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Jack Muise, 14, is a national Tourette Syndrome Association youth ambassador. Photo from Jack Muise

A Northport teen will be standing on the steps of Capitol Hill, in Washington, D.C., this month to speak with lawmakers about Tourette’s syndrome.

Jack Muise, 14, is a national Tourette Syndrome Association youth ambassador. Photo from Jack Muise
Jack Muise, 14, is a national Tourette Syndrome Association youth ambassador. Photo from Jack Muise

Jack Muise, 14, is a ninth-grader at Northport High School. At the age of 10, Jack was diagnosed with Tourette’s syndrome, a neurological disorder characterized by repetitive, stereotyped, involuntary movements and vocalizations called tics, according to the National Institute of Neurological Disorders and Stroke.

Sponsored through the national Tourette Syndrome Association, Jack was selected as a youth ambassador — a title that will give him the opportunity to attend a two-day training in Arlington, Va., with 39 other 13- to 17-year-olds, from March 23 to 25, to learn how to educate peers about the disorder.

Jack, who says he is very excited about the training, learned about the program through his Tourette’s syndrome support group, which generally meets once a month from September through June in Old Brookville in Nassau County.

The youth ambassador program originated from Jack’s own support group — the national group’s Long Island chapter. Jennifer Zwilling, now 24, who also has Tourette’s syndrome, started the training program in 2008.

“The goal of this exciting program is to educate children all over the country about TS, a widely misunderstood disorder,” Zwilling said in a press release. “We are following the motto ‘think globally, act locally.’ Understanding and tolerance are the program’s goals.”

Since 2008, the youth ambassador program has completed more than 1,000 activities, including presentations, interviews and training sessions and, through its combined efforts, has reached over 5.5 million people.

Following the training, all of the youth ambassadors, Jack included, will meet with their respective local representatives on the steps of Capitol Hill on March 25.

Jack will be meeting with U.S. Rep. Steve Israel (D-Huntington), New York’s 3rd Congressional District representative, to advocate for support for the neurological disorder, he said.

“I think people don’t understand, for me personally, it’s when I say inappropriate things that I can’t control and people think I’m weird,” Jack said. “I just want to be able to explain what it is and make them aware and hopefully make them better people in general.”

After returning to Long Island, Jack, along with the three other Long Island youth ambassadors, will visit schools throughout Nassau and Suffolk County to educate children about the disorder.

Jack, who joined his support group three years ago, said that prior to joining, he never really knew or understood what the disorder was.

“Jack’s been through a lot,” Jack’s mom, Stephanie Muise said. “He’s had a lot of challenges, even just today. He’s really focused on training and how to talk to people about Tourette’s and hoping to raise awareness. He really wants people to understand him.”

Jack said that in his free time he likes to solve Rubix’s Cube and do card tricks. He also sings and is learning to play the piano.

“Over the years I’ve heard great stories about the training in D.C. and presentations the other kids have made,” Jack said in a press release. “I’m really excited that it’s my turn. It will be great to be able to share my story and educate others about a very misunderstood disorder.”

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Stock photo

By Ali Gordon

This is my fourth year serving as a trustee of the Comsewogue Board of Education. I love every minute of it, because I love my community and I take very seriously the responsibility entrusted to me. The thoughts expressed here are my own. I do not speak for the Comsewogue School District or the Board of Education. We have been warned that a trustee who speaks out could be removed by the state education commissioner. But our schools and our children depend on those of us who were elected to represent the best interests of our community. I cannot stay quiet for fear of retribution from the New York State Education Department anymore.

There has been tremendous criticism of Gov. Andrew Cuomo’s recent decision to withhold state aid and extort legislators into passing his education reforms. Our state legislators are stuck between agreeing to terrible reforms or refusing, leading to a late state budget and a potential loss of millions of dollars for schools.

Cuomo’s proposals include measures such as increasing the time to earn tenure from three to five years and evaluating teachers more heavily based upon their students’ state test scores.

The reforms Cuomo is pushing are disingenuous and dangerous; he works out of the privatization handbook and uses inflammatory statistics. He cannot think of another way to move forward in education except through obsessive testing. Cuomo and the Board of Regents use a one-size-fits-all answer that will never work for every community, while an entire generation of students is being sacrificed for testing data.

Each of Cuomo’s education policies reflect a desire to remove local control. He insists that NYSED investigate the teacher evaluations procedures of Long Island school districts, thinking the system is skewed. Those local evaluation plans were approved by the very same entity, NYSED. Here is what Cuomo cannot fathom: Teachers on Long Island were rated highly effective or effective because they are. If Long Island was a state, we would rank near the top in high school graduation rates, Intel Science Talent Search semifinalists and Siemens Competition semifinalists. Cuomo prefers to ignore these statistics because they do not fit his narrative.

There are several ways to stop the destruction of public schools:

Cuomo must separate his education reforms from his executive budget proposal. If he believes in these reforms, he should let them stand alone as legislation, allow a healthy debate and not circumvent the separation of powers established by our Constitution.

The Legislature should ensure that new Board of Regents appointees have public education experience — they establish state education policies, and interviews are now being held for four appointees.

Parents must educate themselves and make a decision regarding testing in grades three through eight. This will be the third year my children have refused to take the state exams. This is the strongest weapon we have in the fight to save public education. As the number of test refusals grows, the reforms dependent upon those numbers will falter. We will starve the testing machine.

It is time to work together to elevate public education without destroying things that are already working. I cannot sit by quietly anymore and wait for someone else to stand up. I have a sworn duty to represent the interests of my community, including speaking out against policies that endanger the well-being of our students and faculty.

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School building has lasted through ups and downs in Port Jefferson Village

Port Jefferson’s old high school on Spring Street, above, was made of wood and burned down on July 4, 1913. Photo from the Port Jefferson Village Digital Archive

A lot has changed in the last century, but Port Jefferson’s Spring Street school building still stands.

BOCES social worker Christian Scott, special education teacher Patricia Dolan and Principal Chris Williams wear period clothing to celebrate the Spring Street school building's 100th birthday. Photo from BOCES
BOCES social worker Christian Scott, special education teacher Patricia Dolan and Principal Chris Williams wear period clothing to celebrate the Spring Street school building’s 100th birthday. Photo from BOCES

Eastern Suffolk BOCES, which leases the school building from the Port Jefferson school district, recently celebrated the building’s 100th birthday, with festivities that included period costumes and popular music from the era — the 1914 hit “By the Beautiful Sea” and a World War I marching song from 1915, “Pack Up Your Troubles in Your Old Kit Bag.” There was also a ribbon-cutting ceremony and lots of cake at the school at Spring and High streets, which is now officially called the Jefferson Academic Center.

Though the mood was light that day, the road leading up to the 100th birthday bash was a rocky one.

Another building, the original Port Jefferson High School, once stood in that same place, but it burned down on Independence Day in 1913.

According to the village’s historical archive, it is still a mystery what caused the fire, which started the night before. At the time, many believed that some young people broke into the building so they could ring the bell at midnight to celebrate July 4. They believed the kids started the fire by accident while using matches to light their way in the dark building.

The Spring Street school building went up in 1914. Photo by Barbara Donlon
The Spring Street school building went up in 1914. Photo by Barbara Donlon

There was also a theory that an arsonist lit up the wooden building, according to the archive. A suspect was presented to a Suffolk County grand jury, but he was not indicted.

The current Spring Street building was erected the following year, with the community laying its cornerstone on May 2.

According to Eastern Suffolk BOCES, $75,000 went toward the new brick and stone structure, which had separate entrances for boys and girls on opposite sides of the building.

“The genders may have been separated by doorways, but their education fell under the doctrine that knowledge is power, a phrase carved into the front of the building for all to see,” a press release from BOCES said.

Though the building was once home to all the grades in the school district, the district expanded and it eventually housed only middle school students. When those kids were moved into the Earl L. Vandermeulen High School building on Old Post Road, where they remain today, the historical building was left behind.

Port Jefferson’s old high school on Spring Street was made of wood and burned down on July 4, 1913. Photo from the Port Jefferson Village Digital Archive
Port Jefferson’s old high school on Spring Street was made of wood and burned down on July 4, 1913. Photo from the Port Jefferson Village Digital Archive

Eastern Suffolk BOCES stepped in during the late 1990s. Sean Leister, Port Jefferson’s assistant superintendent for business, said the school district began leasing the building to BOCES in March 1997. And according to BOCES, it has been providing special education services at the Jefferson Academic Center since 1998.

In 2007, the deteriorating Spring Street building got a little lift — district voters overwhelmingly approved a $5.2 million bond to renovate the building, which came with a renewed 10-year lease, the yearly rent of which covered the cost of the improvements. Those included replacing the gym floor, piping and the boilers; improving site drainage; doing work on the electrical system and the foundation; and making the building more handicapped-accessible with additional toilets, a wheelchair lift and an elevator.

The renovations have kept the Spring Street school going strong — it is the oldest school in Suffolk County that still operates as such.

To 100 years more.

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Maria Rivas washes windows at Buffalo Wild Wings as part of a work-study program. Photo by Erika Karp

By Erika Karp

Tyler Butler, a 16-year-old special needs student at Centereach High School, has a plan. He wants to go to Suffolk County Community College, get married and have a family, but he knows he needs a job first. Butler has taken a step in the right direction though, thanks to the life skills’ work-study program at Centereach High School.

Jacob Robinson learns work skills at Buffalo Wild Wings in Centereach. Photo by Erika Karp
Jacob Robinson learns work skills at Buffalo Wild Wings in Centereach. Photo by Erika Karp

On a Thursday morning, hours before Buffalo Wild Wings Grill & Bar in Centereach is crowded with customers, Butler, along with three of his peers, is diligently getting the restaurant ready for business. Butler is laying down mats, while Maria Rivas, 18, washes windows; Anthony Miglino, 20, sets up chairs; and Jacob Robinson, 16, fills Wetnap caddies.

While the students’ disabilities vary, all of them are learning skills to help them become more independent as they enter adulthood.

“They need to experience real-life situations [and] real-life jobs,” said Debbie O’Neill, a 26-year special education teacher in the Middle Country Central School District.

O’Neill, along with Peggy Dominguez, who has been teaching in the district for 27 years, advocated for and initiated the work-study program three years ago.

In the beginning, O’Neill and Dominguez were surprised by how many businesses didn’t want help and that some people felt the students were being taken advantage of. Today, students rotate between different local businesses five days a week visiting places like Old Navy, The Home Depot, Holiday Inn Express and St. Charles Hospital.

Dominguez said that many of the skills people take for granted are ones their students don’t have, but by immersing them in a real job situation, they’re able to work on social skills and become more independent. The program has also grown tremendously this year to more than 50 students, as many who in the past sat for the Regents competency tests have transitioned into the life skills program.

Centereach High School Principal Tom Bell said in a phone interview that the program is beneficial for all students, as the life skills students are more immersed in everyday school life. “They feel more part of the school,” he said.

In addition to the off-campus work-study, younger students, along with those who aren’t ready to work off campus, are working on campus. This year, the students are helping district staff with clerical and custodial tasks, in addition to running a campus store and a café. Students who run the café bake items, take orders, deliver goods and keep inventory.

AnthonyMiglino_MCWorkStudy_KARP2w
Anthony Miglino is part of a work study program at Centereach High School. Photo by Erika Karp

According to special seducation teacher Darla Randazzo who runs the café, the work-study program has helped build the students’ confidence. Randazzo said that by the time a student leaves school, they will have a resume or portfolio that showcases all of their skills.

“When they leave school, they’ll have more skills to bring to the job,” she said.
Superintendent Roberta Gerold said the program is still growing as more students are now opting to participate in work-study instead of attending BOCES programs.
Gerold said it is a wonderful thing that the students are learning to be as independent as possible.

Rivas, who has been participating in the off-campus work-study program for three years and has attended BOCES in the past, said she enjoys the program because she can learn about everything. While she has a part-time job on the weekends, she is hoping she could get another one at Buffalo Wild Wings.

So far, two students have been offered jobs, and while this seems like a small number, Dominguez said it is a major accomplishment. Often times, the small achievements are the best kind.

A few days ago, while working at The Home Depot, Butler correctly directed a customer to the outdoor lighting fixtures. As the students were walking back to the bus, they saw the customer leaving the store with what he was looking for.

“Sometimes the successes are small,” Dominguez said. “But it makes such a difference.”

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District wants more emphasis on science, math

The Middle Country school district is moving forward with plans to redesign science and math offerings in the middle schools to provide students with an enhanced education in the subjects of science, technology, engineering and mathematics.

The three-year plan, which would begin in the 2014-15 school year, includes offering an additional math period every other day for seventh- and eighth-graders who are not taking living environment, and extended math offerings during the sixth-graders’ flex period.

“I think there will be a lot of support for it,” Deputy Superintendent for Instruction Francine McMahon said at a school board workshop on July 31. “There is more time for something we all feel is important.”

In order to make the change, band and orchestra will be offered every other day instead of daily, while health and home and careers classes, which are both required for middle school students, would be moved to sixth grade.

McMahon said the changes mark a major paradigm shift within the district, but it was important for class offerings like music to be maintained.

The change is suggested “not to destroy the music program, but yet to be able to maintain a quality program and at the same time increase the offerings that our youngsters would have in other areas so we end up with well-rounded students that perform well,” McMahon said.

According to McMahon, the program’s first year is projected to cost $598,000, as about nine additional staff members are needed, but the following school year, the district would save $104,000, as health classes will no longer be offered to seventh-graders as they would have already satisfied their health requirements.

By 2016-17 school year, McMahon said the district would be able to offer a science research lab, as declining enrollment at the elementary school-level would offset associated costs. Staff needed for the lab class would relocate to the middle school from the elementary school.

“We now have the ability because of the way we have reallocated and watched our funds to have a science research lab to be offered to all seventh- and eighth-grade and non-living environment students in grade eight for the first time,” McMahon said.

In addition to positively helping students, McMahon said the plan also acts as a professional development tool as seventh- and eighth-grade teachers will step in to assist sixth-grade teachers during flex periods when they aren’t teaching a double period of math to the seventh- and eighth-graders.

Superintendent Roberta Gerold said the plan would also help the district reach its long-term goal of requiring graduating seniors to complete a research project “that capitalizes on their interests, but uses the STEM underpinnings,” she said referring to science, technology, engineering and math courses.

While some board members raised concerns over the amount of available science lab space in the middle schools, Gerold said that because of declining enrollment, more space could become available.

“We didn’t want to stop the planning because we didn’t have the traditional lab space,” Gerold said.

Board of Education President Karen Lessler said she wouldn’t want the plans to be delayed either, but also asked her fellow board members to keep in mind of the need for lab space.

“We want to move to move through the obstacles,” she said.

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Middle Country Board of Education is considering closing Bicycle Path Pre-K/Kindergarten Center due to low enrollment. Photo by Erika Karp

As enrollment continues to decline, Middle Country Central School District is considering closing Bicycle Path Pre-K/Kindergarten Center .

At the district’s Space/Bond Committee meeting on Oct. 18, Board of Education President Karen Lessler assured community members that no decision has been made but that the purpose of the meeting was to have a discussion between stakeholders and the board.

If Bicycle Path Pre-K/Kindergarten Center were to close, Unity Drive Pre-K/Kindergarten Center would become the district’s pre-k center next year and the elementary schools would be reorganized to serve kindergarten through fifth grade.

“It is an opportunity to capture another savings early enough in the school year [and] to work it into the budget,” Superintendent Roberta Gerold said. “We will continue to look for other
options anyway.”

According to Herb Chessler, assistant superintendent for business, the change would result in transportation, building and staff savings totaling about $750,000 a year. Gerold said an administrative position would be eliminated and staff would either be placed elsewhere in the district or excessed.

The $750,000 in savings could change, depending on what the district decides to do with the building. Lessler said it is possible that the district would lease the building. The district will also consider moving its central offices, which are currently located at Dawnwood Middle School, to Bicycle Path. Lessler said she would like to see the old office space turned into science laboratories. The cost of the transition is yet to be determined.

Capital improvement projects like this may be possible if the district decides to put a bond up for a public vote in March.

Lessler said the committee has discussed the option and asked building principals to compile a list of projects they would like to see completed. While the board decided to continue preparing for a bond, should they decide to put one up, some members voiced concern with the time constraints of preparing the bond resolution, which would have to be completed by Christmas.
According to Gerold, size and proximity to the district’s trailers were factors in the decision to look at closing Bicycle Path.

“Unity gives us more opportunities to have a variety of uses,” Gerold said.

Lessler and Gerold said the district wouldn’t sell the building and that it would be maintained since the district’s enrollment may change in the future.

“We certainly have declining enrollment now, but I don’t think that will continue,” Lessler said.
According to Gerold, the district saw a drop in the number of kindergarten classes from 33 classes last year to 30 this year.

Last year, the district discussed closing an elementary school or moving 6th-grade classes back to the elementary schools, but ultimately decided the disruption to students was not worth the savings.

Bicycle Path PTA President Dawn Sharrock said she wants the board to make sure there is adequate space in the elementary schools in order to accommodate the influx of students, while Michael Herrschaft, chairman of physical education and health, asked the board to see if kindergarteners have benefited in anyway from being in separate buildings.

“As a district administration we appreciate the opportunity to collect that data because we too will have to report out,” Gerold said. “So it’s not a matter of money — It’s having a thorough analysis of the topic.”

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Like many school districts across the country, Middle Country Central School District is adjusting to new regulations for the National School Lunch Program, while trying to avoid grumbling from students and their stomachs.

At a Board of Education meeting on Oct. 3, William Kidd, assistant business administrator for the MCCSD, led a presentation on the new regulations, which include calorie restrictions based on grade level, an emphasis on larger servings of fruits and vegetables, and smaller servings of proteins (students in Middle Country can expect to see five chicken nuggets as opposed to the seven they saw last year, for example), and a switch to fat-free or 1 percent milk.

The U.S. Department of Agriculture’s National School Lunch Program provides reduced price and free meals to students in public and private schools nationwide. The new rules, which stem from the passage of The Healthy, Hunger-Free Kids Act, are the first major changes to school lunches in 15 years. Accompanying Kidd were representatives from Whitsons Culinary Group, the district’s food service management company.

According to Kidd, the district is reimbursed $1.4 million in federal and state funding based on the sale of the regulated meals.

“The school lunch program is self-sustaining when it takes in more revenue than it spends,” Kidd said in an email. “Here at Middle Country, we have been fortunate that this has been the case for many years. All annual meal/food deposits, plus the federal and state funding reimbursements that come from those sales, have allowed the Food Service Program to operate as self-sustaining.”

According to Kidd, the district has seen an increase in the number of students receiving free and reduced price meals over the past few years. This year 2,011 students receive free meals in the district.

Elementary school lunch costs $2, while secondary school lunch costs $2.25. According to Kidd, since last year, the price rose 10 cents for elementary school lunch and 25 cents for secondary school lunch.

The transition has been frustrating at times, Kidd said. Some new options, like a deli sandwich service, which was a success in the schools, had to be revamped because of the new rules — gone are the large deli rolls.

According to Christine Kunnmann, a district manager at Whitsons, there are plans to introduce a new deli station, which will be modeled after Subway and offer students a selection of vegetable toppings since there are no limits on vegetables.

In a phone interview on Monday, Kunnmann said while portions have changed, students are still getting quite a large amount of food. She has been traveling to different districts across Long Island in an effort to educate principals, teachers, cafeteria staff and students about the regulations.

Sue Merims, a food service consultant, said that adapting to the new regulations is “a work in progress.” She said work could be done to improve the lunch’s presentation, as well as offering students more variety and flavorful foods.

After the presentation, board President Karen Lessler said that earlier in the day the board had met with students who vocalized their displeasure with the lunch program. Lessler asked to meet with Whitsons’ representatives to discuss the matter.

“We heard the grumblings,” Lessler said. “… These are serious comments being made by our students.”

On Monday, Kunnmann said meetings were arranged with board members and students to address the issues.

“Now more than ever we need to meet with the student[s],” Kunnmann said in her presentation. “We need to be involved with those students to get their feedback because we know that there are a couple of grumblings out there and we really want to make sure the kids are happy and they understand what is happening with the regulation.”

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Middle Country Public Library’s toddler program is copied throughout the country

At Middle Country Public Library, 14-month-old Shane Looney takes a crawl through a play tunnel. Photo by Erika Karp

A large room full of blocks, puppets, arts and crafts, instruments and more than a dozen lively toddlers seems more like a room in a nursery school than a library, but it is exactly how Middle Country Public Library Director Sandy Feinberg wanted the room to be.

The room is home to the library’s Parent-Child Workshop, a five-week program that provides an opportunity for young children to play with each other and their parents, and for the parents to connect with each other and learn about community resources.

It has been more than three decades since Feinberg first developed the program, which emphasizes the role of parents as the primary teachers in a child’s life. The program became the Family Place Libraries initiative in 1996, keeping the Parent-Child Workshop as one of its core components. Today, more than 300 libraries in 24 states offer Family Place Library programs and that number is continuing to grow, as 28 more libraries will soon implement the program thanks to a $450,000 grant MCPL received from the Institute of Museum and Library Services, an independent government agency.

Feinberg said that winning such a prestigious grant was an honor.

“It’s really an acclimation of my work and our work here,” she said.

Feinberg said that when she first developed the program in 1979, toddlers weren’t welcome in libraries.

“At the time there were no toys in the library,” she recalled.

But after having a child of her own and becoming immersed in parenting, she realized the positive impact libraries could have on the community if they focused on parents and caregivers.

To become a Family Place Library, libraries must complete three phases. First, librarians from all over the country attend a three-day Family Place Training Institute at Middle Country Public Library and complete seven hours of online training. Next, they go back to their libraries to implement the program within one year of the training. Lastly, evaluators visit those libraries and answer questions.

“It changes the focus of the children’s librarian to integrate toddlers and parents,” Feinberg said. “It broadens their perception of themselves [and] who they can reach.”

Kathleen Deerr, the national coordinator for Family Place Libraries, said that the program works well in all communities and helps parents engage their children in developmentally appropriate activities.

“Parents need to love first of all, and talk, play, sing and share books with their kids,” she said.

Anthony Smith, a senior grant program officer with the Institute of Museum and Library Services, said that the IMLS is always looking to support libraries and museums that serve as community anchors. The IMLS has awarded more than $2.5 million in grants this year.

“There really is strong emphasis with funding projects that demonstrate libraries and museums are working collaboratively with other community organizations,” Smith said.

Feinberg said that the role of libraries is changing and it is a goal for them to become more of a community education center. She said that she believes the IMLS grant can prove how Family Place programming can impact the entire library. Deerr agreed, stating how a library’s mission is to support lifelong learning — from cradle to grave.

“Young children learn through good relationships,” Deerr said. “[The program] helps [parents] bond with that child. That is going to really help strengthen the initial relationships that are really at the core of learning.”

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