The Liberty Central School High School Music Department will present their Annual POPS Prism Concert on Wednesday, Feb. 27 in the David E. Panebaker Auditorium (snow date is Feb. 28). The concert will feature all of our high school performing groups, several soloists, and small ensembles.
This unique prism concert format allows for a continuous cycle of music as each song flows into the next without applause and minimum interruption. For this reason audience members should plan on being in their seats by 7 p.m. Entry into the auditorium after the start of the concert cannot be guaranteed. The students are under the direction of Tim Hamblin, Dan McConnell and Sarah Weber.
The concert is free and open to the public, however, donations will be accepted to help support the school’s music scholarships.
Please contact Timothy Hamblin, Director of Music for further information. He can be reached at 292-5400 ext. 2021 or email@example.com.
The next Liberty Board of Education meeting will be on Tuesday, Feb. 26, 2019 at 6 p.m. in the LHS Media Center. The board anticipates to enter into executive session immediately and the regular meeting is expected to resume at 7:00 pm. The agenda will be available on Monday, Feb. 25, 2019 at BoardDocs.
Tuesday, February 19th
Liberty 86 Chester 76
Teams.. …..Q1 – Q2 – Q3 – Q4
Liberty…….31 – 16 – 19 – 20
Chester…..16 – 17 – 13 – 30
Bobby McCleod – Team high 25 points
Kymanni Dennis – 18 points
Ashton Barrett – 17 points
Chris Bayer – 17 points
Indians HOT on the first quarter outscoring Chester 31-16
Liberty hits 17 2-point shots and 16 3-point shots
Liberty 10 – 10
Liberty 47 Chester 39
Teams.. …..Q1 – Q2 – Q3 – Q4
Kassidy DeGroat – 15 points, 10 rebounds – 3rd double-double
Kelsey Morgans – 13 points, 6 assists, and 5 rebounds
Ally Roth – 11 points, 6 steals
Team played great defense and moved the ball well offensively. Team is one win away from sectionals for the first time in 6 years.
POSITION AVAILABLE: Elementary Teacher Leave Replacement (Third Grade)
HOURS: Leave Replacement
LOCATION: Liberty Elementary School, N. Main St., Liberty
EFFECTIVE DATE: April 23, 2019 – May 27, 2019
PROFESSIONAL: NYS Certified Teacher in Elementary/Childhood Education
EXPERIENCE: Experience preferred
SALARY: As per the current LFA Agreement
During last Friday’s Superintendent Conference Day, the teachers were the students, and the lesson they learned could save a life.
Professionals from OPERATION ENDEAVOR were on hand to teach Stop the Bleed, a program that demonstrates how to recognize and control life-threatening bleeding.
Participants were shown the steps that need to be taken to address serious bleeding before first responders arrive.
“At Liberty, we believe it’s critical for faculty and staff to have the basic knowledge and a comfort level so that they can take action, if needed, during a medical emergency,” Superintendent of Schools Dr. Augustine E. Tornatore said.
The Stop the Bleed program was born in the aftermath of the Sandy Hook Elementary School shooting, but it provides a skill set that can be applied in many situations.
As part of the lesson, teachers were able to practice their newly learned skills – which included applying pressure, packing a wound and placing a tourniquet – on prosthetic limbs and on each other.
“Our number one priority is to keep students, faculty and staff safe,” Dr. Tornatore said. “It’s likely that someone in this building, at some point in their lives, will witness a bleeding emergency and they can help save a life.”
Stop the Bleed will be taught to faculty and staff members from Liberty schools by the end of March. District leaders also plan to purchase trauma kits for each school building.
It’s no secret that the education world loves its acronyms and abbreviations. One of the latest acronyms to hit the halls has been PLC, short for “Professional Learning Communities.”
So what is a PLC? And how are Liberty educators putting this approach to school improvement into practice? Read on for a quick guide.
A professional learning community – or PLC – involves much more than a staff meeting or group of teachers getting together to discuss a book they’ve read. Instead, it’s an ongoing practice in which educators work collaboratively, reflect on instructional practices and monitor progress to ensure student success.
PLCs enable teachers to continually learn from one another through shared visioning and planning, as well as in-depth critical examination of what does and doesn’t work to enhance student achievement.
PLCs focus on ongoing learning, rather than a one-time professional development session. In addition, PLCs emphasize teacher leadership, which means that PLCs benefit teachers just as much as they do students.
PLCs take different forms and follow different schedules in each of our schools, however; the structure is the same: Every teacher engages with his or her colleagues in the ongoing exploration of three crucial questions that drive their work:
- What do we want each student to learn?
- How will we know when each student has learned it?
- How will we respond when a student experiences difficulty in learning?
For more information on PLCs and what they look like in your child(ren)’s school buildings, call or visit the school’s main office.
Education professionals across the state want to make a real difference for students, and many are aware of the importance of student well-being and how mental health correlates to academic success.
Enter: Multi-Tiered Systems of Support, or MTSS for short. MTSS has been the backbone of instruction and improvement at Liberty Middle School for the past several years.
Under MTSS, student success is no longer viewed solely through the lens of student achievement and standardized test scores. Now, mental health considerations are also taken into account where applicable.
MTSS in a nutshell
Under MTSS, every student receives core instruction, known as Tier One. Some students need supplemental instruction, which is referred to as Tier Two, and some students may receive the most intensive intervention and support, known as Tier Three.
The school’s grade-level teams plan for, monitor and evaluate both the academic and behavioral needs of each student.
Together, they collaborate to analyze student data and make action plans. Those in need of additional academic support are identified and Tier Two and Tier Three interventions are planned for and monitored as needed.
Student success and interventions are not measured only on academic achievement or curriculum retention; mental health, well-being and personal circumstances (i.e: a move, an illness, a bad day) are also taken into consideration when monitoring a student’s progress.
The school doesn’t only consider students who are at risk of falling behind; teachers also create opportunities for students who are exceeding benchmarks or would benefit from being academically challenged.
A closer look at MTSS practices:
Intervention is just another word for instruction.
The word “intervention” is an all-encompassing word that describes the instruction and activities a teacher may use to help identify and resolve a students’ academic or behavioral difficulties.
Intervention is custom designed.
The types of “interventions” used depends entirely on the student and his/her unique situation. The types of instruction and activities are matched to his/her learning needs. Once the wheels of intervention are put into motion, the school’s team of teachers, counselors and administrators check on his/her progress regularly.
Intervention comes and goes.
The school’s check-in/check-out system identifies students who are “at-risk” based on indicators like grades, attendance and personal circumstances and pairs those students with a teacher in the school who will help him/her through his/her “intervention.” Intervention is fluid; if a student fills his/her gap in a certain topic, he/she will resume his/her regular curriculum. Progress will continue to be monitored, and additional help will remain just a few classroom doors away.
Intervention practices are only as strong as our teachers.
A key area of focus for intervention support services is offering monthly professional development for all teachers and staff. These Professional Learning Communities – or PLCs, for short – meet every week to cover topics such as ways teachers have built tactics into their daily instruction to motivate students to behave appropriately as well as crisis prevention and intervention best practices.
For more information about MTSS, speak to your child’s principal or pick up a brochure from the middle school’s greeter desk.
Liberty Middle School has released the Principal’s Honor roll, High Honor Roll and Honor Roll for the second marking period. Check out who made the lists by going to middle-school-honor-rolls-2018-2019
Each year, Sullivan Renaissance hires several part-time seasonal student interns to work with community volunteers on various projects. These paid internships are an excellent opportunity for students to boost their resume and their community.
Contact firstname.lastname@example.org for more information. Visit the link below to fill out an application.
POSITION AVAILABLE: Part Time Cleaner – Temporary
HOURS: Part Time Hours
LOCATION: Ass assigned
Additional Info (if applicable): Temporary position to be reviewed 6/30/19
EFFECTIVE DATE: ASAP
PROFESSIONAL: HS Diploma or Equivalent
EXPERIENCE: Experience preferred
SALARY: $19.55/hour (80% probationary rate first 6 months) as per current LSEA Agreement