Superintendent's Blog

Board of Education Workshops: Creating a Culture of Readiness at SOCSD

by Robert Pritchard, Ed.D. | Nov 1, 2019 | Updates

The South Orangetown Central School District’s Board of Education is actively engaged in a series of workshops during the 2019 – 2020 school year as part of their bi-monthly meetings. At these workshops, the Board of Education discusses those aspects of our educational system that relate to student readiness. The Board of Education held its first workshop on September 19, and our inaugural topic addressed visioning and goal setting. At this workshop, we concluded that any conversation about our aspirations for our students must begin with our deep commitment to ELEVATE, ENGAGE, and INSPIRE our students by building a culture of:

• High expectations where students will possess the knowledge and skills that will prepare them for a variety of post-graduation options (ELEVATE)
• Healthy, productive, and supportive relationships between students, staff, families, and the community (ENGAGE)
• Equitable access to opportunities for students and staff to pursue their full potential as responsible citizens and lifelong learners (INSPIRE)

The five focus areas of our strategic plan serve as a framework for our workshop topics. For example, our workshop topic on October 17 addressed how we, as a community, can better address students’ overall social-emotional and physical safety. Our workshops are scheduled from 7:00 to 9:30 PM at the South Orangetown Middle School, and the topics are:

• September 19: Visioning and Goal Setting
• October 17: Environmental Health, Social, Emotional Safety, and Physical Safety
• November 21: Climate, Culture, and an Engaged School Community
• January 23: Effective and Relevant Curricula, Student Learning and Performance, Experiential Learning Opportunities
• February 27: Professional Development and Staff Relations
• March 24: Budget Development and Strategic Plan Alignment

As we meet during the year, we will keep the community informed as to our progress on our website. Thank you for your continued support of our children.

Becoming “Future Ready”

by Robert Pritchard, Ed.D. | Oct 4, 2019 | Updates

School districts in the United States have always aspired to prepare students to successfully transition into adulthood.  Throughout our history as a nation, American public schools have attempted to define the meaning of future success, or readiness, as a function of the societal norms of the era.  Evidence of this can be seen dating back to 1647 in Massachusetts with the Old Deluder Satan Law designed to prepare students for lives that are free of “satanic ills.” More modern views of “readiness” (in the past 50 years or so) have been centered on how schools have prepared students to be productive on assembly lines, in the “Space Race“, or in the global marketplace (e.g., A Nation at Risk).  What has been historically lacking, in most of these policy responses to a “threat”, has been a definition of “student success” or “readiness.”  The No Child Left Behind Act of 2001 (NCLB) reinforced the idea that schools needed to be held accountable to minimally acceptable standards of performance as measured through standardized testing – the “threat” in this scenario being that certain students were being underserved or “left behind” due to negative societal influences (such as extreme poverty, racism, discrimination, social stratification and other similar injustices).  Good intentions aside, NCLB did not address the issue of how schools can better prepare students for success, starting with an operational definition of “readiness.” As a result, we had a pretty good understanding of what we were “opting-out” of but not a very good understanding of what we should be “opting-in” to.

The most recent evolution in our nation’s public policy effort pertaining to K-12 schooling is the Every Student Succeeds Act 2015 (ESSA).  An important feature of ESSA is the provision of schools being able to define “future readiness” for students and to give communities the means to hold themselves accountable on their own terms.  The South Orangetown Central School District Board of Education recently conducted a workshop to start to identify those indicators that will enable us to better prepare our students for success in high school and beyond.  If we can define “future readiness” we may be able to better prepare our students for post-secondary opportunities in college, in the workforce, and in life.  This working definition of “future readiness” will also better enable us to hold ourselves accountable and continuously improve our efforts to this end.  Over the past several weeks, in response to ESSA compliance requirements as well as our desire to better serve our students, we are considering research-based indicators to more appropriately assess the manner in which students are ready for college, careers and, most importantly, life.  The National Career and College Readiness Indicators can help us build capacity and ensure that we are connecting students’ unique interests and talents with meaningful opportunities in high school and beyond.

The SOCSD Board of Education and staff will continue to develop our understanding of student readiness and align our strategic plan to best meet the needs of our students.  We are looking forward to sharing this important work with the community in the days and weeks ahead.  For now, please familiarize yourselves with the elements of readiness as presented below:

From https://www.redefiningready.org/

TZHS Meet the Teacher Night 2019

by Robert Pritchard, Ed.D. | Sep 27, 2019 | Updates

We are off to a fantastic start for the 2019 – 2020 school year and I am excited to report that our Meet the Teacher Nights in all of our schools have been extremely well-attended by families and staff members. On Thursday evening, September 26, I spoke briefly to our Tappan Zee High School families about the meaning of these Meet the Teacher events. Families typically attend Meet the Teacher Nights for two reasons: First, they are looking to “connect the dots” between their children’s interests, talents, and life in the South Orangetown Central School District (and beyond); and, the second reason is more a function of parenting instincts.  As I explained to the audience, parenting instincts come from the immeasurable love that we have for our children and the great lengths that we are willing to go to ensure their safety, health, happiness, and, success.

I only had a few minutes to speak to the parents at the TZHS Meet the Teacher Night, and I told the audience that I would provide additional information regarding how to negotiate the high school experience as a family. So, as promised, here are several links that I believe will guide and support our families as they have conversations with their children concerning interests, talents, and the role that schooling plays in developing the whole-child:

1. How to Help Your Child Succeed in School, by Jessica Lahey (New York Times, 2019).  This is an article that was recently published in the New York Times that helps to put parents and guardians in the proper mindset to make schooling a productive experience for children.  While most of our families are familiar with the concepts in this article, it is always a helpful reminder to each of us to value the process of education over the product.  This is especially important in light of the fact that most children do not fully understand their interests and talents (because of their youth) and those opportunities that are connected to these yet-to-be developed (or discovered) talents and interests.
2. Introduction to High School – A Parent’s Perspective. I also wrote a blog post back in 2017 that speaks specifically to life at Tappan Zee High School and provides additional links to counseling and student trajectories beyond high school. Please visit the TZHS For Students page for additional information on student resources, counseling services, and college and career readiness.

Enjoy these years as the parent of a TZ Dutchman. As we start to have discussions about life after high school, we must remind ourselves to cherish this very special time. It is especially important that you assist your child in discovering their passions and how those passions allow them to better interact with the world. These high school years are a great time to develop ideas about what academic areas are of interest (or, equally important, not of interest) to them.

Best wishes for a great year!

A list of “Key Dates to Remember” for 2019 – 2020 is posted under the “College Readiness” section on both the TZHS For Students and For Parents webpages. The direct link is: http://blogs.socsd.org/tzhs/key-dates-to-remember/

Putting a Stop to Vaping at SOCSD

by Robert Pritchard, Ed.D. | Sep 20, 2019 | Updates

Vaping is one of the most dangerous threats to the health of our students.  School-aged students who vape are exposed to toxic chemicals that put them at risk for serious, even fatal, consequences. This past week, the death toll in the United States increased to seven vaping-related fatalities and this number appears to be rising. We are taking strong actions as a school district to stop students from vaping, which is the use of e-cigarettes, vape pens, Juuls and other electronic devices that emit a smokeless vapor that is inhaled by the user. Liquid solutions in these vaping devices may contain nicotine, THC or other harmful chemicals which present a significant health risk to the user.  Our school district addresses this serious health risk to our students from three dimensions: Enforcement, Prevention, and Treatment.

Enforcement. As per our Board of Education Policy, Code of Conduct, and New York State Law, smoking, vaping and all other similar inhalant devices are prohibited in all of our school buildings, on school grounds, and in any vehicle used to transport children or personnel. Students who choose to violate the Code of Conduct will be held accountable for their actions. At the most basic level, no person is permitted to vape on school grounds and will face consequences if he/she/they violate(s) the law. In the weeks ahead, we will be installing a vape detection system in our secondary schools in order to enforce the law and the Code of Conduct.

Prevention. Educating our students about the possible health-risks associated with substance use (to include vaping) is an integral part of our NYS Health curriculum. We believe that it is much easier to prevent a student from vaping than it is to intervene once a person becomes addicted or a habitual user of an unhealthy or deadly substance.  We have added school prevention counselors at SOMS and TZHS who actively address possible risks to students and take actions to keep students safe in “real-time,” in alliance with other staff and students. We have also organized several ongoing community events that include professional development for nurses, school counselors, and teachers. These community awareness events are opportunities to explain the types of devices, how students are able to conceal them, and the vocabulary that students use. Other prevention efforts include:

• Character Education Assemblies/Programs about right choices and decision making (Districtwide)
• Guest Speakers (Districtwide)
• VAASA classroom lessons (SOMS, TZHS)
• Partnership for Safe Youth (SOMS, TZHS)
• SADD Club and sponsored events (SOMS, TZHS)
• DARE, Police and Kids Afterschool program (SOMS)
• Staff/Parent/Student/Community participation in Professional Development focused on Substance Abuse (Districtwide)

Treatment. We recognize that some students may also be trapped in the dangerous web of addiction or engaged in dangerous behaviors that have become habitual. The school district, as such, has an ethical and legal responsibility to play a role in addressing this public health crisis by referring students and families for treatment. We intervene by:

• Following procedural guidelines when the Code of Conduct has been violated (Districtwide)
• Counseling services for students and parents (Districtwide)
• Referral to CANDLE and community resources for parents and students (Districtwide)
• Referral to Daytop, Al-Anon or other appropriate programs (Districtwide)
• Administrator/Counselor/Student meeting to discuss concerns with a follow up with parent as needed (Districtwide)
• Interagency collaboration and coordination of services for students and families (Districtwide)

The South Orangetown Central School District is committed to supporting every student in achieving his/her/their fullest potential. If you believe that your child needs assistance to stop vaping, the U.S. Department of Health and Human Services has some helpful online resources. Please contact us if you have any other concerns that may allow us to better serve our community. Eliminating this serious threat to our students’ health is critically important and we welcome any suggestions or insights that our community may offer.

Dealing with the Loss of a Student

by Robert Pritchard, Ed.D. | Sep 13, 2019 | Updates

This week, we were deeply saddened by the loss of one of our Tappan Zee High School students. She was admired by her peers and teachers and we are shaken emotionally by her passing. Since this beautiful young lady was unexpectedly taken on Wednesday, following a brief illness, we have joined together, as a community, to manage our grief. I am not sharing the identity of the student in this community-wide message to provide her family with some space to deal with this unimaginable sadness and loss.

I have been a school administrator for at least two decades and I am always heartbroken when a student dies. Procedurally, we respond in a manner that stresses support for survivors in a timely fashion. Intellectually, our staff knows the protocols that must be put in place when this type of tragic event confronts our students, staff, and families. Emotionally, however, we are never prepared when a young person leaves us far too soon.  I am grateful to the Tappan Zee High School administration, Mr. Rudy Arietta and his team, for being proactive in their response to the emotional needs of our students, staff, and the family.  I am also grateful to the first responders who kept us informed every step of the way and to our Pupil Personnel Support staff, under the direction of Dr. Karen Tesik, for their guidance and support throughout these sad days.

After having spent some time at Tappan Zee High School this week, my sense is that our high school students are clearly saddened by the loss of their friend and schoolmate. Several students have accessed the school’s counseling team and have sought interventions for positive mental health supports, for themselves and for their peers. I was approached by a student named Lauren who requested that the District install a seating area for students in the hallway near the cafeteria. This new seating area could be an alternative to the existing lunchroom tables and would be dedicated to the memory of her classmate who recently passed away.  It is important that students generate strategies such as this to help them process grief and I applaud Lauren for her leadership and for taking the time to discuss this with me.

We are sentient beings and it is only natural that we contemplate our own mortality – it’s what makes us human. While it is not the role of the school district to discuss the nature of our existence from a spiritual or philosophical perspective, we understand and respect our families’ rights and responsibilities in terms of helping their children deal with the death of someone near to them. Please visit the website for The National Center for Grieving Children and Families to learn more about how to help a grieving child or contact the principal at your child’s school for more information. I know that brighter days lie ahead, but in the meantime, please remember that our greatest strength, as a community, is our compassion for each other and our willingness to support each other when times are tough.

A Very Special Zee Night, 9/6/2019

by Robert Pritchard, Ed.D. | Sep 6, 2019 | Updates

About a year and a half ago, I addressed a room filled with community members about the Tappan Zee High School “Turf Field Replacement.”  We discussed our goals as these goals pertained to our collective wants and needs.  We debated and planned, discussed costs, and argued about design alternatives.  Several years prior to that, our esteemed athletic director (emeritus), Dr. Liam Frawley, reminded us of the importance of preserving and protecting our public assets – especially our athletic facilities where the healthy development of our children is fostered. I know that this project has been many years in the making (this community dialogue started prior to my term as superintendent and I am entering my fifth year here in South Orangetown).  Tonight, Friday September 6, 2019 is the “grand opening” of our new turf field and I think it is only fitting to thank the many people who made this project possible.

Any proper debt of gratitude on this topic must begin with an acknowledgement of the work of Dr. Liam Frawley.  The origins of this project began with his vision for the children of this community and the importance of athletics in their lives.  Liam continues to remind us that character development is the cornerstone of a great educational system and that interscholastic sports is how many of our students put good character traits into action.  There have been a host of administrators, staff, teachers and coaches who have connected with Liam Frawley’s message of character over the years and have carried his legacy forward – myself included.  Our current athletic director, Mr. Bill Pilla, continues to stress the importance of developing the whole-child through physical education and interscholastic athletics and I am grateful to him as well.  The staff who I consider to be the most deserving of our thanks, however, are certainly our maintenance and facilities crews who have physically transformed these spaces into places where children are safe, happy, and productive.  I am very fortunate to be your superintendent and colleague.

The South Orangetown Board of Education has listened closely to this community over the years and has been responsive to the public’s needs and desires.  I appreciate the service of all of our board of education members, past and present, who have practiced a philosophy that stresses the idea that strong public schools make for a strong community.  During my five years as the superintendent of SOCSD, I have seen parents and other stakeholders attend our board of education meetings to express their dreams of making our school district a place where all students can thrive.  The special relationship between our families and this popularly elected board of education is a trademark form of governance unlike any other institution and is the best hope for the future of our Nation.  For this, I am especially grateful to work, live, and raise my family in South Orangetown.

Lastly, do you remember when we couldn’t wait to have this new turf field and the prospect of having a new athletic facility seemed a long way off?  It is important that we are mindful of our goals, but it is even more important to be grateful “in the moment” since we will only be in this moment once.  There will be other times when we are all together and we will certainly have other things to celebrate, but the single act of expressing gratitude to all of those who made this night possible is uniquely precious.  I appreciate all of you who could be here tonight at Tappan Zee High School to celebrate this special event.