South Orangetown Central School District

History has taught us that with advances in technology, there are inevitably abusive applications of it.  Media reports about the need for cyber security to protect against hacker attacks that strive to access or steal information and vandalize both personal  and organizational computer systems that run important functions of businesses, utilities, communities, or governments continue to increase. 

In addition to hacking and cyber vandalism, there has also been a rise in the use of the Internet to intimidate others.  Cruelty and insensitivity are not new phenomena in the course of the human experience; however, tools provided by emerging technologies provide the modern bully with an expanded arsenal to inflict harm.  Through the misuse of social networking sites, cell phones, text messages, video clips, and e-mails, malicious individuals can now launch a viral and seemingly indefensible assault on one’s peers.   While name calling and bullying behaviors have always been an unfortunate aspect of childhood and adolescence (and too often adulthood), this new set of tools provides an anonymity that frustrates one’s ability to respond.
 

As the technology develops and rapidly changes form, it is difficult for the average user to stay current about the tools and venues used to deploy verbal and psychological aggression towards others.  By now most adults and children understand that the Internet, while a fabulous tool for gathering information, communicating, learning, and promoting commerce, can also be a device for bullying.  There is a growing desire and need to know how to prevent and respond to such behavior.
 

Personnel in South Orangetown have been studying the problem and attempting to assess its frequency in this community.  We have also been working with law enforcement and our legal counsel to understand the ways in which we can respond within our jurisdiction.  While many questions remain unanswered, there is an emerging body of resources to help schools and parents.
 

In the December 4, 2010, edition of the New York Times, there was a two-page spread about the growing problem of cyber bullying.  The article provided resources to help families and schools understand and promote student understanding of the problem.  The following internet links were referenced in the piece: 

www.connectsafely.org

www.stopcyberbullying.org
 

These links will also be posted on the District’s website under the button of Fostering a Respectful Learning Environment where similar information also resides.  In our efforts to partner with families to educate our children, we hope that you will find this information helpful in both understanding and addressing the problem of cyber bullying.  Let’s work together to keep them safe out there on this new frontier.
 

I recently received a call from a parent whose child had observed another parent at a school event using belligerent and profane language while speaking to a member of the staff.  I was asked by this parent what the District was going to do to support the children who observed the behavior of the offending adult.
 

When I asked the parent what she had said to her own child, she responded, “I told her that some kids never grow up.  They couldn’t manage their impulses when they were five and fifteen, and have not yet been able to so, even though they are now fifty.  But that’s what they are supposed to do because they are the adults.  There’s a time to put away not only childish things but childish behaviors.” What a great answer for a difficult question!
 

As you know, the school district has embarked on an ambitious effort to teach students lessons on civility and respect for others.  Schools cannot do this alone. Children and teens watch adults – whether they are school employees, adults in their personal lives, such as neighbors, coaches, or relatives, or adults in the media.  When parents respond as well as the one I mentioned, it makes for a better community and school system.
 

Most adults are very good models for our children and because of that, in spite of our inclination to generalize deviance, there is more civility than incivility in our world.  As a society we are always striving to reduce and ideally eliminate social behaviors that make life more difficult than it already is.  It is sometimes very difficult to find answers to children’s questions about why some adults behave in a less than civil way.
 

While society cannot always protect our youngsters from being exposed to the deviant behaviors and inappropriate actions of adults who enter their worlds, all of us have an opportunity to teach them during these moments.  The teaching comes in different forms: how we act, what we say, or what we don’t say.  Most adults know the right thing to say and to do.
 

Parents often believe that as their children enter adolescence, they do not care what their parents have to say.  That’s a faulty assumption.  Adolescents may begin to assert their independence by challenging adults in their world or looking to peers for ideas about the world, but they continue to watch and learn from what we do, what we say, and what we fail to say.  There are certainly enough opportunities for us to do some teaching through good modeling.
 

View a brief and somewhat provocative video that illustrates the power of adult modeling.  Be advised that some individuals may find it disturbing.  Click here

The Recalibration of 3-8 Math and ELA Assessments
In late July, the NYS Education Department notified Districts that it would be publishing the 2009-10 – 3rd-8th grade assessment results; however, the State would be basing this past year’s scores on higher performance standards. The timing of the decision to change the passing score in mid-summer and after the tests were taken by the students was a surprise to school districts across the State.

Due to the recalibration of the cut scores that denote the levels of student performance, across New York State, the 2010 test results show a sharp drop in the percentage of students judged to be meeting standards – passing or failing. But at the same time the average scores earned by students remained unchanged. This indicates that the drop in passing rates came from setting a higher standard, not from any fall-off in school performance.

South Orangetown’s Reaction
The decline in scores comes from the decision by New York State Education Commissioner Steiner and the Board of Regents to set higher expectations for schools and students. Our District supports such an agenda and has always considered the State’s standards as minimal expectations. Furthermore, we have been aware of those students who struggle with their basic skills, have supported them, and will continue to support them whether or not they scored a “2” (partially meeting learning standards) or a “3” (meeting learning standards).

South Orangetown has developed a multi-pronged approach to prepare students for the rigors of the 21st Century that includes components for enhancing literacy, addressing the diverse learning needs of students, and ensuring that students are learning in a safe and secure environment. We believe that these goals transcend the need to simply raise the passing scores on elementary and middle school tests. Education should be more than the preparation for state assessments.

We have been monitoring the State Education Department’s assessment of its current tests and respect their determination that concluded that there are flaws and required adjustments. This concurs with our District’s recognition that these assessments were insufficient for truly measuring our students and the local standards that we had identified. The new test results simply confirm that we need to continue our current efforts to support those students who are having difficulty learning the basics and find ways to move more students to levels of mastery.

In response to previous results and progress, the NYS Department of Education issued the following statement: “The data shows that schools responded to the assignment they were given – they worked hard to help students achieve standards as measured by the state tests that were being given at that time. And more students did, in fact, pass those tests. The problem is that those exams didn’t sufficiently test students’ abilities – the bar was set too low.”

There are related changes to this work. New York State has just agreed to adopt National Curriculum Standards, which will require not only a modification of the current curriculum but also a change in the content and format of the assessments. Education law has been changed to require a new format for evaluating teachers and principals. There are many changes afoot. Such work – essentially a new set of mandates – will cost time and money.

We will keep you informed about our efforts to address the needs of our students along with our objective of developing a fiscally responsible budget.

 A National Concern

In August, the U.S. Department of Education held its first anti-bullying summit in Washington, D.C.  The summit was co-sponsored by multiple agencies, including the Justice Department and Health and Human Services.  In attendance were educators, researchers, and health officials.  Expert panelists discussed and debated some of the concerns in defining “bullying” and identifying best practices to prevent and eradicate it.

There are 43 states with laws banning bullying; however, the language that defines bullying is inconsistent.  Such variation impacts researchers’ ability to determine the extent of the problem, the types of bullying behaviors, and the best responses to combating them.  There is, however, consensus over some key findings about such behaviors that are likely to be refined over the next few years. 

South Orangetown’s Focus & the Importance of Partnering

Over the past year, educators in South Orangetown have been studying the most current research and have been reviewing and assessing our own efforts towards prevention.  In addition, we have identified ways in which we can enhance our efforts and add programs to bolster such work.  This is a major objective of South Orangetown’s educators and will continue to be so.

 We are aware of the research that indicates that success occurs when lessons about respect and civility begin early and have the support of families and the community.  We have also learned that successful implementation occurs when there are consistent messages that are transmitted through articulated programs, practices, and language across the K-12 system.  The lessons about respect, kindness, compassion, and responsibility that begin in the home need to be reinforced and sustained in the classroom, as well as throughout the school experience.

On the SOCSD website, we will periodically provide information about the progress of this work.  We will also be providing resources via various weblinks to those who partner with us in this important mission.  We consider anyone involved in preparing our children and teens for adulthood to be such partners.  Please join us.

 (Find more information on the district webpage.  Click here on Foster a Respectful Environment to find resources and links about bullying prevention.)