ERIC ED366690: Venture Capital for Educators II. The Boston Plan for Excellence in the Public Schools, 1993.

40 Pages·1993·1.4 MB·English

by  ERIC

DOCUMENT RESUME
UD 029 712
ED 366 690
Cilley, Pamela, Ed.; Gibbons, Charles H., Jr., Ed.
AUTHOR
Venture Capital for Educators II. The Boston Plan for
TITLE
Excellence in the Public Schools, 1993.
PUB DATE
93
NOTE
40p.
PUB TYPE
Reports - Descriptive (141)
EDRS PRICE
MF01/PCO2 Plus Postage.
Cooperation; *Educational Development; *Educational
DESCRIPTORS
Improvement; *Educational Quality; Elementary
Secondary Education; *Grants; Program Descriptions;
*Public Schools; School Business Relationship;
*Student Financial Aid
*Boston Public Schools MA
IDENTIFIERS
ABSTRACT
The Boston Plan for Excellence in the Public Schools
is a partnership among teachers, students, parents, administrators,
and business leaders with the common purpose of restoring the Boston
Public School System to its former position as a national leader in
education. This publication examines the programs and activities,
school by school, that were funded by The Boston Plan for Excellence
during academic year 1992-1993. The programs provide students with
academic, financial, and personal support. Several specific programs
are highlighted. In kindergarten through third grade, the Support for
Early Educational Development (SEED) Program, created in 1987, is
designed to foster excitement about learning and the value of
education. During the middle school years, the Hancock Endowment for
Academics, Recreation, and Teaching (HEART) program provides grants
for academics and innovative projects which enhance the academic
curriculum, provide student leadership opportunities, and encourage
staff development and parent involvement. Project Action enables high
school students to become grantmakers in their own communities.
Finally, the Access Program helps high school seniors find the money
to pay for college as well as last minute scholarship financing that
attempts to make up the difference between the actual cost of college
and what a student has been able to raise from other sources of
financial aid. (GLR)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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INFORMATION
Venture Capital For Educators II
2
BEST COPY AVAILABLE
TRUSTEES OF
THE BOSTON PLAN FOR EXCELLENCE
IN THE PUBLIC SCHOOLS
-
1994
1993
Mr. Ronald Homer
Mr. William L Boyan
President & CEO
President & Chief Operations Officer
Boston Bank of Commerce
John Hancock Financial Services
Mr. John Larkin Thompson
Dr. John A. Curry
Of Counsel, Nutter, McClennen & Fish
President, Northeastern University
Dr. Sherry Penney
Ms. Jane C. Edmonds
Chancellor, UMASS Boston
President, Jane C. Edmonds & Associates
Dr. Robert Peterkin
*Mr. Robert B. Fraser
Director, Urban Superintendents Program,
Chairman, Goodwin, Procter & Hoar
Harvard University
Graduate School of Education
Mr. Ernest T. Freeman
President
Ms. Loretta Roach
The Educational Resource Institute
Executive Director
Citywide Education Coalition
Mr. Charles K Gifford
President, Bank of Boston
Dr. C. Scully Stikes
President, Bunker Hill Community College
Mr. John P. Hamill
President, Fleet Bank of Massachusetts
Ms. Jean Sullivan McKeigue
Director, Office of Community Affairs
Dr. Lois Harrison-Jones (Exofficio)
Boston College
Superintendent, Boston Public Schools
Mr. Harold Hestnes
* Current Chairman
Senior Partner, Hale and Dorr
Researched and Edited by:
Pamela Cilley, Program Officer
Charles H. Gibbons, Jr., President & Chief Operations Officer
Design:
Claire E. Introini
Table of Contents
Inside front cover
Boston Plan for Excellence Trustees
Foreword
1
2
SEED Grants (Support for Early Educational Development)
3
James Condon Elementary School
4
Joseph J. Hurley Elementary School
5
BANK OF BOSTON SCHOOL 1NMATIVES GRANTS PROGRAM
6
Samuel Adams Elementary School
7
Agassiz Elementary School
8
William Blackstone Elementary School
9
Brighton High School
10
Carter School
James Michael Curley Elementary School
11
12
Sarah Greenwood Elementary School
13
Joseph J. Hurley Elementary School
14
Hyde Park High School
15
Patrick J. Kennedy Elementary School
16
Josiah Quincy Elementary School
17
Charles Sumner Elementary School
18
Maurice J. Tobin Elementary School
19
William H. Trotter Elementary School
20
Joseph P. Tynan Elementary School
21
West Roxbury High School
22
HEART GRANTS (Hancock Endowment for Academics, Recreation and Teaching)
23
Joseph FL Barnes Middle School
24
Grover Cleveland Middle School
25
Clarence R. Edwards Middle School
26
Patrick F. Gavin Middle School
27
Martin Luther King, Jr. Middle School
28
Solomon Lewenberg Middle School
29
Lewis Middle School
30
Robert Gould Shaw Middle School
Phillis Wheatley Middle School
31
32
Woodrow Wilson Middle School
33
Project ACTION
34
ACCESS
35
Boston Plan for Excellence Trustees Emeriti
35
Staff
4
FOREWORD
The Boston Plan for Excellence in the Public
The programs of The Boston Plan for Excel-
Schools is a partnership among teachers, stu-
lence provide students with academic, financial,
and personal support. In the early childhood
dents, parents,administrators and business lead-
years, kindergarten through third grade, the
ers with the common purpose of restoring the
Boston Public School System to its former posi-
SEEDProgram fosters anexcitement aboutlearn-
tion as a nafional leader in education.
ing and about the value of education. The Bank
of Boston School Initiatives Grants Program
Created in 1984 with a $1.5 million endow-
ment from Bank of Boston, The Boston Plan was
enables elementary and high school teachers to
one of the first community-based endowments
give students the self-confidence and the moti-
for public education in the United States. Contri-
vation to succeed in school, college and the work
butions help to fund innovative educational
force. During .the middle school years, the
ideas, creating programs for students in kinder-
HEART Program provides grants for academic
garten through high school andbeyond through
and innovative project opportunities which en-
the undergraduate years.
hance the academic curriculum, provide stu-
The Mission of The Boston Plan is fairly
dent leadership opportunities, and encourages
staff development and parent involvement.
straightforward: to support innovations and im-
provements in public schools; to expand oppor-
Project ACTION enables high school students to
tunities for students through the disbursement
become grantmakers in their own communities.
of private funds; and to strengthen the base of
Finally, the ACCESS Program helps high school
seniors find the money to pay for college. It
community support for the public schools by
promoting greater awareness and understand-
provides, within guidelhies, the all-important
ing of their importance. Also, The Boston Plan
"last dollar" scholarships that attempt to make
up the difference between the actual cost of
for Excellence advocates for children in the pub-
lic policy arena.
college, and what a student has been able to raise
from other sources of financial aid. ACCESS
The Boston Plan for Excellence and its pro-
grams have received wide financial support
provides ongoing financial and moral support
for the four to six years it takes to complete
from the corporate and foundation communi-
ties. In addition to the founding gift, the Bank of
college.
This publication is a look at the programs
Boston has become a national model for corpo-
and activities funded by The Boston Plan for
rate philanthropy through their involvement in
Excellence during academic year 1992 - 1993. It
public educationand in the lives of Boston school
is our hope that by sharing these innovative
children. Bank of Boston has contributed over
projects and ideas that the programs will be
$10 million to the Boston Plan, establishing a
healthy operations endowment, and providing
disseminated through the Boston Public School
for additional programmafic initiatives. Other
System and beyond. Every program described
substantial grants have come from The New
in this publication provides creative opportuni-
ties to experiment within public schools and is
England, John Hancock Financial Services, the
law firm of Goodwin, Procter & Hoar, The Bos-
replicable in other settings.
ton Foundation, and American Student Assis-
To get more information about The Boston
tance Corporation (formerly Massachusetts
Plan frr Excellence, please contact us at One
Higher Education Assistance Corporation).
Boston Place, Suite 2400, Boston, MA 02108 (617-
These gifts plus contributions from some 75
723-7489).
other private sources have helped to endow
programs and provide for ongoing operations.
1
SEED GRANTS
Support for Early Educational Development
Supported by the law firm of Goodwin, Procter & Hoar
SEED was created in 1987 by the partners of the law firm of
Goodwin, Procter & Hoar in recognifion of the firm's 75th
anniversary. This $1 million permanent endowment fund rep-
resents an important response from a member of the business
sector to the challenges society has posed to public education
and the Boston community.
SEED has been designed to address L
ical needs of
.
early childhood education by creating supportive, nurturing,
and challenging environments in which students from kinder-
garten through grade three can learn. SEED projects are awarded
on two year implementation cycles to insure a serious time
commitment on behalf the schools. The awards are substantial
and are considered to be "research and development" grants.
From 1988 to 1990, SEED awarded a total of $150,000 to the
Agassiz and Trotter Elementary Schools to implement whole
language programs. The SEED schools for 1990 through 1992
were the Quincy Elementary School and the Condon Elemen-
tary School. The two schools were awarded over $114,000 to
implement whole language and cooperative learning projects.
The current SEED grant recipients are the Condon Elementary
School and the Hurley Elementary School. The grants awarded
to these schools will total $120,000 over two years.
Robert B. Fraser, Chairman, Goodwin, Procter & Hoar
1.4 -ii-
4,
4
stated about his firm creating the SEED program, "There was
a clear and obvious gap. You have to get to the students early
enough with some good programs if you want to make a
difference. Pretty early on we made a judgment that we wanted
to have a serious experimental program. You need to take risks
and if something works better, fine. And if it does work better,
there should be a program for disseminating it."
Since its inception, SEED has awarded over $350,000 to
encourage innovation in the Boston Public Schools. Applica-
tions for the next round of SEED grants will be available in
November, 1993. The programs will begin in September, 1994.
2
SEED
Early Childhood Integration Through the Arts
James Condon
In an effort to enhance the
tunities are being provided through-
Elementary School
out the school year in two different
Condon School's mainstreaming ef-
ways. Special education students in
forts between the Children's Center,
a group of classes which serves
substantiallyseparateclassroomsare
integrated into the arts, music and
young children with severe physical
FY 93 - $30,000
physical ecir.cation classes. Artists
and mental disabilities, and early
from VSAM collaborate with the
childhood classrooms, the Early
Principal:
Condon School personnel to pro-
Childhood Integration Through the
videcooperativeartsexperiences for
Arts program was developed. The
Daniel Walsh
the mainstream population and the
project was designed with the main
special needs children in these
Project Director:
focus of integrating all early child-
hood students, ages 3 - 8, with and
classes. The second way integration
Michael Sitar
without special needs into the
opportunities are being created is
Condon School
community.
through reverse mainstreaming ac-
Target population:
tivities. These activities focus on dis-
Through weekly activities in visual
abilty awareness and arts activities
600 Students
arts, movement/dance and musk ,
and are lead by the special needs
the program provides extensive
teachers, assisted by the paraprofes-
training for school specialists, teach-
ers and parents in the areas of arts
sionals.
and education and its support of
Artists from VSAM create most
integration. All early childhood stu-
of the mainstreaming opportunities
dents at the Condon School are pro-
which provide a living resource and
vided with avenues for creative ex-
direct training the Condon School
pression,multi-sensory learning and
personnel. They work closely with
development of decision making
the three specialistsnormallyrespon-
skills. By using the arts a variety of
sible for art, music and physical edu-
learning styles are being addressed,
cation classes. VSAM also provides
and children are experiencing learn-
teacher training in the Multi-Arts
ing through all the senses. School
Resource Guide, a permanent re-
specialists and the classroom teach-
source for teachers, specialists and
ers are working together in a col-
parents in using arts as a vehicle for
laborative effort.
learning.
VoySpecialArtsMassachusetts
In assessing the first year of the
(VSAM) acts as the major partner in
program, Project Director Mike Sitar
the planning and implementation of
wrote, "There has been astounding
the project. They coordinate the art-
growth in the emotional and social
ist/consultantsand traintheCondon
development of the mainstream
School specialists Integrationoppor-
population. As a result of their expo-
sure in the integrated groups and in
the special needs classrooms, they
are more responsive to the special
needs students and have welcomed
them into the school community.
They have grown in the knowledge
of disabled people and have devel-
oped a greater sense of empathy and
understanding."
The project will continue in aca-
demic year 1993 -1994 with a $30,000
grant from the SEED program.
3
7
7.ST COPY IVIIIIRLE
.
SEED
Hands-On Science!
Joseph J. Hurley
Project Hands-On! is an
Elementaq School
groups, providing transiation assis-
tance, and helping with science
inclusionsary hands-on science pro-
equipment
gram designed to excite students
about doing science together. The
ProjectDirectorVirginiaZanger
project features bi-weekly science
FY 93 - $30,000
created a Hands-On Science news-
classes in grades K-3 in integrated
Principal:
letter to keep everyone updated on
groups of bilingual, monolingual,
the project's progress. It includes
and special education program stu-
Miriam Hernandez-Spurlark
project descriptions, parent inter-
dents. Students explore science top-
views, and updates on each grade's
ics using the nationally acclaimed
Project Director:
activities in both English and Span-
Hands-On Elementary Science cur-
Virginia Zanger
ish. She has also outlined an
riculum.
AGEs / MAIVy c,
extensive two-year re-
invinm cv,truirt,
0 Lt;.totos I
Target population:
searchplan to evalu-
Some of
014,44.4,
.444' tP6
ate the project.
the specific
250 students
objectives
The Hurley
for the pro-
School was able to
gram are: to
receivemanyother
have all stu-
significant donations as a direct re-
dents in grades K-3 spend at least 90
sult of the success of Hands-On! For
minutes per week learning in an in-
example, Impact II Vecirtos grants
tegrated setting; to have a minimum
were awarded to 11 Hurley teachers
of 3 parents per grade level assist in
to complement team-based science
classrooms during the program; to
instruction. A grant from the Com-
train K-3 teachers in cooperative
learning and hands-on science; to
monwealth Inservice Institute of the
have students and staff work to-
Massachusetts Department of Edu-
cation allowed the school to extend
gether to create a school environ-
cooperative learning training and
ment which reflects the multicultural
order science-related books in En-
focus of the school community.
glish and Spanish. The Christian Sci-
ence Monitor Publications donated
Curricula have been linguisti-
several thousand dollars worth of
cally adapted for two-way bilingual
children's trade books with science
classes. Some science classes are
themes.
taught in Spanish and some in En-
glish to a mixed class of students.
Hands-On! continues in aca-
Kindergarten through third grade
classes participate in multicultural
demic year 1993 -1994 with a $30,000
grant from the SEED program,
units based on Children's Museum
kits and the Children's Museum
Summer Institute in Multicultural
Education training (5 teachers at-
tended). All K-3 teachers receive
training in cooperative learning and
science, including hands-on lessons
modeled in many Hurley School
classrooms by sdence consultants.
Also,after-schoolscienceworkshops
with science instruction from
Wheelock College are held. Parents
assist in science classmoms thmugh-
out the year by working in small
4
8
BEST COPY AVAILABLE
BANK OF BOSTON
SCHOOL INITIATIVES
GRANTS PROGRAM
The Bank of Boston School Initiatives Grants Program
(BKBSIGP) supports school-based programs designed to en-
hance and improve both teaching and learning in elementary and
high school settings. Funded projects are suitable for replication,
compliment the school's annual plan, and provide a permanent
-CIS!
impact on the schOol's curriculum. Achieving excellence is the
cornerstone of all Bank of BostonSchool Initiatives Grants whether
the focus in on curriculum development, teacher in-service train-
ing,building relationships withother schools or the localbusiness
community, or strengthening parental involvement in education.
Programs stress learning beyond the textbook by providing
hands-on experimentation and activities outside the classroom.
The Bank of BostonSchoollnitiatives Grants Program has awarded
over $1.2 million to Boston public elementary and high schools.
Bank of Boston has been a fundamental player in the success
of The Boston Plan for Excellence. Not only has the Bank of Boston
made it possible to fund and replicate hundreds of successful
programs in the Boston Public Schools, but they have also has
ensured that the Boston Plan itself will remain in a healthy
financial position. In 1992, through the successful sale of stock
which was part of the Bank's original gift, the Bank of Boston
made it possible to endow the operations of The Boston Plan as
well as to provide for additional programmatic needs.
Jeff Graham, Director of Government and Community Af-
fairs at Bank of Boston stated, "Over the past ten years the Bank
of Boston School Initiatives Grants Program has awarded more
than $1.2 million in grants to some 200 elementary and high
schools. Compared to any individual school's budget, these are
not large grants. But in terms of funds available for innovation, for
tihr
change, these grants are very significant. They provide a critical
resource for schools striving to improve themselves."
In addition, Bank of Boston has contributed significantly to the
ACCESS Program, and has been a long-time advocate for The
Boston Plan. The Bank's representation on The Flan's Board of
Trustees has been an influential catalyst throughout our ten year
history.
5
9
BVBSIGP
"Water Wizards"
Samuel Adams
Designed to increase student
The Water Wizards project will
Elementary School
awarenessofwaterconservation,the
begin its second year of implementa-
Water Wizards Project at the Adams
tion in September, 1993 as the school
Elementary School was a school-
has been awarded a second Bank of
wide initiative that used hands-on
Boston School Initiatives Grant in
FY 93 - $5,625
experiments across the curriculum
the amount of $6,016.
Principal:
to introduce students to the impor-
tance of protecting the environment.
Phillip Marino
Given that the school is only 400
Project Directors:
yardsawayfmmBostonHarbor,si-
Sara Finnigan
dents had direct access to a most
obvious experiment site. Science re-
Sharon Hullum
lated software on Apple computers,
environmental reading materials,
Target population:
films, and videotapes were some of
School-wide: 300 students
the resources used to teach students
From the Samuel Adams Science
how to conserve water and reduce
Nenisletter, February, 1993
pollution. In grades 1 and 2, students
wrote short stories about water con-
servation, and typed new vocabu-
Water Conservation
lary words using "Magic Slate" soft-
at Home
ware; ir grades 3, 4 and 5 students
learned to use graphing software,
By the Students in Grade 3, Room 5
wrote and typed stories, and pro-
duced the student science newslet-
Don't leave the water on.
ter. Students also videotaped and
Don't leave the water on when you
edited science experiments, a sci-
o
brush your teeth.
ence fair and an awards day. At the
Take a shower for two minutes.
end of the year, the student produc-
Don't use too much water.
tion of "Sounds a Little Fishy To Me"
was put on for two large audiences.
Don't use too much water when
you do your dishes and clothes.
The Massachusetts Water Re-
Don't pollute the ocean.
source Authority (MWRA) and an
Don't take a mouthful! of sea
intern from Tufts University Com-
water.
munity Health Program committed
Don't waste any water.
to help teach the Water Wizards cur-
Don't flush the toilet ten times a
riculum. The school collaborated
with local neighborhood merchants
daY.
Don't put any junk down the
and community groups to exhibit
student water conservation art dis-
drain.
plays.
Don't leave the water running
because it wastes water.
To disseminate the project, the
Don't wash your car every day.
Project Directors wrote articles for
Don't drink bad water.
local newspapers. They also partici-
Don't let your dog drink water out
pated in "Lasting link", a National
of the toilet.
Science Foundation Grant which
Do not change the fish water tank
paired elementary teachers with sci-
each day.
entists working in local industries.
Don't let children play with the
water.
6
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