Roscoe School Scene 2015

SCHOOL SCENE A Special Supplement to the Sullivan County Democrat

A look at activities in the Roscoe Central School District SECTION R • MARCH, 2015 • CALLICOON, NY

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ROSCOE SCHOOL SCENE

SULLIVAN COUNTY DEMOCRAT

MARCH, 2015

Finding dual paths to ensure all students are welcomed, respected

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he high school student was new, shy and quiet – and he was being harassed by another student in the school gymnasium.

Suddenly, from out of nowhere a third student told the bully in no uncertain terms, “You need to stop.”

Roscoe school social worker Dawn Dorcas relates the story and its aftermath with delight and empathy.

“The bullying stopped,” she said, and over time, the victim became much more outgoing, getting involved in sports and even performing in the school play. The fact

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Creating a school climate where all students may flourish individually and collectively is the goal of Roscoe’s PATHS and Olweus programs. At right, Roscoe sixth graders Zena Vandermark, Collin Garofolo and Aaron Steele collaborate enthusiastically and respectfully on an English project about Apple mogul Steve Jobs.

SULLIVAN COUNTY DEMOCRAT

MARCH, 2015

“If a child is getting picked on or teased, if a child is worried about when they’ll get their next meal or that they’re cold, or will somebody be home when they get off the bus – those are the thoughts that can distract them during the school day.”

Dawn Dorcas Roscoe Central School Social Worker |

that someone stood up for him served to empower him to reach his potential in Roscoe.

Today, supporting students’ social and emotional wellbeing is a big pursuit in schools, which work hard on creating safe, welcoming, respectful and nurturing environments.

“If a child is getting picked on or teased,” Dorcas said, “if a child is worried about when they’ll get their next meal or that they’re cold, or will somebody be home when they get off the bus – those are the thoughts that can distract them during the school day.”

Roscoe students benefit from two research-based programs that foster positive student behavior.

From pre-kindergarten to sixth grade, students learn in PATHS (Promoting Alternative Thinking Strate-

ROSCOE SCHOOL SCENE

and control (Pre-K); feelings, relationships and manners (first through fourth grade); problem solving (fifth grade); and kindness and civility (sixth grade).

The Olweus Bullying Prevention Program, which Roscoe launched in October, is designed for pre-k through 12th grade.

The nationally recognized program encourages a wholeschool approach to reducing and preventing bullying. The goal is to involve classrooms, teachers, parents and community in reducing antisocial behavior.

Students learn what bullying is – an imbalance of power or Bullying, which includes anything from gossiping and threats to strength in which one hitting and kicking, can make children fearful of school or hesi- person wants to inflict tant to ride the school bus. They may have trouble concentrat- injury, discomfort or ing and often do poorly academically as a result of the abuse. humiliation on another. They learn to distinguish between bulgies) how to change behavior and lying and rough-and-tumble play or attitudes that contribute to violence real fighting, both of which involve a and bullying, how to express and relatively equal balance of power. control their emotions, and ways to “All students participate in most develop conflict-resolution strate- aspects of Olweus,” said Dorcas, gies. who co-directs the program along Each week in their classroom, Dor- with Kelly Bullis, the school’s cas gives students a 42-minute les- instrumental/band teacher. son that, depending on the grade, At class meetings, conducted by help students learn about readiness classroom teachers, and at monthly

School Scene A Look at Activities in the

Roscoe Central School District Published by

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meetings, students and staff learn the rules to stop bullying: Don’t do it, help anyone being bullied, include students who are left out, and report to an adult at school and an adult at home any time bullying is taking place.

Eleventh and twelfth graders engage in ways to involve the wider Roscoe community in the anti-bullying efforts, such as asking merchants to display informational signs in their storefronts. The Student Conflict Action Team works on these outreach projects.

Less than five months old, Roscoe’s Olweus project is already reaping rewards.

“It’s created a common language among students and staff about what bullying is and how to report it,” said Kelly Bullis.

The other day in class, Dorcas added, a student stood up firmly for another, saying to an antagonizer, “That’s not how we treat people here.”

“Olweus can really make a difference,” Dorcas said, “and it has made a difference.”

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 Roscoe Central School District for all its cooperation in this project.

Fred W. Stabbert III Dan Hust Frank Rizzo Ken Cohen Jeanne Sager, Kaitlin Carney, Kathy Daley, Guy Harriton, Allison Ruef, Alex Rau, Matt Shortall Liz Tucker Sandy Schrader Cecilia Lamy, Barbara Matos Tera Luty Susan Owens Patricia Biedinger, Joanna Blanchard Michelle Reynolds Janet Will Ruth Huggler, Tracy Swendsen, Rosalie Mycka, Elizabeth Finnegan, Petra Duffy, Nyssa Calkin Bill Holmes, Thomas Duffy

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ROSCOE SCHOOL SCENE

SULLIVAN COUNTY DEMOCRAT

MARCH, 2015

Teach the youngest through interaction, movement and modeling

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hirty years from now, students who graduated from the Roscoe Central School are likely to remember the teachers who gave them their start: Rebecca Ackerly, Cathy Griebel and Brenda Dahlman.

The three teach first grade, kindergarten and pre-kindergarten, respectively – and they take to heart the task of jump starting students academically and socially so that they succeed in school, college, work and adult life.

“The three of us have lunch together every day,” said Dahlman.

“We also meet throughout the day if we have questions about something, or need extra support, or want to share ideas with each other.”

“It is very important that certain skills are developed at an early age,” Griebel pointed out.

In the lower grades in schools, students gradually become proficient in reading, writing, listening,

speaking and math.

For example, they start out in Pre-K learning to understand spoken language and vocabulary, to hear the sounds that make up words and to comprehend.

In kindergarten they work on recognizing and identifying 25 words by the time school is over in June, and they learn to make predictions and form questions when they read stories.

In first grade, “the focus is on developing phonics, decoding, fluency, comprehension and writing skills,” said Ackerly.

But the youngest students also engage in activities that foster social and emotional development – “expressing one’s self effectively, listening attentively and respectfully to peers and adults, and participating in class and group discussions,” said Ackerly.

For example in “think-pairshare,” students learn a story or a lesson, and then the teacher poses

Roscoe teachers Cathy Griebel, Brenda Dahlman and Rebecca Ackerly teach, respectively, kindergarten, pre-k and first grade, teaching social and communication skills along with early academics.

a question to get them thinking.

“They first have to think about it, then they are paired up and they share their thoughts with their partner,” Griebel said. “This is a great way for students to listen as well as give their thoughts to another student.”

As adults, say the teachers, their students will be able to communicate ideas and figure out ways to deal with difficult situations – all because of the communication skills they are learning now.

Strategies for keeping the children energized and engaged include “brain breaks,” dancing to music and doing basic exercises.

“When I see the class is getting a

little chatty or having difficulty sitting on the carpet during a lesson, I use a movement strategy,” said Dahlman.

“Being social and playing is part of the kindergarten day,” adds Griebel. “We have ‘center time’ where students can play in a sandbox, at a dollhouse, in a kitchen.

They can do puzzles, play with blocks, and play games. This gives them the opportunity to be social and learn how to interact with their peers.”

Always, the teachers are “modeling” for their students – revealing to children the proper way to do everything from using classroom materials to interacting politely

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ROSCOE SCHOOL SCENE

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with others. in the words of their Always, the teachers Exciting moments peer. It’s very successare “modeling� for take place routinely. ful.� their students – “Sometimes I’m able Dahlman relates the to utilize a student who story of giving her prerevealing to children finishes [a lesson] early kindergartners a lesson the proper way to do and allow him or her to on what makes somehelp a struggling stueverything from using thing a “pattern� – and dent,� said Ackerly. one four-year-old totalclassroom materials “This gives both chilly getting it. dren a chance to learn “The student came to interacting politely in a different way – the back to school and told with others. student doing the me about a rug at her ‘teaching’ is reinforcing house that had a patthe skills for themtern on it. She recited selves, and the struggling student the colors to me, and it was gets the chance to hear the lesson indeed a pattern!�

FROM DISTRICT SUPERINTENDENT JOHN EVANS: Roscoe Central School, home of the Blue Devils, is a small rural PreK-12 central school located in western Sullivan County, New York. Our community, known as "Trout Town USA", has been recognized in the nationally distributed Sports Afield Magazine as one of the top 50 outdoor communities in the nation, and has been ranked number one in the State of New York! Obviously, we are proud of our outdoor heritage, and as a result, our student body is extremely active in all co-curricular and athletic activities.

Roscoe Central School District is a special place for students. Its unique size offers many opportu-

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nities for students to learn in an environment that addresses individual learning styles and challenges students to achieve to their highest potential. Students are able to take advantage of their community by learning about lifelong activities such as fly fishing and golf. In addition, students have opportunities in interscholastic sports, such as football, soccer, basketball, baseball, softball, and golf, in addition to participating in musical activities of band, chorus, and plays, and other cocurricular club programs.

Citizenship plays an important part in our community. Service in a small community is essential for survival. Our educational program emphasizes the necessity for participation in the activities and

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A new ‘green room’ or growing room, adjacent to the high school science lab, engages students in studying plant and vegetable growth. Here, twelfth graders Samantha McDoal and Mikayla Kipp water the tiny shoots.

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ROSCOE SCHOOL SCENE

SULLIVAN COUNTY DEMOCRAT

MARCH, 2015

Students earn rewards for grades, behavior school.

For the high school students, four levels climbing upward earn more rewards, based upon student grade average from a minimum of 80 percent up to 95 percent.

Rewards are paid for through various fund-raising projects. The prizes range from a bus ride to the Callicoon Cinema for a daytime movie to Activity Days, might include an in-school movie, snack and game time, with students moving from one room to another for continuing fun.

Students in STAR enjoy outings to amusement parks or outdoor barbecues in addition to Activity Days.

A large number of students find themselves successful, said teacher and committee member Sharon Rutledge. About 80 to 90 percent of students in the middle school grades meet the criteria. At the high school, 75 percent earn RAP rewards.

Other RAP/STAR committee members include Dawn Dorcas, president, and Lorraine Clifford, Brenda Dahlman, Robin Francisco, Josephine Formato, Rebecca Geer, Kelly Hendrickson, Toni Hume,

Excited about RAP (Roscoe Achievement Program) that awards high school students for behavior, grades and attendance are high schoolers Sierra Hendrix, Adam Wilcox, Will Colypos, Joey Valentin, Kelsey Kalin, Lucy Kunz, Libby Kuehn, Des Lambe, Mollie Engle and Ashley DeCampos.

STAR-struck students in grades five to eight can’t wait to find out if they’ve made it onto the list. They include A.J. Ruiz, Emily Tomah, Cortney Klinegardner, Sam Teipelke, Brad Pruett and Brendan Ryder.

Carmel Lambe, teacher assistant Sharon Rutledge, Nicole Sem erano, and Principal Janice Phillips.

“It’s a good way to create achieve-

ment incentives for our hard-working students,” said Rutledge. “What we’re talking about are the wellrounded citizens of the school.”

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he fourth graders can’t wait.

For the past year, they’ve heard from fifth graders about Roscoe’s student achievement incentive program and how much fun it is.

They’ve learned about STAR and about RAP, the reward systems that recognize and reinforce student effort with activities like trips, movies and activity days.

“Our achievement incentive programs look at grades, discipline and attendance,” explained teacher Jennifer Sabatini, who serves on the RAP/STAR Committee.

STAR serves grades five through eight and stands for Students Taking Academic Responsibility. RAP, the acronym for Roscoe Achievement Program, works with students in ninth through 12th grades.

Each 10-week marking period at the school serves as an opportunity for students to start afresh at becoming rewards-eligible, making the incentives reachable by students who have a harder time keeping all the rules, all the time.

They work diligently on their grade average, behavior infractions and number of absences from

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Teacher and Common Core make beautiful music together vocabulary by understanding the meaning of form, texture, modality, tempo and instrumentation through group improvisation on the instruments,” noted the teacher.

By eighth grade, students learn about rock and roll history from the 1950s to today. They study the performing artists, their music and the major historical events that shaped American rock and roll.

Vocabulary words like phrasing, dynamics and articulation are commonplace in choral classrooms, but Kleinman-McClure’s students are also introduced to diverse cultures and languages.

Meanwhile, for this age the Common Core shifts to more sophisticated reading, and Kleinman-McClure’s students analyze and interpret lyrics, and they write persuasive essays on music.

“In the choral setting, the inclusion of the Common Core is a necessary part of my instruction,” she continued.

Vocabulary words like phrasing, dynamics and articulation are commonplace in choral classrooms, but Kleinman-McClure’s students are also introduced to diverse cultures and languages.

“This exposure is a wonderful way for students to build their vocal repertoire, as well as their understanding of language,” she said.

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changed. The biggest difference is their retention from year to year both musically and academically.

Instead of re-teaching the same concept, I’m able to expand and build on concepts they have already learned.”

This is especially exciting for the teacher.

“I am able to watch these students grow and take on more challenges,” she said. “Basic lessons that I had taught in my first two years have now become more creative, more engaging and more substantial.”

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Kleinman-McClure herself graduated with a master’s degree from SUNY Fredonia and is now in her sixth year at Roscoe. Outside of school she sings with the Sullivan County Community Choir, and this year will play flute with the Callicoon Center Band.

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eaching the Common Core, says Rachel KleinmanMcClure, is an essential part of her curriculum.

Nothing new on today’s educational scene – except that KleinmanMcClure is Roscoe’s K-12 general music and vocal teacher, a professional who goes beyond what is demanded in her field in order to hone her students’ skills.

“In the primary grades, the focus of the Common Core revolves around reading, listening, speaking,” she explains. “I do this through poems, chants, partner songs and storytelling.”

All the while, she is teaching the youngest students to identify syllables and rhyming words. They learn “audiation,” which is the term for hearing and feeling music without actually singing and playing it, as in the children’s song “B-I-N-G-O,” where students clap to replace certain letters.

“With the addition of classroom instruments, the students are immediately engaged,” she said. After all, “who doesn't love to play instruments?”

At the middle school level, Kleinman-McClure teaches sixth graders to compose original pieces with both chords and lyrics for guitar and keyboard. They also write an original movie script for a unit on music and film.

In seventh grade, students analyze the lyrics of “West Side Story” and discuss race, stereotypes and bullying – all themes in the famed Broadway show and movie.

“Students also build their musical

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MARCH, 2015

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