Tag Archive | "Schools"

Technology Expands in Sag Harbor Classrooms

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An aerial photograph of Sag Harbor taken with the Pierson art department's drone. Courtesy of Peter Solow.

An aerial photograph of Sag Harbor taken with the Pierson art department’s drone. Courtesy of Peter Solow.

By Tessa Raebeck 

With iPads for eight-year-olds and a Chromebook for every middle school student, Sag Harbor teachers and administrators told the Board of Education Monday that technology is on target in the school district.

Director of Technology Scott Fisher and Sag Harbor Elementary School and Pierson Middle/High School teachers presented on “Technology to Support Student Learning,” updating the school board on what the budget buys.

“I prefer that the instruction drive the technology rather than the technology driving the instruction,” said Mr. Fisher, who admitted that although he loves his gadgets, he aims to present technology department budgets that are both cost-effective and in-line with instructional needs, not industry trends.

Technology is constantly changing and thus flexibility and regular reevaluation is required in determining which tools are used, how they are used, and in which classrooms they will work best, Mr. Fisher said.

While iPads “work very well” for young children in grades Kindergarten through second, Mr. Fisher said “as the students are getting older, we’re finding that the iPads may not be best suited for them…as we get into the older grades in the elementary school, we’ve started doing things like adding Chromebook computers to the mix.”

For the first time this school year, there is a Google Chromebook available for each Sag Harbor student in every fourth and fifth grade classroom. Chromebooks, a cheaper alternative to traditional laptops, are designed for use primarily in conjunction with the Internet.

“When we introduce new technology,” Mr. Fisher said, “we don’t simply discard the technology and toss it to the side.”

The Mac computers that were in the fourth and fifth grade classrooms are now being used by the second and third grades, and every third grade classroom now has its own full set of computers.

Seventy-five Chromebooks were also added to Pierson Middle/High School this year on three carts of 25 each that can be moved between classrooms. The library already has a set of 25.

Fourth grade teachers Jeff Reed and Liz Surozenski demonstrated how the new Chromebooks in their classrooms have helped students to collaborate with each other using Google apps and said students seem more excited and engaged with the content they’re learning.

Ms. Surozenski said in the past, her classes have only published one writing piece by this time of the school year. This year’s class is working on the third.

Mr. Reed shared a presentation on “women of war” shared on Google Drive by student Chiara Bedini. Although the fourth grader was only required to make one slide, she had instead made three: “women of the war,” “more women of the war” and “lots more women of the war.”

“You get an enthusiasm that leads to innovation where kids want to learn,” said Mr. Reed, adding that writing the content is not the end of the assignment. The end product “is the communication and collaboration of their discoveries.”

That collaboration extends far beyond the classroom. Using their new Chromebooks, Sag Harbor’s fourth graders are accessing worldwide databases such as the “World Water Monitoring Challenge,” a site that allows them to punch in data taken from Sag Harbor’s waters to be shared with scientists—and students—around the world.

Computer Lab teacher Jonathan Schwartz shared a sample lesson from Tynker, a computer programming course the district started this year. With different levels beginning in third grade, students can start by putting blocks together on a screen and grow to be typing code proficiently.

“It certainly challenges the students to create things on their own, rather than having everything told to them or handed to them,” said Mr. Schwartz. “Create something—show me what you did and tell me how you did it.”

Tynker, he said, aligns with the Common Core values of thinking, rather than reciting, and prepares students for modern jobs in growing fields.

“It’s absolutely their language and we know that that’s a huge career field,” Superintendent Katy Graves added.

Principal Matt Malone thanked the board, and especially Mr. Fisher and his team, for supporting the Sag Harbor Elementary School in implementing its new technology initiatives.

“I think we all have a sense of how lucky we are to get this technology in our hands and get to share that with the boys and girls, and it’s clear what it can do to enhance instruction and those 21st century skills,” he said.

Although some of the technological instruction are handed down to students by means of tools and software, other aspects come from directly their imaginations.

Pierson art teacher Peter Solow said although the “fundamental technology” used in the art department is still the pencil, the students and teachers are continually coming up with new ideas to integrate technology into creativity. Pierson students are using computers to convert sketches to picture books, taking aerial photographs with drones, and scanning, digitizing and archiving photographs and documents in collaboration with the Sag Harbor Historical Society and the John Jermain Memorial Library.

“The most important thing…is using technology as a tool that allows students to become self-directed in their own art making through guided, independent work,” said Mr. Solow.

Sag Harbor School District Will Look Into Later Start Times

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By Tessa Raebeck 

In an effort to listen to both concerned parents and tired students, the Sag Harbor Board of Education on Monday announced its goal to review options for a later school day start time.

As part of the board’s visions and goals for the 2014-15 school year, Superintendent Katy Graves announced an ad-hoc start time committee would be created to meet with the superintendent, Business Administrator Jennifer Buscemi, Pierson Principal Jeff Nichols, Head Bus Driver Maude Stevens and Athletic Director Donnelly McGovern, and develop multiple plans “of how we can do a later start time for the district.”

The plans are expected to be complete by November 2014, with a December 1 deadline for a report to the board, “which also puts us before our budget cycle,” Ms. Graves said.

The decision comes in light of a national discussion on moving start times for high school students later due to research that finds American students are chronically sleep-deprived and perform better behaviorally and academically when start times are moved past 8 a.m. At the end of August, the American Academy of Pediatrics joined the discussion by publishing a report recommending that all high schools start after 8:30 a.m. for students’ health, calling insufficient sleep in adolescents “an important public health issue.”

Research has found that humans’ circadian rhythms change during teenage years, making it close to biologically impossible, according to studies, for high school students to go to bed before 11 p.m. and wake before 8 a.m. Doctors recommend teenagers get at least eight and a half hours of sleep, which some Pierson students and parents say is quite difficult with a start time of 7:26 a.m., which requires some students, particularly those who live farther away or take the bus to school, to wake before 6 a.m.

Although the school board appears to be standing by the science behind later start times, the district will have to contend with athletics and bus schedules in order to make the changes, which proponents say hope will be in effect for the 2015-16 school year.

At Monday’s meeting, the district also announced its intention to “develop and present a plan by June 15, 2015 to share services with other regional school districts and municipalities with a goal of showing a cost saving to the district of two percent of our tax levy,” according to Ms. Graves.

Ms. Graves said the board has already had its first shared services meeting with five school districts in the town of East Hampton and will continue to work with regional districts in order to find ways to cut costs by sharing services such as sports teams and buses.

Another goal the board hopes to tackle this school year is improving district communications, which a survey found was an area of widespread discontent among parents and students.

The board goal, Ms. Graves announced, is to “implement and improve communication strategy to become an engaged and active pathway for school and community through newsletters, work toward a current and active website, continue with emails, phone calls and videotaping [of school board meetings].”

The parties primarily responsible for implementation of that goal are the superintendent, administrators and the “Communications Director,” a position that is not yet filled. The district aims to have a report finalized by December 15, 2014.

A communications committee that met last year had announced in the spring its recommendations that the board fill the position in-house with a full-time staff member, a communications director/specialist who would be dedicated primarily to enhancing communications between teachers and the district and parents and students.

School Business Administrator Jennifer Buscemi said similar positions in Suffolk County offer a salary of at least $46,500 in addition to health benefits, and more, adding, “There is definitely a significant cost associated with using this model.”

The Southampton School District has a “Community Relations Specialist” who is required to pass the state’s Civil Service test and is part of the district faculty.

Ms. Buscemi said an alternative to the in-house position recommended by the committee would be to use Syntax Communication, a Long Island firm that specializes in public relations for school districts, which the board used last year in a limited capacity.

Ms. Buscemi said for the standard service fee from Syntax, “you’re talking close to $90,000,” but another option “would be to go with someone part-time,” which she said would cost around $37,000.

School Board Vice President Chris Tice, who served on the communications committee, asked how much of what the committee thought was vital to improve communications “will actually get done and continue to be done consistently and well” under the less expensive Syntax package.

Board member Tommy John Schiavoni wondered how well the company would be able to integrate with the faculty and Sag Harbor community.

“I’m not ready to make any decisions on any of this until we get at least a preliminary three to five year [financial] plan,” said board member Sandi Kruel, adding that communications/technology “changes daily” and although it needs to be improved, the board needs to know “where we’re going to come up with that money.”

Ms. Tice said while they need to make a financial decision, she is concerned as to how communications can be immediately improved in the interim.

If the board is to postpone bringing a communications specialist in, she said, “then in the short term we need to figure out how to have increased attention in areas that we are failing at now.”

Bridgehampton Test Scores Fall in Wake of Common Core

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By Tessa Raebeck

Following the implementation of the Common Core Learning Standards last year and the immediate alignment of student assessments to the new curriculum, Bridgehampton School saw its scores on standardized tests drop across the board.

The Common Core, which according to its philosophy, aims to enhance learning essentially by teaching students to be thinkers rather than memorizers, was largely criticized last year for its implementation, which many educators, parents and students said was haphazard and too fast.

“There’s a difference between pre-Common Core and post-Common Core,” Bridgehampton Superintendent/Principal Dr. Lois Favre told the school board at its monthly meeting on Wednesday, September 24.

“By all measures that we have here our kids are growing,” she said, adding that 96 percent of Bridgehampton students met local growth targets, which are measured by where students are in September “to where we expect they will be at the end of the year.”

For English Language Arts (ELA) tests in grades 3 to 5, less than half of students scored the higher scores of a 3 or a 4 on the new state assessments. Dr. Favre said what needs to happen now is for the district “to understand better what the state tests are asking,” adding “that’s the training that the teachers are going through now.”

“This year is the first year that the state is actually releasing some questions, so we finally have an idea of what the test looks like,” Dr. Favre said.

Dr. Favre said Bridgehampton’s numbers tend to appear worse than they actually are, because the school’s small class sizes make for more extreme percentages. If two students fail in a class of eight, for example, the pass rate goes from 100 percent to 75 percent, whereas those same two students failing in a larger class would have a much less significant effect.

The superintendent said in moving forward, a primary goal of the district is to look at vocabulary development and to “change strategies we use to teach so that kids start to think in a different way.”

“I couldn’t understand why they would change standards and the test at the same time,” Dr. Favre said of the New York State Department of Education, saying she would have preferred to “watch our kids grow on the tests we’re familiar with.”

Students performed better on the math assessments, which the district had made an “area of focus,” the superintendent said.

Dr. Favre announced her intention to team up with other small schools, such as the Amagansett School District in East Hampton, so that teachers have colleagues to strategize with. Many Bridgehampton teachers are the only instructors in their subjects at their grade level and she believes they would benefit from a relationship with others experiencing the same challenges. Dr. Favre is in talks with Amagansett Superintendent Eleanor Tritt to make such an alliance happen.

Despite the poor showing on many primary tests, Bridgehampton did “beautifully” on high school exams, she said.

“That’s why I have every faith we have a great curriculum. We have great teachers, it’s just a matter of getting to know this test,” Dr. Favre said of the Common Core assessments.

In an effort to address weaknesses, the district has established data teams, groups of teachers that will meet for two hours every month to “really talk about these things” and plan curriculum alignment across the board.

Sag Harbor School Board Still Looking for Committee Members

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By Tessa Raebeck

Three primary goals for the 2014-15 school year were approved by the Sag Harbor Board of Education at a special meeting on Thursday, September 11.

The main goals, which encompass smaller, more specific items to be approved later, are: 1. Increase communication to become an engaged and active pathway for school and community; 2. Build, share and measure the tradition of each student achieving a successful “Sag Harbor School Experience;” and 3. Raise districtwide accountability to reinforce student and school success.

The subcommittee that helped articulate the board’s goals will reconvene this month to establish the smaller sub goals for the board to approve, which members hope will happen at the board’s next meeting on Monday, September 29.

Board liaisons and committee assignments were also approved at the meeting and administrators repeated the need for community members to come forward to also serve on committees. The district is looking for all members of the community—and especially those with related knowledge—to serve on the Athletic Committee, Communications Committee, Educational Facilities Planning Committee, Nutrition/Wellness, Health and Safety Committee and the Wall of Honor Committee. Interested candidates have been asked to send a letter of interest to District Clerk Mary Adamczyk at madamczyk@sagharborschools.org or Sag Harbor UFSD, 200 Jermain Avenue, by Monday, September 22.

Committee charters and more information are available on the district website.

Also at last Thursday’s meeting, the board approved a salary increase of $20,000 for Pierson Middle School Assistant Principal Brittany Miaritis, resulting in a total salary of $122,500.

The increase, Superintendent Katy Graves said, is “because when she was brought on board for our middle school, her salary was not in the competitive range because she was new to the program, and she has truly proven herself in the last year.”

“So, we will be seeing that increase in her salary to bring it to a competitive range, so that we can secure our team and move forward,” she continued. “We feel very excited about the challenges we will be facing for our middle school and a very exciting year ahead.”

Sag Harbor Students Fare Well on Standardized Tests

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Graph prepared by Sag Harbor School District administrators.

Graph prepared by Sag Harbor School District administrators.

 

By Tessa Raebeck

While board meetings at the start of the school year can often be tense, the mood was light and cheerful Monday, September 8, as Sag Harbor School District Superintendent Katy Graves updated the Board of Education on the district’s results on state assessments.

At the educational workshop, Ms. Graves, Pierson Middle/High School Principal Jeff Nichols and Sag Harbor Elementary School Principal Matt Malone compiled an extensive presentation of history, graphs and raw data on Sag Harbor students’ test performances.

“I always caution everybody that it’s only one piece of what we’re looking at,” Ms. Graves said of the data. “We take our data and we bring it to our teachers and our teachers take us that next part of the way.”

Sag Harbor fared well out of the 64 districts in Eastern Suffolk BOCES that took standardized tests in 2014.

Out of those districts for ELA, Sag Harbor’s fourth grade ranked 11th, the fifth grade ranked fourth, the seventh grade ranked third, and the eighth grade ranked fifth.

Mr. Nichols said the sciences at the high school level are all strong.

“Much like at the middle school,” he said, “we far exceed the New York State average in every discipline with the exception of mathematics, which you’ll see we’re still on par with New York State, but certainly not performing at the level as you see in other disciplines.”

He added that after two years with the Common Core, “We’re seeing some patterns in the assessment results and we’re able to allocate resources accordingly to where we’re focusing.”

In an effort to raise math achievement, the district has added math specialists at the middle school and elementary school, as well as teaching assistants who are trained in specific areas to add to “key instructional times,” Mr. Malone said.

Instructional time in math for the sixth grade has been doubled and math exposure is increasing for all middle school students, Mr. Nichols said.

Standardized testing of New York State students dates back to 1865, when Regents exams were first administered as high school entrance exams. Younger students began being tested in reading and mathematics in 1966, in writing in 1983 and in science in 1989.

The required tests in English Language Arts (ELA) and math that students take in fourth and eighth grade began in 1999. After President George W. Bush signed the “No Child Left Behind” Act in 2003, which expanded the federal government’s role in student testing by requiring states to develop assessments in order to receive federal school funding, all states were mandated to administer ELA and mathematics tests for all students in grades three through eight and science tests twice, once during grades three and five and another time during grades six through nine. New York State chooses to administer the science exams in grades four and eight.

At present, Sag Harbor students are given the following state-mandated tests: the New York State Alternate Assessment (only for students with severe cognitive disabilities); one speaking test and one listening, reading and writing test for English as a Second Language students; ELA tests for students in grades three through eight; mathematics tests for students in grades three through eight; a science performance test for grade four; a science performance test for grade eight; a written science test for grade four; and a written science test for grade eight.

High school students are also required to take the following Regents exams, which are in the process of being aligned with the new Common Core curriculum: Grade 11 ELA; either integrated algebra or geometry or algebra II/trigonometry; grade 10 global history and geography; grade 11 U.S. history and government; and a choice of earth science, living environment, chemistry or physics.

Testing this year starts September 29 with the alternate assessment and runs through June 24 with the last Regents exam.

Implementation of new exams is usually done slowly, but New York’s recent switch to Common Core raised protests from administrators, parents, teachers and students across the board last year due to its fast implementation.

“It was a blindside to the educational community who were used to things being implemented in a fairly strategic fashion… Most teachers and most educators didn’t have a problem with the Common Core, they had a problem with the implementation and how that felt,” Ms. Graves said.

The first administration of the Common Core Geometry Assessment will be this year. In 2017, this year’s 10th graders will be the first grade required to pass the Common Core Regents Exams with a 65 percent passing grade in order to graduate and in 2022, this year’s fifth grade students will be the first required to pass the Common Core Regents exams at “aspirational performance levels” of 75 to 80 percent.

The administrators’ presentation on the data is available online.

Graph prepared by Sag Harbor School District administrators.

Graph prepared by Sag Harbor School District administrators.

Sag Harbor School District Seeking Committee Members

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A student navigates the halls of Pierson High School. Photo by Michael Heller.

A student navigates the halls of Pierson High School. Photo by Michael Heller.

Below is a letter sent by the Sag Harbor School District on Wednesday, September 10.

 

Members of the Sag Harbor Schools Family and Community Members,

The Board of Education invites you to become a member of one of the Board Committees below. Members of the community with the requisite knowledge may serve on a committee. You may review each committee’s charters by using this link. The committees are listed on the left side of the screen under “Committees.”

  • ? Athletic Committee
  • ? Communications Committee
  • Educational Facilities Planning Committee
  • Nutrition/Wellness, Health and Safety Committee
  • Wall of Honor Committee

Please send or email a letter of intent by September 22, 2014 to:

Mary Adamczyk, District Clerk, madamczyk@sagharborschools.org

Sag Harbor UFSD, 200 Jermain Avenue, Sag Harbor, NY 11963

 

Sincerely,

Theresa M. Samot

Board President

Katy Graves

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Sag Harbor School District Superintendent Katy Graves.

Sag Harbor School District Superintendent Katy Graves.

By Tessa Raebeck

The first week in September brings drastic changes to the East End, but one of the more standard of the season’s transitions is when children head back to school. Katy Graves, who started her first school year as Superintendent of the Sag Harbor School District last week, discusses her excitement about coming to Sag Harbor and her visions for her new role in the community.

 

What is your favorite part about the beginning of the school year?

It’s just exciting, at least for me, I think that we have the greatest job in the world—we’re preparing the new generation of children, and every year, it’s a brand new crew of kindergarteners all the way through 12th graders.

 

Have you had the chance to meet many of Sag Harbor’s teachers, parents and students?

I really consider everyone—from our administrative assistants to our bus drivers to our security staff—everybody’s a teacher, and I said that to them the first day; each one of them plays a role teaching children, teaching our family. They all play a role teaching what’s best for children and helping everyone be successful here.

I feel very fortunate, because that first day and our first conversation started other conversations…and they’ve come right up and introduced themselves and are very warm and welcoming, both faculty and staff.

[The families are] so warm and welcoming…. you really feel like their children are in a really special place and this is a very special school district.

 

With the continued implementation of Common Core and the expansion of the International Baccalaureate, Sag Harbor’s academics are undergoing a lot of changes. How do you hope to support students and staff during these changes and what do you see as their respective benefits and/or disadvantages?

We’re so successful when we put our district in the context of New York State, of Nassau County, of Suffolk County and even our surrounding school districts. Sag Harbor schools are a very bright and shining place as far as our student performance and how well our students are doing. Even with the challenges of the fast implementation of the Common Core, even with the challenging curriculum of the IB, even with the burden New York State has placed on our teachers, our students have scored well above New York State averages in their performance in every single arena.

It’s only one measure, and assessment scores should never be the only way we look at our children—we look at how happy they are to come to school, how much they love their day, how much they connect with their teachers and our staff, but for one measurement, our students are really shining and that’s a nice indication that we’re moving in the right direction and we need to continue to support our students. But we also need to support our students in the arts, in the athletics, so that they love coming to school every day.

 

When we spoke in May, you were very excited about coming to another small town and tight-knit community. Has Sag Harbor met your expectations?

I was excited about coming to Sag Harbor, but I think it’s exceeded my expectations. Everyone I meet tells me their history of Sag Harbor, either that their family goes back 300 years or how they first fell in love with Sag Harbor, be it five years ago, 10 years ago, or even two decades ago. Everyone seems to have their story of their romance with Sag Harbor and it really is a romance, it’s funny. Every story seems to be so different, but so much the same about why they love this place so much.

They have so many historical references that they really want to share and they really want to talk about—and Pierson is always embedded in that. Even if they didn’t have children who went here, [they say] how important they think Pierson Hill is and how important they think the school district is as far as being a center of the community…. they want it to be successful and they think it’s very important.

In some communities, it’s just where the kids go to school, but this is absolutely a part of our culture here—Sag Harbor schools.

Local Leaders Accept Sag Harbor Express’s Ice Bucket Challenge

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County Legislator Jay Schneiderman and Sag Harbor School District Superintendent Katy Graves accepted an ice bucket challenge issued by the Sag Harbor Express, which was dutifully administered by School Business Administrator Jennifer Buscemi and Pierson Principal Jeff Nichols on Friday, August 22. Photos courtesy Sag Harbor School District.

County Legislator Jay Schneiderman and Sag Harbor School District Superintendent Katy Graves accepted an ice bucket challenge issued by the Sag Harbor Express, which was dutifully administered by School Business Administrator Jennifer Buscemi and Pierson Principal Jeff Nichols on Friday, August 22. Photos courtesy Sag Harbor School District.

By Tessa Raebeck

After being issued an ALS ice bucket challenge by the Times Review, Sag Harbor Express co-publishers Kathryn and Gavin Menu and consultant and publisher emeritus Bryan Boyhan boldly accepted the challenge on Thursday, August 21. View the video here.

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Mr. Thiele, who was allegedly out of town Friday, accepted the challenge in Marine Park on a beautiful morning Wednesday, August 27. Photo by Mara Certic.

While trying to hide their fear awaiting the buckets–aptly distributed by our intern, Sam Mason-Jones–the publishers challenged some local heavy-hitters: Suffolk County Legislator Jay Schneiderman, Sag Harbor School District Superintendent Katy Graves and New York State Assemblyman Fred W. Thiele Jr.

At the top of Pierson Hill on Friday, August 22, Mr. Schneiderman and Ms. Graves were doused with buckets of ice water–much to the delight of their respective staffs. In the district less than a month, new School Business Administrator Jennifer Buscemi selflessly accepted the opportunity to dump ice on Mr. Schneiderman, while Pierson Principal Jeff Nichols soaked Ms. Graves with a smile on his face. A full video recording of that endeavor is available here.

 

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Sag Harbor Teacher’s Trip to Malawi a Life-Changing Experience

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Sag Harbor Elementary School teacher Kryn Olson with students at the Jacaranda School for Orphans in Malawi. Photo courtesy Kryn Olson.

Sag Harbor Elementary School teacher Kryn Olson with students at the Jacaranda School for Orphans in Malawi. Photo courtesy Kryn Olson.

By Tessa Raebeck

Kryn Olson left Malawi in tears. Ms. Olson, a science teacher at the Sag Harbor Elementary School, wasn’t crying because she had a bad trip. It was, in fact, quite the opposite.

“It was really amazing,” Ms. Olson, who left Sag Harbor July 17 to spend over three weeks at the Jacaranda School for Orphans, said of her experience on Tuesday, August 26.

Jacaranda, located in the village of Che Mboma, near the city of Limbe in the south of Malawi, a small, landlocked country in southeast Africa, feeds, clothes, houses and educates 412 local orphans.unnamed-2

Ms. Olson, who was a driving force in the outdoor gardening program at the Sag Harbor Elementary School, was invited by the school’s founder, Marie Da Silva, to whom she was introduced by Elena and Barbara Gibbs, to spend several weeks in Africa helping Jacaranda students and faculty expand the school’s gardening programs.

During her stay, she worked primarily on agriculture with 16 boys aged 12 to 18. By the end of her trip, she and the boys were nicknamed “The Green Team” and had become close friends. The students accompanied her to the airport when she left; they gave her cards and hand-drawn pictures and sang songs the whole bus ride there—hence the tears.

“We really got to know each other very well, because we were together five to eight hours a day,” Ms. Olson said. “And they were just such good, respectable, hardworking, inquisitive and very intelligent boys. We bonded very, very much.”

The Green Team planted five gardens during the three-week period. Before she left, some in Sag Harbor had expressed concern to Ms. Olson that American seeds would not necessarily grow successfully in African soil. In true science teacher fashion, she did a plenty of research, augmented by hope and, sure enough, the gardens flourished. Within weeks, the seeds grew to be two inches tall and were “so unbelievably successful, ridiculously successful,” said Ms. Olson, who seemed to be in a permanent state of ecstasy over her trip.

After Ms. Olson was initially taken to a Shop-Rite 25 minutes away from the school, she expressed the need to go shopping somewhere slightly more authentic to the local community, and the boys took her instead to the farmers’ market in Limbe. She saw the city market, met the vendors, and got insight into what the locals grow.

“It was a very exciting place for me to go shopping, because it’s where everybody goes that lives there… it was a beautiful, beautiful experience,” she said.

Two days before she left, Ms. Olson and her team of boys had a huge feast, in which they served meals using mature versions, purchased from the market, of the vegetables they were in the process growing.

“I cooked five chickens, we had a huge salad and I cooked potatoes and carrots, tomatoes, peas, celery, everything that I could find in the market,” she recalled.

Kryn Olson and The Green Team. Photo courtesy Kryn Olson.

Kryn Olson and The Green Team. Photo courtesy Kryn Olson.

“And afterward I said, ‘Do you understand why you have planted these vegetables now?’ ‘Cause they eat porridge every day—this was beyond crazy for them,” she continued.

They had a long conversation on the value of well-balanced meals and the boys, she said, could not devour the veggies fast enough, “it was just such a successful end-all… It was really just such a bonding time, I couldn’t have asked for a better result. There was just one good experience after another.”

The Green Team also built a greenhouse, an idea of the boys’, to enable the students to continue growing vegetables during Malawi’s long rainy season.

Ms. Da Silva wants Ms. Olson to return to Jacaranda to design vegetable plots for a pre-school she hopes to build.

Ms. Da Silva and Ms. Olson are hopeful gardening will help to change not only the students’ diet, but also their economic position, as they begin to harvest and sell the crops.

In addition to her Green Team of newly trained farmers, Ms. Olson also built relationships with some of the hundreds of other students at Jacaranda.

“Every time I would walk through the gates,” she said of the children, “they would come running to me with their arms open. Every day, you just felt like your life couldn’t have gotten any better, ’cause there was so much love and so much compassion with these children and the people that worked there… It was awesome, it was just truly, truly awesome.”

Ms. Olson said when she held the smallest of the orphans, they would immediately fall asleep in her arms “because they were so excited about getting nurtured…it was a beautiful experience.”

While volunteer opportunities in Africa are vast, Ms. Olson said what’s special about the Jacaranda Foundation, which supports the school, is that the change it’s instilling in the community is tangible.

Ms. Da Silva and the school’s executive director, Luc Deschamps, “have actually started a big chain reaction that’s going to change Malawi and that could change other communities,” she said.

In addition to the school, they have started a public library in Malawi, outreach courses to empower women through learning to read, write and take care of themselves and other initiatives.

A public school less than five miles from Jacaranda has 3,000 students.

“They have 200 per classroom, one teacher, no books, no paper, no pencils,” said Ms. Olson. “But Luc has actually started to build a library there… it’s like the change is coming, it’s growing and every single time that they do something they look, ‘What’s the next step?’”

“They think bigger than themselves,” she added, “they’re completely compassionate and have no personal agendas. This is their entire life to service this community—not only is that incredibly rare, but it’s quite venturous—it’s an incredibly poor community.”

Ms. Olson’s friends from Sag Harbor, Suzanne Shaw and her daughter Winter, met her in Malawi and she expects many more friends will join her when she returns, which she said will be “as soon as I can.”

Several students and parents have already reached out to Ms. Olson in hopes of joining her next summer.

“I would definitely consider something like this,” she said, “because it’s a wonderful thing to be able to see life at the purest of places. Relationships were just really honest and pure, there’s just a lot less stuff, so there wasn’t any other conversation. It was just magical, I don’t know how else to describe it.”

To donate supplies or money to the Jacaranda School, contact Kryn Olson at kolson@sagharborschools.org.

Bridgehampton School District to Appoint New Athletic Director Wednesday

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Bridgehampton's Tylik Furman going up for two of his game-high 30 points against Knox in January. Photo by Michael Heller.

Bridgehampton’s Tylik Furman going up for two of his game-high 30 points against Knox in January. Photo by Michael Heller.

By Tessa Raebeck

Eric Bramoff will fill the position as Bridgehampton School's athletic director. Photo courtesy Lil' Kickers of Syracuse.

Eric Bramoff will fill the position as Bridgehampton School’s athletic director. Photo courtesy Lil’ Kickers of Syracuse.

The Bridgehampton School District was expected to appoint Eric Bramoff as its new athletic director when it met Wednesday, August 27.

A Sag Harbor native and graduate of Pierson High School, Mr. Bramoff will fill the position left open by longtime physical education teacher and athletics director Mary Anne Jules, who retired in June. Bridgehampton Superintendent/Principal Dr. Lois Favre confirmed the appointment on August 20.

The full-time position will be split up between two roles; Mr. Bramoff will be a physical education teacher for 80 percent of the school day and athletic director for the remaining 20 percent of his day, effective July 1.

While at Pierson, Mr. Bramoff was an all-county soccer and baseball player. He was a three-year starter on the football team at SUNY Cortland, where he earned a bachelor’s degree in physical education. He also has a master’s degree in education and is currently working towards his degree in educational administration at Le Moyne College in Syracuse.

Mr. Bramoff, who has coached football, baseball, basketball and soccer at many levels, is leaving his post as a physical education teacher at the Syracuse City School District. He also coaches at Sport Center 481 in East Syracuse and is the chief ocean lifeguard for the Village of East Hampton, as well as a champion in national lifeguard competitions.

He and his wife Brooke have two young children, Ethan and Dylan.

As both physical education teacher and athletic director, Ms. Jules was a staple on the sidelines of Bridgehampton School’s athletic contests for 32 years. Like Mr. Bramoff, she too attended SUNY Cortland and taught briefly in Syracuse.