Tompkins-Seneca-Tioga Board of Cooperative Educational Services

Volume XIII, Issue 2

T-S-T TIMES T-S-T BOCES Mission Statement

The mission of our Tompkins-Seneca-Tioga Board of Cooperative Educational Services is to identify, to propose, and to provide high quality services for children and for all the customers

served which are economical and efficient in their operation, and which complement the educational program provided by the local school districts and other agencies in our region.

Winter 2015

A Message From The District Superintendent, Dr. Jeffrey A. Matteson

Winter 2015 Article

As we endure a bone chilling winter season, we reflect on the progress TST BOCES continues to make in meeting the needs of our component schools and our school age and adult students. The Administrative Leadership Team has been working its way through a book study on “the multiplier effect” as we attempt to embed its principles to multiply the leadership impact of all of our valuable faculty and staff. This approach is already paying dividends as our employees continue to reach out to support and serve anyone within our reach. In effect, we are simultaneously building the organi-zation on the inside while attempting to more effectively meet the needs of those on the outside.

Some of our efforts the first half of this school year include, but are not limited to:

1. A great deal of progress on our 2014-15 Technology Plan including a dramatic expansion of our wireless network and the availability of state of the art technology for our students and teachers. This is particularly evident in our Exceptional Education programs.

2. Ongoing intensive support of our component schools and our teachers on campus in the state educational re form initiatives by our instructional services personnel including a focus on the new Social Studies frameworks.

3. Hosting the “Let’s Get Ready” regional SAT prep course sponsored by Cornell University. 4. Convening and guiding the Teaching is the Core grant initiative which concentrates on improving assessment practics in our region.

5. Remarkable growth of our Energy Management service to additional schools inside and outside of our BOCES region.

6. The development of a new Tag Line and Logo in preparation to roll out a new website home for TST BOCES. 7. The evolution of a partnership with the Tompkins County Department of Public Health as we de-velope detailed emergency procedures associated with becoming a closed Point of Distribution. 8. Consistent development and scheduling of broad Adult Education program offerings directly tied to the needs of individuals and businesses in our community.

This very incomplete list hardly does justice to the daily achievements of our instructional and service personnel. However, it is important to stop and communicate just a few so that our constituencies come to understand that we are continually in a responsive posture. We are always open to new ideas and creative approaches to overcome barriers in these turbulent times.

Inside this issue:

Superintendent’s Message 1 Help For School to Work Transition 2

A Healthier Snack Shack 2

RAS Student Mediation 3

Robin Parks Retirement 4

BOCES Welcomes Roxanne Saville-Hilliard 5

Nigerian Drumming 5 Smith School Winter Concert 6

Holiday Whoville Hair Competition 6

87th National FFA Convention 7

My Choice to go to Boces 8-9 CTE Preparing Students forCollege 10 C&T Center Annual Open House 10

Early Childhood Class Updates 11

Cosmo Students Visit TC3 and Finger Lakes School of Massage 11

TST BOCES School ImprovementServices 12

Smith Building Artists Take Show on the Road 13-15

HELP FOR SCHOOL TO WORK TRANSITION

There is a new opportunity for students to receive employment training and GET PAID at the same time!

Recently, the Employment Training Program (ETP) was introduced to Tompkins County. ETP is a state funded program to help individuals with developmental dis-abilities gain competitive employment. With the elimination of segregated work-places (employment centers), there was a need for a new training model.

Individuals in the ETP program get the support and experiences they need to gain competitive level work skills with wages as an incentive. Real wages also help students practice budgeting.

Students are able to be in the ETP program during their last 2 years of school if they hold an off campus job through the school. Last year, 2 students in the Career Skills program were getting paid $8.00 an hour for their work at FoodNet and at Cornell. These students were able to transition quickly into other paid positions once they graduated, because their (lengthy) applications had already been processed.

A Healthier Snack Shack

The student run Snack Shack recently changed its menu to meet the new federal guidelines for the Healthy, Hunger–Free Kids Act. Although we always strived to offer healthy choices, a few changes were necessary. The students in Supervised Work Experience and Career Skills worked together to make these changes. We ex-perimented with many different recipes to make the healthy choice an easy choice. Our baked goods are now made with whole grains and less fat, we are using lean proteins in our recipes, including our world famous chili, and our beverage selec-tion is significantly healthier. In doing this, the students are learning about healthy recipes and how to incorporate them into their daily life. It took everyone a bit to get used to the changes, but they soon realized that healthy can taste good!

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Peer mediation is an empowering, problem solving process that has been adopted by schools nation-wide to reduce violence and provide students with skills to deal with conflicts and anxiety. Students at the Regional Alternative School are now par-ticipating in the RAS Student Mediation Board. This is an opportunity to take an active role in cre-ating a positive school climate and gain valuable Participation in Government credit toward gradu-ation. The Mediation Board is being overseen by advisors, Tom Fitzgerald and Doug Keating.Mediation is a voluntary and confidential practice that operates in an atmosphere of respect. Peer mediators guide their fellow peers through an in-

formation gathering session on what the conflict is about, the current emotions felt between each person, and how they could resolve the dilemma. Mediators encourage the parties to work together to fashion an agreement that will resolve a conflict in the best possible way. Students can come to the Mediation Board on a voluntary basis or can be referred by faculty, staff, or the school’s principal, Maxine Parker. Some suspensions at RAS now in-clude a referral to the Student Mediation Board. The reason for this is that research has shown that some form of restorative justice is often more effective than standard punishment for misbehavior. Rather than simply returning to school after being suspended, students meet with their peers to discuss ways that they might give back to the school community upon their return. This process can help students develop a better sense of belonging and sup-port engagement in the educational process.The process of mediation gives students an opportunity to develop life skills including active listening, empathy, and creative problem solving. Students who serve as mediators or those who are referred to participate in media-tions benefit from the process on many levels. As they learn how to manage conflicts in more constructive ways, they begin to comprehend the value of cooperation in maintaining a positive and productive school community. The word discipline comes from the Latin root which means to teach. The RAS Student Mediation Board hopes to move us more and more away from punishment and closer to discipline, teaching our students the benefit of cooperation, communication, and engagement in the learning community.

RAS Student Mediation

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Robin Parks Retires as TST BOCES Transportation Specialist After Nearly 20 Years of Service

On January 30, 2015, TST BOCES Transportation Specialist Robin Parks retired after nearly 20 years of dedicated service to TST BOCES and the component school districts.

Robin began her career at TST BOCES on October 16, 1995, working half-time in the position of Health & Safety Assistant where her pri-mary duty was to handle Drug & Alcohol Testing for BOCES and the component school district bus drivers. During her career at BOCES she also worked conducting bus driver physical performance testing and also as Transportation Specialist for the past 13 years.

Along the way there have been many milestones and accomplishments that Robin should be proud of:

• She completed her 20 Hour Basic Course for new Bus Drivers on August 28, 1997,• She received her Commercial Driver License in October of 1998,• In October of 1998 she also became certified as a NYS School Bus Driver Instructor through SED,• In the summer of 2002, she became certified as a NYSDMV Article 19A Examiner,• In the summer of 2005, she was recognized by her peers and the

NYSED as the NYS School Bus Driver Instructor of the Year,• In the winter of 2009, she was chosen out of approximately 80 applicants nationwide to receive the Ameri-can Logistics Scholarship Award, which provided her with an all-expense paid trip to their National Conference in Indianapolis where she served as a panel expert on Transporting Students with Disabilities,• She has conducted a countless number of bus driver training basic courses, advanced courses, refreshers, pre-service trainings, aid & monitor trainings, rodeos and special bus safety training programs, and has been an expert advisor and consultant for BOCES and our school districts on school transportation matters. AND.......• Perhaps her most significant accomplishment of all; she has developed and conducted training programs that have helped school bus drivers in our region keep our students safe. While it is impossible to quantify, her efforts can be directly linked to preventing serious injury and/or death to countless numbers of students. She has always been in it “For the Children.”

With all of that said, it has been Robin’s personality and genuineness that has made all of her personal and pro-gram successes possible. She has touched the lives of so many people and has had such a positive impact on everything that she has been involved with. The Facilities Services Department staff members and school trans-portation personnel from all of the component school districts are all grateful to have been a part of it.

Congratulations and best wishes to Robin. May she have a wonderful retirement, and relax and enjoy the next phase of her life that she so very much deserves!

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TST BOCES Welcomes Roxanne Saville-Hilliard – Transportation Specialist

TST BOCES is pleased to announce that Roxanne Saville-Hilliard has started at TST BOCES on January 26, 2015, as Transportation Specialist. Roxanne is replacing Robin Parks, who retired at the end of January with nearly 20 years of dedicated ser-vice to the BOCES and participating school districts.Roxanne comes to BOCES from the Moravia Central School District where she has worked as a bus driver for nearly 20 years. While at Moravia CSD, she also became NYSED certified as a School Bus Driver Instructor and as a NYSDMV certified 19A Examiner. Roxanne is very enthusiastic and excited about her new position at TST BOCES and looks to hit the ground running in working with BOCES and the school districts in all areas of pupil transportation. Welcome Roxanne!

Nigerian Drumming

Multicultural music is always better learned from the source; so Aloja Airewele brought his talents to Smith School. On December 9th Aloja joined Turning Point Middle School students to share his Nigerian drumming

and storytelling. Students had been studying African drumming on a larger scale, but it was great to experience drumming first hand with someone so exuberant about the art. Aloja spent about an hour with eight students showing them various rhythms and techniques to play a variety of drums. Students took turns playing djembes, congas, bass drums, bongos, and various other percussion instruments as Aloja sang a few Nigerian folk songs. The students were eager to try the various instruments and try out the challenging patterns that Aloja presented. They quick-ly found that playing a variety of different things together was tough, but they were persistent. Aloja ended his time with us with a few Nigerian riddles. This seemed to be the most engag-ing for the students as they tried to figure them out. See if you can figure out this Nigerian riddle:A farmer has only a small boat to get his things across the river. He can only fit one item in the boat at a time. He has a goat, a lion, and a sack of potatoes. The lion will eat the goat and the goat will eat the potatoes if the farmer is not with them. How can he get all of the items to the other side of the river safely?

Aloja works with some Turning Point Middle School Students

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Smith School Winter ConcertSmith School celebrated the annual Winter Concert on January 16th with a large number of audience members. This year’s concert was a little different than in the past, with participation from almost all of the campus pro-

grams that receive music! The performances spanned a variety of genres of music and groups. Participants performed a selection of songs bridging the gap from the hit motion picture Frozen to old favorites from the Euthy-mics. Students were eager to prepare for the concert and excited to par-ticipate in a variety of performing groups such as choruses, contemporary ensembles, Orff ensembles and duets. It seemed that Izzy Magnunson-Lee’s performance of Hit Me with Your Best Shot was the crowd pleaser with huge audience participation. This was an excellent resemblance of the great talent that Smith School houses. Huge appreciation and thank you to all of the students, staff, administration, maintenance, etc. who helped to make this performance possible!

Holiday Whoville Hair Competition

In an effort to contribute to the NTHS Holiday Goody Box campaign, Andrea Perkins’ cosmetology students put on a “Holiday Whoville Hair Competition.” Cosmetology students studied the characters from the 2000 live-action adaptation of the beloved children’s tale, How the Grinch Stole Christmas, by Dr. Seuss and devised ways to recreate the fantastic hair creations seen in the movie. Students spent days using dif-ferent styling techniques, props, and products to achieve their hair creations. When they finished, they lined the lobby of Powell Building with their masterpieces and invited the staff and students of BOCES to swing by and vote for their favorite style by using spare change or dollars. At the end of the two- day competition, over $28 was raised and was donated to pur-chase goodies for the NTHS Holiday Goody Box campaign!

Turning Point student Izzy, doing a solo performance

Just one of the fabulous hair styles created by our Cosmetology Students

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87th National FFA Convention

By Sierra Clute, Animal Science student

During the week of October 27- November 1, 2014, students from Dryden (Alex Morrison, Paige Dedrick and Sierra Clute), Newfield (Kelsey Warnimont, Arin Hallet, and Shelby West), and Groton (Lynzee Hoffman)

attended the 87th National FFA convention in Louisville, Kentucky. The students all had to work hard in order to earn the privilege of attending the trip. They had excellent work ethic skills along with having dedication within the TST Career and Tech FFA chapter. They had the chance to meet people from all over the world, learn from and be motivated by feature keynote speakers, attend edu-cational tours and leadership workshops, partici-pate in a national “day of service”, and take part in the largest youth agriculture career show. On the trip, each day provided the students with a new experience.

On October 28th, the students toured Washington D.C. There, they toured the memorials such as the Korean War Veterans Memorial, the World War II

Memorial, and the Lincoln Memorial. They toured the Capital Building where they received a guided tour and saw the senate vestibule, the old supreme court chamber, and the Old Hall of the House which now serves as the National Statuary Hall, along with the painting “The Apotheosis of Washington” by Constantino Brumidi inside the Capital Dome. To finish out the day in Washington D.C., students were able to tour the National Museum of Natural History.

On October 29th, students arrived in Louisville, Kentucky. They started the day with a tour of Fort Knox which is a 109,000 acre area with a population of more than 40,000 soldiers, family members, and civilian employees. After that, the students went on a tour of the Louisville Slugger factory where the world famous baseball bats are made. Afterwards, they went to the opening session of the National FFA convention. There, a motivational speaker spoke about self-image. Nicholas Vujicic, the speaker, was born without arms or legs. He is the most inspirational and moving speaker anyone will ever meet. He practically moved everyone to tears. His story and the way he can motivate others is one of a kind. On October 30th, the students participated in a day of service with Louisville Grows. Louisville

Left to right: Kelsey Warnimont, Newfield; Lynzee Hoffman, Groton; Arin Hallet,Newfield, Alex Morrison, Dryden; Paige Dedrick, Dryden; Shelby West, Nefield; Sierra Clute, Dryden

Left to right: Sierra Clute, Dryden; Paige Dedrick, Dryden; Shelby West, Newfield;Alex Morrison, Dryden; Kelsey Warnimont, Newfield; Lynzee Hoffman, Groton. Missing Arin Hallet, Newfield

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My Choice To Go To BOCES

By Rebekah Shea

I wish to share some thoughts about my experience as a stu-dent in the Heavy Equipment program at the TST BOCES Career and Technical Education Center. I believe that all students need a better understanding of what TST has to of-fer, hoping that it will make it easier for future students who wish to attend TST BOCES to do so.

First and foremost, contrary to popular belief, BOCES is not a “dumping ground” for problem students and students who tend to have bad grades. It is often times stereotyped as such. That stigma tends to deter some students from attend-ing a CTE program at BOCES.

School counselors try to help you reach your future goals. But, even some of them do not totally understand the kinds of experiences that are available to students in a career and technical education setting. By most standards, I am con-sidered a smart student. I have good grades and could have continued with honors English, a foreign language, and I probably could have made it into other honors or AP classes. But all that is padding on a resume for college. Those give you no practical life skills.

When a student graduates, they have a fancy piece of paper (a diploma) with their name on it, and they can probably get into a pretty good college if their grades are good enough.

They might even get a scholarship or two. But, when they go to get a job to help pay for college, unless they had a summer internship or some sort of job during their high school career, they may not have marketable skills. Thus, they too often end up with minimum wage jobs at a fast food store or a store in a mall.

When a student completes a NYS Approved Career and Tech program at BOCES, they get the same fancy piece of paper with their name on it, but they get so much more. They graduate from high school with marketable skills. Many go on to college. Some enter the workforce in jobs that typically pay better than minimum wage.

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My choice to go to Boces ( cont.)

College is not for everyone. Traditional classrooms are not for everyone. Many, such as myself, learn from moving and doing. We have trouble grasping concepts, such as Trig or Physics that are so advanced that there is not any practical day to day application We learn by seeing and moving and doing something ourselves. We need the practicality of a concept before we accept it and remember it. I cannot sit still in a chair for more than two minutes without getting restless where I either start tapping my foot or a pencil, start clicking a pen con-stantly, or just totally dazing and thus not paying attention to the teacher. I need to be able to move and experi-ence things for myself. Sitting in a chair for almost an hour listening to someone drone on is not an effective way to get a child to learn especially, if they do not learn that way. The Career and Tech Center at BOCES offers an environment that gives students the practicality of a subject and gives them the experience in a trade during high school so they do not end up wasting money trying to figure out what their actual interests are in college.

BOCES is there as an opportunity for students to find themselves before college and experience things they have an interest in, without having to go to college and paying thousands of dollars, just to discover they really do not like it. It gives students a time to just be themselves and do what they love while learning and not having to be restrained by the mold of a typical classroom.

Trades are the backbone of the American workforce. Carpentry, diesel mechanics, auto mechanics, auto body professionals, etc. cannot be outsourced and the industries need new people coming in with the latest training. BOCES and similar institutions across the country give those industries the workers that they can depend on. A student only gets the technical endorsement on their diploma if they pass their class at BOCES and pass national industry standard exams. BOCES helps students develop a good work ethic, teaches them to show up on time, and teaches them how to apply themselves to a task and get it done. Most programs are project based. Students head up the project and designate tasks for other students so they get practical experience in managing a task and all that goes into it. These skills are very valuable and should not be tossed aside lightly.

BOCES should not be thought of as a place for delinquents and misfits; it is for all students who have interests in learning a trade or pursuing a career. No student should be discouraged from attending just because they are viewed as an average or a good student that might otherwise take honors or AP courses. BOCES is a vital part of the educational system, which gives students opportunities to learn and flourish, and helps them find their niche as they become self-sufficient citizens.

**********Editor’s note. Ms. Shea is a senior at Lansing High School. After graduation, she plans to pursue a college program that will lead to a degree in agricultural engineering technology.

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CTE Better Preparing Students for College

In response to an increasing number of student requests for help preparing for the Accuplacer College Math Placement tests, the counselors at the TST BOCES Career and Tech Center teamed up with the Career and Tech Math Department to explore options for review. After meeting with staff from TC3’s CollegeNow program, two options were designed for high school seniors planning to continue their education after graduation. Option 1: Accuplacer “Boot Camp.” Students will take a practice placement test in early February. Information gathered from this practice test will indicate areas that students will need to improve upon. Students can then work at their own pace, in a web-based tutorial program, designed to help students improve their math skills. “Boot Camp” will end in April, with the students taking the Accuplacer Placement Test again and scores being sent to the college of their choice. Option 2: Select students will be eligible to take MATH100, Intermediate Algebra, for 3 college math credits. This course

will be taught at the Career and Tech Center, but will follow TC3’s exact curriculum. Students will work through MATH100 over 18 weeks, starting in mid-January, completing homework assignments on-line, attending lectures every other day, and completing tests in the math lab at the Career and Tech Center. Students who earn a C or higher in MATH100 will be exempt from the Accuplacer Math Placement test and will also have met the pre-requisite for any higher math courses at TC3 (credits may transfer to other schools as well). Thus far, student response has been overwhelm-ing with 89 students initially signing up for one of the options. Approximately 55 students will be pursuing the MATH100 option, with the remainder opting for Accuplacer “Boot Camp.”

Career and Tech Center Annual Open House

The Career and Tech Center Annual Open House will take place on Thursday, March 19, 2015 from 6:00 – 8:00 pm. Students, parents, teachers, administrators, and community members are welcome to visit our Career and Tech and World of Work classrooms in action. Each class will highlight student projects, perform demon-strations, and showcase their talents! Visitors are encouraged to participate – and ask questions – to learn more about the opportunities available at the Career and Tech Center.Z.95.5, Ithaca’s Hit Music Channel, will broadcast live throughout the event, along with interviewing alumni, teachers, and current students. TC3 rep-resentatives will be available to provide informa-tion about transitioning to college – and program opportunities for college students. Food, fun, and prizes available for all!

Gabe from Z95.5 and Tyler Andrews, Culinary Arts, pose at last years’s open house

Sandy Chrzan, Math 100 Teacher

Early Childhood Class Updates

During the season of giving, the Early Childhood Class and T-S-T BOCES Nursery School held a Diaper Drive to assist families in our area. Preschool parents and Early Childhood students collected bags of disposable diapers and they were delivered to Catholic Charities for distribution. Parents and students collected hundreds of diapers for our community. Thank you parents & students for helping!Students in the Junior Class recently wrapped up their unit on Guiding Young Children. They learned how to state rules in terms of expected behavior and have become very skilled in reminding children of what they CAN do

rather than what not to do.The Early Childhood Senior Class recently com-pleted their 2nd internship rotations of the school year. Our hosting preschools included: Ithaca Com-munity Child Care Center, Kendal of Ithaca, UCNS Preschool, Beverly J. Martin Headstart, Longview Headstart, The Amici House Headstart, and a Group & Family Center, South Hill Tots. High school stu-dents plan and implement one learning activity each week and assist the classroom teacher as needed. On non-internship days the high school students are cur-rently completing a unit that focuses on working with children with special needs.

Brianna Wyak, a junior from Dryden High has prepared The Best Vanilla Playdough for the sensory table.

Senior Cosmetology students at Joe’s Restaurant. Thank you, Mr. Ciaschi

Cosmetology Students Visit TC3 and Finger Lakes School of Massage

On February 3rd, the Senior Cosmetology Class went on a field trip and visited TC3 and Finger Lakes School of Massage. At TC3 they toured the campus, met with Tim McCabe, Business Professor, and the Director of Admissions, Sandy Drumluk. They were treated to lunch at Joe’s Restaurant in Ithaca by Jamie Ciaschi, owner of Joe’s Restaurant. Students enjoyed delicious pizzas, breadsticks, salad, and beverages in the newly renovated dining room. From there they went to the Finger Lakes School of Massage and met with Jessica English, Admis-sions, where they learned about the benefits of having both a Cosmetology and Massage license, how they can be more marketable and where they could be employed when they earn their licenses.The Cosmetology class has an articulation agreement with the Finger Lakes School of Massage.

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TST BOCES School Improvement ServicesMr. Barry Derfel

Assistant Superintendent for Instructional Services

TST BOCES is an exciting and affirming community to be a part of, and I want to thank you all for your ongo-ing support. If you would like to learn about much of the work that our team is doing, please visit the following link: http://barryderfelinstruction.wikispaces.com/. Three specific initiatives that I want to highlight here are explained below:

TST BOCES Regional Social Studies Network: TST BOCES will be establishing a network of educators, families, and community members to work together on unpacking the new Social Studies Framework and C3 Framework. Our goal is to develop a network that will actively support districts, schools, and teachers in build-ing Social Studies units that are both standards-aligned and designed to promote the health and success of all students in our region.

This work will begin in the early spring of 2015. We will be embedding Civic Engagement at the core of our work by including a diversity of families and communities from the outset. We hope that such engagement will promote Social Studies education that affirms the diversity of all members of our regional community.

The educators invited to participate in the network will be Social Studies teachers who have shown a strong unit planning ethic, grounded in the principles of Understanding by Design, Differentiated Instruction, and Universal Design. The families and community members invited to participate in the network will represent diverse de-mographic backgrounds, including areas of economic security, race and ethnicity, place of residence, disability, sexual orientation, etc.

The short-term goal of our network is to be prepared to work in collaboration with teachers, schools, and/or districts this summer in beginning the unit planning process. The long-term goal will be to provide ongoing support to teachers, schools, and/or districts as they fully transition their Social Studies instruction to align with the new Social Studies Framework and C3 Framework in ways that also promote the health and success of all students in our region.

“Let’s Get Ready” Program: Cornell’s “Let’s Get Ready”, a program of the Public Service Center, helps expand access to college for local high school students by mobilizing, equipping, and empowering Cornell undergraduates as tutors. This year, TST BOCES will be hosting the program here. Our hope is to be able to increase participation rates of all students across the region, and to guide and mentor the Cornell student volun-teers as they coach high school students on how to better prepare for the SAT test. Beth Dryer will be serving as our on-site host and mentor.

TST BOCES Campus Professional Development Plan Committee: The purpose of this committee will be to up-date and revise our campus Professional Development Plan. As explained by the New York State Department of Education, the purpose of this plan is “to improve the quality of teaching and learning by ensuring that teach-ers participate in substantial professional development in order that they remain current with their profession and meet the learning needs of their students.” The intended outcome of our committee work will be to create an action plan that will effectively support our campus educators in their ongoing efforts to meet the academic, social, and emotional needs of our students.

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Smith Building Artists Take the Show on the Road

During the fall, Smith Building art students studied the life and art work of Georgia O’Keefe and explored the mediums of chalk pastel and oil pastel while drawing flowers, shells, and bones. Turning Point High School and Middle School students studied surrealists Dali and Magritte and created surreal interpretations of their own using photos donated by a local photographer- Matthew Binkewicz. The students decided which areas of the photo to cut out and then drew into the blank areas surreal interpretations that included texture, line, image, color alterations, and narrative. The cumulative body of work was on display at the Tompkins County regional Airport in the atrium from December through January.

Influenced by Georgia O’Keefe

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The art show was enjoyed by staff and visitors alike. Because it was so well received, we were granted permis-sion to retain the space for the month of February as well. The current exhibit expands upon the ‘Surrealism’ concept. Students from Kindergarten on up studied Oppenheim’s surrealist ‘Fur Teacup’ and worked on inter-pretations of their own. Using a wide range of drawing techniques and collage items they created whimsical alternate realities. You should not miss visiting this show in person. *Parking in the short term lot is free for the first 30 minutes.

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Submitted by Katrina Binkewicz

An Educational Plus

BOCES

Current and past issues of the TST Times are available on our website, at www.tstboces.org!

Board of EducationKathy Zahler, President Linda Competillo, Vice President Brian JuneDouglas Ann LandTom ParsonsHope VanScoyMichael Koplinka-LoehrJohn NihillDavid Teeter

Our Component School Districts:

Candor, Dryden, George Jr. Republic,

Groton, Ithaca, Lansing, Newfield,

South Seneca, and Trumansburg

555 Warren RoadIthaca, NY 14850

607.257.1551www.tstboces.org

Tompkins-Seneca-Tioga

Board of Cooperative

Educational Services

Dr. Jeffrey A. MattesonDistrict Superintendent

Mr. Barry DerfelAssistant Superintendent

David J. ParsonsAssistant Superintendent

Please deliver to:

“The Tompkins-Seneca-Tioga Board of Cooperative Educational Services (BOCES) does not discriminate on the basis of race, color, creed, national origin, political affiliation, sex, age, marital or veteran status, disability, religious practice, ethnic group, gender expression and identity, or weight in its programs and activities.“