Educational Program & Goals

High Rock as a “6th grade center” was viewed as a temporary fix almost 18 years ago when the School Committee authorized its use due to space constraints at Pollard. It was economical to make use of an existing building, but it has never fully fit the needs of our 6th grade students. 

Because High Rock was originally built as an elementary school, the classrooms, cafeteria, and gymnasium are all undersized relative to current middle school standards. Growing population needs have also led to a decrease in special education space and programming — some students with special needs do not attend High Rock at all, instead starting their sixth-grade year at Pollard. 

During the study for the School Master Plan, it was determined that fully meeting capacity and programmatic needs at High Rock as a permanent sixth-grade center would require an addition of approximately 15,000 square feet.

In addition, while the educational program at High Rock has been good for students and widely supported by the community, we have also learned that disrupting the middle school experience by separating 6th graders from 7th and 8th graders has some drawbacks, including: 

• Inefficient use of programs, staff, transportation, and other resources

• Increasing transition issues with an extra move between 6th and 7th grades

• Curtailing the 6th grade educational experience due to elementary-designed space that limits the curriculum and program 

• Losing the opportunity for 6th graders to develop the skills and maturity that are modeled by older peers in a mixed-aged setting

To mitigate the lack of appropriate and appropriately-sized classroom space for core curriculum, the Pollard School has been required to increase class size, subdivide existing space, and/or modify the existing curriculum, to the detriment of the educational program. Given the lack of additional classrooms, teachers have modified the existing curriculum, particularly science experiments, to meet the existing facility constraints. Units are often designed with safety and facility conditions in mind, rather than promoting student interest or delivering middle school programming. Similarly, most teachers have limited the type and scope of student projects to those that can be accomplished within the limited classroom and storage space. As enrollment increases, the quality of instruction will be further eroded as more students are squeezed into these spaces or as additional standard classrooms are converted into shared spaces.

Additionally, non-traditional spaces have been used for specialized instruction, which has limited the educational program in other ways. For example, the lack of a dedicated space for ELL instruction compromises the type of focused and individualized instruction that our multilingual students require. Furthermore, due to the lack of available space, special education spaces are shared or public, thus compromising the program and confidentiality of our students.

Common spaces such as the Pollard Auditorium, the gymnasiums, the lecture hall, the Library, and the Fitness Center are not large enough to accommodate a whole grade for any activity. These spaces are also scheduled at 80-100% usage every day, which causes shared spaces and congestion/overcrowding throughout the building.

The inadequate space available for curriculum instruction has also compromised the professional development program for teachers. Teachers who participate in professional development workshops are either squeezed into too-small spaces or rotated through a series of venues, neither of which is conducive to promoting effective teacher learning. Additionally, the limited available space constrains Needham's plans to increase collaboration among professionals, as there are no teaching collaboration or workspaces.

Finally, the HVAC deficiencies, leaking roof and plumbing problems, lack of ADA compliance, and sprinkler systems negatively affect the educational program. The HVAC system, which has had multiple issues over the years, including the loss of heat and air conditioning on school days, and inadequate ventilation, has made teaching and learning even more difficult. These issues have resulted in staff grievances, school cancellations, and the relocation of classes. The constantly leaking roof has led to overcrowding, shared spaces, and mildew and mold concerns, especially with our library books. Lastly, although the student (larger) restrooms were updated in the past five years, the private restrooms, which are deemed All-Gender, have not been updated in more than 40 years. Plumbing issues are constant in each of the restrooms, causing congestion for staff and students in the few restrooms that do work.

The renovated space will support the middle school program in a number of ways:

• Appropriately sized classrooms and science labs/classrooms will provide space for students and teachers to work together to maximize the curriculum and contemporary instructional models.

• The renovated/new building will be fully accessible, enabling all students to participate in every space and access their learning regardless of handicap, need, or disability.

• The proposed educational plan, which is at the center of the new middle school design for Pollard, meets the academic and social-emotional learning goals of Needham's middle school students, as well as addressing the key competencies in the Portrait of a Needham Graduate.

Pollard currently has an auditorium that is used daily as instructional space, and the Education Program Requirements call for an auditorium that adequately supports curricular and co-curricular performing arts programming. In addition, the space could accommodate various community based performing arts groups, foster collaboration with the performing arts program at the High School, and help meet increasing demands within town for an appropriate space for municipality meetings and town forums.

Both High Rock and Pollard currently use a cluster model to create a smaller “school within a school” feel. Each cluster of approximately 90-100 students has a team of teachers in the four core subjects — English Language Arts, mathematics, science, and social studies — who provide instruction and support, intentional communication, and planned opportunities. This approach helps the transition from elementary to high school by creating smaller, more supportive learning communities. 

The cluster model would continue to be used in a 6-8 Pollard school, with a building designed specifically to support this model. Each cluster will have a “neighborhood” setting within a distinct, grade-specific area of the building while a centrally-located “hub” will house the spaces and programs that are used by all students, including arts and wellness programs; the cafeteria, library, gyms, and auditorium; and nursing, guidance, and special education services.  

This instructional model and building design will allow students to benefit from the larger shared facilities and resources of a unified middle school campus while maintaining a smaller school feel.