Category: Archive
First LCSD Pumpkin Dash 5K kicks off Liberty Fall Festival
Liberty Central School District helped kick off the Town of Liberty Parks and Recreation Department’s Fall Festival on Saturday, Sept. 20, with the district’s first Pumpkin Dash 5K.
More than two dozen people took part in the mountain run/walk/hike, with the $350 raised for Ride 2 Survive and $100 for the Liberty High School Honor Society.
The Fall Festival included about 25 vendors offering food, bounce houses, hay rides, corn mazes, pumpkin picking and more at the park.
Throughout the event, Liberty Central School District collected donations for Fearless, a not-for-profit agency in Orange and Sullivan County dedicated to assisting survivors of domestic violence, teen dating violence and human trafficking by providing free and confidential services. About $450 was raised and food within the expiration date and new and unused personal care products were also accepted.
About 30 Redhawk students and 10 staff members volunteered for the event, which drew about 450 people to Walnut Mountain.
“The Great Pumpkin Dash was a true testament to our collective spirit,” said Katlyn Rusin, Liberty Middle School Assistant Principal and LCSD Community Schools Coordinator. “Our schools are the heartbeat of this town. It’s incredibly rewarding to see our students and staff give back, and to feel that same support echoed by the community in return.”
LCSD to offer free breakfast and lunch in 2025-26
Dear Parent or Guardian:
We are pleased to announce that all students enrolled at Liberty Central School District will be able to receive a FREE breakfast and lunch meal at school beginning on Sept. 4, 2025.
This implementation is a result of the United States Department of Agriculture (USDA) expanding access to the federal Community Eligibility Provision (CEP). CEP allows eligible schools participating in the National School Lunch and School Breakfast Programs to offer school meals at no charge to all students.
What does this mean for your child(ren) attending Liberty? Effective Sept. 4, 2025, all students enrolled at Liberty Central School District will receive meals at no cost to your household. No further action is required of you.
If you have any further questions, please contact us at 845-292-5400.
Sincerely,
Dawn Parsons, SNS
FS Director
In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex (including gender identity and sexual orientation), disability, age, or reprisal or retaliation for prior civil rights activity.
Program information may be made available in languages other than English. Persons with disabilities who require alternative means of communication to obtain program information (e.g., Braille, large print, audiotape, American Sign Language), should contact the responsible state or local agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.
To file a program discrimination complaint, a Complainant should complete a Form AD-3027, USDA Program Discrimination Complaint Form which can be obtained online at: https://www.usda.gov/sites/default/files/documents/ad-3027.pdf, from any USDA office, by calling (866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the complainant’s name, address, telephone number, and a written description of the alleged discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about the nature and date of an alleged civil rights violation. The completed AD-3027 form or letter must be submitted to USDA by:
mail:
U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW
Washington, D.C. 20250-9410; or
fax:
(833) 256-1665 or (202) 690-7442; or
email:
Program.Intake@usda.gov
This institution is an equal opportunity provider.
Hundreds see All Things Liberty has to offer at winter festival
The Liberty High School gymnasium lobby and surrounding hallways were packed Saturday, Feb. 24, with vendors, informational booths and games to bring the community together for the inaugural All Things Liberty Winter Festival.
Hundreds of students, parents and guardians, as well as community members, flocked to the event, where they could play carnival-type games, sing karaoke, learn about programs and activities in the district and get information about 15 local programs and organizations. Attendees also were able to purchase wares from nearly a dozen craft vendors
“I am bursting with pride to be a part of such an extraordinary community,” said Community Schools Coordinator Stacy Feasel, who organized the event. “Our exceptional teachers and staff demonstrated unwavering dedication, with many devoting not only their time on Saturday but also months of meticulous planning and organization.”
Dozens of student volunteers took part as well.
“Our student volunteers were simply outstanding, taking ownership of their roles and offering assistance wherever needed,” Feasel added.
More than $400 in monetary and food contributions benefited the Snack Pack Program, which provides meals to families in need over weekends and breaks.
The All Things Liberty Winter Festival supports the district’s five-year strategic plan pillar of culture.
“We are proud to be able to showcase what makes Liberty — the school and community — a great place in which to learn and live,” Superintendent Dr. Patrick Sullivan said.
More photos from the event can be found on the LCSD Facebook page and LCSD Instagram page.
Faculty, staff learn on students’ day off
Liberty Central School students didn’t have to answer the morning bell Friday, Feb. 16, but that was not the case for the faculty and staff.
It was a conference day full of learning and working to improve faculty and staff skills and knowledge to enhance their students’ classroom experience.
“It is important to offer time for our teachers to become students by offering vital professional development opportunities,” Superintendent Dr. Patrick Sullivan said.
The day started in the high school cafeteria with breakfast for all district staff.
Faculty and staff then broke into professional development sessions based on school or job description.
Elementary and middle school teachers started by working on their curriculum maps, which outlines the expectations and standards for each subject and grade level.

At that time, high school staff took part in a workshop with education consultant MaryAnn Brittingham, who focused on working with students who have an “I don’t care” attitude, explaining what is behind it and providing strategies to approach these students with a different mindset
Middle school staff was next for Brittingham, who addressed problems with students whose difficult home lives may impact their behavior in school. She explained methods to de-escalate situations and discussed: “What is under anger?” “Window of tolerance” and “The 3 R’s to assist in de-escalation.”
After lunch, Brittingham then spoke to elementary staff on understanding and handling attention-seeking and manipulative behaviors among students. “Utilizing and Documenting Tier 2 Behavior Interventions in the Classroom; Put the Game on the Table” aimed to help staff decipher the underlying needs behind such behavior and find ways to address them.
Brittingham finished the day working with middle school administration and student services staff on implementation of strategies and accountability measures.

Other professional development opportunities included training for new substitutes, teacher assistants and aides, strategies for English Language Learners classrooms, using the DESSA/Aperture social and emotional screener, working with education consultants PLC Associates on Explicit Direct Instruction methods for giving transparent learning targets, breaking down complex concepts and setting up clear instructions for learning and more.
LCSD holds regular conference days to offer faculty and staff professional development in support of the five-year strategic plan. The sessions cover all pillars of the plan — curriculum, coherence, culture and MTSS, or Multi-Tier System of Supports.
LES students complete winter reading challenge at Liberty Library
Ten Liberty Elementary Students completed the Winter Reading Challenge at the Liberty Library and earned their tickets to make a “Build a Buddy,” a stuffed polar bear, on Feb. 3.
To complete the challenge, students had to read 20 picture books by themselves or with a grown-up’s help, or read four chapter books by themselves between Dec. 18 and Jan. 31.
Congratulations to Athena Dailey, Parker Gissentaner, Kyra Magie, Anastasia Honcharenko, Sevyn Straker, Nova Keating, Lillian Keating, Emily Marques, Jayden Thomas and James Crandall.
Liberty student photographers earn honors at regional event
Liberty High School student photographers were honored Friday, Feb. 2, for their award-winning work at the Mid Hudson Region Scholastic Art & Writing Awards ceremony at SUNY New Paltz.
Liberty photo students and Liberty Photo Club members earned eight Gold Keys,14 Silver Keys and 18 Honorable Mentions. The ceremony was followed by the opening of the show containing all Key winners’ work. Seven of Liberty’s Key winners were able to attend the ceremony.
Gold Key winners, the top 5% of all photographs, were Kaitlyn Bodolosky, who won two, and Endya Alvarez, Maria Quintanilla Bonilla, Joaquin Isler Diaz, Allison Vasko, Leonel Malaga Ventura and Rachel Yaun, who each won one.
Silver Key winners, the top 10%, were Leonel Malaga Ventura with four, Jill Baumander, Kaitlyn Bodolosky, Allison Vasko and Rachel Yaun, each with two, and Endya Alvarez and Giovanni Flores Leon each with one.
Honorable mentions, top 11% and 12%, were awarded to Leonel Malaga Ventura with four, Joaquin Isler Diaz, Madelline Kelly and Rachel Yaun, each with three, Allison Vasko with two, and Endya Alvarez, Kaitlyn Bodolosky and Maria Quintanilla Bonilla, each with one.
Middle schoolers learn “Real Food Rules”
Students in sixth grade at Liberty Middle School spent two Fridays in the fall learning — and singing — about food.
STEAM Fund (Siegel Trust Enriching Arts & Music) at CFOS (Community Foundation of Orange and Sullivan) brought its Real Food Song Program to LMS on Oct.13 and 24.
There, the students learned about where food comes from and how it is delivered, with the goal of helping create a generational change in the choices they make.
“We were happy to welcome the Real Food Song Program to Liberty Middle School,” Principal Heather Cheh said. “With Sullivan County being near the bottom in statewide health rankings, we want to do our part to help change that statistic for the positive.”

Facilitated through the STEAM fund at CFOS, the program is supported educationally in collaboration with the not-for-profit, A Single Bite, whose mission is to feed — and educate — Sullivan County residents with real, local food.
“It was great to witness the excitement and enthusiasm the LMS students exhibited,” STEAM Founder Gary Siegel said.. “As part of STEAM’s Healthy Habits Initiative, the Real Food Song Program is one of many local programs designed to improve the health of the children, teens and adults in our schools and communities, providing them with tools to make healthier choices while having fun.”
The songwriting program presents the students with the opportunity to ponder questions such as “What does food mean to you? Where does it come from? What does it do? What are your favorites … are they real? How does food make you feel?”
“The experience was so cool. I was grateful to be able to do that,” student Madison Allen said. “I learned the importance of eating real food.”
In the interactive songwriting workshops, the singer-songwriter teaching artists, Scott Bierko and Beth Bierko, introduced the concepts of real vs. processed food to the students and taught about songwriting and musical concepts such as rhythm and form. Under the guidance of Bierkos, the students collectively wrote their own lyrics to the song “Real Food Rules” and then recorded their own version.
“I think that real food is good and healthy,” student Atticus Macnimara said. As for the song? “The best part is the chorus.”
A video was created with the participating students, shared in recent assemblies at LMS and can be seen below:
Liberty seeking Request for Proposals for UPK partners
Liberty Central School District is looking to expand its pre-kindergarten program to a Universal Pre-Kindergarten program by partnering with organizations in the community. Below and at this link are the request for proposals, outlining details of the program:
Request for Proposal of Universal Pre-Kindergarten Program
1. Introduction
A. General
The District is requesting proposals from eligible agencies interested in contracting with the District for the provision of Universal Pre-Kindergarten Programs.
There is no expressed or implied obligation for the District to reimburse responding firm or individual for any expenses incurred in preparing proposals in response to this request.
To be considered, three copies of a proposal must be received by 2 p.m. April 28, 2023. These copies should be sent to Liberty Central School, Attention: Ms. Tania DeFrank, District Clerk, 115 Buckley St., Liberty, New York 12574.
The Liberty Central School District reserves the right to reject any or all proposals submitted.
During the evaluation process, the District reserves the right, where it may serve the School District’s best interest, to request additional information and clarification from proposers, or to allow correction of errors or omissions. At the discretion of the Liberty Central School District, eligible agencies submitting proposals may be requested to make oral presentations as part of the valuation process at a time determined by the District. The District anticipates that the selection of an eligible agency will be completed by lend of May 2023.
B. TERMS OF ENGAGEMENT
A one-year contract is contemplated with one or more eligible agencies, subject to annual review and recommendation of the Superintendent of Schools and the Board of Education. The District anticipates that provision of UPK services will commence on or about Sept. 7, 2023. The District shall conduct at a minimum one site visit to settings where the universal prekindergarten program will be located prior to contracting for services.
II. NATURE OF THE SERVICE REQUIRED
A. SCOPE OF THE WORK TO BE PERFORMED.
- Provision of a developmentally appropriate Universal Pre-Kindergarten Program (UPK). The chosen UPK provider will provide UPK services that meet uniform quality standards established by and in accordance with New York State Education Law and Commissioner’s regulations. These include but are not limited to the following:
- UPK Programs must be in session for a minimum of 2.5 hours per day, five days per week for a minimum of 180 days per school year.
UPK Programs will serve children eligible to enter Kindergarten in September 2024. - UPK Programs must implement curricula that are aligned with the State learning standards that ensure continuity with instruction in the early elementary grades and is integrated with the district’s instructional program in kindergarten through grade 12.
- UPK Programs will provide an early literacy and emergent reading instruction based on effective, evidence-based practices.
- UPK Programs will meet the social, cognitive, linguistic, emotional, cultural, and physical needs of the children.
- UPK Programs will include and integrate preschool children with disabilities.
- UPK Programs will provide support services.
- UPK Programs will utilize student learning centers.
- UPK Programs will ensure parental involvement.
- UPK Programs will provide meals and snacks.
- UPK Programs will ensure that students with limited English proficiency are provided equal access to the program and opportunities to achieve the same program goals and standards as other participating children.
- UPK Programs will establish and use an assessment process approved by the District that will allow the District to annually monitor and track the UPK Programs.
- UPK Programs must be in session for a minimum of 2.5 hours per day, five days per week for a minimum of 180 days per school year.
B. STAFF QUALIFICATIONS:
- Teachers must be certified according to Part 80 of the Regulations of the Commissioner of Education for early elementary grades and be Highly Qualified under the No Child Left Behind Act (NCLB).
- Teacher assistants must meet the requirements of Part 80.5 of the Regulations of the Commissioner of Education and be Highly Qualified under the No Child Left Behind Act (NCLB).
Teacher aides must meet requirements of Part 80.5 of the Regulations of the Commissioner of Education and be Highly Qualified under the No Child Left Behind Act (NCLB). - Professional staff must be evaluated at least annually.
- Staff development must be provided.
C. FACILITIES REQUIREMENTS:
All buildings, premises, equipment and furnishings used for Universal Pre-Kindergarten Program must be safe and suitable for the comfort and care of children, comply with all applicable requirements of the Americans with Disabilities Act, and be provided and maintained in a state of good repair and sanitation.
Facilities used for UPK classes must meet the requirements set forth in Section 151-1.10 of the Regulations of the Commissioner (8NYCRR).
D. RESPONSIBILITIES OF THE LIBERTY CENTRAL SCHOOL DISTRICT
- Actively supervise all sites
- Monitor compliance with all fiscal and program requirements
- Control enrollment; and
- Define staff development, methodologies, and assessments.
III. PROPOSAL INFORMATION
Proposals should include the following:
- A description of the services to be provided by the eligible agency;
- A detailed narrative which describes how the eligible agency proposes to meet the goals and objectives of the District’s Pre-Kindergarten Program;
- A description of the eligible agency’s staff qualifications, staffing patterns, child-staff ratio, and administrative structure;
- The number of students that will be served;
- A budget of proposed expenditures for services rendered;
- Signed Non-Collusive Bidding Certification and Certificate of Compliance with Iran Divestment Act of 2012; and
- Completed Parents’ Bill of Rights for Data Privacy and Security, Parents’ Bill of Rights – Supplemental Information Addendum, and Data Security and Privacy Plan.
Upon review of the proposals submitted the district will evaluate each of the proposals using a rubric to determine the successful proposal. The eligible agency or agencies shall be selected to collaborate with the district, based on criteria, including but not limited to:
- The eligible agency’s capacity to effectively, efficiently and immediately provide needed services;
- The ease of utilization and accessibility of the program to parents and/or guardians;
- Capacity to provide ongoing staff development;
- Staffing patterns and qualifications;
- Documentation that all applicable health and safety codes and licensure or registration requirements are met;
- Anticipated fiscal share and other resources will be contributed to the Universal Pre-Kindergarten Program;
- Current program design and experience in providing developmentally-appropriate programs;
- Fiscal solvency;
- Stability of staff, rate of turnover and ability to fill vacancies in a timely manner;
- Articulated mission/philosophy statements;
- Record management and documentation procedures followed by the agency;
- Administrative structure;
- Capacity and experience in serving children with disabilities;
- Capacity and experience in serving children and their parents and/or guardians when they are limited English proficient;
- Children’s progress as demonstrated by assessments; and
- Demonstrated effectiveness of the eligible agency’s program.
IV. REQUEST FOR PROPOSAL AND CONTRACT INFORMATION
- Questions regarding this Request for Proposals must be submitted in writing no later than April 14, 2023 , to: Lynnette Brunger, Assistant Superintendent, at lbrunger@libertyk12.org
- It is the policy of the Liberty Central School District to provide Equal Employment Opportunity.
- The contract will not necessarily be awarded to the lowest cost proposal, but to the proposal that best meets the needs and interests of the District and its students. All proposals will be reviewed for a recommendation to the Board of Education.
Respectfully submitted,
Name of Firm
By:
Authorized Signature
Printed/Typed Name
Title
Dated
Sworn to before me this _____________________ day of ___________________ 2023
_______________________________
Notary Public
INSURANCE REQUIREMENTS:
- Prior to any cancellation of, or material change in the policies certified to on this certificate, 30 days written notice, by certified mail, return receipt requested, shall be sent to the Business Office, prior to the effective date of such change or cancellation.
- Each certificate shall include Owner Liberty Central School District as “Additional Insured”.
- Workmen’s Compensation and Employers Liability Insurance – Statutory Workmen’s Compensation and Employers Liability insurance coverage as required by the State Law in which the project site is located, and in the state in which the contractor is domicile, and licensed to do business, and for all of his employees to be engaged in work on the project under this contract, and in case such work is sublet, the Contractor shall require the subcontractor similarly to provide Workmen’s Compensation and Employer’s Liability insurance for all of the latter employees to be engaged in such work. The policy shall contain the New York Amendatory Endorsement for Part II.
- Commercial General Liability Insurance including Premise/Operations, Independent Contractors, Products and completed Operations, Broad Form Property Damage, Broad From Liability endorsement and blanket coverage for the underground hazards; X (explosion) C (collapse) U (underground). Minimum limit: $1,000,000.00
- Umbrella Liability. Limit $1,000,000.00 per occurrence and $1,000,000.00 aggregate coverage excess over Underlying Commercial General Liability, Automobile Liability, and Employers’ Liability Policies.
END OF FORM
Seventh graders get tasty lessons on healthy eating
Liberty Middle School seventh grade students recently learned about the health benefits of consuming local foods and the farm-to-table philosophy thanks to Foster Hospitality and its nonprofit, A Single Bite.
This is the second year LMS and A Single Bite have partnered in this program, which is coordinated by Sara Hazlenis, a LCS alumna.
“This program is a great way for students to see different foods that are produced locally, and get them out of their comfort zone by trying new foods that are prepared fresh,” said seventh grade health and PE teacher Rich Feeney.
In January, Kyle Goldstein, A Single Bite presenter and LCS alumnus, visited classes and discussed health and nutrition related statistics for New York state and Sullivan County. Chef Peter Yurasits prepared three “bites” for students to taste and then discuss characteristics of each with their classmates. All ingredients came from different areas of the county, and each student was encouraged to try “A Single Bite” of each snack.
The bites included cheddar cheese on a Granny Smith apple, smoked trout on cucumber, and a potato pancake with applesauce.
Students then took a field trip to Sprouting Dreams Farms in February where they were given the opportunity to explore the grounds with farmer Eugene Thalmann. He discussed goal setting and using resources, as well as conducted a tour of his vegetable farm, which includes three greenhouses that he discussed the purpose for each during the tour. Students sampled a few greens fresh from the garden and enjoyed the company of the farm dog, Loki.
The following week, students were treated to a farm-to-table, family-style lunch at The Arnold House. The meal included fresh salad, roasted chicken, carrots, fingerling potatoes and a lemon honey tart. All ingredients were locally produced and freshly prepared. Students discussed the tastes, smells and textures of the food while enjoying the meal. After each course, the chef shared with the students where the food came from and how it was prepared.
Goldstein returned to the Liberty classrooms mid-February to recap the field trips as well as discuss the difference between real versus processed foods, as well as health benefits. Yurasits prepared three more snacks for the class, and they were asked to once again try “A Single Bite” while describing the food. The bites included parsnip soup, venison summer sausage on a sweet potato chip, and a garlic scape on a roasted carrot.
“It was a great experience,” student Tyler Juron said, “because we learned about local foods and got to eat an amazing lunch.”
Goals are more powerful than wishes
How Liberty schools use goal-setting for improvement
A wish is something we hope happens. A goal is something we make happen. The main difference between wishes and goals are: clear purpose, effort and priority.
Goal-setting is an integral part of the Leader in Me program, which Liberty has instituted in all of its buildings.
This year, elementary and middle school students have begun setting Wildly Important Goals, or WIGs. SMART goals have been a feature at the high school level for several years. In each case, these goals are those determined to be more important than all others. They are specific, measurable and realistic and can be personal or academic.
But setting the goal is only the first step.
Once a goal is identified, action steps are planned to help reach that goal.
For example, an elementary student’s WIG may be to read a chapter book each month. The student decides that goal can be achieved by reading 20 minutes each night. That task, known as a lead measure, can be used to track progress each day. This is habit building.
At the elementary school, goals can be academic, behavioral or social, and generally focus on the individual student. Although the goal may be personalized, the progress is shared with a partner, group, class or building. At LES, there are school-wide, classroom and individual student goals.

Sharing your progress toward a goal is important, according to LES Principal Robert England. “Letting your accountability partners know how you are doing is key. When students know that other people are invested in their daily progress, students are more likely to change their behaviors to achieve their goals. Eventually, these healthy behaviors turn into self-sustaining habits for long term wellness.”
At the middle school, the WIG starts at the building level: ”By May 2023, 80% of grade 5-8 students’ current Student Growth Percentile will be at or above proficiency level (25+) as evidenced by the Spring 2023 STAR Assessment in Reading.”
Each student’s goal is set using the STAR assessment given at the beginning of the year. The assessment breaks down each student’s progress and offers areas on which a student can improve. The students set their WIGs and list at least two things (lead measures) that can be used to help them reach that goal, such as taking notes during daily reading or effectively logging their reading time. Students will be reviewing their new STAR Assessment data from this winter to update their WIGs and Lead Measures.
A
t LMS, time is set aside during classes to focus on the individual WIGs, and the teachers track the time spent. The time spent is compiled by grade on a google form. The tracking also makes it more fun for students, there is a schoolwide scoreboard displayed in the lobby and grade levels are celebrated at the monthly LIM DEAL (Leader in Me Drop Everything and Lead) Assemblies, said LMS Principal Heather Cheh.
At the high school level, goal-setting is done slightly differently, using Specific, Measureable, Attainable, Relevant, Time Bound goals, which encompass the same dynamics of WIGs.
The high school has been using SMART goals since the Professional Learning Community model was introduced a few years ago. Each Content Teacher Team, those who teach the same course, has a SMART goal. Tracking progress is specific to each goal, but is accomplished through common assessments and data analysis.
Each level of goal-setting builds on the others.
When students do better, classrooms do better, then grade-levels do better, and the building does better, and eventually the district, as a whole, will see improvement.
These improvements could be academic, behavioral or social. Improvement in all three helps make for a better community schoolwide.
