BOCES 2016

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SCHOOL SCENE A Special Supplement to the Sullivan County Democrat

A look at BOCES

SECTION S, APRIL, 2016 • CALLICOON, NY


BOCES

SULLIVAN COUNTY DEMOCRAT

APRIL, 2016

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BOCES

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Why districts in need give BOCES a call, saving cash for classrooms STORY AND PHOTO BY KATHY DALEY

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Interim District Superintendent and veteran educator Dr. Charles Khoury discusses the partnership role of Sullivan County BOCES (Board of Cooperative Educational Services) and local school districts.

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We are able to do so by fostering partnerships within the eight districts. In addition we offer a solid Career and Technical Education program training students in a variety of career fields, training students for entry level positions in these fields or for further study at the two or four year college level. We also provide a wide range of Special Education services to meet the educational needs of a challenging segment of the educational community in the most efficient manner. All of these activities save districts money, thus allowing each district to use this "savings" to offer more programs. What has been new and exciting about this school year? Sullivan BOCES has been working

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ullivan County's eight schools districts – Liberty, Monticello, Fallsburg, Eldred, Roscoe, Livingston Manor, Tri-Valley and Sullivan West – contract with Sullivan County BOCES for critically important services. In this article, Interim District Superintendent Chuck Khoury discusses the importance of BOCES to the educational community. How does BOCES affect Sullivan County students, taxpayers, families and the community? Sullivan BOCES is an educational service agency that strives to assist school districts in meeting the many educational needs of the students and adults of Sullivan County. We work collaboratively with the eight districts to offer programs that any individual district wouldn't likely be able to afford.


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with its component school districts to both modify and create programs that meet their current needs. This includes creating services and making changes to both instructional and non-instructional program offerings. In terms of instructional programming, the Career and Technical Education Division has developed three new program offerings scheduled to start in the upcoming school year (2016-2017) including an Innovative Design program, a new Hospitality program, and a Welding program. The Alternative Education program, located at the main campus, experienced a significant enrollment increase, and the special education enrollment was stable The management services division saw expansion in its Central Business Office functions and is also adding Human Resources coordination services to comply with both the Affordable Care Act as well as with SIRS reporting requirements. In addition, BOCES completed an assortment of renovation work at its Rubin Pollack Education Center,

APRIL, 2016

including upgrading and relocating be made at the start of the upcoming the Network Operating Center and school year as the BOCES gears up to completing a renovation project that provide up to 10 Gigs of bandwidth on included replacing windows and a a county-wide level. Both the BOCES variety of exterior doors including the and the school districts require addiinstallation of new overhead shop tional bandwidth to support the intedoors in both the auto tech and auto gration of technology in the classbody shops. rooms as well as to prepare for Finally, Sullivan County BOCES was Computer Based Testing requirements part of a four-county initiative that of the future. assisted with the coordination of an More renovation work will take place RFP (Request for at the Rubin Proposal) for both Pollack Education Internet and Wide Center as the Area Network BOCES plans to connectivity. The reconfigure the BOCES representCareer and Tech ed the component bus loop and rendistricts and ovate the entrance worked alongside to the Tech Center. their BOCES Chuck Khoury In addition, a counterparts to Interim Superintendent, BOCES | standby generator develop the speciwill be installed to fications and review the responses. provide emergency back-up power to The RFP process resulted in a signifi- virtually the entire campus. The new cant reduction in costs, providing the generator will replace the temporary BOCES and its component districts generator that currently only provides with a 47.2 percent reduction in power to the Network Operating Internet costs. Center, in the event of a power outage. What's on the horizon for the next We anticipate that our new Career school year? and Tech offerings will flourish and we Additional technology upgrades will are preparing for the possibility of

‘We work collaboratively with the eight districts to offer programs that any individual district wouldn't likely be able to afford.’

additional expansion in our management services division. Finally, the entire BOCES organization is looking forward to working with a new District Superintendent as well as fill other leadership positions that have or will soon be open. They include: the Director of Special and Alternative Education, the Director of School Improvement, Director of Facilities and an Assistant Principal in the secondary special education department. What is happening with the District Superintendent search? The search started in early February and applications will be accepted until the position is filled. The position has been advertised in local, regional and national publications and websites. In addition, over 30 placement offices at Graduate Schools of Education in the Tri-State area were contacted and nominations were solicited. Every superintendent of any district in any county that is contiguous to Sullivan County received a direct mailing of an application and nomination form. The Board is committed to doing whatever it takes, for however long it takes, to find the right person to lead Sullivan BOCES.

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Career as Certified Nursing Assistant blooms at BOCES

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and they practice on manikins. They learn about feeding, dressing patients, and assisting patients with elimination needs. They learn how to transfer a patient from bed to wheelchair, and how to assist them on walkers or crutches. Attendance, ethics, being on time, and a dress code are enforced at the class taught at the St. John Street Education Center in Monticello. “They must wear their hair up, no jewelry, no long nails, no cell phones,” said Theysohn. At the end of the course, they undergo the state exam for the New York State Nurse's Assistant Certification, which tests both their written knowledge and hands-on clinical skills. Most students do pass on their first try. Remediation is available for those who need a second chance, said Theysohn. Many of the graduates, like Blanca Ramos, do go on to further schooling as LPNs or RNs. “They come back and tell us, 'thank you for being strict,'” said Theysohn, “'Thank you for pushing me.'”

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illnesses. Financial assistance is available through the Sullivan County Workforce Development office and through New York State's Adult Career and Continuing Education Services (ACCES), which helps fund the educational needs of adults, said Linda Blanton, principal of BOCES Adult and Continuing Education. Blanca Ramos, a graduate of BOCES Adult Education's Certified The CNA course runs Nursing Assistant Program, works now at Catskill Regional Medical Center in Harris. Above, Blanca, at center, and teens Briana for 10 weeks, with 100 Mandes and Kayli Hussey (now enrolled in the CNA program for hours of classroom and high school students), assist a patient in the skilled nursing unit lab work, and 30 hours at the hospital. of supervised clinical work at the hospital or tle, both my grandparents were sick one of the nursing homes. and I helped take care of them. That “Students learn the rationale and the inspired me to do this.” science behind the procedures and All over the U.S., jobs for CNAs are skills they perform,” said Theysohn. available in hospitals, rehab centers, For example, they learn the infection assisted living centers, mental health control importance of proper handfacilities and more. But the most com- washing. mon work settings are nursing homes Students view videos on bed baths, and adult day care centers. Students entering the adult CNA program range in age from 19 to individuals in their 60s, women and men both. “Some are single parents for whom this is a great employment opportunity and a way to better their lives,” said Theysohn. Others include people who are looking to change careers, and still others who decide to enter the work field once their children are in school or grown. The $1,680 program cost includes books, scrubs, CPR training, physical exams and proof that students have their necessary immunizations against

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OCES helped me to get a good job with salary and benefits,” said Blanca Ramos, as she assisted a woman gingerly into a bed at Catskill Regional Medical Center. “Our teacher was always available to us and she explained everything so well.” Ramos began her medical career at BOCES' Certified Nursing Assistant program, which is part of the public organization's Adult Education offerings. Now working at the Harris hospital's skilled nursing unit, Ramos plans to begin her studies as a Licensed Practical Nurse in September. Hers is one of many positive stories generated by the CNA program. “We have a great success rate and a great placement rate,” explains BOCES' Deborah Theysohn. ”We have an impeccable reputation, and we get calls from doctor's offices or clinics all the time.” A registered nurse, Theysohn oversees the CNA program and the other health-related Adult Ed health-related offerings. They include dialysis technician, EKG technician, phlebotomy technician, pharmacy technician, clinical medical assistant, and a medical administrative assistant program. High school students may also learn CNA job skills at a Career & Technology course by the same name, said Theysohn, who is principal of the Career & Tech program. “I have an interest in helping others,” said Briana Mandes, who is enrolled in the student course. “Seeing them happy and smiling after I've done a good thing puts a smile on my face too.” Student Kayli Hussey added, “I definitely want to be a CNA. When I was lit-

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BOCES

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They’re red hot:

‘power’ courses in welding, design and tourism planned

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STORY AND PHOTOS BY KATHY DALEY

he excitement is palpable. As BOCES unveils three new career courses for local high school students, staff members take to the highways and byways of the county with the message: “we stay ahead of the curve and we want you with us.” Programs in hospitality and tourism, innovative design and the down-toearth skill of welding promise both

work and career satisfaction inside and outside county borders, say BOCES' vigorous trend watchers. “Agriculture and tourism are our main industries already, and with the Montreign resort [planned for Monticello], it's key to have students prepared for jobs,” said BOCES Director of Communications Donna Hemmer, referring to the hospitality program. “Students can learn the nuts and bolts of the industry and get the skills they need to do it.” The class in Hospitality and Tourism

Above: One of the most in-demand professions nationally is that of the welder. High school students already get exposure to welding in BOCES automotive classes, but a new course will focus on the skill needed locally in bridge-building and in fabrication of trucks and high pressure tanks. At left: High school student Alexis McCoy studies in BOCES culinary arts program and welcomes a new class in Hospitality and Tourism that further increases her career-bound marketability.

is warmly welcomed by those in the industry. “This kind of program can make a world of difference,” said Darlene Fedun, chief executive officer for Bethel Woods Center for the Arts. “Our museum and concert guests are frequenting many of the regional restaurants, shops, service and convenience stations throughout the county. A well-trained employee in guest relations is a major part of the experience.” Shannon Feeney of Roscoe Beer Company calls tourism “the bloodline for businesses.” “There is a dire need for employees with the skills and knowledge of hospitality and how tourism works,” Feeney said. As is each of the new courses, Hospitality and Tourism will be offered beginning September 3 at BOCES Rubin Pollack Education Center on Ferndale-Loomis Road.

It’s a two-year program that introduces students to the industry, teaches the “soft skills” like communication and the guest cycles, and moves on to front office operations, housekeeping, facilities management, food and beverage services, marketing and so on. The second year will focus on leadership and management. Several of the rooms at Rubin Pollack will transform into a simulated front desk area of a hotel, and a pretend guest room complete with bed and TV and other accouterments of comfort. The course will take place five days a week for two-and-a-half hours per day and is open to 11th and 12th graders. Internships at industry-related businesses will round out the experience for the student who is thinking of working as chef or casino gaming worker, as event planner or housekeeping supervisor, as personal train-


APRIL, 2016

er or health club worker, or as travel guide, security guard or sports planner. “This program is going to help ready Sullivan County students for professional jobs right here in their own backyard,” said Feeney. “We're extremely excited to see this program take off.” Going innovative in 3d BOCES' newest course in Innovative Design will attract a wide range of students, from those who are artistic to those who are engineering bound, or students who are bored with school and want to get in touch with their creativity. The two-year course, geared for 11th and 12th graders, teaches students to design not so much on paper, but on computer. Teacher Patrick Killian notes that the class will use the powerful software called SketchUp, which is a 3D modeling computer program for a wide range of drawing applications such as architectural work, interior design, civil and mechanical engineering, film, and video game design. Students will explore ideas and create plans. They will coax two-dimensional documents into 3D models. Areas of study will include game design, project design, auto design, building and landscape design and 3D printing. “Basically, this enables students to design anything in 3-D, right down to the screws,” said Killian. Today's manufacturers of everything from cars to airplanes to iPhone parts are seeking to hire engineers, designers, machinists and computer programmers. In addition to gaining marketable skills, students in the class can potentially earn college credits from Alfred State College, Binghamton University, SUNY Sullivan and SUNY Cobleskill.

home. “I'm very excited about the new course,” said Rob Green of Robert Green Auto & Truck Inc. The company's Robert Green Truck Division does truck upfit, adds Green, customizing and installing truck bodies and equipment for dump trucks, platform trucks, utility trucks and snowplows. Welding plays an important role in all that work. The firm already welcomes BOCES students as interns, affording them

real-life shop work experiences at its Monticello headquarters. “One of the big factors in growing our business is finding qualified staffing,” said Green. “We need welders, and we look forward to working with BOCES graduates.” The course will teach students basic metal fabrication, welding theory and safety, metal preparation, blueprint reading and project layout as they learn the various types of welding: oxyfuel, gas/metal arc welding, basic

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TIG welding, shielded metal arc welding and plasma cutting. “There is a huge need for welders nationwide,” agrees BOCES teacher Fred Muller, noting that the demand is not only in the auto industry but also in factories where high pressure tanks containing water and steam require welding. “In Sullivan County,” he added, “there's a lot of bridge building and repairs being done – and it all requires welders.”

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Welders demanded here The world can't seem to get enough welders. But BOCES is stepping in to fill the breach. Starting September 3, students who take the one-year Welding program may wind up working in aerospace or underwater. Or they may find a job working on the Tappan Zee Bridge, where welders are paid from $50 to $100 per hour. Or they may find jobs much closer to

SULLIVAN COUNTY DEMOCRAT


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S.T.A.R.S Program

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ullivan BOCES prides itself on creating learning environments that best suit the needs of the students. Primarily located at the White Sulphur Springs School, BOCES offers a program called the S.T.A.R.S (Structured Teaching and Related Services) Program for children within the autism spectrum and for children who have other communication disorders. The main goal of the S.T.A.R.S program is to help students acquire communication skills that will enable them to relate to others and demonstrate their learning. BOCES dedicated staff works with each of the students to teach them cognitive and functional academics. Along with teaching academics, the staff work with students to shape appropriate behavior using replacement behaviors, social skills, modeling and a great deal of positive reinforcement. The program also offers a strong receptive and expressive, functional language component for our student that have little or no speech. All of the classes consist of an 8:1:3 ratio; 8 students, 1 teacher, 1 teaching assistant, and 2 aides, to provide students with the differentiation and support they need to increase successful outcomes. The classroom layout is designed in learning centers and students are taught individually and in small groups. This allows the staff to make accommodations for visual, auditory, kinesthetic, tactile, or multimedia learning based on the students’ learning style. The classroom routines are posted and expectations are clearly defined so students always know what to expect. Each student also has a pictorial schedule that he/she can follow independently. This helps the students to feel comfortable, which decreases anxiety levels and increases student time on task to maximize learning.

Above, student Richard Welk working with Teacher Teri Knight.

At left, James Trevorah uses the smart board in a music lesson.

All of the students benefit from a unified approach that addresses all of their needs and the classroom teachers collaborate and work closely with the related service providers to make

sure they are getting their required services like: speech therapy, counseling, occupational therapy and physical therapy. The staff also works with the stu-

dents and their families to improve coping and functioning skills and implement effective and functional home programs and to generalize skills from school to home. They also provide the necessary skills to attain the highest level of performance possible to allow the students to be able to learn, live, and work more effectively and independently at home, at school, and in the community. “I’m proud to work with such a dedicated team,” said Teri Knight, S.T.A.R.S Teacher, “We all implement Applied Behavior Analysis (ABA) techniques to support individualized instruction to our students. As our students increase their language skills we see a decrease in negative behavior. In the last three years of using ABA, our data has shown much success in the areas of academics, language and behavior, which validates that our program works.”


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Where special needs students gain life skills and love of learning STORY AND PHOTO BY KATHY DALEY

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athy Cross breaks eggs into a big bowl, tumbles in some cake mix and milk and passes the bowl on to Jonathan, then to Ariel, then to Jennie for stirring. Soon the chocolate confection is ready for the oven, which is a standard teaching tool in Cross' BOCES classroom. “Tomorrow, we put on the frosting,” Cross says. “We'll decorate the cake with M&Ms.” Turning to one of her teenagers, she asks “Drew, can you tell me what time the cake will be done?” Cross's students are high school aged, but the best functioning pupils in her class only read at a second grade level. Her kids are multiply disabled, defined by the U.S. Individuals with Disabilities Education Act as having combined mental disability with another disabling condition, such as cerebral palsy, blindness, autism, deafness or birth defect, among others. They may have a problem walking or speaking, or with attaining information and remembering. There may be issues with behavior or with experiencing discomfort in social situations.

“I've been working here for 25 years,” said Cross. “I've known some of these kids since they were babies.” Cross teaches in BOCES CAP (Career Academic Program), as do her colleagues Stacey Bendle and Peter Monfredo. “The main goal of our program,” reports Bendle, “is to prepare students for life beyond graduation and to become productive community members.” BOCES work is key because at age 21, school services are no longer available to special needs individuals. The young people can languish at home in front of the TV, without possibility of growth, stimulation or any chance for semi-independence. Special needs students like those in Cross's class will not earn Regents diplomas and do not take standardized tests. But they do revel in learning new things and in planning for their futures. Riding a bus from their home school district, the students arrive at 8 a.m. and spend the day at the Rubin Pollack Education Center on Ferndale-Loomis Road. Part of the time is dedicated to physical therapy, occu-

Student Michael Bryant looks on as BOCES teacher Cathy Cross measures cake mix into a bowl as part of a math and life skills cooking lesson. Michael, age 14, said math is his favorite subject.

pational therapy, speech, music and art. But most of the day, Cross is the key adult in her student's lives. “I teach English Language Arts, math, social studies and science, all revolving around life skills,” explained Cross. “Whatever the child is able to handle, we modify the task to suit what he or she is capable of accomplishing.” In the writing portion of the day, students might learn to print their home addresses and phone numbers. Up to their own level, they learn number recognition, counting, and measuring as in cooking. They learn the days of the week, months of the year, how to read a calendar and how to tell time by a clock.

Cross brings in advertising circulars from supermarkets and asks students to look up items and write down the cost of, say, Oscar Meyer hot-dogs. “They copy down the prices, making a list and using a calculator to add up the cost,” said Cross. Optimally, they learn how to count dollar bills and change. Where possible, students also learn how to perform simple assembly work tasks or to stock shelves – practical skills that they may use in a future job setting. “At age 13-14-15, we have to think realistically as to where the end game is,” said Cross. “We are preparing CONTINUED ON PAGE 10S

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them on every level to get to that point.” Cross imbues her students with the belief that “'right now, this school is your job.' We work on appearance, on listening and following directions.” They learn the importance of getting along with each other and how good it is to congratulate someone who has done good work. Fortunately, Sullivan County does harbor post-high school services for disabled students. SullivanArc, based in Monticello, offers day programs. New Hope Community provides supervised group homes on the Loch Sheldrake campus and in residences scattered throughout the county. “Some of our students will be able to be employed out,” noted Cross. “Some will be in group living situations.” Higher functioning students taught by Bendle and Monfredo do volunteer work at Catskill Regional Medical Center in Harris, where they sort mail and deliver lunches and snacks to patients. The BOCES jumpstart on the future is valued by parents who often feel at

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odds as to how to provide their adult child with a secure and meaningful life. In April, the CAP program will escort students to a musical performance at Bethel Woods Center for the Arts. “Any opportunity, we jump on,” said Cross. “These are the things our students may not necessarily be able to do with their families.” The delight that her students experience at outside events and in classroom learning gladdens Cross's heart, too. “One parent was thrilled when she saw her son write his name for the first time,” Cross recalled. The students love to learn culinary skills they can then use at home: like grilling cheese sandwiches, cooking macaroni and cheese, or making hot cocoa. Jennie was thrilled, her teacher said, when she was able to make her own cup of cocoa for the first time. “These kids are so excited when they learn something,” said Cross. “I don't have to convince them about the importance of learning. They love to do it.”

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