Board Learns About Wellness Initiatives, Community Lunch and SMS Storytelling Initiative at 4-13 Meeting

The Scarsdale Board of Education on Monday April, 13th was chock full of information including cabinet updates, education reports and detailed discussions regarding the proposed 2026–27 school budget and a major capital bond proposal.

Before delving into business matters, BOE President James Dugan shared that prior to the meeting, board members met with high school students, who shared feedback on grading transparency, the use of a rolling gradebook, cell phone policies, and the concept of a community lunch period. Dugan emphasized the importance of continued student input and open communication.

Superintendent, Dr. Drew Patrick, echoed Dugan’s sentiments and took a moment to congratulate Meghan Troy, Assistant Superintendent of Human Resources, on her successful defense of her doctoral dissertation adding, "It's a pleasure to address you as Dr Troy. Way to go.” He also recognized high school seniors finalizing college decisions, calling it “an exciting moment” reflecting years of hard work. Patrick went on to acknowledge upcoming observances including Yom HaShoah, Earth Day, and Vesak.

Bond Recap

Dr. Patrick then provided a brief overview of the proposed $197.1 million school budget, representing a 2.92% spending increase and a 3.37% tax levy increase. Later in the meeting each Board member shared their statements of support for the 2026-2027 budget before voting to adopt the 2026-2027 Budget Resolution. A detailed recount of each statement can be found here.

In tandem, Dr. Patrick encouraged support for the $101.3mm capital bond proposal, describing it as a critical investment in maintaining Scarsdale’s educational excellence and accommodating future growth. He noted the timing is favorable, as existing debt is being phased out, helping to minimize additional tax impact. The proposal was developed through a collaborative process involving administrators, board members, PTA representatives, and residents.

Key components of the bond include upgrades to aging facilities such as Fox Meadow and Edgewood schools to create modern learning environments and address rising enrollment. Plans also call for expanded classroom space, enhanced academic programs in areas like music and technology, and infrastructure improvements.

Student life initiatives are also included, with upgrades to athletic facilities, improved field access, and the addition of a dedicated softball field. The proposal further addresses long-standing climate control concerns, including air conditioning improvements at Heathcote Elementary and in larger shared spaces like gymnasiums.

Dr. Patrick shared that these investments will enhance daily student experiences and better align facilities with the district’s high standards, arguing that long-term benefits outweigh the costs.

Scarsdale residents will vote on both the budget and bond proposal on May 19 at Scarsdale Middle School. In advance of the vote, district leaders are conducting extensive outreach, including town hall meetings, PTA presentations, school events, and a video explainer to inform the community. Students are also playing an active role by hosting information sessions and promoting voter registration. Voter registration information available on the district’s website Scarsdale Public Schools - Voter Information . In addition, a video outlining the importance of approving the proposed bond is now available on the 2026 Capital Projects Bond page.

Three 2026 Capital Projects Bond Information Sessions are scheduled for:

Tuesday, April 21, at 7 p.m. in the Scarsdale High School Auditorium

Monday, May 4, at 7 p.m. at Fox Meadow Elementary School

Wednesday, May 6, at 7 p.m. at Edgewood Elementary School

Education Report

The Scarsdale Board of Education received an in-depth Education Report highlighting curriculum updates and instructional priorities across elementary, middle, and high school levels.

At the elementary level Dr. Edgar McIntosh, Assistant Superintendent for Curriculum, highlighted a recent Elementary Math meeting for parents where he addressed community questions about math instruction, explaining how the district’s transition from Singapore Math to the Reveal Math program, aligned with state standards and modern research. The approach emphasizes conceptual understanding, multiple problem-solving strategies, and critical thinking over memorization.

McIntosh explained that early indicators point to strong results. “The data shows that it is working,” he said, citing high standardized test performance and improved mathematical language and reasoning among students entering middle school.

Board members added that the curriculum supports diverse learners through small-group instruction, enrichment opportunities, and accessible resources, while encouraging students to explain their thinking and engage in productive struggle.

The Education Report also previewed middle school English initiatives focused on strengthening student voice and communication skills, as well as upcoming high school program updates.

District leaders emphasized that across all grade levels, the goal is to develop students who can think critically, solve complex problems, and apply their learning in real-world contexts.

Scarsdale Middle School Showcases Student Storytelling Through “SMS Voices”

Middle School English Chair Denise DelBalzo described how Scarsdale Middle School recently highlighted student voice and communication skills through its “SMS Voices” event, the culmination of a new storytelling unit embedded across sixth through eighth grade English classes.

The three-week unit, introduced in place of a traditional speech contest, focuses on helping students craft and deliver personal narratives. DelBalzo related that the shift has created a more engaging and meaningful experience, combining skill development with opportunities for public performance and connection.

Developed with inspiration and support from The Moth, a New York-based storytelling organization, the program has drawn praise for its quality and impact. Moth representatives commended the curriculum as “impressive” and expressed interest in expanding similar programming into other middle schools.

Delbazo also explained how students prepare through a process known as “social drafting,” sharing stories in small groups and offering peer feedback to refine both content and delivery. The unit culminates in a schoolwide event where students present in small groups before participating in a larger “story slam” in a café-style setting organized with PTA support.

Board members commented on how the initiative seems to have boosted student confidence, strengthened communication and critical thinking skills, and fostered empathy and community. The program also aligns with the district’s strategic plan by emphasizing authentic, student-centered learning experiences.

Delbazo noted that in an era increasingly shaped by artificial intelligence, the storytelling initiative reinforces the importance of human connection, personal voice, and shared experience, values seen as central to the school’s identity and culture.

Scarsdale High School Highlights Academic Innovation and Student Wellness Initiatives

Scarsdale High School Principal Kenneth Bonamo presented a wide-ranging update on initiatives designed to strengthen both academics and student well-being, emphasizing what he called “a cohesive strategy” to meet the needs of a changing world.

Bonamo started with an update about the implementation of an online grade book, giving students real-time access to their performance. He noted that the shift “allows students to pivot and seek help when they need it,” rather than waiting for report cards. While early feedback was mixed, more recent student responses show growing support, with many finding the tool helpful for tracking progress.

The school is also expanding course offerings to reflect student interests and real-world skills. New electives include Global Scholars, which focuses on solving global challenges, Popular Music, a student-led band experience, and “Cooking Without a Kitchen,” which teaches practical cooking skills without traditional facilities. Administrators said these courses “represent our commitment to a diverse and modern curriculum.”

At the same time, the district is rethinking how students demonstrate their learning. Through performance-based assessments, students may present portfolios, simulations, or oral defenses to show mastery. Bonamo explained that the goal is to ensure students “can apply their knowledge in real-world contexts,” aligning with both the district’s Profile of a Graduate and New York State’s evolving standards.

Student wellness and belonging were also major themes in Bonamo’s presentation. A new cell phone policy has led to “fewer distractions in the classroom and a noticeable increase in focused learning time,” while also encouraging more face-to-face interaction among students.

One of the most significant changes has been the introduction of a daily “community lunch” period. Survey data showed strong support, with about 85% of students reporting improved social connections and nearly 72% saying the time is useful for clubs and activities. More than half of students use the period for extra academic help, and over 90% said the slight reduction in class time had little or no negative impact. Overall, roughly 95% of students and 98% of staff support making the schedule permanent.

“This isn’t just a lunch period,” one Bonamo said. “It is a dedicated window for extra help, student-led clubs, and peer socialization.”

Bonamo also emphasized the importance of fostering inclusive classrooms and a sense of belonging. “When students feel seen and valued, their attendance improves and their overall investment in school increases,” one official noted, adding that belonging is “the prerequisite for high-level academic functioning.”

Students echoed the positive impact of the changes. “Community lunch has been amazing,” one student said. “It’s been a complete transformation.”

Overall, district leaders said the initiatives aim to ensure students not only succeed academically, but also “thrive as healthy, self-aware and globally conscious citizens.”

Public Comment

During the Public Comment portion of the meeting, three SHS students spoke about an incident at a school-sponsored “Jabber Fest” event in which a student used the performance platform to deliver an unsanctioned political message related to the on-going conflict in the Middle East. The student speakers related that the remarks caused distress among some Jewish and Israeli students, particularly because the setting was a mandatory-attendance performance rather than a voluntary forum for debate.

The speakers stressed the emotional impact on students and called for ensuring that school-sponsored events remain inclusive, respectful, and predictable for all attendees. Some also criticized the administration’s response, saying it focused too narrowly on procedural enforcement of performance contracts and did not adequately explain how future incidents would be prevented or how student concerns would be addressed in real time.

The students emphasized the need for clearer expectations, consistent enforcement of performance guidelines, and more proactive communication from the administration to prevent similar situations in the future. They argued that without clearer standards, students are left uncertain about what is permitted at school events and how such situations will be addressed going forward.

Another student who spoke during Public Comment shared a different perspective. This student criticized a follow-up email from administrators regarding the incident, arguing that it contributed to a “repressive environment for students.” She said the communication improperly framed criticism of the U.S. government and support for Palestinian self-determination as antisemitic, and she argued that the message defamed a student and discouraged open expression. The student called on the administration to foster an environment that supports “healthy discourse” while avoiding language that could label students’ political views as hateful or suppress legitimate debate.
The Board did not engage in direct dialogue during the public comment period, in accordance with its procedures, but later acknowledged the students’ remarks and emphasized the importance of continued discussion within the school community.