After completing the January internship program, A-School students returned to the classroom ready to dive back into their academic courses. Our seniors have been particularly busy this term. In English classes, our twelfth-graders are deep in the process of writing literary research papers. Having written similar papers in American Studies as juniors, the seniors are expected to work with more independence and self-direction, as they practice skills that will be essential to their college success.

In our Social Entrepreneurship class, students are developing final projects on an array of issues. One group is creating a Virtual Museum about school shootings, which will act as both a memorial for victims and a source of information about gun violence, gun policies, and other related issues. Another group is creating a "how-to" craft book for an elder-care facility, including activities seniors can use to practice and enhance their manual dexterity. Through projects such as these, we hope our students will practice real-life project planning and inspire positive change in the world, albeit on a small scale.

We are creating a fabric art work for the new Commons. Michelle Foligno's STI Grant Weaving group meets on Mondays 7th period. They are creating a large weaving installation based on unity. The act of intertwining yarns is a metaphor for the way we as a society, interact and cross paths essentially "weaving" together. Students hand built weaving looms. Students are enjoying themselves and say that it helps de-stress them! Great student art and wellness! ( see photos)

Weaving has been a unifying craft for centuries among many different cultures. The act of intertwining yarns is a metaphor for the way we as persons and as a society interact and cross paths, essentially "weaving" together. No matter our physical, emotional and social status, we are all people inhabiting this community. Here at SHS, the phrase "Non-Sibi" is emphasized and is important for our students to learn to help guide them throughout their lives. Weaving is an artistic symbol of Non-Sibi which correlates to the interrelation of us all.

Ten SHS students participated in the Katonah Museum of Art Young Artists 2018 Exhibition. This show invites high school students from 40 schools to bring this exhibition of high school seniors' artwork to life. The students do it all -- organize, publicize, curate, and mount nearly 400 pieces of work -- with guidance from KMA staffers. The opening was the fun. This is the 35th year of this show. ( see photo)

Janna Johnsen, the advisor to the National Art Honor Society, held the induction ceremony in our gallery. There was so much art everywhere! The local artist who presented was Simone Kestelman, who inspired our audience. Hosting in the gallery was a huge success! The officers and Ms. Johnsen agreed that we should host the induction in the gallery from now on -- the inductees presented their work too and it looked stunning -- art everywhere!

Considering the pace in the Counseling office the past ten weeks, it's not surprising that we are left wondering where the third quarter went. The Deans were busy in supporting students across their caseload, beginning with scheduling conferences that saw us meeting with with our freshmen, sophomores, and juniors. We met with every ninth grader and a parent for a "Freshman Conference", and held individual conversations with tenth and eleventh graders, where we had the opportunity to review progress and plan ahead. During this same period, we began our junior conferences, a comprehensive meeting with juniors and parents that reviews all aspects of the college process. We also met with sophomores for Sophomore Seminar, exploring personality traits, career preferences, and reflecting on our collective experience at the high school.

The Deans also remained engaged in professional development, including attending conferences, serving on professional advisory boards, and visiting colleges, where we had the opportunity to communicate with our colleagues in several admissions offices. It is always enjoyable to experience schools first hand, including those popular among our students and some that may not be as familiar to them. On a much more local level, the Deans took part in several committees in the high school, including the PTA Executive Committee, Compact Committee, Wellness Committee, and hiring committees for several departments. We take pride in lending our voice to colleagues on the local and national level, and continually supporting our school and counseling profession.

In the English Department, the spring finds many of our 11th- and 12th-grade courses hard at work on research papers. These extended essays give students the opportunity to analyze a literary work, and to work closely with their teachers to formulate compelling arguments. In some research papers, students formulate interpretations of novels, poems, or plays; in others, they draw interesting connections between a literary work and historical events. In learning how to find, read, and incorporate secondary sources, students practice a vital skill that will help them succeed in college-level writing courses.

In March, over 100 11th-graders from the American Studies classes traveled with their teachers to Washington, D.C., for a two-day exploration of historical sites in our nation's capital. Students had the opportunity to view the Senate in action in the Capitol, tour the American History museum, and explore the city's most exciting new addition: the National Museum of African-American History and Culture. Students were also able to visit some of the city's important monuments, including the Lincoln Memorial, the Vietnam Memorial, and the FDR Memorial.

Prior to the Washington trip, juniors had an opportunity to learn about the creation of the new African-American museum when Marc Massay visited SHS on February 14th. Massay, one of the architects who helped build the museum, spoke with students about how the project was planned and about his experiences during the construction process on the National Mall. Special thanks are due to Stephen Mounkhall, who arranged Massay's visit to the school.

In addition to wrapping up a unit on addiction and substance use (which highlighted vaping), students in Mr. Tulley's classes began an individual, long-term, passion driven project. This idea is modeled after Google's 20% Time (Genius Hour) work, whereby Google allows its engineers to spend 20% of their time to work on any pet project that they want. Although the project is passion-driven, students were given three basic guidelines; it must be related to health, it must benefit others besides yourself, and it must be unique in some way. The result in June will be a TED style talk on their project. ( see photos)

In Physical Education, the third quarter began with a focus on mindfulness through yoga and stress management techniques. With each yoga routine, students stretched and strengthened their bodies while also realizing that yoga itself is an effective stress management tool. Our students practiced techniques to improve their focus and awareness through deep breathing, guided imagery, active remembering, and visualization.

In Principles of Modern Fitness I, students applied the FITT principle to various resistance training programs. They designed their own training routines by selecting appropriate fitness goals, learning primary exercises for major muscle groups, and choosing secondary exercises to support their routines. ( see photos)

Beginner Ballet was another option; no experience was necessary to take part in this artistic, fun, and challenging dance class. Our class followed the typical protocol of beginning with barre work, then moved to an adagio (slow movement combinations) and/or an allegro (quick movement combinations) in the center, and finished with the inclusion of jumps or turns with various locomotor patterns and combinations across the floor. Ballet is good for the mind and body, working on strength, flexibility, and gracefulness through an artistic channel.

Before the Learning Commons opening

After the Learning Commons opening

We are tempted to make a joke about these before and after pictures being akin to us after a diet - no perceivable difference. However, while the library remains a busy and vibrant place, there are subtle and important changes. With our no food policy and the advent of the Learning Commons, there has been a small paradigm shift which we believe will increase next year, That is, that more and more students are coming to the library to get work done, particularly those utilizing the quieter mezzanine level. Our overall numbers have dropped to some degree, the noise levels, though not perfect, have improved, and students are getting more work done. These observations were substantiated in a student survey we conducted in early April which garnered 213 responses.

The Scarsdale Public Library will soon be closing for their much anticipated renovations. In light of that, we have hosted three visits by the public librarians who came ready to sign students and teachers up for library cards which they can use to access SPL's vast online resources. Almost 100 students and several teachers took advantage of this opportunity and can now make use of these resources which nicely complement our extensive database collection.

Calculus, Cake and Candy

Ms. Rich's AT Calculus class had its annual Volumes of Revolution food day, where students brought in foods whose volumes can be found using calculus, specifically the shape is a result of revolving a two-dimensional figure about a vertical or horizontal axis (think Hershey's kiss, bagel or tube cake). Students came up with equations to compute the volume of the food. Then they ate! Ms. Palekar's Calculus students also investigated the disk method. Mrs. Palekar began her class by posing the question: "What is the volume of a Cadbury Easter Egg?" Using calculus, all the cross sections could be added together to obtain an exact answer. This method is referred to the disk method when working with volumes of revolution. Using integrals students calculated the volumes of other solids such as Hershey's kisses, Peanut Butter Cups and spice drops. ( see photos)

Statistics

Students in AT Statistics class discovered the central limit theorem. They took samples of pennies, calculated the mean age of these samples, and plotted the means using post-its. The normal curve appeared, even though the population of penny ages was far from normal. ( see photos)

Math Team News

The Performing Arts department has kept itself busy this quarter. We have just completed the straight play which was a comedy, The Crimson House Murder. Actors quickly realized that performing comedic acting is much more difficult than it looks. Everyone worked hard and the end result was not only hilarious, but very high quality. Congratulations are due all actors, crew, and technicians.

The collaboration between the music and art departments is strong and comprehensive. The Scarsdale High School Spring Arts Festival begins on April 17 and proceeds for three weeks. The chorus, band and orchestra concert evenings are on successive Tuesdays, followed soon thereafter by the Actor's Showcase.

There will be many forms of art work on display in the Commons area for the duration of these performances. This collaboration creates a fabulous event offering the opportunity for artists of multiple genres to put their talents on display for their peers, the school and the larger community.

We are also currently celebrating the retirement of choral director John Cuk from the High School. John has been at SHS for 17 years and we have grown to take his extraordinary talents, passion and compassion as an assumption. His contributions to the school and community as well as his profound impact on hundreds of students annually have been tremendous. While he will certainly be missed on so many levels and in many aspects of the performing arts family, we wish him all the best in his future endeavors.

Science courses for seniors allow for increased opportunities to engage students in higher order applications and assessments. Seniors have a strong understanding of the scientific process, and are able to apply their content knowledge in complex labs and engineering design projects. They regularly work in teams to design, complete, and analyze a laboratory investigation or construction challenge.

In AT Biology, students completed labs that required substantial data collection and analysis. For the  Artificial Selection lab, students grew Wisconsin fast plants, and selectively bred the top 10% tallest plants. They hypothesized that the average plant heights would increase through successive generations and the height trait was genetically influenced. Students analyzed the data to determine if the average height of the plants was getting taller through three generations, and if the data was statistically significant. A second lab looked at the effect of various environmental conditions on the rate of transpiration in kidney bean dicot plants. The plants were subjected to various conditions, and the mass of the plants was gathered over three days. Again, students used excel spreadsheets to graph and analyze their data.

In Physics 511, students investigated image formation. This is the key activity in the Optics unit, where seniors master image formation and location by tracing, pattern, and mathematical analysis. All of this is accomplished through experimentation with optics. For example, students under the watchful eye of their teacher, qualitatively and quantitatively analyze image structure in the camera, copier and projector ( see photo). Utilizing an optical bench, this is accomplished by stripping away the protective casing of these everyday devices to debunk the mystery behind, and reveal the science of, their operation.

In Maggie Favretti's 9th grade World History classes, students engaged in a simulation entitled "Pirate and Travellers" where the 9th grader took on the roles of Islamic Scholars, Jewish and Italian traders, and pilgrims of various stripes and they were instructed to "visit" the first universities of the world. Once at university, students were asked to fill up passports with notes and xenia gifts (hospitality). To add an element of excitement and authenticity to the simulation, students were forced to encounter pirates (played by 9th grade English teacher Stephen Mounkhall) as well as natural disasters. ( See photo)

In David Sherrin's 10th grade World History class, students participated in a mock trial of Julius Striker, a propagandist for the Nazi regime during World War II. In this mock trial, students investigated the nature of guilt, responsibility, and justice as it pertains to the Holocaust of the 1940s. ( see video)

In Christopher Paulison's 12th grade Living in America class, students worked on an extensive economics unit. To illustrate some of the finer points in microeconomics, students ran imaginary fireworks stands, sold imaginary pet aardvarks, and had to figure out a fair asking price for rare items they found in their Uncle Rigatoni's attic (such as a metric ton of aluminum and a used Plaxico Burress New York Giants jersey) in order to establish an understanding of supply, demand, and the dynamic of identifying equilibrium.

During the 3rd quarter, all five of the American Studies teams traveled to Washington, D.C. for an overnight trip the included a nighttime visit to many of the most significant monuments.

It's hard to believe that we are starting fourth quarter! As the Special Education department embarks on the homestretch, CSE meetings are in full bloom.  LRC teachers are spending their last days together with their seniors, who are preparing for their 6-week internship program. The annual senior celebration is slated for the last day of senior classes.

A number of LRC students have visited some of the elementary schools to support their "Learning from our Differences" and "Eye to Eye" programs.  These students talk with 4 th and 5 th graders, an interaction that is empowering for both parties.  The elementary school students have thoughtful questions in this open forum, and the high school students are honest about their experiences. Additionally, the older students discuss compensatory strategies, their experiences in the Learning Center, and how their various classifications have impacted their education. This allows the elementary students to see that classified students participate in all aspects of the high school experience and can find academic success.

As always, extra help is available in the LRC after school on Tuesday - Friday.  We welcome all our students to attend.

The new Design Lab opened its doors for STEAM classes the last week of quarter three. Students were thrilled to be in the exciting new Lab, trying out the new furniture and exploring all of the new tools and spaces. While all the STEAM classes will regularly be held in the Lab, other classes will be able to collaborate with the STEAM teachers to work in the Lab and use the tools and equipment to make and create as part of their curriculum.

The space consists of three parts. The largest central space has prototyping materials and tools, electronics and soldering stations, sewing machines and robotics, with tables on castors both standing and sitting height. These tables can be flipped up and nested away so that the main classroom space is free for large events. The west end of the space is for digital fabrication and contains four 3D printers, a large format printer and a 2 x 4' laser cutter for both cutting and engraving wood, acrylic and other materials. The east end of the Lab contains woodworking equipment including band saws, belt sanders, hand tools and a state of the art dust collection system. Soon to come is a 4 x 4' CNC (Computer Numeric Control) machine which is used for cutting, carving, machining and milling wood, plastics, aluminums and other materials. On April 21, as part of the District's STEAM Day, the Lab will be open to visitors.

Socratic seminars have been experimented in upper level World Language classes. The conversations were deep; students reflected and shared more ideas that in a normal class discussion. The documents produced were comprehensive and students claimed the seminars very helpful in preparing for the compare/contrast essay on two readings by Emília Pardo Bazán, for instance, in Spanish 344.

Mandarin students benefited from Ms. Gu's interdisciplinary work with art teacher, Beth Colleary. Students learned the meaning of certain colors in Chinese Opera before designing opera masks commemorating a person of their choice, and eventually presenting their masks to the class in Chinese.

French AT students Entrepreneurship project with France culminated with live video-conference interactive presentations with students from Lycée Paul Cézanne. Students collaborated throughout the year on a topic of their choice to express their own voice. Some of the chosen topics were: inequality between men and women in the career world, renewable energies, the impact of new technology on our society, the refugee crisis, the impact of nuclear energy.... ( see photos)

Students in Spanish 334 courses participated in a unit on Hispanic dances. In groups, students selected a dance they had to research and learn. The culminating activity was to give an oral presentation about the dance's history and influences, describe the steps and then actually perform the dance for the class. Students were judged by faculty judges on their performance and dress. Overall they did an amazing job and more importantly, in the end, they really had some fun. ( see photos)