Sections:
1. Contact
2. Fact Sheet
3. Fellows
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1. Service-Learning Contact Information
2. Service-Learning Fact Sheet
75 hours of student
service-learning is infused into the Essential Curriculum in a variety
of courses grades 6-10. Additionally, students earn hours through
student initiated direct service projects.
Interdisciplinary service-learning projects have been developed
for grades 6,7,8, and 6-8.
Quarterly meetings of school based service-learning
coordinators are held; meritorious service program.
Breakdown:
6th grade - English, math, health,
or interdisciplinary (5 hours/course)
7th grade - art, social studies, phy edu,
or interdisciplinary (5 hours/course)
8th grade - music, science, or interdisciplinary (5 hours/course)
7-8th grade - technology education, family studies (5-10 hours)
9th grade - fitness foundations, biology, government (5 hours / 10 hours)
10th grade - English, biology, technology ed. (5 hours each)
Reporting:
service-learning hours are recorded on student report cards every quarter.
Transfer Policy:
Official notice of hours earned follows students from
school to school. Students transferring in must earn the following:
entry in middle school or 9th grade = 75 hours; 10th grade = 50 hours;
1st semester 11th grade = 40 hours; 2nd semester 11th grade = 30 hours;
1st semester 12 grade = 20 hours; 2nd semester 12th grade = 5 hours.
3. Teacher Fellows
(see overview)
Pat Barget, 1994,
Ruxton Center, 410-887-3595, barget42@aol.com
When at Cockeysville Middle school, special education students worked
with regular education students to beautify their school's courtyard to
promote school pride and teamwork. Students selected and planted plants
together and maintained the courtyard throughout the year. Students also
participated in the Special Olympics.
Dean Baum, 1997,
Pine Grove Middle School, 410-887-5270
Taking the lead from the 1988 Maryland Recycling Act, students at Pine
Grove Middle School have focused their energy on the recycling habits of
the 21234 zip code area. In a door to door campaign, students asked
homeowners to save aluminum cans and call their network when a pickup is
needed.
Robin Bruck, 1997,
Carver Center for the Arts, 410-887-2775
Students are involved in direct service-learning projects with a local
nursing home and the Baltimore County Visitors and Conference Bureau.
Students have been involved in indirect projects for Meals on Wheels.
Advocacy projects are engaged in by 9th grade social studies classes and
10th and 12th grade English classes. In addition, we are trying to
establish a Best Buddies program.
Susan Falcone, 1994,
Loch Raven High School (child development, human development, internships), 410-832-1978,
sfalc@prodigy.net
2001: Having assumed a new role as Student Government Association (SGA) Co-Sponsor, a new focus has emerged beyond my teaching program: That is to help Loch Raven regain its past prominence in the area of giving to people who are in need of food. A whole new approach was developed surrounding the idea of the Raider Ghost of Hunger haunting the school in costume. The preparation was to write a letter to the Ghost of Hunger or create an informational poster using hunger facts while taking the perspective of one those mentioned in the information provided. These letters were displayed for all to read. Students suffered through daily poems read by the Ghost of Hunger over the intercom, having the ghost visit homerooms to spur them on to greater giving (with daily counts of who was ahead of whom). They also were pinned with ghostly reminders (wearing a Raider Hat) when they had fed the face of hunger. When all was done, students guessed who the ghost was....they had such a hard time figuring out that the right answer was "anyone". SGA members and other volunteers accomplished all of these activities through committee work. When the poundage was recorded, we hoped that Loch Raven's "face" would look less hungry than it had in recent years.
Meet a recognized community need:
Unfortunately, hunger is a serious problem in Maryland. Even in these booming economic times, there are many people in need and more of us need to give to help those who do not have their basic needs met.
Achieve curricular objectives through service-learning: Writing skills, particularly creative persuasion skills, were utilized as student created materials for the food drive (e.g. posters, letters, poems, etc.).
Reflect throughout the service-learning experience: Students engaged in reflection daily spurred by the posters, daily announcements, and flyers with hunger facts placed through the school. There was constant conversation. At the conclusion of the project, a reflection/celebration ceremony was held for the class that collected the most food.
Develop student responsibility: Five committees were responsible for overseeing this project. In addition, every student participating followed the guidelines provided by bringing in four items from each of the four food groups.
Establish community partnerships: We worked with the Maryland Food Bank and Center for Poverty Solutions.
Plan ahead for service-learning: The planning phase of this drive began in mid-September. The event kick-off was on October 16th, and the project ended November 3rd. Since there was so much to make, planning was quite involved and intensive for this project.
Equip students with knowledge and skills needed for service: The faculty aided us in several ways (e.g. reviewing student letters and reviewing hunger facts in 1st period with all students). In addition, flyers and the ghostly haunts gave hints, and facts, etc. to enhance the depth of knowledge needed to write the letters.
1998: As an outgrowth of classroom study, students choose projects related to family and child development. This year students created a tutoring program in reading and one for ESOL students as well as crocheted a blanket for very ill children.
1996: This year service-learning is infused into the classroom.
Students select projects based on topics of study and interests. These
projects vary from class to class and from year-to-year. In the past we
have done literary programs, tutoring in elementary schools, adoption of
needy families, and advocacy for children and families.
1995: Connecting true caring for families and children with classroom
theory is my objective. As societal issues and problems related to
family/children are explored, students are led to think about what is
being done and what needs to be done. At that point, students usually
suggest that we do a project ("we could....!"). A project is chosen,
researched and planned by groups and completed by all. Reflection takes
a variety of forms. For example, last year, students adopted a shelter,
collected children's books, visited and read to child residents.
Sue Heiderman, 2001,
Pikesville High School, 410-887-1222,
bmsfh@home.com
The partnership between the Pikesville High School Concert Choir and the
Reisterstown Senior Center began in 1989. It was formed in response to a
need to provide an organized choral experience for senior citizens in an
effort to provide meaningful and engaging activities for seniors. The
Center hired a music teacher who met with citizens once each week to
rehearse music selected by Dr. Disharoon as appropriate for the high school
students and the senior citizens. The Intergenerational Chorus performs
concerts at the school and the center. The chorus has also performed
community concerts and for a Baltimore County Showcase of activities.
Meet a recognized community need: The project recognized the desire
of the senior citizens at the Center to perform and be out in the community
and interacting with young people.
Achieve curricular objectives: This service-learning activity
provided the high school students with expanded opportunities to demonstrate
their ability to perceive, perform, and respond to music (MD. Essential
Learner Outcome I). The Intergenerational Chorus sings choral literature
representative of the senior citizen generation and the student generation.
This provides an opportunity for the students to understand music as an
essential aspect of history and human experience (MD. Essential Learner
Outcome II).
The Baltimore County curricular goal of experiencing a
variety of musical activities to foster the pursuit of life-long musical
interests is also attained through this activity.
As a result of the Intergenerational Chorus experience, the
senior citizens have formed an independent group called the "Reisterstown
Senior Songbirds." The group performs numerous concerts on their own
throughout the year.
Reflect through the service-learning experience: Students submitted
a summary reflection of the Intergenerational Chorus activities
(rehearsals/concerts) at the end of the school year. They are encouraged to
keep a running diary throughout the year as an aid to completing the
reflection.
Develop student responsibility: The first step in establishing
student responsibility was to engage them in an interactive experience with
the senior citizens. After observing the enthusiasm of the seniors and the
joy the activity brought to them, the students and I discussed their role in
this partnership. They decided that their main role was to help the seniors
follow the music and to provide encouragement. We discussed how to
accomplish this. For example, students learned that they could keep the
seniors "on track" by pointing to the place in the music we were rehearsing.
While working on choreography, students would help seniors with the steps,
turning the right way, etc.
Establish community partnerships: The partnerships were established
through the combined efforts of the high school music teacher and the
activity director at the senior center.
Plan ahead for service-learning: See above. The project takes
significant planning and coordinator to bring the two groups together.
Equip students with knowledge and skills needed for service:
Students were equipped for the knowledge and skills they needed through
their work in the choral performance course, which they take for credit.
Cynthia Ingram, 2004,
Pine Grove Middle School,
cingram@bcps.org
The "Vessels of Hope" project was developed originally when
Baltimore County required all art teachers to give seventh graders
five student service-learning hours. Student watched a video "Hunger in Maryland"
and we discussed how we could end hunger in our community.
We looked at contemporary and traditional recycled art for inspiration.
Students created their vessel using all recycled objects.
After the "vessels" were completed, students "sold" their artwork
to their families for two canned goods with the "hope" of feeding the
hungry in our community for the holiday.
Meet a recognized community need:
The project addressed two areas of need - the environment and hunger.
The creating of the "vessels" was our way of using recycled objects to
show that we care about the environment. The two canned goods that
the students brought in helped feed hungry families during the holidays.
Achieve curricular objectives:
Grade seven students are required to engage in five student
service-learning hours in art. Students used research to compare
and determine how culture and society influence artists.
They also identified and applied appropriate attitudes and
behaviors necessary to create artworks as individuals and in groups.
Reflect through the service-learning experience:
My students answered questions after the video.
We had some discussion about hunger in our community.
I felt that the students gained an understanding of how
close hunger really is to them! After we made our "vessel"
the students wrote a letter to a friend describing what they
did from start to finish and how they helped end hunger in our community.
Develop student responsibility:
The student had to bring in the required canned good in order
to complete the project. Most of the students took home their
vessel and "sold" them for the canned goods to their parents.
This was our way of letting the parents know what we were doing.
A letter was sent to parents describing the activity and its outcome.
Establish community partnerships:
The students knew that they
were helping someone in our community even though they were not
told the names of the families. Our school guidance counselor
obtained the names of the families in need.
Plan ahead for service-learning:
I wanted to create a lesson that tied in recycled objects,
art made from found objects, and community service.
The video was obtained from the Maryland Food Committee.
Equip students with knowledge and skills needed for service:
Students developed a sense of responsibility to help in their community,
improved self-esteem, fostered better relationships with their peers,
and developed character and leadership skills.
The academic benefits from implementing this project included:
meeting goals and objectives for the art curriculum, increasing
the awareness of important school sponsored activities, and
making the student aware of the connection between life experiences,
and the school community.
Mary Keene, 2001,
Loch Raven Academy,
enjoythevista2@aol.com
Pennies for Pasta - The entire school raised money for Leukemia in
partnership with the Olive Garden and the Leukemia Society. Each homeroom
had a representative that collected and counted. The community was
encouraged to donate also, and students were asked to try to earn money for
the collection in some manner. The collection took place over two weeks.
Students raised over $7,000.00.
Meet a recognized community need: The Hereford School Community
learned about the work of the Leukemia Society and how they could help in
many activities.
Achieve curricular objectives: Each content leader contributed to a
phase of this activity and linked it to their curriculum.
Reflect through the service-learning experience: Students talked
during counting sessions about their experiences and daily
announcements/reflections on the success of the project included the whole
school.
Develop student responsibility: Each homeroom selected a
representative who collected the money. Establish community partnerships:
The project was advertised by the Olive Garden and the Leukemia Society to
the schools.
Plan ahead for service-learning: The project was planned jointly
with homeroom teachers and the student council.
Equip students with knowledge and skills needed for service: Student
Council members trained the homeroom representatives.
Lolita Lassen, 1998,
Loch Raven High School (Spanish), 410-887-3525
My students teach Spanish at nearby elementary schools. The continuing development and expansion of the Elementary Spanish Teaching Program which began with 22 students teaching grades 1 and 2 at Carroll Manor Elementary has now expanded to 52 students teaching grades 1-5 at Carroll Manor and White Oak Elementary Schools. At both schools, the high school students are providing a program in which elementary students are enriched by learning to speak another language. The lesson plans the high school students use for the program was developed by myself and six of my students. Each summer, this guide is updated from input and materials provided by students who have been involved in the program during the year. A Scope and Sequence listing the units, vocabulary to be taught and accompanying materials has been provided for each grade level. The high school students involved are using their language skills in a real life situation. They are also developing essential leadership, organizational and planning skills. The elementary schools served cannot afford to provide any language enrichment programs for their students.
Hope Mainolfi, 1993,
Perry Hall High School, 410-887-5108
I sponsor several service-learning projects open to the entire school.
These include: Meals on Wheels, Pets on Wheels, Young Parent Support
Center, Adopt-a-Shelter, penpals with elementary school, tree planting,
and tutoring. These activities are on-going. Other projects I have
sponsored that are one time events include homeless shelter walk-a-thon,
senior citizen prom, and adopt-a-family drives.
Sandra McGuire, 1999,
Perry Hall Middle School (Guidance), 410-887-5102
Our school, along with the county, has a service-learning curriculum-connected program in grades 6, 7, and 8. We also complete service projects as a group or grade level such as the Ronald McDonald Tab Collection, can food drives for local pantries, collections of items for a shelter, and peer mediation, etc. Individual teachers will complete projects with students or clubs separate from curriculum-connected service. Students also do service projects outside of school which must be approved before being eligible to qualify for service-learning hours.
Catalina McHenry, 2000,
Ridge/Ruxton School (AP), 410-887-1119,
lilcmac23@aol.com
As coordinator for student service at Franklin High School for the last seven years, my students and I have been able to develop and become involved in various projects and activities. One project that continues to bring the community, parents, students and teachers together is our Meals on Wheels route. The route exits through the mutual efforts of parent drivers and students who deliver the meals daily. The students willingly meet this community need by providing meals to homebound seniors.
A volunteer from Central Meals on Wheels works closely with the students at Franklin High School. Preparation activities include lecture, film viewing, open discussion and form completion. The reflection, in the format of an ice cream social, involves large group and small group discussions and completion of reflection forms.
Student volunteers run the route. They make all schedules, maintain the daily rosters, and complete the needed forms for approximately 150 student volunteers to participate in this daily activity.
For the last seven years, the Franklin High School - Meals on Wheels Route has been a wonderful partnership. Many students continue to volunteer on holidays and summer vacations.
Each project and activity developed at Franklin High School has been developed through joint efforts between a community need, parents, teachers, and students. Once a community need has been determined, the students have, and continue to find, creative and compassionate ways to meet it.
Judy O'Connell, 1994,
Hebbville Elementary School, 410-887-0708
1997: We have expanded our service-learning projects to include storm
drain painting infused with our social science unit on the Chesapeake
Bay. We also have service-learning project with the Johns Hopkins
Hospital - Kids Helping Kids, and Our Daily Bread soup kitchen. We have
completed our fifth year of service-learning with the Genesis ElderCare
Nursing Center.
1996: As part of reading and citizenship, my 3rd grade students visit a nearby
nursing home and read "Big Books," do projects and visit with residents.
Through this project, students strengthen their reading and
communication skills while discovering their personal power to make
positive changes in their communities.
Sarah Salkeld, 1999,
Deep Creek Middle School (Counselor), 410-887-0112
Service-learning in our county is connected to the curriculum. School-based service-learning coordinators are responsible for overseeing curriculum-connected service and acting as a resource for individualized service-learning projects. Individual classroom-based projects include: The Ronald McDonald Collect a Tab Program, food drives, Adopt-a-Shelter, and recycling projects.
Erin Schnirel, 2001,
Towson High School, 10th grade Earth Science,
410-887-3608,
erinschnirel@hotmail.com
Approximately 120 students were involved in a project called "Grasses in the
Classes" which is sponsored by the Chesapeake Bay Foundation (CBF). The CBF
provided our classroom with all of the equipment necessary for this project
including the wild celery seeds. Students grew two tubs of wild celery
grasses, over 50 plants each. The grasses were transplanted in June into a
Tributary of the Chesapeake Bay. The twenty students who monitored the
grasses daily attended the transplantation field trip to Piney Run Park.
Meet a recognized community need: The Chesapeake Bay aquatic grasses
have declined rapidly, especially in the 70's and 80's. By starting grasses
indoors, the survival rates increases and the population rebounds.
Achieve curricular objectives: The "Grasses in the Classes" project
fits very nicely into our seventh grade unit called "Chesapeake Choices and
Challenges." The unit highlights the impacts, positive and negative, that
people have on ecosystems. Aquatic plants and animals are discussed
throughout the unit.
Reflect through the service-learning experience: Student logged
results of the experiment between tubs on data sheets. These results were
posted on the web site: www.dnr.state.md.us/bay/sav . Students noted
comments on algae growth and any other changes. Reflection questions were
kept in their extension journals.
Develop student responsibility: Students were responsible for
maintaining the water levels in each tub, measuring grass height, testing
water quality (Ph, nitrate), and bringing in water from home. They used
homeroom, after school and second dismissal time to complete duties.
Establish community partnerships: Partnerships were established with
the Chesapeake Bay Foundation and the Chesapeake Bay Trust. The CBF
provided all needed equipment including soil, grass seeds, tubs and water
testing kits. The Chesapeake Bay Trust paid for the bus to the
transplantation site. The CBF also provided training and curriculum for the
teacher.
Plan ahead for service-learning: Students gained background
knowledge on sea grasses, water quality, and the Chesapeake Bay. Students
voted on an experiment - which tested the difference of plant growth in two
separate temperature regulated tubs.
Equip students with knowledge and skills needed for service:
Students read background information on wild celery grasses from various
sources including internet, books, and videos. A discussion of water
quality and sea grasses was held on more than one occasion.
Jeanne Tamberrino, 2002,
Pine Grove Middle School, 410-887-5270
"Inclusion Play Day"
(featured program for May 2002)
is a concept to address the need to
make students aware of diversity. Seventh grade students'
planned and designed activities and acted as Station Leaders or Peer
Helpers to students with special needs who participated in various play day events.
The students with special needs came from Pine Grove Middle School as well as
other area schools in Baltimore County.
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