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Where Beauty Abounds: Inside the Boys & Girls Club of Northern Westchester

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Photo by Carolyn Simpson

To dream is a birthright.

In June, at his high school graduation, with a face beaming of pride and gratitude, my youngest child hugged me with so much love and said, “Mom thank you for letting me dream.”

To dream, one must recognize and understand the unadulterated need, joy and benefits of purpose and intention. Dreaming requires first the ability to envision, imagine and see something of beauty that exalts the mind spirit and heart. Second, design planning and implementation supports must be accessible.

Alyzza Ozer, Esq. CEO

Beautiful, smart, generous, creative people are developing at your BGCNW, and they are giving back to our community.

The mission of your BGCNW is to inspire and enable all young people–especially those who need us most–to realize their full potential as productive responsible caring citizens.

Having served the community for 82 years, our key differentiator as a youth-based organization is civic advocacy and leadership. The lessons of recognizing  community, and the multitude of opportunities to provide support to these communities, are woven into all our programming.

All children are worthy of experiencing the unique feelings of purpose and generosity when helping others. Consistently supporting community members is a privilege and responsibility whereby one hones skills of leadership collaboration and friend-making.

Examples of how our curriculum provides lessons in leadership, empathy and collaboration include: our pre-school children making capes for children in the hospital; the Middle School Torch Club creating book drops so all kids have access to creating their own home libraries; Liberty Keystone High School teens working in conjunction with Boys & Girls Club of America regarding environmental sustainability awareness and stewardship; all club kids supporting Youth for Unity and Youth of the Year promoting leadership and vision for improving lives in the future.

Nationally 87% of kids who regularly attend BGC programming, as adults, will consistently give back to their communities. Giving back to community is simply part of BGCNW DNA.

Photo by Carolyn Simpson

 

 

 

 

 

 

 

 

 

 

 

 

The Club is “home,” a family dwelling place, a place where you belong.

95% of Club staff went to the Club as kids. When staff were asked why they remained or returned to the Club the unanimous answer was: “I get to do what I love, be where I belong and help make kids better people.”

Examples include our: Aquatics legend Dennis Munson who started the swim team 52 years ago; Director of Programming Athenia Lee; Fundraising Associate John Tunas; newly appointed Marlins Head Age Group Coach Connor White; and Director of Teen Programming Chris Beaudreault.

BGCNW programming along with the team provides kids with the chance to grow self-confidence, imagination, and faith–the tools to dream. Then we ensure our members have the supports to design and create a plan to make the dreams come true; we never give up.

Philanthropy is a business and there must be evidence-based impact:

• For the last 13 years,100% of our high school seniors, including those designated “at risk,” have graduated high school on time and went on to University, the military or technical school.

• Annually, we serve over 125,000 nutritious delicious meals and snacks.

• We have taught more than 65,000 children to be water safe.

• BGCNW Marlins Swim Team can also claim 275 athletes, and in the past 30 years, over 500 Hall of FAME NESCAC college graduates from the world’s most prestigious institutions including Ivy League.

• BGCNW Marlins is the Top 100 ranked club out of 3000+ in USA Swimming for the 2020-2021 swim year.

• It is an ethnically diverse program–over 50% of athletes identify as non-white.

• For 21 consecutive years BGCNW Marlins have held the Boys & Girls Club of America National Championship title.

 

Giving back to the Community is beautiful.

Meet some of our amazing alumni…

 

Liz Brennan

“We came from diverse backgrounds but, we were all able to connect. My goal is to teach kids how to read, giving what I learned at the Club to my students.“

At the Club Liz Brennan developed the self confidence to dream of being a teacher. At age 8, as a first generation American, she began her BGCNW experience as a Club kid attending after school programming. In the 9th grade she enrolled in the Counselor Mentoring Program. As a high school junior she helped start a camp leadership program. The Club helped prepare Liz for college and gave her a place to work while she was at college and completing her Masters’ and internships. 

As the CEO of BGCNW, I proudly spoke directly to the Principal of Crompound Elementary in Yorktown, NY, where Liz is now working as a 5th grade teacher giving back to our community. 

I shared Liz was innately intelligent with an unwavering work ethic and excellent childcare and teaching experience. Most importantly, she has a gorgeous heart, and the kids and community are her priority and joy.

John Tunas

“I love watching kids learn and the different transitions they go through at the Club, by securing funding for programming, I know more kids in our community will have great futures.”

At age 11, John Tunas came to camp where he built lasting friendships. He worked at the Club through high school and college. For over 25 years, his father Juan Tunas worked on the Horace Greeley High School Janitorial Team often requiring very long days at work. John’s Mom worked as well.  

John looked to the Club for life mentors who helped him become the first in his family to graduate from University. At the Club, John has held positions as Pre-School Teacher, Athletic Director and now, Fundraising Associate. John has been offered sales, marketing and entrepreneurial opportunities but is dedicated to Club fundraising. All three of John’s children attended pre-school, after school programming and Learn to Swim.

Connor White

“The community that makes up the club is one I grew up in and I wanted to share that same connection with a new generation of Marlin swimmers.” 

Recently promoted to Marlins Head Age Group Coach, Connor White first came to the Club as a young kid and dreamed of being a BGCNW Marlin. For 52 years, Coach Dennis has had a loving tradition of giving team members nicknames. “I dub thee Mini Me,” Dennis declared to Connor 22 years ago. 

Connor learned discipline, respect, and being part of a team while swimming. Afternoons before practice were spent at the club playing four square or billiards in the games room, meeting new club kids in the computer lab, or playing basketball in the gym. He associated the club as a safe place with a close-knit community that allowed him to make new connections, be a kid, and play. Wonderful relationships were built facilitating a positive environment. Connor studied Exercise Science at Ithaca College, and was a nationally ranked collegiate swimmer. He holds three school records. Six years ago, after college, he came back to work at the club because he has roots here.

Torell Nugent

“As I look back and reflect, I am extremely appreciative of my time spent at the club. I discovered the importance of diversity, community, and what it means to lead by example.“

Today, Torell Nugent is a Multimedia Associate Account Executive at Disney Ad Sales. He started at BGCNW at age three and attended after school programming through high school. After school began with a snack followed by school-work in a small classroom. States Torell: “Once I completed my homework, my attention would quickly shift directly towards a number of Club recreational activities. Being  on the field, gym, game room, or playground, I felt as though everything I could have ever wanted was at my fingertips. I quickly began to learn new skills and explore many of my passions. I fell in love with all things.”

“This was all made possible because of the outstanding staff at the BGC family. Day in and day out I received unconditional love and encouragement from everyone. My counselors became my mentors, friends, and teachers all in one. I have always revered them as the ultimate role models.”

“When it was finally my time to become a counselor, it was a dream come true. After nearly ten years of being a club member, it was my time to make sure my kids would have a similar, if not better experience than mine. I started as 2nd grade basketball coach and ended as a head counselor. I was getting paid to do something I loved, quickly realizing I was working my dream job.”

“Now as a member of the board I am able to incorporate my experiences in our community to continue to create life changing opportunities for the future generations.”

Byram Hills Superintendent Jen Lamia Focuses on Leadership & Collaboration

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With nearly three decades of experience in the Byram Hills School District, Jen Lamia has seen educational trends come and go but in her new role as Superintendent, Lamia knows firsthand that the collaborative culture is paramount to the district’s success and goal of “creating leaders of the next generation.” The Inside Press had the opportunity to sit down with her and hear how she plans to continue keeping the district nationally ranked for its excellent reputation.

A New City resident, Lamia recalls playing school with her friends as a little girl and hearing stories about her father’s job as a principal in a New York City high school. In college she majored in English literature and initially planned to work in journalism but when she took her education classes for her minor, she knew it was the right career choice for her. Lamia has two sons, J.P, 17, and Michael, 16 and credits them for giving her a “real sense of what it is like” for high school students and their parents today.

Creating Leaders for the Next Generation

Since assuming the role of Superintendent on July 1, Lamia and the administration hit the ground running with some “lofty initiatives” in a two-day goal making retreat for 23 district administrators. Under the umbrella of creating leaders of the next generation, the faculty discussed the concept of leadership and what that means for students. Lamia feels that in order for students to become leaders they need to “identify who they are, assess what their needs are and what resources are available and figure out who can help them on their journey.”

During our hour-long conversation with much of it focused on leadership, Lamia references Simon Sinek, the popular TED speaker and leadership expert who believes that all leaders must start with the question “why?” “The administrators were asked why are they doing what they are doing? What are the outcomes for students and as an educator how are we going to get them there? The administrators worked on these answers collaboratively this summer,” explains Lamia. When asked why prospective buyers should move to the Byram Hills school district, Lamia’s answer is at the ready. She pulls out a binder that sits on her desk and answers succinctly on how the district is focused on creating leaders of the next generation. It’s a document that she and her administrators “live and breathe everyday.”

Research Underpins Decisions in the District

The district has several research initiatives underway in partnerships with leading universities and institutions. This fall, two administrators were sent to the top three universities accepting Byram Hills High School graduates with the goal of assessing whether their offerings in STEAM education were aligned with what higher educations expectations were. “There’s all this push for STEAM and the next generation standards of science but we wanted to interview our students and ask if they feel prepared.”

Similarly, when the district was choosing a new math program for K-5, the district evaluated seven programs and piloted two. Acknowledging that changes needed to be made, Lamia is quick to explain that they don’t make decisions in haste. The district’s decisions are based on careful research.

Student Wellness: A Key Focus

Lamia believes that students can’t learn until they are emotionally ready to. In order to support student readiness, the district in collaboration with BOCES has a partnership with the Yale Center for Emotional Intelligence. Teachers are being trained in the whole growth mindset and mood meters. The district is also working with Stanford University to survey 6-12 grade students on stress, anxiety, support, social pressures and homework. “It is the first time we are getting a snapshot of what’s going on in the district with data. We hear anecdotally that some kids are getting too much homework and others too little but anecdotes don’t give you the big picture,” noted Lamia. “We want to hear their [student] voices and experiences.

Not every child is articulating how they feel and many kids go about their day seemingly enjoy themselves but they may be struggling.”

The district is also working with the University of Michigan and training several educators, guidance counselors and school psychologists on cognitive-based therapy to help struggling students. They also held a panel discussion for parents and addressed questions such as when to get help for a struggling student, where to get help and how long should that help last which offered parents a lot of good guidance.

Collaborative Culture

Lamia enjoys the collaborative culture of the district and feels that it is a hallmark of the district’s success. “The vision of the district and the vision of the community are aligned which doesn’t always happen elsewhere. We have incredibly knowledgeable people on our district’s board of education that bring a unique skill set and care about every kid in the community. Will there be times that people complain? Absolutely but you have to listen because there may be a nugget in there that is very valuable.”

Celebrating Individuality

Lamia notes that the Byram Hills mission statement is ‘do what you like, be who you are’. “There are kids who excel at athletics, poetry and as scientists and their talents run the gamut. When I was growing up every piece of knowledge was taught to me. Today your knowledge comes from experiences and its more critical than ever to help students determine what they like and figure out who they are.” One way the students are figuring out their passion is through the eighth grade capstone project. Students undertake a yearlong research project and it can be as diverse as studying ways to increase fundraising for their baseball team to clean water solutions in Nicaragua. Lamia believes projects like these are critical for student growth and development and to help them discover their passions.

A Lifelong Educator

Currently a doctoral candidate with Johns Hopkins University, Lamia is focusing on teacher mentoring through an online course of study. She anticipates completion of her doctorate by May and is in the process of developing an e-mentoring platform that supports pedagogical content knowledge. “The standard for pedagogy has changed. It’s not enough for teachers to read off a PowerPoint. They need to have the students engaged.” Acknowledging that professional development for teachers is often a time constraint especially when they are out of the classroom, Lamia hopes that her platform will make it more convenient for teachers to advance their skills.

Since 1990 Lamia has been with the district holding various titles such as English department curriculum chairwoman, assistant principal, assistant to the Superintendent and an assistant Superintendent for human resources. But it’s clear that she is not the type of administrator to rest on her laurels and sit behind her desk. As the interview concludes, she excuses herself as the Byram Hills Bobcats are playing a home game and she wants to catch some of it. When we get to the field, the Bobcats are winning. “That’s great,” she exclaims. Lamia wants every child in the district to succeed whether it be in the classroom or on the field. With her at the district’s helm, the chances are certainly that much greater.

Spotlights from around the District: Those who can, Teach

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Friends outside school as well as close colleagues Eileen Kenna (left) with Ann Marie Scalici (right)
Friends outside school as well as close colleagues Eileen Kenna (left) with Ann Marie Scalici (right)

By Miriam Longobardi

When people imagine teachers in the summer, they would not envision someone spending six hours on a hot August day rejuvenating old desks with multiple coats of primer and write and wipe paint, yet this is exactly what Ann Marie Scalici was doing. Scalici was recently transferred to Roaring Brook fourth grade from Bell Middle School fifth grade ELA, where she and colleague Eileen Kenna (they refer to themselves as Work Wives), were named Innovative Teachers of the Year.

With adjacent classrooms, Scalici and Kenna transformed their learning environments. They spent hours after school rearranging furniture, cutting legs off old desks and bringing in items from home to create an environment to maximize student engagement and learning. Scalici said,

“Our students are nine and ten years old and they definetly need to move to learn. They are not meant to be confined by physical spaces that bind their intellectual and physical freedom.”

The following year they were awarded a grant from the Chappaqua School Foundation (CSF) for new furniture allowing students the freedom to choose seating best suited for their individual learning as well as team collaboration and student presentations.

Teaching extends far beyond the brick and mortar of a building, and Westorchard Elementary School teachers Liz Morhardt and Erin Posner turned loss into legacy. When their beloved colleague and dear friend Alison Caso Guerra passed away suddenly and tragically last February, our school community wasdevastated, but this was especially painful for the students and staff at Westorchard.

BEFORE - Scalici’s room before its makeover
BEFORE – Scalici’s room before its makeover
AFTER - Scalici’s room working with what she had
AFTER – Scalici’s room working with what she had
Scalici’s room transformed with creativity and a grant funded by the Chappaqua School Foundation
Scalici’s room transformed with creativity and a grant funded by the Chappaqua School Foundation

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Erin Posner (center), Westorchard Elementary Principal Jim Skoog (far right) with Go Stride participants.
Erin Posner (center), Westorchard Elementary Principal Jim Skoog (far right) with Go Stride participants.

Wanting to maintain the memory of Alison’s passion for teaching and dedication to her students, Morhardt and Posner, together with Alison’s husband, Philippe, established the Alison Caso Guerra Memorial Scholarship Fund to be awarded to a Greeley senior who had her as a teacher and embodies such qualities as well-respected, hard-working and compassionate, among many criteria.

Their original goal was to award $1,000 each year for the next ten years, thus covering the classes of students who would have had her as a teacher. Last spring alone, the Go Stride for Alison event as well as a clothing boutique raised enough money to cover the next ten year’s recipients, far surpassing their original goal.

Alison’s legacy will reach far beyond the students and lives she touched personally.

In my new role as president of the Chappaqua Congress of Teachers I have had the opportunity to get to know colleagues in all schools and witness collaboration across grade levels. Leading students to investigate problems individually and problem-solve collaboratively is only part of what Horace Greeley teacher Mike DeBellis teaches in his Intro to Engineering course.

DeBellis co-teaches Technology and Design Integration classes with Kevin Kuczma and Paul Bianchi where students grow from learning introductory skills such as sewing, electronics, robotics and 3-D printing first semester, to designing their own problem using a well thought-out plan to solve second semester. Examples of their work include designing watch gears using computer-aided drafting (CAD), creating a fully automated greenhouse, and building a working model of an airplane. Robotics students learn how to code solutions a robot may encounter and investigate real-world problems that may be solved using robotics.

DeBellis, Kuczma and Bianchi work closely with middle school Technology Education teachers Chris Stasi and Bob Raguette.“They run terrific programs; the students they send us are fantastic,” DeBellis reports.

The district has made a huge commitment to this work and staff developers Zach Arnold, Josh Block and Ellen Moskowitz are spearheading the STEAM initiative. With all these moving parts working together, Chappaqua is moving full STEAM ahead!

These teachers are merely a few examples of the hundreds of outstanding and dedicated educators that define the excellence of the Chappaqua Central School District. Their passion, innovation, and commitment to children inspire me daily and I am honored to be among them.

Model of a passive solar home with elements of sound, light, motion, and a sensor, designed and built by an Intro to Engineering student at Greeley.
Model of a passive solar home with elements of sound, light, motion, and a sensor, designed and built by an Intro to Engineering student at Greeley.