Scarsdale High School PTA

 John Klemme, High School Principal

jklemme@scarsdaleschools.k12.ny.us  

 

 

March 2008

Dear Parents,

On March 19th, approximately sixty parents joined teachers and administrators in a community exchange about the Advanced Topics Program.   I'd like to summarize the content of that discussion with you and to offer an invitation.

 I initially shared information about college admissions under early decision and early action programs. This year, we matched our highest percentage of seniors gaining early admission over the last ten years, and it appears that the AT label has not had an effect on the competitiveness of our applicants.  Obviously we need to wait for the regular admission decisions to come in, but thus far, our efforts at communicating the nature of our highest level courses to colleges seems to have been effective as we expected.

Assistant Principal Kelley Hamm next reviewed the work of the two oversight committees, the College Information Committee and the Validation Committee.  Kelley summarized the specific steps that have been taken to inform colleges of our transition to AT courses and reported that the Validation Committee has recently completed survey instruments for current students, teachers, visiting professors, and alumni.  These surveys will be used in the very near future to gather information about perceptions about AT courses, skills needed by college freshmen, and the use of AP exam scores for college credit.  

Next, social studies teachers Maggie Favretti and Tom Maguire shared a brief presentation on two issues that have been the topic of discussion among parents:  the “variability” among teachers of the same course and  preparation for AP exams later this spring.  Maggie and Tom noted that course syllabi that conform to a common course outline in AT U.S. History have been made available to students, and they offered several reasons why teachers adapting to the specific circumstances of their classes and reflecting individual teacher strengths as historians were desirable.  They also compared two professors' approaches to a college history course that reflect differences in emphasis but nevertheless provide students with a survey overview of important historical periods.  

Preparation for AP exams, they also submitted, will take place  for seniors in the period between the conclusion of AT courses and specific AP exam dates.  The one junior AT course--AT U.S. History--will continue until the conclusion of the school year, but specific review will be conducted prior to the exam in special sessions.  Teachers will offer multiple review sessions for students and focus on familiarizing students with the format of the exams and a review of relevant content.  Tom observed that AP exams give students choices about their writing responses so that a student who feels more comfortable writing about the Civil War and Reconstruction instead of the colonial period in American history will indeed have that option.  Finally, Maggie and Tom shared the excellent results of AP exams in the last three years compared to the national averages and noted that the same teachers who have prepared students in the past are responsible for AP prep this year.  

We then asked parents to offer their comments and concerns, and a spirited discussion followed  At this point, we believe we have heard these major questions from the community:

    *How will students be adequately prepared for AP exams?

    *Will outside preparation add to levels of student stress?

    *How can students continue to obtain advanced standing and/or
    course credit through AP exam scores?

    *Will college admissions be more significantly affected once all
    accelerated courses are designated Advanced Topics?

We replied to these questions by noting the following:

    *The AP exam preparation sessions this year parallel the kind of
    review that has taken place in prior years just before the exam    
    dates.  The participation of all teachers in those sessions also
    offers a more coordinated effort at preparing students for the
    examinations.

    *To the extent that AP examinations are now optional, stress levels
    may well be reduced for students who can select which exams
    they wish to take for potential college credit and/or advanced
    standing.  Junior students, who are enrolled in only one course that
    can culminate in an AP exam (U.S. History), should experience no
    net increase in stress levels.  

    *Any student who seeks credit and/or advanced standing has the
    option of taking the A.P. exam in a particular area.  The elimination
    of the mandatory provision in effect in prior years permits students
    to identify which exams can provide credit and/or advanced
    standing at a particular college or university.

    *While it is true that we have implemented AT courses in only two
    subject areas, our on-going work with admissions offices suggests
    quite strongly that they are quite comfortable with our
     identification of our most accelerated courses.  We will of course
     monitor this situation as the AT rollout continues.

While these appear to be the primary issues that have been raised thus far, we are most interested in hearing from parents about other questions you may have.  I also refer you to the Frequently Asked Questions and responses that were e-mailed to you recently as a source of more detailed information about the AT Program.

Finally, in the interest of making sure that we have heard all concerns, I want to issue an invitation.  It is sometimes difficult in a large-group meeting to have your questions answered individually. We are available to meet with smaller groups of parents, if you wish, at a time that is mutually convenient.  These smaller groups can meet at the High School or in a parent's home if you wish.  If you are interested in arranging such a meeting to discuss the AT Program, I encourage you to contact my office (721-2450) to make arrangements.

I concluded our meeting on the 19th by stating that we have an important common interest:  the best education and the best preparation for college for your children.  We are committed to preparing students for the advantages that AP exams can provide at the same time that we provide a deeper and richer understanding of complex material.  Because we share that common goal of the best educational experience for our students and your children, we are partners in this initiative.  Please let us know what you are thinking and any ideas you have for enhancing the Advanced Topics Program.

Sincerely,


John Klemme

October 2007

Dear Parents,

A parent recently spoke to me and conveyed that now seems to be the time when many seniors are contemplating travel over spring vacation.
Although I agreed earlier this fall to write a letter later in the year in support of the Drug and Alcohol Task Force's recommendation for vacation plans during Spring Break, I am instead sending that message now.

I am convinced, like many members of the parent community, that unchaperoned travel to Spring Break locations constitutes a significant threat to our students. These trips have the potential to place students in compromising situations, including physical and legal jeopardy, and in point of fact, those dangers have unfortunately been realized for many students in the United States over the years.  It could happen to your child.  

You should know that the majority of our students do not travel unchaperoned over break, and I hope you will take seriously the recommendation of the Task Force to establish clear limits for your children on this issue.

There are alternatives available for your teenagers:  traveling with you and a few friends, having an adult accompany students to Spring Break destinations, sharing vacation plans with other families, or staying home for a family vacation in Scarsdale.

Student safety is our highest priority at the High School.  I urge you to exercise that same concern as you consider vacation plans for your teenager over Spring Break.

Sincerely,


John Klemme

Several members of the SHS faculty and I had the opportunity last month to share progress on the implementation of the Advanced Topics Plan.  At the first PTA meeting of the year, Assistant Principal Kelley Hamm presented a summary of the work of the College Information Task Force (which includes parent representation) with specific examples of the communication we have initiated with colleges about the plan, including an updated high school profile and letters to admissions offices about the AP/AT  transition.

Kelley also spoke about the college and university partnerships we are developing in each academic department and the work of teachers over the summer and in the 2007-08 school year.  He also noted that while the real work of the AT Validation Task Force (which also includes parents) will focus on an analysis of college admissions data in December and April, we have already scheduled a meeting of the group in October to define protocols and criteria for evaluating AT implementation.

Social Studies and Art Department Chairs John Harrison and Maria DeAngelis next reviewed the new focus in each of their departments and were supported in their presentations by teachers Adam Weisler, Tom Maguire, and Beth Colleary.  Each teacher described the activities for students in AT U.S. History, AT Government, AT Studio Art, and AT Art History that are underway and explained how those tasks encourage students to work in ways that emphasize the skills that university teachers say they will need in college.  We concluded the evening with a question and answer period with parents that further clarified our strategies for successful implementation and preparation for AT courses in other disciplines in future years.  If you were unable to attend the recent meeting, you may wish to see it on Channel 77; a schedule of broadcasts can be found on the district website.

Meanwhile, along with three other deans, Director of Counseling Barbara Sarullo recently returned from the annual conference of the National Association of College Admissions Counselors (NACAC) in Austin, Texas.  Barbara chaired a session on our AT program and was assisted by Ted Spencer of the University of Michigan and Bill Fitzsimmons of Harvard.  Both college officers cautioned a standing room audience that the AT initiative was not for every school, but were quick to observe that districts with Scarsdale’s reputation should be moving in the direction of providing students with curricula that go deeper than the traditional AP program allows.  Both admissions officers were extremely supportive of the goals and strategies of our work in Scarsdale and acknowledged that we were a pioneer in the development of rich courses of study that prepare students for the realities of college academics.

Prior to speaking in Austin, Barbara and her SHS colleagues toured several colleges in the Chicago area.  At the University of Chicago, professors suggested to an audience of counselors from across the country that a movement away from AP courses would be in the best interest of students considering application.   

Although we are only a few weeks into the implementation of our AT curricula, we are gratified by the strong support we have received thus far from students and their parents.  Our teachers are energized by the freedom they enjoy in designing meaningful courses, and work will continue throughout this school year in preparation for the next phase of the transition. After conducting the evaluations I’ve described, we will make a recommendation to the Superintendent for 2008-09, and the Board of Education will subsequently hold a public discussion.

We are committed to providing transparency to the first year of implementation of AT courses.  I will provide another update to parents at the November 3rd PTA meeting, and we plan a formal Education Report to the Board in February or March.  At this point, if you have any questions about AT implementation, the new AT courses, or any facet of the AT Program, please direct them to the appropriate department head or to the administrative team.  We would be pleased to meet with you or talk to you by phone at your convenience to clarify how the process is going.  We know the important responsibility we have to the SHS parent community, and we would be happy to respond to any comments or questions you may have on this subject.

August 2007

Dear Parents and Students,

Next week we begin the 2007-08 school year, and I’m writing to welcome you back to the process of providing an extraordinary education for the students at Scarsdale High School.  I especially welcome the members of the Class of 2011, and I assure you that all of us look forward to forging relationships with the young people of Scarsdale as we pursue another year of academic excellence.

Thanks to the support of the Scarsdale Board of Education, we welcome several new additions to our faculty this fall.  These new teachers will assist in maintaining our class size at optimal levels and will no doubt enrich an already distinguished cadre of educators.  Eight departments are affected by the changes in staff, and I look forward to introducing these new faculty members to students at our welcome assembly on Friday, September 8th.  Many other members of our faculty have participated in professional development over the summer, and I know that you appreciate, as I do, their investment in developing the very best strategies for a superior secondary education and preparation for college study.

Of course, of major significance this year is the first phase of implementation of the Advanced Topics Program in Social Studies and Art.  As you are aware, after an extensive process of review and public discussion last year, the Board of Education endorsed the concept behind the AT Program and authorized implementation in those subject areas.  Teachers in every department have worked diligently to develop an exciting and exemplary program of instruction for accelerated students in all disciplines and will continue to refine their approaches throughout the coming school year.  

Two important committees that include parent representation will monitor communication of the AT Program to colleges as well as the impact of the program on the preparation for authentic college study.  Reports will be presented to the Board of Education in the coming year, and decisions will be made regarding future implementation in other subject areas.

In addition, a special feature of the program includes long-term consultation that is already underway with colleges and university faculty in each discipline to assure that we are doing our very best to prepare students for the demands of college study.  This aspect of the program will affect all students at the high school as teachers review teaching strategies for all students as well as accelerated students in particular.  

The school has developed an informational portal about the AT program on the district website, www.scarsdaleschools.org. Click on “Scarsdale Advanced Topics Program Information” in the right column to access the program’s objectives as well as a question and answer format about our work in this area.

I also want to provide a few reminders about important dates.  On Tuesday, September 4th, we invite members of the freshman class to join us for a barbecue sponsored by the Peer Counselors and Youth Outreach workers.  Prior to the barbecue, freshmen may pick up their schedules and locate lockers and classrooms as well as meet with their deans and attend the Club Fair. A separate mailing to freshman students and their parents has provided them with details of this welcoming event.  On Wednesday, September 5th, all students will report at 8:05 for a half-day of school and begin full-day studies on Thursday, September 6th. Our traditional welcome assembly for students will occur on Friday morning, September 8th.  

Finally, you will find enclosed several items for your review.  Federal law provides for distribution of the names and addresses of juniors and seniors to military recruitment personnel if so requested.  If you wish to be exempt from this requirement, we ask that you return the opt-out form by September 15th. If you are the parent of a freshman or sophomore, or if you have previously submitted this opt-out statement, you do not need to return the form.  

In addition, a notice about the state-mandated health curriculum is enclosed as well as a communication from the Scarsdale PTA about our annual Parent-Teacher Conferences in October.  We will also be implementing an affiliation with AlcoholEdu this year, and an informational letter from Health Coordinator Emelie Sciarpelletti is enclosed as well about this program.

The High School PTA maintains a website— www.shspta.org-- which, along with expanded e-mail communications, provides you with access to Highlights Online. "A Matter of Principal" will appear on this website throughout the year as well as other pertinent information regarding parent participation in the work of educating Scarsdale students.  I urge you to identify ways in which you can be supportive of the PTA’s efforts to enhance our mission as a school.

The beginning of each school year holds special promise.  Our school has a national reputation for advancing exceptional achievement within a context of support and strong connections between staff and students.  As we build on those strengths, I invite you to join us for another memorable year at Scarsdale High School.  Together, we sustain an important tradition of which we can all be proud.

Welcome back to SHS!


Sincerely,

 
John Klemme

 

January 7, 2007

I am writing to invite parents to another discussion of the proposed Alternative Topics Plan.  So far, we have met with the Board of Education and various larger group formats in the community to discuss the proposal and to hear community response.  I also wrote the entire school community before the holidays to solicit additional comments and suggestions, and as a faculty we have engaged in a serious consideration of how concerns can be addressed as well as reviewed the communications of support for the proposal.

This Tuesday evening, January 9th, P-T Council will host an evening dedicated o a review of curricular initiatives in the district.  Dr. Paul Folkemer, Assistant Superintendent for Instruction, will present an overview of district wide improvements in curriculum, and his presentation will be followed by an opportunity for teachers and parents to interact in small groups to discuss the Advanced Topics proposal.  Several teachers and department heads will be on hand to discuss with parents the key issues that have emerged over the past few months, and each group will determine its area of focus for the conversation.  We believe that this format offers a unique opportunity to have all voices heard, something that is always difficult to achieve in large group settings.  As always, our intention as a professional community is to share our perspective, to hear from interested parties, and to keep the process of review as transparent as possible.

I invite you to join us on Tuesday evening at 8:00 at the Middle School.  Following a brief business meeting for P-T Council, Dr. Folkemer will present his remarks, and we will adjourn to the small group discussions.  Please join us if you can for this additional opportunity for dialogue between the professional staff and the parent community.

November 2006

To be a Scarsdale graduate is a special gift.  Over the almost ninety years that this school has been in existence, it has produced a variety of graduates who have gone on to excel in the arts, in business, in law and medicine, in political and governmental affairs, in science, in athletics, and in many other areas of accomplishment.  This legacy of the High School is one of which we can all be proud, and it is therefore with great pleasure that I am pleased to announce the inductees in the Alumni Association's Distinguished Alumni recognition.  On Saturday, November 18th, at 10:00 a.m. in the Brewster Lobby, twelve Distinguished Alumni will be recognized in a ceremony that has become a new Scarsdale tradition.  Subsequent acknowledgments of the Scarsdale legacy will continue with new groups of Distinguished Alumni over the coming years.

The group of alumni to be so honored include:

Tom Bernstein—Entrepreneur, president and co-founder of Chelsea Piers, chairman and CEO of International Freedom Center, council member of US Holocaust Museum; President of the Board of Directors of Human Rights First, an organization that sued Donald Rumsfeld on behalf of the detainees in Iraq and Afghanistan; owner of Texas Rangers.

Queen Booker—former STEP student, educator, foundation officer, advisor to a Foundation; specialist in lives of the rural poor around the world.

Lizabeth Cohen—professor of American History at Harvard, winner of Bancroft prize, author of most widely used textbook in US History.

Joseph Davis—Former director of Medical Examiner’s Office, Miami, Florida.  Appointed to the pathology panel of the House Select Committee on Assassinations to investigate the deaths of John F. Kennedy and Martin Luther King.  President of the National Association of Medical Examiners.

Eve Ensler—Playwright, Performer, Activist.  Author of The Vagina Monologues, Necessary Targets, and The Good Body.
Amnesty International Award for Leadership.

Elen Feinberg—artist, painter; Dept of Art and History at University of New Mexico; acting dean of College of Fine Arts; works in a  variety of national museums; Fulbright to Germany, nominated as International Woman of the Year in 1999

Robert Kuttner—Journalist, editor, commentator, co-founder of The American Prospect Magazine.

Stuart Malina—Musician, TONY award for musical Movin’ Out, conductor Harrisburg Symphony Orchestra; February 2007—Carnegie Hall debut with Gershwin’s Rhapsody in Blue.

Bryan Reynolds—Department of Theater, University of California Irvine; widely published Shakespearean scholar.

Karen Sloan--Associated Press journalist and correspondent; covered the fall of the Berlin Wall, the breakup of the Soviet Union, Tienamen Square, the Gulf War, Somalia, Kosovo, both wars in Iraq, death of Princess Diana, five Olympic Games.  AP Journalists’ Award for Best Reporting.

Carolyn Strauss—President, HBO Entertainment.  Production and development of several miniseries and series, including “Sex and the City” and "The Sopranos.”

Jim Tuman—humanitarian, founder of “Jimmy’s Kids,” an organization dedicated to helping young people and strengthening family ties; worker in famine camps in Ethiopia; Expertise in gangs, student violence, and teen suicide.  

These are truly extraordinary individuals who have left their stamp on the political, cultural, and artistic life of the United States and the world.  While not every graduate of this school may achieve such acclaim, it is an index of the exceptional education that Scarsdale students receive that they will be honored on November 18th as Distinguished Alumni.   In a very real sense, they embody the motto of this school-non sibi-not for oneself alone.  Please join us if you can as we recognize this group of SHS graduates.   

A Matter of Principal—John Klemme

Welcome to the 2006—07-school year.  Over the years, I’ve learned that Scarsdale kids rapidly settle into the business of learning.  On the second day of school, it was as if we had never been away at all, and thus far the year has been productive and quiet.  I want especially to welcome our new parents and assure you that we all take the work we do very seriously, but we share a very special community as well.  In that spirit, I thought I would share with you my remarks at our welcoming assembly for our student body on September 7th.  Government leaders echoed my call for mutual respect and responsibility, hallmarks of the SHS tradition.

_____________________________________________________________

Good morning and welcome to the 2006-07 school year at Scarsdale High School.  I especially want to extend a warm welcome to the members of our senior class, the Class of 2006 and to the members of our entering freshman class, the Class of 2010.  

It is always my honor at this welcoming assembly to introduce to you the new members of our professional staff.  This year we have 20—count them—20 new faces on our faculty.  Please join me in welcoming these teachers new to SHS.

Julie Chen, Science
Stacy Dawes , English
Nancy Denison, Special Education
Erika Doody, English
Donald DiDomenico, Foreign Language
Martha Konar, Science
Jose Carlos Lamela, Foreign Language
Cathryn Levan, Foreign Language
Samantha Loria, Psychologist
Tammy Marchini, Science
Emily Manove, Social Studies
Maria Moreira, Foreign Language
Steve Muggeo, Youth Outreach Worker
Oluwasegum Omoloju, Science
Jennifer Rosenzweig, English
Michael Riccardo, Mathematics
Karine Schaefer, English
Katherine Terris, Physical Education
Adam Wagner, Mathematics
Jennifer Wagner, Science

Welcome to your new school.

We also have two new members of our building leadership team.  First, our new assistant principal following in the footsteps of Dr. Hansen who has retired, Mr. Kelley Hamm.  And replacing Mr. Hamm as department chair in Social Studies, Mr. John Harrison.


This is a special school for many reasons, but one of the most important, I believe, is that we try to treat our students like the emerging adults that they are.  To that end, we grant freedoms to our students that are not even considered in other high schools.  You are free to move around the building when you do not have a class as you wish without being confined in study halls.  You are encouraged to meet with your friends during free periods for group study and even for a bite to eat in the cafeteria.  We allow off-campus privileges for upperclassmen.  We encourage you to meet with your teachers to discuss papers and projects or just to share ordinary things in your lives.  We pride ourselves on a relaxed atmosphere for students and faculty, but in exchange we expect a quality of life here that is based on mutual respect and responsibility for one’s actions.  

In that spirit, I want to remind you of several expectations we have for all our students that can be found in your student handbook with which you should be very familiar.  They include our dress code that insists that students dress with modesty and decorum—no revealing clothing that will cause a teacher or administrator to stop you and ask you to wear an ugly t-shirt we keep on hand; an Acceptable Use Policy for the use of technology in the building that insists upon responsible use of computers; a set of Standards for Extracurricular Participation that explains our expectations of one another with respect to academic integrity, substance use, and respect for the school, for other students, and for the larger community; very clear policies regarding sexual harassment in any form and a mechanism by which any such incidents should be reported immediately to my office for investigation; and student parking procedures that permit on-campus parking only for seniors on a first-come first-serve basis in specially designated areas.  

Ladies and gentlemen, this is so much about common sense.  This is your school, and you must decide in what kind of place you want to spend the next year.  Do you want a school where students leave litter all about the building?  I suspect not, and I call on every student here and every teacher in this school to ask students who are littering to pick up their trash.  

Do you want a school where food which is only to be consumed in the cafeteria and the west commons area is left throughout the building, attracting mice and making our school an eyesore after lunch.  Then I suggest that every student here and every teacher in this building stop students who are carrying food upstairs and out of the appropriate dining areas. and I ask every student to take the simple step of leaving the cafeteria and commons clean by depositing trash in receptacles.

This fall we will install cameras that will capture on a network feed the actions of Individuals who violate these simple rules and the actions of a few individuals who find perverse satisfaction in disrupting the lives of the rest of us.  I have resisted this idea for several years in the interest of privacy, but the time has come to protect the greater community.

And community is what this is all about.  We inhabit one of the greatest high schools in America.  We should each support a quality of life at SHS that shows our commitment to one another and to the school we respect.

The Maroon editorial yesterday perhaps put it best:  “SHS veterans and newcomers alike must develop a respect for our school’s facilities and character.”  Join me and others in making that vision a reality.  It is a vision that is within our grasp and can make Scarsdale a model of student responsibility, but only if we want it, only if we take the extra steps to make it happen.

There is no more important responsibility of a school than to protect its students and staff.  When you send your children to school each morning, you expect that they will return safely after a secure day of learning.  The events of the past few weeks—a bomb scare and an act of arson—call into question the safety of our school environment.  While we all know that these acts are the work of a very small number of students and while our student body and staff are justifiably outraged by these criminal acts against us all, it is nevertheless incumbent on us to share with you our plans for enhancing  safety at Scarsdale High School.

I will be sharing with students in grade-level assemblies the information which I am communicating to you in this article. We continue to work with Chief John Brogan of the Scarsdale Police Department to identify the perpetrators of these actions, and we will cooperate fully in their prosecution.  Certainly there will be disciplinary measures taken at the high school as well when these individuals are identified.  For now, however, I want you to know the plans we have for immediate implementation as well as the additional response to any further acts of violence against our school community.

First, we will be installing security cameras in strategic locations around the building.  The issue of privacy is one we take very seriously, but the imperative for deterring unacceptable behavior must take priority.  In addition, I believe camera installation can deter occasional thefts around the building.  While these thefts are almost always the result of student carelessness with their belongings, the presence of cameras should serve as an effective deterrent to acts of thievery.

Second, we have limited the number of entrances that remain open during the day.  Students, parents, and staff may enter the Brewster Road lobby doors, the Post Road entrance, the breezeway near the gymnasium, the Administrative entrance, and the entrance to the new wing.  All other doors will remain locked during the day.  Anyone may exit, of course, from any doorway in the interest of fire safety, but access to the building will be limited.

We have also tightened up our evacuation procedures by requiring that students accompany their classroom teacher outside where the teacher will take attendance and keep the class together.  We have a new bomb evacuation procedure (the details of which I am not at liberty to share) that will not require dismissal from school.  Finally, we will cancel student activities as necessary in the event of a serious security threat.

There are other steps we are prepared to take in the event of further challenges to school safety.  Additional limitations on entrance to the building, the suspension of free periods with students under the supervision of teachers, staff assignments to hall duty, a police presence in and around the building, a fully closed campus, staff assignments to monitor building access, student identification badges, visitor passes, and suspension of all student activities remain options that are available to us.  These steps would clearly alter the character of a high school that for many years has enjoyed an open and free environment for students, but safety remains paramount.  Scarsdale High School will not become a site for continued acts of violence against the school community. 

The many privileges at SHS are precisely that—privileges.  We all want to maintain them for future classes, but we will not compromise the safety of students and staff merely to maintain past practice.  Out of all difficult times come opportunities, and this is clearly one for all of us to take stock of what we value, what responsibilities we have to one another and the school, and how we can best assure our mutual safety.  I appreciate the many comments I received from parents in the aftermath of the arson incident, and I trust you will see several of the suggestions I received reflected in the steps outlined above.  We enjoy one of the most comfortable and supportive school environments in any American high school.  It is our shared goal to sustain that culture and to guarantee the safety of our school community in the process.

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I pause at midyear to reflect on the life of Sid Case and his extraordinary contribution to the Scarsdale Schools and to Scarsdale High School in particular.  After a battle with cancer during which he maintained his predictably optimistic demeanor and continued to give of himself to students in Scarsdale with tremendous courage, Sid passed away in late November.  We have all felt a profound loss, and even as I write this column, it is difficult to believe that he is no longer with us. But a series of concerts dedicated to his memory and conversations with students and staff who have reminisced about experiences with him confirm the inevitable:  his like will not come again soon.

 

I first met Sid when I assumed the principalship of Scarsdale High School in 1997.  He struck me immediately as an elegant man, a phrase that has been heard often in recent weeks.  Students have referred to his “Mozart hair,” that beautiful white mane that was his distinguishing trademark, and to the sartorial flare he always presented.  But there was an even more important sense of style that characterized Sid.  He loved his work deeply, and he saw the opportunity to lead Scarsdale students in their musical and dramatic educations as one of the great gifts he had received.  Whether attending to the thousand and one details of concert calendars, instrument repairs, or building renovations, Sid had one objective in focus:  the development and maintenance of a program that offered Scarsdale kids the best education in the arts that he could sustain.  In our regular meetings, he sometimes shared the frustrations of the job, but more often he celebrated the potential that we all could realize as administrators and teachers, as budding artists, as human beings who could be united by the arts.  We talked about performances we had attended in school and out, the promise of emerging talent, and strategies for improving an already exceptional arts curriculum.  We laughed about the wacky things that frequently punctuate a career in education, and we shared plans for expanding the horizons for Scarsdale High School’s musicians and actors.  In everything he touched, Sid committed himself entirely; there was no problem so trivial that he could not give it the attention it required.  The result has been a program of excellence that has emerged as one of the jewels of the High School.

 

A few years ago, Sid invited me to join the chorus and orchestra on a tour of Italy, and there I saw him in yet another context.  As we moved from Cremona to Bologna to Florence to Rome and to the Italian countryside, Sid showed me the teacher he had always been.  I remember the smiles and enthusiasm of Scarsdale students whom he conducted in Lucca and how they marveled at his passion for the score before him and gave back to him in kind.  We shared the experience of Scarsdale singers performing an impromptu concert in the ancient streets of Florence.  We sampled pasta together with students and reviewed plans for the next day late in the evening.  We hiked to the Spanish steps and the Vatican in Rome, visited the Stradivarius workshop, and conversed with students on the bus treks around Italy.  He and conductor John Cuk burst into an aria from Tosca as we passed the Castel Santangelo in Rome.  Throughout the trip, Sid was the leader who was showing students the wonders of another culture, a place where music had undergone a grand transformation, a place where our students could connect with the past and with one another.

 

He had done this before with band students in England, making a pilgrimage to the original Scarsdale, and he would do it again as orchestra and chorus students visited St. Petersburg, Estonia, and Finland last spring.  He knew so well what teachers in the arts have always known:  that somehow through artistic endeavor we discover aspects of ourselves that we did not know existed.  He knew that art has the power to move us and to express with unerring accuracy the elements of the soul. 

 

And when he fell ill last summer, he stayed Sid all the same.  He vowed with a smile to do his best to beat the disease that would ultimately take him from us.  He was forced to pace his work at school, but he worked nevertheless and kept his focus on the details of his job.  He also began during this time to speak more of his family, and it was clear that there was another layer to Sid we had not seen:  Sid the husband and father, the giving parent who drove thousands of miles to pick up a child from college or to some distant airport for a flight back to school.  I last saw Sid at the SHS Saturday night production of The Boyfriend shortly before he passed away.  He told me he couldn’t miss the performance, especially since it was the night of the PTA fundraiser.  He was frail by this time, but still buoyant in spirit.  In a few days he would be gone.

 

I had told the chorus members on the day we learned of his death that Sid embodied for me what we should all hope for ourselves when our time is up:  let it be said that we were good people who did good things. But senior Amanda Stoffel spoke most eloquently of Sid Case on the evening of the winter choral concert.  As the group prepared to perform “Danny Boy” for the audience, Amanda talked about what students had learned from Sid about the dedication to craft, about the commitment to others, about the power of art. As Amanda concluded on a winter night, “This one’s for you, Sid.”   A beautiful tribute because in his lifetime, Sid was for all of us.