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New SWR program connects students to community

by TBR Staff - June 1, 2017

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SWRBusiness3w — Shoreham-Wading River high school students and Long Island business owners connect during the school’s first School-to-Community meeting in April. Photo from Shoreham-Wading River school district

High school students within Shoreham-Wading River are getting a head start on real-world job opportunities, thanks to a new community networking initiative rolled out by the district.

The School-to-Community Program, which held its first meeting April 3 and a second May 16 at the high school, helps students of all grade levels and interests prepare for postschool jobs by providing access to business leaders from local community organizations who discuss job tours and shadowing opportunities.

Participating students include those in the school’s science research program; AP Capstone program; science, technology, engineering and math program; and special education population, all of whom are in search of mentorships and internships.

They’ve connected with business leaders representing a wide range of companies like ASRC Federal, a service provider that resolves challenges within federal civilian, intelligence and defense agencies; the Tesla Science Center, a not-for-profit working to develop a regional science and technology center in Wardenclyffe; and Island Harvest, a hunger-relief organization that serves both counties. Representatives from Brookhaven National Lab and the North Shore Youth Council have also been involved.

The two meetings held so far will be the first of many in a continued development between the school and community, according to Amy Meyer, director of STEM for grades K-12 at the district.

“We want all of our students to have access so they have a little bit more real-world experience that will go on to help them choose what they’re going to do.”

— Amy Meyer

“We’re preparing students for jobs in industries and areas where it’s changing so much because of technology and everything else … it’s really important to stay current with what’s happening in those industries in order for students to know what they should expect and what areas they should target,” Meyer said. “We want all of our students to have access so they have a little bit more real-world experience that will go on to help them choose what they’re going to do.”

During the April meeting, 26 business representatives, 17 educators and nine students met to brainstorm programs and events that would accomplish the district’s goal for authentic learning experiences, according to the school.

The May event was an annual STEM symposium — a fair-style gathering that brought awareness to 21st century careers. Students showed off their STEM-related projects, which included robotics, while community leaders spoke from exhibit booths about how their industries are involved with STEM and what educational measures students can take to break into specific industries.

John Searing, an ASRC Federal employee and engineer by degree and trade, got involved in the program through a presentation he made in his daughter’s AP Science class at the school. The teacher of the class recommended he get involved as someone adept at dealing with the students in regards to career and STEM opportunities.

“I think it’s an absolute opportunity to work with the kids as they head into college or some other field, especially technical, and teach them some of the soft skills and nuances about the workplace that can help them along,” Searing said. “I’ve suggested working with them an hour or two every week in a classroom setting to bring some real-world problems we find in the workplace and let them try and solve them.”

A career plan is already in place for next year, Meyer said, which will focus on specific growth industries on Long Island.

“One of the thoughts is that if students know what is available here on Long Island, they may be more apt to stay on Long Island and focus their career on those things,” she said.

The School-to-Community initiative, which has the full support of the school board, curriculum and instruction team, was first proposed in March of this year, and approved right away to lay the groundwork for it to be firmly established next year.

“The school and district want to work together to provide learning and growth opportunities for our students,” Shoreham-Wading River High School Principal Dan Holtzman said in an email. “It is an important step in bridging the community and district together to educate students on career paths and exploration.”

Art community plans to revitalize Rocky Point

by TBR Staff - March 10, 2017

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The-Brick-Studio-Julia-Vogellew — Miller Place art teacher Julia Vogelle helped form The Brick Studio and Gallery nonprofit. Photo from Julia Vogelle

Who better to bring vibrancy and revitalization to downtown Rocky Point than a group of local artists? With the support of elected officials, a new nonprofit organization is leading the charge to help enrich, educate and electrify the Rocky Point community and surrounding areas.

The Brick Studio and Gallery is an art collective of more than 20 local artists and instructors with aspirations to grow and develop into a full-fledged community studio and hub.

Spearheaded by Miller Place High School art teacher Julia Vogelle and professional ceramicist Justine Moody, the group blossomed around the time Stony Brook University’s Craft Center and ceramics studio closed for renovations in January 2016, leaving potters and artists without a space to do what they love.

Pottery making will be offered at The Brick Studio and Gallery. Photo from Julia Vogelle

Vogelle and Moody, who shared dreams of opening up a cooperative to bring art back into the community, met in the wake of the Craft Center shutdown and enlisted the help of the “homeless” artists to form the organization.

Since then, the project has grown, culminating in a Kickstarter campaign with an ambitious goal of $18,000 to turn a dream into a reality. With 120 backers, their goal has already been exceeded, raising a total of $18,150.

The money will cover the start-up costs to find a location and equip and supply the studio with 14 pottery wheels, two electric kilns, kiln shelves, clay, glazes and ceramic tools. According to the fundraiser page, the studio “has the potential to begin a renaissance in historic Rocky Point, with other artists and artisans joining in bringing life to other empty buildings” and plans to open in early spring.

“My vision is to have this cultural center energize and bring all the money back into the hamlet,” Vogelle said. “Rocky Point has a lot to offer. People 16 and up can come; we’d have services for students, seniors, veterans and anyone who would like to work. I want to look at Broadway in Rocky Point as ‘artist’s row.’”

In addition to pottery, glass and jewelry making, the studio will be a venue for documentary showings, live poetry, trivia nights and live music.

Moody expanded on the grand vision.

“I think it’s going to become a destination place … I don’t know that Rocky Point has one, and there are a lot of towns here with a tremendous group of creatives who don’t really have a place to call their own,” Moody said.

She’s hoping it could be a place to attract locals during the summer to take lessons, and others from outside the community on Friday nights, saying she envisions big events on weekends and other pop-up events throughout the year.

Suffolk County Legislator Sarah Anker (D-Mount Sinai) believes The Brick has the potential to be a tourist attraction that could boost Rocky Point’s foot traffic and revenue — much-needed since the state built the bypass, which encourages traffic to go around the area, hitting downtown businesses especially hard.

“There are a lot of towns here with a tremendous group of creatives who don’t really have a place to call their own.”

— Justine Moody

“So many of our residents come in from the Long Island Expressway, from Sunrise Highway, and they look to go east from the North Fork, and my hope is that maybe they’ll turn left and go west to experience what Rocky Point and Shoreham have to offer,” Anker said. “There are so many high-level artists that live in the area and this will hopefully give them a way to stay local and promote their craft to the public.”

Anker has been involved in North Shore revitalization plans since 2011, participating with the Rails to Trails project and the clean-up of the Tesla Science Center at Wardenclyffe, and said that art is not just trendy.

“We underestimate how important art is, it needs to be cultivated,” she said. “It’s part of our culture and it has an educational component. It will definitely benefit downtown Rocky Point.”

Councilwoman Jane Bonner (C-Rocky Point), who contributed $100 to the art collective’s Kickstarter campaign, said she’s so excited about the studio and points to Vogelle and Moody’s hard work and dedication.

“They’re very dedicated and committed and they’re not looking for somebody else to solve their problem … grass isn’t growing under feet at all and it’s hard not to pay attention to that,” Bonner said.

As a 30-year Rocky Point resident, the councilwoman is hopeful that the artists can bring people back to downtown Rocky Point and trigger change.

Vogelle feels the same, stating that she believed that the art can bring value to homes and surrounding businesses.

“If you put art into a community, people want to move in,” she said. “If you put music in town, people want to gather around and enjoy it. A cultural center like this always connects with schools in the district and it will also help people realize there’s so much culture that’s hidden. And anyone can get hooked on ceramics — the elderly, veterans, teens. Once you touch mud, you never go back.”

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.”

Huntington students find success with robotics lessons

by TBR Staff - December 22, 2016

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CODETeachersStudentsw — Huntington middle school students smile with math teachers Christine Lofaro, far left, and Susan Llanes, far right. Photo by Kevin Redding

Huntington students taught the community a thing or two about computer science and coding at a board of education meeting Dec. 12.

Sixth-grader Sarah Crowin, along with fifth-graders Samantha McGloin, Ben Edgar McNerney and Uma Shtrom, showed those in attendance how they were able to make “math move” and come to life in creating their own mazes and games.

They explained how this new passion has helped them in other areas.

McGloin, a student at Jack Abrams STEM Magnet School, said coding helped her become a better problem solver.

“When you’re coding, it’s all trial and error,” she said at the meeting. “If something doesn’t work, there’s no pop-up explaining what to do … you have to know your lines of code and what you wrote to see what you did wrong and learn from it. It helps with perseverance because you have to work on something and there’s no such thing as overnight success.”

She said coding has taught her to put all of her effort into something — otherwise it won’t work out the way you want it to.

Shtrom, also a student at Jack Abrams, said coding changed the way she thinks.

“When I see video games like Minecraft or Temple Run, I think about the coding conditions behind the game,” she said. “Coding had also helped me to better understand math concepts … like grid coordinates … x and y coordinates … and angles.”

Back in October, students at Woodhull Intermediate School and the STEM Magnet School started using the platform called kidOYO, or Kid On Your Own, in the classroom to create coding scripts and explore learning outcomes in the fields of computer science, engineering and entrepreneurship education.

This program, which Huntington has implemented in grades kindergarten through eighth, encourages students to demonstrate knowledge and problem solving skills through various programming tools.

Students of all ages within the district are able to access kidOYO from home as well as school, and so far they said they’ve been excited to learn and utilize this new language of code.

“It’s wonderful to see students engaged in this,” Christine Lofaro, a Huntington Response to Intervention math teacher, and one of the facilitators of the program said.

She said even though not all the students participating in the program are necessarily heavy academic students in terms of math and science, they love to do this and it’s never a chore to get them involved.

“I was in a kindergarten class on Friday and was thinking, “How am I going to do this with kindergarten students?” she said. “They were totally in it, totally in the game and excited, right from the get go.”

She and fellow Huntington RTI math teacher Susan Llanes had the opportunity to attend the “kidOYO Summer Experience” at Stony Brook University for three days in July and while there, they trained alongside computer science instructors and learned a lot about the benefits of the program, especially for young students.

They immediately brainstormed how they were going to bring this back to their school.

Lofaro and Llanes emailed principals and the district’s Director of Elementary Mathematics Marybeth Robinette about how to roll this out as soon as school was back in session in the fall.

Robinette said every 21st century student should have a chance to learn about algorithms, how to make an app, and learn how the internet works, just as they should know what photosynthesis and H2O are.

“Right now, there’s no expectation in our schools that students should even have a basic understanding of these concepts, even though they’re driving a large part of our society,” said Robinette.

The director of elementary mathematics said computer science is foundational and affects every field in residents’ lives. Whether it’s navigation systems on the road or computing breakthroughs in health care, every single day ,the trend of coding is growing in every single industry.

She explained that right now computing jobs are the number one source of new wages in the U.S.

“There are more than 500,000 job openings [in this field], but we’re not graduating kids from college with computer science degrees,” Robinette said. “One of the reasons is that kids don’t really know how computers work and think it’s really difficult and scary. But through kidOYO … we’re showing that all kids can participate in this.”

New school year brings changes to Middle Country

by Desirée Keegan - October 14, 2016

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By Desirée Keegan

The Middle Country Central School District announced several new programs to engage the students throughout the Centereach and Selden communities for the 2016-17 school year.

The new programs — including specialized music, art and math curriculum for kindergarten students, as well as extra physics classes and the introduction of a Capstone Project — are made possible by the district’s strategic budgeting practices and financial planning. The academic improvements are meant to prepare students for life at the next level.

“At Middle Country, we are dedicated to educating ‘the whole child,’” Superintendent Roberta Gerold said. “We are proud of the many programs we have put in place this year that will help provide students with the resources to excel in the classroom and in the community. These brand new classroom offerings will challenge our students to think critically and prepare them for successful futures beyond the classroom.”

Students at Unity Drive Pre-K/Kindergarten Center walk into the school building on the first day. Photo from Middle Country school district

During the first day of school, students throughout the district took advantage of the many new opportunities provided. Kindergarten students from Unity Drive Pre-K/Kindergarten Center participated in the new art and music classes, as well as their math literacy program. These initiatives are intended to introduce students to essential Science Technology Engineering and Math concepts.

Other students are also experiencing the excitement of new programs.

Fifth-grade students throughout the district embarked on a newly introduced Capstone Project. The Capstone Project is a two-semester independent research assignment that spans fifth through 12th grade. Designated time for research is granted to seventh- and eighth-grade students, and the eighth-graders will now be able to participate in physics classes.

Outside of the classroom, other exciting news is underway, such as completed projects from the district’s 2015 Bond Referendum.

At the beginning of the school year, students and staff benefitted from the completion of roof replacements, security vestibules, high school track resurfacing, the installation of Smart Boards in the classrooms and new buses and two-student vans.

For more information about academic programs available at the Middle Country school district and a calendar of events, visit www.mccsd.net. To learn more about the student experience and news from the district, also visit www.mymiddlecountryschools.net.

Urging teachers to sharpen their communication skills

by Daniel Dunaief - September 30, 2016

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It’s time to raise the bar on communication skills for teachers. I realize there are sensational educators who inspire a cadre of young minds each year. There are also plenty of teachers who are weak communicators, whose work wouldn’t stand up to their own liberal use of the red pen and who have their own rules of grammar that defy any style book.

That seems especially problematic, particularly for language arts teachers who are, presumably, not only educating our sons and daughters about how to read and analyze text, but are also helping them develop their writing style and voice.

The do-as-I-say-and-not-as-I-do approach may, unwittingly, be preparing students for the unfair world where merit doesn’t count as much as other factors, like connections.

I’m not sure that’s really the lesson we want to teach or the subtext we want to share during these formative years.

I’d like to ask a favor of teachers: Please read your instructions before you give them to your students. You can shape the assignment the way you’d like: asking questions about identity, seeking to understand the perspective of the author, asking for an analysis of the tone of the piece. But please, please, please read over your directions before printing them out, sending them to students or sharing them with parents. It’s not OK for your writing to read like the assembly instructions for a child’s toy.

I know it will take a few more moments and I know that you’re not particularly well paid, but please remember your mission and the difficulty of a double standard. Children can sense hypocrisy quicker than a shark can smell blood in the water.

I realize these missives filled with misdirections may provide a lesson unto themselves. Students may learn that nobody is perfect. While that may be true, are the teachers — who provide confusing directions, who send out assignments rife with poor grammar and misspellings, or who casually make the kinds of mistakes for which they would take major deductions — comfortable enough with themselves and their position to provide students with the opportunity to correct them?

Ideally, learning isn’t just about hearing things, memorizing them, spitting them back out during a test and forgetting them within a week of an exam. As teachers say so often when they meet parents, they want their students to learn to think for themselves and to question the world around them.

If that’s the case, then let’s not pay lip service to those missions. Let’s add a corollary to that and suggest that how teachers communicate is as important as what they communicate.

Let’s also encourage students to ask teachers why their instructions include particular words or employ specific phrases. I recall, many years ago, the first time one of my more self-assured teachers silenced a room when he said, in his booming baritone, “I stand corrected.” The rest of us didn’t know whether to cheer for the boy who challenged him or to duck, worried that a temper tantrum with flying chalk — remember chalk? — might follow.

Maybe schools should hire an editor who can read the instructions to kids and emails to parents. Or, if the budget doesn’t allow a single extra employee, maybe they can engage in the same kind of peer review they utilize in their classrooms.

Ideally, students and teachers can seize the opportunity to learn and improve every year. Teachers create an assignment and then reuse it the next year. If the assignment is unclear, or the directions flawed, the teacher should do his or her homework and revise it.

All I ask is that teachers lead by example.

A powerful partnership

by TBR Staff - August 25, 2016

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1a_Nielsen-MRIw — A professor and student at Stony Brook University School of Medicine look at a medical scan. File photo

Two major power players in the field of medical help and research have come together to form a new partnership.

Stony Brook University School of Medicine and Mount Sinai Health System, of New York City, have joined together to create more academic research opportunities to streamline and expand clinical care initiatives.

While they are not the first school of medicine to connect with a health system on Long Island — Hofstra University’s School of Medicine works with Northwell Health — this certainly means new breakthroughs are on the horizon in Suffolk County.

Dr. Kenneth Kaushansky, senior vice president for Health Sciences at Stony Brook University said that each institution will be bringing its biggest strengths to the table, thus making each other stronger.

Mount Sinai’s Icahn School of Medicine has strong biomedical, clinical research and health policy expertise, while Stony Brook University boasts programs with advanced mathematics, high-performance computing, and physical and chemical science departments.

Combining math and science programs together will help students become well rounded, and open up the possibility for new programs.

A press release said Stony Brook students will also be able to gain experience in areas of medicine that the university doesn’t currently offer, like observing and learning from heart transplants and other pilot programs. And students from either institution are now welcome to take classes at the other.

But this liaison is going beyond students.

Kaushansky said this partnership will improve patient care at both Stony Brook University Hospital and Mount Sinai Hospital by allowing patients to easily seek services from either hospital.

This is a great endeavor that should be encouraged and supported by the community. Not only does this teaming help students get a more in-depth education and give professors more opportunities for expanded lessons, it will in turn help the residents of the North Shore by improving the care that the local hospital can offer through the new discoveries and breakthroughs the new partnership will make.

Three Village sends of 2016 Ward Melville grads

by Andrea Moore Paldy - June 27, 2016

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FriendswithDiplomas_WMHS_graduation_06-26-16_paldyw — Soon-to-be graduate proudly displays high school diploma at Ward Melville High School’s commencement on June 26, 2016. Photo by Andrea Moore Paldy

They came with cameras, air horns and even a graduate’s photo held high on sticks. These were the proud families and friends who came to celebrate the 618 students who graduated from Ward Melville High School on Sunday.

Before receiving their diplomas, graduating seniors listened to final pieces of advice from their peers, their principal Dr. Alan Baum and school board president William Connors.

Class salutatorian Ariel Long urged her classmates to take their experiences at Ward Melville and “look on new beginnings with excitement and not fear.” Jeffrey Michel, the class valedictorian, reminded them to not limit themselves to one talent or interest.

“Change starts with you,” said Dr. Baum, who quoted a number of artists, including Shakira, to remind students that failure is a part of life and a way to learn. He told the graduates to “challenge obstacles,” try again and move forward.

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Students from closed elementary school learn their fate

by Alex Petroski - June 23, 2016

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Map_Smithtown_061516w — This map depicts the new territories for Tackan and Mount Pleasant elementary schools. The teal and lime green sections were formerly Branch Brook territory. The purple section represented Mount Pleasant territory before the changes. The orange section represented Tackan territory before the changes. The purple and teal sections will make up Mount Pleasant territory beginning in 2017-18, and the orange and lime green will become Tackan territory. Image from Smithtown administration

Branch Brook parents finally have some clarity after months of debate, anger and sadness.

Since November 2015, it has been unclear where Smithtown school district residents who send their kids to Branch Brook Elementary School, one of the district’s eight currently open elementary schools, will be sending their kids when Branch Brook closes ahead of the 2017-18 school year. At a board of education meeting Tuesday, Superintendent James Grossane announced which of his five proposed plans and one parent-proposed sixth option he would be selecting, which he was charged with doing by the board after they voted to close Branch Brook in February.

Grossane chose Option 4, which has been amended since the options were introduced about eight months ago, but includes most of the main points. Fifty-nine percent of current Branch Brook families will be attending Mount Pleasant Elementary in the fall of 2017, while the remaining 41 percent will move to Tackan Elementary School, according to Grossane.

Branch Brook territory is currently bordered to the east by Southern Boulevard, which meets the southern border at Townline Road. The northeastern corner of Branch Brook territory is the corner of Smithtown Bypass and Southern Boulevard. A few neighborhoods north of Smithtown Bypass and east of Terry Road are currently Branch Brook. The western border includes a large chunk of Smithtown Bypass, then splits and heads directly south to meet Townline Road near Helen Avenue.

The new district lines will use Terry Road, which becomes Smithtown Boulevard south of Smithtown Bypass, as a dividing line. Homes east of Terry Road that were Branch Brook territory will now be Tackan, while the west side of Terry Road will be Mount Pleasant, with some exceptions.

Grossane left the door open to the possibility of keeping students who would have been fifth-graders in Branch Brook in 2017-18 together, sending them all to Tackan for that year, though he said that is not ideal.

“There’s going to be quite a few students from Branch Brook in either building in each classroom, so no one will be alone,” Grossane said, which should somewhat ease a concern parents of Branch Brook students raised throughout the process, that changing schools could be traumatic and difficult for young kids.

The redrawing of lines will also alter the feeder system to the district’s two high schools, though Grossane said he will give families the option of keeping their younger children on track to attend one of the two high schools if the family already has older kids at one, to avoid having a family with kids in different high schools.

Grossane said both Tackan and Mount Pleasant will be operating at about 93 percent of their capacity during 2017-18, but the class sizes for both schools should remain below the district’s preferred average size of 28 students.

At least one Mount Pleasant parent and PTA member was glad to hear students in no school other than Branch Brook would be displaced as a result of the closure and subsequent redrawing of district lines.

“Thank you very much Dr. Grossane for not removing any Mount Pleasant students who are currently enrolled, and I want to say welcome to the Branch Brook family,” Deb Phillips said during the meeting Tuesday. “You are going to love Mount Pleasant. … There’s so many great things, and we welcome you with open arms.”

A transitional committee will begin meeting in the coming weeks and months to handle the mechanics of the changes. The committee will include administrators and principals from all three applicable elementary schools.

Smithtown set for students’ internal email system

by Alex Petroski - April 1, 2016

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Jennifer_Bradshaw_SmithtownAsst_Super_2013_Shapirow — Smithtown Assistant Superintendent Jennifer Bradshaw. File photo by Rachel Shapiro

Smithtown students have been told for a long time their personal phones, tablets and other electronic devices are not allowed in school. In April, that is going to change.

Assistant superintendent for instruction for the district, Jennifer Bradshaw, announced at a board of education meeting on March 22 Smithtown will be opening free internal Wi-Fi for students and allow access via personal electronic devices beginning next month. In addition, every student will be assigned an internal email address that will allow messages to be sent from student to student, or student to teacher. The new initiative is for students in grades six through 12.

“This is going to increase their ability to work collaboratively and communicate with teachers and other students about the work that they’re doing in school,” Bradshaw said on March 22. “Again, it’s entirely internal. There’s not going to be any access to outside email accounts. I’m pretty excited about this expansion … it’s a very logical next step.”

Bradshaw said a Google for Education application would host the email addresses. Google for Education was designed to “provide easy tools to engage students anytime, anywhere, on any device,” according to its website. Bradshaw also said the district already uses Google Classroom, which provides applications to allow teachers to assign work and for students to submit assignments as a collaborative tool.

The Wi-Fi access will be filtered, as is Internet access on existing school computers and devices. Social media sites and applications Facebook and Snapchat will be blocked, though Twitter, Instagram and YouTube will be allowed for educational use.

Bradshaw said use of this technology for educational purposes is a valuable tool for students to learn.

“It’s used in at least three-fourths of the top 20 schools that we send our students off to,” Bradshaw said about applications through Google for Education. “It’s really great preparation for them, but beyond that it’s really great for collaboration now.”

School board President Christopher Alcure expressed excitement about the possibilities technology present as a resource for education.

“It’s fantastic that we’re getting them started young,” Alcure said, and added his sixth-grader frequently has to submit assignments through Google Classroom. “I’m all for it.”

In October, about 20 students from Smithtown and Kings Park schools were suspended when explicit content involving three underage students from unspecified districts was spread electronically across the two districts. The incident, referred to as a sexting scandal, occurred off of school grounds. Two 14-year-old Smithtown High School boys were arrested and charged with disseminating indecent material to minors and promoting a sexual performance by a child as a result of the incident.

“Part of our responsibility as a school district is to teach digital citizenship — how to use electronic tools responsibly as well as productively,” Bradshaw said in an email Monday. “It is part of our greater mission to create responsible citizens. We will, of course, support this expansion with continued education about how to use the tools effectively and responsibly.”

The district already has a section in its code of conduct about the acceptable use of technology, which Bradshaw said students would be required to agree to each time they attempt to gain access to the school’s network.

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