Keeping Kids Safe

A year ago the district experienced an unprecedented situation with the arrests of three staff members  affiliated  with the Needham Public Schools. Over the course of three months in the spring, two teachers and one contracted employee for our before/after school child care program were arrested in three separate incidents for the possession and/or distribution of child sexual abuse materials (i.e., child pornography).  Working with state and local police during the ensuing investigations, we learned that no Needham students were involved or victimized by the horrific behavior of these three trusted staff members. The employees were quickly dismissed from their roles and their cases are currently being adjudicated in the courts.

Staff, families, and students were understandably shocked by the arrests and had many questions:  “Why didn’t you know about this illegal behavior?”... “How do you ensure that potential employees are not predators?”... “Is my child safe at school and in the community?”... “How can I help my child trust adults when things like this happen?” Even though we believed that it would have been impossible to know what these former employees were doing in their private lives, the questions were fair and required the district to reflect deeply on our practices, policies, and procedures.

Since last spring we have undertaken the following activities to ensure our students are safe, our employment practices sound, and policies and procedures are rigorously implemented:

• Partnership with ICAC The Massachusetts State Police Internet Crimes Against Children (ICAC) Task Force is dedicated to investigating, prosecuting and working with local communities to combat online child exploitation and the use of child sexual abuse materials.  We have developed a positive working relationship with ICAC and recently invited ICAC officials to meet with private and public school leaders in Needham to learn about their work and to help us prevent online child exploitation.  The Town of Needham Police Department counts itself as a member of the ICAC network.

• Human Resource Assessment The district contracted with the UMASS Collins Center to review, analyze, and understand our practices and procedures related to recruitment, hiring, and onboarding of new employees to assess our compliance with the law around, for example, conducting Criminal Offender Records Information (CORI) and Sexual Offender Records Information (SORI) checks, among other responsibilities, to ensure student and staff safety and wellbeing. (Access the report here.) The assessment showed that the district’s compliance practices are extremely strong and that there was no reasonable way to determine whether or not any one of these three individuals was engaged in this illegal and abhorrent behavior. The assessment also gave us an opportunity to review other human resource programs and procedures to strengthen the overall experience for a professional and dedicated staff.

• Child Protection Units This year we are introducing Child Protection Units in grades K-5 to enable children to understand ways to stay safe; encourage them to speak to trusted adults when they are concerned about their bodily autonomy or personal safety; and understand safe and unsafe touches. This developmentally appropriate elementary level curriculum is designed to involve parents and empower children by teaching them how to seek assistance if necessary.

• Mandated Training Each year our staff is required to complete a training to remind them about rules guiding student privacy, special education, and other compliance issues.  This year we updated the training with a new interactive platform and ramped up additional modules to include additional responsibilities, including the role of staff in reporting concerning behavior in school.

• Supervision Practices The district has long been committed to supporting and supervising our teachers once they have been hired. We provide mentors for new teachers, and we have adopted state guidance and rubrics that provide a foundation for our evaluation procedures for teachers. Building administrators also receive support and training to assist them with their supervisory responsibilities. Additionally, we are one of a handful of districts that has a rigorous protocol for the review of those teachers who are in their first three years of service.  Professional status is granted to an educator in the Needham Public Schools after a thorough and detailed conversation and collaboration which involves the principals, district administrators, and the superintendent who meet annually to review each educator's growth and identify areas for improvement. Only after a thorough review and discussion of the supervisors’ notes and observations is a teacher awarded professional status.

These activities, procedures, and programs alone can’t guarantee that illegal and inappropriate behavior will not occur in the Needham Public Schools; there is simply no way to prevent that. However, rigorous hiring and vetting procedures coupled with strong staff supervision and thoughtful student programming will assist us to continue to keep our students safe - and focused on their wellbeing, learning and growth. 

Why are there so many early release days?

 

Sometimes I am asked about why we need the Wednesday half days for professional learning.

Parents ask questions like:

• Why does the district disrupt my schedule on certain Wednesdays requiring me to figure out what to do with my child?

• When I was in school I never had half days for my teachers to work on PD. Why do they need it now?

• What actually happens on those half days that can’t happen at another time so my student can stay in school and I won’t need to worry about childcare?

• Can’t you do all of the professional development in the summer before school starts?

• What about all the kids who are roaming around in the center of Town causing problems on half days?

All these questions are fair to ask!  

We use the early release schedule to provide time for all teachers, instructional aides and administrators to get together to work on developing curriculum, discuss student assessments, and attend to their professional learning. Given that teachers are typically scheduled with students the entire school day, there is then no other time for them to receive training, new updates, revise curriculum, and discuss and plan for district initiatives.  For example, we are in the middle of a three year effort to identify a new literacy curriculum at the elementary level. Teachers and administrators need time to sit down together to assess the pilot, discuss options, and review student assessments and work.  It simply is not possible to do this during the school day when children are present. Teachers do have meetings and professional learning time and hours after the students have left for the school day, but it's not possible to conduct all of their work after 2:30 or 3:00 p.m.

Many teachers are working after hours to tackle school responsibilities (e.g., planning tomorrow’s lesson, coaching, running a club activity) and we have a significant number who participate in training over the summer.  But we still need the additional time to address the needs of our staff so they, in turn, can be more responsive to the needs of our students.  Teaching and learning has only gotten more complicated than it was, for example, when I was a teacher.  When I taught in the 1980s it was mostly a solitary experience. I was never expected to work or collaborate with other teachers; I was just given a text book and told to do my best.  Federal and state mandates, which I did not have to contend with as a teacher, are now more pronounced and intrusive, requiring even more attention to collaborative work, planning and discussion among educators. Over time we have recognized the need, and the power, of teachers working together to improve learning.  I'd like to think that the way we structure early release days and professional work and learning for our staff, while imperfect, is one of the reasons our district has been recognized for significant growth and success in the last few years.

I know the disruption is sometimes challenging for parents who are struggling to plan their work week, etc.  One of the things we have done in recent years is to reduce the total number of early release days, especially at the middle school level, as a response to families and childcare issues.  We are constantly considering new and alternative ways to work (e.g., we use some virtual learning and meeting time) to ensure students receive the education they deserve, and we try to avoid disrupting the schedule as much as possible. We also have been working with business and shop owners to address some of their concerns about student behavior in their stores. The middle school principals are very clear with students about what is expected, and I hope parents are also letting their children understand their expectations for respectful and appropriate behavior. For sure, it is important for young adolescents to have some independence and demonstrate good decision making when they are away from their parents and teachers.

Each new calendar year presents challenges with religious holidays, late (or early Labor Days), Federal elections, snow days, etc.  I try to ensure we start before Labor Day but end by mid June with as few disruptions as possible.  We also do not want to stack early release days back to back, and we try to have as many full, five day weeks as we can.  This January (2026) we  faced the challenge of needing two early release days but recognizing we would bump up against February and the February break.  Ultimately, we decided to schedule just one early release day in February to help balance things out.  Believe me, there was much discussion about the January 2026 schedule among staff, parent leaders, and School Committee members before we decided on the calendar plan.  For sure:  The academic calendar is imperfect at best and in my 20 years of experience as Needham's superintendent has never satisfied all constituents.

Nonetheless, we will keep trying to ensure we can deliver a quality program to our students - one they deserve and parents expect - while also attending to the increasing and varied responsibilities our educators have.

What I Learned in Kindergarten

 

Recently I had the opportunity to help out for a school day in a Kindergarten classroom.  Besides being exhausted by the time dismissal rolled around, I did learn a lot from the experience:

• Regardless of one’s position or authority, Kindergarteners are brutally honest and treat everyone the same.  I was introduced to the class by the teacher as the “Big Boss” who runs the schools.  That introduction quickly fell flat when one student looked up at me, shrugged, and asked me to move over because I was apparently invading his space. I was invited to join morning circle for a greeting, and I was eagerly welcomed by my new friends. And even though these kids didn’t know me from Adam, it only took a few minutes for one to tap me on the knee and ask me to read a book.

• Kindergarteners love learning.  Whether it was a phonics lesson, math challenge, or selecting a special book from the library, these kids were eager to learn and demonstrated an amazing capacity to switch gears between lessons. They were all business! They were inquisitive, attentive (even when rolling around on the rug…) and had self management skills that I sometimes see lacking in fellow superintendents(!)

• There is a lot of nose blowing in Kindergarten. Of course, it’s winter time in New England but even I was surprised at the number of runny noses. Let me be clear: There were prodigious amounts of snot - wiped all over chins, hands, and sleeves.  It was a constant battle keeping noses clean. Thank goodness for Purell. (Parents, if you really want to put a smile on a teacher’s face, send in extra boxes of Kleenex; there is never enough.) 

• Everything is breaking news.  One kindergartener lost her first tooth, and it was a cause for celebration and excitement. Stories about siblings, recess drama, and pets abound. In the middle of a math game and without prompting, one boy shared what his father said over the weekend when his dad hit his head on the door; he explained it in such exaggerated detail it could have been a screenplay for a hit movie. I was mesmerized. 

• The power of the hand signal. The teacher and her assistant expertly used a raised hand and gesture to get all the Kindergarteners to stop what they were doing and form a straight and quiet line to head out for recess. If only I could get the principals to fall in line like this.

• Speaking of Kindergarten teachers… The adults in that classroom, and all of our teachers and staff, are heroes.  Our teachers are dedicated to meeting the many and varied needs of all of our children, regardless of their circumstances, and I am grateful for all they do. Each day they arrive prepared to guide and support these children and they do so with humor, flexibility (wicked flexibility!) patience, creativity, caring, and love. I already know that about our teachers, but spending a day in a Kindergarten classroom helped me to put my work in perspective; and looking at those 20 something faces made the Portrait of a Needham Graduate come alive - and feel personal.

I am so fortunate and privileged to work in a community that values its children and young people like Needham does.  

For sure, educating young people is challenging and our efforts sometimes imperfect, but the teaching and learning that is going on across the district is the most important work happening in this community, and I am humbled by our educators’ commitment and inspired by our Kindergarteners' joy.  

A Thanksgiving Message

Before Thanksgiving the
"Big Boss" received a
special card.
Thanks, Tara!

I sent the following message to our faculty and staff this week. I hope each member of the Needham community enjoys a restful and peaceful Thanksgiving holiday!

Dear Faculty and Staff:

Near downtown Worcester there is a small soup kitchen and hospitality house called the Mustard Seed. In 1977, when I was a freshman at Holy Cross College, I first had the honor of volunteering there serving meals. Since then and over these many years my family and I have supported the Mustard Seed and their mission of serving homeless folks, migrants, and those who have simply struggled to make ends meet.

One of the things that always strikes me on those occasions when we are delivering groceries or serving food is the profound sense of gratitude from the patrons.  Their sense of appreciation always catches me off guard because I feel privileged to have the means to serve them and don’t expect the strong expressions of thankfulness and grace they extend. I recall one man who, after a simple meal was served, grabbed my hands and with tears in his eyes whispered, “Thank you and God Bless you.”  In those moments I feel a deep sense of guilt and humility. I can’t really explain it, but it is humbling to serve others knowing that our life’s stories could have been so different.

That same feeling of profound gratitude and humility is what I carry with me as I work with the extraordinary staff, students, and families of the Needham Public Schools.

In the faces of our students and staff, I always see a spark of potential and joy, and I feel that same sense of privilege to be a part of our students’ and a part of your journey. Let me take this opportunity to say to each of you: Thank you for letting me share this mission with you and for making our schools a place of hope and growth.

This Thanksgiving, I am particularly grateful for my family, my health, and I am profoundly humbled to be your colleague. Wishing you and your families a wonderful and peaceful Thanksgiving.

Dan

It's Time for Pollard!

Inaccessible and undersized classrooms… Lack of a modern HVAC system to provide consistent heating, cooling, and air quality… Leaky roof… … Modular classrooms that have outlived their useful life… Outdated science labs… Lack of special education programming spaces… Small and antiquated auditorium… Undersized office and conference spaces…  

These are the conditions for learning for over 800 students at Pollard Middle School. And as your superintendent for 20 years, I have concluded that it’s finally time to focus on the needs of our grades 6-8 students to ensure they have the infrastructure, resources, and conditions for learning that will empower their success. Let me explain:

Since 2019, the Town has been studying and planning for our future school building needs and anticipated school building projects have been a subject of discussion for several years now. After years of study, Pollard Middle School was prioritized as the district's next school building project, and it has been accepted into the Massachusetts School Building Authority (MSBA) program, which provides significant reimbursements to towns to help reduce school construction costs.

We are currently in the midst of the feasibility period of the MSBA process. In September the town submitted seven options to the MSBA for consideration and all seven options are now being studied in greater depth and will be narrowed down to a single preferred option with a vote by the School Building Committee (SBC)/PPBC in early December. 

Upper left: 20 plus year old modulars Upper right: antiquated mechanicals 

Lower left: Storage and office space Lower right: Inaccessible bathroom

The SBC decision will be guided by the answers to three key questions: 

• Renovation or New Construction: Do we renovate and add on to the existing Pollard building, or build a new school? 

• Grade Configuration: Will the school reunite grades 6-8, which is the School Committee’s preferred option, or remain just grades 7 and 8?

• Site Selection: Will the school be built on the current Pollard site, or on a portion of the DeFazio site?

According to the current schedule, the preferred option will be submitted to the MSBA in mid December for their review.  (The Town could be eligible for a reimbursement of about 22% of the estimated construction costs.) Ultimately, in order to fund this project, the community will need to approve an override measure by ballot, which we anticipate in the fall of 2026.

I encourage parents and community members to learn more about this important project and stay updated in the months ahead.  We host periodic community meetings about the project, and the next one is coming up on Thursday, November 6, at 6:30 pm on Zoom. We are also hosting an Open House on Saturday, November 15, 9:00-10:30 am at Pollard, where you can take a tour and gain a better understanding of the challenges we face in the existing building.  More information about these events can be found on the Pollard Middle School Project website, which is your best resource for background on the project and current information. You can also sign up for our weekly email which will keep you informed.

It’s time for Pollard!

Upper left: Outdated and crowded science labs Upper right: Inadequate classroom HVAC

Lower left: Cot in health office Lower right: School entrance

A New School Year Means New Possibilities!

We are off and running on a new school year! Allow me to share some of the key activities we will be engaged in as part of the new 2026-2030 Strategic Plan which is based on the Portrait of a Needham Graduate Competencies. This plan is our roadmap for the next four years, and it's built on four key pillars: Growth, Innovation, Communication, and Infrastructure.

Based on the plan, we will be engaged in the following activities for the '25-'26 school year: 

Pillar 1: Growth

Our primary goal is to ensure that every student grows academically, socially, and personally. This isn't just about grades; it's about fostering well-rounded individuals who are prepared for the world. This year, we will:

• Demonstrate student learning progress toward the Portrait of a Needham Graduate (PONG) competencies, which are the essential skills and dispositions we want all of our students to possess.

• Pilot and select a new evidence-based literacy curriculum to strengthen foundational reading and writing skills.

• Collect and analyze student data to improve social-emotional learning (SEL) instruction and provide targeted interventions for those who need them.

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Pillar 2: Innovation

We believe in enhancing learning through new structures and paradigms. The world is changing rapidly, and our education system must evolve to keep pace.

This year, we will:

• Enhance our Intensive Learning Center (ILC), a special education program to better support inclusive education and ensure all students, regardless of their needs, have access to a high-quality learning environment.

• Expand real-world learning opportunities (e.g., interdisciplinary learning, civics education, and career exploration) that connect classroom knowledge to practical experience.

• Develop a clear framework for the ethical and effective use of artificial intelligence (AI) in our schools, preparing students for a future where AI is an integral part of life.

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Pillar 3: Communication

Strong schools are built on strong partnerships. Our goal is to foster greater collaboration with families and the community.

Over the next four years, we will:

• Address chronic absenteeism by identifying barriers and working closely with families to improve student attendance and learning.

• Streamline our registration process to make it easier for new and returning families.

• Launch a new learning management system to enhance instruction and strengthen partnerships between families and teachers.

• Increase family access to information about our curriculum, district projects, and priorities, ensuring everyone is on the same page.

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Pillar 4: Infrastructure

A strong foundation is essential for success. This pillar focuses on the support needed to implement our district plan effectively.

Over the next four years, we will:

• Continue the Pollard Middle School feasibility study by analyzing various design options to create a modern learning space.

• Procure and begin implementing a new financial application to improve operational efficiency.

• Adopt a new teacher evaluation rubric and continue to link professional growth with employee evaluations, helping our educators grow in their careers.

• Diversify our educator workforce to better reflect our student body and successfully negotiate new collective bargaining agreements.

The new school year is a time of renewal and possibility! We are excited to embark on these strategic actions together and build a future where every student thrives. Here's to a year of growth, innovation, and strong community connections!

Hey, Parents, What's in Your Kid's Backpack this School Year?

What's in your backpack?

As summer winds down and we gear up for a new school year, allow me to share new plans, protocols and guidance that we are introducing in the Needham Public Schools this fall related to the use of technology and tech tools, including AI.

More than ever we must enlist parents and caregivers to understand the kind of classroom environment we intend to create for your children; we need parental support in these efforts if we are to guide our students responsibly. 

• Cell Phones  I have previously written about how we planned to study the use of cell phones in school, particularly at the middle and high school levels. We have made adjustments to our school policies which limit cell phone possession and use, and families can read more about our new protocols here: Guidance on Cell Phones and Social Media Use in Schools We believe these common sense guidelines will allow our students to stay focused during academic time and less distracted by social media. Over the course of the fall and into winter we expect to assess how the procedures are working and will share the data with the community and to make appropriate adjustments.

One important note: Without parent support and a willingness to stand firm (e.g., not allowing your young student to bring a phone to school), we will fail our kids.

• AI in the Needham Public Schools  The technological advancement of artificial intelligence (AI) is prevalent and fast becoming a staple of our work and personal lives, and this is increasingly true in the classroom environment.

Since Generative AI “arrived” on our doorstep in 2022, the Needham Public Schools has been committed to thoughtfully investigating how these new technologies impact teaching and learning – both from the perspective of student and teacher. In “Generative AI and K-12 Education: An MIT Perspective”, Reich et al. encourages schools to “facilitate access to AI with thoughtful guardrails” and that “educators consider what productive thought students should engage in”. In Needham, we are committed to deepening our understanding of AI and at the same time, continue providing teachers and students with appropriate training, coaching and tools to engage with these new technologies in ways that are safe, relevant and innovative. Members of our Instructional Technology team have collaborated to develop and share Guidelines for Using Generative AI in classrooms across the district.

Even as we grapple with this new technology landscape in the classroom, Teachers at Needham High School, particularly those within the English Department,  have recently shared with school administration their concerns about the impact of AI on student-teacher relationships and student learning. A recent article in The Atlantic highlights the negative impact of AI in the college classroom especially as it relates to writing.

Although these concerns touch all aspects of teaching and learning at the high school, the impact of AI has been especially significant on the English curriculum. This year, meaningful and positive changes will take place in the English Department at Needham High School to best serve the academic and social emotional growth of our students and to best align the English curriculum with the Portrait of a Needham Graduate competencies, which are necessary for success in our quickly changing world. Please read here for additional information: English Department statement on AI.

Our approach is one in which we acknowledge the power and possibility of AI while at the same time create guardrails and clear rules and practices that will help - not hurt - our students in the long run.

• Strategic Plan & Technology The School Committee has recently adopted a new five year strategic plan based on the Portrait of a Needham Graduate, the district's framework for learning. Within the plan for the 2025-26 school year is a commitment to understanding more fully how AI can responsibly and ethically be used to strengthen district management, programs and student learning. Please check out the 25-26 District Action steps for additional information.

To learn more about how we are supporting students' safe and responsible use of technology and social media, please check out our online resources: Digital Wellness in the NPS