A 10 minute visit to Ms. Stefanie’s Franklin School Pre-K classroom during centers reveals a classroom filled with student centered, hands on learning.

“The research shows that if educators are feeling less stressed and not burnout, that leads to increased positive social emotional and academic learning for students. As a district/community, this is such important data.”

With a new hydroponic garden, students will collect data, monitor growth, and develop responsibility as they care for plants in their classroom.

Ms. G’s creative ways of incorporating the Laser Cutter sparked a boom in the creativity of her class.

Nine teachers from grades K-5 spent the summer months revising and editing current social studies curriculum units to support the inclusion of diverse perspectives across race, religion, culture, gender identities, disability, and personal experience.

"I am passionate about reading instruction and this training was amazing. I use the strategies all the time and I've shared them with my colleagues too.”

-- Janelle DeMerchant, Roosevelt School, Special Education

Grant Recipient Mr. Mahoney - “As teachers, we’re always trying to make connections to what’s going on in our lives today.”

Monopoly has been around in various forms and editions for more than a century. After nearly a year of COVID-induced delays, four Melrose High School students, using tools and equipment funded in part by the Melrose Education Foundation, finished creating their version of the ever-popular board game: FIFA Monopoly.

Sexism. Racism. Ableism. Heavy topics that require deep and intentional learning experiences in our schools. And as part of a project spearheaded by Melrose High School’s 10th grade English teachers, students are participating in just that.

Amidst all the unknown of this past summer, Melrose High School English teachers Robin Loewald and Arielle Gillette continued to bring forward the important work of engaging students in conversations about racial equity.