Destiny 2020 Q4

Our Support Making a Difference

2 Million

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Boys & Girls Club of Warwick Covid-19 Learning Recovery Project Photo: Boys & Girls Club of Warwick

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DESTINY INTERACTIVE XIII Q4 2020

National Grid Foundation

More Help to Our Communities

Rhode Island

New York Down State

New York Upstate

Massachusetts

www.nationalgridfoundation.com

Destiny newsletter is a quarterly publication created to give you a glimpse into the stories of some of the organizations and programs National Grid Foundation supports.

Editor Creative Director Executive Director

Christine Berardi Pamela Focá Edward H. White Jr.

DEST I N Y I N T E R AC T I VE X I I I  Q4 2 0 2 0

National Grid Foundation

Boys & Girls Club of Warwick

Covid-19 Learning Recovery Project Photo: Boys & Girls Club of Warwick

National Grid Foundation

By Deborah Drew

Since its reopening in June, the Boys and Girls Club of Warwick, Rhode Island, staff has been witnessing the troubling impact distance learning is having on children.

Struggling students are struggling even more with distance learning mandated as a result of COVID-19. And many who used to do well and thrive in a classroom setting are now missing the important interactions that help them learn and retain critical lesson objectives. Equally serious is the need for social emotional help as many youth are experiencing anxiety and much worse. Committed to not allowing its student members’ futures be another casualty of this pandemic, the Boys and Girls Club of Warwick (WBGC), is hyper-focused on delivering educational supports designed to help kids catch up and stay on track academically.

While fully open throughout the day and maintaining safety guidelines required by the state of Rhode Island, it’s goal is to maximize learning and ensure every local child has every opportunity for a great future. The Club is supporting a hybrid learning model — some members go to school some days, but on others, they are at the Club, while others are there throughout the day, every day, and still others come before and/or after school — as it delivers programming, it offers meals to members who are in need (majority are from economically challenged areas) and also

provides child care for the community.

Overall, the program, delivered in small groups or pods, helps students overcome distance learning problems and be better prepared for school. Covering two branches – Norwood

“With Covid-19 decreasing our revenue while driving costs up, we are increasingly dependent on supporters like National Grid and individual donors. They ensure we can continue keeping kids safe and on track in school, while giving parents reliable care for their sons and daughters so they can continue working.”

– Lara D’Antuono,

BGCW Executive Director

and Oakland Beach — the Club is aggressively and creatively meeting the needs of members, helping students catch up, re-engage, and be on track for on-time graduation.

“I decided to continue doing full distance learning at the Club. I was so nervous about sending the girls here initially, however, all three of them come home so happy every day and they really love the dinner that you guys give them! They are so happy here and I am just really comfortable with the way things are run that I decided to just keep them here.”

Parent Quote

National Grid Foundation

Some key programs include: A cademics – that includes daily learning, content review, and tutorial support in existing curricula and “classroom” assignments covering math, reading (including a summer reading program that was offered this past summer) and science. P ositive Action – that encourages students to be their best possible selves through self- improvement activities that enrich the mind and body, such as lessons in acting responsibly, treating others the way they want to be treated. S ervice Learning – that supports being a good community steward with activities such as becoming pen pals with local nursing home members, beautifying a park, or helping at food pantries.

“I love that I can express my imagination.”

Club Member

“The Club means more help with my education.”

Club Member

E ducation and Career Development – encourages proficiency in basic education disciplines, applying learning to everyday situations, and embracing technology to achieve career success.

It includes:  Power Hour where homework help and tutors are available.  Computer Science Pathway that takes the student on the journey from encounters with coding to creative computing, and covers STEM programming.  DYI which is hands-on STEM curricula that connects youth to science themes.  Career Launch that prepares teens for the world of careers and work. Club teens 13 – 18 years old embark on a journey to explore possible vocations, make sound educational decisions and find success in the world of work.

The National Grid Foundation has invested in the Boys and Girls Club with a grant delivered last summer to support its works to bridge the education gap created by distance learning under the pandemic. As schools’ curriculum delivery differs from community to community, no matter what it looks like, the Club is committed to intense academic responsiveness and a pivot focus on whatever is necessary for children to maintain progress. Expected outcomes are increased enthusiasm for learning, improved performance, amplified awareness of professions, and social-emotional well-being. ❧

“Keep up the great work! We love the Boys & Girls Clubs and just wanted to say thank you for always doing your best to keep the programs going through these difficult times!

Thank you for helping parents manage a hybrid system!”

Parent Quote

Project Access Leads St. Francis College Students to Success

By Christine Berardi

Since 2003, St. Francis College’s Project Access program has helped nearly 1,400 students overcome academic hurdles, reach their potential while continuing their studies and develop into contributing members of the community.

COVID-19 pandemic, St. Francis enrolled 75 students into Project Access. The teachers, mentors and students demonstrated their resiliency by continuing their studies (virtually) leading to a successful college career and graduation.

Project Access is a multi-faceted first-year college program supporting incoming students at St. Francis College located in Downtown Brooklyn, NY. It is a comprehensive verbal skills program aiding in reading, writing and critical thinking skills. Students may continue with the program as they advance in their studies.

“Without the support of National Grid Foundation, Project Access would not be one of St. Francis College’s signature academic enhancement and support services. On behalf of the entire St. Francis College family, our deepest gratitude to National Grid Foundation for their longstanding commitment to Project Access,” said Thomas Flood, Vice President of Advancement, St. Francis College. ❧

During the 2020-2021 academic year which presented unforeseen challenges during the COVID-19 crisis challenge The COVID-19 crisis has challenged us in ways we did not think possible 10 months ago. For Project Access, SFC had to re-imagine programming that was built on the foundation of community while understanding students’ additional hardships and stressors. For students who already may be academically underprepared as they begin their college journey, these challenges are even greater.

In Fall 2020 all Project Access services and events were held virtually.

This includes:  Summer Orientation  Freshman Seminar  Individual and group tutoring  Workshops on Mastering Communication, Study Skills for Student Success, and Time Management

National Grid Foundation

A PARTNERSHIP IN ACCESS & OPPORTUNITY Raquel Torrez Year: Freshman Major: Communication - Public Relations Extracurricular: Swim Team My Big Dream is to work in the field of public relations and journalism. Once I gain the right experience, my hope is to transition and bring my talents to a Humanitarian / Environmental Corporation. St. Francis, Project Access and the National Grid Foundation is supporting me on my journey, and someday, I will do the same for others – it is all about continuing the cycle of generosity.

How has Project Access helped you?

I am grateful for Project Access - it has provided me the resources to excel in my studies. I am forever grateful for Professor Havercome - he is an excellent motivator who cares about his students.

Julian Steve Laboriel Year: Junior Major: Communication- Performance Studies Minor: Drama Extracurricular: Vice President of Terrier TV My Big Dream is to become an actor or work in a public relations-advertising company.

How has Project Access helped you?

Fortunately, I’ve been part of Project Access since my Freshman year – it played a major role in my successful transition from high school to college.

Professor Justine Butler was a positive influence and inspiration. I greatly valued the tutoring, professional development, and the personal check-ins. Would not be where I am today without it.

Saron Berehe Year: Junior Major: Information Technology - Web Design Extracurricular: International Club, African Association Club, Socio-cultural Club, Entrepreneurship club, IT Club, and Alpha Lambda Delta. (Honor Society) My Big Dream is is to get my Master’s in Finance and work in a major corporation for 2 years. I will then return to Ethiopia and open my own IT business since the need is great there.

How has Project Access helped you?

I am an International student from Ethiopia. Project Access has helped improve my writing skills. Mr. Nelson Bermudez supported me in this endeavor. This program has provided study skills that assisted with course work management and helped shape my personal goals.

Francesca Adragna Year: Senior Major: Childhood Education - English Extracurricular: Kappa Delta Phi (Education Society) My Big Dream is is to earn my Master’s and become an ESL teacher.

How has Project Access helped you?

I was invited into the Project Access program during my first year at SFC. This was a positive experience for me. I was given tutoring in both English, Math and received career readiness coursework. I am grateful for Professor Justine Butler she was very helpful to me in my transition from high school to college, not sure I would be here today without her or this program.

National Grid Foundation

Making a Difference at VIA Helping one person may not change the whole world, but it could change the whole world for one person.

– Anonymous Visually Impaired Advancement (VIA) located in Buffalo, NY creates pathways forward for individuals with visual impairments and vision loss.

Formerly the Olmsted Center for Sight, VIA offers a myriad of services and programs for help guide residents of all ages through their vision loss and help them become even more successful and productive in the community.

Below is a letter and video from VIA highlighting one student’s journey.

December 9, 2020 Dear National Grid Foundation: For all the challenges and changes that 2020 has brought, one thing remains the certain, and that is the need to help those who struggle with circumstances such as loss of vision. Below is a letter from a DeShawn A., a student that your funding greatly helped. I am deeply grateful for the support that you give VIA and people who are blind & visually impaired, and I wish you a safe and happy holiday!

Renee DiFlavio, Senior Vice President VIA (Visually Impaired Advancement)

National Grid Foundation

DeShawn A. Olmsted Center for Sight Video – YouTube 2014

Hello, My name is DeShawn and I was born with an eye disease that has worsened over the years and now I use a white B. I am a Mom to two wonderful daughters! I would like to tell you a little bit more about myself and how appreciative I am of the services I received [at VIA].

I was working at Macy’s for 7 years when I lost my job because of COVID-19. After being at one place for so long I really didn’t have a lot of confidence about finding a new job, especially because of my visual impairment .

I started working with Jillian [at VIA] who helped me develop a new resume and practiced with me on how to interview and how to answer questions about my blindness. Jill helped me search and apply for jobs. I ended up interviewing at 2 out of 3 places that I applied to and was offered a position at both places! I accepted the position that was closer to my house and it is the best decision I ever made ! I am really happy working at T.J. Maxx and have already cleared my 90-day probation !

I am still getting Vocational Rehabilitation Training from at VIA to help me with the adaptive technology for my computer related needs on the job and every other part of the job is going very well too.

With the help of Jill , it has been a blessing . Jill took the time to drive me home after the interviews and helped me on the computer and look for work . I appreciated her patience ; it made such a difference . I love my job! My supervisor Donna just gave me my first review and so far, it’s all good marks!

Thank you for funding this program at at VIA - without it I don’t know where I would be .

Happy Holidays, DeShawn A.

National Grid Foundation

Impact Pandemic:

The Learning Community Approach

By Deborah Drew

Nearly a year ago, academic life at Central Falls, Rhode Island’s Learning Community charter school was normal. Normal for the Learning Community meant serving nearly 600 kindergarten through 8th grade students from Central Falls, Pawtucket and Providence. Its students consistently and dramatically outperformed their RI state peers on standardized tests covering English Language Arts, Math, and Science, despite a poverty rate nearly twice the state average.

Students at the Learning Community are overwhelmingly low-income and of color.

In the classroom, supported by engaged, caring and highly educated teachers, students study what it means to be a good reader, writer, scientist and mathematician – and they emulate those strategies. Classrooms reflect an innovative workshop structure, based on work pioneered at Columbia Teachers’ College and evolved to include lessons its own students have taught the school over the years. Its curriculum also includes explicit instruction in oral literacy – speaking, listening, dialogue, debate (supported by evidence) and social action around issues of inequity – starting in kindergarten.

The Learning Community also boasts robust after-school enrichment, including its Exploratorium, a STEM-focused, hands-on afterschool and summer program that is supported by a grant from the National Grid Foundation. Their Exploratorium is closely aligned with the school’s day curriculum and reinforces students’ educational experiences. And, The Learning Community is a key community resource; it serves the Central Falls area through a food bank that is housed in the same school building.

Spring 2020 Brings Challenges, Changes Beginning in March 2020, the world, as most of us know it, began to change. It changed for the Learning Community too. School and in-person classroom learning was suspended.

Because students received meals from the school and the community food bank is housed in the building, The Learning Community began food distributions twice a week with grocery bags filled with one week’s supply of breakfasts and lunches per child. It opened a hotline for families in need of help, to field questions related to learning or seeking additional resources for food, housing, healthcare, immigration services, etc. Learning Community families are always able to reach a resource from the school.

To continue education services, all students were sent home with school supplies and assignment packs in anticipation and preparation for “Distance Learning,” now a term d’art born from the COVID pandemic. But the Learning Community didn’t stop

Photos: The Learning Community

there: Chromebook distributions followed for every student at every grade level and more than 100 Hot Spots were set up to assure students had internet access.

As Distance Learning took off through online meeting platforms, such as Zoom, teachers worked closely with the school’ Social Emotional Team that tracks student engagement and identifies barriers.

The Learning Community team, as a part of this approach, also developed academic goals and grading systems that were more responsive to Distance Learning and strategically aligned with students’ and families’ specific needs. Its Special Education team also regularly joins the larger classroom meetings to provide support as needed.

In addition to offering support through virtual means, teachers often provide families with resources for additional instructional support, especially for reading and math.

While the academic basics were covered, the school immediately anticipated and started to see an increase in social-emotional challenges as students became isolated at home, away from their peers, and experiencing various new stressors imposed by the pandemic (economic hardships, infection within the household, etc.). As a result, The Learning Community added two additional Social Workers to the team to support students and families in need.

The vast experience at The Learning Community has shown from daily in-school instruction, that one-size does not fit all, and services must remain flexible and adapted to each individual student and family circumstance. Moreover, many teachers go out of their way to come up with creative ways of maintaining students’ motivation and engagement during distance learning

Photos: The Learning Community

by also creating less formal educational opportunities for interaction, such as games and other enrichment activities.

Throughout this academic pivot, student progress is monitored, attendance and engagement is monitored, and parents receive progress reports on students’ growth toward goals.

As a result, The Learning Community has created a student-centered, highly individualized Distance Learning program.

A Plan for Re-Opening After two months of Distance Learning and adapting to new ways of learning and community response, talks began to surface of re-opening the school in the fall.

At the same time, local businesses, the state and key individuals stepped up to help the school and support local communities as the impact of food insecurity and the need for the most basic human services began to escalate. The National Grid Foundation was among those who provided, special, additional funding earmarked for COVID support.

Facing the potential of students returning to school in person this Fall, The Learning Community began forming a reopening plan. It covered procurement of PPE materials in anticipation of high demand and low inventory. Keeping in mind that its students and staff come from Rhode Island’s COVID-19 hotspots (Central Falls, Pawtucket and Providence), its primary goal was to protect all students and staff by providing stringent cleaning protocol and providing thorough PPE measures for everyone in the building, including 6 ft high clear desk dividers, masks, face shields, and gowns.

Today, due to escalating infection rates, and concern for the health and safety of teachers, staff and students, alike, The Learning Community remains a Distance Learning school.

Even with the challenges presented by pandemic, the school remains a strong, professional community that is focused on growing the whole child. Ingrained in its DNA is the belief that literacy empowers each individual to have a voice and assume community responsibility. It continues to grow teacher leaders, student leaders and community leaders and encourages children to see themselves as serious students with important stories to tell. ❧

National Grid Foundation

FirstWorks

kicks off its 2020 – 21 Earth First program with a Fall pop-up concert and, Lee Mixashawn Rozie, an internationally acclaimed jazz musician whose career in traditional and contemporary Indigenous music spans three decades, leads the series. Combining ancient cultural principles and harmonic adventures, Mixashawn lights up the connecting waves that unfold between and around us, revealing universal qualities of our shared world. Mixashawn is part of Earth First, which National Grid Foundation’s support helps make possible. Mixashawn also will join FirstWorks for virtual workshops with students and an online Teacher Professional Development training later this season. ❧ Lee Mixashawn Rozie performing at Roger Williams Park Conservancy on the Dalrymple Boathouse Lawn!

Photos: FirstWorks

National Grid Foundation

“The most difficult thing is the decision to act, the rest is merely tenacity.” — Amelia Earhart

We are here to add what we can to life, not to get what we can from life.

— William Osler