education

Greg Kinal taught social studies at Pembroke High School for 52 years.  He's also a history buff, and after his retirement in 2022, for another project, he compiled a history of the school district.  He provided The Batavian with a timeline of the district's history to share with readers.

The Pembroke Central School District- A Timeline

CORFU

• In the 19th century, rural schoolhouses were strewn across towns and villages. They usually consisted of one-room buildings with a single teacher to teach a number of grade levels.
• In 1811, the first school opened in the Town of Pembroke. It was private and was operated by Anna Horton. She ran it in her home in the village of Long’s Corners, now named Corfu.
• In 1814, a village meeting was held to determine the future of education in the village. The meeting was held at the home of Josiah Lee, who was part of a team to accomplish this.
• By 1819, a log schoolhouse existed on what is today Alleghany Road, the present site of the Pembroke Intermediate School.
• The year 1820 saw the first public school open in the village of Long’s Corners.
• The 1860s witnessed Long’s Corners now being called Corfu. In 1867, a new schoolhouse was located in Corfu at 39 South Alleghany Road. James McGraw was the teacher as well as the head of the fledgling district.
• Twenty years later, the Corfu residents planned a new school. However, there were complications. The school would be built where an existed cemetery was located. So, in 1881, graves were relocated so the new school could be built. The location is the present site of the Intermediate School. The new building was a two-story wood-frame structure with three classrooms on the first floor and a large room upstairs for the high school. The Corfu residents were proud to witness the graduating class in 1884 of just four girls.
• The 20th century witnessed more school expansion. In 1906, a two-story addition was added to house another elementary classroom, a cloakroom downstairs, another high school room, and a new principal’s office.
• On June 13, 1906, the Corfu school became an accredited high school and was then known as the Corfu Union Free School District.
• (Note: A common school district is a school district first created by legislative action back in 1812 to operate elementary schools (kindergarten through eighth grade). Even though they lack the authority to operate a high school, common school districts remain responsible for ensuring a secondary education for their resident children. The term union free school has nothing to do with unions of any kind. A union free school district is a school district generally formed from one or more common school districts to operate a high school program, which common school districts cannot do.)
• The Corfu school became a teacher training center between 1913 and 1916, to help supply teachers to rural grade schools.
• In 1930, a moveable building was added to the rear of the Corfu school at a cost of $2,500.
• In the middle of the Great Depression, the Corfu Union Free School District believed a completely new building was needed to deal with a growing population. The District hired architects Harbach and Kideney to produce plans for the new school. The cost of the new school was $156,363. The new school would be funded in a number of ways. $70,363, or about half the cost would come from a New Deal program called the Public Works Administration, with $86,000 coming from a bond issue paid for by taxpayers.
• The District believed the best location for the new building would be directly behind the school built in 1881. Ground was broken in January 1935 and the new school was completed on February 1, 1937. The old school was leveled shortly after the new school opened. The Batavia Daily News reported that the new building was a “two-story fireproof structure of red brick trimmed with Indiana limestone, 158 feet wide across the front and 56 feet on the ends and 100 feet deep in the center where the auditorium is located.” This building could house 350 students. In 1940, a new auditorium was added.

EAST PEMBROKE

• In 1856, a number of “interested and generous citizens” met and pledged $3,413 toward the building of a new school in East Pembroke.
• On October 7, 1856, the Old Rural Seminary opened on School Street in East Pembroke on an acre of land donated by Rev. Daniel C. Houghton. The previous March, 15 trustees were elected to oversee the running of the school.
• The new school had a principal named I.A. McFarlane, who was paid $600 for his services, and the teaching staff included Helen Page, Elizabeth Rich, and Helen A. Gould. In today’s world, McFarlane’s salary would be a lot higher, and there would be many more teachers.
• Changes occurred toward the end of the century. In 1893, the Old Rural Seminary became the East Pembroke Union Free School. They could now operate a high school program.
• Like other rural areas, East Pembroke was broken up, education-wise, into Districts that led to some consolidation. In the late 1890s, repairs were made to the East Pembroke school building at a cost of $600, and in June 1897, the East Pembroke High School graduated its first class of one member, Leona Seamans.
• The East Pembroke School was a site to behold. The two-story structure had a cupola on top with a bell. Boys entered the building in one entrance and girls at the other.

CORFU-EAST PEMBROKE CENTRAL SCHOOL DISTRICT

• In 1938, the New York State Education Department required that rural school districts be consolidated into centralized districts.
• Corfu and East Pembroke each had to prepare their own consolidation plans. However, their plan was negated and the State mandated they join both school buildings into one district.
• The plan instructed that the existing Corfu building would house grades 1-12. Then, a new building would be built in East Pembroke to house grades 1-9. Grades 10-12 at the existing East Pembroke School would be bused to Corfu.
• On September 7, 1938, the Corfu Union Free School and the East Pembroke Union Free School officially became centralized.
• The two schools, plus the 18 rural districts from the towns of Pembroke, Darien, Batavia, and Alexander, would now make up the new Corfu-East Pembroke School District.
• The Public Works Administration (PWA) would once again play a role in the Corfu-East Pembroke District. The Batavia Daily News reported on September 30, 1938, that “controversy over school centralization in the Town of Pembroke appeared ended today with the approval of a $340,000 bond issue for construction of a combination junior high and grade school at East Pembroke and an addition to the present Corfu High School.” The $340,000 bond issue represented only 55 percent of the total cost, with the remaining 45 percent to be furnished by the PWA.
• This building project for the school also included the construction of a bus garage, the purchase of school equipment, and acquiring land for the school and athletic field on West Avenue in East Pembroke. Also included in this monetary package were funds for the Corfu school to purchase land for an athletic field.
• The East Pembroke School construction began on December 27, 1938, with numerous speakers, including Master of Ceremonies, and Principal Laurence B. Lane.
• The East Pembroke School was completed for the 1940 school year. In 1958, the schools were realigned, and East Pembroke became a K-6 building, while Corfu maintained its K-12 status. (Note: Historian Lois Brockway said kindergarten did not come to Pembroke until 1949).
• In the early 1960s, school overcrowding led to the Corfu and East Pembroke Grange halls being used for 6th-grade classes. Also, the growing student enrollment meant that regular school hours had to be adjusted. The Corfu High School went on split sessions during the 1960s, with grades 9-12 attending classes from 7:55 a.m. to 12:25 p.m. and grades 6-8 attending classes from 12:30 p.m. to 4:45 p.m.
• With the new buildings, students had physical education classes in the gymnasium instead of recess and playing games outdoors. Buses were now used to pick up and drop off students at their houses.

PEMBROKE CENTRAL SCHOOL

• The student population increased in the Pembroke district, and officials realized a new high school needed to be built. The new school would be built at the corner of Routes 5 and 77. Ground was broken in August 1962, and the new junior/senior high school opened its doors in January 1964. The district principal (now called superintendent) was Laurence B. Lane.
• The Pembroke Central School became a 7-12 building and could hold 800 students. The Corfu and East Pembroke buildings each became K-6 buildings.
• The late 1960s brought about more improvements in the district’s buildings. An addition was added to the East Pembroke School, which opened in 1967, and a large lecture hall (the Round Room), and 17 instructional classrooms (the 500 wing) were added to the high school, along with a swimming pool, library research center, guidance offices, and a cafeteria.
• The elementary schools saw a major educational change in 1971. The new superintendent, Dr. Richard Nealon, along with the Board of Education, decided that elementary students’ education would be better served by having the East Pembroke School be a K-2 building and the Corfu building serve as a 3-6 building, becoming the Pembroke Intermediate School.
• This move was not popular. Some teachers in both schools chose to retire rather than switch buildings.
• With the 1970s came more improvements. In 1972, the Wilson Choate Outdoor Education Area was dedicated along with the Kip Mantor football field.
• On June 10, 1987, Pembroke Central School suffered a horrible tragedy. Three Pembroke students and their Driver Education teacher were killed in a DWI accident. The following year, Pembroke’s Redesign Team, part of the Art Department, created a memorial sign to be placed in front of the school. The Pembroke Community Rainbow Memorial Committee, including students, school and community members, constructed this memorial. Dedicated in 1988, it serves as a reminder of the tragedy, as well as a marquee for school events. In 2022, the memorial’s marquee was upgraded to an LED digital sign, bringing a beautiful addition to the front of the school.
• The last major renovation at Pembroke Central School came in 2008. Taxpayers passed a $25 million bond issue to upgrade the three buildings. It took two years to complete. In those two years, infrastructure upgrades were done at the Primary and Intermediate schools, including heating, ventilation, air conditioning, electrical and lighting and plumbing. The high school received most of the updates. Tiles were replaced, and new ceilings, lighting, and floors were installed as well. New boilers were also on the list for refurbishing, along with upgrades to the technology and home economics room. The “Round Room” was turned into an art and music center, the auditorium was air-conditioned, new offices were built, and a new library complex was added.
• The Pembroke community has a lot to be proud of with its school community. They have come a long way from Anna Horton’s 1811 school in her home, to our modern educational facilities of today. One wonders what the future holds for this dynamic community that has always risen to the challenge of caring for our most precious commodity: our children.

Submitted photos:  Top photo, students at Pembroke High School in a typing class in the 1970s.

Pembroke High School under construction in 1963.

Corfu High School.

East Pembroke Seminary.

Pembroke High School students in the 1970s.

Press release:

More than 600 students from 28 school districts from Genesee, Livingston, Orleans, and Wyoming (GLOW) counties experienced a hands-on healthcare career exploration event Friday.  Supported by business and educational groups and sponsors led by Platinum Sponsor ESL Federal Credit Union, the inaugural GLOW With Your Hands: Healthcare event took place at Genesee Community College.

GLOW With Your Hands: Healthcare was manifested from the annual GLOW With Your Hands: Manufacturing event that educates students through simulations and other hands-on experiences in the advanced manufacturing, agriculture, and skilled trades sectors on career opportunities available in students’ own backyards. 

“This event was such a special opportunity for our organization, with roughly 200 beds and six outpatient clinics within our health system, we are actively searching and hiring for the next generation of workforce candidates,” said David Kobis, Wyoming County Community Health System CEO. “Representatives from WCCHS participated in multiple hands-on workshops and a career fair where students were able to ask our team members about their roles and what it is like to work for our organization.”

The inaugural GLOW With Your Hands: Healthcare event welcomed dozens of healthcare organizations from various sectors of the industry, including hospitals and health systems and career opportunities in nursing, mental health, social services and first responders as well as educational pathways into healthcare through BOCES, local colleges, and universities.

“Based on our success of engaging the future workforce with employers across the GLOW region in the manufacturing, agriculture and skilled trades sectors, we were optimistic that this same type of format would benefit healthcare providers and more importantly students who have an interest in a career in healthcare,” said Angela Grouse, Education to Employment Director at the Livingston County Area Chamber of Commerce and Co-Chair of GLOW With Your Hands: Healthcare. “With the current staffing challenges in the healthcare system, especially in rural areas, vendors recognized the benefit of participating and engaged enthusiastically.”

Students received hands-on instruction and experience in first aid/CPR, nursing, caretaking, and other healthcare-related activities. The students were also provided information about secondary career paths such as physical therapy, complementary and alternative medicine, Doctor of Medicine, and more.

“Our planning team is comprised of dedicated individuals who want to provide our youth with opportunities of exploring future career paths that fit their talents and aspirations,” said Karyn Winters, director of the Genesee County Business Education Alliance Director and Co-Chair of GLOW With Your Hands: Healthcare. “Students will now be able to go back to their clubs, counselors, and classrooms and have an idea of what career path they could see themselves in and will be able to build upon the connections they have made as a result of this engagement with healthcare organizations.”

Various local and state-level officials and stakeholders participated in the event at Genesee Community College to learn more about initiatives the GLOW region is taking to prepare its youth for future career and employment opportunities. This event showcased why there is a need for investment in rural healthcare entities and the number of students interested in these careers.

To view or purchase photos, click here.

Photos by Steve Ognibene

The full budget model presented to the Oakfield-Alabama Board of Education this week includes an expected zero percent tax levy increase for the 2023-24 budget year. 

O-A Business Administrator Christine Griffin submitted the zero-percent number on March 1, which is in compliance with the state's tax levy cap on growth.

“And your average has been .89% over the life of the tax cap legislation,” Griffin explained. “I think you’ve done your due diligence as board members to present fiscally responsible, tax-friendly budgets to your community.” 

Griffin also reported that the state legislative budget is due April 1, when the district will see final numbers on state aid. There has been word that both the New York Senate and Assembly are proposing additional funding to support universal school breakfast and lunch. 

Total expenditures are expected to be $24,094,600.

The projected levy, including adjustments, such as Payments In Lieu of Taxes (PILOTs), is $5,947,473.

After the legislative funding is released, the O-A BOE will hear a final budget report at their April meeting, adopt a 2023-24 budget, and approve the property tax report card. There will be a May 9 budget hearing, and then the board will vote on the budget at the May BOE meeting. 

Telecommunications rooms in the Oakfield-Alabama School District received the worst grade among technology systems sections, according to the recent Technology Conditions Survey conducted for the district. The O-A Board of Education heard the TCS presentation at this month’s regular board meeting.

Overall, the survey prepared by consultants with Archi-Technology, graded O-A technology a 3.2 out of 4, a score that is “pretty good, all things considered,” according to said Mark Cazer, Project Manager at Archi-Technology.

The top grades in the survey went to student devices, teacher technology, and security systems. 

“Generally, most of the problems in all of the districts we have seen is going to be in those telecommunication rooms,” Cazer said.

The comprehensive survey looks at everything technology related, including network connectivity, security systems, communication systems, instructional technology, computing devices, and software subscriptions. The telecommunications rooms are graded as part of the survey of technology infrastructure - cables, pathways, and spaces. 

Cazer reported that most of the telecommunications rooms in the district need either to be relocated or upgraded to meet industry standards for size and accessibility, water threats, security, equipment grounding, and cable management. “TR fixes can be expensive,” Cazer said, citing one estimate of $500,000 for one of the TR fix recommendations. “Typically, you build it into a capital improvement plan.” 

Cazer then explained the final part of the report, which is a 10-year “road map” that shows how the technology upgrades and maintenance can be prioritized and funded over in the coming decade.

 

Article based on press release submitted by BOCES.

Area students will participate in a two-day business pitch competition at the WNY Tech Academy in Bergen at the end of the month.

Five teams from local schools will participate in the "March Madness Einstein Days" competition.  

After two days of preparation, including research, planning, developing strategies, and developing their pitch, they will have eight minutes to sway judges that they have the best pitch and best technology-based business idea.

This event taps skills in public speaking, marketing and social media, and entrepreneurship, according to organizers.

"Einstein days are important for our program and students because they offer a full day for students to immerse themselves in team building, STEM activities and exposure to Work Based Learning opportunities," said Catherine Bennett, principal of the academy. "These three areas are a major focus of our school culture.  Einstein Days are offered one to two times per month for full days so we can devote our efforts in fostering the importance of that work.  It provides students with project-based STEM experiences, exposure to our business and industry partners and the career pathways they offer.  And each Einstein Day has an element of fun, collaboration and team play, so students bond as a tight school community."

The event is a hit with students.

"Einstein day isn’t just a normal day at Tech Academy," said one of the students involved, David Tetreault, a senior at Caledonia-Mumford High School. "It builds us young adults to communicate, value team bonding, and, most importantly, leading by example. These days make us prepare for proper management, communication and how to be amazing workers. I couldn’t even imagine a better way to do this. Taking one day out of the month to bring everyone together and put it into a fun-filled, learning environment is the most important and perfect way to do it."

On Einstein Day, regularly scheduled classes are on hold, and students participate in a variety of different lessons that range from career development to STEM to team building.  Through collaboration across courses and grade levels, students develop skills such as effective communication, creativity, problem-solving, teamwork, leadership, and conflict resolution.

"What do students get out of this event? Well, students will tell you they get a fun day off from classes," Lindsay Warner, a teacher at the academy. "What they really are getting is workplace readiness skills. Our students engage in critical thinking, creativity, and problem-solving. They have to develop communication skills, collaboration, leadership, and social skills to work effectively as a group.  They have to think, be innovative, show confidence, and even a little competitiveness. These are all traits that employers in any industry would look for in potential new hires. You can train for technical skills. The ability to resolve conflict, work effectively with others, take direction, show initiative... those things aren't as easy to develop on the job,” explained Teacher Lindsay Warner.

The Western New York Tech Academy is an Early College High School (P-TECH) that serves 13 regional school districts in the region. The school offers a curriculum that emphasizes college-level coursework and unique learning opportunities to prepare students for high-skill, financially stable careers in growth industries. Students attending the academy can complete all necessary coursework for a high school diploma and also earn an Associate of Applied Science degree through Genesee Community College. 

While teams are presenting their pitch to the judges, the remaining teams will be participating in a March Madness competition, which consists of various games, puzzles, and problem-solving exercises throughout the academy wing at Byron-Bergen High School, earning points to supplement their pitch scores. 

When I saw that Bradley Rogers had died, I stopped for a minute. Then I decided that I wanted to write something about him.

Admittedly, I wasn’t sure that I had enough to write. After all, it has been — well, let’s just say considerable enough years since I knew him that I wasn’t sure I could fill a page.

Mr. Rogers was my sixth-grade teacher at Batavia Middle School. I can still see him, with a round-cheeked grin sitting at his desk with a chessboard all setup. Truth is, my memories of him are as much about the circumstances at the time as they are about that grin.

Up to that point, our neighborhood of girls went to John Kennedy Elementary School, often walking together and then playing after school. When it came time for middle school, the moms of the other girls decided to send them to parochial school, and I went to middle school alone.

That was when the sixth grade was still the starter grade at BMS, and I was assigned to Mr. Rogers’ class. He seemed to be a jovial sort of guy, kind of tough at times, with a grin and a penchant for chess.

I had been learning the game and liked it to the point that my mother had made a showpiece ceramic chess set with glossy cream and red pieces on a polished two-toned wood board. I never used it; I suppose I was afraid that I would break something.

I had a cheaper plastic set but not many partners that I could corral into a game. Well, here was my chance. Mr. Rogers would invite us to a match, and I think I felt honored to be challenged by not only an adult but a teacher.

Life was kind of lonely then, and, actually, throughout the rest of school. Even though it may not have seemed it at the time — those teachers that paid attention in small ways did make an impact. Anything more boisterous would have just pushed me away, and playing chess challenged me intellectually and fed my curiosity to learn more about the game. It's a practice of patience, strategy, foresight, purposeful sacrifice when needed, and -- as fans of "The Queen's Gambit" know -- forbidden premature celebration. 

 At the time, I had no idea how active Mr. Rogers was in the community. He was a JV and Varsity basketball coach at Notre Dame HS and Batavia HS.  He was also a BHS track and golf coach.  He coached summer basketball clinics, was president of the Batavia Teachers’ Association and taught migrant education.  He was a former Genesee County Legislator, General Manager of the former Batavia Clippers, and Director of the NY-Penn Professional Baseball League. 

Mr. Rogers was a member of the St. Joseph’s Holy Name Society, the Knights of Columbus, the Elks Club, Batavia Country Club, and Terry Hills Golf Course (where he shot a hole-in-one on #14). 

An avid sports fan, he loved following St. Bonaventure, Syracuse, and Notre Dame basketball, along with the Yankees and the Bills, plus golfing, fishing, painting, and solving puzzles. No wonder he liked chess; it requires a calm predictive manner to outmaneuver your opponent, perhaps the ultimate puzzle. 

Turns out, his wife, Miss Tehan, was my kindergarten teacher, another wonderful example of a teacher who positively affected me by indulging my creative, spontaneous streak as a youngster. Long story short: she changed her day’s plans and allowed me to put on a puppet show with the puppets my mother brought back for me from a trip to England.

That was another sad and confusing time, as my mom’s trip was when her father -- the grandpa I barely knew -- had died. The puppet show was a fantastic outlet for pain. Miss Tehan made learning fun, enjoyable and, obviously, memorable. She was a good match for Mr. Rogers.

And to add just one more layer to this family affair of educators, little did I know that years later, I would be covering the city school district as a reporter and interacting with Community Schools Coordinator Julia Rogers. It seems apparent that this family has a sincere passion for teaching, and I am thankful for the likes of Mr. Rogers to be in classrooms teaching lessons in math, English, and even chess.

So you want to be a school board member and get a particular teacher fired. Or lower the tax rate. Or perhaps eliminate some boys sports.

You may want to attend a training to learn what being a school board member is all about and to know what you can actually do and not do while sitting through those board meetings, Patrick Burk says.

“Genesee Valley School Boards Association offers training so that people can understand what to expect,” Burk said Wednesday to The Batavian. “Last year we had six come to training. Only four ran. Some people thought being a board member meant handing out certificates to their kids. Some people have no interest in the negotiation side, other people come in with a single agenda. It’s their prerogative on where their interests are … your duties don’t stop with your interests.”

The next training session is at 7 p.m. on March 16 at Genesee Valley BOCES Service Center, 80 Munson St., Le Roy. There’s no charge, but registration is required.

As a former school board president and now executive director of the GV School Boards Association, which represents 22 school boards in Western New York, Burk has come to fully appreciate the role of a board member. His specific interests zeroed in on personnel, special education, inclusion and busing. But his service certainly didn’t stop there, he said.

There are state mandates, rules and regulations — Title IX being a big one involving equality in boys and girls sports — union contracts, and 12 hours of mandatory training, six hours each in June and July. Batavia City Schools recently encountered a potential Title IX issue when Girls Flag Football was proposed. The board approved it, making the number of sports for girls equal to boys.

“You have to deal with what the law states,” Burk said. “It’s not always comfortable.”

The training flyer states that: this program has been designed to answer all the questions that parents and residents may have about becoming a school board member. We will go through the process of the election and discuss expectations and outcomes once you are elected. If you have a basic interest, this is step one to learning what your commitment would be as well as what to expect from this much-needed community service position. Join us for an informal discussion and presentation that will enlighten you on what to expect and the important duty of serving our public educational system.

One training drew an interested mom who had attended three school board meetings and noted that certificates were handed out to students. That prompted her interest since she thought it would be nice with her own children, Burk said. However, that was such a minor aspect of serving on the board, and the training dispelled the notion, he said. She didn’t run for a seat.

“A lot of the things that board members have to know are required,” he said. “And in some areas, you have to pay for training.”

Fortunately, the GV School Boards Association does not charge for training, while elsewhere, it is mandatory, and board members must pay the fee. There is also training led by labor attorneys about how to react to employees during negotiations and how to respond to parents during a particular school issue.

“I found it very difficult; some board members wanted to call their own press conference when they did not get their own way,” Burk said.  “You have to support the board’s decision.”

That’s not to say that board members can’t have and express their own opinions prior to a vote, he said, but after a vote, the members are to then support that vote. Training also covers that protocol as well.

For this upcoming session, Burk and other presenters will talk about the expectations of a board member, including how to run for election — the need to collect signatures, for example — and a question-and-answer session.

“It is awe-inspiring for some,” he said. “It may be terrifying for others.”

For more information or to register, email pburk@gvboces.org.

File Photo of Patrick Burk when on the Batavia City Schools Board of Education, shown with student Dominic Darch, by Howard Owens.

Press release:

“This is careers. It's all about working with people. Bring your chairs up closer!” Christopher Kemp, Director of Mathematics and Engineering Science at Genesee Community College, addressed a group of Byron- Bergen High School students clustered at the back of the Technology classroom. In getting the students to move to the front of the room, Kemp summed up Career Day perfectly: It’s all about working with people.

In February, Byron-Bergen alumni and local professionals visited the Jr./Sr. High School to participate in Career Day. The event featured a full morning of workshops and panel discussions developed to help students think about their future goals. The event was organized by Byron-Bergen College and Career Counselor Rob Kaercher in collaboration with administration, faculty, and community members.

“It’s great for the students to start thinking about options and setting goals for after graduation,” said Kaercher. “Setting career goals now may influence their course of study in high school or the extracurriculars in which they participate – even if that path is designed to help keep options open for students who aren’t sure, yet.”

The day included 16 presentations from over 25 participants. Topics ranged from financial literacy to trade unions to entrepreneurship to the military to comparing two- and four-year colleges. The young alumni panelists were able to offer insight about continued education and acknowledge when you might need to set new goals.

“I participated in legal academy in high school because I thought I wanted to be a police officer, but it turned out that I didn’t like it. So, I changed my course of study to Exercise Physiology,” said Class of 2017 graduate Grace Campbell. “When I thought about what I could do with that degree, I decided to get my teaching certification, and now I teach physical education and health at the Elementary School. The kids are fun, and I really enjoy it. Changing paths was a good decision.”

The professional alumni panel all agreed on the value of extracurricular activities. “As fun as your extracurricular activities are, they add value,” said Liberty Pumps Chief Financial Officer Dennis Burke. “Those activities teach you to get along and interact with other people.”

Amy Mercovich, owner of Bergen Family Chiropractic, agreed. “In school, I participated in a lot of extracurriculars: student council, clubs, and sports. They taught me how to lead, delegate, and manage people. That’s a big skill set to develop.”

Other presentation topics included engineering, communications, law enforcement, study abroad, agriculture, education, civil service, goal setting, computers and technology, and the non-profit sector.

March 2, 2022 Contact: Gretchen Spittler Byron-Bergen Communications Specialist (585) 794-6340

“Working in a non-profit is supporting something bigger than myself,” said George Eastman House Publications Manager and Creative Director Amy Schelemanow. “There are lots of different jobs at museums: scientists, object handlers, lawyers, accountants, facilities. It’s not just people in the arts.”

Career Day was a chance for students to ask themselves who they want to be, and who they want to work with and start setting goals for their paths to the future. “Whether they envision themselves working with children, in an office, on a farm, in a factory, in healthcare, or from home, the goal of Career Day was to start the conversation,” said Kaercher. “I’m grateful for our supportive community of alumni and local professionals for taking the time to help guide the next generation of Byron-Bergen graduates.”

The following companies, organizations, and educational institutions were represented at the Byron-Bergen Career Day: Kircher Construction, Bergen Chiropractic, Gillam Grant Community Center, Corporate Flooring Innovations, Army National Guard, Tompkins Bank of Castile, Rochester Institute of Technology, SUNY Genesee Community College, SUNY Geneseo, SUNY Monroe Community College, Genesee County Human Resources, SUNY Brockport ROTC, GCASA, Charred Flags, George Eastman Museum, North Atlantic States Regional Council of Carpenters, Liberty Pumps, the FBI, Porter Farms, and Byron-Bergen CSD. 

Press release:

In February, students in sixth grade as well as several clubs and student organizations celebrated the accomplishments of Black individuals, both historic and contemporary, throughout a day of learning.

Highlights included a demonstration from special guests, pianist and composer Timothy Digba Ogunbiyi and dancer and choreographer Solange Rodrigues, followed by a group presentation by High School students Dayanara Caballero, Deborah Catalino, Malachi Smith, Roman Smith, Solomon Smith, Joshua Tardy, and Ava Wagoner.

Ogunbiyi and Rodrigues collaborated on an improvised performance that conveyed the emotions of sadness, anxiety, confusion, and happiness. At the conclusion, each performer gave a brief presentation about their careers in the arts and the decisions which brought them to their current success. They also led individual break-out sessions with smaller groups of students after the performance.

Ogunbiyi is originally from Lagos, Nigeria, where he planned to become an engineer until deciding to dedicate himself to music. He has studied classical and jazz piano and is currently a doctoral candidate in piano performance at the Eastman School of Music. He kicked off the assembly in a combined performance with the Byron-Bergen Jazz Ensemble and discussed improvisation during his break-out session.

Rodrigues is from Greece, New York. She began dancing at the age of three and completed her Bachelor of Fine Arts in dance with a concentration in choreography from SUNY Purchase in 2020. She currently teaches dance and fitness classes in the Rochester area, is a member of several performing dance troupes, and is moving to Brooklyn to join the Pocket Fuel Groovers, a dance company founded by her brother.

“I want to thank Mrs. Alyson Tardy for coordinating this excellent presentation for our students,” said Byron-Bergen Jr./Sr. High School Principal Ashley John Grillo. “It was an absolute treat to have such highly trained professionals share their music and dance experiences with our students.”

Sixth-grade teacher Alyson Mercedes Tardy also hosted the High School students’ presentation in her classroom. The students discussed segregation, and representation and introduced the movie “Hidden Figures.” They talked about historic and contemporary Black individuals who many of the younger students had not heard of or could not recognize, important figures in history and culture who are, in a way, hidden. Some of the featured individuals, such as Martin Luther King, Jr. and Rosa Parks, the students knew right away. Others the younger students could not identify, such as Mae Carol Jemison, the first Black woman to travel in space; civil rights activist Claudette Colvin; and Emmy, Golden Globe, and Tony Award-winning actor James Earl Jones Students even struggled to identify basketball legend Michael Jordan. While learning about these and other important Black individuals, they were given the opportunity to consider who each is and why they may be less well-known than other individuals.

After a discussion of these hidden figures, the day ended with a screening of the 2016 award-winning feature film “Hidden Figures.” It is the real-life story of a female team of Black mathematicians who served a vital role in NASA during the early years of the U.S. space program. Despite their important contributions, they remained widely unknown for decades.

As the day ended, the participating students had experienced jazz, musical improvisation, and dance improvisation, learned about important Black individuals and historic events and were given the opportunity to consider the importance of representation in history and contemporary culture.

“It was a great day at B-B celebrating Black History Month,” said Grillo. 

A five-year grant of just under a half million dollars per year will fulfill the city school district’s ambitions to hire more social workers for each school building, focus on family engagement and work to increase student mental and behavioral support, district leaders said Thursday.

The grant was announced by Senator Charles Schumer as part of $3.6 million of Full-Service Community Schools (FSCS) grants distributed by the U.S. Department of Education. Batavia City Schools was the only district in Genesee County to receive this funding.

“We’re incredibly proud to have been recognized and selected by the U.S. Department of Education for this generous Community Schools grant,” Superintendent Jason Smith said. “Our Community Schools program is an essential part of our school district and is a touchstone for many of our at–risk students, families, and community members. With this funding, we’ll be able to decrease the educational gaps we’re experiencing and set our students up for success well beyond their time here in our school district.” 

The grant of $488,761 is for the first year, with an expected total of  $2,499,777 during the course of the five-year grant period.

Other areas of the overall student mental and behavioral support goals will be to “increase readiness for school, increase student attendance and achievement and increase student community connectedness,” Community Schools Coordinator Julia Rogers said.

“These goals also include encouragement of family engagement in each student’s education,” she said. “We will be using the funds to hire additional social workers at each of our school buildings. These positions will allow us to expand the reach of our Community Schools program with the goal of breaking down barriers for students and families to help ensure student success.

“We will continue to focus on family engagement activities that are culturally responsive, empowering, and provide support to families,” she said.

Buildings include Robert Morris, Jackson Primary, John Kennedy Intermediate, Batavia Middle and High schools, and district leaders “hope to sustain this plan after the grant period,” Rogers said.  

Long-term goals for the grant funding include:

• Increase the educational case management for students who are academically at-risk or chronically absent.  
• Increase student access to mental and behavioral health support.
• Increase student readiness for school and student academic achievement.  
• Ensure that graduating seniors are college and career ready.   
• Work to reduce the academic achievement gap between demographic groups and increase student-family-community connections

Community Partners include:

• GLOW YMCA
• GCASA
• ARC GLOW
• BCSD Foundation
• Genesee Community College
• Genesee County Business Education Alliance
• Genesee County Departments of Health and Mental Health
• Richmond Memorial Library
• United Way
• Partners in Restorative Initiatives
• Children's Institute
• GLOW Workforce Investment Board
• Cornell Cooperative Extension 
• Along with our 90+ informal partners  

The grants will provide funding for New York’s community schools to hire more social workers, expand mental health services, offer high-quality tutoring for students who need extra support, and foster trust and support within the community through family programming, Schumer said in a press release issued Thursday. New York State was awarded four grants, which will go towards improving the quality of education in Batavia City School District, Belleville Henderson Central School District, Sodus Central School District, and Booker T. Washington Community Center of Auburn.

“I am proud to deliver this funding to New York’s students, families, and communities, and I will always fight hard to ensure that the next generation has the tools they need to build prosperous and fulfilling lives,” Schumer said.

Dr. Molly Corey, executive director of Curriculum and Instruction, believes this grant provides an opportunity “to strengthen the core foundation” of Batavia City Schools.

Press release:

Byron-Bergen’s defending interscholastic mathematics champions have topped their division for the fourth year in a row. Led by veteran coach, and math teacher Jon DiLaura, the Bees finished in first place out of 14 schools, and six members were named all-stars. The six all-stars will compete at the state tournament in April.

“These 20 students genuinely worked as a team,” said DiLaura. “They show up for practice and really help each other.”

The math league members agree that teamwork and friendship play a role in their success.

“The best part is the people who participate in math league,” said senior Frank Hersom. “We have a great team and it is nice to see our hard work pay off.”

“We always find ways to make math league fun,” said senior Zoey Shepard. “I would tell any younger student who is thinking of joining to absolutely do it. I’ve met some wonderful people and learned a lot.”

“I like to challenge myself and extend my knowledge of math,” said 10th grader Connor Moran. “The best part of it, however, is definitely hanging out with the team afterward.”

The math competitions take place over a series of rounds. The competitors solve math questions in advanced topics such as logarithms, trigonometry, systems of equations, and matrices. The test results are tabulated based on a point system.

“I am most proud of our team this year for getting so many individuals to the state competition,” said 10th grader Jackson Lundfelt. Lundfelt was awarded a medal for achieving the highest overall score in this season’s competitions. “The best part about mathletes is the high stakes competition and the lunch with friends afterward.”

“I am very proud of our Math Team,” said Jr./Sr. High School Principal Ashley John Grillo. “It is great to see students take so much pride in excelling in Mathematics. Our students have worked very hard to be the best in this area. Congratulations to this outstanding group of students on their accomplishment.”

For younger students who might be interested in joining the team, Lundfelt offers this advice. “Don’t be intimidated or afraid to join. We have meetings where we are able to learn all the skills we need beforehand.”

“I would tell younger students to 100% join their math league team as it is a wonderful opportunity,” Connor added. “I am proud of everyone on the team for being able to take home the trophy again, for the fourth year in a row.”

Shepard summed it up. “The best thing about math league is the team.” 

Submitted photos.

Press release:

The Rural Police Training Academy is proud to announce its 35th anniversary of providing top-quality training to police officers and pre-employment recruits in Western New York.

Since 1985, the RPTA has accepted recruits from across the region, offering a yearly basic course that runs from early April to the following early March, as well as a variety of in-service courses throughout the year in cooperation with the New York State Division of Criminal Justice Services.

The RPTA's basic course features classes on Tuesdays, a majority of Wednesdays and Thursdays, from April to the end of December. Physical agility testing is required for enrollment, which will be scheduled in the weeks leading up to the start of the Academy.

Both full and part-time officers, including those over the age of 35, are welcome to enroll, as well as pre-employment candidates who are at least 19 years old and have no felony or criminal convictions. A background investigation is required for all pre-employment candidates.

"We are thrilled to celebrate 35 years of providing exceptional training and education to law enforcement professionals in Western New York," said director of the Rural Police Training Academy Doug Brooks. "The RPTA is dedicated to producing well-prepared, confident officers who are committed to serving their communities with the highest level of professionalism."

"Congratulations to the Rural Police Training Academy on their 35th anniversary of providing top-quality training to police officers and pre-employment recruits in Western New York. The RPTA plays a vital role in training and preparing law enforcement professionals, and their commitment to producing well-prepared and confident officers who serve their communities with the highest level of professionalism is commendable. We are proud to have such an outstanding organization in our community," said Dr. Craig Lamb, provost and vice president for Academic Affairs at Genesee Community College.

Applications are now being emailed for the 35th Annual RPTA Class beginning in April 2023. If interested, please email RPTA Director Brooks at rpolice@genesee.edu and ask that an application packet be sent to you for the 2023 Academy. Your email should include your name, phone number and preferred email. Seats are limited! More information can be found at https://www.genesee.edu/about/offices-departments/best- center/professional-development/rural-police-training-academy/.

On Thursday at Jackson Primary School, more than 70 students and their parents joined together to celebrate learning more about social and emotional well-being.

Social-Emotional Learning (SEL) has become an important component of public school education, and it's particularly important at Jackson and Robert Morris, Principal Maureen Notaro said, because young students are getting their first exposure to both educational lessons and being part of a larger community that includes their peers.

"Every day when kids walk in, we're their first experience," Notaro said. "They're greeted with a smile. They're accepted. They're welcomed. It's their first experience with school, so we go out of our way to try to make sure that they're socially and emotionally connected to the school."

Thursday's events included dance, yoga, a de-escalation class for parents, a chance for children to make affirmation jars and worry sticks, and for parents and kids to learn about Bouncy, the SEL dog that helps children learn to cope with their emotions. There were also community agencies in the gym for families to visit, including Batavia PD, City Fire, State Police, Community Schools, Eat Well Grill, and the Health Department.  Mr. Sunshine (top photo) led a participatory concert later in the evening.

Notaro said elementary schools have developed over time approaches that help students grow into their new roles as members of a community that include a lot of different kinds of people.

"We're kind of honed in on it more, the social-emotional piece of it, like making friends," Notaro said. "We focus on qualities every month -- honesty, generosity, we look for those traits in kids. We try to promote those and acceptance and all those different character traits in kids to help them grow to be good citizens."

Photos by Howard Owens.

One session during the event focused on Bouncy, an animatronic (mechanical) that is designed to help children cope with their emotions, particularly negative feelings. It's a pilot program, Notaro said.

"Bouncy teaches the children how to stop and deep breathe and take a minute if they get upset, and to recognize nice feelings when they become worked up and are upset," Notaro said. "Bouncy kind of helps them dial it back. We're piloting it in a couple of kindergarten classrooms. It's not a real dog. It's an animal animatronic dog, and the kids get an actual stuffed animal with it too. They're trying to relate to Bouncy, and how Bouncy teaches them acceptance because Bouncy has some disabilities."

Parents met with a teacher to learn about de-escalation techniques while their children were in another classroom making affirmation jars and worry sticks. 

"They're just little affirmations that kids can pull out every day that say, 'I'm happy,' 'I'm loved,' 'I'm, funny,' 'I'm smart," Notaro said. "It ties into our literacy goal, too, because we're trying to promote literacy at home."

On display during the community night were artworks created both by kindergarteners and high school students. Kindergartners drew pictures of monsters, and then high school students made clay sculptures based on those drawings.

Press Release:

Independent Living of the Genesee Region (ILGR) is inviting everyone to their Lunch in the Dark Fundraising event, on Thursday, April 20 from 11:30 a.m. to 1:30 p.m. It will take place in the gymnasium of the New York State School for the Blind, 2A Richmond Ave., Batavia, NY.

Participants will experience lunch in a darkened environment in order to better understand eating and socializing with vision loss.  As a group, we will talk about the best practices for making events with food more accessible, as well as strategies for eating with vision loss.  With a donation requested of $50 per ticket, the event includes a 50/50 split drawing and a Basket Raffle.

The BOCES Culinary class will do the catering with a menu including Italian Pot Roast, Mashed Potatoes, Vegetable Medley (Carrots, Cauliflower, Broccoli), Risotto Cakes, and Panna Cotta.

To RSVP, contact Catherine DeMare at 585-815-8501, Ext. 400.

Corporate sponsorships are available at three levels: Gold ($750); Silver ($500) and Bronze ($250), with increasing benefits and degrees of promotion for the business as one goes up the levels.  Individual donations of any amount are accepted as well.  Full details are available from Rae Frank, ILGR Director, at 585-815-8501, Ext. 406.  All proceeds will assist in providing services and programs which offer independence, empowerment, and equality for individuals with disabilities in Genesee, Wyoming, and Orleans Counties!

 

Press release:

Debbie Slocum was an elementary classroom teacher for over two decades before she learned about instructional coaching. Her interest began in 2013 when she was teaching third grade, and the District introduced an instructional coaching program. “I fell in love with the process immediately,” said Slocum. “I had been teaching for 24 years at that point and had never seen myself teach.”

Slocum has now been an Instructional Coach at Byron-Bergen for seven years. That first interaction led her down a path that included participating as a panelist in a national webinar hosted by Swivl, a company that produces technology for reflective teaching practices. The webinar entitled “Building Trust Through Reflection: A Discussion with Swivl” featured Slocum and two other panelists, Mandi Olsen and Brenda Tonanek, both K-12 Instructional Coaches.

The Instructional Coaching program is a 1-on-1, confidential process where teachers video record classroom lessons. The lessons are then analyzed by an Instructional Coach for certain data. Data could include the number of times students are given an opportunity to respond, the amount of time given to students to respond, and the time the teacher is talking compared with the time students are responding. The analysis will include positive aspects of the lessons as well as areas for improvement.

In the Swivl webinar, Slocum compares instructional coaching to looking in the mirror. “You look in the mirror every single day. You see your reflection, and you fix what you don’t like immediately. And sometimes you will go and get a second opinion. So, when you reflect, you’re looking not at your appearance but your teaching.”

Slocum implements the Elementary School Instructional Coaching program, where she has a 95% voluntary participation rate. Diana Walther, the Jr./Sr. High School's Instructional Coach, also boasts an almost 90% participation rate.

“Obviously, we want to improve student learning,” said Walther. “Instructional coaching helps replace ‘one and done’ professional development. It provides consistency. That reflective practice is so powerful, and it’s all about what the teachers want to get out of it. The data can point to areas for improvement, and then I can present strategies to strengthen those areas, and then we can reflect again and again. It’s pretty cool.”

“Teachers are life-long learners,” said Slocum. “This program gives them the opportunity to reflect and grow year after year. It’s a continuous priority because everything’s changing. Our expectations for the kids keep changing. Technologies keep changing, and the culture is changing. There’s a need for continuous reflection to keep up with the changes.”

February 10, 2023 Contact: Gretchen Spittler Byron-Bergen Communications Specialist (585) 794-6340

In addition to implementing the Instructional Coaching program at Byron-Bergen, Slocum and Walther run the training at Genesee Valley Education Partnership (GVBOCES) for the GLOW region instructional coaches cohort. They were asked to take on this role in 2019. This cohort has about 20 instructional coaches who gather three or four times per year.

“Byron-Bergen made an early commitment to instructional coaching,” said Superintendent Pat McGee. “As such, our team is on the forefront of not only the regional movement but the national movement. I am very proud of Mrs. Slocum and Mrs. Walther and the impressive contributions they make to our District and to the practice of instructional coaching.” 

Editor's Note: This is part of a series about social media use and its effects on children. 

Thoughts and attempts of suicide, self-mutilation, depression, anxiety, poor self-esteem, a lack of motivation, shame, or being the giver or receiver of bullying.

It’s a tough world out there, and children are being subjected to these things more and more, especially when social media is involved,  Daniel DePasquale says.

An unhealthy trend
"I'm seeing a lot of things that seem to track with a lot of the trends that have shown up in the research. So teenagers became daily users of social media, between about 2009 and 2012. And there's been a lot of research done since then, tracking different metrics of teen mental health. And what it shows pretty unequivocally is a significant increase in depression, mood disorders, anxiety, self-harm, and especially hospital visits, and ER visits for suicidality and self-harm. So that's obviously very concerning," he said. 

"There’s a huge spike in 2012," DePasquale said during an interview with The Batavian Thursday. "Their lives are very online. That’s not all bad; it does foster some connections, especially for districts in smaller, rural areas. Where it goes wrong are the amounts of time spent, more than two hours a day. Most of the kids I see here are spending significantly more than that. This is stunting, certainly, really important aspects of adolescent development, especially emotional development, and social development. There's a lot of that that really needs to happen in person. And these online platforms really don't, they don't replicate what that real-life interaction is."

DePasquale is a licensed social worker at Genesee County Mental Health Services in Batavia. He and colleagues Christine Faust, a licensed mental health counselor, and Deputy Mental Health Director Peter Mittiga shared their observations and experiences on why social media use reached the extent necessary to drive families to seek counseling.

For one thing, online platforms don’t represent real life, DePasquale said. Yet, when other kids post tiny snippets of their lives, it appears as though that is their world, and it can create a false comparison.

“These are middle schools and high schools, these are where kids are kind of figuring out who they are, they're grappling with their identity for learning how to read other people's emotions, and learning how to resolve conflicts," he said. "And social media really does not provide a good healthy way to learn those things. Humans are wired to compare ourselves. Kids are posting very selective parts of their lives … very curated versions.”

Of course, that also happens amongst many adults, he said; however, kids are at an already “very fraught time in their lives” and don’t need the added pressure of having to live up to an unrealistic ideal on the Internet.

Kids are mostly gravitating towards Tik Tok and Snap Chat, while Facebook is less popular with the younger crowd, he said. Another “big issue” is cyberbullying. It has become bullying of a “very different quality than what happens in person,” DePasquale said. Once it becomes posted online for all to see, it makes it hard for kids to escape it, he said, even once they leave school and go home.

More than a fun distraction
Think social media is just an innocent extracurricular, maybe a time suck but an otherwise harmless distraction for kids? They’re being referred to therapy after being sent to the hospital for a “self-harming” incident. That could mean cutting themselves or something even more lethal. Or their issues may manifest as seemingly having no motivation to do anything and depression.

In his testimony before the Senate Judiciary Committee’s Subcommittee on Technology in May 2022, Ethical Leadership Professor Jonathan Haidt reported that social media is a “substantial contributor to the crisis” of increased loneliness at schools in all regions of the world.

“Correlational studies consistently show a link between heavy social media use and mood disorders, but the size of the relationship is disputed,” Haidt said. “Nearly all studies find a correlation, and it is usually curvilinear. That is, moving from no social media use to one or two hours a day is often not associated with an increase in poor mental health, but as usage rises to three or four hours a day, the increases in mental illness often become quite sharp.”

DePasquale believes that two hours a day is the maximum goal for usage, and it’s what he recommends to families. Beyond the emotional and mental health aspects of social media are other measurable effects, he said, including the lessening of kids’ coping skills and quality of sleep.

Social media requires “a level of sustained attention, a lot of rapid switching from different things,” he said.

Learning mindfulness skills to become more aware of their own thoughts will require new learning, such as being able to put the phone down, he said. All of that social media scrolling encourages the opposite.

"So they don't really facilitate, you know, the kind of sustained attention that you would need to, say, sit down and read a chapter of a book. And a lot of the skills that we want to teach our kids involve becoming aware of your thoughts, becoming aware of the negative thought patterns that tend to reinforce your depression or your anxiety," he said. "They also involve learning how to become more present, kind of mindfulness skills that we try to teach people, kids and adults, that also requires kind of a singular focus, being able to put the phone down, and become aware of your thoughts and feelings so that you can learn new ways of responding to them.

"And I'm finding it harder to teach some of those skills to kids, just because they don't have as much experience with that kind of sustained focus," he said.

Again, that addictive quality is not present just within the younger generation. Just look around, and there are many adults scrolling with their eyes fixed on the phone screen throughout the day and night. There is no actual addiction diagnosis for social media use, Mittiga said, but it certainly does have addictive properties.

Faust added that a committee in charge of the Diagnostic and Statistical Manual of Mental Illnesses, more commonly known as the DSM-5, will be discussing potential additions, including gaming and social media addictions. The American Psychiatric Association writes, edits, reviews and publishes the book as necessary. It was first published in 1952 and has been revised seven times since.

What does it take to get into this manual? The general consensus, Faust said, is that something falls into the addiction category when it has a drastically negative impact on someone’s life.

Faust works with all ages and specializes in children ages three and older. Even at that tender age of pre-schoolers, devices become the norm, whether it’s by watching YouTube videos, playing games on a tablet or a phone, or using the program Roblox, which allows younger kids to play a variety of games, she said.

Elementary-aged children are into Tik Tok, because “it’s silly and fun,” and Faust knows of a fourth-grader who routinely posts videos of herself on the site. A fourth-grader. Unfortunately, she gets a lot of  “bullying and shaming,” as a result, Faust said.

“There are supposed to be age restrictions on these platforms,” she said. “A lot of parents are just turning a blind eye to this, or they don’t think it’s really a problem. I think a lot of kids have free rein, or even parents try to restrict them. Kids find a way around it.”

One boy was being shamed on the school bus for not owning a phone, so he took one from home to save face.

The 'dark side' of social media use
“But the other part of it is that what I see is that it's taking this group of kids who are sort of at risk, who could kind of go either way, like, they could be healthy, or they could be drawn into, you know, more risky behaviors," she said. "So it's taking those kids that are kind of on the line, and drawing them to the, quote, unquote, dark side.”

Sites like Snap Chat suck kids in like a magnet, and they get involved in group chats, teenage girls bully and shame others, and those victims are driven into serious depression, the ones “who would never think about suicide, start to contemplate suicide,” she said.

“When kids are stressed out, they’re turning to self-harm,” DePasquale said, as he and Faust filled in the lines for each other.

“And then, like Dan said, there's definitely an increase in visits to hospitals for kids who are suicidal. Or, self-harming, cutting, like it's become normalized ... when they're stressed out, and overwhelmed," Faust said.

"They're automatically thinking about suicide as a viable option,” he added.

Behaviors seem to focus more on cutting, and for girls, it can also go towards body image issues and disordered eating, Faust said, and not so much on alcohol or drug use in younger kids. DePasquale agreed that there has been a "significant shift" associated with social media use being connected to self-harm and suicidality versus substance abuse. 

To the extent, they said, that "it's almost become normalized," Faust said.

"I hear kids that I work with talk about watching videos of people cutting themselves. Yeah. And posting it. They're cutting themselves and posting it," she said. "Whether it's to get attention or a cry for help. But yeah, it's definitely creating this sort of culture that is desensitizing."

By now, The Batavian has spoken to several school counselors and administrators for their thoughts on this topic, and these licensed mental health professionals concur that there are problems attached to the heavy use of social media by children.   

Shining some light on the subject
Some of those districts are infusing students and staff with encouragement to form committees and teams to extract the positive out of this situation and teach about/use social media for good and/or monitor its use to be at a healthy level.

Case in point: Just this week Byron-Bergen Elementary School announced that the Genesee Valley School Board Association awarded the district with the Excellence in Student Services Award for the 3rd Grade Digital Citizenship Program. This program, which is led by third-grade teacher Colleen Hardenbrook, is a year-long initiative to develop online and computer skills in the areas of digital citizenship, digital literacy, and keyboarding. All 59 third-grade students from three classrooms participate in the Digital Citizenship Program.

Each class receives 40 to 80 minutes of Digital Citizenship per week. The curriculum is provided by Common Sense Media and focuses on safety, accountability, responsibility, and respectful use of digital media. This is broken down into themes, including media balance, privacy and security, digital footprint, relationships and communication, and media literacy.

The Batavian will be publishing stories on additional measures being taken by school districts in future articles of this series.

Imposing limits is not a bad thing
As for right now, DePasquale emphasized the time limitation to no more than two hours a day as a good rule of thumb. Faust also sees a real need for limits and boundaries, she said.

“Whatever form that comes in,” she said. “Social media is not going to go away. The trick is teaching parents about limiting what platforms they’re using. What kind of parental controls do they want to use on devices,” she said. “Parents weren’t prepared. We need to backtrack. Parents need to teach their kids at three what’s appropriate.”

DePasquale also suggests providing recommendations in layers, beginning with some fundamentals, such as using the settings in your child’s smartphone and defining a limit for only two hours of use, "right at the start."

“That also needs to be coupled with close monitoring,” he said. “And kids don’t get on social media until 16.”

Other suggestions? Parents, remove all screens from your child’s bedroom, take the phone away one hour before bedtime, and be prepared to have a list of replacement activities for that time you’ve now freed up for your child by limiting the phone.

“A lot of kids are struggling, they don’t have healthy limits. They are willing to backtrack, and are welcoming those boundaries,” Faust said. “And parents have to take more action. Some kids are learning what a good friend is, and self-esteem, confidence and getting involved in healthy activities.”

If you suspect your child is struggling with a mental health issue, check in with your school counselor or call Genesee County Mental Health Services at 585-344-1421.

For more information for parents and educators, read THIS from the Center for Humane Technology.  

Top Photo Illustration. Stock photo.

Press release:

Byron-Bergen Elementary School proudly announces that the Genesee Valley School Board Association awarded Byron-Bergen Central Schools the Excellence in Student Services Award for the 3rd Grade Digital Citizenship Program. This program, which is led by 3rd-grade teacher Colleen Hardenbrook, is a year-long initiative to develop online and computer skills in the areas of digital citizenship, digital literacy, and keyboarding. All 59 3rd-grade students from three classrooms participate in the Digital Citizenship Program.

Before beginning the program, Hardenbrook surveyed elementary school teachers for desired student outcomes. The common themes were computer troubleshooting, appropriate use of technology, critical thinking skills, and independence.

“Our teachers spend a great deal of classroom time instructing students on how to use tablets and laptops,” said Hardenbrook. “This takes time away from time spent on content. I felt that by making specific time to teach these skills, it would benefit both our children and instructors.”

“This is a valuable program for our district,” said Superintendent Pat McGee. “Our 3rd graders are learning life skills that will benefit them through their education and beyond. I am extremely proud that the Genesee Valley School Board Association recognized the crucial importance of digital citizenship.”

Each third-grade class receives 40 to 80 minutes of Digital Citizenship per week. The curriculum is provided by Common Sense Media and focuses on safety, accountability, responsibility, and respectful use of digital media. This is broken down into themes, including media balance, privacy and security, digital footprint, relationships and communication, and media literacy. Students participate in independent work and group projects, including a PSA (public service announcement) about digital literacy. The video was scripted and performed by the students (embedded below)

“The overwhelming power and reach that the internet has in our student's lives, both while in school and not, is a challenge that we are just beginning to understand and it is constantly changing faster than we can keep up with,” said Hardenbrook. “I would like this program to provide young students with tools they will need to be successful digital citizens while at school and in their personal lives.” 

 

St. Paul Lutheran School has been celebrating "School Week" this week.

Events started Sunday, when students sang at the 10 a.m service. 

On Monday, they participated in a Read-A-Thon. Children dressed as book characters.

Tuesday was Planetarium Day at the Williamsville North High School, for K-6. The children were invited to wear "silly socks."  They enjoyed an African Drum Circle at the school.

Wednesday was Pastor's Day, and the children were asked to wear their Sunday Best to school

Today is Agriculture in Education Day and tomorrow is Mancuso Family Bowling Day. 

Submitted information and photos.

Press release:

Local students and students from the region gathered last week at Genesee Valley BOCES Mount Morris for the First LEGO League (FLL) Qualifier Tournament.  The competition tested each team’s ability to complete tasks using robots built from Legos. FLL was designed to engage youth through STEM learning and exploration.  Students obtained hands-on learning while discovering, exploring, and challenging themselves to apply their skills in an exciting competition.  

Students from Dansville, Keshequa, Oakfield-Alabama, Warsaw, and Wayland-Cohocton competed against each other during three rounds that lasted two and a half minutes each.  The goal was to complete the most missions and earn the most points.  

“The Genesee Valley Robotics program encourages students to practice real life engineering skills including computational thinking and iterative design. The social emotional impact of a program like this is also important as it helps many students find new connections to their school and classmates, explained Steve Nole, Coordinator of Enrichment Services at Genesee Valley BOCES.

Sixty students in grades fourth through eighth participated in this event.  The first part of the day was the presentation portion.  During the presentation competition teams were judged on three specific areas, one being their innovation project, where they had to identify and research a problem to solve around this year’s theme focused around clean energy solutions. Also teams had to present on their robot design. They had to identify their mission strategy and design their robot and programs to create an effective plan, and the last was on the core values, where they had to apply teamwork and respect each other's ideas and work together as a team on their specific challenge.

Ted Smith was the head judge of the competition and is the Sr. Crisis Intervention Specialist at Genesee Valley BOCES Mount Morris.  Smith explained he enjoys looking for a student's level of interest and looks to see if they had fun as part of the project.  “Events like this are a wonderful opportunity for the students to express their creativity, learn how to work together on a team, and think critically about a problem.   These are all skills which they will need in their life so being able to develop them in an event like this is good,” explained Smith.

Congratulations to the following teams on advancing to the next round:

The overall champion was the Oakfield-Alabama Hi-Tech Hornets.  Wayland -Cohocton Golden Eagles 2 was awarded the finalist.  Both of these teams will be going to the First Lego League Championship on February 18th in Buffalo.  Awards were given to teams for core values, innovation project, robot design, robot performance, and a coach/mentor award.

The top two teams, Oakfield-Alabama and Wayland-Cohocton, will move on to the championship competition.  Genesee Valley BOCES is pleased the event was a success and looks forward to hosting more FLL Challenges in the future.  

Submitted photos.

Top photo: The two students from Dansville are Haylee Rigdon and Bristol Blair.

Students from Oakfield- Alabama are (yellow hair hats) left to right are: Cameron Emerson, Lucas Bak, Connor Burgio, Carson Shelter. Nate Staebell is sitting behind Carson (no hat).

Wayland-Cohocton 7th Grader Ethan Bauer.

Hannah Sonricker, Levi Bennett, Warren Fox.

Press release:

Byron-Bergen Agriculture Teacher Jeffrey Parnapy was awarded a $1,700 grant through New York FFA’s Incentive Grant Funding Program to support agriculture education and the local FFA chapter. The Byron-Bergen agriculture initiative was designated by the Cornell University affiliated program as a “high-quality growing program”. Agricultural education at Byron-Bergen was spear-headed by Parnapy in 2017 after being removed from the curriculum in the 1980s. He is certified in Agriculture Education and received support to launch agriculture classes and the local FFA chapter by then Jr./Sr. High School Principal Pat McGee.

Now as Superintendent, McGee continues to support agriculture education. “Byron-Bergen is a rural community,” said McGee. “It is a testament to Parnapy’s enthusiasm for the subject and the community support that in just six years, Byron-Bergen has developed a thriving agriculture program.”

Since its launch six years ago, Parnapy has been awarded multiple grants totaling over $30k to support agriculture and science education, the Byron-Bergen FFA chapter, and hands-on agricultural learning experiences. The latest grant will be used to pay annual FFA dues, fund Parnapy’s participation in the NYAAE conference at Cornell, and update classroom lab technology such as data loggers. 

Photo by Gretchen Spittler