Extension Connection Sullivan County
Upcoming Events & Programs
Upcoming Events & Programs
Friday Fitness Series
Farmers’ Market Panel
Gardening 101
Cooking Matters in Your Community
Wellness Initiative for Senior Education
Eat Healthy Be Active
2025 CRC Monthly Virtual Caregiver Support Group
Parkinson’s Support Group
See more events and opportunities on sullivancce.org/events.
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CCE Spotlights: CRC Volunteers & 4-H Youth!
Sullivan Fresh Kitchen Takeover at Cochecton Fire Station
How to Make Your Yard Bird Friendly
Youth Livestock Programs Provide Intangible Benefits Through Life Skill Development
Navigating the Transition from High School to College and Beyond: Supporting Autistic and Neurodivergent Individuals
May is Local and Community History Month! Check out page 12 for fun facts about the history of Sullivan County!
4-H youths Megan Reilly (top left) and Will Reilly (bottom right), Volunteers Rose Dasch (top right) and Joy Mendelsohn (bottom left)
Welcome to the Issue!
Page 3 CCE Staff Wish You a Happy Spring!
Page 4 Growing Degree Days (GDDs)
Page 6 Sullivan Fresh Kitchen Takeover at the Cochecton Firestation
Page 7 How to Make Your Yard Bird Friendly
Page 9 Keystone Species
Page 10 CCE Spotlights!
Page 12 Fast Facts! Page 14 March DHIA Report
Page 15 Gardening 101 Page 16 Navigating the Transition from High School to College and Beyond: Supporting Autistic and Neurodivergent Individuals
Table of Contents
Table of Contents
Page 19 Move More: Making Physical Activity Routine
Page 21 Youth Livestock Programs Provide Intangible Benefits Through Life Skill Development
Page 22 Thanks to our Sponsors!
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BOARD OF DIRECTORS
Dara Smith............................President
Alex Alorro...................Vice President
Robert Kaplan.......................Secretary
Dawn Parsons.......................Treasurer
Brian McPhillips...........Legislative Rep.
Adam Hughes..................Cornell Rep.
Freda Eisenberg
John Garigliano
Amanda Langseder
Denise Luckman
Erika Malmgreen
Steve Marton
Mark McLewin
Laura Quigley
Gary Silver
Gary Silverman
Nicole Slevin Nikolados
Diana Weiner
PROGRAM COMMITTEE
Heather Brown
Roberta Chambers
Nu El
Courtney Hanback
Carmela Hugel
Cathi Paci
Carol Roig
Stephen Stuart
Eugene Thalmann
Deborah Worden
EXTENSION CONNECTION
Produced by: Cornell Cooperative Extension Sullivan County Edited by: Aaron Denman & Colleen Monaghan Cornell Cooperative Extension Sullivan County provides equal program and employment opportunities.
NOTICE: Official endorsement of advertisers and their products is not intended by the acceptance of their sponsorships for the Extension Connection.
STAFF MEMBERS
Colleen Monaghan..............................................................................Executive Director
Monica Ponce-Agredano ...............................................................Ag. Program Assistant
Tracy Broyles...............................................................................SALT Program Manager
Alan Carroll...................................................................Food Systems Program Manager
Lynn Colavito..............................................Community Cupboard Program Coordinator
Martin Colavito...........................................................Prevention Programs Issue Leader
Haley Collins...................Agriculture Farmland Protection & Planning Program Manager
Wanda V. Cruz...............................................Healthy Communities Program Coordinator
Aaron Denman.........................................................Association Operations Coordinator
Eugene Doyle...................................................................................................Custodian
Katie Gasior........................................................................Horticulture Subject Educator
Jenna Gangel..........................................................................Shop Taste NY Coordinator
Christopher Jones....................................................................Taste NY Market Manager
Joy Leon.................................................................Nutrition & Physical Activity Educator
Katie Rose Lugauer...................................................................4-H Program Coordinator
Erica Lynch..........................................................Catskills Kitchen Program Coordinator
Kim McDonnell..................................................................................Taste NY Assistant Manager
Nancy McGraw.......................................................Educator, Caregiver Resource Center
Melinda Meddaugh.......................................................Ag & Food Systems Issue Leader
Barbara Moran................................................4-H Youth Development Program Manager
Subidha Neupane............................................. Hudson Valley SNAP-ed Nutrition Educator
Patricia Ocasio...................................................................Prevention Program Coordinator
Shanice Owens..............................................Community Cupboard Program Coordinator
Abyssinia Pla El...................................................................................Finance Coordinator
Michelle Proscia..............................................Agriculture Production Program Manager
Ann-Marie Sidtis......................................................................FOR Program Coordinator
Tara VanHorn.........................................................................................Finance Manager
Malinda Ware........................................................................................Program Director
John Wilcox..........................................................................................Facilities Manager
Veronica Yangis.........................................................................Taste NY Operations Coordinator
Kayla Evans, Ashley Masopust................................................................Ag Market Coordinators
Introduction
Growing Degree Days (GDDs)
Development of many crops, weeds, and insect pests is temperature dependent. The onset of important stages, such as crop maturity and insect pest emergence, can be predicted by tracking the accumulation of heat over time. Growing degree days (GDDs) are a measure of heat units accumulated during a day or over multiple days in a growing season (Figure 1). Because temperature varies from day to day and year to year, cumulative GDDs are more useful for forecasting crop and pest development than calendar days or dates. Monitoring GDDs is useful for timing specific crop management decisions such as nutrient and pesticide applications, as well as cultivation for weed control. This fact sheet will discuss how to calculate GDDs and use this information for management decisions for common field crops.
1: Cumulative GDDs for March 15-October 12, 2020, from
Calculating Growing Degree Days
Growing degree-days (heat units) accumulated per day are calculated by subtracting the base temperature threshold of the target species from the daily temperature average (Box 1).
Base temperature threshold is the temperature below which no significant plant or insect development occurs. This varies among species of plants and insects. For example, the base temperature is 50ºF for corn and 32ºF for wheat. For cabbage and onion maggot, the base temperature is 40ºF versus 39ºF for seed corn maggot.
For many crops and pests, no upper limit is applied. However, development of some species stops or slows significantly above certain temperatures. For example, 86 F is the maximum temperature threshold for corn because heat beyond 86°F does not contribute to additional corn growth or development.
If the average daily temperature is below the base temperature, no heat units are accumulated (GDD=0). If the maximum daily temperature is above the maximum temperature threshold for the species, the daily maximum temperature is set at the maximum temperature threshold. Two examples for corn are shown in Box 2 and 3.
Box 1: Growing degree day calculation for a day is based on minimum and maximum daily temperature compared to a base temperature that is species-specific.
Box 2: If the daily low is 44ºF, the daily high is 74ºF, the daily GDD accumulation for corn is 9.
Box 3: If the daily low is 54ºF and the daily high is 94ºF, the daily GDD accumulation for corn is 20.
Cumulative Growing Degree Days
Growing degree day values for multiple, consecutive days can be summed to determine the cumulative GDDs for a growing season or a year. The starting date of the cumulative GDDs is commonly referred to as a ‘biofix’. The biofix varies by species. It may be the date that a crop is planted, a specific plant growth stage such as tasseling, or the emergence of a particular pest.
The Cornell Climate Smart Farming (CSF) program has developed a GDD calculator. A user can simply select a field location from a
Figure
Cornell Northeast Regional Climate Center
map, select the biofix, and choose a base temperature threshold from a dropdown menu. The calculator automatically displays the cumulative GDDs for the season to date and provides a season outlook as well (Figure 2).
Figure 2: Growing degree day accumulation using a biofix of May 1 (base 50ºF, maximum 86ºF). Adapted from the CSF Growing Degree Day Calculator.
Use of Growing Degree Days in Agriculture
Predicting
Harvest Dates.
Cumulative GDDs can be used to predict harvest dates for crops. For corn silage, whole plant dry matter (DM) content of 32% is reached at about 750-800 GDDs after tasseling/silking. If 35% DM is desired, harvest may be 4-7 days later. Crop development can vary from predictions based on GDDs when a crop has experienced atypical stressors, such as drought or excessively wet conditions. Thus, in-field confirmation of corn moisture content levels will remain necessary as cumulative GDDs is only an approximation.
Insect, Weed, and Disease.
Pest control measures are most effective when implemented at vulnerable developmental stages. Important physiological stages for insect control vary among species, and can include egg hatch, larva, nymph, pupa or adult stages. Stage onset can be predicted based on GDDs. For example, main egg hatch of the alfalfa weevil takes place about 280 GDDs (base 50oF) after adults are observed (consistently) in spring (biofix). For more information see the Degree Day Calculator from the Network for Weather and Environmental Applications (NEWA).
Knowledge about germination and early growth stages is important for effective weed control. For example, foxtail species have a large increase in seedling emergence around 400 GDDs with 50% seedling emergence
between 380-420 GDDs (base 50ºF, biofix January 1). Thus, pre-emergence herbicide application is most effective before 300 GDDs.
Nutrient Management.
Knowledge of cumulative GDDs can improve the accuracy of variable rate or sensor-based nitrogen side-dress applications. However, sensor-based approaches are more complicated and require the use of a nitrogen rich reference strip to guide nitrogen application decisions. Research is ongoing to refine these sensorbased technologies. For more information, see Agronomy Fact Sheet #89.
Summary
Growing degree days are typically more reliable than calendar days for weed, insect, disease and nutrient management decision making because weather can be highly variable among years. Accurate assessments of cumulative GDDs at important crop or pest life stages over time can aid in timely implementation of best management practices.
Additional Resources
• Nutrient Management Spear Program Fact Sheet Series: nmsp.cals.cornell.edu/guidelines/factsheets.html
• Cornell University Climate Smart Farming. (2020) CSF Growing Degree Day Calculator. http://climatesmartfarming.org/tools/csf-growingdegree-day-calculator/.
• New York State Integrated Pest Management Program. (2020) Degree Day Calculator. Network for Weather and Environmental Applications. http://newa.cornell.edu/
• Northeast Regional Climate Center. (2020). Weekly Growing Degree Summary for New York. http://www.nrcc.cornell.edu/industry/hdd/
Disclaimer
This fact sheet reflects the current (and past) authors’ best effort to interpret a complex body of scientific research, and to translate this into practical management options. Following the guidance provided in this fact sheet does not assure compliance with any applicable law, rule, regulation or standard, or the achievement of discharge levels from agricultural land.
For more information
Nutrient Management Spear Program http://nmsp.cals.cornell.edu
Steve Robertshaw, Quirine Ketterings, Karl Czymmek, Erik Smith, Joe Lawrence, and Kitty O’Neil 2020
Kitchen Takeover Fundraiser
HOW TO MAKE YOUR YARD BIRD-FRIENDLY
Submitted by Aaron Denman, Association Operations Coordinator
Birds are nature’s messengers, and they’re broadcasting loud and clear: They are already experiencing the devastating impacts of climate change and habitat loss, and these dangers will only grow over time.
In the face of these threats, you can help birds thrive right where you live by making your yard more bird-friendly. Follow the steps below to create a patch of vibrant habitat that attracts colorful birds and their sweet melodies. If you don’t have a yard, you can still help birds by creating a native plant container garden on your patio or balcony. Even very small patches of habitat provide tired, hungry birds with exactly what they need, particularly during migration.
The secret to success lies in choosing locally native plants, which brim with nutritious insects, berries, nectar, and seeds and give birds vital refuge.
1. Choose Native Plants
Focus on native plants that provide a good variety of bird food throughout the year for nesting, migrating, and wintering birds. You can search our native plants
database for listings of the best bird- and wildlifefriendly plants for your area, as well as a list of native plant nurseries and other resources near you. As you make your selections, think about providing the following food groups:
• Bugs: Native trees such as oaks, willows, birches, and maples, and native herbaceous plants such as goldenrod, milkweed, and sunflowers host many caterpillar species that are a vital source of protein for birds, especially during the breeding season.
coneflowers, asters, and JoePye Weed are very attractive to insect pollinators like butterflies, moths, and bees, in addition to providing seeds for birds.
• Fruit: Many shrubs and small trees provide berries that ripen at different times, so include seasonal variety: serviceberry and cherry for birds during the breeding season and summer; dogwood and spicebush for songbirds flying south; cedar and holly trees to sustain birds through cold winter days and nights.
• Nuts and seeds: Trees such as oaks, hickories, and walnuts provide fat and protein rich food that birds hide, or “cache,” to provide food through the cold winter. Native sunflowers, asters, and coneflowers produce loads of tiny seeds that are finch and sparrow favorites.
• Nectar: Red tubular flowers such as native columbine, penstemon, and honeysuckle serve up nectar for hummingbirds. (Learn more about creating a habitat specifically for hummingbirds.) Flowers in the aster family, such as
2. Plan Your Bird Habitat Think of your garden as a habitat that you are creating to provide birds with food, shelter, and nesting sites throughout the year.
• Take stock of the plants you’ve already got: Your yard may already include native plants that birds love. If you need help, check the native plants database Local Resource tab: Your local Audubon or native plant society may be able to provide advice.
• Know the basics about your space:
-Sun or shade? How much of the planting area is covered in shade? Is it shaded all-day, only sometimes, or never at all? Plants are usually labeled as growing best in full-sun, partial shade, or full shade, so knowing this will help you choose plants that will do
well.
-Wet or dry? How damp is the soil? Do you have to water frequently to keep grass alive? Does the soil remain wet for long periods of time? You may find that different areas of your yard are wetter than others, and require different plant choices.
-What’s your soil like? What is your soil type? Is it light and full of sand or heavy with clay? Is it almost black, like peaty soil, or is it very smooth, like silt soil? (If you’re not sure, don’t worry. Many plants do well in a variety of soils, and a local nursery may be able to advise on this.)
-Map it out: Measure your planting space and then either draw it out on paper or walk your garden bed, to figure out which plants will fit best where.
-Create “habitat layers”: If you have room, try to provide the plant layers you might find in a natural habitat:
-Large canopy trees provide many resources including nuts, nest cavities, and other roosting spots.
-Shrubs and small trees often provide fruit, as well as nesting sites for songbirds.
-Herbacious plants, including perennials, annuals, and groundcovers, provide seeds for birds and a rich habitat for pollinators.
-Decaying leaves, wood, detritus, and soil form the base of your habitat, and a home for many invertebrates that birds eat, including
the pupae of most moth caterpillars—a favorite of baby birds.
-Lose some lawn: Consider reversing the typical pattern of small garden beds surrounded by explanses of lawn. Larger patches of habitat with lawn pathways will create a rich wildlife habitat and lovely effect in your yard. (You can start small; every bit counts!)
-Cluster plants in masses: Group 5 or more of the same plant species together. This creates an attractive look and is also favored by pollinators, which prefer to feed from a mass of the same flower species.
-Think about height: Place taller plants towards the back of your borders, with lowergrowing species at the edges of paths or lawn.
-Design for color palettes and continuous blooming throughout the gardening season.
-Leave some room: Pay attention to each species’ stated dimensions when full grown, so plants aren’t too crowded together
-Need more plant specifics? If you’re seeking more details about bloom and fruiting time, growing seasons, or full-grown plant dimensions, check the online databases offered by the USDA or the National Gardening Association.
-Remember the water: Water is an often overlooked resource that birds need year round. Include hollowed boulders that catch rainwater or a man-made bird bath
for birds to drink and bathe in. Consider a drip bath or fountain feature; the sound of running water is particularly attractive to birds and may bring them flocking during migration. Here are some tips on maintaining a healthy bird bath.
3. Preparing your garden
Prepare your garden well to save headaches later. If your site currently has turf grass or invasive plants, you will need to remove these. If you plan ahead, an easy method is to lay down newspaper at least six sheets deep, with plenty of overlap; wet it down; cover it with 4 to 6 inches of mulch; and let it sit until you are ready to plant. Though native plants generally don’t require additional fertilizer, you may want to check with your local native plant retailer to see if enriching your soil with organic compost is a good idea. Use deep edging—putting some sort of barrier (steel or plastic edging) that goes into the ground to separate the native plant area from the lawn area—to keep out lawn grass.
4. Planting
Plant in spring or fall and on cooler days. Follow planting instructions carefully and get tips on mulching around plants from the plant nursery or gardening center. Water as needed after planting: Native plants are adapted to local climate
weed growth, keep your plants’ roots cool and moist—and provide habitat for insects and the pupae of moth caterpillars, a favorite of baby birds.
5. Caring for Your Garden
Steward your native plant habitat with tender loving care—but don’t be too neat.
• Weed: Remove non-native and invasive weeds. Weeding is often maligned as a “chore”... but it’s also a great excuse to spend time in your garden and get to know its wildlife.
• Don’t rake: Fallen leaves and woody debris are an important habitat layer, and serve as a natural mulch. They will reduce unwanted
KEYSTONE SPECIES
• Leave the seeds: Don’t “dead-head” all of your flowering plants after they bloom, as those seedheads can be an important source of food during the fall and winter.
• Spare your back: In forested areas, leave dead trees and branches. Fallen trunks and branches support the entire forest food web as they decay into rich soil. Standing tree trunks may provide homes for many cavity-nesting species: Woodpeckers often create or enlarge the cavities, but many species will nest in them, including chickadees, titmice, nuthatches, bluebirds, Tree Swallows,
Written and submitted
If you want to read up more on this important work, visit this link: https:// homegrownnationalpark.org/keystone-plant-guides/ g p g y p g conditions and generally require less added water than non-native species, in the long run. However, almost all plants need some watering and extra care till they’ve become well established.
Great-crested Flycatchers, Wood Ducks, and American Kestrels.
• Build a brush pile: Enhance your garden area by creating a brush pile to provide shelter for birds and other wildlife.
• Lay off the pesticides: A bird-friendly garden is a bug-friendly garden. A diversity of native plants will also attract wildlife that will keep your plant-eating bugs in check: Not only birds but also frogs, toads, bats, and insect predators such as dragonflies, praying mantises and lady bugs will help keep your garden in a healthy balance.
Adapted from: National Audubon Society. “How to Make Your Yard Bird-Friendly.” Audubon.com, December 13, 2023. https://www.audubon.org/news/ how-make-your-yard-bird-friendly-0.
Written and submitted by Katie Gasior, Horticulture Subject Educator
Tallamy’s keystone species. If you’re not familiar with his work, Tallamy
the specified relationships determine the biodiversity of areas. He has listed Keystone
When planning your garden this season, consider planting some of Doug Tallamy’s keystone species. If you’re not familiar with his work, Doug Tallamy is a professor in the Department of Entomology at the University of Delaware and has done extensive research on how insects interact with plants and how the specified relationships determine the biodiversity of areas. He has listed “Keystone species” for each ecoregion of the United States. Keystone species are the most productive species that support the most life.
Here in Sullivan County, our ecoregion is “Mixed wood plains”, some of our Keystone species are: Goldenrod, Black-eyed susan, cut-leaf coneflower, New England Aster, Red Maple, Red Oak, White Oak, Black Willow, and American
Here in Sullivan County, our is “Mixed wood plains”, some of our New plum.
CCE Sullivan Spotlights
Volunteer Spotlight
INTRODUCING ROSE DASCH
Written and submitted by Nancy McGraw, Team Leader & Caregiver Resource Center Educator
Rose Dasch started volunteering for CCE Sullivan’s Caregiver Resource Center in April 2024. Over the past year, she has contributed over 20 hours of volunteer service, helping with registrations, sign-ins, and room set up for several programs, including Tai Chi, the Caregiver Café, and Bone Builders. Rose always comes with a smile, a helpful attitude and is ready to contribute in any way she can. We would like to say “Thank You” to Rose during Volunteer Appreciation Month!
Volunteer Spotlight
INTRODUCING JOY MENDELSOHN, MD
Written and submitted by Nancy McGraw, Team Leader & Caregiver Resource Center Educator
Joy Mendelsohn, MD, reached out to the Caregiver Resource Center last year offering to volunteer her time to teach an osteoporosis prevention program to seniors. As an evidencebased program, Bone Builders has been successfully implemented in other CCE’s across the state. This program has a special meaning for Joy as a retired physician and as the daughter of a mother who suffered from osteoporosis. She finds it important to give back to the community by educating seniors about the importance of strong bones as they age. Joy has contributed over 20 hours of volunteer services and is currently offering her third Bone Builders class series this spring. Thank you, Joy!
CCE Sullivan Spotlights
Youth Spotlight
REILLY CONTRIBUTION PROJECT
Submitted by Barbara Moran, 4-H Youth Development Program Manager
When news about The Contribution Project was shared on 4-H social media, Karen Reilly—mother of two highschoolers—took notice. The initiative, open to young adults, invites participants to apply for funding to support a community project of their choice.
High-school senior Will Reilly submitted an application and was awarded funding to enhance the Sullivan County Conservation Club, where he is an active Junior Member. Will participates in activities such as freshwater fishing, ice fishing, environmental education, and sportsmen’s safety. With his grant, he purchased heavy-duty floor mats for the clubhouse, improving its usability for members and guests.
Megan Reilly, a high-school junior, also submitted a proposal and received funding. She chose to support All Paws Matter Cat Rescue in Liberty, where she has volunteered for several years. Megan assists with cleaning, socializing cats, staffing Open Houses to help match adopters with pets, and working at the rescue’s yard sales. In addition, she has fostered kittens, trapped stray and feral cats, and adopted rescue cats herself. Megan used her Contribution Project funding to cover the cost of spaying and neutering cats at a local veterinary office. As a passionate animal advocate, she understands the urgency of population control and the ongoing need for rescue support.
By taking the time and energy to submit proposals, both Will and Megan were awarded funding to support their community in ways that reflect their individual interests. They are grateful for the opportunity to give back to organizations that mean so much to them.
4-H Youth Megan Reilly posing with some of the cats she works with at the All Paws Matter Cat Rescue after receiving grant funding to cover the costs of spaying and neutering the cats at the shelter.
4-H Youth Will Reilly with grant-purchased mats to be placed into the Conservation Clubhouse.
May Focus: Fast Facts, Cool Tools, & News to Use
May is Local and Community History Month!
In 1880, records show there were 4,394 farms in the county, with the average farm comprising 107 acres.
While Sullivan and Ulster counties today are known for their countless miles of Catskills trails, quaint hippie towns and world-class climbing spots, they were once known for housing one of the grandest collections of summer resorts in all of America: the Borscht Belt.
Cushetunk, the first permanent European settlement in the Upper Delaware River region, part of which would later become Sullivan County, was established in the 1750s by a group of farmers from Eastern Connecticut who wanted to own their own farmland and traveled here to find it.
Sullivan County was once the warm- weather lands of the Native American Lenape tribe, but by 1730 they had mostly moved on. The earliest permanent European settlers were mainly of English descent, but as the frontier wilderness was tamed and developed, they were soon joined by waves of Irish and German immigrants, spurred largely by the construction of the Delaware & Hudson Canal and the growth of the timber and tanning industries throughout the early and mid-19th Century. Later in that century and well into the next, the growth of the tourism industry brought other ethnic groups, including Eastern European Jews and African Americans to the area. Although there were some struggles integrating these cultures, for the most part Sullivan County was able to escape much of the ethnic turmoil that was common elsewhere.
Sullivan County was named for General John Sullivan, an o cer of the Revolutionary War under General George Washington, who helped lead the charge in the ba le of Trenton on December 26th, 1776. General Sullivan was Governor of New Hampshire, where he was a native of, born in 1740 and died in 1795.
Fifty-six years after the fact, it should be clear to anyone who is paying attention that the Woodstock Festival that took place in the town of Bethel, NY, in August of 1969 was larger than life. It was also one of the best things to ever happen to Sullivan County.
New York’s first known covered bridge was built in 1807. It crossed the Neversink River in the hamlet of Bridgeville located southeast of Monticello in the Sullivan County town of Thompson.
Although there were many other types of farms, dairy farms were typically the most productive farms in Sullivan County. When the New York, Ontario and Western Railway (the O&W) began operating regular milk trains from the county to the New York metropolitan area in 1879, a typical trip consisted of 27 stops in Sullivan, and the shipment averaged 250 of the standard 40-quart cans.
When New York State was in its infancy in the 1680s, the governing body back in England decided to create counties that were in the Province of New York. On November 1st, 1683, there were 12 counties formed with very well-known names that reference people, titles, and places back in England. These original counties were called: Albany, Cornwall, Dukes, Dutchess, Kings, New York, Orange, Queens, Richmond, Suffolk, Ulster and Westchester. Sullivan County was carved out of Ulster County on 27 March, 1809.
Sources: (Continued) Conway, John.“Woodstock, 1969: A Complicated Local Legacy.” New York Almanack, August 22, 2024. https://www.newyorkalmanack. y J p g y com/2024/08/woodstock-1969-local-legacy/. gp
“Discover the Story of Sullivan County’s New Arrivals.” Discover the Story of Sullivan County’s New Arrivals | Sullivan yy County NY, July 26, 2017. https://www.sullivanny.gov/news/ y y discover-story-sullivan-countys-new-arrivals. y J y p
Sources:
Conway, John.“Farming Sullivan County: Some History & Statistics.” New York Almanack, October 13, 2024. https://www. yJgyy newyorkalmanack.com/2024/10/farming-sullivan-county-history/ p
“Neversink & Delaware River Covered Bridges: Some History & Design Notes.” New York Almanack, June 6, g 2024. https://www.newyorkalmanack.com/2024/06/ ygJ neversink-delaware-river-covered-bridges/. p y NYS Music.“The Rise and Fall of the Borscht Belt.” New York Almanack, February 13, 2025. https://www.newyorkalmanack.com/2024/09/ rise-and-fall-of-the-borscht-belt/ y p Wilcox, Lindsay, ed.“How Sullivan County - and Other New York Counties - Were Named.” Town of Thompson, Sullivan County, y y NY, November 21, 2023. https://townofthompson.com/news/ py how-sullivan-county-and-other-new-york-counties-were-named/. p p
DHI Report: March 2025
GARDENING101:
athreepartseries
Learntheinsandoutsofstartingyourown garden,fromstarttomaintenance!
allclasseswilltakeplacefrom5pm-6pm
Part1: April29th,ViaZoom
Part2: June11th,InPerson
Part3: August6th,InPerson
PART1
ApresentationfromKatieGasior,our
HorticultureSubjectEducator,willfocuson:startingseeds, soilhealth,preppingforagarden,andbasicintegratedpestmanagement.
PART2 gardenbedsandplanttransplantedseedlings.
AhandsonworkshopinourCCEgarden.Wewillsowseedsinto
AnotherhandsonworkshopinourCCEgarden.Wewilldosome
gardeningintheCCEgardenincluding:troubleshooting,weeding,pruning,and basicpestcontrol.
NAVIGATING THE TRANSITION FROM HIGH SCHOOL TO COLLEGE AND BEYOND: SUPPORTING AUTISTIC AND NEURODIVERGENT INDIVIDUALS
Published by Suzan Sussmann, CCE Orange and Sullivan Counties Human Development Educator
Submitted by Aaron Denman, Association Operations Coordinator
As a parent or caregiver, witnessing your child’s transition from high school to college is a momentous occasion, brimming with pride, excitement, and perhaps a hint of apprehension. This pivotal juncture marks the commencement of a new chapter in your child’s life—boundless opportunities for personal growth and autonomy. However, for students who are neurodivergent or have developmental disabilities, navigating this transition presents its own unique set of obstacles.
In this blog, we delve into the intricacies of this transition, offering insights on how to effectively support our children during this transformative period. We provide you with practical strategies while underscoring the significance of prioritizing self-care and wellness for parents and caregivers.
Supporting Neurodivergent Students and Students with Developmental Disabilities
The transition can be particularly challenging for neurodivergent students or those with developmental disabilities. They may need help to adapt to new social environments, handle academic workloads, or live independently. However, this transition also offers opportunities for personal growth, such as learning to manage schedules and selfadvocate.
As a parent of a neurodivergent child, my son Zhaid, who is in 10th grade and has Down Syndrome, we are already seeking suitable post-
high school programs to ease his transition. We’re introducing him to community social programs to build his social skills and confidence. His transition to a nonacademic or life skills program will differ from that of other students moving on to college.
Early Preparation
It is crucial for this group to prepare early for life after high school, whether it involves further education, specialized programs, or entering the workforce. The transition process is often more prolonged and complex, requiring extra time and resources. Early and thorough preparations significantly impact students’ ability to succeed and thrive in their new environment.
Individualized Support Plans
Work with the college’s disability services to create an individualized support plan. This might include academic accommodations, like extended time for exams or note-taking assistance, assistive technology like speech-to-text software, or tailored support services such as peer mentoring or counseling. These plans are designed to meet each student’s unique needs and ensure they have the necessary resources to succeed.
**Understanding 504 Plans vs. Individualized Support
Plans**
A 504 Plan supports K-12 students with disabilities to provide equal access to education. After high school, colleges offer individualized support plans through their disability services offices. These plans aim to provide reasonable accommodations without altering the educational program. Transitioning from a 504 Plan to a college’s support plan requires proactive communication with the institution for continuity of support.
Building Self-Advocacy Skills
Please encourage your
child to advocate for their needs. This can involve practicing communicating their requirements to professors and peers. Building these skills early on can empower your child to take charge of their accommodations and support.
Emotional Support
It’s essential to check in regularly on their emotional well-being, especially when transitioning to college, a new day program, or work. The changes can be overwhelming, so maintaining open communication is essential. Regularly discussing their feelings and experiences will help them feel supported and understood.
Self-Care and Wellness for Parents and Caregivers
While our primary focus is on supporting our children, we must also acknowledge the importance of our well-being. Self-care and wellness are essential to ensure we can provide the best support possible. By prioritizing our needs, we model the value of self-care and set a positive example for our children.
Mindfulness and Stress Management
Incorporating mindfulness practices like meditation,
yoga, or simple breathing exercises into your daily routine can help you manage stress and maintain emotional balance.
Physical Health
A short walk as time allows, with balanced diet and adequate sleep. Physical well-being significantly impacts emotional resilience and overall health.
Use Your Support System
Connect with other parents, caregivers, and family members going through similar experiences.
Set Boundaries
Establish boundaries to ensure you have time for yourself. by
Professional Help
Therapists or counselors can provide coping strategies and support for both you and your child.
The journey from high school to college and beyond is a transformative period for students and parents. For neurodivergent students and those with developmental disabilities, the journey may require additional planning and support. By preparing early, advocating for necessary support, and prioritizing self-care, we can navigate this transition successfully and help our
children thrive in their new environments.
As we approach this new chapter, every milestone should be celebrated, no matter how small. The resilience, determination, and courage our children demonstrate daily are inspiring.
To every parent and caregiver walking this path, know that your dedication and efforts make a profound difference. The road ahead may have challenges, but it is filled with endless possibilities and moments of triumph. Together, as a community, we can ensure that our children not only navigate this transition but also flourish and find their place in the world—cheers to their success and new journey.
Below are resources that can assist you and your child as you navigate this transition:
• National Center for College Students with Disabilities (NCCSD): This organization offers resources and information to help students with disabilities succeed in college. They can help you navigate the college application process, understand your rights and responsibilities as a student with a disability, and access academic accommodations and
support services.
• Autism Speaks Transition Tool Kit: This toolkit provides a comprehensive guide for individuals with autism and their families as they transition to adulthood.
• Think College: A resource dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disabilities.
• The Mighty: An online community where parents of neurodivergent children can share stories, find support, and access resources.
• Jed Foundation: Focuses on emotional health and suicide prevention among teens and young adults, offering resources for students and parents.
Local Information in Orange County, NY:
• Think Differently: Think Differently Orange County, NY Website: https://www. orangecountygov. com/2201/ Think-Differently
• The Transition Council @ Orange-Ulster BOCES: A collaborative group supporting students successfully transitioning from school to adult life. Orange-Ulster BOCES Website: https://www. ouboces.org/
• The Center for Discovery: A major research and specialty center offering residential, medical, clinical, and special education programs. The Center for Discovery Website: https:// thecenterfordiscovery.org
• Access VR. Welcome to ACCES-VR | Adult Career and Continuing Education Services | NYS Education Department. More info: https://www.acces.nysed. gov/vr
• SUNY Bridges-The Traditional BRIDGES Pathway at SUNY Orange is a comprehensive threeyear suite of noncredit workshops for anyone interested in learning and improving the basic skills of adulthood. Students have the flexibility to choose full time or part time enrollment in any of our six workshops, based on their goals. Students may also choose to audit additional courses offered through the college catalog if they are interested in taking additional courses.
Your Family Matters.
Adapted from:
Sussmann, Suzan. “Navigating the Transition from High School to College and Beyond: Supporting Autistic and Neurodivergent Individuals” Our community table, June 17, 2024. https://blogs.cornell.edu/ building-community/uncategorized/blog/ navigating-the-transition-from-high-schoolto-college-and-beyond-supporting-autisticand-neurodivergent-individuals/.
Move More Making Physical Activity Routine
How much is enough?
As little as 60 minutes a week of moderate-intensity aerobic activity such as walking briskly helps your heart. For major health benefits, aim for at least 150 minutes (2½ hours) a week. Or go for 75 minutes a week of more vigorous activity such as playing basketball, running, or jumping rope, which gives the same benefits. The bottom line: More activity means a bigger boost to your health.
It’s up to you how you reach your own personal targets. For example, 30 minutes of physical activity, five times a week, is one option if you’re aiming for 150 minutes a week.
Can't carve out a lot of time in
your day?
Don’t chuck your goal, chunk it!
Try 10 minutes a few times a day, for example. 10 min
Only have 10 minutes? Consider:
Walking briskly for 5 minutes, turning around and walking back
Dancing (standing or seated) to three songs
Getting off your bus early and walking the last stretch
You’ll know you’re moving enough to help your heart if
Your heart is beating faster
You’re breathing harder
You break a sweat
Or, try the talk test:
Heart disease is the leading cause of death in the United States. The good news is that you can lower your risk of getting it or having a stroke by simply moving more. Many types of activity can help your heart—going on a hike or taking the stairs, biking to the store or around the block, wheeling yourself in your wheelchair. Figure out what works best for you.
Why move more?
Being active can:
• Protect your heart (even if you have heart disease)
• Improve blood flow
• Lower blood pressure and cholesterol levels
• Give you more stamina and ability to cope with stress
If you’re inactive, you’re nearly twice as likely to develop heart disease than if you’re active. Learn more about the benefits of physical activity on the NHLBI website
Get strong
In addition to aerobic activity, take time to strengthen your muscles. Try to work your leg, hip, back, chest, abdomen, shoulder, and arm muscles. Aim to do muscle strengthening twice a week in addition to your aerobic activities.
All adults should avoid
inactivity.
Start gradually and increase slowly.
During physical activities, like brisk walking, you should be able to talk, but not sing.
During activities such as jogging, you can’t say more than a few words without pausing for a breath.
Learn more about:
• CDC Target Heart Rate and Estimated Maximum Heart Rate.
• Different types of physical activity.
• Recommendations for children, older people, and pregnant women.
Get motivated
Try these tips to make being active part of your everyday routine:
Add a friend or family member
• Take a yoga or other fitness class online with a friend.
• Share your fitness goals with your spouse or roommate.
• Commit to a walking schedule with a friend or family member, even if you can't walk together.
Do what you love
• If you enjoy the outdoors, try biking, hiking, golf, or gardening.
• Play with the children in your life.
• Check out the track at a nearby school.
• Think of physical activity as a special time to refresh your body and mind.
Build activities into your day
• Do strength exercises while watching TV or listening to a podcast..
• Use a workout game on your gaming console.
• Take a walk during lunch.
• Go for a walk or a bike ride before you sit down to enjoy dinner or a movie.
When To Check With Your Doctor
Certain physical activities are safe for most people. If you have a chronic health condition such as heart disease, arthritis, diabetes, or other symptoms, talk with your doctor first.
Learn more about the risks of physical activity for certain groups on the NHLBI website.
YOUTH LIVESTOCK PROGRAMS PROVIDE INTANGIBLE BENEFITS THROUGH LIFE SKILL DEVELOPMENT
district, state, regional, and national level.
Written by Chad Martin & Clint Rusk
Submitted by Barbara Moran, 4-H Youth Development Program Manager
Since the early 1900s, livestock shows have been held throughout the United States for adults and youth to compare the quality of their animals. These shows have been held at the local, county,
In the early days, one of the most famous shows was the “International” held at the stockyards in Chicago, IL. Exhibiting a champion animal at the International was considered the pinnacle of achievements in the livestock industry. The former Dr. O’Dell G. Daniel said, “There will be livestock shows as long
as there are youngsters who have parents and grandparents. Let’s not confuse the issue by saying we have steer shows, barrow shows, lambs shows, etc. We have kid shows where it is necessary to have an animal to be admitted through the gate” (Daniel, 1986).
For youth exhibitors, the “rewards” for raising and showing animals
are more than monetary awards. The former Dr. O’Dell G. Daniel said, “Junior Livestock Projects are educational. They are the greatest teaching project known to man” (Daniel, 1986)! If you ask youth what they gain from raising and showing animals, they will respond with a laundry list of what are now referred to as “life skills” (Hendricks, 1998).
The Targeting Life Skills wheel was developed by P.A. Hendricks at Iowa State University and published in 1998. Working from the Head, Heart, Hands, and Health included in the 4-H motto, Hendricks listed 35 life skills on the “Targeting Life Skills” wheel (See Figure 1). Many of these “life skills” can be attributed to the virtues of raising and showing livestock projects.
Regardless of whether the youth is a member of 4-H, FFA or simply raising animals on their family’s farm or ranch, the valuable skills developed from raising animal projects are numerous. In addition to learning life skills, youth who raise market animals are learning how to raise food that is wholesome and nutritious. Youth who excel at raising market
animals are referred to as “good feeders” because of the skills they acquire in properly feeding and raising an animal or animals to their ideal market weight. These youth develop tremendous responsibility as they learn their animal is part of the food chain and will eventually become part of the food supply.
Youth who raise breeding animals also learn tremendous responsibility as they are the livestock breeders of the future. They must learn how to properly raise their animals until the animal(s) reaches puberty. They must then learn the best method for getting their animal pregnant, so the animal can become part of “the circle of life.”
Youth who raise breeding or market animals are critically important to the future of the livestock industry. The skills they learn at a young age will pay dividends for many years to come.
Source:
Martin C, Rusk C. Youth livestock programs provide intangible benefits through life skill development. Anim Front. 2021 May 17;11(2):64-71. doi: 10.1093/af/vfab007. PMID: 34026316; PMCID: PMC8127690.
out these forms, 4-H staff! Attention all Sullivan County Youth! The deadline for animal entries is June 1st! For more information on what forms are needed to show animals at the fair, how to fill out these and on additional questions, members and parents are encouraged to visit the 4-H Forms and News page on our website, sullivancce.orgg, or call our office at (845) 292-6180 and ask for our
