The Inside Press

Magazines serving the communities of Northern Westchester

Students

The Chappaqua Central School District: A Community for Learning

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The Chappaqua Central School District is a nationally renowned suburban school system characterized by highly motivated students, well-educated and forward-thinking staff, and an actively involved parent community. The District offers a rigorous, interdisciplinary academic program and remains committed to providing an excellent education for all students in a supportive environment.

In order to continue Chappaqua’s record of success, the District has embarked on a Strategic Coherence Planning process. This extensive review will assist in aligning and focusing the systems that define Chappaqua’s schools with the reliable acquisition of the identified vital student skills and attributes believed to be the most critical to success beyond Greeley. Social-emotional learning and curriculum alignment will continue to be high priorities moving forward.

As 2016 Capital Bond projects are completed, students are thriving in the new spaces as they grapple with solving challenging real-life problems using the Chappaqua Design Process and critical thinking skills through a collaborative approach. Each elementary school has a Global Learning Center and MakerSpace, each middle school has a STEAM Center, and the high school has an iLab, MakerSpace, STEAM Center, Global Learning Center, Multi-Media Studio, two Instructional Centers, and a Visual Arts Lab. All of these student-centered learning environments support small and large group instruction, independent study, and team collaboration. Students can roll up their sleeves and actively participate in problem-based learning, divergent thinking, and knowledge creation. As a result, students perform well on the Regents exams, SATs and other measures of academic achievement. All six schools consistently rank among the top schools in the county, state, and the nation.

In addition, strong partnerships with Google, Microsoft, and Apple have enabled staff to leverage technology in new ways to provide feedback, personalize instruction, and monitor student progress. The goal is to graduate students who are thoughtful, creative, curious, proactive, imaginative, inventive, and can formulate hypotheses, effectively communicate their ideas, interact well with others, and are personally reflective. These are the students who will be ready for college and the work world.

While the District fully embraces its long history of offering a strong curriculum for core subjects as well as a wide range of Advanced Placement and elective courses that challenge and empower students, extra-curricular activities and athletics also play a key role. They provide students with many positive experiences that help them to become well-rounded individuals. Whether it’s pursuing their passions, discovering hidden talents, meeting people they might not otherwise encounter, or stepping outside of their comfort zones as they pursue something new and completely different, students receive a complete and comprehensive K-12 educational experience.

For more information, please visit ccsd.ws or call 914-238-7200.

Schools

Douglas G. Grafflin Elementary School (K-4, 441 students)
650 King St. • 238-7204 • dg.ccsd.ws

Roaring Brook Elementary School (K-4, 395 students)
530 Quaker Rd. • 238-7205• rb.ccsd.ws

Westorchard Elementary School (K-4, 409 students)
25 Granite Rd. • 238-7206 • wo.ccsd.ws

The three elementary schools foster a love of learning in a nurturing environment that promotes mutual respect and encourages social responsibility. The emphasis is on higher-level thinking skills with the development of essential skills to provide a strong foundation for students to become life-long learners.

The schools are organized in heterogeneous classes with comprehensive support services and technology integrated into the curriculum. The instrumental music program (lessons and group instruction) begins in fourth grade, with students selecting from a variety of string, woodwind, and brass instruments to play as they embark on their exploration of band or orchestra participation.

Elementary teachers nourish students’ emotional lives and guide their social development, instilling in them an appreciation of self-worth, of individual difference, and of global interdependence. They help students learn how to manage freedom and to act ethically so that each may become a responsible, contributing member of a global society, and are supported in their work by a variety of special area teachers as well as teaching specialists. While responsible for covering the District’s challenging curriculum, teachers are encouraged to use their individual talents and interests for the benefit of their students. The end result is a caring and nurturing child-focused environment with student projects and artwork covering just about every inch of the hallways.

Robert E. Bell Middle School (5-8, 623 students)
50 Senter St. • 238-7202 • bs.ccsd.ws

Seven Bridges Middle School(5-8, 584 students)
222 Seven Bridges Rd. • 238-7203 • sb.ccsd.ws

Each school recognizes that young adolescents have unique developmental needs on cognitive, social, emotional and physical levels. The middle school program addresses these needs and builds upon the attributes and unique skills and abilities of every student while providing them with a strong academic foundation.

The middle schools also embrace a team-teaching philosophy, with staff meeting daily to discuss student needs, curricular and instructional issues, and to communicate with parents and support personnel. Students apply creativity and are committed to learning and growth. They are good writers and speakers who express themselves well in many media, and are open-minded and at ease collaborating and cooperating with others. They study core subjects and take courses in technology, computers, art, music, physical education, health and family and consumer science. Foreign language instruction begins in the 5th grade when students have the option of taking Latin, French, or Spanish.

In addition to exploring mini-courses designed to promote critical thinking and analytical skills, there are extensive after-school programs, which include modified sports and clubs and organizations that address other interests of young adolescents.

Horace Greeley High School (9-12, 1,266 students)
70 Roaring Brook Rd. • 238-7201 • hg.ccsd.ws

Greeley students are self-motivated and highly engaged as they are taught to think critically and collaborate to solve problems in all courses. In addition to core subjects (most students take English, social studies, math, science, and foreign language classes through their senior year), students are committed to the fine and performing arts and have an opportunity to take any number of the dozens of electives offered–including shared online courses, a science research course, independent study, and the senior experience internship program. Over two-thirds of the student body participate in more than 85 clubs and organizations, publish two student newspapers, and compete on over 70 sports teams.

 

Courtesy of the Chappaqua Central School District

At Byram Hills High School, Scholars Think Globally

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Global Scholar students attend We Day for youth leaders at the Barclays Center –attendance by invite only

While STEM pursuits are enthusiastically encouraged these days, there are still students who love – and wish to find rigorous academic challenges – in the humanities. To better serve those students, a team of educators at Byram Hills High School has developed a three-year humanities track called Global Scholars. It’s research-based, and each year is “completely different,” according to program co-founder Duane Smith, chair of the English department for Byram Hills high school and middle school–grades 6 through 12. Smith designed and implements the Global Scholars program with Jennifer Laden, social studies chair, and Melissa Stahl, world languages chair.

This school year, 150 students will be involved with the Global Scholars program which is generously supported by the Byram Hills Education Foundation. “It really took off so quickly, and it said to us that this is something that is meeting a need,” Laden said. The three-year program starts with a seminar year that provides an overview of global issues. This first year is the most teacher-led while still emphasizing student-led learning, and most often taken by sophomores.

There are multiple entry points, though, so students can still join if they do a year or two of the program, although all first-year students in the program start at the beginning, with the seminar year. “We think year one is a great course for anybody,” Laden said, explaining that juniors and seniors are welcome to take the course.

(L-R): Isabelle Levy, Madison Gummer and
Ellie Margolin led a workshop on how
climate change affects human rights at
Iona College

A Focus on Global Competency Skills

From the United Nations Sustainable Development Goals, Smith and his colleagues developed three units for the first year of the program, in poverty, the environment and human rights. Students in the Global Scholars program find an area to explore more deeply within one of these three categories. “Within these units, we work on global competency skills,” Laden said, such as analyzing multiple perspectives, studying global issues and communicating ideas well.

“We want to expose the students to the problems facing this 21st century world and give them the preparation to do research, take action and communicate their ideas,” Smith said.

“The students are charged with choosing a topic that they are interested in,” Smith said, such as air pollution or sex trafficking in the U.S. The second year is the “action research” year. Much of this year is self-guided work by the students, and they learn time management while doing much work on their own in order to meet due dates. Students do independent research and “start to develop and implement an action plan,” Laden said.

Isabelle Levy’s area of interest is the lack of school supplies in Costa Rica, an area she said is considered to otherwise have a strong educational system. “I like that I can explore topics I wouldn’t get to explore in my other classes.” Levy, a senior at BHHS, said. Levy also enjoys the opportunity to do independent research. She has had a bake sale to raise funds and is currently selling bracelets and expects to assist La Escuela Balsaville in Costa Rica with a donation of hundreds of dollars so that school supplies can be purchased.

Student artwork exploring human rights
issues in Yemen

The Birth of the Program

Smith said the naissance of the Global Scholars program came from a conference at Harvard on global competency that he and some colleagues attended in the spring of 2016.

“Our mission was purposeful in that it was basically a charge from the former superintendent – he said the humanities were basically on the dark side of the moon and he wanted us to focus on the humanities. He wanted us to think big,” Smith said, adding that the current superintendent, Jen Lamia, has also been supportive of the endeavor.

Besides utilizing UN ideas, the teachers have drawn on sources such as the Asia Society, which offers a framework to guide those seeking to “understand the world through disciplinary and interdisciplinary study.” The Global Scholars program uses this framework to “guide the learning.” It has four parts: investigating the world, recognizing perspectives, taking action and communicating ideas. The third year of the program, that’s part of what students do: communicate their ideas to other students in the program, in part by leading workshops.

Creating Global Leaders

“The big goal is to develop leadership qualities, capacities and skills,” Laden said. Third-year students work as mentors for first- and second-year students to “put their leadership skills in action. Additionally, they will continue the action plan and see it through to fruition.”

“I really like it because it’s really different from the other classes,” Ellie Margolin, a senior at BHHS in her third year of the program, said. Margolin is focusing on water conservation issues in the U.S., originally inspired by an interest in the water issues in Flint, Michigan. But besides her personal area of study, Margolin said she has enjoyed the focus on discussion in the Global Scholars program, and also a trip she took with fellow students during her sophomore year to the Holocaust and Human Rights Education Center at Iona College in New Rochelle, where they attended a variety of seminars on human rights issues.

The following year, as a junior, Margolin returned and with two other students, led a seminar on climate change. Margolin also said she enjoys the unconventional assessments employed in the Global Scholars program. “There’s always an audience that’s not just the teacher,” Laden said. Students have shown their work in a public art exhibition and entered podcasts in a contest sponsored by NPR. This way, it’s clear that work is being created for a broader impact – not just done for a teacher.

“Our sophomore class coming in is roughly 200 students and we have roughly 60 students who have signed up for the program,” Smith said. “That’s a huge testament to the need for a global competency program – and it’s a testament to the kids in the school who really want to make a difference. We’re thrilled that we’re tapping into something that’s an important part of the development of our students.”

“We’re continuing to work on it and reflect on what we do,” Smith said, with input from students as well as colleague-to-colleague. “We have to rely on a feedback circle.”  “It’s a great collaboration between professionals and we’re collaborating with the kids in developing the program,” Laden said. “They’re really creating the program as much as we are.” “I love the program,” Margolin said. “It’s absolutely amazing.”

Global Scholar students attending a Holocaust & Human Rights Education Center conference

Chappaqua School Foundation Spring Benefit – Friday, April 26th!

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CSF Spring Benefit and Raffle Tickets Now Available Online
April 26 at the Sleepy Hollow Country Club
 
 
Cocktails, Hors D’Oeuvres & Dinner
Silent Auction & Raffles
Grants Showcase Presented by Teachers & Students
Music by:
Horace Greeley Quaker Notes
Horace Greeley Stage Band
Total Entertainment
 
We hope you will join us for a wonderful community evening celebrating our schools.
 
 
Thank you to those families who have agreed to serve on our Benefit and Outreach Committees, our Spring Madness participants, our silent auction donors and our corporate sponsors.
 
The Chappaqua School Foundation Board

Chappaqua School Foundation
P.O. Box 202
Chappaqua, NY 10514
 
 
 

Winners and Finalists in Music Conservatory ‘Colors of Music’ Mural Art Contest!

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 ‘COLORS OF MUSIC’ STUDENT MURAL CONTEST WINNERS!

Local Student Artwork to Be Painted As Community Mural in White Plains

White Plains, NY– The Music Conservatory of Westchester is proud to announce that both Mya Madison Davis, 9th grader at Pelham Memorial High School, and Ciara Sergi, 9th grader at White Plains High School, are winners of the “Colors of Music” Student Mural Contest! Additional finalists were Emma Farley, of New Rochelle, grade 7, Albert Leonard Middle Schoo and Lucy Schwartzreich, of Chappaqua, grade 11, Horace Greeley High School.

Numerous entries were submitted by middle and high school students around Westchester County with the hope that their artwork would be chosen as the basis for a mural to be painted on the Music Conservatory of Westchester’s building on Central Avenue in White Plains. Four finalists were selected by an adjudication panel of art experts and creative community leaders from New York City and Westchester County.

In a tie, based on scores from all eight members of the adjudication panel, both Mya Madison Davis and Ciara Sergi were chosen as winners of the contest. They will collaborate with professional mural artist, Jonathan Villoch, to adapt their winning designs as a large-scale mural representing the theme of “Multi-Cultural Music.” Runners-up in the contest, Emma Farley of New Rochelle, 7th grader at Albert Leonard Middle School and Lucy Schwartzreich, of Chappaqua, 11th grader at Horace Greely High School will attend a mural art workshop over the summer with all four finalists. A new mural will be developed based on the winners’ designs under Jonathan Villoch’s guidance.

“Giving and getting feedback is so important to collaboration and having an open dialogue is essential for artists to communicate productively on any project,” Mr. Villoch said of this once-in-a-lifetime artistic experience.

Finalists in the contest are (in alphabetical order by last name):

  • Mya Madison Davis, of Pelham, grade 9, Pelham Memorial High School
  • Emma Farley, of New Rochelle, grade 7, Albert Leonard Middle School
  • Lucy Schwartzreich, of Chappaqua, grade 11, Horace Greeley High School
  • Ciara Sergi, of White Plains, grade 9, White Plains High School

 

By Mya Davis

Mya Madison Davis described her winning contest submission titled “Rainbow Rhapsody” as, “The bright colors represent diversity of people. The instruments I used are from all over the world. For example, I included a Djembe which is a drum from Africa. I also included a pan flute which originates from Colombia.  I also depicted instruments that would not usually go together like a piano and an electric guitar. An important part of my painting is the silhouette of the conductor’s arms because it shows everyone from all different cultural backgrounds coming together, united in one harmony, all with a common goal.”

By Ciara Sergi

Ciara Sergi described her worldly entry titled “Musical Pangea”: I drew the characteristic instruments from each of the continents as a product of their traditional culture, and used their instruments to depict each continent.”

The Music Conservatory of Westchester thanks all of the talented student artist entrants in the “Colors of Music” Student Mural Contest for their exceptional creative ideas, colors, mediums, and musical and multi-cultural elements that were demonstrated to illustrate the theme.

“Each artist brought his or her creative point of view. Some artists were quite literal in their interpretation; others took the theme to another level of graphic abstraction and conceptualization,” Lynn Honeysett, former Executive Director of the Pelham Art Center said of the art entries submitted by local students for the contest. “I appreciated that all the student artists brought heart and soul to their work.”

By Lucy Schwartzreich

Submissions for the “Colors of Music” Student Mural Contest, supported by a grant from the National Endowment for the Arts, were judged in two rounds by eight panelists with art expertise as well as Westchester County community leaders:

  • Margaret Adasko, Curator of Education, Katonah Museum of Art
  • Samantha De Tillio, Assistant Curator, Museum of Arts and Design
  • Michael Dweck, Treasurer and Board Trustee, Museum of Arts and Design
  • Jimmy Fink, Radio Personality and Producer at 107.1 The Peak
  • Lynn Honeysett, Former Executive Director of the Pelham Art Center
  • Kimberlyn V. McKoy, Gallery Associate, ArtsWestchester
  • Amy R. Paulin, Assemblymember for the 88th District
  • Jonathan Villoch, Professional Mural Artist, Collaborating Artist for “Colors of Music” Student Mural Contest

Conservatory Executive Director Jean Newton said, “We are very excited to unveil the finished mural, celebrate and share it with the entire community. Music and art brings people together in a way that nothing else can.”

By Emma Farley

The Music Conservatory of Westchester will celebrate the unveiling of the final mural on Sunday, September 30th, 2018 with a block party on the Conservatory’s grounds. The entire community is invited to enjoy live music, food trucks, and family fun! The Conservatory encourages all students who entered the contest to attend and share in recognizing their fellow students whose creative vision of the vibrant diversity of Westchester County and beyond will be featured as public art for the community.

The Music Conservatory of Westchester was founded in 1929 by a group of community members and renowned artists. Today, the Conservatory provides the extraordinary benefits of music to all in our community, from absolute beginners to advanced artists, with one-on-one instruction, performing ensembles, theory, composition, early childhood classes, lifelong learning for adults, and free community performances, serving 2,900 students each year from 4 months to over 80 years old. As a not-for-profit organization, the Conservatory is dedicated to serving the community and reaching out to those who would not otherwise have access. Our Scholarship Program provides tuition assistance for financially deserving students. The Music Therapy Institute brings music into the lives of 1,900 children and adults with disabilities each year through on-site and outreach programs. Healing Our Heroes offers military veterans a specialized music therapy program to help with recovery after their service. The Conservatory has inspired generations of students, and contributed to a vibrant musical life in the county, the region, and beyond.

Visit musicconservatory.org.

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.