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Published: 14 September 2010

Created: 14 September 2010

Last Updated: 18 September 2010

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Here is an update from the author of the letter: Dear Editor:I am very heartened to report that the parents of the young children I wrote about contacted me today to thank me for having brought the incident to light. I am deeply grateful to Chief Brogan and Detective Rodriguez of the Scarsdale Police Department, and to Scarsdale10583.com for all their help in locating the parents. I am also deeply grateful to all the parents and concerned citizens of Scarsdale who offered their support and who called Detective Rodriguez to corroborate my story. My sincere appreciation also goes to former Mayor Beverly Sved for all of her assistance, and also to Mayor Stevens for her help. I am gratified to live in a community in which people care about those around them and are willing to extend themselves to help others.

Sincerely,
One of Our Many Concerned Citizens

Dear Editor: On August 18, at approximately 5:15 p.m. at Hyatt Field on Boulevard and Potter Roads in Scarsdale, I witnessed a disturbing incident involving two nannies (who, based on their accents, appeared to be from the Caribbean) and the two young girls in their care. The girls were approximately 4 and  2 years old.  The nannies were yelling at and berating the children because the younger girl, apparently mimicking the older one, had taken off her shirt. The nanny yelled at the younger girl for being a "follower" and gave her a "time-out" just for taking off her shirt. The nannies were sitting on a bench and gave the little girl a "time out" on the ground in front of the bench on which she was sitting and pushed her back down when she tried to get up. The little girl was hysterical, crying and calling for her "Mommy". The nanny told her that it served her right for being a follower and this would teach her not to be a follower. When the time out was over--a few minutes later as I was watching them closely--the nanny was still treating the the little girl in a mean manner, and would not let her hold her or climb onto her lap. "Get away from me, don't touch me!" she yelled at the girl who was still crying hysterically. The other nanny, meanwhile, was yelling at the 4 year-old and telling her she should have "some pride". She forced her onto the bench and gave her a "time out". When the "time out" was over and the girl tried to reach over and snuggle up to her nanny, the nanny yelled at her, "Get away from me!"

There were two boys playing nearby in the park who were also apparently in the care of these women (perhaps siblings to the girls).   The boys were about six or seven years old. The nannies occasionally yelled at them, too, but it was the little girls whom I witnessed being so harshly treated. It was a very disturbing sight, and I couldn't help but look at the children and the nannies with deep consternation. As a result, the nannies started yelling at me and telling me to mind my own business. I told them I wouldn't stand by while they treated the children this way and that I would call the police. They laughed at me and told me to go ahead. One swore at me (she called me a "bitch" in front of all the children, including my own) and they both continued to yell at me. I proceeded to call the Scarsdale Police, who said they would dispatch a vehicle, but that it would take a significant amount of time because all the vehicles were out attending to other duties. I am afraid that the women left before the police arrived.

Currently, Detective Rodriguez of the Scarsdale Police Department is working to locate these two nannies and to question them about the incident. He has copies of the two photos I took of the nannies with the girls. I would desperately want to know if my children were being mistreated this way, and I am hoping that this letter will help locate the parents of these children so that I can tell them directly what happened. If you have any information about these nannies or the children described, please contact Detective Rodriguez at 914-722-1200 or email scarsdalecomments@gmail.com and the site will put you in touch with me.

Thank you very much for any help you can provide.

[Anonymous]

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Published: 20 September 2010

Created: 20 September 2010

Last Updated: 28 September 2010

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Over 300 parents and students from around Westchester are expected to attend the third annual Inside the Admissions Office, a panel discussion about what really happens behind the closed doors of the Admissions Office.

On Monday, October 11, 2010, from 7:30-9:00 p.m., the deans and directors from American University, Barnard College, Columbia University, Indiana University, Lafayette College and the University of Chicago will open those doors at a free community wide program sponsored by the JCC of Mid-Westchester and Woolf College Consulting. “This is the third year we are hosting this event and response has been overwhelming”, said Lisa Itzkowitz, Director, JCC Academic Center. “In the past we have had to turn people away because of limited space. This year we hope to accommodate many more attendees by simulcasting the event into another space in our facility. People are hungry for this kind of information. We are happy to be able to bring this event to the community.”

Moderated by Mamaroneck-based college admissions consultant Betsy F. Woolf of Woolf College Consulting, students and parents will learn:

• What makes a student’s application stand out
• How the new SAT Score Choice option impacts admission policies and decisions
• The impact of the new economic reality on college admissions
• How an admissions staff makes the ultimate decision to admit, deny or defer
• How colleges weigh grades, test scores, family connections, athletics, campus visits, interviews, essays and other factors
• The institutional needs and policies behind the decision-making;
• The difference between a well-rounded student and a well-rounded class – and why that is important in college admissions
• Whether declaring certain majors gives students a leg up in the admissions process;
• How admissions committees treat the application of a student who discloses his or her learning difference or ADHD

Betsy F. Woolf is a college admissions consultant and an award-winning editor specializing in higher education and secondary school. She is a magna cum laude graduate of NYU and holds a J.D. from Hofstra University School of Law and a Certificate in College Counseling from UCLA.

The event will be held:
Monday October 11 - 7:30-9:00 pm
JCC of Mid-Westchester
999 Wilmot Road
Scarsdale, New York

For more information contact Lisa Itzkowitz at 914-472-3300 ext 275, or by email at itzkowitzl@jccmw.org

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Published: 07 September 2010

Created: 07 September 2010

Last Updated: 09 September 2010

Hits: 6461

New York State recently won almost $700,000,000 in Race to the Top grant funds from the Federal Government. This is a big win for many districts in our state, especially New York City schools who are slated to receive $250-$300 million of the grant for educational reforms. The grants were awarded to states that are leading the way in comprehensive, coherent, statewide education reform across four key areas:

• Adopting standards and assessments that prepare students to succeed in college and the workplace;
• Building data systems that measure student growth and success, and inform teachers and principals how to improve instruction;
• Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and
• Turning around their lowest-performing schools.

Clearly, there are many districts in New York City and New York State that have room for improvement in educating students, improving test scores and increasing the number of students who go onto college. But what does this new initiative mean to a district like Scarsdale, where students have historically done very well on standardized tests and 99% of high school seniors continue their education after high school? Do we stand to benefit in the form of increased state aid or funding for new programs?

We asked Scarsdale Schools Superintendent Michael McGill what the Race to the Top means for our district and here is what we learned:

Will Scarsdale receive any of the Race to the Top funds?

We are unlikely to get any money. We are required to comply.

What new requirements, if any, will now be mandated by the state?

The most immediate impact will be a requirement to rate both teachers and principals based on state test results, local assessments, and other factors. Each of these categories will have point value and individuals will then be rated on a 100-point scale. As far as we know, we'll have to do the ratings and we may have to report them to the State. This last part isn't yet clear.

In your view, will rating school personnel improve performance?

We don't see this provision as helping us here. It is troubling for a number of reasons.

Rating performance by state test scores is problematic. The quality of the tests isn't consistently high, and the practice is irrational. Why? If an excellent teacher has a class with several learning-challenged children, their test scores may not be as strong as those of more talented children in Teacher B's class next door. Teacher A therefore receives a lower rating than Teacher B. It's the Memorial Sloan Kettering problem: do you rate the hospital down because it has a higher mortality rate than one that doesn't handle nearly as many critical cases? That's only one example of error inherent in the plan.

When many people in any system believe the system is subject to significant error, erratic and unfair, the results can be unpredictable; generally, however, they're not good. We can't predict with certainty what will happen if that turns out to be the case here, as seems likely. We do know we're dealing once more with the unintended consequences of top-down, bureaucratic reforms that may be well intentioned but that again are being applied uniformly, as if one size fits all.

We believe the main reason for rating teachers is to distinguish between those who are not meeting a Scarsdale standard and those who are. If a teacher is below standard, we provide support and may need to find ways to separate the individual from the district. We have done both these things each year, although we don't broadcast the news.

For teachers who do meet a Scarsdale standard of performance, the important question isn't how they rate, but how each one can continue to enhance his or her strengths and ameliorate any weaknesses. This is a developmental process that may involve further academic study, classroom observation, collaboration with colleagues, and opportunities to practice new techniques and approaches. That work occurs best in a trusting climate that honors risk-taking. It also requires a capacity to acknowledge mistakes or shortcomings undefensively.

Experience shows that more emphasis on test scores drives teachers to teach narrowly what they think will be on the test, often by trying to anticipate specific test questions or by teaching classes that mimic the precise kinds of questions the tests are likely to ask. Gaming the test, not learning, is more apt to become the objective. Also, instead of being an incentive to improve and collaborate, efforts to rate teachers can increase competition. This can drive people to trust and share less and to emphasize image over substance. None of these developments is helpful for schools that are trying to encourage teachers to work together so they develop their common capacity to teach students to think well, to solve complex problems and to engage in other important learning.

Under the tenure system, are low performing teachers still guaranteed their jobs?

None of this has anything to do with tenure.

If we do implement a system to rank teachers based on student performance, what will we do with this data?

We'll have to see how the dynamics play out as we discuss these matters with teachers in the course of the year.

Anything else you would like to add?

Race To The Top and these new requirements continue a pattern of growing federal intrusion into territory that's Constitutionally reserved to the states. They also show the increasingly heavy hand of State control at work in determining policies and practices that have historically been the province of local boards of education.

The broad national problem of education inequality calls for urgent action. We recognize that some school districts require outside intervention, and, especially, that they need more appropriate resourcing, if they're to provide their students even an adequate education. That's why our board of education voted to support the State's Race to the Top proposal to Washington.

However, I subsequently wrote the Commissioner of Education to express our concern about an ongoing strategy of applying State policies uniformly and without distinction when rational distinctions do exist. The continuing erosion of local authority is neither necessary nor wise, especially when it needlessly imposes more procedures on top of systems that already function at a high level and when it impedes local efforts to improve children's learning. I offered to work with the State to help push the boundaries of excellent practice and to support our sister school districts where possible.

I hope to receive a positive response from Albany in the future.