1. Service-Learning Contact Information

2. Service-Learning Fact Sheet

Each middle school grade has service activities connected to regular curricular initiatives. 6th grade is connected to science around the theme of "Ecology"; 7th grade is connected to social studies in various areas pertaining to "Serving Those in Need"; and 8th grade is connected to the curricular initiatives of physical education. Students earn 15 hours for completing the activities of each grade. Students must complete 15 hours individually, in the community after the end of 8th grade, and complete the 15 hours connected to the curriculum of the 10th grade Health/Life Skills required class. Students not completing the connected portions must perform the equivalent number of individual hours in the community after completing 8th grade.

Middle school students may earn independent hours only if they project undertaken is an exemplar as identified when judged against the Maryland Seven Best Practice rubric.  Application for such approval is made to the student service-learning resource teacher.

When students have been credited with meeting the 75 hour graduation requirement they have the opportunity to continue their service and earn high shcool credit through The High School Credit Option.  Known as the Student Volunteer Program, this option provides an opportunity for high school students to earn one credit by performing an additional 135 hours of student service-learning with an approved non-profit institution, agency, or organization.  A booklet outlining the program is available at all high schools.

Breakdown:
6th grade-Science (15 hours), 7th grade-Social Studies (15 hours), 8th grade-Physical Education (15 hours), 10th grade-Health/Life skills (15 hours)

Reporting: Service-learning is indicated on report cards. Completion of service-learning is indicated on the transfer sheet when a student withdraws.

Transfer Policy: Students entering in the 10th grade must do 55 hours; in the 11th grade, 35 hours; in the 1st semester of 12th grade, 15 hours; in the 2nd semester of 12th grade, 5 hours.

If a student enters from another Maryland public school system with documenation that they have completed the requirement, WCPS accepts this as documentation that they have met the minimum requirement.  Students do not need to perform additional SSL hours; however, students may, if they choose, participate in SSL activities to add to the trasferred hours as long as they follow the guidelines of the WCPS plan.

Students who enter the WCPS system from a private school or another state that has SSL requirements may seek to have the hours accepted by the Student Service-Learning Coordinator.  The projects involved in the transferring hours must comply with the criteria in the Maryland's Seven Best Practices rubric.

3. Teacher Fellows (see overview)

Meet a recognized community need: The entire 7th grade at Smithsburg Middle School (232 students) took on and completed a very energetic service-learning project. They completed a 6K walk-a-thon at Antietam National Battlefied to raise money for the John R. Marsh Cancer Center in Washington County Maryland. It was not just a walk-a-thon though, the students took ownership of the project from beginning to end, and that is what made it so unique! On a beautiful October day we completed our walk and in November the students presented a check for over $2,500.00 to the cancer center.

Achieve curricular objectives: The curricular objective in grade 7 is community service so our team decided to have the students become involved in a meaningful way. Social studies classes mapped out the route we would walk. Science classes determined the amount of calories burned while walking, and the math classes collected and counted the money received.

Reflect through the service-learning experience: Language art classes composed a reflection packet for all students to complete. All participants completed the reflection activities after the walk.

Develop student responsibility: Three organizations were invited to the school to give presentations to the students. Language art classes composed letters of invitation to these groups. Students voted on which agency would receive the funds from the walkathon and began collecting pledges.

Establish community partnerships: The three community agencies that came to our school presented information to our students on their missions, client base, etc. Based on those presentations, students ultimately decided to sponsor the John R. Marsh Cancer Center through the walkathon.

Plan ahead for service-learning: We began planning about two months before the walk by selecting agencies to invite, sending out invitations, arranging to hold our walkathon at Antietam and planning out the walk route, etc.

Equip students with knowledge and skills needed for service: Students learned about community agencies, cancer, fundraising and event planning.

Sally Poole, 2002, Boonsboro High School, 301-766-8022, PooleSal@wcboe.k12.md.us

This is not the usual classroom project that is built by connecting service with classroom experiences and curriculum. I was confronted with the need for educating students about student service-learning (SSL), which was at an all time minimum required level at our school. I choose to start a Service Club after my first year in the SSL advisor’s position. Its inception began two years ago by connecting with the REACH Cold Weather Shelter and offering our students an opportunity to serve meals to people who are homeless. After engaging a group of 25 students in this project the stage was set for starting a Service Club. Their goal for the year was to advocate for SSL through a variety of projects and invite the entire student population to become involved in these projects.

Best Practice 1: Through the club, students took project ideas to various teachers for their support.
Best Practice 2: The Foods and Nutrition class connected the project to feed people who are homeless on one occasion by planning and baking the bread/dessert item to be included in the bagged lunches. On another occasion the Environmental Resource classes chose to do a landscaping project when the club realized the need for some improvements around our campus.
Best Practice 3: The students reflected throughout the school year by having the leadership of the club get together to evaluate the club structure, leadership responsibilities, communication, and to review projects. They reflected on their purpose "... to help people less fortunate...identify community needs..." and related their experiences to that purpose.
Best Practice 4: Student responsibility was developed by the club advisor modeling how to lead a project, getting goals with the students, and also allowing them to fail and learn from that failure. At times it was, and still is, very hard to keep out of the way as an advisor, but a hands-off approach has been wonderful for them to grow as leaders.
Best Practice 5: Because of our relationship serving people who are homeless through REACH, our students have been personally asked to stay involved serving meals. They have become associated with Children In Need, Inc. to supply clothing for their clothing store each fall and the Town Council of Boonsboro keeps the club in mind when they need service done. Students have built relationships with the community and the community respects them. The students have been great ambassadors for SSL and have truly made a difference in their school community and Boonsboro community! The number of quality projects has increased and the number of students going beyond the required 75 hours has been astounding! Students have built relationships with the community and the community respects them. The students have been great ambassadors for SSL and have truly made a difference in their school community and Boonsboro community!
Best Practice 6: As noted above, the club meets regularly to plan and assess projects.
Best Practice 7: Depending on the project, the preparation varies.