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Northport running back Rob Dosch makes his way upfield while he carries Sachem North defenders in the Tigers' 29-22 homecoming win over the Flaming Arrows on Sept. 19. Photo by Bill Landon

By Miguel Bustamante

Northport school district is enacting stricter rules for handling student-athletes with concussions.

School board members were informed of new procedures for kids returning to athletics after those injuries during their meeting on Nov. 5, using guidance from New York State regulations.

Northport running back Rob Dosch makes his way upfield while he carries Sachem North defenders in the Tigers' 29-22 homecoming win over the Flaming Arrows on Sept. 19. Photo by Bill Landon
Northport running back Rob Dosch makes his way upfield while he carries Sachem North defenders in the Tigers’ 29-22 homecoming win over the Flaming Arrows on Sept. 19. Photo by Bill Landon

Paul Klimuszko, Northport-East Northport’s director of physical education, athletics and health, and Cynthia Fitzgerald, director of student support services, made a presentation to the board outlining the new procedures to follow if a student has a concussion.

“A concussion is an injury that changes the ways the cells in our brain function,” Fitzgerald said. “It’s important to understand that a concussion is a brain injury, and can occur in any sport.”

According to Fitzgerald, there are between 70 and 90 concussions in the district every year, including at the middle and high school levels.

The two administrators laid out the “return to play” regulations, which are used across the country and require students to complete a five-stage observational test before full re-entry into school-sponsored physical activities.

The five stages include light to moderate aerobic exercises observed by the school nurse and/or an athletic trainer; a non-contact gym class participation period; and a full-contact gym class participation period. A school district physician must clear the concussed students before he or she can be fully reintegrated into school athletics.

The presentation followed a previous district discussion about student safety in school athletics. That subject has been a hot topic over the last few years, but particularly since Tom Cutinella, a high school football player from Shoreham-Wading River, died after taking a big hit in a game against John Glenn High School in Elwood last year. School districts across Long Island have been making changes to their concussion responses following Cutinella’s death, and there have been new directions from the state on the matter.

Northport-East Northport Superintendent Robert Banzer. Photo by Victoria Espinoza
Northport-East Northport Superintendent Robert Banzer. Photo by Victoria Espinoza

New York State’s Concussion Management and Awareness Act of 2011 requires local school boards to develop and promote concussion management policies. According to the act, children and adolescents are more susceptible to concussions and take longer than adults to fully recover.

“Therefore, it is imperative that any student suspected of having sustained a concussion be immediately removed from athletic activity … until evaluated and cleared to return to athletic activity by a physician,” the act said.

Northport school officials don’t take concussions lightly, Klimuszko said.

“The athletic office ensures that all coaches are educated in the nature and risk of concussions and concussion-related injuries.”

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An independent auditor has given Three Village School District a clean financial bill of health.

The pronouncement at a recent meeting came from Dave Spara, of Toski & Co., who said the district’s financial position is “sound” as a result of “prudent and judicious budgeting.”

In his report, Spara said that at the close of the last fiscal year, the district held $20 million in its fund balance — an amount he called “adequate” for a school district.

About $10 million of the fund balance is in reserves, which Spara said is “good, not overboard and not low.” He added that it complies with state regulations for the amount of money a district can hold in its fund balance — no more than 4 percent of the next year’s budget.

The district’s reserves are basically enough to get the district, which spends approximately $1 million a day, through a week, he said.

“That’s something that we’ve tried to do over the years,” said Jeff Carlson, assistant superintendent for business services. “Keep a modest amount that will cover us in the event of some emergency, but not too much.”

Last year, the district drew down $600,000 from its balance, not a large sum for a budget of a little more than $180 million, Spara said.

In other financial matters, Carlson clarified that $17,554 — stated in a previous district report as the amount spent per student —was a number generated by the state to express “instructional spending per pupil.” The figure does not include expenses in other areas, such as busing, construction or other projects, he said.

It would be more accurate, Carlson said, to divide the district’s total spending per year by its enrollment. Based on the current enrollment, the average spending per pupil would be closer to $29,000, he said.

Taking numbers from the 2014-15 school year for Long Island school districts, Carlson said the average spending per student was $26,402. Sixty of the 124 districts on the Island fall within 10 percent — either above or below — of the average. Forty-three districts are above the 10 percent average and 24 are below, he said.

Social Studies
In other news, Three Village also announced plans to forge ahead with an updated social studies curriculum in all grades.

Despite the attention on “testing subjects” — English language arts (ELA) and math — social studies is getting attention in Three Village, district officials said.

“This, right now, is the time for social studies,” said Paul Gold, social studies director for grades K-12, as he outlined some of the curriculum changes and upgrades.

At the elementary level, the third grade will now be exposed to the culture, religions and politics of China.

“We want to give students the same opportunities here that other students are getting around the world,” Gold said.

Fifth grade students will focus on the Western Hemisphere, Latin American studies and North America, while doing comparative analysis.

At the junior high level, Gold said, social studies teachers will work toward more differentiation between the Regents level and honors level social studies classes, so that honors courses are “more rigorous.”

The current eight graders will be the first to take the new global history and geography Regents exams in 10th and 11th grades.

AP U.S. and World History curricula and exams will also be undergoing change.

“We are way ahead of the curve state-wide for getting kids and teachers so prepared for what’s to come,” Gold said.

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Paul Garske addresses the Rocky Point Board of Education about the accommodations for transgender students. Photo by Giselle Barkley

After dealing with the outcome of the defeated $20.4 million maintenance bond vote, the Rocky Point Board of Education is faced with another issue to tackle — accommodating transgender or gender-nonconforming students, particularly when it comes to bathrooms and locker rooms.

Although the board tabled the issue during its Oct. 26 meeting, that didn’t stop parents from voicing their concerns. The issue, to parents, is not that these students use the bathrooms or locker rooms they identify with, it’s the fact that these students have not made the full transition to the sex they identify with.

Paul Garske, a father of four, is one of several parents who are not in favor of the school district’s current practice, saying that it confuses younger children and allows for an increase in sexual harassment within the institutions. Garske also mentioned that privacy is difficult to maintain in a locker room setting as students will or may change in front of one another.

“Kids are taught about the difference between boys and girls and privacy,” he said. “When you take that privacy away, it defeats what parents are teaching their children.”

Garske said he has no issue with transgender or gender-nonconforming students, and wouldn’t mind if these students completed their transition into the sex they identified with. He said kids prefer they share a bathroom or locker room with students who have the same genitalia, and suggested that such students utilize the handicapped bathrooms. When he contacted the assistant principal, he was informed that the school’s accommodations for these students was part of the law.

The New York State Education Department issued guidance to school districts to help keep their students safe and prevent discrimination of transgender or gender nonconforming students. The document suggests that a school accepts a student’s assertion regarding their gender identity. While it doesn’t offer many specific means of protecting these children, the document does say “prohibiting a student from accessing the restrooms that match his gender identity is prohibited sex discrimination under Title IX.”

Jen Carlson, another local parent, said regardless of how a student identifies, kids develop differently according to their biological sex. During the Oct. 26 meeting, a further parent stated that residents should keep in mind that these transgender students “are children, and everyone here in this community is also part of keeping those children safe — whether you agree with it or you disagree with it.”

The resident continued addressing the board and those who attended the meeting.

“I hope the school board does the right thing and keeps those children safe,” she said. “If they identify as a girl, then they’re a girl; if they identify as a boy, they’re a boy and they belong in a boys’ bathroom or a girls’ bathroom.”

Both Superintendent of Schools Michael Ring and Rocky Point BOE President Susan Sullivan are determining what is best for these students.

“As is required, while we await a final policy from the Board of Education, the district is operating to implement the outlined material issued and required by the NYSED,” Ring said in an email.

Sullivan added that the board “is continuing to review the new and multilayered guidance document provided by the state Education Department and is seeking advice from our legal counsel about the appropriate steps our district should take in order to ensure our adherence to its contents.”

According to Sullivan, the guidance document is also supported by the U.S. Department of Education. Despite this, Garske doesn’t feel that government should interfere with how he raises his children, who he said feel uncomfortable changing and going to the bathroom with individuals who are not of the same sex physically.

“Do they have a right to be who they are? Absolutely. Do they have a right to their privacy and their comfort? Absolutely,” Garske said. “But not at the risk of my own children’s privacy comfort and their rights.”

The board plans to look further into the issue and make a decision at its next meeting on Nov. 23.

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Northport-East Northport school board members are looking into whether or not the district should buy iPads for trustees to be used at meetings instead of paper agendas. Stock photo

Northport-East Northport school board members earlier this month discussed whether the district should pay for iPads that trustees could use during meetings.

The idea was introduced by board member David Stein as a way to reduce costs of paper. The idea, however, was sharply denounced by the board’s Vice President David Badanes.

“I am really unhappy about any money being spent on board members for iPads,” Badanes said at the Oct. 8 board meeting. “I think it’s outrageous.”

Badanes, who was the lone naysayer, said he doesn’t have a problem with board members bringing their own iPads or electronic devices to meetings — he just doesn’t want the district to pay for them, he said.

According to District Clerk Beth Nystrom, there is currently no district policy that finances electronic devices for members of the school board’s use exclusively. She did say that board members are welcome to use district-owned electronic devices at board meetings, but presently none do.

Other board members said that while it may be fine for Badanes to have his own personal opinion, it’s not something he should hold everyone else to.

“Personal convictions are fine but each person should be given the right to decide,” Trustee Jennifer Thompson said. “It should not impugn the rest of us.”

Trustee Lori McCue said she felt it was unfair to tell board members who wanted to use an electronic device to bring one from home.

“I don’t know if it’s appropriate,” McCue said. “What if you don’t already own one of these devices?”

Stein claimed it’s more cost effective for the board to use electronic devices instead of getting paper agendas and other documents sent to their homes before each meeting.

“We spend nearly $800 worth of paper every year [on each board member],” Stein said. “If individuals want to embrace it, they’re saving $800 in taxpayer money.”

Stein said regular agendas are also not the only documents that are printed for board members every year.

“Based on 24 scheduled meetings per year, and an average of six specially called meetings plus the budget season, which can produce budget documents several times the size of a regular weekly package,” Stein said in an email. “The regular board member could receive anywhere from 22,000 pages during the course of a year.”

According to Nystrom, the cost is quite low to send board members paper agendas to their home annually.

“The approximate cost the district pays per board member to send printed copies of the agenda to their houses before meetings is approximately $35 per year,” Nystrom said in an email.

Board President Andrew Rapiejko encouraged board members to try and find the best way to serve the district.

“Everyone wants to do this job as effectively and efficiently as possible,” Rapiejko said. “They shouldn’t be criticized for trying to get the right tools. If the district can provide this tool, I think it should be discussed.”

Rapiejko also said that it is not for the board’s personal benefit to use these devices. “The district isn’t giving these out to board members,” Rapiejko said. “These are purchased for the district’s use.”

Trustee Regina Pisacani said she has been to other district board meetings where board members using electronic devices.

Rapiejko said the board could resume discussing this topic during budget season.

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Northport-East Northport Superintendent Robert Banzer. Photo by Victoria Espinoza

Northport-East Northport Superintendent Robert Banzer updated the school board and audience members about the changes in Common Core Learning Standards at a meeting last week.

The Oct. 22 presentation covered upcoming state assessment changes and teacher and principal annual professional performance reviews (APPR) shifts.

According to Banzer’s presentation, as far as learning standards go, the English language arts and math common core standards have been adopted and implemented, the social studies standards have been adopted but not implemented and the science standards are only under review and have not yet been adopted or implemented.   

Several shifts are happening in the ELA and literacy, social studies and mathematic standards. The shifts in ELA and literacy are mostly focused on having students engage with the text more.

Students will have a “true balance of informational and literary texts,” according to the presentation and students will build knowledge about the world “through text rather than the teacher.”

The math changes include striking a balance between practicing and understanding math skills in the classroom.

“Both are occurring with intensity,” according to the presentation. There is also an emphasis on students “deeply understanding” math concepts. “They learn more than the trick to get the answer right. They learn the math.”

New social studies standards mirror those in ELA and literacy.

These include using informational text to support an argument to help students “develop the skills necessary for 21st century college, career and citizenship standards.”

In June 2018, a new global history and geography exam will be administered based on the new framework, and in June 2019 a new US history and government exam will follow.

For science standards, a steering committee was formed in August 2014 and a public survey is currently being developed to gather feedback on a new set of science learning standards for grades pre-kindergarten to 12. Adoption of a five-year strategic plan is anticipated in 2016.

Gov. Andrew Cuomo has created a Common Core task force amid growing boycotts of standardized tests.

According to the governor’s website, the task force is a diverse and highly qualified group of education officials, teachers, parents and state representatives from across New York. The group will complete a review and deliver its final recommendations by the end of this year.

There are also changes to assessments, including a greater input from teachers in the test development process.

In grades three through eight, ELA tests will have fewer questions in 2015-2016. Computer based testing will also be field-tested.

Changes to APPR are also on the way.

A new education law requires districts to negotiate new annual professional performance review criteria by Nov. 15, unless the district applies for and receives a hardship waiver, which would extend its deadline.

Banzer said that Northport-East Northport has applied for and received its hardship waiver just last week. The waiver is for four months and a district can apply again for another extension, according to the presentation.

“Knowing from May to November, for many districts, to negotiate would be impossible or impractical to try,” Banzer said. “We bought ourselves some much needed time with this process.”

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Harborfields Superintendent Diana Todaro. File photo by Rohma Abbas

Harborfields school district residents voted in favor of $11.7 million in districtwide capital improvements while also mowing down a $1.9 million plan to add turf fields.

The proposals were presented to the public in two separate propositions in a referendum vote held on Tuesday. 

Proposition No. 1, the districtwide upgrades, received 1,248 yes votes and 573 no votes, while Proposition No. 2 for the turf garnered 629 yes votes and 1,177 no votes.

In an email, Harborfields Superintendent Diana Todaro thanked the community for voting.

“I also thank all residents who took the time over the course of the past several months to attend our public meetings and offer their input,” Todaro said in a statement. “We will continue to update the community on the progress of the capital improvement work that was approved.”

The first proposition involves approximately $11.7 million in upgrades to all school buildings in the district. These upgrades include infrastructure repairs, classroom reorganization and athletic facilities improvements, according to a district statement.

This bond contains work to renovate bathrooms and replace damaged doors. It will also upgrade some science labs and completely transform the wellness center into a multimedia production computer lab with a new, bigger wellness center reconfigured in other rooms.

Specifically for the high school, the auditorium and gym will be upgraded and certain athletic fields will be reconstructed with natural grass. Permanent visitor bleachers will be added to the football field and the locker rooms will be renovated and reconfigured.

At Oldfield Middle School, the science labs and family and consumer science room will be renovated as well as athletic fields and tennis courts. The locker rooms will also be reconfigured and renovated. Certain bathrooms in the school will be upgraded and an outside masonry would be appointed. The gymnasium floor will be refinished and the bleachers replaced. The lighting systems in the school’s auditorium will also be upgraded.

At Thomas J. Lahey Elementary School, upgrades will include the installation of a new gym floor, replacement of curtains and risers in the multipurpose room, renovation of student bathroom and the creation of a multi-sensory learning lab. Outdated playground equipment will be replaced and the western parking area would be renovated and drainage improved.

Also, Washington Drive Primary School’s parking area will be expanded.

The second proposition for turf fields was dependent on the approval of the first and would have included a transition to a synthetic turf field at the high school and using an alternative fill, such as Nike infill, instead of crumb rubber.

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Rocky Point Board of Education members announce the results for the bond. Photo by Giselle Barkley

After much anticipation, the Rocky Point Board of Education members revealed the results for the school district’s $20.4 million maintenance bond after voting took place on Monday, and the results were less than impressive.

The bond’s $17,478,513 Proposition 1 received 396 votes in opposition and 320 votes in favor. Proposition 2 was also defeated, 465 to 233 votes.

The bond aimed to target repairs and renovations to the facilities, as well as health and safety projects. Proposition 1 focused on major projects, like bathroom repairs, upkeep, or additions, like outdoor bathrooms; fixing boilers; lighting ceilings; air conditioning; and locker room renovations, among other projects. Proposition 2 dealt with what some residents perceived as minor projects. This included funding items like artificial grass.

Less than 1,000 residents went to the Rocky Point High School gymnasium and voted on the bond. Wendy Guthy, of Rocky Point, whose third child recently graduated from the high school, was one of many residents who voted against the bond.

“There are things that the community doesn’t feel is necessary based on what [the Board of Education] told us two years ago,” Guthy said.

She said the board informed residents that the institution was in good standing in 2013. Guthy also added her thoughts on some renovations she found unnecessary, like repairs to the turf on the athletic field. Other residents shared Guthy’s same opinion regarding the bond’s minor projects. Rocky Point resident Judy Stringer said the bond’s propositions had “too much fluff and too many wants…instead of needs.”

“All those extra bathrooms and turf is not needed,” Stringer said in a phone interview. “Things that should be taken care of [are] the high school bathrooms and the Frank J. Carasiti bathrooms. Those things are important and necessary for the children.”

While Guthy said no to the renovations, it is not because she wants to deprive students of the renovations, but thinks about the pressure it would put on parents’ wallets.

“It’s difficult to say, ‘No,’ to the kids,” Guthy said. “But you have to be budget-minded too.”

According to the board’s newsletter regarding the bond, the state would have funded the majority of the bond, which requires taxpayer dollars. Despite this, the board’s newsletter claimed that Rocky Point taxpayers would pay less than $8 monthly to fund the propositions. Residents would have experienced a total tax impact of $92.35 if the bond was passed. Even if Proposition 2 passed, the approval of the entire bond would depend on whether the first proposition passed.

One resident, who did not want to give her name directly after voting, said she felt bad voting in opposition of the bond but she “wanted to send a message, that [the Rocky Point Board of Education]…shouldn’t tack on those extra things.” While this resident admitted that a new heating system was in order among other necessities, she said minor projects deterred her from voting for the bill. At the time, she believed the bond would pass.

During the Aug. 31 Board of Education meeting, some individuals from the New York State United Teachers School Related Professionals Association gathered to voice their opinions regarding teaching assistants versus teaching aides, and added that they would not vote in favor of the bond if the board were to eliminate teaching aide positions. Jessica Ward’s position as a teaching aide was eliminated during that meeting.

Many of these individuals attended the Monday meeting.

Rocky Point BOE President Susan Sullivan said the board tried to address the needs of the school and was disappointed with Monday night’s results on the bond.

“As elected representatives of our community, the Board of Education worked to present a bond that struck a balance between the infrastructural needs of our buildings and repairs that would preserve the integrity of our schools in a financially responsible manner,” Sullivan said in an email. “It is disappointing that the proposal presented did not garner the support of our community. We are committed to continuing to provide our students and staff with a safe and secure learning environment and will work together with our community to discuss ways to properly support our educational facilities.”

Despite the results, Superintendent of Schools for Rocky Point school district, Michael Ring, still appreciated residents’ participation with the bond.

“The district thanks the public for their participation in the bond vote,” Ring said in an email. “Moving forward, the district will continue to review its facilities’ needs in order to determine actions that may be necessary to sustain the integrity and maintenance of our buildings and grounds.”

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Harborfields High School. Photo by Victoria Espinoza

Next week, voters in Harborfields school district will head to the polls to decide yea or nay on two propositions totaling $13.6 million in capital improvements bonds ranging from room renovations, classroom upgrades, a new field at the high school and more.

Residents of the district will vote on the projects from 2 to 9 p.m. at Oldfield Middle School on Tuesday, Oct. 27. There will be two propositions presented for a vote. Proposition No. 1 pitches about $11.7 million in upgrades, encompasses infrastructure repairs, classroom reorganization and athletic facilities improvements, according to a district statement. If approved, bathrooms would be renovated, and damaged doors replaced. Some science labs would also be upgraded. The existing wellness center —which the district’s physical education classes and athletes use — would be transformed into a multimedia production computer lab, and a new, larger wellness center would be built by reconfiguring other rooms.

Also under that proposition, the district would upgrade the high school auditorium and gym. It would reconstruct certain athletic fields with natural grass. Permanent visitor bleachers would be added to the football field, four tennis courts would be renovated and a new wrestling room would be created.

Over at Oldfield Middle School, the science labs and the family and consumer science room would be renovated. Middle school fields and tennis courts would be upgraded and the locker rooms would be reconfigured and renovated.

Certain bathrooms in the school would be upgraded and outside masonry would be repointed. The gymnasium floor would be refinished and the bleachers would be replaced. The lighting system in the school’s auditorium would also be upgraded.

The first proposition also includes improvements for Thomas J. Lahey Elementary School and Washington Drive Primary School.

At the elementary school, upgrades include the installation of a new gym floor, replacement of curtains and risers in the multipurpose room, renovation of student bathrooms and the creation of a multi-sensory learning lab.

Outdated playground equipment would be replaced and the western parking area would be renovated and drainage to that area improved. The parking area would be expanded at the primary school.

Proposition No. 2, valued at about $1.9 million, is dependent on the passage of Proposition No. 1 and would include a transition to a synthetic turf field at the high school and using an alternative fill, such as Nike infill, instead of crumb rubber.

“The proposed capital improvement bond referendum addresses improvements to our instructional spaces and athletic facilities,” Superintendent Diana Todaro said, in an email statement. “The improvements would enhance opportunities for our students and community.”

About two years ago, Harborfields voters rejected plans for synthetic turf, which was the subject of a referendum.

“It is important for the community to understand that Proposition No. 2 is very different from the field proposition that was presented to the community two years ago,” said school board President Dr. Thomas McDonagh in a statement. “The field we are now proposing uses an alternative fill and addresses the concerns that residents had at the time.”

At a public forum earlier this month, residents offered mixed opinions on the propositions.

Many used the phrase “wants versus needs” when describing the difference between the propositions. Some residents said they felt the first represents genuine needs of the district, but Proposition No. 2 includes nothing crucial to the immediate needs of the district.

Chris Kelly, a Greenlawn resident, said he thinks both propositions are important to help Harborfields improve.

“It appears we are long overdue for upgrades,” Kelly said. “I really appreciate all the work that has been done for this and I will definitely be voting for it. The things on these propositions are very important, and I hope that this is just the beginning of a big turning point for this school to reach new heights.”

McDonagh said he supports both propositions.

“I am fully in favor of all the projects contained in proposition one and two,” he said.

The first proposition would carry an increase to taxpayers of approximately $76.20 per year, or $6.35 a month, for a home with an assessed value of $4,000, according to a district statement. The increase for the second proposition would be $13.08, per year if approved.

Victoria Espinoza contributed reporting.

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A full-day kindergarten class at Mount Sinai Elementary school has rug time during class. Photo by Giselle Barkley

With the Mount Sinai Elementary School’s new full-day kindergarten program, most students don’t want to miss school, even if they’re sick.

Since classes began six weeks ago, the school district’s kindergarten classes have learned to read, construct simple sentences, understand patterns and count when doing math. Six weeks ago, the majority of these students didn’t even know how to spell or identify “the” or “and” in a sentence.

Faculty and staff members, like Superintendent Gordon Brosdal and teacher Debra Santoro, who started teaching 10 years ago, said they thought the students would take longer to grasp the concepts the school teaches in the full-day program, but the shift from half-day to full-day Kindergarten has been successful, according to the school’s employees.

With the help of teachers like Santoro and the school’s new writing program, “Think, Draw, Write,” the kids aren’t only gaining confidence in their writing abilities, but are also using their creativity and applying what they learn to events in their life. During class, the kids have rug time, which is when the teacher devotes a certain amount of time teaching a lesson related to English language arts or math, among other subjects, at the front of the class. Students can then return to their desks and expand upon what they learned on the rug. Now, lessons are hands-on, allowing the kids to have a more positive outlook on learning.

“I think, in the past, we didn’t have it structured with mini lesson that’s presented in a few minutes to really grab their attention [and] convince [students] that they’re capable, and to build confidence,” Santoro said.

With the half-day kindergarten program, teachers only had 90 to 100 minutes of instruction time, as opposed to the scheduled 120 — walking from the bus to the classroom and taking off warmer clothing during the winter months took time out of the lesson. The new program gives students and teachers more time to learn and teach a lesson, Brosdal said.

“You don’t want to do it just because [the] parents both work and might need child care,” Brosdal said. “The reality is … when you look at the demands of the curriculum of ELA and math, you have to have time to learn it. When you’re rushing, it’s easy for some [children] to get left behind.”

The program also allows kids to get out of the classroom for special classes, like music, art and physical education, and learn the layout of the school and how to stay attentive despite the additional hours.

Initially, first grade teachers at the school spent the first four to six weeks teaching the kids how to get around the building as well as how to sit for a longer period of time — first grade used to be the first time former kindergarten students stayed in school for a full day.

According to Santoro, the key to preventing these students from fading as the day progresses is to keep them engaged.

Brosdal added that school officials intend to follow the progress of this group of kindergartners, especially when they enter third grade and complete their assessments for Common Core. Thus far, faculty, staff and students alike are excited about the program and the kids’ progress. Brosdal admitted he thought the change from half-day to full-day would be more difficult, but said that teachers sacrificing parts of their summer to prepare for the program by scheduling meetings with superintendents from school districts with full-day kindergarten, like Miller Place, was helpful.

“[With] new programs, sometimes you find that ‘oh you should have planned that or did that,’” Brosdal said. “[School] opened like we had [full-day kindergarten] for years.”

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New trustee uses policy committee role to suggest better student accommodations

Smithtown Trustee Jeremy Thode is one of the newest members of the school board. Photo by Victoria Espinoza

The Smithtown board of education has decided to look into adopting policy for transgender students.

School board Trustee Jeremy Thode introduced the issue at the board meeting on Tuesday, Oct. 13.

Thode is a chairperson for the policy committee and said he thinks the board needs to start looking into this issue. He said that at some point in the near future the policy committee would try to obtain language for a policy on transgender students.

“It’s important to ensure that all students are accounted for,” Thode said. “So that they understand what their rights are.”

Thode said that this is purely the beginning and that there are not many other details currently about how the board will approach adopting local policy for transgender students.

New York State Education Commissioner MaryEllen Elia has had transgender issues in her sights since she first took office in May.

Elia released the Transgender and Gender Nonconforming Guidance Document in July to public school districts throughout New York State.

According to a press release from the New York State Education office, the document is intended to help districts foster an educational environment safe and free from discrimination for transgender and nonconforming students.

It includes information to help districts comply with federal, state and local laws concerning bullying, harassment, discrimination and student privacy.

“All students need a safe and supportive school setting to progress academically and developmentally,” Elia said. “We have a moral responsibility to foster civility in our schools, and to ensure that every student has equal access to educational programs and activities.”

This document also provides guidance on using pronouns and handling issues like restroom and changing room use. It will complement existing resources like the Dignity for All Students Act that was signed into law in 2010. DASA seeks to provide New York State’s public elementary and secondary students with a safe and supportive environment free from discrimination, intimidation, taunting, harassment and bullying on school property, a school bus and at school functions.

Smithtown school district Superintendent James Grossane recently renewed coordinators for this act throughout the school district. 

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