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Chappaqua Central School District

Horace Greeley High School Recognizes 90 Years!

August 29, 2018 by The Inside Press

Horace Greeley High School will recognize the Chappaqua Central School district’s 90th Anniversary during ‘Homecoming’ weekend Friday, September 14th through Saturday, September 15th. In September 1928, Chappaqua School District opened on the site of Robert E. Bell Middle School, serving grades K-12. In 1957, grades 9-12 were relocated to its present site, in its current configuration.

The weekend will kick-off with the Varsity Volleyball Team playing Arlington in the Main Gym at 4:30 p.m. Food trucks, a Spirit Walk including decades worth of Greeley memorabilia and spirited activities organized by student clubs will open to the community at 5 p.m. There are rumblings that the ever-popular dunk tank may return to add to the excitement. The evening will cap off with Friday Night Lights as Greeley Varsity Football faces Walter Panas High School on the Greeley Competition Field at 7 p.m. This year the team welcomes Joe Kearns, Varsity head coach. Be on the lookout for future Quakers taking the field at halftime. The band, cheerleaders and vocal group (tba) will bring on the school spirit throughout the evening.

Homecoming Weekend Game Schedule

(subject to change)

Friday 9/14

4:30 p.m. Varsity Volleyball vs. Arlington
7 p.m. Varsity Football vs. Walter Panas

Saturday 9/15

11 a.m. Varsity Field Hockey vs. North Rockland
12 p.m. Varsity Girls Soccer vs. Red Hook
2 p.m. Varsity Boys Soccer vs. Saunders

Filed Under: Happenings Tagged With: Chappaqua Central School District, games, homecoming, schedule

Chappaqua School Foundation: Inspiring a Generation through Innovation

April 21, 2018 by Shauna Levy

CSF Board Members
PHOTO BY CAROLYN SIMPSON, DOUBLEVISION PHOTOGRAPHERS

In a town known for its top-notch school district, excellence in education is the expectation amongst Chappaqua residents. Any variations in school rankings are analyzed, dissected and actively discussed. The Chappaqua Central School District (CCSD) is characterized by its challenging curriculum, a committed faculty and an impressive array of innovative programming at every level.

It’s the common perception that Chappaqua’s high property taxes are responsible for such programming. In fact, over 75% of the school district’s budget is allocated to fixed costs, with little leftover to support programs that do not fit into the category of core academics. Therefore, funding is supplemented privately by organizations such as the Chappaqua School Foundation (CSF). CSF fills the void, enhancing the students’ education by fostering innovation and funding meaningful initiatives beyond the scope of the school budget.

Making the Grade

Marjorie Troob, President of CSF, was unfamiliar with the foundation’s significant role in the district until she attended the CSF Spring Benefit eight years ago. “During the president’s speech, my ears perked up,” Troob recalls. “She was discussing a district-wide initiative to raise $75k for SMART boards for incoming 3rd graders, the grade my son was entering. It immediately impressed upon me how enriching this addition would be to the classroom. I thought that by reaching out to my network within the community, together, we could make this happen quickly.” Her efforts were fruitful and Troob, realizing the influence of CSF, joined the board two years later and became a fixture in the organization.

Since its inception in 1993, CSF has raised over $3.8 million, funding over 300 educational grants and innovative projects. The Board of Directors is comprised of approximately 30 parent volunteers. “Our Board members represent each of Chappaqua’s schools and come with diverse backgrounds and skill-sets, providing us with broad insight into the heartbeat of the community. They are highly collaborative, committed and dynamic, not to mention that we have some of the nicest people you will ever meet.”

Fundraising efforts are conducted throughout the year with events including Mom’s Night Out, the Harlem Wizards basketball game, a Beginning of School event for preschoolers and their largest fundraiser, the Annual Spring Benefit. “It truly never gets boring,” Troob adds. CSF also hosts the Janet L. Wells Faculty Innovator of the Year Award and CSF Grant Recipient Ceremony that recognizes faculty who have demonstrated an exceptional commitment to delivering educational innovation to their students.

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Granting Wishes

The foundation works alongside CCSD, teachers, parents and students to identify significant strategic initiatives for the schools that are innovative and meaningful. “The school budget is so tight and set six months in advance. CSF funds projects that wouldn’t otherwise be covered,” explains Troob. CSF ensures that teachers can realize their educational aspirations by applying for two types of grants known as Instagrants and traditional grants. Instagrants are smaller grants that are under $2,500 and experience a quicker approval process. These are ideal for teachers who require grants for projects they wish to implement during the school year. Traditional grants are awarded through a more vetted process for programs that tie into the curriculum and take longer to develop.

When discussing just some of the recent grants, Troob enthusiastically lists a wide range of projects including an indoor hydroponic garden, LEGO robots, 3D printers, coding blocks, digital telescopes, kindergarten book-packs and robotics equipment saying, “Many are innovative, while some are more functional, yet all make a meaningful impact on the students who are the recipients. The ideas truly get better every year.”

The Horace Greeley High School iLab is an example of a grant that left a monumental impression on the entire district. CSF was instrumental in developing this space approximately six years ago. Reminiscent of a sleek, startup office, the lab was designed using the latest technology and features furniture that encourages collaboration and project-based learning. This installation ultimately transformed the district’s curriculum.

Troob explains, “This project went beyond simply upgrading furniture. The concept of taking a fresh look at how we can integrate innovations into a learning space was cutting-edge.  Since then, CSF has partnered with the district to create innovative learning spaces and classrooms in all six schools. This is not the case in many neighboring districts.”

Giving Students a Voice

CSF encourages students to weigh in through the Student Advisory Council (SAC), a student-run, CSF Board-supported, advisory group at Horace Greeley High School. Formed in 2015, the council began with only eight members and has evolved into a major branch of the foundation, boasting 65 members. Nona Ullman, Vice President of Innovation, describes just how valuable the students’ contributions are saying, “They play the role of management consultants, interviewing teachers and analyzing data on how our grants are improving education.

This year, they piloted a new concept, ‘Grant Sharktanks,’ where students brainstormed ideas with the goal of increasing student-written grants. As a result, three new student-written grants have been funded including Yogibos, a rainy-day activity cart and an outdoor classroom at Bell.” She adds, “Through the SAC, we are providing students with an authentic learning experience that empowers them to make a major contribution to their school community.”

New Beginnings

As Troob begins wrapping up her term as president, she reflects upon the previous year, saying, “Its been a time of new beginnings as we welcomed new administrators including a new superintendent and identified a magnificent new venue for the Spring Benefit at the Sleepy Hollow Country Club featuring a host of new auction items. As we look to the future, it continues to be an exciting time as we begin collaborating with the district to launch a targeted grant that seeks to provide a digital one-to-one learning environment in our schools.”

Throughout changing budgets, administrators and even weather, it is certain that CSF is committed to harnessing the power of the Chappaqua community to maintain the highest standard of excellence for all of its students

Filed Under: Cover Stories Tagged With: Board, Chappaqua Central School District, Chappaqua School Foundation, CSF Committee, Ideas, innovation, Instagrants, school, School Initiatives, Student Advisory Council

Christine Ackerman on Being Open & Engaged

October 22, 2017 by The Inside Press

An Avid Runner, the CCSD’s New Superintendent also Goes the Extra Mile to Emphasize Communication, Transparency and Supporting District Wide Initiatives in STEM, Health – and Social Justice, too.

PHOTO BY GRACE BENNETT

BY GRACE BENNETT

Maybe I’m just getting older, but upon meeting new Chappaqua school district Superintendent Christine Ackerman this past summer, I could not help but marvel at how youthful she seemed; I was certain she was young enough to be my daughter. Ok, well almost! And so I asked her how her youth might lend a reinvigoration of sorts and fresh perspective to our schools while taking on 21st century challenges.

First, some background: Ackerman, only 39 years old, comes to Chappaqua after three years as Superintendent of the Greenwood Lake Union Free School District, following four years as Assistant Superintendent for Curriculum, Instruction and Pupil Personnel Services with the Millbrook Central School District, where she had served as its high school principal for a year and a half. Prior to that, she was Assistant Principal & Director of Social Services at Valhalla Middle/High School, Dean of Students at John Jay High School in Katonah, and a teacher and Dean of Students in the New York City school system.

A native of Vernon, New Jersey and one of four children, she credits her decision to take an unorthodox route for an educator – going directly from college to graduate school to receiving her PhD – as the reason that doors opened very quickly and enable her to compile such an impressive and varied resume for someone so young.

A New and Broader Outlook

“I think I have a fresh perspective. I’ve had a lot of different experiences in various roles within a school district,” Ackerman explained when asked what she brings to Chappaqua. “I’ve been a teacher, an assistant principal, a principal, an assistant superintendent for special ed, for curriculum and instruction, and superintendent, so I think I have a large frame of reference, which I am able to use when I’m looking at different issues, whether they’re instructional or social/emotional.” She elaborated that she will be able to draw from her experiences in diverse districts, “from high-performing districts to the inner-city,” enabling her to work with different constituent groups on a wide range of issues.

She also stressed the value of having her own children (a third grader at Westorchard and a fifth grader at Seven Bridges) enrolled in Chappaqua schools. “I can’t underscore the importance of having my own kids here: it’s very, very important,” said Ackerman, a single mom in the district. “I want people to have confidence in the fact that I feel that this is the best place for my kids to receive an education. I think it speaks volumes, it speaks more than anything I could ever say to have my own children to be able to experience what I feel is one of the best educational experiences they could have in the state, if not the country.”

“When you have children that go through the district, it gives a different perspective, not only as an administrator, but as a mom,” Ackerman continued. “You get real time experience when you’re a mom – the homework, the assessments – you have a different lens because you’re not only looking at it in terms of how the structure and the education and social program are operating, but you’re looking at it in terms of how your own child is experiencing it.” She added that “it lends a different credibility” when people know that decisions she makes as an instructional leader will directly impact her own children too.

As an example, Ackerman described transitioning one of her prior district’s anthology reading program to a writing workshop program – what currently exists in Chappaqua – as the literacy instructional base. Not surprisingly, there were many questions, and she was able to “very clearly say it benefits [the children, including my own] and why these are the practices I’ll be doing with my own children at home to support what’s happening in the classroom.”

Ackerman does not sense any real discomfort of her kids or their teachers in her dual position as Superintendent and classroom mom. “I think [my kids] are proud of their mom, and they see me because I’m very present in the buildings with the kids. For them it’s normal to have their mom walking around the building and going in and out of their classes,” she said. She added that in her prior Superintendent position, if “any initial unfamiliarity with me existed, as time went on and the frequency of my interactions with the people increased, I think that any kind of trepidation dissipated. It would be my goal, though, that people would feel comfortable interacting with me as a colleague, not necessarily as a supervisor, because I think that’s where the best collaboration happens for kids.”

Ackerman’s children, like their mom, however, are most excited about the opportunities available to them in Chappaqua. “The facilities and the extracurricular program in Chappaqua is unbelievable; when it’s all you’ve experienced, you don’t really have a broader perspective of what else is out there for kids,” she said, noting the difference in other schools her children have attended. “When we pulled up to Seven Bridges and my son saw where he was going to school, he was amazed, and so was I,” she added.

“All of our facilities are so thoughtful and designed in a way to really support instruction differently. The opportunities here are endless for our kids, and I am just so privileged that my kids are going to be able to have that same opportunity as other students.”

Full STEAM Ahead: Collaboration and Technology

Emphasizing the high level of instruction in our district schools, Ackerman hopes to even further enhance technological and collaborative tools to even better prepare our students for college and beyond.

“I’m extremely passionate about educational technology, because I feel that we need to prepare students to leave here ready to interact and integrate into a society that is focused on web-based interactions,” she said. “And I also feel that, if you look at college and career readiness standards, we exceed many of the academic standards, but one of the things that businesses really focus on is the ability of kids/employees to work collaboratively to solve real-world problems.”

Ackerman has been very impressed with CCSD’s work with collaborative spaces.

“I think one of the smart, visionary decisions that the previous Superintendent had was the concept of these maker-spaces, because they really have kids applying content in real-life application.” She points to the district’s redesign of school spaces to support STEAM work.

“We have our iLab in the high school, and we’re beginning to think differently in our elementary schools by incorporating some of the practices in our high school. We’re looking at spaces differently.” She described a pilot project at Westorchard “where we’re really looking at our classroom design in a way that supports student collaboration.”

Challenges Ahead

As Superintendent, Ackerman is an integral part of the CCSD Board of Education. “It’s a partnership, so every meeting I’m there with them, preparing the agenda, preparing reports for the community, for the Board of Education on our progress and what we’ve been focused on. We have a very dedicated group of individuals from all sorts of constituencies. I feel so fortunate to be able to work for this Board of Education. They’re really focused on the kids.”

Upon arriving in Chappaqua, Ackerman has had numerous “entrance meetings” with different constituent groups, all confirming the CCSD’s strength. “The faculty, staff, and administrative team are extremely strong, very professional, and devoted to our kids in a way that’s probably unique compared to other districts,” she said. “You have some of the top people in their profession working in this district with our students. This is where you want to teach: the professional development, the commitment of the community towards providing the best education for the children here, is unparalleled.”

One of the biggest challenges facing the district that she has been asked to focus on is communication and transparency. “Some of the things that we’re already in the process of engaging in will be re-designing our website, thinking about how we’re structuring our board meetings, talking about what can we share versus what can’t we share, and just being really cognizant of making sure that people feel comfortable with the processes that we have in place,” Ackerman explained.

“We have a lot of committees – including communications – that look at a lot of many different aspects of our program,” she continued. “I look forward to leveraging some of those committees to talk about what I heard in entrance meetings. One of the things that we’ve been talking about in terms of communication is our social media presence – we really don’t have one. Can we have a voice on social media? These are all things that are important but they’re a process and they take time,” she added.

Ackerman thinks that the team in place is up to the challenge, brushing aside the idea that a consultant or public relations firm might be needed. “I just think we need to work with the people that we have and work with our parents to all be comfortable, because I think, in terms of people feeling like they want more communication from the district that can get that feedback from our community and use that to figure out how we’re going to move forward.” Ackerman is on it.

She noted that she has already engaged in some outreach with local publications, this one included. “I think we need to look at that,” she said. “I’ve already made some contact with our local media providers, I’ve tried to build relationships with our newspaper, because I think there’s a lot going on here that we can highlight as well. I feel like it’s an opportunity for us.”

Ackerman also recognizes that there is work to be done as far as instilling strong values in students of an affluent district. She recalled that one of the focus areas of this past summer’s administrative retreat was the social and emotional growth of students, which she described as an integral piece of the academic program and “one of our responsibilities.”

“I know that there’s been a lot of work done in individual buildings around this particular issue with staff members and under the leadership of the administration, so one of the areas that I know we’re going to look at collaboratively as a district K-12 is how we’re all working collectively on that important component of the academic program,” she said.

She also noted the need to help the student body appreciate diversity and build tolerance. “I support social justice [and was] trained by the Social Justice Institute,” Ackerman said. “I find that it has to be embedded in the curriculum and that it’s something that happens on a regular basis in the classrooms through teachers interactions with kids, but I also know there’s value in having teacher-student connections and individual conversations that focus on these issues specifically.” She is working on figuring out how to structure the school day around promoting “common values that we all value as humans and that we need to partner on and complement each other from home to school.”

Shown here with Christine Ackerman (L-R): Georgia Rappaport, Sara Albert, School Board member Vicki Tipp, Luke Leopold and Jared Saiontz

Nutrition and Fitness

Ackerman, an avid runner (five to seven miles every morning before going to work), is an advocate in fitness and healthy eating, for herself, her children and the students in the district. “I think it’s important for my own kids to see me valuing my health and to be healthy, so I am committed to making sure that our kids [do the same],” she said. She also notes the evidence that supports how nutrition affects school performance; “there’s so much research that supports how students come to school, and what happens in the morning, particularly around what they’re eating in terms of preparing them for instruction, so I think how our kids spend their lunch breaks and what they eat during their lunch breaks are important, absolutely.”

First Impressions

One of Ackerman’s early experiences as the CCSD Superintendent was marching in the town’s Memorial Day Parade and meeting Hillary and Bill Clinton and Governor Andrew Cuomo. “It was amazing for me to be able to be in the presence of the former President and the Secretary of State. They took time with me to find out where I was from, and offered their assistance with any support that I would need. They affirmed to me how great the community was. I was honored,” she said. However, what impressed her even more was that the Board of Education immediately followed these illustrious residents in the parade. “What I found most telling though about that experience, and this really for me put in perspective how much this community values education, was the parade order was the President, Secretary of State, the Governor, and the Chappaqua Board of Education. That was amazing to me.

To see that level of commitment that this community has toward its schools and respect,” Ackerman recalled.

The school year got off to an exciting start, too, with a packed-house September 8 community event celebrating the new Greeley track and field under the newly-installed lights. “This community event was designed to foster a sense of togetherness amongst our K-12 students and community,” she said. “We also wanted to take a moment to truly celebrate our new facility that will be used by all facets of our community.” Indeed, the event was attended even by Chappaqua’s youngest residents and enjoyed by all.

An emotional and inspiring event on that same field followed several weeks later, as the Greeley boys’ varsity soccer team dedicated a home game to one of its own who tragically passed away this summer. “One of my most memorable moments so far was watching the boys’ soccer team honor Casey Taub [who had worn uniform number 22] by leading the crowd in a standing ovation as they played during the 22nd minute of a recent home game,” Ackerman recalled. “The senior captain even scored a goal at 22:22 – it was such a moving tribute to this young man. I continue to be impressed by the quality of instruction and the caliber of students who are members of the Chappaqua Central School District community.”

PHOTO BELOW (Left to Right): State Assemblyman David Buchwald, Superintendent Christine Ackerman, CCSD Board Member Vicki Tipp, Senator Terrence Murphy, Jared Saiontz at the mic, Stacey Saiontz, Town Supervisor Rob Greenstein, Liz Rappaport, Luke Leopold, Sara Albert, Georgia Rappaport (holding white bag). Additional people who have helped advocate for the bills and traveled to Albany who are not pictured are: Patty Albert (mom), Elliott Saiontz (older brother of food allergic child); Heather Brown (mom) and Spencer Brown (food allergic child); Jill Mindlin (mom) and Maya Mindlin (food allergic child); and Jon Terrry (advocate whose sister passed from allergic reaction to a bee sting).

She is also impressed with the philanthropy and advocacy of student and parent groups. For example, “our students and parents worked together to advocate for legislation that would allow bus drivers who are not employees of the District to administer EpiPens.” She added that “we are currently working to develop a Board of Ed policy in conjunction with Chappaqua Transportation to support our students in this way.”

To that end, Ackerman wanted the community to be aware that the District will be engaging in “a strategic cohesive planning process to identify long and short term goals in relation to the Board of Education’s strategic questions over the course of this school year.” And most importantly, Ackerman stressed that she is available to talk with anyone about any issue.

“I am available and people can feel free to contact me if they need help, if they want to talk to me, they have ideas, I’m open. They can email me at chackerman@ccsd.ws or they could set up a meeting. I’m here, I’m open, and I’m here to be their partner. I’m really looking forward to those experiences with people here.”


Bus Drivers Get Green Light to Administer EpiPens

At her first press conference for the district at Douglas Grafflin Elementary School, Christine Ackerman joined parents and students and Westchester sponsors of a new law passed to protect and save the lives of students who suffer from severe allergies. Assemblyman David Buchwald and State Senator Terrence Murphy co-sponsored the legislation which now allows school bus drivers and others employed by firms providing services to schools to administer epinephrine when a child suffers anaphylaxis shock.

Christine Ackerman: “Our students and parents worked together to advocate for legislation that would allow bus drivers who are not employees of the District to administer EpiPens.”

David Buchwald: “The New York State Department of Health will need to move quickly to issue the regulations necessary for the timely implementation of this act.”

Terrence Murphy: “When a child experiences anaphylaxis, there is little time to wait for emergency personnel to arrive. Every second is crucial.”

Advocate Stacey Saiontz: “Recently, a school bus driver in Massachusetts saved a student’s life when emergency personnel could not arrive on the scene in time. I am so pleased New York school bus drivers will be able to do the same.”


Grace Bennett is Publisher and Editor-in-Chief of Inside Chappaqua Magazine. This interview was edited by long time Inside Press contributor Debra Hand. Special thanks as well to intern Amanda Kraus for transcribing.

Filed Under: Cover Stories Tagged With: Administration, Bus Drivers, CCSD Superintendent, Chappaqua Central School District, Christine Ackerman, EpiPen, health, nutrition, school

Parents Challenge Vaccine Exemptions

October 22, 2017 by Stacey Pfeffer

Chwatko reads her statement at a recent Board of Education meeting
PHOTO BY LEAH ALANI

A parent who spoke at a recent Board of Education (BOE) shed light on the issue of vaccination exemptions in the Chappaqua Central School District (CCSD). The parent, Robin Chwatko, has a daughter attending Roaring Brook Elementary School who is undergoing chemotherapy and is immuno-compromised.

Chwatko was joined by several parents at the meeting who want additional transparency from the district with regards to vaccine exemptions. Under New York State law all children attending public schools must be vaccinated except if they are claiming a medical or religious exemption. However, individual schools are allowed to grant religious or medical exemptions at their own discretion. In her statement before the BOE, Chwatko asserted that “it is imperative that a system is in place to not only properly vet and approve legitimate exemptions but to subsequently alert families and staff when there are unvaccinated children at their school, in their classroom and on their buses.”

The Challenge of Validating Religious Beliefs

Hilary Steuer Grasso, a mother with a child in the district and an education lawyer, noted that the “onus is on the school district to validate the claim of the sincerely held religious belief.” This came about from a 2010 decision by the Commissioner of Education in New York State. According to the decision, whether or not a religious belief is sincerely held can be a difficult factual determination that must be made, in the first instance, by school district officials. A parent/guardian must submit a written and signed statement to the school district stating that the parent/guardian objects to the child’s immunization due to sincere and genuine religious beliefs which prohibit the immunization of their child. After reviewing the parental statement, if questions still remain, the principal or another person in charge of the school may request supporting documents.

Recent media coverage has shown that some parents are claiming religious exemptions when they might simply be opposed to vaccinations for other reasons. For example, many parents fear vaccinations may cause autism despite that this has been debunked in the medical community. Just this past summer, Minnesota, which has a strong contingent of anti-vaccine activists, suffered the worst measles outbreak in decades. Other states such as California are now only permitting medical exemptions due to a rise in the number of purported religious exemptions.

Gaining Widespread Support from the Community

In addition to speaking before the BOE, Chwatko started a moveon.org petition requesting a committee be formed to create a uniform district wide policy for vetting vaccine exemptions and that parents and staff be alerted when an unvaccinated child is in a classroom, school or bus without revealing that child’s name. In the 48 hours since the petition went viral, it received 270 signatures from parents and concerned residents in the district. It is unclear how many children in the school district are receiving vaccination exemptions and the nature of those exemptions. An Inside Press inquiry received no further information as of press time.

Issue Looms Larger Than Just Immuno-Compromised Children

Chwatko is in a precarious situation because her son happens to be one of the rare cases, (about 10-20% of vaccinated kids), where lasting immunity cannot be obtained. Her petition and several parents on Facebook echoed that this is really a larger public health issue. In her petition, she wrote “And what about a pregnant teacher? Or a child with an infant sibling at home? It takes one bus ride, one drink from a shared water fountain, one cough at close range to put compromised people at immeasurable and unthinkable risk.”

Whether or not to vaccinate a child is a controversial issue for many parents. Acknowledging this, Chwatko noted that “no parent vaccinates their child with unbridled enthusiasm – we do it because vaccinations are scientifically proven to protect the health of our own kids and the kids in our community. It is not only a legal obligation to vaccinate your child, but a moral one as well. There is no question that any child who can safely be vaccinated should be, period.” In her petition, Chwatko continued that “with every unvaccinated child that enters our schools, herd immunity is weakened and our entire community, students and staff alike, are needlessly exposed. “

Ellen Lestz, M.D., a pediatrician with White Plains Hospital Medical and Wellness in Armonk commented that “the importance of vaccinations can not be overstated. It is very important to vaccinate every child against communicable diseases. Diseases such as measles and chicken pox are very contagious and because we don’t see these as much anymore we fail to grasp their seriousness. For example, while measles and chicken pox can cause a rash, they can also lead to fatal neurological conditions. We need to understand the complications of these diseases in order to stress the importance of these vaccines.”

The petition clearly states that it is not forcing parents to vaccinate their children or “outing” unvaccinated children. Several parents who signed the petition commented that they want the district to take a similar stance on unvaccinated children as the district does to children with food allergies. Letters are sent home at the beginning of the school year stating specific food allergies in a classroom without revealing the child’s name. It is unclear if similar letters will be distributed regarding unvaccinated children at this time.

Filed Under: Cover Stories Tagged With: Chappaqua Central School District, religion, shots, vaccine

Chappaqua’s Thoughtful ‘Robochaps’ Move into Semi Finals!

February 7, 2017 by The Inside Press

Our Robochaps Team (L-R): Coach Ajay Dhanawade, Neel Roy (5th grade), Arnav Roy (7th grade), Aniruddh Dhanawade (7th grade), Rohan Malik (6th grade), Ellie Slive (6th grade), Jordan Zeiger (6th grade), Benjamin Millerman (5th grade), Daniel Stankiewicz(6th grade), Arjun Dayal (8th grade), Coach Rajeev Malik

An ‘Animal Allies’ Topic for the Group’s Robotic Project Work Brings the Team Closer to the Finish Line

Editor’s Note:  Congratulations to the amazing Chappaqua ‘Robochaps’ for their robotics projects and a recent exciting tournament win that moves them into a semi-final competition!  Here, a note from the participants to Inside Chappaqua:

“We are a group of 5th to 8th graders from Chappaqua, NY who are participating in the FLL. The FLL or First Lego League is an organization where kids from 4th to 8th grade build robots and projects based on a particular topic. This year’s topic is ‘Animal Allies’ (see link below to read more about the project) where we have to find a way to help animals and humans coexist peacefully. We chose coyotes as our project as it is local and affects our residents. Our team won the Sleepy Hollow tournament championship and are moving on to the semifinal with other Hudson Valley FLL teams.”

Animal Allies Brochure 

 

Filed Under: New Castle News Tagged With: Chappaqua, Chappaqua Central School District, Chappaqua Schools, Robochaps, robotics, Students

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