Epiphany School
http://www.epiphanyschool.com/
154 Centre Street, Dorchester, MA
Phone: 617-326-0425
Mission Statement
Epiphany is an independent, tuition-free, middle school for children of economically
disadvantaged families from Boston neighborhoods. We admit children of diverse faiths,
races, cultures, and cognitive profiles, believing in the Episcopal tradition that we find
God in and through each other's presence.
Epiphany's small classes, individualized curricula, and extended school days provide
rigorous academic, moral and social instruction. In close partnership with families, we
are an innovative learning community that affords structured support to help students
thrive. Together, we are a school that never gives up on a child.
Epiphany challenges students to discover and develop the fullness of their individual
gifts. We seek to prepare graduates who will contribute intelligently, morally, and
actively to the society they will inherit.
Who We Are
Average Demographics: Historically, Epiphany's student body has been approximately
20% African American, 25% Cape Verdean, 5% Caucasian, 5% Haitian, 20% Latino,
15% West Indian, 5% Vietnamese, and 5% 'other.'
Our students often face a host of challenges that threaten to impede their learning:
- 15% of our students are homeless during some of their time at Epiphany.
- Almost all of our students have recently witnessed violence.
- 20% of our students live in foster homes.
- For 50% of our students, English is not their native language.
- 60% of our students need dental work or routine exams
- 13% of our students need glasses, and an additional 22% need either new lens
prescriptions or repairs to existing frames.
We still believe in the promise of each child and strive to create an environment in which
each child may realize his or her potential:
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Approximately 20% of our students are on individualized learning plan.
Over 1/3 of our students receive tutoring outside of the classroom.
We place a high premium on teacher excellence. Our classroom teacher to student
ratio is 1:10. All but one of the 6 founding teachers are still with the school after
ten years.
We require each student to master appropriate social skills and each subject's
curriculum.
These skills are evaluated annually through comprehensive benchmark exams.
Though students unable to pass such exams risk retention, virtually none of our
students leave the Epiphany community, despite its demands.
Our Programs
Full Service Programming: Epiphany is a full-service school, combining the delivery of
an excellent academic program with individualized support for each student. Through
collaborative programming, B-Safe, Boston Scholars, Farms for City Kids, Good Grief,
Kids Can Cook, and Ocean Classroom Foundation, the School works with students and
families to address their pressing needs. Epiphany has provided full service programming
since its founding because we believe that an academic program, however strong, is
incomplete if a child is unable to fully utilize it because of health or general well-being.
Therefore, providing full-service programming is central to Epiphany's mission.
The specific objective of our full-service program is to deliver vitally needed medical and
social services to students. This includes everything from immunizations to psychological
counseling. It includes providing students with three meals each day and fitting students
for new glasses. It has included helping families access support from social service
agencies and assisting parents who are looking for work or housing.
In doing this work, we partner with students and their parents or guardians, serving as a
conduit to many of the programs and community agencies in Boston. Full service at
Epiphany requires communication and understanding between parents, students, and the
School in order to encourage students' strengths and meet their needs. Epiphany's internal
mechanism for providing full-service is the Outreach Team, a group of teachers and
administrators who direct families to the appropriate agency. The School strives to make
judicious choices within the limits of our human and financial resources in order to serve
our families as effectively as possible.
A commitment to full-service programming enables Epiphany to fulfill the promise that
we will never give up on a child. Our full-service program helps provide the varied
supports each child needs to thrive. Being a full-service school connects our students and
families to a larger community and brings the community to Epiphany, thereby enriching
all of our lives.
Daily School Schedule
7:20 am – Breakfast (Students are offered a nutritious, ala carte breakfast.)
7:50 am – Homeroom (Students gather to prepare for the day.)
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8:00 - 12:00 – Academic Periods
12:00pm – Lunch and Recess (The cafeteria opens for lunch prepared by parents, staff,
and other students, and the students enjoy recess in the gym and/or outdoor schoolyard.)
12:45 – Two Academic Periods (The academic day continues until 2:15 pm with two 45minute classes.)
2:30 – Assembly, Eucharist, Music, Study (We gather in the Assembly Room once per
week for presentations and announcements. A Eucharist service is also held once per
week. Music meets twice per week.)
3:15 – Sports (Sound physical fitness and the opportunity to compete against other
schools teach students the value of cooperation and teamwork while enabling them to
keep physically fit. The younger students do P/E, in which they learn many things
including how to skate and how to swim. The older students all play on competitive
teams.)
5:00 – Dinner (Dinner is offered four nights per week. Families may join us for the
evening meal.)
5:45 – Evening Study (To help students become independent learners, we provide a
structured 1.5 hour evening study and a study hall every Saturday morning.)
7:15 – Dismissal
Saturday School: Epiphany's Saturday School is an opportunity for students to explore
interests and activities outside of the regular academic week. Though Saturday School is
not mandatory for most students, it's a critical part of our program.
Teachers, parents, volunteers, and Epiphany graduates lead Saturday School classes and
activities. Activities have ranged from:
- Art club
- Basketball camp
- Dance Club
- Kids Can Cook (cooking program)
- Multi-cultural club
- Project Boston (community service)
- Quilting Club
- SSAT prep, led by teachers from The Princeton Review
- Tutoring
Students also receive additional tutoring in academic subjects.
Our Results – Student Evaluation Methodologies
Student Testing: Epiphany uses many different methods, both quantitative and qualitative,
to assess student growth. In addition, for standardized measurement against national
norms, all students are given the Stanford 10 Test yearly. Individual students are given
comprehensive testing as necessary. In addition, for internal use we administer the STAR
Math Diagnostic Test and Report and the QRI-3 (Qualitative Reading Inventory).
Through these various tests, we are able to understand more fully the skills and abilities
with which our students enter so as to serve them best, both individually and collectively.
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Other Student Assessment: Epiphany students are evaluated every six weeks as part of
our curriculum through formal progress reports and grades and organized parent
conferences. Benchmarks for each grade and subject have been established with
accompanying tests to measure achievement. Faculty discussions take place weekly at
faculty meeting. Within classes, teachers constantly check their students' progress,
whether through traditional methods such as SRA Reading Kits or through more
innovative means of assessment (e.g. portfolio review). In short, our faculty and staff are
constantly evaluating our students to assess their individual learning styles, needs, and
progress. Epiphany's administration and staff have worked diligently to ensure our
curriculum compares favorably with other schools, including those both private and
public.
Our Results – Benchmarks
Benchmarks are a set of specific skills that each student must master. Students who fail to
meet benchmarks will either be retained or placed on Individual Education Plans as
determined by the faculty. Academic benchmark exams are administered every school
year in early April. Social and behavioral benchmarks are assessed through teacher
observation and internal documentation of daily behavior. The following are the
benchmarks for each grade.
5th grade: Self-Awareness
- Demonstrate developing senses of self-worth, self-respect, self-discipline
- Show respect for one's own and others' property
- Take responsibility for one's own actions
- Demonstrate listening skills - eyes, ears, mind on speaker
- Develop organizational skills as reflected by state of notebook, cubby, workspace
- Develop and use legible handwriting in 90% of work
- Practice touch-typing
- Write complete sentences
- Be familiar with the eight parts of speech
- Retell a story or process in chronological order
- Achieve one full year of reading progress based on fall assessment
- Master a set of grade level vocabulary words
- Master place value concepts
- Demonstrate mastery of basic math facts
- Demonstrate instant recall of times tables through twelve
- Achieve math progress as measured by STAR Assessment
- Master multiple digit addition, subtraction and multiplication
- Solve one-step word problems
- Record an observation for use with scientific method and inquiry
- Discuss concept of scientific method and inquiry
- Identify major features of the ocean floor and ocean life
- Identify the major bodies of our solar system
- Master 20 basic science vocabulary terms
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Acquire basic map skills
Identify continents, oceans, and major world features
Differentiate between city, state, country, and continent
Master 30 basic social studies terms
Label 35 states and their capitals on an outline map of the U.S.
Identify basic facts about U.S. regions
6th Grade: Stewardship
- Care independently for personal and others' property
- Demonstrate empathy
- Respond constructively to the consequences of one's actions
- Take responsibility for learning by asking questions for clarification
- Produce timely homework reflecting best effort
- Participate effectively in class discussions and activities
- Achieve one full year of reading progress based on fall assessment
- Read with fluency and intonation
- Identify main idea of a paragraph
- Distinguish between fact and opinion
- Answer independently reading comprehension questions based on non-fiction text
- Outline, summarize, or take notes on two assigned pages of non-fiction text
- Write 5-8 sentence paragraph from an outline
- Label the eight parts of speech
- Master place value
- Master long division
- Master all decimal operations
- Identify basic fractions
- Solve 2 step word problems
- Achieve progress as measured by STAR Assessment
- Create a hypothesis for use with scientific method and inquiry
- Define scientific method
- Demonstrate understanding of the functions of the cell
- Explain the formations of Earth's features
- Master 25 basic science vocabulary terms
- Master 30 assigned social studies terms
- Apply more advanced map skills - latitude, longitude, plot points
- Describe development of ancient civilizations: Egypt, Mesopotamia, Greece, and
Rome
7th Grade: Enterprise
- Show understanding of the value of money, and the work required to earn it
- Develop a strong understanding of the elements of sustaining community
- Demonstrate readiness to lead by example throughout school day
- Achieve one full year of reading progress based on fall assessment
- Define literary terms: plot, character, setting, conflict, climax, and resolution
- Skim and paraphrase text
- Write a 4-paragraph report with a bibliography
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Identify cause and effect
Demonstrate mastery of operations involving fraction and percents
Solve 2-step problems involving fractions, decimals and/or percents
Identify basic geometric shapes
Solve problems by applying basic geometric formulas
Achieve progress as measured by STAR Math Assessment
Identify scientific categories of classification
Explain the steps of scientific method
List and explain the five kingdoms
Label and explain the different systems of the human body
Master 25 basic science vocabulary terms
Understand basics of imperial and colonial systems
Identify 50 African countries
Learn impacts of major events in early American history
Explain founding of the United States
Master 40 assigned social studies terms
8th Grade: Leadership
- Participate in community service projects
- Promote and maintain community spirit
- Meet all-school public speaking requirement
- Engage in literary analysis using literary terms
- Discuss character development and motivation in fiction
- Recognize importance of historical setting
- Evaluate and present strength of an argument
- Write 5-paragraph essay
- Determine point of view and audience
- Write reports using parenthetical references
- Achieve one full year of reading progress based on fall assessment
- Demonstrate mastery of integer rules
- Demonstrate ability to solve integers operations
- Problem solve using multiple steps and concepts
- Use geometric formulas to find area and circumference
- Solve one-step equations with variables
- Solve proportions
- Demonstrate ability to calculate probability
- Achieve progress as measured by STAR Math Assessment
- Apply scientific method independently in experiments
- Label the parts of an atom and its bonding abilities
- Describe the states, phases, and changes of matter
- Explain how electricity and magnetism work
- Master 25 basic science vocabulary terms
- Label the countries of the Americas and Europe
- Label the 50 states and capitals
- Read multiple pages of textbook, self-checking for understanding
- Describe United States federal system of government
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Explain federal system workings in current events
Describe trends of exploitation, protest, and reform in U.S. history
Frequently Asked Questions
Why was Epiphany founded, and when?
Epiphany School was founded in 1997 by a coalition of educators, Episcopal clergy, and
community activists in response to a critical need for a high quality, tuition-free middle
school targeting economically disadvantaged families in the Boston area. In 1998,
Epiphany opened its doors to forty-one fifth and sixth grade students in a space donated
by the Parish of All Saints in Dorchester. In 1999, we added twenty-one new fifth graders
and, in September 2000, reached our goal of serving 80 students in grades 5-8. On
December 18, 2001, we moved into our new, permanent schoolhouse located at 154
Centre Street in Dorchester, abutting the Shawmut T-station -- a momentous achievement
in our school's short history.
What are Epiphany's admissions procedures?
Epiphany targets children from economically disadvantaged families in Boston. Children
considered for admission to Epiphany must be entering the fifth grade, reside in the City
of Boston, and qualify for the federal free/reduced fee lunch program. In addition, parents
or guardians must be prepared to work 2 hours per week at Epiphany in lieu of paying
tuition and must believe that a 12-hour school day is appropriate for their child. All
parents sign a covenant agreeing to their attendance at, support of, and commitment to the
school. Epiphany currently uses a lottery system to admit the majority of its students.
20% of the new spots in the school each year are reserved for referrals from the
Massachusetts Department of Social Services (DSS). Priority is given to siblings of
current students. Families with students currently well served by Individualized
Education Plans (IEP under Chapter 766 in the public schools) should consider whether
Epiphany will serve their children well, though an IEP alone does not disqualify a student
for admission.
How this makes Epiphany unique: Epiphany is unique among schools serving
economically disadvantaged youth in Boston. Unlike many programs which targeted
especially motivated students who have demonstrated academic progress, Epiphany-through its admissions procedures-- ensures that we serve students with a wide range of
skills and capacities. Indeed, many of Epiphany's students have not done well in their
previous schools and, by conventional measures and assumptions, are highly at-risk of
academic failure, substance abuse, teen pregnancy, and delinquency. In Epiphany's small
and structured environment however, students demonstrate remarkable growth, both
academically and personally. In many ways, students who have previously struggled in
school have more to gain from our unique program than students who have done well.
Our goal is to help each student reach his or her fullest potential.
Historically, Epiphany's student body has been approximately 20% African American,
25% Cape Verdean, 5% Caucasian, 5% Haitian, 20% Latino, 15% West Indian, 5%
Vietnamese and 5% "other".
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What are the main components of Epiphany's program?
The heart of our program is a strong academic program. Epiphany has a clearly
articulated core curriculum with detailed academic and social benchmarks for each grade.
Students who are unable to meet minimum benchmark requirements may be asked to
repeat a grade or participate in special summer programming. Alternatively, students who
are consistently unable to reach benchmark requirements are given defined Independent
Learning Plans (ILPs). In addition, we serve three meals per day, provide after-school
and summer programming, and help families access vitally needed health, prevention,
and social services. Epiphany is open 12 hours a day, 11 months a year and strives to
support the entire family as the best way to serve each child. Students are taught in small
groups (generally 10 students per class) and individually. A heavy emphasis on reading
and writing helps students achieve across the board and, at Epiphany, each student
receives 45 minutes daily of both Reading and Writing. Other subjects include Math,
Science, Social Studies, Religion, Music, and Art. The curriculum includes a wide-range
of hands-on and participatory learning projects such as school-wide debates, oral
presentations, and interdisciplinary learning. We believe homework helps students
become independent learners. Our schedule includes a structured two-hour evening study
four nights a week with daily homework to help teach effective study habits. This study
hall is required for all students except for those students on the honor roll.
What is "full-service" programming and why does Epiphany offer it?
Epiphany is a full-service school combining the delivery of an excellent academic
program with personal supports for each student. Through collaborative programming
with community agencies, the School works to help students and families address their
pressing needs. Epiphany has provided full service programming from the outset because
we believe that an academic program, however strong it may be, is incomplete if a child
is unable for reasons of health or general well being to take advantage of its
opportunities. Therefore, providing full-service programming is central to Epiphany's
mission.
Full service at Epiphany requires communication and understanding between parents,
students, and the School to encourage student strengths and meet children's needs.
Epiphany's internal mechanism for providing full service is the Outreach Team, a group
of teachers and administrators. The specific objective of our full service program is the
delivery to students of vitally needed health, prevention, and social services. This
includes everything from immunizations to psychological counseling. It includes
providing three meals each day and being fitted for new glasses. It has included helping
families access support from social service agencies and assisting parents looking for
work or housing. In doing this work, we partner with students and their parents or
guardians, serving as a conduit to many of the programs and community agencies in
Boston. We strive to make judicious choices within the limits of our human and financial
resources to serve our families as effectively as possible.
A commitment to full-service programming enables us to live into our stated commitment
to never give up on a child. It helps provide the varied supports each child needs to
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thrive. Being a full-service school connects our students and families to the community
and brings the community to Epiphany, thereby enriching all of our lives.
How does Epiphany know that its programming is working?
We use many different methods to assess student growth. Recent testing indicates that
students are continuing to achieve at accelerated rates, as they have consistently over the
past ten years. The Stanford 10 and other, in-house tests, show our students achieving at
rates far superior to those in public schools.
At the same time, Epiphany students are growing in confidence and gaining a stronger
sense of their place in the world. In short, Epiphany's students are changing from a
population at significant risk of academic failure to a group of children prepared for
secondary education in academically demanding environments.
What is the background of Epiphany's teaching staff?
Our 9 Master Teachers design and teach the curriculum, and all have previous teaching
experience. They are paid competitive salaries and given the resources they need to teach
effectively and to continue their professional education. They also oversee and mentor
our Teaching Interns. Epiphany's Interns are young teachers, typically recent college
graduates, who commit to a year (or more) of service in exchange for room, board, health
care, and a very modest stipend ($400/month). In essential ways, the Interns are the heart
of Epiphany: they teach classes, coach sports, run extra-curricular activities, supervise
study hall, mentor students, and more. They are individually and as a group idealistic,
talented, hard working, and able to accomplish the often difficult task of turning their
beliefs into meaningful action.
Does Epiphany intend to expand beyond 90 students?
No. We believe that the model works. It is large enough to get momentum in classes, and
small enough to facilitate our mission "to work in close partnership with families".
Again, Epiphany finds itself on the forefront of a growing educational movement - in this
case, the move towards smaller schools. Nationwide, schools are replicating this model.
The Epiphany model specifically is also being replicated around the country, with
schools as nearby as Lawrence, MA and as far away as Tucson, AZ.
What does it mean that Epiphany is a school "that never gives up on a child?"
It means that Epiphany does not use expulsion as part of its regular disciplinary
discussions and, unless a student threatens the safety of others, there is almost no way
students will be kicked out of Epiphany. It means that students may be required to
participate in individualize programs for much of the day and/or work with a tutor; they
may be required to attend therapy sessions or may be removed from the afternoon
program; their parents may have to meet with the Principal again and again; and, they
may be suspended repeatedly-but they will never be expelled unless they are a threat to
their own safety or that of others.
What happens to Epiphany students after they graduate?
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Many fine young people have graduated from Epiphany School, going on to a diverse
array of high schools and colleges. Approximately 1/3 of our graduates attend private
school (boarding and day), approximately 1/3 attend local parochial schools, and
approximately 1/3 attend charter schools. Much work and consideration goes into
ensuring that all students are able to attend high schools that are appropriate for their
further learning and development. Epiphany provides a limited amount of last-dollar
scholarships to ensure students have access to schools where they can continue to
flourish. Many graduates return to Epiphany regularly to use the school's facilities and to
study in the assembly hall in the evenings. Graduates serve as counselors in Epiphany's
Summer Intensive program and tutor students during the regular school year. Epiphany
employs two full-time Directors of Graduate Support who work closely with the
graduates to ensure their success in high school.
What does it mean that Epiphany is an independent school?
As an independent school, Epiphany has tremendous flexibility in serving students,
ensuring that each child receives the programming that will best ensure his or her
learning and development. It also means that we receive almost no federal, state, or local
funding; Epiphany relies on private, foundation, and corporate support.
What does it mean that Epiphany is a religious school?
Epiphany admits students of all faiths. In fact, historically, less than 5% of the students
have been Episcopalians at any one time, and we currently enroll students who are
Roman Catholic, Protestant, Muslim, and others whose families do not participate in any
organized religion. Epiphany does not proselytize, but the school does bear witness to the
idea that we find God in and through each other. Epiphany is about action inspired by
faith. We believe that every child is sacred, and that every child has a soul. We try to
make sure that all children receive the services and support they need and that all children
realize their full potential to lead and support those around them.
What role does the Episcopal Church play in the school?
Epiphany is an independent school and is not funded or controlled by the Diocese;
however, we receive financial support from churches, outreach groups, and individual
parishioners in the Boston area and surrounding communities. We are fortunate that
many of our volunteers come from area churches to donate their time by serving food and
tutoring. We have daily prayer and a weekly church service. Participation by students in
the latter is generally encouraged, but alternative programming is available for students
whose families chose for them not to participate. In addition, students take a religion
class.
How does the cost-per-student at Epiphany compare to the cost-per-student in the Boston
Public Schools?
An apples-to-apples comparison is difficult, if not impossible, given the extensive nature
of Epiphany's offerings (12 hour school days; 3 meals daily; full-service programming).
With our after-school and summer programs, Epiphany offers far more to its students
than public schools are able to. Epiphany has many volunteers, which is probably
something that couldn't be replicated in the public schools, and of course there are also
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questions around economies of scale. At $20,000 a student, Epiphany is undoubtedly
more expensive than Boston Public School, estimates of which range from $9-13,000, but
a true comparison would also have to include costs of social work, afterschool activities,
and summer programming. If you are interested in learning more, please contact us at
info@epiphanyschool.com.
Suggested Readings
Abel, D., & Fielding, J. (2004, January 25). If you want to build a better community, it
takes a school. Los Angeles Times.
Dryfoos, J. (2005). Full-service community schools: A strategy—not a program. New
Directions for Youth Development, 107, 7-14.
Tench, M. (2005, November 27). In a struggling area, a refuge for learning. The Boston
Globe.
U.S. Department of Education. (2008, September 18). Full-service community schools
program. Retrieved from http://ed.gov/programs/communityschools/index.html
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