Tag Archive | "Schools"

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.

Celebration Planned to Honor Mary Anne Jules’s Long Career at Bridgehampton School

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By Tessa Raebeck

Mary Anne Jules enjoying her retirement. Courtesy Mary Anne Jules.

Mary Anne Jules enjoying her retirement. Courtesy Mary Anne Jules.

To honor her 32 years of service to the Bridgehampton School, its students and athletics programs, the Bridgehampton Teacher Association will host a celebration of Mary Anne Jules’s retirement at Almond Restaurant in Bridgehampton on Monday, November 10.

Just a year out of college, Ms. Jules started at the Bridgehampton School as a physical education teacher in 1983. She earned her master’s degree and administration degree while teaching and became athletic director for the district in 1991, while still teaching physical education. From 2010 to 2012, Ms. Jules served as president of Section XI, the governing body of high school sports in Suffolk County.

The evening will include cocktails, presentations and stories about Ms. Jules’s long career, with dinner to follow.

“It is to celebrate her over 30 years of service to us as a staff, Section XI and the Bridgehampton community as a whole,” said Jeff Hand, a Bridgehampton teacher who has helped organize the evening.

“A true testament to Mary Anne the person is the number of friends, former students, Section XI colleagues and family members who be attending,” Mr. Hand said, adding that as many as 40 people who are not part of the BTA are coming to show Ms. Jules their support and gratitude.

Although she is enjoying the rest since hanging up her whistle last summer, Ms. Jules has stayed connected to the district—and busy—by mentoring its new athletic director Eric Bramoff.

“He was a good choice for the job,” she said on Tuesday, adding she had yet to return to Bridgehampton’s sidelines as a fan in order to “Let Eric do his thing; he’s doing a great job.”

Ms. Jules said she won’t be able to stay away much longer, however. “I’ll definitely be at some basketball games, ’cause they should do very well this year,” she said, adding she had been following the papers intently for reports from the fall season.

Lillian Tyree-Johnson, a member of the school board and lifelong Bridgehampton resident, has known Ms. Jules as the face of Bridgehampton athletics for over 20 years. Her husband, Carl, was Bridgehampton’s junior high coach when they first started dating and later became head coach.

“Mary Anne has been a mentor to my husband and a wonderful friend to both of us for many years,” Ms. Tyree-Johnson said in an email Monday. “Her love for Bridgehampton is unquestioned and I will miss her very much, but wish her all the best in retirement.”

“She was a great example to her students as well,” she added. “Her work in bringing shared sports to Bridgehampton is, I think, her most important contribution. She opened doors for so many student athletes and created and sustained an amazing program.”

In her newfound free time, Ms. Jules has done exactly what she intended to do: watch her nieces and nephews play sports. She has been up to Sienna College to watch her nephew play lacrosse almost every weekend this fall and often travels to Westchester to watch another nephew play high school football. “And that’s only a few out of the 16,” she said of her total count of nieces, nephews and requisite games.

Ms. Jules is also taking yoga classes once a week and doing “the things that I never had time to do before,” she said. “I’m not rushing around, but I do miss the kids.”

Her fellow teachers organized the evening at Almond Restaurant to celebrate Ms. Jules’s long career in Bridgehampton.

“I’m looking forward to seeing all of them,” she said of her former co-workers. “It’s great people I work with and I miss them, so I am looking forward to a few laughs and seeing all them—some of my families—coming out.”

The cost to attend the evening is $50 per person with checks payable to “Bridgehampton BTA.” The party is from 5 to 8 p.m. For more information, contact Steve Meyers at smeyers@bridgehampton.k12.ny.us.

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.”

Sag Harbor Schools Defended at Noyac Civic Council Meeting

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By Tessa Raebeck

Members of the Noyac Civic Council expressed a grim outlook for the future Tuesday evening when they gathered in the Old Schoolhouse in Noyac to hear a presentation from Sag Harbor School District administrators.

Some 15 people, including Southampton Town Councilwoman Bridget Fleming and Sandi Kruel, a member of the school board, heard presentations by Superintendent Katy Graves and School Business Administrator Jennifer Buscemi on testing results, the Common Core, the district’s financial status and other topics chosen by the council, such as “plans to improve student achievement.”

Ms. Graves and Ms. Buscemi, who are both in their first year with the district, introduced themselves to the group and stressed the strength of Sag Harbor’s students and schools. Those gathered in the room were predominately retired members of the community who do not have children who attend schools in the district.

“My guiding principle is, I do what’s best for children, what’s fair for adults and what the community can sustain,” Ms. Graves told the group, adding that she always has time to speak with all community members. She expressed the need for school administrators to communicate with the many families who are not connected to the district because they do not send their children there, but who pay taxes to the schools and “want to know what the value is.”

Ms. Graves shared figures and charts on Sag Harbor’s performance on mandated state, federal and local tests for students. “Assessment is only one piece, but we have a really shiny piece,” she said.

Despite data, information and personal anecdotes from Ms. Graves and Ms. Buscemi about the district’s financial health, “extraordinary” programs, staff and students, the room appeared unconvinced.

“Katy,” John Arendt, a Noyac resident, said to Ms. Graves, “we love our results here, but let’s fact it, we’re inundated every day with the failure of our education system, so we want to see results.”

“They don’t even teach penmanship anymore,” said Noyac resident Vincent Starace.

Although students still learn how to write, New York State no longer requires cursive instruction.

Other members of the council said teenagers no longer have summer jobs, “can’t write a sentence” by the time they get to college, and raised concerns over drug use, as well as teacher benefits and salaries.

Partners in Print Teaches Sag Harbor Parents How to be Good Teachers

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A mother guides her son through a new book at last year's Partners in Print program. Courtesy Sag Harbor Elementary School.

A mother guides her son through a new book at last year’s Partners in Print program. Courtesy Sag Harbor Elementary School.

By Tessa Raebeck 

Whether your reading consists of scientific journals or one-word road signs, it’s hard to remember when letters were simply abstract shapes in strings of confusing sentences. Through its Partners in Print program, the Sag Harbor Elementary School aims to help parents remember by teaching them how to guide their children through the learning process and effectively supplement what teachers are doing in the classroom.

Aimed for non-reading students in kindergarten and first grade and their parents, the program began in the elementary school 15 years ago. Today, Partners in Print “is kind of like a rite of passage for our kindergarten and first grade parents and kids,” said Sag Harbor Elementary School Assistant Principal Donna Denon.

“The purpose of the program is to acquaint parents with reading behaviors and ways they can support what the teachers are doing in school and what they can do at home when they’re reading with their children,” she added.

At tonight’s introduction for parents only, which starts at 7 p.m., teachers will show parents what it’s like to be a beginning reader, what strategies can be used to figure out print, what kind of books to select for which age levels and what they can expect over the four sessions, which begin next Thursday, October 23, and will run from 6 to 7:15 pm. Each week.

Each night’s session will explore a different topic, with children and parents rotating through three 15-minute sessions, visiting different teachers who lead separate but connected activities. After the short lessons on reading strategies, the students practice what they learned with their parents.

“It’s a really special time for parents and children to be together doing this kind of learning in a place where their kids spend their whole day,” said Ms. Denon.

For more information, call the Sag Harbor Elementary School at (631) 725-5301.

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.

Sag Harbor School District Will Look Into Later Start Times

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By Tessa Raebeck 

In an effort to listen to both concerned parents and tired students, the Sag Harbor Board of Education on Monday announced its goal to review options for a later school day start time.

As part of the board’s visions and goals for the 2014-15 school year, Superintendent Katy Graves announced an ad-hoc start time committee would be created to meet with the superintendent, Business Administrator Jennifer Buscemi, Pierson Principal Jeff Nichols, Head Bus Driver Maude Stevens and Athletic Director Donnelly McGovern, and develop multiple plans “of how we can do a later start time for the district.”

The plans are expected to be complete by November 2014, with a December 1 deadline for a report to the board, “which also puts us before our budget cycle,” Ms. Graves said.

The decision comes in light of a national discussion on moving start times for high school students later due to research that finds American students are chronically sleep-deprived and perform better behaviorally and academically when start times are moved past 8 a.m. At the end of August, the American Academy of Pediatrics joined the discussion by publishing a report recommending that all high schools start after 8:30 a.m. for students’ health, calling insufficient sleep in adolescents “an important public health issue.”

Research has found that humans’ circadian rhythms change during teenage years, making it close to biologically impossible, according to studies, for high school students to go to bed before 11 p.m. and wake before 8 a.m. Doctors recommend teenagers get at least eight and a half hours of sleep, which some Pierson students and parents say is quite difficult with a start time of 7:26 a.m., which requires some students, particularly those who live farther away or take the bus to school, to wake before 6 a.m.

Although the school board appears to be standing by the science behind later start times, the district will have to contend with athletics and bus schedules in order to make the changes, which proponents say hope will be in effect for the 2015-16 school year.

At Monday’s meeting, the district also announced its intention to “develop and present a plan by June 15, 2015 to share services with other regional school districts and municipalities with a goal of showing a cost saving to the district of two percent of our tax levy,” according to Ms. Graves.

Ms. Graves said the board has already had its first shared services meeting with five school districts in the town of East Hampton and will continue to work with regional districts in order to find ways to cut costs by sharing services such as sports teams and buses.

Another goal the board hopes to tackle this school year is improving district communications, which a survey found was an area of widespread discontent among parents and students.

The board goal, Ms. Graves announced, is to “implement and improve communication strategy to become an engaged and active pathway for school and community through newsletters, work toward a current and active website, continue with emails, phone calls and videotaping [of school board meetings].”

The parties primarily responsible for implementation of that goal are the superintendent, administrators and the “Communications Director,” a position that is not yet filled. The district aims to have a report finalized by December 15, 2014.

A communications committee that met last year had announced in the spring its recommendations that the board fill the position in-house with a full-time staff member, a communications director/specialist who would be dedicated primarily to enhancing communications between teachers and the district and parents and students.

School Business Administrator Jennifer Buscemi said similar positions in Suffolk County offer a salary of at least $46,500 in addition to health benefits, and more, adding, “There is definitely a significant cost associated with using this model.”

The Southampton School District has a “Community Relations Specialist” who is required to pass the state’s Civil Service test and is part of the district faculty.

Ms. Buscemi said an alternative to the in-house position recommended by the committee would be to use Syntax Communication, a Long Island firm that specializes in public relations for school districts, which the board used last year in a limited capacity.

Ms. Buscemi said for the standard service fee from Syntax, “you’re talking close to $90,000,” but another option “would be to go with someone part-time,” which she said would cost around $37,000.

School Board Vice President Chris Tice, who served on the communications committee, asked how much of what the committee thought was vital to improve communications “will actually get done and continue to be done consistently and well” under the less expensive Syntax package.

Board member Tommy John Schiavoni wondered how well the company would be able to integrate with the faculty and Sag Harbor community.

“I’m not ready to make any decisions on any of this until we get at least a preliminary three to five year [financial] plan,” said board member Sandi Kruel, adding that communications/technology “changes daily” and although it needs to be improved, the board needs to know “where we’re going to come up with that money.”

Ms. Tice said while they need to make a financial decision, she is concerned as to how communications can be immediately improved in the interim.

If the board is to postpone bringing a communications specialist in, she said, “then in the short term we need to figure out how to have increased attention in areas that we are failing at now.”

Bridgehampton Test Scores Fall in Wake of Common Core

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By Tessa Raebeck

Following the implementation of the Common Core Learning Standards last year and the immediate alignment of student assessments to the new curriculum, Bridgehampton School saw its scores on standardized tests drop across the board.

The Common Core, which according to its philosophy, aims to enhance learning essentially by teaching students to be thinkers rather than memorizers, was largely criticized last year for its implementation, which many educators, parents and students said was haphazard and too fast.

“There’s a difference between pre-Common Core and post-Common Core,” Bridgehampton Superintendent/Principal Dr. Lois Favre told the school board at its monthly meeting on Wednesday, September 24.

“By all measures that we have here our kids are growing,” she said, adding that 96 percent of Bridgehampton students met local growth targets, which are measured by where students are in September “to where we expect they will be at the end of the year.”

For English Language Arts (ELA) tests in grades 3 to 5, less than half of students scored the higher scores of a 3 or a 4 on the new state assessments. Dr. Favre said what needs to happen now is for the district “to understand better what the state tests are asking,” adding “that’s the training that the teachers are going through now.”

“This year is the first year that the state is actually releasing some questions, so we finally have an idea of what the test looks like,” Dr. Favre said.

Dr. Favre said Bridgehampton’s numbers tend to appear worse than they actually are, because the school’s small class sizes make for more extreme percentages. If two students fail in a class of eight, for example, the pass rate goes from 100 percent to 75 percent, whereas those same two students failing in a larger class would have a much less significant effect.

The superintendent said in moving forward, a primary goal of the district is to look at vocabulary development and to “change strategies we use to teach so that kids start to think in a different way.”

“I couldn’t understand why they would change standards and the test at the same time,” Dr. Favre said of the New York State Department of Education, saying she would have preferred to “watch our kids grow on the tests we’re familiar with.”

Students performed better on the math assessments, which the district had made an “area of focus,” the superintendent said.

Dr. Favre announced her intention to team up with other small schools, such as the Amagansett School District in East Hampton, so that teachers have colleagues to strategize with. Many Bridgehampton teachers are the only instructors in their subjects at their grade level and she believes they would benefit from a relationship with others experiencing the same challenges. Dr. Favre is in talks with Amagansett Superintendent Eleanor Tritt to make such an alliance happen.

Despite the poor showing on many primary tests, Bridgehampton did “beautifully” on high school exams, she said.

“That’s why I have every faith we have a great curriculum. We have great teachers, it’s just a matter of getting to know this test,” Dr. Favre said of the Common Core assessments.

In an effort to address weaknesses, the district has established data teams, groups of teachers that will meet for two hours every month to “really talk about these things” and plan curriculum alignment across the board.

Sag Harbor School Board Still Looking for Committee Members

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By Tessa Raebeck

Three primary goals for the 2014-15 school year were approved by the Sag Harbor Board of Education at a special meeting on Thursday, September 11.

The main goals, which encompass smaller, more specific items to be approved later, are: 1. Increase communication to become an engaged and active pathway for school and community; 2. Build, share and measure the tradition of each student achieving a successful “Sag Harbor School Experience;” and 3. Raise districtwide accountability to reinforce student and school success.

The subcommittee that helped articulate the board’s goals will reconvene this month to establish the smaller sub goals for the board to approve, which members hope will happen at the board’s next meeting on Monday, September 29.

Board liaisons and committee assignments were also approved at the meeting and administrators repeated the need for community members to come forward to also serve on committees. The district is looking for all members of the community—and especially those with related knowledge—to serve on the Athletic Committee, Communications Committee, Educational Facilities Planning Committee, Nutrition/Wellness, Health and Safety Committee and the Wall of Honor Committee. Interested candidates have been asked to send a letter of interest to District Clerk Mary Adamczyk at madamczyk@sagharborschools.org or Sag Harbor UFSD, 200 Jermain Avenue, by Monday, September 22.

Committee charters and more information are available on the district website.

Also at last Thursday’s meeting, the board approved a salary increase of $20,000 for Pierson Middle School Assistant Principal Brittany Miaritis, resulting in a total salary of $122,500.

The increase, Superintendent Katy Graves said, is “because when she was brought on board for our middle school, her salary was not in the competitive range because she was new to the program, and she has truly proven herself in the last year.”

“So, we will be seeing that increase in her salary to bring it to a competitive range, so that we can secure our team and move forward,” she continued. “We feel very excited about the challenges we will be facing for our middle school and a very exciting year ahead.”

Sag Harbor Students Fare Well on Standardized Tests

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Graph prepared by Sag Harbor School District administrators.

Graph prepared by Sag Harbor School District administrators.

 

By Tessa Raebeck

While board meetings at the start of the school year can often be tense, the mood was light and cheerful Monday, September 8, as Sag Harbor School District Superintendent Katy Graves updated the Board of Education on the district’s results on state assessments.

At the educational workshop, Ms. Graves, Pierson Middle/High School Principal Jeff Nichols and Sag Harbor Elementary School Principal Matt Malone compiled an extensive presentation of history, graphs and raw data on Sag Harbor students’ test performances.

“I always caution everybody that it’s only one piece of what we’re looking at,” Ms. Graves said of the data. “We take our data and we bring it to our teachers and our teachers take us that next part of the way.”

Sag Harbor fared well out of the 64 districts in Eastern Suffolk BOCES that took standardized tests in 2014.

Out of those districts for ELA, Sag Harbor’s fourth grade ranked 11th, the fifth grade ranked fourth, the seventh grade ranked third, and the eighth grade ranked fifth.

Mr. Nichols said the sciences at the high school level are all strong.

“Much like at the middle school,” he said, “we far exceed the New York State average in every discipline with the exception of mathematics, which you’ll see we’re still on par with New York State, but certainly not performing at the level as you see in other disciplines.”

He added that after two years with the Common Core, “We’re seeing some patterns in the assessment results and we’re able to allocate resources accordingly to where we’re focusing.”

In an effort to raise math achievement, the district has added math specialists at the middle school and elementary school, as well as teaching assistants who are trained in specific areas to add to “key instructional times,” Mr. Malone said.

Instructional time in math for the sixth grade has been doubled and math exposure is increasing for all middle school students, Mr. Nichols said.

Standardized testing of New York State students dates back to 1865, when Regents exams were first administered as high school entrance exams. Younger students began being tested in reading and mathematics in 1966, in writing in 1983 and in science in 1989.

The required tests in English Language Arts (ELA) and math that students take in fourth and eighth grade began in 1999. After President George W. Bush signed the “No Child Left Behind” Act in 2003, which expanded the federal government’s role in student testing by requiring states to develop assessments in order to receive federal school funding, all states were mandated to administer ELA and mathematics tests for all students in grades three through eight and science tests twice, once during grades three and five and another time during grades six through nine. New York State chooses to administer the science exams in grades four and eight.

At present, Sag Harbor students are given the following state-mandated tests: the New York State Alternate Assessment (only for students with severe cognitive disabilities); one speaking test and one listening, reading and writing test for English as a Second Language students; ELA tests for students in grades three through eight; mathematics tests for students in grades three through eight; a science performance test for grade four; a science performance test for grade eight; a written science test for grade four; and a written science test for grade eight.

High school students are also required to take the following Regents exams, which are in the process of being aligned with the new Common Core curriculum: Grade 11 ELA; either integrated algebra or geometry or algebra II/trigonometry; grade 10 global history and geography; grade 11 U.S. history and government; and a choice of earth science, living environment, chemistry or physics.

Testing this year starts September 29 with the alternate assessment and runs through June 24 with the last Regents exam.

Implementation of new exams is usually done slowly, but New York’s recent switch to Common Core raised protests from administrators, parents, teachers and students across the board last year due to its fast implementation.

“It was a blindside to the educational community who were used to things being implemented in a fairly strategic fashion… Most teachers and most educators didn’t have a problem with the Common Core, they had a problem with the implementation and how that felt,” Ms. Graves said.

The first administration of the Common Core Geometry Assessment will be this year. In 2017, this year’s 10th graders will be the first grade required to pass the Common Core Regents Exams with a 65 percent passing grade in order to graduate and in 2022, this year’s fifth grade students will be the first required to pass the Common Core Regents exams at “aspirational performance levels” of 75 to 80 percent.

The administrators’ presentation on the data is available online.

Graph prepared by Sag Harbor School District administrators.

Graph prepared by Sag Harbor School District administrators.