Fireworks Spectacular Condensed Due to Mechanical Glitch
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- Written by Joanne Wallenstein
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The much-anticipated Fireworks Spectacluar at the Scarsdale Pool Complex on July 1st was a bit briefer than usual this year due to an operational glitch.
The event brought the community together for a mid-week night of festivities in preparation for a patriotic weekend. Teenagers and non-pool members alike came out to join the fun as what was expected to be a rainy night turned out to be clear and dry. All Pool staff were on duty Wednesday night in anticipation of the large crowds. Having all the staff together rarely happens because of distinct shift times, so even the lifeguards were able to enjoy camaraderie and celebration. Families arrived early with blankets and lawn chairs and installed themselves on the pool green for the evening. As parents could sit and relax a bit, sure to run into friends and familiar faces around the lawn, the kids seemed to be having a blast.The Pool sold light-up toys and bubble guns, which were very popular among the kids and created a hazy, rainbow ambience around the pools. Lifeguards had a difficult timing herding sugar-hyped children out of the pools- and keeping them out- during the fireworks.
However, when the fireworks finally began after dark, they were shorter than usual because the grand finale portion were accidentally ignited mid-show.
According to the Director of the Scarsdale Recreation and Parks Department, Jason Marra, "The length of the Fireworks Spectacular was shorter this year than in the past but the actual amount of fireworks shot were the same as always. During the midway point of the show, the grand finale portion of firework display was fired early as debris from the fireworks ignited the finale rack of fireworks early. Since the grand finale is always is used as the ending point of the show there was confusion at the end of the night. Everything was okay throughout the event with the exception of a really good middle portion of the fireworks and a small ending rather than the big finish."
Never-the-less, it was a fun night for all. Scarsdale High School student and lifeguard Carly Glickenhaus took these amazing photos of the spectacle. Enjoy!
Everything You Always Wanted to Know About Parking Permits in Scarsdale Garages
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- Written by Joanne Wallenstein
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The Village of Scarsdale held a lottery for parking permits for the Christie Place and Freightway garages in June. Permits at Christie Place are $1,500 and $950 at Freightway. In the old days, there was ample parking and the Village could simply offer parking to everyone who applied. But with an increase in demand, the Village decided to run a lottery.
The commuter we heard from had several complaints. He wondered why people who had a space during the previous year were not given priority. He also complained that the Village oversells permits, selling more permits than there are spaces. The commuter said, "Sometimes during the winter, permit holders can't find a spot. It's not a problem for anyone on the early trains, but a real pain on those days when a permit holder has a sick child, doctor's appointment, etc., and ends up on a late train."
In order to address these issues, we spoke to Village Clerk Donna Conkling who ran the lottery this year.
Here is what she shared:
This year the Village received fewer applications for parking permits than they did last year – because this year applications were limited to one per household. Last year, 40 people submitted duplicate applications hoping to get at least one permit.
Last year after the lottery there were 40 people on the waiting list for a permit – this year there were only 10. And since the lottery on June 15th, some have cancelled so there are now only five names on the waiting list.
The Village does sell more permits than there are spaces, because some are reverse commuters and use the parking spots at night and take their cars out to go to work during the day.
The Village sells 285 permits for 224 spaces at Christie Place and 650 permits for 489 spaces at Freightway. This year they received 274 applications for Christie Place and 584 for Freightway, so the vast majority of residents were accommodated.
The Village recently did a study over an eight to nine month period and found that the garages were only full for two days during the entire period. Conkling says that people prefer to park on the street level at Christie Place but there are often spots available on the lower level. The police keep an eye on the situation to make sure there are spaces available for permit holders.
Why doesn't the Village give priority to those who had a permit the prior year? Conkling explained that the City of Rye did this for years, and ended up with an eight-year waiting list for a permit. Even if people no longer needed the parking spot, they held onto it. If Scarsdale gave priority to existing permit holders, she believes the same waiting list would develop.
She also explained that formerly many preferred a permit at Christie Place. But now that the construction of the Popham Road Bridge is complete and there is pedestrian access from the train platform to Freightway Garage, many are asking to park at Freightway and save some money.
Conkling also explained that residents with two commuters in the family who need two spots can apply after the lottery for an additional spot. If one becomes available, she will offer it to the applicants.
Do you have questions? Email them to scarsdalecomments@gmail.com and we'll do our best to get answers.
One Hundred Years in Scarsdale - From Manor to Village
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- Written by Joanne Wallenstein
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In May, Scarsdale Village celebrated the centennial year of its incorporation. Residents passed a resolution to incorporate in 1915, in order to ward off an attempt by White Plains to annex Greenacres!
To mark Scarsdale's 100th year, the Village staff wrote the following resolution which was approved by the Village Board of Trustees. At the June 9, 2015 meeting of the Village Board, Mayor Jon Mark made the following statement and then read the resolution below which retells the history of Scarsdale.
Mayor Mark:
Approximately 100 years ago, in May 1915, residents of Scarsdale voted to incorporate as a Village. Up to that time, Scarsdale had been a town. As such its borders could be changed by an act of the New York State legislature. Residents were concerned that the legislature would change Scarsdale's borders and make it part of White Plains. By incorporating as a Village, Scarsdale's borders could thereafter only be changed by a referendum vote of the residents. The first Village Board met on June 26, 1915. The Village we enjoy today is part of the legacy left to us by the residents who took those steps in 1915.
Resolutions:
FROM MANOR TO TOWN; FROM TOWN AND VILLAGE TO MERGED VILLAGE AND TOWN
WHEREAS, Scarsdale has had a long, and storied history since the time Henry Hudson sailed up the Hudson River in 1609 and the rising of Scarsdale Manor in 1701 with a population of twelve; the evolution to a town during the revolutionary war with a population of about 260, but yet not convening the first town meeting until 1783; the incorporation as a Village in 1915 with a population of less than 3,000 managed by separate and distinct Town and Village governing bodies until the merger of the coterminous Town/Village of Scarsdale in 1930 with a single elected board governing and convening as both a Village and a Town; and
WHEREAS, subsequent to the incorporation as a Village on May 24, 1915 and stimulated by a movement in White Plains and certain interests in the New York State Legislature to annex the northwest area of the town of Scarsdale, known as Greenacres, to the grand city to the north, an annexation bill was ominously adopted by the New State Legislature, which with good fortune and personal attentiveness, was vetoed by Governor Charles Evans Hughes; and
WHEREAS, although the desire and appetite for swallowing Scarsdale continued unabated, the issue was finally put to rest in an election on May 24, 1915 when civic leaders and residents voted 142 to 39 in favor of incorporating as a Village, said action and result insulating the Town of Scarsdale under the rule of law from annexation, as the incorporation as a Village protected its independence, sovereignty and home rule authority which could not be taken by another community; and
WHEREAS, it was not until 1930 that the Village and Town merged and became a jurisdiction governed as both a Town and Village with a single elected body comprised of the same officials which convened as separate Town and Village Boards to conduct the business and oversee both Village and Town functions under the statutory realm of an incorporated Village under New York State Law; now therefore be it
RESOLVED, that it is considered important, proper and relevant for the Village Board of the Village of Scarsdale to recall and recognize the history of Scarsdale and its evolution from a Manor, to a Town, to a Town and Village and finally a combined Village/Town with a reform structure of government which has been nurtured and cared for by a committed and civic minded resident population.
Submitted by: Village Manager
Date: April 7, 2015
For: June 9, 2015
Scarsdale Alternative School Graduation 2015
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On Friday June 19, the Scarsdale Alternative School celebrated the Class of 2015, its 42nd graduating class. The A-School is one of few academic institutions, high school or college,that personally recognizes each senior in its graduation ceremony. Howard Rodstein, the A-School Teacher-In-Charge, described the A-school community by observing, "Being human means that you can be smart and articulate but at the same time vulnerable and a tad insecure." Because the A-School is a tightly knit, democratic community, students are encouraged to step out of their comfort zones, a leap of faith that requires courage. Mr. Rodstein reminded his students that "vulnerability is complement to rather than opposite to strength." He addressed the seniors' anxieties about the uncertainty of the fall, when they will be thrust into the new environment of a college campus. With unequivocal reassurance, he promised the graduates they are prepared to face the challenges that lie ahead.
In the Alternative School, the real world is the textbook. Each January, students proactively seek out an internship, learning responsibility and independence. Thus, they are exposed to challenges in the workplace before most other high school students. The internship is one way teachers advance their students' confidence. While independence is valued in the A-School, there is also an emphasis on collaborative problem-solving and teamwork. Students, rather than teachers, often work in committees to organize A- School events like "Outing," which serves as orientation and bonding for the incoming class. Interested students are chosen at the end of freshman year, selected randomly by a lottery. Many freshmen are attracted to the prospect of being included in a small, close community. Students address teachers by their first names, a physical manifestation of the close friendship they often develop.
During the ceremony, Principal Ken Bonamo reminded the graduates that they come from a community that values education, civic engagement, and volunteerism. He urged them to share their gifts with the world, a challenging but worthwhile undertaking. Each student was personally addressed by their advisor, one of the four A-School teachers. Amanda Clark, a graduating senior and the Master of Ceremonies, introduced each advisor with an anecdote. She explained that only for her beloved math teacher, Sheilah Chason, would she find herself standing knee-deep in the brook, a murky bacterial soup, at 7:30 on a Monday morning to learn about derivatives through river flow. Ms. Chason then presented Sara Calderon, Marcus Halloway, Joey Katz, Zoe McDonald, and Michael Robins with their diplomas. She wittily described one of her students, Joey Katz, as an "increasing exponential function" because she witnessed a transformation in him from a reserved student to a leader unafraid to pose questions to the entire class. She is proud to have seen the questions posed by her sophomore students transform into profound conversations by the time they reached senior year.
Advisors noted the community service projects and extra-curriculars in which each student was involved and offered bits about their private lives that even fellow students may not have known. In recognizing the strengths of each student, advisors were able to make light of any weaknesses, effectively and eloquently turning them into strengths. They each stressed the students' commitments to their different circles in the community and the myriad interests of A-School students that sparked insightful conversations in Core Group and Community Meetings.
Jeanne Cooper celebrated this diversity. In a group setting, there naturally exist introverts and extroverts, detail-orientated learners and big-picture planners, bold speakers and students who process information quietly. Together, they create an eclectic, well-rounded group of learners. Everyone seems to have a place in the A-School; even those who do not speak regularly at meetings have other special roles, like heading committees and organizing socials. Ms. Cooper recognized Thomas Brady, Steven Brightman, Jordan Frankenthaler, Lauren Hartman, Mari Kawamura, and Carla Lionti. She commended Lauren Hartman for taking honors classes outside of the A-School, which is especially demanding. She added that Lauren chose challenging works for research papers and broached sensitive subjects. This ambition is contagious in the small learning environment, where students are well aware of their peers' endeavors.
Michael Robins and Jordan Frankenthaler were presented with the Tony Award, the highest A-School honor, for upholding the school's values of integrity and inclusiveness. Ms. Chason described Michael as a self-aware, honest, true friend who takes social risks in order to set an example. Jordan was honored for his outstanding character and ability to embrace opportunities. Ms. Cooper urged Jordan, an optimistic, insightful student, to keep dreaming of utopia.
Nelson DaSilva saw his first class of students graduate,
as he is new to the A- School this year. Mr. DaSilva says his students are "as cool as ammonium chloride in water," which is a sincere compliment from a chemistry teacher. He recognized Jake Abrahams, Natalie Keith, Pedro Miranda, Nicole Root, Jason Miller and Delilah Chamlin. Mr. DaSilva shared that Delilah Chamlin had taken the initiative to get involved and accompany Jim Williams on a trip to Long Island to visit other Alternative Schools and explore the future of the institution. Mr. Dasilva found a special connection with Pedro Miranda because of their common Brazilian heritage and a love for the same soccer team. Their relationship is a testament to the A-School's success in fostering a close collaboration between students and teachers.
Jen Maxwell addressed Scott Ballan, Ali Farfel, Katie Frohman, Emerson Riback, India Stachyra, and Hannah Wolloch. She says Scott Ballan is not afraid to say what he thinks. His confidence and humor are contagious, sparking meaningful conversations among classmates. The A-School derives its youthful exuberance from such students. Ms. Maxwell noted Ali Farfel's penchant for following directions, an act that may be perceived as boring and un-rebellious, but is actually an art form, her own unique way of creating order from chaos.
This untraditional ceremony, where caps and gowns were nowhere to be seen, was an affirmation of the values of community and friendship. Judging by the graduates' smiles, these students really did win the lottery.
Text by Carly Glickenhaus, Photos by Rebecca Schwartz
Advanced Topics Succeeds and Expands: STEAM Curriculum in the Works
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Faculty study teams have deemed that the move to Advanced Topics at Scarsdale High School has been a success and are also working to develop a STEAM curriculum. Representatives from these two faculty teams presented updates on Scarsdale High School's Advanced Topics (AT) Program and STEAM (Science, Technology, Engineering, Arts, Math) curriculum development to the Board of Education at their work session on June 8, 2015. Scarsdale High School Principal Kenneth Bonamo introduced the meeting agenda by stating these areas are two important pieces of the high school curriculum and development goals and each has been assigned a faculty study team to evaluate program needs and successes and provide future direction.
Advanced Placement and Advanced Topics
It has been 8 years since the high school introduced Advanced Topics courses in lieu of traditional Advanced Placement (AP) courses. Some of the driving forces behind this initiative were to allow teachers to develop curriculum with more time for in depth inquiry -- without the pressure of having to rush through an agenda of topics in order to teach to the exam.
Math Teacher Monica Palekar and Social Studies Teacher Larry Brown led a study team in assessing "Where are we in the AT journey?" and presented their findings. They opened with a video of Scarsdale High School students talking about their experiences in AT classes. The common themes these students expressed were satisfaction with being in an environment where they could be intellectually challenged and engaged rather than memorizing facts to prepare for a test. The students appreciated how they developed problem-solving skills, worked independently and were able to ask for curriculum changes based on interest. They also mentioned passionate teachers with deep knowledge of their subject areas.
Palekar and Brown provided some background on how AT courses are developed using college level materials, assessments and syllabi. Some AT classes are even using college level textbooks. The teachers talked about efforts to address uniformity in curriculum and assessment across different sections of a class. There is a great deal of syllabus and exam sharing among the high school faculty and in some AT classes, such as chemistry, a uniform final exam is provided.
Two new AT courses will be introduced next year: International Politics and Spanish Literature and Culture.
One of the major concerns at the time of transitioning to AT was what impact, if any, this move have on the college admission success. Palekar and Brown presented a chart with data from the guidance department that showed the percent of students accepted at the "most competitive" (as per the Barron's Guide) colleges has continued to be strong:
Another concern about the implementation was how students who chose to take an AP test would be supported and how they would perform? Brown said that AT teachers make themselves available to students who want help preparing for the AP exams and he presented a graph showing the number of students scoring "3" or greater on the AP tests since 2010 has been consistently high:
They closed their presentation by asking "What more can we do to continue to validate and confirm that this program is working?" Brown said the faculty concluded that they would like to get more qualitative and quantitative data from former AT students who are taking relevant college courses. He mentioned the possibility of surveys, perhaps followed by in-depth interviews with students with the goal of "making sure that we are providing high-order thinking skills and college ready content."
STEAM - Science, Technology, Engineering, Arts, Math
The floor was turned over to Science Teacher Jeremy Szerlip and Art Teacher Lisa Yokana for the STEAM portion of the presentation. They led a committee tasked with developing a course sequence in technology and engineering bearing in mind that SHS's own design lab is scheduled to open for the 2017/2018 school year. They began by looking at design labs in other schools and on college campuses and meeting with the people who run those labs. They also asked alumni who are studying engineering and computer science in college "How could we have better prepared you?"
Some common responses were:
- Provide more exposure to and overview of the field of engineering. What does it mean to be a civil engineer or a mechanical engineer or a chemical engineer?
- Offer opportunities to develop a more innovative mind set. In high school, projects were defined for them versus their college experience of having to be innovative and develop their own projects based on real needs.
- Supply hands-on "making" experiences.
- Provide exposure to tools and software commonly used by engineers.
Szerlip and Yokana presented some specifics about the envisioned course sequence. The introductory level will be a series of one-semester courses that meet twice a week. The first course will be Introduction to Design and Fabrication. This class will focus on tool use and safety, design thinking concepts, and documentation. The second introductory course will be Introduction to Engineering in which students will choose to build mini-projects such as a skeleton clock, a car that moves around a room and avoids objects, or a synthesizer. They hope to run prototypes of these classes in the fall and spring of the 2016/2017 school year.
The second level courses will be a selection of electives focused on different areas of engineering such as Computer Aided Design (CAD), Robotics, and Mechanical Engineering.
The third level will be an AT level class focused on design and entrepreneurship. Projects in this class will be generated by student's passions.
The work to get all of these courses established will begin this summer when the project team will focus on defining the introductory courses and associated projects, writing course descriptions and an explanation of the course sequence for the catalog. The team will also develop a job description for an Engineering Teacher who would hopefully be hired for the 2016/2017 school year.
In the fall and next spring (2015/2016), they will continue to define the projects for the introductory courses assisted by a group of twenty independent study students who will be prototyping potential projects and provide important feedback to the curriculum team.
Bonamo and all four of the teachers who presented at this meeting expressed tremendous gratitude to the many members of their project teams. Both Advanced Topics and STEAM are great examples of how the district's support for professional development of faculty leads to innovation and excitement in the classroom and is presenting many new opportunities to look forward to at Scarsdale High School in the near and not so far away future.
The full presentation can be seen here.
