1. Service-Learning Contact Information

2. Service-Learning Fact Sheet

Beginning in the 6th grade, students begin the preparation and reflection aspects of SSL in language arts, earning two units. In the 7th grade science class, students will participate in Preparation, Action and Reflection (PAR), earning 3 units. In the 8th grade health class, students will participate in 3 units. In the 9th grade Local, State and National Government class, students will have the opportunity to complete 3 units. A student belonging to the system for grades 6-9 must complete 11 units. A student transferring into the system will be held responsible for the units during which they are in the system. If a student transfers in after the completion of the 9th grade, they must complete an independent study project form.  All activities/programs are based on MSDE identified Best Practices. 

Breakdown:

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

Reporting: Service-learning is recorded on the report card for each grade level completion and then for system completion.

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

3. Teacher Fellows (see overview)

Kristen Carter, 2008, Milton M. Somers Middle School (Guidance), Charles County, kcarter@ccboe.com 

At a time when we were all over come with emotion as a result of the September 11, 2001 attacks on our country, the eighth grade students at Milton M. Somers Middle School, under the direction of Mr. Richard Ivanac and Ms. Shawn Watters, decided to create two memorials for Flight 93.  This project became the avenue through which students were able to deal with their feelings in a positive way and served as a means of honoring those who lost their lives that fateful day.  Ultimately, it also enabled us to display our unity as a country and the pride we all share for this great nation.  The idea for this project took hold when the students in several classes began to express their feelings and views about the loss of friends and family members who were killed or injured in the attacks on New York City and the Pentagon on September 11th.

 

While Shanksville, Pennsylvania, the site of the crash of Flight 93, may differ in some ways from LaPlata, Maryland, we shared the same feelings of sadness and disbelief over the terrible tragedy which had occurred.

 

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

The objective of the project was to promote community healing in the face of a national tragedy and to emphasize national pride.  It is important for students to understand the importance of reaching out and giving back.  Our LaPlata community, although very different from Shanksville, Pennsylvania, could easily identify with the pain and heartache experienced as a result of losing friends/family. 

 

The memorial was created to promote healing for the community of Shanksville, Pennsylvania; all people visiting the Flight 93 Memorial; and our local community and the students who created the memorial.

 

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 involved several elements of art and required the use of multiple step problem solving in order to achieve our goal of creating an aesthetically pleasing memorial.  The students gained a greater understanding of the events of 9-11 and many learned about Flight 93 for the first time.  Through the use of team work, the students made decisions, delegated responsibilities, and learned to make compromises. 

 

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

Students did self reflections, brainstormed ideas, and then brought these ideas to fruition.  Student work/ideas were collected and photos were taken throughout each step of the process.   Ultimately, 27 students worked together to create one work of art for this project.

 

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

As the project began to take shape, the student groups began to delegate responsibilities to various teams based on their expertise, talents, and strengths.  Students constantly checked up on each other and held each other accountable.  They offered each other constructive criticism.  New ideas were always submitted and agreed upon as an entire group. 

 

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 partnered with the US Department of the Interior, the National Park Service, and the Flight 93 Memorial Committee.

 

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

Mr. Ivanac visited the site in December of 2006 and discussed the possibility of the class creating a memorial with the park ranger stationed at the site.  He also discussed the idea with the supervisor of the Flight 93 Memorial Committee as well.  He then researched the events of 9-11 with the class and discussed other national memorials and the significance and impact of these memorials.  The students then designed the memorials and identified the materials that would be needed to complete the project. 

 

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

The students learned more about one of the biggest events to ever occur in US History.  They established connections between Washington DC and Shanksville, Pennsylvania.  The project instilled the importance of reaching out to those in need of comfort and giving back to others.  Students learned that they could have a big impact on a community or even the nation with something as simple (in the beginning) as an art project.  The students developed their skills in team work, public speaking, and advanced their knowledge in art as they created and presented the memorials to the Flight 93 Memorial Committee.

Vic Dibella, 2003, Westlake High School, vdibella@ccboe.com

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

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