School Scene TAKE ONE FREE
A look at activities in the Monticello Central School District
A Special Supplement to the Sullivan County Democrat
SECTION M, OCTOBER 6, 2015 CALLICOON, NY
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Where the most important lesson is ‘education = opportunity’ S
eventeen-year-old Arianna Gialaboukis got paid to work at her school district this past summer because Monticello school officials are passionate about creating “lifeready” students. This school year, 56 Monticello High School students will join in the new paid internship program that invites kids to work in the district’s buildings and grounds department, at the main office, with the principal, as lab assistant for the science department, in the arena of food and hospitality, and for the technology department. “It’s a win-win,” said High School Principal Stephen Wilder. “They get paid [$8.75 per hour, minimum wage] and build their resumés. They gain experiential, hands-on doing. They develop valuable skills for the future. “And,” he added, “we are benefiting by having the student perspective. This summer, I was blown away by the students’ professionalism.” Superintendent of Schools Tammy Mangus makes the district’s overall mission crystal clear: “At every grade
Paid student intern Arianna Gialaboukis chats with High School Principal Stephen Wilder about the new program to build up students’ work and career readiness skills.
level, we need to give students the tools they need to move forward.”
SCHOOLING MATTERS
weapon you can use to change the world, said South African hero Nelson Mandela, and Superintendent Mangus continually brings home that message: that education is the only thing in the world that will save a life. Without education, people can languish in a hopeless cycle of poverty, she said. Conversely, education equals opportunity. “That’s why we do what we do – because education equals opportunity,” said Mangus. “That ‘why’ affects all our decisions and actions.” For example, Assistant Superintendent for Administration Catherine Parsons, hired last year, makes sure that district policies, plans and procedures mesh with the mantra: “Does this program develop opportunities for children?” Even in hiring new staff, the mission stands out front and center. “We’ve developed a new rubric for hiring,” said Parsons. “We ask: why Monticello? Why do you want to come
Education is the most powerful
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here?” The evaluation tool quizzes job candidates not only on their skills and experience but also on the “softer” skills such as their ability to collaborate, their connection to the community, their concept of self as learner, how they view challenges, and how they tweak difficult situations to resolve them. On the financial side of life at the school district, Assistant Superintendent for Business Lisa Failla “keeps us fiscally responsible,” said Mangus. Newly arrived this year, Failla worked 14 years for the Roscoe Central School District as business manager. “Public tax dollars support our program, and my job is to make sure we are open and transparent in spending money,” said Failla. “I focus on budgeting towards the ‘why we do what we do.’” All agree that the high school’s paid internship program is a flagship project in the Education = Opportunity
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campaign. Indeed, the initiative appears to be groundbreaking. Typically school districts may hire students for summertime projects, but a year-round, full-out paid internship program within a school district itself is unusual. Arianna Gialaboukis and three other students piloted the program. They worked on a number of projects, one of which was to develop kid-friendly videos of the policies and procedures in the student manual. “We developed skits, acted them out and filmed them,” said Arianna. “We talked about the dress code. We talked about the prom and its rules – that you can’t bring a freshman to prom, and that you had to be academically eligible to go. We talked about extracurricular activities, the honor roll and the honor society.” Along the way, they were strategizing, collaborating and learning new software. “We want to create knowledge workers, who look at systems thinking,” explained Principal Wilder, who
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Not every student who wants a parttime school job will be eligible, but teachers and guidance counselors are standing by to help them succeed in qualifying. Students must achieve passing grades in all their classes. They must get working papers and submit a resumé and a letter of interest before they are interviewed for positions. Staff assists the young people in the supports needed for all aspects of work readiness. Once hired, they work two hours per day, after school, in 27-day cycles. After a cycle is completed, they can ask to re-up and are okayed based on the amount of student interest in their particular job. Wilder said adult staff in the school are intrigued and supportive of the new project. “And the excitement among students is palpable,” he said. “They are taking it very seriously.”
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How to make school awesome and fun . . . for teachers, too M
iddle School Principal Nichole Horler had gotten the word out that teachers could paint their classrooms any color they wished, within reason. So before school opened in September, teacher Ann Carmeci painted her Home Ec classroom (now known as Family and Consumer Sciences) in a soothing asparagus green bordered by chocolate brown – appropriately tasty colors for a room where kids cook. With its café curtains and stenciled upbeat mottos like “The Time To Be Awesome Is Now!” the stodgy kitchen/classroom now resembles a spread in a design magazine. “You were here this summer?” her students asked Carmeci in disbelief. But they are loving their world-class surroundings. At Robert J. Kaiser Middle School, and certainly elsewhere in the district, re-energizing school culture includes the atmosphere in which teachers work and students learn.
Ann Carmeci painted her classroom in a trendy asparagus green and hung café curtains, all at her own expense, and to the great delight of students and fellow teachers.
“Everyone sends me a million ideas,” Horler says with a grin. For instance, art teacher Trish
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Callahan is “having a ball” after Horler suggested she spice up the boring school hallways with cool say-
ings of her choice, like “We can change the world” and “Love Nature – it will never fail you.” Then there’s the school’s new iHelp Café, a trendy little place at the meeting of several corridors. Café tables and chairs, cozy armchairs, a coffee bar area (the coffeemaker is on order) draw students and teachers alike. With the middle school now a oneon-one iPad school with each student “owning” his or her own tablet for the school year, students seek help at the café, and teachers meet there after school to work or chat. Noting that teachers spend more time at school than they do at home, often arriving at 6 a.m. and leaving at 5 p.m., Horler said surroundings are vitally important. “People want to love where they work,” she said. In other words, how do you make this place more welcoming and inspiring? This summer, Principal Horler and District Superintendent Tammy
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Mangus took the answers to that question on the road. In Atlanta, Georgia, they presented to thousands of other teachers and administrators the ways in which they are implementing positive change in the school culture in general. The occasion was the four-day intensive Model Schools Conference hosted annually by the International Center for Leadership in Education. The conference showcases the nation’s most rapidly improving schools. RJK Middle School was selected for its increase in standardized test scores in both English Language Arts and Math, a percentage of student growth that exceeded the state average. Mangus said the leap in scores is significant, but there’s more to the story. “Tests show us what kids know, and that’s important,” said Mangus. “But there are other more important things in life. We are about instigating innovations that are real-world relevant.” Ideas come from everywhere, and if faculty or a staff member has an idea that upholds the goals of the District and “supports its essential habits and questions,” go for it, they told the Atlanta crowd. It’s always better to take a risk and fail miserably than to have never taken the risk. Eliminate excuses, they said, try everything. Some ideas work and some don’t. It’s okay. Failure is where learning takes place. A principal must keep the doors open. Allow everyone to call and text. Buy new furniture. Get THINK posters, broadcasting the expanded version of the adage to think before
you speak. In other words, before saying something, ask yourself: T- is it true? H- is it helpful? I- is it inspiring? N- is it necessary? K- is it kind? Horler and Mangus said that what seems to be working is simplification: that is, centering work around simple targets and being accountable. “Essential learning,” they pointed out, “revolves around three timeless points of knowledge that all students need to master: reading, writing and arithmetic.” But a teacher best moves forward by keeping it simple with goals such as “This student will learn to read. This student will pass this course. This student will learn appropriate behaviors.” Be kind. Have a warm and welcoming front office. Hold potlucks. Buy bagels. Send birthday cards to staff and faculty. In other words, Mangus and Horler told a spellbound crowd, inspire fun and a sense of community every day.
Credits: All photographs and stories for this special School Scene are by Sullivan County Democrat Photographer/Reporter Kathy Daley. The Democrat would also like to thank the Monticello Central School District for all its cooperation in this project.
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Elisa Mendels engages a class of students in stretching and breathing exercises as part of George L. Cooke Elementary School’s Social and Emotional Wellness (SEW) initiative.
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hat is anxiety? Does any- students the tools to keep themselves one know what that happy.” means?” asks Elisa The SEW facilitator position was Mendels before a classroom of stu- created last year in the district, with dents at George L. Cooke Elementary teacher Selkirk piloting the program. School. She worked in grades three through “Too much stress on your mind!” five at all three of the elementary responds one savvy student, who, at schools. This year Selkirk is joined in the age nine, apparently has already expeprogram by rienced that tied-inMendels, a social knots feeling. Students slowly learn to recognize worker, and Mendels, one of Joseph the district’s Social their own personal strengths and to teacher and Emotional value the same in their classmates. Prestianni. The SEW proWellness (SEW ) gram, which now facilitators, then walks the class through some physi- reaches all children from kindercal moves to get peaceful. The chil- garten through fifth grade, dovetails dren breathe deeply, they stretch with the school district’s mission of creating life-ready students. broadly. “When students learn the social “If students are not comfortable with their surroundings, they’re not skills necessary to work together and going to learn,” explains Lynn Selkirk, treat one another with respect and SEW facilitator at Kenneth L. kindness, they learn the skills necesRutherford School. “When they’re sary to succeed in life,” said open-minded and happy, they can Prestianni, who works at Emma C. learn more. Wellness is about giving Chase Elementary in Wurtsboro.
SULLIVAN COUNTY DEMOCRAT
and class meetings, for example.� Writing projects, field trips and technology activities are all part of the learning “fun� in Social and Emotional Wellness. Students slowly learn to recognize their own personal strengths and to value the same in their classmates. “I am practicing yoga with the students every time I see them,� adds Mendels. “My goal is to help them to learn to ‘center’ and calm themselves with deep breathing and mindfulness activities, and to help them to care for their physical wellness by practicing yoga poses. I use a program called ‘Yoga 4 Classrooms.’ I piloted that with a second grade class last year. The students are very enthusiastic about it.� Learning about and managing one’s emotions and developing care and concern for others help both individual students and the collective “class family� at school, say the facilitators. “Our objective is to help our students to regulate their emotions so that they are able to deal with disappointment, anger, etc, in socially acceptable ways,� said Mendels. “With these skills, they will be better equipped to go out into the world and be productive citizens.�
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Selkirk, Prestianni and Mendels meet with every class in their schools during a six-day cycle. “The whole point of the program is to be able to see all the students in our buildings,� said Prestianni. A teacher for 18 years, he has taught in Monticello for 14 years. “I have always felt that you need to teach students to handle themselves appropriately in order to be successful academically,� he said. “Lynn Selkirk and I worked many years together [at Rutherford] and would always engage the students in many social learning situations. One of our best collaborations is the yearly fifth grade talent show.� Mendels, a school social worker for 19 years and a professional social worker for an additional five years, has routinely gone into classrooms “for whole-class groups on social/ emotional topics – for example, on bullying.� “My plan for the program,� Mendels said, “is to complete lessons around identifying and dealing with feelings, dealing with social conflict and bullying and practicing kindness through whole-school character education interventions – teamwork activities
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t’s 3:30 p.m. on a school day, and bus number 648 breaks down on Jefferson Street as it makes its run packed with school kids. Students will be late getting home. But the district, which needs to be in touch with parents, can’t be sure who is still on the bus and who’s been dropped off already. Enter Monticello’s new Zonar school bus tracking system, which, among other things, helps monitor student bus ridership by means of a “Z pass.” “Kids swipe cards when entering and leaving the bus,” said Superintendent of Schools Tammy Mangus, adding that 3,000 children ride school buses in the district. The new GPS-based fleet tracking system notifies school officials if there is a breakdown that requires another bus to be dispatched. They can also answer parents who are concerned about a late bus with accurate information about the child’s whereabouts.
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New Monticello Security Supervisor Nelson Quinones supervises 15 staff members throughout the district.
Zonar also offers a component that allows parents to use their smartphones to “see” that the bus is, say, three stops away. The technology is fully installed at the district, and the system will be completely functional by January. Monticello school buses are being outfitted with a special tracking system that ensures the district knows whether students are on or off the bus.
Transportation safety and in-school safety and security are vital concerns to districts everywhere. Monticello spent the summer working on new visitor monitor systems at each school. The systems allow school staff to quickly identify “high-risk” individuals who might try to enter the school. Electric locks, with main entrance intercom and closed-circuit televi-
sion cameras, will help keep buildings secure. New striping and painting took place in school parking lots so that everyone knows where the allimportant fire zones are. Assistant Superintendent for School Administration Catherine Parsons, who oversees safety initiatives for the district, said Monticello is looking into installing energy-efficient lights so that parking lots remain well-lit at night. “We are making major changes to help ensure the safety of our students and staff, which is our district’s top priority,” she said. This school year also welcomed a full-time school security supervisor, responsible for coordinating activities and supervising security personnel throughout the district. A veteran in securities management and facilities management, Nelson Quinones oversees a team of school security aides who, in turn, are responsible for security control of their school building and the surrounding grounds. School security aides are in place at each school building. “We hired seven more security staff for a total of 15 throughout the district,” said Quinones, adding that “we hired the right people to work with children.” “Eighty percent of what I do is access control,” Quinones said, “making sure that people in each building belong there and have the proper permission to be there. And that we have the right people ‘behind the board’ to register visitors, parents and contractors as they enter our schools.”
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op-shelf education technology is reaching down into the younger grades at Monticello Central School District, where, as of this year, all fourth and fifth graders have access to their own iPads as learning tools. And school opened with kindergarten through third grade children enjoying the benefit of groups of the touch tablets at stations in their classrooms. The technology boost helps bring education to life for today’s kids, who have grown up with computers, said William Frandino, principal at Emma C. Chase Elementary School in Wurtsboro. “Technology is another way for students to interact with learning,” said Frandino, “and it really helps the engagement factor.” Experts agree that diverse methods for getting information to kids and engaging students in exciting learning are a necessity in the 21st century. Students are much more apt to learn when they play a role in their learning process, studies show. In Monticello, the schools are focused on engaging the digital world productively, the principal said. “We are trying to use it as much as possible for really sincere academic use in the classroom,” he noted. For example, “iPads allow the use of applications that are math-oriented or that help with word skills, spelling, reading, problem-solving,” said the educator. Innovative instructional software encourages students to research
Monticello this year is providing fifth graders like Michael Davis with their own iPads for academic use.
“We don’t want high-schoolers graduating without expertise, and they can’t learn all about technology in their last year of school. We are making students life-ready.”
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deeply, exploring the web for topics that interest them. Note-taking, interactive maps and virtual field trips are all part of everyday school experiences. “They can make up skits and do video presentations through iMovie, available on the iPads,” Frandino added. The devices allow students to learn new skills, practice them and then test themselves, keeping track of scores. A teacher can question the class with a multiple-choice problem, students input their answer and feedback is immediate. Furthermore, for children whose family do not have a computer or Internet access at home, the iPads are a boon, leveling the playing field. It’s all about giving students the academic and technological skills they’ll need for later on. “We want our students to go further in middle school, to go further in high school,” Frandino said. “We don’t want high-schoolers graduating without expertise, and they can’t learn all about technology in their last year of school. We are making students life-ready.”
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| 1 INSERT emocrat.com | 26 PAGES www.sc-d SECTIONS NO. 64 2 VOL. CXXIII
MONTICELLO SCHOOL SCENE
enities have am selling t would a marke d and foo such as duce, a local pro ter and an out wine cen formance space door per
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MONTICELLO SCHOOL SCENE
SULLIVAN COUNTY DEMOCRAT
TUESDAY, OCTOBER 6, 2015
Back to school, back to sleep C hildren spend a substantial part of their lives asleep. In fact, in early childhood, the developing brain seems to need more time asleep than awake. This underscores the importance of sleep to the overall well-being of a child. Teenagers need between 8.50 and 9.25 hours of sleep each night – much more than commonly believed.
“Teenagers need between 8.5 and 9.25 hours of sleep each night – much more than commonly believed.”
ABOVE: At George L. Cooke Elementary School, Nicki Wells works on reading skills with her kindergarten class through the animated learning program called Superkids. Benefiting from interactive technological activities and charming cartoon characters, the children quickly learn to recognize letters and the sounds they make, and to put together sounds to make words. As the K-2 reading program is phased through the grades, the District is seeing growth in children's reading skills. “Our kids are very strong in phonics skills and fluency,” said Cooke Principal Sandra Johnson-Fields.
BELOW: Art teacher Trish Callahan got the go-ahead to paint the school corridors graffiti-like in essential proverbs and cool sayings. “I love it – it’s therapy for me,” said the talented teacher.
Adolescents and older children may suffer from lack of sleep simply by not sleeping an adequate number of hours, or they may lack goodquality sleep. With the typical school and afterschool activities, homework and evening activities (e.g., TV watching and Internet involvement), a lot goes on in the older child’s life. Add weekend social obligations and, perhaps, a job, and you have a recipe for sleep deprivation. Late bedtime hours are not, however, due solely to these activities. With the onset of puberty, adolescents begin to experience a delay in the “phase” of their biological clock. As a result, they fall asleep later in the evening, which makes it more difficult for them to wake up in time for school. In fact, the timing of the release of the sleep hormone, melatonin, is delayed. No wonder then, despite being sleep deprived, adolescents cannot seem to fall asleep earlier in
Dr. Samer El Zarif Board-certified in Internal, Pulmonary and Critical Care Medicine, Orange Regional Medical Group
the evening, even if forced to their bedrooms. Although the scientific literature on childhood sleep disorders is advancing rapidly, gaps remain in the delivery of this knowledge to the end user: the child. For instance, only about half the physicians who care for children address sleeprelated issues in their clinics, and well-trained pediatric sleep specialists are still a rarity. Dr. El Zarif is a physician with Orange Regional Medical Group and is a member of the American College of Chest Physicians (ACCP), American Thoracic Society (ATS), American Academy of Sleep Medicine (AASM) and the Sleep Research Society (SRC). He can be reached at 845-333-7575. For more information visit www.orangeregionalmedicalgroup .org
“. . . Only about half the physicians who care for children address sleep-related issues in their clinics . . .”
SULLIVAN COUNTY DEMOCRAT
TUESDAY, OCTOBER 6, 2015
MONTICELLO SCHOOL SCENE
15M
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MONTICELLO SCHOOL SCENE
SULLIVAN COUNTY DEMOCRAT
TUESDAY, OCTOBER 6, 2015
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