Tri-Valley School Scene 2015

SCHOOL SCENE A Special Supplement to the Sullivan County Democrat

A look at activities in the Tri-Valley School District

SECTION T, FEBRUARY, 2015 CALLICOON, NY

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TRI-VALLEY SCHOOL SCENE

SULLIVAN COUNTY DEMOCRAT

FEBRUARY, 2015

Tri-Valley Focuses on STEM:

To encourage college and career readiness N

estled between the Neversink and Rondout Reservoirs, Tri-Valley Central School District in Grahamsville is the second largest Sullivan County district in terms of land area, covering 192 square miles. The nearly 1100 students come from six different townships and live in both Ulster and Sullivan Counties.

Well known for its award-winning agricultural education program, the district’s greenhouses, gardens and 50-tree organic apple orchard is unrivaled in the county. However, Superintendent Thomas Palmer is excited about a new passion that is sprouting – the proliferation of science and technology at this small, rural school.

It makes sense – science and technology are critical parts of a popular program like agriculture, but across the board, from the elementary through high school, science and

technology are hot topics at TriValley on many different levels.

“STEM is the obvious buzz word – science, technology, engineering and math,” explained Palmer.

“We’re trying to take it beyond the classroom and give kids the opportunity to put what they have learned in the classroom to work in practical applications, and we’re doing that in a series of after-school programs.”

IT STARTS EARLY At the elementary level, an afterschool STEM program is just starting up for fourth-graders. There was so much interest, it had to be broken into multiple sessions that will continue until every student who wants to participate has had the opportunity to do so. The program, which will teach students how to build a water filtration system, is spearheaded and organized by 4th grade teacher Jacquelyn Borello.

Fifth and sixth-graders, working with 6th grade teacher John Ballard, just finished up a STEM program that taught them how to build simple electronics, including lessons in basic fiber optics.

At the secondary school, seventh and eighth graders just finished a partnership program with SUNY Sullivan’s robotics students and teacher Dan McCullough, where they built and designed their own robots. A second program is planned that will incorporate green technology including solar panels, a hydro kit-car and windmills.

“We are trying to offer our students opportunities and the ability to develop skills that will be useful

Tri-Valley Superintendent Thomas Palmer has seen an upsurge in interest in science and technology at a district known for its top notch agricultural programs.

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in a global economy, while at the same time, provide programs that are sustainable on our end,” said Palmer.

ADVANCED PRINTING While a 3D printer was briefly considered for the technology department, cost for materials was a big hindrance.

Instead, the district recently added a laser engraver printer that can etch on wood and other materials.

“It does us no good to start a great program with expensive equipment, only to find we can’t afford it in the long run. So we are seeking out the technology and skills our students express an interest in and that we can provide continuous support for,” Palmer said.

When it comes to science, the excitement at the elementary level was palpable at the second annual PTO Science Fair, held on January 23. Over 200 people attended, with 36 students entering projects from third through sixth grades.

The PTO also offers a Mad Science after-school enrichment program that is facilitated by Mad Science of the Mid-Hudson out of Goshen. The second session of this program began in January and filled up immediately.

“We are so fortunate that our district supports the PTO’s efforts to bring enrichment programs and family-based events like the science fair to our community,” said Elizabeth McAndrew, PTO treasurer and the driving force behind the science fair.

Looking ahead, Palmer is optimistic about the future of Tri-Valley students. “Our goal is to give them the opportunity to experience many different types of real-world situations, whether it be learning a marketable skill or experiencing the discipline of taking college-level courses as they progress in high school,” he said. “Whatever path our students choose to take, we want to do everything possible to make that path an accessible one.”

TRI-VALLEY SCHOOL SCENE

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TRI-VALLEY SCHOOL SCENE

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FEBRUARY, 2015

Guidance Department:

Helps students, families plan for the future, live for today

L

ast winter, Tri-Valley High School welcomed two new guidance counselors, Eric Marburger and Tara JamesLaMonica. Not only were they new to the district, but both were starting their first job in this particular profession.

But don’t mistake their youthfulness for naivete – the past year has proven to be productive and rewarding as new resources have been deployed and outreach has been streamlined in an effort to assist students make the good choices along the bumpy road to adulthood.

Drawing on their not-so-distant past experiences and commitment to working with the whole student, Marburger and LaMonica are more than coordinators of schedules,

career counselors and college planners. While these are important facets of their role, LaMonica stresses that none of that matters if a student is struggling with other issues. “That is where the ‘whole student’ concept comes in – for example, a student who is facing major obstacles at home isn’t going to focus on planning for next year or even next month, so we do all we can to help where we can,� she said.

Working with students in grades 712, Marburger and LaMonica say their approaches are tailored to different grade levels and student needs. Both agree that a primary goal at any age is to keep students engaged, focused and always thinking about what will come next. “It’s our goal to help students thrive academically, personally and

‘Sometimes it can be difficult for students to think beyond today or even the near future, but we always encourage them to see the big picture...’ Tara James-LaMonica Guidance counselor | socially, and give them every opportunity to explore the paths that interest them,� said Marburger. “We are here to advocate and be that voice for them, and hopefully motivate them to make good choices.�

For students interested in continuing their education after high

school, the counselors help students and parents get through the college application and financial aid process, and connect them with community resources to help them succeed both during high school and after graduation. The school website’s guidance page was recently updated to include more information to help parents do just that. “I was the first in my family to go to college, so I can totally relate to feeling intimidated by the process,� said Marburger. “I want to be that person that helps to guide and inspire students – and their parents.

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A challenge for students, according to LaMonica, is motivation. “Sometimes it can be difficult for

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them to think beyond today or even the near future,” she said. “But we always encourage them to see the big picture and give them as much support as we can, starting as early as we can. By supporting each stu-

dents individuality and unique qualities, we hope they will see the potential they have to become productive, contributing young adults when they move on from Tri-Valley High School.”

All photographs and stories for this special Tri-Valley Central School Scene are by Sullivan County Democrat Reporter/Photographer Allison Ruef.

The Democrat would also like to thank the Tri-Valley Central School District for all its cooperation in this project.

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From left, guidance counselors Eric Marburger and Tara James-LaMonica work with junior Katelin Jester.

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TRI-VALLEY SCHOOL SCENE

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lthough it’s an off-period and there’s no class in session, the technology and industrial arts classrooms at Tri-Valley are buzzing – literally. Students are busily working during their free period on various projects and table saws buzz as teacher Todd Huebsch shows off the latest piece of equipment, a laser engraver printer.

The machine takes PDF and JPG images from a computer and etches them on wood, anodized metals and even plastic. The printer can engrave words and images, large and small with great detail and Huebsch and his students look forward to using it to help create the many plaques and awards bestowed by the district each year.

“We can help save the school money and at the same time, it gives our students the experience using the machine. It’s a win-win,” he said.

In addition to the laser engraver, the well-appointed industrial arts shop boasts pretty much anything a wood-worker would need to create everything from tables to wooden vases to put on top of them.

SULLIVAN COUNTY DEMOCRAT

Not your father’s shop class:

Industrial arts and tech-ed pack them in

Jared Malone, left and Jordan Geraine print note pads on the schools offset printing press.

At one time, Huebsch had to fight for numbers to fill up his classes, but not any more. “They realized it was a fun,

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hands-on course,” he said. “While some students realize they are learning a truly practical skill that they can

use throughout their lives, most just love to be creative and have a non-traditional outlet to do it.”

Non-traditional vs. traditional academic learning is always a conundrum that schools, teachers and students face.

“Some kids just don’t thrive in a traditional academic environment, but when they step into the shop and apply all they have been learning throughout their school years, it clicks for them,” explained Huebsch.

“I think it’s kind of ironic that STEM is all the rage. In this classroom, it’s always been about STEM.” Next door, Huebsch’s colleague Phil Pompeii’s classroom is also filled with students busily working on projects. FFA members are screen-printing tee-shirts for their annual leadership conference on a full-sized commercial silk-screen press. Others are making note pads on an offset printing press. In addition, a photography darkroom and drafting tables give students the opportunity to take advanced woodworking, technical theater production and architectural drawing, giving them the potential to

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For Huebsch, the goal is to give students a competitive skill for the workplace or college. “Everything we do in the tech shops is for the benefit of the student,” he said, although he doesn’t have to. As the bell rings and the pro-

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duction rooms fill up, it’s obvious why these courses have gone from low participation to trying to find enough room to accommodate all who want to participate.

“Our kids truly want to learn and create. I’m really proud of them by the end of the year – and they are proud of themselves, which is even better,” said Huebsch.

Industrial arts student Ryan Banks uses the Epilog laser engraver/cutter to carve a design onto a wooden vase as teacher Todd Huebsch looks on.

room learning, so those who might struggle in the classroom have a chance to blossom here. It allows students to be active and to produce tangible, functional results.”

According to a 2009 study from Purdue University, eighth-graders using hands-on engineering techniques learned more than students who learned from books and lectures. Another study by the Little

Ryan Banks shows off the end product.

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set off a spark of interest in creative manufacturing and production processes.

Another benefit of technology and the industrial arts is that it levels the playing field for students. “When they step into the shop for the first time, most are using the equipment for the first time,” says Huebsch.

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