In the span of a week in October, a 67-foot stretch of wall near the Wampus Elementary School cafeteria was transformed from plain white cinder blocks into a beautiful, vibrant mural bursting with school spirit and pride.

The exciting project was created with the input and artistry of Wampus students who painted alongside muralist Joe Pimentel.

“This mural brings so much beauty and school pride to Wampus,” Principal David Mack said. “It was amazing to see our students brainstorm ideas for the design and paint it with our visiting artist. It is a wonderful representation of the Wampus community and the strength behind it.”

This project-based learning opportunity was a special chance for students to put their art skills into practice on a large work of art that will beautify Wampus and build unity for years to come. 

What goes into the making of a Wampus artist? 

The art curriculum at Wampus gives students many chances to develop their artistic voices as they engage in the creative process. 

“Our comprehensive art program encourages students to expand their perceptions of art and discover the many roles art plays in society,” art teacher Katherine Constantine said. “Students are introduced to traditional and unconventional forms of art, they explore a variety of techniques and concepts, and are challenged to use their imagination as they experiment and create.”

In third grade, students study the collage work of Henri Matisse and explore organic shapes to create a collage project that mimics lines found in nature. They also study frottage, drawing and painting. 

Fourth graders explore the ways art is perceived and art as a form of self-expression through a study of nonobjective abstraction, or work that is purely abstract. They study Helen Frankenthaler’s color-stain paintings and paint a wet watercolor piece in the style. They also explore communication through visual imagery and symbol-making.

The technical and conceptual aspects of art-making are studied in fifth grade. Students learn about shape, value and composition. They are also introduced to the way artists use sound and performance as a means of artistic expression.

Before a single brushstroke was painted for the new mural, Wampus students studied the history of mural-making, and viewed murals from periods including the Stone Age, Antiquity, the Renaissance, Mexican Muralism and contemporary life. 

Students also attended an assembly in the spring with Mr. Pimentel and were captivated by the story of how he became a muralist and seeing his work. 

Wampus students were asked to think of ways to visually represent their school and the surrounding community. Mr. Pimentel interpreted their ideas and sketched the mural, which features many Wampus symbols including the Bobcat, Field Day and the Buddy Bench. 

During the week of Oct. 16, small groups of students, selected from a lottery from each homeroom, painted under the direction of Mr. Pimentel. Working with acrylic paint, sometimes sitting on the floor or standing on a ladder, students brought their designated area of the mural to life. 
 
Students loved creating art in the center of the school, for all to see.

“It’s cool I can be a part of this,” said fifth grader Anna Detmer. “I’m happy for everyone that gets to see this.”

“This is what I’ve always wanted to do,” third grader Ricky Arguello said. “Paint a mural that people can see.”

Another third grader, William Snyder, said he liked working with a professional artist and felt proud to have a hand in the mural. “It feels really good because I’ve always wanted to paint a big thing for everyone to look at and admire,” he said. 

The mural was made possible by the generosity of the Byram Hills Education Foundation, and Ms. Constantine and retired fourth grade Wampus teacher Cathleen Oliveto, who both donated the money from their Teacher Recognition Award to the project.

Fifth graders at Wampus Elementary School brought a shimmering, song-filled underwater adventure to the stage in an exciting production of “Finding Nemo JR.”

The fifth grade musical told the story of Marlin traveling the ocean in search of his captured child, the clownfish Nemo. Along the way, Marlin encounters interesting characters including Dory, Crush, sharks and surfer sea turtles, and learns how to be brave to help his family.

The 40 students in the cast and 15 in the crew did a terrific job, said Dana Celestino, the Wampus music teacher who directed the show. 

“They looked so happy and confident,” she said. “They got laughs and cheers and had emotional, heartfelt moments too. The students fully embraced the idea of being in a show and telling this story, and that’s what theater is all about.”

The students loved the song and dance numbers, working with the props and wearing the colorful, shimmery costumes.

Crew members helped build the entire set and props and assisted with lighting and music and managing backstage.

“I am really proud of everyone for working so hard,” Ms. Celestino said. “They fully embraced this underwater world we found in ‘Finding Nemo.’”

Students enjoyed the experience of putting on two sold-out shows. They had fun, bonded with their castmates and made new friends.

Caroline Rubinstein, who played Nemo, said being in the show was scary at first because she had stage fright but she was able to overcome it and feel confident.

“We were all having fun,” said Caroline, who liked singing during the musical. “I’m proud of everyone for participating and doing their best.”

Sam Siminerio, who portrayed Marlin, said: “I enjoyed making new friends and there were some people I got to know better. I really enjoyed singing.”

He was also happy that he remembered all of his many lines. “I worked really hard practicing with my mom every night,” he said.  

Charlotte Feola, who played the Vacationer, said the musical was a fun learning experience. 
“I made a lot of friends and learned a lot about acting,” she said. “It was just so much fun.”
Jackson Kanfer, who had the role of the surfer sea turtle Crush, said being part of the musical was a great experience and he appreciated that everyone in the cast was supportive. “It was one of the most fun things I've done in my whole life so far.”

Charlotte Steidl, who took on the role of Dory, noted that this was the first time she had been in a play or musical. “Performing in front of an entire audience that was sold out and having fun with my friends and making new friends was fun,” she said. “I felt really proud.”

“Finding Nemo JR.” took place on Nov. 3 and 4 at the H.C. Crittenden Middle School.

 

 

Third and fourth graders at Wampus Elementary School now have the opportunity to share a soft, comfy bench with a friend while working on an assignment or sit in a padded floor chair.

Thanks to a gift from the Byram Hills Education Foundation, all third and fourth grade classrooms received three benches and four chairs this year, similar to a foundation grant that provided flexible seating in the fifth grade classrooms last school year. Building on the success of the furniture in the fifth grade classes, third grade teacher Alyssa Leahy and fourth grade teacher Holly Diorio wrote the grant proposal for their grade.

There’s no doubt that the third and fourth graders are enjoying the new flexible furniture. They sit on the brightly colored pieces all different ways, reclining in a seat or pulling one up to a low table, sitting on the benches, leaning against them or lying across them.

The third graders in Lindsey McHale’s class use the flexible seats daily for activities including morning reading, math games and projects. Because the seating is lightweight, it’s easy for the students to move the pieces around the room to a spot they like and it gives them an alternative to sitting at their desk or on the carpet.

“They’re always excited when it’s their day,” she said of the benches, which seat two students each.  

“Our students love to use the flexible seating for group work because they can choose to arrange the furniture in a way where all students can be heard and participate in different ways,” Ms. McHale said. “We have a variety of learning styles in our classroom. The flexible seating allows students to be reflective about the way they work best and gives them autonomy in their learning.”

Fourth grade teacher Kelley Moriarty said her students use flexible seating throughout the day for independent or partner work and in small group work with a teacher.

“Student choice is a huge component of student success,” she said. “Incorporating flexible seating into our classrooms gives our students the ability to be independent and collaborative learners.”

“Students are able to identify what type of environment they work best in, which leads to an increase in confidence, accountability and success,” she added. “Flexible seating gives our students more opportunity to work with one another and for increased communication and engagement during activities and assignments.”

The seats are popular with students, who like them because they are comfortable, allow them to work with a friend, give them extra room and the opportunity to work independently in the right spot for them.

Sitting on a bench working on a social studies project in Ms. McHale’s classroom, third grader Evelyn Adler said she likes that the seats give her a choice of where to sit and that they are soft.

“It’s nice to sit where you like to sit,” she said. “They just feel better and it feels more like you can focus because you’re sitting where you like.”

Coby Siles, one of her classmates, was sitting nearby in one of the chairs. He said he likes the new seating options because they’re portable and comfortable.

“They’re amazing,” he said. “They’re good for learning.”

In Ms. Moriarty's class, fourth graders were enjoying the seats while working on a science assignment. 

Sitting on a bench, Michela Cohron said: “It’s really, really comfy.” 

Her classmate, Justin Jacobs, said he feels comfortable in the seats, which is good for schoolwork because “it helps me relax and focus.”

Principal David Mack thanked the BHEF.

“We’re grateful that the BHEF continues to support the idea our teachers have to help create dynamic classroom environments to support our students,” he said. “The new seating provides great options for our students to learn in a way that is best for them.”

 

 

Fifth graders at Wampus Elementary School greeted students with musical cheer as they arrived at school this week, playing a selection of classic wintertime songs.

Performing in the front entryway on the mornings of December 19, 20, and 21, band members played “Jingle Bells,” “Up on the Housetop,” “The Dreidel Song,” and “Winter Wonderland.” A different group of students played each day.

“Our fifth grade band members were terrific,” said band teacher David Wolfe. “They played together and they played really well at a high level.”

“When you play music at this time of the year, it brings everyone in the building together,” he added. “It was a nice togetherness activity.”

On Monday, December 19, many Wampus students stopped to enjoy the festive music and applauded at the end.

The band members who performed that day said they enjoyed playing for an audience.

“It was very fun to be able to perform for others and those songs are some of my favorites, the holiday collection,” said Nina Cavada, who played the flute. “It was a really good experience to be able to play in front of my classmates.”

“I’m kind of exhilarated because it was cool how everyone crowded together to hear us play,” she said. “It was like a real concert.”

Jayden LaPorta, who played percussion, was happy to be playing with other musicians.

“It was fun because we all got to play holiday songs together and we got to just be all together and play for other people,” he said. 

Max Schoenhaut, who plays the alto saxophone, said he felt excited and proud. “There were a lot of people watching and I think they liked it,” he said.

The performances not only offered wintertime cheer but also benefited the band members.

“I have found that students who have done this in past years tend to progress further or faster because they have been up in front of an audience in a small group,” Mr. Wolfe said. “It increases their confidence and motivation to do well in music.”

The performers, who signed up to participate, attended several before-school rehearsals to prepare.

Leaving the art room and all of its human-made supplies behind, Wampus Elementary School fifth graders went outside on a beautiful fall day to create art.

Using leaves in resplendent autumnal colors, pinecones, sticks and grass, the students created Earthworks sculptures, which are constructed on the ground and made solely from materials found in nature.

The students in art teacher Katherine Constantine’s classes worked in small groups to carefully choose and arrange their materials. They placed the colorful leaves in various designs, and some added small twigs or pinecones on top. Students created sculptures in different shapes, including a rectangle and a heart, and outlined them in sticks and pinecones. Some added height by driving bigger sticks into the ground.

The project is based on the Earthworks movement, the 1960s American style centered around creating art from nature. Before they built their own Earthworks piece, students studied the work of artists Andy Goldsworthy and Maya Lin.

“This project gives students insight into the different ways that artists create, and students discover there are many ways to engage in the artistic process,” Ms. Constantine said. “I really enjoy creating Earthworks with my students. It is so interesting to witness their problem-solving skills as they have fun creating.”

“This project also gives students the opportunity to consider the ephemeral nature of the work because it isn’t permanent like a framed painting, drawing or a sculpture in a museum or gallery space,” she added. “It exists temporarily in nature, and the only evidence of its existence is through photographic documentation.”  

When it was time for students to build their Earthworks on a warm November afternoon, Ms. Constantine reminded them they could consider some of the same processes they would use when painting or drawing: focus on color, shape, composition, and scale. Students could choose their materials and layer them if they wanted. “It’s really going to be up to you. This is an exploration of materials,” she told them.  

The students positioned their sticks and leaves and decided what to add or remove. “We need more weight,” one student said. “We need more yellow,” another responded.

One group tried a few different designs.

“We finally came up with the idea to put a stick in and build leaves around it,” fifth grader Alex Petlyuk said. “It’s kind of like a fireplace.”

“I liked it because it’s really hard and challenging and it’s fun to do,” he said of the project. “It’s beautiful and I like spending my time doing stuff with nature.”

Students enjoyed using unconventional materials and getting to create outside.

“You can make anything you want and it’s such a pretty project,” Siena Rappaport said.

Adriana Mariani said she likes art but feels she isn’t good at drawing. She enjoyed the Earthworks project, especially because she got to see the fall colors in the natural world.

“I like decorating with nature and placing the leaves,” she said. “It’s really fun. I don’t have to use a pencil and paper. I can use my hands and see how it turns out and use my imagination.”

Ethan Berland added: “This project is good because we get to use nature and we get to make stuff that we want to make with friends out of leaves and sticks and pinecones. We get to go outside and get fresh air and use natural materials.”

Ms. Constantine told students about the ephemeral nature of the sculptures, and that they might blow away or fall down in the coming days. That’s OK, she told them. “It’s all part of the process,” she said.

When the class ended, students left their Earthworks behind to be enjoyed by all who passed by and saw what remained.

Students have flourished in unexpected ways at Wampus during the past year. “A life-long lesson from this experience was not to take anything for granted and be grateful for what you have,” said Mrs. Peggy McInerney, Wampus Principal. A life-long skill that grew from the pandemic was developing children’s organization, promoting resilience, problem-solving, and confidence. Each student became more accountable for their space and more responsible for their belongings. “For children to develop these skills at the foundational level sets them up for future success,” said Mrs. McInerney. “To be successful, you need organizational skills physically, mentally, and emotionally as well as executive functioning skills as students become more independent learners.”

With social distancing rules in place, Wampus class sizes became smaller. “Small group instruction is what our students need now,” said Ms. Jeanne Marie Key, grade 4 teacher. “Students are less distracted, and get more one-on-one time.” Wampus teachers have also been encouraged to utilize the outdoor spaces generously provided by the Byram Hills Education Foundation. Classes are taught on the spacious new deck equipped with tables, benches, and overhangs and allow for fresh air, easy social distancing, and a welcomed change from the classroom.

The social/emotional piece is a significant component of student success. “Students take encouraged risks in our group setting and feel safe and secure,” said Ms. Lisa Pena, grade 5 teacher. Students can navigate independently and have become more flexible socially and emotionally, which are essential real-life skills. They are more comfortable volunteering in class, have more confidence, and are more compassionate.

Technology has also helped Wampus students get through these unusual times. Teachers were all given ViewSonic, a technological tool to help with blended learning, as new platforms became necessary for synchronous and asynchronous work. This District-wide grant was made possible by the Byram Hills Education Foundation. “Another new digital platform was I-ready, an adaptive assessment tool to monitor student learning. It individualizes a learning path for reading, writing, and mathematics as it tailors to the strengths or needs of students,” said Ms. Kelly Moriarty, grade 4 teacher.

The entire Wampus Community is proud of their work, as seen by the happy faces around the building. Wampus students thrived on the consistency of being in school every day and came in each morning ready to learn.

On June 18, 2021, Wampus celebrated eight Grade 5 Moving-Up Ceremonies on the outdoor deck generously donated by the Byram Hills Education Foundation. Additionally, there was a virtual ceremony held for remote students. Wampus Principal, Mrs. Peggy McInerney, welcomed the students and parents who joined the ceremony via livestream. She referred to them as completing half of their Byram Hills educational journey as they prepare to move on to middle school.

Mrs. McInerney suggested that students reflect on their time at Wampus and how naturally the pandemic would enter these thoughts. “There were times where the pandemic could be compared to an emergency. We may think of times that felt serious, unexpected, or urgent, such as the closure of our schools,” she said. “This was a serious matter, an emergency. The definition of an emergency is an unforeseen occurrence requiring immediate attention, yet the Latin origin of the word is ‘to emerge.’ I want you to think about how you will emerge from these experiences. Be confident in all that you have learned and believe in yourselves, as you have been doing. Remember, your number one job is to emerge as the best version of you every day as you head to HCC,” said Mrs. McInerny.

Ms. Kim Lapple, H.C. Crittenden Principal, offered the Grade 5 students a warm welcome and suggested they think about their goals for the middle school. Mr. David Mack, Wampus Assistant Principal, closed each ceremony by telling the students how proud the faculty and staff were of them. “You lead the school, you set examples for others, and you will be one of the few fifth-grade graduation classes in the country that came to school every day during the pandemic,” said Mr. Mack. As each class left the ceremony, the BHEF gifted students a cookie - a sweet ending to a heartwarming event.

On June 14, 2021, the Grade 8 Moving-Up Ceremony was held on the field at the high school for the first time in Byram Hills history. The storm clouds cleared to blue skies as feelings of Bobcat spirit and Byram pride swept over the crowd. “Neither the pandemic, the threat of thunderstorms, nor a bear sighting could stop the class of 2025 from filling this field tonight,” said Dr. Jen Lamia, Byram Hills Superintendent. “Carry your experiences forward with you, and know that with each ending and transition, a new beginning will be here to greet you.”

Ms. Kim Lapple, Principal of H.C. Crittenden, spoke of sacrifice, determination, and dedication, as being the cornerstone of the graduating class’ success. “You simplified your lives, maximized opportunities to learn and engage, and embraced new friendships,” said Ms. Lapple. “As normalcy returns, I challenge you to hold on to these lessons that have made our community fuller and your lives healthier.”

Mr. Christopher Walsh, Principal of Byram Hills High School, addressed the audience and proudly accepted the class of 2025. “The next four years will go by in a blink of an eye. In 78 days you will be entering our building as the 58th class at Byram Hills and my hope is that you will all take advantage of the opportunities that come your way - Get involved, take risks, and get out of your comfort zone,” said Mr. Walsh.

Students accepted their rolled tee-shirts as each name was read, and lined up on the track to walk a ceremonial lap to finish the event.

The Wampus third grade students are doing flips over the extremely hands-on technology that brings classes and cohorts together as a community. Flipgrid is a website that allows teachers to create grids to facilitate video discussions. Each grid is similar to a message board where teachers can pose questions and students can post video responses. The Flipgrid website helps amplify students’ voices and allows learners to engage and share through the power of video.
 
“In third grade, we value the classroom community, and we empower everyone to have a voice,” said Ms. Suzanne Milano.  “The pandemic somewhat hindered our opportunities to connect, so we looked for ways to help acclimate students - Flipgrid seemed like the perfect solution.”
 
In August 2020, the teachers produced a video of themselves so students and parents could meet them virtually and introduce the technology. In the next video, students participated in “Behind the Mask” where they had a chance to see each other without face covers, as the videos are created at home. “I like Flipgrid because you can see your friends, and it is fun to watch their videos,” said third grader, Jenna Kaplan. 
 
Students have the opportunity to bring their home into the school setting.  Viewers get a glimpse of siblings, their home, and even family pets.  “I like that they take time to plan, record, edit, and then present their video,” said Ms. Milano. “It is so nice for classmates to discover new things about each other in this way.”
 
October’s theme was Halloween, which allowed students to share their costumes, decorations, favorite candy, and activities. “I liked the October Flipgrid best because I told everyone about my Halloween witch that lights up,” said third grader, Joseph Lentz.

  
“Flipgrid brought everything alive in the classroom,” said third grade teacher, Ms. Paula Arietta.  “Students love to exchange information at this age and they grasp the technology so quickly.”  The theme for December was the holidays.  Students shared decorations, gifts, family customs, and various holiday plans and received enthusiastic responses from their classmates.   “My December Flipgrid was my favorite so far,” said third grader, Colette Weiss.  “I showed my Elf on a shelf, and I loved seeing the comments people made about my video.” Other students showed Christmas trees, menorahs, holiday lights, and even homemade cookies.
 
“For my class, which is two classrooms, it brings the cohorts together,” explained Ms. Arietta.  “It ignited a spark between the two rooms and generated great discussions. Flipgrid is a definite keeper after Covid.” Through Flipgrid videos, students are confident, relaxed, and can be themselves. 
 
This type of communicative technology is a window into students’ lives that might not be seen otherwise. “When you give children a voice, it boosts their self-esteem,” said Ms. Milano. “They feel more valued because they are part of a classroom community where they feel comfortable enough to take risks academically and socially.” 

In 2016, a study group began researching new and innovative methods to teach and assess mathematics at the elementary school level. The result was a robust program adopted by Byram Hills, known as Math Investigations. “We chose Investigations because it aligned with our philosophy of how to engage students through a hands-on approach,” said Peggy McInerney, Wampus Principal.  “It is an inquiry-based model.  It allows students to acquire the skills and knowledge in mathematics that they need to build upon in the second half of their educational journey.”  

Investigations emphasizes the notion that we are surrounded by math in our daily lives.  The earlier it can be recognized and understood, the more mathematically secure students will be when they move on to middle school. This conceptual way of thinking is more comprehensive than a procedural program.  It values collaboration and exploration in problem-based learning by allowing students to make connections and draw upon prior knowledge to deepen their understanding. 

An example of math practices in Investigations is Ten Minute Math.  “This activity provides a daily routine and review that supports each unit of study,” said Jeanne Marie Key, fourth-grade teacher.  “These lessons also create a community of math learners that discuss problem-solving strategies while listening to their classmates' techniques.” Talking about math helps elementary students deepen their understanding as they process concepts differently.

“At this age, we utilize ‘learning to read’ and ‘reading to learn’ to support the language of mathematics.  Reading comprehension plays a huge part in understanding the Base Ten Number System.  As students progress through the elementary years, the importance of reading ability plays a pivotal role,” Mrs. McInerney explained. “They must learn and understand all of the components that go into the Base Ten Number System to master fluency and comprehension.”

Math Investigations prepares students for the next stage of learning. “We need our children to understand math from its different representations, from concrete to pictorial, to procedural, to linear, to abstract,” said Mrs. McInerney.  “One of our most important jobs is to help students keep an open mind about math problems.  This program allows our abstract thinkers to find flexibility in math, which is an important learning disposition in the development of strong math thinkers.”  

Investigations is accessible for all students regardless of academic aptitude. A teacher may ask how students arrived at a particular answer and request to see their work.  They may receive several yet equally viable explanations that can start a conversation about the language of math.  “This system helps students think about the meaning of the numbers,” Mrs. McInerney said.  “The benefit of Math Investigations is not to over complicate math, but to recognize that it is all around us.” 

This mathematics system corresponds with the Byram Hills School District’s initiative of producing life-long learners. “Investigations works with our goal of creating the leaders of tomorrow,” Mrs. McInerney concluded.  “Tomorrow's leaders need to learn how to think critically, solve problems, and work collaboratively while also being proficient in core skills and concepts in mathematics.”

 

 

The fifth graders and their families were invited to attend a virtual Moving Up Ceremony that opened with a message from Wampus Principal, Mrs. Peggy McInerney. She spoke of three important concepts for the students to remember.  “Trust in yourselves, stay connected, and don’t be afraid to fail. You will experience struggles that will make you stronger.”  She concluded by saying, “Always believe you are enough.  Be kinder and gentler to those around you by first being kinder and gentler to yourself.”  Mrs. McInerney’s inspiring words were followed by a poem read via zoom by the grade five teachers and a heartfelt message delivered by Tamara Leopold, the PTSA fifth grade coordinator.

Following the presentations was a slideshow featuring a Wampus memory from each student, with concluding remarks from Mr. David Mack, Wampus Assistant Principal.  He asked the students to reflect on their years at HCC. “Think about how you made Wampus a better place and the legacy you have left.  Cherish these moments. Consider your friendships, what you’ve learned, and be thankful.” 

To end the ceremony, the students heard from Ms. Lapple, Principal of H.C. Crittenden, who welcomed the Class of 2027 to HCC.  “I have been told that this class is outstanding and ready to make a difference as active learners and risk-takers. The Wampus Way has led you to HCC and we look forward to having you all join us in the fall.”

To follow the Moving Up Ceremony Wampus held a spirited procession that began with a sea of cars on parade, decorated in red and blue, to honor the fifth graders. Teachers lined Wampus Avenue holding signs of congratulations and cheering as families drove by honking, waving, and offering words of thanks to their Wampus teachers.  The energy and emotion could be felt by everyone.

India Edwards, a Wampus fifth-grader, is racing around the library with her class trying to solve the puzzle that will open a series of locks. If they can open them all, they will discover what is in their “breakout box.” They participated in an immersive educational game called Breakout EDU. This interactive activity was made possible by a grant from the Byram Hills Education Foundation (BHEF) and brings the challenges of “escape the room” learning to the classroom.

In the last few years, there has been a worldwide growth in educational “escape the room” formats and many educators are adapting the concept to fit the needs of their classes.  Students develop social skills while integrating creativity, collaboration, communication, and critical thinking, often referred to as the four C’s of 21st Century learning. Breakout EDU serves as the culminating activity to the Wampus Library’s unit on Genrefication, defined as “the process or idea of classifying literature into specific genres or categories.”  Genrefication is often considered an addition to, an alternative to, or an adaptation of the traditional Dewey Decimal System.

“One of the goals in this project has been to facilitate greater student ownership or investment in the library,’’ said Mrs. Jessica Murti, Wampus Librarian.  “The idea was to get students more involved with how the books were organized, broaden their interest in different categories, and to support and nourish their love of reading.” For the Breakout EDU’s, the librarians set up four padlocked boxes, each with a set of puzzles to be solved in order to open the boxes. Teams of four or five students worked together using clues to locate genre-related answers from different sections in the library.  To solve these challenges, students were instructed to use everything they had learned about genre, as well as their knowledge of how the library is managed. 

India Edwards said, “This was a mystery inside a mystery.  In our group, we decided to divide and conquer the tasks, and each focused on one thing.”  India later admitted that it took the entire group working together to finally open the breakout box. The problem-solving component is a challenge but forces students to think deeper. This activity is about how to navigate and communicate in a group.  They practiced time management, working under pressure, and respect for their group members, which are all significant life skills.  

Mrs. Murti said, “The Breakout EDU genre assignment connects the curriculum in an authentic way and aligns perfectly with the District goals of 21st Century learning.”

A solid and successful master schedule is fundamentally important and appropriate for the growth of all students.  It is a function of the school’s philosophy, a reflection of its vision, and a blueprint for its resource allocation.

In September of 2018, the master schedule at Wampus went through a major overhaul.

Prior to Mrs. McInerney’s arrival as principal in September 2018, she held individual conferences with faculty, staff, parents, and administration to understand what practices would be beneficial to continue.  The overall objective was to build a structured schedule that all children could follow, foster calmness, and be developmentally appropriate for grades 3-5. This concept goes hand-in-hand with the Wampus community goals.

“At this stage of development, children are working hard on executive functioning so they can be auditorily, receptively, and visually organized,” said Wampus Principal, Mrs. Peggy McInerney.  “Students need an efficient yet simple school schedule so they know and understand what each day looks like and how they can be responsible for making it their own.” This schedule allows ownership for students to learn how to organize and manage their responsibilities.

The next layer was making the master schedule a good fit for the teachers.  “In the elementary school world, teachers are with students the entire day delivering academic, social, emotional, and behavioral instruction. The master schedule has to be organized, simple, and calm so teachers are able to create a learning environment that works best for them and their students,” said Mrs. McInerney.

“The master schedule needed to ensure the emotional well-being of all students and teachers and this was non-negotiable,”  Mrs. McInerney said.

A Wampus program that has benefited from the master schedule change was recess intramurals. The three physical education staff members, Chrissy Motta, Doreen Cohen, and Gina Whalen rebuilt and transformed intramurals into an all-inclusive plan that is flourishing. “This program was able to be revitalized because we maximized children’s time and were able to provide more freedom in their schedule,” said Mrs. McInerney.  The students look forward to participating in organized athletics during recess. Intramurals incorporates all of the attitudes and beliefs that are part of Wampus’ values including grit, perseverance, growth mindset, friendly competition, sportsmanship, respect, ability to play with students from other classes, and general engagement.

There is a universal feeling of safety and trust at Wampus that is part of the culture.  Students need structure to help with development and a well-constructed master schedule delivers the right building blocks essential for success.

“The Wampus climate is carefully tended to on a daily basis so that when anybody comes into our building it feels warm, safe, happy and loving,” said Wampus Principal, Peggy McInerney.  “Climate permeates everywhere and is part of everything we do.”  

This summer, Wampus embarked upon a major reshuffle of classrooms with the intent to support community and culture in the school.  

“The concept of building a school community this way seemed simple, but was a herculean task in which we moved over 70% of the school around,” Mrs. McInerney said.  “The move was daunting and felt like a giant puzzle. Logistics included childhood development research, infrastructure investigation, manpower hours, technology in each classroom, moving art and music rooms and more,” continued Mrs. McInerney.  The physical work started in June and was completed in August, just in time for the arrival of teachers and students.  

Grouping students of the same grade in their own hub within the building helps in several ways.  It creates a general feeling of safety and togetherness for our children which are hallmarks of building a community. It also keeps teachers organized, as they can better share resources and have common planning times.

A tremendous amount of research, historical data, and understanding of childhood development went into these decisions.  Mrs. McInerney explained, “7 and 8-year-olds are far different developmentally than 10 and 11-year-olds and require different elements to foster the type of sub-communities needed at each stage of their growth.”  She wanted to ensure that the building felt like an elementary school setting while allowing students to spread their wings. 

There was the desire to promote independence for the 5th graders by giving them a space of their own.  The new layout provides them the opportunity to travel to their special classes independently.

“In collaboration with teachers and other stakeholders, independent spaces were created for students because that helps foster emotional wellness and stability for each grade unique to their needs,” Mrs. McInerney said.  “It is a delicate dance to carefully plan so that we have every child in their appropriate zone of development.”

There was a conscious effort to create structures that provided the opportunity for students to see their peers as role models.  Decisions on the placement of classrooms and specific times for grade overlap were considered. The 3rd and 4th-grade classrooms were planned close to each other so that  4th graders would act as role models throughout the day for the younger students. Also, the 4th and 5th graders are together for morning arrival, so that 5th graders have an opportunity to be leaders and set good examples for 4th graders.

Mrs. McInerney has set high expectations in a caring and sensible way.  The Wampus Community is thriving and continues to grow and flourish.

On a crisp May morning Wampus students, staff and faculty came prepared with their colored tee shirts and smiles to the opening ceremonies of Field Day, 2019. This has been a tradition for over 45 years and is the most anticipated event in school.

Beyond all of the games and festivities, there are some important objectives the school looks to accomplish. “The overall goal has always been to bring the Wampus and Byram Hills School community together,” said Christina Motta, Wampus physical education teacher, “and to provide an opportunity for students to demonstrate their character and sportsmanship in a fun-filled way.”

“Students challenge themselves, support others, work together and participate in some good ol’ fashioned fun,” said Doreen Cohen, Wampus physical education teacher.  Events like hula hooping, the egg relay and potato sack races are just a few of the ways students compete.

This year there were 24 stations packed with amusement. “There were individual competition stations like the broad jump or 50 yard dash, cooperative team stations, where homerooms worked together to accomplish a goal, and ‘just for fun’ stations,” said Gina Whalen, Wampus physical education teacher. 

What helps to create this Byram Hills classic is the participation of our high school juniors. This year, approximately 65 students joined in the excitement by organizing and running the various stations. One student, Jamie Weiss, said “This was an experience I loved as a kid and now I get to come back with my friends to partake.”

As students dashed around the fields covered from head to toe in red, white and blue there was a true sense of school spirit in the air. While not the official last day of school, Field Day always helps usher in the end of school. With warm temperatures and blue skies, this year’s celebration led us right into summer.

 

 

Armonk, New York -- Wearing colorful, cozy pajamas, more than 100 Wampus Elementary School students poured into the cafeteria after school during Spirit Week last week on Tuesday and sprawled out on blankets and backpacks and got reading.

The 120 third, fourth and fifth graders were participating in a Read-a-Thon to benefit the Leukemia & Lymphoma Society, a fundraiser organized by the Interact Club at Byram Hills High School. The effort raised $790.

“It’s very inspiring to see the kids at the Byram Hills High School spending their time organizing the event for the younger kids, to help them stay involved and understand what it means to have service for others,” Wampus Assistant Principal David Mack said. “The kids coming in and reading for a great cause is just a good thing to see.”

The Interact Club is a community service group, and co-president Alan Chang, a senior, and club member Priscilla Zhang, a freshman, were on hand for the fundraiser.

The club has a personal connection to leukemia. Co-president Robert Waxman never got to meet his grandmother, who died of the disease before he was born, Alan said.

“Entering this year, we knew we wanted to raise awareness and come to the aid of a cause close to our club, thus agreeing to raise money for Leukemia & Lymphoma Society,” Alan said.

“To raise money, we wanted to not only reach out to the community, but specifically the Byram Hills School District,” he said. “Instead of just simply asking for donations, we wanted to promote Wampus educational endeavors and fun hobbies, thus coming up with the idea of the Read-a-Thon. This idea began last year, and we plan to continue it in the future and perfect it with each coming year.”

---

Students at Wampus Elementary School raised $790 for the Leukemia & Lymphoma Society by participating in a Read-a-Thon, a fundraiser organized by the Interact Club at Byram Hills High School.

With generous hearts and a drive to help others, the Wampus community came together in December to donate and wrap a mountain of holiday gifts for children at the Pleasantville Cottage School.

Meeting after school on December 11, student and parent volunteers got busy wrapping the presents, a combination of cold-weather necessities like hats and gloves and gifts of makeup sets and sporting equipment.

By the time the last piece of tape was affixed to a colorful package, the gifts were piled high at the annual “Gift of Giving” event, organized by the Byram Hills PTSA’s Wampus Community Service Committee.

After the wrapping party, organizers brought about 20 large bags full of gifts to the Pleasantville Cottage School, a residential treatment center for children and young adults.

“We are thrilled we were able to make the holiday season bright for other kids in the community outside of Wampus,” said committee co-chairwoman Lyndie Fasold. “It really personified what the holiday season should be about - just giving back. This is the hallmark of what we’re trying to achieve through the Wampus Community Service Committee.”

This year, there were more people involved in the wrapping event, including Wampus students in the VIP Jr. community service club and Girl Scout and Brownie troops.

“The event was a huge success,” Mrs. Fasold said. “The involvement far surpassed what we had in previous years.”

Students who donated and wrapped gifts were happy to be helping others.

“It feels very good and it makes you really proud to know that you’re doing something very good,” said fifth grader Sophia Deeks, a member of VIP Jr.

Logan Verma, another fifth grader in VIP Jr., said: “It feels nice to help the community. It’s important during the holidays to give people joy and happiness.”

Third grader Riley Condon, who wrapped gifts with her Brownie troop, said the wrapping was fun and “it felt good to give stuff to people that don’t have many things.”

The gifts were donated to the Pleasantville Cottage School, where 215 children and young adults reside. Most of them are ages 13 to 17, and approximately half were on campus Christmas morning to receive a donated gift, said Sandi Rosenthal, director of volunteers at JCCA, the nonprofit organization that runs the school.

“They were amazing,” Ms. Rosenthal said of the gifts donated from Wampus. “All of the children who woke up here Christmas morning had gifts under the tree because of the Wampus ‘Gift of Giving.’”

The Wampus volunteers labeled the gifts, and staff members at the Pleasantville Cottage School chose a gift suitable for each resident.

“Because of the children at Wampus, our children had the joy of waking up Christmas morning and opening a present picked especially for them,” Ms. Rosenthal said.

“It makes them feel loved and cared for,” she said.  “It tells them there are people out there who do care about them.”

 

The new leaders at Wampus Elementary School have created an important event for students and faculty: the community meeting.

Starting the first week of school, Principal Peggy McInerney and Assistant Principal David Mack began holding weekly meetings aimed at building a strong Wampus community, one that is a safe and trusting learning environment where students are always kind to one another.

“The meetings help foster a sense of community for our children,” Ms. McInerney says. “We slow everything down and bring the children together. They learn that they need to be there for one another and that as a community, we’re here to bring each other up.”

During the assemblies, Ms. McInerney may read a story or show video clips infused with a meaningful lesson, and present a conversation starter for teachers to continue in the classroom and for students to discuss at home.

The meetings are a great way for teachers, students and staff to get to know everyone in the building while bonding around a common purpose.

“The building stops for those 20 minutes and we are all together focusing on our community,” Ms. McInerney said. “A strong school community feels warm, welcoming, safe, calm, happy – that’s my goal.”

Every week, the leaders meet with a single grade on Thursday morning, and on the fourth week of the month, they hold a schoolwide assembly in the cafeteria on Friday afternoon. The meetings are always focused on “the high expectations for how we treat one another,” Ms. McInerney said.

The grade-level meetings will share a theme each month, and will be tailored to each set of students depending on the feedback Ms. McInerney and Mr. Mack have received regarding that grade.

In September Ms. McInerney read “Have You Filled a Bucket Today?” a book about kindness. During the schoolwide meeting in early October, she read “We’re All Wonders” and showed two video clips from the hit movie “Wonder” that drew applause from the students.

The clips from “Wonder” were a treat for the students, Ms. McInerney told them, “because you have been so wonderful the last month. You keep getting better.”
Mr. Mack says the gatherings have been a good way for him to get to know the students and teachers while focusing on the importance of creating a kind school community.

“I’ve found that the community meetings have been a great opportunity to all come together and discuss real-life topics such as kindness, learning from our mistakes and how to contribute to the wonderful educational community at Wampus,” he said.

The meetings allow school leaders to praise excellent behavior, instilling confidence in students for their hard work and effort. The format provides opportunities for social and emotional learning.

“The community meetings are just one aspect of how we focus on educating the whole child, which includes social, emotional and academic growth,” Ms. McInerney says.

“These meetings are designed to foster interpersonal relationships that are grounded in safety, trust and responsiveness to one another,” she added. “They allow us to work together to understand the challenges we experience, and to develop problem-solving mechanisms. These meetings provide positive emotional expectations for everyone, and they help us see how our differences shape our culture.”

“Our goal is to ensure that our children leave Wampus with more confidence than when they entered, and gain a stronger sense of how important it is to be kind so that our community is a great place for everyone.”

Fourth grader Arun Das said he finds the meetings educational, and he appreciates that the principals are taking time to meet with the students.
“That’s really nice that they can do these schoolwide meetings, and I think that they should keep doing it because it kind of brings us more together,” Arun said. “I learn more about how to be better in school and what not to do and what more to do. Also, it feels good to get more compliments” like when “Ms. McInerney or Mr. Mack says good things about classes, grades or our school.”

Another fourth grader, Sofia Malinas, has been learning through the assemblies as well. “The meetings are helping me be a good learner and to follow the rules to make sure you’re safe, responsible and respectful,” she said.

 

As a grade-school student in the Byram Hills School District, Bonnie Gleicher delighted the crowds as she starred in “Peter Pan” and “The Wizard of Oz.” In the springtime, this distinguished 2006 graduate of Byram Hills High School returned with another special musical treat.

Ms. Gleicher, the composer and lyricist of the off-Broadway production “Addy & Uno,” brought the show to Wampus Elementary School in May. With five main characters who have adisability, the show bills itself as the first family musical about disability. Friendship and kindness also play starring roles.

The musical tells the story of Uno, a boy who has autism and loves math, and his four friends, who each have a different disability. Together, they support Uno all the way to the math competition, facing bullies along the way.

Ms. Gleicher, a 29-year-old singer-songwriter, said she instantly fell in love with the story and the characters after being recommended for “Addy & Uno.”

“These are characters that face so many obstacles every day and yet they face them with so much humor and fun and true friendship,” she said. “I was so inspired by them, so much that I wrote the first song the next day.”

She was thrilled to have the show on stage at Wampus, where it was enjoyed by third and fourth graders.

“They’ll learn about being kind to people and not bullying people and understanding what people are going through without even realizing it,” Ms. Gleicher said. “I’m so excited to help that next generation to get there.”

She is hopeful that it will inspire Wampus students.

“I hope they feel like when they see someone, that they’re more understanding of what they’re going through when someone is different from them, that they feel empowered to be friends with them, instead of fearful of them,” she said.

Judy Brewster, who directed Ms. Gleicher in school musicals and just retired as the Wampus assistant principal, remembers her as a talented performer. Ms. Gleicher was Peter in “Peter Pan” in third grade; she played Dorothy in her fourth-grade production of “The Wizard of Oz.”

“As a third grader, she was amazing,” Ms. Brewster said. “She had this huge voice. When she auditioned, the whole room became silent because her voice was a Broadway voice. I knew as soon as she opened her mouth in third grade that she’d be famous someday. That’s how talented she was, and still is.”

To help prepare Wampus students for the show, special education teacher Lindsey McHale designed a presentation for third and fourth graders about students with disabilities.

Mrs. McHale told administrators: “The anticipation of the show provided the perfect opportunity to talk with our students about differences and to answer their many questions.

I believe children are mostly accepting of differences once they are given the knowledge to

understand them."

After the performance, Evan Latainer, the director of Westchester County’s Office for People with Disabilities, and Anna Masupost, CEO of the agency, presented Ms. Gleicher with a proclamation that recognized her commitment to musical theater and honored her as an outstanding citizen.

With thanks to the Byram Hills Parent Teacher Student Association, which funded this production.

Working together, decision-making and problem-solving never looked like so much fun.

Building on the trend of obstacle course competitions popular among adults and children, the Wampus Obstacle Course will feature seven challenging elements, including climbing walls, ninja jumps, tunnels to crawl through and a slalom course.

It’s a unique and exciting way to help students improve their fitness and health and set goals. While it will be fun and engaging for the students in grades three through five, the permanent, outdoor course is designed to promote teamwork as children plan and participate in the courses they create together.

“The obstacle course is more than just playground equipment,” said Wampus Principal Debra Cagliostro. “It’s a very collaborative process.”

“We see a mechanism for kids to round out their 21st century skills, like problem-solving, communication, decision-making, collaboration, critical thinking and being creative in a way that’s fun and meaningful. It helps kids be leaders in the 21st century.”

Along with a physical workout as they run, jump and crawl through the obstacles, students will gain experience working together in a social way.

“If they planned a course and it didn’t work because they couldn’t do parts of it well, they can go back and problem-solve,” Mrs. Cagliostro said. “It’s a social process. They need to talk things through and come to a consensus if they’re doing a joint challenge.”

The experiences will serve them well in their Wampus classrooms - and beyond.

“It’s not like knowing the periodic table of elements in science,” Mrs. Cagliostro said. “These are lifelong skills that will transfer from the obstacle course to the playground to the classroom to college. They’re the skills that underlie everything else. The world they’re entering in terms of careers is more collaborative than ever.”        

The course offers students the chance to improve their balance and agility along with their strength and cardiovascular endurance. Achieving personal goals will help students gain self-confidence.

“Kids will be making choices for themselves, which is always a good mechanism for feeling confident and successful,” Mrs. Cagliostro said. “If they’re choosing it, they’re more motivated to be persistent and keep practicing until they get it, instead of a teacher saying, ‘Do 20 pushups.’”

The obstacles were strategically chosen to create a well-rounded course. “It’s geared to give a total workout of all the muscle groups,” Mrs. Cagliostro said.

With the recent focus at Wampus on emotional wellness, the obstacle course was the “perfect fit” because it adds a component that lets students be active in a social setting, Mrs. Cagliostro said.

“They’re getting the physical benefits of wellness to go along with the emotional wellness we’ve been doing at Wampus,” Mrs. Cagliostro said.

The more exposure to different forms of wellness these young students have, the longer their focus on having healthy minds and bodies will be. “This is a time when teaching and learning these kinds of skills really does have a lifelong impact,” Mrs. Cagliostro said.

But the best part about the obstacle course, which will be located on the field between Wampus and H.C. Crittenden Middle School, is the great time that students will have while swinging on the side-by-side monkey bars or traversing low balance beams.

“They probably won’t be aware that they’re learning anything because it’s fun and it’s something they’re interested in,” Mrs. Cagliostro said. “But they’re going to be learning through experience, and that’s the best kind of learning because you just feel like you’re playing.”

The Wampus Obstacle Course is yet another example of how Byram Hills students benefit from the generosity and support from the Byram Hills Education Foundation.

 

Picasso and Van Gogh inspired self-portraits. Papier-mache masks based on the classical elements of nature. A mural of paper animals. These were just some of the colorful and creative projects on display at the Coman Hill and Wampus art shows in March.

At Wampus Elementary School, the art show had a gallery feel, with piano concertos playing in the background, a mix of high and low displays so visitors could see more of the art at once and seating cubes where people could reflect on the students’ artwork.

“The whole show is an exhibition of every child’s art project, either finished or not finished, that shows the potential and the talents of all of our children,” said Elizabeth Castrataro-Capua, who teaches art at Wampus along with Katie Constantine.

The third graders drew self-portraits that had a focus on cubism and were inspired by the work of Pablo Picasso. After two portrait lessons, the students were each given a mirror and began drawing their likeness. They used a crayon resist technique with oil pastels and sponge-painted with watercolors.

The fourth graders constructed papier-mache masks that were based on the classical elements, fire, water, air and earth. Students studied masks from different time periods and cultures, exploring the cultural specificity of the masks, while simultaneously discovering the underlying universal theme of transformation, Ms. Constantine explained.

The students had to reference one of the elements in their mask, and afterward, they wrote myths and creative stories that explained the aspect of nature that their mask embodied.

“I am always so intrigued by the way in which the students translate this project into their own unique works of art,” Ms. Constantine said. “Their interpretations of the classical elements are so varied, vibrant, creative, and at times unexpected.”

The fifth graders in Ms. Constantine’s classes studied the Earthworks movement from the late 1960s that focused on creating art in nature, beyond the confines of traditional gallery and museum spaces. Then, the students went outside and created their own earthworks from sticks, acorns, rocks and leaves. They later created charcoal drawings of these natural materials.

Ms. Castrataro-Capua’s fifth graders worked on a line and landscape project inspired by artists Emily Carr and Vincent Van Gogh. Focusing on line pattern and design, the students used pastels to draw landscapes based on photographs they found online.

At Coman Hill, the students created various projects with art teacher Judy DeJarlar that were displayed at the art show. The students learned about the art elements, line, shape, pattern, Wampus, Coman Hill Art Shows Feature a Mix of Colorful and Creative Artwork texture, color, along with space and form.

“A lot of the work is broadening their understanding of these concepts, and learning how to use their materials, practice their skills and learning about the artists,” Ms. DeJarlar said.

“I am impressed by the wonderful job the students do,” she added. “They are always enthusiastic and committed to producing something of quality, and they have a lot of perseverance.”

The kindergartners learned about connecting shapes to make something new and practiced their cutting skills to create a paper animal. All of their hard work was displayed together on a mural.

“They learned that with combinations of shapes, you can make almost anything you can think of,” Ms. DeJarlar said.

The first grade students began their work with self-portraits by looking at the art of Van Gogh. They learned that a selfportrait is a picture you make of yourself, with the face being the biggest and most important part. The students identified the parts of the face that are the same for everybody and they used mirrors to identify all the ways their face is different from the faces of their classmates.

“Following this discussion, the first graders started their self-portraits focusing on combining shapes to make the face,” Ms. DeJarlar said. “Then crayons and oil crayons were used to color the skin, eyes, hair and the remainder of the picture.”

The first graders also mixed paint in the primary colors of red, blue and yellow, along with white, to make new colors they used to paint Georgia O’Keeffe-inspired flowers.

Second graders studied the works of Native American artists and made pinch and coil clay pots. They pinched the bottom of the pot and added coils, or ropes of clay around the pot and added color through glazing.

They also studied pop artist Jim Dine and made three-dimensional, pop-art heart squares that were displayed together in the style of a quilt.

“Hearts are an image that almost all children can relate to, they all make them,” Ms. DeJarlar said. “The second graders were excited to learn how to make a 3D heart.”

Papier-mache masks on display at the Wampus Elementary School art show.