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Written by Wendy MacMillan

Published: 06 May 2024

Created: 06 May 2024

Last Updated: 07 May 2024

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James C. Dugan, who is just finishing up his first term as a member of Scarsdale’s Board of Education, announced in April that he will seek re-election to fulfill another term in the upcoming election on Tuesday May 21. During his first term as a BOE member, Dugan was part of a committed team that helped to navigate our District out of pandemic learning, he took part in a methodical superintendent search process that saw Dr. Drew Patrick named as our new Superintendent, and thoughtfully participated in many hard conversations about issues that face our schools and larger Scarsdale community. We reached out to Dugan to learn more about his desire to serve another four years.

Why did you volunteer to run for the Board of Education?

Dugan: Ever since moving to Scarsdale in 2006, I have been very supportive of our great public schools and, from time to time, have volunteered in connection with issues such as advocating for maintaining small elementary school class sizes. In 2021, I had the opportunity to run for the Board of Education and I’ve been fortunate to serve as a Trustee since then. My experience as a Trustee over the last three years has greatly deepened my appreciation for the dedication and the hard work that our educators, administrators, and volunteers demonstrate every day. More than ever, I believe that Scarsdale is a great place to live in large part because of our excellent schools and because our community strongly believes in and supports public education. I am honored to have the opportunity to continue to serve as a Trustee and to contribute my time and energy to the cause of continued excellence in our schools.

What do you see as some of the important issues facing the Scarsdale Public Schools today?

Dugan: We are at a uniquely challenging time in public education generally, and Scarsdale is no exception to this. In the wake of the pandemic, mental health remains top of mind for our community and our students at every level. Our kids seem to feel more and more the stresses and struggles taking place in the world around them. I think schools need to be prepared to address proactively the mental health needs of our students. Another significant issue for our community is the college admissions landscape, which has become more and more challenging as unprecedented numbers of candidates apply for limited spots. The schools should do what they can to help families navigate their way through this. Also, I believe it is important for the schools to continue to model good behavior in terms of accepting and nurturing students and families who are diverse in different ways. We are here to educate all Scarsdale children who come to us.

What do you see as the highlights of your first term on the Board?

Dugan: Without question, I believe that our superintendent search process and our decision to select Drew Patrick for the role were the highlight of my first term. The departure of our former superintendent was a bit of a surprise, and I am proud of the way the Board handled that curveball and carefully managed the process by which we were able to attract and vet some amazing candidates. I’m very happy with the results of our search - kudos to Karen, Amber, and Ron for serving in officer positions and dedicating so much time to organizing that process. I am also proud of the transparent way the Board has functioned over the last three years - with the lengthy and detailed public Board deliberations over the adoption of our budget for next year serving as a good example of our commitment to letting the community see and participate in our process.

Was there any Board action taken during your term that, in retrospect, you might have voted differently than you did?

Dugan: Only one issue comes to mind - my vote in favor of limiting our first public comment during Board meetings to four minutes. (The second public comment period is not limited). I believed at the time that this would help our meetings to run more smoothly and effectively. But in the three years that have passed since that vote, I have come to believe that the four minute cut off is not really necessary and that it unintentionally sends the wrong message to the community about the Board’s openness.

James C. Dugan (Term: 2021-2024): Mr. Dugan is an attorney and volunteer who has been active in Scarsdale since moving to the community with his family in 2006. Mr. Dugan has served as a member of the Citizens’ Nominating Committee and the Procedure Committee. He was a member of the Overhill Association Board as well as its President; and has been active in the Episcopal Church of St. James the Less. Mr. Dugan was a co-founder of the Coalition for Scarsdale Schools, a community organization of engaged parents of Scarsdale students. Mr. Dugan is a partner in the litigation department of Willkie Farr & Gallagher LLP, where his practice focuses on high-stakes corporate litigation. He has a BA in English Literature from the Pennsylvania State University and a JD from Cornell Law School. Mr. Dugan and his wife Shirley have three daughters who attend Scarsdale Public Schools, one in Middle School and two in High School.

The Scarsdale Schools’ Budget Vote and Board Election will take place on Tuesday, May 21 at the Scarsdale Middle School Gym, 7am - 9pm.

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Written by Wendy MacMillan

Published: 16 May 2024

Created: 16 May 2024

Last Updated: 16 May 2024

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In his freshman year as our official Superintendent, Dr. Drew Patrick has worked hard to provide our community with transparency and opportunities for feedback. His effort to work in partnership with all stakeholders has been especially evident in the strategic planning process and in the recent Belonging Survey that was distributed to students, faculty, and parents alike. At the BOE on Monday May 13th, in what was the last Education Report of the school year, Dr. Patrick shared the results of the Belonging Survey and described its connection to the draft of the strategic plan.

In the overview of the Belonging Survey results, Dr. Patrick explained that the findings presented in the Education Report were only the results from the student and faculty surveys, and that the results from the parent survey will be shared at a later date. He went on to give a brief recap of the WIDE (Wellbeing, Inclusion, Diversity, Equity) work that has already taken place in our district and explained that the findings from the Belonging Surveys give the District an opportunity to assess what they are doing well and what they should be doing differently to “ensure everyone in our learning community feels like they belong and are included so they can learn, work, and thrive.”

Dr. Patrick also took the opportunity to remind folks that the District chose to work with the Search Institute and to use their Developmental Relationships and Equitable Practice Survey Tools to conduct our surveys. In discussing the Search Institute’s Developmental Relationships Framework, he emphasized that research proves, “Strong Developmental Relationships in schools are related to strong social emotional competencies, a stronger sense of belonging, and better academic outcomes…in short, belonging is a means to an end and that is to help kids thrive in learning and in life.” What’s more, Dr. Patrick noted that if the District works to develop strong developmental relationships, their students will be able to accomplish the skills outlined in the Districts, “Profile of a Graduate.”

Developmental Relationships Framework:

Before diving deeper into the details of the extensive report, Dr. Patrick highlighted several notable features about the data:

● The Search Institute “scaled” score out of 100: ○ 0-33 = “weak”; 34-66 = “moderate”, and >66 = “strong”.
● Data are not formally benchmarked against other schools, but meant to be a benchmark against ourselves (i.e., when we give the survey again).
● There IS a study we can look at to a relative comparison.
● Faculty-Student response gaps are expected.

Patrick also illustrated how the survey questions were framed to be answered using the Likert scale from 1 (low) to 4 (high) agreement. For example, for a question about ExpressCare, students were asked to rate the statement, “If I have a problem, I know my teachers will help me,” on that scale of 1 to 4. Similarly, a teacher being asked about ExpressCare would rate the statement, “If my students have a problem, I find a way to help them on a scale from 1 to 4.

All survey takers were also asked questions pertaining to the other aspects of the Developmental Relationships Framework including:

● Challenge Growth - Students: My teachers expect me to do my best.
Teachers: I expect my students to do their best.

● Provide Support - Students: My teachers teach me how to ask for help when I need it.
Teachers:I teach my students to ask for help when they need it.

● Share Power - Students: My teachers give me chances to be a leader.
Teachers: I give my students chances to be a leader.

● Expand Possibilities - Students: My teachers help me discover new things that interest me.
Teachers: I help my students discover new things that interest them.

Giving a thorough explanation of all of the results, Dr. Patrick went on to unpack a lot of information. Here are some of the highlights:

Some 2,578 students in grades 4 through 12 and 960 faculty members participated in the survey. Of the highschool students who took the survey 9% Identify as LGBTQIA+, 10% of all students report being in or having been in ESL/ELL Programming, and 17% of all surveyed students report having an IEP (or possibly 504).

Overall the District (students and faculty) scores fairly strong on the Developmental Relationships survey. While there is room for improvement in all areas, the only area of the survey where both students and faculty scored in the moderate range was in the category of “Expand Possibilities/Connect Me With People and Places that Broaden my World.”

While the survey is meant to help the District measure its own growth from the first surveys taken to all surveys taken in the future, The Search Institute did provide data that shows that Scarsdale’s first survey results are slightly stronger than data from a study involving 12,796 students (grades 6-12) & 1,206 adults.

In regard to the Equitable Practices Survey, the data shows that in general, our students report that our schools reflect a strong, culturally responsive environment.

But in what Dr. Patrick described as a “Take my breath away moment,” this survey also found that 1 in 5 students here in Scarsdale report experiencing some form of bias or discrimination, attributed to their peers, teachers, or both. From most frequent to least frequent, students report other reasons, gender, race, religion, age, economic status, and sexual orientation as reasons for being looked down on or treated badly.

In looking at the results of how Developmental Relationships in our schools promote equity, slide 35 of the presentation demonstrates clearly that there is room for growth.

Wrapping up his report, Dr. Patrick posed the question, “How can we be more intentional about cultivating relationships with our students” and described strategies like creating a shared understanding of developmental relationships and making sure our students tell us about their experiences.

He also drew attention to the strategies faculty can use to be more inclusive in our efforts to cultivate relationships with our students. Some of the strategies include:
- Assess who is and isn’t experiencing a sense of belonging.
- Be culturally aware and responsive.
- Affirm the identities of all students.
- Provide opportunities for student voices to be heard, and show support through action.

For a deeper understanding of all of the survey results you can see the presentation here.

The Education Report also included an update on the District’s Strategic Plan, starting with an explanation of the planning process and how the work thus far has culminated in new goals, action areas, and a thoughtful and comprehensive vision statement. As he explained, “Over the past nine months our students, faculty, staff, parents, and the broader community have been invited to participate in events designed to develop our collective understanding of the forces impacting teaching and learning, identify what we value most about the Scarsdale education, and contemplate new and novel approaches to our work.” These events included both in person and virtual “World Cafes,” online surveys, and a variety of opportunities for student input.

Patrick went on to explain that to determine the collective impact of all of the information garnered from the events he, with the help of over sixty faculty participants from each of our schools, participated in an STI course to organize, synthesize, and analyze all of the feedback. Unsurprisingly, the feedback reveals that there is a lot of overlap between parental and faculty values and from the analysis, six main themes of shared values emerge:

Academic Skills
Life Skills
Technology and AI
Social and Emotional Learning
Global Awareness and Citizenship
Preparation for future Careers

These six themes which correlate strongly with the results from the Belonging Survey, in addition to inspiration derived from our school’s shield, helped to shape the first draft of our District’s new five-year strategic plan.

In his presentation, Dr. Patrick went into further detail and outlined the action areas as they pertain to Learning, Living, and Leading. For example:

To see the slides describing the action areas of the other Big Ideas of Living and Leading, you can see the presentation in its entirety here:

After the Strategic Plan presentation, members of the Board of Education were given the opportunity to ask questions and provide feedback. During this time, BOE member Robert Klein remarked that for the sake of transparency, he would like to see tools for evaluating progress and other metrics, embedded in the draft of the plan. He would also like the plan to articulate why the District might put more emphasis on one domain or category than others and to make clear that all efforts are not equal in the amount of energy required to deliver on them. He suggested that using a checklist could be a helpful visual que.

Colleen Brown applauded the use of student input in the Strategic Plan but wanted to make sure that the District includes the voices of students less likely to be involved in student government or other student advocacy/focus groups, stressing that all student voices need to be heard and considered in this process.

Each of the other BOE members in attendance also chimed in with their thoughts and questions. To see their comments you can watch a recording of the meeting here:

Not to be overshadowed by a meeting packed with intriguing updates, Director of Human Resources, Meghan Troy announced the new Assistant Principal at Scarsdale High School Ms. Laura Weiss. After a warm welcome and round of applause, Weiss took to the podium to share that this is truly a dream job for her and that she has admired the Scarsdale District from afar. She believes Scarsdale will be a wonderful place to work and a good fit for her particular skill set.

The Board of Education began the night’s meeting with a State Budget Hearing, a legal hearing that gave a brief overview of the proposed budget. You can find a detailed guide to the proposed budget in the most recent issue of the Insight Magazine. Copies of the magazine were sent by mail to every Scarsdale resident or you can find it here:

BOE President Ron Schulhof encourages everyone to vote on May 21 at the Scarsdale Middle School Gym 134 Mamaroneck Ave. Voting will be open from 7 am - 9 pm and parking will be available in the lower circle parking lot.

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Written by Leah Dembitzer

Published: 02 May 2024

Created: 02 May 2024

Last Updated: 02 May 2024

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Elected officials inspired students to run for office.On Thursday, April 18, the League of Women Voters Westchester hosted its annual Running and Winning workshop at Reid Castle at Manhattanville University. Forty-two *female elected officials from throughout Westchester met with sixty-six *female high school students from our county.

Running and Winning is a unique and inspirational workshop, the purpose of which is to inspire and encourage young women to run for political office. In addition to supporting the students’ aspirations to serve in public office and develop their leadership potential, another underlying purpose is to help our government institutions increase gender parity.

Small Group InterviewsThe event was chaired for a third year by Scarsdale residents and League members, Elissa Ruback and Leah Dembitzer. Dembitzer commented: “Running and Winning is a meaningful opportunity meant to inspire and educate young women with an interest in politics and advocacy. A connective theme highlighted by many of our attending elected officials was to encourage young women to use their voice and to be a change-maker. We are so proud to bring this special event to students and grateful to the elected officials who told their stories to inspire the next generation of leaders."

The young *women who participated were selected by their school administrators and faculty to participate in this program. The program agenda included both learning from elected officials’ experiences and practical application.

After a welcome and breakfast, the students and elected officials heard from a panel of select elected officials. The officials responded to high school student questions on why they decided to run for office and the challenges they face. The panel included; County Legislator, Margaret Cunzio; County Legislator, Emiljana Ulaj; New Rochelle Mayor, Yadira Ramos-Herbert; Scarsdale Deputy Mayor, Dara Gruenberg; and Port Chester Trustee, Joan Grangenois-Thomas.Students listen to panelists.

Legislator Cunzio said she was privileged to speak to the students and also emphasized that she had for many years been the one in the background; she spoke of the importance of her mentor who encouraged her to run for office. Cunzio also said that she is a volunteer firefighter and though petite and a woman, she runs into a burning building with all of the male firefighters in her company – the whole room broke into applause. Cunzio also spoke of the importance of being true to your own voice and that sometimes you may be the only one in the room on one side of an issue.

Deputy Mayor Gruenberg said that she had spent a lot of time finding other people to run for office and realized that she could do it herself: “I ran because I wanted to get things done.” Gruenberg also said that she may not always know about every issue at the outset but she can learn, she can listen and she can ask questions.

Trustee Grangenois-Thomas had a similar experience to Deputy Mayor Gruenberg in that she worked behind the scenes to help others get elected. Ultimately, her volunteer colleagues suggested that she run for office. Grangenois-Thomas also encouraged the students to “do you… to be yourself.” Mayor Ramos-Herbert is the first woman and person of color to be mayor of New Rochelle. She talked about how important her network of female friends and colleagues are to help, give advice, and support her.

Ramos-Herbert also said that she thinks of the Caitlin Clark quote: “Be your unapologetic self,” and how important it is to be true to oneself and to have courage. Legislator Ulaj talked about her journey from an immigrant, working-class family and how she had to forge her own way in order to ultimately run for office. She shared that she believes that the most important issue for women is bodily autonomy; being in control of one’s body and reproductive health.

Following the speeches, the students participated in three rounds of casual interviews with various elected officials who rotated throughout the room. After the morning sessions, the students worked on mock campaigns, with each student in a given group taking part as either: candidate, campaign manager, speechwriter, publicity/communications chair, and fundraising/development chair. Potential issues offered by the League for campaign platforms included: organizing a Mental Health Community Center; organizing an Immigrant Support and Resources Center and organizing and funding a Composting Center. The majority of student groups chose to run with the Mental Health Community Center as their platform discussing the prevalence of mental health issues for young people. The students’ campaigns conveyed that the collective mental health of women/girls in their generation has been influenced by many factors including pandemic isolation, frequent school shootings, and challenges to a woman’s right to choose. Some groups also shared their support for an Immigrant Center, citing their own experiences as first or second generation immigrants and the need to support and value immigrants in our communities.

Running and Winning 2024 was sponsored by the League of Women Voters Education Fund, the Westchester Community Foundation, the Westchester Black Women’s Political Caucus, the Westchester Library System, Manhattanville University, Alpha Kappa Alpha Sorority, Inc., Xi Chi Omega Chapter, and the American Association of University Women.

Student quotes:

“The part of the program I found most interesting were the interviews with officials as they were very open with their stories and we got to hear from many different perspectives.”

“It helped me see a personal side of government and the nitty-gritty side of campaigning.”

“I saw how strong and kind they (the elected officials) were! It reminded me that they are humans doing their best.”

“The experience made me feel more empowered and confident.”

“The experience showed me how I’m able to stand up and change the political world.”

*LWVW uses an inclusive definition of female and woman and welcomes all individuals who identify as such..

Photos from the event (courtesy of League of Women Voters Westchester)