SCHOOL SCENE A Special Supplement to the Sullivan County Democrat
A look at activities in the Liberty Central School District
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Kids create objects out of thin air with 3D printer
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avid Slater calls it a hot glue gun on steroids. The newest learning tool in the technology department at Liberty High School is a 3D printer. The device, which is about the size of the more familiar two-dimensional text and picture printer, creates threedimensional objects by melting plastic filament and then using a kind of kind of needle to build layer upon layer of liquid plastic until the entire object is complete. Basically, it’s an industrial robot that “prints” in plastic. “Listen to the sound it makes,” said Slater, technology teacher. The printer emitted odd blips and beeps that resembles the sound effects of a 1950s science fiction movie. Or, as Slater pointed out: “It sounds like Star Trek.” In fact, the new printer does remind some onlookers of the Star Trek food replicator, which reconstituted matter into nourishment for the people in space. As the printer performs its task,
3D printing will also play a role in the Principles of Engineering class offered later this year to 11th and 12th graders.
Liberty High School technology teacher David Slater introduces the Makerbot Replicator 2, which is a 3D printer students use to produce objects.
“Kids stare at it,” said Slater. “They’re fascinated. It is pretty cool.”
Used particularly in tenth through 12th grade’s Computer Aided Drafting
(CAD) course, 3D printing will also play a role in the Principles of Engineering class offered later this year to 11th and 12th graders. In order to print out objects, the 3D printer uses a digital file of a design of the object. Software then slices the design into hundreds of horizontal layers, which are printed one on top of the other. 3D printing allows students to create prototypes of items without the use of expensive tools required in other methods. At Liberty High, so far students are working on creating mechanical objects like nuts and bolts. CONTINUED ON PAGE 4L
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their own creativity in making objects that actually work, said Slater. For now, “we hope to use the printer to build a robotic arm to compete in the Science Olympiad,” Slater said, referring to the regional competition held each year at a SUNY college. “We built a robotic arm before, using wooden syringes, but we had a problem with the gripper. This gives us hope.”
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The printer takes about 42 minutes to finish the small mechanical piece, with each printed layer a thinly sliced horizontal cross-section of the eventual object. Apart from its applications in the all-important STEM focus, (science, technology, engineering and math), 3D printing in the classroom exposes students to cutting-edge technology they’ll encounter later on in college and careers. Architecture, construction, industrial design, automotive, aerospace, military, engineering, dental and medical industries are all using 3D technology. Uses have also spread into the world of clothing and fashion. For instance, Nike uses 3D printing to prototype and manufacture shoes for football, and the company New Balance is also using the technology to manufacture custom-made shoes for athletes.
Credits:
Students have tested out the new learning tool by crafting plastic nuts, bolts and bracelets.
3D technology is being used to “print” medical devices. Notably, in Florida, a group of college students successfully designed and construct-
ed – for a total cost of $350 – a prosthetic arm for a six-year-old boy who was born without a fully formed arm. In Liberty, students will explore
All photographs and stories for this special School Scene are by Sullivan County Democrat Reporter Kathy Daley. The Democrat would also like to thank the Liberty Central School District for all its cooperation in this project.
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A Look at Activities in the Liberty Central School District Published by
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Pre-K helps kids get ahead E
rnesto is only four years old but he’s already experienced an extreme moment in learning. After he and his pre-kindergarten class worked hard to begin recognizing the first letter of their names, the children lined up to leave the elementary school at dismissal. Ernesto happened to glance up at the EXIT sign over the door and quickly shouted to his teacher. “Mrs. Magie – I got it,� he yelled, pointing at the sign. “I got an E!� With the Common Core reaching right down to the youngest children, teacher Tracey Magie’s students are learning to recognize and name upper and lowercase letters of the alphabet. They will learn that letters are grouped to form words, and that words are separated by spaces when they are in print. They are also learning basic math concepts in the Base 10 system, which they will then use throughout their years in school. Magie, who is also the math facilitator for kindergarten through fourth grade in the Liberty school district, pointed out how the early lessons will help them later on. “When these kids go into kindergarten, they’ll know what counting the math way is, “ she said, “They’ll know the 10-frame. All of that is building for the other grades. That alignment makes for a wonderful thing – we never had that before. Now we have a universal math language. It’s super exciting.� About 50 children are enrolled in pre-K, taught also by longtime teacher Karen Skelly. The students attend either morning or afternoon sessions. During the portion of the day entitled Listening and Learning Circle, the
Four-year-old Madysen Rielly works with crayons and paper.
teacher reads aloud about a particular topic. They are now working on the theme of Families and Communities, and Magie uses the topic to teach math and English Language Arts. Peering at photos of families in workbooks, the children count the number of family members by touching each person in the photo and counting off, 1-2-3. Working with white cards that are printed with big dots, the children match the number of dots with the number of family members. “They are (now) counting to five and recognizing the numbers from 1 to 5,� said Magie. They are also “writing� stories of their own families by dictating to Magie or to teacher aide Rose Walls. First the children draw pictures of family members and then dictate something about them. Of course, pre-K is still a mixture of learning and play. There are stories, CONTINUED ON PAGE 6L
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A poster in a pre-kindergarten classroom says it all: today’s youngest are learning along with playing. CONTINUED FROM PAGE 5L
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nursery rhymes and skills building lessons, such as learning to cut and paste. The other day the class listened for rhyming words in “Rain, Rain, Go Away.” “The number one indicator of reading success is the ability to rhyme,” the teacher said.
A second grade teacher for 10 years, Magie is relishing her first year teaching pre-kindergarten. “They are like sponges – they pick everything up so fast,” she said. “I love how much they can learn, how they want to learn, their enthusiasm. I love it when you read aloud to them, and at the end, they clap.”
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Natural wonders escort students to powerful places
Art teacher Kathy Lambert, who traveled to the ancient cliff dwellings at Mesa Verde National Park, praises a complex, three-dimensional work of origami by student Evan Gandulla.
rock in the world,” Hazelnis explained. “I got up every morning at the crack of dawn to take pictures from sunrise to sunset. The kids were always on my mind. I would think,
‘This can really show differential erosion.’ Or ‘I can use this for my unit on geologic history.’ ” His students are benefiting from an up-close study of the area’s amphithe-
aters of brilliantly colored spires and pinnacles as they study dynamic crust, weathering and erosion, climate and water, deposition, and the differences in landscape regions. “I will be able to contrast the features of the Colorado Plateau with the features of the Catskill Plateau of New York State,” of which Sullivan County is a part, Hazelnis said. His visit to Montezuma’s Castle, with its pre-Columbian cliff dwellings built by indigenous people, mirrored Kathy Lambert’s experiences at Mesa Verde. There, the receding of ancient oceans and waterways has created canyons where people called the Pueblos began to construct cliff dwellings in 400 A.D. – homes specifically built to take advantage of solar energy. Lambert said her tour group of teachers “were hungry, alive. We were there to digest everything they could give us.” “I took away that I want that energy in my classroom,” Lambert said. CONTINUED ON PAGE 9L
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f students from Liberty High School can’t go to the red rocks and steep canyons of the Southwest, then the haunting landscapes will come to them. This past summer, two of their teachers enjoyed working vacations in the part of the U.S. dominated by rocky spires and sheer walls carved by erosion millions of years ago. “Awesome, life changing,” is how art teacher Kathy Lambert described her week in June touring Mesa Verde in southern Colorado, with its ruins of homes and villages built by the ancient Pueblo people. Lambert received a National Endowment for the Humanities grant to tour the area and use what she learned to enhance her teaching. Coincidentally, in July, Earth Science teacher and science department chair Michael Hazelnis toured the Grand Canyon in Arizona and Zion and Bryce Canyon National Parks in Utah on his only paid sabbatical in 28 years with the district. “That region makes up one of the greatest uninterrupted sequences of
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Liberty district raises the bar on academics A
t Liberty Central School District, four-year-olds develop the reading, writing and listening skills demanded by the Common Core. Middle school students are joined by every adult in the school in a serious reading campaign. At the high school, students benefit from no-cost access to the helpful PSAT tests, which not only prepare them for the SATs but also aid educators in identifying students who might qualify for challenging Advanced Placement classes. “We want to constantly look at how best we can help our weakest and our strongest students,” said Liberty’s Assistant Superintendent Carol Napolitano. She noted that teachers are being trained to tailor their teaching so they can address the needs of various groups, including students with special needs and those on the autism spectrum.
RELAXED TO THE CORE With the Common Core State Standards firmly in place, teachers note that it’s good to have a solid year of the changes under their belts. “Students know the practices and protocols coming in this year,” Napolitano said. “They are more comfortable with the thought processes in problem solving.” New ways of learning, thinking and communicating are also engendered by the growing use of computers and other technological devices. This year, the District is piloting the use of iPads in 11th grade math (Algebra
“The program updates and enhancements . . . are critical to bring those programs into the 21st century . . .” Superintendent Dr. Silver and Trigonometry) as well as in ninth grade English. Eleventh grade English classes are piloting the use of laptops with accompanying Google apps, as educators find that the visual media, with their instant access to information, graphics and text, engages students in ways that textbook learning alone could not do.
GETTING A LEAP ON COLLEGE An increased emphasis on advanced work for students who can handle the extra challenge is also taking place. This year, science teacher Kyle McGinn is teaching AP Living Environment, which is a new addition to the roster of Advanced Placement classes. Taught by means of a state-approved curriculum, students who complete AP classes then take the AP test and, depending on their score, earn college credit. This year, Liberty continues to offer a Virtual AP Program, a grant-based initiative that allows students to enroll in free, online AP courses taught by New York State teachers. Those classes include AP Art History, Comparative Government and Politics, Computer Science,
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Human Geography, Psychology and Statistics. At least 10 Liberty High students are participating in the program, which also gives them personal use of a laptop computer for the year. Liberty students get a further jump on their college careers by taking SUNY Sullivan college courses on their own high school campus. They include Composition, Creative Writing, Speech, Pre-Calculus, Calculus, Photography and Advanced Personal Fitness. Often, students are able to earn up to 18 or 22 credits, saving time and money, said Superintendent of Schools Dr. William Silver.
PSSSST: PSAT ROCKS In October, tenth grade students got a taste of what the college admission test known as the SAT is like. The Preliminary SAT, or PSAT, is typically offered at a fee to eleventh graders. But as a “perk” of the Virtual AP program, Liberty was able to administer the PSAT free to all its tenth graders, assessing their critical reading, math and writing skills as they approach their pre-college years. “The PSAT can identify students with high potential but with low achievement,” pointed out District Superintendent Dr. William Silver. “It’s important that we identify kids
who are capable of taking Advanced Placement classes but are not demonstrating that in the classroom.”
RE-CRAFTING A BOND It’s back to the drawing board for a failed proposal to fund high school building improvements along with the expansion and reconfiguration of technology, art and music classrooms, guidance and counseling area, and the school cafeteria. In October, voters defeated the $13.6 million capital project, even though state building aid and capital reserves would largely have funded the plan. Depending on the STAR exemption, the average taxpayer would have seen his or her annual tax bill increased by between $13 and $25. “I felt that all parts of the project were critical,” said Dr. Silver. Necessary for the health and wellbeing of students and staff are repairs to the high school’s crumbling brickwork, exterior walls, aging windows and to the bleachers that fail accessibility standards for students with physical handicaps, Silver said. “The program updates and enhancements – guidance, art, music, technology education, cafeteria – are critical to bring those programs into the 21st century,” he added, “and to provide space for computer-based instruction that’s expected today.”
Food for thought: Feed those hungry kids L
ast year’s successful free breakfast program for all Liberty Elementary School children blossomed into free summertime food for kids at three different Liberty sites. In July and August, the District’s Food Service Program offered free meals at the elementary school from 11:30 a.m. to 12:30 p.m. for any child who showed up accompanied by an adult. The District also provided daily lunch to students enrolled in the Summer School and Summer Enrichment Program at Liberty Middle School. Finally, those enrolled in the day camp sponsored by the Liberty Parks and Recreation Department
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at Hanofee Park received free lunch from the District after Parks and Rec requested help feeding the children, noted Superintendent of Schools Dr. William Silver. The District’s Food Service program provided a total of 11,627 meals, he said. The District receives state and federal reimbursement for feeding children, and actually made money on its food program last school year. In the next few years, Liberty may also expand its school-year breakfast program into the fifth and sixth grades at the middle school. Silver says it plainly: “Kids who eat breakfast do better in school.”
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Earth Science teacher Michael Hazelnis took this ‘selfie’ at Utah’s majestic Bryce Canyon National Park, a geologic wonder that he will use in his teaching at Liberty High School.
“When we’re in front of a classroom we’re entertainers,” said Hazelnis, “and kids need to make a connection with us. One way is to tell stories of events that take place in our lives. “They seem to form a greater connection with me as a teacher when I share personal stories,” he said. “Then they perform better in class.”
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She decided this school year to encourage more creative challenges with her students and to allow them to make more personal choices in their work. “Awesome,” she cried as Evan Gandulla, an 11th grader, showed off his spiral origami sculpture. “I want to make it not just an assignment but an adventure,” Lambert explained. “I want to get their energy levels up and keep it there.” For example, in introducing students to the elements and principles of art, instead of simply asking them to work with shapes, her students are using circles, lines and shapes to draw a figure of their own choice. The other day, five students spent their lunchtimes in her art room, painting and drawing their characters. “I’m here because it’s fun,” said freshman Jonathan Wilson, working on his version of the Popeye cartoon character. “You get to draw whatever you want to draw. She lets us use our creativity.” The teachers noted that students also benefit from the adults’ recounting of their trips.
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Reading stimulates minds and encourages fun R
ebecca Philips reads about horses. Quintin Herzog can’t put down the real-life stories in “Ripley’s Believe It or Not” and National Geographic’s “Ultimate Weird But True.” In an unusual span of total silence at Liberty Middle School, the two fifth graders join everyone else in the building at reading quietly for fun and profit. “I love it,” said Quintin. “You get to read anything you want and you don’t have to read what anybody tells you to. You calm yourself down.” Delving into reading for a brief period before classes begin in the morning “is like a little vacation,” said Quintin. ”You visualize the setting. You learn things.” Pat Krebs, who is the school’s English Language Arts facilitator and a fifth grade teacher, pointed out how important frequent reading is to success in school. “The amount of reading a child does each day relates directly to reading comprehension,” she said.
With teacher Pat Krebs, Quintin Herzog discusses a book he has chosen to read during the dedicated reading time each morning.
In addition, vocabulary improves, spelling and grammar are honed, students learn more and even their writing improves. Today’s teachers often assign their
students reading time as homework but students often don’t do it, plain and simple. This past August, Krebs and the school’s teachers brainstormed ways to turn students on to the joy of picking up a book and delving in. “We wanted them to immerse themselves in books,” Krebs said. “We wanted no homework assignments attached to it, no journaling that needed to be done. Just sit, relax, and read.” Krebs believed a morning reading campaign would succeed based on her own experience with students and reading during the summer. She taught Summer School and each Thursday, squired her 30 students to the public library on Main Street. There, the kids got their own library cards, listened to an enthusiastic librarian speak about the books available for kids and chose their own reading material. The first 20 minutes of each Summer School day was dedicated to reading for Krebs’ students. Then
they discussed what they were reading with a student partner. “The expectation was that they would read a book each week for the three weeks of summer school,” said Krebs. “It worked – they were all finished with their book by each Thursday – so they could go to the library and get another book!” Students read everything from books on soccer to historical fiction to science fiction. That’s when Krebs realized, “We can make this happen as a building.” So starting with the second day of school in September, each Monday through Friday, for 20 minutes, the entire middle school turns quiet and everybody – adults, too – sits down and reads. Principal Jack Strassman was able to shave two minutes off each period during the school day to allot for the new 8:10 a.m. to 8:30 a.m. reading period, called Pride Period after the school district’s motto. CONTINUED ON PAGE 11L
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Principally speaking, she kept the ship on course V
eteran educator Dr. Linda Widomski served as interim principal at Liberty Elementary School in late summer and fall as the School District sought a permanent principal for the K-4 school. Last year’s principal, Scott Brown, accepted a position closer to his home. Widomski, former principal at Sullivan West Elementary School and TriValley Elementary School, kept the Liberty ship on course as the District interviewed candidates to replace Brown. “The District needed to have the program and services for students and staff to continue while they found the right match (in a principal),” said Widomski. On Oct. 31, Jacqueline Harris, principal at Tri-Valley, started as Liberty Elementary School’s new leader. Widomski, a Youngsville resident, is retired but “I still want to contribute to what’s happening in education, possibility at the college level,” she said. She is active in the Time and the Valleys Museum and in fundraising for the Daniel Pierce Public Library, both in Grahamsville. “Education is not a job – it’s a special opportunity,” Widomski said. “You are influencing many, many lives if you are a teacher or administrator. I’m hoping my work, my skills and abilities can continue to help support students and teachers.”
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“There are no phone calls, no trips to the bathroom, no hallway movement during this time,” said Krebs. “It is so quiet, so calming, so peaceful.” Students read from a book they have chosen from their classroom or the school library. It is expected that the serious, dedicated reading time is building up stamina in the students to handle the rigor of the ELA state testing they will undergo later in the year. But even now, the outcome of Pride Period is worth the effort. “The kids are a lot calmer,” said Krebs, “as they start off their first period (academic) class.”
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1-888-FIDELIS | fideliscare.org (1-888-343-3547) •
To renew your coverage each year, call 1-866-435-9521
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