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Comsewogue School District prepares budget for 2017-18

by Alex Petroski - March 9, 2017

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BOE_Petroski_030716w — Comsewogue school board President John Swenning and Superintendent Joe Rella, along with the rest of the board and administration, have begun 2018-19 budget preparations. File photo by Alex Petroski

The Comsewogue School District is in strong financial shape, but as has been the case in recent years, their outlook could be stronger. Superintendent Joe Rella presented a 2017-18 budget draft during a February board of education meeting that would be an increase of 2.9 percent more than the current year’s budget and would maintain all existing academic programs.

The $89,796,337 budget first draft was constructed based on the district receiving nearly $500,000 less in foundation aid than they expected after New York State Gov. Andrew Cuomo (D) proposed an adjustment to the formula, used to calculate how much districts receive from the state, which was established in 2007.

According to the activist coalition Alliance for Quality Education, the formula was put in place in response to the Campaign for Fiscal Equity lawsuit resolution, which ensured $5.5 billion would be committed to mostly high-need school districts in 2007, and was supposed to take effect over the course of four years. The decision was reached 14 years after the initial lawsuit in 1993. It eventually reached the New York State Court of Appeals, which ruled high-need districts were being neglected. The money still has not been fully
phased in.

A summary in Rella’s budget presentation said the district is disappointed in the decision to change the formula.

“The district lost out on $462,000 that would have helped lead to stronger educational programs for our students,” the summary said. “The foundation aid formula change is unacceptable…we are going to be forced to reduce services if we do not see additional state aid.”

Rella was vocal in his opposition of the Gap Elimination Adjustment, which was enacted seven years ago in an effort to close a state budget deficit by deducting funds from each school district’s state aid allotment. The aid deducted by the adjustment was fully restored to districts last year.

In total, Comsewogue will receive nearly $31 million in funding from the state for the upcoming school year. About $55 million in revenue will come from property taxes, which is 2.7 percent more than the 2016-17 school year. The increase won’t require a cap-piercing vote because the district did a fund transfer for several capital improvement projects, which are exempt from impacting the tax levy increase cap because the money was taxed previously.

Some of the capital improvement projects slated for the upcoming school year include asphalt replacement at the high school, a new roof at Terryville Road Elementary School and upgrades to the turf on the high school field.

Assistant superintendent for business Susan Casali said the district is also budgeting to increase their reserves.

“I think financially we’re very sound,” Casali said in a phone interview. She added enrollment is increasing by about two percent for 2017-18, which is a positive sign for financial considerations going forward.

Casali attributed a large chunk of the $2,559,120 increase compared to the current year’s budget to the expiration of the district’s transportation contract. A new agreement will be reached after the contract is put out for bid.

According to Rella, the district also plans to expand on a pilot consortium program, which began in 2016-17, where two ninth-grade classes were exposed to a project- and inquiry-based curriculum, alternative to typical Regents classes, to create a deeper understanding for several subjects. Casali predicted the expansion will require the hiring of at least one more full-time teacher.

The final budget discussion is scheduled to take place March 30 before the board can adopt it April 3. A budget hearing will be held for the public May 2 and the vote is May 16.

Northport residents approve $39.9 million bond for improvements

by Victoria Espinoza - March 8, 2017

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Football-Fieldw — The high school football field, which currently floods easily during games. Photo from Northport-East Northport School District.

The Northport-East Northport school district is set to roll up their sleeves and get to work, as the community recently voted to approve a nearly $40 million bond to improve infrastructure, athletic and physical education needs, classrooms and more.

Residents voted Feb. 28 overwhelmingly to support the bond, with 2,802 yes votes to 1,025 no votes.

Superintendent Robert Banzer was pleased the community was behind the board in this endeavor.

“I thank all community residents who took the time to vote today and for their support of the referendum,” Banzer said. “Through this support, we will be able to make improvements that will enhance our instructional learning, upgrade our physical education and athletic facilities for students and the greater community, and make needed infrastructure improvements that are long overdue. As we move through the process of finalizing plans and submitting them to the State Education Department for approval, we will continue to keep the community updated on our progress.”

One of the boys bathroom stalls with urinals that no longer work. Photo from Northport-East Northport School District.

The $39.9 million bond has been in the works for more than a year, with committees touring school grounds and facilities to see which areas are in dire need of improvements, meeting with officials and administrators from other districts to see how they’ve tackled upgrades and more. The school board voted to approve the scope of the work in December, and then worked to educate the community on the project with building tours and community forums.

Half of the funds — $19.9 million — will be going towards infrastructure improvement. This includes repairing and replacing asphalt pavement, curbing, sidewalks and masonry; renovating bathrooms; upgrading classroom casework; renovating classroom sinks and counters; replacing windows and some ceiling areas at several buildings; and reconfiguring the south entrance of Northport High School.

The other 50 percent of the bond will be divided for classroom and security enhancements and athletic improvements.

Ten million dollars will go towards renovating three outdated science labs at East Northport Middle School, five at Northport Middle School and 10 at Northport High School; constructing a security vestibule at every school building; upgrading stage rigging and lighting at East Northport Middle School and replacing the auditorium stage floor at Northport High School.

For the first two scopes of work, the majority of the ideas came from the Capital Projects Committee, created in 2016 to review district buildings’ conditions.

For the athletic and physical education improvements, the Athletic Facilities Citizens Advisory Committee, formed in 2015, suggested most of the work.

Projects will include replacing the track and reconstructing the baseball and softball fields at East Northport Middle School; replacing the track and tennis courts at Northport Middle School; and renovating and redesigning the athletic fields at Northport High School, as well as installing a synthetic turf field at the high school’s main stadium and reconstructing the track and reconstructing Sweeney Field with synthetic turf.

According to the board, approximately 90 percent of the projects included in the proposed plan are eligible for New York State building aid at a rate of 28 percent, which would reduce the cost impact to local residents. The cost to the average taxpayer in the school district would be approximately $122 per year. To ease the cost to residents, the board has timed the project so a portion of the new debt created by the plan essentially replaces debt that expires in the near future.

Mount Sinai faculty members battle on the boards

by TBR Staff - March 6, 2017

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School district staff fight for bragging rights while raising money for booster club

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By Bill Landon

Mount Sinai school district faculty members were pitted against each other March 3 in the Battle of the Educators. Teachers laced up their sneakers and grabbed a ball, donning black shirts on the middle school side, and gray on the elementary/high school team, for the 16^th annual basketball game that raises money for the Mount Sinai Booster Club.

Mount Sinai High School Assistant Principal and Director of Guidance Matt Dyroff, who is the event’s organizer, said the week of practice each team had leading up to the game paid off. In the first quarter, each team traded points until the black team hit a triple to retake the lead, 28-27, before going on a scoring frenzy to take a 10-point lead, 37-27, into the halftime break.

“We do it for our booster club because they do so many things not only for our sports teams, but any other thing we ask their help with they’re more than willing to donate for the cause.”

—Matt Dyroff

“We’ve been practicing hard,” Dyroff said. “A couple of outdoor practices in the cold, but the teams got down to work — they buckled down and it was evident in the score tonight.”

Dyroff had a lot of help with the event from Mount Sinai Booster Club member Terese Lumley, the student council members who volunteered their time to help out, and Mount Sinai High School earth science teacher Roger Cardo, who took care of the play-by-play commentary.

With a $5 admission fee and $1 charge to compete in the halftime shooting contest, Dyroff said he hoped the event cold exceed last year’s $3,000 raised, and as students lined both sides of the court to take part in the shooting contest, it seemed the goal may very well be met.

“Each year we’re hoping to improve on the previous year, and preliminary amounts suggest that we’ve approached $4,000 tonight,” Dyroff said. “We do it for our booster club because they do so many things not only for our sports teams, but any other thing we ask their help with they’re more than willing to donate for the cause. No matter what it is.”

Celebrity spectators, in the form of the first-time county championship girls’ basketball team, had fun watching their teachers take the court.

“It’s a fun time, and everyone comes together to watch the game,” senior point guard Victoria Johnson. “Everyone can joke around take trick shots. It’s all for fun, and that’s the best part of it.”

“Everyone comes together to watch the game. … It’s all for fun, and that’s the best part of it.”

—Victoria Johnson

There were no trick shots down the stretch though, as both teams battled through the final 25 minutes of play. The gray team shook off the first-half jitters and chipped away at the deficit to retake the lead, 62-61, with less than two minutes left in the game. The black team battled back to take a three-point lead in the final 10 seconds of the game, but the gray team had one last possession.

With the ball in hand, Mount Sinai boys’ basketball head coach Ryan McNeely took matters into his own hands when Dyroff inbounded him the ball, and McNelly let a three-point shot fly with 2.3 seconds on the clock. The ball rimmed out as the buzzer sounded, and with that, the middle school held on for a 67-64 win, to claim the championship trophy for the second year in a row.

Senior center Veronica Venezia said the event was a much-needed respite while she and her Mustangs team prepares for the Long Island championship against Nassau County’s Elmont March 11 at SUNY Old Westbury.

“It’s definitely a fun night watching everyone come out and play — all of the teachers and their families and a lot of people coming out to join our community,” she said. “It’s a good breather — especially because it’s a basketball game — it’s a great night watching our coaches play against each other.”

After the game, Dyroff weighed in on the girls’ unprecedented success this season.

“Going to the Long Island championship is tremendous,” he said. “The district and the community have been so supportive of it. The girls have put in so much time and it’s come to fruition. The off-season workouts, the summer leagues, the spring leagues, getting out to play — this group has progressed each year and to see it culminate in a county championship is huge.”

Harbor Country Day School students celebrate Chinese New Year

by Heidi Sutton - March 3, 2017

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HCDS girls Chinese New Year — Photo courtesy of Harbor Country Day School

On Feb. 4, 20 students from Harbor Country Day School’s Mandarin program in St. James performed for a full house at the Charles Wang Center during Stony Brook University’s renowned Confucius Institute’s 2017 Chinese New Year Celebration. First- and second-graders sang songs during the ceremony, and fourth-, sixth- and seventh-graders performed Chinese tongue twisters. Dozens of other performers from New York City, Flushing and other parts of Long Island participated in the institute’s annual show.

The school has developed a close relationship with the Confucius Institute, which enables Harbor Country Day’s students to participate in cultural events at the university. This year marks the third year Harbor Country Day has participated in the show, and Mandarin teacher Hong Snyder is grateful for such unique opportunities. “I believe it’s important for the children to have an intimate understanding of the culture of the language they are studying,” said Snyder. “Otherwise, they are learning the language in a vacuum, which makes it very difficult for them to fully understand and absorb what they’ve learned. Here at Harbor, we try very hard to give them many different opportunities to experience the Chinese culture, from dance and music, to cuisine, to performances like those at the Confucius Institute.”

Harbor Country Day also hosted a Chinese Lantern Festival on its campus on Feb. 11, to mark the end of the Chinese New Year with traditional Chinese music, performances and food and drink.

When you wish upon a grant

by Rita J. Egan - March 3, 2017

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7-year-old uses Disney award, projects to continue to brighten lives of pediatric patients

Kayla-Harte-2w — Kayla Harte poses by character Band-Aid boxes she collected from students at W.S. Mount Elementary School for pediatric patients at Stony Brook Children’s Hospital. Photo from Three Village school district

She may only be a 7-year-old, but Kayla Harte already has a huge heart. For the last two years, with the hopes of cheering up young patients, the second-grader has been a frequent visitor to Stony Brook Children’s Hospital’s pediatric oncology department.

Kayla’s mother, Robyn Harte, said when the W.S. Mount Elementary School student started visiting the patients, she would bring homemade get well cards and care packages. She began drawing cards with Minion characters from the film “Despicable Me” on them after she heard they were some of the children’s favorite characters, and she would always be looking for new things to bring them.

Kayla Harte with other donations she received as part of her Band-Aid and toy drives. Photo from Robyn Harte

“Every time we would go and deliver the items she would see that they would be so well received,” her mother said. “The coordinators would tell her how much the children would appreciate it and enjoy it, and it really motivated her to do more.”

During the summer while watching television, Kayla saw a commercial for the Disney Summer of Service grant through Youth Service America and asked her mother if she could apply for it. In November Kayla was one of 340 young leaders in the country awarded a $500 grant.

The money was given to Stony Brook Children’s Child Life Services Department, and Kayla and Director Joan Alpers decided it would be used to buy character bandages and musical toys for the patients. The young volunteer planned to match the grant by starting a project called Friends for Child Life, and she felt that boxes of Band-Aids as well as toys would be easy for people to bring to her, especially her fellow students.

“It makes me feel like she has this gift that she wants to give to other children, and she’s so genuine about it,” her mother said. “She really wants to help other children. She wants to make them feel better. It’s just such a lovely thing for me. It makes me feel really proud and very inspired.”

To kick off her character Band-Aid and musical toy drives, Kayla first asked friends and family members by emailing or texting them a video she and her mother created. Before she knew it, she received approximately 70 boxes of bandages and six musical toys. Her Girl Scout Troop 337 also donated items, and during Random Acts of Kindness Week at her school, fellow students joined the cause and she received close to 100 Band-Aid boxes that week, according to her mother.

“It makes me feel like she has this gift that she wants to give to other children, and she’s so genuine about it.”

— Robyn Harte

Kayla said she was excited when she heard she received the grant, and she’s happy with the amount of donations she has been receiving, especially since she is three-quarters of the way to her goal of 200 character Band-Aid boxes and 40 musical toys.

“I can’t wait to see the happy people at the hospital,” she said.

Even though her project for the Disney grant ends March 31, she plans to continue the drives on a smaller scale. The second-grader, who wants to play for the Mets one day, said once you start volunteering your time it feels so good that, “you can’t even stop doing it.”

Her mother said she and Kayla’s father, Dennis, are proud of how she ran with the project.

“I’m really proud of her,” she said. “I think she’s setting a really good example for other children her age to let them know that you don’t have to be a teenager or a grown-up to make a difference.”

Award-winning NPR journalist Eric Westervelt visits Harbor Country Day School

by Heidi Sutton - March 2, 2017

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L-R John Cissel, Eric Westervelt, George Lombardi — Above, John Cissell, Eric Westervelt and George Lombardi talk education. Photo courtesy of Harbor Country Day School

Eric Westervelt is interviewed by Terry Sheridan of WSHU during the event. Photo courtesy of Harbor Country Day School

Award-winning journalist Eric Westervelt visited Harbor Country Day School on Feb. 15 to share his thoughts about the state of education today, gleaned from his experience as NPR’s national education correspondent.

The gymnasium of the nonprofit independent school in St. James was filled with parents, current and former educators and school administrators, students and others eager to hear Westervelt’s perspective on topics ranging from technology in schools to environmental education. The event was made possible by WSHU Public Radio.

Terry Sheridan, bureau chief of the Long Island News Bureau of WSHU, moderated the discussion, which included a lively audience Q-and-A session. The event was part of WSHU’s acclaimed “Join the Conversation” lecture series, which brings together thought leaders and public radio listeners for engaging discussions.

“We are so pleased to have been able to bring NPR’s Eric Westervelt to Harbor County Day School,” said George Lombardi, WSHU Public Radio general manager. “An important part of WSHU’s mission is to engage with our community on important topics, and the discussion we had last night is a wonderful example of that.” John Cissel, head of school at Harbor Country Day, added, “We were honored to have had this opportunity to host such distinguished guests as Eric and his colleagues from NPR.”

The event was the second public outreach event to take place at Harbor Country Day this school year. In November the school hosted a public screening of the documentary film “Screenagers: Growing Up in the Digital Age.”

Ward Melville gown changes spark controversy

by Rita J. Egan - March 2, 2017

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WM-Grad-hatsw — Ward Melville's graduation ceremony will look a little different this year. File photo

Things will look a little different at Ward Melville High School’s graduation ceremony this year.

Gone now are the separate green and gold gowns for males and females. Replacing them, are gender-neutral green ones with gold stoles that feature the high school emblem, breaking the school’s half-century commencement tradition.

“This year, as we mark the 50th anniversary of the Three Village Central School District, we are focusing on honoring the traditions of the past, while building new traditions for our future,” Ward Melville High School Principal Alan Baum wrote in a letter posted on the school district’s website March 2.

The letter came after nearly 100 students participated in a walkout March 1, protesting the news of even the possibility of a color change.

One of the factors considered in making the decision was to meet the concerns of transgender and gender-fluid students.

“In addition to creating a unified senior class, it is our hope that creating a unifying color scheme will eliminate the anxiety that is caused by forcing a young adult to wear a gown that labels them differently than how they identify,” Baum wrote in the letter. “This decision also reflects the progressive nature of our district, our high school and our community. Through the use of the unified gowns, we are no longer separating our students by gender; rather, we will be promoting a more inclusive practice at graduation.”

News of the gown change circulated on social media Feb. 28, prompting a number of students to start petitions and participate in the walkout.

Seniors Brianna LaSita, Charlotte Schmidt and Isabelle Antos were motivated to start a petition on Change.org to support same-colored gowns. The trio sent a joint statement to The Village Times Herald to explain their motive.

“We created our petition in response to the petition that was made in support of keeping the traditional colored gowns,” the three wrote. “As it gained supporters and hateful comments, we decided we needed to support our class and protect our LGBTQA+ peers from the hateful rhetoric featured on signs during the walkout.”

Some of the signs held by students had slogans like “Straight Lives Matter” and “Don’t Tread On Me.”

David Kilmnick, CEO of the LGBT Network, a Long Island-based nonprofit, said the organization heard about the debate after the walkout. He said a few students from the school emailed his group seeking help, claiming they heard anti-transgender rhetoric spewed from students and teachers.

“Through the use of the unified gowns, we are no longer separating our students by gender; rather, we will be promoting a more inclusive practice at graduation.”

— Principal Alan Baum

The CEO said the decision to have one gown color solves the issue of transgender children feeling a sense of anxiety when it comes to choosing a color. He said when making such a decision, most feel that if they choose the color that represents their true identity, they’ll risk harassment from their peers. If they don’t choose the color, they’re “not feeling whole in who they are.”

“This is not as simple as black and white, or even about green and gold anymore — this fair debate over tradition has devolved into an excuse to promote transphobic hate speech,” the petitioner organizers wrote. “That is not what our community is about.”

As of March 8, their petition to support the same colored gowns had almost 700 signatures. One petitioner wrote on the site: “I would be so grateful if we can all leave Ward Melville more loving and empathetic individuals, we should always be working to ensure that all of our class feels comfortable every day but especially a day as special as graduation.”

A senior at the high school, who asked to remain anonymous, said many students were disappointed by the color change, especially after having already had their senior portraits taken adhering to the now-former color tradition. The school rectified the problem by notifying parents March 7 that students could retake their graduation photos at no additional cost.

According to the student, it was felt the gown change was made by the administration after consulting with only a few students.

The senior wrote that even though a portion of the student body felt the change was only based on the needs of transgender students, those upset were not discriminating against anyone, but were just hoping to continue tradition.

“My issue, and the issue that my peers that participated in a walkout protest during class today share, is that a choice is being made that benefits a minute minority of people, not the majority,” the student said. “This is an underlying theme that is playing out across the country. Lawmakers, educators and school administrators are making changes based on what a small population wants, not what the majority of the school or state or the entire nation feels is right.”

Ward Melville’s old cap and gowns were green for boys and yellow for girls. File photo by Bob O’Rourk

Jennifer Segui, who is the mother of two children at W.S. Mount Elementary School, said she was disappointed when she read a number of negative reactions on social media after the decision.

“It would have been so beautiful if the idea of the new graduation gowns had been embraced by all students and parents from the beginning,” Segui said. “Sadly, that didn’t happen. Hopefully, people can learn and move forward.”

But the anonymous student said those who participated in the protest felt as though the administration did not listen to opinions from most of the students when making the decision.

“Instead of listening to our voices, our principal brought our protest in the auditorium, and basically stifled our statements in what was a clear attempt to silence us,” the student said. “It is clear, to me at least, that the school has no intention of doing what is right. They would rather follow in popular culture than face the fact that what they are doing is blatantly unfair. Again, I carry no prejudice. I speak with the basic ideal of a democratic republic that what is done should be decided by the majority.”

Ward Melville isn’t the first Long Island school to break tradition, following in the footsteps of Paul D. Schreiber High School in Port Washington and Island Trees High School in Levittown. Kilmnick said he feels the administration made a bold move in the right direction.

“I think we’re seeing a movement,” Kilmnick said. “Even though Ward Melville is the third school on Long Island to do this, I think we’ll see a lot more on Long Island. And we’re certainly seeing schools across the country getting rid of the separate colored gowns because they’re not inclusive for all students. What the change does, in fact, is let everyone in Ward Melville wear green and gold, from looking at the new gown, and it allows the entire school to move forward as one community, and to celebrate graduation in a safe, inclusive manner — and make graduation celebratory for all.”

Principal’s retirement weighs on Mount Sinai district

by TBR Staff - March 2, 2017

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By Kevin Redding

A beloved Mount Sinai administrator, whose kindness and compassion have served the district for nearly four decades, is retiring at the end of the year — leaving behind huge shoes to fill.

Mount Sinai Elementary School Principal John Gentilcore dresses up on Election Day in 2008. Photo from John Gentilcore

Every morning for the last 17 years, principal John Gentilcore has stood in front of Mount Sinai Elementary School to greet his students with his warm trademark smile as they hop off the bus.

As part of his daily routine, he also makes a point to put time aside in his administrative schedule to visit classrooms and engage with the kids, oftentimes sitting, legs crisscrossed on the floor with them. When lunchtime rolls around, Gentilcore pulls up a chair and eats with them in the cafeteria, making sure to sit at a different table each day.

“I definitely get more from the kids than they get from me … they’re so genuine,” the principal said, adding that there’s something about the kids that brings a smile to his face.

When Gentilcore became principal in 2000, kindergarten teacher Willow Bellincampi noticed right away just how much the kids loved him.

“Sometimes with the principal, kids are afraid, but when John comes through the door, they’re so happy,” she said. “He’s always around, he gets down to their level, looks them in the eye when talking to them and not a lot of adults do that. ‘I’ll send you to the principal’ is never a threat to them because they love him. He’s compassionate.”

At 60, Gentilcore admitted although it wasn’t an easy decision, retiring at this point in his career will give him more time to spend with family and friends, and travel.

“I definitely get more from the kids than they get from me … they’re so genuine.”

—John Gentilcore

“I’ve been really proud to be part of the Mount Sinai district and I will miss the people, the great faculty, staff, and, first and foremost, I will miss the children,” he said.

Before becoming principal of the elementary school, Gentilcore taught several grade levels and coached girl’s varsity soccer at Friends Academy, a private school in Glen Cove, after graduating from SUNY Oneonta.

As the son of a superintendent — his father — and an elementary school principal, Gentilcore said he received informal education at the dinner table with them.

He was first named principal at the school in 1987, before being named the assistant principal at Mount Sinai Middle School in 1991, and principal in 1995. Ultimately, he landed back at the elementary school in 2000, where he said he “felt at home.” In 2003, he received his doctorate from Hofstra University.

Mount Sinai Elementary School Principal John Gentilcore dresses up in pajamas with students. Photo from John Gentilcore

“There’s something about kids that is very refreshing,” he said. “The elementary school is where their educational journey begins and it’s where we can start a real foundation together. Throughout the day, if a little one needs my assistance, I’ll conference with them. I try to make each day a little bit better than the day before.”

Although reluctant, the school board voted to accept Gentilcore’s August retirement.

“He is the consummate elementary school principal, a gentleman who deeply cares about his students, and we will miss him as a board and a school district,” Board trustee Robert Sweeney said during the Feb. 15 meeting.

Assistant principal Elizabeth Hine considers Gentilcore the best mentor she could ask for.

“I can’t say enough about how wonderful he is as a boss and a principal,” she said. “He taught me how to handle students, parents, everything … he’s just amazing. He enjoys what he does. It’s all about the kids, and he keeps that in the forefront of his mind and that’s how he makes all his decisions. It’s going to be a challenge for a lot of teachers to come in on a daily basis knowing he’s not going to be there.”

Mount Sinai’s ocean bowl team taking another trip to nationals

by TBR Staff - February 28, 2017

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Mount-Sinai-Ocean-Bowl-Bay-Scallop-champs-2017w — Mount Sinai Ocean Sciences Bowl team co-advisers David Chase and Glynis Nau-Ritter with members, Ariele Mule, Ben May, Claire Dana and Jonathan Yu. Photo from Glynis Nau-Ritter

Mount Sinai High School’s Ocean Sciences Bowl team is going national.

The group recently went head-to-head at Stony Brook University against 16 other teams throughout the state, and won first place at the regional Bay Scallop Bowl, an academic competition testing the students’ knowledge of marine sciences, including biology, chemistry, physics and geology. Mount Sinai’s 28-27 win against Great Neck South High School clinched its spot in the National Ocean Sciences Bowl, where they’ll join 25 teams from across the country in Corvallis, Oregon from April 20 to 23.

“Going in, we were skeptical, but once we started going through the day, our confidence really built up and everybody got to shine.”

—Ben May

On Feb. 18, the school’s four-student “A” team — senior Ben May, junior Jonathan Yu, sophomore Claire Dana, and freshman Ariele Mule — was one of two left standing after competing in a series of 10 fast-paced, undefeated buzzer, with the next determining the winner. With three seconds left on the clock, Great Neck South ran out of time on a bonus question that would’ve made it the winner, and Mount Sinai came out victorious. The high school has now placed first in 10 of the 16 annual Bay Scallop Bowls.

“It was probably the most exciting competition we’ve had in the Ocean Bowl,” said team co-advisor Glynis Nau-Ritter, a science teacher at the high school. “We work them hard and it pays off.”

Co-advisor David Chase echoed Nau-Ritter’s excitement.

“The students here have not only won the competition, but they’ve expanded their knowledge,” he said. “I’m very proud to be able to contribute to their success, and it’s great to be working with the best of the best.”

May, the team’s captain, said he and his teammates experienced “the ultimate coming-from-behind story” after going through a reconstruction year. May was the only returning member of the “A” team from last year, as the others had all graduated.

“It was thrilling to win and have the experience with so many people who share my love of the ocean.”

—Claire Dana

“Going in, we were skeptical, but once we started going through the day, our confidence really built up and everybody got to shine,” May said. “It was the closest competition I’ve ever been part of. We had no control over it. The other team captain and I were very friendly and it was a bonding experience. The stress of it really pulled us together.”

Calling nationals “a nerd’s dream,” May expressed pride for each of his teammates and said to prepare for the nationals, they met to study over winter break and will be meeting several days a week leading up to the nationwide competition.

“It was thrilling to win and have the experience with so many people who share my love of the ocean,” Dana said. “It was a great surprise, and I thought we all found pride in each other. We were all super ecstatic.”

In addition to competing in the nationals and receiving an all-expenses paid trip to Oregon, each of the four Mount Sinai students received a check for $400 for their victory.

The highest the Mount Sinai team has placed is fourth at nationals. If the students place in the top three or four teams, there are other monetary awards, as well as a trophy and possible student accessories like a netbook. The team could also potentially win a field trip to various research stations, like the Caribbean or West Coast.

Port Jeff middle schooler creates website to help classmates study

by Alex Petroski - February 23, 2017

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PJwebsitew — Benjamin Perez-Flesler is honored at a board of education meeting with board member Ellen Boehm and Superintendent Paul Casciano. Photo from Port Jefferson School District

An 11-year-old at Port Jefferson Middle School is using technology to improve his preparedness for quizzes and exams, but he’s also looking out for the school’s entire sixth grade.

Benjamin Perez-Flesler was preparing for a test on ancient civilizations in his social studies class in November when he decided to create a study guide modeled after one he’d seen created by his LOTE (languages other than English) teacher Robert Farenga to get himself ready to ace the exam. Once he was finished making the quiz list, he though he’d share it with his classmates.

“I think initially it was mostly for myself, but I decided it was easier to share with everyone,” Benjamin said.

His classmates were grateful for the emailed study guide they received, according to Benjamin, so he decided to create more. That’s when he borrowed another idea from Farenga, to take the studying to the next level. His teacher hosts the study guides on a Google site accessible to anyone with the address, so Benjamin decided to make a website of his own.

“Over the Thanksgiving break I thought about how much the first study guide had helped my classmates,” Benjamin said during a presentation on technology in the classroom, made to the board of education Feb. 14. “I decided I would continue making study guides for more tests as they came and realized I would need somewhere to put them … after making the site I shared it with everyone in the grade and all of my teachers. Some of my teachers showed everyone how to get to it and what it was, so many more people started using it.”

He said soon after, a few of his friends asked if they could help with the website.

“With their help, many things were added to the website such as calendars, a feedback page, more study guides and games,” he said.

“I’m very, very partial of course, I’m the proud mom. He really likes challenges, and he’s fascinated by computers and the things you can do with them.”

—Daniela Flesler

Currently, the site has three social studies guides, two for science, three for math and four for LOTE, and Benjamin is still going strong. He and his classmates who helped with the site also offer extra help sessions for students in need at the high school library.

“I was surprised and amazed — kind of in awe of the things that he’s doing by himself,” Benjamin’s mom Daniela Flesler said. “I thought it was wonderful. I was so moved that he decided to share this with everyone else in his class.”

Benjamin’s father Adrian Perez said he would be very curious to see how his son’s endeavor has impacted test scores of student throughout the grade, and praised his son for taking on the responsibility of helping the entire sixth grade.

Benjamin’s parents were far from alone in heaping adulation on the 11-year-old.

“Benjamin, I see a business endeavor in your future, but most of all I would say congratulations on being such a wonderful peer mentor and peer supporter,” school board president Kathleen Brennan said after the presentation. “What a great idea to try and help your fellow students — truly impressive. Thank you for that.”

Middle School Principal Robert Neidig expressed a similar sentiment.

“I am so proud of Benjamin’s commitment to assisting his fellow students with their academic success,” Neidig said when Benjamin was honored by the board earlier in the school year. “His actions demonstrate his selflessness and compassionate nature.”

Benjamin, who’s father is from Spain and mother is from Argentina, said he hopes to be a teacher or a marine biologist when he grows up.

His mom had a hard time holding back her pride in her son’s accomplishments.

“I’m very, very partial of course, I’m the proud mom,” she said. “He really likes challenges, and he’s fascinated by computers and the things you can do with them.”

Students and parents interested in accessing Benjamin’s study guide can visit https://sites.google.com/a/portjeffschools.org/6th-grade-study-guides/home.

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