Tag Archive | "sag harbor board of education"

LTV Director Asks Sag Harbor School Board to Reconsider Broadcast Limitations

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A still shot of the video broadcast of the Sag Harbor Board of Education's December 9 meeting.

A still shot of the video broadcast of the Sag Harbor Board of Education’s December 9 meeting.

By Tessa Raebeck

In the wake of the Sag Harbor Board of Education’s decision last month to stop broadcasting the public comment portions of its meetings, LTV Executive Director Seth Redlus on Monday urged the board to reconsider its ruling, saying its liability concerns were unfounded.

“The action of editing out the public comment portion of your meeting clouds the very transparency this board sought to provide by offering the coverage,” Mr. Redlus told the board.

In light of several resignations in the spring of 2013, the school board faced criticism over a perceived lack of transparency and spent much of the last school year discussing a proposed policy to videotape and broadcast its public meetings. A six-month trial period was enacted over the summer and expired on December 31. During evaluation of that trial, board member David Diskin, who led the initial push for videotaping, suggested continuing to videotape the meetings, but omitting the two public input sessions from the tape, citing liability concerns voiced by the district’s attorney, Thomas Volz.

In December, Mr. Diskin and fellow board members Susan Kinsella, Sandi Kruel and Tommy John Schiavoni voted for a policy that does not broadcast public input, with Board President Theresa Samot, Vice President Chris Tice and Diana Kolhoff in the minority. That policy went into effect January 1 and was in use at the board’s meeting on Monday, January 12, during which Technology Director Scott Fisher stopped the recording prior to public comment.

The board members who voted not to broadcast public comments did so, they said because they were concerned about the district’s liability if it granted an unchecked public forum. Prior to that vote, Ms. Kruel said she counted six instances in which libelous statements were made by the public during the videotaping trial, and said it was too risky for the school district to broadcast an open forum. Mr. Schiavoni added it could affect programming because of the liability issues, should lawsuit costs mount. But Ms. Tice, Ms. Samot and Ms. Kolhoff said that was a risk they were willing to take.

The videos are taped by the school district and available on its website, but also distributed to the local government access stations LTV in East Hampton and SEA-TV in Southampton to be shown on television.

In reaction to the new policy, Mr. Redlus told the board Monday that LTV would still broadcast the meetings for the school board, but would inform its viewers at the beginning and end of the broadcasts that the meetings are independently produced and edited by the district rather than LTV. He believes the liability concerns expressed by some members of the board are misinformed, he said.

“LTV has videotaped government meetings for 30 years, and in that time, we have amassed a great deal of working knowledge about how best to capture these public events and present them to the community that we serve. One rule which has stood the test of time has become our prime directive: under no circumstances does LTV edit government meetings,” he said in a statement to the board made during public input.

“They are presented to the public in the very same way that they occurred in real life. That one simple rule has allowed the community to trust what they see when they tune in to our channel. While other media may be constrained by the time or space available to them, government access television shows every moment of what occurred—allowing viewers to make up their own minds with no editorial content,” he continued.

Editing meetings, Mr. Redlus added, is in the best interest of neither the board nor the public, as the board’s interpretation of issues raised in public comments is also not broadcast, comments made often reflect the opinion of a larger group, who may instead come to the board individually should they not see their questions answered en masse, and “there is no more liability to a board when public comment is broadcast than if that public comment is made only to an open meeting.”

Broadcasting the entire meeting, he concluded, may actually lower liability as there is a definitive recording of who said what.

Mr. Schiavoni asked Mr. Redlus whether LTV would consider taping the meetings itself, an option that had been floated by the board during earlier discussions.

“With the policy in place we won’t tape meetings,” Mr. Redlus replied, adding that when the board had originally considered documenting meetings, LTV had offered to cover a percentage of the cost based on how many East Hampton Cablevision subscribers live in the district (versus Southampton subscribers who are covered by SEA-TV), “but the school district never provided those numbers.”

In other school news, Theresa Roden and three girls from the i-tri program visited the board to ask it to consider Sag Harbor’s participation in the program, which is already active in the Springs, Montauk, and Southampton school districts. With the slogan, “transformation through triathlon,” the program aims to empower young girls through nutrition classes, self-esteem workshops, and physical and mental training to compete in a triathlon, held in July.

The program is free of charge for every participant, and asks the school district to provide a space to hold in-school sessions and possibly nighttime nutrition sessions, support from relevant personnel such as guidance counselors, and possibly transportation, if events cannot be housed in Sag Harbor.

Ms. Roden said in addition to anecdotal evidence that girls do better behaviorally and academically after the program, Jennifer Gatz, a local PhD candidate, conducted a thesis that found participants in the i-tri program, which combines fitness training, mentoring and self-esteem education, show an increased aptitude for science.

“There’s nothing I’ve experienced better than running through a finish line and having everyone you know and love cheer you on,” said Anna Rafferty, an eighth grade participant from Springs School.

The board appeared to be very supportive of bringing the program to Sag Harbor, and will vote on it at its next business meeting on January 26 when it meets at 6 p.m. for a budget workshop in the Pierson Library before convening a business meeting at 7:30.

Sag Harbor School District Presents First Draft of $1.5 Million Support Services Budget

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A student navigates the halls of Pierson High School. Photo by Michael Heller.

A student navigates the halls of Pierson High School. Photo by Michael Heller.

By Tessa Raebeck

To start the Sag Harbor School District’s five-month budget season, Business Administrator Jennifer Buscemi presented the first draft of a nearly $1.5 million support services budget, which covers the board of education, central administration, legal services, public information services, and insurance components of the district’s overall budget.

This school year’s $36.8 million budget, which easily passed last May by a 72-percent margin, had an increase of $1.36 million, or 3.83 percent, in spending from the previous school year. The district’s tax levy increase of 1.48 percent came in below the state’s 1.51 percent property tax levy cap for the district, which was determined by calculations specific to last year.

“We are looking at every single line individually,” Ms. Buscemi told the board at the workshop on Monday, January 12. “We’re trying to stay very, very conservative,” she said, adding that once health insurance and pension increases are applied, diligence will be demanded in other areas. Those costs take up a significant portion of the budget each year; salaries and benefits generally account for more than 80 percent of the overall budget. The last 20 percent of the budget must account for programs, technology, facilities and maintenance.

The support services budget was not yet complete, with several lines requiring further edits or information. Much of the data needed to finalize this year’s budget, such as insurance rates, BOCES rates, and clerical salaries, is not yet available. Superintendent Katy Graves’s salary has also not yet been determined, and is listed at $215,000, her current salary.

Some potential savings also remain undetermined. Several of the capital projects afforded by the bond referendum voters passed in 2013, such as floor replacements, the new turf field, and other safety measures, could save the district money by lowering the cost of student accident insurance, which is budgeted for $50,000.

“In some instances,” added Ms. Graves, “you actually save because insurance companies feel [more secure].”

This year the district joined a new purchasing cooperative, Educational Data Basic and T&M Services, to issue bids for the district.

“This $5,000 will save us a lot of time and money with bidding,” said Ms. Buscemi, adding that it will save the district money in advertising and time in manpower by doing bids through the cooperative, rather than through the business office.

“We’re going to get a better quality product at a lower cost,” Ms. Graves added.

Rather than putting out bids as a single entity, being part of the cooperative enables the district to go through an agency and have many units purchase at the same time, and save money by banding together with other districts on the East End.

The public information line, which has been up for much debate as the district grapples with how best to increase communications—particularly online—with parents and the wider public in a digital age, is projected to decrease by 4.64 percent, going from $75,500 budgeted for this year to $72,000 for 2014-15. While postage fees will remain steady, the district will be allocating $40,000 it had been paying a private firm to BOCES for public information services.

The district will host workshops on the remaining portions of the budget before the first draft is unveiled on March 23. Athletics, capital project work, and buildings and grounds will be covered at the January 26 workshop. Technology, special education, debt service, employee benefits and transportation will be on February 23, and on March 9 the elementary, middle and high schools, and BOCES administration and services sections will be presented. All workshops are at 6 p.m. in the Pierson library.

A second review of the entire budget will be held April 13, and the budget adoption is scheduled for April 22, followed by another review on April 27. The budget hearing will be May 5 and the districtwide vote is on May 19, as are school board elections.

Sag Harbor School Board Votes to Stop Broadcasting Public Input

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On Monday, the Sag Harbor Board of Education voted not to film and air the public input portions of its meetings, which were included in the December 9 video broadcast, still shot shown above.

On Monday, the Sag Harbor Board of Education voted against airing the public input portions of its meetings, which were included in the December 9 video broadcast, above.

By Tessa Raebeck

In an effort to avoid rebroadcasting public statements that could lead to liability issues for the school district down the road, the Sag Harbor Board of Education in a 4-3 vote on Monday agreed to continue videotaping its meetings, but to omit the public input sessions from the broadcast.

The board last spring implemented a six-six-month trial period during which it taped its meetings from start to finish, then broadcast them on the LTV and SEA-TV channels in East Hampton and Southampton, respectively, as well as online on the television stations’ websites and the district website.

The board adopted the pilot program to make its meetings more accessible following a call from some members of the public for increased transparency.

The trial period expires on December 31. When it was first enacted in April, the board agreed to review the policy at or before its December 15 meeting. To enact a policy, the board must hold a first reading, at which suggestions for amending the policy may be made. It then holds a second reading with those changes at a separate meeting. Following the second reading, the board votes on whether to approve the policy as is or continue revising it.

The videotaping policy was reviewed in a meeting on December 9, during which several changes were made, including altering the language to say the board would videotape and broadcast all “regularly scheduled” meetings and workshops on the board’s calendar, rather than all its “public meetings.”

This change was intended to avoid having Technology Director Scott Fisher, who spends over two hours setting up and distributing each broadcast in addition to the time spent attending the meetings, come in for a special meeting, which are generally brief and called for urgent matters, such as approving the hiring of a substitute teacher. Special meetings, often tucked in the middle of executive sessions that are not open to the public, are not scheduled ahead of time.

The other suggestion made last week—and approved on Monday—drew criticism from several parents in attendance and on social media. Board member David Diskin, citing liability concerns of rebroadcasting public statements over which the board has no control, proposed starting recording after the first public input session at the start of the meeting and ending taping after the second public input period at the end of the meeting.

To speak during the first public input period, speakers  must sign up ahead of time to address a specific issue on the agenda. Speakers are allowed to address any issue during the second public input session at the end of the meeting.

By not broadcasting public input, critics say the board is censoring the right of the public to bring up issues that are important to the school community, but may not be included by the board on an agenda. Proponents on the board said school attorney Thomas Volz had advised them against taping meetings altogether due to liability issues that could easily arise, and that while they would continue to televise the board meeting itself, broadcasting an open forum accessible to anyone in the public is too risky for the school district.

On Monday, those who voted to not include public input were David Diskin, Susan Kinsella, Sandi Kruel and Tommy John Schiavoni. Board President Theresa Samot, Vice President Chris Tice and Diana Kolhoff voted to continue taping the public.

“In the end, it may affect programming because of the liability issues,” said Mr. Schiavoni of his reasoning, adding that if the board were to continue broadcasting public input, it should consider having an attorney present during it. He echoed others’ sentiment that the board is too at-risk if statements made at the podium are rebroadcast, but welcomed any other party to tape the public portions of the meetings.

“I feel like the risk that we take by broadcasting statements that are made by the public is small with regard to the reward of having the public hear what is being brought to us,” countered Ms. Kolhoff. “I feel like people that can’t be here are just as interested in what we discuss as what people bring to the table in public input one and two.”

“I feel like we have to start with a bit of trust and if that trust is violated, maybe we revisit it. I just feel like the public input piece is important enough that I’m willing to risk the small chance that we open ourselves to liability,” she added.

“That is a risk,” Ms. Tice said, “but I do feel like we have had very productive public inputs. Public input two [is] where questions are asked that don’t show up on a formal agenda, but are questions that a lot of people in the community have.”

Ms. Kinsella, who has never been a fan of videotaping, reminded the board that having public input sessions at all is not mandatory, but an option chosen by the board.

“We have done this trial basis, we have had the policy violated, so how many times are we going to put ourselves at risk?” asked Ms. Kruel, who added that since the trial period started in July, she has counted six instances in which libelous statements were made during public input.

The public input sessions from Monday’s meetings were taped and broadcasted, as the terms of the six-month trial period are still in effect through the end of this month.

The next school board meeting will be a budget workshop and educational meeting starting at 6 p.m. on Monday, January 12, in the Pierson library.

With No Clear Option for Later Start Times, School District Asks Community for Help

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Sag Harbor Elementary School Student Beckham LaRose told the Sag Harbor School District Tuesday.

“I need more sleep,” Sag Harbor Elementary School student Beckham LaRose told the Sag Harbor Board of Education Tuesday, as School Business Administrator Jennifer Buscemi and District Clerk Mary Adamczyk listened. Photo by Tessa Raebeck.

By Tessa Raebeck

After hosting seven workshops in less than two months, the Sag Harbor School District has made headway on researching ways to move school start times later, but remains far from ready to implement a change.

A later start to the school day, especially for high school students, has been advocated by health and education experts nationwide, after research has shown a later start time is better for students’ overall health and safety, behavior and academic performance. Despite the indisputable benefits to children, however, implementation faces practical challenges: established schedules for classes, bus routes and classes; faculty and staff contracts, parents’ work requirements, and cultural behaviors that are in many cases deeply ingrained.

Although Sag Harbor parents have individually advocated for later starts at various times—and to various superintendents—over the past decade, national momentum toward a change surged in August, when the American Academy of Pediatrics released a report calling chronic sleep deprivation in adolescents a national health crisis and recommending no American high school start before 8:30 a.m.

Human sleep cycles change during adolescence; teenagers naturally feel alert later at night and have difficulty falling asleep before 11 p.m. Teenagers also need more sleep, requiring at least 8.5 hours, a mere pipe dream for those who have to get on the bus at 6:45 a.m.

Mirroring the national conversation, the movement has gained significant traction in Sag Harbor, which, like many other schools on Long Island, has one of the earliest start times in the country. The Pierson Middle/High School schedule runs from 7:25 a.m. to 2:26 p.m., with many students waiting for the bus in the dark to make it to first period on time. Sag Harbor Elementary School starts the day with morning program at 8:35 a.m. and goes to 3:10 p.m.

Spectators are rare at school board meetings, perhaps not surprisingly, but on Tuesday some 30 parents, students and teachers filled the Pierson Library to hear the board discuss its options. The district’s administrative team compiled extensive data on various aspects and costs of a potential switch, including the effect on athletics schedules and bus routes, the two primary challenges of a change (data available at sagharborschools.org). The plans would range in cost and effectiveness, but none was selected by the board or highly favored by those in attendance. Some options come with significant price tags, while others do little to solve the problem.

Several options would continue operating separate bus runs for the elementary school and Pierson, which are “what saves us the most money,” Jennifer Buscemi, the school business administrator, said. Under other plans, however, the bus runs would have to be combined, which would require significant costs and the potentially problematic situation of 5-year-olds riding the bus alongside teenagers.

The probable annual costs for the first three options, which start both schools after 8 a.m., could range from $401,986 to $625,799, Ms. Buscemi projected. Options 4 and 5 have no additional costs, but Option 4 simply swaps the schools’ times, starting the elementary school early instead, and Option 5 starts Pierson at 7:35 a.m., a mere 10-minute improvement, but a possible starting point, Ms. Graves said.

The sixth option gives Pierson a 7:45 a.m. start time, with 9 a.m. at the elementary school, and would have a much lower cost of $75,000 for contracting out additional sports runs, which Ms. Buscemi said would “not be a very large impact on our tax cap,” whereas that of options 1, 2, and 3 is substantial.

“My general feeling,” said school board member David Diskin “on this is that to make a significant change, it’s obviously a huge amount of money.” Although Mr. Diskin said he saw the benefits of a change, he added he “would hate to see us reduce programs because we made the switch.”

But advocates of later times maintain its better to be roughing it in the beginning of a change than catching up at the tail end, and the momentum is definitely growing. Parents in Southampton, which starts its high school at 7:30, have also urged the board to adopt later times. While Sag Harbor was debating Tuesday, a school district in Dorchester, South Carolina, voted to move its start time later next year.

Switching times is difficult, but not impossible. Schools in Pierson’s athletic conference, the Ross School and Shelter Island High School, both start at 8 a.m.

“I don’t think we have found the right solution—the right option—yet,” said school board vice president Chris Tice. “I think we needed to go through this process to say what are the big rocks, what is the data—I’m not convinced that all the options that are potentially viable are on the table yet…the average district that has made a change takes six months to two years to explore this, we took a month.”

The board spoke in favor of putting the issue on the back burner for now, with hopes of reconvening with better preparation after the budget season. They urged community members to use the extensive data and information compiled by the administration to research more cost-effective, sustainable options.

The community appeared ready and willing to take the reins.

Jackson LaRose, a sixth grader at Pierson, asked the board to consider moving the elementary school schedule from 9 a.m. to 3:35 p.m. and Pierson from 7:50 a.m. to 2:50 p.m., “So the buses have enough time and I don’t think it would cost anymore money,” he said. His little brother, 8-year-old Beckham, agreed, saying, “I need more sleep.”

Laurie Marsden, a parent, said after transitioning to middle school this year, her daughter is “struggling still and it’s December. She’s never had a headache in her life and she had headaches the first two weeks of school straight.”

“I know that every single parent that I speak to says they wish the school was later and they talk about how they’re struggling. They talk about how difficult it is not just for their children, but for their whole family,” said Ms. Marsden.

Jean Cowen, the mother of a seventh grader and a former teacher, suggested moving the academic support to beginning of the day, rather than at the end as it stands now, and making it optional. The teachers’ school day—and contracts—would not be affected, nor would bus routes. School would start at 8:05 a.m. for students whose parents can drive them later, with students who need academic support or to be at school earlier so their parents can get to work riding the bus at the regular times.

“Asking kids to get up and perform at the 7 a.m. hour is equivalent to asking an adult to get up and perform at the 4 a.m. hour,” said Susan LaMontagne, adding there are ways to make the change with very little or no costs, and she and other parents are willing to find out how to make it work in Sag Harbor.

Updated Communications Plan for Sag Harbor School District

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By Tessa Raebeck

Seven months after the Sag Harbor School District Communications Committee presented its recommendations to the school board for better communications, Superintendent Katy Graves on Monday, November 17, offered her view of how to best move forward.

In early April, the committee presented a report to the board, in response to feedback from a survey of various stakeholders that found the district needed to improve its communication with all parties, which is now a board goal for the 2014-15 school year. The district had worked with Syntax Communications, a Long Island marketing firm that specializes in public relations for public school districts, in the past, but has not had a contract with any communications company since July 1.

The main recommendations made by the committee were: to improve and expand the district website; to develop a communication manual for employees and establish expectations for constituents; and to hire a communications specialist to “facilitate better communication to all district stakeholders;” as well as to continually assess the success of those recommendations and adjust for ongoing improvements. The committee included five options for hiring a communications specialist, which range in projected costs from $23,690 for a part-time assistant to $74,688 for a full-time communications specialist.

Since July 1, the administration has been gathering information and deciding whether to hire a staff member, as recommended by the committee, contract out services with an outside company, or use a company through BOCES, Business Administrator Jennifer Buscemi said on Wednesday.

At Monday’s board meeting, Ms. Graves said the district would use Syntax through BOCES for the rest of the school year, which she and Ms. Buscemi agreed is the most cost-effective option.

“I’m doing it as fiscally and in as sustainable a model as possible, so my recommendation is to go with the BOCES service, which is service through Syntax,” said the superintendent.

The BOCES contract with Syntax Communications, would, at a prorated amount, cost $26,085 for the rest of the school year, which ends on June 30, 2015.

Ms. Graves said if the district continues with that model in the future, Syntax would hire a specialist locally who would work more directly with several East End school districts, but “this late in the year, that isn’t something we’re going to get.” For this year, Syntax will aid the district on putting out a board of education newsletter, the annual budget newsletter and improving the website.

“Syntax was really gracious enough to give us a prorated rate when they will be providing almost the same exact services they were going to provide” had the contract started in July, said Ms. Buscemi.

The agreement, Ms. Graves said, would also “free up [Director of Technology Scott Fisher] to be doing more with and for students when it comes to technology.”

While the district will work with BOCES for the rest of this school year, the board plans to evaluate communications again during budget deliberations in the spring, and implement a long-range plan. In the meantime, administrators remain cognizant of the ongoing need to improve outreach to school stakeholders.

“We’ve been getting better and better about email blasts, about what goes on the website and, even at board meetings, I think we’ve done a much better job at not only getting information out to parents, but also letting them know the positive things that are happening with their children and for their children in the district,” said Ms. Graves.

Those “positive things” were on full display at Monday’s meeting.

Alexandria Battaglia, CPA, an audit partner at R.S. Abrams & Co., shared the results of the district’s annual audit.

“We issued an unmodified opinion, which is the best opinion you can have; that means it’s a clean opinion, we call it in the audit world. We did note that the reserves did increase this year. We’re very happy to see that the district has come a long way in building that fund balance,” Ms. Battaglia said.

“This is my fifth year on the board and this was by far the strongest, most positive results of the audit, so I just want to thank all the employees,” said Chris Tice, vice president of the school board. “That doesn’t happen overnight—it’s happened, I’d say, five, six, seven years—there’s been an enormous amount of effort and energy…. We’re in the strongest financial position we’ve been in in a long time.”

More good news came from Pierson Middle School Vice Principal Brittany Miaritis, who said the eighth grade’s book drive to help students at the Theodore Roosevelt Middle School in Louisiana has inspired other local schools to join the cause. The middle school was ravaged by Hurricane Katrina and, 10 years later, has a brand new building but hardly any books, materials or supplies to fill it. Since hearing about Sag Harbor’s initiative, students in Hampton Bays have donated some 100 books to the southern school.

“Just from one little implementation here, now it’s all over the East End,” said Ms. Miaritis. “It’s pretty rad and cool that our students are involved in it.”

In other school board news, the board decided to explore the notions of allowing in-season varsity athletes to opt out of gym class to allow for more time for academics, and of eliminating class rank and instead marking students by 25-point percentiles, which many Long Island schools have opted to do in order to encourage colleges to look at students in more depth.

Sag Harbor School District to Consider Six Options for Later Start Times at Pierson

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By Tessa Raebeck Start Times Sidebar copy

Striving to be leaders in the national trend toward later high school starting times, Sag Harbor administrators have outlined six options of potential time changes for the school district.

In early October, in response to concerns expressed by parents and students and a growing body of research that supports moving start times later for students’ overall health and success, the Board of Education created an ad-hoc committee, to explore possibilities and develop plans to present to the board. The committee is in the midst of eight scheduled meetings, with each meeting designed to tackle a specific challenge, such as after-school program scheduling at the elementary school, transportation and budget challenges and athletics schedules.

The decision to pursue a schedule change came shortly after the American Academy of Pediatrics released a report in late August that called insufficient sleep in teenagers “an important public health issue” and recommended all high schools start no earlier than 8:30 a.m. The report, and others, showed that teenagers’ circadian rhythms make it nearly impossible for them to fall asleep before 11 p.m. and wake before 8 a.m., and that growing adolescents have less ability to focus in the early morning than younger children and adults.

The school board voiced its support of making a change for students’ benefit as early as last spring, but remained wary of the challenges of altering the long-ingrained schedules of school buses, interscholastic athletics and extra-curricular activities.

As it stands, the day at Pierson Middle/High School starts at 7:25 a.m.—which is on the earlier side of national start times—and ends at 2:26 p.m. After a 45-minute route, Pierson buses drop students off between 7:10 and 7:15 a.m. The Sag Harbor Elementary School day begins with morning program at 8:35 a.m. and ends at 3:10 p.m. Elementary school buses also have a 45-minute route, and students are dropped off at the school between 8:20 and 8:25 a.m.

The school district, which owns all of its buses and runs transportation itself to save money, has seven large buses, five mini-buses and one van, and 13 bus drivers and two substitute drivers. There are 750 students who are eligible to ride the bus.

The committee has come up with six possible options (see sidebar) to change the high school start time, which will be presented when the board meets on December 1.

Under the first option, the morning bus runs would remain separate, but the afternoon runs would be combined, meaning that students in kindergarten through 12th grade would ride the bus together. Both the morning and afternoon runs would be combined under options two and three. For those three options, administrators project that five additional buses would be needed. Purchasing two buses and contracting out three buses would cost an estimated $690,799, or $511,769 if the two buses were leased instead of bought. That cost includes an additional parking lot to store the new buses, as the current lots are at maximum capacity.

“Economically,” Superintendent Katy Graves said Monday, “it’s such a challenge to combine the bus routes.” The committee also expressed concerns over having five-year-olds ride the bus alongside teenagers.

“The combined bus runs—again, I always think we can work through issues and we would—but initially, that would pose some obvious difficulties and challenges,” said Sag Harbor Elementary School Principal Matt Malone.

“We’re always aware of the goal of trying our best, within reason, to keep these little kids young as long as we can…that’s something that we’re very cognizant of, so [sharing buses] would be something that we’d have to really talk through and work through,” he added.

Under options four and five, the district would keep the separate bus runs and thus need no additional buses or funding, administrators said. Option six was just added last Thursday and hasn’t been thoroughly vetted yet, but Superintendent Katy Graves said the plan, which is a less ambitious option with a still early start time of 7:45 a.m., “could possibly increase our busing to athletics.”

Ms. Graves said the fourth option, “flipping” the elementary and high school start times, is a popular choice in districts that have successfully implemented a change, but “culturally, the way we built our district with the morning program and everything—I would be very concerned about that.”

Another concern, which was echoed by Mr. Malone and Donna Denon, the elementary school vice principal, is the potential loss of the time allotted for after-school programs, if there was a later dismissal time at the elementary school.

“There’s no way to do this without some kind of effect and a compromise,” said Chris Tice, vice president of the school board, who has been vocal in her support of moving high school start times later.

“Unequivocally,” she continued, “it is so much healthier for kids to go to school later…. Every piece of research documents that this is a worthwhile process to go through, but we have to acknowledge that, I think, almost every choice or recommendation that’s made—it’s going to have some pain associated with it…. That’s going to be the conversation—what is most beneficial with the least negative impact on children?”

The administrators are creating a survey about the potential changes to get feedback from parents, students and staff.

Representatives from Section XI will discuss the impact a change would have on athletics at the committee’s next meeting, on Wednesday, November 19, at 7 p.m. in the Pierson library. The committee will draft final plans on Thursday, November 20, also at 7 p.m., and present those plans when the school board meets on December 1 at 6 p.m. in the Pierson library.

With Ample Jobs to Choose From, Coding Could Become Sag Harbor Schools’ Newest Pursuit

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By Tessa Raebeck 

Coding, or computer programming, for which there is an abundance of jobs but a lack of workers with the requisite skills, may be incorporated into all levels of the curriculum in Sag Harbor’s schools if Superintendent Katy Graves has her wish. At the Board of Education’s meeting on Monday, November 3, Ms. Graves said she intends for Pierson High School to offer an elective in coding by the next school year, as well as an extra-curricular coding club—as a start.

Coding is learning the language of computers. Students would learn several languages used to structure and style websites, such as HTML, CSS, Python and Javascript. Using knowledge learned in a beginner course, a student could build a professional website entirely on their own, without having to use a host platform.

According to the Conference Board, a global, independent business research association, there is a demand exceeding the supply of available workers of more than 15 percent for computing jobs in New York State, while in all other jobs, the demand surplus is less than 5 percent. In a presentation to the board, school personnel and a small audience, Ms. Graves emphasized that there are far more jobs in coding than there are skilled laborers to fill them.

“At least for the foreseeable future, if you have skills in coding, you’re going to be employable,” she said.

A 2010 to 2012 report from the Bureau of Labor Statistics said the United States is adding over 130,000 jobs a year in computing across all industries, and a study by the Georgetown University Center of Education revealed that over 60 percent of those computing jobs are outside the tech sector. Yet the National Science Foundation estimates that less than 2.4 percent of college students—about 40,000 annually—graduate with a degree in computer science.

“This is the biggest explosion of jobs—and these are not low-paying jobs,” Ms. Graves said.

Despite the increase in students’ access to technology, the number of computer science graduates across the country has actually declined in the last decade.

“Now, since children are born with an iPad in their crib, we don’t usually give them computer classes anymore,” explained Ms. Graves. “So, actually our exposure—exposing children to computers—has gone down, so children thinking of that as a career has gone down as well… we’re not even exposing kids, so kids don’t even think of [computer programming] necessarily as a job.”

New York is one of 25 states where students can count computer science for credit toward high school graduation. The New York State Department of Education does not recognize computer science as a “core” class, but Ms. Graves said programming could be offered as an elective through the math or science departments.

“If we expose children to coding and to computer software, we’re also teaching them computational thinking,” Ms. Graves added, supporting her position with recent editorials in The Guardian and The New York Times that argue coding is not only a hands-on way for students to learn the language of computers, but also teaches them a new way to think about the world, breaking down complex problems into smaller, more manageable steps.

The administrators and board appeared to support Ms. Graves’s belief that coding is a significant piece of a well-rounded contemporary education. In a separate presentation the same evening, which Ms. Graves said she did not collaborate on, Pierson math teacher Jason LaBatti updated the board on the computer-programming course he teaches, which is part of the International Baccalaureate (IB) curriculum.

Mr. LaBatti, a graduate of Pierson who has been teaching math at his alma mater since 2003, said that in the past, he had many students who went out on their own, taking the initiative to teach themselves coding in the absence of a programming class at school.

“Finally, we made that happen,” he said of his students’ demand for a course. Pierson currently has two computer science classes that are available to IB students; one is 150 hours, the other is 240 hours.

The district has been steadily increasing students’ access to technology in all grades since computers were first introduced to classrooms, and administrators seemed confident Sag Harbor has sufficient laptops and internet access to further implement coding into its curriculum.

Mr. LaBatti said the Smartboard and 25 Macbook laptops he now has in his classroom make “teaching this concept, this whole technology, very, very easy.” He would like to see all students graduate from Pierson with the ability to “design a website from the ground up,” he said.

With most of the technology already in place, Ms. Graves said the financial considerations of implementing a comprehensive coding program would be minimal.

“The curriculum that is supplied is absolutely free of charge,” she said of the program she intends to use, which is offered by Code.org, a non-profit website, funded by top tech personnel like Bill Gates and Facebook founder Mark Zuckerberg, that aims to expand participation in computer science and teach every American student how to code. Launched in 2013, Code.org has a curriculum for kindergarten through 12th grade, with instructions, videos, and interactive lessons school districts can use for free.

“The only investment by the district is teaching,” said Ms. Graves, adding that math and science teachers usually instruct computer courses.

“You start out with a small dedicated group and a teacher that’s willing to take on a fairly daunting task,” she said. “We also want to do, if we can, a coding club because that gives us more chance for exposure.”

Pierson Principal Jeff Nichols said a fifth of a teacher’s schedule would be required to implement a high school elective, which is how the district would begin to expand computer-programming opportunities. The school would also offer a coding club as an optional extra-curricular activity after school.

Sag Harbor Elementary School Hopes to Bring Back Once Popular Summer Camp

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By Tessa Raebeck

With hopes of improving student learning and year-to-year retention and helping families who cannot afford expensive local camps, the Sag Harbor School District is considering reinstating its once-successful summer program for elementary students.

Sag Harbor Elementary School Principal Matt Malone and Vice Principal Donna Denon proposed expanding the school’s current summer program to the Board of Education on Monday, November 3. Superintendent Katy Graves said it was the only request made by the administrators when asked what they’d like to see added to the budget.

“It’s important to rest and recharge,” said Mr. Malone of the summer months, “but children definitely regress and the children that regress the most are those that are at risk.”

The elementary school currently has a summer program for special education students; a 12-month learning plan is required for students with learning disabilities as part of their Individualized Educational Program or IEP. It was expanded to also include students who are learning English as a Second Language (ESL) or require Academic Intervention Services (AIS).

About 15 years ago, however, the elementary school’s summer program, Look-See, resembled a camp, open to all students and well attended. It “also offered many enrichment opportunities for boys and girls to take on areas of learning that they maybe aren’t even afforded during the school year,” said Mr. Malone.

Participants could take all sorts of courses: In “Kings, Queens and Castles,” younger students learned the history of monarchs and designed an elaborate cardboard castle in the classroom; Deanna Lattanzio taught a course on scrapbooking in which children gathered their memories into books, and a course on radio culminated with a visit to WLNG to record a public service announcement. The program cost about $120,000 in the annual budget and attracted some 200 students, board member Sandi Kruel estimated.

Mr. Malone said the district “did make a decision to discontinue the program [in the early 2000’s], but each summer when we see the success we have with our current programs, we think maybe there’s a way we can reinstate that.”

“We want to offer courses and discoveries and explorations that are really grounded in reading and writing and mathematics, but also make it fun and engaging for the children,” said Ms. Denon. Traditional courses would be offered in the morning and students could choose which courses to attend in the afternoon, with interdisciplinary options like theater and cooking.

“Out here,” Mr. Malone said, “the cost of camp, the cost of summer programs is extremely high for all of our families and for them to be able to include their children in these programs is cost-prohibitive. If we could find a way in the school district to make something like this a reality we know it would be well attended, much appreciated.”

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.”

Technology Expands in Sag Harbor Classrooms

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An aerial photograph of Sag Harbor taken with the Pierson art department's drone. Courtesy of Peter Solow.

An aerial photograph of Sag Harbor taken with the Pierson art department’s drone. Courtesy of Peter Solow.

By Tessa Raebeck 

With iPads for eight-year-olds and a Chromebook for every middle school student, Sag Harbor teachers and administrators told the Board of Education Monday that technology is on target in the school district.

Director of Technology Scott Fisher and Sag Harbor Elementary School and Pierson Middle/High School teachers presented on “Technology to Support Student Learning,” updating the school board on what the budget buys.

“I prefer that the instruction drive the technology rather than the technology driving the instruction,” said Mr. Fisher, who admitted that although he loves his gadgets, he aims to present technology department budgets that are both cost-effective and in-line with instructional needs, not industry trends.

Technology is constantly changing and thus flexibility and regular reevaluation is required in determining which tools are used, how they are used, and in which classrooms they will work best, Mr. Fisher said.

While iPads “work very well” for young children in grades Kindergarten through second, Mr. Fisher said “as the students are getting older, we’re finding that the iPads may not be best suited for them…as we get into the older grades in the elementary school, we’ve started doing things like adding Chromebook computers to the mix.”

For the first time this school year, there is a Google Chromebook available for each Sag Harbor student in every fourth and fifth grade classroom. Chromebooks, a cheaper alternative to traditional laptops, are designed for use primarily in conjunction with the Internet.

“When we introduce new technology,” Mr. Fisher said, “we don’t simply discard the technology and toss it to the side.”

The Mac computers that were in the fourth and fifth grade classrooms are now being used by the second and third grades, and every third grade classroom now has its own full set of computers.

Seventy-five Chromebooks were also added to Pierson Middle/High School this year on three carts of 25 each that can be moved between classrooms. The library already has a set of 25.

Fourth grade teachers Jeff Reed and Liz Surozenski demonstrated how the new Chromebooks in their classrooms have helped students to collaborate with each other using Google apps and said students seem more excited and engaged with the content they’re learning.

Ms. Surozenski said in the past, her classes have only published one writing piece by this time of the school year. This year’s class is working on the third.

Mr. Reed shared a presentation on “women of war” shared on Google Drive by student Chiara Bedini. Although the fourth grader was only required to make one slide, she had instead made three: “women of the war,” “more women of the war” and “lots more women of the war.”

“You get an enthusiasm that leads to innovation where kids want to learn,” said Mr. Reed, adding that writing the content is not the end of the assignment. The end product “is the communication and collaboration of their discoveries.”

That collaboration extends far beyond the classroom. Using their new Chromebooks, Sag Harbor’s fourth graders are accessing worldwide databases such as the “World Water Monitoring Challenge,” a site that allows them to punch in data taken from Sag Harbor’s waters to be shared with scientists—and students—around the world.

Computer Lab teacher Jonathan Schwartz shared a sample lesson from Tynker, a computer programming course the district started this year. With different levels beginning in third grade, students can start by putting blocks together on a screen and grow to be typing code proficiently.

“It certainly challenges the students to create things on their own, rather than having everything told to them or handed to them,” said Mr. Schwartz. “Create something—show me what you did and tell me how you did it.”

Tynker, he said, aligns with the Common Core values of thinking, rather than reciting, and prepares students for modern jobs in growing fields.

“It’s absolutely their language and we know that that’s a huge career field,” Superintendent Katy Graves added.

Principal Matt Malone thanked the board, and especially Mr. Fisher and his team, for supporting the Sag Harbor Elementary School in implementing its new technology initiatives.

“I think we all have a sense of how lucky we are to get this technology in our hands and get to share that with the boys and girls, and it’s clear what it can do to enhance instruction and those 21st century skills,” he said.

Although some of the technological instruction are handed down to students by means of tools and software, other aspects come from directly their imaginations.

Pierson art teacher Peter Solow said although the “fundamental technology” used in the art department is still the pencil, the students and teachers are continually coming up with new ideas to integrate technology into creativity. Pierson students are using computers to convert sketches to picture books, taking aerial photographs with drones, and scanning, digitizing and archiving photographs and documents in collaboration with the Sag Harbor Historical Society and the John Jermain Memorial Library.

“The most important thing…is using technology as a tool that allows students to become self-directed in their own art making through guided, independent work,” said Mr. Solow.