sullivan west school scene 2014

A look inside the

Sullivan West Central

School District

• Full STEAM ahead

• Biodome reborn

• Video club inspires

• Trout teach lessons

• Library technologyA Special Supplement to the Sullivan County Democrat

Tuesday, December 9, 2014 • Section S

2S SULLIVAN WEST SCHOOL SCENE SULLIVAN COUNTY DEMOCRAT DECEMBER, 2014

Full STEAM ahead at Sullivan WestTucked away in the western

corner of Sullivan County,Sullivan West Central

School District is quietly evolvinginto an innovative, resourcefuladvocate for student-centeredlearning and a STEAM-basededucation for all students.

STEAM is a take on STEM,which stands for science, tech-nology, engineering and mathe-matics. The STEAM movement ineducation, championed by theRhode Island School of Design,encourages the reintegration ofart (A) and design in education.

The goal is to foster the trueinnovation that comes with com-bining the mind of a scientist ortechnologist with that of an artistor designer. Simply put,STEAM=STEM + Art.

According to Sullivan WestSuperintendent Dr. NancyHackett, it only makes sense tofollow the STEAM Model whenstudent-centered learning is the

objective. “Student-centered learning

puts students at the center oftheir learning and makes themactive participants in their edu-cation – at their own pace, usingtheir own strategies,” sheexplains.

“Student-centered learning andSTEAM go hand in hand. Not all

students learn at the same paceand not all students embrace thehard science disciplines ofSTEM. However a STEAMapproach to education allows usto reach students who might nothave been fully engaged in thepast,” says Dr. Hackett.

This student-centric attitudepermeates throughout the dis-trict and nowhere is it more obvi-ous than in this interview. Seatedto Dr. Hackett’s right, SullivanWest senior and Student Board ofEducation Member Isabella Kentspeaks enthusiastically about thenew programs being introducedat the high school and the com-munity service and volunteer

Sullivan West Superintendent Dr. NancyHackett and Isabella Kent, a senior andStudent Board of Education Member,stand beneath a sign directing visitors tothe newly-seeded athletic fields, whichwill be ready for play in the spring of2016.

‘We are moving away from the

traditional model which stan-

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pace or follow the same path-

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December 9, 2014 • Vol. CXXIV, No. 50

School SceneA Look at Activities in the

Sullivan West Central School District

Publisher: Fred W. Stabbert III Senior Editor: Dan Hust Editor: Frank Rizzo Sports Editor: Ken Cohen Editorial Assistants: Jeanne Sager, Kaitlin Carney, Kathy Daley, Eli Ruiz, Guy Harriton, Allison Ruef Advertising Director: Liz Tucker Advertising Coordinator: Sandy Schrader Advertising Representatives: Cecilia Lamy, Barbara Matos Marketing Director: Tera Luty Business Manager: Susan Owens Business Department: Patricia Biedinger, Joanna Blanchard Telemarketing Coordinator: Michelle Reynolds Classified Manager: Janet Will Production Associates: Ruth Huggler, Tracy Swendsen, Rosalie Mycka, Elizabeth Finnegan, Petra Duffy, Nyssa Calkin Distribution: Bill Holmes, Tom Duffy

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facet of their education, which isnecessary to graduate.

She isn’t merely sitting in on theinterview, she is fully engaged andeloquently explains her role on theBoard of Education. An electedposition, Kent has no voting stake,but participates in every other way.“I am planning on pursing a careerin the military, and I felt that thisposition would be good training forthe future,” she says. “I’m learningthe structure and process of how aboard of education works. Mostly,I’ve learned that Board membersmake some very difficult decisionsthat affect many, many people.”

Kent attends all meetings, pre-pares and presents the StudentBoard Member Report and providesan invaluable service to the otherBoard of Education members. “Shehas her finger on the pulse of thestudent population,” explains Dr.Hackett. “Her presence empowersall students and gives them each avoice.”

There are many exciting and qui-etly revolutionary changes takingplace at Sullivan West.

A geodesic domed greenhouse,erected by students and staff, will

provide a year-round growing envi-ronment for both cultivation andlearning.

A video production studio andvideo club has been establishedwith plans for classes and curricu-lum forthcoming in the spring.

The athletic fields, which were thetopic of much controversy a fewyears ago, have been constructed,seeded and will be ready for play inthe spring of 2016.

“The focus is always on our stu-dents – on expanding opportunitiesfor them. A fundamental part of ournew strategic plan is the students’role in their education,” says Dr.Hackett. “We are moving away fromthe traditional model which stan-dardizes teaching and ultimatelylearning. Just because children arethe same age doesn’t mean theyshould learn at the same pace or fol-low the same pathway.

“We are striving to make them anactive part of their school and com-munity through volunteerism andgiving back. We try to incorporatethat thinking into every facet of ourculture and curriculum. It’s a veryexciting time to be a part of ourschool district,” she added.

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Welcome to the Biodome:Counterculture symbol of alternative living reborn at Sullivan West

Local farmers and avid gardenerswill tell you that a greenhouse orhigh tunnel is invaluable for

extending the growing season in ourarea. Taking this concept one stepfurther, this autumn, Sullivan Weststudents installed a state-of-the-artpassive solar geodesic dome green-house.

The dome was approved by theBoard of Education last spring as apart of the district’s Carol M. WhitePhysical Education Program Grant orPEP Grant, a federally-funded pro-gram that helps schools initiate,expand or enhance physical educa-tion and wellness programs for stu-dents in grades K-12. Purchased as akit, the dome was assembled by stu-dents Trevor Bolles, Jared Kusnerand Holden Ohl with assistance fromretired teachers Lynda Bracken andNora Botta, who helped initiate theproject and the grant.

Although the greenhouse is stillunder construction, on a brisk 30

degree morning, the temperate is 55degrees inside. Tour guides Bolles,

Kusner and Ohl, are well-versed onthe project. Their collective knowl-

edge and dedication are evident aseach takes turn explaining the con-struction process, infrastructure,goals and benefits of the dome.

It will be used as a classroom andlearning center; and act as a sustain-able, renewable place to cultivatefresh, organic food and other plantsyear round.

“A lot of kids don’t realize wheretheir food comes from,” explainsKusner. “The dome will narrow thegap between farm and plate, andshow how that’s done.”

More than just a pretty shape,future uses for the greenhouse havebeen identified and more ideasspring up each day. Earth Scienceteacher Jason Clark will use thedome as the focus of two new for-col-lege-credit classes that are beingdeveloped: Introduction to Renew -able Energy and Care of GreenSpaces.

In addition, other classes, such asHome Economics, will use the freshly

Outside the new geodesic dome greenhouse. From left to right: Trevor Bolles, Jared Kusner,Holden Ohl and Earth Science Teacher and project advisor Jason Clark. The three square pan-els at the top of the dome are solar panels, which provides power to the pump for the pondand other small mechanicals.

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grown vegetables to create healthymeals, and biology classes will use itfor many, many purposes, fromobservation of aquatic plants and fishto viewing micro organisms under amicroscope.

An impressive structure, the 26-footgreenhouse is engineered to bedurable in a wide variety of environ-ments and can withstand wind, snow,heat and other weather conditions. Itis positioned to maximize daylightand features translucent polycarbon-ate-glazed panels that allow for 62 to81 percent of light to filter through.The above-ground pond serves as themain thermal mass and the aquacul-ture environment cultivates plantsand fish together in a closed, recircu-lated self-sufficient system. Fish pro-vide nutrients for the plants and theplants filter the water for the fish byremoving the nitrogen and fish waste.

The north wall is insulated to act asa blanket, cutting heat loss in the win-ter and shading the pond in the sum-mer months. Perhaps the mostintriguing feature is the automaticvent system, which uses compressedbeeswax instead of hydraulic fluid toopen and close the vents.

“The beeswax naturally expandswhen heated, which opens the vents,and contracts when cooled, whichcloses the vents,” explains Bolles.

The dome also comes equippedwith a central air system, also knownas an undersoil heating and cooling

system, in which a fan draws warm airthrough pipes buried under the soil ofthe plant beds, raising the soil tem-perature.

“By heating the soil from within,plants can grow better in the coldweather,” says Kusner.

All three students contributed 50+hours each to building the dome andspend approximately three hourseach day working on the final setup ofthe beds and other features.

Ohl, who works at a garden pondstore in New Jersey during the sum-mer, expertly tends to the pond whileBolles and Kusner focus on construc-tion and setting up the beds.

Local organic farmer John Gorzyns-ki is helping the team prepare the soiland determining what to plant andwhen.

“John is a wealth of knowledge forthe students to access,” says Clark.“He has over 35 years of knowledgeand experience in organic farmingand is helping the students make thebest use of the climate and growingseasons within the dome.”

For Kusner, the dome started as“something to keep me occupied,” heexplains. “I never thought I’d havesuch a strong interest in agriculture,but now I see it as a chance to educateothers about sustainability. It’s a greatfeeling to know we helped createsomething that will help future stu-dents learn about so many differentthings.”

Observing the pond, from left to right are Earth Science Teacher and project advisor JasonClark with students Holden Ohl, Jared Kusner and Trevor Bolles.


The revolution will be televised (and digitized)A look at Sullivan West High School’s Video Club

Room 270 at Sullivan West HighSchool is a typical computer/technology classroom by day,

but after school the desks are pushedaside and the classroom is trans-formed into a television studio andsound stage. It is then you notice thebright green wall, or “green screen,”the background needed for chromakeying, or the digital layering ofimages.

Today, a commercial is being filmedfor an upcoming talent show and twocamera operators stand behind stateof the art video cameras, headphoneson, ready to communicate with thesound and editing technicians locat-ed in the sound-proof booth behindthem. This is Sullivan West HighSchool’s Video Club in action.

The club is made up of ten juniorsand seniors who have, with theiradvisors Tom Scardino, Lionel

Billard and Channyn Culligan, takenon the responsibility of setting up thestudio, learning to use the filmingand editing equipment and creatingcurriculum for classes in digitalbroadcasting and video editing,which will be offered to students asan elective in the spring. It’s a lot ofwork, but this dedicated crew haverisen to the challenge and created aneducational experience that is on parwith some colleges.

“This is one of the most uniqueclubs at Sullivan West,” says GabrielPinciotti, a junior who is busilyreviewing and editing the scene thatwas just shot for the commercial. “Wehave the opportunity to learn a valu-able skill and the ability to createmedia using the most advancedequipment around. That’s kind ofunique in Sullivan County.”

The club and future classes in videoand sound production are preciselythe kind of STEAM-based learning

experiences being pursued thesedays at Sullivan West. The acronym

Video Club advisors, from left to right, Tom Scardino, Lionel Billard and Channyn Culliganlook on as students Gabriel Pinciotti and Luke Krentz operate the sound and video boards.

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STEAM stands for science, technolo-gy, engineering, the arts and mathe-matics.

“The kids involved in the club areincredibly dedicated and are learn-ing, in depth, both the technicalaspects of video and sound produc-tion and the aesthetics of creatingcontent worth watching,” explainsTom Scardino, club advisor and highschool technology teacher. “The com-bination of art and technology isapplied to everything they create,making this a genuine opportunity toengage in the STEAM model of teach-ing and learning.”

Perhaps even more valuable are theother lessons learned through theestablishment of the club – embrac-ing challenges, working collectively,listening actively and cooperation.“Everyone involved has to think criti-cally, pay attention to details, adhereto deadlines and take responsibilityfor their work and their learning,”explains high school art teacherChannyn Culligan. “Knowing how touse the equipment will only get themso far, but being a creative, responsi-ble team player will serve them theirwhole life through.”

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Students Kurt Majka (foreground) andLucas Vertrees (background) shoot a com-mercial for the upcoming talent show.

At right, Majka captures videoof Anthony DosSantos for thecommercial.

Are libraries in the midst of anidentity crisis due to the dawnof the digital age? As the

Internet becomes the preferredmethod of gathering information,the traditional “building filled withbooks” model seems less relevant intoday’s society. But libraries havealways represented more thanbuildings and books – they repre-sent open and free access to infor-mation and ideas.

The advent of technology alwaysbrings about an uncomfortableadjustment and period for institu-tions like libraries but don’t writethem off just yet, says Sullivan WestLibrary/Media Specialist MichelleMusetti. Today’s library is more thanbooks and today’s librarian wieldsmore than a rubber checkout stamp.

While still a destination to con-duct research, the high schoollibrary offers new tools and databas-es with old-school names.

Remember Grolier’s Encyclo -pedia? The online version allowsstudents to research any topic anddirects them to other source optionssuch as magazine articles, links tovetted websites and access to infor-mation that is written at their level.

According to Musetti, the role ofthe librarian has also adapted totechnology. “Students have so muchmore information at their fingertips,and it’s our job to help them find it,”she explains. “Today’s librarianshave to teach students to be criticalresearchers and choose sourceswisely. Remember: Wikipedia is notalways reliable.”

The librarian’s role also includessupporting teachers, who have littletime to sift through resources.“Often they will know exactly whatthey want, and I help them acquirewhatever materials they need, butother times they have an idea ofwhat they would like to accomplishand I help them find the right tool todo that,” says Musetti.

Will books ever become a relic ofthe past?

“Absolutely not,” says Musetti.“There’s a place for print in thisworld, but there is also a place fortechnology. We would be doing ahuge disservice to our children if weput the breaks on technology. It’snot going away, so why deny themthe opportunity to learn, communi-cate and know as much about thisworld as possible?”


Libraries adjust as technology advances

Library Media Specialist Michelle Musetti helps Rachel Luchman conduct research for apaper as Heather Roeder looks on.

Trout in the Classroom:

Trout add opportunities to learn at SW Elementary

Finding a topic that keeps kidsengaged is always a challengefor teachers. Finding a topic

that applies to all grade levels, grabstheir attention, spans disciplines,teaches responsibility and motivatesstudents to make good decisions islike finding the holy grail. For SullivanWest Elementary School, it turns outa humble fish – the trout – is that holygrail.

Trout came to Sullivan West vialocal residents Pam and the late ValReinhardt. As members of TroutUnlimited, a not-for-profit organiza-

CONTINUED ON PAGE 9SThe beautiful mural behind the elementary school, which depicts the environment as well as founders of the Trout in the ClassroomProgram, Val and Pam Reinhardt.


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tion committed to the conservationof America's watersheds and

restoration of cold-water fishspecies, the Reinhardts approachedthe school in 2008 with a proposaland have been involved ever since.

In the six years that the school hasparticipated in Trout in the Class-room over 1,000 students have beentouched by the Reinhardt's commit-ment to environmental stewardshipand dedication to the communitythey live in.

Trout, specifically Brown Trout, itturns out, is the perfect teachingtool. The eggs arrive in October,

grow throughout the year in class-room fish tanks and fingerlings –baby fish – are released in May. Thetrout provide an entire school yearof learning, at every grade level,about a topic that is local and rele-vant.

What began with three fish tankshas now grown to six. The trout pro-vide a great opportunity for studentsto not only learn about this nativespecies, but to use the experienceacross many disciplines. Studentswrite about the fish – about theirdevelopment, their history and evenjournals from the perspective of thedeveloping fingerlings. The mathe-matics and science tie-ins are plen-tiful – trout-related word problems,estimating the number of eggs,weighing the trout food, measuringthe fish often to track growth, figur-ing out the area and volume of the

Credits:All photographs and storiesfor this special School Sceneare by Sul livan CountyDemo crat Reporter AllisonRuef. The Democrat wouldalso like to thank the SullivanWest Central School Districtfor all its cooperation in thispublication.

Third-graders Elizabeth Tesseyman (left) and Jaylyne Abreu (right) test the pH level of thewater of Kelly Erlwein’s classroom trout tank.

CONTINUED ON PAGE 10S

CONTINUED FROM PAGE 8S

What began with three fishtanks has now grown to six.The trout provide a greatopportunity for students to notonly learn about this nativespecies, but to use the experi-ence across many disciplines.


Sullivan West High School students who painted the mural at the elementary school includ-ed, from the left: Art Teacher Channyn Culligan, Andrew (AJ) Lumacuri, Kendra LaBagh,Amanda Murns, Kayla Gagliardo, Elizabeth DosSantos, and Leizel Schlott. (missing: KimberlyMarshall). See mural on page 8S.

tank, learning about the anatomyof the fish and how they breatheunder water – the possibilities areendless.

Trout dollars are even used as anincentive – to reward students forgood behavior, for making goodchoices and for being responsible.A tank is a big responsibility foreach classroom, and students needto ensure that the tank is operatingproperly, that fish are being fedand that the water quality is at thecorrect pH level and temperature.

Tapping into the district's com-mitment to community service andS.T.E.A.M. philosophy (science,technology, engineering, the artsand mathematics), a group of sen-iors created a mural on the largecliff behind the elementary schooldepicting the area's beautiful natu-ral environment.

Painted into the scene were theones who helped start it all – theReinhardts.

According to Trout in theClassroom project leader Susanne

Mullally, the mural was a fittingtribute to Val, who recently passedaway. “He would have loved it. It'swonderful to have a permanentreminder of the special people whohave given so much to our school.”

CONTINUED FROM PAGE 9S

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sullivan west school scene 2014

Documents

sullivan westtucked

sullivan westsuperintendent

senior editor

high school

school scenea

steam movement ineducation

sullivanwest senior

usto reach students