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Jeremy Thode is sworn in at a previous board of education meeting in Smithtown. File photo

Jeremy Thode said he is just starting to learn the ropes as the newest trustee on the Smithtown board of education.

“So far it’s been wonderful,” Thode said. “The current board of ed members have been very welcoming and helpful.” Thode said that the administration has also been very helpful getting him acclimated with the history of the district.

Since being elected, Thode has been spending as much time as he can researching and reviewing the information from past administrations and understanding the ongoing issues being brought before the board.

Thode, a Nesconset resident, had been thinking about running for the school board for years, due to his education background and working with different school administrations.

He previously worked in the Commack School District as a physical education teacher and then athletic director. He assumed the same position at Center Moriches school district when he moved there and eventually gained many other titles before becoming assistant principal at Center Moriches High School.

Thode currently has four daughters enrolled in the Smithtown school district, spanning from the primary school to the high school.

“I am excited to continue learning the concerns and issues that are present in the district,” Thode said. Personally, I am most concerned with the social and emotional components of education for our students.

Programs like Athletes Helping Athletes, or AHA, Thode thinks have great value to the students, because he thinks a student with more connections to the school fosters a better relationship with the school.

“I really want to work with the administration to get students involved in as many activities and make as many connections as possible in the school district.”

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Superintendent James Grossane file photo

The Dignity for All Students Act coordinators for the 2015-16 school year were renewed on Tuesday at Smithtown’s Board of Education meeting.

The Dignity Act is a New York State law that was put into effect in July 2012. It amended section 801-a of state education law regarding instruction in civility, citizenship and character education by expanding the concepts of tolerance, respect for others and dignity.

It is mostly focused on elementary and secondary school students and creates an anti-bully zone at school, school buses and all school functions.

This act is meant to raise awareness and sensitivity in human relations including different weights, race, national origins, religion, ethnic groups, mental and physical abilities, and gender and sexual identification.

This act requires all New York State boards of education to include language addressing the Dignity Act in their codes of conduct. Schools are also responsible for collecting and reporting data regarding material incidents of harassment and discrimination.

“It’s basically an anti-bullying law,” Superintendent James Grossane said after the meeting. “It’s to help with students who are feeling harassed or excluded.”

Coordinators for this act are usually the principals of every school building, according to Grossane.

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School district says ‘unauthorized person’ compromised vital student records like ID numbers, home addresses

Student data within Commack school district may have been compromised after an unauthorized person accessed records, the district said this week.

A statement posted on the district’s website outlined the potential data breach, calling it a potential release of high school student data, but cautioned that there was no concrete evidence that specific student data was downloaded. The district said the unauthorized party might have gained access to student ID numbers, names, addresses, contact information and schedules, but specified that social security numbers were not in jeopardy.

The district went public with the data breach alert on Sept. 17 and said it was important to make parents aware of the potential release of information, despite any evidence proving specific data was downloaded. As of the time of the initial post, Commack officials said the breach likely only applied to a very limited number of high school student records.

“Upon learning of the breach, the district immediately contacted the Suffolk County Police Department,” the statement said. “The district is working with the police department, and the police have moved forward to identify the person responsible.”

Commack’s tech department also bulked up the district’s data protection protocols by adding additional security features to student management systems, restoring any altered schedules and implementing a 24-hour active monitoring program. The current 24-hour monitoring system also showed no additional unauthorized attempts to access student data at this point, the district said.

In addition to working with the Suffolk County Police Department and conducting an internal security review, the district said it was also in the process of hiring an outside technology company to conduct a full electronic security review of the district’s student management system and networks in an effort to ensure systems are as secure as possible. Any additional updates will be brought to the public’s attention as developments occur, the district said.

“Please be assured that the district takes very seriously the protection of private student data, and actively monitors our networks,” the district said in a statement. “We continue to work to ensure that the district takes the steps necessary to prevent this type of incident in the future.”

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Join the Port Jefferson Free Library on Sunday, Sept. 20, for a discussion of Harper Lee, the author of one of the most popular books that deal with race relations in the United States, “To Kill a Mockingbird.”

The southerner recently released her second book, “Go Set a Watchman,” 55 years after her first was published. The story, like “To Kill a Mockingbird,” is seen through the eyes of Jean Louise “Scout” Finch and returns the protagonist and hero Atticus Finch, Scout’s father. The books are set in the fictional Maycomb, Ala., the first in the 1930s and the second in the 1950s.

Both books are loosely based on the hometown and life experiences of Lee.

In the library program “Harper Lee: A Riddle Wrapped in a Mystery Inside an Enigma,” Stony Brook University professor emeritus Michael Edelson will present an illustrated talk of Lee’s life and work, including unpublished writings. Edelson will use interviews, film clips and photos analyzing both books and the Oscar-winning 1962 film “To Kill a Mockingbird” starring Gregory Peck as Atticus.

Copies of each book will be available for those who attend the program, which starts at 2 p.m.

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Irene McLaughlin to take the reins of new post in November

Northport High School Principal Irene McLaughlin is stepping into a new role as the district’s assistant superintendent of human resources.

At the Northport-East Northport school board meeting on Sept. 10, board President Andrew Rapiejko announced McLaughlin’s new role. He said both he and the board were “very excited,” and to that, the audience offered a long round of applause.

McLaughlin is just as excited.

Northport High School Principal Irene McLaughlin. File photo by Rohma Abbas
Northport High School Principal Irene McLaughlin. File photo by Rohma Abbas

“I’ve had chances to pursue administration roles in other districts, but I didn’t want to,” the principal said in a phone interview this week. “Northport is such a great place for teachers, students, and parents, and I wanted to stay here.”

McLaughlin has been at the district for 31 years. She kicked off her career with the district straight out of college as a part-time health education teacher at Northport Middle School in 1984. From there, she worked at Norwood Avenue Elementary, Fifth Avenue Elementary and Pulaski Road Elementary schools until she became a teacher at the high school in 1992. She was promoted to principal of Northport High School in 2003 from assistant principal. This year marks the start of her 13th year as principal of the school.

“I will miss the high school,” she said. “Even when I worked at other schools, I was coaching here. My roots are deep here at the high school.”

McLaughlin is following Rosemarie Coletti, who stepped down from the position in June of this year. Lou Curra is currently the interim assistant superintendent of human resources.

“I am looking forward to getting more involved in district wide decisions,” she said. “I want to expand my scope, and learn more about how the entire district works and not just the high school.”

The responsibilities for assistant superintendent of human resources include recruiting, hiring and maintaining the nearly 1,000-person staff of the Northport-East Northport school district.

McLaughlin’s official start date is November 2, however she said that if the process of finding a new principal for the high school takes a bit longer, she may stay at her post past the beginning of November.

“I want it to be a smooth transition for the students and staff,” she said.

McLaughlin moved her family to the district when they were young because she said she knew Northport was a special place for kids to grow up. She currently resides there with her daughter, Kelly. Her son Michael graduated from Northport High School this May.

“My love for the district is really evident,” she said. “I am committed to the success of the district, and making an impact on more than just the high school.”

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Superintendent Ken Bossert. Photo by Eric Santiago

By Eric Santiago

Port Jefferson’s school board took a firm stance Tuesday night against the direction in which New York State is moving public education.

In a statement approved at its meeting this week, the board highlighted three of the most controversial pieces of the educational reform agenda: the Common Core Learning Standards, standardized state tests linked to the new curriculum and teacher evaluations that rely on student performance on the former two. They join a growing mass of politicians, teachers and parents who, with a new school year winding up, are renewing a call for the Common Core to be revised or removed.

While the board called the Common Core “a significant step forward in providing a sound curriculum for our students,” the members spoke against what they perceived as a poor job by the state in implementing the more stringent standards, which were launched in New York classrooms a few years ago.

The backbone of the program is a series of standardized tests that track student progress. That data is then used as a component in teachers’ and principals’ annual evaluations. For those reasons, parents and educators have referred to the exams as “high-stakes” tests.

According to the board, it “forces teachers to spend the greatest percentage of instruction time on tested areas” while neglecting other important topics. For example, Common Core emphasizes English and math learning and as a result, the board said, teachers have spent less time on subjects like social studies and science.

The tests have also faced criticism because many parents and educators say they are not properly aligned to the curriculum, and thus include material students would not have learned.

The opposition to the tests has launched an anti-testing movement over the last two years in which parents have declined the tests for their kids, calling it “opting out.” In the last state testing cycle, Port Jefferson saw half of its third- through eighth-graders opt out of the standardized English and math exams.

This hasn’t been lost on state officials.

Last week Gov. Andrew Cuomo (D) announced he would assemble a group of experts, parents and educators to review the Common Core program, saying that he believes the system contains problems.

“The current Common Core program in New York is not working and must be fixed,” he said in a press release.

Cuomo said he will call upon the group to “provide recommendations in time for my State of the State Address in January.”

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Miller Place Superintendent Marianne Higuera. File photo

Miller Place school district is on its way to completing the bond project voted in March of 2014.

At the board of education meeting on Aug. 26, Superintendent Marianne F. Higuera said the projects are near 80 percent complete. The total projected cost for the bond projects was approximately $7.5 million, when first presented in March of 2014.

The board held multiple public meetings throughout 2013 and 2014 for residents to voice concerns and learn more about the planned updates and repairs.

Most of the projects are specific to certain schools, with one general project that will affect every school in the district.

A district-wide phone system is currently being installed, which will replace the current system that predates 1999. The projected cost is $501,500, and the instillation is expected to be completed by November.

At Miller Place High School, tennis courts have been completely repaired, as well as repairs to the baseball and softball fields. The track is 95 percent done to being fully replaced, and additional turf fields and stadium lighting is also at 95 percent completion.

The high school qualified for state aid on approximately $3 million of field and grounds projects, according to the March 2014 board of education presentation.

Laddie A. Decker Sound Beach School and Andrew Muller Primary School both had a new security vestibule constructed. Laddie Decker’s is approximately 99 percent completed and the primary school’s work is done. The primary school also had a roof replacement, which has been fully completed.

At North Country Road Middle School, there are new tennis courts. Repairs to the baseball and softball fields are basically completed, as well as an irrigation system to improve the quality of the soil. There will also be a roof replacement. The roof replacement projects are expected to cost approximately $1 million, for both Laddie Decker and North Country Middle.

Miller Place school district will be reimbursed for 72.4 percent of the costs of all projects, excluding the security vestibules at Laddie Decker and Andrew Primary, according to the board of education. This is a 15-year bond, with an average annual payment of $669,488. The projected tax increase was $1.98.

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File photo

An animal rights group has a bone to pick with Stony Brook University.

The Beagle Freedom Project, a national laboratory animal advocacy group, has filed a petition in the state Supreme Court against Stony Brook University with hopes of compelling the school to provide documents relating to Quinn, a dog being housed at the university for animal testing and research. The group, alongside supporter Melissa Andrews, made a Freedom of Information Law request to Stony Brook for documents as part of their “identity campaign,” which allows individuals to virtually adopt dogs or cats being held or used in experiments.

The petition accused Stony Brook University of failing to provide a full response to the FOIL request, providing only five pages of heavily redacted documents. Among the five pages provided was a form appearing to indicate that Quinn and his littermates had been purchased from Covance Research Products, Inc., the group said.

Currently, most universities routinely euthanize all such “purpose-bred for research” animals, the group said. In a statement, a spokesman for the Beagle Freedom Project said the group hopes that the documents help to identify opportunities to provoke post-research adoptions of healthy laboratory dogs and cats.

The petition also challenged Stony Brook University’s claim that it has no further documentation relating to Quinn, pointing out that certain documents are required to be maintained by the Animal Welfare Act and that other publicly funded universities responding to similar requests had produced hundreds of pages of documents. In the petition, BFP and Andrews argued that Stony Brook University and the other respondents did not articulate a particularized or specific justification for denying access, as required, and that there is no such justification.

“Stony Brook is either lying about the records they are keeping or they are in violation of federal recordkeeping requirements,” said Jeremy Beckham, research specialist for the Beagle Freedom Project. “Either way this is troubling and the taxpaying public, forced to fund these experiments, have a right to hold this school to account.”

Lauren Sheprow, a spokesman for Stony Brook University, said the university was unable to comment at this time.

The petition asked the Supreme Court of the State of New York to compel Stony Brook University and the other respondents to provide complete, unaltered documentation concerning Quinn. The Manhattan-based law firm Olshan Frome Wolosky LLP is representing BFP and Andrews in connection with the petition, through its pro bono program.

Through the Identity Campaign, the Beagle Freedom Project has uncovered a troubling pattern of laboratories using animals redundantly or unnecessarily for research or experimentation, providing these animals with poor veterinary care, and other abuses, a spokesman for the group said.

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By Dexter A. Bailey

This fall, the Stony Brook Foundation celebrates its 50th anniversary — five decades as a crucial catalyst during Stony Brook University’s transformation into one of the world’s leading universities (now ranked in the top 1 percent), helping advance globally significant research and innovation.

Since the foundation was created in 1965, Stony Brook University has grown from a school with 500 students into a prestigious institution of higher education with a diverse student body of more than 24,000.

Many donors helped lay the groundwork for Stony Brook’s evolution by providing scholarships to top undergraduate and graduate students, funding centers recognized around the world for learning and research, and attracting and endowing professors who are leaders in their fields.  These three factors have been instrumental to the university’s becoming a major economic engine for the region. It is the largest single-site employer on Long Island, generating nearly 60,000 jobs and an annual economic impact of $4.65 billion.

In just 50 years, the foundation has raised more than $800 million in gifts — including more than $68.5 million in student financial aid, keeping college affordable for all students. Although New York State support is generous compared with other states, only 18 percent of the university’s total annual operating budget comes from Albany, making the foundation’s philanthropic partnership ever more critical.

“The Stony Brook Foundation, and the philanthropic funds it raises from our friends and alumni near and far, has been essential to the university’s incredible trajectory,” said Stony Brook University President Dr. Samuel L. Stanley Jr. “This partnership has helped us to attract and retain the best students and faculty, push the boundaries in research, strengthen our signature STEM and liberal arts programs and ensure excellence in all we do.”

Philanthropy has funded world-renowned centers and institutes, including the Simons Center for Geometry and Physics, the Global Health Institute, the C.N. Yang Institute for Theoretical Physics, the Institute for Advanced Computational Science, the Laufer Center for Physical and Quantitative Biology and the Alan Alda Center for Communicating Science.

Next year, a new research facility, the Medical and Research Translation (MART) building, will open with support provided in part through the foundation. It will double the university’s capacity to deliver cutting-edge cancer care on Long Island, while generating an additional 4,200 jobs. In addition, donors from the community have supported construction of the future new home of Stony Brook Children’s Hospital, which is expected to open in 2017.

Stony Brook would not be the university it is today without the generous philanthropic support from donors who recognize the incredible return on their investment in the deserving students, faculty and special academic community at Stony Brook. With the support of the Stony Brook Foundation, the university, Long Island and the state of New York will continue to prosper together.

Dexter A. Bailey is the senior vice president for advancement at Stony Brook University and the executive director of the  Stony Brook Foundation.

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Enrollment soars above school district's estimates

School board President Robert Sweeney explains the full-day kindergarten enrollment in Mount Sinai. Photo by Giselle Barkley

When Mount Sinai school board members proposed full-day kindergarten, they didn’t expect 160 students to enroll.

But the new program brought an enrollment increase of more than 40 percent, according to numbers the Mount Sinai Board of Education examined during a recent meeting, leading the district to hire another teacher.

By the end of the 2014-15 academic year, which had half-day kindergarten, there were around 112 students enrolled. With the 2015-16 enrollment, Mount Sinai had to bump up the number of teachers to seven.

Superintendent Gordon Brosdal explains the full-day kindergarten enrollment in Mount Sinai. Photo by Giselle Barkley
Superintendent Gordon Brosdal explains the full-day kindergarten enrollment in Mount Sinai. Photo by Giselle Barkley

In May, the board estimated that 125 students would enroll in the full-day program, but by mid-July, there were 151 students.

“All year long … we promoted full-day K at a number around 125 and [aid Mount Sinai received from the state] was based on that number,” Superintendent Gordon Brosdal said. The increase “was a little bit alarming to the board and myself.”

Brosdal said the new program could be popular because full-day kindergarten is easier for a parent’s schedule. He expects several more children to enroll before class starts on Sept. 8, pushing kindergarten enrollment past 160 students.

According to Linda Jenson, assistant superintendent for business, the extra teacher the district had to hire added $85,000 to the budget, bringing the total program cost to $635,000.

Despite that increase, residents will not see taxes go up, Jenson said. Officials dug up the extra money from within the approved $56.7 million budget for 2015-16.

Mount Sinai lengthened the kindergarten day to give young students more time to learn subjects like language arts, math, social studies, science and music.

“We wanted to give our kids and our teachers adequate time to address Common Core, the demands of the curriculum,” Brosdal said.

In half-day kindergarten, students were in school from 8:55 a.m. until 11:05 a.m. With the full-day program, they will stay in the classrooms until 2:58 p.m.

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