Students Serving Stafford: Service-Learning Institutionalized District-wide, Stafford County, Virginia

An American Youth Policy Forum Field Trip — May 22, 2003

Background

On this American Youth Policy field trip, participants visited Brooke Point High School to learn how administrators, teachers, and students have experienced service-learning through the Students Serving Stafford program. At the time of this visit, Students Serving Stafford was a nine-year old service-learning program that started in one school and grew district-wide.  Through the program, students earn academic credit for community service as they apply academic skills learned in the classroom. Funding for the program originally came in the form of a grant from the state originating from Learn and Serve America funding from the Corporation for National and Community Service. The Students Serving Stafford program has received numerous awards including the Governor’s Award for Volunteerism, J.C. Penney-Points of Light Award, National Association of Counties Award, Rappahannock Volunteer Recognition Award, and the Florence D. Helms Award.  Brooke Point High School was selected as a National Service-learning Leader School from 1999-2001.

There are two different types of service-learning programs that students can pursue in Stafford County Public Schools. The first program is an elective Learn and Serve course where students focus on either the social environmental or educational community service.  Students assess the needs of their community and engage in action to help meet those needs. The planning, implementation, and documentation of the projects involves the acquisition and application of academic skills, and course outcomes must be tied to the Virginia Standards of Learning. The second program is an after school independent study course. In this course, students are placed in a variety of community service organizations within the local area. Students are required to document their hours, reflect on the service activity, and complete a final project.  Students may be awarded up to one credit of independent study for each 150 hours of service completed, and this is cited on their transcript as “community service.” 

Trip Summary

Cynthia Holder, principal of Brooke Point High School, described the dramatic demographic changes that have occurred at the school over the last decade.  When the school opened its doors in 1993, it had 1200 students and an ethnic minority population of 11 percent; today, the school enrolls over 1800 students, and has an ethnic minority population of 29 percent.  The school has met the challenges presented by rapid change; last year, 81 percent of its graduating seniors went on to institutions of higher education.  The school is fully accredited by the state and has a reputation for providing students with a strong academic foundation. Holder sees service-learning as compatible with and supportive of the academic mission of the school.

Dr. Jean Murray, superintendent of Stafford County Public Schools, addressed the district’s support for service-learning.  According to Murray, the district is committed to service-learning; they want to make service-learning “part of the way we do things; part of the community.” While grant money from the state covers some of the expenses associated with the program, the district itself has stepped in to supplement these resources and as the program has expanded, the district has increased its financial support. Currently, it provides county funds that are used to support funding for training and in-service activities for teachers interested in adopting service-learning, and provides transportation for students and staff engaging in service activities. Federal and state grants were beneficial in the early days of the program. As this funding waned, the county expanded its share of the financial burden. However, Dr. Murray emphasized that federal and state financial support for service-learning is essential. 

Dr. Jane Ware, Learn and Serve and Spanish teacher at North Stafford High, agreed that service-learning has received support from the county and school staff and administrators. Dr. Ware explained that cognitive learning happens in two stages with service-learning: discovery and application. During the discovery stage, students learn what service is and how it differs from other types of activities such as charitable giving or volunteering. Students are guided by a teacher as they identify and define a need in the immediate community and they connect academic disciplines to help understand and meet the need. Students take personal ownership of the project.  Planning must also take place; students need to identify the resources available and work out the various stages through which the project will proceed. During the application stage, students implement the project and in the process demonstrate competencies.  They apply what they have learned.

“Where is the learning in this experience? It exists from start to finish,” said Dr. Ware. Ware described a project students carried out to demonstrate the stages of the service-learning process and the learning that takes place.  Her students identified a need and developed a related project:  teaching a deaf student’s classmates sign language so they could communicate with him.  The service-learning students realized they would first have to learn sign language and approached adults in the community who knew sign language for help with key words and phrases. The group then taught the deaf boy’s classmates how to communicate with him. To conduct this project, students needed to identify and raise support from community resources, learn and teach a skill (in this case, sign language), meet with the deaf boy, his parents, and his classmates, decide when they were ready to teach the boy’s classmates, and evaluate the impact of the project.

Ware argued that just as we do not give students a car without first requiring that they practice driving, why would we not have them apply what they have learned in their academic courses to real problems in the community? Why should we wait until after graduation to give them the opportunity to test drive their schooling? With service-learning, students have opportunities to test drive what they have learned in schools in a safe and protected environment.  They also have the opportunity to try out new fields and learn what types of careers they might like or dislike.

Two Brooke Point students spoke about their involvement in a service-learning project that they undertook as part of the Students Serving Stafford program.  Their project involved the development of a set of directional signs for the high school corridors. The students proceeded through a series of steps:

1. First, identify the problem: New students and visitors need help finding their way around the large school building.
2. Figure out what type of service project will address the problem: Students decided to design and purchase hallway signs to help navigation around the school. 
3. Preparation for the work ahead: Students determined and planned how many signs were needed, a strategic locations for the signs, a map of the school, and what to put on each sign.
4. Research: Students identified appropriate businesses to consult, gather estimates, purchase and hang signs.
5. Reflect:  Students wrote about the project describing their experiences and learning. 

The students identified some of the skills and knowledge they used to complete their project, such as basic math skills for measuring signs, technology related skills for using a fax machine and the Internet, and social skills to talk to business people and holding successful meetings.  Students gathered estimates, compared prices and labor rates, engaged in problem solving when the adhesive did not hold their signs to the wall, and learned to work with difficult people at some of the companies they contacted. 

When they first enrolled in the Learn and Serve course, students claimed they didn’t know what to expect but thought it would probably be a study hall. After they got started with their project, their perspective changed. One thing that impressed them was the attitude of the office staff.  Staff gave them the assistance they needed, but left the students to do the work themselves.  According to the students, the hallway sign project was difficult and involved work and took three months to complete; however, it was a valuable experience. While the focus of their project may differ from that of others, generally, service-learning projects at the school proceed through a similar set of steps.  The Learn and Service office makes available a manual for students and teachers that identifies steps and procedures, and provides other useful resources to guide the service-learning process. 

Kenny Johnson, drafting teacher in his fifth year at North Stafford High School, described his involvement with service-learning. A few years ago, his principal asked if he would update drawings of the school. When his students saw him measuring the building, they became interested and wanted to help. This was his first major learning experience as a teacher: to let students help and do the work themselves. After this project was complete, a teacher colleague of Johnson’s wanted help with the layout of her classroom and students were allowed to become involved in this project as well.

Over time, Johnson and his students were approached to take on larger projects in the school and the community. After the tragic Columbine incident, North Stafford High School identified an evacuation site: a very large church down the road from the school.  However, the church did not have up-to-dated architectural drawings needed to make adjustments to accommodate the school. Church personnel contacted Johnson about taking on this project. He called the staff at South Stafford High School and coordinated a team of students from both schools to work on the service-learning project. Johnson and his team of students first had to learn how to measure large buildings. He then taught the other teachers, and the teachers in turn trained their students to gather measurements. A team of students and teachers then went to the church and, working in small groups, gathered measurements and developed a set of plans of the building. The project took over a year to complete.  The church provided the plans made by students to fire department officials to illustrate the location of their building’s fire exits.  The church later contacted students to draw plans for annex buildings that would be presented to building code officials.

Johnson and his students continue to be contacted to carry out service-learning projects in the community.  Some of his students have received job offers from people in the community who have been impressed with the quality of their work. According to Johnson, the learning that students take from such projects is amazing and cannot be learned from a book.

Al, a student from North High School, who has participated in several of the service-learning projects with Johnson, spoke enthusiastically about his experiences. Al participated in the drafting project for the church annex buildings and his brother participated in the earlier church drafting project. “It’s really cool seeing that what you are learning in class is tangible when you do service. You can’t touch numbers in drafting class, but you can touch walls and buildings,” said Al.  According to Johnson, Al lives in the drafting room and loves drafting and the service-learning experiences.  “It makes school worthwhile, it makes you want to go to class,” said Al. 

Recently Al has been working on designing a deck for a community member.  He also entered a contest to design a memorial for the victims of September 11th at the Pentagon.  It required that he do research and planning.  While he didn’t win, a lot of joy went into the project and he is proud at what he was able to produce. “When you finish a project like this, you really feel like you accomplished something and made a difference,” said Al. Through his experiences, he has learned how to communicate with people and solve real life problems.

Valerie Raven, a social studies teacher from Brooke Point High School, has been a Learn and Serve teacher for the last two years. Raven discussed what service-learning looks like in her class and what students learn. Students are required to complete two projects each year, starting their projects by researching local community needs. One group of students recently completed a joint project on domestic violence. Students were surprised to learn that domestic violence occurs in their county. As part of their service activity, the students held a candlelight vigil to raise community awareness about domestic violence. Raven’s students are required to keep a portfolio that includes documentation of the project such as the number of hours served, names of those served, and community partners. Students must also make an oral presentation of their portfolio to their peers.

It is understood that service-learning develops character. Raven argued that learning should not be about just academics; it should also be about what kind of people we are and how we feel on the inside. “In schools we don’t talk about this aspect of student development very much.  High school age students are old enough to have formed their character and views; they have been subjected to many influences,” she said. As students engage in their service-learning project, they must be mindful to link the project to at least five of the state standards and must use a variety of knowledge and skills, but they also come to realize that they need to think about the community and the needs and feelings of other people.

Service-learning also develops positive self-worth and responsibility. Students accomplish something tangible in their projects and consequently, they feel good about themselves. According to Raven, students new to service-learning are sometimes surprised at the academic rigor and commitment needed from them, yet they come to accomplish enormous things. They also realize they can’t slide through the course. Her students participate in extracurricular activities, and many have jobs, yet they still manage to find time to get it all done. To complete their projects and juggle their other responsibilities, they must plan well and learn how to budget their time.  Raven has ten students who each completed over 100 hours of service this year.

Superintendent Murray shared that while service-learning does have a career connection, it is not simply workforce training; it has definite connections to traditional academic content.  However, it does also provide students with workplace competencies that will be useful to them in the future.  It teaches real-life skills and application of what students learn in their classrooms.  It also helps students make connections between school and life and captures their attention.  She added that, if anything, service-learning in the county has helped improve student achievement. 

According to Raven, the Learn and Serve Program is a positive experience for teachers as well. It is motivating and inspiring. Some teachers take advantage of the opportunity, some don’t.  Teachers see other teachers using service-learning, get interested, and want to become involved. Word of mouth gets out and teachers talk and learn from one another.  Learn and Serve teachers collaborate and share resources with one another. Raven claims she is rewarded every day by seeing what students can do, saying she has taught in a lot of other subject areas and none has been as rewarding as this program. Principal Holder said the program requires a lot from teachers including a major time commitment, great facilitation skills, and the ability to step back and let the students make mistakes. In spite of these challenges, teachers tell her that service-learning is one of the most rewarding teaching experiences. It energizes and makes them better teachers.  Raven added that she spends about $3,000 of her own money each year to support student projects and while the program isn’t financially rewarding, it is nonetheless personally rewarding to help students and the community. Holder shared that she wishes every teacher in the school could have the opportunity to be involved in the program.   

The district’s service-learning advocates believe they could use more Learn and Serve teachers to enroll an increasing number of students who are interested.  While the program enjoys a positive reputation among those in the district, it is also seen as useful in helping with college applications. Colleges and universities are asking students what community services they have performed. Given the role that service plays in college admissions, Raven argued, we need to make service-learning available to all of our students.

What segment of the student population enrolls in this course? Is it just a selective group of students?  Raven replied that some students don’t enroll, such as those who just don’t have the time, those whose parents aren’t involved in their education, and those who don’t know that they have something to give.  However, the class does draw from all segments of the school population, including kids from low-income families, those in the top ten and bottom ten percent of their class, as well as learning and physically challenged students. Raven said that physically challenged students have enrolled in and completed the course.  Having these students in the course was beneficial because other students stepped in to support and help them and in the process learned to work with them. For example, Raven had a handicapped student who wanted to take the service-learning course but believed that he could not complete the required writing and presentation components; the student did enroll and was successful, which as an enormous boost to the child’s self-esteem. Dr. Ware added that, unfortunately, many students don’t know that they do have something to give to others until they have participated in the course. 

Have there been any criticisms of the program from parents?  Raven said that there has been incredible parent involvement and criticisms she has received are from those who are complaining because there are not enough teachers; families are upset because their kids can’t enroll as much as they would like to.

What is the impact of No Child Left Behind (NCLB) on the service-learning program? Are teachers too busy teaching to the high-stakes tests to be able to incorporate service-learning? According to Raven, the Learn and Serve Program is set up so that students must address the state’s Standards of Learning (SOLs) so the class is aligned with the goals of the standards-based curriculum. Principal Holder added that the programs complement and enhance one another.  Her experience as a principal has shown her that regardless of their GPA, students are doing better academically in their courses after they participate in the Learn and Serve Program. Agnes Dunn, co-director of the Students Serving Stafford program, said that she has been trying to get some hard data to show the impact of service-learning on student achievement. The district has collected some data but they don’t have the expertise themselves to process it into a report that will make this point. They would be interested to have someone come in and do some research on their program.

Thomas Riddle, a Brooke Point High School senior served as a key host and moderator for panel presentations and discussion during the visit.  Thomas has completed more than 100 hours of service through the Students Serving Stafford Program. He discussed his service-learning project on teaching adaptive swimming to mentally handicapped children at a community pool.  “I had no clue what to expect from working with these kids,” said Riddle who had taught young children to swim, but had never interacted with mentally retarded children before. Riddle explained that he quickly realized that these children were just as capable as other students he had taught and some were even better. As a result of his participation in the program, Riddle was offered a job teaching swim lessons at the pool.  “I love the program,” he reported, “It was a great experience for me and the kids had lots of fun too.” 

Sarah Dudley, a participant in the AmeriCorp VISTA (Volunteers in Service to America) program, at the time to the visit, was serving a one-year term as a public service volunteer in Stafford County.  She coordinated volunteer opportunities in the community and worked with Stafford students in the Learn and Serve Program. Dudley believes that students, the community, and the nation benefit from service-learning. According to Dudley, as students plan their projects they acquire skills in networking, securing funding, event planning, negotiating, coordinating, and presenting.  Participation in service builds students’ sense of self worth when they see that they can make a tangible difference in their community. It promotes critical thinking skills and application of thinking skills to real world settings, and it provides positive work experience with peers and adults, exposes youth to career settings, and develops workplace skills.  It fosters motivation to learn, develops communication and team-building skills, and contributes to a sense of personal and civic responsibility.  She saw that the county benefited as well from the projects she engaged in with students.  For instance, when students worked with her to organize and lead a river clean up activity, the Park Authority received over 250 hours of free labor and attention from the community; and the community developed its awareness, appreciation, and sense of ownership of the river. 

Bonita Broughton, Family and Consumer Sciences teacher, spoke about the value added from service-learning in occupational, family, and consumer science courses. Service-learning is a core component of these courses. Broughton discussed two programs that make extensive use of service-learning: Teacher Cadet and Early Childhood Education.

The Teacher Cadet Program is an innovative teacher recruitment course designed to attract talented young people to the teaching profession through a challenging introduction to teaching.  At Brooke Point, the curriculum includes instruction on the history and governance of schools, brain research and learning styles, instructional models, intrinsic and extrinsic benefits of teaching, and field experiences. Students are placed in elementary, middle, or high schools where they participate in tutoring, planning, and teaching lessons.  In addition, they are expected to keep daily journals, make presentations, develop a portfolio, and participate in a weekly debriefing. 

The Early Childhood Education Program prepares high school students for careers in that field. It also provides a service to the community by providing low-cost, high quality childcare at a Center which is located within the high school. Students are expected, just as professional teachers, to use the Virginia SOLs to develop curriculum and to develop daily lesson plans that address the state standards and consider the individual needs of children enrolled at the Center. In addition to their duties at the Center, teaching students have participated in other service activities such as providing childcare at a local elementary school while parents attend workshops and serving as volunteer teacher assistants at Stafford County Head Start. Students participating in the Early Childhood Program can work toward certification or receive college credit for their participation in the program.

According to Broughton, the community has responded positively to the services provided by students at the Early Childhood Center. There is usually a waiting list for enrollment at Center due to the positive reputation of the program.  Broughton said that the courses she teaches in the occupational, family, and consumer program could be taught without a service-learning component, but service-learning adds value and depth.  She believes service activities not only prepare her teaching students for careers but also make an impact on the local community.  “They [students] provide valuable services and the feedback from the community has been very positive,” said Broughton.

Two student participants in the Teacher Cadet program spoke about their involvement in that program.  According to the first student, there are certain requirements that students must meet before they are admitted to the program; they must have a decent GPA and recommendations from their teachers. While in the program, students have the opportunity to work with students at the elementary, middle, and high school levels; this is beneficial because it helps teacher cadets figure out at which level they want to work in the future. The student said that “the program is wonderful because it helps you make sure that teaching is really something you want to do. Unfortunately, many people waste a lot of time in college before they figure this out.”  She changed her own mind while participating in this program.  When she first came into it, she thought she wanted to be in early childhood education but she realized that she really wanted to be a nurse instead.  The program is very good for current classroom teachers as well because it provides them with extra assistance in the classroom.

Field trip participants were served lunch by Learn and Serve students under the direction of Melissa Severson, Food Occupations Teacher. Brooke Point High students can enroll in a Food Occupations program to gain entry-level food service skills while providing the community with a low-cost catering service. Students in the program are responsible for researching and selecting menus, and preparing and serving food at the Black Hawk Café, a biweekly lunch option for teachers.  Students also maintain a website that teachers can use to place orders and learn more about the café. Competencies that students acquire in the Food Occupations program are tied to state standards. For example, students are expected to develop competencies such as identifying career opportunities, participating in professional organizations, following sanitation and health codes, practicing environmentally-friendly procedures, and operating tools and equipment according to safety and OSHA requirements. 

Food Occupations courses are structured so that service-learning projects provide the basis for the curriculum. Students have participated in service-learning activities such as publishing a multicultural cookbook, holding school secretary luncheons, preparing casseroles, cakes and pies for faculty members, making gingerbread houses for the elderly, working with the Community Food Bank, and hosting the Kiddie Hawk Childcare Center Reception.

The students who prepared and served the lunch during the AYPF visit clearly enjoyed their participation in the course and the service-learning activities that go along with it.  Students stated that the program is preparing them for the future.  Many of them plan to go on to cooking school to develop their skills and natural talents and some are preparing for higher education.

After lunch, trip participants visited the physics class of Larissa Lemp, Students Serving Stafford Lead Teacher. Lemp described how she has combined service-learning with science education.  A recent project required students to use their knowledge of physics and complex machinery to design a machine that would make life easier for a handicapped person. To prepare for the project, students studied machines and energy then conducted research on regulations related to the Americans with Disabilities Act (ADA). They participated in action and reflection; created a prototype machine, determined key functions of machines, built a prototype, and presented their project to others.  At the end of the project, they held a celebration to recognize the hard work they had completed.  In a previous year, Lemp’s students developed an instructional video to explain the Doppler Effect.  This video was then shared with visually and hearing impaired students at the Virginia School of the Deaf and Blind to help the school’s students master concepts related to sound.  

Lemp said that there are certain challenges that made this year’s service-learning activity less successful than it might have been otherwise.  For instance, many things constrain the amount of time available to work on the projects including numerous snow days, interruptions from the public announcement system, and so forth. Also, students did not have access to some of the information and resources they needed to conduct their research.  Additionally, while the district supports service-learning, certain policies and practices limit its use; for instance, students were not permitted to take a field trip to interview blind and deaf people about their needs as there was no funding for transportation. It would have been helpful to have interaction with the handicapped people for whom her students were designing machines. She was able to have a parent bring in a disabled child and her students did have the opportunity to visit with autistic children. 

Field trip participants asked Lemp’s students to share their views about service-learning. One student said, “If you’re going to be learning anyway, why not serve, too?”  A trip participant asked Lemp if she believes that service-learning helps students learn subject matter.  Lemp replied that the application of concepts that takes place as students engage in service-learning helps to develop student understanding.  Too often, she said, students don’t see the application of what they learn in school. 

Reflection on the Visit

Participants said:

• Clearly, the program is working and the students are incredibly engaged in learning and service.  The students have acquired skills and knowledge that will serve them well in the future. They benefit from the program in many ways: academically, vocationally, and socially. Students spoke powerfully about how the program enabled them to see the value, use, and meaning of academic skills and knowledge. Through their participation, they discovered vocational fields that interested them, as well as those that didn’t.  “There were definite and tangible results. Students were given real responsibility,” said one trip participant. At the same time, the lessons that students learn through service aren’t always predictable and obvious to teachers or students.  A trip participant observed, “All students seemed to find something that they didn’t expect to find, they ran into something of value, something that wasn’t necessarily a planned part of the experience.”  Another said, “some much of what students are doing is career and technical education and students are learning job-related skills but students themselves don’t view their experiences with service-learning as vocational education.”

• The program succeeds, in part, due to the amazing dedication of the teachers. Teachers observed that their participation was empowering and amazing; however, it takes an incredible time commitment as well as a substantial investment in personal funds for the program to work. Because the success is so dependent on teachers, this could create a problem: as time passes and these teachers leave the school, how can new teachers be prepared to participate? Will new faculty be as interested and dedicated? Does the program have a life span beyond the core faculty? How can the service-learning programs be spread beyond the core faculty?  Professional development is one tool that can be used to spread interest in service-learning to other staff who are not currently involved.

• There needs to be a way to share what teachers here have learned about effective approaches to service-learning.  Lessons learned should be communicated to others in the school and district.  In addition, broader, more systemic efforts should be used to make sure this knowledge is widely available to others at the state and federal levels.

• One of the most important factors in the program’s success is how the initiative has been embraced by the school district.  “The program is respected and supported by government and the school superintendent. This helped to ingrain the program in the fabric of the school system” and ensure a certain level of financial support.  It helps when issues like coordination of school space and allotment of student time arise.

• While there is abundant anecdotal evidence showing the benefits of the program, there has been little research that quantitatively demonstrates the impact of the program.  For instance, what is the impact of the program over time on the academic achievement of at-risk students?  Evidence such as this is needed to make the case to policymakers that they should support such programs. Teachers, students, and others also need to get the word out to parents, the public, and policymakers about the powerful impact that service-learning can have on students, teachers, and communities.

• “Insufficient funding for the program is a major problem,” said one participant, “Teachers shouldn’t have to pay to support the program.” Another said, “Teachers are held back by lack of resources.”  There needs to be more funding for expenses related to supplies, transportation, teacher salaries, and professional development. Additionally, there is a great deal of interest in the program on behalf of students.  “All students in the high school should have the opportunity to participate in service-learning.” However, due to funding constraints, the program cannot serve all students who are interested in participating.  How can the program grow beyond its current capacity? More funding must be made available.

• “State and federal agencies should not regard service-learning programs as luxuries,” said one participant.  The push to adopt high stakes testing should not lead policymakers to overlook approaches such as service-learning that may not have an immediate or obvious connection to raising student test scores. However, “kids love to learn when they are given meaningful opportunities” and it was clear, listening to student and teacher participants at Brooke Point, that the Learn and Serve program has a powerful impact on student engagement and learning.

Contact Information

Dr. Jean Murray
Superintendent
Stafford County Public Schools
31 Stafford Ave.
Stafford, VA 22554
Phone:  (540) 658-6000
E-mail:  jmurray@staffordschools.net

Cynthia Lucero-Chavez
Community Involvement Specialist
31 Stafford Avenue
Stafford, VA 22554
Phone:  (540) 658-6000

Cynthia Holder
Principal
Brooke Point High School
1700 Courthouse Rd.
Stafford, VA 22554
Phone:  (540) 658-6080

Sarah Dudley
Coordinator
Youth Volunteer Involvement Office
3331 Shannon Airport Circle
P.O. Box 398
Fredericksburg, VA 22404
Phone:  (540) 371-5268
E-mail:  sarahd@rappahannockunitedway.org

Agnes Dunn
Co-Director
Students Serving Stafford
Instructional Annex
1729-A Jefferson Davis Highway
Stafford, VA 22554

Carol Lysher
Co-Director
Students Serving Stafford
Instructional Annex
1729-A Jefferson Davis Highway
Stafford, VA 22554

Dr. Jane Ware
Students Serving Stafford & Spanish Teacher
North Stafford High School
839 Garrisonville Rd.
Stafford, VA 22554
Phone:  (540) 658-6150, ext. 4103

Kenny Johnson
Drafting Teacher
North Stafford High School
839 Garrisonville Rd.
Stafford, VA 22554
Phone:  (540) 658-6150, ext. 1261

Valerie Raven
Brooke Point High School
1700 Courthouse Rd.
Stafford, VA 22554
Phone:  (540) 658-6080
E-mail:  vraven@bphs.com

Bonita Broughton
Brooke Point High School
1700 Courthouse Rd.
Stafford, VA 22554
Phone:  (540) 658-6080, ext. 614

Larissa Lemp
Brooke Point High School
1700 Courthouse Rd.
Stafford, VA 22554
Phone:  (540) 658-6080
E-mail:  larissalemp@yahoo.com

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