Service-Learning in Charles 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

Beginning in the 6th grade, students begin the preparation and reflection aspects of SSL in Language Arts thus earning two units of SSL. In the 7th grade Science class, students will participate in PAR thus earning 3 units of SSL. In the 8th grade Health class, students will participate in 3 units of PAR. In the 9th grade Local, State and National Government class, students will have the opportunity to complete 3 units of PAR. A student belonging to the system for grades 6-9 must complete 11 units of PAR. A student transferring into our system will be held responsible for the units during which they are in our system. If a student transfers in after the completion of the 9th grade they must complete 3 units of PAR in an independent study project form.

Breakdown:

• 6th grade - Preparation and Reflection Units are embedded in personal responsibility and Language Arts classes.
• 7th grade - PAR are embedded in Language Arts and Science classes.
• 8th grade - PAR are embedded in Language Arts and Health classes.
• 9th grade - All aspects of PAR are embedded in the 9th grade Government class.

Reporting: Service Learning is recorded on the report card at the conclusion of 9th grade.

Transfer Policy: For students transferring into the system after the 9th grade, any service-learning recorded on the permanent record is accepted by the school system. If the student has not completed SSL by the conclusion of 9th grade, an independent study packet that contains all the aspects of PAR must be completed.

3. Teacher Fellows (see overview)

Benjamin Stoddert Middle School students have filled a void in their community, by linking the senior citizen population and "future" leaders. Through visiting the local assisted living facility four times a year, students formed close relationships with the "memory lane" residents (Alzheimer patients) and plan to strive to continue their service to the community in years to come. Best practices:

• Students participated in hand-on activities with the residents, such as pumpkin decorating during Halloween, Christmas card decorating and writing. The time students shared at the facility was cherished by the residents.
• This project enabled our students to develop citizenship skills while enhancing their compassion towards a segment of society that young people often seem to forget.
• Upon completion of every activity the students actively participated in a summary of the day's events. Pointing out the positives and the need for improvement areas. The students were then asked to write a self-reflection on what was learned and gained by the activity.
• Student responsibility was developed through attending meetings, researching community needs, active participation and follow-up.
• The project allowed us to partner with a local assisted living facility. The facility was picked based on its location and the enthusiasm for the project by the resident home's director of recreation activities.
• After assessing the student research results in regard to a community need, the planning began by contacting local agencies to assess their willingness to participate in this program.
• Students researched many community needs to decide what need they felt should be addressed.

Charlene Haynie, 2004, Henry E. Lackey High School, 301-743-5431, chaynie@ccboe.com

Our project served to meet multiple needs. Student collected donations to be given to the sponsoring organization of a 30-Hour Famine. Students pledged to fast for 30 hours in solidarity with people who don't have enough to eat, and to collect pledges for their 30-Hour famine to donate to an anti-hunger organization. During the famine period, students participated in three service projects. They recorded a textbook for a reading disabled student, attempted to make lap robes for a local nursing home, and provided entertainment as well as serving and getting to know some of the veterans of the Charlotte Hall Nursing Home. Seven sophomores, juniors, and seniors participated in this project.

Meet a recognized community need: We were able to collect over $600 for the Famine Fund. While participating in collecting the funds, students also learned the needs of some of their fellow students and the needs of the elderly.

Achieve curricular objectives: Knowledge and skills enhanced for the students during this project linked to social studies, health, and family and consumer science curricula. Student developed empathy for those less fortunate then themselves by participating in a 30-hour famine. Students were allowed to take juice to sustain themselves during the famine. They were also able to meet a need in the school community and did outreach to a veterans' home. Many of these students had not met with senior citizens other than their own grandparents. The students were advised as to what to expect when working with their veterans.

Reflect through the service-learning experience: As the student participated in the famine they were instructed to journal throughout their entire experience.

Develop student responsibility: Students did the collection of funds on their own. They were additionally given the responsibility of caring for a veteran at the nursing home.

Establish community partnerships: We developed a working relationship with the Charlotte Hall Veterans Home. The students met and worked with veterans. They also entertainment the veterans by line dancing to the music provided by "Wild Bill and the Hicox." They then served punch and cake to the veterans.

Plan ahead for service-learning: We had to secure the stage in the school auditorium for sleeping purposes and arrange for a bus to transport the students from the school to the veterans home. We additionally needed to secure fruit drinks for the students participating in the famine.

Equip students with knowledge and skills needed for service: Students viewed a video on participating in the 30-hour famine. Tasks were assigned to different students such as supplying juices for the famine participants and identifying service projects that would be included in the project and meet needs in the extended community. The project advisor was used by the students as a sounding board and also explained to students what they could expect when going to a nursing home and working with veterans.

Soni Jones, 1996, La Plata High School (Special Education, SS), 301-934-1100

Among other projects, 9th grade special education students researched Alzheimer's Disease, created a partnership with the local Alzheimer's Association, then educated the school community about the disease and raised money for the Washington chapter. In addition, some students volunteered at the Association office to help the staff.

Shelly McDaniel, 1998, Lackey High School (Government), 301-743-5431, shellym@olg.com

Students collect, sort, cut and bundle coupons from the Sunday papers in an attempt to help alleviate the hardships of poverty. These coupons are then distributed to senior citizens centers, free health clinics and food pantries.

Pamela Pennington, 2002, John Hanson Middle School, 301-645-4520

Featured project for November 2001: John Hanson Middle School was able to carry out Charles County's pilot Community Service-Learning Program in Science through a grant from the Chesapeake Bay Trust. We received $4,100 to complete a wetland on school property. The project temporarily stores runoff from the back of the school, the front parking lots and athletic fields. The retained runoff will be allowed to recharge ground water and prevent torrents of water from eroding soil. In addition, the wetland will provide a habitat for wildlife to increase diversity and population counts.