Service-Learning in Worcester 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

See the complete fact sheet (PDF file).

Students participate in team projects in each content area in grades 6, 7, 8, and 9.

Breakdown: Service-learning is infused into grades 6 through 8 in thematic units developed by grade level teams (language, arts, science, scoial studies, and mathematics) or special subject eams (music, band, physical education, food science, teen economics, art, foreigh language, and tech ed). Service-learning is alsoinfused into the required 9th grade social studies course and integrated into the 9th grade government curriculum. This instruction is supported by interdisciplinary planning with other 9th grade teachers.

Transfer Policy: Students who transfer to Worcester County Public Schools after 9th grade, but before 12th grade, will be required to enroll in the student service elective offering for one credit, or document 25 hours of volunteer time in an approved school and/or community service for each year enrolled.

Reporting: Service-learning is not reported on students' report cards.

3. Teacher Fellows (see overview)

Stephen Decatur High School adopted a new philosophy known as the "Decatur Way...The Way to Grow," promoting student pride, responsibility, respect, and achievement. Building on this theme, resource teacher Tom Sites and I developed a plan that would allow our 20 high school students to become actively involved in our school through service-learning. Our plan allows for our students to plan, construct, and maintain a new courtyard area for our school to be used by the entire student body for various class activities. Unique to other student service-learning projects, this is a "work in progress." This project will allow our classes in the future to remain involved by maintaining the courtyard and designing additional features for the courtyard as requested by the teachers in our building. It is estimated that our project will take two years to complete.

Meet a recognized community need: Our courtyard project recognized a community need found within our school. Currently, our school is going through a renovation process that has left very little area available for art, photography, literature, and other classes to conduct special lessons. In addition, we hope this area will provide a relaxed atmosphere for our adult mentors to meet with our students during the school day. Further, this project will enable students who are traditionally left out of school activities to become actively involved and receive recognition for their work.

Achieve curricular objectives: The courtyard project is incorporated into the government and service-learning curriculum. Students take direct action by planning the layout of the courtyard and working cooperatively in groups during the construction phase. Further, decision making skills are developed in a business-like atmosphere where goals are set and steps organized to ensure success. Students learn how to read blue print plans and take measurements while laying out the design of the courtyard.

Reflect through the service-learning experience: Students reflect on their experience throughout the project in group discussions and by making adjustments to their plans as needed.

Develop student responsibility: Students are responsible for completing the task assigned to them each day. Students are also responsible for making suggestions to improve the project. In addition, a graphic arts student at our school used the rough draft of the courtyard plan and drew it to scale for our students to follow.

Establish community partnerships: Community partnerships have been developed through local businesses to purchase equipment and supplies for our project. Students also work to raise money to fund the project with different organizations in our community. Possible partnerships include Maryland Coastal Bays and other local parent groups that may support the program. Students will be working to develop these partnerships by writing letters and making phone calls.

Plan ahead for service-learning: To prepare for this project, Mr. Sites and I had our class in 2000 work with the drama department at our school to beautify their existing stage and courtyard theater. From this experience we were better prepared to organize our students to begin the construction of a new courtyard for our school. We met with various school personnel to find out their ideas for our new courtyard and how it could benefit other teachers and their classes.

Equip students with knowledge and skills needed for service: To begin we assess our student's existing knowledge and skills in this area through group discussion. Many of our students work outside and already have a basic understanding of vegetation and when it is ideal to landscape. We also use books and the computer to research the types of plants and shrubs that will grow in this area, the type of sunlight needed, and what is available at our local businesses at the best price. To use the machines and equipment, Mr. Sites provided a demonstration explaining all safety precautions that needed to be taken by the students.

Sue Walls, 2004, Stephen Decatur Middle School, 410-641-2846, ctgirl56@aol.com

One of my most memorable service- learning experiences took place during the Christmas season of 2000. It was conducted by the Student Government Association (SGA) and involved participation of the entire student body and staff of Stephen Decatur Middle School.

Meet a recognized community need: The students first approached our principal about conducting the "Think Links - Caring Connections" ("Links") service-learning activity after seeing ads in the local newspaper requesting people and organizations to donate toys for the U.S. Marines Toys for Tots Program. We thought for sure that the school could raise enough money to purchase at least $500 worth of toys.

Achieve curricular objectives: Our project fulfilled Maryland Content Standards in the areas of persuasive writing and speaking, effective communication, and math computations. Additionally, one of our school's missions is to prepare our students to become productive and responsible citizens. What better way to prepare them than through this real life event? Reflect through the service-learning experience: Throughout the project and at its end, students reflected on the need of the children they would be helping. They felt good knowing that children whose parents could not afford toys would still have a visit from Santa. Pictures taken during the event and during the final delivery of the toys produced a pictorial reflection of a successful project.

Plan ahead for service-learning: A committee of students was organized and the students spent many after and during school hours preparing for the two weeklong event. Students cut four different colors of paper into ten inch long strips (links) - one color for each teaching team, developed a written description of our plan and our objectives to be given to all homeroom classes and teachers, and planned the publicity (posters and announcements) to promote the project. Our plan was to raise awareness for those less fortunate and encourage students to help make their lives a little brighter during the holiday season.

Develop student responsibility: During the action phase of the project, students sold the links for 25 cents during homeroom and lunchtime. It was their responsibility to "talk up the project" and encourage students to donate money. Even though the money was for a good cause, students were hesitant about paying money for a "piece of paper". However, we had a strategy planned which increased sales. First of all, we stapled and hung the links into chains and hung them from the ceiling in the main halls so that the teams could compete against each other. This provided the students with a visual idea of how much each team had contributed. It was exciting to see the students enter school each day and look at the chains to see which team had the longest chain and therefore had contributed the most. Then, each day during the morning announcements, students were reminded of the purpose and told the amount of money raised. Seeing the chains generated much dialogue and students enjoyed hearing how much money had been raised each day. As you can imagine, many hours of the students' time was taken up stapling and hanging the links. Several students stayed after school on different days to do this. You wouldn't think that this would be something fun that teenaged students wanted to do, but the team competition aspect created enthusiasm and the spirit of giving was contagious.

At the end of the two weeks, our students and staff had donated more than $1400 to be used to buy toys for less fortunate children during the holiday season. A group of students went to local stores and purchased toys for all age groups. Another group of students contacted the U.S. Marines and arranged a day for them to come to the school to pick up the toys. Still another group of students packed the toys and helped the marines load them unto the truck.

Establish community partnerships: The first year that we conducted "Links", all of the toys were donated to the U.S. Marine Corps Toys for Tots Program. However, this service-learning project has evolved into an annual event where toys are now donated to the Worcester County Santa House sponsored by the Worcester County Sheriff's Office and the Toys for Tots Program conducted by the Marine Corps. The students at Stephen Decatur Middle School now also adopt a family through the Worcester County GOLD (Giving Other Lives Dignity) Program and use "Link" money to purchase Christmas presents requested by the family.

Equip students with knowledge and skills needed for service: The students involved directly in this project learned the organizational skills of how to plan a project and carry it out from its inception to its conclusion. They also developed leadership skills. Students and staff who participated in the project by donating their money learned the invaluable lesson of selflessness and awareness that it was good to help those who were less fortunate.