Home Education

Editorial: Drive with care or pay the price

by TBR Staff - October 21, 2022

0 238

The last few days marked National School Bus Safety and National Teen Driver Safety weeks. The lessons and tips organizations shared during these respective periods are vital to remember all year.

School bus laws seem easy for drivers to understand when they are behind the easy-to-spot, yellow vehicle. However, confusion seems to ensue when it is situated elsewhere on the road. If a driver is in the vicinity of a school bus with its red lights flashing and its “stop” sign extended, it means to stop and wait. This applies not only when a driver is behind the school bus but also when it’s on the opposite side of the road, whether it be on a two-way street, divided highway or multiple-lane roadway. The rules also apply in parking lots and school grounds.

In New York, respecting the law can mean saving anywhere from $250 to $1,000 in fines, avoiding jail time, having points on a license or its being revoked. Most important of all, stopping when seeing a school bus saves children’s lives.

When those children grow up and are ready to learn how to drive, there is a lot to take in, and safe driving behaviors should be of the utmost importance. Parents need to have meaningful conversations with their children about making sure seat belts are used and traffic laws are followed.

The repercussions of distracted driving, such as loud music, goofing around with friends and checking text messages, must also be brought up. Parents can lead by example by ensuring when their teens are behind the wheel, they avoid bad driving habits, especially when other young people are in the car.

One of the most important conversations parents can have with their children is that if using alcohol or drugs at a party, make sure to have a designated driver, sleep over or use Uber or Lyft. While the use of these apps has increased, providing rides when needed, some still insist on getting behind the wheel after drinking. With the holidays around the corner, incidents of people too impaired to drive will inevitably increase. A car can always be retrieved from where it was left the night before, but a life can never be replaced.

With the cooler weather here, there is another traffic safety reminder for people of all ages to heed. It’s the beginning of mating season for deer, also known as rutting season. The animals can run out on the road without warning. Usually when a driver sees one, there may be another or a few right behind the first, especially around dusk. When one is spotted, proceed with caution — and respect deer-crossing warning signs.

Dangers on our roadways seem to be increasing every day, but with a little bit of education and care, we can make our roads safer for all.

Port Jeff and the spirit of incorporation: Local control and a vision for public education

by Raymond Janis - October 17, 2022

0 441

LIPA-stacks-Lee_Lutz — Guiding the incorporation movement, in part, was a desire to extract value from the Port Jefferson Power Station, pictured above. File photo by Lee Lutz

On a snowy day, Dec. 7, 1962, Port Jefferson residents voted 689-361 to incorporate as a village. After court challenges, the vote was made official in April 1963.

But how did this vote affect public education in the village? Through the lens of the incorporation movement, village residents can better understand the local issues of their time.

In an exclusive interview, state Assemblyman Steve Englebright (D-Setauket) for Assembly District 4, which includes Port Jefferson, explores some of these themes.

A vision for better schools

Decades before incorporation, the educational landscape was quite different than it is today. Contrasting the great variety of school districts along the North Shore, residents once belonged to one central school district, the epicenter of which was Port Jefferson.

By the early 1930s, Port Jeff High School was accepting students as far west as Stony Brook and parts of Smithtown and as far east as Wading River and Yaphank.

But in the spirit of local control characteristic of the times, that central school district began to unravel. Fragments of the district started to break away, forming districts of their own, guaranteeing greater control.

Fearing dissolution of their school district, local residents considered incorporating to counteract the trend of declining student enrollment. “They were motivated to make sure that the school district was not further depleted by actions beyond their control,” Englebright said. “There was a good deal of emotion in that incorporation involving the school district and the concerns of parents for the well-being of their children.”

Englebright regards the desire for quality public schools as one of the principal factors driving the incorporation movement. He added that proponents of incorporating viewed education as a priority for the Port Jefferson community.

This, the assemblyman maintains, holds true even today. “The reality is the parents and the community of Port Jefferson care deeply about their school district and their children,” he said. “They don’t want to lose that brand of excellence and the well-being of that school district, which has always been a superb place for education.”

Extracting value

A power plant was located at the water’s edge of Port Jefferson Harbor. Contained within that plant, locals saw a promise for better schools, according to Englebright.

“I don’t think it was a singular motive on the part of Port Jefferson to capture the tax base of the power plant, but it certainly was seen as important to maintain the infrastructure of the schools in Port Jefferson,” the assemblyman said.

Port Jefferson has enjoyed a largely subsidized school district for over half a century thanks to the power station. But as the world comes to grips with the danger of combustible energy sources, so is the village affected and, by extension, the local school district.

“The changing technology of energy production has been very much a part of the people’s consciousness, particularly the leadership of the school board and the village board,” Englebright said.

Despite its pivotal place in the cause to incorporate, the long-term future of the Port Jefferson Power Station, which is operated by National Grid USA, is undecided. The village government is already seeing declining subsidies from Long Island Power Authority, which supervises transmission and delivery functions. Whether the plant goes dark in the coming years remains an open question.

Englebright acknowledges this uncertainty and its impact on certain public school districts on Long Island. For him, the trends in New York state and around the globe point to a phasing out of combustion energy.

“The trend is to move away from combustion as the source of energy,” he said. “I do believe that it is likely that the plant … will prove to be less used going forward. The question of when that will happen, I can’t tell, but that is certainly the trend.”

Despite a cloud of uncertainty over this tax-generating facility, Englebright sees opportunities for community adaptation. Though the power plant may someday shut down, he foresees Port Jeff emerging as a local leader in renewable energy, becoming a central hub for offshore wind.

“I have been very much involved with helping to advance offshore wind and, at the same time, to guide and nurture a relationship between a power-generating site that has been a part of our region for half a century now and more, and to the extent possible enable a sort of gas pedal and clutch transition to occur,” the assemblyman said.

Even in the face of possibly losing a significant tax base, village residents can be reassured that the transition of its energy economy is already underway.

Incorporation in context

Port Jefferson School District is nearing a public referendum scheduled for Monday, Dec. 12. This referendum, totaling approximately $25 million, may decide the future of facilities in buildings across the district, and possibly its long-term fate.

Englebright has expressed support for the facilities improvements, citing that they will be necessary to maintain a proper educational venue for future generations of students. [See story, “Capital bonds: PJSD nears historic referendum over school infrastructure.”]

Compounding an already complex issue, PJSD, like many others throughout the area, is also experiencing a decline of student enrollment. “There’s no easy answer here, not just for Port Jefferson but for many school districts,” the assemblyman said. “The incoming population of youngsters entering first grade is significantly less than what the schools they are entering were built to accommodate.”

In the face of declining student populations, some are even suggesting the remerging of Port Jefferson with the Three Village School District, which broke away from Port Jeff in 1966, four years after the vote to incorporate.

Despite these calls, Englebright feels the overriding spirit of local control remains preeminent. If the community favors keeping its school district intact, the state assemblyman recommends making the proper investment in its facilities.

“At the moment, I just don’t see [merging with another school district] as a popular idea because people within their communities identify their sense of place through a mechanism of community and neighborhood identity, which is their schools,” he said. “It behooves the well-being of the children and the quality of the school district … to make the investments to keep that infrastructure in a condition that meets or exceeds all appropriate standards.”

Revisiting the village’s incorporation, we find that the issues of today are not unique to our time. Questions surrounding school infrastructure, energy subsidies and student enrollment have puzzled generations of Port Jeff residents. While these issues may seem problematic, public dialogue and an open confrontation with local history may offer a pathway to brighter days ahead.

This story is part of a continuing series on the incorporation of Port Jefferson.

SFCU awards college scholarships to local students

by Press Release - October 13, 2022

0 327

Suffolk Federal Credit Union recently presented college scholarships totaling $37,500 to nine local students attending Suffolk County Community College this fall.

“Since partnering with the college three years ago, we are proud to have sponsored 23 scholarships totaling $93k,” said Michele Dean, CEO & President, Suffolk Federal Credit Union. “By easing the financial burden of college costs, we help families in our communities as well as students—freeing up resources for other important goals.”

This year, Skyla Fabbricante of East Northport received a $6,275 scholarship from the LT Michael P. Murphy Memorial Scholarship, which was matched by Suffolk Federal for a total of $12,550. Daniel Paesano (Sound Beach) was awarded $6,275 by Suffolk Federal in honor of the Michael E. Reilly Foundation Memorial Scholarship.

Suffolk Federal Credit Union Achievement Scholarships ranging from $2,150-$6,275 were awarded to Christina Boles (Brentwood), Kristin Squire (Islip), Rachel Lee (Middle Island), Alyssia Furchert (Blue Point), Leslie Bardales Vera (Selden), Ian Fischer (Stony Brook) and Jonathan Mata (Riverhead).

The scholarships are a result of an ongoing partnership between Suffolk Federal and the Suffolk Community College Foundation to help people throughout the community achieve their dreams. Award recipients were selected based on their academic achievements, extracurricular activities, community involvement and essays.

“This scholarship program reflects Suffolk Federal Credit Union’s deep commitment to helping young people and families throughout Long Island. The recipients clearly have demonstrated the drive and discipline to succeed,” said Dr. Edward Bonahue, President of Suffolk County Community College.

“It is an honor to continue this partnership with Suffolk Federal, which has a long-standing reputation as a community-focused credit union. The scholarships are a meaningful way to acknowledge these deserving students’,” added Sylvia A. Diaz, PhD, LMSW, Executive Director, Suffolk Community College Foundation.

Capital bonds: PJSD nears historic referendum over school infrastructure

by Raymond Janis - September 30, 2022

0 359

Graphic from the district website

Port Jefferson School District residents are confronting a major public referendum on Monday, Dec. 12.

Earlier this month, the district’s board of education passed two resolutions to put the combined $25 million in capital bonds projects out for a public vote.

Now district officials are making their pitch to the general public, with three bond tours scheduled for October and November. Approaching this weighty decision, the community is evaluating its options.

Highlights

Capital bonds vote to be held Monday, Dec. 12

Proponents of Proposition 1 say facilities improvements are necessary to draw families into the district and maintain property values

Critics question the environmental risks and cost effectiveness of artificial turf in Proposition 2, district stands by the measure

Proposition 1

The lion’s share of the two ballot measures will go toward Proposition 1, a $23.1 million infrastructure package to modernize the district’s aging and outdated facilities. Such improvements target heating and ventilation systems, renovations to the locker rooms and team rooms, and relocation of art, technology and music rooms, among other reconfigurations.

In an email statement from Jessica Schmettan, superintendent of schools, she outlined how infrastructure improvements will help the district meet its academic standards.

“Many of the existing items are original to the buildings, most dating back to the 1960s,” she said. “Our mission in Port Jefferson has always been focused on academic rigor and personalized instruction for all students. … In order to focus on these areas, we need to modernize and renovate aging facilities.”

Mayor Margot Garant expressed support for these investments. For her, it is prudent to invest now while district taxpayers are still subsidized by the Long Island Power Authority.

“We are in a position right now where we have five years left on our glide path,” Garant said, referring to the gradual decline of LIPA subsidies in the coming years. “For every dollar that we spend, LIPA is still picking up 50 cents on that dollar. These facilities need to be protected, and they need to be invested in.” The mayor added, “If we don’t make those investments, that’s going to start to have impacts on property values and on whether people want to come and live here.”

New York State Assemblyman Steve Englebright (D-Setauket) has followed the matter closely. In an exclusive interview, he likened investments in school facilities to an oil change on a car: Residents can either pay now or pay in the long term.

“I think the mayor is right,” Englebright said. “This is a moment. If you miss that moment, then the buildings deteriorate and they become less appropriate for the next generation of students going into them.” He added failing to recognize these needs is “short-sighted thinking.”

‘There is still an open question as to whether these artificial fields are a) without biohazards and b) cost effective.’

— Steve Englebright

Proposition 2

The second ballot measure varies widely from the first in terms of scope and cost. It has also drawn significantly more opposition from the public and even members of the Board of Education.

Proposition 2 concerns the $1.9 million proposed crumb-rubber artificial turf field for athletic competitions. This proposal also comes with continual costs for replacement every eight-to-12 years, a sticking point for some.

Paul Ryan, a district resident and former BOE candidate in 2022, is among the most vocal opponents of this measure. “My position on Prop 2 is that it is financially irresponsible in this economic climate of high inflation,” he said. “It’s a heat sink and will fill our harbor with microplastics, less safe than grass and less enjoyable for most of our community to play on.” He added that the process to put out the turf field for public referendum was “conducted in an ethically dubious manner.”

Ryan is not the only one against the turf field proposal. During a special meeting of the BOE on Tuesday, Sept. 13, numerous other residents raised objections to Prop 2 on similar grounds.

Citing the potential for environmental or ecological harm, Englebright, a geologist by training, expressed in his interview reservations about using artificial turf.

“The underpinnings of the artificial turf is rubber, and it usually comes from waste tires,” he said. “That has proven to be a source of contamination.” The state assemblyman added, “In the universal sense — I don’t mean specifically for this school district — there is still an open question as to whether these artificial fields are a) without biohazards and b) cost effective.”

On the other hand, during the Sept. 13 meeting, many parents and students showed support for the turf proposal, contending that it would foster school pride and bolster a sense of community identity.

Regardless of the mixed reaction, the school district remains supportive of Proposition 2. “The district is equally supporting both propositions on the ballot that represent a variety of needs,” Schmettan said.

Long-term uncertainty

During this year’s trustee election for the Board of Education, candidates debated the topics of declining student enrollment and the chance that PJSD will merge with another school district in the coming years. [See “Port Jeff BOE candidates tackle the issues,” The Port Times Record, May 12.]

Though these debates remain unsettled, Schmettan holds that the capital bonds will help draw families into the district while meeting its academic aims.

“There is no doubt districts across Suffolk County are experiencing a decline in student enrollment,” she said. “However, merging with another school district erases our unique opportunities and increases school tax rates.” The superintendent concluded, “We need to improve facilities to match our outstanding academic programs and explore ways to attract families with children to the area.”

Garant spoke in similar terms. She believes Port Jefferson remains a desirable location to raise a family. However, preserving a high standard of living and quality public schools comes at a price.

“When you go for a bond initiative, it’s a project of significant proportions,” the mayor said. “I’d rather see us make an investment and secure the quality of life that we have. And that will be up to the voters.”

North Shore school districts embrace English language learners

by Rita J. Egan - September 23, 2022

0 573

Signs-language — In the fall of 2021, ENL students attending Accompsett Middle School in Smithtown, above, created welcome signs in their native languages. Photo from Smithtown Central School District

School districts across the North Shore have experienced an increase in English language learners over the last several years.

English language learner refers to a student who is age 5 or older and who is learning English as a New Language — formerly known as English as a Second Language. This is an approach in which students who are not native English speakers are mainly taught in English. The respective abbreviated current terms are ELL and ENL.

Students tackling English

The number of English language learners varies from district to district along the North Shore of Western Suffolk County. For example, In the Middle Country school district, a spokesperson said 639 were enrolled in the ENL program this year out of the 8,534 students attending. Smaller districts such as Cold Spring Harbor had 15 students learning English, with 1,585 students overall in 2020-21. Port Jefferson had 38 ELL students with an overall enrollment of 962, according to the New York State Education Department website, during the same school year.

While some districts have seen an increase in ELL students, some have seen a decrease or have remained steady. According to a district spokesperson for the Northport-East Northport school district, the number of ELL students has remained stable. Currently, out of the 4,533 students enrolled in the district, 167 are ELL students, which is approximately 3.7% of the student population.

A spokesperson for Harborfields and Elwood school districts said Harborfields has experienced a modest decrease from 3.8% of the student population being ELL students last year to 3.6% this year. In Elwood, the percentage has increased slightly from 6.1% at the end of June to approximately 6.3% at the beginning of this academic year.

According to administrators from local districts, while the majority of students enrolled as English language learners are Spanish speaking, other languages spoken are Chinese dialects, Portuguese, Korean, Turkish, Hebrew, Hungarian, Ukrainian and Urdu, the official language of Pakistan. A smaller percentage speak Russian, Haitian Creole, Arabic, languages from India such as Tamil and Telugu and the Iranian Pashto, according to NYSED.

Kerri Golini, Three Village school district’s director of World Language and English as a New Language, said the ENL population in the district has increased by 21% in the past year. Currently, these students represent 2% of the district’s overall population.

While 13 different languages are spoken in the Three Village program, the majority of students speak Spanish and Chinese dialects.

New York State guidelines require ELL students to have integrated and stand-alone classes depending on comprehension level. In addition to instruction, there are also opportunities for parents to partake in activities.

“All families go through an orientation when their students are screened,” Golini said. “In the fall we host a parent academy to help families navigate the website, use email to communicate, complete forms requested by the district, [submit] applications for free and reduced lunch, and access the parent portal.”

Golini said it’s the district’s “goal to increase parent engagement.”

“Student success increases when there is someone at home who is involved in the child’s education,” she said.

Vicenza Graham, director of World Languages, ENL and Library Media Services in the Smithtown school district, said, families in the district also receive an orientation with translation services “in order to help acclimate our newcomers to their new school environment.”

As for studies, Graham said, “Students receive modified work based on their proficiency levels and lesson plans include scaffolded materials with both content and language objectives.”

Nicole Waldbauer, director of humanities at Shoreham-Wading River school district, said during her five-year tenure as director, the number of students has grown steadily by a few each year. Last year, she said there were 27 students throughout the district, and this year 29. The students represent less than 1.5% of the student population.

When she started with the district, she said there was one ENL teacher, who would travel to the different school buildings as the students are spread out throughout the grades and schools. Now there are three instructors, plus additional hours for them to work. When the hours are combined, they are the equivalent of a part-time position for the district.

Depending on their levels, determined by an assessment, the students are either in a co-taught class or general education class where the ENL teacher will be available for support. Children who are less proficient in English will have a stand-alone period for one-on-one with a teacher.

“The way that the state regulations work, their level dictates how many minutes of one-to-one or small group instruction they get strictly in ENL versus how many minutes they get of integrated co-teaching,” Waldbauer said. “They’re not separated from the general population. That was a change over time that the state ed department had made to make sure that there was more inclusivity.”

Fun ways to learn

Educators have found various ways to help children learn the English language, acclimate to life on Long Island and sometimes include the parents in leisure activities.

Golini said in the Three Village distinct a social event is held for all ELL families in the spring “to provide them with an opportunity to connect with each other and feel a part of the community.”

With COVID-19 restrictions lifted, Golini said the hope is to plan more evening events for the families. She has also worked with teachers to help increase ELL students’ participation in extracurricular activities and sports.

“We had more ELLs involved in the 3V community this past year than ever before,” she said.

Other activities in the district included elementary students visiting the library and high school students touring the Suffolk County Community College campus.

Toward the end of the 2021-22 school year, Harborfields High School’s English language learners visited Stony Brook University where they toured the buildings, lecture halls, student center and library, according to a district press release. The trip allowed students to explore post-secondary education options. While on campus, the high school students also interviewed an SBU student.

In the same district, at the end of last school year, Oldfield Middle School students went on a field trip to the Cradle of Aviation Museum in Garden City to learn about aviation and aerospace history on Long Island.

In the Smithtown school district, in the fall of 2021, Accompsett Middle School students created welcome signs in their native languages. In addition to English, the signs were written in Hebrew, Hungarian, Korean, Mandarin, Spanish, Turkish and Ukrainian.

Waldbauer said with grant money, the Shoreham-Wading River district was able to have an after-school tutoring program for ENL students from K to 8. Last year there was also a Saturday enrichment program that included field trips for the students and their families who along with the teachers and Waldbauer, visited places such as Quogue Wildlife Refuge and the Long Island Aquarium.

“The goal of that was to get the families all together and to have them make connections, but then also giving them a safe space and place to integrate into the community with people there,” she said.

Teachers

While the increase of English language learners hasn’t been drastic, districts at times compete with neighboring communities to secure ENL teachers as the number of teachers certified in the field hasn’t kept up with the increase of students.

Waldbauer said ENL teachers are special and unique people who ensure students are receiving a proper education and any services they need, plus are in touch with parents regularly answering any questions they may have: “They go above and beyond with just instructing the kids.”

Port Jeff BOE advances capital bonds projects to Dec. 12 referendum

by Raymond Janis - September 16, 2022

0 473

Graphic from PJSD website

During a Port Jefferson School District Board of Education public meeting on Tuesday, Sept. 13, the board put two ballot measures out for a public vote on Monday, Dec. 12.

The measures deal with infrastructure improvements and upgrades in elementary, middle and high schools. Proposition 1 is an estimated $23.1 million proposal focused on critical infrastructure improvements and updated facilities.

Proposition 2 is an estimated $1.88 million proposal that would replace the existing grass field at the high school with turf. (For a detailed description of both propositions, see The Port Times Record’s Sept. 8 story, “PJSD administrators present proposed capital bond projects and cost estimates.”)

Before putting these proposals out for a public referendum, the board first conducted a state-mandated environmental review and then a vote to put the propositions on the bond referendum.

With BOE president Ellen Boehm absent, both SEQRA reviews passed the board unanimously. Proposition 1 was also unanimously approved. Though Proposition 2 passed, trustees Rene Tidwell and Ryan Walker voted “no.”

The decision to approve these propositions did not come without public opposition. District resident Drew Biondo objected to Proposition 2 because a turf field will require continual costs for refurbishment.

“In the course of paying for a $1.8 million field, even before we’re fully paid for it, we’re paying nearly the same price again just to refurbish it,” Biondo said.

Biondo addressed the impending loss of LIPA subsidies in the coming years, commonly referred to as the glide path. While some believe the agreement with LIPA is settled, Biondo contends that the issue remains ongoing and that much uncertainty remains.

“In 2027, the power service agreement expires,” he said. “[Then] what happens? If the power is not needed, then the plant goes dark. And if the plant goes dark, what will National Grid do? They will close the plant and likely demolish it.”

Biondo believes the looming prospects of demolishing the power plant may foreshadow a significant loss of revenue from LIPA. He advised the board to be mindful of these factors and their impact on taxpayers.

Biondo concluded his remarks by stating that small class sizes and the ability for students to get to know their teachers are an asset to the district. “I think you have to go to your strength, and our small size is a strength, and our low taxes are a strength,” he said.

District voters will get the final word on the matter this December. In the meantime, the district will hold a series of tours and information sessions to educate residents on the issues at stake in this upcoming referendum.

The Stony Brook School marks 100th year

by TBR Staff - September 12, 2022

0 1682

By D. Bruce Lockerbie

On Sept. 13, The Stony Brook School marks the 100th anniversary of inaugural ceremonies that, in 1922, made the front pages of national newspapers. Here’s the backstory.

The Stony Brook School’s Frank E. Gaebelein, center, board and faculty members, and students in 1922. Below right, Frank E. Gaebelein in 1963 the year of his retirement after 41 years as headmaster. Photo from The Stony Brook School

Early in the 20th century, Presbyterian pastors decided to follow the example of Methodists, establishing summer conferences to instruct Sunday school teachers for the next year’s Bible lessons. The most prominent voice belonged to the Rev. John Fleming Carson, whose Brooklyn congregation was the second largest in the country. Carson had a summer home on Christian Avenue in Stony Brook — now the Stony Brook Community Church’s administration building — and so recommended locating the proposed Presbyterian enterprise here.

His colleagues agreed and, in 1907, acting as the Stony Brook Assembly, began buying property: What we know as the Three Village Inn, along with “riparian rights” to Sand Street Beach and a large tract of land opposite the railroad station. By 1909, the Assembly was ready for its first season, held in a tent where the North Shore Montessori School stands today, at 218 Christian Ave.

The next year a “tabernacle,” modeled after popular evangelist Billy Sunday’s contemporary venues, was constructed — then the largest meeting space on Long Island. Summer-long attendance soared into the thousands as world-renowned preachers and other public figures came to speak. Guests from across the continent swarmed to the site, building summer cottages and even impressively large homes in the surrounding area. By 1918, two hotels had been added on the grounds. The Assembly’s influx of “summer people” had replaced shipbuilding as Stony Brook’s economic cornerstone.

From its outset, however, the Assembly had also weighed founding a school to occupy its facilities year-round. World War I delayed that decision, but by 1920 the Assembly board was ready to act. Their priority was to appoint a founding headmaster to execute faithfully the Assembly’s “Platform of Principles,” a creed-like document still in effect for every member of the board, administration and faculty, affirming its theological beliefs.

Among other nominees, the board chose Frank E. Gaebelein, a 22-year-old Harvard University graduate student. At a glance, he seemed stunningly unqualified for the job. Brilliant but painfully shy and handicapped by stammering speech, he had never set foot on the campus of an independent boarding school, and had never taken a course in education or administration. His only apparent assets were as a classical pianist — taught by a pupil of German composer Johannes Brahms — and his early avocation as an Alpine mountaineer.

Nonetheless the Assembly founders saw in this young man a deep spirituality and evidences of promise to be fulfilled over the next 60 years as a pioneering Christian educator and internationally respected spokesman for such schools.

The Rev. John Fleming Carson (1911) founder of Stony Brook Assembly and The Stony Brook School

Gaebelein spent a year developing his philosophy of schooling, hiring a faculty and recruiting students from families willing to risk their sons’ education by a novice. Expecting 100 boys, he enrolled only 27, scattered in grades 4 through 12, for whom he had already hired nine teachers. They would all reside and study in Hopkins Hall, one of the summer hotels but without central heating.

On Sept. 13, 1922, the auditorium swelled with supportive constituents and the merely curious for the inaugural ceremonies. Francis L. Patton, president of both Princeton University and Princeton Theological Seminary, described “The Fourth R,” meaning religion, but the founding headmaster gave a more interesting address, stating his vision for “a grand experiment” in straightforward language.

Gaebelein’s remarks were historic and unique because his message ran counter to what leaders of every other college-preparatory school of that era would proclaim. To be sure, many of them were church-related, some with ordained clergy as headmasters, most with religious-sounding mottoes and even daily chapel services. But none would have dared to declare — as did Gaebelein on that inaugural day — that The Stony Brook School would strive to be both an academically demanding college-preparatory school and a place where its motto “Character Before Career” is set in a context of biblical teaching and example.

Over its history, the Assembly ceased its conferences in 1958, the school added female students in 1971, Frank E. Gaebelein Hall was built in 1982 and the number of day students has increased substantially. This year, some 440 students come from across the U.S. and 20 other nations.

Regarding this notable year, Joshua Crane, today’s head of school, said, “Our centennial year has been a remarkable time of reflection and celebration for The Stony Brook School as we consider the wisdom of our founders, the hard work and selfless dedication of our faculty and staff, and the students who have been the beneficiaries of an outstanding, rigorous education steeped in the Christian faith.”

The school will celebrate Founders’ Day on Friday, Sept. 16, at The Waterview at Port Jefferson Country Club.

Bruce Lockerbie served on the administration and faculty of The Stony Brook School for 34 years. He is author of 40 books, including “The Way They Should Go” (Oxford University Press, 1972), a history of the school’s first 50 years, and editor of Frank E. Gaebelein’s posthumous collection of essays, “The Christian, the Arts, and Truth” (Multnomah Press, 1984).

PJSD administrators present proposed capital bond projects and cost estimates

by Raymond Janis - September 9, 2022

0 368

During a special meeting of the Port Jefferson School District Board of Education on Tuesday, Sept. 6, superintendent of schools Jessica Schmettan delivered a presentation on the proposed capital bond projects slated for a possible public referendum later this year.

During the upcoming meeting on Tuesday, Sept. 13, the board will vote whether to formally adopt two ballot propositions for an expected Dec. 12 vote. The special session included a lively discussion among board members and elicited significant feedback from members of the public. Village Mayor Margot Garant even made an appearance to share her own take on the proposed projects.

The meeting began with a detailed presentation of the proposed projects, followed by over an hour of deliberations during the public comments. Both ballot measures drew considerable public debate and diverse perspectives from both sides.

Proposition 1

Proposition 1 encompasses a wide range of infrastructural improvements across buildings throughout the district. The estimated combined costs for Proposition 1 total $23.1 million.

The first item includes upgrades to heating and cooling within the high school and elementary school, upgrading the steam heating system and providing dual-use ventilators in the high school. The plans would also replace existing units in the elementary school with dual cooling units.

“If this bond was to be approved, we could say that all three of our schools would be heated efficiently and cooled efficiently,” Schmettan said. “I know there has been some conversation about cooling and the need for that. It is a modern convenience, but it is also a comfort. … It is tiring to be in the heat that long, and our students do learn best when they are in the most comfortable conditions.”

The proposal would also renovate the existing locker room and team room facilities surrounding the high school gymnasium. These facilities are used by physical education classes from grades 6-12, supporting the nurse’s office and the well-fit rooms.

The proposed renovation to the nurses’ office would remove an existing wall, adding a waiting area, a resting place, an ADA-compliant toilet and sink, and a resting area for the nurses.

The ballot proposal also seeks to reconfigure the girls locker room and team rooms, repurposing some of the existing showers as additional locker room space. The proposal would link the girls locker room with the team room and an ADA-compliant bathroom.

“Additionally, there would be access from the Wall of Fame hallway so that children could get into the team room, get into the locker room, without walking through the gymnasium when classes are in session or games are in session,” the superintendent said.

The proposal adds plans for a wellness room, which will open up storage space for the physical education department. A wellness room, according to Schmettan, would centralize equipment storage while accommodating office space for PE teachers and coaches.

“It centralizes everything,” Schmettan said. “Right now, our boys team room is upstairs and our girls are downstairs. It centralizes all our staff in one spot for supervision, which is ultra-important.”

Transitioning to the boys team room, Schmettan expressed disappointment and embarrassment at the existing facilities. She indicated that this space is “old and decrepit,” with a “long, dark hallway.” The current layout has the added disadvantage of separating the boys and girls team rooms between separate floors.

The proposed renovations would bring the boys team room downstairs. Similar to the layout for the girls, the boys team room would conjoin the team room with the locker room while providing access from the hallway.

Currently, the school trainer uses a closet as an office space. Under the plans, the trainer would move out of this location into a repurposed and renovated well-fit room. “It has access from the hallway and can be a proper room for the students to see the athletic trainer for any of their injuries,” Schmettan said.

Another aspect of this bond proposal centers around the two areas where the students have to leave the main building to access a portable that houses art, technology and music programs. To get to the portable, students must exit the building and mount a steep set of stairs, often encountering inclement weather.

“It is a huge safety and security issue,” Schmettan said. “It also presents a problem when you’re talking about students with disabilities, or with short- or long-term injuries.”

The bond proposal would demolish the portable music room, outfitting the upstairs space that supports the boys team room with a new tech education room and music room.

The existing band and choral room would also improve, with proposed renovations to the storage areas for equipment and musical instruments.

The final item within Proposition 1 is the renovation of approximately 14 bathrooms within the elementary school. These upgrades include tiling, plumbing, toilets, sinks and water fountains.

Proposition 2

The second ballot proposal, if approved, would replace the existing grass athletic field with an athletic turf field. A projected $1.88 million project, Proposition 2 would add a five-sport lined crumb rubber surface, which has an expected lifespan of eight to 12 years.

Schmettan said a turf field would promote playability for the district’s athletic teams. She added that despite some speculation from members of the public, there are no plans for either field lights or a comfort station for the turf field.

Proposition 2 is a contingent ballot measure, meaning it cannot pass on its own. If the first proposal were to fail come December, then the second proposal would fail automatically regardless of its vote.

Cost estimates

Joining Schmettan was deputy superintendent Sean Leister, who presented multiple financial models to prepare district residents for the expected costs for these projects.

Leister said his estimates generally swayed on the conservative side so that he does not underrepresent the expected costs. His models assume construction will begin in 2023-24 and that the district will borrow funds from its reserves to cover the expenses for the first year of the bond.

“We would borrow money for a 15-year bond,” he said. “Once again, that could be variable, but we’re using an estimate of 15 years. The debt service on that bond would run from 2024-25 through [2038]-39.” He added, “In my models, I also estimated that state aid would not begin until the third year. … I also estimated on the low side that 87% of the project will be eligible for state aid.”

Leister gave a detailed estimate of residents’ annual contributions to paying down the bond based on the assessed values of their homes. Since the project’s first year will be self-funded, borrowing will kick in for 2024-25. See figures above for expected costs from 2023-28.

Following the presentation, a spirited discussion ensued during the public comments when district residents, parents and students raised several arguments for and against the two ballot measures.

To watch the public comments (starting at 46 minutes, 10 seconds), click here.

Three Village school district welcomes back students

by Press Release - September 8, 2022

0 1382

1 of 8

Students in the Three Village Central School District returned to their buildings on Sept. 6 for the first day of school. Administrators, teachers and staff members welcomed students and led them to their classrooms for a day full of introductions and activities.

From the youngest students in the district to the Class of 2023, everyone was excited to start the new school year.

This academic year will resemble scholarly life before COVID-19 a bit more as the New York State Department of Health has lifted restrictions such as masks, social distancing and mandatory quarantines if exposed to someone with the virus.

OLLI members head back to SBU after virtual pivot

by Rita J. Egan - September 7, 2022

0 2264

OLLI-Tour — OLLI members during a tour of SBU on Aug. 31. Photo from OLLI

Joining children and college students across the Island going back to school to study, adult learners also returned to a local campus on Sept. 6.

OLLI members returned to in-person workshops on Sept. 6. Photo from OLLI

After five semesters, Osher Lifelong Learning Institute’s members have returned to the Stony Brook University campus. The program, better known as OLLI, offers a variety of noncredit workshops designed to appeal to people over 50. During the spring semester of 2020, OLLI switched to virtual workshops via Zoom due to COVID-19 shutdowns. The program this fall will once again offer in-person workshops, as well as virtual and hybrid options.

Breanne Delligatti, OLLI at SBU program director, said members had the opportunity to attend an orientation on Aug. 31. More than 100 people were in attendance. This semester there will be more than 600 learners with over 100 courses, lectures and events planned.

Jane Cash, curriculum committee co-chair and workshop leader, described the orientation as extraordinary. A recently retired nurse, she joined OLLI during the pandemic and has only attended via Zoom.

“To see more than people’s heads and shoulders, and to meet them in person, it was really lovely,” Cash said.

Ella Nyc, executive council president, said it was also exciting to see people return who decided not to participate via Zoom either due to lack of technical savviness or proper equipment.

“They’re still coming back and returning and so excited to be back on campus again,” Nyc said.

While it was good to see each other in person again, Karen DiPaola, curriculum committee co-chair and workshop leader, a member since 2017, said it was amazing how the workshops were quickly made available on Zoom in 2020 considering it was something that couldn’t be anticipated. She took several workshops via the platform.

“It was almost like having them in your room, and now to see them again in person at the orientation was just a delight,” DiPaola said.

Delligatti said they were one of the first Osher institutes to be fully operational with virtual learning. Before the pandemic, virtual workshops were not offered.

OLLI members attend an orientation at SBU on Aug. 31. Photo from OLLI

“Within two weeks of leaving the campus, we had over 50 workshops converted to virtual on Zoom, and that remained and increased every semester for the subsequent five semesters that came,” Delligatti said.

After the Aug. 31 orientation, held in the theater at the univesity’s Charles B. Wang Center, SBU students led the OLLI members on a tour of the more popular spots on campus and where workshops will take place. They also showed the adult learners where they could relax between their workshops.

Delligatti said the members then headed to the computer lab at Research & Development Park where OLLI learners will have access to new computers. The SBU students helped OLLI members set up their credentials to get on Wi-Fi, something members may need if they decide to participate in a virtual workshop while on campus.

Nyc said she is looking forward to members interacting in person again, especially in discussion workshops.

“It’s difficult to have a discussion when you have to wait to be recognized in the waiting room, it’s going to be so much better,” she said. “It’s more impromptu, it’s more fun.”

DiPaola said there were some workshops they could not do remotely, such as ones about board games. She added she enjoys walking between workshops and getting a bite at the cafeteria on campus.

“I also love about OLLI that it’s a place on a college campus, and it’s very energizing to see all of the young students,” DiPaola said.

Cash said it’s interesting meeting people who you have not met otherwise.

“You pass people in the supermarket, and you don’t know anything about them except how they look, but when you get to know them as people and see them as people with great experience and expertise and charming also, I think that’s the beauty of OLLI.”

According to Delligatti, OLLI members raised more than $50,000 over the last couple of years which enabled the program to outfit two classrooms at SBU with new equipment for the members to use.

Prev 1...474849...196 Next

Page 48 of 196