1. Service-Learning Contact Information
2. Service-Learning Fact Sheet
A complete PDF version of Charles County's Service-Learning Implementation Plan is available below.
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.
- 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 out-of-county students transferring to the school system after the 9th grade, the service-learning recorded on the permanent record is accepted by the Charles County Public Schools. A student transferring to the system from out-of-state will be held responsible for the units during which they are in Charles County. If the student has not completed service-learning by the conclusion of the 9th grade, an independent study packet which contains all the aspect of service-learning must be completed.
Students transferring out of the Charles County Public School System are provided with an equivalency chart. These charts accompany the transfer records of the student to the next school system. In the event that the new school system uses hours as a measure of service-learning completion, and because Charles County does not*, the chart (below) provides the necessary transfer information.
If a student has completed:
Sixth grade (6), 10 service-learning hours, cumulative 10 hours of service-learning
Seventh grade (7), 25 service-learning hours, cumulative 35 hours of service-learning
Eighth grade (8), 15 service-learning hours, cumulative 50 hours of service-learning
Ninth grade (9), 25 service-learning hours, cumulative 75 hours of service-learning
*In accordance with Code of Maryland Regulations (COMAR) 13A.03.02.06, Charles County Public Schools has a locally-designed program in student service that has been approved by the State Superintendent of Schools.
3. Teacher Fellows (see overview)
Paul Alvarez, 2013, Thomas Stone High School (World & U.S. History), Charles County, email@example.com
Marjorie Watson, 2010, Theodore G. Davis Middle School (Language Arts), Charles County, firstname.lastname@example.org
Michael Ficalora, 2009, Piccowaxen Middle School (Life Sciences), Charles County, email@example.com
Kristen Carter, 2008, Milton M. Somers Middle School (Guidance), Charles County, firstname.lastname@example.org
Flight 93 Memorial
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.
Charlene Haynie, 2004, Henry E. Lackey High School, 301-743-5431, email@example.com
Our project served to meet multiple needs. Student collected donations to be given to the sponsoring organization of a 30-Hour Famine. Students pledged to fast for 30 hours in solidarity with people who don't have enough to eat, and to collect pledges for their 30-Hour famine to donate to an anti-hunger organization. During the famine period, students participated in three service projects. They recorded a textbook for a reading disabled student, attempted to make lap robes for a local nursing home, and provided entertainment as well as serving and getting to know some of the veterans of the Charlotte Hall Nursing Home. Seven sophomores, juniors, and seniors participated in this project.
Vic Dibella, 2003, Westlake High School, firstname.lastname@example.org
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.
Pamela Pennington, 2002, John Hanson Middle School No longer with the system
Featured project for November 2001: John Hanson Middle School was able to carry out Charles County's pilot Middle School Service-Learning Program in Science through a grant from the Chesapeake Bay Trust. We received $4,100 to complete a wetland on school property. The project temporarily stores runoff from the back of the school, the front parking lots and athletic fields. The retained runoff will be allowed to recharge ground water and prevent torrents of water from eroding soil. In addition, the wetland will provide a habitat for wildlife to increase diversity and population counts.
Shelly McDaniel, 1998, Westlake High School (Government), 301-743-5431, email@example.com
Students collect, sort, cut and bundle coupons from the Sunday papers in an attempt to help alleviate the hardships of poverty. These coupons are then distributed to senior citizens centers, free health clinics and food pantries.
Soni Jones, 1996, La Plata High School (Special Education, SS), 301-934-1100 Retired
Among other projects, 9th grade special education students researched Alzheimer's Disease, created a partnership with the local Alzheimer's Association, then educated the school community about the disease and raised money for the Washington chapter. In addition, some students volunteered at the Association office to help the staff.