1. Service-Learning Contact Information

2. Service-Learning Fact Sheet

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

• Implementation Plan  •  Snapshot  •  Agencies

Service-learning is infused into a variety of courses in grades 6-10.  Students are expected to complete at least 50 hours of service-learning during the middle years and continue their service in high school.  The high school focus is to create and support a personal goal of lifetime commitment to service.  In addition to infusion, students earn hours through independent projects, interdisciplinary projects, school, community, and system wide designed projects.
 

Breakdown:

 

Middle School:

·         6^th Grade:  Art, Music, Science, Health (5 hours each)

·         7^th Grade:  Physical Education, Social Studies, Health (5 hours each)

·         8^th Grade:  Science, Classical Language, Health (5 hours each)

 

High School:

·         9^th Grade:  US History, Earth Science/Issues in Physical Science (5 hours each)

·         10^th Grade: American Government, Biology (5 hours each)

·         9^th or 10^th Grade:   Health (5 hours)

 

Clubs, organizations, specialty groups, honor societies, and other internal and external school affiliations also provide service opportunities for both middle and high school students.

Reporting: Service-learning hours are recorded on the student’s progress reports as well as report cards.  Each school has the capacity to access student’s records and generate reports as needed and /or as requested.

Transfer Policy: Official report of hours earned are a part of the official transcript card and follow the student.  This information is also included in the student’s cumulative record.  Students transferring into BCPSS from school systems outside of Maryland are still required to complete prorated hours based upon their grade level at the time of enrollment.  Interstate students who transfer into BCPSS prior to grade 9 must earn 75 hours.  Hours thereafter are pro-rated as follows:

 

• Students entering at any time in grade 6 must complete 75 hours of service-learning.
• Students entering at any time in grade 7 must complete 60 hours of service-learning.
• Students entering at any time in grade 8 must complete 50 hours of service-learning.
• Students entering at any time in grade 9 must complete 40 hours of service-learning.
• Students entering at any time in grade 10 must complete 35 hours of service-learning.
• Students entering at any time in grade 11 must complete 25 hours of service-learning.
• Students entering at any time in grade 12 (including the second semester) must complete 15 hours of service-learning.

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3. Teacher Fellows (see overview)

Tamara L. Barron, 2006, Central Office, Formerly of Baltimore Freedom Academy (Algebra), tbarron@bcps.k12.md.us

The Learning by Serving Program is the Baltimore Freedom Academy’s flagship program.  Our school’s programmatic thrusts are law, leadership, and service and staff members work tirelessly to provide opportunities for our students to be successful.  Through the service program, students serve in the community at local schools, hospitals, museums, and non-profit organizations.  This program is a part of our school’s advisory program where students are given the opportunity to reflect upon what they have done and put what they learn into action.

 

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

Several community needs are being met through our program.  In creating the program, we contacted several local schools and agencies to identify needs in each organization.  Many elementary schools recognized that they were greatly in need of mentors and tutors for their students, non-profit organizations and local agencies determined that they were in need of self-motivated volunteers who could work independently and that would assist in meeting the organization’s mission.  For our students, we created a survey to identify their areas of interest, and matched them with an available agency. 

 

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 Learning by Serving Program is a part of our school-wide advisory program.  The Advisory Program’s curriculum is centered around teaching students’ life skills such as being academically prepared for college, taking responsibility for their actions, developing healthy relationships, developing leadership skills, problem solving, and becoming leaders in the community in which they live.  The advisory program provides a theoretical vehicle for learning, while the Learning By Serving Program provides students an opportunity to show they are internalizing what they are learning.

 

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

Students reflect upon the activities they participate in through journaling, class discussions in advisory, and role-playing activities.

 

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

Students are taught responsibility in several ways.  They are responsible for getting to their site each week, carrying out their duties effectively at the site, and getting weekly evaluations completed.

 

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

Our school was successful in establishing partnerships with several schools, local agencies, hospitals, and museums.  This endeavor was accomplished by soliciting the organizations and then meeting with those that were interested in participating in the program.  We have created a community newsletter that we send to our partners to update them on what is happening with the program, and to provide an opportunity for students to share their experiences.

 

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

Through the help of staff members, parents, and students, we created a database of community organizations that were invited to partner with our school.  Over the summer and during September, we visited these organizations, shared information about our school, and asked how we could be of service.  Students also assisted in locating agencies to participate in the program. 

 

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

The service program is a component of our advisory class, where students are learning skills that increase self-esteem, leadership skills, academic development, and professionalism. 

Students learned many skills through their advisory class.  They continue to develop and reshape those skills as they reflect upon their experiences and progress through the school year.  Students learned about the type of work they would do at service sites, appropriate interpersonal interaction in various settings, and specific skills needed for various service jobs.  The service-learning program allows students to develop organizational skills and become familiar with work in a professional environment. 

Robert Black, 1993, Harbor City Learning Center, 410-396-0352, rob@roblack.org

I sponsor a student service-learning program. Students meet for one class of 60 minutes per day. These service students are predominately concerned about the urban environment and the people who inhabit it. Program students attend class four days a week to meet their academic requirements and work at their service sites on the fifth day. Service students are required to maintain their grades by making up all missed class assignments. Program students are able to choose their service day and service sites based on need, seniority and interest. Students serve at places such as St. Vincent de Paul's Society, Our Daily Bread Soup Kitchen, Carrie Murray Outdoor Education Center, Cylburn Arboretum, etc.

Wendy Blackwell, 1993, Frederick Douglass High School, 410-396-7821

Save the Earth Workshop is a partnership between the Francis M. Wood High School, Baltimore Museum of Art and William H. Lemmel Middle School. The high school students studied an interdisciplinary unit called Global Warming and taught the components of that unit to Lemmel's students. Together the two groups found "recycled" art at the museum to inspire them (brainstorming stuff) to create a quilt together. The BMA pays for the bus for our meetings and provides a meeting room and teacher resources. I attended an interdisciplinary workshop at the BMA and helped to write the Global Warming curriculum in 1994. (Last year Wendy transferred to Lemmel, the year beforewhen she did this project she was at Francis M. Wood.)

Sharon Blake, 2000, Frederick Douglass High School (Social Studies), 410-396-7821

My most memorable experience engaging my students in a service-learning activity dealt with the most recent Mayoral Primary Election in Baltimore City. This service activity engaged students in a "Get Out The Vote" effort two weeks before and the day of the Primary Election. Students were prepared for this activity by having the mayoral candidates visit the school and address issues relative to how they intended to serve the people of Baltimore City while dealing with such issues as homelessness, poverty, education, and crime. Students then worked in groups to come up with a way they could get involved and serve the community prior to the Primary. Each student conducted a survey of twenty-five people in their neighborhood and/or community to identify what would help them be assured that they would vote on Primary Election Day. After tallying their surveys, the number two response from the community was encouragement to "Get Out The Vote". Students wrote letters to the top three Democratic and Republican candidates offering to become a part of their campaign dealing with "Getting Out The Vote". The candidates that responded, worked closely with me in preparing students to help run a phone bank and "Flush" team on election day. To take part in the phone banking efforts, students did a role play to prepare to make telephone calls and read a script. A simulation was used to prepare the students to knock on the doors of citizens and remind them to go to the polls and vote in a very friendly but informative manner. This activity included having students inform citizens of car pools that would deliver citizens to and from their polling place. This was considered the "Flush" team and/or "Getting Out The Vote." As a result of student involvement in "Get Out The Vote" students were able to establish a respectful relationship with their neighborhood and community leaders. Community groups and leaders have called and written to the school to engage students in additional advocacy projects. Equally as important, students have come to me to ask to do more activities within the community to earn service-learning hours above and beyond those required for graduation. Throughout the entire service-learning activity students were asked to reflect daily on their experiences. Students completed reflection sheets, participation in group sharing sessions, journalized, and maintained learning logs.

Jodi Buckson, 2008, Chinquapin Middle School (Social Studies), Baltimore City, (410) 396-6424 

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

Every year for the past three years, I have engaged students in service-learning through a program entitled Project Citizen. Through this program, my students have been able to tackle issues in their community such as the sanitation of school lavatories, abandoned housing, and rat infestation.

 

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)?   

Each project that my students engaged in incorporated curricular objectives specific to their current unit of study.  Through Project Citizen, our students learn the importance of their voice in their community.  For example, students examine public policy which affects our communities.  As they explore how these laws were formed, and the ability that citizens have to impact this legislation, they connect issues that they see in their own communities and devise projects to express their personal voice to things that they see in their communities.  Objectives addressed included:

 

Social Studies

Political systems formulate specific public policies to further the general purposes of the human societies they govern. 

 

Citizens who possess rights also bear responsibilities

 

7.1.A.  The Foundation and Function of Government

3.  Analyze the roles of governments around the world regarding public policy and issues.

 

7.1.B.  Individual and Group Participation in the Political System

1.  Analyze the methods used by individuals and groups to shape governmental policy and action

2.  Analyze the importance of civic participation as a citizen of the world

 

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

At the conclusion of each project, students’ reflect upon the civic knowledge and civic skill they learned, be it intellectual and/or participatory. They also reflect on civic dispositions such democratic values and principles.

 

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

One of the issues that my students expressed the most concern about was the condition of the lavatories in the school.  The students were able to take what they learned about appropriately expressing their voice, and then created a campaign around advocating for more sanitary conditions in the school bathrooms.  The students actually made this an interdisciplinary unit of study where we incorporated math, science, and health objectives.  They researched the types of bacteria found in bathrooms and the negative effects of unsanitary conditions on students’ health.  The students surveyed students to see what their feelings were about the conditions of the bathrooms.  They also interviewed the custodians to learn about the frequency and process in which the bathrooms were cleaned.  They compiled their results and created charts and graphs to display their findings.  They also created brochures about their experience from start to finish to share within their school, as well as the neighboring school community.  The students were really invested in this particular activity and were more engaged in their other classes as well due to their involvement with the service-learning project.

 

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

Different projects involved different community partners and school partners.

 

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

We followed the Project Citizen format which had students research and select an issue to address, develop solutions for the problem, and then act to resolve the problem.  Students administered surveys to students throughout the school and interviewed school staff.

 

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

Through this service-learning project, students learned to work together and developed the needed tools for democratic citizenship.  They also learned the importance of their voice and how they have the ability to monitor and influence public policy.

Norma Cole, 1993, Fairmount-Harford Institute, 410-396-6241

1998: All students in the school are involved in a renovation of an abandoned community lot. This multidisciplinary project has students designing and maintaining the lot.

1993: Adopt a senior citizens center. Students provide services to residents such as prepare meals, repair clothing, and small household repairs. Nursing students visit twice a month and take blood pressures and hand out small gifts from printing and needle trades. Culminating projects have been Everybody's Birthday Party, a Fun Day with crafts and games, and a senior prom.

Marian Finney, 1995, (left system)

1996: Thematic units for each grade level team will be designed from course outcomes, core learning goals, and social issues. Each student will have an opportunity to complete 30 service hours per year as part of integrated curriculum.

1995: Our service-learning program has branched from the theme "He Ain't Heavy, He's my Brother." This resulted in providing services in many areas - drug education, homeless needs, direct service to agencies and institutions, collecting foods, clothes, books, political involvement through formal classes and infusion. One service-learning class team assessed community needs before designing the program and delegated responsibilities to teams. The second class/team decided to provide direct service to community institutions. The total school participated in a Service-Learning Promotion Activity sponsored by clubs and organizations (they facilitate our collections). Celebration activities are scheduled each spring.

Jeannette Hall, 2003, Dr. Nathan A. Pitts Elementary-Middle School, 410-396-0636, Jhall@bcps.k12.md.us - RETIRED

See the September 2003 Sherry Unger Award. Our Service Project was with Port Discovery the New Kid-Powered Museum, sponsored by the Education and Student Service Division. This opportunity to volunteer in downtown Baltimore, provided our students a more global outreach than they usually enjoyed. Students served as mentors, tutors, and docents. They assisted other students from public and independent schools throughout Maryland, in the most effective use of the interactive educational exhibits.

Renay Leggett, 2000, Southern High School, (Service-Learning), 410-396-1500

Southern High School is surrounded with a wealth of excellent agencies. The South Baltimore Men's Shelter and the Woman and Children's Shelter are two agencies in the community. The need we met was to help with the collection of non-perishable can goods and other non-perishable items. The service-learning program at Southern High School is set up as an internship service program that supervises students in the field and planned field trips. We did several things for reflection; talk about why we should make homelessness our concern and how we can be advocates for homelessness. We were a part of the Walk for the Homeless 99. We established a partnership with South Baltimore Men's Shelter and the Woman and Children's shelter. I invited the Writer's group to come and speak to my service-learning classes and they spoke about their experience with the homeless and how the Writer's Group came to be. An excellent way to plan for service-learning is to investigate the community. Find out what agencies are in walking distances -- then use the resources around you.

EllaJay Parfitt, 2002, Southeast Middle School, 410-396-9291, eparfitt@umd5.umd.edu

As part of the Environmental unit in science (7th Advance Academic), I engage students in a three phase service-learning project. The students engage in both direct service and advocacy. Students learn about environmental problems that effect the Bay and write letters in support of the Chesapeake Bay Foundation's education and public awareness programs. Some of the letters also address public awareness of what goes in to the Bay from littering. As part of their course, students work in the outdoor classroom collecting data for the Baltimore Ecosystem Studies and refurbishing the area for underclassmen and elementary students who will visit the school grounds. Students also developed lessons that they will teach to other students about our environmental site and the Bay. Best practices:

• The need in the community was environmental awareness and how we interact with our Bay. We hoped to reduce pollution in the Bay.
• The curricular objectives that the students met with this project are based on the Maryland Content Standards in Science: Apply concepts and processes of science to take and defend a position relative to an issue; Use the knowledge of science and available scientific equipment to devise a plan to solve a global (local) problem; Compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources determines environmental quality (i.e. soil erosion, water pollution, deforestation); Analyze how human activities can accelerate or magnify many naturally occurring changes (i.e. erosion, air and water quality, populations).
• Students conducted weekly assessments of their progress and at the conclusion of the project discussed the impact that their lessons had on the younger students. They made a difference in how the students view our environment. They felt that they had given back to both the school community and the environment and left others with facts to help them appreciate the beauty of nature.
• Students' responsibilities were developed using cooperative groups that became research teams. Each member of the team had a responsibility or job to perform in completing the curricular assignments and the service assignments. Students identified what they wanted to accomplish over the course of the unit and mapped out who was doing which tasks. The outline was then approved by the teacher.
• Community partnerships were loosely established with the research scientists of the Baltimore Ecosystem (BES) and the nearby elementary school.
• To plan for the project, I reviewed the Maryland Science Standards and set up meetings with the BES research team. At the meeting, I presented my ideas for the outdoor classroom and the elementary outreach. They continue to support my students in their studies and projects.
• To prepare my students for their projects, we studied issues that effect the Bay and all who depend on it. We conducted experiments to test water, air and plant photosynthesis. We used the internet to find out the latest information on government policies or new twists to old issues.

Cheryl Parris, 1998, Joseph C. Briscoe Career Center (Math), 410-396-0770

Our club (S.H.O.P. - Students Helping Other People) has helped to feed many, many homeless and hungry people over the years through our bag lunch project. Our students really enjoy this activity. They enjoy the preparation as well as the actual process. Each student is delegated a particular task to do. We have a partnership with City Temple Church.

Genevieve Perry, 1997, Walbrook High School (Health), 410-396-0721

Students worked with Lens Crafters and Delta Sigma Theta Sorority, Inc. at "Giving the Gift of Sight." This project was designed to assist low income or working poor community residents to obtain an eye examination and one pair of needed eyeglasses free of charge.

Mary Radcliffe, 2002, Forest Park High School, 410-396-0753

Forest Park students developed a project to promote self-esteem and create wholesome activities for the student body. They created a Mother/Daughter Banquet to celebrate "sHeroes" in the community. Best practices:

• The purpose of this activity was to foster closer communication between female students and women in the community from other generation in an effort to create a stronger community. The students identified this need by surveying the students, members of the PTSA, and Forest Park staff members.
• The students spearheaded this activity, acquired financial support and other resources to fund the event and utilized various student organizations to execute the various tasks needed to make the activity successful.

Marc Sevigny, 2008, Midtown Academy (Kindergarten), Baltimore City, 410-225-3257 

Senior Citizen Community Garden

The Midtown Academy kindergarten class revitalized a dilapidated community garden with the help of low-income elderly citizens.   Midtown Academy is situated in Baltimore City and in walking distance of an elderly retirement apartment. 

 

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

After completing a small art project at a nearby retirement home, some students noticed there was a weed and grass overgrown garden on their property. The kindergarten class recognized a need and thought they could be of assistance to help the residence with their garden.  

    

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 curricular objectives the primary team achieved were applying what we learned in the classroom to real-life situations.  The math curriculum for kindergarten is the study of sorting, graphing, patterns, geometry, fractions, numbers, money, and measurement.  Kindergarten’s science curriculum is the study of constructing knowledge, applying evidence and reasoning, life science, and communicating scientific information.  In our community garden we are able to apply the curriculum objectives to the work done each week in the garden. 

 

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

The kindergarten reflected on their experience through the use of journal writing, picture essays, home garden experiences, and communication with family members. 

 

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

The students gained responsibility by caring for their area of the garden, using and taking care of tools needed in the garden, and they gained a new respect for elderly people and the important role they play in our society. 

 

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

The kindergarten experience has lead to a working relationship with the retirement home for future projects.  The students have access to land to create a working garden in an inner city environment that residence can use for enjoyment.  The school has also built partnerships with citizens of the community and the local hardware store for our supplies.

 

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

In order to plan for service-learning, we needed to build relationships with the apartment manager, community residences with gardening expertise, and gain support from parents to let their children participate in the project.  Students prepared for the garden experience by connecting our in-class objectives and applying those objectives to our garden task.  A medical professional came to speak to the students about working and communicating with elderly people as part of the preparation for the project.      

 

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

Students learned that they can contribute to society and help solve problems even at a young age.  Students applied skills learned in the classroom such as math, science, and language arts to their garden.

Cheyanne Zahrt, 2005, Lake Clifton-Eastern High School (Physics), Baltimore City, 410-396-6637, cheyannezahrt@hotmail.com