District Assesses "Off and Away" Smartphone Policy in Schools
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- Written by: Sharon Higgins
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Technology and in particular smartphones are not going away. However from the SHS/SMS joint presentation on November 20, “Phone Smart: How Can We Support our Youth in the Smartphone Era?” itis possible that future Scarsdale students will benefit from a policy that will have them putting their phones away from “bell to bell”.
The evening’s panel discussion, with an introduction made by Scarsdale Schools Superintendent Drew Patrick, highlighted the impact smartphones and social media have in our classrooms. Patrick talked about the challenges of smartphones and how “living” with technology and smartphone use would need to be a partnership between teachers, students and parents. He presented a short video taken at a conference this summer addressing this issue with Governor Hochul, various New York state teachers organizations representatives and students from across the state who gave soundbites on the harm smartphones have on students of all ages. Patrick noted that the surgeon general claims 95% of 13-17 year olds report using social media. And what that really means is that these kids are constantly getting beeped and buzzed throughout the day urging them to look and respond to a small screen that is attached to them at the hip.
Governor Hochel supports a “bell to bell” ban (8am-3pm) on all personal internet devices and feels it should be uniformity from class to class. Currently there is an Off and Away school policy in Scarsdale. For elementary school, children's phones and smart watches ideally should not be brought to school at all but if necessary, they should be turned off and put away in their backpacks. At Scarsdale Middle School, smart watches do not need to be put away but phones are left off and away in lockers. At the high school, students enter each class and place their phones in the phone caddy at the entrance of the class to be picked up at the end of class on their way out at the end of the period.
SHS English teacher Jennifer Rosensweig, helps to lead the district on the current school policies on smartphone use. At the meeting, she invited a panel of SMS and SHS students and faculty to discuss their opinions on smartphones and social media and their effects in the school setting. Rosensweig insists that both her experiences and observations as a teacher at SHS and the many studies she has researched over the years, technology has a negative impact on students.
She explained that in 2015 she started noticing a drop off in reading ability which led her to start looking at data on screentime of the adolescent mind. Since then it has been “a long journey of research”. She states that “the research is so strong, we can’t look away”. She refers to her personal experience with over 1,500 students where she has seen a difference in concentration, sleep habits and even an increase in anxiety. Students are now starting to ask for help with this issue. As a member of the SHS wellness committee that implemented the start of the phone caddy systems last year, she has received reports from teachers that the program has given them back their classrooms. Rosensweig says phone caddies “make a difference but not enough”. She adds that it is not realistic to eliminate smartphones altogether; however each student needs seven hours a day without pings and buzzes calling out to them.
As each of the student and teacher panelists were asked questions by Drew Patrick on their personal smartphone use, it was very clear from their answers that nobody thinks it’s a good idea to have smartphone access during the school day. One student commented that a “phone cleanse makes my day better. I can think better and just do more”. Another said that “without the phone it felt mentally refreshing. I can enjoy my classes, clear my mind during the day and have great conversations at lunch with my friends”. One student admitted that she “goes straight on it after class in the hallway and is on it the whole walk to my next class. I don’t even look up”. Rosensweig inserted that in her research she found that students “need down time between classes to absorb the information just taught and if they look at a screen that information is immediately lost”.
At one point a student exclaimed that smartphone use “is an addiction. I get a craving to be on it”. Having phones in the phone caddies this past year and a half, teachers have seen some real progress. In fact, one teacher commented that there has been “an enormous reduction in bathroom trips and they are far quicker”. Rosensweig also cautions us to be wary of “hyperbolic language for the threat of an emergency when students feel obliged to answer texts from parents.” She added that ipads and laptops also have social media messaging. A math teacher commented that in her class, she doesn’t really need technology except to submit scanned homework which takes all of 60 seconds. However, she does notice that when she returns tests at the end of class there is a mad student dash to retrieve their phones. She informs her students they don’t need to use their phones to calculate their grade percentages! There was definitely a chuckle or two from the audience here. But her story relates to Rosensweig’s comment that this is “not a children’s problem to solve”. Recognizing this, the district's Technology Department has been working very hard to figure out a balance between the technology smartphone use in the school and also how teachers use technology in the classroom.
The last question directed to the members of the panel was, “If you could change something why and what would you do?” Overwhelmingly the panel asked for a “more unified effort to keep phones off and away”. Rosensweig’s last words were of gratitude to be at this event and though she would like to see more progress, she believes we have come a long way already. She is glad that the community is talking more honestly about this and reiterated that kids deserve a more communicative and cooperative learning experience.
Drew Patrick closed the evening discussion with information on the Bell to Bell without phones program implemented in the Bethlehem Central School District. In this school district phones brought to school go in Yondr pouches and are sealed up as they enter school. The pouches demagnetize the phones in the sealed pouch. As the students leave for the day they unlock the pouch at exit stations to retrieve their phones from the pouches.
The Yondr pouches caused a change in social student connectedness. Drew Patrick sees the smartphone policy as a partnership between the schools and parents. “We can’t do this alone” he stated. “There is not a big solution” at the moment but he is hopeful for “a discussion for future dialog.”
Last, he directed parents who would like help with conversations with their children about smartphone use to the Scarsdale Family Forum pages. The Scarsdale Family Forum was designed and supported by the district’s Technology Department to help parents, teachers and administrators to start discussions on challenging issues.
Off To College: SHS Signing Day 2024
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- Written by: Sharon Higgins
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Anika Kumar - Rowing, Columbia UniversityProud friends, parents, teachers, coaches and fans turned up to see nine SHS seniors sign agreements to become collegiate student athletes on Wednesday November 13 at SHS. Scarsdale High School Athletic Director Cindy Parrot and Assistant Athletic Director Jeff Weiger, presided over the ceremony honoring the college recruits.
In addition to the Signing Day festivities, the Athletic Department celebrated fall sports champions from the Swimming and Diving, Girls Cross Country and Boys Soccer teams. Iris Wang, a junior who won the Section 1 Diving Championships was called up to be honored and received a SHS cap. As the ceremony was taking place, simultaneously, Wang’s teammates were competing in the Girls Swimming and Diving Team Section Tournament. Parrot announced that an additional seven swimmers have qualified and will be joining Wang at the state championships in Rochester next weekend.
Also honored were the Girls Cross Country and the Boys Soccer teams. Both won their section and are heading to the state championship next weekend. Coach Modafferi commented that “This is only the third time in school history that either the boys or girls (cross country team) has qualified”. (1980, 1981 and this year, 2024) The Boys Soccer team also won the regional championships. This will be their third year in a row that they will compete at states.
Mia Charles - Rowing, George Washington UniversityBefore Athletic Director Cindy Parrot presented the Signing Day athletes, she commented on the significance of today’s event. She explained that this year’s signing day was different from the past 60 years. Last month, the NCAA did away with the National Letter of Intent which was replaced with the student athlete financial agreements that, the recruits signed at the SHS ceremony. The NCAA is still in the process of revamping college recruiting and the student athlete commitment so Parrot declared that today’s event should be considered “a celebration of the commitment to a college that has been made by these student athletes.”She also noted that “Just under 7% of all high school athletes take their talents to compete at the college level” She wished them “the best of luck as you continue to pursue your dreams. Go make Raider Nation proud!.”
Below is a list of the nine Scarsdale High School student athletes honored at the Fall 2024 Signing Day.
Mia Charles has committed to row at Division 1 The George Washington University.
Leo Khang has committed to play soccer at Division 1 Marist College
Anika Kumar has committed to row at Division 1 Columbia University
Jake Sussberg has committed to play basketball at Division 1 Princeton University
Anders Burrows has committed to play lacrosse at Division 3 Oberlin College
Daniel Hoey has committed to play Basketball at Division 3 St. Lawrence University
Tommy Iasiello has committed to both Wrestling and Lacrosse at Division 3 Roger Williams University
Miles Newman has committed to play soccer at Division 3 Washington University in St. Louis.
Jackson Starr has committed to play lacrosse at Division 3 Ohio Wesleyan
Leo Khang - Soccer, Marist College
Jake Sussberg - Basketball, Princeton University
Anders Burrows - Lacrosse, Oberlin College
Daniel Hoey - Basketball, St. Lawrence University
Tommy Iasiello - Wrestling and Lacrosse, Roger Williams University
Miles Newman - Soccer, Washington University in St. Louis
Jackson Starr - Lacrosse, Ohio Wesleyan University 
Diving Section 1 Champion - Junior Iris Wang
Boys Soccer Sectional and Regional Champions:
Senior Logan Lim, Senior Caden Zemachson, Senior Chase Halpern, Junior Nicholas Faraco, Senior Matias Garcia, Senior and Captain Zachary Grossberg, Senior Matan Davies, Sophomore William McAllister, Senior and Captain Lorenzo Galeano, Senior Daniel Cisneros Lacruz, Senior Ishaan Joshi, Sophomore Roan Forray, Senior and Captain Lev Stahl, Sophomore Mark Dyner, Junior Neil Sriram, Senior Milo Sheth, senior Fabian Kulle, Junior Connor Meschewski, Senior and Captain Leo Khang, Junior Peter Lin, Senior Shady Saleh, Sophomore Ethan Grossberg, senior Marc Hajjar, Freshman Ezra Stahl, sophomore Nicolas Toosi, Junior PJ Rosenthal, Senior Felipe Chaladovsky, Senior Vincente Vernaza Escobar, Senior and Manager Sophie Kushnick, Senior and Manager Arielle Pitchon, Head Coach Marcos Monteagudo, Assistant Coach Luis Gonzales, Assistant Coach Carlos Vazquez, Assistant Coach Tim Leddy, Assistant Coach Pete Squitieri
Girls Cross Country Team
Girls Cross Country Team - Sectional Champions: Freshman Adriana Pettinelli, Junior Rachel Rakower, Senior Zoe Dichter, Senior Lilly Streicher, Junior Cami Culang, Sophomore Morgan Greco, Freshman Dalia Latzman, Senior Julie Scheffler Coaches Vinny Modafferi, Doug Rose, Michelle Britto, Lesleigh Hogg, Carlos Bedoya
District Presents Findings on the Rolling Gradebook: Parents Ask for Changes Soon
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During the 2023-2024 school year Scarsdale High School piloted a new grading system aptly called the Rolling Gradebook, which veers from traditional reporting of quarterly grades to a focus on the accumulation of grades throughout the school year. Though the Rolling Gradebook was implemented with the intention to decrease stress and to foster a growth mindset among students, many in the community are questioning if the new system is reaching these goals. In an effort to demonstrate that they are listening to this feedback, SHS Principal Ken Bonamo and STA President Joe Vaughan gave a thoughtful and detailed presentation to the Board of Education aiming to provide a greater sense of understanding about the history of the work, the motivation to implement a new grading system, and a thorough review of how the Rolling Gradebook operates.
The presentation began with an overview of the history of work that led to the development of the Rolling Gradebook. Mr. Bonamo explained that the work began in 2015 when the District partnered with Stanford’s Challenge Success to better understand and foster meaningful well-being in the school culture. Through this partnership, work with the Tri-State Consortium, and research supported by Dr. Guskey, author of On Your Mark, SHS put together an Assessment Committee which used the results of a student survey to help actualize several meaningful changes at the high school level. Some of these changes, meant to reduce stress, include: no homework during breaks and no tests upon return, the formation of the Testing and Assessment Rescheduling Policy (TARP) and the implementation of No Testing Days, and the creation of the Profile of a Graduate.
In an email that he shared on October 11th, Bonamo described the research that has helped to inform the Rolling Gradebook initiative:
“The Assessment Committee has done a great deal of research about the rolling gradebook, guided in this work by Dr. Thomas Guskey, renowned author in the areas of assessment and grading. SHS also completed a faculty-wide read of his book On Your Mark and were fortunate enough to have Dr. Guskey visit with the Assessment Committee and High School Cabinet, and a number of faculty meetings were devoted to the topic.”
In his presentation, Bonamo outlined Rolling Gradebook Rationale explaining:
-Promotes a growth mindset and helps students understand setbacks within the larger context of the course
-Grades will illustrate long-term progress throughout the year, not just short-term achievement in each quarter
-Provides a more accurate reflection of the course grade at any given point in time
-Allows teachers to reduce the clustering of tests or large projects at the end of each quarter
-Ensures that assessments are weighted properly in relation to each other and other coursework completed throughout the year
-Allows teachers to plan units to end naturally and not get rushed due to quarter breaks
-Encourages teachers to plan for the year as a whole instead of by quarter
Before describing some of the issues that can arise when utilizing a quarterly grading system, Bonamo shared a slide comparing the Traditional Gradebook to the Rolling Gradebook.
Bonamo went on to explain, “The Assessment Committee administered student and teacher surveys after the end of the third marking period where respondents were asked to indicate if they would like us to adopt the rolling gradebook permanently or return to our traditional quarterly system. Respondents were also given an opportunity to provide qualitative feedback through an open text box.”
While a slight majority (45.9%) of those students who took the survey reported they would like to adopt the Rolling Gradebook, Bonamo recognized that this is not an overwhelming majority and that there are some aspects of the new grading system that deserve to be further analyzed.
In another slide Boanmo shared the qualitative feedback from the student survey:
Feedback from the survey given to teachers includes:
Bonamo also highlighted some of the main points garnered from parent feedback which aligns with the concerns shared by students and teachers. He also expressed regret for not including parent voices in the surveys last spring saying it was a misstep and promised parents will be included in the surveys administered in the spring of 2025. In addition to this correction, Bonamo assured the BOE that the Assessment Committee is actively considering the feedback and exploring some possible adjustments.
You can see the slides from this presentation here.
You can see Mr. Bonamo’s Rolling Gradebook FAQ communication here.
After the presentation, board members were afforded the opportunity to ask questions.
One question came from Amber Yusef who said she appreciated the history and context for the Rolling Gradebook.. She wondered however, given one of the rationales for the Rolling Gradebook is to prevent tests across the various subject matters from being bunched together, if that is truly working and if there is some way to keep track.
Mr. Bonamo shared that while the Rolling Gradebook does work to minimize the clustering of tests at the end of each quarter, there still tends to be some clustering of assessments before school breaks. Bonamo explained that this is the result of the natural rhythm of the school year and prevents students from having homework over the breaks or an assessment after a long break. He reported that students seem to generally prefer this approach.
Yusef also asked if teachers publish their breakdown of assessments and how much each assessment is worth at the beginning of the school year so that students know what they need to prepare for. She added that she appreciates this sort of structure and clarity and would like to see greater transparency for the students.
Vaughan explained that this varies from teacher to teacher but that all teachers provide students with a general idea of what their class will entail. He further explained that it is important for teachers to have the flexibility to bend their curriculum to meet any needs that might arise in their class. If parents are interested, they can ask their children to see the syllabus provided by each teacher.
Yusef added that a lot of the feedback the BOE has heard has centered around students having a rough start to the school year and feeling like they have to dig out from under the poor start which leaves them feeling as if they are faced with an uphill battle. Yusef said she would have liked to see an example of this scenario in the presentation and hopes they will include one in the Parent Information Session on Wednesday, Nov. 20.
Robert Klein expressed appreciation for the very informative presentation and noted that while making changes can be difficult, he feels more optimistic about the Rolling Gradebook.
BOE member Colleen Brown stated that Board members have received a lot of feedback from many members of the community and one repeated point of concern centers around the timely return of assessments. She said it is stressful for students to not be able to learn from one assessment before another assessment is due. She asked Bonamo if they have a plan to address this feedback.
Bonamo agreed that this is an important concern to address and explained that he and the Assessment Committee sees this as a separate issue. He went on to assure the BOE that he has asked all Department Chairs to have conversations with the teachers within their department. He has also asked them to establish a draft of department wide norms and practices which he hopes to be able to share out later this spring.
BOE member Ron Schulof expressed his disappointment with this answer saying that there doesn’t seem to be any urgency in trying to address a situation with which students are currently struggling. Schulof feels that the process is flawed and that waiting until spring for answers does not seem to be student centered. He added that students are struggling now, and said, “we should be finding solutions now.”
Board President Suzie Hahn closed out the discussion with a thoughtfully prepared statement:
“Thank you to Ken, Joe and Edgar for this presentation and to everyone tonight for the robust discussion. I appreciate the Assessment Committee’s work evaluating our grading system and continuing to seek ways to improve Wellness in our schools. Scarsdale continues its tradition of innovation and its place at the forefront of educational practices. I’d also like to thank all those who’ve taken the time to share their experiences and provide feedback for this discussion.
I think we are all in agreement that no child’s effort or worth can be summed up in a single grade - whether it’s a number, letter, or checkmark. Any gradebook we try to use to capture an idea of performance or mastery of material will have its inherent benefits and drawbacks.
Understanding what a grading framework can capture well and what its limitations are is critical in making it an effective learning tool. Because at the end of the day grades don’t just look back at a student’s past or even current performance but ideally, serves as an instrument to further learning and understanding of a student’s work so that they can improve and grow into that critical thinker and lifelong learner, the Profile of a Graduate.
Of course everything new needs to be continuously evaluated to ascertain if it’s accomplishing its set goals, to iteratively self-reflect, and pivot with improvements when necessary to the holistic benefit of our students.
Recent feedback that the Board has received from the Wellness Committee that struck me noted that it is really the students who are potentially already struggling with grades that are impacted the most by these changes in RGB. These are some of our most vulnerable students, as consistently strong students would not perceive much of a change at all between the two report cards. I’m not an educator, of course you’re the experts, but for me that'd be hard to look away from. I believe you spoke to this Joe but as you continue your work I trust that you plan to address their concerns and ensure that their mental health is protected. I appreciate your comment about the need for improving teacher-to-student communication practices and norms. I think that additional transparency will be invaluable. I would also love to look into an LMS to provide even greater transparency around student assessments. Thank you for keeping students at the center of your work.”
During the Public Comment period of the meeting, several people spoke on the topic of the Rolling Gradebook.
SHS PTA President Cindy Yau read from a prepared letter in which she first expressed her gratitude for the Assessment Committee’s willingness to listen to and consider parents’ feedback on the Rolling Gradebook. Later in the statement she noted, “Education is a collaboration between parents, students, and educators. Fostering a strong partnership between parents and the school is essential for the overall development and success of our students. While educators bring their professional expertise to the table, parents offer unique insights based on our experiences and observations of our children.
Given this, we believe that parent feedback on the RGB is crucial. Having worked closely with you and your administration, I am confident that you will ensure our voices are heard.
Thank you for your continued dedication to our students and community.”
An SHS student spoke expressing her concern about the manner in which the Rolling Gradebook surveys were conducted. In addition to several other points, the student pointed out, “These surveys were administered during a 10-minute homeroom, which did not give students sufficient time to think through their answers and develop nuanced responses that accurately reflected their opinions. The questions, aside from one at the end that asked for additional information, were not open ended and forced students into set responses without the opportunity to reflect more deeply and specifically.” She went on to advocate, “In the future, students should have more time to complete surveys and have a chance to write in ideas that they might not have had the chance to express.”
One of the parents who spoke started by thanking Mr. Bonomo and Mr. Vaughn for their presentation saying it was, “useful and insightful and I really appreciated them coming in.” Though she was grateful for their time and effort, she expressed, “I am disappointed at the lack of urgency that the administration seems to have surrounding Rolling Gradebook and I urge them to reconsider the timeline. Addressing some of the issues with Rolling Gradebook in the spring is frankly just too late for many students who may be struggling now. I respect the fact that Mr. Vaughn took the time to talk to his struggling student but not all teachers will do the same and not all students are comfortable seeking out help.”
The parent went on to express, “I met with Mr. Bonomo a few weeks ago and he mentioned to me that numerical reporting of grades could be stressful. However, what’s even more stressful is not knowing that your grade might be an 83 as opposed to an 86 going into the final exam, which, under rolling gradebook, would show up on the report card as a solid B. Reporting the numerical rolling grade on the report card would be a very simple fix and permit a child to see upward and downward trends in their grades. It would also provide parents with the useful information to identify if their child was struggling. Teachers need to calculate the quarterly letter grade using the numerical number anyway so reporting this numerical rolling grade should be relatively easy. As I have repeatedly said before, there are emotional and real mental health issues with the way grades are being reported under the current rolling gradebook. I respectfully ask the administration to address the issues with Rolling Gradebook now. Not wait until the spring.”
While the comprehensive presentation worked to help many of the meeting’s attendees better understand the worthy and researched-based motivations for implementing the Rolling Gradebook and some of its benefits,concerns remain.
What was also made clear is that the Assessment Committee is aware of these concerns and in some cases, is actively working to consider possible adjustments. One adjustment that has already been made is increased communication with the parent body. In addition to the presentation at the BOE meeting, and the Rolling Gradebook FAQ shared in October, Bonamo will hold a Rolling Gradebook Information Session on Wednesday, November 20th.
BOE Members Hold Community Coffees: You're Invited
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Board of Education members Leah Dembitzer and Amber YusefBoard of Education Community Coffee Meetings are back! The first in a series of Community Meetings was held on Wednesday, October 30th and more than twenty parents and grandparents stopped in to share their thoughts with BOE members Amber Yusef and Leah Dembitzer.
When asked why the BOE is reintroducing Community Meetings, Ms. Dembitzer shared, “The Board of Education is focused on increased community engagement and on offering opportunities for community members to share their thoughts with Board members. The Board Coffees are a great venue for a casual sharing of ideas and conversation. Additionally, Board members appreciate the opportunity to meet community members and to really understand the issues on people’s minds.”
Community members in attendance seemed to truly appreciate the opportunity to share feedback with the BOE in a more comfortable setting. Many noted that they wouldn’t normally attend the structured BOE meetings to share their concerns, but the less intimidating environment made it easier for them to speak up. Others pointed out that during the Public Comment period at BOE meetings, BOE members aren’t afforded the opportunity to respond to comments or answer questions but at Community Meetings, it is appreciated that BOE members can engage in more dialogue.
Though there were a wide variety of topics discussed, including a few concerns about the elementary math curriculum, the lack of AP classes at SHS, and confusion about the high school profile, many joined the meeting to share their worries about the Rolling Gradebook (a new grading system implemented at the high school last year). Attendees were reminded that SHS principal Ken Bonamo has been working closely with a Rolling Gradebook Assessment Committee and will be presenting on their efforts to the BOE at their next meeting on Monday, November 4.
If you were unable to attend this first meeting, please be sure to join Board Members for their second Board Community Coffee on Wednesday, November 6th at 7:00 pm. The meeting will be held at Scarsdale High School in Room 170-172.
Scantily Clad Pole Dancer Causes a Brouhaha in Greenacres
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A randy Halloween decoration, installed opposite the entrance to Greenacres Elementary School, had some up in arms last week.
The issue was this skeleton, donned in a red wig and bikini, astride a pole. The installation of a pole dancer across from the school generated complaints to the police, the village and the school.
The homeowners were informed about the calls and concerns but chose to keep the skeleton up.
A representative from the Scarsdale Building Department was sent out to inspect and determined that the pole dancer was in the Village right-of-way, which is the first 10 feet from the street.
A sign saying "Problem Solved" was hung after the pole dancer was moved.As a result, the homeowners moved the dancer further back into their yard and then hung up a prominent sign that says “Problem Solved,” though ironically that sign remains in the Village right-of-way.
We also asked police if the pole dancer violates any Village ordinances, and the answer was “no.”
A parent who did not wish to be named said, “Many parents were deeply concerned that a sexually explicit and misogynistic 'decoration' was on display right outside the main elementary school entrance -- and visible from inside some classrooms. These are young kids who should not be having to ask their parents or caregivers about strippers while waiting to be let into school each day. We should all be on the side of protecting 5, 6 and 7-year-olds from sexualized and misogynistic content, especially when they're at school."
After complaints, the pole dancer was relocated to the front yard.
