Category: Lexington Observer

  • New cellphone policy in Lexington Public Schools

    Lexington Public Schools have joined the growing number of schools nationwide that are banning or limiting cellphone use in an effort to curb distractions and improve student focus. 

    The Lexington School Committee has approved a policy banning cellphone use during the school day for students in pre-K through eighth grade. For students in grades 9 through 12, phones must be placed in a teacher-designated holding area during class. The policy allows for some flexibility but aims for consistency so teachers aren’t left with the burden of enforcing phone rules individually. 

    After discussion on language and enforcement, the policy passed on a 4-0 vote Feb. 4.

    The policy, which has been incorporated into the school system’s “Student Standards for the Acceptable Use of Technology,” has taken effect, said Eileen Jay, chair of the Lexington School Committee. It is now the responsibility of school administrators to implement the policy.

    During the drafting process, Jay said principals from each school level — elementary, middle, and high school — were involved in shaping the policy.

    There’s been a heated debate among Lexington students, teachers and parents about the role of phones in education.

    “I don’t think they should ban phones in schools,” said Liv Jones, a Lexington student. “They can be used for academic purposes.”

    Students like Jones rely on their phones to take photos of notes before they disappear from the board. Jones also stated that phones are important for organizing group projects and communicating with classmates about school work.

    Jones’ perspective is supported by the Pew Research Center, which found that 73% of teachers believe students use mobile phones as learning tools in the classroom.

    However, some educators and administrators remain concerned that the negative aspects of phone use — such as distraction and social media addiction — outweigh the benefits.

    Robin Strizhak, president of the Lexington Education Association, shares this concern, emphasizing that constant connectivity isn’t necessary. She believes that phone-free spaces are needed not just in schools but in everyday life.

    “We’re too reliant on our phones,” she said. “We need to learn how to focus again.”

    According to the U.S. Department of Education, 76% of public schools prohibited non-academic phone use during the 2021-22 school year.

    Lexington had been testing a compromise: designated phone pockets in classrooms, where students store their devices during lessons but can retrieve them afterward. But it hasn’t been strictly enforced, and different teachers apply different rules.

    Students like Jones support this balanced approach, though.

    “It makes sense to keep phones off during class but not during breaks and free periods,” she said.

    Experts at the National Association of School Psychologists advocate for this middle-ground approach, arguing that outright bans fail to teach students self-regulation. Instead, they recommend policies that establish clear boundaries during lessons while allowing phone access outside of class, helping students develop responsible digital habits.

    Beyond academics, students argue that banning phones is a matter of personal responsibility and independence. 

    “We’re supposed to be learning about how to be independent. Banning phones takes that independence away,” said Amy Liu, another student at LHS. 

    While most students recognize that phones can be distracting, they say fostering self-discipline is more effective than imposing bans.

    “It’s about responsibility,” Liu said.

    Another argument for banning phones is the potential to reduce cyberbullying, Strizhak says. Nationally, about 16% of students report being bullied online. But banning phones in school might not solve this problem. 

    “Banning phones won’t help with this because much of it happens outside of school hours,” Strizhak said. 

    One of the most emotionally charged aspects of this debate is whether students should have immediate access to their phones in emergencies. 

    “I worry about not being able to contact my mom if something happens,” Liu said. 

    Liu’s and other parents also share this concern, fearing they won’t be able to reach their children when needed. 

    However, Strizhak said, “children should not be able to be contacted at all times. They need to focus on learning.”

    In addition to debate over the policy itself, parents have raised concerns about how the new rules have been communicated — or not communicated — to families.

    Wendi Hoffer, a parent and organizer with the advocacy group Lex Kids Be Kids, said that despite the School Committee approving the policy in early February, many parents, including herself, have not received any official communication from the district.

    Still, she calls the policy a “great step in the right direction.”

    This story is part of a partnership between The Lexington Observer and the Boston University Department of Journalism.

  • Lexington celebrates 250 years of American history through music

    Local high school musicians are bringing history to life through music. 

    Students from Lexington and Concord-Carlisle high schools will take the stage March 4 for “Sound Revolutions,” featuring the world premiere of a commissioned piece by the renowned composer Dwayne Milburn.

    The concert, which starts at 7 p.m. in the Concord-Carlisle High School auditorium, is part of Lex250, a series of community events marking the 250th anniversary of the American Revolution, which began April 19, 1775, with battles in Lexington and Concord.

    Justin Aramati, one of the music teachers organizing the concert, said the collaboration aims to bridge the two towns, both of which played significant roles in American history. 

    “This concert allows us to not only celebrate our shared heritage but also to foster a sense of community through music,” he said.

    The original concept for the concert was conceived by the previous department head, Jared Cassedy. The Lexington High bands commissioned Milburn to compose a piece for the occasion, and Concord-Carlisle also commissioned a new work.

    “The idea was to premiere both pieces at the concert, showcasing the talents of our students and the creativity of contemporary composers,” Aramati said.

    He emphasized the invaluable opportunity for students to learn directly from a living composer.

    “Often, students perform music from composers who are no longer with us,” he said. “Having Dr. Milburn here to discuss his piece and work with the students will enhance their understanding and appreciation of the music.”

    Lorelai Kurspahic, a sophomore at Lexington High who plays in the bands, expressed their enthusiasm for the event. 

    “I think the fact that we got a composer to make a piece just for this event is really neat,” they said.

    Kurspahic noted that while the concert required significant effort from many people, the collaborative aspect was the highlight.

    “Collaboration is always my favorite part of any performance,” they said. 

    Nick Hart, assistant performing arts coordinator at Lexington Public Schools, also highlighted the unique experience for students.

    “They’re not just playing a world-premiere piece, but they also get to work directly with the composer,” he said. “Dr. Milburn will not only conduct the concert but also rehearse with them, sharing inspiration.”

    Aramati said the concert’s significance goes beyond music, serving as a reminder of the historical events from both towns that helped shape the United States. He hopes that students will develop a deeper understanding of the town’s history and its relevance in today’s context.

    “I want our students to realize how special this 250th anniversary is. It’s a big deal, and we’re lucky to be a part of it,” he said.

    Milburn’s commissioned piece is designed to reflect on the themes of American history, allowing listeners to consider what it means to be an American in contemporary society. The composition incorporates songs that were significant during the American Revolution, reimagining them for a modern audience. 

     “We wanted a piece that acknowledges our past while prompting us to think about our identity as Americans today,” Aramati explained.

    Titled “Lexington Triptych,” the piece incorporates several songs, hymns and odes commonly heard in 1775. The first and third movements are energetic and jaunty, while the second movement is slower and more lyrical. Though rooted in traditional material, Milburn reinterprets it through a modern lens, weaving in shifts between major and minor, motif development and a rich harmonic language. 

    “It’s both engaging to perform and fascinating to study,” Aramati said.

    Aramati also emphasized the importance of unity, stating his hopes “to create a sense of collaboration between the two schools.”

    With a combined total of around 230 students performing — 162 from Lexington and 60 to 70 from Concord-Carlisle — the concert is set to be a display of community spirit. The evening will not only feature the world premiere of the commissioned pieces but also a dinner for the two schools, fostering connections through music.

    Many Lexington organizations came together to support the project, including the Lexington Education Foundation, which provided generous funding to commission this work, LHS PTO and FOLMADS  (Friends of Lexington Music, Art and Drama Students), which provided grants to fund Dr. Milburn’s Artist-in-Residents and bring him to Lexington, and Toby Forman, an LHS Band teacher who helped secure Dr. Milburn for the commission and organize the concert.

    “We are so grateful for the continued support from these organizations of the LPS Performing Arts Department and the work that we do! Without them, this whole experience for our students would not be possible,” said LPS Performing Arts Coordinator Angela Carpenter.

    The concert aims to highlight the importance of community and the legacy of the past, reflecting on the sacrifices made for liberty.

    “This was an important, defining moment in the history of our country,” Aramati said. “We shouldn’t take this history for granted.”

    This story is part of a partnership between the Lexington Observer and the Boston University Department of Journalism.

  • LPS responds to Trump’s executive order on DEI in public schools

    Lexington school leaders are reaffirming their commitment to diversity, equity and inclusion after the White House issued an executive order that attempts to eliminate DEI efforts from public education.

    On Jan. 29, President Trump signed an executive order titled “Ending Radical Indoctrination in K-12 Schools,” calling for a shift toward “patriotic education” and condemning “anti-American ideologies” in schools. 

    The order has reignited debates on concepts such as critical race theory and gender identity, which it labels as “radical ideologies” that weaken family authority and national unity. It further emphasizes expanding parental control over educational content.

    Lexington High School quad / Credit: Vikram Anantha

    Schools receiving federal funding for K-12 education must follow all laws that “prohibit discrimination in various contexts and protect parental rights,” the order states.

    The executive order has sparked concerns about support for marginalized groups, particularly LGBTQIA+ students and educators.

    In response, Lexington Public Schools issued a letter Feb. 4, reaffirming its commitment to DEI. Signed by Superintendent Julie L. Hackett and all five members of the Lexington School Committee, the letter expresses concern about the executive order’s potential impact on vulnerable communities while underscoring the district’s dedication to providing a safe, supportive environment for all students.

    “Doing the right thing requires daily practice,” the letter reads. “We believe it is our obligation to serve and care for others in our community and stand up for just causes, even when it might be difficult to do so.”

    Lexington has consistently prioritized creating a school culture where students, regardless of their race, gender identity, sexual orientation, or background, feel supported.

    About 77 percent of Lexington voters supported Democrat Kamala Harris in November; only 18 percent voted for Republican Trump. 

    The school district has long been at the forefront of DEI efforts, launching several initiatives since 2018. These include installing all-gender restrooms in all schools, adopting inclusive classroom materials for LGBTQIA+ communities, integrating diverse cultural content in classrooms, and hosting forums on racial justice.

    Trump’s order states that schools have been blocking parental oversight and that students are being forced to accept certain ideologies without question or critical examination.

    It also states that such learning environments encourage young people to question their own identities and whether they were born in the wrong body, often leading them to view their parents and the world around them as “enemies to be blamed.”

    On the same day the order was announced, nearly 100 Lexington students and staff participated in a professional learning experience aimed at creating a secondary DEI curriculum.

    “For those who are feeling frightened and scared right now, please know that we stand with you,” Lexington Public Schools’ letter reads. “In Lexington, diversity, equity, inclusion, and accessibility efforts have been the cornerstone of our LPS strategic plan and vision.”

    In addition to the school district’s response, community members have taken steps to push for sustained DEI efforts at the municipal level.

    Lexington’s chief equity officer position has remained vacant since the resignation of the most recent person to hold the role, raising concerns among community members about the town’s commitment to DEI. 

    On Jan. 24, 10 facilitators of the Dismantling Racism in Our Town (DRIOT) program addressed a letter to the Lexington Town Manager and Select Board, urging them to prioritize filling the vacant chief equity officer position and elevating it to a senior-level role.

    “We are asking to understand what is going on with the position,” said Lisa Goodman, a DRIOT facilitator.

    The job opening for chief equity officer has not yet been posted, Goodman said, and the group has received no response from the town manager.

    “And that is a concern for us,” Goodman said. 

    This story is part of a partnership between the Lexington Observer and the Boston University Department of Journalism.

  • Lexington schools recognize more holidays

    Two years ago, fifth-grader Nikhil Shah stood before the Lexington School Committee, urging administrators to recognize Indian holidays like Diwali. His words sparked something bigger. 

    The following year, educators, religious leaders, PTO members and community representatives — led by School Committee member Kathleen Lenihan — came together to discuss adding Lunar New Year, Diwali and Eid to the school calendar.

    This year that idea became a reality.

    For the first time, the district included these holidays on the school calendar, giving students a break to celebrate their cultures. For many families, it was a long-awaited win.

    “I was really excited because I never expected Lunar New Year to be recognized as a federal holiday,” said Avia Liao, a sophomore at Lexington High School. 

    Lunar New Year, widely celebrated across East and Southeast Asian cultures, marks the beginning of the lunar calendar and is often a time for family gatherings, feasts and traditions.

    Diwali, also known as the Festival of Lights, is a major Hindu holiday symbolizing the triumph of light over darkness. Eid al-Fitr is celebrated by Muslims worldwide to mark the end of Ramadan, a month of fasting and reflection.

    Lexington, MA

    Genevieve Wang and her daughter Zoe at the CALex Lunar New Year celebration

    The district’s recognition of these holidays reflects its diverse and growing community. Lexington has the highest percentage of Asian residents in Massachusetts, with 33% identifying as Asian, according to U.S. Census data. It’s even higher in Lexington’s public schools, where nearly 50% of students identify as Asian, according to the Massachusetts Department of Higher Education.

    “It was especially nice because I feel like Lunar New Year celebrations are a lot like Christmas,” Liao said. “The main exciting stuff happens the night before, and the day after is just a hangover day.”

    Celebrating with family—without worrying about school the next day—was a refreshing change for Liao. 

    Although she noted that some students may not fully understand the significance of the holiday, she believes the recognition has opened up opportunities for cultural awareness among her peers.

    Beyond the day off, the new school policy is seen as a step toward broadening cultural education.

    Mamata Banerjee, a support educator for special education students in Lexington Public Schools, described these holidays as an “eye-opening experience.”

    “The kids were excited to have a long weekend and wanted to invite friends from all backgrounds to celebrate Diwali together… making diyas, lighting them and sharing sweets,” Banjeree said. “It’s all about bringing everyone closer through celebration.”

    She emphasized that these holidays can help children grow up to be more inclusive and open-minded, embracing one another’s cultures and religions through shared experiences of joy and food.

    Robin Strizhak, president of the Lexington Education Association, said adding these holidays to the school calendar is a step in the right direction but only a starting point for true cultural inclusion.

    “Kids need to know that their values and cultural ethos are just as important and ‘worthy’ as the Christian-Judaic observances are,” Strizhak said.

    Few employers recognize these holidays, though, so some families had to arrange for child care or activities for their children.

    Genevieve Wang, a Lexington parent of a second-grader, said her family typically celebrates Lunar New Year with a family dinner on the weekend.

    “My husband and I don’t get the day off, so on Lunar New Year my daughter attended a sewing camp in Wellesley,” Wang said. “Most camps we’ve seen cost around $150 to $200 and fill up fast. We’ve tried everything — painting, sewing, STEM, improv…”

    While Wang does not expect employers to recognize these holidays, she supports the school district’s decision to acknowledge them for students. 

    Strizhak said she recognized holidays should reflect the community’s needs.

    “If a religious or cultural holiday leads to significant absenteeism, then yes, it makes sense for it to be recognized,” Strizhak said. “The holidays observed should align with the demographics of the community and workplace.”

    Diya Nigam, a sophomore at Lexington High School and youth chair of the Indian Americans of Lexington’s education committee, said having these holidays off acknowledges the diverse backgrounds of the student body and ensures that students do not have to choose between their education and their cultural or religious celebrations.

    “Not having Diwali off meant I couldn’t spend the day with my family or fully enjoy the festival,” Nigam said. “Imagine having to go to school on Christmas Day.”

    Nigam’s family chose to live in Lexington for its diverse and culturally welcoming environment. She believes that recognizing these holidays brings awareness to a new level.

    “Now, every household in Lexington knows about Diwali, Eid and Lunar New Year,” she said.

    Although Nigam appreciates the inclusive step, she thinks Lexington can go further by incorporating more cultural studies into the school curriculum.

    “We have so many lived experiences in our community,” Nigam said. “We should invite speakers from different communities into classrooms to share their stories.”