School Ties
Superintendent's Intro Letter

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Keeping Track: Does Ability Grouping Help or Hurt?
May 8, 2008

I have been an educator for thirty plus years, and if there is one “hot-button” issue in education over the last century that continues to be vigorously debated it’s the concept of “tracking”- grouping students by ability.  Like many of my colleagues, I have struggled identifying the best way for students to learn - homogeneous or heterogeneous groups.  As a teacher and administrator, I have worked in both settings.  I have read much of the research on this controversial dilemma and find that it is inconclusive and for the most part, the studies have not been able to “quantify” the impact it has on a child’s education.  Intrinsically, I believe that tracking is not the answer and is actually detrimental to learning for ALL students!  

My philosophy is that tracking is discriminatory and not only fails to benefit any student, but especially minority students and those children in lower socioeconomic circumstances. No students, whatever their race, special education needs or prior achievement, should be placed in classes that are watered-down or have lower academic standards or expectations for achievement. By offering a high-track curriculum to all students, providing teachers with strategies to meet the needs of both struggling and high-achieving students and monitoring the academic progress of students over time, we can succeed in closing the achievement gap on important measures of learning and raise the bar for success.  I envision this model for the Dobbs Ferry schools, but had to see it in action for myself.   

On April 14th  I had the opportunity to visit a school district that validated my belief that if you have high standards for all students and provide them with a challenging and rigorous curriculum and the support and tools they need to succeed, then they can unanimously benefit from higher level classes and ultimately reach their individual potential. I had the delightful opportunity to visit Rockville Centre Union Free School District in Nassau County , Long Island with Mr. Berry , Mr. Mussolini, Mr. Rosen, Mr. Abbatiello and Mrs. Holderman. This is a diverse, suburban school district known nationally for its detracking reform which was instituted in the late 1990s. Their goal was simple, to increase learning expectations for all students.  Presently grades K-10 offers an honors curriculum to all students and they have an inclusive IB program for grades 11 and 12.  

Rockville Centre’s South Side High School was one of the nation’s earliest IB schools.  It started out as a program only for high-achieving students, but in1997 offered the advanced curriculum to everyone.  Only 14 students received an IB Diploma that year, compared to 102 students in 2007.  This year 47% of the senior class are IB Diploma candidates. During our visit we were able to see an elementary, middle and high school.  We spoke with teachers, students, and administrators.  We were also permitted to do classroom observations at all three schools.  Here is what we found.  

Mathematics has been and continues to be used as a gateway to success and to higher education. Therefore, all 8th grade students take the accelerated Integrated Algebra curriculum and a Regents exam at the end of 8th grade. The 6th grade Connected Math Curriculum is given to all 5th grade students.  The 6th and 7th grade is also accelerated to complete the 8th grade math curriculum by the end of 7th grade.  The math curriculum materials foster an investigative approach to learning.  All students have ample opportunity to pass the needed courses and to study calculus prior to graduation. This initiative supports the findings from the National Mathematics Advisory Panel, created by President Bush two years ago. “The panel’s research showed that if students do well in algebra, then they are more likely to succeed in college and be ready for better career opportunities in the global economy of the 21st century.”  

The ELA instruction in Rockville Centre incorporates a balanced literacy model similar to ours.  In addition, the district has implemented an inclusive Special Education Program in all of their schools. The district also has a comprehensive support system in place for students struggling with higher-level curriculum.  For example, English and math labs are offered to students every other day in high school to provide them with the time and support to keep up with the curriculum.  

When I returned to our District I felt compelled to examine student achievement data in Rockville Centre to see for myself how effective they were at helping students perform at higher levels.  I used the last New York State District Report Card for 2005-06.  I found that Rockville Centre and Dobbs Ferry have very similar demographics.  Although their student population is three times our size, they have a comparable profile in terms of ethnicity, eligibility for free and reduced lunches, percentage of teachers with Master’s Degrees or Doctorates, and average class size.  

In comparison, Rockville Centre had a higher percent of students in grades 3-8 scoring a 4 on ELA, Math & Science exams. They also had a somewhat higher percentage of students scoring 4+ on IB exams.  Additionally, they had a higher percentage of students earning a Regents Diploma, Regents Diploma with Advanced Designation and IB Diploma.  We were similar in the percent of students who enter a four-year college. Dr. William Johnson, Superintendent of the Rockville Centre School District was very clear that their mission was not only to get students into a four-year college, but to ensure that their students are prepared to graduate college in four years. These results demonstrate that “achievement follows from opportunities- opportunities that tracking denies.” The Rockville Center reform confirms common sense logic that closing the curriculum gap is an effective way to close the achievement gap. (Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools, Sept. 2004)   

As I reflect on my visit and this data, I feel validated that our educational philosophy, whereby all students can learn at the highest levels, is on target.  I am even more convinced that Rockville Centre’s open door policy to IB courses and the success rate for passing IB exams with a score of 4 + confirms our belief that all students can succeed if given the chance to take the most rigorous and challenging courses available and if they are willing to put forth the effort.  It is also very clear to me that we must continue providing our teachers with the tools to support student learning by making available multiple staff development opportunities in the area of differentiation. Instructional differentiation is the ultimate compromise to the tracking vs. detracking debate. By truly individualizing education within a heterogeneous setting we will be able to meet student’s varying ability levels, learning styles, interests and readiness.  I applaud Rockville Centre for their vision and for walking the talk. 

To comment on this blog, please send your response to schoolties@dfsd.org

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A Shot in the Arm

21st Century Students

Cyber-Bullying Hits Home
January 11, 2008

R-E-S-P-E-C-T….find out what it means to me, sang Aretha Franklin in her smash hit song four decades ago. The song is still as popular in 2008 as it was in 1967, when the chart topper was adopted as an anthem by the civil rights and feminist movements. Today we place an extremely high emphasis on students respecting and valuing themselves and others and have even incorporated the theme into our District’s Mission Statement and Strategic Plan.  Our goal is to create a culture of tolerance, respect and positive personal relationships among ALL members of the school community.  So you can only imagine my disappointment, frustration, and sadness this week regarding an incidence of “cyber-bullying” that occurred in both our High School and Middle School.  

The situation was very complicated, but the scenario included a high school student protecting a middle school sibling who was being cyber-bullied by other classmates.  The harassment occurred during online activities after school on the facebook.com website.  Unfortunately, the more we investigated, the more we realized that this is not an isolated incident.  Research shows that cyber-bullying is an increasing phenomenon as it provides children with an avenue for reaching peers anonymously where they can not be protected by teachers, parents or other adults. According to the article, Challenging Cyber-Bullying on the Media Awareness Network, “The anonymity of online communications means kids feel freer to do things online they would never do in the real world.  Even if they can be identified online, young people can accuse someone else of using their screen name.  They don’t have to own their actions, and if a person can’t be identified with an action, fear of punishment is diminished.”  

One negative effect of technology, either through e-mails, instant messaging, text messaging or posting on websites (i.e. myspace.com), is that it enables children to engage in bullying behaviors such as put-downs, insults, spreading derogatory  rumors or posting inappropriate pictures, with little or no consequences. “This lack of feedback minimizes feelings of empathy or remorse. Young people say things online that they would never say face-to-face because they feel removed from the action and the person on the receiving end,” says Nancy Willard, a tech lawyer and executive director for the Center for Safe and Responsible Use of the Internet. i-Safe America Inc., another organization promoting web safety, surveyed 1500 students ranging from fourth to eighth grade across the country and discovered a disturbing trend… 58% of students admitted someone has said mean or hurtful things to them online and likewise, 53% of students admitted having themselves said something mean or hurtful to another online.  Approximately 42% of kids have been bullied while online. The days of “home as refuge from bullies on the school playground” are over.  

Cyber-bullying is extremely challenging for school officials to deal with. Although this type of bullying occurs out of school, students are together on campus and it can’t help but effect the school climate or influence a student’s feeling of being safe. This complicates our ability to discipline cyber-bullies for offences that occur off campus, not to mention the risk of litigation from angry parents challenging their children’s right to freedom of speech, but the First Amendment also places restrictions on school administrators for formal disciplinary actions in regards to online speech used by students. “It is a delicate balance of free speech, child protection and parental supervision,” say Andrew Spano, Westchester County Executive.    

It is also important for parents to know that they can be sued through civil litigation for financial damages for injuries to cyber-bully victims.  Depending on the facts, legal actions may be brought for defamation of character, invasion of privacy, or intentional infliction of emotional distress. “If a school official notifies parents that their child is cyber-bullying another and the cyber-bullying continues, this can provide an enhanced ability to hold the parent’s financially liable,” says Nancy Willard.  “Harassment by computer” is punishable with up to a year in jail or substantial fine.

It is clear to me that addressing the issue of cyber-bullying needs to be a collaborative effort by both the school and parents. During the month of February, we will be surveying our students to determine the scope and extent that both bullying and cyber-bullying occurs in our District. Under the leadership of Phyllis Conley, Director of Pupil Personnel, we will use this data to begin addressing on-campus and off-campus bullying and begin developing anti-bullying strategies to insure a safe environment for all students. 

Parents need to be diligent about monitoring what their children are doing online and helping them to be responsible internet users. Be knowledgeable about the sites your child visits and what they are posting online. Know what your child’s social network profile (i.e. facebook or myspace) says and check with the major Internet Service Providers to see what they offer in the form of parental controls. Nancy Willard suggests that you develop an online agreement or contract for computer use that contains clear rules about what is ethical online behavior. Have consequences in place if your kids violate family rules on Internet use, especially cyber-bullying. If you find that your child is being bullied online talk to our schools’ counselors or administrators about it. If your child is being harassed or threatened online, report this to the police. Most importantly, tell your child to never respond to bullying messages.

This is not a problem that is going to be solved overnight, but I am confident that if we work together and demonstrate a NO TOLERANCE policy for any kind of bullying, we can be proactive in ensuring our schools are a safe and nurturing environment for all students. It’s been 40 years since Aretha Franklin’s rendition of R-E-S-P-E-C-T and records and phonographs are long gone, but the song’s message is still a hit.

If you are interested in finding out more about this subject you may want to read Nancy Willard’s new book, Cyber-Safe Kids, Cyber-Savvy Teens.

To comment on this blog, please send your response to schoolties@dfsd.org

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Forty Winks
October 19, 2007

Last Friday morning it was particularly difficult for me to get up and get ready for work.  The night before was a late Board of Education meeting and it takes me an hour or so to unwind when I get home.  So on five hours of sleep, I found myself pressing the snooze bar one too many times!  As I drove to work, somewhat dreamy eyed, I heard a news report about a study just released by the National Sleep Foundation. It pointed out that a vast majority of our adolescents are sleep-deprived, with only 20% getting the recommended nine hours of sleep on school nights.  After interviewing 1,602 parents, the researchers determined that sixth graders were sleeping an average of 8.4 hours and 12th graders were only sleeping 6.9 hours.  This lack of “shut-eye” results in our youngsters falling asleep in class or during homework and arriving late to school because of oversleeping.  Even more alarming, more than half of our teens reported driving while feeling drowsy.  Unfortunately, I can relate to that!  

Jodi Mindell, associate director of the Sleep Center at The Children’s Hospital of Philadelphia states that “Sleep serves not only a restorative function for adolescents’ bodies and brains, but it is the key time when they process what they’ve learned during the day.”  The National Institute of Health reports that “Without enough sleep, a person has trouble focusing and responding quickly and there is growing evidence linking a chronic lack of sleep with an increased risk of obesity, diabetes, heart disease and infections.”  How many times do I go home and say, “I am just too tired to exercise today?”  

The most startling finding from these sleep studies emphasizes the “large academic consequences of small sleep differences.” This week’s New York Magazine article entitled “Snooze or Lose” reinforces the connection between sleep and school grades. In a study done by Dr. Avi Sadeh of Tel Aviv University , an authority in the field, it notes, “a loss of one hour of sleep is equivalent to the loss of two years of cognitive maturation and development.” Another study by Dr. Kyla Wahlstrom at the University of Minnesota surveyed more than 7,000 high school students about their sleep habits and grades. The results showed that “teens who received A’s averaged about 15 minutes more sleep than B students, who in turn averaged 11 more minutes than the C students, and the C’s had ten more minutes than the D’s.”  

As an educator and a parent this is quite a conundrum. With increasing pressure from the State to meet tougher curriculum and testing standards, we barely have sufficient time in school or class to address the ever increasing academic demands.  Specifically, in Dobbs Ferry, we have implemented a nine period day to ensure that our IB Diploma candidates are able to complete all the required course work.  To accommodate a rigorous academic schedule and our various extracurricular and interscholastic athletic programs, these students need to start school at 7:38 a.m. (85% of America ’s public high schools start before 8:15 a.m. ). These are the same students who participate in all of our after-school offerings as well as outside activities, and are not able to complete their homework until late at night.  We want our children to have all these opportunities and experiences, but in over programming them are we depriving them of the necessary sleep they need to be successful?  

According to surveys by the National Sleep Foundation, “90% of American parents think their children are getting enough sleep. The kids say otherwise.” The causes are many….in the quest to beef up the college “resume” and by over scheduling enrichment activities, our children are becoming nocturnal creatures by default. Most of them have at least one electronic item in their bedroom whether it be a television, DVD player, computer, telephone, or IPod.  Down time after homework is completed, and usually in the wee hours, is text messaging friends, talking on the phone, surfing the net, listening to music or catching up on their DVR taped TV shows.  Other contributing factors include lax bedtimes and guilt. Dual working parents want to spend time with their children after they get home from work.  

The evidence to support that our children are “tired” is overwhelming, but napping isn’t the answer. Dr. Judith Owens, who runs a sleep clinic in Providence , Rhode Island and is affiliated with Brown University , uses this standard argument when speaking to parents about the impact of sleep deprivation. She asks, “Would you let your child ride in a car without a seat belt? You have to think of sleep the same way.”  

 Something’s gotta give, but what?

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How Safe is Safe Enough?
May 10, 2007

The recent heartrending events of Virginia Tech are on all of our minds.  As I listened to the various news accounts, both during and after the tragedy, I couldn’t help but reflect on the enormous responsibility educators have to ensure the safety of their students and staff.  When I was a child attending elementary school, administrators were worried about protecting us in the case of a nuclear bomb attack… as if anyone really could be saved from such a cataclysmic event.  Yes, we had “Bomb Scare” drills where our teacher would surprise us at any given moment and yell out, “Drop” and we would clamor under our desks away from any windows, while covering our eyes with our hands.  This was supposed to protect us from harm.  As a principal in California , we feared a major earthquake happening during school hours.  Again, we had a “Drop and Cover” drill in addition to practicing how to quickly evacuate the building.  As administrators and teachers, we were trained on what to do if there were severe injuries and participated in “Search and Rescue” and triage simulations.  The drill was intended to teach us how to react to a major catastrophe. In both incidents, we were planning for an event that we had no control over and our focus was on responding to a disaster, not preventing one.  

Since the Columbine school shootings, 911, and now the Virginia Tech rampage, school safety has taken on a whole new meaning.  I can’t help but continually ask myself, “Are our schools safe enough?” How can we keep such senseless tragedies from occurring in Dobbs Ferry? What more should we be doing to protect our students and staff?  When I think of prevention, my first thought is that we must make sure no one with the desire and ability to harm us is allowed to enter the buildings.  All three of our schools have only one entrance unlocked during the day, and all visitors must sign in.  Deliveries are made to specified areas only.  But, we are schools with many activities going on throughout the day.  Students go in and out of our buildings every period to participate in Physical Education, recess and intramural sports.  Our high school is an open campus and students leave and enter the premises continually throughout the lunch period.  In the evenings, our building are used for both school, social and community events.  We want our schools to be an extension of our community and a place where our students can gather and participate in a variety of curricular and extracurricular activities.  So what makes a school safe? How do you balance being in “lock down” mode and “inviting” all at the same time?  Safe Communities – Safe Schools from the Center for the Study and Prevention of Violence in Colorado says that “Safe schools are welcoming places where teachers can teach and students can learn without fear or intimidation.”   

In order for us to address school safety adequately, we must understand the extent and nature of school crime and violence in our schools.  The National Center for Education Statistics (NCES), Institute of Education Sciences (IES) in the U.S. Department of Education and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice has prepared the report Indicators of School Crime and Safety which presents the most recent data on this subject.  

·         The percentage of students who were threatened or injured with a weapon has fluctuated between 7-9 percent in all survey years from 1993 through 2005

·         Between 1992 and 2004, the victimization rates for students ages 12-18 generally declined both at school and away from school.

·         In 2005, about 28 percent of 12- to 18-year-old students reported having been bullied at school during the last 6 months.

What do these statistics tell us? While the percentage of violent crimes in our schools nationwide is very small, it only takes one random act of violence to bring the issue close to home. In a small and nurturing community like Dobbs Ferry, we feel insulated from unspeakable types of violence that lead to fatalities and serious injuries. Despite incidents like the Amish school shooting, it is highly unlikely that a gun-toting intruder will walk through our doors. However, statistics don’t make us feel better or safer, it’s not about numbers. But whatever the odds or reasons for these incidents, we need to continue to assess our safety procedures and find ways to better secure our buildings. With funding from EXCEL Aid, Proposition 2 on next week’s budget ballot, we will be able to add additional security cameras and electronic access controls to further monitor who is entering the buildings.  In addition, we have just hired an evening security guard to patrol our Middle School/High School complex.  However vigilant we are though, it becomes increasingly evident to me that being proactive does not mean locking our students in and everyone else out to reduce the threat of violence.  We need to make sure we have in place a curriculum that teaches tolerance and respect for one another, and to develop specific policies and programs that eliminate bullying in our schools.  Likewise, we also need to help our staff, parents and students recognize the “warning signs” that students exhibit who may be experiencing stress, anxiety or emotional problems, and make it easy to share this information with our administrators in a safe and trusting environment.   

Keeping our students and staff out of harms way is and remains a top priority. This is just as much a K-12 issue as it is a University one. These shootings have sensitized us to be alert, and on alert 24/7. Like safety drills in the past, we need to keep practicing emergency response procedures that will keep our students as safe as possible in the event of an unfathomable incident.  While no one can single-handily prevent such an unforeseen act of violence from occurring, we can avert such a tragic aftermath by paying more attention to the “mental health” of our student body, and continue to review and enhance safety precautions.We do run “Lock Down” and “Lock Out” drills throughout the year, and we are heightening our security measures at all three schools.  But, I keep going back to “how safe is safe enough?” Protecting our children is a collaborative effort and I would welcome your input. Virginia Tech revived vexing questions and familiar fears for not only myself, but educators all across the country who grapple daily with this responsibility and what to do.

To comment on this blog, please send your response to schoolties@dfsd.org

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The Pitfalls of Praise
March 27, 2007

I was very excited to see the recent article in New York Magazine on “How Not to Talk to Your Kids: The Inverse Power of Praise” written by P. Bronson. It turns out, that the old parental cliché- “you can do anything if you put your mind to it”- really is true!  

To summarize, the article describes a study published by Stanford University researcher Carol Dweck and her team at Columbia University who studied the effect of “praise” on some 400 fifth grade students in a dozen New York schools. The students were divided into groups and were given a simple IQ test. One group was told they did really well and must be very “smart.” The other group was told they did really well and must have “worked hard.” The first group was praised for intelligence, the other for effort. Asked if they wanted to take another slightly harder test, the kids praised for “intelligence” were reluctant, fearing the risk of failure or a lower grade, while over 90% of students in the group praised for their “effort” were eager for a more challenging task.  On a final test, the effort group performed significantly better than the intelligence group, and many of the students who had been labeled “smart” performed worst of all.  In essence, the “hard workers” got the message that they could improve their scores by trying harder, but the “smart” group believed they should do well without putting in any effort.  

According to Carol Dweck, “When we praise children for their intelligence, we tell them that this is the name of the game:  Look smart, don’t take risks.”  On the other hand, when we praise kids for effort, they believe that they have some control over how well they do and tend to work harder. People’s “self-theories about intelligence have a profound influence on their motivation to learn.”  

This concept is not new to the DFSD and more specifically to our Middle School.  In July 2002, I brought Sara Garcia to our District for a two-day summer Leadership Conference on this very subject.  All our administrators and five teachers from each school participated in a workshop entitled “Building an Effort-Based Learning Community.  We studied the work of Carol Dweck and learned that when students succeed, we should praise their efforts, strategies, ideas or concentration, not their intelligence, and that praising “brain power” or telling a child that they are “gifted” often backfires. The Middle School embraced these concepts and developed a long term goal to grow a culture of “effective effort” for the entire school.  

What the New York Magazine article doesn’t address is that praise is just one element of effort.  Effort needs to be taught.  Students need to understand how to develop realistic goals for themselves and to monitor their own progress towards these goals.  They need to understand that effort can mean different things to different students.  It might mean that a student comes to class prepared and ready to learn, that they participate in discussions or do their homework every night.  It might mean that when they don’t understand a concept or skill, they attend T-Period for extra help. Educators and parents need to help students understand what effective effort is all about. We are not giving children a gift when we tell them how brilliant and talented they are, making them believe they are valued only for being intelligent and not for their actual capabilities.  

After reading this article, I reflected on my own childhood and how my parents addressed our academic success.  Early on, in elementary school, my parents gave us monetary rewards after each report card…a dollar for each A, 25 cents for a B and 10 cents for each C.  Needless to say, my older brother and younger sisters always got rich…….they were the “smart” ones.  I grew up with little confidence in my academic potential and felt like the “dumb” one.  When I graduated from high school, my mother tried to convince me to go work instead of college.  She was a wonderful mother and had very good intentions, but did not have faith in my academic abilities.  It really wasn’t until I went to college that I realized that I could succeed and that the effort I put into my studies directly resulted in my success.  Belief in your own abilities is extremely powerful!  

This past weekend, a colleague introduced me to the Nintendo game called “ Big Brain Academy .”  She heard about this game after reading some research on the importance of exercising your brain as well as your body.  This game is about giving your “mind a workout” by training your brain in five different categories such as computation, analysis, thinking, memory, and identity.  I was sold! There are two parts to the game.  You take a three minute test utilizing all five categories and you get a score and a grade.  Then you get feedback, like, “You did an excellent job on computing.  You may want to practice your skills in analysis.” My first grade was an F+.  This was not good!  

I spent the day practicing in each category.  With each practice test I would receive a score and some encouragement.  I earned a bronze medal and decided to take the test again.  I went from an F+ to a D+.  Back to the practice session.  I have now earned a silver medal in each category and have raised my grade to a C.  I continue to practice, trying to earn a gold medal.  I can also move up to the medium and hard levels as well.  I think I finally understand that these computer games really do use a different part of our brain, and I understand why our students love them.  

Sure they’re fun, but maybe not so mindless? These games are set up with realistic goals, the ability to practice to improve your score, and immediate feedback on how you are doing.  Practice and effort correlate to positive results.  How do we help our students understand that the same kind of effort will also help them improve in school?  As educators, we can learn something from these computer games as well.  Learning should be active and engaging.  Goals must be realistic and attainable. Students must be taught strategies and how to choose the strategies that will work best for them.  They also need to be able to reflect on their failures and gain insights.  We need to teach our students the power of effective effort and to have a “growth mindset,” which will enable them to view challenges and setbacks as an opportunity to learn and to improve through experience.  

Intelligence is like a muscle and it needs to be exercised, but now I have to go to the gym, enough mental stretching for one day!

To comment on this blog, please send your response to schoolties@dfsd.org

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A Shot in the Arm
February 8, 2007

My husband and I look forward to our weekly Saturday morning ritual. We get up early, walk to the neighborhood diner for breakfast, and along our route buy the two daily newspapers, the New York Times and Daily News.  After ordering, I dive into the front of the paper scanning the headline news and my husband “tackles” the sports section on the back pages. Our morning conversation revolves around note-worthy articles or hot topics of the day. This past weekend the paper was full of stories on the Super Bowl, Lee Simmons’ Baby Phat Fashion Show, Charles Schwarz’s release from prison, and the tornados that struck Florida . Oh yes, there was also the story about the giant rabbit that can grow up to 2 1/3 feet tall and 23 pounds!  Next to this earth-shattering expose, there was a tiny blurb in the “World News” column, buried on page 16, stating that Governor. Rick Perry of Texas is bypassing the Legislature and will be the first state to require that schoolgirls get vaccinated against HPV (Human Papillomavirus), the sexually transmitted virus that causes cervical cancer. The article,”Tex Gov. Orders HPV Shot” further affirmed that “beginning in September 2008, all girls entering the 6^th grade will have to receive the vaccine,” in order to attend school.  Not since Dick Chaney shot his best friend quail hunting, have I been so stunned by news from the lone-star state.  

You can only imagine the conversation we had that morning.  Is this constitutional?  Can you require this vaccination the same way we require children to be vaccinated for Diphtheria, Tetanus, Polio, Measles, Mumps, Rubella, Chicken Pox, and Hepatitis B?  Why 6^th grade girls? Is there an epidemic of HPV at this young age?  By requiring this vaccine for 11-year-old girls, are we expecting that they will have sex at an early age or many sex partners in their teen years?  And frankly, from my viewing seat as superintendent, is it the school’s responsibility to enforce?  

I decided I needed to educate myself.  What I found was that various strains of HPV, which is the most common sexually transmitted disease (STD), are responsible for most cases of cervical cancer. In the United States alone, cervical cancer strikes about 10,000 women a year and causes up to 4,000 deaths. It is the second leading cause of cancer death in women, and tragically often strikes when a woman is still young.  It is estimated that 50% of sexually active people will get HPV at some time in their lives, although for 90% of them, it will go undetected and unproblematic. There is no cure, but the new vaccine, called Gardasil, protects against four HPV types, which together cause 70% of cervical cancers and 90% of genital warts in women. Okay, this is a serious health issue.  

Last summer, The Center for Disease Control (CDC) recommended the vaccine for females between 9 and 26 and that girls be vaccinated at ages 11 or 12 as part of their required school immunizations and booster shots.  The retail price of the vaccine is $120 per dose ($360 for the full series).  Gardasil is a recombinant vaccine (contains no live virus) that is given as three injections over a six-month period.  At present, the vaccine is not covered by most insurance companies.  Gardasil was approved by the U.S. Food and Drug Administration in June. Tests in more than 17,000 girls and women have shown that the vaccine is nearly 100% effective in blocking cervical cancers caused by HPV infection.  Merck Pharmaceuticals, the manufacturer of the vaccine, is currently lobbying states to mandate Gardasil for middle and high school girls and already more than 12 states have introduced legislation requiring that students entering sixth grade receive the vaccine.  This allows a girl’s immune system to be activated before she’s likely to encounter HPV and to produce the highest antibody levels, providing life-long protection.  Without a doubt, it sounds like Gardasil is a breakthrough in preventing cervical cancer.  As a parent, I certainly would want my daughter vaccinated.   

Then why am I troubled?  The question for me is should this vaccine be mandated and required for a student to attend school. The purpose of the current New York State Immunization Requirements for School Entrance/Attendance are to eliminate the spread of major infectious diseases among the school population.   HPV differs from these diseases as it can be controlled by education and behavior. I guess when all is said and done, I believe the schools’ responsibility is to raise awareness of HPV and provide adult education programs to help our parents understand the frequency of teenage sexual activity and how to educate their children on the risks involved?  In addition, it is our responsibility as educators to have a comprehensive age appropriate health curriculum to enhance our students’ ability to make safe decisions and to give them the “facts.” We can require our students in middle and high school to take “health,” but we must continually review and update the course contents to keep pace with medical progress and the changing “moral” landscape. Ultimately, though, it is a parent’s decision to determine if and when their child should receive Gardasil… not Merck or our state government.

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21st Century Students
January 17, 2007

On New Year’s Eve, we all look back on the previous 365 days and take note of the changes and events that we’ve experienced to help us refocus our efforts and formulate “resolutions” for the year ahead. Last week, I met with our administrative cabinet and school board members to discuss a report entitled “”Tough Choices, Tough Times, The Report of the New Commission on the Skills of the American Workforce,” from the National Center on Education and the Economy. We also reviewed the Time Magazine article, “How to Bring Our Schools Out of the 20th Century,” which was written as a result of the study. In reviewing this data and looking to 2007, I find that the “business” of education has not drastically changed over time, but our world has.

Take a moment and think about what was going on in the world when you were in high school, politically, socially, and technologically.   

For myself, I attended high school in Hilo , Hawaii , spent my freshman year of college at Tel Aviv University in Israel and graduated from California State University during the Vietnam War.  Both socially and politically our country was divided.  It was the first time that a war was televised (in color and not black and white) and we all watched nightly from our living rooms.  Our telephones had big round dials and you could only use them in rooms where they were “hooked up” (tethered to the wall). “Portable” meant you could maybe stretch the phone cord enough to reach five feet away.  We used typewriters for our term papers and messy carbon paper if we wanted to make two copies.  We listened to “records” (not CDs) on a phonograph or stereo system and computers were a sci-fi fantasy. The Jetsons and the movie 2001: A Space Odyssey were our future. Got the picture?

Our students and future graduates are experiencing a very different world, albeit a visual and sedentary one, that continues to evolve into a global society with the emergence of new social, political, and business models brought about because of technology.  It is predicted that 80% percent of the jobs that will be available to our current kindergarten students don’t exist today.  These same kindergarten students will have four different careers and nine different jobs in their lifetime.

According to a report from the National Commission on Mathematics and Science Teaching for the 21st Century, 60% of all new jobs in the early 21st century will require skills that are possessed by only 20% of the current workforce, and over 80% of the 23 million jobs that will be created in the next 10 years will require some postsecondary education.  Our future graduates will be expected to collaborate globally with colleagues from all over the world.

This generation of students is the first to grow up with this new digital technology. Marc Prensky so clearly states in his article, “Digital Natives, Digital Immigrants,” computers, video games, digital music players, video cams, cell phones, MP3 players, etc. are second nature to them. Today the average college grad has spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games and 20,000 hours watching TV.  Today’s students think and process information fundamentally differently then we do. They speak an entirely new “internet” language utilizing  blogs, wikis, podcasts and online jargon.  They are use to downloading music, resourcing a library on their laptops, and being “connected” 24/7 through “IMing” and text messaging.  Networking is a way of life.  

As educators we are living in a different world with new challenges and new opportunities and we must figure out how to respond.  I have been an educator for many years as well as a lifelong learner. We must rely on our experience to re-envision our classrooms and prepare our students for the 21st century with different kinds of collaboration.  We need to teach them to learn for understanding, not knowledge.  We need to give them many opportunities to apply knowledge, to problem solve, to create and become passionate and fearless learners.  Our schools need to be equipped to teach with the technology tools that our students use in their everyday lives. Our strategic plan must reflect our changing world and help students to compete in this new interactive web world. These technologies are user friendly in a way that technologies have not been in the past.   The good news for all of us is that today, with “Technology for Dummies” on the best-seller list, anyone can become a lifelong learner. 

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The Greatest Gift of All
December 19, 2006

It is the holiday season and probably like all of you, I am overwhelmed with trying to make sure that I find those very special gifts for friends and family.  In between meetings, visiting schools, and winter concerts, I am continually making and revising my lists.  Whether shopping online or window shopping stores, I am eagerly trying to cross off items on my list and rush to the post office to ensure that all my presents arrive on time.  This time of year is especially frenzied, somewhat stressful and simultaneously enjoyable! Go figure!

Last Wednesday, after a particularly harried day at work, I finally sat down at my desk to check my emails. I immediately eyed the email that said, “Do u remember me?” and wondered if it was another spam. However, I noticed the name, Jose Luis Poot, Jr.  It was very familiar to me. My first principal position was at Jane Addams Elementary School in Lawndale California , an urban school of about 750 students, grades K – 6. One day a father of one of my 6^th grade students there came to see me and asked about changing his son’s last name, as the students were all teasing him bitterly (we now refer to this as bullying). I was distraught by the fact that a child was being teased so shamefully that he would consider such a serious action. I immediately went into his classroom and had the students sit in a “friendship circle” and we talked about teasing and how hurtful it was.  Each child shared a time that they were “picked on” and how it made them feel. We continued this “friendship circle” for several weeks.  Jose never asked to have his last name changed again.  When Jose graduated, his mother brought me a delicious flan and Jose moved on to Jr. High.  He did come back to visit me several times to tell me how he was doing and once brought me a bowl that he weaved of colored wires, that I still keep in my night stand.  Could this email be from the same Jose?

I anxiously opened the email and it read:

Dear Mrs. Kaplan,

Let me start by saying what a joy it is to be writing you this e-mail. My name is Jose Luis Poot Jr. I hope that just by telling you my name you will remember me, since you know my name is not very common at all. Just in case you don't remember me I was a student at Jane Addams when it was an elementary school and you where the principal here and guess what! Now it’s a junior high. But the biggest news is that I am a campus supervisor here. So its almost like things went full circle for me. After I left Addams I went to Rogers and then I graduated from Hawthorne High in 1998. Since I started working here I asked Elizabeth If she remembers you and if she knows how to contact you. She said that Mrs. Hupp would know how to reach you and that's how I got your e-mail. But I wanted to tell you that I still remember you and how nice you were to me. I remember you gave me a Miami Hurricanes hat ( remember?), You made such a lasting impression on me that out of all the principals in my scholastic career you are the only one I remember. Now of course I am 27 years old (27 on Jan. 15, 2007 ).  I am married and expecting my first child in March (I am having a daughter).  I am very happy about that. I love working here in my old school and working with kids, I know that I am in a position where I can make a lasting impression on a young mind, same way as you did with me. I have never forgotten you and just have so much respect for you. I hope that you receive my e-mail and that you are in great health and that you are happy. I still can’t believe after all these years I am finally writing to you and expressing my gratitude to you for making me feel so special. I would love to hear from you and maybe even talk on the phone if you are not too busy and even exchange photos. Again have a nice day and hope to hear from you soon.

Sincerely,
Jose Luis Poot Jr.

I stared at the computer screen for a long time.  I was so honored, but at the same time humbled.  The fact that I could have had such a lasting impression on Jose was overpowering.  I can’t stop thinking about him and realize that as educators we have the ability to impact the lives of thousands of children, both in a positive and in a negative way. This reaffirms for me that every day as educators, we have both the opportunity and responsibility to help our students celebrate their individuality and reach their utmost potential. I am tremendously grateful to Jose for finding me, as his note was the greatest gift of all.

I now look at this holiday season with very different eyes.  The greatest gift you can give someone is sharing with them the role that they have played in your life.  I ask each of you to think of someone who has made a difference in your life and tell them.  I promise you this will be the most valuable present that you can give. I would like to thank Dr. Richard Williams for believing in me and making me believe in myself.  He was my professor at UCLA, and without his friendship and support, I would not be a Superintendent today.

To all the parents, teachers, students, and staff, I would like to wish each of you and your family a very happy holiday season and a healthy New Year.  

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Football Pride
December 8, 2006

It seems like just yesterday that the Co-President of the Touch Down Club called me.  It actually was in July and she was extremely concerned about our students on the varsity football team as we did not have a new coach in place, and she was worried about the boys and their heartfelt loss of Coach Mac last spring. I assured her that we would find a coach for the boys, and that I would personally involve them in the selection process.  Little did I know then, that we were on a journey that would symbolize what the spirit of Dobbs Ferry is really all about, and that the outcome would surpass our wildest expectations.  

I, too, was worried about our boys.  Coach Jim Mackenzie had only worked in the Dobbs Ferry School District for three years, but no one realized the impact he had on his students.  Our team was still grieving his death, our senior players had graduated and gone on to college, and this year would be the third head coach in three years. The team was rudderless and drifting. Between you and me, I didn’t think we even had a glimmer of a chance to go to the Dome at Syracuse this year.  All I really wanted was a kind and talented individual who could bring the team together, enhance our students’ athletic skills, and make sure that they had an enjoyable season.  After an intensive search, I believed that we had found our man…Chris Wagner. He adeptly stepped in to fill some big shoes, but didn’t step on anyone’s toes or Coach Mac’s memory.  

Coach Wagner would take over the helm and lead the undefeated Eagles Football Team to an unprecedented third state championship in five years. As sports editor Ken Kostik said in The Enterprise, “These boys over in Dobbs Ferry know how to play football!” Three state crowns, six sectional titles and five trips to the Dome speak volumes about the dedication and commitment it takes to become successful.  

Last Saturday, the Village of Dobbs Ferry honored the State Champion Varsity Football Team with a parade down Cedar and Main to the lighting of the Christmas tree.  The streets were lined with well-wishers and younger kids who wanted to get a glimpse of their returning “heroes.” Mayor Bova read a proclamation and invited Coach Wagner to speak on behalf of the team.  The Coach sincerely thanked the Mayor and the community and individually acknowledged each of the assistant coaches (two of whom were volunteers) explaining to the eager crowd their individual contributions.  At the end, he asked that everyone observe a moment of silence in memory of Coach Mac.  

I drove home that evening filled with many emotions and some new insights into the meaning of the word “team” and how one teacher/coach/mentor can make a difference to so many young people and a broader community.  

Coach Mac had a simple way of making each and every student feel important and valued.  He cared about them personally and had a tremendous impact on their lives and their values.  He helped instill in them the desire to be their best. Our team exemplifies what it means to be passionate about what you do, that effort is the most important variable in being successful, that working as a “group” is so much more effective than working alone, and that when you are motivated and have goals, you can accomplish anything.  

Coach Wagner, in my opinion, is the unsung hero.  He understood where the kids were coming from.  Their needs were so much more important than his own ambitions.  He supported them.  He cared about them.  He brought them to victory.  He took no credit for this unbelievable feat.  

As our community honored this team and their coaches on Saturday evening, I couldn’t help but feel how lucky I am to be the Superintendent of this marvelous school district and this committed community. The Dobbs Ferry community is that village that Senator Clinton refers to when she says, “It takes a village to raise our children.”  The community is supportive of its children, is proud of their accomplishments and embraces them individually and as a collaborative team, both on and off the field Winning isn’t everything and, in this case, the scoreboard didn’t tell the whole story of personal loss, but this was a sweet victory for our coaches, our students, their friends and families.  When I least expected it, there was a lesson to be learned.    

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