1. Service-Learning Contact Information
2. Service-Learning Fact Sheet
75 hours of student service-learning is infused into the Essential Curriculum in a variety of courses grades 6-10. Additionally, students earn hours through student initiated direct service projects. Interdisciplinary service-learning projects have been developed for grades 6,7,8, and 6-8. Quarterly meetings of school based service-learning coordinators are held; meritorious service program.
Breakdown:
6th grade - English, social studies, health (8 hours/course)
7th grade - art (8 hours)
8th grade - science (8 hours)
7 or 8th grade - technology education, family studies (8 hours/course)
9th grade - biology (8 hours), government (12 hours)
10th grade - English, technology education (8 hours/course)
Reporting: service-learning hours are recorded on student report cards every quarter.
Transfer Policy: Official notice of hours earned follows students from school to school. Students transferring in must earn the following: 9th grade (either semester) - 60 hours, 10th grade (either semester) - 50 hours, 11th grade (first semester) - 40 hours, 11th grade (second semester) - 30 hours, 12th grade (first semester) - 15 hours, 12th grade (second semester) - 5 hours.
3. Teacher Fellows (see overview)Pat Barget, 1994, Ruxton Center, 410-887-3595, barget42@aol.com
When at Cockeysville Middle school, special education students worked with regular education students to beautify their school's courtyard to promote school pride and teamwork. Students selected and planted plants together and maintained the courtyard throughout the year. Students also participated in the Special Olympics.
Karen Barthlow, 2006, Pine Grove Middle School (Reading & Mathematics), kbarthlow@bcps.org
Sixth grade students at Pine Grove Middle School participate in a yearly “Disability Awareness Day.” Pine Grove Middle School has a diverse culture which includes autistic students, deaf and hard of hearing students, and wheelchair bound students. During this special day, all sixth grade students are run through various simulations of different disabilities which include visual, attention deficit hyper activity disorder, cerebral palsy, wheelchair bound, autism, and deaf culture. After this day, students in reading and language arts go to the library and complete a research project on the disability of their choice. A report and a set of bookmarks are completed by all students. The bookmarks are distributed in the community to promote greater understanding and appreciation for differences.
Best Practice 1: What recognized community need was met by your project (e.g. health, education, environmental or public safety need)?
Sixth grade students are curious about students who are in either their special area classes or their core subjects. They frequently ask about what the interpreter is doing, why a student has a service dog, and why a student needs to have a test read to them. Most students also have experience with disabled individuals in their family or community. The goal of this project is to make them feel comfortable in all settings. Once students develop a better understanding of various physical, developmental, and mental challenges individuals might face, they then are asked to help educate others through creating a report and bookmarks with facts about different disabilities which are distributed in the community. The project goal is to increase awareness and appreciation of differences.
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)?
Our service-learning project was connected to the school curriculum through reading, math, technology, art, and language arts.
- Reading- students learned about various disabilities by reading about them. “The day my silent brother spoke” was a very poignant story about a boy with autism that was enjoyed by many of the students.
- Math – students measured and cut out the bookmarks to the specific requirements.
- Technology – students went to the computer lab to research their disability on the internet.
- Art – students created visually stimulating bookmarks as a project.
- Language Arts – students used their research skills to complete a written report.
Best Practice 3: How did you reflect on your experience throughout the project?
Students wrote public service announcements that were read on the morning announcements about various disabilities. Using this information, students reflected through discussion.
Best Practice 4: How did students take leadership roles and take responsibility for the success of the project?
Students wrote reports and held a disability awareness fair where other students, parents, and other people from the community were invited to attend. Students had to complete a tri-fold display and be able to give a short talk on their particular topic.
Best Practice 5: What community partners did you work with on this project (e.g. non-profits, civic organizations, business that provided donations, etc.)?
Students were required to complete two bookmarks. Each bookmark was to contain the name of the disability and have three bulleted facts. An illustration was also required. On the back of the bookmark the student was required to have a website address where someone could find additional information. These bookmarks were taken to the Carney Library and the Perry Hall Library where they were given out to the library patrons.
Best Practice 6: How did you prepare and plan ahead for the project?
To plan ahead and prepare for this student service learning project we began by;
- Requesting and receiving administration approval
- Developing a timeline
- Scheduling a motivating speaker
- Scheduling all students through the disability simulations
- Scheduling the time in the library and computer labs
- Obtaining supplies for the bookmarks
- Laminating bookmarks
Scheduling the disability awareness fair
Best Practice 7: What knowledge and skills did students develop through this project?
Our sixth grade students developed a sense of what it is like to have a disability. This knowledge allows them to show compassion in good times (helping a disabled student in physical education) or in bad times (when an autistic student is scared by the fire alarm).
Many students volunteered to become active morning helpers in both the autistic and the deaf classrooms.
All sixth grade students improved their skills in reading, math, technology, and language arts by completing this project. The biggest gain was made in the friendships and understanding that the sixth grade students show towards the disabled students.
Dean Baum, 1997, Golden Ring Middle School, 410-887-0130
Taking the lead from the 1988 Maryland Recycling Act, students at Pine Grove Middle School have focused their energy on the recycling habits of the 21234 zip code area. In a door to door campaign, students asked homeowners to save aluminum cans and call their network when a pickup is needed.
Robin Bruck, 1997, Parkville High School, 410-887-5257
Students are involved in direct service-learning projects with a local nursing home and the Baltimore County Visitors and Conference Bureau. Students have been involved in indirect projects for Meals on Wheels. Advocacy projects are engaged in by 9th grade social studies classes and 10th and 12th grade English classes. In addition, we are trying to establish a Best Buddies program.
Susan Falcone, 1994, Loch Raven High School (child development, human development, internships), 410-832-1978, sfalc@prodigy.net - Retired
2001: Having assumed a new role as Student Government Association (SGA) Co-Sponsor, a new focus has emerged beyond my teaching program: That is to help Loch Raven regain its past prominence in the area of giving to people who are in need of food. A whole new approach was developed surrounding the idea of the Raider Ghost of Hunger haunting the school in costume. The preparation was to write a letter to the Ghost of Hunger or create an informational poster using hunger facts while taking the perspective of one those mentioned in the information provided. These letters were displayed for all to read. Students suffered through daily poems read by the Ghost of Hunger over the intercom, having the ghost visit homerooms to spur them on to greater giving (with daily counts of who was ahead of whom). They also were pinned with ghostly reminders (wearing a Raider Hat) when they had fed the face of hunger. When all was done, students guessed who the ghost was....they had such a hard time figuring out that the right answer was "anyone". SGA members and other volunteers accomplished all of these activities through committee work. When the poundage was recorded, we hoped that Loch Raven's "face" would look less hungry than it had in recent years.
Meet a recognized community need: Unfortunately, hunger is a serious problem in Maryland. Even in these booming economic times, there are many people in need and more of us need to give to help those who do not have their basic needs met.
Achieve curricular objectives through service-learning: Writing skills, particularly creative persuasion skills, were utilized as student created materials for the food drive (e.g. posters, letters, poems, etc.).
Reflect throughout the service-learning experience: Students engaged in reflection daily spurred by the posters, daily announcements, and flyers with hunger facts placed through the school. There was constant conversation. At the conclusion of the project, a reflection/celebration ceremony was held for the class that collected the most food.
Develop student responsibility: Five committees were responsible for overseeing this project. In addition, every student participating followed the guidelines provided by bringing in four items from each of the four food groups.
Establish community partnerships: We worked with the Maryland Food Bank and Center for Poverty Solutions.
Plan ahead for service-learning: The planning phase of this drive began in mid-September. The event kick-off was on October 16th, and the project ended November 3rd. Since there was so much to make, planning was quite involved and intensive for this project.
Equip students with knowledge and skills needed for service: The faculty aided us in several ways (e.g. reviewing student letters and reviewing hunger facts in 1st period with all students). In addition, flyers and the ghostly haunts gave hints, and facts, etc. to enhance the depth of knowledge needed to write the letters.
1998: As an outgrowth of classroom study, students choose projects related to family and child development. This year students created a tutoring program in reading and one for ESOL students as well as crocheted a blanket for very ill children.
1996: This year service-learning is infused into the classroom. Students select projects based on topics of study and interests. These projects vary from class to class and from year-to-year. In the past we have done literary programs, tutoring in elementary schools, adoption of needy families, and advocacy for children and families.
1995: Connecting true caring for families and children with classroom theory is my objective. As societal issues and problems related to family/children are explored, students are led to think about what is being done and what needs to be done. At that point, students usually suggest that we do a project ("we could....!"). A project is chosen, researched and planned by groups and completed by all. Reflection takes a variety of forms. For example, last year, students adopted a shelter, collected children's books, visited and read to child residents.
Sue Heiderman, 2001, Pikesville High School, 410-887-1222, bmsfh@home.com
The partnership between the Pikesville High School Concert Choir and the Reisterstown Senior Center began in 1989. It was formed in response to a need to provide an organized choral experience for senior citizens in an effort to provide meaningful and engaging activities for seniors. The Center hired a music teacher who met with citizens once each week to rehearse music selected by Dr. Disharoon as appropriate for the high school students and the senior citizens. The Intergenerational Chorus performs concerts at the school and the center. The chorus has also performed community concerts and for a Baltimore County Showcase of activities.
Meet a recognized community need: The project recognized the desire of the senior citizens at the Center to perform and be out in the community and interacting with young people.
Achieve curricular objectives: This service-learning activity provided the high school students with expanded opportunities to demonstrate their ability to perceive, perform, and respond to music (MD. Essential Learner Outcome I). The Intergenerational Chorus sings choral literature representative of the senior citizen generation and the student generation. This provides an opportunity for the students to understand music as an essential aspect of history and human experience (MD. Essential Learner Outcome II). The Baltimore County curricular goal of experiencing a variety of musical activities to foster the pursuit of life-long musical interests is also attained through this activity. As a result of the Intergenerational Chorus experience, the senior citizens have formed an independent group called the "Reisterstown Senior Songbirds." The group performs numerous concerts on their own throughout the year.
Reflect through the service-learning experience: Students submitted a summary reflection of the Intergenerational Chorus activities (rehearsals/concerts) at the end of the school year. They are encouraged to keep a running diary throughout the year as an aid to completing the reflection.
Develop student responsibility: The first step in establishing student responsibility was to engage them in an interactive experience with the senior citizens. After observing the enthusiasm of the seniors and the joy the activity brought to them, the students and I discussed their role in this partnership. They decided that their main role was to help the seniors follow the music and to provide encouragement. We discussed how to accomplish this. For example, students learned that they could keep the seniors "on track" by pointing to the place in the music we were rehearsing. While working on choreography, students would help seniors with the steps, turning the right way, etc.
Establish community partnerships: The partnerships were established through the combined efforts of the high school music teacher and the activity director at the senior center.
Plan ahead for service-learning: See above. The project takes significant planning and coordinator to bring the two groups together.
Equip students with knowledge and skills needed for service: Students were equipped for the knowledge and skills they needed through their work in the choral performance course, which they take for credit.
Cynthia Ingram, 2004, Pine Grove Middle School, cingram@bcps.org
The "Vessels of Hope" project was developed originally when Baltimore County required all art teachers to give seventh graders five student service-learning hours. Student watched a video "Hunger in Maryland" and we discussed how we could end hunger in our community. We looked at contemporary and traditional recycled art for inspiration. Students created their vessel using all recycled objects. After the "vessels" were completed, students "sold" their artwork to their families for two canned goods with the "hope" of feeding the hungry in our community for the holiday.
Meet a recognized community need: The project addressed two areas of need - the environment and hunger. The creating of the "vessels" was our way of using recycled objects to show that we care about the environment. The two canned goods that the students brought in helped feed hungry families during the holidays.
Achieve curricular objectives: Grade seven students are required to engage in five student service-learning hours in art. Students used research to compare and determine how culture and society influence artists. They also identified and applied appropriate attitudes and behaviors necessary to create artworks as individuals and in groups.
Reflect through the service-learning experience: My students answered questions after the video. We had some discussion about hunger in our community. I felt that the students gained an understanding of how close hunger really is to them! After we made our "vessel" the students wrote a letter to a friend describing what they did from start to finish and how they helped end hunger in our community.
Develop student responsibility: The student had to bring in the required canned good in order to complete the project. Most of the students took home their vessel and "sold" them for the canned goods to their parents. This was our way of letting the parents know what we were doing. A letter was sent to parents describing the activity and its outcome.
Establish community partnerships: The students knew that they were helping someone in our community even though they were not told the names of the families. Our school guidance counselor obtained the names of the families in need.
Plan ahead for service-learning: I wanted to create a lesson that tied in recycled objects, art made from found objects, and community service. The video was obtained from the Maryland Food Committee.
Equip students with knowledge and skills needed for service: Students developed a sense of responsibility to help in their community, improved self-esteem, fostered better relationships with their peers, and developed character and leadership skills. The academic benefits from implementing this project included: meeting goals and objectives for the art curriculum, increasing the awareness of important school sponsored activities, and making the student aware of the connection between life experiences, and the school community.
Mary Keene, 2001, Loch Raven Academy, enjoythevista2@aol.com - Retired
Pennies for Pasta - The entire school raised money for Leukemia in partnership with the Olive Garden and the Leukemia Society. Each homeroom had a representative that collected and counted. The community was encouraged to donate also, and students were asked to try to earn money for the collection in some manner. The collection took place over two weeks. Students raised over $7,000.00.
Meet a recognized community need: The Hereford School Community learned about the work of the Leukemia Society and how they could help in many activities.
Achieve curricular objectives: Each content leader contributed to a phase of this activity and linked it to their curriculum.
Reflect through the service-learning experience: Students talked during counting sessions about their experiences and daily announcements/reflections on the success of the project included the whole school.
Develop student responsibility: Each homeroom selected a representative who collected the money. Establish community partnerships: The project was advertised by the Olive Garden and the Leukemia Society to the schools.
Plan ahead for service-learning: The project was planned jointly with homeroom teachers and the student council.
Equip students with knowledge and skills needed for service: Student Council members trained the homeroom representatives.
Lolita Lassen, Retired, 1998, Loch Raven High School (Spanish), 410-887-3525
My students teach Spanish at nearby elementary schools. The continuing development and expansion of the Elementary Spanish Teaching Program which began with 22 students teaching grades 1 and 2 at Carroll Manor Elementary has now expanded to 52 students teaching grades 1-5 at Carroll Manor and White Oak Elementary Schools. At both schools, the high school students are providing a program in which elementary students are enriched by learning to speak another language. The lesson plans the high school students use for the program was developed by myself and six of my students. Each summer, this guide is updated from input and materials provided by students who have been involved in the program during the year. A Scope and Sequence listing the units, vocabulary to be taught and accompanying materials has been provided for each grade level. The high school students involved are using their language skills in a real life situation. They are also developing essential leadership, organizational and planning skills. The elementary schools served cannot afford to provide any language enrichment programs for their students.
Melissa Mast, 2008, Pine Grove Middle School (Special Education), Baltimore County, 410-887-5270, mmast@bcps.org
Inclusion Play Day
Best Practice 1: What recognized community need was met by your project (e.g. health, education, environmental or public safety need)?
Pine Grove Middle School is a cluster school for students in the Functional Academic Learning Support Class and the Communication and Learning Support Classes. These classes contain students that have severe/profound disabilities and will earn a certificate of attendance. Inclusion Play Day increased disability awareness within the school and the community. This service-learning project was originally established by a former physical education teacher and has been ongoing for 11 years. She created this opportunity for the students based on her experience working with regular education and special education students.
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)?
Maryland Voluntary State Curriculum Objectives:
Reading
2A1. Apply and refine comprehension skills by selecting, reading, and analyzing a variety of print and non-print informational texts, including electronic media.
2A2 Analyze text features to facilitate and extend understanding of informational texts.
2A4 Analyze important ideas and messages in informational texts
Writing
4A2 Compose oral, written and visual presentations that express personal ideas, inform, and persuade
4A3 Compose texts using the revising and editing strategies of effective writers and speakers
Health
A4a. Investigate the benefits of physical activity.
A2a. Work effectively with others in a variety of physical settings.
A3a. Employ strategies to resolve conflict and make healthy decisions that promote a sense of community and respect for others.
Math
4A1. Organize and display data.
6C1. Analyze number relations and compute.
Visual Arts
32a. Communicate ideas and concepts by manipulating elements of art and principals of design to achieve specific visual effects.
Technology
Utilizing technology (PowerPoint Presentations)
Best Practice 3: How did you reflect on your experience throughout the project?
The students met with the advisor during the planning process, as well as after the event. During the meetings the students documented ideas and anecdotal notes regarding planning the event. After the event the students met with the advisor to discuss both the positive and negative aspects of Inclusion Play Day. This information will be used in planning the next annual event.
Best Practice 4: How did students take leadership roles and take responsibility for the success of the project?
The students were responsible for all aspects of Inclusion Play Day by planning the entire day. The students planned adapted physical recreation activities for students with physical and cognitive disabilities. Each group of students functioned as the station leaders for the various activities. The station leaders gave the participants clear directions and were responsible for ensuring that the activity ran smoothly. The students located the necessary equipment and set-up the activity. Finally, they cleaned the activity area once the event was complete.
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 students made connections with other middle school students in Baltimore County who are part of the FALS (Functional Academic Learning Support) and CALS (Communication and Learning Support) classes. Students from the following schools attended Inclusion Play Day: Cockeysville Middle, Perry Hall Middle, White Oak School, Ridge Ruxton School, and Oakleigh Elementary. The 8th graders at Pine Grove Middle School’s National Junior Honor Society worked with the advisor to contact schools and teachers prior to the event.
Best Practice 6: How did you prepare and plan ahead for the project?
The students planned this project in conjunction with the advisors of the National Junior Honor Society, the Physical Education teachers, and the administrators. This project was planned over the course of the school year. Monthly meetings were scheduled in order to discuss progress and plan the event.
Best Practice 7: What knowledge and skills did students develop through this project?
The students were prepared for this service-learning experience by participating in disabilities awareness training. This project increased disability awareness through interacting with students with special needs. The students learned the various aspects of planning a large event. Our school PBIS (Positive Behavior Intervention and Supports) program focuses on respect and responsibility. The students learned to be respectful of other people, especially students with severe disabilities. Through this process they formed friendships with students in the self-contained classes in the school. By planning the event, the students were completely responsible for all of the aspects of the Inclusion Play Day.
Hope Mainolfi, 1993, Perry Hall High School, 410-887-5108
I sponsor several service-learning projects open to the entire school. These include: Meals on Wheels, Pets on Wheels, Young Parent Support Center, Adopt-a-Shelter, penpals with elementary school, tree planting, and tutoring. These activities are on-going. Other projects I have sponsored that are one time events include homeless shelter walk-a-thon, senior citizen prom, and adopt-a-family drives.
Sandra McGuire, 1999, Perry Hall Middle School (Guidance), 410-887-5102 - RETIRED
Our school, along with the county, has a service-learning curriculum-connected program in grades 6, 7, and 8. We also complete service projects as a group or grade level such as the Ronald McDonald Tab Collection, can food drives for local pantries, collections of items for a shelter, and peer mediation, etc. Individual teachers will complete projects with students or clubs separate from curriculum-connected service. Students also do service projects outside of school which must be approved before being eligible to qualify for service-learning hours.
Catalina McHenry, 2000, Franklin High School, 410-887-1119, lilcmac23@aol.com
As coordinator for student service at Franklin High School for the last seven years, my students and I have been able to develop and become involved in various projects and activities. One project that continues to bring the community, parents, students and teachers together is our Meals on Wheels route. The route exits through the mutual efforts of parent drivers and students who deliver the meals daily. The students willingly meet this community need by providing meals to homebound seniors.
A volunteer from Central Meals on Wheels works closely with the students at Franklin High School. Preparation activities include lecture, film viewing, open discussion and form completion. The reflection, in the format of an ice cream social, involves large group and small group discussions and completion of reflection forms.
Student volunteers run the route. They make all schedules, maintain the daily rosters, and complete the needed forms for approximately 150 student volunteers to participate in this daily activity.
For the last seven years, the Franklin High School - Meals on Wheels Route has been a wonderful partnership. Many students continue to volunteer on holidays and summer vacations.
Each project and activity developed at Franklin High School has been developed through joint efforts between a community need, parents, teachers, and students. Once a community need has been determined, the students have, and continue to find, creative and compassionate ways to meet it.
Judy O'Connell, 1994, Cedemere Elementary School, (410) 887-1100 - Retired
1997: We have expanded our service-learning projects to include storm drain painting infused with our social science unit on the Chesapeake Bay. We also have service-learning project with the Johns Hopkins Hospital - Kids Helping Kids, and Our Daily Bread soup kitchen. We have completed our fifth year of service-learning with the Genesis ElderCare Nursing Center.
1996: As part of reading and citizenship, my 3rd grade students visit a nearby nursing home and read "Big Books," do projects and visit with residents. Through this project, students strengthen their reading and communication skills while discovering their personal power to make positive changes in their communities.
Sarah Salkeld, 1999
Service-learning in our county is connected to the curriculum. School-based service-learning coordinators are responsible for overseeing curriculum-connected service and acting as a resource for individualized service-learning projects. Individual classroom-based projects include: The Ronald McDonald Collect a Tab Program, food drives, Adopt-a-Shelter, and recycling projects.
Erin Schnirel, 2001, Towson High School, 10th grade Earth Science, 410-887-3608, erinschnirel@hotmail.com
Approximately 120 students were involved in a project called "Grasses in the Classes" which is sponsored by the Chesapeake Bay Foundation (CBF). The CBF provided our classroom with all of the equipment necessary for this project including the wild celery seeds. Students grew two tubs of wild celery grasses, over 50 plants each. The grasses were transplanted in June into a Tributary of the Chesapeake Bay. The twenty students who monitored the grasses daily attended the transplantation field trip to Piney Run Park.
Meet a recognized community need: The Chesapeake Bay aquatic grasses have declined rapidly, especially in the 70's and 80's. By starting grasses indoors, the survival rates increases and the population rebounds.
Achieve curricular objectives: The "Grasses in the Classes" project fits very nicely into our seventh grade unit called "Chesapeake Choices and Challenges." The unit highlights the impacts, positive and negative, that people have on ecosystems. Aquatic plants and animals are discussed throughout the unit.
Reflect through the service-learning experience: Student logged results of the experiment between tubs on data sheets. These results were posted on the web site: www.dnr.state.md.us/bay/sav . Students noted comments on algae growth and any other changes. Reflection questions were kept in their extension journals.
Develop student responsibility: Students were responsible for maintaining the water levels in each tub, measuring grass height, testing water quality (Ph, nitrate), and bringing in water from home. They used homeroom, after school and second dismissal time to complete duties.
Establish community partnerships: Partnerships were established with the Chesapeake Bay Foundation and the Chesapeake Bay Trust. The CBF provided all needed equipment including soil, grass seeds, tubs and water testing kits. The Chesapeake Bay Trust paid for the bus to the transplantation site. The CBF also provided training and curriculum for the teacher.
Plan ahead for service-learning: Students gained background knowledge on sea grasses, water quality, and the Chesapeake Bay. Students voted on an experiment - which tested the difference of plant growth in two separate temperature regulated tubs.
Equip students with knowledge and skills needed for service: Students read background information on wild celery grasses from various sources including internet, books, and videos. A discussion of water quality and sea grasses was held on more than one occasion.
Marissa Spears, 2008, Perry Hall Middle School (Language Arts), Baltimore County, mspears@bcps.org
Casey Cares and So Do We! – Persuading for a Cause
Perry Hall Middle School students in conjunction with their Language Arts Non-Fiction Unit read, analyzed, and evaluated newspaper articles, websites, and news footage surrounding the Casey Cares Foundation and the fire that wiped out their offices and warehouse earlier in the summer. After contacting Casey Cares to find out how they could help, the students began learning about tone and persuasive letter writing. Students created persuasive letters that were sent to pizza places all over the state asking for gift certificates to help Casey Cares rebuild their Pizza and Movie Night program. The project culminated in a breakfast where the gift certificates were passed from the students to Casey Cares.
Best Practice 1: What recognized community need was met by your project (e.g. health, education, environmental or public safety need)?
The Casey Cares Foundation is a local organization that works to bring smiles and fun to the lives of critically ill children and their families in the mid-Atlantic region. They are based in Maryland, and their offices and warehouse burnt to the ground this summer in a massive fire that destroyed almost everything. After my students heard about this tragedy, they decided that they would like to help the organization. I contacted the organization to determine a current need, and they asked for the gift cards from the pizzerias.
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 persuasive letter covers one of the major writing objectives in the BCPS 7th grade language arts curriculum. Throughout the non-fiction unit, the students also had to analyze various forms of non-fiction so I substituted the suggested materials with various non-fiction media that highlighted the efforts and tragedy of Casey Cares. We were able to utilize the same worksheets and still meet the same objectives outlined in the curriculum.
Best Practice 3: How did you reflect on your experience throughout the project?
The students have continually reflected throughout this process by writing journal entries or responding to writing prompts after analyzing and evaluating different non-fiction media dealing with Casey Cares. They also used writing prompts to reflect on the guest speaker from Casey Cares and the process of writing a persuasive letter. The major reading objective of the non-fiction unit asks students to read a biography or autobiography of a person and present a booktalk. I offered extra service-learning hours to any student who could connect this project to our service-learning project by researching the link between the person in their biography and a critical illness. They then had to write a journal entry from the point of view of the person in their biography reflecting on the person’s connection with a critical illness and how it has impacted their lives.
Best Practice 4: How did students take leadership roles and take responsibility for the success of the project?
The students took control of their own learning and showed leadership in the classroom by staffing various committees that each had a role in ensuring the success of the service-learning project. The students were asked to contribute ideas and brainstorm the steps that we would need to take in order to successfully complete this project. I collected and streamlined their suggestions and wrote up different committee descriptions based on their input. The students then selected a committee to participate in and assumed responsibility for that portion of the 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.)?
The plan asked students to establish community partnerships by writing persuasive letters to local pizzerias asking for gift cards in $5 - $10 increments that will be donated to the Casey Cares Foundation. To further prepare the students and establish another community partnership, I also hosted a guest speaker from the Casey Cares Foundation who helped us write a fundraising letter, which can be described as a persuasive letter with a more specific purpose.
Best Practice 6: How did you prepare and plan ahead for the project?
I worked with several teachers over the summer at the behest of Maryland State Department of Education to write plans for a variety of service-projects that met the same objectives in the Voluntary State Curriculum (VSC) as the various units implemented by the different curricula used throughout the state of Maryland. One of the plans that our group designed was meant to complement a non-fiction unit, which is addressed in the seventh grade language arts curriculum in Baltimore County Public Schools (BCPS). I knew that I would be teaching this curriculum, and so with the help of my colleagues, I was able to plan for this service-learning over the summer. We drafted a unit plan that could be intricately linked to the BCPS 7th grade language arts non-fiction unit so that I could use it this year. Upon returning to school, I also wrote a plan that would specifically address the way that I would be implementing this project into my curriculum.
Best Practice 7: What knowledge and skills did students develop through this project?
Throughout the non-fiction unit, the students also had to analyze various forms of non-fiction so I substituted the suggested materials with various non-fiction media that highlighted the efforts of Casey Cares. This helped to familiarize the students with the Foundation and the Foundation’s work and tragedy. By using the same worksheets and meeting the objectives outlined in the curriculum, I was able to prepare students for their service-learning experience and their upcoming benchmark. The guest speaker from the Casey Cares Foundation also helped us become more familiar with the fundraising process.
Jeanne Tamberrino, 2002, Pine Grove Middle School, 410-887-5270 - RETIRED
"Inclusion Play Day" (featured program for May 2002) is a concept to address the need to make students aware of diversity. Seventh grade students' planned and designed activities and acted as Station Leaders or Peer Helpers to students with special needs who participated in various play day events. The students with special needs came from Pine Grove Middle School as well as other area schools in Baltimore County. |