Doug: Welcome to the MyRye.com podcast, Conversations with Doug French. I am your host, Doug French, the former mayor of the City of Rye, and this podcast is about the people and the issues that impact Rye and our surrounding region. Today in conversation, we have Dr. Tricia Murray, Superintendent of the Rye City Schools. Dr. Murray, welcome to MyRye.com.
Tricia Murray: Thank you. Thanks for having me.
Doug: Absolutely. So in this episode, we want to focus on education. And if you're listening, like you to take three takeaways. The first is kind of a look back at the 25-26 school year in the City of Rye and what was accomplished. Second, a look forward. What are some of the core strategic education imperatives that we have? and third, the future. What are the trends in education and what do parents really need to know as education continues to evolve? So to get started. I read it in preparing for for this, well my staff did. to open our conversation, I read Dr. Murray, where you have the nickname the Data Queen. How did that come about?
Tricia Murray: yes, I do. that nickname was actually given to me by Dr. Byrne, the former the former superintendent. ⁓ I served as his assistant superintendent for curriculum instruction and assessment. ⁓ and in that role, I utilized data in ⁓ all the that we that we made. And ⁓ because I really do believe that data needs to drive the system. and that data can look very differently depending on what you're you're talking about. But yes, so I also created a whole call it multi-tier system of supports. ⁓ for students that was based on on data. So yes, he did give me that nickname. ⁓ it came with a crown, which I probably don't even know where that is right now, but yes.
Doug: I'm just curious, you know, just beyond, you know, testing data that ⁓ you and I also had a conversation one time about data around social emotional learning where you're able to identify and and ⁓ how is that impacting or or are you using some of those technologies?
Tricia Murray: Yeah, so we actually this year we ⁓ gave a culture and climate survey out to all of our students in grades ⁓ five through twelve, which was which was a wonderful ⁓ thing to do in terms of giving us some good baseline data. because you know we have a big focus in our district about ⁓ building connection and belonging for all of our students. And so it was important for us to hear from them on how that's going, how they feel connected, who their trusted adults are in the building. so we know kind of what the what work lies ahead for us. So yes, that's a great example of how we do use data in our district. right, so let's get into what.
Doug: All right, so let's get into our our three blocks. The twenty-five, twenty-six school year. So when you look back, ⁓ you know, what do you see as your biggest accomplishments, whether it's academics, student support, district operations?
Tricia Murray: Sure. so you know, I guess I'll stick with the SEL for now. ⁓ we we implemented a responsive classroom, which is an approach to social emotional learning ⁓ at the elementary level. So all of our teachers, K through five, were trained in that. I think that's a huge, huge accomplishment. ⁓ we also partnered with the with the RFE on some of that training as well. So I want to thank them. but it really helped our our our elementary teachers see the importance of even like a structure, it's called morning meetings. So all the kids are in a circle in the morning in the classrooms and they use that time to greet each other, get to know each other, build a classroom community, talk about, you know, issues, if there are any and how to resolve them. So you've got conflict resolution. And it's like that structure that builds the classroom community. But then when you when everyone's doing it, you have consistent language across the building. so it whole it shifts the whole culture of the school. ⁓ we were just very proud that we were able to get all of those teachers trained in a year. It's not an easy thing to do. And then we also implemented our IB program at the high school, our our international baccalaureate diploma program. It took us about a year and a half to get up and running. And we had a successful first year. I would that our first cohort of ⁓ diploma students was ⁓ was small, smaller than what we hope to have in future years. There were ⁓ six students, maybe it's five by the of the year, that ⁓ joined that program. And so that means that they took all IB classes in their schedule. also the real success came from students who just tried out an IB course. And we had over 200 students try at least one IB course. And say management was probably our most popular course. We had four sections of it. And I think just gives kids a different way to learn. The IB courses are ⁓ They're collaborative, they're some of them that are interdisciplinary, they're they're project-based. And so it's a very rigorous course, but it's rigorous in a different sense than from maybe our AP courses. And it just gives kids a different style to choose from. And so we're just very I'm proud that we're able to offer our kids so many different options depending on the kinds of learners that they are. so as I said, IB was it was tough to kind of get up and running. It took a long time. And so we're just happy that we had it did have a successful first year. getting that together and to and to hear the the first the diploma kids talk about their experience. Like they they just they couldn't have more positive things to say. ⁓ and we're actually to ⁓ today, ⁓ this afternoon, ⁓ One of the courses they have to take is called Theory of Knowledge. And so there's an exhibition at the end of the year. So I'm looking forward to attending that. That's this afternoon and hearing more about their experience. and then I would also say, you know, major thing we were able to complete, we got our new wings completed at the at Midland ⁓ Osborn. ⁓ also not an easy task. they we did ⁓ you know, that project went later than we were hoping it would for various reasons, but we did ⁓ open those wings before the end of the year, so we're proud of that as well.
Doug: Well, that is a huge accomplishment as a parent of students that were in the Osborn wing. And at that time, years and years ago, they were supposed to be replaced. So that congratulations on that. ⁓ any accomplishments that really align with the Rye Commitment values. Speak to those.
Tricia Murray: Yeah. It's been a long time coming that project, so that's good. Yeah, I mean I would say definitely, you know, the the IB program, the number one the reason we kind of brought it on was because it does align so well with the Rye Commitment. Right. The Rye Commitment is all about teaching kids about critical thinking and communication, collaboration, creative problem solving. Those are that's everything that you're gonna find in an IB course. we also I also connect very strongly the SEL work to the Rye Commitment as well. You know, students really have to feel grounded in who they are and how they and and and how they're connected to their community before they can do anything else in terms of learning. And so I think it's really important to note that. and then also we you know, ⁓ we started kind of these things we call authentic learning projects a few years ago, ⁓ those are we're always continuing our work on those and developing more of them. And that means that students are doing projects that are based on real-world. problem solving, real world issues, frequently working with their peers, coming with solutions, presenting them to some kind of authentic audience. So it's it's those experiences also that we give kids in any of our classes that speak to the Rye commitment as well.
Doug: And I would just underscore the Rye Commitment is focused on students, the faculty and staff, and the community. So you're checking one of the boxes with community with doing this podcast. ⁓ all right, so let's let's that's that's great. Let's pivot to going forward and the strategic plan. You have a five-year strategic plan. ⁓ we sat down at a luncheon and with ⁓ Lions Club and you had a document that summarized
Tricia Murray: Yes. Yes. Great. Yes.
Doug: investments you're making, the strategies you're putting in place. ⁓ so you just want to speak to those?
Tricia Murray: Sure. So again, all of our ⁓ our strategic plans going forward are strongly connected to the Rye commitment ⁓ and obviously to our budget as well. So ⁓ in terms of our work around ⁓ SEL, as I told you we're going we've we focused a lot on responsive classroom at the elementary level. ⁓ next year what you you'll see and hear more about are these SEL practices and how we're infusing them into our secondary level classrooms. and these can kind of be things ⁓ we can do to ⁓ students feel more connected ⁓ our school. ⁓ are just you know practices that teachers can bring into the classrooms, ⁓ but also looking for more ⁓ opportunities for students to have some voice and choice in their learning ⁓ also some school-based decisions that will will go a long way and I think make a big difference. and then I would also say that there so New York State, well we have a Rye Commitment. New York State put out something called the portrait of a graduate. And these are all of these skills that they that this New York State wants and and believes that students should be graduating high school with. And when you put that portrait of a graduate right up against the Rye Commitment, very similar, very similar crossover. so as a district in in the coming years we need to be able to show ⁓ that students have mastered those portrait of a graduate skills. So we really are well positioned because of our work with the Rye commitment on being able to do that. But what we would like to do to ⁓ our student growth in those areas, like critical thinking and collaboration and communication, is for them to start creating their own learning portfolios. A to do that would be to you know log them digitally and have the students reflecting on their growth. And they would carry this with them throughout K to 12. And so it's a really a long-term project, but it would allow them it's it's more of a reflective portfolio that they that they use along the way. And they would choose pieces of work that they felt really match to a skill and where they really felt like they were demonstrating their own learning. and then they would they would reflect on it in some way and and like I said, put it in some sort of digital portfolio that they can then ⁓ use in the coming years. and I think that that is a a way for us to take what we've been teaching kids about the importance of reflection and learning and use it in a really purposeful way. And so we're we're looking forward to that. That's ⁓ kind of that's a multi-year project coming up in the future, but we are going to be starting it next year with some grade levels, teaching them about what that work means.
Doug: So I if I'm a student, as I go through from teacher to teacher, the teacher gets to see this as well and starts to adapt their teaching. Yeah.
Tricia Murray: Yeah. Yeah. So this teacher can see the the portfolios, they can see the past work that they've contributed to it. And the teacher will also students decide on which pieces best represent these different skills. Right. ⁓ and so it's a different way for us to think about student reflection. and it's a to kind of look at it longitudinally, which is which which is wonderful. So I'm looking forward to that. And and then ⁓ would also say, in terms of forward, we want to we have the IB program. My my hope is that in the next ⁓ few years we'll continue to that and we'll see that ⁓ that cohort, the diploma program get bigger. ⁓ I think as soon as people really see what it can bring students, I think it will grow. ⁓ we have to start thinking about different courses that our high school students would want to see in that program as well. ⁓ and just start engaging more in conversations with them about things and pieces of our curriculum that they would like us to see us like to see expand on. so which could impact so those could be IB courses, but those could also be other courses that we design and different interdisciplinary ⁓ interdisciplinary courses. design also and then I'll say one more thing which is that my goal also is to grow our science research ⁓ program and that's the high school it's for 10th 11th and 12th graders and ⁓ it's in existence for quite some time. ⁓ I think we ⁓ a large number of students who are really passionate and interested in science. and I think that if we if we focus their in a specific way ⁓ and and really kind of publicize the wonderful work that they do. They these kids do outstanding work with their research projects. And I and I think that we just have to share that more with the community so others can really see that and hopefully want to participate as well. And of our budget for this year, as you're aware, was to ⁓ create two more STEM positions at the elementary level. ⁓ And and also did bring a new science program in the elementary school two years ago. So The new science program coupled with a STEM teacher at each elementary school, I think will help push our science work, ⁓ K-12. And then to kind of top that off with a really high-level science research program, I think would make a big difference.
Doug: So do you want to speak to the budget or all? I I know it's ⁓ it's a painstaking process because you have certain mandates you have to fill. You you have labor costs, all kinds of costs and you have very little to make really strategic decisions. ⁓ do you just want to outline the budget that that was passed and and the investments you made?
Tricia Murray: Yeah. Sure. Yeah. ⁓ so it was a tax cap compliant budget, which you know isn't isn't always so easy to do. We it's really you really have to carefully analyze all of your resources and make sure that and shift things where you need to. but we were able to do that and and that was a whole team effort. So I'm was very happy to see that. I'm happy that we could bring that to the community this year. so the budget was ⁓ supported ⁓ new a social worker at our high school, although that was a budget neutral position ⁓ because we are are not contracting with an outside vendor for that. So it is budget neutral, but ⁓ it a shift we decided to make because we wanted to make sure that we committed to our own our faculty and ⁓ and more flexibility for students and it can kind of make this fact to member a stronger part of our school community. And ⁓ we also ⁓ We also we continued obviously the IB program. as I said, we brought on those two new STEM teachers at the elementary school. ⁓ and then we also had a facilities project involved in this budget, which is ⁓ to put a new roof on our main gym in the high school. ⁓ it's in desperate need of one. ⁓ we've been kind of patching as we go along, but we definitely we need a new. New roof, and so we're looking forward to starting that this summer. we have some security upgrades ⁓ our new security cameras. Those are gonna start the elementary school, and that'll roll to the middle school and high school the following year. and also some new Wi-Fi at our middle school and high school as well. We have to make sure that we have ⁓ high-level access to that. So some some good things in the budget that really will push our work along. ⁓ and like I said, we were just had to be very make some make some tough decisions around our resources and able to make that tax cap compliant. Well, balance with the technology because you get into the fun. ⁓ is
Doug: Well, I can vouch for the technology because you getting through the firewall to get onto this podcast took took some doing. So security is in place. I also had the ⁓ police commissioner on and ⁓ just the coordination between you know his his department and the schools has been great from a security standpoint. So that that's great to hear.
Tricia Murray: Yes, no, they're wonderful partners with us. They really are.
Doug: right, so let's now pivot to the to kind of the future. So you turn on the news and and there's a lot going on with education and and and careers and college education and ⁓ a lot's changing. what you think are the big shifts that you're seeing and and how you're preparing, whether it's technology or mental health or just really the changing world.
Tricia Murray: Yeah. I would say the biggest issue kind of you what you see across the country right now in education, you you see a lot about ⁓ ed tech, so instructional technology. ⁓ and we've had some parents reach out about their concerns. I actually had the opportunity when I was doing my budget talks, it they really kind of turned into at the elementary level sort of turned into ⁓ sessions on instructional technology. because parents are concerned and we hear them, right? Parents are concerned about too much screen time. they're concerned about ⁓ one-to-one Chromebook use, how are they being used, in what ways? Is that helpful for for students or not? and so there's really there's just a lot of literature out there right now, and so all of that kind of comes to school systems, and you know, Rye is not unique. These are same things my colleagues all over Westchester are feeling as well hearing the same kind of feedback. And I think it's important for us to listen. and that's what I've said to the parents. I hear you and I and I really do, and my colleagues do. And so we want to make sure when we're when we're using technology, we're doing it in a way that's really going to enhance learning and not replace it. and also realize that need foundational skills ⁓ before they can go and show what they know using technology. And ⁓ and on and I honestly I think that COVID. ⁓ put technology in the hands of kids probably a little too early. And ⁓ think that was like a pendulum that swung ⁓ way for a reason. And now I think we need to bring it back a little bit and really think about what are the kinds of learning opportunities that we want for our students. So having said all of that, we are currently thinking about and with teachers. thinking about how can we how can we make some shifts ensure that most of our instruction is pencil and paper learning. That not just relying on the technology first, that we're really being thoughtful about what we're using it and why we're using it. And ⁓ and that's a discussion with, like I said, teachers, that's a discussion with principals. We also have instructional coaches, which are really helpful with us because they provide learning to all of our teachers. And by the end of the school year, ⁓ we're coming out with what we with our best practices around instructional technology. it's ⁓ we're moving fast. I think some people might want us to move faster, but I you know, I think yeah, I think you know, by the end of this year our goal is to have that out, have it in teachers' hands, have it in parents' hands. So when we come back in September, we are up and running. and ⁓ I know that shifts will felt.
Doug: That's Rye.
Tricia Murray: by teachers, by students, by the community. I'm look forward to to hearing if I'm right or not, but ⁓ I think that they will feel that. And well I did schedule, I told the community I was going to schedule a coffee, a community coffee or conversation to think of to have to revisit this in September. So after ⁓ we've had a chance to put shifts in place, is it working? ⁓ and also part of the work that we're doing too is a Is a data audit so we can see how often our kids are on are accessing the internet and in what ways. And in as you said, we do have a pretty robust filter. so far our data, our data is looking pretty good, but you do see instances where kids are trying to access things that they should not be accessing or they cannot access, like YouTube and the system shuts them out. so but it's good again, to data. It's good to have that information so so we know. what our again our baseline is to see what kind of shifts we have to make. then also ask about mental health. I mean I think that yeah I think mental health is not a new issue. ⁓ I think we've been about we've been talking about it parents. And but I ⁓ do think that should know we have a of resources within our school district for students who need more kind of intensive mental health support. ⁓ and we have been partnering with WJCS for the last few years. We run an on-site it's 324 Midland, kind of connected to Midland School there, which our families do have access to, and that's been a wonderful, wonderful resource. But you know, and whether or not mental health is is new or not, I think that we have to, as a school, have these more intensive services for students. ⁓ the social emotional learning I'm talking about, where that's just like good teaching practice, that's for all kids. But there are some students who do need some mental health support and and that's why we're here to support in those ways as well. ⁓
Doug: Well, I think ⁓ I mean ⁓ back to the the other point about how you're changing and using technology. I'm a marketing guy and the phrase you used, the pencil and paper paper learning I think really resonates. I know ⁓ best learn when I actually write it down.
Tricia Murray: Yeah.
Doug: And I internalize it. So I think that kind of approach makes a ton of sense. and I try not to advocate on the on my podcast, but I think that just makes so much sense to me. ⁓ I know a lot of organizations are also looking at the at some of the mental health issues, like the Rye Youth Council, I think, has put a big focus. ⁓ Are reaching out to other groups across the outside of the school system within Rye?
Tricia Murray: It does, yeah. Yes. Yeah, so we partner with with Rye Youth Council. ⁓ they have a very successful club that they host in our ⁓ in our district called the the the Peer to Peer Program. Maybe you're familiar with it. but it's about, ⁓ recognizing signs of students who are kind of in distress and need support and helping them and them with ⁓ with trusted adults in our school building. So it's all about recognizing when your own friends or your peers need more and taking action for that. And and so we have a very ⁓ we have a large population of students who are involved in both a peer-to-peer club at the middle school and the high school. So that's just one of the ways we partner with Rye Youth Council. but we rely on them for for a lot of support. you know they're and I know always willing willing to help out as well. I know this week has been a you know difficult for us. ⁓ with the passing of Fenton this week and knowing that we have a resource like the Rye Youth Council to come in and help us help our counselors ⁓ work with our students is wonderful.
Doug: Right. ⁓ and before we take a commercial break, I the comprehensive plan. A lot of my guests have been talking about the comprehensive plan. I assume the school is will be involved in the Rye City ⁓ council. Yes, okay.
Tricia Murray: Yes. Yes. Yeah. So we've we've spoken with the Rye City Council about that. It actually, you know, a topic for ⁓ we do a joint city council school board meeting every year. ⁓ you know, and they assured us that we would ⁓ we would have a a part in that process. So ⁓
Doug: Yeah, I think that's great. so just a quick commercial break. I want to remind our audience if you have a topic or a person that you would like to hear on the MyRye.com podcast, conversations with Doug French, just email me at French at MyRye.com or just let me know around town. so now we're gonna just pivot to the to the lightning round, and it's one word or short or very short answers. One of my ⁓ didn't follow the but that's okay. It happens.
Tricia Murray: Ha ha ha.
Doug: But just one it helps get your insight. let's listeners get your insight on things. So so example, ⁓ what's your favorite book or podcast right now that you that helps you ⁓ on leadership with education?
Tricia Murray: Sure. good. I'm gonna go with ⁓ Mattering by Jennifer Wallace. It's all under ⁓ So Mattering ⁓ is all about like I was talking before about belonging and connection. So it's like how do you how do you matter within a community? And I just using that from a student perspective I think ⁓ has really shifted my my thinking and and kind of helped to to ground my focus on that work in our district.
Doug: Huh, so tell us tell us about that. how about one word to describe Rye students?
Tricia Murray: engaged in a lot of different things. ⁓ are they are incredibly engaged, whether you're talking them talking to them about ⁓ art or music or sports or something happening in the world, they're just very ⁓ knowledgeable and passionate. So I would say just in engaged in things that they're interested in, which is wonderful.
Doug: ⁓ who's the biggest influence on your teaching philosophy?
Tricia Murray: go back to kind of, you know, educators from a long time ago, but but I go with Herbert Cole and ⁓ Marilyn Burns. These are just kind of very like progressive constructivist sort of educators and they're at the heart of my teaching philosophy and what good teaching looks like in a classroom.
Doug: ⁓ how how about one word that describes this past school year?
Tricia Murray: Lot of learning. I would say I'm being attuned. I something as part of my entry plan as a new superintendent was to listen and learn. And even though I was not ⁓ I'm not new to the district, it's just being in a new role. It's a whole other experience. And so I would I'm sorry, I'm not following your rules, am I? ⁓ but I ⁓ but I was very but I'm very I'm trying to be attuned. Yes, the best I can be.
Doug: No, no, no, that's fine, it's fine. Attunes. Yeah. One word for the future of Rye City Schools.
Tricia Murray: ⁓ I'm gonna I'm gonna say I'm gonna go with momentum. I think of I think about where we are in the trajectory and I think we have a lot of good momentum. I just wanna keep it going. We're in a we're moving in a nice direction.
Doug: Or two words, whatever. And that's interesting. A lot of people don't appreciate momentum, but you really need to tap into it when you have it. ⁓ otherwise things do stall. to a new teacher that's starting in Rye
Tricia Murray: Yes. Be a learner. Right? No one comes into a position knowing everything and you have to be a learner and rely on your colleagues.
Doug: I had I a new family that's come to town. They have ⁓ a son that's gonna start school, I believe, next year. And they were just yeah, next year. They're just amazed at the orientation and how just coming into the community, how welcoming and just how organized the whole system is. So students as well should be open and be learners. I guess I'd written in likes this question, what's your favorite Rye coffee or go to restaurant?
Tricia Murray: It's not original Starbucks. ⁓ Starbucks gets me through long, long days, but yeah.
Doug: Okay, there you go. Yeah. is there a is a a guest or topic that you would recommend for this podcast?
Tricia Murray: yes. I recommend Susan Reid our athletic director. I think that ⁓ one thing I forgot to mention you say what's your success this year. We've had several state championships, so we've won several, which is wonderful. But Susan runs an outstanding program and I bet the community would want to hear more.
Doug: That's great. Well, Dr. Trisha Murray, I want to thank you. ⁓ it was great speaking with you, getting your insights. I really think it helps the audience and the community just really understand the thinking behind. ⁓ the largest most impactful organization within town is our whole school system and it's it it's just it's doing really well. So I want to thank you also for your service to our community. ⁓ what's the best way people should contact you?
Tricia Murray: Thank you. Send me me send me an email. Murray Murray dot patricia at ryeschools.org.
Doug: And that is well thank you again, Dr. Murray, and thank you all of our listeners to listen to the MyRye.com podcast Conversations with Doug French. you can find the full episode transcripts, local news, and more at MyRye.com If you enjoyed this episode, please follow subscribe wherever you get your podcast. And with that, we'll say take care and see you next time.
Tricia Murray: ⁓ you can find the full episode. Thanks, Doug, appreciate it.
Tricia Murray: Thank you. Thanks for having me.
Doug: Absolutely. So in this episode, we want to focus on education. And if you're listening, like you to take three takeaways. The first is kind of a look back at the 25-26 school year in the City of Rye and what was accomplished. Second, a look forward. What are some of the core strategic education imperatives that we have? and third, the future. What are the trends in education and what do parents really need to know as education continues to evolve? So to get started. I read it in preparing for for this, well my staff did. to open our conversation, I read Dr. Murray, where you have the nickname the Data Queen. How did that come about?
Tricia Murray: yes, I do. that nickname was actually given to me by Dr. Byrne, the former the former superintendent. ⁓ I served as his assistant superintendent for curriculum instruction and assessment. ⁓ and in that role, I utilized data in ⁓ all the that we that we made. And ⁓ because I really do believe that data needs to drive the system. and that data can look very differently depending on what you're you're talking about. But yes, so I also created a whole call it multi-tier system of supports. ⁓ for students that was based on on data. So yes, he did give me that nickname. ⁓ it came with a crown, which I probably don't even know where that is right now, but yes.
Doug: I'm just curious, you know, just beyond, you know, testing data that ⁓ you and I also had a conversation one time about data around social emotional learning where you're able to identify and and ⁓ how is that impacting or or are you using some of those technologies?
Tricia Murray: Yeah, so we actually this year we ⁓ gave a culture and climate survey out to all of our students in grades ⁓ five through twelve, which was which was a wonderful ⁓ thing to do in terms of giving us some good baseline data. because you know we have a big focus in our district about ⁓ building connection and belonging for all of our students. And so it was important for us to hear from them on how that's going, how they feel connected, who their trusted adults are in the building. so we know kind of what the what work lies ahead for us. So yes, that's a great example of how we do use data in our district. right, so let's get into what.
Doug: All right, so let's get into our our three blocks. The twenty-five, twenty-six school year. So when you look back, ⁓ you know, what do you see as your biggest accomplishments, whether it's academics, student support, district operations?
Tricia Murray: Sure. so you know, I guess I'll stick with the SEL for now. ⁓ we we implemented a responsive classroom, which is an approach to social emotional learning ⁓ at the elementary level. So all of our teachers, K through five, were trained in that. I think that's a huge, huge accomplishment. ⁓ we also partnered with the with the RFE on some of that training as well. So I want to thank them. but it really helped our our our elementary teachers see the importance of even like a structure, it's called morning meetings. So all the kids are in a circle in the morning in the classrooms and they use that time to greet each other, get to know each other, build a classroom community, talk about, you know, issues, if there are any and how to resolve them. So you've got conflict resolution. And it's like that structure that builds the classroom community. But then when you when everyone's doing it, you have consistent language across the building. so it whole it shifts the whole culture of the school. ⁓ we were just very proud that we were able to get all of those teachers trained in a year. It's not an easy thing to do. And then we also implemented our IB program at the high school, our our international baccalaureate diploma program. It took us about a year and a half to get up and running. And we had a successful first year. I would that our first cohort of ⁓ diploma students was ⁓ was small, smaller than what we hope to have in future years. There were ⁓ six students, maybe it's five by the of the year, that ⁓ joined that program. And so that means that they took all IB classes in their schedule. also the real success came from students who just tried out an IB course. And we had over 200 students try at least one IB course. And say management was probably our most popular course. We had four sections of it. And I think just gives kids a different way to learn. The IB courses are ⁓ They're collaborative, they're some of them that are interdisciplinary, they're they're project-based. And so it's a very rigorous course, but it's rigorous in a different sense than from maybe our AP courses. And it just gives kids a different style to choose from. And so we're just very I'm proud that we're able to offer our kids so many different options depending on the kinds of learners that they are. so as I said, IB was it was tough to kind of get up and running. It took a long time. And so we're just happy that we had it did have a successful first year. getting that together and to and to hear the the first the diploma kids talk about their experience. Like they they just they couldn't have more positive things to say. ⁓ and we're actually to ⁓ today, ⁓ this afternoon, ⁓ One of the courses they have to take is called Theory of Knowledge. And so there's an exhibition at the end of the year. So I'm looking forward to attending that. That's this afternoon and hearing more about their experience. and then I would also say, you know, major thing we were able to complete, we got our new wings completed at the at Midland ⁓ Osborn. ⁓ also not an easy task. they we did ⁓ you know, that project went later than we were hoping it would for various reasons, but we did ⁓ open those wings before the end of the year, so we're proud of that as well.
Doug: Well, that is a huge accomplishment as a parent of students that were in the Osborn wing. And at that time, years and years ago, they were supposed to be replaced. So that congratulations on that. ⁓ any accomplishments that really align with the Rye Commitment values. Speak to those.
Tricia Murray: Yeah. It's been a long time coming that project, so that's good. Yeah, I mean I would say definitely, you know, the the IB program, the number one the reason we kind of brought it on was because it does align so well with the Rye Commitment. Right. The Rye Commitment is all about teaching kids about critical thinking and communication, collaboration, creative problem solving. Those are that's everything that you're gonna find in an IB course. we also I also connect very strongly the SEL work to the Rye Commitment as well. You know, students really have to feel grounded in who they are and how they and and and how they're connected to their community before they can do anything else in terms of learning. And so I think it's really important to note that. and then also we you know, ⁓ we started kind of these things we call authentic learning projects a few years ago, ⁓ those are we're always continuing our work on those and developing more of them. And that means that students are doing projects that are based on real-world. problem solving, real world issues, frequently working with their peers, coming with solutions, presenting them to some kind of authentic audience. So it's it's those experiences also that we give kids in any of our classes that speak to the Rye commitment as well.
Doug: And I would just underscore the Rye Commitment is focused on students, the faculty and staff, and the community. So you're checking one of the boxes with community with doing this podcast. ⁓ all right, so let's let's that's that's great. Let's pivot to going forward and the strategic plan. You have a five-year strategic plan. ⁓ we sat down at a luncheon and with ⁓ Lions Club and you had a document that summarized
Tricia Murray: Yes. Yes. Great. Yes.
Doug: investments you're making, the strategies you're putting in place. ⁓ so you just want to speak to those?
Tricia Murray: Sure. So again, all of our ⁓ our strategic plans going forward are strongly connected to the Rye commitment ⁓ and obviously to our budget as well. So ⁓ in terms of our work around ⁓ SEL, as I told you we're going we've we focused a lot on responsive classroom at the elementary level. ⁓ next year what you you'll see and hear more about are these SEL practices and how we're infusing them into our secondary level classrooms. and these can kind of be things ⁓ we can do to ⁓ students feel more connected ⁓ our school. ⁓ are just you know practices that teachers can bring into the classrooms, ⁓ but also looking for more ⁓ opportunities for students to have some voice and choice in their learning ⁓ also some school-based decisions that will will go a long way and I think make a big difference. and then I would also say that there so New York State, well we have a Rye Commitment. New York State put out something called the portrait of a graduate. And these are all of these skills that they that this New York State wants and and believes that students should be graduating high school with. And when you put that portrait of a graduate right up against the Rye Commitment, very similar, very similar crossover. so as a district in in the coming years we need to be able to show ⁓ that students have mastered those portrait of a graduate skills. So we really are well positioned because of our work with the Rye commitment on being able to do that. But what we would like to do to ⁓ our student growth in those areas, like critical thinking and collaboration and communication, is for them to start creating their own learning portfolios. A to do that would be to you know log them digitally and have the students reflecting on their growth. And they would carry this with them throughout K to 12. And so it's a really a long-term project, but it would allow them it's it's more of a reflective portfolio that they that they use along the way. And they would choose pieces of work that they felt really match to a skill and where they really felt like they were demonstrating their own learning. and then they would they would reflect on it in some way and and like I said, put it in some sort of digital portfolio that they can then ⁓ use in the coming years. and I think that that is a a way for us to take what we've been teaching kids about the importance of reflection and learning and use it in a really purposeful way. And so we're we're looking forward to that. That's ⁓ kind of that's a multi-year project coming up in the future, but we are going to be starting it next year with some grade levels, teaching them about what that work means.
Doug: So I if I'm a student, as I go through from teacher to teacher, the teacher gets to see this as well and starts to adapt their teaching. Yeah.
Tricia Murray: Yeah. Yeah. So this teacher can see the the portfolios, they can see the past work that they've contributed to it. And the teacher will also students decide on which pieces best represent these different skills. Right. ⁓ and so it's a different way for us to think about student reflection. and it's a to kind of look at it longitudinally, which is which which is wonderful. So I'm looking forward to that. And and then ⁓ would also say, in terms of forward, we want to we have the IB program. My my hope is that in the next ⁓ few years we'll continue to that and we'll see that ⁓ that cohort, the diploma program get bigger. ⁓ I think as soon as people really see what it can bring students, I think it will grow. ⁓ we have to start thinking about different courses that our high school students would want to see in that program as well. ⁓ and just start engaging more in conversations with them about things and pieces of our curriculum that they would like us to see us like to see expand on. so which could impact so those could be IB courses, but those could also be other courses that we design and different interdisciplinary ⁓ interdisciplinary courses. design also and then I'll say one more thing which is that my goal also is to grow our science research ⁓ program and that's the high school it's for 10th 11th and 12th graders and ⁓ it's in existence for quite some time. ⁓ I think we ⁓ a large number of students who are really passionate and interested in science. and I think that if we if we focus their in a specific way ⁓ and and really kind of publicize the wonderful work that they do. They these kids do outstanding work with their research projects. And I and I think that we just have to share that more with the community so others can really see that and hopefully want to participate as well. And of our budget for this year, as you're aware, was to ⁓ create two more STEM positions at the elementary level. ⁓ And and also did bring a new science program in the elementary school two years ago. So The new science program coupled with a STEM teacher at each elementary school, I think will help push our science work, ⁓ K-12. And then to kind of top that off with a really high-level science research program, I think would make a big difference.
Doug: So do you want to speak to the budget or all? I I know it's ⁓ it's a painstaking process because you have certain mandates you have to fill. You you have labor costs, all kinds of costs and you have very little to make really strategic decisions. ⁓ do you just want to outline the budget that that was passed and and the investments you made?
Tricia Murray: Yeah. Sure. Yeah. ⁓ so it was a tax cap compliant budget, which you know isn't isn't always so easy to do. We it's really you really have to carefully analyze all of your resources and make sure that and shift things where you need to. but we were able to do that and and that was a whole team effort. So I'm was very happy to see that. I'm happy that we could bring that to the community this year. so the budget was ⁓ supported ⁓ new a social worker at our high school, although that was a budget neutral position ⁓ because we are are not contracting with an outside vendor for that. So it is budget neutral, but ⁓ it a shift we decided to make because we wanted to make sure that we committed to our own our faculty and ⁓ and more flexibility for students and it can kind of make this fact to member a stronger part of our school community. And ⁓ we also ⁓ We also we continued obviously the IB program. as I said, we brought on those two new STEM teachers at the elementary school. ⁓ and then we also had a facilities project involved in this budget, which is ⁓ to put a new roof on our main gym in the high school. ⁓ it's in desperate need of one. ⁓ we've been kind of patching as we go along, but we definitely we need a new. New roof, and so we're looking forward to starting that this summer. we have some security upgrades ⁓ our new security cameras. Those are gonna start the elementary school, and that'll roll to the middle school and high school the following year. and also some new Wi-Fi at our middle school and high school as well. We have to make sure that we have ⁓ high-level access to that. So some some good things in the budget that really will push our work along. ⁓ and like I said, we were just had to be very make some make some tough decisions around our resources and able to make that tax cap compliant. Well, balance with the technology because you get into the fun. ⁓ is
Doug: Well, I can vouch for the technology because you getting through the firewall to get onto this podcast took took some doing. So security is in place. I also had the ⁓ police commissioner on and ⁓ just the coordination between you know his his department and the schools has been great from a security standpoint. So that that's great to hear.
Tricia Murray: Yes, no, they're wonderful partners with us. They really are.
Doug: right, so let's now pivot to the to kind of the future. So you turn on the news and and there's a lot going on with education and and and careers and college education and ⁓ a lot's changing. what you think are the big shifts that you're seeing and and how you're preparing, whether it's technology or mental health or just really the changing world.
Tricia Murray: Yeah. I would say the biggest issue kind of you what you see across the country right now in education, you you see a lot about ⁓ ed tech, so instructional technology. ⁓ and we've had some parents reach out about their concerns. I actually had the opportunity when I was doing my budget talks, it they really kind of turned into at the elementary level sort of turned into ⁓ sessions on instructional technology. because parents are concerned and we hear them, right? Parents are concerned about too much screen time. they're concerned about ⁓ one-to-one Chromebook use, how are they being used, in what ways? Is that helpful for for students or not? and so there's really there's just a lot of literature out there right now, and so all of that kind of comes to school systems, and you know, Rye is not unique. These are same things my colleagues all over Westchester are feeling as well hearing the same kind of feedback. And I think it's important for us to listen. and that's what I've said to the parents. I hear you and I and I really do, and my colleagues do. And so we want to make sure when we're when we're using technology, we're doing it in a way that's really going to enhance learning and not replace it. and also realize that need foundational skills ⁓ before they can go and show what they know using technology. And ⁓ and on and I honestly I think that COVID. ⁓ put technology in the hands of kids probably a little too early. And ⁓ think that was like a pendulum that swung ⁓ way for a reason. And now I think we need to bring it back a little bit and really think about what are the kinds of learning opportunities that we want for our students. So having said all of that, we are currently thinking about and with teachers. thinking about how can we how can we make some shifts ensure that most of our instruction is pencil and paper learning. That not just relying on the technology first, that we're really being thoughtful about what we're using it and why we're using it. And ⁓ and that's a discussion with, like I said, teachers, that's a discussion with principals. We also have instructional coaches, which are really helpful with us because they provide learning to all of our teachers. And by the end of the school year, ⁓ we're coming out with what we with our best practices around instructional technology. it's ⁓ we're moving fast. I think some people might want us to move faster, but I you know, I think yeah, I think you know, by the end of this year our goal is to have that out, have it in teachers' hands, have it in parents' hands. So when we come back in September, we are up and running. and ⁓ I know that shifts will felt.
Doug: That's Rye.
Tricia Murray: by teachers, by students, by the community. I'm look forward to to hearing if I'm right or not, but ⁓ I think that they will feel that. And well I did schedule, I told the community I was going to schedule a coffee, a community coffee or conversation to think of to have to revisit this in September. So after ⁓ we've had a chance to put shifts in place, is it working? ⁓ and also part of the work that we're doing too is a Is a data audit so we can see how often our kids are on are accessing the internet and in what ways. And in as you said, we do have a pretty robust filter. so far our data, our data is looking pretty good, but you do see instances where kids are trying to access things that they should not be accessing or they cannot access, like YouTube and the system shuts them out. so but it's good again, to data. It's good to have that information so so we know. what our again our baseline is to see what kind of shifts we have to make. then also ask about mental health. I mean I think that yeah I think mental health is not a new issue. ⁓ I think we've been about we've been talking about it parents. And but I ⁓ do think that should know we have a of resources within our school district for students who need more kind of intensive mental health support. ⁓ and we have been partnering with WJCS for the last few years. We run an on-site it's 324 Midland, kind of connected to Midland School there, which our families do have access to, and that's been a wonderful, wonderful resource. But you know, and whether or not mental health is is new or not, I think that we have to, as a school, have these more intensive services for students. ⁓ the social emotional learning I'm talking about, where that's just like good teaching practice, that's for all kids. But there are some students who do need some mental health support and and that's why we're here to support in those ways as well. ⁓
Doug: Well, I think ⁓ I mean ⁓ back to the the other point about how you're changing and using technology. I'm a marketing guy and the phrase you used, the pencil and paper paper learning I think really resonates. I know ⁓ best learn when I actually write it down.
Tricia Murray: Yeah.
Doug: And I internalize it. So I think that kind of approach makes a ton of sense. and I try not to advocate on the on my podcast, but I think that just makes so much sense to me. ⁓ I know a lot of organizations are also looking at the at some of the mental health issues, like the Rye Youth Council, I think, has put a big focus. ⁓ Are reaching out to other groups across the outside of the school system within Rye?
Tricia Murray: It does, yeah. Yes. Yeah, so we partner with with Rye Youth Council. ⁓ they have a very successful club that they host in our ⁓ in our district called the the the Peer to Peer Program. Maybe you're familiar with it. but it's about, ⁓ recognizing signs of students who are kind of in distress and need support and helping them and them with ⁓ with trusted adults in our school building. So it's all about recognizing when your own friends or your peers need more and taking action for that. And and so we have a very ⁓ we have a large population of students who are involved in both a peer-to-peer club at the middle school and the high school. So that's just one of the ways we partner with Rye Youth Council. but we rely on them for for a lot of support. you know they're and I know always willing willing to help out as well. I know this week has been a you know difficult for us. ⁓ with the passing of Fenton this week and knowing that we have a resource like the Rye Youth Council to come in and help us help our counselors ⁓ work with our students is wonderful.
Doug: Right. ⁓ and before we take a commercial break, I the comprehensive plan. A lot of my guests have been talking about the comprehensive plan. I assume the school is will be involved in the Rye City ⁓ council. Yes, okay.
Tricia Murray: Yes. Yes. Yeah. So we've we've spoken with the Rye City Council about that. It actually, you know, a topic for ⁓ we do a joint city council school board meeting every year. ⁓ you know, and they assured us that we would ⁓ we would have a a part in that process. So ⁓
Doug: Yeah, I think that's great. so just a quick commercial break. I want to remind our audience if you have a topic or a person that you would like to hear on the MyRye.com podcast, conversations with Doug French, just email me at French at MyRye.com or just let me know around town. so now we're gonna just pivot to the to the lightning round, and it's one word or short or very short answers. One of my ⁓ didn't follow the but that's okay. It happens.
Tricia Murray: Ha ha ha.
Doug: But just one it helps get your insight. let's listeners get your insight on things. So so example, ⁓ what's your favorite book or podcast right now that you that helps you ⁓ on leadership with education?
Tricia Murray: Sure. good. I'm gonna go with ⁓ Mattering by Jennifer Wallace. It's all under ⁓ So Mattering ⁓ is all about like I was talking before about belonging and connection. So it's like how do you how do you matter within a community? And I just using that from a student perspective I think ⁓ has really shifted my my thinking and and kind of helped to to ground my focus on that work in our district.
Doug: Huh, so tell us tell us about that. how about one word to describe Rye students?
Tricia Murray: engaged in a lot of different things. ⁓ are they are incredibly engaged, whether you're talking them talking to them about ⁓ art or music or sports or something happening in the world, they're just very ⁓ knowledgeable and passionate. So I would say just in engaged in things that they're interested in, which is wonderful.
Doug: ⁓ who's the biggest influence on your teaching philosophy?
Tricia Murray: go back to kind of, you know, educators from a long time ago, but but I go with Herbert Cole and ⁓ Marilyn Burns. These are just kind of very like progressive constructivist sort of educators and they're at the heart of my teaching philosophy and what good teaching looks like in a classroom.
Doug: ⁓ how how about one word that describes this past school year?
Tricia Murray: Lot of learning. I would say I'm being attuned. I something as part of my entry plan as a new superintendent was to listen and learn. And even though I was not ⁓ I'm not new to the district, it's just being in a new role. It's a whole other experience. And so I would I'm sorry, I'm not following your rules, am I? ⁓ but I ⁓ but I was very but I'm very I'm trying to be attuned. Yes, the best I can be.
Doug: No, no, no, that's fine, it's fine. Attunes. Yeah. One word for the future of Rye City Schools.
Tricia Murray: ⁓ I'm gonna I'm gonna say I'm gonna go with momentum. I think of I think about where we are in the trajectory and I think we have a lot of good momentum. I just wanna keep it going. We're in a we're moving in a nice direction.
Doug: Or two words, whatever. And that's interesting. A lot of people don't appreciate momentum, but you really need to tap into it when you have it. ⁓ otherwise things do stall. to a new teacher that's starting in Rye
Tricia Murray: Yes. Be a learner. Right? No one comes into a position knowing everything and you have to be a learner and rely on your colleagues.
Doug: I had I a new family that's come to town. They have ⁓ a son that's gonna start school, I believe, next year. And they were just yeah, next year. They're just amazed at the orientation and how just coming into the community, how welcoming and just how organized the whole system is. So students as well should be open and be learners. I guess I'd written in likes this question, what's your favorite Rye coffee or go to restaurant?
Tricia Murray: It's not original Starbucks. ⁓ Starbucks gets me through long, long days, but yeah.
Doug: Okay, there you go. Yeah. is there a is a a guest or topic that you would recommend for this podcast?
Tricia Murray: yes. I recommend Susan Reid our athletic director. I think that ⁓ one thing I forgot to mention you say what's your success this year. We've had several state championships, so we've won several, which is wonderful. But Susan runs an outstanding program and I bet the community would want to hear more.
Doug: That's great. Well, Dr. Trisha Murray, I want to thank you. ⁓ it was great speaking with you, getting your insights. I really think it helps the audience and the community just really understand the thinking behind. ⁓ the largest most impactful organization within town is our whole school system and it's it it's just it's doing really well. So I want to thank you also for your service to our community. ⁓ what's the best way people should contact you?
Tricia Murray: Thank you. Send me me send me an email. Murray Murray dot patricia at ryeschools.org.
Doug: And that is well thank you again, Dr. Murray, and thank you all of our listeners to listen to the MyRye.com podcast Conversations with Doug French. you can find the full episode transcripts, local news, and more at MyRye.com If you enjoyed this episode, please follow subscribe wherever you get your podcast. And with that, we'll say take care and see you next time.
Tricia Murray: ⁓ you can find the full episode. Thanks, Doug, appreciate it.
