Preparing students for life is at the core of our mission at Sage Day. We are consistently looking for ways to help students realize their potential and help develop skills that will empower and build their self-esteem.

To that end, eight students at our Boonton campus participated in a unique pilot program in the Culinary & General Food Service. Our program was designed and led by Chef Michael Schmitt, owner of Mt. Lakes Market. Chef Schmitt has a true passion for the culinary arts and teaching. He believes that the training and skills he has imparted will make the students valuable additions in the kitchen and out, through any future endeavor they may pursue. The students clearly showed a confidence that strengthened throughout the process and culminated in preparing and serving a gourmet dinner for their parents. 

The food service field provides job opportunities throughout various stages of life. Having these skills will allow a student to start a career, supplement income or earn money while in college.  In the food service industry, there is always an opportunity for those who are trained, reliable and motivated. This training will afford the participants a distinct advantage when entering the workforce. This was realized as one of our students obtained a job with Chef Michael upon graduation.

On April 5, Sage Day held its second annual school-wide Kickball game! It was an epic battle between Team Lime and Team Lemon. Both teams put forth great effort, but Team Lemon won in the end.

I successfully organized our first annual Kickball game last year with the help of Student Council. I wanted to start another Sage Day tradition. The great thing about the Kickball game is that many students are eager to participate. Kickball is a simple, easy sport, and this makes it accessible to a larger part of the student body. We already have the annual basketball game, football game, softball game, and dodge ball game, but I wanted something that everyone could play and something that would benefit more than just Sage Day. To do this, I organized a fundraiser.

The kickball game is not only a great, fun event for students and teachers, but it also builds a sense of community as we raise money for a great cause. For the past two years, Student council has sold delicious, refreshing lemonade to rehydrate the players and spectators. The proceeds go to Alex’s Lemonade Stand, a foundation for childhood cancer research. Both this year’s game and last year’s game were huge successes. We raised a substantial amount of money and everyone had a great time! This year we raised $70. Thank you for everyone who participated and bought lemonade 

      It is well established by the State of New Jersey and subsequently by each of the many school districts in New Jersey that students be required to attend school for a certain amount of time each school year. Each day of school is to be a minimum of four hours and students are expected to attend one hundred and eighty (180) days each school year. Is there a point at which a student should no longer be eligible to earn credit for an entire school year? What is the number of days, after all of the exceptions and considerations, which a student must attend? Should there be any attendance requirement at all? The argument has been made that if the student is successful with course tests and/or assessments, that attendance and participation should not be a determinant in awarding credit. At Sage Day, we maintain that it is vital for our students to attend school in order to benefit from the rich social interaction and many opportunities to collaborate with fellow students and faculty.

      Many of the students coming to Sage Day have historically been absent from school for a substantial number of days (40 or more is not unusual) in one or more previous school years. The ‘problem’ of attendance and how the school addresses the problem is compounded by the emotional fragility of many students. Does this emotional fragility constitute an excusable illness that should not be considered an absence from school? After all, if a student has been determined as eligible for special services, this means that a program has been developed to address the special needs of the student. Because everyone involved recognizes the severity of the emotional difficulties these students face, some students may be promoted to the next grade despite their extensive absences. Although this level of tolerance is well-intended, it can leave these students with the mistaken impression that such absenteeism is acceptable. At other times, a student is simply unable to meet attendance requirements without extensive modifications to his or her program.

      At Sage Day, we expect our students to come to school and they do. How do we do it? The Sage Day policy on attendance does not read any differently than most schools. The difference lies in the fact that Sage Day combines the basic expectation that every student must come to school with a level of resources and support that the student cannot access in a traditional school. Among the most important resources and sources of support is the student’s relationship with his or her individual therapist. The therapist serves as a reassuring presence and guide who meets with the student at least twice weekly and more frequently as needed. In the event that a student does not come to school, the therapist calls to check in with the student and to address any concerns the student may have that are related to the absence or to the return to school. The presence and interest of the therapist helps the student learn to cope more effectively with the issues that interfere with attendance.

      Teachers and fellow students are the next line of support. Sage Day teachers encourage attendance by providing compelling instruction and safe classroom environments. Sage teachers are also attuned to the needs of their students and the signs that a student is in need of some extra encouragement and support. Sage Day students are also important allies in the pursuit of good attendance. Students lend formal support during twice-weekly group therapy sessions as well as many forms of informal support that come from being a part of a small inclusive community. There is no substitute for the sense of belonging a student has when she feels that she is participating at the center of school life rather than just getting by on the fringe.

      Another important and unique resource is the provision of weekly family therapy. Frequently, students with chronic absences have deep concerns about family circumstances and benefit greatly from the weekly support and participation of their parents in finding new ways to face old challenges.

      At Sage Day, it is those days when the student is feeling most fragile and perhaps most vulnerable that attending school is most important.  It is those days that the student may most benefit from being with classmates who understand because they have experienced similar concerns, from being with educators who excel at creating environments which are conducive to learning and, equally important, educators who understand how to create the optimal conditions for social and emotional growth and development, and from being with their therapist with whom they have developed a strong bond.  At Sage Day, we strive to provide each student with what he needs to be successful each and every day, in spite of the things that may make it “one of those days” when he least wants to come to school.  This is how we help our students embrace the importance of being there.

Presented by Drs. Kaplan and Silver, the latest developments in pharmacology and therapeutic interventions in treating middle school and high school students with ADHD. Below you will find their presentation which received rave reviews.

I can tell you one thing–coming here was one of the best decisions of my life. I’ve met some great people here and some that I will continue to be friends with for a long time. The teachers here aren’t just teachers, let me tell you–especially you, Mr. Fletcher. I won’t forget anyone for that matter, sorry everybody!

The memories I have will serve as a reminder that I will never forget what this school did for me and how happy I was and still am.

One day I’ll look back and say “Sage Day? There’s no place like home.” 

Stephen Fischer
Class of 2012

Research has shown that the relationship between a student and his or her teacher is one of the most critical predictors of academic success. However, this unique and personalized bond often gets overlooked as the focus in schools lies on standardized tests as a measure of academic achievement. In a world where most classrooms are filled with twenty-five to thirty students with only one teacher, the importance of this relationship gets lost. At Sage Day, with a five to one student to teacher ratio, teachers establish exceptional relationships with students through more individualized attention and instruction as well as a sincere desire to help each child succeed.

In her book More Life Through Management, Alice Terry states “A fundamental question for a student is ‘Does my teacher like me?’ Given a rigorous, aligned curriculum, the answer to that simple question is our best predictor of student achievement.” Students spend an average of five to seven hours in school each day. During this time, the feeling of acceptance and respect from the teacher becomes a critical component to academic success. Sage Day offers not only a challenging academic curriculum but also teachers who are dedicated to getting to know each student, understand their needs, and formulate relationships and instruction that will best serve each child. Through a therapeutic approach to learning and support from both administrators, therapists, and teachers, students are able to reach their fullest potential in a safe and nurturing community.

Attachment theory, originally developed by John Bowlby and later expanded by Mary Ainsworth, explains the unique relationship which develops between an infant and its primary caregiver. This theory has since been expanded to describe the dynamics of long-term relationships between human beings. Most recently, attachment theory has been translated to apply to the educational world wherein the relationships formed between students and their teachers become central to student success. In the classroom, positive student-teacher relationships provide students with a sense of security which directly affects academic performance. Students with this secure base feel safe to ask for help and make mistakes while also feeling more comfortable approaching seemingly difficult academic tasks.  David and Christi Bergin explain in their article, Attachment in the Classroom, that secure and positive attachments in the classroom directly correlate to higher grades and standardized test scores. Notably, strong attachment to teachers is also associated with improved self-esteem and greater emotional regulation which, in turn, positively affects academic performance.

Recently a teacher approached me seeking advice on how to best meet her student’s need. The student was having trouble on assessments however, had demonstrated through class discussions and work completion that he did understand the material presented in class. After reading the student’s history, speaking with his therapist, and discussing concerns with the student, she learned that this particular student had a history of school avoidance and anxiety. Having worked with the student for several months, she knew that he worked best when he could verbalize, rather than write his answers. She also knew that when his anxiety increased, he used a drawing pad to abstractly sketch as a self-calming strategy.  Wanting to maximize his success in her class, she asked if she could use my office to administer the test to him orally. Of course, I was thrilled that the teacher took such initiative to understand the student so I enthusiastically said she could use my office for as long as she needed. Now, this was not a formal modification or accommodation listed in the students IEP. Rather, it was a temporary strategy developed by the teacher based specifically on the student’s needs. Her actions made it evident to both the student and me that she truly cared about the student’s academic and emotional achievement. Once the student’s anxiety was reduced he was soon asking to return to the classroom and take his assessments in written form under standard testing conditions.

This brief and simple story exemplifies the exceptional bonds that develop between the staff and students at Sage Day.  The attachments or relationships formulated throughout the school year are unique to Sage Day as the teachers are better able to fully know and understand each student. The small community of staff and students fosters an environment of mutual respect, understanding, and acceptance. Hoffman and Leak have stated that “We cannot teach well if we do not know them well.” The educators at Sage Day work to develop and maintain unparalleled relationships with their students. In turn, we have been privileged to witness the incredible transformations students make here both academically and emotionally.

Success presents itself in a variety of ways often showing up in small increments that can be overlooked by the untrained eye. Teachers, clinicians, parents and school leaders who focus on the positives often see success in all of the glorious ways that it presents itself. To foster success, it is essential to start with a solid philosophy that success for all learners is a requirement, not merely a wish, and that improvement is a target for learners as well as caretakers. The targeted improvement needs to be measurable and within the reach of each learner. These simple statements are the embodiment of the recipe that spurs success for the students and faculty at Sage Day. The measurement of success begins with essential questions that educational professionals must ask.

• What do you want each student to learn?
• How will you know if they have learned it?
• What will be done for students who have not learned it?

The answers to these questions first presented in Whatever it Takes (Dufour, Dufour, Eaker, 2005) are required ingredients in the Sage Day recipe for student success. Utilizing a variety of learning strategies that draw upon student centered learning and sound research in education, Sage Day’s knowledgeable teachers focus on student outcomes that reinforce learning and create individual success for our students. Sage Day teachers and support staff devote many hours collaborating on enhancing their skills to better attain significant student success. For instance, faculty in-service in the utilization of S.M.A.R.T. goals (Dufour 2004) assists professionals in becoming better focused in planning as well as understanding how to incorporate strategies that lend themselves to the growth of each student with reliable information that will serve to enhance student achievement.  Beyond the academics, Sage Day embellishes the environment through character education initiatives that serve to improve the self worth of each student.  Perhaps most significantly, twice-weekly individual and group therapy, combined with weekly family therapy help the child and family successfully navigate every aspect of the school experience.

Mr. Tanis reaches English and Acting at Sage Day Rochelle Park. He also performs in local theatrical productions and comedy shows in New Jersey and New York.

DG: What did you do before you were a teacher?
MT: Teaching was my first job out of college, but I had also studied acting in college.  I have also acted professionally.

DG: How long have you been teaching?
MT: I have been teaching on and off for 11 years

DG: Have you always wanted to teach the subject that you are teaching?
MT: Yes, I don’t think that there was any question of the subject matters, since that was my major in college. I did teach elementary school for a time where I taught all subjects but I am glad to be teaching English.

DG:  What is your favorite material that you teach?
MT: Plays are enjoyable because the students can read dramatically.

DG: What is your favorite book? Play?
MT: My favorite novel is Catch 22, and my favorite play is a comedy called Art in which I was also lucky enough to act.

DG: Who is your favorite author?
MT: Dickens is one of them and Joseph Heller who wrote Catch 22

DG: Where did you go to college?
MT: Mostly in my dorm room, at Brandeis University

DG: Do you have any hobbies? If so what are they?
MT: Writing is probably my foremost hobby

DG:  At how many schools have you taught?
MT: I have taught at a few different schools.

DG: How does Sage Day differ from the previous schools at which you have taught?
MT: Sage has a community feeling that the others don’t have. I know that sounds cliche but it’s true.

DG: Who is your role model?
MT: My role models were my mother and father; I know that also sounds cliche, but they truly were outstanding human beings.

DG: Where is your favorite place to perform?
MT: At this point I think that a stage in live theater is preferable to stand-up comedy, but both have their virtues.

DG: What is your best joke?
MT: Now that’s Pressure because whatever joke I say better be good! I used to work at an orange juice factory but I got canned.

I had the privilege to interview one of Sage Day’s many extraordinary teachers, Mrs. C. Stone. She teaches English 10 and 12, culinary arts class, writing class, student council and college process, and yoga at Sage’s Rochelle Park High School. I have had the opportunity to have Mrs. Stone as a teacher as a sophomore for English, and as a senior for English, culinary arts, writing, and student council.

HS:  What is the best part of teaching English?
CS: I love to read and analyze, so I try to share that passion with my students. Also, I appreciate that there are many ways for students to respond to literature and share their ideas. I enjoy hearing about the various perspectives and insights the students bring to discussions; I can learn from my students and they can learn from each other.

HS:  What kind of secret things are in the teachers’ lounge?
CS: No big secrets, but people often bring in snacks and treats to share, which is very appreciated by all.

HS: Do you prefer a chalk board, dry erase board, or smart board? Why?
CS: I really like my Smart Board, but sometimes I still use the chalk board; it requires less time to turn on.

HS: Do you have any advice for your current students or students you will have next year?
CS: My advice to students is always to work hard, pay attention to deadlines, and ask for help when you need it. These three steps will demonstrate to your teacher, and future professors and employers, that you are motivated to learn, which teachers love to see. Additionally, I encourage students to do their best in every subject even if they are not sure what they want to do in the future—it’s best to leave as many doors open as possible.

HS: If you had to be something other than a teacher what would you be?
CS: I used to say I wanted to be a civil engineer because I am fascinated by bridges and tunnels, and I would be very proud of myself if I designed a bridge that millions of people drove across. Unfortunately, I don’t know that I have the skills or knowledge to do that. However, there are many other careers I would be interested in trying. I love to cook, so I think it would be fun to own a restaurant. I love to garden (even though I am not always successful), so maybe I could see myself selling fresh flowers and produce.  But, honestly, I love teaching and working with students, so I am glad I ended up where I am.

HS: How long have you been teaching?
CS: I have been teaching for nine years. I taught in a school in Connecticut for three years before I came here.

HS: What did you do before you were a teacher?
CS: I worked at Dairy Queen throughout high school and for a couple summers during college, but after months of applying and anxiety, I got my first teaching job a few months after graduating from Ithaca College.

HS: How many essays do you read each year?
CS: Sometimes it feels like a million, but it’s probably in the hundreds. It can be a time-consuming process, but I really do enjoy reading what students have to say, and I love to be a part of the progress and growth in their writing.

HS: If you had to make a list of the top 3 books that everyone should read, what would it include?
CS: Well, of course, Great Expectations by Charles Dickens because it’s my favorite novel, but I also highly recommend The Giving Tree by Shel Silverstein, and Night by Elie Weisel. There are so many great books out there, and I hope that everyone finds at least a couple of books that they can connect to and learn from. Personally, I like books that make me think about how people become who they are and challenge me to consider what type of person I am becoming.

HS: What was your favorite subject in school?
CS: In high school, it probably was English, which lead me to choose English Education as my major, but I always enjoyed learning new things, so I like most subjects. I had a really great French teacher in high school also, so she instilled in me a passion for French language and culture, which consequently inspired me to minor in French. In college, I have really enjoyed my education classes; I love learning new techniques and strategies that I can bring to the classroom.

One of the most important jobs we have as parents is to get our children ready to go out into the world.  However, have you noticed how many parents have shifted from the expectation that they must prepare their children for the world to an expectation that the world must get prepared for their children? As a result, some children now expect the trophy and success without understanding that hard work is the foundation for achievement. 

Educators have been confronted in the past about things being too easy, “not challenging enough.”  Now students, and some parents on their behalf, complain about being held to deadlines, papers being too long, not receiving the grade they “deserve,” the walk being too long, having to play soccer in the rain, book bags being too heavy . . .  the list goes on.  The emerging mind set is that students needn’t worry about how to navigate these challenges.  Instead, the belief is that these challenges should be taken away; that the playing field should always be even; and that no one should have to find a way to work through a situation that feels unfair. This false belief of a trouble-free life can lead children—or worse yet, emerging young adults—to disappointment and despair when they discover that the things they want will not always come so easily.  

Our influence as parents and educators is strong.  Therefore, it is vital that we use our influence to help our children learn to tolerate life’s inevitable frustrations and obstacles. Instead of protecting our children from disappointment, we need to expect and accept that they will experience frustration, failures, second place, last place, a loss, poor grades and inequality.  We also need to prepare them for these experiences and help them navigate through those times without feeling that all is going wrong. Without those negative experiences and the tools to work through them, children do not learn how to deal with frustration, how to stand up for themselves, or understand life’s downside in a healthy fashion. 

The perception that avoiding loss, frustration and struggle is good for kids is ill-conceived. We don’t want to overwhelm our children with experiences fraught with unending frustration but we don’t need to make everything easy either. It’s simply not realistic. Providing youngsters with the tools to work through challenges today helps them avoid unnecessary feelings of futility later when they confront future difficulties.  It is better they have these experiences now with the support of parents, teachers or others, and are not first confronted with tough realities when off on their own, as in the first year of college. 

Among the many things we are proud of at Sage Day is when former students come back and thank us for giving them a reality check and holding them accountable during their time at Sage Day.  While Sage Day is a unique and special place for many students and their families, it are also a place that underscores the importance of readying oneself for what lies ahead.  We are so touched when our alumni return and let us know that the lessons they learned while with us prepared them to handle not just the good times but the challenging times as well.