Service-Learning in Carroll County

Sections:

2. Fact Sheet

3. Fellows

Contact the designated MSSA Regional Coordinator with questions, or to update information on this page.

1. Service-Learning Contact Information

2. Service-Learning Fact Sheet

Students may choose to do the Independent Service Option or the Course Related Service Option. Course Related Option means that students earn service-learning hours in approved courses (mostly electives). Students may also do a combination of Independent and Course Related options.

Breakdown:
6th grade Outdoor School (15 hours)
8th grade Family & Consumer Science (15 hours)
20 High School elective courses (10 hours each)

Reporting: Service-learning hours are noted on each report card.

Transfer Policy: Transfer into Caroll County during the 10th grade: 40 hours; during the 11th grade: 30 hours; during 1st semester 12th grade: 10 hours; during 2nd semester 12th grade: 0 hours. Hours for students transferring out of Carroll County are indicated on the Maryland Transfer Form. Copies of Service-Learning Reflection Forms and Cumulative Record File for transfer students are also provided. Special Feature: Students must complete 55 hours by the end of their junior year in order to achieve senior status.

3. Teacher Fellows (see overview)

Francis Scott Key's service-learning program offers varied activities including infused activities, club organization activities, and school wide activities.

Craig Giles, 1993, North Carroll Middle School (social studies, reading, student development period), 410-751-3440

In June of 2000, Carroll County Maryland Public Schools and the Westminster, Maryland Department of Recreation teamed together to sponsor a two week service camp involving middle and high school youth. The students participated in leadership training and service at various sites in the morning and early afternoon and then served as CIT's (counselors in training) with younger students in the day camp program in the afternoon. Preparation, action and reflection were emphasized with service at five local CBO's involving direct and indirect food programs, elderly populations, and local and internationally poverty relief. The Seven Best Practices (BP) of Service-Learning were incorporated into the philosophy and daily operation of the service camp experience:

Meet a recognized need in the community: Community needs were identified and met by calling well ahead and asking CBO's what they needed and being flexible enough to change plans if necessary.
Achieve curricular objectives through service-learning: Although school was out, we met curricular objectives through preparation and reflection activities which allowed students to learn about the issues of poverty, the elderly and international relief.
Reflection throughout service-learning experience: Reflection was on going throughout the experience. Student wrote, held discussion, and reflected through art and drama experiences.
Develop student responsibility: Students developed responsibility by choosing a task and sticking with it, taking and making suggestions in their role as CIT's and mentors to the younger students.
Establish community partnerships: Partnerships in the community were established and maintained through a cooperative effort with five different CBO's, all of whom thankfully asked us to please come back again.
Plan ahead for service-learning & Equip students with knowledge and skills needed for service: Planning ahead for service-learning and equipping students with knowledge and skills took place throughout the projects as part of discussions of where we were going, what were we likely to experience, and what we learned.

Carol Ann Schaper, 2001, Sykesville Middle School, 410-751-3545, miester55@hotmail.com

Students at Sykesville Middle School participate in a project that has become an annual event, The Cutest Pet Contest. This project raises money for the Humane Society. Students collect 60-70 pictures of pets from students within the school. The pictures are displayed during lunch shifts and students get to vote for their favorite pets by putting money in the plastic container under the picture of their favorite pet. Many parents visit the school during the week to see the animal pictures, but also to vote on their favorite pet. The funds raised by the project are used to help animal related causes.

Meet a recognized community need: This project recognizes a community need by developing character in students, developing business relationships, helping the community by promoting healthy animal care, and making a donation to an organization that cares for animals.
Achieve curricular objectives: This project meets curricular objectives by incorporating service and also consumerism. The students learn about advertising and money management within the FACS curriculum along with student service.
Reflect through the service-learning experience: To reflect on this activity, a representative from the Humane Society comes to the school to give a presentation for the students about the Humane Society and how their efforts help makes a difference for animals. One year the student raised enough money for a new sign for the Humane Society.
Develop student responsibility: Students are vital to the success of this project. During the project they are responsible for making sure that all lunch shifts have adequate staffing, setting up and taking down the displays, counting the money, cleaning up trash, advertising the project, collecting containers, and making signs. The students also have to develop a timeline to make sure the project will be completed by the end of the rotation of FACS. They also contact the Humane Society to set up a date for the presentation and to arrange to pick up pamphlets to pass out during the lunch shifts.
Establish community partnerships: This project has established partnerships with the Humane Society and Martin's Grocery Store, which donates the plastic containers to collect the money for each animal.
Plan ahead for service-learning: Before the students start a project, we review the 7 Best Practices for Service-Learning and the three-step process of service-learning.
Equip students with knowledge and skills needed for service: The students decide what issues they want to work on and learn about the organizations in the community that supports that issue. Then students develop project ideas and a plan to implement their project.

Elissa Streaker, 1996, Gateway School (English, reading, creative writing, Bible literature), 410-751-3691

2000: Gateway School was named a National Service-Learning Leader School by the Corporation for National Service. Gateway School initiated "Gateway Seminar", a course that teaches citizenship, social skills, and charachter education through service-learning experiences. Students begin and end the day with their "Seminar" class working on projects that they develop, such as adopting families for neighbors in need, canned food drives, raising Bay grasses, etc. Students are involved in planning, executing, and reflecting on their service experiences. This school-wide initiative has positively impacted the culture of Gateway School.

1998: I continue to coordinate service-learning for our school, an alternative school for at-risk youth. We strive to include service-learning in most classes. Our primary projects are visits to the Deerfield Senior Daycare by our middle schoolers, Tolerance study in English I, and environmental studies and projects in science classes.

1996: English I classes are doing a replication site project on tolerance. We have a partnership with the special education students at Robert Moton elementary. We've made crayon caddies for them. We'll visit them to read to them, and to write stories for them. Also, students visit Deerfield Senior Center.