1. Service-Learning Contact Information

2. Service-Learning Fact Sheet

A complete PDF version of Worcester County's Service-Learning Implementation Plan is available below.

Implementation Plan


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 grade 6, but before grade 12, who, after an evaluation of their official record, have not completed the state service-learning requirement will need to:

• enroll in and successfully complete the Government course, or a service-learning elective, and/or
• document 25 hours of service time in an approved school and/or community site for each year enrolled.

Reporting: Service-learning will be reported on the middle school report card starting in the 2007-2008 school year.  Service-learning completion is reported as a passing course grade in high school government.

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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.

Amy Gallagher, 2007, Stephen Decatur MiddleSchool (U.S. History),      410-641-2846, adgallagher@mail.worcester.k12.md.us

My most memorable experience engaging my students in service-learning was the project entitled “Have a Heart for the Homeless.”  Our project objective was for students to participate in activities to gain an understanding of the issue of homelessness in our area and develop activities that are designed to provide money and necessary items to these shelters.  Our project, developed primarily by the students, included written and visual preparatory activities, a collection for a local homeless shelter, and written and visual reflection activities. 

 

Best Practice 1:  What recognized community need was met by your project (e.g. health, education, environmental or public safety need)?

The community need addressed in this project was homelessness.  In our local area, there are several homeless shelters that are always in need of basic supplies.

 

Best Practice 2:  How was the project connected to school curriculum (e.g. what course outcomes were met and/or how did the project reinforce or enhance student academic learning)? 

-Social Studies Voluntary State curriculum - we discussed the idea of civic responsibility and awareness, economic principles related to cost of living, and social programs established by the government.  

-Integrated Language Arts Voluntary State curriculum -we used non-fiction reading strategies and met writing outcomes. 

-Algebra Voluntary State curriculum -we examined and displayed data using graphs and charts. 

 

Best Practice 3:  How did you reflect on your experience throughout the project? 

There were two major written reflection pieces to this project.  The first was a written response to a series of questions, read only by me, that showed how students felt about the planning process, specific activities, their interest in the topic, and their reaction to having completed this project.  The second was a letter written to next year’s students to describe the parts of our project.

 

Best Practice 4:  How did students take leadership roles and take responsibility for the success of the project?

With the exception of deciding when activities were specifically completed and creating parts of specific activities, the students planned and complete the majority of the project, especially the action portion. 

 

Best Practice 5:  What community partners did you work with on this project (e.g. non-profits, civic organizations, business that provided donations, etc.)? 

We established a partnership with a local shelter.  We collected basic items such as food, toiletries, games, books, paper towels, toilet paper, paper plates, and clothing. 

 

Best Practice 6:  How did you prepare and plan ahead for the project?

In the beginning of the year, we established a Service-Learning Project Committee, which consisted of 13 students from our teaching team that essentially created our service-learning project.

 

Best Practice 7:  What knowledge and skills did students develop through this project? 

The first thing that we did to prepare for service-learning was to view the video “Learning in Deed” which describes in detail three different projects.  From this, we were able to discuss the preparation, action, and reflection pieces of any service-learning project.  With this background, it made it much easier to brainstorm ideas with the class for our own project because they understood the purpose of the activities.

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.

Beau Brooks Williams, 2008, Snow Hill Middle School (Social Studies), Worcester County, bbwilliams@mail.worcester.k12.md.us

Snow Hill Middle School partnered with Assateague State Park during the 2006-2007 school year.  The project began with visits to Assateague State park to assess the park’s needs which could by met by our students.  Next, throughout the year, Assateague State Park met with our students to help teach them about the diverse biology of the park, which related to several science standards.  And finally, we completed public relation projects for the park in the form of posters and bulletins boards and visited the park to help with a clean-up project.

 

Best Practice 1:  What recognized community need was met by your project (e.g. health, education, environmental or public safety need)? 

The need that was met was to assist Assateague State Park with preparing the beaches for another summer season.  Each year, hundreds of thousands of visitors go to Assateague to recreate.  The impact that is left behind leaves a substantial negative imprint on the wildlife and park.  Once students recognized this need, they worked to make educational posters for the park regarding local wildlife and environmental protection reminders regarding the park.  They also addressed the need to replenish the sea grass that is crucial to the island’s ecology and beach dunes.  Additionally, students created educational brochures for the park, trash kits for visitors, and educational games.  Students participated indirectly, directly, and advocated environmental safety in the park.

 

Best Practice 2:  How was the project connected to school curriculum (e.g. what course outcomes were met and/or how did the project reinforce or enhance student academic learning)?   

The project included many curricular objectives as it met the state’s service-learning criteria.  The objectives were selected from the core subjects and were used to help guide parts of the service-learning project as it was taught in the classroom.  

·         In science class, students were exposed to activities that centered on identifying environmental issues, classifying organisms, and identifying natural resources and human needs.  

·         In social studies, activities centered on analyzing the importance of civic participation, maintaining order for the common good, and analyzing how and why humans modify their environments and its impact.  

·         In math class, students focused on activities that taught how to use a data display, analyzing the central tendency to determine mean, medium and mode, and learned how to relate or apply mathematics within the discipline and to life.

·         In integrated language arts (ILA) class, students learned how to gather information from a speaker, compose text using prewriting and drafting strategies, and learned to compose oral, written and visual presentations.

Overall, there was a variety of skills that students learned in the classroom as well as out of the classroom in order to apply them to real life situations while at Assateague State Park.

 

Best Practice 3:  How did you reflect on your experience throughout the project?

Throughout the process students had the opportunity to reflect upon their experiences.  Students produced journals describing their experiences for their own reflections and for their fellow students to read as well.  Students also created brochures in social studies and ILA class to reflect upon their experiences.  In addition, students created poems about their experiences in ILA class.  And, at the end of the year, they wrote welcome letters to incoming 7th graders that included information about the project.

 

Best Practice 4:  How did students take leadership roles and take responsibility for the success of the project? 

Student responsibility was developed throughout the project.  It was important early on to allow students to choose a group and project that matched their interest.  For instance, students could pick from working with either bayside or ocean side ecology, wildlife, trash collection, or public relations.  Each group had certain responsibilities which included creating brochures, education posters, educational games, clean up kits for visitors, or educational PowerPoint for Assateague.  Giving students a choice in projects as well as the flexibility to choose how the project was accomplished was central in developing student responsibility.  Within each group, student leadership was fostered as well as was cooperative learning skills.

 

Best Practice 5:  What community partners did you work with on this project (e.g. non-profits, civic organizations, business that provided donations, etc.)?

2006 was the first year working with Assateague State Park and the service-learning project was a success.  Students forged a bond between the state employees and with Americorps volunteers.  Students worked closely with both the rangers and Americorps members throughout the year.

 

Best Practice 6:  How did you prepare and plan ahead for the project?  

Our team began planning this project at the end of the previous school year after we participated a service-learning project that did not achieve the high quality standards that we wanted for our students.  We contacted Assateague and they were receptive to our ideas and our service-learning project.  We met several times with Angela Baldwin who is the director of the AmeriCorps volunteer project at the park and is a state ranger.  Throughout the year, we shared our ideas and adjusted the project based on the needs of the park as well as the wants of the students.

 

Our formal plan was submitted to the county and evaluated by the state service-learning fellows that work in our county.  We received feedback from the fellows and adjusted the project to meet the standards of the county.  As we proceeded through the year, we were always conscientious of the plan.  At the end of the year, we reflected on our year’s worth of experience and evaluated our experiences.  Of course, as with most first year projects, there were experiences that were worthwhile, and those that didn’t work or fit in with the project.  This year, the 7^th  grade team hopes to build upon last year’s plan.

 

Best Practice 7:  What knowledge and skills did students develop through this project? 

We began the year by watching and discussing the video “Learning In Deed” which showcases projects created by middle school students.  This was a great way to bring the students ideas to the planning table.  Next, we discussed how our goal was to work with Assateague State Park.  Further, we briefly explored the ideas and vocabulary associated with service-learning to give students context for completing the project.  Our preparation also consisted of a trip to Assateague at which the park rangers gave students a tour of the facilities and discussed with them their needs. Next, AmeriCorps members came to our school and taught information to our students regarding marine biology and ecology.  Finally, as students began to work on their interest project, specific content skills were taught to them in order for them to have the capability to complete all projects attempted.