At the Needham School Committee meeting on February 23, 2021, Superintendent Daniel E. Gutekanst recognized the Needham Education Foundation (NEF) for its $296,624 grant to Needham Public Schools (NPS). The funding will support the district’s new initiative to expand in-person learning for kindergarten, first, and second grade students for the remainder of the 2020-2021 school year.
The NEF grant will be used to cover the costs of bringing students in grades K, 1, and 2 back into the school buildings full-time, four days each week. Specifically, the grant will support the hiring of nine new teachers so that additional sections for grades K-2 can be added to accommodate small class sizes and physical distancing safety protocols. All five of Needham’s elementary schools will benefit from the NEF funding, which provides the youngest students the in-person attention required to help them grow and achieve.
According to Dr. Gutekanst, “This unprecedented and exceptional grant from the NEF will allow us to bring back to school our most vulnerable and youngest learners who will benefit from the consistent care and attention they deserve and need from their teachers. As always, the NEF’s commitment to this community’s young people is unique and underscores the value that all of us place in education.” He added, “We are deeply indebted to the NEF Board for having the resources and the vision to think creatively and in partnership with the schools during these challenging times to prioritize the needs of our youngest learners.”
This extraordinary grant, the largest in NEF’s 30-year history, is being awarded outside of NEF’s typical three yearly competitive grant cycles. Under the current circumstances, expanded in-person learning for K-2 students advances the NEF’s mission to promote innovation and excellence in education. The NEF is happy to support the district and the community in making an impact on Needham’s youngest learners.
NEF Co-President Seema Meloni shared, “The NEF is honored and extremely proud to fund this important grant request. After being approached as a potential funding source and ensuring all appropriate negotiations regarding the new plans to support young learners were completed, our Board moved forward with a decision to provide financial support for this critical initiative on behalf of our donors and supporters.” Co-President Maggie Shapiro added that the NEF is “excited to see the effect this grant will have on Needham’s youngest learners. We hope that this donation provides flexibility for the district to use budgeted funds for other important school-based needs.”
Thanks to the generosity of NEF donors, Needham’s K-2 students will have the opportunity to establish deeper relationships with their teachers and classmates, further develop their skills, and increase confidence in their learning.
See below for an interview with Co-Presidents Seema Meloni and Maggie Shapiro on the Needham Channel.
The Needham Education Foundation (NEF) announced the recipients of eight grants totaling $45,524 in the winter grants cycle at the Needham School Committee meeting tonight. The grants included two large grants, one express grant, three small grants, and two multi-school grants benefitting all five elementary schools.
- Orienteering will be added to the K-5 curriculum at the Sunita Williams Elementary School. Orienteering offers students a stimulating outdoor learning experience. The aim is to pilot a long-lasting curriculum that can be shared with the other elementary schools with a minimal investment in equipment and training.
- Students with autism and related developmental disabilities who attend the Early Learning Center at Sunita Williams School will take part in eight weeks of creative dance and music sessions with their classmates. Instructional, theme-based creative movement sessions will utilize a creative and kinesthetic approach that encourages and increases social and emotional growth.
- Two sensory pathways at Pollard Middle School will offer a way for students to regulate when they have a sensory build-up, allowing them to better focus in the classroom. The pathways will be for the primary benefit of students in the Therapeutic Classroom, Intensive Learning Center, and/or receiving adaptive PE and occupational therapy sessions.
- As part of the Needham Diversity and Discussion Book Club, Needham High Schoolstudents can access print and digital copies of the book Don’t Ask Me Where I’m From to participate in a community-wide, moderated discussion with author Jennifer De Leon. The Book Club will be hosted by the Needham Diversity Initiative, Needham Human Rights Committee, and the Trustees of the Needham Public Library.
- Under the guidance of a clinical psychologist, Needham High Schoolstudents will create two age-appropriate interactive workshop videos on race, equity, and emotional wellness for the students at Sunita Williams Elementary School. The videos will be interactive in nature, promoting equity and positive change in our communities. The goal will be to pilot the program at Sunita Williams this year and roll out the videos to the rest of the elementary schools in the fall.
- The Contemporary Literary Criticism digital collection will be crucial resource for the success of literary research atNeedham High School, particularly for 11th grade students completing the Junior Research Project and 10th grade students completing the Sophomore Oral Project. The digital access will provide hundreds of additional volumes and allow more students to engage with the content at the same time, either in school or remotely.
- A Student Ambassador program will build community and provide support for students who are transitioning into Needham High School. Upper-level students will be trained as Student Ambassadors to facilitate community-building activities and support some of the social-emotional needs of students transitioning into NHS, including both 9th graders and new-to-Needham upper-level students.
- Fifth graders from all elementary schoolswill spend time with authors Tracey Baptiste (The Jumbies series) and Anna Meriano (Love Sugar Magic series), learning about their cultural influences and inspirations, the writing process, and what it takes to publish a novel. Each author will include a question and answer section at the end of their program.
At the Needham School Committee meeting last night, the Needham Education Foundation (NEF) announced the recipients of four grants totaling $15,980 in the fall grant cycle.
Awarded grants include:
- A field camcorder will be used in the Television Communications courses at Needham High School. With it, students can capture high quality video footage when recording outside of the school building, allowing for more real-world experiences in television production. The Needham Channel will match this grant with the funding of a second field camcorder.
- A wide range of books will be acquired to establish a new Book Club unit in 7 th grade English classes at Pollard. A robust list of engaging, contemporary fiction titles were selected to span reading preferences and abilities and represent diverse and resilient protagonists.
- The Learning Ally iPad app will help eligible Pollard students who struggle with reading to build strong vocabulary, strengthen comprehension skills, increase reading fluency and accuracy rates, strengthen reading stamina, and increase reading motivation. A launch workshop for over 30 educators will be complemented by a teacher platform for advising and communicating with students about their independent reading.
- Musician and composer Spencer Parrish will compose three pieces for Needham High School’s Concert Band, Symphonic Band, and Jazz Ensemble. Due to COVID restrictions on music practice and performances, this project will provide ensemble members the opportunity to learn about other aspects of music study, specifically, how a composition evolves from its inception to its completion. The commission will include two master classes for each ensemble, along with materials and final composition. The project will culminate in a virtual recording of each piece.
Funded by a large grant from the NEF, ‘Your Voice Matters. What’s Your Story?’ is a multifaceted project that creates a platform for the Needham High School community to share their stories and connect with one another, while also creating spaces for students to think critically and empathically. The authors of the grant, Kate Bergeron, Robyn Briggs, and Nicole Burnor, worked closely with Maria Sartori and other members of the FPA department to make this project come alive.
The project involves the creation of a professional gallery space at the high school which will have rotating exhibitions of student artwork based around various themes. The first exhibition is to be a Fine & Performing Arts (FPA) Department curated art show, ‘Your Voice Matters, What’s Your Story?’ centered around the theme of empathy as it relates to equity.
While this inaugural exhibition was unable to take place in April as planned, many other components of the project have been accomplished and the work continues. According to the grant writers, before the abrupt COVID interruption last spring, they collaborated with a Boston-based community project duo, The Cauldron, who hosted a workshop on the high school’s One Day and taught a Master Class with the Senior Studios students. They also organized a FPA Department field trip to the Museum of Fine Arts to see the exhibition, Women Take the Floor. In addition, Senior Studios students collaborated to design and work on a permanent mural installation at Needham High School.
The grant writers also began, before the schools shut down, to order supplies for the new gallery space for visual and digital arts, Gallery 450’s, to be created in the new wing of the high school. These include items such as hanging supplies and display cases as well as a TV to exhibit digital art. They now continue to work on ordering supplies for the new gallery space.
And there are more benefits to come from this innovative program. As Nicole Burnor put it, “We are also looking forward to collaborating with Own Your Peace and to continue creating spaces for our students to build community and foster the value of diversity.”
This past year, the NEF funded Sensory Pathways to be installed at Eliot and Mitchell over the summer. The Sensory Pathways are for students to use when they need a movement or therapeutic break. The Eliot and Mitchell grants were funded through NEF’s “Express Grants” option, which facilitates the replication of successfully implemented small grant programs from one school to another school. The first Sensory Pathways were funded and installed at Broadmeadow last year. They immediately made a huge impact on the students and teachers by giving students opportunities to release their energy and sensory build-ups that impact their ability to succeed in the classroom. (See them in action here!)
Children can jump, bounce, and bend their way through the colorful, playful pathway decals in the hallways as they transition from one class to another or when they require a movement or therapeutic break. Importantly, all children can benefit academically, physically, and emotionally from the release of energy and sensory build-up, regardless of whether they are a general education student or have specific attentional, sensory, or mental health needs.
At Eliot, one pathway is located in a high traffic area and the second pathway is located in a quieter wing upstairs. At Mitchell, one pathway was installed in the kindergarten modular building and the second pathway in the grades 1-2 wing.
The photos below show what greeted Eliot students when they returned to school in-person this week, ready to move their bodies and put the pathways to good use.
Seema Meloni, one of the NEF’s co-presidents, recently spoke with Christopher Dancy, 6th grade science teacher at High Rock School, about his experience completing Cornell’s Diversity and Inclusion Certificate Program – professional development funded through an NEF grant. Here are some of the highlights from their conversation:
Q: For those unfamiliar with Cornell’s Diversity and Inclusion Certificate Program, could you please briefly explain the goals of the program and why you felt so compelled to enroll in the courses?
A: This certificate program represents a proactive response in addressing some of the inequities and tensions around xenophobia, homophobia, and racism that have been identified within NPS. While there has been a strong administrative response to these problems, NPS needs staff who have DEI (Diversity, Equity, and Inclusion) expertise grounded in best practices and not solely personal experience. While Cornell’s D&I program in itself is not a solution to these problems, the completion of this certificate program represents a great first step in gaining expertise in a field that is so necessary to the health of Needham Public Schools. I’m thrilled to have completed it and am proud to identify myself as a professional who is skilled in the pedagogy of the DEI space.
Q: How does DEI work best?
A: I am proud to have partnered with the NEF in order to further conversations regarding equity within the district. In the public schools, DEI work is implemented with the youngest of minds in moments of the day which are not publicized, visible, or recorded. DEI work happens in private and small group conversations, teachable moments, and as direct responses to student questions. DEI work is most successful when there is mutual trust, mutual respect, and engagement in the process. The true value of this grant is not based on quantitative outcomes, but instead its value is a lasting investment in the culture of the classroom and the larger school community. For that, I am deeply grateful.
Q: How can we address current events through a DEI lens?
A: What’s particularly interesting about the completion and implementation of this grant, is the timing. The first six months of 2020 have proven to be historically unprecedented. During this time the world has been gripped by pandemic, remote teaching and learning over Zoom has become a reality, while our fellow Americans protest as a response to racism and the murder of George Floyd.
Still, as teachers, we’ve continued to teach daily in this new remote paradigm.
Through a DEI lens, the themes of equity, access, healthcare, employment, family dynamics, as well as school-based support structures for our most fragile students (ELL, Needham students of color, LGBTIAQ+) have all been highlighted during this time in the most personal and profound of ways.
While I have always engaged headfirst into conversations associated with the DEI space, I left Cornell’s Diversity and Inclusion program with a more honed set of skills, especially in the areas of engagement and inclusion. For some of my students, there was rage and fear as they grasped for understanding about the reasons why George Floyd was murdered. For others, there were questions about why neighbors, classmates, and the public were supporting BLM in the streets. For a few, we engaged in developmentally appropriate conversations regarding how their own opinions and beliefs were contrary to an inclusive culture.
Q: Now that you have completed this Certificate Program, what’s next?
A: As we look ahead towards the last half of 2020, our tasks ahead do not look any easier. A few of our considerations are: DESE’s recommendations for schools reopening in the fall, surging cases of COVID-19 across the country, continued BLM protests in response to police brutality, and what will prove to be a very divisive Presidential election. This year, more than ever, we will need DEI-trained teachers in order to develop culturally responsive classrooms. I am up to the challenge and am grateful for the opportunity to be a more effective partner in service of our students.
Cooking With Kids was approved during the Fall 2019 Grant Cycle to fund the purchase of ingredients for a weekly cooking activity. The goal was for students to learn life skills in early learning classrooms. The cooking activity provided opportunities for various service providers to collaborate, and serves as a chance for reverse inclusion in which ELC general education peers can help with the activity and provide appropriate peer modeling.
While the current school year didn’t unfold as expected, we are thrilled to see that the weekly cooking activity for Sunita Williams ELC students has continued virtually! Each week, a cooking project provides an opportunity for students to work on a range of skills while continuing to stay connected.
Congratulations to all of the 2019 – 2020 NEF Grant recipients! We appreciate your time and effort in making learning come alive for Needham Public School students! This year, NEF awarded 26 grants, totaling $106,700, benefiting students at every Needham school.
We wish that we could have held our annual Grants Reception to celebrate with all of this year’s grant recipients, however this year, our celebration will need to be virtual. The NEF truly appreciates the time and effort grant recipients have put into applying for their grants. Needham Public School students benefit so much from their thoughtfulness and creativity.
Superintendent Daniel Gutekanst would like to thank the grant recipients for their dedication to innovation and creativity in education. The NEF Co-Presidents Seema Meloni and Joanna Herrera would also like to share their appreciation. Please click the links below to view their video messages.
2019 – 2020 NEF Grant Recipients
“Language-based Student Stability Chairs” (Pollard)
Co-Grant Writers: Kate Bergeron, Nicole Burnor
“Your Voice Matters. What’s Your Story?” (Needham High)
Co-Grant Writer: Christine McAllister
“Arts Education Professional Development Opportunity” (All Elementary)
“Cornell’s Diversity and Inclusion Certificate Program” (High Rock)
“Charles Coe, Poet in Residence” (Pollard)
“History At Play – “A Revolution of Her Own!” (Pollard)
Co-Grant Writers: Maggie Charron, Jessica Downey, Jeannine Schroder
“Mindfulness at High Rock” (High Rock)
“Cooking For Kids” (Sunita Williams)
“Professional Development at NSTA National Conference” (All Elementary)
Co-Grant Writers: Luke Darling, Elizabeth Kuzmeski, Matthew Sylvestre
“Accessible Trike for 3rd Grade Rodeo” (All Elementary)
Co-Grant Writers: Jennifer Murray, Jennifer Potter
“Vox Books- Books that Talk! Express Grant Multi-school” (Broadmeadow, Eliot, Newman)
Co-Grant Writer: Alejandra Acevedo
“Broadmeadow Lego Mobile Makerspace Grant” (Broadmeadow)
“PBLWorks Project Based Learning Workshop” (High Rock, Pollard, Needham High)
Co-Grant Writer: Jane Shilalie
“Playful Learning: Enhancing Computational Thinking & Spatial Reasoning for All Learners through Mathematical Games” (Mitchell)
Co-Grant Writer: Lynn Gotwals
“Sensory Pathways for Mitchell” (Mitchell)
“Author Jen Deaderick @TheNHSLibrary” (Needham High)
Co-Grant Writer: Rosemary Rose
“Sensory Pathways for Eliot” (Eliot)
Co-Grant Writers: Lisa Garsh, Angela Mullin, Lissa Williams
“Pedometers for Movement, Math, and More!” (Broadmeadow)
Co-Grant Writer: Dayna DiCicco
“Google Virtual Reality Expeditions Kit” (All Elementary)
Co-Grant Writers: Tammy Ghizzoni, Judith Wojtczak
“Math Recess: An experience in play and learning” (District-wide)
“Pollard Middle School African Drum Program” (Pollard)
Co-Grant Writer: Patricia Mullen
“Grow Racks for NHS” (Needham High)
“Imagination Playground Medium Blocks Set” (Sunita Williams)
Co-Grant Writers: Mary Beth Arigo, Laurie Blakely, Stephanie Hamel
“Brain Builder Breaks: Achieving Emotional Regulation through Constructive and Creative Projects” (Broadmeadow)
“Improv and the 4 C’s: Communication, Collaboration, Creativity and Critical Thinking” (Pollard)
At the Needham School Committee meeting on Tuesday, the Needham Education Foundation (NEF) announced the recipients of four grants totaling $22,301 in the spring grant cycle. A multi-school grant will fund a 30-unit Virtual Reality Expeditions kit to be shared across all five elementary schools which will allow teachers to take their classes on virtual field trips.
Awarded grants also include:
- 32 African drums will be used for strings students at Pollard to work on rhythm, timing, listening skills, and group dynamics. They will also be utilized in 7th and 8th grade classes for a unit on drumming technique and the history of West African drumming.
- A set of medium blocks at Sunita Williams will be used for indoor recess, STEAM projects, buddy activities, and more by K-5 students.
- With the help from student groups and teachers, a four-tiered indoor Terraponic grow rack will allow everyone at the High School to watch the process of plants growing from seed to plate. The grow rack will reside in the cafeteria where the produce will be served to students.