Tag Archive | "Governor Andrew Cuomo"

Test Refusal Movement Continues to Grow in Sag Harbor

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By Tessa Raebeck

Spring break is traditionally used for some much needed relaxation and time in the sun before the final sprint to the end of the school year, but a group of East End parents, teachers, and community members had a loftier goal for last week’s vacation: Taking back public education.

About 50 people filled a meeting room in Sag Harbor’s Old Whalers’ Church on Thursday, April 9, for an informational dialogue on test refusal hosted by the Teachers Association of Sag Harbor (TASH). The “refuse the test” movement has gained steam across New York State in recent weeks, in reaction to Governor Andrew Cuomo’s efforts to increase privatization of the state’s education system and put mounting emphasis on state tests by tying teachers’ jobs and basing schools’ effectiveness on students’ performances on standardized tests written by for-profit companies. The governor threatened to hold out on providing aid to schools if the State Legislature did not pass his reforms as part of the state budget earlier this month.

The picture painted at the forum is one that has been repeated across the country increasingly since the implementation of the past two major federal educational reforms, President George W. Bush’s No Child Left Behind Act and President Barack Obama’s Race to the Top: public schools in which art and history classes and recess, gym and lunch periods have been eliminated and replaced with test prep.

The Sag Harbor School District has made many efforts to resist pulling the plug on the creativity administrators say is fundamental to a strong, engaging education, but the new state regulations will force school districts to fire teachers and administrators and relinquish local control of schools should students not perform up to par. Sag Harbor’s schools, which perform well on state tests, will be subject to the same guidelines as the state’s lowest performing schools.

As a means of resistance, unions and some administrators have urged parents to “refuse the test” by not having their child sit for them. From an academic standpoint, a test becomes invalid if 17 percent or more of the students across the state refuse to take it.

On Tuesday, April 14, the first day the state tests were administered, Superintendent Katy Graves said 25 percent of Sag Harbor students had not taken the ELA test that day. Many of the students who refused the tests are the same students who do the best on them, and Sag Harbor’s scores will likely suffer as a result.

Ms. Graves said Thursday that she does not support refusing the test because the district has invested so much in the scores and analyzing the data they provide, but that “watching this has been heartbreaking.”

“The majority of the districts in the state—especially upstate—are so aid dependent,” she said. Never before, she added, had a governor inserted language into the budget linking school aid to how schools operate.

She added that tenure, which the governor wants to make more difficult to obtain, had been brought in for a reason, so, for example, if a teacher decided to teach a topic like evolution, which was once highly controversial, he wouldn’t have to fear losing his job.

“There’s some reasons we deal with things very slowly in education, so we’ve never dealt with this embedding of this kind of language—I as governor am deciding how you locally evaluate your teachers…so you’re living in a new world,” she told the crowd of parents.

TASH President Jim Kinnier, a math teacher at Pierson, said he and Ms. Graves are on the same team, however, they “disagree upon what pitch to throw.”

The governor has issued a gag order on teachers forbidding them from encouraging their students and parents to refuse the test.

Mr. Kinnier, under that gag order, said he hosted Thursday’s forum to “bring forth some facts [and] allow folks to voice their opinions.”

“From my perspective, we’re out of strategies. There’s only one strategy left that I see,” he said. “In my view, to let your children take the test is to endorse the governor’s efforts to make public schools be like charter schools…I don’t want to have this opinion, but I only see two possibilities—either sit here and take it or do this.”

Mr. Kinnier said he is not opposed to tests, but said the current state tests are not age or ability appropriate and are far too long. Elementary school students take the tests over six days, for a total of anywhere from nine to 18 hours depending on whether they receive extra time. He said if the scores were a smaller part of teachers’ evaluations the teacher could reflect on the results, but it wouldn’t drive their instruction.

This is the third time in four years that the legislature has addressed the issue of teachers’ evaluations.

“This is called education reform—in my opinion, it’s anything but,” Assemblyman Fred W. Thiele Jr. of Sag Harbor said when voting against the governor’s budget. “What we’re doing tonight is rearranging the deck chairs on the Titanic; this isn’t reform at all. The fact of the matter is that the only solace I have tonight is that I know that we will be back here again at some point dealing with this issue.”

Administered by private for-profit companies and not written by educators, the tests are graded by hired temp workers who are paid per test. The only requirement to be hired as a grader, which includes critiquing a writing section, is a college degree.

In addition to lamenting the arbitrary nature of the tests, many teachers and parents in attendance expressed fear that the data-driven instruction will affect students’ ability to learn and be prepared for careers in a rapidly changing global marketplace.

Sag Harbor resident Laura Leever, who teaches on Shelter Island, said while she understands Ms. Graves’s concerns over faculty and students being affected by scores lowered from high test refusal, “We have to look at this in a bigger picture…this is about taking away public education, it’s about taking away local control.”

“I think we have a very punitive governor,” Ms. Graves replied. “I think he will punish every school that doesn’t comply and I think it’s going to make things worse.”

She said she fears that, rather than acknowledging how many families refused to take the test, the governor will instead say the scores mean “our schools are failing even more.”

“I’m an AP U.S. History teacher,” said Sean Brandt, president of the Southampton teachers union, “and America is founded by a bunch of rebels—and I think now is the time to stand up. My son’s in the third grade and he’s not taking the test. As far as what’s the outcome, we don’t know, but this is the loss of local control, this is the privatization of public education and this is as criminal as it gets—and this is our opportunity to take a stand.”

Chase Mallia, a Pierson math teacher, said teachers who have a lot of students refuse the test would likely have worse results, because those students are often the same ones who would perform the best.

“There’s a possibility for me that I’ll be rated ineffective,” he said. “That’s a risk I’m willing to take, because I see the direction the state’s going, because I’m in it for the kids.”

Refuse the Test Movement Growing on the East End

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Parents bring their children to the Sag Harbor Elementary School at the start of the school day. Photo by Michael Heller.

Parents bring their children to the Sag Harbor Elementary School at the start of the school day. Photo by Michael Heller.

By Tessa Raebeck

A grassroots movement of parents who say the government is taking the creativity out of learning—and doing so in impractical ways that help neither students nor schools—is growing statewide and across the East End, with many parents refusing to let their children sit for the tests the state uses to judge public education.

Advocates for local control of education were outraged when Governor Andrew Cuomo pushed through sweeping education reforms as part of the New York State budget last week (see related story), which include further linking teacher and school performance with student performance on tests written by a private company, Pearson, rather than educators.

The Teachers Association of Sag Harbor (TASH) sent parents a letter last week clarifying its position on test refusal.

According to the letter, TASH “strongly supports a parent’s right to advocate for his/her child and refuse the New York State ELA and Mathematics assessments in grades 3-8. As a collective body, TASH believes that the purpose of education is to educate a populace of critical thinkers and lifelong learners who are capable of shaping a just and equitable society in order to live good and purpose-filled lives. We believe that the education of children should be grounded in developmentally appropriate practice. TASH opposes the over-reliance on high-stakes testing that is currently being pushed by both the federal and New York State governments because this testing has not been used to further instruction, help children, or support their educational needs. These commercially prepared assessments are not transparent and teachers, parents, and students are not permitted to discuss the content or to know which questions students answered incorrectly.”

These tests are administered over the course of several weeks each spring in addition to other state-mandated tests throughout the year. Last year, the State Education Department administered the tests on the new federal Common Core curriculum before providing lesson plans or textbooks. This year, schools are more familiar with Common Core, but unions and school boards alike have expressed concern over the connection of a teacher’s or administrator’s employment with a test that doesn’t take into account outside factors such as poverty, non-English speaking students or parents, or what a teacher does in their classroom aside from drilling students for the test.

Parents can “refuse the test” by writing a letter to their child’s school requesting their child be excused from the tests. When other students are taking the test, those who have excused are provided with another space to be so as not to disturb the testing.

Shona Gawronski has had five children attend Sag Harbor’s schools, and this year she is  refusing the test for her youngest two, a son in fourth grade and a daughter in seventh grade, as a form of activism in support of strong public education.

“I’ve been a parent [in the Sag Harbor School District] for 18 years and I’ve seen such a…decline in not the quality of the teaching but the parameters in which the teachers can be creative in their teaching,” she said. “Everything is evolved around these state tests—math, science and reading—and not so much the arts and…the more creative aspects of education.”

Tim Frazier, principal at the Southampton Intermediate School, said that, as of the start of the April break last Friday, about 10 percent of his students had refused, and he expects that number to increase by test time next week.

Aside from the political message it sends Albany, the movement to refuse the tests could have big implications on the performance of teachers and schools. Often, the students refusing to take the test are those who will do the best.

“Those scores will be reflecting the performance of my school and the performance of my teachers, so it’s really not a good place to be as an administrator at a public school right now—especially if a high percentage of students refused to take the test,” he said.

“There are so many other factors that go into making a ‘highly effective’ or highly performing teacher than just how…students do on a test score,” he added. “The state minimizes it to look at just that number instead of looking at all the other factors.”

Many teachers don’t actually teach the subjects being tested and are evaluated based on students they have hardly any contact with. A special education, technology or health teacher will get a score linked to how their students do in English language arts and mathematics.

But with the bill already passed and the governor showing no signs of changing his mind, advocates for education say refusing the test as their best option.

“When Washington, D.C., linked 50 percent of teacher evaluations to standardized test scores, teacher turnover increased to 82 percent, schools in communities with high poverty rates showed large or moderate declines in student outcomes, and the combined poverty gap for D.C. expanded by 44 scale-score points, causing poor students to fall even further behind their affluent peers,” said Anthony Chase Mallia, a seventh grade mathematics teacher at Pierson Middle/High School in Sag Harbor. “It is time to begin to acknowledge that the accountability movement has failed.”

 

The Teachers Association of Sag Harbor is inviting those seeking more information on test refusal to attend a forum on Thursday, April 9, at 6:30 p.m. at the Old Whalers’ Church, located at 44 Union Street in Sag Harbor. For more information on test refusal and other commonly asked questions, visit the New York State Allies for Public Education website, nysape.org.

New York State Budget’s Education Reforms Draw Criticism

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Just before graduation, Jessica Warne takes one last walk down the hallway at Pierson High School in Sag Harbor. Photo by Michael Heller.

Just before graduation, Jessica Warne takes one last walk down the hallway at Pierson High School in Sag Harbor. Photo by Michael Heller.

By Tessa Raebeck

New York’s school districts have watched Albany intently since January, when Governor Andrew Cuomo promised a $1.1 billion increase in education aid on the condition that the Republican-controlled State Senate and Democratic-led State Assembly agree to his series of education reforms.

Those reforms, called a “disgrace” by the state’s teachers’ unions and denied by a growing movement of parents who are “opting out” of state tests, include linking teacher evaluations more closely with student test scores, making it harder for teachers to be hired and easier for them to be fired, and allowing state takeovers of schools whose students perform poorly on tests.

Democrats in the Assembly, members of the governor’s own party, voiced their strong opposition to the reforms as they voted on the budget on Tuesday, March 31, but conceded that passing the budget and avoiding a government shutdown was of greater priority than preventing the education overhaul. An aide  to Senator Kenneth P. LaValle confirmed Tuesday afternoon that the budget’s final language was still being worked on before the formal adoption. By Wednesday, some concessions had been made, but not enough to quiet the worries of educators across the state and the growing opposition of parents and their children.

Although legislators, educators and teachers unions opposed the bulk of the reforms, the primary standout is teachers’ evaluations, which will be taken further out of the hands of the schools themselves. The governor wanted half of a teacher’s evaluation to be based on student performance on state tests, which educators and parents alike have decried, saying the system would put even more emphasis on “teaching to the test” and less on creative, engaging learning.

Administrators and school board members in Sag Harbor, East Hampton, Southampton and Bridgehampton have publicly spoken out against the governor’s reforms.

“It is ridiculous,” said Chris Tice, vice president of the Sag Harbor School Board, at a meeting last month. “It just puts more pressure on that single test being the only measure of effectiveness…it’s very unhealthy—this increased anxiety-ridden testing environment that the governor’s creating and ratcheting up.”

The new budget removes teachers evaluation planning from the legislative process and places the power of determining the weight of the various components, primarily test scores and observations, into the hands of the State Education Department, which will have to come up with a plan by June. The department gained notoriety last year for its haphazard rollout of the Common Core standards  when it administered tests to students before providing teachers and parents with basic materials like lesson plans and textbooks.

Under the new evaluation system approved Tuesday, teachers will continue to be judged on the current scale as “ineffective,” “developing,” “effective,” or “highly effective.” Those who teach math and English to third through eighth graders will be judged on their students’ performance on state tests in those subjects and high school teachers will be judged on the Regents exams. Educators whose courses don’t end in state exams, such as art or kindergarten teachers, will be evaluated based on “student learning objectives” determined by the state.

Observations conducted by a principal or administrator within the school and an “independent” observer from a different school will also play a role in a teacher’s grade. Lesson plans, student portfolios, and student and parent feedback surveys may no longer be considered in determining whether or not a teacher is doing their job.

In addition to requiring that 50 percent of a teacher’s evaluation be based on tests, the governor wanted 35 percent to come from an observer from outside the district, with the remaining 15 percent determined by the teacher’s school itself, numbers that education proponents are urging the state to abandon.

“The idea of a teacher evaluation system being related to 85 percent coming from outside local control is absolutely horrific,” said Jim Kinnier, a math teacher at Pierson Middle/High School and president of the Teachers Association of Sag Harbor, who fears the Education Department is under the governor’s control and will end up implementing his desired weighting regardless of the input of legislators and educational experts.

“A lot of what this is, is the governor is unhappy with the teachers union on the state level because the teachers union didn’t endorse him…. a lot of this on his part is an eye for an eye kind of thing.”

Other components of the budget will make it harder to become a teacher in the state, which has been struggling to recruit new educators in recent years, and for teachers to keep their jobs. Every five years, teachers and administrators with lifetime certification will be required to register with the state again and complete 100 hours of continuing education or professional development under “rigorous standards” to be released by the Education Department. There is no funding mentioned to help school districts comply with the mandate. The state’s graduate schools of education will be required to “adopt rigorous selection criteria,” including a cumulative 3.0-grade-point average during an applicant’s undergraduate career. Teachers will not be able to qualify for tenure until they have taught for four years, as opposed to the current three.

“We’re reading articles about less and less people wanting to become teachers in New York State because we have a governor that’s creating a platform that seems to be…hostile to teachers and children, both,” said Ms. Tice.

In addition to the teachers union and state legislators, a grassroots movement of opposition has formed in the state and is swiftly growing on the East End. New York State United Teachers Union President Karen Magee encouraged parents to “opt-out,” or remove their children from standardized testing, saying it is the only effective method of resisting the governor’s changes, and a group of local parents is taking up the charge, opting their children out of the state exams, which begin on April 14.

“The goal for us parents and teachers is to get as many families to refuse the test as possible, because that’s where it gets noticed,” said a Pierson Middle School parent who wished to remain anonymous until the group comes out publicly. “I don’t really have a political bone in my body, but at this point it’s really hard to ignore…. the testing is ineffective and it’s not pro-student, it’s not pro-teacher, it’s not pro-school.”

Mr. Kinnier said he is generally in support of standardized testing because it helps teachers to serve their students and “the school can look at their program and make adjustments based on results. It allows you to compare where our students are compared to other students across Long Island and across New York and I think those are good things.”

On the state exams for third through eighth graders, however, teachers do not receive students’ results. They are given a numerical grade of one through four for each student, but no additional information on what a student struggled with or what areas were challenging, so they cannot diagnostically look at the right and wrong answers and adjust their program accordingly.

“The state exams on the seventh and eighth grade level are more challenging than the Common Core Algebra Regents Exam,” said Mr. Kinnier. “And the reason why the state makes the Common Core Algebra Regents Exam so easy is because it’s one of the requirements to graduate from high school, so they have these other tests which their only purpose is to judge teachers.”

Teachers across the state write the Regents exams, which are included on students’ high school transcripts, but Pearson, a for-profit testing company with strong lobbies in Albany, writes, administers, and grades the exams for younger students.

“That’s another thing that virtually all teachers are opposed to—these state exams ought to be written by teachers and not a for-profit test writing company,” said Mr. Kinnier.

The teachers union is “taking a close look” at how the state is spending money for testing purposes and links between leaders in Albany and profiteers at Pearson, he added.

Sag Harbor Board of Education Critical of Governor’s Proposed Reforms for Teachers

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By Tessa Raebeck

In response to Governor Andrew Cuomo’s proposed education initiatives, one of which would require that half of the measurement of whether a teacher is good at his or her job be based on students’ test scores alone, the Sag Harbor Board of Education expressed its concerns over the state’s reliance on state tests.

In January, Governor Cuomo gave New York’s legislators an ultimatum: pass his package of education reforms and see the state’s schools receive an additional $1.1 billion, or 4.8 percent, in funding, or fail to pass his reforms, and see that increase drop to 1.7 percent.

At the center of his reforms is teacher evaluation.

“Everyone will tell you, nationwide, the key to education reform is a teacher evaluation system,” the governor said in his State of the State address in January.

As the school board’s legislative liaison, board member Tommy John Schiavoni visited Albany on March 15 and 16 for the New York State School Boards Association Capital Conference. The conference was organized to enable school board members to lobby state legislators and “effectively advocate for [their] school district and students in Albany and at home,” according to NYSSBA.

At the Thursday, March 12, board meeting Mr. Schiavoni said he would “of course focus on funding” at the conference, urging legislators to reduce mandates, especially those that are unfunded; fully fund public education; and repeal the Gap Elimination Adjustment (GEA), a formula criticized by legislators and schools boards alike that was created to close a state budget gap five years ago, yet continues to take state aid away from some school districts.

“And if they do make us use outside observers,” Mr. Schiavoni said, referring to the specialists who would be sent into “failing” schools, “please give us money to do that.”

Assemblyman Fred W. Thiele Jr., an Independent, and State Senator Kenneth LaValle, a Republican, introduced legislation to repeal the GEA in February.

School board member Diana Kolhoff, an education consultant and former math teacher, said she was particularly concerned with testing accounting for 50 percent of a teacher’s evaluation.

“As an educator, I know evaluative testing has value,” she admitted, adding that she believes “50 percent is going to drive instruction toward test prep—and I think it’s a bad idea.”

Weighing a teacher’s merits as an educator “so heavily on one event” is unfair, Ms. Kolhoff added.

“It is ridiculous,” agreed Chris Tice, the board’s vice president. “It just puts more pressure on that single test being the only measure of effectiveness…. It’s very unhealthy. This increased anxiety-ridden testing environment that the governor’s creating and ratcheting up—I don’t think it’s healthy for students.”

“We’re reading articles about less and less people wanting to become teachers in New York State,” she continued, attributing that to a political climate in Albany that seems to be “hostile” towards both teachers and children.

Enrollment in teacher education courses has declined drastically over the last five years. In New York State, there were nearly 80,000 students registered for teaching programs during the 2009-10 school year, yet only about 62,000 in 2011-12, representing a 22 percent decline in two years. The drop has continued over the past years in New York and other large states like California and Texas, but is not uniform in all states across the country, according to data collected by the U.S. Department of Education.

The next meeting of the Sag Harbor Board of Education is Monday, March 23, at 7:30 p.m. in the library at Pierson Middle/High School.

Thiele Proposes Legislation to Eliminate GEA, Give State Aid Back to Schools

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By Tessa Raebeck 

In order to fill a shortfall in its budget, five years ago New York State began deducting aid money from its school districts through the Gap Elimination Adjustment (GEA), a formula loudly criticized by educators, school boards and districts across the state.

Now, state Assemblyman Fred W. Thiele Jr. of Sag Harbor has introduced legislation to repeal the GEA. His bill is co-sponsored by State Senator Kenneth LaValle and supported by lawmakers on both sides of the aisle.

Originally enacted to close a $10 billion state budget deficit in the worst years of the recession, the GEA has reduced education aid to New York’s schools by nearly $9 billion in the five school years since its inception in 2010. Schools in New York receive less state aid now than they did during the 2009-10 school year.

Although East End schools do not typically receive large amounts of state aid, the GEA has cost Sag Harbor more than $400,000 over the past two years.

The GEA was introduced by former Governor David Paterson when state legislators developing the budget realized New York’s anticipated revenue did not cover expenses, resulting in a “gap” between the money the state was taking in and the money it needed to operate. The GEA was created to fill that gap by essentially passing the financial burden onto the state’s school districts.

Assemblyman Thiele, who serves on the Assembly’s Education Committee and did not vote in favor of the reduced education aid when it was originally proposed five years ago, said on Tuesday that the financial issues used to promote the GEA are no longer facing the state, and thus its elimination this year is both incumbent and timely.

“I voted against it then because I didn’t think we should be taking money away from education, but now we’ve gone from a deficit to over a $5 billion surplus, so there really is no excuse for continuing the Gap Elimination Adjustment, which is a continuing cut in state aid for the local school districts,” he said.

“Continued state aid loss due to GEA reductions will continue to erode the quality of education school districts can provide. The state cannot continue to pass along its revenue shortfalls to local school districts,” the New York State School Boards Association said in a statement against the GEA, adding that the losses have resulted in “detrimental cuts to personnel, the educational program, services and extracurricular activities” as well as the depletion of reserve funding in districts across the state.

School district officials in both Bridgehampton and Sag Harbor regularly lament that the reduction in state aid has come at the same time as rising costs and the tax levy cap, a law enacted under Governor Andrew Cuomo in 2011 that limits school districts and other municipalities from raising property taxes by district-specific formulas that take into account variables like the Consumer Price Index.

“At a time when New York State has the dual goals of freezing property taxes and improving the quality of education, it is imperative that we provide a level of state funding that is equal to the task,” Assemblyman Thiele said in a press release on the bill.

In a statement taking a strong stance against the aid reduction, the Board of Cooperative Educational Services said, “Several years into the educational funding crisis, many school districts are finding that they have few options left to preserve programs and services that students and families count on.”

The amount taken from each school district is determined annually by a calculation that leans harder on wealthy districts, so suburban schools on Long Island and in the Hudson Valley are, in general, adversely affected by the reduction more than those in New York City.

Last year, Long Island enrolled 17 percent of New York’s students, but received only 12 percent of state aid for education.

“It’s more important to us than it is to the city school districts,” said Assemblyman Thiele. For suburban legislators from Long Island and the Hudson Valley, he said “the number-one priority for education for us is getting rid of the Gap Elimination Adjustment.”

In the 2013-14 school year, the Sag Harbor School District had some $241,000 in state aid taken away through the GEA, according School Business Administrator Jen Buscemi. This year, the district lost $171,395 in aid it otherwise would have received.

“The bottom line,” Assemblyman Thiele said, “is that this issue is going to get resolved one way or another as part of the school aid package that we do with the budget, that hopefully will be done  before April 1.”

In January, Governor Cuomo announced he would not release his school aid figures unless the legislature adopts his package of educational reforms. He agreed to grant an additional $1.1 billion, or 4.8 percent, in funding to New York’s schools if and only if the legislature passes his reforms, but threatened to limit that increase to 1.7 percent if they are not met.

State Aid for Sag Harbor Uncertain as Governor Cuomo Holds Education Budget Hostage

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By Tessa Raebeck

With Governor Andrew Cuomo holding school aid in limbo in hopes of forcing the New York State Legislature to adopt his educational reforms, next year’s school budgets—and educational mandates—remain a mystery to school boards and administrative teams trying to prepare for the 2015-16 school year.

“What the governor is doing is he wants to push his reform package,” Tommy John Schiavoni, legislative liaison to the Sag Harbor Board of Education, said at Tuesday’s meeting.

In January’s State of the State address, Governor Cuomo agreed to grant an additional $1.1 billion, or 4.8 percent, in state funding to New York’s schools if and only if the legislature passes his reforms. If the legislature—which, divided between a Democratic-controlled Assembly and Republican-controlled Senate, is often at a standstill—fails to do so, the governor threatened to limit that increase to 1.7 percent. In the meantime, those crafting school budgets must play a guessing game without direct information on how much state aid they’ll receive.

“He has publicly said that if he doesn’t get it, they’re going to hold back money from education,” Mr. Schiavoni said of the governor.

The reform package proposed by the governor includes teacher evaluations with 50 percent based on standardized tests, a proposal rebuked by the state’s teachers unions.

“I think that is certainly something that will affect us [and the annual Professional Performance Review] we’ve developed in Sag Harbor,” said Mr. Schiavoni.

Governor Cuomo is also requesting a five-year tenure plan to “make it easier to discipline teachers,” Mr. Schiavoni said. If enacted, the governor’s plan would make it easier for teachers to be fired and harder for them to be granted tenure.

Other reforms the governor is compelling the legislature to adopt include: raising the number of charter schools in the state by 100 and requiring those schools to accept less advantaged and lower-scoring students; starting a pilot pre-K program for 3-year-olds; sending specialists into schools that have been designated as “failing” for three years; and creating an education tax credit for private, public and charter school donations.

The governor’s office will not release the final financial numbers until the budget has passed, which could be as late as April 1. School districts, in turn, must tell the state comptroller’s office whether they plan to pierce the state tax cap, enacted in 2011, by March 1, at which point they could be missing information vital to understanding next year’s finances.

In other school board news, Superintendent Katy Graves said the district has accepted the i-Tri program, a self-empowerment group in which middle school girls focus on building confidence, mental health and physical stamina over six months, culminating with the girls racing in a triathlon in July.

The program was expected to be voted on by the board on Tuesday, but did not end up requiring a vote because there are no longer any transportation costs associated with it.

Theresa Roden, director and founder of i-tri, “has such a wealth of volunteers that are willing to come from the community into the school building that it’s become a facilities use agreement,” Ms. Graves said.

There are no costs for the district, but the program will use Pierson’s facilities and the administrative team, who will help i-tri with the selection process, which favors girls who are not involved in interscholastic sports.

Pierson Middle School Vice Principal Brittany Miaritis said the school is dispensing a survey for i-tri this week to “figure out girl selection for the program.”

The board’s next meeting is Monday, February 23, in the Pierson library. A budget workshop will be held at 6 p.m. followed by the regular meeting at 7:30 p.m.

New York Ballots Will Include Proposal to Bond $2 Billion for Technology in Schools

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By Tessa Raebeck

At the polls November 4, New Yorkers will vote on whether or not to authorize the state to issue and sell $2 billion in bonds to support statewide technological improvements.

The proposal, the Smart Schools Bond Act of 2014, was brought up at the Sag Harbor School District’s Board of Education meeting on Monday, October 20, by board member Tommy John Schiavoni, the school board’s legislative liaison.

If approved, the money raised would be used for various projects related to purchasing educational technology equipment and facilities, such as laptop computers, tablets and high-speed internet; constructing and modernizing facilities to accommodate pre-kindergarten programs and replacing classroom trailers with permanent instructional space; and installing high-tech security features in school buildings.

The measure was proposed by Governor Andrew Cuomo and backed by members of both parties in the State Legislature, including local representatives Assemblyman Fred W. Thiele Jr. and Senator Kenneth P. LaValle.

Supporters of the proposition argue students belong in classrooms rather than trailers and children are better prepared for modern careers when they learn in a setting that is technologically up-to-date. Opponents, however, say the measure would add to New York’s already substantial debt and that it is impractical for the state to borrow money to fund technology that will soon become obsolete in a rapidly changing industry.

Sag Harbor voters will have the opportunity to answer yes or no to the $2 billion bond in Proposal 3 on the November 4 ballot.

 

Videotaping Pilot

Also at Monday’s meeting, the school board discussed the progress of the six-month pilot program to videotape its meetings for online access.

“I understand that the videotape of the board meeting from September 29 is unavailable,” Noyac resident Elena Loreto said to the board.

Board of Education President Theresa Samot said the video was unable to be posted “due to technical issues.”

“It was all garbled,” explained Superintendent Katy Graves.

“There was a problem with the display and the video itself,” added Chris Tice, vice president of the school board.

School board member Sandi Kruel noted there have been fewer people in the audience at meetings since taping began, which was a concern of the board when the initiative was first considered. She added the district does not have control over LTV, the East Hampton television studio that airs the recordings, and cannot direct when those recordings are posted.

“It’s just kind of out there like we’re trying to hide something and it’s very offensive,” Ms. Kruel said of the missing September 29 video.

“This is a new process for all of us and that’s why we set this up as a pilot and we were very clear about that when we set forth,” added Director of Technology Scott Fisher, who is in charge of the program. “So, we’re trying to work out some of the technical issues associated with it.”

Mr. Fisher said he currently delivers the memory card of the recordings to LTV in person, which can result in delays in how quickly they are available online.

“They do a lot with a really small crew of people,” added Mr. Fisher of the LTV staff.

“The meeting that didn’t go up was a result of the video camera just not focusing,” he said, adding that at the last workshop they filmed the meeting from a different angle.

“It was still a problem but not as obvious, that’s why tonight I’m not using that video camera anymore and we switched to an iPad to see if we’ll have better results…we’re working all this out so I appreciate your patience,” Mr. Fisher continued.

“We proactively ask for your continued positive support even if there are some technical errors…our staff is doing the best we can having these new added responsibilities on their plate,” added Ms. Tice.

Members of the Pierson High School Student Council attended Monday’s meeting to thank the board for its service before School Board Recognition Week, which is October 27 to 31. Council President Colleen Samot, board President Theresa Samot’s daughter, Vice President Zoe Diskin, who is the daughter of board member David Diskin, and Secretary Claire Oppenheimer thanked the board for its “unending commitment, dedication and countless hours [spent] supporting the students of Sag Harbor School District.”

Governor Cuomo Deafeats Teachout in Democratic Primary

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By Mara Certic

Although New York State Governor Andrew Cuomo decisively won the democratic gubernatorial primary on Tuesday, September 9, his opponent, Zephyr Teachout, led many of the polls on the East End.

Governor Cuomo won the primary with 62.1 percent of the vote, Ms. Teachout, a law professor in New York, received 34.2 percent.

According to unofficial results from the Suffolk County Board of Elections, in East Hampton Town,  Ms. Teachout received 307 votes, while only 207 East Hamptonites voted for Governor Cuomo. Last week, Betty Mazur, the vice chairwoman of the East Hampton Democratic Committee, sent out an e-mail blast endorsing Ms. Teachout and criticizing Governor Cuomo for his unfulfilled promises and particularly for his lack of response to local problems with PSEG Long Island.

According to the board of elections, Governor Cuomo took Suffolk County with just under 55 percent of the vote, while Ms. Teachout received almost 43 percent. According to the BOE, 16,030 out of 296,315 eligible voters, or 5.4 percent, turned out to vote.

In the Town of Southampton, Governor Cuomo beat out his opponent by just five votes, receiving 450 to Ms. Teachout’s 445. Ms. Teachout also proved popular on Shelter Island, where she received nine more votes than the incumbent governor.

Ms. Teachout, a constitutional and property law professor at Fordham University, announced she was running “to lay out a bold vision and provide a real choice for voters,” according to her website. Her running mate, Tim Wu, is a law professor at Columbia University.

“We are not Albany insiders, but we believe Governor Cuomo and Kathy Hochul can be beat, and must be challenged. We will force Governor Cuomo to defend his record of deep education cuts, his tax cuts for banks and billionaires, his refusal to ban fracking and his failure to lead on the Dream Act,” their website reads.

The 2014 New York gubernatorial election, pitting Governor Cuomo against Republican Rob Astorino, will take place on Tuesday, November 4. For questions about voter registration or polling places in Suffolk County visit suffolkvotes.com or call (631) 852-4500.

Nessel Brothers To Be Honored at Montauk Dinner

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By Stephen J. Kotz

Richie and Jacob Nessel will be the honorees at the annual Montauk Harbor Old Timer’s Dinner, hosted by the Montauk Chamber of Commerce, on Thursday June 5, at the Clam and Chowder House at Salivar’s from 5 to 8 p.m. The two brothers have made their living fishing in Montauk for over 50 years. They own their own boats and have also worked on various charter and party boats in the hamlet.

Richie Nessel, who captains the “Nasty Ness,” recently received the Chester Wolf IGFA Sportsman Award at the first annual Shark’s Eye Tournament, which is a tag-and-release event to promote conservation of sharks. He was also instrumental in easing this year’s New York State fishing regulations and catch limits, specifically addressing the summer flounder restrictions in the state compared to neighboring states.

To do, he reached out to Governor Andrew Cuomo and invited him for a day of fishing on his boat. That resulted in the governor learning of the unfair regulations and a change in the daily bag limits by the Department of Environmental Conservation, which will have a positive impact on charter and party boat business in Montauk Harbor this summer.

Jacob Nessel began fishing in Montauk with his dad in 1951. By 1955, as a 15-year-old, he was already working as a deckhand on Montauk party boats on weekends and summer vacations. Captain Jake spent the next 15 years running the Marlin 3, 4 and 5.  His own charter boat, “Sportfisher,” fished in 1994 and 1995. Since 1996 he has captained the Marlin5/Ebb Tide.

Tickets for the event are $40., which includes dinner with wine or beer.  The evening begins at 5 p.m. with a roast of both brothers. Tickets are available at the Montauk Chamber of Commerce office, or by calling (631) 668-2428. Tickets can also be purchased online by going to www.montaukchamber.com, scrolling to the “Events” tab and using PayPal or a credit card to purchase a ticket.

New York State Regents Delay Full Implementation of the Common Core Until 2022

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State Education Commissioner Dr. John King, Board of Regents Chancellor Merryl Tisch and Regent Roger Tilles at a forum on the Common Core in December.

State Education Commissioner Dr. John J. King, Jr., Board of Regents Chancellor Merryl H. Tisch and Regent Roger Tilles at a forum on the Common Core in December. (Tessa Raebeck photo).

By Tessa Raebeck

Following criticism from Governor Andrew Cuomo, on Tuesday the New York Board of Regents delayed the requirement that schools fully implement Common Core learning standards until 2022.

The regents also reversed their stance on a measure that would have allowed teachers to defend themselves should they face termination due to students’ low test scores.

On Monday, the state regents proposed 19 measures to address issues with the Common Core, a set of educational learning standards mandated by the state. Governor Cuomo issued a statement on Tuesday saying the action was “yet another in a long series of roadblocks” in the implementation of new statewide educational standards. On Wednesday, the board tabled its recommendation to delay teacher evaluations until April, although the other 18 measures were passed.

As it stands, teachers who receive a rating (calculated by a formula largely dependent on students’ test scores) of “ineffective” or worse for two consecutive years can face termination, even if they have tenure. The measure would have allowed teachers to defend their jobs on the basis of the poor implementation of the Common Core.

Education Commissioner John J. King, Jr. and the regents have faced harsh criticism for the Common Core rollout, which opponents said was haphazardly implemented without proper training, instructional materials and correlations between what is tested and what students actually know.

“We have listened to the concerns of parents and teachers,” said Board of Regents Chancellor Merryl H. Tisch in a statement released Monday. “We’ve heard the concerns expressed at the hearings and forums, and we regret that the urgency of our work, and the unevenness of implementation, have caused frustration and anxiety for some of our educators, students and their families.”

The board delayed the requirement for high school students to pass Common Core-aligned English and math exams at the “college and career-ready” level in order to graduate. The full implementation will now be effective for the class of 2022, rather than the class of 2017 as originally planned.

The measures will also reduce local testing in a few ways, the board said, including the elimination of  local standardized tests in kindergarten through second grade.

The board also delayed the launch of data collection by inBloom, a third party data warehousing company hired by the state to house students’ scores and private information—an especially criticized aspect of the implementation.

“The implementation of the higher standards has been uneven,” admitted Commissioner King, “and these changes will help strengthen the important work happening in schools throughout the state.”

The board also asked the legislature to fund a three-year, $545 million Core Instructional Development Fund aimed at “providing increased professional development for Common Core implementation, and to provide increased funding to reduce field testing, allow for the release of more test items, and support the development of native language arts assessments for English Language Learners.”

Congressman Tim Bishop, State Senator John J. Flanagan, State Senator Kenneth LaValle, Assemblyman Fred W. Thiele, Jr. and Assemblyman Anthony H. Palumbo at the 10th annual Regional Legislative Breakfast Saturday, February 8.

Congressman Tim Bishop, State Senator John J. Flanagan, State Senator Kenneth LaValle, Assemblyman Fred W. Thiele, Jr. and Assemblyman Anthony H. Palumbo at the 10th annual Regional Legislative Breakfast Saturday, February 8. (Tessa Raebeck photo).

Prior to the regents’ announcement, local legislators and school officials gathered at the 10th annual Regional Legislative Breakfast to discuss the state of education. Hosted by the Longwood Central School District and Eastern Suffolk BOCES, the discussion largely centered around the detrimental effects of the Gap Elimination Adjustment (GEA) on schools and how to eliminate it.

The GEA was created in 2010 to partially reduce a $10 billion deficit in the state budget. Pushing the burden from the state to public schools, a formula was devised to calculate an amount to be taken away from each district’s state aid.

During the 2011-2012 school year, the GEA was used to allocate an unprecedented $2.56 billion statewide cut in aid. Under the GEA, New York public schools have lost a total of $7.7 billion, or about $2,895 per student.

Centereach High School student president Sim Singh asked the officials what the legislature’s plan is to abolish the GEA and “to meet the state’s financial commitment to fund public education.”

“The battle with this will be with the governor and it will be in the assembly,” replied Assemblyman Fred W. Thiele, Jr.

Regardless of party, all legislators in attendance expressed their commitment to lobbying for the complete elimination of the GEA.

Dr. Carl Bonuso, interim superintendent for the Sag Harbor School District, watches a presentation at the Regional Legislative Breakfast February 8.

Dr. Carl Bonuso, interim superintendent for the Sag Harbor School District, watches a presentation at the Regional Legislative Breakfast February 8. (Tessa Raebeck photo).

According to the legislators, Long Island is disproportionately affected by the GEA. Long Island enrolls 17 percent of the state’s students, but receives 12 percent of aid.

“I think,” said Senator Kenneth LaValle, “we’ve got to not only protect what we have, but we’ve got to push back on other regions of the state who may want a disproportionate share.”

Since the start of the GEA, Suffolk County alone has lost $185 million in state aid, or $734 per pupil. Sag Harbor has lost $934,584 and Bridgehampton has lost $308,874.

On Long Island, a total of 3,908 school positions have been eliminated during the three years of the GEA. Long Island schools are receiving less state aid this school year than they received in 2008-2009 ($2.54 billion vs. $2.62 billion).