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A Special Supplement to the Sullivan County Democrat
A look at activities in the Tri-Valley School District
SECTION T • FEBRUARY, 2019 • CALLICOON, NY
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SULLIVAN COUNTY DEMOCRAT
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Blast the trumpet: A superintendent with rhythm takes hold STORY AND PHOTO BY KATHY DALEY
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ri-Valley’s new superintendent of schools is no stranger to the dance, if you will, of a successful schools chief who must serve as both skilled CEO and consummate communicator. “My first six months have been about listening and letting people know that I value their opinions,” said Michael Williams. “It’s about developing a sense of normalcy and trust. My job here is to let people do what they do best and support them, to maximize their strengths and minimize their weaknesses.” Recognized in the Sullivan County educational community for his 10year tenure as Fallsburg High School principal, Williams actually launched his career as a Tri-Valley music teacher. After moving on to Liberty and then serving in Hancock as principal, he’s delighted to be back and to reconnect with some of his fellow teachers from the early 1990s. MAKING SWEET MUSIC But at Grahamsville’s annual October pumpkin party, all comers got the chance to sample Williams’ “other” life as a professional musician. The superintendent sang the National Anthem and played in the school band. Then he judged the costume contest. A trombone and trumpet player, Williams has played for 38 years with
Hired in July, Tri-Valley Superintendent of Schools Michael Williams has spent his career in Sullivan County schools and with the Hancock school district. He began teaching music in 1992 at Tri-Valley and lives now in Liberty.
a brass quartet that performs at weddings and parties. He’s also a member of an eight-piece rhythm and blues band that focuses on tunes by rock bands Chicago and Earth, Wind & Fire. He also performs with the Sullivan County Community Chorus. “I like to think that my creativity carries over into my work (in educa-
School Scene ‘A look at activities in the Tri-Valley School District’ Published by
Catskill-Delaware Publications, Inc. Publishers of the
(845) 887-5200 Callicoon, NY 12723 February 12, 2019 • Vol. CXXVIII, No. 70
tion),” Williams reflected, “that I am willing to explore options off the beaten path. In music, you can sit in an ensemble with total strangers but work together for a common project. I can go into a room with people I don’t know and work together for a common goal.” Robust communication is key, he Publisher: Co- Editors: Editorial Assistants: Advertising Director: Assistant Advertising Director: Special Sections Coordinator: Advertising Coordinator: Business Manager: Assistant Business Manager: Telemarketing Coordinator: Monticello Office Manager: Classified Manager: Production Associates: Circulation & Distribution:
said. He’s doing it through Facebook and Twitter and with a longtime communication tool by the school district: the Guidepost newsletter. Every two weeks, the chatty and informative piece goes home to every family and is available in spots around town, keeping all informed on school initiatives, new hires, upcoming
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events, student acknowledgements and updates from principals. As for Williams, he’s everywhere, beginning this past summer when he pulled on a Tri-Valley tee shirt, stuck on an identification badge and made the rounds for three days at the Little World’s Fair at the Grahamsville fair grounds. “One of our great strengths is the support the community provides for kids,” noted Williams, “that the school is the hub of the community.”
OF BUDGETS AND PROJECTS On his arrival, Williams quickly had to move on filling the important positions of principal and assistant principal at Tri-Valley Secondary School. Veteran Sullivan County administrator David Pulley took on the role of principal and later the District welcomed Dena Johnson as assistant principal. Now, the early stages of the school district budget process are underway. “We will put videos on our web site and information around town to keep everyone informed,” said Williams. Additionally, a capital project for the year 2020 is planned. Ideally, and based on public approval, the District would like to redo science labs and home and
career rooms; upgrade athletic facilities, security systems and technology; and bring bathrooms in both schools up to date. It’s all necessary for the large school district, which stretches toward Ellenville and into parts of Woodbourne and Loch Sheldrake. With a population of just under 1,000 students, Tri-Valley is noted for its offerings in agriculture and green technology and for clubs like Future Farmers of America and Future Business Leaders of America. “We have two full greenhouses and classes in animal husbandry,” Williams pointed out. “At our school, it’s not unusual to see a goat sitting in a greenhouse.” With strong links to the Town of Neversink, Daniel Pierce Public Library and Frost Valley YMCA, the District offers adult education classes on campus in walking, yoga, Zumba, quilting and watercolor. The secondary school’s Bernstein Theatre is the pride of the community. And Williams' bosses, the Tri-Valley Board of Education, are supportive and collegial. “I get up every day happy to go to work,” he said with a grin.
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On the road with dynamic English teacher and kids STORY AND PHOTO BY KATHY DALEY
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tudents like to move beyond their school for learning. And so does teacher Matthew Haynes. “I think it’s incredibly important to get kids outside of the classroom,” said the eighth grade English instructor. “So many of our kids haven’t been outside Sullivan County. To get them out to see something ‘in real life’ becomes an amazing experience.” A nine-year teaching veteran at TriValley, Haynes is known for his thinking-outside-the-box experiences that widen student perspective. Take the Mock Town Hall annual event that links local students with eighth graders from a school in Manhattan around the generations-old “conver-
sion” of local hamlets into reservoirs for New York City. Or Tri-Valley’s annual Poetry Slam that encourages students to perform their own poetry by means of movement, changes in tone and volume of voice. Haynes began the poetry performances in 2010. “Teaching is a big part of who I am,” said Haynes, “I thoroughly enjoy the kids, the relationships formed, watching kids progress.” “We are an amazing (teaching) team at the eighth grade level,” continues Haynes. “We talk about kids frequently. We all take an interest in the lives of kids, and we work together to make events happen. I’m inspired by my teammates.” This May, the 75 eighth graders will sample some intellectual and historic
offerings in New York City. “Last year was our first year going, but it is our goal to make it an annual trip. It’s a collaborative effort with all of the eighth grade teachers as well as the administrators,” Haynes said. Students will tour the Statue of Liberty, the Museum of Jewish Heritage and the iconic immigration center at Ellis Island. “We all believe that in today’s climate there’s never been a better time to visit these sites,” said Haynes. “Plus, the majority of our students have never been to these places, let alone gone through security, ridden a ferry.” Haynes himself grew up in Afton near Binghamton. “I went into college having no idea what I wanted to do in life,” he said. “Eventually, I
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decided I wanted to work with people. So I thought about becoming a teacher, but I was torn between English and math. “Then I read the book ‘The Catcher in the Rye’ (by J.D. Salinger). For whatever reason, the book inspired me like nothing before. I decided at that moment that I wanted to teach English and give students the experience I had while reading that book, any book, not just that one.” Haynes earned a B.A. at SUNY Geneseo and a Master of Science in Education degree from SUNY Oneonta. Before coming to Tri-Valley, he taught four years at Charlotte Valley Central School outside of Oneonta. Now, he serves as advisor for the Junior Future Business Leaders of
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Tri-Valley eighth-grade English teacher Matthew Haynes, right, also teaches a college English Composition course at the high school through SUNY Sullivan. The student is senior Julius Colon.
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Matthew Haynes Tri-Valley English Teacher | had to give up livelihoods and homes and were not adequately compensated. In preparation, students visit the Grahamsville museum. Then, a blend of New York City and Tri-Valley students take on roles and argue their side from the perspective of local residents, New York City residents, city government officials and workers who built the reservoirs. In the school theater, local residents and guests give feedback to the performing students. “I really feel that teaching is my calling,” reflects Haynes. “It also doesn’t hurt that I had excellent public education teachers –– there were many who inspired me. I’ve reached out to many since I started teaching and have thanked them for all they do.”
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America at Tri-Valley and coaches the reading incentive program Battle of the Books. He’s vice president of the Tri-Valley Teachers’ Association for the Secondary School and serves as its Positive Action in the Community chairperson. He mentors new teachers and works as a curriculum coordinator for seventh and eighth grade. He lives in Grahamsville and is a board member of the Time and Valleys Museum there. “I love living in the community where I work,” Haynes said. “I’ve been accepted as part of the community, which is very important to me.” At Tri-Valley’s school theater, Haynes coordinates the Mock Town Hall collaboration between eighth graders and students from the Columbia Secondary School for Math, Science and Engineering in Manhattan. Students at both schools delve into the history of the Neversink and Rondout reservoirs in their english, social studies and science classes. To provide water for New York City, the hamlets of Neversink, Lackawack, Montela and Eureka were condemned and flooded to create the reservoirs. In New York City, the need for clean water was desperate. In the Tri-Valley area, residents and farmers
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Trying a little kindness and more at Tri-Valley Elementary School STORY AND PHOTOS BY KATHY DALEY
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ld Benjamin Franklin himself would likely cheer Tri-Valley’s emphasis on encouraging good character traits such as honesty, self control and respect. “Nothing is of more importance for
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the public wealth than to form and train up youth in wisdom and virtue,” said Franklin in the 1700s. Later, education reformer Horace Mann argued that character development was as important as academics in American schools. And so it goes a few hundred years later at Tri-Valley Elementary School,
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First grader Tyler Wilhelm, above, and all the other kids in Tri-Valley Elementary School participated in creating a poster on kindness. They traced their hands onto poster paper and then cut out the images to make a striking three-dimensional piece of art for the school.
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Teachers and administrators from Tri-Valley Elementary School formed a Character in Action committee to encourage good behaviors. From left, Keri Smith, kindergarten teacher; Patty Shamro, special education; Principal Jennifer Williams; Assistant Principal Jennifer JessupRuston; Kimberly Patete, sixth grade; Lu Gilles, fifth grade. Not in photo: Robin Raykoff and Brenna Rogers.
from Rachel’s Challenge, a nationwide program created by the family and friends of Rachel Scott. Scott was the first student killed in the Columbine High School shooting in 1999. The program is devoted to empowering students to replace violence and bullying with acts of kindness, respect and compassion.
Tri-Valley Elementary then launched a Friends of Rachel (FOR) club composed of students dedicated to continuing Rachel’s mission to spread kindness. For example, the school challenged students to write two thank-you notes for good deeds done by school employees, students or someone at home. The FOR club served as “postal
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employees” within the school, ferrying the notes to their proper place. Other initiatives include studentcomposed “Welcome to School” notes to new students. This month, they will create paper hearts bearing kind messages and insert them randomly in school library books and at nearby Daniel Pierce Public Library in Grahamsville. Some teachers use pertinent books like “What Does Peace Feel Like?” a children’s picture book, noted CIA member and fifth grade teacher Lu Gilles. In a book discussion, one of her students equated the sound of waves with a peaceful feeling, while another said the aroma of bacon cooking for breakfast evokes a sensation that all is well. Then there’s a “rock wall of kindness” outside the school, emblazoned with hundreds of stones painted by children with messages of kindness and caring. “The CIA team has been so proactive and creative,” said Principal Williams. “They are constantly bringing me new initiatives, new ideas. “You can teach character,” she said, “but you have to put it into action.”
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The Character in Action Team (CIA) consists of teachers ranging from kindergarten through sixth grade who help colleagues, parents and other adults foster good social skills and ways to cope with conflict. For example, the CIA team trains teachers in the implementation of weekly class meetings with their students. Depending on the teacher and the grade, meetings with students are held once a week or sometimes daily. School-wide, character traits like respect and perseverance are assigned each month, and teachers concentrate on those traits in their class meetings. At the end of the month, Inspiration Awards go to students who exemplify the traits being taught. In some classes, children vote on who they believe truly lived out that particular virtue. The winners have their names read out over the public address system and receive a certificate. Parents are involved as well. Each month, families open flyers from school detailing the trait of the month, such as collaboration or kindness, along with ways to get the family talking about and working on the particular principle. Last year, the CIA welcomed a visit
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Students explore green revolution in ‘Power and Energy’ class STORY AND PHOTO BY KATHY DALEY
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n industrial arts or “shop class” as it is often called, students learn to design and create. So most shop rooms are full of table saws, drills, lathes and lumber. There are computers for designing projects and at Tri-Valley, a darkroom for photography, an offset printer for turning out the school newspaper; and a laser machine for etching computer images on wood, plastic or metal. Then there’s the windmill. “The windmill is an ongoing learning tool originally constructed by students,” explains teacher Todd Huebsch. “Over the course of several years, students poured the concrete
At the natural stream on Tri-Valley School property, students Robert Lepke, Chris Garlinghouse, Cathleen Contrys and Jordan Avery begin work on a turbine that will use the water flow to generate electricity.
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Industrial Arts teacher Todd Huebsch uses this on-campus wind turbine as a teaching tool and as a source of warmth for the school's greenhouse.
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slab, designed, cut and welded the tower, and ran electrical wires underground to the greenhouse (that uses the energy).” Students were even responsible for coming up with different designs for the blades and nacelle, that is, the housing that contains the components. The photo-voltaic panels attached to the wind turbine now aid in the creation of electricity that is stored in six batteries housed below the turbine. The windmill helps warm the school’s greenhouse. This amazing example of “green technology” is part and parcel of a year-long course taught by Huebsch, who is a 21-year veteran at Tri-Valley. His “Power and Energy” class involves 15 students in grades 9 through 12. “Students learn about our fossil fuel crisis and the renewable energy
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resources that can help,” said the teacher. Living “off the grid,” that is, substantially reducing energy costs, is the focus of the class, which meets for 42 minutes each day. “Lowering our carbon footprint to help reduce CO2 emissions is another goal,” he said. Huebsch teaches about harnessing the energy of the sun for electricity as students learn that the surface of the sun is 10,000 degrees Fahrenheit and that its core is about 27 million degrees. And, with the help of a natural stream on school property, he instructs students on water power. The hydro project began when new High School Principal David Pulley okayed the use of a real stream on school property. First, the students measured the stream for depth and width. Then they designed hydro-turbines to use the water to create power as the old grist mills did long ago. In warmer weather, said Huebsch,
‘Students learn about our fossil fuel crisis and the renewable energy resources that can help.’ Todd Huebsch Tri-Valley Teacher |
“we will be collecting water upstream into PVC piping and then ‘necking it,’” that is, gradually reducing the opening of the pipes so that the water moves speedily in order to create power. Alternators donated by the local Zanetti’s Service Station will then come into play for the finale: the creation of enough energy to power student laptops and cellphones. The Power and Energy class will
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benefit further from Tri-Valley’s position within the New York City system of reservoirs, which has encouraged a relationship with the New York City Department of Environmental Protection. The DEP oversees the water system. “The DEP is setting up a field trip for us to its hydro-electric plant on Route 55A here in Grahamsville,” said Huebsch. “The local ‘hydro’ team will share information about hydroelectric power and we’ll get a tour. In turn, our students will present their designs and thoughts to them.” The icing on the cake, the teacher said with a grin, is that the DEP intimated the field trip was conceived in part with the idea that down the road, they might look to hire a focused and determined student. A graduate, one might say, with power and energy.
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KATHY DALEY | DEMOCRAT
The important matter of a new principal
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New to Tri-Valley this school year is Secondary School Principal David C. Pulley, a seasoned educator and administrator. In Sullivan County, he served with BOCES and with the Monticello Central School District. “I have dedicated my life to fostering student achievement, growth and success,” he noted, adding that he stresses the importance of creating a positive school culture for the seventh through 12th grade school where the motto is ‘Everyone Matters.’
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