The Inside Press

Magazines serving the communities of Northern Westchester

Byram Hills High School

Seven Byram Hills Seniors Named National Merit Semifinalists

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Seven Byram Hills High School seniors have been named National Merit Scholarship Program semifinalists. Front Row (L-R): Nicole Tissot, Emma Lucchino and Elyse Kanner. Back Row (L-R): Alan Chang, Jonah Schwam, David McDaniels and Joshua Freedman.
PHOTO COURTESY OF BYRAM HILLS SCHOOL DISTRICT

The school year at Byram Hills High School started off with good news. Seven seniors at the high school were named semifinalists in the 2019 National Merit Scholarship Program.

The students were Alan Chang, Joshua Freedman, Elyse Kanner, Emma Lucchino, David McDaniels, Jonah Schwam and Nicole Tissot.

“We are very proud of these students for this accomplishment,” Principal Christopher Walsh said. “It’s always great to have our students highlighted on a national level, and to have seven of our students ranked nationally speaks to the tremendous quality of education and support that we have here at Byram Hills.”

The Byram Hills students are among approximately 16,000 semifinalists, academically talented students who represent less than 1 percent of all high school seniors in the country and include the highest-scoring entrants from each state, the National Merit Scholarship Corporation said in a release.

They were chosen from more than 1.6 million high school juniors in about 22,000 schools across the country who took the 2017 Preliminary SAT/National Merit Scholarship Qualifying Test.

More than 90 percent of the semifinalists are expected to earn finalist standing, and about half of those will win a scholarship and the Merit Scholar title. The students are competing for 7,500 National Merit Scholarships worth more than $31 million, awards that will be announced in the spring and summer.

Byram Hills High School unveils Latest Interdisciplinary Art Mural with a Focus on Physics

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PHOTOS COURTESY OF LISA FLAM

At Byram Hills High School, unwelcoming hallways full of cold, bare cinder block wall have become the oversized canvas for colorful, creative and incredibly detailed paintings celebrating subjects like literature, history and chemistry. These eye-catching, collaborative pieces of hallway art have sparked conversation, and maybe even some inspiration as well.

The murals of Byram Hills, created every other springtime, are the product of visual arts teacher John Anthony Lopez, who works with other educators to transform curriculum into carefully crafted artwork. In total, a mural will take 18-months to complete, with students involved in its production the whole way. From the beginning, the jobs of research and image input fall upon students who are taking courses in the mural’s subject area. Later, the mural is finished off with a four week period of painting by Mr. Lopez’s advanced drawing and painting class.

Creating Enduring Artwork

“The goal is, first of all, to create a lasting testament to the students and the curriculum, but also to give students an experience in creating public art,” Mr. Lopez said. “It’s something they can come back to in years, and even decades to come.”

Each mural features an abundance of historical figures, sites and works of art or literature that relate to the curriculum. The murals are painted in the proximity of the classrooms where the subject is taught, sometimes bringing several stretches of cinder block to life.

“They’re an expression of the importance that our faculty sees in their curriculum, and in different ways of expressing it,” Mr. Lopez said. “And it shows a love of the material.”

Music Mural Kicked Off Project

The first mural came about in 2008 when Aaron Lockwood and Marna Weiss of the Music Department worked with Mr. Lopez to make the band and orchestra space feel less industrial in a way that incorporated the curriculum. The result was the two-part band and orchestra mural that features famous artists from Duke Ellington to Mozart.

Mr. Lockwood, the only teacher whose mural is inside a classroom, still refers to it a decade after its creation.

“I find it especially inspiring when I can point to a face on the mural, and make a connection to the composer and/or the style of music being played in class,” he said. “Recently, to generate a conversation about the Mozart piece that we were learning in class, I pointed to the wall and said, ‘Mozart is watching. If he were to comment on your articulation, what would he say?’”

After this success, murals were produced for World Languages, Chemistry, World History, and Literature in 2010, 2012, 2014 and 2016 respectively.

Einstein Serves as Inspiration for Latest Mural

This spring, the sixth and most ambitious mural to date, was created. It’s called “The Evolution of Physics,” named after the title of Albert Einstein’s famous book.  The mural covers two 30-foot walls that face each other, and features over 30 noted physicists from across history.

For the first time, this mural features 3D elements such as a solar system and golden spheres traveling downhill to demonstrate acceleration. In an interactive twist, QR codes have been included throughout the work of art, which can be scanned for more information (this project is not yet completed; biographies of the physicists that can be viewed once the QR code is scanned are being worked on by current physics students).

Hidden in this mural are meanings and metaphors left for visitors to uncover. Why is Johannes Kepler dropping the apple onto Isaac Newton’s head? Why is Einstein looking toward Newton across the hall? In this mural, placement of the figures is all relative, stimulating realizations and reinforcing material learned in the classroom.

“It’s that surprise factor,” said physics teacher Paul Beeken, who spearheaded the mural with Mr. Lopez. “We’re hoping this will be the hook to keep students interested. By design, this wall involves dozens of different themes all running concurrently. That’s the whole point. We want them to come back to the wall four and five times, and each time see something different. It’s complicated on purpose.”

Dr. Beeken, whose excitement for this project is driven by his passion for physics, hopes the mural will generate student interest in the sciences.

“I’m not trying to turn them into scientists per se, but I do want them to appreciate its importance in their lives,” he said. “I’m shameless in trying to get kids hooked on the idea of learning how science serves them and the framework for understanding our world.”

How successful the mural will be at generating interest in the sciences has yet to be seen, but one thing is for certain, it draws plenty of attention.   

“The walls were really bland before,” said Danielle Cronin, a rising senior at Byram Hills High School who assisted with the painting of the physics mural. “I think the mural really makes people come to the physics hallway to figure out what the mural is about.”

Get Ready, Get Set, Graduate! Byram Hills Graduation Prep by the Numbers

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In one sense, it’s been a lifetime coming. The young students at Byram Hills High School in Armonk have been preparing for their high school graduation not just for four years but far longer than that, growing and changing and expanding intellectually. Now, though, parents, loved ones, faculty, staff and other officials will gather to recognize their hard work as they leave behind what the Byram Hills school system had to offer and embark on their adult lives. Inside Armonk spoke to officials to get a better sense of what goes into preparing for the big day.

19 of June is when the seniors at Byram Hills High School will graduate, indoors at SUNY Purchase, a location Byram Hills Principal Chris Walsh said is “beautiful even in the worst weather.”

205 newly-minted high school graduates will take on the world. Declining enrollment is causing the population at many local high schools including Byram Hills to get slightly smaller.

1372 is the number of seats available in the hall at SUNY Purchase. The graduates, of course, will be seated on the stage. Custodians will work hard the day before and the day of the graduation in order to transport and set up risers, banners, diploma covers, and much more, according to Deepak Marwah, fine arts director at the school. Marwah helps manage logistics for the graduation. “There are a lot of moving parts,” he said.

5 is a big number for this long-awaited event; 5 speakers will address the crowd at the Byram Hills High School graduation: a valedictorian, a salutatorian, Walsh, Superintendent Jen Lamia and the president of the board of education,Robin Glat. The valedictorian and salutatorian will be determined late May, when final grades are released. “That gives them time to work on their addresses,” Walsh said. The ceremony is at 5 p.m.–and each family automatically gets 5 tickets to the event.

1 or 2 extra tickets may be had, though, depending on availability and how many requests for extra tickets come in, Walsh said. Many families have grandparents and other loved ones in town to celebrate.

97 percent and more of Byram Hills students will continue on to college – Walsh expects this year’s numbers to be close to 98 percent, but an exact number wasn’t available at press time.

4 years of fundraising by these seniors, who’ve helped with prom and graduation expenses and more, and now it’s time to present a class gift with the money they have remaining. “Last year it was a sign for our new Coffee Cafe,” Walsh said. “The year before, the class donated informational monitors for the hallway.” What’s coming from the Class of 2018? It’ll be a surprise, announced during the ceremony.

0 Regents diplomas will be awarded by Byram Hills. “We do what’s called a local diploma,” Walsh explained. “We feel like what we do is more advanced and more rigorous than a Regents diploma, but all of our students take all the Regents classes and go beyond that.”

23 AP classes are available at the alma mater of this year’s graduates, and other high-level learning opportunities such as a science research program, and in addition, a class called Perspectives in Literature, which is a two-period class that’s considered honors level.

11 months in advance, district residents are alerted of the next spring’s graduation dates when the district calendar is finalized and mailed.

45 sports teams of various levels and seasons are available at Byram Hills High School.

90 minutes or a bit more is the projected length of the graduation ceremony, with a lot packed in: besides the speeches and awarding of diplomas, there will be several pieces of music performed by the band and chorus, and the class gift presentation.

“We really take it seriously and we really think it’s important to present an event that represents all the hard work the students have put in over four years,” Walsh said.

Breeding the Next Generation of Young Scientists

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The students of the Dr. Robert Pavlica Authentic Science Program at Byram Hills High School have been consistently racking up an impressive roster of scientific accolades in recent years. In 2017 alone, they earned coveted top awards from the Westchester-Rockland Junior Science and Humanities Symposium, Regeneron Science Talent Search, the American Academy of Neurology’s Neuroscience Research Prizes and the Siemens competition to name a few. All of this recognition, however, is not what’s most extraordinary, according to program director, Stephanie Greenwald. “The best part is the community Dr. Pavlica created. He felt strongly that any student who wanted to be here could. We have honored that legacy and cultivated an environment that empowers students to be their absolute best.”

When Greenwald began her career as a school administrator and science teacher almost 25 years ago, science research wasn’t necessarily a “thing.” What she did know, was that she loved teaching and inspiring children. With 14 years at Byram Hills H.S. under her belt, when the previous director retired last year, she was offered her current position and fell into “the absolute best job I ever had.” There is no question about Greenwald’s passion as she rapidly speaks, “There is nothing more exciting than watching a student who enters this room timidly, find what they love and see that moment when it all clicks. That is my favorite thing in the whole world.”

Developing a Broad Skill Set

Celebrating its 30th anniversary next year, this three-year research program was designed for students who wish to pursue excellence in advanced areas of original research. Students develop skills in bibliographic research, research methodology, and modes of communicating research. Though the workload is described as “very high,” students don’t appear scared off with approximately 80 students enrolled. They participate in group classes with BH faculty and individual meetings with mentors.

The focus is on quantifiable science, yet there is a sense that something magical is at play in this classroom where students’ greatest capabilities make themselves apparent. Greenwald describes the staff’s philosophy, “We pride ourselves on guiding students to find what they are truly passionate about.  Almost any topic can be researched. If it can be measured with a numeric value, it’s science.” This is the key to the program’s continued success. Greenwald, explains, “The students who self-select into the program have such a high level of enthusiasm because they are studying what they love. That without a doubt is the major intrinsic motivator.” Study topics have included everything from fashion, football and dogs to vectors, biodiesel fuel and prostate cancer microbiology.

Combating Science Illiteracy with Communication

Once students select their subject matter, the focus is on reading as much material as possible including everything from layman material to professional literature. This research prepares them for the ultimate task of producing a 40-50 page publication. Greenwald describes the process, “They become experts, getting to know ‘the movers and shakers’ in their field. It is imperative that students are able to communicate in everyday terminology.” Communications are integral to the program and an English teacher is on staff to strengthen these skills. According to Greenwald, “There is a vast amount of science illiteracy in this country. Scientists must become better communicators. It is a pet peeve of mine that we have a plethora of incredible experts, yet only a small list of people who understand them. The public must be able to understand that science is not something you can refute. It is simply fact.”

Working with Professional Mentors

A pivotal point in the program is when students identify a professional mentor from a university, medical center or research institute with an expertise in their area of study. “There are so many glorious people who see themselves in the students and wish they had a program like ours when they were younger. We truly wouldn’t exist without their time and generosity.”  Mentors may be local, but many span the world and have been as far as England and Israel. They communicate via email, telephone, video conference or in person. Oftentimes, students are invited to spend time working at their laboratories.

The program has very clear benchmarks, during which students receive a high level of critiquing that they learn to accept in order to produce their best work product. “Our grading system is set-up to empower students to be able to take risks and fail. They are not penalized for giving the wrong answer,” says Greenwald. When students hit roadblocks, they are encouraged to ask questions and seek solutions. “I always tell them that all that stands in our way are words and time. If you can’t understand it, research it,” Greenwald guides.

Breeding Young Scientists

At its core, the program aims to support an initiative to create a greater number of PhD and advanced degree candidates in the sciences in this country. Fostering scientific literacy is further supported by engaging in programs at the elementary school level. Greenwald described a common sense approach to breeding young scientists: “Teach them to wonder and problem solve. Encourage them to always ask questions,” she said. “Experiment with trial and error.”

Of the future, Greenwald is optimistic. She disagrees with the stereotypical view of millennials saying, “Every day, I watch students suddenly see above and beyond what they expected their capabilities to be. That’s the moment they learn they are in control of their destiny. It happens here all the time and that’s what makes this place so special. I tell the students, I have faith in my future as long as you take care of it for me.” And, her work is contributing to their ability to do just that.

School Officials Describe a “Reflective, Quiet and Respectful” Mood

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The Walkout at Byram Hills High School and a Sit In Emphasizing Kindness at the Middle School

Byram Hills Central School District Superintendent Jen Lamia shared a few details about today’s walkout of over 200 Byram Hills High School students. She described the walkout as being “in response to the Parkland tragedy.”

“Deputy Superintendent Dr. Tim Kaltenecker informed me the kids released 17 balloons when they said the names of the victims,” said Lamia.

Photo courtesy of Wendy Rosen

She relayed that the students at the high school organized the event with the building principal Chris Walsh. “The students gathered outside the front doors of the school and were reflective, quiet, and respectful,” she said.

“Some students spoke the names of the students from Parkland. A few others spoke about supporting safety in schools. Overall, our students care about making a difference in the world and are very thoughtful about how they hope to do it!”

Lamia was on a board visitation to the H.C. Crittenden Middle School at the time of the Walkout; Deputy Superintendent Dr. Kaltenecker was at the high school. 

At the middle school, students had organized a sit-in and spent their time writing acts of kindness on index cards.  “The event at the middle school was also run by students—completely–and they were fantastic,” Lamia added. “Our kids are a gift.” 

While not a student-organized event, per se (“Developmentally, the kids are too young,” said Lamia), at Wampus Elementary School, the teachers engaged the children in acts of kindness activities.