Although the students entering the Bellmore-Merrick Central High School District are coming in from four other school districts, Dr. Henry Kiernan believes the seventh graders quickly bond with one another and create a cohesive unit. This is accomplished by placing the middle school students in teams, so they are with a set group of students and faculty all day, and by making sure they enter Bellmore-Merrick on a level playing field.
“We have strong communication among the four elementary districts so we know where students stand in terms of curriculum. We know that there are variations to learning themes; our goal is to make sure there are no disadvantages for students entering our district,” said Kiernan, who has served as superintendent for the last six years.
On the flip side, Kiernan believes that having a larger secondary district with students who bring unique learning backgrounds to the table allows Bellmore-Merrick to offer diverse curriculum and consolidated programs. For example, one of the district’s high schools has an accelerated drama program, which usually puts on four major and four minor productions per school year.
“That is double the amount of most high schools, and it is done while maintaining the regular rigorous academic programs as well,” said Kiernan. “Parents and students like the fact that we offer those types of accelerated opportunities.”
Bellmore-Merrick consists of 6,000 students in grades seven through 12. With two middle schools and three high schools, it pulls students from the communities of Bellmore, North Bellmore, Merrick, and North Merrick. Creating the upper grade level district came about through consolidation; there are only three grade seven through 12 districts in New York.
Proof is in the pudding
The statistics at Bellmore-Merrick prove that its unique set-up has not served as a disadvantage: 75% of students earn advanced status; 97% earn their high school diploma, and 98% go on to college.
“Those are high numbers for New York,” said Kiernan. “But we are not resting on any laurels; we can always do better. The testing and assessments are strong, but we want to provide more than just good test scores.”
What makes Kiernan most proud is seeing students put that knowledge into action. A prime example happened at this year’s eighth grade moving-up ceremony. The school chorus was scheduled to perform at the ceremony, which was the same day the chorus director would be induced into labor. Kiernan said as is typical of all his staff members, the teacher took it upon herself to find a solution, by training one of her chorus members to lead his peers during the concert.
“This eighth grader stood up in front of 1,000 people, took the baton, and led his peers. That is the kind of leadership that impresses me and warms my heart,” he continued.
Students are given the opportunity to be leaders through many of the programs offered at Bellmore-Merrick. One of Kiernan’s favorites is the virtual enterprise pre-business program. Students create a company and are responsible for all that entails, including a business plan, marketing strategy, and production and selling schedule. The students compete in mock business competitions, selling their ideas to businessmen in Manhattan.
To help students prepare for life after high school, one of the high schools created an internship program. For the last three weeks of school, students report to work at an internship site of their choosing. When the internship is complete, students come together in small groups to report on and discuss what they learned.
“Students learn what the real world is like before getting out there,” said Kiernan. “It makes the end of the school year much more valuable for students.”
Technology and green initiatives also provide learning opportunities for students. One of the schools recently installed solar panels on its site, which teachers from all over the district are able to use as a teaching tool as students record and study the effects of the panels.
When Kiernan took over at Bellmore-Merrick, technology became one of his focuses. It was not just about acquiring the infrastructure, it was figuring out the best educational purpose behind the latest technology.
Students at the middle school level were enrolled in a technology class, and Kiernan wanted to revamp that curriculum to make it more hands-on and applicable in real life. The district became one of only two on Long Island to incorporate the national program, Project Lead the Way (PLTW).
PLTW provides schools with science, technology, engineering, and math curriculum that is both challenging and innovative. Students at the middle and high school levels now take classes in such subjects as robotics, digital electronics, and principles of engineering while using advanced computer software to design and develop original projects.
Stepping up to the plate
Implementing this change has been successful, but it presents a new challenge to teachers. Kiernan said unlike adding a textbook-centered class, these teachers had to master the technology students would be using. Teachers are trained at Rochester Institute of Technology every summer in what Kiernan describes as a two-week boot camp.
The fact that staff members were willing to attend this intense training program does not surprise Kiernan, as he has watched his staff step up to the plate on many occasions. Most recently, the teachers’ and administrators’ unions agreed to a pay freeze for the 2011-12 school year. The freeze will save the district $850,000 and all of its current programs.
“I am proud of our teachers and administrators for accepting a pay freeze and allowing us to maintain our programs for next year,” said Kiernan.
“They took the pay freeze before it became fashionable,” he adds. “We were one of the first districts in New York to do so, which I think says a lot about the quality of our teachers and administrators. They saw a problem and came together to find a solution.”
