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Story posted June 10, 2008

Results:
• The district tailors educational programs to students' diverse needs and interests
• Every student at the district's "Village School" for non-traditional high school students passed every Regents Exam in every subject

Great Neck Public Schools Superintendent Ronald Friedman doesn't like to play favorites, but one student at the 2007 North High School graduation made him especially proud. "Billy" had nearly dropped out of school near the end of his junior year. He wasn't going to pass a required math course, and the school's staff sensed that when faced with the prospect of attending summer school or repeating the course, Billy would likely give up.

Instead of sticking to the standard protocol, teachers and administrators collaborated to find a solution that would work for Billy. They created a summer tutorial he could complete at home. One teacher volunteered to meet with him periodically and wrote a special exam, which Billy passed. His coursework back on track, he returned to school in the fall and graduated on time.

Friedman has dozens of such stories, examples of his district's commitment to accommodating students who may not thrive in a one-size-fits-all system, even if it means bending rules or making exceptions. "The focus needs to be on what we can do for children," he says, "rather than the preservation of bureaucracy at all costs."

Approximately 10 percent of Great Neck's high school students receive some kind of adjustment to their academic programs, ranging from minor schedule modifications to customized education plans. One student, "Lucas," was talented in art and writing but felt lost at school and wasn't meeting his potential. The district arranged for him to take classes at a local university, work with a professor at home, and earn credit for his work in art. He graduated and went on to a top-ranked university.

In addition, the Great Neck school board codified the practice of taking this flexibility even further for students who are Broadway actors, elite athletes, or involved in other high-profile activities. Olympic skaters Sarah and Emily Hughes, for example, attended Great Neck schools. If a schedule modification isn't enough to accommodate their needs, the district can provide home-based instruction or allow students to take courses online.

The district's Village School offers another path for kids who might not do well at large traditional schools. It has just 50 students, emphasizes independent learning, and allows young people to have a voice in decisions about their education. In last year's graduating class of 13, eight enrolled in four-year colleges, two went to community college, two found full-time jobs, and one-an actress named Nikki Blonsky-landed a lead role in the film "Hairspray." This year, the district also opened the SEAL Academy, a small school for special-education students who would otherwise be sent to private institutions far from home.

Adapting to the needs of each child requires teamwork and often means extra work. "Everyone needs to feel valued in terms of their own contributions," Friedman says, "so that they don't fall back on territorialism or feeling good that we have strict rules and gates. That's not the way to run a district or a school." So what does he point to when asked for results? "You hear it over and over again," he says, "the kids feel good about themselves, they come to school, and they graduate."

Further details about this story can be found in our sources:
Ronald Friedman, for AASA's The School Administrator, "The Personalization of Creative High School Scheduling," September 2007

American School Board Journal's 2007 Magna Award Winner Archive, "Setting Students on a New Path: Great Neck Public Schools," p. 17

For additional information, please contact:
Dr. Ronald Friedman
Superintendent, Great Neck Public Schools
rfriedman@greatneck.k12.ny.us