Behavior, Surroundings and Attitude Impact Learning Opportunities
eJewish Philanthropy
by Marcia P. Neeley for Hidden Sparks
New York, September 14, 2011: This is a story of passion, provoking thought, and pushing ideas beyond the usual boundaries. Driven by passion and proudly citing her participation as a marcher with Martin Luther King, Laurel Shashani, a 3rd Grade teacher, explained, “I’m saving lives. I want to give all children the opportunity to growth, and I need to grow, too. ”
Unraveling the problems of struggling children, passionate teachers looked below the surface of classroom behaviors and troubled kids. Questioning and challenging, Hidden Sparks’ educators probe the different reasons children struggle to succeed in the classroom. Recognizing that children struggle for different reasons, Hidden Sparks convened a series of pilot workshops for educators – principals and teachers – to probe ways of helping teachers improve poor performance that plagues so many children.
Shashani participated in the special pilot workshops to help teachers learn how to observe, reflect, assess, and plan for all students in their classrooms using multiple lenses – developmental, behavioral, temperamental, and ecological. Using real-life case studies, teachers learned strategies for all learners, including those who struggle academically and present challenging social-emotional issues.
Teachers from fifteen schools joined together over 4 days this summer for the dynamic Learning Lenses pilot, a course developed through a collaboration between Hidden Sparks and the Churchill School and Center to study child and neuro development, behavior, learning and temperament.
A mix of Jewish day school educators and public school teachers, the diverse workshops gave teachers a rich vocabulary for sharing information and talking about students in manageable components. Alisa Scharf, a middle school teacher, felt that “Breaking things into pieces helped to pinpoint the source of a child’s problem.”
Beyond a venue to share their insights, ideas, methods and expertise with fellow teachers, the teachers delved into issues of self-awareness. Andrea Rousso, an educational consultant and mentor, said, “We’re working to build better teachers. Teachers need to understand how their own behaviors impact the classroom environment.”
How a teacher discusses students with one another, how a teacher interacts with a struggling child, and how a teacher’s behavior affects the attitude and the social climate at all levels of the school setting is critical to a child’s success. “The school is a laboratory for teaching social skills. Or, from another perspective, how to connect and care for each other – the school is a collaborative problem-solving lab,” Claire Wurtzel, Hidden Sparks, Educational Co-Director and Workshop Leader, said as she introduced a number of social cognition and behavioral issues.
Looking back, Wurtzel reflected that when she was six-years old, she taught some of her peers how to read. She realized then that teaching was inspiring. This was the beginning of her life-long passion to help learners.
During the workshops, Wurtzel encouraged teachers to listen to themselves, to ‘hear’ what they say both to their students and in conversations about their students. Her objective was clear: to move the conversation to a different new level and to elevate the language so that it is more descriptive and meaningful. “What do you pay attention to in your classroom? How do you give instructions? How do you talk about your students? And, how do we characterize students as we talk about them? Is it possible to frame the conversation in a positive language?”
Success of the Hidden Sparks pilot model can be measured in some sense through the numbers. Today, this six-year-old old organization works with teachers in 28 schools in New York New Jersey and Boston. Since its inception, Hidden Sparks has worked with more than 400 teachers, reaching roughly 4,300 children. And, expansion of the Hidden Sparks coaching program to other cities and adaptation of the Learning Lenses curriculum for Judaic Studies is being supported through a generous grant from The Covenant Foundation.
To bring these courses to educators across the country, Hidden Sparks Without Walls (WOW) offers audio and online classes, at no cost, to teachers nationwide. This year, WOW offered 44 courses, reaching 650 participants from coast to coast. All courses can be downloaded from the Hidden Sparks web site, along with new WOW course for the 2011-2012 academic year.
“The potential impact is enormous,” explained Debbie Niderberg, Hidden Sparks executive director. “I strongly believe that by increasing the understanding and support for educators, children with learning differences reach their full potential in school and life.
Strengthening Teaching Skills - Giving Children Growth Opportunities
Pilot of Learning Lenses Course
This is a story of passion, provoking thought, and pushing ideas beyond the usual boundaries. Driven by passion and proudly citing her participation as a marcher with Martin Luther King, Laurel Shoshani, a 3rd Grade teacher, explained, " I'm saving lives. I want to give all children the opportunity to growth, and I need to grow, too. "
Unraveling the problems of struggling children, passionate teachers looked below the surface of classroom behaviors and troubled kids. Questioning and challenging, 
Hidden Sparks' educators probe the different reasons children struggle to succeed in the classroom. Recognizing that children struggle for different reasons, this summer Hidden Sparks convened a series of workshops for educators - principals and teachers - to probe ways of helping teachers improve poor performance that plagues so many children.
Shoshani participated in the pilot of a new course , Learning Lenses, designed to help teachers learn how to observe, reflect, assess, and plan for all students in their classrooms using multiple lenses —developmental, behavioral, temperamental, and ecological. Using real-life case studies, teachers learned strategies for all learners, including those who struggle academically and present challenging social-emotional issues. This new opportunity was made possible through a collaboration of Hidden Sparks and The Churchill School and Center.
A mix of Jewish day school educators and public school teachers, this diverse workshop gave teachers a rich vocabulary for sharing information and talking about students in manageable components. Alisa Scharf, a middle school teacher, felt that "Breaking things into pieces helped to pinpoint the source of a child's problem."
Beyond a venue to share their insights, ideas, methods and expertise with fellow teachers, the teachers delved into issues of self-awareness. Andrea Rousso, an educational consultant and mentor, said, "We're working to build better teachers. Teachers need to understand how their own behaviors impact the classroom environment."
How a teacher discusses students with one another, how a teacher interacts with a struggling child, and how a teacher's behavior affects the attitude and the social climate 
at all levels of the school setting is critical to a child's success. "The school is a laboratory for teaching social skills. Or, from another perspective, how to connect and care for each other - the school is a collaborative problem-solving lab," Claire Wurtzel, Hidden Sparks, Educational Co-Director and Workshop Leader, said as she introduced a number of social cognition and behavioral issues.
Looking back, Wurtzel reflected that when she was 6 years old, she taught some of her peers how to read. She realized then that teaching was inspiring. This was the beginning of her life-long passion to help learners.
During the workshop, Wurtzel encouraged teachers to listen to themselves, to 'hear' what they say both to their students and in conversations about their students. Her objective was clear: to move the conversation to a different new level and to elevate the language so that it is more descriptive and meaningful. "What do you pay attention to in your classroom? How do you give instructions? How do you talk about your students? And, how do we characterize students as we talk about them? Is it possible to frame the conversation in a positive language?"
Success of the Hidden Sparks model can be measured in some sense through the numbers. Today, this six-year-old old organization works with teachers in 28 schools in New York, New Jersey and Boston. Since inception, it has worked with more than 400 teachers, reaching roughly 4,300 children. And, expansion of the Hidden Sparks coaching program to other cities and adaptation of the Learning Lenses curriculum for Judaic Studies is being supported through a generous grant from The Covenant Foundation.
Additional schools are served through workshops and school-based coaching with funding from No Child Left Behind. Hidden Sparks Without Walls (HSWOW) also offers audio and online classes, at no cost, to educators nationwide. To date, HSWOW has offered 44 courses, reaching nearly 650 participants from coast to coast. All courses can be downloaded from the Hidden Sparks website.
"The potential impact is enormous," explained Debbie Niderberg, Hidden Sparks executive director. "I strongly believe that by increasing the understanding and support for educators, children with learning differences reach their full potential in school and life."
Explore more Hidden Sparks programs at www.hiddensparks.org.
Hidden Sparks Appoints New Director of Education - Helping Struggling Children and Strengthening Educators in their Continuous Growth
New York City (July 19, 2011) - Hidden Sparks announced today that Karen Kruger, M.S. has joined the staff as Director of Education. Karen will provide educational oversight to all current Hidden Sparks programs to further enrich and enhance them, and will help guide Hidden Sparks expansion to other cities, made possible through a 2011 Covenant Foundation Grant. She will also oversee curriculum development, and play a part in collaborative work with The Churchill School and Center, to continue to strengthen and expand the Hidden Sparks educational model.
Karen comes with a wealth of experience in the field, having served as Hidden Sparks' ICP (Internal Coach Program) School-based mentor for the past year, where she mentored internal coaches, a regional facilitator, and the lead trainer for workshops funded through No Child Left Behind. Working with middle school teachers and administrators from New York City middle schools, Karen also served as a field facilitator and course instructor for ‘Schools Attuned’, teaching courses offered by “All Kinds of Minds”, developing curricula for workshops, and mentoring and supervising teachers in grades K-12.
A former adjunct professor at Bank Street College of Education where she received her master’s degree, Karen has taught in elementary and middle schools from Kindergarten through 8th grade. A graduate of the University of Michigan, Karen joins Hidden Sparks to continue its outreach and success in helping struggling children by enhancing educators' professional skills. Karen comments, "I’m honored and excited to be a part of this very important organization that is making an enormous difference in Jewish day schools. Children who struggle to learn deserve to be understood, supported, and taught effectively. Hidden Sparks helps teachers become better educators of all learners. I’m looking forward to continuing and expanding these efforts that will literally change children’s lives."
Debbie Niderberg, Executive Director said, "Karen's wealth of experience and knowledge has already made her a strong member of our team. We view her appointment as a sign of our commitment to supporting professional development of educators across the country. Our innovative programming and the increasing demand from schools led us to look for an addition to our team who will fit in with our ethos of innovation and exceptional professional talent. We were very fortunate to find someone of Karen's caliber to fill this role. I’m confident that Karen will play a key role in providing high quality educational leadership and guidance for our teachers."
Hidden Sparks Receives Major Grant from The Covenant Foundation
Enhancement and Expansion of Professional Development Programs for Jewish Day School Educators
New York – Jan. 27, 2011 – Hidden Sparks is the recipient of a 2010 grant from The Covenant Foundation, which supports creative approaches to educational initiatives perpetuating the identity and continuity of the Jewish people, officials announced today.
The $150,000 grant will allow Hidden Sparks, an organization devoted to increasing the capacity of Jewish day schools to address the needs of children with learning challenges, to enhance its professional development curriculum and to expand the reach of its programs.
“School can be frustrating, demoralizing and lonely for children with a learning disability,” said Debbie Niderberg, Executive Director of Hidden Sparks. “Often they suffer in silence, feel misunderstood and may fall through the cracks. The teachers themselves may be frustrated. They might recognize a child’s struggles but lack the specific knowledge and skills to provide accommodations or make a meaningful difference.
“This is one of the goals of Hidden Sparks – to empower teachers by helping them to understand and pinpoint where the student is struggling and providing learning strategies to assist them. The training and coaching not only deepens their understanding of learning and their repertoire of strategies, but also positions the schools to be better equipped and attuned to a greater range of students.
“This generous grant from The Covenant Foundation will help us adapt the program to the specific needs of Jewish schools, and expand our reach so that more educators and students may benefit from it.”
The initiative by Hidden Sparks, and the Foundation’s support of it, underscores the recognition that students with learning differences should not miss out on Jewish education because day schools lack expertise to meet their needs, officials said.
Specifically, the grant will allow Hidden Sparks to adapt its professional development curriculum and materials for educators at Jewish day schools, rather than relying on curricular materials based on general, secular models. The grant will also allow Hidden Sparks to expand its teacher-training programming to three new cities in the United States.
Currently, the Hidden Sparks teacher-training program is used in nearly 30 yeshivot and Jewish day schools in New York, New Jersey and Boston. A distance-learning program reaches hundreds of additional educators across the country.
“The Covenant Foundation is injecting vitality into Jewish educational realms, promoting and encouraging new ways of thinking, supporting unique ways of interacting within and beyond the community, and growing Jewish community into the new century,” said Eli N. Evans, Chairman of the Foundation’s board of directors. “The potential of this new set of grant recipients is future-oriented and significant in all respects.”
“We are particularly interested in acknowledging creativity in Jewish education and going where risk and innovation co-mingle,” said Harlene Winnick Appelman, Executive Director of the Foundation. “These new grantees have ideas and approaches of great promise for success, effect and replication elsewhere. They are changing the face and nature of Jewish education. This initiative by Hidden Sparks is a solid example of that.”
The Covenant Foundation (www.covenantfn.org) is a program of the Crown Family Foundation and the Jewish Education Service of North America (JESNA).
Hidden Sparks Celebrates Fifth Anniversary and Pays Tribute to Co-Educational Director and mentor, Claire Wurtzel
School principals, teachers, coaches, Hidden Sparks leadership and friends enjoyed a beautiful and memorable evening on November 22nd to celebrate Hidden Sparks' 5th anniversary and pay tribute to Co-Educational Director and mentor, Claire Wurtzel. Click here to link to the album and see pictures of the fun, presentations and activities.
Striving to Understand Struggling Learners
By Marcia P. Neeley
eJewishPhilanthropy.com
New York, NY, March 9, 2011 - Every day, in almost every school, a student is labeled as ADD/ADHD, lazy or defiant, sent to the principal, ignored or misunderstood because he/she has a learning or behavioral challenge. In Jewish day schools and yeshivas, where some teachers have little formal training, where there are few and insufficient pupil support services, and where students have a dual curriculum, this problem is often more pronounced and the skills of classroom teachers become even more critical.
To help children with learning differences reach their full potential in school and life, Hidden Sparks, a non-profit fund, develops and supports professional development programs for Jewish day schools to help increase understanding and support for teaching to diverse learners.
Celebrating its 5th year, Debbie Niderberg, executive director and Co-founder, Hidden Sparks, explained, "Within the field of education, and in particular, Jewish day school education, the Hidden Sparks content focused on understanding children’s learning and behavior and the approach to nurturing skilled and reflective teachers and “internal coaches” to impact school culture – and the combination of both elements – is new and comprehensive."
Essential to the Hidden Sparks approach (and new to many yeshivas) is the school-centered training and coaching model, which is based on studies showing that professional development is most effective and sustained when it occurs in school and can be translated to the specific needs and culture of the school and teacher. Hidden Sparks coaches deliver program content and facilitate thoughtful discussion about each student’s learning profile in monthly collaborative meetings of Judaic and general studies teachers.
“The monthly Hidden Sparks meetings are critical to our program. They are the ongoing mechanism that helps prevent students from ‘falling through the cracks’ and the forum for teachers to learn more about children’s learning profile and discuss strategies together for struggling students. This is the reason we launched `Hidden Sparks.’
As strong advocates for continuing professional education, coaches also meet once a month. Debbie said, "We feel that these opportunities for continued professional growth for our coaches and the teachers who have been trained as internal coaches are so important and we are dedicated to providing mentors and educational leaders of the highest caliber.'
'By reinforcing and strengthening the skills of our coaches, who are in the schools working with teachers every week, we are increasing the immediate and long term benefits for multiple teachers and students. It is also important for the coaches to develop their own learning communities. The retreats and monthly meetings provide that platform."
Hidden Sparks coaches gathered for a day of professional training recently at New York's Museum of Jewish Heritage. They participated in a series of workshops and study sessions focusing on strategies designed to hone their skills and strengthen their ability to teach struggling learners and to guide teachers who work with the students.
Using students' learning profiles for studying how learning works, Esther Kramer, Hidden Sparks Internal Coach Program, coordinator and mentor, set out basic guidelines for understanding mental representation, involving language, memory, attention, sequencing, and social cognition.
By looking more deeply into the processes by which by which we all learn and communicate, teachers gain valuable knowledge about children’s coping strategies and learning patterns. Esther sparked heated dialogue and a valuable exchange of ideas, enabling coaches to gain new insights on how children learn.
Sharing Esther's expertise, Hidden Sparks has introduced a new online conversation, Ask Esther@HiddenSparks.org. Teachers can submit their questions and Esther answers their concerns about student learning and classroom management.
From a different perspective, Rona Novick, Ph.D., co-educational director, Hidden Sparks, focused on specific questions: "What do you pay attention to in your classroom? How do you give instructions? How do you talk about your students? And, how do we characterize students as we talk about them? "
To encourage reflection about how teachers talk about struggling learners, Rona invited coaches to listen to themselves, to 'hear' what they say both to their students and in conversations about their students. Her objective was clear: to move the conversation to a different new level and to elevate the language so that it is more descriptive, substantive and meaningful.
Claire Wurtzel, Hidden Sparks co-educational director, worked with coaches on observing students with a variety of learning challenges. "Describe what you see," she said. Through careful observation and descriptions of the observations coaches/ teachers understand students better and the description drives the strategies to be used to support the student.
“The Hidden Sparks program has specifically impacted my students because I try not to allow anyone to ‘fall through the cracks’. My coach emphasizes that we must focus not only the bright and weak students but on the ‘non-descript’ student who seems to fade from our focus. One very capable student who was on the verge of becoming ‘labeled’ a class clown became more secure in her own abilities and academically successful through the guidance of Hidden Sparks. For years afterwards, he would greet me in the halls with appreciation," described a Brooklyn yeshiva teacher.
To share knowledge, the Hidden Sparks Without Walls (WOW) webinars are a free national, distance-learning program designed to increase professional development among Jewish day school/yeshiva teachers. The WOW program makes available short-term classes on differentiated learning to teachers in Jewish day schools and yeshivas across North America.
Whether in the classroom or online, over the past five years, Hidden Sparks has made a difference. A third grade Jewish day school teacher exclaimed, "Something I’ve learned through Hidden Sparks is to look at students’ behavior much more deeply. I try to understand the child’s struggle. This perspective has carried over to viewing family members’ challenges as well.”
Marcia P. Neeley, a strategic communications advisor for hiddensparks.org, works with Jewish nonprofit organizations to help them utilize virtual media.
Hidden Sparks is the recipient of a 2010 grant from The Covenant Foundation and has previously been recognized by Slingshot.
Coaches Hone Their Teaching Skills
New York, NY, February 17, 2011 - Hidden Sparks coaches gathered for a day of professional training at New York's Museum of Jewish Heritage, February 16, 2011. Coaches participated in a series of workshops and study sessions focusing on strategies designed to hone their skills and strengthen their ability to teach struggling learners and to guide teachers who work with the students.
Hidden Sparks educational experts, Esther Kramer, Claire Wurtzel, Rona Novick, Ph.D., and Karen Kruger, opened the daylong retreat with workshops centered on classroom observations, workshops on the processes of observation, description, and reflection. Using students learning profiles of strengths and weaknesses to study how learning works, Esther Kramer, Hidden Sparks Internal Coach Program, Coordinator and mentor, set out basic guidelines for understanding mental representation, involving language, memory, attention, sequencing, and social cognition.
By looking more deeply into the processes by which by which we all learn and communicate, teachers gain valuable knowledge about children’s coping strategies and learning patterns. Esther sparked heated dialogue and a valuable exchange of ideas, enabling coaches to gain new insights on how children learn.
Moving from neurodevelopment to conversations about students, Rona Novick, Ph.D., Co-Educational Director, Hidden Sparks, began her workshop sessions with specific questions: "What do you pay attention to in your classroom? How do you give instructions? How do you talk about your students? And, how do we characterize students as we talk about them? "
To encourage reflection about how teachers talk about struggling learners, Rona invited coaches to listen to themselves, to 'hear' what they say both to their students and in conversations about their students. Her objective was clear: to move the conversation to a different new level and to elevate the language so that it is more descriptive, substantive and meaningful.
Claire Wurtzel, Hidden Sparks Co-Educational Director and teacher extraordinaire, worked with coaches on observing students with a variety of learning challenges.
"Describe what you see," Claire asked the coaches. Through careful observation and descriptions of the observations coaches/ teachers understand students better and the description drives the strategies to be used to support the student.
The afternoon was devoted to case studies, which examined specific learning issues in depth. Particular emphasis was placed on moving beyond traditional methodologies and looking at struggling learners through alternative lenses. Closing the day, coaches discussed strategies for using Hidden Sparks Without Walls webinars in their individual schools as a way of promoting cooperative learning and collaboration.
Debbie Niderberg, Executive Director, Hidden Sparks, in her reflections about the Coaches Retreat said, "We feel that these opportunities for continued professional growth for our coaches and the teachers who have been trained as internal coaches are so important. We are dedicated to providing mentors and educational leaders of the highest caliber. By reinforcing and strengthening the skills of our coaches, who are in the schools working with teachers every week, we are increasing the immediate and long term benefits for multiple teachers and students. The retreats and monthly meetings provide that platform."
View photos from the 2011 Coach Retreat.
By Marcia P. Neeley for Hidden Sparks
Hidden Sparks Offers No Child Left Behind Workshops for Educators
In Spring 2011, Hidden Sparks will again be offering two workshops through the No Child Left Behind Title IIA program. In July 2010, 32 teachers from 15 yeshivas participated in the Hidden Sparks workshops “Helping Your Students Maximize Their Strengths and Manage Their Struggles” and Effective Teachers- Better Students: How Recent Findings from Neuro-developmental Science Can Change your Classroom.
Karen Kruger, Hidden Sparks' Internal Coach School mentor and School Attuned course instructor, Ethel Salomon, Director of Special Services and a Hidden Sparks Internal Coach (2007) at Rabbi Pesach Raymon Yeshiva in Edison, NJ, and Sara Chaya Burton, Curriculum Coordinator and a Hidden Sparks Internal Coach (2010) at Bais Yaakov of the East Side, facilitated these workshops. Each participating teacher and school receives a day of follow-up coaching at their school from Hidden Sparks! Learn more about NCLB Workshops.
Hidden Sparks Named One of 50 Most Innovative Jewish Nonprofits in America In Fifth Annual ‘Slingshot’ Guidebook
Hidden Sparks has been named one of the nation’s 50 most innovative Jewish nonprofits in Slingshot ’09-’10, a resource guide for Jewish innovation. Slingshot, now in its fifth year, features organizations, leaders, and programs that have taken an innovative approach to addressing age-old concerns of identity and community in Jewish life today. The organizations listed in Slingshot are selected from among hundreds of nominees across the country.
Hidden Sparks is a nonprofit fund whose purpose is to help children with learning differences reach their full potential in school and life. Hidden Sparks develops and supports professional development programs for Jewish day schools to help increase understanding and support for teaching to diverse learners.
“It is important to understand that this is not a special education program – it is targeted to struggling learners in mainstream schools and classes. Essentially, we are helping the classroom teacher, who is the first line of defense, gain a deeper understanding for why a student is struggling, and the skills and strategies for teaching them most effectively. It’s a win-win situation for all,” explains Debbie Niderberg, Co-founder and Executive Director of Hidden Sparks. Continuing, she said, “If the classroom teacher is trained to recognize a memory or attention issue and can give that student strategies to overcome their difficulty, the student’s performance and self esteem are enhanced, the teacher has succeeded and has averted the consequences of a frustrated student, and the school benefits from having greater capacity to address a range of students most effectively.”
While Hidden Sparks is currently serving Jewish day schools, the school centered coaching model can be replicated in any school, and will serve as a basis for a new collaboration with the Churchill School, serving New York public schools. Being selected by Slingshot is a wonderful opportunity as it exposes us to a vibrant funding community, a valuable vehicle as we work to grow our capacity and take our programming to the next level,” Niderberg added.
“For the fifth edition of Slingshot we received an incredible group of nominees. The evaluators had their work cut out for them,” expressed Will Schneider, the Director of Slingshot. He went on to say, “In a difficult economic cycle, we believe that many organizations cannot survive without placing an emphasis on innovation, and the 50 organizations featured in Slingshot ‘09/’10 prove that innovation can be the organizational engine for sustainability.”
Inspired by the guidebook, a group of next-generation donors launched The Slingshot Fund, a collective giving mechanism to support the future of innovative Jewish life in North America. Now in its third year, Slingshot has already contributed over $1 million to innovative Jewish nonprofits. 2009 Slingshot Fund investor Dave Moss shares, “Through Slingshot, young philanthropists are able to pool resources and knowledge and in so doing send a message to the Jewish Community about what the next generation of funders considers important.”
Slingshot was created by a team of young funders as a guidebook to help funders of all ages diversify their giving portfolios with the most innovative and effective organizations and programs in North America. Now in its fifth edition, Slingshot has proven to be a catalyst for next generation funding and offers a telling snapshot of shifting trends in North America’s Jewish community.
Hidden Sparks Awarded A Milstein Foundation Grant
Working together with The Churchill School, a grant from the Milstein Foundation will underwrite the development of a model pilot to create an innovative and transformational curriculum and training program for teaching struggling students with learning differences and behavioral challenges. Hidden Sparks and The Churchill School believe this innovative paradigm will be an enormous contribution to Jewish day schools nationwide and to the field as a whole.
For this collaboration, Hidden Sparks will be responsible for dissemination and oversight of the curriculum and training program to Jewish schools nationwide. The Churchill School will oversee dissemination of the training and curriculum to public and non-Jewish private schools.
The Churchill School and Center, a private, non-sectarian public school for learning disabilities located in Manhattan, serves children from New York in grades K-12 and has a professional development arm (The Center) for parents and other educators. (Link here for learning opportunities offered by The Churchill School and Center)
