 years economically. (Poverty and the economics of underdevelopment are underlying causes of the gross devastation; if Hurricane Mitch had hit Florida, not Central America, estimates are that 100 people would have died, not 1100.) More than five packed carloads of clothing and supplies were gathered, and over $1000 in donations were raised by Eastern Middle School students. More importantly, many students came to better understand how their own lives and lifestyles affect people in other countries, and how they are really capable of having a positive impact on many people's lives.

Ava Mendelson, 1994, Rosa Parks Middle School (Family and Consumer Sciences), 301-924-3180, Ava_Mendelson@fc.mcps.k12.md.us , Kids Sew for Kids Retired

Kids Sew for Kids

Students develop sewing skills as part of the curriculum and then use their skills to complete service projects. Students survey the community, sew various items for people who are sick or children in need in the area, and reflect upon their work. Projects include clothing, stuffed animals, beanie babies, and drawstring bags to mention just a few.

Kathy Megyeri, 1993, Sherwood High School, 301-924-3200  Retired

1996: "Operation Teddy Bear" students collect stuffed animals for the homeless shelters. Students also go to senior centers for one hour to interact with the seniors at a day-care facility.

1995: Our students serve severely and profoundly handicapped students and ESOL students right here in the building on a daily basis. ESOL students translate documents into Russian, Spanish, Bengali and Korean for Montgomery General Hospital.