Education

SCCC Selden. Photo by Heidi Sutton

Faculty, administrators, staff and current students at Suffolk County Community College will welcome new and prospective students to open house on Sunday, April 7, from 12 noon to 2 p.m. Open House will take place at all three of the college’s campuses in Riverhead, Selden and Brentwood, as well as its Culinary Arts and Hospitality Center in Riverhead.

College faculty and administrators will greet visitors and offer detailed information about Suffolk’s varied degree and certificate programs. Admissions staff will be available to help students and parents answer questions and complete the admissions process, and financial aid representatives will provide information about recent changes to FAFSA, as well as the grants and loan process. In addition, visitors will have an opportunity to learn about the numerous scholarships available for students enrolled at Suffolk.

The open house will also provide students with an opportunity to:

  • meet faculty
  • tour campuses
  • learn about student organizations and clubs

Veterans should note that campus representatives will be available to provide educational and transitional services information.

“We look forward to welcoming students and their families as they learn about our academic programs and student support services,” said Joanne E. Braxton, Suffolk’s Dean of Enrollment Management, adding “visitors will also have the opportunity to tour the campus with student guides who can answer questions.”

Students and their families are encouraged to RSVP by visiting this link:sunysuffolk.edu/OpenHouse

 

NHS student and cancer survivor Christian Sloan addresses the crowd after having his head shaved. Photo courtesy Northport-East Northport school district

The annual Brave the Shave event at Northport High School continues to provide support for the St. Baldrick’s Foundation through both fundraising and spreading awareness of pediatric cancer. 

Prior to the most recent event on March 22, the Northport-East Northport school district had already raised over a quarter of a million dollars for the foundation. The most recent fundraising effort added more than $52,000 to that total, helping fund important research and support for children battling the disease.

Pulaski Road School student Declan smiles as he has his head shaved as a sign of solidarity with children battling cancer. Photo courtesy Northport-East Northport school district

During the day, Northport High School students filled the Commons with positive energy as they partook in the dunk tank fundraiser, allowing students to dunk members of the staff as they raise money. 

In the evening, students, staff and community members from across the district filled the school to “brave the shave” as students had their heads shaved as a sign of solidarity with children battling cancer. 

Members of the National Honor Society helped organize and staff the event by collecting donations, celebrating with the shavees and managing the table providing hats and merchandise.

Local author and cancer survivor Charles Armstrong returned this year to speak about his book, “The Dog Named Beef and Her Superpower,” which details the true story of how Armstrong’s dog helped him find comfort and ultimately defeat brain cancer. 

Northport High School student Christian Sloan, also a cancer survivor, spoke to the crowd as well. “I would just like to thank everyone for supporting the St. Baldrick’s thing and I am hoping in the future for all our hopes that cancer will be no more,” he said. 

Northport High School teacher aide Karen Paquet, whose son Caleb lost his battle with cancer in 2017, spoke about the importance of continuing to conduct research and provide clinical trials for pediatric cancer. “Today I feel a beautiful camaraderie with all of you,” she said. “We are here, united, in taking childhood back from cancer.”

Dr. Rina Meyer, a pediatric hematology oncologist with Stony Brook Medicine, also spoke to the crowd about the hope that St. Baldrick’s brings to her patients and their families, and recognized the important role that participants play in providing that hope.

St. Baldrick’s Foundation works with pediatric oncologists to “determine the most promising research to fund and create funding priorities to make the greatest impact for children with cancer,” she said.

30 student innovators from grades 4 and 5 participated in James H. Boyd Intermediate School’s annual Invention Convention. Photoscourtesy of Elwood school district

Thirty students from grades 4 and 5 recently participated in James H. Boyd Intermediate School’s annual Invention Convention, held in the school’s cafeteria. 

Hosted by the Boyd PTA, the event challenges students to use their imagination, creativity and basic science and mathematical skills to identify a need or solve a problem. 

Students spent a month working on their projects independently at home, then brought in their prototypes. 

During the showcase, the community had the opportunity to view and interact with the projects, as well as meet Boyd’s student innovators, who spoke about their inspiration for the inventions and the challenges that arose during the design process.

Stony Brook University: Entrance sign

Stony Brook University recently announced the launch of the Pre-College Summer Program, a new residential summer program for rising high school sophomores, juniors, and seniors.

The Pre-College Summer Program is a week-long program that offers high school students the opportunity to engage in the campus experience, take courses, participate in workshops, and access resources across campus, including bridging connections with Stony Brook faculty and industry experts. Throughout the program, students will connect with like-minded program participants, while learning to transition to college life.

“There is a rich history at Stony Brook of outstanding rigorous summer programming aimed at high school students,” said Peter Diplock, vice provost for Continuing, Professional, and Executive Education. “We are thrilled to be able to extend those opportunities and make them available to in-state and out-of-state high school students looking for a residential academic program experience.”

Participating students can take courses, led by Stony Brook faculty, in topics ranging from biomedical informatics to multimedia journalism to sustainability all while living on the Stony Brook campus. Students also have the opportunity to participate in recreational activities held on campus. In addition, the program is supplemented by participation in college readiness workshops.

“I am beyond excited to kick off the Pre-College Summer Program at Stony Brook University this year. Participants can expect to make memories that will last a lifetime. They’ll get first-hand experience in subjects that they’re passionate about with the support from SBU Faculty,” said Breanne Delligatti, director of the Pre-Summer College Program. “Beyond the classroom, they’ll make friendships and connections with peers who share their interests and ambitions. Plus, they’ll get a taste of college life on Stony Brook’s beautiful campus.”

Courses will be held across three sessions throughout the month of July, beginning on July 7.

Participants who register before April 1 will receive a cost savings of $100 and interested applicants can apply through May 15. The application process involves submitting the applicant’s high school transcript, a reference, a short essay, and a $45 application fee. A limited number of scholarships are also available for need-based applicants to offset the cost of the program.

Learn more about the Pre-College Summer Program at stonybrook.edu/precollege-summer.

Pixabay photo

By Fr. Francis Pizzarelli

Fr. Francis Pizzarelli

When I first started teaching as a young, idealistic educator, I loved my first assignment to teach in the inner city of Washington, D.C. I was asked to teach seventh and eighth graders and to be the dean of discipline. What I think really saved me in those early years was being the basketball coach of an all African-American basketball team. Some of my students and players still reach out to me today.

Two years in, I was named principal of the junior high school division of this inner-city school. I’m still going for counseling for that experience, but I must admit I really loved my students and faculty and learned so much about what it really means to be an educator.

In the early 1980’s, I graduated to teaching on the college level. I started teaching social science at St. Joseph’s University, formerly St. Joseph’s College, in Patchogue. About the same time, I started to teach at Suffolk County Community College in Selden. After 10 years and being promoted to the rank of full professor, I was invited to teach in the honors college, probably one of the best kept secrets of higher education on Long Island.

Twenty years ago, I was invited to join the adjunct faculty at Fordham University’s Graduate School of Social Service. I teach second year graduate students clinical practice. Their passion for their profession inspires me to stay the course and continue the journey! 

Over the years, from my perspective, education has radically changed. Technology has been reshaping our schools for the past two decades. The pandemic had the greatest impact; my post-pandemic freshmen have, at best, weak communication skills. Their writing and critical thinking skills have been severely impaired. I have seen firsthand their tendency towards isolation, even in the midst of a crowd. So needless to say, its been a real challenge.

However, hope does live on! This spring semester at Suffolk County Community College, I have a 3:30 p.m. Introduction to Sociology class. It’s a full class with 35 students. I’m known for being tough and for giving a lot of work so I was somewhat surprised that the class was packed.

These young men and women have given me renewed hope for the future. Our class is like the United Nations. They are bright, hard-working and articulate; we speak about every social issue that is happening in our world. Their respect for diversity and difference is refreshing.

Recently, I asked them why they are so free to say what they think; without hesitancy a group of students called out and said because it’s a safe space. Maybe we need to work harder at creating more safe spaces in our schools at every level for the next generation!

Father Francis Pizzarelli, SMM, LCSW-R, ACSW, DCSW, is the director of Hope House Ministries in Port Jefferson.

From left, Madison Klimkoski, Callie Shao, Molly Hyland, Francesca Zins, Abigail Sacco, Sadie Messler and Julia Lucca. Photo courtesy Smithtown CSD

The need: To provide canned food items for those in the community who are going hungry.

The project: Seven Accompsett Middle School students went to their classmates and encouraged their involvement to collect cans of food for those less fortunate.

The result: More than 2,000 cans of food donated and $2,500 raised.

Twice a year, the Lead4Change organization hosts TheLead4ChangeProject, which is a small grants program that showcases the growth of students as leaders and funds their ideas for community impact. 

After collecting 2,384 cans, the students partnered with the Smithtown Township Food Pantry to donate all the cans they had collected.

Lead4Change then donated $2,500 to the pantry to help meet their needs as a community.

By Katherine Kelton

The annual Three Village Student Art and Technology Fair featuring hundreds of works from local K-12 students was held Saturday, March 16, at Hilton Garden Inn in Stony Brook.

“During 2020 we all went on lockdown,” said Jennifer Trettner, head of the Three Village Central School District art department and coordinator of the event. “I had made arrangements to start having our show here. It’s a bigger space than where we used to have it. And then, of course, we couldn’t have the show for the next two years. Last year was our first year here, and it truly is a wonderful space. We love having a partnership with the campus here.” 

Hundreds of people filed into the venue to view the exhibits. Students from the technology and art classes of Three Village school district showcased different pieces and projects. 

Raymond Lang, a junior at Ward Melville High School shared, “I think it’s important to show the diversity of the art department and Three Village and all of the different aspects of the programs that we have like graphic design, computer art, film and traditional painting, drawing, as well as photography.”

Lang contributed three of his own works with a theme of the influential women of his life. 

Other students displayed samples of their art portfolios, like senior Ashton Hopkins. “Well, my theme is about how people are remembered and what influence they leave on the world when they die,” he said.

For the students in the middle and elementary schools, teachers selected artwork to be showcased at the event. 

Seventh grader Gianna Inserra’s dimensional art piece was chosen for the show. However, for her, the art show is special not only to see her art but also to find inspiration. “Seeing other people’s artwork can inspire me what to do next,” Gianna said.

For teachers in the two departments, Saturday was a special day for a lot of different reasons. Maria Maritato, Gelinas Junior High School art teacher, said, “It’s so amazing as an art teacher to see our students bloom from elementary to high school.”

The TVCSD technology department is also an integral part of the event, Gelinas technology teacher Dean Kostis explained. “Whenever we do anything in technology we try to do our research, then our design, then we make the product and then we assess it,” he said. 

The acting principal of Ward Melville High School, Paul Gold, also attended. “I think that Three Village goes above and beyond to meet the needs of all learners,” he said. “For those students who are passionate about art technology and design, it’s in our hallways at Three Village that these students can be successful and thrive.”

According to Gold and Trettner, the event was a major success for the school district, also the art and technology departments. 

By Anthony Dattero

As a school guidance counselor at Paul J. Gelinas Junior High School — for three decades now — and a parent whose children have thrived within our outstanding district, I feel compelled to share my concerns regarding the proposed reconfiguration orchestrated by our superintendent and voted upon by our board of education. 

There are many reasons to doubt the motivation and the lack of details starting with why this move is necessary and why this monumental move is in our students’ best interests. The challenge to the district should be to prove “the why” in comparison to our current proven educational model. Our current model has served our students well, offering significant academic and social-emotional advantages that have stood the test of time.

The notion of transitioning to a common middle school model is, frankly, mind-boggling and irresponsible. Three Village school district has distinguished itself by providing top-notch opportunities for our students across diverse areas, while also fostering nurturing environments during pivotal transitional years — sixth grade at the elementary level and ninth grade at the junior high school level.

Having actively participated in the superintendent’s public forums and committee sessions, I remain unable to find any compelling reason or explicit need to dismantle a system that has proven its effectiveness over the years. 

Why fix what isn’t broken? 

Our district has maintained its uniqueness for over 40 years, resisting the trend toward common middle school models adopted by other districts.

Despite the district’s efforts to gauge community sentiment through surveys, many — including myself — find these surveys incomplete and misleading. 

The supposed cost-saving benefits of reconfiguration have also been debunked, with recent revelations indicating potential excessive costs for retrofitting the high school to accommodate an entire grade level. 

More is not better if space is valued. Think about what happens if we were to add more people to a dance floor — creativity would likely decline and apologetic exchanges of “I’m sorry” or “Excuse me” or unpleasant looks would likely increase.

In an era where student vulnerability is heightened by social media and external influences, cramming more students into the high school environment seems counterintuitive to their well-being. It is imperative that we prioritize the best interests of our students above all else.

The district has failed to provide all stakeholders with clearly defined and transparent comparisons representing the pros, cons, trade-offs and other options that could enhance our current configuration. 

Let us stand united in advocating for the preservation of what works, ensuring that our students continue to receive the exceptional education and support they deserve. Our students deserve our best so they can realize the best version of themselves.

Screenshot from the Middle Country Board of Education meeting video. Photo via Youtube

By Sabrina Artusa

The Middle Country Central School District Board of Education reviewed the pupil personnel budget at its March 6 meeting.

The board was transparent about the fiscal pressures facing the district and what actions they are taking to prevent them from mounting. Assistant Superintendent for Business Beth Rella included costs related to special education as a cost driver in her presentation.

“Additional high-needs students have increased significantly in the last few years,” Rella said. “The three-year cost impact is $2.25-$2.62 million.”

Jennifer Harrison, director of pupil personnel services, added, “Recently we have gotten students that transfer to us that are high-costing students. They were either in a residential program … were hospitalized or they were placed in a private program. That’s very hard to anticipate.”

Pupil personnel services focuses on helping students, particularly those identified as requiring special education, through a variety of services and interventions. 

The pupil personnel services budget for the 2024-25 school year will increase by nearly $4 million from this year. This year’s budget saw an over-$8 million increase from 2022-23. 

In addition to the budget, Harrison discussed all the resources provided by the department, including new programs, transportation and home teaching. Over 74% of the budget goes toward salary and benefits, according to Harrison.

In a chart provided by Harrison, the total number of school-age students with a disability decreased by 133 from last year. However, the needs of each student vary, and one student may require more restrictive, or expensive, services than another. 

The New York State Education Department recently redefined eligibility for special education, allowing a student to receive services until the completion of the school year they turn age 22 or they graduate high school, a decision Harrison implied may also play a role in increased spending. 

Rella gave an update on grants expiring in 2024, such as the American Rescue Plan Act summer enrichment program, which funded intervention programs for students showing signs of learning loss or are struggling. 

Under the Individuals with Disabilities Education Act the school district secured $2,892,030 for this school year — roughly $200,000 more than the 2022-23 school year.

Regarding security measures, board member Denise Haggerty commented on a Suffolk County Police Department training session that she and several board members attended. She said, “It’s good to know that they are out there, they’re trained, they’re ready. These men and women who were there Saturday morning were fully committed to protecting our children at whatever cost it might be.”

The video of the March 6 meeting is available on YouTube. The next Board of Education meeting is on March 20.

Ward Melville High School. File photo

By Mallie Jane Kim

After weeks of advocacy, Three Village Central School District is planning its budget as though proposed drastic cuts in state funding won’t happen. 

Administration officials expressed optimism during a preliminary budget discussion at a March 6 Board of Education meeting, stating they plan to create the 2024-25 school year budget based roughly on current state aid numbers, as opposed to incorporating the nearly $9 million in cuts the district would receive under Gov. Kathy Hochul’s (D) state budget proposal. 

“I’m fairly confident we’re going to get [funding] restored,” said Superintendent of Schools Kevin Scanlon while sharing that he had just returned from a few days lobbying in Albany. “Whether or not we get an increase, that stands to be seen. Until we receive confirmation of that, I think we should proceed cautiously.”

Deputy Superintendent Jeffrey Carlson agreed, adding, “That does not mean we don’t plan for that kind of thing going forward, whether it be next year, the year after, the year after that.” 

Part of Hochul’s rationale in presenting the budget was realigning state school funding to reflect declining enrollment in certain districts. Affected districts pointed to extreme inflation in recent years, and also said it would be an overwhelming burden to force school districts to absorb in one year cuts based on a decade’s worth of enrollment decline.

Freshmen board members Karen Roughley and David McKinnon, who ran for the board in part to push for more advanced budget planning, both encouraged the district to consider options to fundamentally make district spending more sustainable, such as repurposing a school.

“Infrastructure costs money,” McKinnon said, explaining that district costs are rising faster than its income. “It’s one of the first things businesses do — we’re going to have to cut down on how much infrastructure we’re trying to maintain. There’s no way around that.”

Roughley agreed. “We need to make sure that we are preparing for things to be reduced every single year, because it’s going to happen,” she said. 

Administration officials previously estimated the cost savings of $1.1 million for repurposing one of the district’s five elementary schools, but during the public comment section of the board meeting, resident Carmine Inserra questioned that figure. “I feel it’s probably more than that if you include the benefit of combining programs at less schools, which offers efficiencies at dividing students among teachers, rooms and transportation,” said Inserra, who leads the Residents for Responsible Spending group in the district. “It’s far more savings than just turning down the heat.”

Inserra also called out the district administration and board for “ignoring” declining enrollment for years and for neglecting to give enough information and authority to its Budget Advisory Committee, a group of stakeholders that advises the board on the budget plan. 

“The BAC meetings have turned into sales presentations from the district admins on what their departments do and the successes they’ve had,” said Inserra, who served on the BAC a few years ago and said he watches the meetings even though he was not selected this year. “Have you given them any projected expenses and income for the coming years? Have you explained to them how expenses are affected by contractual [teacher] salary and benefit increases?”

For his part, Carlson defended the BAC presentations, saying he felt the committee would be more equipped to make good recommendations if they understand where the money is going, rather than looking at a line item on a page. 

Scanlon noted that much of the district’s rising costs are out of the administration’s control, such as increases in transportation contract costs and unfunded mandates from the state, like the one to switch to electric school buses by 2035. But the district is still watching for ways to be more cost-effective, he said, and pointed to one expected area of savings — teacher retirements. More than half the district’s teachers are “very senior” with about 26 years of experience, according to Scanlon, who anticipates 117 teacher retirements over the next four years. 

“That is a significant brain drain to our community,” he said. “We’re going to lose a lot of highly-qualified teachers, but at the same time it’s going to be a cost savings.”

Carlson, who heads up the budget planning process and presented the preliminary 2024-25 budget, said that the district can make reductions in next year’s plan as needed once real state aid numbers come in, to stay within the district’s tax cap. 

The state’s budget is due by April 1, though last year it didn’t land until May. That timing makes it hard for school districts, which need to have budgets ready for public review between April 30 and May 7. In Three Village school district’s timeline, that means the board needs to adopt its budget at the April 3 meeting.