HPS Digital

VOL.01 2015-2016

HPS DIGITAL

Hopkinton Public Schools Technology Newsletter

HMS goes 1:1

Innovation in our schools

Initatives

Ways of Communication

Chromebooks are in classes and we’re excited!

The HEF grant was passed, take a look at what we have been working to create

See what our goals are for the Technology Department

New to the district or missing news from the school?

Table of

Content

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Vision A message from the director Ashoke Ghosh

BrainPop

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HMS 1:1 Chromebooks are in the hands of all students grade 6-8

Maker Spaces

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Learning Spaces New spaces and new creations

Tech Tips

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Tips/Tricks for your digital world at school at home

Words from the

Director Our Vision:

Hopkinton Public Schools is committed to providing a safe educational environment in which everyone learns and collaborates in new creative ways previously unimaginable and where technology seamlessly enriches our daily learning experiences.

Technology aims to enhance student learning by creating personalized, student-centered learning environments where every student has equal access to the curriculum. However, it’s the district’s understanding that not all curriculum is improved with the use of technology. Technology rather needs to be used to enhance the learning when appropriate and when it helps students reach specific learning outcomes. Therefore, the district fully supports a balanced culture of technology integration and more classical educational strategies.

It is the district’s belief that technology can truly improve teaching and learning when implemented correctly and will work to provide a supportive culture for educators with the notion that it is okay to fail and try again.

A Fresh Start:

We have been quite busy at each of our schools lately, from updates to security for our buildings, phone updates and our infrastructure. One of our big projects this fall was rolling out our 1:1 program at Hopkinton Middle School, where every student was issued their own device. This was quite the success with many parent volunteers to assist us with handing out Chromebooks to our staff working long hours making sure the devices were set up and ready to go. The building was buzzing with students picking up

HEF Grants

Second Headline

Digital Learning Initatives Many visions at each level.

Communication Second Headline

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their devices and making sure they had the correct login credentials and could connect to the school’s wireless access points.

In addition, we wrapped up the final phase of the VOIP phone installation by finishing the last two buildings, the high school and Hopkins School. The district now has a continuous phone system with a shared town-school directory that streamlines local communication.

One of the main focuses for the technology department this school year will be the search for a new student information system. Our current system has served us well for over a decade but it is time to look for a system that has a greater ability to help us consolidate existing systems to improve instructions and streamline communication.The data migration to the new system will begin this summer and full implementation will begin the Fall of 2017.

Our goal moving forward in terms of hardware will be to expand the Chromebook program at Hopkins in FY18 making it a 1:1 initiative to guarantee access to digital curriculum at school and at home. In addition, we will expand our current pool of tablets Grades K-3 to a 2:1 ratio of students to devices to help meet state expectations.

Our long term goal with software is to continue the move from old legacy products that are hardware specific to cloud based solutions that are cheaper and more functional on a variety of devices.

In addition, as we increase the number of devices we have available to students our hope is to steer away from printing by using the share and collaborate functionality built into Google Apps for Education to reduce cost and to support Hopkinton Green initiatives. We our consistently updating our blog, HPSdigital.org and updating information on our district website. If you would like more details about the district’s technology goals please review the three year technology plan.

We have had amazing support from the Hopkinton Education Foundation over the years and they continue to support unique grant proposals that help teachers and students adapt to 21st Century learning environments. Please take some time to read the articles included in this newsletter to learn more about this year’s HEF award recipients (see article on page p. 21).

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“Having the opportunity to explore these tools over the course of a whole day in such a friendly and non-intimidating atmosphere.�

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HMS updates by Chrystal Hoe Four years ago, our initiative of 1:1 at the high school began. We have been working with Google Apps for Education (GAFE) and moved with the initiative by Google K-12. It is a free suite of productivity tools for classroom collaboration. The apps are very similar to regular word processing for documents, spreadsheets and presentations. Students can share, in real-time, their document with other students to collaborate on together. They can also share with the instructor for immediate feedback. The instructor can easily give feedback on the document without the hassle of sending an email back and forth and trying to keep up with what the most current version of the document.

Other positive contributions from Google are: you can easily work on Google products from any device, there are millions people online willing to support with questions and tutorials on how to use the product. The digital workflow is a lot easier for our schools and creates an eco-friendlier environment since we are not printing.

This year, HMS has gone 1:1, meaning one computer for every student. This is putting us ahead of other schools in a “Future Ready” design, preparing our students to be innovative and successful in their future careers. We have provided great opportunities for our staff to be trained with Google Products, like the EdTechTeam’s Google Summit, trips to MassCue, and professional development days with workshops to teach them the tool and how to infuse it in their day-to-day process.

We also have staff like our Director of Technology, Ashoke Ghosh and one of our Technology Coordinators, Chrystal Hoe, that are Google Certified Teachers. This prestigious certification means that they have gone through tests, written case studies, and are now visible in the Google for Education Directory. They do training all over the country from the Technology Conferences like MassCue to training other professionals in Seattle, WA, San Diego, CA, and even Tulsa, OK. HMS staff have been doing great with the new devices! There have been some great conversations with students as well as easy collaboration with colleagues. We have so more information at the tip of our fingertips! Research capabilities and unlimited access to information from all over the world make creating lessons fun and more of a reality to students. The workflow for grading and collaboration for group projects is so much easier. We can easily share documents, videos, url links and even just an announcements with our students in Google Classroom and Google Drive. The immediate assessment of bell work and exit tickets have been seamless so that teachers can easily see where they need to review material.

Students feel more mature and have some responsiblity because they are trusted to take care of the machines. They have been creating many projects with Google tools and started with some video editing tools like WeVideo. We have also seen a lot of studnet leadership come out of having the new devices. We have set up a student communication of friday fliers. Students have been interviewing staff members and peers and wrote articles in the flier. There have alot been around 10-15 students who have worked on screencasting tutorials for staff and students to learn how to use their Google tools more efficiently. Some of the student also joined staff in their professional development time to help them learn the tools as well!estem eum est, aciusam que de nemolup

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Creative Learning Spaces by Fred Haas Later this year the high school will unveil its newly designed classroom, featuring a number of innovative approaches to creating a vibrant alternative to the traditional rows of desks classroom typically associated with schools.

The collaborative effort, funded through a grant from the Hopkinton Education Foundation, included members of the high school staff, community members, and a firm specializing residential school design, with the stated goal of incubating a more innovative approach to classroom design for both the high school and district.

Principal Evan Bishop added, “The goal is to share out as much information as possible through the new HPSDigital Blog, Twitter, HHS Newsletter, PD Days and parent forums in order to advance the mission of the grant. The research will be shared with the HPS Admin Team to inform future purchasing, also the School Committee.”

Math teacher Jamie Hall is one of the teachers that will be using this new learning space upon its completion, sometime before the end of the first semester. In fact, it was Hall’s collaborations with former technology integration coordinator Colleen Worrell about innovative approaches to teaching that ultimately lead to a broader vision.

“I wanted [students] to do an exploration, and I was trying to figure out ways to integrate technology into it. Be more explorative, discovery based, student centered,” Hall said.

What became apparent to both Hall and Worrell was that the physical space was not neutral and was actually inhibiting some of these classroom efforts. Rearranging the room can trigger a number of issues. Not only can it be disruptive to the planned lesson, through loss of time, the noise can also disturb surrounding classrooms, both adjacent and below.

In the new classroom, “Everything is on wheels. So it should be able to move easily without disrupting everyone downstairs.”

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Ultimately, Hall and Worrell began asking, “Does a change in the environment change the kids’ perception of learning and being in that classroom? Are they more excited to be there? Are they more engaged?” Hall said. The new space will be a testing ground for questions like these and demonstrating that space is not a neutral factor in learning.

The hope is that administrators and teachers will consider these kinds of questions in new ways. As the grant proposal explains, the intent is to allow for classroom redesigns that “can inspire students to create, discover, design, develop, and learn in ways that promote deep understanding and ownership of their own education.”

As principal Bishop explained, “For the most part, HHS students walk into colorless classrooms where desks are in rows and attention is directed to the front of the room. Conversely, our highly trained and motivated teachers are asking students to be collaborative, creative, self-directed, independent learners.” In Hall’s words, “Trying to taking into account that some kids cannot sit all day.

That is not good for them. It’s about wanting to change things up and wanting kids in different arrangements, different places, and different groups, bringing back the stations idea.”

Hopkinton parent, Ken Patrick, who is also president of the Boston-based office furniture dealer Environments at Work was instrumental in contributing to the effort. Together with Anissa Scroggin, design consultant from Izzy, plans were developed for the new learning space.

Izzy is the manufacturer outfitting the new future ready classroom. The company specializes in furniture design that is adaptable and encourages collaboration, while promoting healthy well-being and sustainability. The company recently supplied furniture for a redesign project of Worcester Technical High School.

Still the furniture, multiple visual displays, and physical space must serve the broader purpose of teaching and learning. Hall explained the most compelling feature to her. “There is no front or back of the room. There is a center.” Also sharing the new room will be fellow math teacher Lorelle Govoni. Govoni echoed Hall’s comments. “I’m most excited about having [students] own the math a bit more and discover the math a little bit more, in that setting, instead of having me standing at the front of the classroom.

Together the two teachers recognize the possibilities the new space can offer. Hall said, “I’m excited about this. I am imagining the space as something that allows me to be like, “‘People at the white desks, you are working on this thing,’ People over here, ‘I’m sitting and working with you.’ People over here, ‘You’re making videos, because you totally got it.”

Govoni amplified that sentiment, “I’m most excited to have the ability to say “Move here, do this, go to this station today,” because [students] sometimes get locked into their groups.”

While Hopkinton High School’s efforts may be on the cutting edge for the secondary level, a number of college and university settings are already adapting. As Govoni explains, “My daughter is at UNH and they opened up a Paul new school of business, and when you go in there are no traditional classrooms. Every single room has the desks that move, the chairs that move, has all the screens on the walls, the little white boards all mo blant.

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Masscue is just behind us, where Technology comes together with enthusiastic teachers. Vendors are buzzing about Patriot stadium excited to show what is new to try in our lessons. Presenters from all over come to give tips and tricks to teachers, adminstration and IT. This knowledge allows us to create and develop new ideas at our own schools and stay on the cutting edge. This past conference we had four of our own presenters from Hopkinton Public Schools.

First, Sterling Worrell came to show us the magic of digital photography that he uses in his courses. He showed many apps that the students use to manipulate photos in his Digital Photography & Digital Art courses.

Nili Bartley one of our Elementary Technology Coordinators showed how to use BrainPOP to make concept maps. Her other workshop was about creating an experience through the curriculum of SuperYouFun by Lourds Lane. Students created digital superheros of themselves and share them by social media.

Ashoke Ghosh our Techonology Director and Chrystal Hoe one of our Secondary Technology Coordinators presented Apps that connect through Google Drive. All of these workshops were well received and very impressive to the attendees.

We had some staff members that were willing to go to MassCUE and found some great workshops to attend. They shared their experiences on what they learned during faculty meetings this month.

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SELF SERVICE TECH TIPS

STUDENT GRADES & SCHEDULES

Digital Footprint

Tech Tip 1 - Shut Down: For better computer performance, the Tech Center recommends all students and staff shut down their computer at least once a week. This helps to clear caches and temporary memory, allowing your computer to run faster.

iPass is not only utilized for communications it also has parent and student portals that afford access to information such as grades, student progress, schedules, course registration, and discipline. Students in grade levels 6-12 are automatically supplied with iStudent accounts upon enrollment, but parents are required to sign-up for an iParent account.

A great way to help keep students safe when navigating the World Wide Web is to help them understand what a digital footprint is. Simply put, a digital footrpint is a trail of artifacts left online as they surf the web. As students create digital accounts, share photos, and connect via social media they begin to create their footprint. Although this is a create way to connect to the world and to receive feedback on student work, the wrong data in the wrong hands could lead to unecessary exposure.

Tech Tip 2 - Self Service: Self Service is a software deployment tool that is provided by Hopkinton High Schools to all students who use a Daily Use or Lease-to-Own device. Self Service is essentially an App Store that is provided by the HPS Tech Department, and in it contains software updates, mandatory and non-mandatory software that is licensed by the district, and built in troubleshooting tools to help keep your computer running smooth.

Self Service is the Tech Department’s primary method of deploying non-essential software to Students and Faculty. One of our most popular downloads from Self Service is Adobe Photoshop, which is provided by HPS. All a student needs to do is open Self Service, find

Information on how to create an account, how to access information using your account, and the reporting schedule for grades can be obtained from our district website at: http://www. hopkinton.k12.ma.us/domain/1084.

All the pages on your iParent account can be translated into multiple languages using the Translate drop-down at the top right of the screen.

How do minimze risk: •

Avoid sharing home addresses and personal information online

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Keep privacy settings on and only makes things public when necessary

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Reduce the number of online accounts and email addresses you use

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Google yourself on a regular basis to see what your digital footprint looks like.

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BRAIN POP

BY NILI BARTLEY

When an educational resource becomes part of a school culture, you know it’s a keeper. BrainPOP Jr. has become an official part of Elmwood School. Throughout October and November, teachers have been creating online classrooms for their students through a new feature known as “My BrainPOP” and continue to marvel over its capabilities.

BrainPOP is no longer a video and quiz tool, but an educational platform for individualized learning. Now with “My BrainPOP,” the “video and quiz” reputation becomes one of learning, assessment, as well as communication. Both BrainPOP and BrainPOP Jr have numerous new activities, graphic organizers, and games students can complete online and submit to their teachers. Teachers can then provide feedback to students creating important conversation.

These “assignments” become part of each student’s digital portfolio (their own “My BrainPOP”) and together form a class view for teachers who can now track student progress. Whether they are asking students to “Write About It,” “Draw About It,” or go to “Gameup,” each new feature can be used as formative assessment. Teachers are able to click on an icon allowing them to view and type feedback on student submissions.

When at least ten students either take the same quiz or play the same game, teachers are able to view individual scores and in addition, take advantage of the “Class Summary” tool.

By the end of this year, students will also be able to access “Make-a-Map,” a concept mapping tool pushing them to demonstrate and organize their thinking in a fun and creative way. This tool should make a significant impact on student learning at Elmwood School once it comes to BrainPOP Jr. Ask any student at Elmwood School what their favorite new feature is and the majority will answer excitedly, “Gameup!” BrainPOP’s own Sortify games have recently challenged students to think deeply and share strategies while truly enjoying themselves.

Sortify is exactly what is appears to be, a sorting game. Within BrainPOP as well as BrainPOP Jr., this thought provoking game exists in over twenty topics to enhance student understanding. As developing strategies for sorting becomes a priority, Sortify pushes students to tap into higher order thinking as well as learn from each other if playing in partners. If using BrainPOP, there is an additional feature known as “snapthought” allowing students to take up to five pictures during the game and record their thoughts. “Snapthoughts” along with game results can be submitted to teachers through My BrainPOP so they can then formatively assess students as well as whole class understanding for a particular topic or skill(s) When students are on the road to empowerment through technology, it’s important to keep our eye on the ball-Which tools are engaging? What are the most beneficial tools that can put students in charge of their learning? Which tools will allow for teachers to meet individual needs through a variety of assessment? BrainPOP and BrainPOP Jr. are great places to start! As students continue to use BrainPOP Jr. at Elmwood School, I am told over and over how they are going on at home without being asked. Students are clearly drawn to this engaging website as BrainPOP Jr. has become a part of their school and home lives.

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HHS Library Fostering Creativity with Makerspace The maker movement has taken the country by storm. So much so that librarian Kirsten Fournier determined now was the time introduce the do-it-yourself ethos to Hopkinton High School as part of a broader attempt to make the library more of a learning commons. Taking a page from the number of public libraries establishing makerspaces, Fournier saw an opportunity. “I feel like it is not as common in school libraries, but I feel that it should be because it really supports that STEAM curriculum,” Fournier said.

Since arriving two years ago, Fournier has been making changes that expand the library’s reach toward the notion of the learning commons. The makerspace is just one more step in that direction.

“I think it gives people a different perception of the library. Having this space helps people realize that the library can be a center for pretty much everything. It doesn’t have to just be about checking out a book or getting information,” Fournier said.

With library already being such a high traffic area in the high school, the new makerspace has quickly captured student attention. She explained, “Now, people just come in and see people back here and working stuff and they immediately become curious. The student response has been great. They’ve really started to get into it. People are very excited about the 3D printer.”

The space is funded by a seed grant from the Hopkinton Education Foundation and actively seeks donations of raw materials from the community. As student interest has grown quickly sustaining the volume and quality of consumable materials will be challenging.

Still, as Fournier sees it the makerspace already serves an important purpose in the high school environment. “I would love to see us foster a community of creativity and innovation. I think this gives kids the tools to just tinker and make their own discoveries with more tactile materials. This space is a place to de-stress, to work with their hands, and let off some steam, while still being productive.”

Two students already making use of the space are Lauren Ness and Mishti Bose. Both are repeat visitors to the new makerspace. Ness explained, “I finish my work at home, so I can come here to makerspace during my studies to work.”

“It’s fun to cut up all this cloth and see something created out of it,” Bose said.

The process of creating a library display to showcase the work being done in this collaborative, do-it-yourself space is already in process. However, Fournier explained, “I take a lot of pictures. I do a lot of tweeting (@library _hhs). I do a lot of posting on the library blog (hopkintonhslibrary.blogspot.com), the community newsletter. Whatever we can do to promote the space.”

“It’s fun to cut up all this cloth and see something created out of it”

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The makerspace movement is gaining STEAM across the country as people of all ages build, tinker, and create within libraries, community centers, and schools. When it comes to education, the primary objective is to encourage selfdirected, inquiry-based learning through hands-on approaches to solving problems. In this way, teachers act as guides while students collaborate and learn from each other to find innovative solutions to real-world problems using a variety of tools and materials. The supportive environment encourages students to take risks and learn from their successes as well as failures. Close to home, this maker mindset embraces the spirit of the Hopkinton Public Schools mission statement: to Learn, Create, Achieve Together. It is quickly gaining a foothold in the District thanks to a group of forward-thinking teachers and two generous seed grants from the Hopkinton Education Foundation.

Robo 3D printer, Makey Makey invention kits, Little Bits electronic building blocks, SparkFun Arduino-based Inventor’s Kits, mini solar panels, and a video recording studio.

With such a wealth of construction resources, the possibilities will only be limited by students’ imaginations. However, a solution is not the only product students will be building. Along the way, they will enhance their 21st century acumen by using Google Classroom and Google Apps for Education to collaborate and communicate their results.

Although students are scheduled to spend just one period a week using the space, the teaching trio is hopeful that the initiative will spread. Whether students continue their curiosity quests at home or classroom teachers take advantage of the program, the idea “Make the Change You Want to See.” Hopkins School is undergoing construction at the intersection of technology, library, and visual arts. Imbued with a vision of future leaders, Ms. Doty, Mrs. Weldon, and Ms. DaRosa teamed-up

to transform the 5th grade technolibrary and arts curriculum into a series of choice-based, problembased projects that tap into children’s innate curiosity and desire to innovate. The goal is to prepare students to navigate an unimagined future by engaging their curiosity and creativity to solve realworld problems in a collaborative environment. At the same time, the new maker curriculum aims to integrate the related arts and content curriculum in an authentic way while tapping into Common Core and Next Generation Science Standards.

For inspiration, fifth-graders kicked off the year in technolibrary with a picture book. In The Boy Who Harnessed the Wind, students discovered William Kamkwamba who, at age fourteen, set out to help his impoverished, drought-stricken village in Malawi. Remarkably, William designed a windmill based on pictures in a library book and built it using parts he scavenged in a trash dump. Emboldened by William’s success, Hopkins students accepted their mission: to think of a social problem that’s important to them and make a solution using the design process.

To that end, students were introduced to the City X Project in which earthly residents were transported to a new planet and tasked with building a city. Each student was assigned a fictitious character and challenged to design a solution to a prescribed social problem relating to communication, education, energy, environment, food, health, safety, or transportation. Using the City X curriculum, which was adapted from the “Design Thinking” process used by the Stanford d.school, students had to empathize, define, ideate, prototype, test, and share their way to a solution with only clay, TinkerCAD design software, a 3D printer, and most importantly, their imaginations.

While the City X simulation was structured around predefined issues and printable solutions, the training wheels are coming off. Moving for-

ward, students will identify a social issue, follow the design process, and create a solution using materials found in the makerspace. Some of the tools made available through a seed grant from the HEF include a a of design thinking and tinkering becoming part of student culture is awe-inspiring!

“We chose to use the steps from City X throughout the curriculum because it begins with empathize. Giving context to a problem and understanding the personal aspect is a powerful and meaningful way to begin the design process,” said DaRosa.

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MANDATORY EMERGENCY/URGENT NOTIFICATIONS

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or emergency/urgent notifications which may be school or student specific notifications, or school closing notifications we use the iAutoAlert module within our student management system, iPass. On registration and yearly at the start of the school year we ask guardians to supply us with contact information including phone numbers, email addresses, and specifically up to two “AlertNow” phone numbers to be used for urgent communications from the district. These “AlertNow” phone numbers can be cell phone or home phone numbers and are stored in the student data record. Other phone numbers and email addresses are stored in the guardian record.

Other than supplying us with the correct information no action is required on the part of the guardian to receive these kinds of communications. We may send these notifications by phone, by email, or both.

Usually phone notifications are sent only to the supplied AlertNow numbers but on rare occasions we may call guardian phone numbers as well. Phone calls to the AlertNow number are sent by student, but email notifications are sent to any contact attached to a student record that is identified as a Mother, Father, or Guardian. It is therefore important for you to make sure that the Relationship of the contacts on the Registration or Bio-verification Form is accurate to ensure messages are sent to the correct people.

The iPass system is also utilized for absentee phone calls, calls made when your student is reported as absent and no notification has been received by the school. Teachers will also use the email functionality within iPass to contact both parents and students. Parents and community members can also choose to sign-up to receive informational messages sent out from the system that manages our district website http://www.hopkinton.k12.ma.us, known as SchoolWires. School closings are also sent out using SchoolWires to notify members of the community who may not have students in the school system. To register click on the Parents tab followed by Email Communication Signup.

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Complete the form selecting all the lists for which you wish to be registered, then click on Save. If you do not already have a SchoolWires account one will be created for you and an email will be sent containing the account information.

We might also ask you login with this account information when completing consent forms on our website so keep a record of your credentials.

Because we cannot guarantee that messages sent from HPS make it into your email inbox action is required on your part to add our listserv email addresses as safe senders: The email addresses used for listserv messages are: hopkinton-public-schools@hopkinton.k12.ma.us eflyers@hopkinton.k12.ma.us hopkinton-preschool@hopkinton.k12.ma.us center-school@hopkinton.k12.ma.us elmwood-school@hopkinton.k12.ma.us hopkins-school@hopkinton.k12.ma.us hopkinton-middle-school@hopkinton.k12.ma.us hopkinton-high-school@hopkinton.k12.ma.us How to add a safe sender to your email If you move out of town and no longer want to hear from us, just delete your account. Click on Sign In, Click on Edit Account Settings, Delete Account on the side menu, then Delete Account Questions or Concerns?

Like all technology occasionally there are issues beyond our control, and despite our best efforts communications may not reach you as intended. If that is the case, or you have further questions please contact: Linda Henderson, Data Manager lhenderson@hopkinton.k12.ma.us.

at

508-417-9395

or

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HOPKINS Welcomes New Devices

This year Hopkins School is being transformed by technology. Students and teachers are enjoying a new 2:1 Chromebook environment along with the adoption of Google Classroom, a collaborative learning platform. While research abounds on the value of educational technology, we reached out to the Hopkins staff for their personal take on this initiative. The results are overwhelmingly positive with the biggest challenge being the need to share during common curriculum times. Check out what teachers are saying: “Google Classroom has been a good substitute for a classroom website. It has allowed me to post videos and some assignments that students can use simultaneously…”

“The ratio is the most helpful aspect of the new initiative. An entire class can be engaged on a task with the teacher whereas with fewer devices, partners have to take turns and the time on learning is much lower.”

“Google Classroom allows me to post many resources for the kids and gives them constant access to important information … the ease of creating assignments and sharing them between students and teachers is incredible … we love how we can comment and grade them right in Drive.”

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“It is wonderful to have more frequent and easy access to technology.. The Chromebooks are extremely easy ... I love that it is just one click to get to Classroom.”

“Personally, I love the electronic distribution aspect to Google Classroom... It is great to have all student work in one place and to be able to easily see and comment on work in progress.” It’s also great to have a site that functions both as a place to post assignments and resources all on one page.

“The Chromebooks have been a wonderful addition to the classroom. The students use the Chromebooks on a daily basis throughout all areas of the curriculum, including Reader’s Workshop, Writer’s Workshop and math. For example, during Reader’s Workshop multiple students are able to record themselves reading on TwistedWave or practice their phonics skills on Lexia…”

“...In my opinion, the 2:1 Chromebook environment has been a positive experience for both the students and teachers.”

“Something that is difficult is that … we often need the Chromebooks at the same time.”

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The Hopkinton Education Foundation; the who, what, where, when and how!

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any people in town have heard of the Hopkinton Education Foundation, or HEF, but do you know how it started, where the donations are going, what types of grants are funded, and how you can help?

Over twenty years ago, a group of concerned citizens and school personnel led by Reverend Stephen Gray decided it was time to help schools in any way that they could and formed the Hopkinton Education Foundation in 1992. At this time, the Board’s vision, which remains true today, was to be the primary independent catalyst that energizes Hopkinton Public School educators to deliver innovative educational experiences that inspire students to strive for excellence and become lifelong learners. Using this ideology, the Hopkinton Education Foundation has provided funding for more than 300 grants totaling near $1.1 million to the Hopkinton public schools. These grants have touched all five schools and support educators as they search for and deliver new ways to educate students.

The grant process is collaborative with the school system, however independently functioning. Each school works with a Foundation liaison who helps guide teachers and educators through the Board guidelines for the grant process. The Grant committee meets numerous times to discuss and determine which grant applications meet eligibility criteria specifically based on innovation, direct and immediate impact on a large number of students, sustainability and several other factors. Once the grant committee has its selections of which applications they would like to fund, they recommend to the board.

The entire board then votes to fund the grants. “Awarding grants enabling teachers to be more innovative in the classroom is what the Ed Foundation does. The grants that we have funded over our history have had tremendous impact on students in every grade level,” as Maureen Belger, the Education Foundation Grants Chair, describes the grants impact across the town. “For us, a very successful grant is one that we pilot and which ultimately gets funded on a larger scale as part of the school budget. I love being on the grant committee as a liaison and this year, as grant chair, because it provides me with the opportunity to interact with our teachers and administrators, hearing their exciting innovative ideas and working with them to turn the ideas into a grant the the Ed Foundation will fund.” Recent grants have included introducing coding a computer through Kano Kits, Glass fusion in a new kiln, creating a MakerSpace and Innovation Lab at the High School, and building a foundation for STEM concepts in kindergarten and first grade classrooms.

There are many ways that you can support the Education Foundation including a direct donation as well as other fundraising initiatives held throughout the year, such as its Thank-a-Teacher program, and the upcoming gala to be held on February 27th. Additionally, volunteers for all size positions are always needed. One never knows why they may join or how they will be inspired, just ask current president Alexis Miller: “When I was on the school council at Elmwood, I heard the principal and teachers on the council talking about some grants, how excited they were and the impact they had on the students desire to learn. It inspired me to learn more about HEF, and then to join the board. I am excited to be a part of something that helps our teachers find innovative ways to inspire our children. “ Please don’t hesitate to reach out to communications@hopkintoneducationfoundation.org for additional information about anything you see in this article, to donate or to volunteer!

Contact us

Ashoke Ghosh

Linda Henderson

Jon Parent

Tech Director aghosh@hopkinton.k12.ma.us

Data Manager lhenderson@hopkinton.k12.ma.us

Network Admin jparent@hopkinton.k12.ma.us

Chrystal Hoe

Stephanie Doty

Nili Bartley

Fred Haas

Tech Integration choe@hopkinton.k12.ma.us

Tech Integration sdoty@hopkinton.k12.ma.us

Tech Integration nbartley@hopkinton.k12.ma.us

Tech Integration fhaas@hopkinton.k12.ma.us

Chapin Porcella

Mike Wolf

Ryan Choquet

Matt Cipriano

Lead Tech cporcella@hopkinton.k12.ma.us

Lead Tech mwolf@hopkinton.k12.ma.us

Technician rchoquet@hopkinton.k12.ma.us

Technicianhe mcipriano@hopkinton.k12.ma.us

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