Recent Grants

Generation Citizens – TMS – Dr Michel Browner Jr.
Generation Citizen was an American Civics and Government curriculum program that was community-based and provided our students with local and state insight on their roles and responsibilities in a democratic society. The purchase of this supplementary curriculum enabled our students to broaden their civics scope and gain valuable experience in helping their community develop solutions to real issues. This project-based learning was measured and evaluated by the two grade 8 social studies teachers (using various instructional tools, including rubrics and Google Classroom).

Experiencing the Pequot Museum & Research Center – RHS – Patrick Wygant
High school ELD students went on a field trip to the Mashantucket Pequot Museum & Research Center (Mashantucket, CT). The purpose was to provide students with experiential learning opportunities that deepened their understanding of Indigenous history and culture, connected directly to Rhode Island Social Studies Standards, and promoted appreciation of diverse identities and perspectives. During the visit, a student scavenger hunt required them to find specific exhibits, identify artifacts, and connect them to unit content (example: “find an example of indigenous trade. Explain how this can shape alliances.”) Upon arriving back at school, students completed a series of analysis and reflection questions from our visit. This included questions prompting students to compare life in the US before and after colonization, questioning what changed and what stayed the same, asking who benefited most from indigenous-colonist interactions, and why. Ultimately, students were asked to reflect on how the Pequot experiences helped us understand US history differently and why that was important. Post-visit, students engaged in a class project in which they created a short written, visual, or oral presentation that connected what they learned at the museum to our class inquiry question: “does settler colonialism continue today?”

Life Skills Learn to Cook – TMS – Erin McGloin
Students planned to cook twice a month. This included deciding what to cook, finding a recipe, making a grocery list, taking the RIPTA bus to the grocery store (or sometimes a van), and shopping earlier in the week. Then, on Friday, the class divided and worked with a teacher/para-educator to make the recipe, which involved washing, cutting, baking, frying, blending, etc. After cooking, the class enjoyed the meal together, reflected on it, and completed goals (name healthy foods and discuss the culture of the food chosen). Students were able to demonstrate basic cooking skills by following a simple recipe to prepare a dish, including measuring ingredients, to further develop their independence. Students were able to explain at least 3 healthy food choices, used kitchen tools safely, and practiced kitchen cleanliness. Teacher checklist included: follow the recipe, demonstrate proper kitchen safety and cleanliness, and discuss the nutritional value of the ingredients used in the dish.

Stable Strides Leadership Training – RHS – Kristen Gilbride
Take the Lead was an unmounted equine-facilitated learning (EFL) program for teens ages 13+. Through guided interaction with horses, participants built leadership, self-awareness, and interpersonal skills that translated to school, home, and community life. Students practiced and strengthened essential life skills. The program empowered participants with tools for self-awareness, resilience, and effective communication. Students used a rating scale to measure their experience before, during, and after the program. They also wrote a written reflection on what they learned.

Viking Café Register – RHS – Allison Smart
Funding for a cash register strengthened our student-run Viking Café by providing students with special needs authentic, hands-on opportunities to develop essential workplace skills. Using a real cash register, students practiced money handling, order entry, and accurate recordkeeping in a structured, supportive environment. This experience promoted functional math skills, organizational abilities, and customer service competencies, while also increased student independence and confidence. Student learning and achievement were measured through observation checklists, pre-created data sheets tracking transaction accuracy, completion of daily café tasks, and teacher logs documenting progress. By the end of the program, students demonstrated improved accuracy in handling money, the ability to complete café tasks independently, and enhanced readiness for future employment and active community participation.

3rd Grade Multicultural Movement Residency – PES – Kathleen McAreavey
In collaboration with classroom teachers, NCB teaching artists who were also company dancers taught each of the Pell 3rd grade student classrooms about different countries, their customs, and arts. Along with the students, they choreographed movements inspired by all of this information. Teachers were provided with pre- and post-lessons created by the NCB education team. A two-dimensional artwork from each country was the basis for movement inspiration and choreography. Artwork was by a native of each country and was chosen for the sense of movement it conveyed to the observer. The countries chosen by the classroom teachers varied but generally reflected the school’s community. Past countries chosen have included the following: Azerbaijan, Brazil, China, Ireland, Portugal, and South Africa. On the last day of the residency, the students performed in two school assemblies. The audience was made up of other school grades, the families and friends of the students performing, and members of the community.

Regulation Station – TMS – Jacqueline Scavone
The regulation station had been such a success since its implementation last year. It had become a space where our students had successfully utilized a brief 5-minute break to regulate, refocus, and then re-engage in the classroom. Last year, we were generously afforded funding for one station. Due to its success this year, we were requesting funding to restock our existing regulation station and expand it to a second location outside our guidance office. This year, we were averaging well over 60 visits per week. When a student was identified as needing a break, they presented to one of the allocated locations, signed in, and started a 5-minute timer. During this time, the student was able to use the various tools requested to help regulate their emotions and refocus, so they could return to the classroom ready to learn. This helped foster independence, as the student was choosing and using a tool independently rather than having a staff member regulate. The environment itself was calming with adjusted lighting and soothing scents. Some examples of activities the students chose to engage in included movement breaks via alternate seating (wobble stool, bounce chair) or the stationary pedals. Other calming activities were community coloring projects, meditation, and fidgets.

Student Council Led Design & Fundraising Initiative – TMS – Lily Wilson
Student Council at Thompson had managed the school store as a fundraising and exciting part of our climate and culture. Traditionally, students used money or tickets earned by exhibiting positive school expectations to make purchases. This supported our PBIS model, but lacked the funds to purchase items at the store. This year, we wanted to add more real-world, student-led business experience by tasking members with every phase of a retail operation. All students in the TMS student council collaborated to design compelling apparel that built school spirit, researched and selected materials, managed the production process, and executed a comprehensive marketing and sales strategy through the school store. Beyond just creativity, this initiative provided practical experience in finance, budgeting, and teamwork. Ultimately, the sweatshirt sales served as a high-impact fundraising engine, directly supporting future school store ordering.

Warrior Academy Enrichment Program – TMS – Emily Gibson
Students in the Warrior Academy at Thompson Middle School required additional behavioral, emotional, and social support within the school building. The goal of this project was to enhance our program by expanding incentives and opportunities that motivated students to demonstrate positive behavior, responsibility, and community engagement. Through this program, students used daily behavior charts to monitor their progress in behavior, work completion, and individualized goals, earning levels (bronze, silver, and gold) based on their performance. Students who achieved silver or gold status were rewarded with monthly community-based trips, such as sailing with the Conanicut Island Sailing Foundation, bowling, or visiting the zoo. These experiences not only celebrated their hard work but also broadened their sense of community and exposed them to opportunities they might not otherwise have. “Gold” level students who maintained scores of 80% or higher for more than seven days also participated in a special monthly treat, such as a pizza party or ice cream bar. Each Friday, all students had the chance to visit our leveled prize bins, which provided immediate motivation and positive reinforcement. In addition, this grant helped us continue our yoga program, funded cooking and baking projects that taught real-world life skills, and supported community service projects such as making dog toys for the Potter League, assembling winter-essential bags for individuals experiencing homelessness, and preparing meals for local food pantries.

Pell School Gardens – PES – Aaron Sherman
In recent years, the implementation of school gardens had emerged as a transformative educational tool that provided numerous benefits to students and the wider community. One of the most significant advantages of having a school garden was promoting healthy eating. By engaging students in the cultivation of fresh fruits and vegetables, they developed a deeper appreciation for nutritious foods. As they witnessed the growth process from seed to harvest, they learned not only to make healthier food choices but also to develop lifelong habits that prioritized wellness. Students learned about the life cycle of the garden. During one school year they were able to harvest fall seeds for spring planting and see the complete life cycle. To assess the impact of school gardens on students’ understanding of food sources and healthy eating, pre- and post-surveys were utilized. These assessments served as valuable tools to measure knowledge growth and readiness to make informed dietary choices. Furthermore, engaging in garden-based education had been shown to contribute positively to performance on state science assessments in subsequent grades, underscoring the long-term academic benefits of this experiential learning approach.

Vacation School Support – PES – Heather Hole Strout
The Dr. Martin Luther King, Jr. Community Center (MLKCC) offered an afterschool program that operated throughout the academic year from 2:30 pm to 4 pm. The program served students ages 5-12, with 100% being low-income, 36% being multi-lingual learners, and 88% identifying as racially/ethnically diverse. For this project, the MLKCC expanded its usual afterschool offering to encompass the full day during both February and April school vacation. Vacation weeks included February 17-20 and April 20-24 from 8 am to 4 pm each day. Diverse, low-income students were meaningfully engaged while their parents worked, and they built social/emotional and academic skills to keep pace with higher-income peers and succeed in school. Each week featured themed activities and lessons. February focused on Black History Month (Positive Words Have Power), and April featured Earth Month (environmental conservation/awareness). The program also incorporated STEM and social-emotional learning into the vacation weeks, including mindfulness exercises, Walking Classroom, and art projects. For February camp, funds supported purchasing a classroom kit (Breathe For Change Community Building) and books about Black history for the classroom library. For April vacation camp, funds supported purchase of a “Dirt Camp” STEM activity set, along with two other STEM activity center kits to reinforce physical science. Student learning was measured through educator observation of engagement and grasp of concepts, as well as through student generation of art/writing/ and other products generated during the vacation weeks. Students put together a portfolio of projects completed throughout the week (art, writing/literacy, etc.). Some of these projects were displayed publicly within MLKCC. To measure the second objective, students also created a stop-motion animation video or skit on an environmental topic of their choosing.

Growing Minds Garden – RHS – Allison Smart
The Classroom Plant-Growing Project provided students with a hands-on opportunity to grow herbs, vegetables, and other plants from seeds or seedlings. Students were responsible for planting, watering, labeling, and monitoring their plants, developing responsibility, organization, and problem-solving skills. The project connected directly to classroom cooking activities, allowing students to harvest their plants and use them in preparing simple recipes, reinforcing practical kitchen skills such as measuring, portioning, and following instructions. By engaging in the full cycle from planting to cooking, students gained confidence, independence, and teamwork experience, while also learning about nutrition, sustainability, and the science of plant growth. This project supported life skills development and STEM learning, and fostered a sense of ownership and accomplishment, giving students tangible, real-world experiences that extended beyond the classroom.

Unit 2 Physics Pilot: OpenSciEd – RHS – Emily Zilly
The unit 2 Physics Pilot provided students with exposure to High-Quality Curriculum Materials (HQCM) approved by the Rhode Island Department of Education and aligned to the Next Generation Science Standards (NGSS), while allowing the teachers to further evaluate the effectiveness and suitability of the curriculum. Additionally, the OpenSciEd curriculum incorporated a variety of social-emotional learning (SEL) components and engaged students in exploring physics concepts through a coherent, storyline learning model. This supported both academic rigor and the development of key SEL skills. Key concepts / objectives included:

• Unbalanced Forces & Energy Transfer: Students investigated how these principles drove changes in Earth’s structure (e.g., magma movement, plate shifts).
• Earth’s Interior: Using tomography and modeling, students learned about heat sources like radioactivity that powered geological changes.
• Plate Tectonics: The unit explained earthquakes and volcanoes at plate boundaries through modeling these interactions.
• Material Properties: They examined how matter changed under stress, linking to rock deformation and the structure of materials.

Learning Approach:

• Storyline Approach: The unit was built around a narrative, starting with a real-world event (Afar rift) and motivating student questions.
• Phenomena-Based: Students used slow-motion videos, modeling, and real data (tomography) to understand complex processes.
• MEF Framework: Expanded the Matter-Energy-Forces framework to connect these core ideas.

Measurement: Students were assessed in a variety of ways and these assessments were compared to “traditional” assessments that had been given previously in the year. Students were given “transfer tasks” throughout the unit to determine how well they could apply their knowledge and were also given opportunities to revise their work.

Year End Field Days – TMS – Brooke Ferreira
During the structured Year End Field days, students gained an understanding of how to participate in all of the events. Students enhanced their cardio-respiratory fitness, agility, speed, hand-eye coordination, foot-eye coordination, and spatial awareness. The Year End Field Days provided a natural setting to celebrate year end student academic year achievements and accomplishments. Year End Field Days demonstrated knowledge of rules, procedures, and safety concepts, while also allowing students to observe others as well as participate in games, sports, and activities.

Attendance Matters – RHS – Kacie Gallo
This grant provided 9th grade students with chronic absenteeism an incentive to come to school daily. By coming to school regularly, these students sought to improve their grades and increase their self worth when they saw the success they were having in school. By building this success, these students opened doors to the future by making connections with both peers and adults. Students were exposed to skills and interests available only to those attending school. Through this grant, the group of selected students had the opportunity to earn a $10 gift card weekly for attending school each day of the week. The 5 students with the highest improvement from March to the end of April earned a $50 gift card at the end of the year. The 5 students with the highest improvement of attendance for May and June earned a $75 gift card. The 2 students with the highest overall attendance earned a $100 gift card at the end of the school year.

Narragansett Bay Estuary Immersion – RHS – Elizabeth Letourneau
Estuary immersion students were given direct, hands-on engagement with the coastal ecosystems of Narraganset Bay where rivers flow into the sea. Group experiences consisted of a guided exploration of the Hamilton Family Aquarium and an immersive lesson focused on Narragansett Bay and its organisms, as well as a 1-hour boat excursion aboard M/V Rosemary Quinn out of Newport Harbor. Students trawled for marine organisms from the ocean floor and used the marine lab microscopes to examine the “invisible” creatures of the sea – plankton. As a result of this grant students learned the important role of Narraganset Bay as a nursery for commercial organisms, a home for keystone species, and an area of natural beauty for recreational use. Students also learned ways to be a responsible citizen in their role of sustaining marine ecosystems.

Engaging Readers – TMS – Suzanne Wyatt
Engaging readers was a book club that took place during an intervention block for struggling readers. The books were selected to include current literature topics that related to many of the issues our students faced in their lives. Many options available previously were outdated and less relevant to current student experiences. The books were rotated among the entire 6th grade. The club strove for students to become more thoughtful engaged readers, and to more effectively communicate effectively about the book they were reading. Students engaged in collaborative discussions around current, age-appropriate literature by asking thoughtful questions, making connections, and supporting their ideas with evidence from the text. The activity encouraged students to demonstrate improved critical thinking skills by explaining their reasoning and by responding respectfully to differing viewpoints. Discussions became more student-driven, with learners confidently contributing and building on one another’s ideas. Students were also encouraged to take on leadership roles within the book club (e.g., discussion leader, connector, questioner) to guide conversations and make decisions about discussion topics and activities. Students were empowered to lead and take ownership of their learning, resulting in increased engagement, confidence, and collaboration. The book club environment fostered a sense of belonging where students felt safe to share ideas, to take risks, and to thrive as both leaders and learners.

Stable Strides – Leadership Training – RHS – Kristen Gilbride
Take the Lead was an unmounted equine-facilitated learning (EFL) program for people ages 13+. Through guided interaction with horses, participants built leadership, self-awareness, and interpersonal skills that translated to school, home and community life. The project empowered participants with tools for self-awareness, resilience, and effective communication. Activities cultivated leadership qualities that prepared participants for challenges both inside and outside the classroom. Success was measured by pre and post student survey results and anecdotal records from staff.

Norman Bird Sanctuary Workshop and Hawk Talk – TMS – Emily Loftus
Students took a full day to visit The Norman Bird Sanctuary in quarter four of the school year to experience an owl adaptation and pellet dissection, as well as a “Hawk Talk”.

Norman Bird Sanctuary describes the programming as follows: “Uncover the secrets behind one of Rhode Island’s most skilled predators—owls. In this hands-on workshop, students investigate owl diets and hunting strategies by dissecting real owl pellets, revealing clues about their prey and ecological role. After the dissection, a Teacher Naturalist leads a 30-minute guided hike through the Norman Bird Sanctuary, where students explore owl habitats and deepen their understanding of these remarkable nocturnal birds.” The Hawk Talk portion was described as follows: “Live Hawk Talk: A Close Encounter with a Raptor: Bring science to life with Hunter, the Red-Tailed Hawk! This dynamic 30-minute program features a live hawk and engages students in hands-on learning through props and real animal artifacts. Designed to spark curiosity across grade levels, the presentation explores: raptor habitats and hunting behaviors, their vital role in maintaining ecosystem balance, and the unique adaptations that make raptors expert predators.”

Students were able to construct an explanation that predicted patterns of interactions among organisms across multiple ecosystems. Following the Hawk Talk, students were able to use evidence to support the explanation that traits could be influenced by the environment. Students completed pre and post surveys based on the stated learning objectives.

Summer Success – TMS – Newport Community School Instructors
NCS started the Summer Success Program to help advance Newport’s middle school youth; a demographic that was largely low to moderate income, at-risk and without opportunities for academic support or enrichment during their summer breaks. Summer Success had been proven, since its beginning, as effective in curtailing the summer learning loss that occurs during a summer break, encouraging academic improvement, and broadening the experiences that these youth have. Summer Success was an award-winner summer learning program that received statewide recognition from the Rhode Island Department of Education’s Commissioner, and the program was chosen as one of two case studies highlighted within the Report to the Legislature, Rhode Island Afterschool and Summer Learning Program Act, Rhode Island Department of Education.

The Summer Success program was an intensive, five day per week, program that not only offered daily core academic subject instruction, but also used hands-on, inquiry-based topics to spur academic development. Those topics included: Robotics, Real World Banking, Origami Geometry, Youth and the Law. Field trips complemented the classroom and hands-on learning and took place each Friday. Historically those included excursions such as the JFK Library, Museum of Science Boston and Roger Williams Park Zoo, among others. The program was additionally engaging to students because it was campus-based, meaning that they used campus learning spaces, worked in the campus computer lab and library and ate in the dining hall.

Student learning and achievement was assessed through pre- and post-program academic assessments, ongoing teacher observations, project-based learning outcomes, and student reflections, ensuring measurable gains and documented outcomes. The program provided rigorous, personalized summer learning to prevent learning loss and strengthen academic skills aligned with the Portrait of a Graduate. The program also built high aspirations and 21st-century skills to help students meet or exceed standards and graduate college- and career-ready.

Pell Cart Cafe – PES – Abigail Frazier
This project launched a student-run coffee cart operated by fourth grade life-skills students to provide hands-on learning opportunities within the school community. The primary objectives were to strengthen students’ communication and social interaction skills through real customer service experiences and to build functional skills such as handling money, making change, and completing multi-step tasks. The initiative also promoted independence, confidence, and peer connections, with future plans to expand into a Best Buddies–style mentorship. Results included increased student engagement, improved communication (including AAC use), and greater independence in structured work routines. Student learning and achievement was assessed through IEP goal data, teacher observations, task completion records, and ongoing progress monitoring of communication, social, and functional academic skills during coffee cart activities.

Healthy Hearts – RHS – Sarah Bagley
With Heart Zones heart rate monitors, physical education instructors sought to change how our students approached their overall fitness. Students learned the difference between movement and intentional exercise. Heart Zones heart rate monitors personalized individual student learning in real-time while simultaneously accommodating various learning needs. This was done by displaying numerical and color-coded data on the gym videoboard while still maintaining privacy. This data allowed instant feedback to both the student and teacher, and allowed for adjustments in real time. This program offered lifelong benefits as students learned what it looked and felt like to be in the heart healthy zone.

Career Engagement and Exploration – RHS – Ellen Pinnock
FabNewport’s Career Exploration Initiative connected youth with professionals from both traditional and non-traditional career pathways to demystify what success actually looked like. Through interactive talks and small group discussions, students learned about career journeys that included relationship-building, failure, persistence, and personal growth. Industry leaders shared honest stories about how they navigated obstacles, built networks, and discovered their purpose.

Students developed an understanding that successful careers could be achieved through multiple pathways, including both traditional (college, certifications) and non-traditional (entrepreneurship, trades, creative industries) routes. Students also developed personal career readiness skills including goal-setting, communication, relationship-building, and the ability to reflect on setbacks as learning opportunities (“failing forward”).

Learning and achievement was assessed using a combination of qualitative and quantitative tools. Pre- and post-surveys measured changes in students’ knowledge of career options and confidence in pursuing future goals. Reflection journals and worksheets assessed students’ ability to articulate career interests, identify necessary skills, and describe how relationships, persistence, and failure contributed to success. Attendance and participation data was collected to evaluate student engagement and program impact.

Skydome Planetarium Assembly – PES – Donna Kelly and Sybil Grayko
The SkyDome Planetarium school assembly was an immersive, portable planetarium experience brought directly to the school that transformed a gymnasium or large room into a “star-filled” universe, giving students a memorable and interactive astronomy lesson without leaving campus. During the 45-minute session, students toured the solar system, learned to identify the planets, observed constellations in the Northern Hemisphere, and explored Greek mythological figures in the night sky, all guided by a digital projector and presenter.

The program reinforced students’ factual knowledge of astronomy—including the names, order, and characteristics of planets, the Moon, and major constellations. Program activities also fostered curiosity and engagement in science by providing an experiential learning environment that brought abstract concepts to life.

Empowering Readers with High Quality Titles – RHS – Robyn York
By offering students a variety of high quality fiction novels and a few nonfiction books, from graphic novels to more challenging texts, the RHS Library complemented students’ classroom learning. The purchase of new fiction and nonfiction titles also supported the Newport Schools Strategic Priorities for College for Instruction and Culture. By consulting the Young Adult Library Services Association (YALSA) and recommended reading lists for young adults from top US public libraries, the RHS librarian generated a list of recent books that were high quality, appropriate for students age 12–18, and represented a variety of genres and backgrounds. Students were offered impact and agency in developing their school’s collection. In experiencing these new books, students were also supported in cultivating their emotional intelligence, which is an essential component of emerging leadership attributes. Success was measured by the number of checkouts, visits to the library, and qualitative feedback from students.

Bus 4 A Cause Grants

Portuguese Field Trip – RHS – Scott Pontes
Students were aware of the impact of Portuguese culture in the local community. They also learned about Portuguese textiles, food products, cork production, and more. Students completed a scavenger hunt at the Portugalia Marketplace, and then participated in a tour of the market, explaining the different products and how Portugal is the world’s major exporter of cork.

French 3 & 4 Field Trip – RHS – Scott Pontes
Students focused on French art at the RISD Museum, then did a local scavenger hunt before lunch and heading home. Working with a docent, students learned about various French schools of art and how they influenced other artists.

URI Education Day Field Trip – TMS – Julie Downey
URI Education Day Game field trip helped to connect education and athletics at a higher level. For many students, it was their first visit to a college campus. It allowed us to establish early on that a solid student-athlete could have multiple opportunities presented if they struck a balance between being a student and an athlete. There was no formal evaluation; however, through classroom and individual conversations, deeper connections were made. Traditionally, this was followed up at all middle school levels with the in-school “March Madness” basketball unit. The unit allowed students to experience multiple facets of athletics beyond being a player (i.e., statistician, referee, reporter, etc.).