Croton-Harmon Works to Affirm All Students
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Imagine a student-centered learning environment that affirms students' race, social class, gender, language, sexual orientation, nationality, religion, and ability. Creating just such an environment is the goal of the Croton-Harmon Equity Stakeholder Team.
The team continues to meet monthly to discuss and brainstorm ideas to improve diversity and equity in curriculum, hiring, and communications.
During its recent meeting, Natalie Zwerger, director of the Center for Strategic Solutions at the NYU Metropolitan Center for Research on Equity and the Transformation of Schools, spoke about the importance of New York State's Culturally Responsive-Sustaining Education Framework and how this serves as a guide for some of the work the district is undertaking.
The Equity Stakeholder Team also viewed a powerful video of students talking about race and the LGBTQ+ community. A dialogue ensued among participants about what resonated from the video and how what was observed and learned will inform the work of the stakeholder team.
Among the topics discussed was how the district can further encourage students to speak their truth and provide feedback on how the district can improve. Participants shared that Advisory Committee, as well as student clubs, have become important forums for students to communicate about sensitive topics. To that end, members of the PVC Pride Club recently expressed to the administration that they believe the school could be doing more to allow those who identify as LGBTQ+ to feel seen, safe and welcome.
According to GLSEN, an advocacy group for the LGBTQ+ community that conducts original research to inform evidence-based solutions for K-12 education and authors developmentally appropriate resources for educators, the vast majority of LGBTQ students nationally (86.3%) experienced harassment or assault based on personal characteristics. (National School Climate Survey, 2019.) GLSEN provides professional development for faculty at the middle school and also lends support to the PVC Pride Club.
The PVC Pride Club is led by advisor Johanna Mustacchi who was recognized by GLSEN as a distinguished educator. Recently, PVC Pride Club members were invited to participate in a faculty meeting to share their experiences and provide guidance on improvements that could be made. Among other things, students said that they may choose to use different pronouns or a name that aligns with their identity and asked that teachers be respectful of that choice.
PVC Principal Michael Plotkin said that he found the students’ courage inspiring and their insights invaluable. “It’s so important that we reflect on the experiences that our students are sharing with us and think about how we can ensure that no student feels alienated, alone or invisible at PVC Middle School.”
Since that faculty meeting, teachers have addressed their classes about what they learned from the PVC Pride Club and pledged to defend students’ rights to identify however they choose and protect them from any form of harassment, among other commitments.
At the high school, the Students Together Against Racism (STAR) Club has been a catalyst for change. Members gather regularly to talk about racism and bias, and feel that STAR club is a safe space where students and faculty can come together for these discussions. Each summer, STAR organizes a book club that is open to all students and faculty. This past summer, the group read Ta-Nehisi Coates's Between the World and Me, which was followed by a meaningful discussion at the beginning of the school year. Also, in observance of Black History Month, STAR Club screened and discussed the documentary "Black Power Mix-Tape.”
Croton Harmon High School junior Emma Castro said that being a part of STAR has made her more aware of racial dynamics, which has made her want to do more to fight for change. “Every time we have a discussion, I leave feeling more educated, inspired, and fulfilled,” said Emma. “As teens growing up in a progressive, predominantly white community, many of us are quite privileged. In STAR club, we focus on asking ourselves: How can we use our privilege for good?”
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Annual Budget Process Proceeds Amidst Uncertainty About State and Federal Funding
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The Croton-Harmon Union Free School District commenced its budget process, as it always does, before the school year even began. While the early start to budgeting is typical, what is not typical are the many unanswered questions districts face this year.
At this time, Assistant Superintendent for Business Denise Harrington-Cohen and fellow administrators are waiting to learn details regarding federal stimulus funds and how the money will be allocated to school districts. In addition, the district needs to know about critical funding decisions at the state level. Yet the district must proceed with gathering information and formulating an initial budget for the 2021-22 school year.
The district’s mission that guides the budget development process and related decision making is as follows: Develop, challenge and prepare students for their future while fostering a climate of mutual respect where teachers and community play a strategic role in our education system.
The district is committed to maintaining the high quality education Croton-Harmon is known for while remaining fiscally responsible. “These are very challenging economic times for public school districts in New York State and across the country,” said Ms. Harrington-Cohen.
She added, “At the same time, our district remains committed to preserving the integrity of our quality education programs and will work in partnership with the Board of Education, building principals and our community to do so.”
In any year there are uncertainties in the budgeting process. However, one area that is generally predictable is the 12-13% of state aid on which the Croton-Harmon Schools rely. This year, however, the state is considering a different approach to the aid formula which would affect the districts ability to recover additional costs related to COVID-19, among other impacts.
Another critical factor is that, at this time, there will be no increases in Foundation Aid from the State. Created in 2006, Foundation Aid is meant to ensure that the state is funding schools at a level that supports students access to a “sound basic education,” as required by the state constitution. It is also the district’s largest and only unrestricted allocation of aid funds and has remained flat for three years. This amidst rising benefit costs, enhanced technology requirements and the need for costly health and safety protocols.
The ongoing impact of the pandemic remains to be seen. As of this writing, COVID-19 has resulted in close to $600,000 in increased operating expenses for the district, including new purchases of PPE, or personal protective equipment, used for mitigation as the district prepares to bring more students back for in-person learning. COVID-19 has also resulted in lost revenue from county sales tax, investment income, and rental fees from outside organizations utilizing district facilities. Looking ahead, it is unclear what protocols will be instituted next year and, therefore, how the pandemic will affect the 2021-22 budget.
“Budget development is unusually complex this year and we encourage all in the community to stay apprised of the process, share your thoughts and advocate for our district” said Ms. Harrington-Cohen.
The school budget vote is scheduled for Tuesday, May 18. Community members can learn more about the 2021-22 budget during regularly scheduled Board of Education Meetings beginning this month and during special budget presentations scheduled in February.
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Student Clubs Foster Sense of Community
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From film-making to foreign languages, chess to philanthropy, Croton-Harmon Schools have more than 50 different clubs for students.
These clubs have always been an important space for students to collaborate and explore new activities and interests. While they continue to provide these benefits, in a time of remote learning and decreased socialization, they are also providing students with the opportunity to come together with others who they may not otherwise see or get to know.
Caitlin Gallager, a high school junior, said that the newspaper club serves as another point of connection for her. “I like being collaborative, and this is a great way to do that. It’s also good to experience school in non-academic ways.”
Croton-Harmon High School also has approximately 24 students participating in C.A.C.T.I., its academic challenge team. Advisor Brett Bowden describes academic challenge as similar to a game of "Jeopardy in which high school students compete,” adding that it is “ultra competitive’ in Westchester County. The club meets virtually each week to practice and prepare for monthly competitions which are also held online. He says that CACTI is filling a need for students, academically and socially.
“Kids are connecting and there is a real camaraderie when they come together,” he said. “They're excited to see one another and they give each other warm greetings when they join. It’s familiar and they need this right now.”
At Carrie E. Tompkins Elementary, more than a dozen students are part of the Kindness Club, which regularly does ‘kindness projects’ for others. Projects often include communicating with others about why they are special and what kindness means, and some have a philanthropy component. At a recent meeting, for example, one student suggested that the club sponsor a food drive for the Croton Food Pantry.
Advisors Ana Maria Strattner and Marlena Horton urge members to be ambassadors of kindness and to encourage others to be kind as well. Ms. Strattner says that the club has provided an opportunity to talk about people in need, which is particularly important during this pandemic.
I think Kindness Club helps our students feel safe during this time of great uncertainty,” said Ms. Strattner. “They also feel a sense of accomplishment when doing things for others and increasingly understand the importance of showing kindness.”
“I like Kindness Club,” said participant Samantha Wagner. “I really like how we get to do activities that make people smile."
At Pierre Van Cortlandt Middle School (PVC), Destination Imagination (DI) is up and running with two teams of grades six through eight and another team of fifth-graders. DI is a STEAM—science, technology, engineering, arts and math—club that culminates in a performance and competition in the spring.
DI, which is a global educational program operating in more than 30 countries and is sponsored by some of the world's’’ largest tech companies, engages participants in project-based challenges that are designed to build confidence and develop extraordinary creativity, critical thinking, communication, and teamwork skills. The club has been meeting as one large group every Friday via Zoom to practice instant challenges, while the individual teams have been meeting remotely, or outside with masks when the weather permits.
“DI has been so important to me this year, helping me stay connected to my friends during a time when we can rarely see each other,” said Dalia Gardos, a seventh grade student. “We had fun working together every week to think of a creative way to complete our Technical DI Challenge. No matter what happens at the virtual tournament, I’m glad I stuck with DI this year during the pandemic.”
Another active club at PVC in Chess Club, with 19 members from grades five through eight. The club meets weekly via Zoom to play and discuss strategies. Advisor Matthew Zinman said that he believes the club has created a connection for students and provided an opportunity for socialization. “Students are able to log in and play chess at any time. By looking at the stats on the website, I'm able to see that the students have been playing more often than just on Tuesdays, which is awesome,” he said.
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Croton-Harmon Schools Improve Building Safety and Efficiency
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The Croton-Harmon Union Free School District is another step closer in its $3.5 million project of district-wide energy efficient upgrades. These improvements are being entirely funded by guaranteed energy savings.
The Energy Performance Contract (EPC) Project boasts the following benefits for the community: guaranteed energy savings in excess of $185,000 in the first year; nearly $1.5 million in net cash for school district use through the project term; and the elimination of approximately 1,200 tons of carbon dioxide (CO2) every year.
The completed energy savings measures will improve the district’s lighting, temperature control, and comfort as a result of a comprehensive LED lighting conversion, a pneumatic to Direct Digital Control (DCC) conversion, boiler burner control upgrades, and steam trap replacements. The measures also include roof-mounted solar installations which will reduce energy costs, generate revenue, and decrease greenhouse gas emissions.
Assistant Superintendent for Business Denise Harrington-Cohen explained that the U.S. Department of Energy defines energy performance contracting as “a budget-neutral approach to make building improvements that reduce energy and increase operational efficiency.”
“EPCs are a powerful tool to enhance the learning environment and experience,” said Ms. Harrington-Cohen. “By engaging in an energy performance contract, the district can pay for today’s facility upgrades with tomorrow’s energy savings – and without tapping into capital budgets or increasing taxes.”
Because of the stringent savings requirements set forth by the NYS Comptroller and mandatory project approval from the State Education Department, EPC’s do not require voter approval. However, there is a provision that allows districts to receive an additional 10% in enhanced Building Aid if approved by voters. As such, the Board intends to authorize an EPC proposition to appear on the ballot when registered voters go to the polls on May 18, 2021.
Croton-Harmon's EPC project team consists of Honeywell Building Solutions and The ECG Group (ECG). Honeywell is the energy services company selected through a competitive process to build the project and guarantee the energy savings. The management of the overall project is provided by ECG, a women-owned company that specializes in the technical review and energy engineering of the project. ECG ensures that the district’s savings materialize. Honeywell and ECG will also provide Croton-Harmon with a Student Engagement Program at no cost to involve the students in the project and inspire STEM education.
Submittal to the New York State Education Department is expected to happen in Spring 2021 with final approval before the end of the year.
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Think. Create. Reflect. Respect.
Challenging all students
to be critical and creative thinkers. .
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CONNECT WITH CROTON-HARMON
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