[{"_1":2,"_123":-5,"_124":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",5980041,"mediaKeyId","5797125-38769ff31b91c82c57a72472ce92c6cc","parentId",5797125,"title","Parents urge action as Walt Whitman third-grade class sizes remain high; board outlines staffing process","audioSeconds",1290,"startMs",6379000,"endMs",7669000,"viewUrl","/Search/View?dp=1&key=5797125-38769ff31b91c82c57a72472ce92c6cc&start=6379&end=7669","thumbnailUrl","https://assets.pipeline.soar.com/5797125-38769ff31b91c82c57a72472ce92c6cc/thumbnail_6379000.jpg","articleUrl","/articles/5980041/New-York/Parents-urge-action-as-Walt-Whitman-third-grade-class-sizes-remain-high-board-outlines-staffing-process","mediaUrl","https://secure.pipeline.soar.com/5980041-46d188869c2fb0dffb247c3f163bf8c0/orig.mp4?Expires=1773597854&Signature=h743~TbZb-g6hhKr3E27zE14zFQgMpAsD5qaLFMDJf9ZQALWyUdu-p764ON86-GGaAJqpMCjAX5imiVT1tSJst8Z3ONHj4713-MEb29UGI7-8d0dJLdNtQziG-Xb-eqfJgtF39wCPONWB6GWIH6mHdes7UrvBllFfyK9kiE7-fXuaxT5ufILoqpbCQ2zhSRn5wGaolyI3BVKZ61n9nRoFYAbUnk8yse7W8NMdmz7bWds3ojeVo40fS-5CIUn0ymZpTvveceM66nIJju-UYuvUQAXqpCOcHOsTsOWp~v5Jb~ST9cXIfKVGEQB3fOB9a1o6hGx9m6a9JmEjDGMMACPPA__&Key-Pair-Id=KUT5TJCACFTXG","author","Syosset Central School District","date","2025-09-17T22:01:55Z","article","Several Walt Whitman parents told the Board of Education on Tuesday they were frustrated and surprised when the district did not add a fourth third‑grade section this school year, leaving three classes with 23–24 students each while other elementary schools have smaller third‑grade classes.

\"Our concern is about consistency and equity,\" parent Jennifer Mas told the board. She urged the district to reduce class sizes in early grades and asked the board to add class‑size reduction tutors to crowded rooms for the 2025–26 year. Another parent, Lisonbee Sorin, said families felt \"blindsided and disregarded\" when the enrollment decision was made without earlier communication.

Superintendent Rogers answered during the meeting, explaining the district finalizes staffing late in the summer and uses a longstanding practice of preemptively splitting classes that are within two students of the district maximums. \"We make decisions about sections as late in the summer as we possibly can,\" Rogers said, explaining movement into and out of the district over the summer and residency verifications often change counts. He added that last-year practice had been to only split once a class exceeded the maximum and that the current practice of splitting two away from the cap was adopted to reduce volatility.

Why it matters: Parents said larger early-grade classes reduce teacher time per student, make classroom movement and indoor recess harder and create inequities when nearby schools end up with smaller sections. They cited research and state action on class-size caps in recent years to argue for smaller K–3 classes and asked the district to revisit its class-size policy.

Board response and near-term actions: Rogers said the district has used class‑size reduction tutors in previous years for tight classes and that deputy superintendent Dr. Curry and principals are meeting to identify immediate staffing and behavioral support needs. \"We'll certainly do that because it won't be an irregularity in what we've done before,\" Rogers said. He described one special‑education mainstreaming case that required splitting beyond the \"two‑away\" rule. Board members asked for clearer communications to families about how decisions are made and for the district to report back with any proposed interventions.

Public comment and process questions: Earlier in the public comment period, a different speaker raised concerns about a separate change to policy 5300 (Code of Conduct) and the timing of the public hearing; the Board chair said the policy remained the board's purview and that the required notice and online posting had been made. The parent speakers asked the board to revisit class-size maxima and to adopt short‑term measures, such as adding certified tutors to overloaded rooms, while the district examines policy changes.

Next steps: District staff said principals and the Pupil Personnel office would review rooms to identify immediate needs and report back to the board with recommendations for tutors or other supports.","mediaType","Video","parentTitle","Monthly Board of Education Meeting - September 15, 2025","oneSentenceSummary","Several Walt Whitman parents told the Board of Education they were frustrated and surprised when the district did not add a fourth third‑grade section this school year, leaving three classes with 23–24 students each while other elementary schools have smaller classes.","taxTitle","Syosset Central School District, School Districts, New York","taxId",50823,"location","New York","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5980045,"Syosset details UPK expansion and federal grant allocations; 169 seats remain (enrollment figure presented)",925,3328000,4253000,"/Search/View?dp=1&key=5797125-38769ff31b91c82c57a72472ce92c6cc&start=3328&end=4253","https://assets.pipeline.soar.com/5797125-38769ff31b91c82c57a72472ce92c6cc/thumbnail_3328000.jpg","/articles/5980045/New-York/Syosset-details-UPK-expansion-and-federal-grant-allocations-169-seats-remain-enrollment-figure-presented","https://secure.pipeline.soar.com/5980045-cb2622b613a5cbe446139321c3a074df/orig.mp4?Expires=1773597854&Signature=nAt21godky7ij5G8EzIb85xZLlx8wYyP3vln~Jba2qPMFobbR-LIhtvsAV5~Zp29jglUrg4jonJB2DzkkTOyK1o4rEGo0RgU18-EFl2xf0v0mOHBMsuL5FeOawkpvMhAsEdz7csNu3gOCYsl0g0IcddHYiaoCpvCoJRj6uhzViXqdLSnD-aNpf0b4RhTyvxslsqbVItnR9sJnR5azmvB0vm21mqTEjByDt8zUeviw5vzMwLam5BAfsg5KNlOqJoQE~i0lN4BP2eB36ctXkYVUEk625qSlXdEajtb1f7SKtni1KZu60cRo17A83ZlSNd-hpRIl1JoKluhP~sYbBM~0w__&Key-Pair-Id=KUT5TJCACFTXG","District staff told the Board of Education they have expanded UPK offerings and reviewed federal grant allocations, including Title I and other ESSA funds that support literacy, tutors, stipends and professional development. \"Syosset's allocation is 400 seats; families have signed up 231 of them,\" said the official leading the UPK presentation, noting seats remain for families that wish to enroll.

Why it matters: The UPK program and federal grants affect early‑childhood instruction, staffing and school readiness. Officials said UPK expansion gives the district a better sense of incoming kindergarten learners and allows more targeted intervention in early grades.

What officials said about UPK and grants: Dr. Wojcicki, who the district identified as responsible for federal grant programs, summarized Title I allocations and program uses: stipends for STEM leads and tutors, academic remediation, and enrichment activities that the district will fund through ESSA grants. She said Title I funds include allocations for literacy supports and stipends for STEM liaisons; other Title allocations support English-language learners and professional development.

On UPK specifically, district staff said the program for 2025–26 will run roughly 9:30 a.m.–2:00 p.m. across six contracted preschools (names given in presentation). The curriculum enhancements this year include Heggerty (a structured literacy approach to phonemic awareness), Foundations (consult-based follow-up work after Heggerty) and a stronger focus on language-rich, print‑rich learning centers and family engagement. Presenters highlighted a \"common corner\" in classrooms for reflection and quiet time and said teachers received professional development in those curricula.

Enrollment and logistics: Staff said Syosset is allocated 400 UPK seats and that 231 families have registered; families may rank preferred preschool providers in a lottery. Officials said most contracted preschools offer before- or after‑care options of varying lengths and that families should consult program virtual tours and the lottery web materials when selecting providers.

Board questions and next steps: Board members asked whether Title II allocations changed after the addition of nonpublic or specialized providers; the presenter said allocations vary year to year and depend on participating schools within district boundaries. Staff said they will continue outreach to families and share registration information and virtual tours on the district website.

Clarifications: The presentation included program descriptions and practices the UPK team said will be embedded in classrooms; presenters emphasized language acquisition strategies for multilingual learners and inclusive practices for students with disabilities.","District officials reviewed federal ESSA grants and the Universal Pre-K (UPK) program rollout, reporting the current UPK enrollment and describing curriculum and provider arrangements for the 2025–26 school year.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5980050,"Syosset schools outline tiered plan to boost student belonging, mental-health supports",1479,617000,2096000,"/Search/View?dp=1&key=5797125-38769ff31b91c82c57a72472ce92c6cc&start=617&end=2096","https://assets.pipeline.soar.com/5797125-38769ff31b91c82c57a72472ce92c6cc/thumbnail_617000.jpg","/articles/5980050/New-York/Syosset-schools-outline-tiered-plan-to-boost-student-belonging-mental-health-supports","https://secure.pipeline.soar.com/5980050-aceaed48fee4ca3431f8f7af5eebe14a/orig.mp4?Expires=1773597854&Signature=IxZzOkfRB90tyfRTd9oIwMzb2bLgYwR-ctrTOGBpj4MmcwTenUJp1K4rG~WP4Mnehml1GpU~d7Ai-GdhDXQ-EvHR79abQSsdTdfW1fisZGS29Hp-mO~Mn7Qlq4LTpkgJ95liYMxWRYWRGeSW8bjfDBS0RyKESCaGGugVsrAC7XSUvrxDtChBydedrmo6mxNaFM7MF9y9Bx4oVazoyd0tMtToZGgobFVoBYTw0aO2GR9vDIKvBQpG2KctpWHZSmI8dRsbWGcaZ86SDi1WunIpN7EVIixeNhb4SFwZF0eWNVXtIyZ7noluay2IZDVAa~cmbrCMULZOx40ZvxDzPxOV8A__&Key-Pair-Id=KUT5TJCACFTXG","Syosset Central School District officials told the Board of Education on Tuesday that they are expanding social-emotional and mental-health supports across the district, combining schoolwide culture work with targeted small-group interventions and outside partnerships to reach students who struggle to connect. \"When students feel valued, connected and included, it gives them a higher opportunity to build those healthy relationships,\" Assistant Superintendent for Pupil Personnel Services Erin Goldthwaite said.

District leaders said the work rests on a tiered MTSS (multi-tiered system of supports) model: tier 1 is schoolwide culture-building and broad programming; tier 2 is short-term targeted small groups and lunchtime workshops or structured activities; and tier 3 is individualized interventions, including counseling and referral to community partners. \"We start with pride,\" said Mr. Steinberg, describing a common language and identity the district uses to help students feel seen and heard.

Why it matters: School officials said fostering belonging improves students' social-emotional skills and academic outcomes and helps adolescents at critical developmental stages. Board members asked how the district will reach students who still feel isolated despite many extracurricular options.

What district staff described: At the tier 1 level, the district said it offers more than 200 clubs across its middle and high schools, over 60 middle‑school course options and more than 300 at the high school level to give students choice and chances to form peer relationships. Staff highlighted expanded chorus repertoire and extracurricular achievements as examples of active programming.

For students needing more support, district staff described tier 2 strategies including structured lunchtime workshops, small-group skill-building sessions (six‑ to eight‑week blocks), friendship groups, peer‑mentor and buddy programs, and new-entry groups for students who move into the district. Goldthwaite said administrators are identifying available classroom and cafeteria spaces on a period-by-period basis to host those offerings.

Tier 3 supports include one-on-one work with social workers, school psychologists and guidance counselors. Goldthwaite said the district has increased its mental-health capacity in recent years, adding psychologists, social workers and guidance staff to provide more proactive screening, crisis interventions and small-group supports.

Partnerships and training: Officials said the district has an ongoing partnership with Northwell Health to provide training and to help connect families with outside care when needed. Staff said professional development for faculty now includes training on identifying and supporting neurodivergent students and on embedding MTSS strategies across daily interactions.

Board and community questions: Board members and parents asked how students and families will learn which lunchtime or after‑school options are available. Staff said building principals and guidance counselors will promote opportunities and that at the high school advisory periods are already used to share such information. Student government representatives said they are organizing board games and peer-led activities during lunch and are working with administrators on storage and management of materials.

Next steps: Superintendent Rogers and his leadership team said they will continue to meet with building principals to identify specific rooms, staffing needs and any immediate requests for class‑size or behavior supports. District officials said targeted tutors or additional staff can be deployed where principals identify clear need.","District staff presented a multi-tiered approach to strengthen students' sense of belonging across grades, describing schoolwide programs, expanded mental-health staff, lunchtime 'nooks' and partner services to reach students who need extra support.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5980034,"Superintendent says student phone ban has reduced screen time, increased in-person interaction",214,5531000,5745000,"/Search/View?dp=1&key=5797125-38769ff31b91c82c57a72472ce92c6cc&start=5531&end=5745","https://assets.pipeline.soar.com/5797125-38769ff31b91c82c57a72472ce92c6cc/thumbnail_5531000.jpg","/articles/5980034/New-York/Superintendent-says-student-phone-ban-has-reduced-screen-time-increased-in-person-interaction","https://secure.pipeline.soar.com/5980034-19cdbd6c473fb60cda96b975e4d14804/orig.mp4?Expires=1773597854&Signature=FwDW4cmaIt8DC3TLxY-u2sNDl8IOmxqpolxSfhvXF1uAs21FsagcFn3HkI9VnsXYjb4l9wtn4QyNzK2tNGA1i-y7idc~cc4fhZgGiexv1KAF4vsgxXto6fhZBMr8r0JeI5jyj5ljkFT4-Me-yK3Vb40ycPsjSwUNCmezJ5fjXs3H9NOZqok2q1jo7Szr0vMGC59u0-q9BH86uqVjMhA1TjhDiaeuce~ceXQ9dCnoUYRtekCWmDHxCQnrXxtBoAEJM-0NoobeTYampxljT67BsQKLJWF5R7nw9zW0ftkapDNH~OLkQ9Bh0bqNQP5gAGhyklJwyTB9hkZJrAtB2Qd3~w__&Key-Pair-Id=KUT5TJCACFTXG","Superintendent Rogers told the board that early observations of the new state rule barring student phone use during the school day are positive, saying he had been \"proven wrong\" in the sense that compliance and engagement have exceeded his expectations. \"I underestimated our students,\" Rogers said, adding that he has observed more face‑to‑face conversations in hallways and cafeterias since the ban took effect.

Rogers recounted an anecdote in which a high‑school student told him he had measured a decrease in his personal screen time and used the ban to engage more with peers. \"He actually logged his own screen time ... and compared the amount; it decreased,\" Rogers said. The superintendent said the policy appears to be fostering more in‑person interaction during the school day.

Why it matters: The change is part of a recent state law restricting phone use; district leaders said informal observations show greater verbal interaction and fewer heads-down phone behaviors in common areas.

Caveats: Rogers framed the remarks as initial impressions rather than formal evaluation. He said the district will continue to observe and did not provide a formal survey or study at this meeting to quantify changes across schools.

Next steps: District leaders suggested they will continue monitoring student behavior and engagement and may gather further data to report back to the board at a later date.","Superintendent Rogers reported initial observations that the state-mandated ban on student phone use during the school day is reducing screen time and increasing student engagement, citing anecdotes and a student who logged his own screen-time decline.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":116,"_47":117,"_49":118,"_51":119,"_53":120,"_55":56,"_57":58,"_59":121,"_61":62,"_63":64,"_65":122,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5980038,"Resident questions timing and effect of change to Policy 5300; board chair says procedures followed",0,7728000,"/Search/View?dp=1&key=5797125-38769ff31b91c82c57a72472ce92c6cc&start=7728&end=7728","https://assets.pipeline.soar.com/5797125-38769ff31b91c82c57a72472ce92c6cc/thumbnail_7728000.jpg","/articles/5980038/New-York/Resident-questions-timing-and-effect-of-change-to-Policy-5300-board-chair-says-procedures-followed","https://secure.pipeline.soar.com/5980038-e41c4021dae0182638b139ed092a48de/orig.mp4?Expires=1773597854&Signature=TDFQlbvOPH2SmGKm47JcOXGPrPn0kN8QQr0ILLkPQmEBmJNJa9d9CZMeNu-1AkPMdRokQv4BzugFed3ZSoVvf3Ko~rLHaVLjktBPibFyq0VKagGF7HgKRQbAjfbAGpQBW~XQFQqdBYIhTJE~vJkuUr2vzhCZR6wMosdrRH5Dvjm0ucJmjdOJ0DtZcnNX2zpqVzst7-K-TGmQqyJV6Gdi2RtcWhWaPomEEzulN0qMlKkhr-kg18zMKA4JKGsgDcEdz0Vrdy1hiSf3EB2oN-XB-S0wRDGjvT7cqRcNSRfsuBvlggT4tSqzvXAGlIQhm2BtaJL9lGoagU20nh0T-giYDw__&Key-Pair-Id=KUT5TJCACFTXG","A resident who identified himself during public comment said the board's recent update to Policy 5300 (Code of Conduct) was handled without sufficient public notice and that language changes could narrow the board's review powers over suspensions. \"The public hearing...was held in August during the summer when the schools closed,\" the resident said, urging clarity about the board's intent and whether the policy reduces the board's prerogatives.

Board President and Superintendent Rogers responded that the board had followed required procedures: the public hearing was posted and the policy was available online for public inspection for the required period. Rogers said the policy remains the board's purview and that the annual review of the Code of Conduct is standard practice.

Why it matters: Policy 5300 governs discipline and the Code of Conduct that affects student suspensions and disciplinary appeals. A resident's concern focused on whether the revised language limits the board's ability to review and overturn suspension decisions.

Board reply and next steps: The board chair invited the resident to provide an email address so the communications director could ensure the resident receives district blasts and future notices. Rogers said the board reviews Policy 5300 annually and that the district followed its notice procedures. The resident asked why the board had not asked questions of staff during the process; the board reiterated that adoption of policy is the board's responsibility.

No formal motion or vote on the policy change was recorded in the public discussion beyond the board's stated procedural steps; the resident said he would like clarification about how the policy change alters the board's review authority.

The board did not adopt additional changes at the meeting; staff said they would make sure the resident and others receive the posted materials and contact information for further questions.","A resident criticized how the board handled the public hearing and the recent update to Policy 5300 (Code of Conduct), saying the hearing timing limited public participation; the board chair and superintendent said required procedures and posting were followed.","actionData","errors"]

Article not found

Parents urge action as Walt Whitman third-grade class sizes remain high; board outlines staffing process

Syosset details UPK expansion and federal grant allocations; 169 seats remain (enrollment figure presented)

Syosset schools outline tiered plan to boost student belonging, mental-health supports

Superintendent says student phone ban has reduced screen time, increased in-person interaction

Resident questions timing and effect of change to Policy 5300; board chair says procedures followed