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Why We Must Work Together to Save Journalism and the Press

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Plus, Busting the Myth that Kids Don’t Care About the News

By Maddie Stone

Pleasantville, NY — My name is Maddie Stone, and I’m 13 years old. I’ve found some people form an assumption about kids that just isn’t true. They automatically infer kids don’t follow the news. Why? Because we’re an inch or two shorter? Because we haven’t yet studied trigonometry? I intend to shoot down this myth and explain the importance of following the news.

It seems the day people turn 18, they immediately begin to believe anyone younger is completely clueless about what’s happening in the world. Don’t they recall the previous day, when they knew as much?

Our author with her publisher dad–long time editor and journalist, Adam Stone.

While kids almost always understand more about what’s going on than adults realize, including the importance of local news, I have a slight advantage. My dad (people other than my sister and I call him Adam Stone) is publisher of The Examiner, our local weekly print and online community newspaper. Having a publisher as a dad, I grew up learning all kinds of lessons about the press and why it’s important. But don’t let that make you think I’m one of the rare few. Just listen to what my friend Max Rubinstein has to say:

Max Rubinstein

“The idea of children being dismissive to the media is simply preposterous and is most likely a result of modern stereotyping,” Max said.

Max, like me, is a 13-year-old seventh grader at Fox Lane Middle School in Bedford and we often talk about current events. How are we informed? By reading, watching, and listening to quality journalism.

“I watch the news to gain insight into the international community and to learn about the status and structure of American politics,” Max added.

My friends, my teammates and I are keenly aware of the world around us; we’re not naive and ignorant. For the most part, we listen to our local news broadcasts, read our community newspapers, just as much as the average person. Keeping up with the times is important for people of all ages.

The press informs the people of important issues and events, from a local carnival to a global pandemic. Especially in times like the present, when faced with a crisis, it is even more urgent to stay updated on the data, or, in this case, the spreading and containing of the coronavirus. Even on a local level, when a mayor, town supervisor, or school board reveals a proposal, it is critical for the public to be alerted of the news.

In addition to keeping citizens informed, journalists provide coverage that allows people to remain up-to-date, and, therefore, safe and free from harm. Once again circling back to the coronavirus, newscasters and print journalists are frequently encouraging self-quarantine, hand washing, and remaining six feet apart if you must leave home. This does not just apply to the epidemic that has swept the nation. Most news outlets will showcase topics such as poverty, equality, environmental contamination, and, locally, clean drinking water, jobs, and crime. News supplies citizens with knowledge they can use to make decisions about their safety and general well-being.

“An informed society is an educated society, and you cannot have a well-functioning democracy unless a country’s citizens are informed,” observed Martin Wilbur, editor-in-chief of The Examiner. His insight led me to my next point: It’s essential for every country, every state, every county, every city, to remain educated. If the general public is educated, the people are empowered.

However, people can only be educated if the news sources they’re using are reliable. It’s like dominos; if you’re educated, you’re informed. If you follow reliable news sources, you’re educated. But even if you read the news, and you read a biased, untrustworthy source, the whole thing comes crashing down. That’s what makes becoming a knowledgeable citizen so challenging.

Furthermore, journalists keep the government in check. They expose fraud and unethical behavior in our leaders. An invisible fourth estate that monitors authority figures. This includes local government. Former Speaker of the House of Representatives, Tip O’Neill, was perhaps most famous for saying, “all politics is local.” This certainly applies here. Most controversies that arise in local government and are exposed by local reporters can’t be compared to controversies as grand in scope as, say, the Watergate affair. But those stories are often the ones most impactful to people’s everyday lives.

Also, keeping the government in check does not just involve reporting on controversy and scandal. Keeping the government in check means keeping elected leaders honest, so when a government official says or does anything, and a journalist reports on it, that’s a perfectly valid example of keeping the government in check.

Speaking of keeping an eye on local government, whether my dad is talking about his work day at the dinner table or running away from the dinner table to write about a breaking political story, the news is definitely a large part of our life at home. I’m aware of what’s happening locally, so I know journalists are always attending school board meetings, writing about statements from politicians, and scrambling to meet deadlines. Either way, they are constantly busy with elected officials. But never too busy to watch their awesome, fleet-footed, line-drive hitting, 13-year-old daughter’s softball games, of course.

While I usually like to just make fun of my dad, I figured I would quickly take this unique opportunity to suggest you read his column on how The Examiner has been trying to survive these turbulent times: https://www.theexaminernews.com/want-to-save-journalism-start-local-support-the-examiner/

And as much as I love Inside Press, The Examiner, and local news in general, let’s take a moment to step away from our neck of the woods. Journalism also allows us to understand places beyond our backyard. Without journalists to report on places far away, how would we know what’s happening in India? What about Canada? What about upstate New York? What about anywhere outside our little bubble?

As important as it is to study journalism, it is equally as important to support it. The adult consumers of today were once kids and the kids of today are the adults of the future. In the words of Thomas Jefferson, “Our liberty depends on the freedom of the press, and that cannot be limited without being lost.”

In order to preserve this liberty, the youth of today must value and support well-sourced, quality journalism. We must be thankful for the news outlets we have but also think back on how much we’ve lost. Just a few years ago, the country enjoyed so many more journalists, especially print journalists. In case you didn’t know, over the past 15 years, one in five newspapers have gone out of business, and the number of journalists employed at newspapers have been cut in half. These numbers are only getting worse. My dad taught me most of what I know about journalism, but the following I can infer on my own: save the press now while there’s still time.

Maddie Stone is a 13-year-old, seventh grader at Fox Lane Middle School in Bedford. This article is also appearing in next week’s print editions of Examiner Media’s four community newspapers and is also live now at www.theexaminernews.com

 

Chalk Art Brings Joy to PopPop and to Many

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A Pleasantville Grandfather with Parkinson’s Disease found reasons to smile–thanks to #Chalk4Joy.

By Maddie Stone

PHOTOS by/courtesy of Kim Wildey

April 5, 2020, Pleasantville, NY– Bill Casey watches from the deck as his three grandchildren, Katie, 13, Abigail, 10, and Michael, 7, turn his patio into a canvas of uplifting messages. Currently in his 70s, Bill suffers from Parkinson’s Disease, making it exceedingly difficult for him to move. Heartbreakingly, Bill cannot be near his grandkids right now.

“It’s hard to be away from the ones we love,” remarked Kim Wildey, daughter of Bill and mother of the three grandkids. “My father always says that his grandchildren keep him young and we knew he was missing all of us and our visits.”

The kids decided to rally their grandfather’s spirits by decorating his patio with sidewalk chalk as he smiled from six feet away.

“The chalk drawing meant a lot to both us and our PopPop,” Katie reflected. “It made us feel happy and we loved seeing him smile. We are trying to keep him safe from COVID-19 so this was a nice way to surprise him.”

It seems people are craving togetherness, as we’re encouraged to be apart, and possess a desire to bring beauty and inspiration into what is an unsettling time. One way of achieving this is through outdoor chalk art creations.

Social media sites exemplify this trend as people post pictures of their driveway and sidewalk creations. The phrases “Chalk the Walk” and “Chalk4Joy” have sprung up on Facebook, Twitter, Instagram, and across social media. This viral sensation has exploded and found its way to Westchester, as locals have been “chalking their walks” with colorful murals and inspirational quotes to try and make the world a slightly better place.

By the way, my name is Maddie Stone, and I’m in 7th grade. I’m a kid. Shocking, right? I may be only 13, but I know we are going through a pretty rough time right now, so taking a moment to spread a little bit of joy using bright colors and intricate designs is exactly what we need.

I loved seeing the creations other kids made and the imaginative ideas they developed. It was nice, with all the stress and worry, to see beautiful masterpieces instead of dispiriting facts and figures.

Even more fun than seeing the drawings was making a drawing. My family and I worked very hard on it, using a variety of colors and patterns. We made a heart, a peace sign, and a drawing of Earth with people holding hands. We also included several phrases such as #togetherapart, don’t stop us now, and, in a flourish of patriotism, spelled out the letters U.S.A. We were definitely pleased with our final product, and were filled with a sense of pride and accomplishment.

There were four main reasons why making a chalk creation was fun. First, it was nice to venture outdoors and enjoy some fresh air. Going outside in a period where it is so easy to stay indoors and sit on the couch is even more important. Second, it felt good to know other people would see my drawing and maybe what I was doing would brighten someone’s day. Third, I got to spend time with my family. I find even though we are stuck in our house together all day, we rarely get together, all four of us, and do something fun. Finally, fourth, it provided a sense of accomplishment during a mostly powerless time.

We are pretty helpless in times like these, when everything relies on medical professionals and we’re forced to wait for the outcome. Right now, the only viable option is to try and do something that may impact someone else in a positive way, even if just slightly.

This was a great experience. We created something pretty, enjoyed time as a family, and completed our afternoon knowing we had developed something inspiring that might affect someone, somewhere, somehow. Many cars passed by that day. All I can do is hope someone looked out the window.

District Parents Weigh in About iLearning

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Feedback from Chappaqua Central School District parents about their experiences with iLearning during what may be a much longer stretch of cyber-schooling than anyone could ever have predicted. 

Comments received April 1 – April 2, 2020

“I am an educator and parent of a student in the first grade at Grafflin. I am so pleased with the lessons that his teachers provide including all core subjects and specials such as gym, music, and art. The platform is easy to use and very interactive. You feel as if your teachers are there with you as they have video recorded the lessons and clear directions. The directions and lessons can easily be played multiple times if a student needs extra support.  The lessons are multi-sensory, not just all online and the child can submit answers through a chosen method.  For example, they are asked to build things and take pictures of what they have built, engage in scavenger hunts; they record themselves singing, and dancing.  As my son needs a lot of writing practice, rather than typing, during his writers’ workshop projects, he can use a drawing tool to write his paragraph and illustrate it all on paper. He can choose to just take a picture of his work and submit it or he can even do a video showing his story and reading it to the teacher.  It’s very easy. Having options for “type of response” is a very useful tool in supporting all types of learners. Additionally, the supplemental activities provided are websites and passwords set up on very worthwhile educational sites. Lastly, his teacher has started Zoom hang outs where the kids are just so excited to see their wonderful teacher Ms. Schassler and each other. She gives each student a time to share and read a story to them. Lastly, the teacher is available all the time through email and allows students to pace themselves through the work.  I could go on and on, actually. I’m very pleased and feel very grateful to live in such a wonderful community.  We are very fortunate as it is not like this throughout the country and the world. Thank goodness kids are resilient!” — Karalyne Sperling

“I have two boys – a sophomore and a 8th grader. They both have positive feedback regarding it. According to my sophomore (his words): “With all the things that are happening, a few glitches in iLearning is insignificant.” It has been a learning curve for both the students and the teacher and the experience has been really good for both my kids.”  — Madhumita Guha Thakurta

“My son has been doing iLearning and I couldn’t be more impressed.  He and I both have been able to independently communicate with his teacher whenever we need to,  and he is currently working on a group project online that looks like it’s done by middle school kids (he’s in the third grade).  I think this particular teacher has incorporated technology throughout the year, so the transition was much more seamless than I would have expected.” — Jessica Postrygacz

Comments received between March 30th and April 1, 2020:

“The first few days of iLearning  were by far the most stressful. We were in a transition and my kids, mainly my spunky 7 year old, highly resisted it. There was a lot of fighting with her in the beginning.  The older kids complied with the process more easily but quickly became frustrated when several assignments they thought they had submitted didn’t go through. There were misunderstandings about this and the two of them (separately as they are in different grades) became very stressed about having grades penalized because of misunderstood technical difficulties.  Meanwhile, my priority as a parent has been to keep the “vibe” in the house as calm and positive as possible during these strange and stressful days. The way I see it, these kids just had their entire world turned upside down; suddenly they weren’t allowed to see their friends (only virtually), their activities had come to an abrupt halt and they could most definitely sense the stress my husband was feeling about the state of the economy and everything else going on out there.I wanted to shield my kids from any further stress. I was trying to look at the bigger picture and prioritize their mental wellness over grades. At the end of the first week of iLearning I emailed several teachers asking them to be mindful that the kids were going through a lot of changes and might not be able to get all assignments in on time. I told them that my kids were experiencing a lot of stress around being penalized for late assignments. The teachers and administration responded reasonably to my email. I also have had the “pass/fail or grades” discussion with many people; this seems to be a big question out there right now. I personally prefer the pass/fail grading for the rest of this school year because I am prioritizing my family’s mental health and stress management, but I realize there are many opinions on this. As of last week grades were still being given out by some (not all) of my kids teachers. From my perspective full compliance with the official policy* (below) would smooth things out. I am hoping the issues we have had are because we have all been in a transition and the big bumps in the road are now behind us. iLearning does seem to get better day-by-day.”— Sabra Staudenmaier

“The curriculum for middle school is great- it’s just the right amount of work. My first grader who needs the most has over 90 assignments this week;  granted they don’t take too long but I do have to sit with her to do them, and then,  my 4th grader who is less motivated, requires me to also be on top of her. While the iLearning initiative is great, it still can’t replace the talented teachers we have in the district.”  — Stacey Pfeffer

“I have two kids – a 5th grader at Seven Bridges (7B) and a 9th grader at Greeley. I think it’s going okay for them. They’re occupied pretty much all day with work they’ve been assigned. I think the teachers have been working hard to follow their curriculums, although I’ve been disappointed at the lack of live instructional time for my 7B student. So far, only one teacher is using Zoom daily to meet with the students as a group, and it has worked very well to keep the class connected, engaged, and learning in a classroom-like setting. I think more teachers will need to do group face to face instruction if they’re doing remote learning the rest of the school year. My high schooler seems to be having an easier time engaging on a regular basis with her teachers and classmates. Canvas is a fine LMS, but it’s a horrible remote learning system, and it’s made worse by how the teachers use it inconsistently. The notices posted in different areas, the assignments that don’t show up on the calendars, Zoom for conferences, flip grid for videos, YouTube for other videos, etc. It’s a nightmare, and I would be happy to blow Canvas up entirely. LMS software in general is a really user-unfriendly landscape for which many schools pay significant sums though, so I don’t fault the district on this one. There aren’t significantly better platforms yet. I know from previous experience that remote/iLearning/online learning is a very difficult environment for students to feel engaged. It’s also an incredible amount of work for instructors, so I feel for these teachers and appreciate their effort. Overall, I’m impressed with how quickly the District was able to move to this model. Moving forward, I’d like to see the District put in place a week of remote learning every year to keep this emergency plan tuned up and ready to roll out at any time.”  — Kate Brady

“This is a challenging and isolating situation for our teachers and children. I think that greatest gift the teachers could give their students is to make sure that the kids are connecting with them and each other. I think this program will be considered a success if the teachers do everything in their power to continue to make learning interactive every class day.”  — Deb Notis, co-owner of GAMECHANGER

“I have a son in Freshman year and honestly iLearning for us has been great. Before i get into my opinion I do want to say these are crazy times…we are in unchartered territory here…no one prepared for this. Given this, I think the teachers are doing as good of a job as they can. My son is decently busy, is learning and most importantly, he is busy. The school work is also making him interact with his friends which is predominantly on video calls. This has helped deal with isolation so he doesn’t miss his friends as much. The teachers for most part have been great. I know there have been zoom calls with teachers to talk through any issues/ concerns. The funniest is the PE (physical education) homework…I almost didn’t believe it that the PE teachers are also taking this so seriously. My son has to send in every Friday what he did. I am truly grateful to the teachers and the district.” –– Swati Bhargava

 

In case you missed it, our interview too with Chappaqua’s School Superinendent, Christine Ackerman:  https://www.theinsidepress.com/learning-how-the-kids-are-doing-with-ilearning/

 

Learning How the Kids are Doing with iLearning

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March 31, 2020, Chappaqua, NY-– Chappaqua School Superintendent Christine Ackerman stated the Chappaqua Central School District took steps in February to “get ahead of” COVID-19 with an iLearning System “and had prepared for it well” hopefully minimizing potential pitfalls and maximizing its potential for success now and in the months to come. Ackerman shares more in this 3/28 interview about how iLearning has been faring.

An End Note of Encouragement to HGHS Seniors, too.

Christine Ackerman prior to the District’s closure on account of COVID-19. PHOTO by Grace Bennett

A soft launch of the iLearning System began on March 19th; a full implementation took place on March 23rd.

GB: So you had a lot of work to do as this crisis unfolded. Your letter and video to the district’s community is an excellent summary about iLearning. I’m looking for what you might wish to add to our readers about how the teachers and students are doing with it.

CA: Back in February we started talking about this as a possibility and we started to consider how we would transition to online instruction. If we had to ask ourselves: How could we do that? How could we make that work being that, the faculty are all in different places in how they deliver instruction?  Our current system allows for certain pedagogical freedom in terms of how you present your concepts and content. We were faced with trying to honor this in the virtual system while ensuring students had meaningful experiences. 

We began talking with our teacher leadership team about if we had to move online, what that would look like for our district? We came up with a plan with parameters so we could have a level of consistency across grade levels and enough autonomy for people if we had to move to iLearning instruction.

Our plan was approved by our board before we even had a close up of what this would look like in real time. We started offering professional development to help faculty get ready for the eventful closure–which we anticipated was coming based on our analysis of the map, even though there were no decisions made yet from the health department or governor ordering a systematic closure. 

In the end I believe we were ahead of this closure with enough time to prepare for this well. This was an enormous lift for our faculty as they had to deliver instruction differently–so we created the framework in order for that to work with them.  As the weeks press on, the instructional system will get stronger and better because the faculty will be more used to using these tools with fluidity. I do feel like the district is in the best place we possibly could be given the circumstances that we are in.

GB: That is a very positive statement. I appreciate it and I am sure others will appreciate hearing this too. Can you tell me how many teachers and faculty, a general number of who is involved in participating–are all the teachers accessing this system?

CA: Every class and every teacher is online delivering instruction. How they are doing that is different depending on which class they are teaching. For example, supporting our students who have special services, obviously looks different from what a middle school English class might look like.

GB: Are you finding, or are the teachers and faculty finding cooperation among the students, or are there more loopholes for them? How is iLearning being monitored in terms of homework and expectations?

CA: That is a great question! Our families in this community place a significant value on education. The partnership between the district and our families enables this to work well for a lot of children. For students who we are concerned about, before we left, we created systems with our clinical staff, so they would be able to support those students in a more individualized way. The clinicians have daily interactions with the administrative teams in each building to monitor and address children who need support in a different way because we moved to an online system.

GB: When you say clinicians, do you mean (the students’) getting emotional support?

CA: Our school counseling team, our psychologists, our social workers, our assistant principals, our principals are all working to make sure that students we are concerned about have support. That support looks different depending on who the child is and what their needs are. We had a system for reporting abuses and maintaining attendance. We have procedures and protocol to monitor student engagement. 

GB: Are there any special anecdotes about any of this you might share?

CA: The amount of work that the faculty is engaged in to support our students is tremendous. They are in the midst of not only supporting the instruction of the Chappaqua school’s community, but also supporting what is happening in their own homes. I just couldn’t think of a finer faculty to be able to move to online instruction than the teachers in this district. I also want to share that the visionary leadership provided by our assistant superintendent, Dr. Adam Pease,  has been extraordinary. What he has been able to accomplish in partnership with our faculty in such a short amount of time is unbelievable.

GB: How long do you see this system being in place or I guess you must just be consulting and getting information as it goes on. Is this indefinite right now? Where are we?

CA: The governor has provided an anticipated reopening date of April 15, but we will be able to sustain this for as long as we need to for our kids.

GB: How do you see this as changing the face of education after this is over, too?

CA: Well this is what I think it will do, when we finally return to school – I think faculty will be leveraging technology now in very different ways because of this experience.

GB: Do you think it may become a more part and parcel of how they teach?

CA: I do think that there will be an increase in the integration of technology and resources based on this virtual experience right now.

GB: What has the feedback been like from kids?

CA: This is the iGeneration and they are very accustomed to online technology, so our delivery method is not outside of the comfort zone for many.  They already access content over social media or online and use these tools. The feedback that I received when I met with the high school students this week on Zoom was that the online instruction, in their minds, is very effective. The piece that they are missing, of course, is the interaction with their classmates and the interaction with their teachers. Even though we have opportunities for our faculty and our children to interact in many classes over Zoom, it doesn’t take the place of what we are able to do in our classrooms. So, even though this is, in a sense, working for a lot of kids, it does not take the place of being in the building and being able to interact with each other, face-to-face.

GB: I will share that! Thank you. I am also wondering about the seniors, in particular. I have already posted something from a high school student saying that this is really upsetting for them because they are thinking of graduation and prom and all that. So I’m wondering if you can address that. What can you say to those students? Are there contingency plans in place for all that or are we hoping for the best that everything gets back to normal and nothing’s changed after April 15th?

CA: We will have a moment where we will celebrate our seniors. Whether that takes place in June or not, at this point, I don’t know, but I will share with you that our seniors deserve to have their accomplishments acknowledged and we will find a way to do it when the time is right.

 

Special thanks to Inside Press Intern Kiran Sheth who assisted in preparing this interview.

 

District Parents Weigh in About iLearning