Wednesday, March 21, 2012

Thomas Wilson Moves to Middle School; Menzel and Laitman to Lead Elementary School

Superintendent David Quattrone announced today that he will recommend Dr. Thomas Wilson as Bronxville Middle School's next principal. Wilson has served as Elementary Principal since 2003 and brings to his new position background experience as a sixth grade teacher and as a highly effective school leader. In a related move, Quattrone has also invited Assistant Principal Heidi Menzel to serve as interim Elementary principal and fifth grade teacher Adrienne Laitman to serve as interim Elementary assistant principal for the 2012-13 school year.

The Middle School search process, led by Rachel Kelly, Director of Pupil Personnel Services, began in February with open meetings for parents and staff, a dialogue with Middle School student government, and an online survey. This needs assessment identified some clear themes, including understanding and appreciation of children in this age group, capacity to build a strong sense of community and identity, ability to communicate and coordinate academic programs and services, and active, visible leadership. For the needs assessment summary, go here.

Quattrone, Kelly, and Assistant Superintendent John Kehoe screened 140 applications and interviewed seven promising candidates, including two teachers, several assistant principals, a principal, and a curriculum supervisor. At the end of this phase, the district leaders decided to explore the Middle School option with Wilson."Throughout the search process," Kelly said, "Tom served as the benchmark of someone who had actually achieved the kinds of accomplishments we were looking for. His name came up in conversations with both parents and staff."

The Board of Education will act on this recommendation at its April meeting. "Tom met all the major requirements for this job that emerged from the needs assessment," said Quattrone. "He has a deep familiarity with the developmental needs of this age group, and he knows this particular group of students personally.

"He is a proven leader who enlisted parents in an active effort to improve the Elementary facility and its sense of community. He has developed strong teacher leadership and a positive professional culture. He has promoted active communication through newsletters, curriculum pacing guides, and a revised report card.  The academic program has sharpened its focus and its depth in both English language arts and mathematics. He supported the introduction and expansion of Character Counts, a key priority at the Middle School. He is in the halls, in the classrooms, and at team meetings."

Wilson graduated from  Hunter College and holds masters degrees from both Hunter and Fordham and a doctorate from Teachers College, Columbia. He has taught in New York City, Miami, and Scarsdale. Pending Board of Education approval, he will assume his new duties this July 1st.




Friday, March 16, 2012

2012-13 School Budget Stands at 1.37% Increase

At its March meeting the Bronxville Board of Education reduced the 2012-13 proposed budget by an additional $51,620, bringing next year's spending plan down to $44,240,325. This total represents a tax levy increase of 1.37%, below the legislated tax cap -- 1.51% in Bronxville's case. The $51,260 reduction represents a further reduction in private school transportation based on projected costs for next year.


















The Board declined to make further reductions in private school transportation but maintained an interest in identifying future opportunities for cost savings. The state mandates that public school districts provide transportation to all private schools within a fifteen-mile radius, an expenditure that exceeds $400,000 annually. Such transportation can be provided through district-owned bus, contracted transportation, or public transit.  Public transit has been used for students attending Fordham Prep and schools in Manhattan, but the Board recognized that conditions vary widely. The administration cited a number of related factors related to fulfilling its obligations, including safety, age of child, transfers and convenience, total trip time, and cost.

It was pointed out that the Board scrutinizes all segments of the budget, even those areas with small overall costs. Board members suggested that any review of private school transportation be separated from budget deliberations - perhaps as a fall workshop topic.  It was pointed out that some districts have already reduced transportation services (Pelham, Rye Neck), and others are contemplating similar changes (Edgemont, Mamaroneck).

Other budget concerns focused on district reserves. As budgets have tightened over the past four years, end-of-year surpluses have dwindled accordingly, meaning there is less available money to place in various reserve funds. Moreover, using reserves to offset operating expenses has adverse consequences in the long run in a tax cap environment. Finally, we expect estimated flood-related insurance premiums to have a high deductible, which would signal a need to maintain ample reserves in that category.

The next steps in the budget process involve Board adoption of a proposed budget (April 19), a budget hearing (May 3), and the school budget vote (May 15).

Conference Day: Teacher Dialogue Across Schools

Each year teachers and other staff members devote three conference days to professional learning. This work is framed by our three-year initiative related to critical and creative thinking. The conference days are supplemented by weekly meetings that focus on how best to improve the quality of thought and originality that characterize student work.

On March 13, keynote speaker Ken Kay launched the spring conference day. Mr. Kay founded the Partnership for 21st Century Skills in 2002. Building on that work, he is now the Chief Executive Officer of EdLeader21. That organization is a network of education leaders across the country, focusing on how to move school districts forward in the effort to strengthen, teaching, curriculum, and assessment of critical thinking, creativity, collaboration, and communication.

Policy Board chairperson Ann Meyer introduced the day, which involved a lot of effort and organization by Teacher Center Director Denise Lutter. The remainder of the day teachers worked in small groups, with each person bringing a strategy, assignment, or example of student work to share.  The idea was to learn from colleagues in other schools and departments. Group facilitators included Janine Holzmann, Joanne Dalsimer, Chris Doyle, Susan Williams, Adrienne Laitman, Chris Yi, Sara Payne, Dean Tatarian, Gail Mathias, Denise Lutter, Dierdre Fogarty, Dana Landesman, Karen Coons, Mary Ellen Mullin, Ann Meyer, Mary Schenck, Val Palacio, Karen Rotach, Jean Windels, Denise Flood, Toby Gillen, Charles Ippolito, and Erin Cramer.

As on past conference days, the Bronxville Teachers Association sponsored a benefit luncheon on behalf of the Westchester Food Bank.

Saturday, March 3, 2012

School Budget Moves Below Cap

At the March budget workshop, Assistant Superintendent Dan Carlin presented a 2012-13 school budget of $44,291,945, representing a 1.5% percent increase over last year -- below the legislated tax levy cap that affects all New York public schools and municipalities.  Since last month's workshop, the budget has been reduced by $150,000 by adjusting private school transportation and special education BOCES tuition. The transportation reduction aligns the budget with actual expenditures; it does not represent a shift in current practice.

The Board's discussion focused on whether additional reductions were practical in the private school transportation category. The state requires local districts to transport resident students to private schools within a fifteen mile radius.  Currently 73 students receive this service, including ten special education students. The Board asked the administration to examine less costly ways where reasonable and safe in terms of total time, transfers, and the age of the students affected. Board members made a number of comments on the topic:
  • Reductions in this category would continue in perpetuity, thus contributing to long-term budget sustainability.
  • Changes in the level of service, consistent with the law, could occur in incremental steps
  • There should be ample time for public dialogue before making significant changes in practice.
  • Private school transportation is one of many unfunded mandates; legislative relief should be sought.
Assistant Superintendent Dan Carlin plans to present possible additional transportation adjustments at the March Board meeting.

The Board also reviewed information on class size and asked for more data on initial placement for new hires and co-curricular participation.  There were several comments on the challenge of maintaining current programs  in the context of a tax cap.  As one Board member put it, "When you don't have control over costs like health premiums and pension contributions, you face consequences for the size of your labor pool and what you pay them."

For the updated budget presentation, click here.

Friday, March 2, 2012

Search for New MS Principal Begins

Dr. Barry Richelsoph, Middle School Principal since 2004, has announced his intent to retire at the end of this school year.  Following that announcement Rachel Kelly, Director of Pupil Personnel Services, and David Quattrone, Superintendent of Schools, began the search for a replacement through various focus groups and an on-line survey. That process consisted of two open meetings for parents (one in the evening, one during the day), one meeting for staff, and one meeting with the Middle School Student Government. An on-line survey, available to the public, was also announced via email and posted on the School’s home page. The fifty respondents included 13 students, 22 parents, and 15 staff members.

Students, staff, and parents all place a high premium on a learning environment where young adolescents are welcomed, understood, and appreciated – the “whole child” approach. There is strong commitment to the advisory program and such forms of academic assistance as skills support and ninth period. Parents and teachers identify the team concept, guidance services, and the emerging Character Counts program as particular strengths.  Students appreciate multiple venues for social interaction (like Teen Center), and they welcome the change of pace represented by exploratory subjects (“We get to make things.”). All three constituencies want to preserve the school’s focus on the developmental needs of young adolescents.

Parents and faculty also hope to strengthen the Middle School’s sense of community and its place within the K-12 structure. Students, too, mention school-wide activities and class trips as a way of fostering school spirit. Parents emphasize the need to promote respect and kindness both within and across grade levels. One teacher mentioned the benefit of organizing assemblies and special events in a monthly “calendar of traditions”. People agree that a strong school identity provides direction, structure, and support for students, teachers, and parents alike.

In addition to current services, all groups want assistance for students who struggle. The nature of such support varies by constituency. Parents desire more grade level communication and coordination of assignments and workload. Students mention pass/fail courses in certain subjects. Teachers focus on the need for additional staff resources. Both parents and faculty share an interest in improving students’ organizational skills and strengthening the transition between grades 5 and 6.

Belief in a strong academic program shone through in every session. Parents voice a desire for greater consistency and continuity across grade levels with respect to both curriculum and instruction.  Reflecting the impact of tight school budgets, teachers express concern about class size and number of preparations. Concerns about exploratory subjects came up in several different ways, including grading practices and elective options (students), interdisciplinary connections (teachers), and an interest in updating the content (parents and teachers).

All groups see active, visible, energetic leadership as a key resource for preserving the Middle School’s strengths and addressing the various opportunities for improvement. We found broad and deep agreement across groups about the desirable qualities for a new Middle School principal.  Some words came up repeatedly -- “visible”, “energetic,” “presence,” “someone who knows the kids.”  Students call for a principal who is friendly, fair, and trusted – one who “visits classes.” Teachers want a champion for the faculty, a principal who will act as a strong and effective advocate. Both parents and teachers value experienced leadership and want a principal with clear vision -- one who will insist on high standards, encourage and support new ideas, and put those ideas into practice.

As a next step in the process and with these findings as a backdrop, district leaders Rachel Kelly, John Kehoe, and David Quattrone have begun screening promising candidates, drawn from both professional network referrals and 140 applicants who responded to ads in the New York Times and Education Week.

Plans to Renovate Auditorium Move Forward


Superintendent David Quattrone has completed presentations about the proposed auditorium renovations to the Bronxville School Foundation, the PTA, and all three School Councils.  Using the schematic design prepared by District architects KG&D, Quattrone emphasized that the facility is an important space for teaching and learning as well as a place of assembly for parents and community.  The last structural renovation of the auditorium was over fifty years ago, and today the facility is in bad disrepair, with the balcony closed for occupancy.  The new design calls for improved seating configuration, more space between rows, better acoustics, and air conditioning. A new side lobby maximizes seating capacity (508), improves traffic flow, and provides better access to classrooms behind the stage.

The estimated budget for this project is $7.5 million, and the Board is now exploring the dimensions of a private/public partnership with representatives from the PTA and Foundation. The Foundation has earmarked in excess of $600,000 for such projects, and the PTA is focusing this year's fund-raising efforts on this project. Last year the Board of Education established a capital reserve of $2,000,000 to support the District's five-year master plan.