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|Project Title: ||Student Survival Guide and School Supply Kit|
|School Year: ||2007|
|School - District:||Atlantic Middle - Quincy|
|Contact Name:||Wendy Hanlon|
|Content-Area(s):||Comprehensive Health, Mathematics|
|Community Need:||Human Needs|
|Brief Description of SL Project: |
Each year, approximately 70-80 students enroll at Atlantic Middle School after the start of the school year. Working with teachers and guidance counselors, CSL students determined the need for some sort of welcome information to ease the transition for the new enrollees. Many of these new students have modest resources available to provide for basic school supplies upon arrival. CSL students decided to create a Student Survival Guide, a small pamphlet that provides all you need to know about Atlantic MS from a student’s point of view, as well as, a tote bag stuffed with basic school supplies to provide the essentials for a smooth start at their new school. In addition to grant funding, these students run the school store to raise money to sustain the project while putting into practice the decision-making and math skills they have learned in class. With these additional resources, the school store has been able to support other community needs, including the donation of dictionaries to a book drive for Zambia, Africa, money to help with the shipping of the books, and scholarship money that allows needy students to attend field trips.
|The Community Need the Project is Meeting:|
A large number of students were enrolling after the school year began and needed something to ease that transition. Some students with financial need were arriving without having adequate school supplies. Students worked with teachers, administrators and counselors to determine how to fill this need.
|Service Component: |
Students took over the operation of the school store. They selected, ordered, priced and displayed merchandise as well as serving as sales staff daily before school and during their lunch block. Approximately 175 hours were served by each participant. Approximately 75 students received welcome packs created by store staff. Some profit from the school store sales also provided dictionaries for a book drive for Zambia, Africa conducted by another school group and scholarship funds for needy students to attend field trips.
|Connections with Massachusetts Curriculum Frameworks: |
Students applied the decision-making, goal-setting, and interpersonal skills covered in health class to work together and to deal with their peers as they managed the school store. Math skills were applied in forming a budget, ordering supplies, managing cash, and determining pricing.
7.N.7 Estimate and compute with fractions (including simplification of fractions), integers, decimals, and percents (including those greater than 100 and less than 1). 7.N.8 Determine when an estimate rather than an exact answer is appropriate and apply in problem situations. 7.N.9 Select and use appropriate operations—addition, subtraction, multiplication, division, and positive integer exponents—to solve problems with rational numbers (including negatives). 5.5 Explain and practice a model for decision-making that includes gathering information, predicting outcomes, listing advantages and disadvantages, identifying moral implications, and evaluating decisions 7.5 Apply attentive listening, feedback, and assertiveness skills to enhance positive interpersonal communication
|How Youth Voice Helps Shape Project:|
The development of the Student Survival Guide and goodie bags was directed by students. They were also able to discuss their vision for store merchandise and operations and then to put it into practice on a daily basis. They also decided to use school store funds for the Zambia book drive to expand the concept of community service outside the school.
|Student Reflection Component: |
The students in this group are truly vested in the project. They chose to eat lunch together in the store each day to rearrange merchandise, decide what to order next and to discuss any day-to-day issues. Periodically they come together with the principal and store advisor to talk about any problems and new ideas. Since this was an eighth project, the students are concerned about the future of the store and have begun recruiting students to take over the project for next year.
|Community Partners Involved: |
Our partners are really our school administration, staff, and students who support this project through purchases from the school store. Early in the year everyone was informed that all profits from the store fund the Student Survival Guide project and other CSL projects in the school that may need financial support.
|Demonstration/Celebration of Students' Work: |
To kick off the project the CSL students conducted a contest to re-name the school store. This generated excitement for the project. The winner of the contest received a store gift certificate and their name in the school newsletter. As the school year draws to a close there will be a small luncheon to thank the students who volunteered so many hours for the project.
|Evaluation of Project’s Impact:|
Students met with guidance counselors to find out if the Survival Guides and goody bags were well-received by new students. Some new students even came to the store to thank the students for the gifts. Also, the CSL students were evaluating the success of their store operations as they monitored sales, expenses, and profit on a regular basis.
|Challenges/Solutions Identified by District:|
This project was relatively easy to implement due to the support of our principal and guidance staff. The biggest challenge has been the crowded space available for the store.
* NOTE: This project summary was written by the district/community. Any text in italics was added or modified by the Department (ESE). Most of these projects were supported with Learn & Serve America funds distributed through the ESE.