Explore & Expand Afterschool

Dear Families,

This winter has tested all of us. Cold mornings, snowy afternoons, and schedule changes have required patience and flexibility. Yet even in the midst of a long New England winter, the spirit of our Explore & Expand program has remained strong.

Across Lowell, our site teams have continued to create safe, welcoming spaces where students can learn, grow, and connect. Even during February vacation week, we proudly offered programming at 10 sites: Bailey, Butler, Daley, McAuliffe, McAvinnue, Moody, Robinson, Rogers, Lowell High School, Wang.

During vacation week, our students continued building friendships, strengthening academic skills, and participating in hands-on, real-world activities. While the weather outside was cold, our classrooms were filled with energy, creativity, and collaboration. Moments like these remind us that learning does not pause when the calendar changes. It continues because of the dedication of our staff, the support of our families, and the resilience of our students.

At Explore & Expand, we remain focused on helping students grow in verbal communication, engagement in learning, and positive relationships with peers. We are proud of what our students are accomplishing, and we are grateful for the partnership we share with you.

As we look ahead to the spring, we do so with optimism and excitement for all that is still to come.

All the best,,
Rebecca A. Duda, Ed.D.

Coordinator Special Programs

The February vacation program at Robinson Middle School was a great success. Students had the opportunity to participate in a wide variety of engaging activities throughout the week.

Students took part in:

• Basketball and volleyball clinics, building skills, teamwork, and sportsmanship

• Dance, where students choreographed and practiced their own routines to be showcased at the Multicultural Show in May

• Arts & Crafts, creating projects connected to Ramadan and Lunar New Year, while learning about the traditions, cultures, and meaning behind these important celebrations

• Interactive games and enrichment activities

Throughout the week, students focused on strengthening relationships with peers while staying active and engaged. Staff reported strong collaboration, positive energy, and students supporting one another across activities.

The school also shared that transportation funds for busing made a significant difference in student participation. Buses arrived on time each day, and students who relied on transportation were able to attend consistently. As a result, attendance remained strong, with an impressive 81% attendance rate during the February session.

The Robinson team is proud of the positive impact of this program and looks forward to continuing this momentum into the spring.

During February vacation, Butler’s fifth and sixth grade students participated in a four-day Literacy Academy centered on one essential idea: Words are power — and so do I.

Throughout the week, students explored how individuals throughout history have used their voices to inspire change, challenge injustice, and shape the world around them. Students examined multiple genres — nonfiction, poetry, speeches, and children’s literature — to understand how powerful language works.

They read the children’s edition of Hidden Figures by Margot Lee Shetterly and a children’s book highlighting the achievements of the Tuskegee Airmen. Through these texts, students discussed perseverance, excellence, and how breaking barriers often begin with courage and conviction.

Students also immersed themselves in poetry. They explored selections from:

• One Last Word by Nikki Grimes

• Legacy by Nikki Grimes

They read the children’s book version of Rise! by Maya Angelou and analyzed how accessible yet powerful language can uplift young readers. Students also listened to and analyzed excerpts from:

• Dr. Martin Luther King Jr.’s “I Have a Dream”

• Amanda Gorman’s inaugural poem, “The Hill We Climb”

Inspired by Nikki Grimes’ work, students learned and practiced the Golden Shovel poetic technique, a form in which the words of an existing line of poetry become the ending words of each line in a new poem.

Students:

• Selected meaningful lines from mentor texts

• Wrote their own Golden Shovel poems

• Reflected on how word choice creates meaning and impact

Through this process, students saw themselves not just as readers of powerful words — but as creators of them.

Throughout the week, students engaged in thoughtful discussions, built on one another’s ideas, and supported their thinking with evidence from the texts. They practiced active listening, respectful dialogue, and speaking with clarity and confidence.

For their culminating project, students created original poems and speeches answering the question:

How will I use my words?

Their final pieces were:

• Shared with ELA teachers for additional grading

• Highlighted on a bulletin board celebrating student voice

• Featured in Butler’s morning announcements

The February Literacy Academy was more than additional ELA instruction. It was an opportunity for students to understand that words can challenge injustice, celebrate identity, and spark change.

By the end of the week, students did not just analyze powerful language —

They believed in the power of their own voices.

Access Matters

Transportation played a critical role in the success of the program. Buses and vans allowed students who might otherwise not have had access to attend consistently. Attendance reached an impressive 89%.

Of the students who participated:

• 26% were students with IEPs

• 37% were multilingual learners

As Site Manager Donna Maluccio shared: “Transportation was fantastic! Transportation really helped us reach students.”

The Butler February Literacy Academy demonstrated how access, engagement, and strong instruction come together to create meaningful student achievement.

During February vacation, the Bailey School centered its programming on one key outcome: engagement in learning.

Students were grouped by grade level so instruction and activities were aligned to grade-level skills and developmentally appropriate. Small group sizes created a supportive environment where students received individualized attention and felt comfortable participating.

Hands-on, thematic learning activities increased student engagement and encouraged active participation. Structured opportunities for collaboration promoted positive peer interactions, strengthened relationships, and fostered a sense of belonging. Team-based challenges allowed students to practice cooperation, communication, and problem-solving skills.

The thoughtful balance of structured academic reinforcement and engaging social learning experiences created a positive, focused, and productive environment for students throughout the week.

The February vacation program at Rogers School combined literacy, creativity, and joyful winter fun.

Students practiced reading and writing skills in engaging and interactive ways. Using their creativity and opinions, students created original stories and designed posters to share their ideas. They also provided thoughtful feedback to one another, strengthening both their academic skills and confidence.

Students enjoyed time outdoors playing in the snow — made possible by donated boots, snow pants, and sleds. These donations ensured that all students could fully participate and enjoy the experience.

The Rogers program served a diverse group of learners, including:

• 20% students with IEPs

• 70% multilingual learners

• 5% McKinney-Vento students

• 2% refugee students

• 60% Hispanic/Latino students

As Site Manager Nancy Crones shared: “Students were very engaged, loved learning in a small setting, and made new friends.” The February program at Rogers not only strengthened literacy skills but also fostered belonging, engagement, and joyful learning for all students.

The February vacation program at McAvinnue School was highlighted by a special visit from magician Henri Marchand, who amazed students while reinforcing the importance of focus, curiosity, and creative thinking. Throughout the week, students rotated through three different activities each day, keeping learning exciting and varied.

Winter Stories & STEM

Each day began with a book connected to a hands-on STEM challenge:

• Day 1: Students built snowball launchers using catapults and pom-poms. Older students designed their own launchers and created game boards to test them.

• Day 2: Students designed and built snowflakes using popsicle sticks, gems, cotton balls, and other materials.

• Day 3: Students engineered paper plate marble mazes, testing design and problem-solving skills.

• Day 4: Students took on the “Tallest Snowman” marshmallow challenge, practicing planning and teamwork.

By pairing stories with interactive building challenges, students strengthened reading comprehension, creativity, and critical thinking skills.

Cooking & Literacy

Students combined reading with hands-on cooking activities:

• After reading If You Give a Mouse a Cookie, students explored cause and effect while decorating cookies.

• Following Pete the Cat and the Perfect Pizza Party, students discussed trying new things and made mini pizzas on English muffins.

• After reading Dragons Love Tacos, students practiced following directions while making nachos.

• Reading The Berenstain Bears and Too Much Junk Food led to a discussion about nutrition, and students built balanced snack plates.

These lessons helped students connect literacy skills to real-life applications.

Movement & Team Building

Students also participated in gym games that promoted movement, teamwork, and cooperation. Structured activities encouraged communication, collaboration, and positive peer interaction.

The combination of literacy, STEM, cooking, physical activity, and a special guest performer created an engaging and memorable week for McAvinnue students.

During February vacation, Lowell High School students participated in an academic workshop focused on strengthening literacy and test-taking skills.

The program provided targeted practice in:

• Multiple-choice test-taking strategies

• Writing strong claims and supporting them with evidence

• Navigating the MCAS testing platform

• Annotating texts and identifying key information

• Writing full-length essays

Students received specific, individualized feedback designed to address their strengths and areas for growth in writing and test preparation. This focused support will help increase students’ test-taking stamina and overall confidence.

Students were fully engaged throughout the week. They thrived with one-on-one attention and also benefited from structured group work and educational games that reinforced key skills in an interactive way.

The program also incorporated life skills by offering tutoring support for the DMV Driver’s License permit test, helping students prepare for important milestones beyond the classroom.

Board games were also incorporated into the schedule, supporting communication skills and helping students feel comfortable in the learning environment. This increased comfort allowed students to take risks in their writing and build confidence in sharing their ideas.

The February workshop provided rigorous academic support while creating a positive and encouraging space for students to grow as learners.

During the winter session of the Explore & Expand after-school program, the Washington School partnered with the Lowell Parks & Conservation Trust to bring environmental learning to life.

Students participated in a special, hands-on lesson focused on turtles. They learned about turtle habitats, adaptations, and the importance of protecting local wildlife. Students had the opportunity to observe and interact with the turtles while asking questions and sharing their ideas.

This engaging experience connected science learning to the real world and encouraged curiosity, observation skills, and respect for nature.

The Washington’s partnership with Lowell Parks & Conservation Trust continues to provide meaningful enrichment opportunities that inspire students to explore the world around them.

The Explore & Expand program has an important partner in the Lowell Public Schools Food Service Department.

Every day after school, students in our program receive a healthy snack and dinner at no charge. These meals help keep students energized and ready to fully participate in their after-school activities after a long school day.

During February vacation week, students also received a snack and lunch as part of the program. Providing meals during vacation programming ensures that students have access to nutritious food while they continue learning and engaging with peers.

We are grateful to the Food Service Department for their ongoing support and commitment to our students’ well-being. Access to healthy meals plays an important role in helping students stay focused, active, and ready to learn.

Families can learn more about this important department by visiting the Lowell Public Schools Food Service website.

Even though it was February vacation week, the Wang Middle School felt anything but quiet.

In one hallway, laughter and cheering filled the air as students worked together in a fast-paced strategy game. With teamwork and quick thinking, they navigated colored floor squares, encouraged one another, and celebrated every small victory. The energy was contagious.

Down the hall, the smell of toasted grilled cheese and fresh smoothies welcomed you into the cooking classroom. Students carefully measured ingredients, read recipes, and proudly compared their creations — some sticking with classic American cheese, others adding provolone or tomato. Earlier in the week, they made pancakes and cowboy caviar, building confidence along with practical life skills.

In another room, calm creativity took center stage. With soft lighting and Moana playing in the background, students sketched, painted, and worked on detailed diamond art. Later in the week, they even designed digital creations using Canva.

From active teamwork to shared meals and quiet creativity, Wang’s February Vacation program created a space where students felt engaged, comfortable, and connected — even during school break.

Each family will receive an Explore & Expand Family Handbook. The handbook explains important information about our after-school program—such as schedules, attendance, behavior, safety, and contact information.

The handbook is available in English, Portuguese, Spanish, and Khmer so that every family can understand the program’s policies and procedures.

Please read the handbook carefully with your child and return the first page (the sign-off form) to your child’s school. This page lets us know that you have received and reviewed the handbook together.

At the end of the handbook, there is also a survey consent form. You only need to return that page if you do not want your child to take part in any student surveys.

If you have any questions, please contact your school’s site manager or the Special Programs Office.

📞 Contact Us

If you have a question about your child’s after-school program, we are here to help!

• School-Based Questions:
  Please contact your school’s site manager first. They can help with schedules, attendance, or program details at your child’s school.

• District Office Contacts:
  Rebecca Duda, Ed.D.
  Coordinator of Special Programs
  📧 rduda@lowell.k12.ma.us
  ☎️ 978-674-2053

  Jeanne Maguire
  Administrative Assistant, Special Programs
  📧 jmmaguire@lowell.k12.ma.us
  ☎️ 978-674-2037

We are proud to support your children in the Explore & Expand program and look forward to another great year of learning and growth!