1
    Despite the rain, the emotional dedication of the Robert
    A. Rymer Athletic Complex was the most heavily attended
    event of the day. Left to right are Patricia Piper (BOE),
    Robert Rymer, Michael Poore (BOE), and coach Pete
    Piraino.
    See page 4 for more Rededication photos.
    Rededication Day
    For the Robert A. Rymer
    Athletic Complex
    dedication, the student
    band played on­ despite
    wind and rain­ led by
    music teacher Richard
    Baehr.
    Dates to Remember
    October
    11
    ...... End of 5 week marking period
    14 ...... No School­Columbus Day Observed
    17 ...... Elementary Open House 6:30 p.m.
    23 ...... Half­Day Professional Development Day
    ...... KPTSA Meeting 7:00 p.m. in Nunda
    November
    8 ...... No School­Professional Development Day
    7­9 ...... Theater Guild Production of Mame
    11
    ...... No School­Veteran’s Day Observed
    13­14 ...... 5
    th
    Grade Social Studies test
    19 ...... KPTSA meting 7:00 p.m. in Dalton
    21 ...... MS/HS Open House
    STW
    Honor
    Wisdom
    Leadership
    Truth
    June 2002
    Keshequa
    The mission of the
    Keshequa Central
    School District is to
    provide
    opportunities to
    empower all
    students to be
    cooperative, self-
    directed lifelong
    learners, prepared
    to responsibly meet
    the challenges of
    the twenty-first
    century.
    www.kcs.k12.ny.us
    Chronicle
    2
    Superintendent’s Corner
    Dear Parents, Faculty, Staff and Community Members,
    The 2002­2003 school year had a
    wonderful start. Students came the first
    day with new haircuts and new clothes
    excited to see old friends. Teachers
    were more than happy to return to their
    classrooms after three years of life
    during a building project. Having
    closure to the building project was
    essential in moving forward and the
    building dedication committee planned a wonderful day
    of events, on September 14. I’d like to thank the students,
    community members, board members, and teachers that spent
    the last few months planning the day. Dedicating the athletic
    complex to Bob Rymer and paying tribute to Cecil Buchinger by
    rededicating a memorial at Dalton Elementary made the day
    even more significant. In addition, in order to keep the rich
    history of our district alive, the alumni association rededicated
    the map on the floor in the Nunda Lobby. The map is a represen­
    tation of all the one­room schoolhouses that originally com­
    prised the district. Finally, I must also express my gratitude to
    Bing Alexander and our buildings and grounds employees. As
    always, our facility looked incredible and alumni continued to be
    impressed at the condition of our buildings.
    On the first anniversary of the September 11 tragedy, the
    elementary, middle and high school participated in heartfelt
    ceremonies commemorating the day. We also used the opportu­
    nity to discuss and introduce ‘PeaceBuilders.’ PeaceBuilders is a
    violence prevention curriculum we will be using in the district.
    Middle school students in particular received a presentation
    including the principles of PeaceBuilders and took their pledge
    to actively demonstrate peaceful approaches to resolving
    conflict. Mr. Collichio, Mrs. Rochelle and Miss Bedell spent a
    lot of time planning the assembly. They are to be commended for
    their efforts.
    Accountability on the part of schools has certainly come
    into the spotlight at local, state and national level. After health
    and safety, student achievement is our focus. We are pleased at
    the progress we have made at the 4
    th
    and 8
    th
    grade levels in both
    English Language Arts and Math. We consistently reach our
    target set by the state for adequate yearly progress but we
    continue to strive towards mastery. While there is constant
    criticism relative to these state assessments, the reality is that
    this is how schools are being measured. As a result, we continue
    to look at our curriculum, the state standards and our instruction
    so that students have the necessary skills to demonstrate profi­
    ciency on these assessments. Yearly testing at the other grade
    levels gives teachers a clearer picture of a child’s skills as
    well as identifying areas that students need assistance
    with. Questions repeatedly asked by parents include
    concern for the amount of testing our children experience as
    well as the emotional stress placed on children. Professionals
    are asking the same questions, particularly at the middle school
    level. We continue to evaluate our practices and communicate
    these concerns to state officials. Three questions we strive to be
    able to answer are; what is it we want our students to learn?
    How will we know when they have learned? How will we
    respond when we know students have not learned?
    Due to our success in improving student achievement, we
    have been approved for a third year of a School Improvement
    Grant funding by the state education department. This grant will
    fund professional development for teachers that will give them
    strategies to further improve instruction and in turn improve our
    scores on English Language Arts and Math. A portion of this
    grant must be given to our PTSA to be used to provide programs
    to parents regarding how they can help their child(ren) improve
    school performance. Another allocation is given to higher
    education with the same focus. SUNY Geneseo received the
    higher education funds for the first two years of the grant. We
    are investigating the possibility of involving other colleges with
    teacher programs.
    Other plans for the 2002­2003 school year will include
    further refinement of our district safety plan. We plan to actually
    implement evacuation drills so that we can test our plan in the
    unlikely event of a disaster. Another undertaking that is of
    utmost importance is to work with our auditor and fiscal advisor
    in developing a 3­5 year financial plan for the district. It is
    without question that this community has absorbed more than
    it’s share of revenues necessary to provide the programs our
    children participate in. While the picture at the state level seems
    bleak, especially in the years to come, we must be prepared for
    the known as well as the unforeseen fiscal needs of the district.
    School­to­work continues to be emphasized at Keshequa
    Central School. We have a strong partnership through the
    Livingston County Business Education Alliance. There are
    many businesses eager to provide internships for our students to
    assist them in developing job skills and values necessary to be
    successful as lifelong learners.
    In closing, I urge you to seek answers to the questions you
    have about our school. Information you hear may not always be
    accurate. When you hear something that does not sound right, I
    would encourage you to call the school and ask your questions
    directly. If you are unsure of whom to call, please do not
    hesitate to call me at 468­2541 ext. 1105, or you can e­mail me
    at
    nrochelle@kcs.k12.ny.us. Best wishes for a successful and
    exciting school year!
    3
    Rededication Day Photo Album
    Dozens of well­wishers attended the various KCS district rededication ceremonies held on September 14. Here is a photo album of
    the days highlights.
    Jerry Barkley, president of the KCS Alumni Association,
    discusses some fine points about the impressive
    terrazzo map of the original Nunda school district.
    Soccer coach Ron Macomber,
    Sr., pauses in the bus garage
    during the guided tour.
    The middle school ribbon cutting;
    student Josh Trim, and social
    studies teacher Tom Cook.
    High school principal Mark Mattle holds the
    ribbon that student Jessica Clovis is about to cut,
    at the high school dedication ceremony.
    District residents Dick and
    Peggy Friedman tour the
    new high school library.
    Superintendent
    Neil Rochelle at
    the podium of the
    bus garage
    dedication.
    First grade teacher Carolyn
    Lowell and elementary principal
    Richard Greene at the Dalton
    Elementary ribbon­cutting.
    Gerald Thompson, who donated
    the land on which the transpor­
    tation complex sits, shown here
    with Patricia Piper (BOE).
    4
    Check Us Out
    KPTSA – We're on the Web!
    by Monica Morris, KPTSA Website Chairperson
    Dear Parents, Teachers, Students and Members of our Community:
    The Keshequa Parent Teacher Student Association has created its own website. We are excited about this
    new endeavor and hope that you and your family will find it an informative and useful site. You will find our
    Events Calendar, a Legislative/BOE Corner that will update you on legislative issues as well as highlights of
    the Board of Education meetings, a list of the ‘I Noticed You Build Peace’ award winners, The Parent Corner
    that brings you current information and pressing issues pertaining to the development of your children. We also
    have a Kid's Korner filled with fun games and activities for the whole family. You will also find Teachers
    Resources, Health & Safety, and Tips & Trivia. A click away is the PAC news, KPTSA newsletter and the
    President's Message. These are just a few of the exciting pages that will fill our site.
    Under Kid's Korner we will have a ‘Student Showcase’ where we will display the creative talents of our
    students. We are asking that parents,teachers, grandparents, ect., submit their children's artwork, poetry,pictures
    (teachers may submit field trip pictures) or anything that you feel your child has done that deserves recogni­
    tion. Imagine your child/student's feeling of pride to see their work on the web!
    There will be three ways to submit the work. Two ‘Student Showcase’ boxes will be available, one will be
    in the volunteer center at the Dalton Elementary School and the other will be in the faculty lounge at the Nunda
    High School/ Middle School. Items will be picked up on a weekly basis. You may also
    mail them to: Monica Morris, PO Box 605, Nunda, NY 14517, or you may email them
    to: mmorris@myschoolmail.com Include the childs first name only, age, grade level and
    date. If you would like your items returned you should include your mailing address.
    Please keep in mind that we are still in the process of developing some of our pages
    on the website but we are off to a great start and hope to have all of the pages completed
    in the near future, so check back often! If you have any ideas, suggestions or topics you
    would like to see on our site, please lets us know, your input is greatly appreciated! So
    check us out at: http://myschoolonline.com/NY/KPTSA.
    NOTE
    A reminder for parents, please submit
    your free and reduced meal form to
    the cafeteria as soon as possible. There
    is one conveniently located on page 15
    of this newsletter.
    Cafeteria Prices for 2002­2003
    Elementary (pre K ­ 5)
    Breakfast $1.00
    Lunch $1.40
    Milk .30¢
    Ice cream .50¢
    Middle & High School
    Breakfast $1.00
    Lunch $1.50
    Milk .30¢
    Ice cream .50¢
    The cafeteria can no longer accept
    charges for meals, snacks, and
    beverages.
    However, parents can send in
    money ahead of time to be put into a
    lunch account for their child. This can
    be done on a weekly or monthly basis.
    Please make checks payable to:
    Keshequa Central School Cafeteria.
    KCTA Awards
    The Keshequa Central Teacher’s Association had another successful fundraising
    year for its scholarships and awards. Last school year, a total of $9,450 worth of awards
    were given out.
    This year, the KCTA scholarship and awards funds were used for the following:
    •
    $1,000 scholarships to KCS graduates in college majoring in education.
    •
    Scholarships for summer enrichment programs.
    •
    $250 to the best senior students in each of the nine departments.
    •Plaques for each graduating senior.
    •
    $100 contributed to the eighth grade class picture hanging in the middle school
    hallway.
    •
    67 books were purchased and presented to each of the fifth graders graduating
    to middle school.
    Over the last four years the KCTA has raised and given more than $30,000
    in awards and scholarships.
    5
    Hey Seniors!
    College V
    isitations
    All visitations are in the high school counseling office
    unless otherwise noted.
    10/21 ....Finger Lakes Community College, 1:00 pm
    10/22 ....Utica College, 8:30 am
    10/24 ....Alfred State College (at Alfred)
    10/28 ....SUNY Cobleskill, 11:30 am
    11/13 ....St. John Fisher College, 11:30 am
    ACT
    s
    Register by: To take test on:
    11/8 12/14
    1/3 2/8
    3/7 4/12
    5/9 6/14
    www.act.org – Register online or
    come to the HS Counseling Office
    for applications.
    SAT
    s
    Register by: To take test on:
    11/1 12/7
    12/23 1/25
    2/28 4/5*
    3/28 /53
    5/2 6/7
    * SAT I only
    www.collegeboard.org – Register
    online or come to the HS Counseling
    Office for applications.
    Don’t miss
    these
    important
    dates!
    Interested but want more information? W
    e have college
    catalogs, videos, cds and more…Come to the High School
    Counseling Office and take a look!
    KCS Says
    Last summer Keshequa put the final
    touches on its new ‘YES’ program. YES
    stands for Youth Employment Service, a
    community job bank. The program’s
    main goal is to bring the community and
    the school together to help students gain
    valuable work experience while filling
    local employment needs.
    The program was developed in
    response to local businesses asking for a
    contact to hire youth. School­to­Work
    coordinator Shawn Bielicki put the
    wheels in motion to create YES.
    With the never­ending turnover of
    entry­level employees, even a small
    community needs a little help. “Kids are
    always wondering where they can find a
    job and it seems like businesses are
    always wondering where they can find a
    reliable person,” said Mr. Bielicki. “YES
    was created to be the bridge to bring the
    two together.”
    There is no cost to employers or
    students to participate in the YES
    program.
    Mr. Bielicki posts the open job
    positions outside his room on a employ­
    ment posting board. Job openings are
    also read during school announcements.
    Students apply directly to Mr. Bielicki
    and he checks to make sure they are
    academically sound and attending
    school on a regular basis. He will then
    send the names of the students that fit
    this criteria to the business, or have
    the students contact the business
    directly.
    Local businesses interested in
    YES or needing employees, can
    contact Mr. Bielicki at Keshequa
    high school, at 468­2541, x3003, or
    they can fax the school at 468­
    5493, Attn. Shawn Bielicki. Please
    include basic information such as
    Business Name, Address, Phone,
    Contact Person, Position Open,
    Hours, Wage, and any Notes.
    The turn around time to hiring a
    student is usually five to seven
    school days.
    Plans are in the works to expand the
    YES program to include community
    members who could use a hand on an as
    needed basis­ for jobs such as lawn
    mowing, garage cleaning, shoveling,
    weekend help, etc. This will be an­
    nounced at a later date.
    “I guess the questions that I receive
    most often from kids is how do I get a
    job?” said Mr. Bielicki. “From busi­
    nesses, I’m asked ‘Do you have any good
    students that will work?’ This program
    answers those questions.”
    Mr. Bielicki credits administrators
    Neil Rochelle and Mark Mattle for
    encouraging programs that reach out into
    the community.
    “The School­to­Work Youth Em­
    ployment
    Service is a
    another small
    step in the
    right direction.
    Helping kids
    gain work
    experience is
    important
    because these
    lessons last a
    lifetime,” said
    Mr. Bielicki. “If you take enough small
    steps, you will find yourself a great deal
    further ahead. I hope we receive a great
    deal of participation.”
    YES!
    Rachael Symunds hangs a
    ‘linking learning to earning’
    poster
    6
    New Faces
    We lcome to the following new faces at KCS:
    Jill Faulkner, special
    education secretary
    David Van Slyke,
    science teacher
    Julie Morrison,
    substitute art teacher
    Open House
    for the
    Middle School and High School
    Sports Boosters
    Seeking Members
    The Keshequa Sports Boosters meet on the first Monday of
    each month at the Food Shack in the Robert A. Rymer Athletic
    Complex, at 7:00 p.m. Everyone is welcome to attend and new
    members are, of course, welcome to join..
    The Sports Boosters are a group of parents, community
    members, and students who provide support and raise money for
    Keshequa’s sports teams. Funds raised help purchase sports
    equipment and uniforms for the teams.
    Recent fundraisers include candy sales, a pop can drive, a
    Chinese auction, a bake food sale, and concession stand sales.
    Custom Keshequa t­shirts are currently available, imprinted
    with several designs, including “Keshequa Volleyball Mom,”
    “Keshequa Soccer Grandpa,” and more. These garments are
    available at the sports boosters table at home games.
    The plans for upcoming fundraisers include the sale of Keshequa Indians blankets,
    umbrellas, and travel mugs.
    The current Sports Boosters officers are: Vicki Carlin (president), Cheryl Fedele
    (vice president), Linda Whiteman (secretary), Colleen Debuyser (treasurer), Angie
    Jeffords (public relations), and Luke Debuyser (student treasurer).
    Hope
    Mentors
    Needed
    37 Youth on Waiting List
    Youth Mentoring Program is for
    youth ages 6­14 who could benefit from a
    positive role model outside the family to
    enhance a youth’s talents and a stronger
    sense of self. There is always a need for
    mentors in every community.
    Male mentors are in high demand, for
    there are 29 boys waiting for one. The
    boys are of all ages and in every town in
    Livingston County. Mentor qualifications
    include: being at least 21 years of age, a
    willingness to spend a minimum of four
    hours per month with a youth, participate
    in screening procedures and training
    sessions.
    For more information, call Kim
    Ruliffson or Robin Krupp at Catholic
    Charities, 658­4466.
    Youth for this program are referred
    by Livingston County D.S.S., Livingston
    County Mental Health, Livingston County
    Probation, and Livingston­Wyoming
    ARC.
    Currently, there are 37 hopeful young
    people on the mentor waiting list.
    has been
    rescheduled for
    Thursday,
    November 21
    from 7:00
    –
    8:00 p.m.
    7
    Saturday School a Success
    The School­to­Work Alternative
    Discipline Program (ADP) has proven
    itself a success and will continue.
    The ADP places students into
    community service on Saturday morn­
    ings, instead of out­of­school suspension.
    In the program are students with
    suspendable offensives, less serious in
    nature, and they are put to work doing
    chores.
    In the past, this has included sweep­
    ing the village sidewalks, painting the
    lower section of the volunteer fire hall,
    cleaning the school, painting the school
    locker rooms, picking up Kiwanis Park,
    and sweeping the village mini­mall.
    ADP has allowed the students to
    keep their suspension record clean and
    KCS to keep its suspension record low.
    These are important to both parties.
    The Saturday program does some­
    thing else that normal detentions do not
    achieve. It holds students accountable for
    their actions in not only a punitive
    manner, but also in a productive manner.
    Parents and administrators alike have
    struggled with the idea of suspending
    students out of school. The biggest
    argument against out of school suspen­
    sion is that you give the student want he
    wants – a day off from school. Now the
    tables have been turned and the parent
    and administrator can enroll students in
    ADP.
    One interesting occurrence is that the
    students serving in the program gain a
    sense of community. When they sweep
    the sidewalks, they are less likely to litter
    in the future. Also, they are more likely to
    tell someone who does litter, to clean it
    up. Local businesses and village residents
    have commented that the program is
    wonderful and a step in the right direc­
    tion.
    “ADP seems to be win­win­win,”
    says Shawn Bielicki, the program’s
    developer. “The students can avoid a
    suspension by opting for Saturday school,
    which I think is more meaningful. Also,
    the kids won’t miss a day of classes,
    which many of those enrolled can’t afford
    to do.”
    “On the school’s side, they can keep
    the learning process going and keep their
    suspension rates low. The community
    gets a little help from the students and the
    school. Finally, the kids learn to be on
    time, be accountable for their actions, and
    to make positive choices. What else could
    you ask for?”
    Mr. Bielicki added that Keshequa is
    fortunate to have such supportive
    administrators of the program. “Neil
    Rochelle, Mark Mattle, and Gary
    Collichio are vital to the success of the
    program, as are the KCS teaching staff
    that helps out on Saturdays. Combined,
    they deserve a lot of credit for thinking
    outside the box and making a commit­
    ment for doing what’s best for kids.”
    Though still in its infancy and
    starting its second year, the program has
    met with success so far. The overall
    suspension rate is down and the response
    is way up.
    Perhaps the defining success came
    last year from a mother and daughter who
    participated in the first week of ADP. The
    mother said it was wonderful to wake her
    daughter up early Saturday for structured,
    supervised community service and hear
    her daughter say it stunk, and that she’ll
    never skip science class again.
    “That is exactly the response we are
    looking for,” said Mr. Bielicki.
    MAME
    ○○○○○○○○
    ○○○○○○○○○○○○○○○○○○○○
    ○○○○○○○○
    ○○○○○○○○○○○○○○○○○○○○
    Mame was partially funded by the Genesee Valley Council on the Arts
    Pre­sale tickets available at: Welch’s Wicks & Wares
    or by calling or writing Vincent Fralonardo, 90 Mill Street,
    Nunda, New York, 14517; 468­2316
    Tickets: $6 pre­sale • $7 at the door
    the classic musical
    book by Jerome Lawrence and Robert B. Lee,
    Songs by Jerry Herman,
    based on the novel Auntie Mame by Patrick Dennis
    Performed by the Keshequa Theater Guild
    in the Keshequa High School Auditorium
    November 7 ­ 9
    7:30 p.m.
    8
    •
    70% of the Graduating Class of 2002 are attending college
    •
    18% entered the military
    •
    12 % are in the workforce
    •
    100% of the students graduating from our building trades level 2 program (known as Burt’s Busy Bees)
    are either in college, the service, or employed in the construction field.
    •
    438 college credits were earned last year by our high school students while attending KCS.
    High School Happenings
    by Mark Mattle, high school principal
    Welcome back to a new and exciting school year at KCS High School. I am looking forward to a positive,
    productive and growth filled year.
    I would like to start the new school year by reflecting on a few positive aspects from last year.
    Some notable mentions of stellar performance on NY State Regents Exams from last June:
    Earth Science .............................. 95% passing, 34% mastery (scoring 85% or better)
    Living Environment(Biology ...... 94% passing, 33% mastery
    English (11th Grade) ................... 100% passing, 50% mastery
    Spanish (level III) ....................... 96% passing, 50% mastery
    Introduction to Occupations ........ 92% passing, 62% mastery
    The educational community of Keshequa is doing a fantastic job and has plenty to be
    proud of. We have a strong foundation upon which to build and grow even stronger as
    we take our educational success to new heights.
    I personally thank you for all your help and support. I look forward to working with
    you in the future.
    Volunteer Hosts
    Wanted
    There may be a
    youth in our community
    who would like to finish high
    school, but, for whatever reason, is
    unable to continue living in his own
    home. The Host Program is de­
    signed to offer youth ages 16­19 who
    cannot or should not be living at
    home, a safe and stable living
    alternative. Host Home providers are
    individuals in the community who
    have an interest in youth and who are
    senstive to their situation. Interested
    individuals need to be at least 21
    years of age or older and in good
    health. Individuals are asked to
    complete a series of background
    checks and screening procedures
    prior to approval. Potential providers
    are trained and offered a modest
    monthly stipend. If you are inter­
    ested in learning more, please call
    Jenn Blackmar, CSW at Catholic
    Charities, 658­4466.
    KCS Students Open the Pigeon Koop
    Keshequa Central’s Small Business
    Class , taught by Rick Riggi, let the
    pigeons out when they opened their
    School Store, called the Pigeon Koop.
    The September grand opening
    celebration featured origami pigeons
    created by students in the class, as part of
    a separate production lesson. When the
    doors of the Koop opened, the students
    tossed the pigeons out to celebrate.
    The store is open during the day
    selling students pens, pencils, paper, etc.
    They also stock ‘fun stuff’ that helps the
    kids smile their way through the day.
    Last year, a big hit was their stress­
    relieving sticky, stretchy men, that sold
    for only a quarter. The venerable game of
    skill and concentration ‘Barrel of
    Monkeys’ (in the smaller key chain
    version) was another good seller.
    kids are really excited about starting their
    own business and turning a profit. This
    class is a good mix of students and I am
    excited to see what they can do.”
    The store treasurer is Richelle Losey.
    “I am going to be in charge of deposits,
    inventory and learn to read statements
    and a register,” she said. “It’s going to be
    a learning experience. I am going to learn
    to run a small business.”
    The Pigeon Koop is an example of a
    classroom project that teaches kids more
    than just textbook theory. The project’s
    goal is to teach how to run a small
    business.
    “It’s exciting to see the kids take
    ownership in learning,” said Shawn
    Bielicki, KCS School­to­Work Coordina­
    tor. “Sometimes, it’s the only way you
    can really get kids involved and inter­
    ested.”
    “For these kids the bookstore is their
    business, their textbook, and their
    training,” he continued. “When you have
    kids learning with hands­on lessons like
    this, the sky’s the limit.”
    “The Koop is more of a
    learning tool, than a way to earn a
    little money,” said Mr. Riggi. “The
    9
    School Lottery Money Put to Good Use
    Every student taking Rick Riggi’s Small
    Business Class is enrolled in an entrepreneurship­
    training program, sponsored in part by the New
    York Lo
    ttery.
    Called ‘Entreskills,’ it is part of the Young
    Entrepreneurs Across America Program (YEAAP),
    developed by SUNY Buffalo’s School of Manage­
    ment. The program is designed to teach the ins and
    outs of the entrepreneurial mindset.
    “Whatever the student decides to do down the
    road, they will benefit a great deal from fine­tuning
    their entrepreneurial thinking skills,” said Shawn
    Bielicki, KCS School­to­Work coordinator.
    The program is delivered via the Internet and
    has numerous interactive topics and modules that
    provide various vital skills and essential knowl­
    edge on becoming an entrepreneur. The program is
    designed to be self­paced and adapts well to different learning
    styles.
    “I like the idea of being able to integrate technology within
    the Small Business class,” says Mr. Riggi. “It delivers the
    material in a powerful way that kids can understand and I expect
    a great impact on student achievement. The other thing this kind
    of program does is teach the kids to be a self­learners. A student
    who can motivate himself to learn will become a lifelong learner
    and possibly a millionaire.”
    Senior Andrew Lawson completed the
    program last year and explained it this way,
    “after logging onto the world wide web, you
    would read a lesson. Then, you would answer
    some questions about what you learned. Then,
    the program explained why you got something
    right or why you answered wrong. Finally, it
    would tabulate a score based on your perfor­
    mance. It was kind of cool because they used a
    lot of common sense stuff in the program.”
    Entreskills, is a 30 to 50­hour program
    addressing areas of economics, marketing,
    business law, social responsibilities, e­com­
    merce, and international business. It requires
    students to develop a business plan. The
    program also reinforces numerous state stan­
    dards in various academic areas and helps students fine­tune
    their analytical and critical thinking skills.
    This is the second year that KCS students have had the
    opportunity to participate. Students completing the program are
    given certificates. Information about the YEAPP Program can be
    found on the New York Institute for Entrepreneurship website
    “http://www.nyie.org”.
    KCS senior Andrew Lawson
    confident after completing the
    entreskills program.
    Summer Trainin’
    “Whether or not a student decides to
    continue in their major as a lifelong
    career is irrelevant,” says Shawn Bielicki,
    School­to­Work Coordinator, “because
    the employability skills gained during a
    summer internship are invaluable.”
    Mr. Bielicki was speaking in regards
    to the KCS students that participated in
    internships last summer. The students
    were placed in a field of their choice and
    worked in an intensive two­week
    internship. Most students that complete
    the internship leave with a better under­
    standing of the job. The goal of the
    program is to expose these students to the
    inner workings of a job with a profes­
    sional in the field. Many students make a
    career decision based on this kind of
    experience. Being proactive in this
    approach, students are better educated
    about the field before the go on to
    college.
    “Too many kids go into college and
    switch their majors because they find out
    that the job wasn’t what they thought,”
    said Mr. Bielicki. “The internships are
    not only designed to get kids the needed
    skills to succeed, but also to get some
    experience for their resume. They get to
    really see what the job is like before they
    start training for it in college. The kids
    that take advantage of these opportunities
    are head and shoulders above the rest.”
    Some students in the program decide
    that the career is exactly what they want.
    Others decide that the career is not for
    them. Either way the internship is a
    success.
    One student that participated last
    summer was Heather Cobin. She interned
    at the Perry Veterinary Hospital as a
    veterinary assistant.
    “I really liked the internship because
    I learned a lot and got to see a lot of
    things that go on,” Heather said, “One
    thing that surprised me is the variety of
    animals that get attended to, sheep, cows,
    cats, dogs, goats, and mini­ponies.”
    In regards to the pluses and minuses
    of being a veterinarian, Heather said “I
    didn’t appreciate it when the cows kicked
    their feces up at you and I didn’t really
    care for the anal gland workings. I did
    enjoy the clinic and learning about
    surgeries and caring for the animals. I got
    to witness a c­section done on a cat. I
    also got to watch them take animal’s
    temperatures, listen to the heart beat, and
    do some check­ups.”
    Heather has since enrolled at
    BOCES for animal science and is looking
    continued on page 18
    10
    Fourth quarter honor rolls
    High honors (average 89.5 and higher) Honors (average 84.5-89.4)
    Need Help to Quit Smoking?
    Call the New York State Smoker’s Quitline at 1­888­609­6292
    for materials and support. This toll­free call could save your life.
    12th grade
    James Bennett
    Andrew Buchinger
    Chelsea DeMarco
    Travis Gallton
    Andrea King
    Rebecca Lesswing
    Amy Martin
    Nichole McMindes
    Julie Morganti
    Miranda Newland
    Lisa Poore
    Melinda Sanford
    Jaroslav Seler
    Nathan T. Tallman
    Shain Theriault
    Nonta Traichaiyapron
    Rebecca Waldon
    11th Grade
    Madison Cassidy
    Heather Cobin
    Rochelle Funk
    Caitlin Graham
    Ashley Hendershot
    Andrew King
    Shannon McAuslen
    Jennalyn Oliver
    Ashley Piper
    Robert Preston
    Linda Rice
    Cassondra Smith
    Rachel Snoddy
    Marta Strain
    Jessica Taft
    Amanda Wood
    10th Grade
    Henry Adams
    Luke DeBuyser
    Adam Ellis
    Abijah Gath
    Nathan Grosse
    Matthew James
    Jason Krenzer
    Edith Rich
    Scott Rigney
    Jeffrey Rook II
    Conor Sheehan
    Kristen Waldon
    Derek Worden
    9th Grade
    Bryan Buckel
    Aeriel Donovan
    Steven Duby
    Meghan Giles
    Cassandra Gunn
    Courtney Halter
    Rachel Howell
    Khala Johnson
    Rachel King
    Melissa Krenzer
    Joshua Pierce
    Morgan Sanford
    Andrea Zeh
    8th Grade
    Justin Cartwright
    Blaine Ellis
    Matthew Flint
    Samantha Hicks
    Jenny Holley
    Bethany James
    Eric Kanouse
    Brandi Kelly
    Ashley McAuslen
    Jennifer Pearl
    Jason Pierce
    Sarah Scott
    Rory Sheehan
    Rachel Strain
    Alexander Ulik
    7th Grade
    Janeen Bennett
    Hope Bordon
    Katelyn Brewer
    Kari Buchinger
    Amber Didas
    Amie Giambra
    Joshua Houghtaling
    Stephanie Jones
    Sheila Kennedy
    Lorelei Kujat
    Alaina Loftus
    Marcie Mallaber
    Sarah Morris
    Mark Nesbitt
    Nathan Pierce
    Nikkole Pragle
    Grace Rich
    Timothy M. Snyder
    Tyler Snyder
    Amber Stephens
    Joshua Trim
    Matthew Whiteman
    6th Grade
    Rhiannon Boehm
    Justin Camuto
    Ashley Cassidy
    Andrea DeCramer
    Jacalyn Donovan
    Brendan Ehmann
    Ashley Green
    Nathan Hand
    Eric Howard
    Rachel Kanouse
    Rory Kennedy
    Mathew Kreuzer
    Ryan McClements
    Lauren Morris
    Robert Newcomb
    Allen Pierce
    Laurie Rich
    Angelica Schmitter
    Kassandra Schrier
    Jason Small
    Michael Spateholts
    Nathaniel Spencer
    Marissa Underwood
    Courtney Willey
    12th grade
    Timothy Baxter
    Kory Bugman
    Katrina Case
    Andrew Clark
    Miranda Clinton
    Jason Cobin
    David Coombs
    Abbigail Dexter
    Leo Eldridge
    Taylor Ellis
    Stacey Fogarty
    Kristen Gaby
    Michael Hale
    Jennifer Hollaway
    Jessica King
    Daniel Macomber
    Megan Morris
    Daniel Ochs
    David Orellana
    Noah Palmer
    Tania Privato
    Christopher Rocker
    Veronica Snyder
    Michael Villone
    11th grade
    Samantha Buchholz
    Christopher Burt
    Amanda Emke
    Nicole Favo
    Timothy Fedele
    Gene Hoffman
    Andrew Hooker
    Jennifer Kiley
    Margaret Sanderson
    Brandi Stephens
    Samantha Young
    10th grade
    Zachary Allard
    Casey Beechey
    Justin Bradt
    Rachelle Cartwright
    Michael Clark
    Andrea DeMarco
    Ryan C. Grosse
    Richelle Losey
    Sarah Luther
    Robert McEvoy III
    Sarah Sullivan
    Matthew Walker
    9th Grade
    Jessica Clovis
    Shanee Coburn
    Nicholas DeCramer
    Laura Derrenbacher
    Jamie Fox
    Janae Holley
    Amber Hopkins
    Robert Johnson
    Matthew LaGeorge
    Brandon Lawson
    Philip Moran
    Joseph O’Donnell
    Justin Pelcher
    Ashley Perry
    Carley Walsworth
    ChristopherWhiteman
    8th Grade
    Sarah Beechey
    David Brooker
    Casey Brown
    Troy Deiter
    Amber Funk
    Brandon Howarth
    Ashley Jones
    Amber Louis
    Michael Oulton II
    Chaleigh Savastano
    Kady Smith
    Cassandra Welch
    7th Grade
    Jason Buckel
    Sarah Burrus
    Benjamin Carder, Jr.
    Sarah Cobin
    Kevin Garwood
    Melissa Gray
    Raymond Halter
    Kristin Hanley
    Crystal Harrington
    Bethany Marsh
    Alyssa Palmer
    Ian Phillips
    Lindsay Snyder
    Jessica Stokes
    Joseph Waddle
    James Welton
    6th Grade
    Riley Adams
    Chelsea Amrhein
    Katherine Candie
    Jessica Case
    Jacob Dale
    Cheyenne DeMarco
    Dominic Flint
    Tiffany Funk
    Joshua Goodridge
    Adam Green
    Felicia Gregg
    Casey Jeffords
    John Johnson
    Krista Kiblin
    Theresa A. Krenzer
    Dean V. LaDelfa
    Meghan A. Lowell
    Joseph Maddalena
    Shawna Nickerson
    Ryan Nugent
    Patrick Reichard
    Dustin Rook
    Timothy Rymer
    Brandon Schrier
    Nicholas Shute
    Melissa Strain
    Devin Thorne
    Heather Tomczak
    Nicholas Willey
    11
    Middle School Notes
    by Gary Collichio, Middle School Principal
    The beginning of school is always an exciting time of year. The new and familiar faces come together to
    form the unique character that this year’s middle school student population will portray.
    The opening of school also brings into practice the administrative planning and reorganization efforts of
    last summer. It’s always interesting to witness the implementation of the abstract concepts of workshops and
    conferences into the mainstream educational flow of our school community.
    Reorganization
    Our new middle school reorganiza­
    tion is functioning well, with great
    cooperation from staff and students. We
    are working out the beginning glitches
    collaboratively with student achievement
    as our defining benchmark.
    What are we doing this year to
    improve student achievement? Our goal
    is to concentrate on those factors over
    which we have the greatest control, in
    order to make the biggest impact.
    The 2002­2003 KCS Middle School
    Reorganization provides:
    •
    Dedicated middle school subject area
    teachers. The 6th­7th and 7th­8th grade
    level teams share the same students
    and are provided daily common
    planning time. Interdisciplinary middle
    school teacher teams will meet each
    Monday during the 9th period, unless a
    faculty meeting is scheduled. Profes­
    sional development half­days will
    allow time to develop and monitor
    professional learning community
    action steps at prescribed intervals.
    Emphasis will be on a collaborative,
    interdisciplinary approach to literacy
    skill acquisition.
    •
    Curriculum refinement that emphasizes
    quality of student learning, rather than
    quantity. This addresses the question of
    “what we want them to learn.”
    •
    Ongoing data collection and analysis
    of formative / summative assessments
    that track student progress and identify
    any deficiencies. We will look at
    factors like why students chose the
    wrong response on a test. This ad­
    dresses the question of “how do we
    know if they are learning it?”
    •
    Remedial academic assistance for
    students identified by teacher teams,
    through our English Language Arts and
    Math lab student service and 9th period
    instruction. Our Student Assistance
    Program lends student­specific
    academic and social support. This
    addresses the question of “what do we
    do if they do not learn it?”
    •Test taking procedural adjustments that
    may include increased: practice with
    timed tests, use of rubrics for assess­
    ment and how they may be identified
    from the question, and awareness of
    test question words like ‘imply’,
    ‘infer’, or ‘evaluate’, which may
    confuse correct student responses.
    This reorganization continues to
    support the premise of a committed
    administration and staff to student
    success.
    MS Election News
    As we go to press, our Middle
    School Student Government elections
    have begun. We have had a great re­
    sponse from the students with over 20
    candidates for the various offices. All
    were required to prepare a short cam­
    paign speech and deliver it to their
    prospective constituents on the closed
    circuit video system via our Keshequa
    Weekly Word newscast. I was very proud
    of the preparation and determination of
    the candidates as they presented their
    speeches. Our Middle School Student
    Council and their advisor, Tom Cook,
    have traditionally been the driving force
    behind the many social and academic
    activities exclusive to our middle school
    during the year.
    9-11 Remembered
    September 11 was observed in our
    middle school with a moment of silence,
    a respectful tour of the Donovan monu­
    ment on school grounds, and procession
    to the auditorium for a thought­provoking
    assembly.
    Good Character
    We combined this solemn occasion
    with the kick­off of our PeaceBuilders
    character education program. This best­
    practice anti­violence model has been in
    the works since the beginning of the
    summer.
    The five PeaceBuilders Principles
    introduced are:
    1) Praise People
    2) Give Up Put Downs
    3) Seek Wise People
    4) Notice Hurts
    5) Right Wrongs
    We intend to incorporate our
    PeaceBuilders principles into the culture
    of our school environment. Each month
    one of the principles will be given an
    increased emphasis to promote its social
    message. ‘Praise Boards’ and ‘Principal
    Preferrals’ (instead of referrals) are
    already serving to publicly identify those
    students that exemplify the spirit of
    character development and positive social
    interaction encouraged by the
    PeaceBuilders program.
    12
    PeaceBuilders and Second Step
    Violence Prevention Programs
    Second Step Is Coming
    Second Step, a violence prevention curriculum, will be introduced to K­8
    students in October. The Second Step curriculum is the only violence prevention
    program to receive a top­rating from the U.S. Department of Education as an
    effective program.
    This program is designed to reduce impulsive and aggressive behavior in
    children, teach social and emotional skills, and build self­esteem. Specific
    lessons deal with fairness, accepting differences, active listening, expressing
    concern, and keeping a promise.
    In addition to the school’s part, a family component will be shared with
    parents of elementary students. The family component helps to strengthen the
    link between school and home and improves students’ ability to use social skills
    in their daily lives.
    In October of 1990, the New York
    State Education Department through the
    SAFE School Legislation, mandated
    school districts to develop and implement
    a safety plan and code of conduct. As part
    of this legislation, it was also required
    that non­violence curriculum be pro­
    vided. Keshequa students had already
    participated in anger management,
    conflict resolution, peer mediation and
    prosocial skill training. However, a more
    comprehensive K­8 program was needed.
    For the next year, Keshequa worked
    collaboratively with Genesee Valley
    BOCES Comprehensive School Health
    Network and the Livingston County
    Health Department’s Violence Prevention
    Committee to explore programs. The end
    result of this exploration were the PeaceBuilder’s and Second
    Step Programs, both of which are researched­based and are
    considered to be exemplary. Principals, interested K­8 teachers,
    elementary and middle school counselors participated in ‘train
    the trainer’ programs for both curriculums.
    Teachers and support staff received their training on
    PeaceBuilder’s during one of the initial Superintendent Confer­
    ence Days. Elementary and Middle School Staff met and
    planned a student introduction to PeaceBuilders to coincide with
    September 11. The choice to use this solemn occasion was not
    only to commemorate those who lost
    their lives, but also to have students begin
    to think of how they could make changes
    in their lives to promote peace and to
    solve differences in a peaceful way.
    Elementary students designed paper
    peace quilts, sang songs of peace and
    shared their ‘Visions of Peace.’ Middle
    school students learned about the William
    Donavan Memorial and listened to a
    letter written by his wife. She described
    his life and wrote stories about his
    growing up in Nunda and attending
    Keshequa School. Middle school students
    also wrote paragraphs and drew pictures
    of their ‘Vision of Peace.’ A selected
    student from each grade shared their
    pictures and read their ‘Vision of Peace.’
    PeaceBuilders’ objective is to create
    an atmosphere of respect and calm by
    using five or six basic principles that are
    to be taught, modeled and practiced at
    home, at school and in the community. A
    PeaceBuilders’ Pledge is repeated each
    day and includes the following prin­
    ciples:
    • Praise People
    • Notice Hurts
    • No Put Downs
    • Seek Wise People
    • Right Wrongs
    • Help Others
    Praise Boards and Praise Notes are
    being used in the classroom to recognize
    students for their accomplishments. The
    KPTSA will use the PeaceBuilder’s theme for their ‘I Noticed
    You’ awards assembly. Our Peer Mediation Program will now
    use Peace Coaches to help students work out their problems.
    Activities and special events are being planned throughout the
    school year to reinforce these messages to the students.
    PeaceBuilder Committees comprised of principles, teach­
    ers, students and parents are being formed to help plan these
    activities and to brainstorm ideas.
    The five PeaceBuilders
    Principles are:
    Praise People
    Give Up Put Downs
    Seek Wise People
    Notice Hurts
    Right Wrongs
    13
    From the Busy World of
    Kindergarten…
    Diving In
    The kindergartner’s school year
    began with a visitation day. The children
    and their parents eagerly met elementary
    principal Richard Greene and the
    teachers. They then spent time getting
    used to the kindergarten day by partici­
    pating in typical activities such as
    listening to a story, singing songs, finger
    plays, and doing an art project. Finally, they headed off for a bus safety lesson
    from transportation supervisor Ivan Beardsley and some of the drivers.
    Salty Lessons
    The kindergartners easily dove into the regular school routine on Friday,
    September 6. To start the school year, the teachers planned an ocean theme.
    The boys and girls dug in sand for buried treasures, fished for and counted
    paper fish, painted sea life murals, played related games, sang fishy songs, and
    leafed through books about whales, dolphins, sharks, and other life in the ocean.
    The students learned about letters, sounds, numbers, and patterning as they
    jumped into the ocean themed curriculum.
    Some of the children enjoyed a salt water science experiment, in which they
    were surprised to see an egg float in one jar of water, but not the other.
    Along with being immersed in the ocean theme, the students worked on
    developing social skills and built friendships in the classroom.
    Their teachers look forward to a fun filled and successful year of learning for
    the kindergartners.
    Using the Elementary Library Media Center
    by Joan Ellison, elementary librarian
    Students are having an exciting time discovering the treasures in the elementary library.
    They are enjoying having stories read to them and selecting library materials for themselves.
    Here are some things parents should keep in mind:
    1) Kindergartners are able to borrow one book
    2) First, second, and third graders may borrow one book and one video.
    3) Fourth and fifth graders may borrow two books and one video, or three books.
    4) Videos are on a one­day loan and books are a two­week loan. Don’t be concerned if an
    item is overdue, there are no overdue charges. Out of consideration for others, please return items as promptly as possible.
    5) Help your child remember to care for library materials. Books and videos are expensive to replace. If something does get
    damaged, please send it back to the
    library and I will take a look at it.
    6) Enjoy sharing library materials with
    your child.
    My goal as library media specialist is
    to help your child become an independent
    library user. This means he is able to select
    appropriate materials, and, as he gets older,
    is able to locate and use the resources that
    the library media center has to offer.
    I hope the children enjoy using the
    library as much as I enjoy having them in
    my classes.
    Elementary
    Music Fun
    Elementary students are learning a
    lot about music. Kindergartners are
    exploring their vocal ranges. First graders
    are learning the difference between a
    steady beat and no beat, and second
    graders are reviewing the steady beat and
    names for a G­clef. Third graders are
    learning to read music, fourth graders
    about beats in a measure, and fifth
    graders about beats grouped in twos and
    threes.
    In addition to this, each grade is
    singing, dancing, and having fun with
    music.
    “The whole world opened to me
    when I learned to read.”
    ­ Mary McLeod Bethune
    14
    Dear Parent/Guardian:
    Income Eligibility Guildelines
    for Reduced Price Meals
    Effective from July 1, 2002 to June 30, 2003
    Reduced Price Eligibility Scale
    Reduced Price Lunch, Breakfas
    t
    Household
    Size
    Year
    Month
    Week
    1 ................... $16,391 ................... $1,366 ...................... $316
    2 ..................... 22,089 ..................... 1,841 ........................ 425
    3 ..................... 27,787 ..................... 2,316 ........................ 535
    4 ..................... 33,485 ..................... 2,791 ........................ 644
    5 ..................... 39,183 ..................... 3,266 ........................ 754
    6 ..................... 44,881 ..................... 3,741 ........................ 864
    7 ..................... 50,579 ..................... 4,215 ........................ 973
    8 ..................... 56,277 ..................... 4,690 ..................... 1,083
    For each additional family member add:
    ........................... +5,698 ...................... +475 ...................... +110
    USDA, Director, Office of Civil Rights, Room 326­W, Whitten Building, 1400
    Independence Avenue, SW, Washington DC 20250­9410 or call 202­720­5964 (voice
    and TDD). USDA is an equal opprotunity provider and employer.
    Fair Hearing:
    If you do not agree with the school’s decision on your application or the
    result of verification, you have the right to a fair hearing. This can be done by calling
    or writing the following official: Neil Rochelle, (585) 468­2541, P.O. Box 517, Nunda
    14517.
    Meal Service to Children With Disabilities:
    Federal regulations require schools and
    institutions to serve meals at no extra charge to children with a disability which may
    restrict their diet. A student with a disability is defined in 7CFR Part 15b.3 of federal
    regulations, as one who has “…a physical or mental impairment which substantially
    limits one or more major life activities...” Major life activities are defined to include
    functions such as caring for one’s self, performing manual tasks, walking, seeing,
    hearing, speaking, breathing, learning, and working. You must request the special
    meals from the school and provide the school with medical certification from a
    medical doctor. If you believe your child needs substitutions because of a disability,
    please get in touch with us, as there is specific information that the medical certifica­
    tion must contain.
    Confidentiality:
    The United States Department of Agriculture has approved the release
    of students' names, addresses and eligibility
    status, without parent/guardian consent, to
    persons directly connected with the
    administration or enforcement of federal
    education programs such as Title I and the
    National Assessment of Educational
    Progress (NAEP), which are United States
    Department of Education programs used to
    determine areas such as the allocation of
    funds to schools, to evaluate socioeconomic
    status of the school's attendance area, and to
    assess educational progress. Information
    may also be released to state health or state
    education programs administered by the
    state agency or local education agency,
    provided the state or local education agency
    administers the program, and federal, state
    or local nutrition programs similar to the
    National School Lunch Program. Addition­
    ally, all information contained in the free
    and reduced price application may be
    released to persons directly connected with
    the administraiton or enforcement of
    programs authorized under the National
    School Lunch Act (NSLA) or Child
    Nutrition Act (CNA); including the National
    School Lunch and School Breakfast
    Programs, the Special Milk Program, the
    Child and Adult Care Food Program, Summer Food Service Program and the Special
    Supplemental Nutrition Program for Women, Infants and Children (WIC); the
    Comptroller General of the United States for audit purposes, and federal, state or local
    law enforcement officials investigating alleged violation of the programs under the
    NSLA or CNA.
    The disclosure of eligibility information not specifically authorized by the NSLA
    requires a written consent statement from the parent/guardian.
    Reapplication:
     
    You may apply for benefits any time during the school year. If you are
    not eligible now, but during the school year become unemployed, experience a
    decrease in household income, or an increase in family size you may request and
    complete an application at that time.
         
    We will let you know when your application is approved or denied. Thank you for
    your ongoing participation in our School Meal Programs.
    Sincerely,
    Neil Rochelle, Superintendent
    Children need healthy meals to learn and Keshequa Central School District offers
    these meals every school day. Breakfast costs $1 for K­12. Lunch costs $1.40 for K­5,
    $1.50 for 6­12. Milk is 30¢ and ice cream is 50¢. Children from households that meet
    Federal income guidelines (outlined below) are eligible for free meals or reduced price
    meals. Reduced price meals cost each eligible student 25¢ for lunch and 25¢ for
    breakfast. To apply for free or reduced price meals, submit a Direct Certification letter
    from the NYS Office of Temporary and Disability Assistance
    OR
    complete the
    enclosed application, sign it, and return it to the school as soon as possible. Please
    refer to the guidelines contained in this letter when completing the application.
    Fill out
    all required information
    as we cannot approve an application that is incomplete.
    How to Apply:
    To get free or reduced price meals for your children you may submit a
    Direct Certification letter received from the NYS Office of Temporary and Disability
    Assistance, OR carefully complete the application and return it to the school. If you
    now receive food stamps, or Aid to Dependent Children (ADC)/Temporary Assistance
    to Needy Families (TANF) for any children, or participate in the Food Distribution
    Program on Indian Reservations (FDPIR), the application must include the children’s
    names, the household food stamp, ADC/TANF or FDPIR number and the signature of
    an adult household member. All children with the same case number may be listed on
    the same application. Separate applications are required for children with different
    case numbers. If you do not list a food stamp/ADC/TANF or FDPIR number for all the
    children for whom you are applying, the
    application must include the names of
    everyone in the household, the amount of
    income for each household member , and
    how often this income is received and where
    it comes from. The application must also
    include the signature of an adult household
    member and that adult’s social security
    number, or the word “none” if the adult does
    not have a social security number. Contact
    your local Department of Social Services for
    your food stamp or TANF number or
    complete the income portion of the
    application.
    Income Chart:
    The following chart lists
    income levels according to household size
    and income levels received either yearly,
    monthly or weekly. If your total household
    income is the same or less than the amounts
    on the Income Chart below, your children
    can get reduced price meals, and may be
    eligible to receive free meals.
    Verification:
    The school may ask you at any
    time during the school year to verify your
    eligibility. You will be notified, in writing, if
    you have been selected for verification.
    School officials may ask you to send papers showing that your child should receive
    free or reduced price meals.
    Reporting Changes:
    If you list income information and your child is approved for
    meal benefits, you must tell the school when your household income increases by
    more than $50 per month, $600 per year, or when your household size decreases. If
    you list a food stamp case number, ADC/TANF or FDPIR number, you must tell the
    school when you no longer receive food stamps or ADC/TANF for your child or you
    no longer participate in the FDPIR. You may then fill out another application giving
    income information.
    Income Exclusions:
    The value of any child care provided or arranged, or any amount
    received as payment for such child care or reimbursement for costs incurred for such
    care under the Child Care Development (Block Grant) Fund should not be considered
    as income for this program.
    Foster Child:
    Your foster child may be eligible for meal benefits. An application for a
    foster child must have the child’s name, the child’s “personal use” income and an adult
    signature. If you have questions contact the school for help with the application.
    Nondiscrimination:
    This statement explains what to do if you believe you have been
    treated unfairly. In accordance with Federal law and U.S. Department of Agriculture
    policy, this institution is prohibited from discriminating on the basis of race, color,
    national origin, sex, age, or diability. To file a complaint of discrimination, write to
    15
    KESHEQUA CENTRAL SCHOOL DISTRICT
    APPLICATION FOR FREE AND REDUCED PRICE SCHOOL MEALS
    To apply for free and reduced price meals for your children, read the instructions on the back, complete this form, sign your name and return it to the school.
    Call 468­2541 if you need help. For additional names, list on a sheet of paper.
    1. CHILDREN IN SCHOOL:
    (complete a
    separate
    application for each foster child.)
    MONTHLY INCOME CONVERSION: WEEKLY X 4.33; EVERY 2 WEEKS X 2.15; TWICE A MONTH X 2
    a
    FOOD STAMP, ADC/TANF, FOSTER CHILD
    a
    INCOME HOUSEHOLD: Total Household Monthly Income _____________________________________ Household Size ______________________
    Application APPROVED for:
    a
    Free Meals
    a
    Reduced Price Meals
    a
    Temporary Free (expires in 45 days) ___/___/___
    a
    Application DENIED
    Date Notice Sent _________________ Signature of Reviewing Official ________________________________________ Date ______________________
    DO NOT WRITE BELOW THIS LINE – FOR SCHOOL USE ONLY
    5. SIGNATURE: An adult household member MUST sign the application before it can be approved.
    I certify that all of the above information is true and that all income is reported. I understand that the information is being given for the school to receive
    federal funds; that school officials may verify the information and that deliberate misrepresentation of the information may subject me to prosecution
    under applicable State and federal laws, and my children may lose meal benefits.
    SIGNATURE: ____________________________ DATE: __________
    SOCIAL SECURITY# ____ ____ ____–____ ____–____ ____ ____ ____
    _____________ _____________ _______________________________ ______________
    Home Telephone Work Telephone Mailing Address Zip Code
    SOCIAL SECURITY NUMBER:
    If
    Part 4
    is completed, the adult who signs the application
    must
    provide his/her social security number.
    ____ F ____ R ____ D
    School Year 2002­2003
    Date withdrew ______
    2. FOSTER CHILD:
    If the above named child is the legal responsibility
     
    of a welfare agency or court check this box
    a
    a
    a
    a
    a
    List the child’s personal use income: _______________________ . (Write “0” if the child has no personal use income.) Skip to Part 5.
    3. HOUSEHOLDS GETTING FOOD STAMPS OR AID TO DEPENDENT CHILDREN (ADC)/TEMPORARY ASSISTANCE TO
    NEEDY FAMILIES (TANF):
     
    Complete this section and sign the application in Part 5
    OR
    submit a Direct Certification letter from the Office of
    Temporary and Disability Assistance. Complete a separate application for children with a different case number or no case number.
    Food Stamp #: _____________________________________ ADC/TANF #: ______________________________________________
    Show how often each amoung is received.
    See Examples
    List the Names of Everyone in Your Earnings From Work Child Support, Payments from Other Income
    Household Before Deductions Alimony, Etc. Pension or Retirement
    Amount Amount Amount Amount
    1. __________________________________ $ _______ / _______ $ _______ / _______ $ ________/ _______ $ _______ / ________
    2. __________________________________ $ _______ / _______ $ _______ / _______ $ ________/ _______ $ _______ / ________
    3. __________________________________ $ _______ / _______ $ _______ / _______ $ ________/ _______ $ _______ / ________
    4. __________________________________ $ _______ / _______ $ _______ / _______ $ ________/ _______ $ _______ / ________
    5. __________________________________ $ _______ / _______ $ _______ / _______ $ ________/ _______ $ _______ / ________
    6. __________________________________ $ _______ / _______ $ _______ / _______ $ ________/ _______ $ _______ / ________
    7. __________________________________ $ _______ / _______ $ _______ / _______ $ ________/ _______ $ _______ / ________
    CURRENT INCOME/PAY PERIOD
    4. HOUSEHOLD MEMBERS & TOTAL HOUSEHOLD INCOME:
    If you did not give a food stamp or ADC/TANF number, or submit a Direct
    Certification letter, complete this part and all of part 5.
    ______________________________________________________________________________________________________________________________
    ______________________________________________________________________________________________________________________________
    ______________________________________________________________________________________________________________________________
    ______________________________________________________________________________________________________________________________
    ______________________________________________________________________________________________________________________________
    ______________________________________________________________________________________________________________________________
    Children’s Name (Last, First, M.I.) Grade/Teacher School
    Examples: $100/
    weekly,
    $100/
    bi­weekly,
    $100/
    2x per month,
    $100/
    monthly
    If pay period is not noted, the reviewing official will process the reported income as received WEEKLY.
    16
    APPLICATION INSTRUCTIONS
    To apply for free and reduced price meals, submit a Direct Certification letter received from the Office of Temporary and Disability Assistance
    OR complete this application using the instructions for your household. Sign the application and return the application to the school. Please
    complete a separate application for each foster child. Call the school at 468­2541 if you need help. Ensure that all information is provided.
    Failure to do so may result in denial of benefits for your child or unnecessary delay in approving your application.
    PA RT 1 ALL HOUSEHOLDS MUST COMPLETE STUDENT INFORMATION.
    (1) Print the names of the children for whom you are applying.
    (2) List their grade and school.
    PART 2 HOUSEHOLDS WITH A FOSTER CHILD SHOULD COMPLETE THIS PART AND SIGN PART 5.
    A foster
    child is the legal responsibility of a welfare agency or court. A separate application must be completed for each foster child.
    (1) List the foster child’s monthly “personal use” income. (“Personal Use” income is money given by the welfare office
    identified by category for the child’s personal use, such as an allowance, and all other money the child gets, such as money
    from his/her family or money from the child’s employment.) Write “0” if the foster child does not get “personal use
    income. SKIP PART 4 . Do not list any other children, household members or income, or a social security number.
    (2) A foster parent or other official representing the child must sign the application in PART 5.
    PART 3 HOUSEHOLDS GETTING FOOD STAMPS, ADC/TANF OR FDPIR SHOULD COMPLETE THIS PART AND
    SIGN PART 5.
    (1) List a current food stamp case number, ADC/TANF or FDPIR (Food Distribution Program for Indian Reservations)
    number. Complete a separate application for a child/children with a different case number.
    (2) An adult household member must sign the application in PART 5. SKIP PART 4. Do not list names of household members
    or income if you list a food stamp case number, ADC/TANF or FDPIR number.
    PARTS 4 & 5 ALL OTHER HOUSEHOLDS MUST COMPLETE THESE PARTS AND ALL OF PART 5.
    (1) Write the names of everyone in your household, whether or not they get income. Include yourself, the children you are
    applying for, all other children, your spouse, grandparents, and other related and unrelated people in your household. Use
    another piece of paper if you need more space.
    (2) Write the amount of current income each household member receives, before taxes or anything else is taken out, and
    indicate where it came from, such as earnings, welfare, pensions, and other income. If the current income was more or less
    than usual, write that person’s usual income.
    Specify how often this income amount is received: weekly, bi­weekly,
    monthly, 2 x per month.
    (3) The value of any child care provided or arranged, or any amount received as payment for such child care or reimbursement
    for costs incurred for such care under the Child Care and Development Block Grant, TANF and At Risk Child Care
    Programs should not be considered as income for this program.
    (4) The application must include the social security number of the adult who signs
    PART 5
    if Part 4 is completed. If the adult
    does not have a social security number, write “none.” If you listed a food stamp, ADC/TANF or FDPIR number, or if you
    are applying for a foster child, a social security number is not needed.
    OTHER BENEFITS:
     
     
    Your child may be eligible for benefits such as Medicaid or Children’s Health Insurance Program (CHIP). In order to
    determine if your child is eligible, program officials need information from your free and reduced price meal application. Your written consent
    is required before any information may be released. Please refer to the attached parent Disclosure Letter and Consent Statement for information
    about other benefits.
    PRIVACY ACT STATEMENT
    Section 9 of the National School Lunch Act requires that unless your children’s food stamp, ADC/TANF OR FDPIR case number is provided,
    you must include the social security number of the adult household member signing the application, or indicate that the household member
    does not have a social security number. If a social security number is not given or an indication is not made that the signer does not have such a
    number, the application cannot be approved. The social security number may be used to identify the household member in carrying out efforts
    to verify the correctness of information stated on the application. These verification efforts may be carried out through program reviews, audits,
    and investigations and may include contacting employers to determine income, contacting a food stamp or welfare office to determine current
    certification for receipt of food stamps or other benefits, contacting the State employment security office to determine the amount of benefits
    received and checking the documentation produced by household members to prove the amount of income received. These efforts may result in
    a loss or reduction of benefits, administrative claims, or legal actions if incorrect information is reported.
    DISCRIMINATION COMPLAINTS
    In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national
    origin, sex, age, or disability. To file a complaint, write to USDA, Director, Office of Civil Rights, Room 326­W, Whitten Building, 1400 Independence
    Avenue, SW, Washington DC 20250­9410 or call 202­720­5964 (voice and TDD). USDA is an equal opportunity provider and employer.
    17
    Parent Focus
    What Can You Do to Improve Your
    Child’s Education?
    From Middleschool.com
    Parent involvement in their child’s
    education is the single most important
    factor in school success and achievement.
    Nothing that the school can do has the
    power of active parenting to foster good
    attitudes, high achievement, and a strong
    commitment to education in children and
    young adolescents.
    But what can busy parents do to help
    their students achieve? Fortunately,
    parent involvement can take many forms.
    What is most important is that parents let
    their kids know just how important
    school is through their words and actions.
    The following tips are based on research
    from the U.S. Department of Education.
    Read together
    Children who read at home with their
    parents perform better in school. Show
    your kids how much you value reading
    by keeping good books, magazine, and
    newspapers in the house. Let them see
    you read. Take them on trips to the
    library and encourage them to get library
    cards. Let children read to you, and talk
    about the books. What was the book
    about? Why did a character act that way?
    What will he or she do next?
    Use TV wisely
    Academic achievement drops
    sharply for children who watch more than
    10 hours of television a week, or an
    average of more than two hours a day.
    Parents can limit the amount of viewing
    and help children select educational
    programs.
    Establish a daily family routine
    with scheduled homework time
    Studies show that successful students
    have parents who create and maintain
    family routines. Make sure your child
    goes to school every day. Establish a
    regular time for homework each after­
    noon or evening, set aside a quiet, well lit
    place, and encourage children to study.
    Routines generally include time perform­
    ing chores, eating meals together, and
    going to bed at an established time.
    Ta lk to your children and teenagers
    — and listen to them, too
    Ta lk directly to your children about
    the dangers of drugs and alcohol and the
    values you want them to have. Set a good
    example. And listen to what your children
    have to say.
    Express high expectations for
    children
    You can communicate to your
    children the importance of setting and
    meeting challenges in school. Tell your
    children that working hard and stretching
    their minds is the only way for them to
    realize their full potential. Expect and
    encourage your children to take challeng­
    ing courses. Make sure they never settle
    for doing less than their best. Be quick to
    praise them when they accept new
    challenges, and support them when they
    make mistakes or fall short of their goals.
    Keep in touch with the school
    Parents cannot afford to wait for
    schools to tell them how children are
    doing. Families who stay informed about
    their children’s progress at school have
    higher­achieving children. To keep
    informed, parents can visit the school or
    talk with teachers on the telephone. Get
    to know the names of your children’s
    teachers, principals, and counselors.
    Use community resources
    Activities sponsored by community
    and religious organizations provide
    opportunities for children and other
    family members to engage in positive
    social and learning experiences. Families
    can reinforce their children’s learning by
    going to libraries, museums, free con­
    certs, and cultural fairs together.
    Sounds like common sense,
    doesn’t it?
    Ye
    t parental involvement is one of
    the most overlooked aspects of American
    education today. The fact is, many
    parents don’t realize how important it is
    to get involved in their children’s
    learning. One parent took the time to read
    the same books her daughter was
    assigned in English class so they could
    discuss them. She was surprised at how
    quickly her daughter’s reading and
    writing improved.
    All parents and family members
    should try to find the time and make the
    effort because research shows that when
    families get involved, their children:
    •
    Get better grades and test scores.
    •Graduate from high school at higher
    rates.
    •Are more likely to go on to higher
    education.
    •Are better behaved and have more
    positive attitudes.
    Family involvement is also one of
    the best investments a family can make.
    Students who graduate from high school
    earn, on average, $200,000 more in their
    lifetimes than students who drop out.
    College graduate makes almost $1
    million more!
    A Concluding Note
    It’s difficult and time consuming, but
    becoming involved in your child’s
    education pays big dividends. For help
    with parenting your adolescent student,
    be sure to check out all of the resources
    and links provided on middleschool.com.
    This article is adapted by Howard Johnston
    from a U.S. Department of Education
    brochure entitled Get Involved: How Parents
    and Families Can Help Their Children Do
    Better in School. It is in the public
    domain and may be copied for use
    by parents and schools.
    18
    Keshequa Central School
    P.
    O. Box 517
    Nunda, New York 14517­0517
    School Board Members
    Patricia Piper, President
    Michael Poore, Vice President
    Theron Foote
    Patricia Kreuzer
    Sally Phillips
    Kevin Whiteman
    Joyce Zeh
    Neil Rochelle,
    Superintendent
    Brian O’Connor,
    Business Administrator
    Kyle Adamczak,
    Newsletter Editor
    NONPROFIT
    ORGANIZATION
    US POSTAGE
    PAID
    PERMIT NO. 1
    NUNDA NY 14517
    forward to
    doing some
    more work
    with animals.
    The summer
    internships are
    ideal because
    they don’t
    detract from
    classroom
    learning­time
    and students
    can finally
    begin to get the
    answer the
    perennial
    classroom
    question of
    “when am I
    ever going to use this?” They immedi­
    ately see relevance in what they learn at
    school and connect it to what is done in
    the real world.
    The internships were set up as a
    school­to­work initiative. The guidance
    department, led by Deb Beaumont,
    helped students sign up for the intern­
    ships and Cindy Oswald, of the Business
    Education Alliance, helped arrange the
    placements. Mrs. Oswald is the coordina­
    tor of the Livingston County BEA and
    has worked with KCS School­to­Work
    Coordinator Shawn Bielicki on a number
    of school initiatives.
    Summer Trainin’
    continued from page 9…
    Heather Cobin, a summer
    intern.
    Upcoming...
    October
    16 ......MBS @ Mt Morris 4:30 p.m.
    ......VB v Geneseo (H) 4:30 p.m.
    ......JVGS v Geneseo (H) 4:30 p.m.
    ......GS v Geneseo (H) 6:30 p.m.
    17 ......Soccer Crossover at B site, TBA
    ......MVB @ Livonia 4:30 p.m.
    ......Elementary Open House 6:30
    p.m.
    18 ......Volleyball crossover (C / D site)
    ......Girls’ Soccer crossover (C / D
    site)
    19 ......MBS @ Wyoming 9:30 a.m.
    ......MGS v Wyoming (H) 9:30 a.m.
    22 ......Utica College visit 8:30 a.m.
    ......MVB @ Perry 4:30 p.m.
    ......MBS @ Warsaw 4:30 p.m.
    ......MGS v Warsaw (H) 4:30 p.m.
    23 ......Superintendent’s Conference
    Half­day
    ......Elementary dismissed @ 10:30
    a.m.
    ......MS/HS dismissed @ 11:00 a.m.
    24 ......Alfred State College HS
    visitation
    ......MVB v Cal­Mum (H) 4:30 p.m.
    ......MBS v Perry (H) 4:30 p.m.
    ......MGS @ Perry 4:30 p.m.
    26 ......ACT test
    November
    1 ......SAT I registration deadline
    2 ......SAT I test
    8 ......Superintendent’s Conference
    Day no school
    ......ACT registration deadline
    11 ......Veterans Day No school
    13­14 ....5th grade social studies test
    18 ......Elem faculty meeting 2:30 p.m.
    19 ......KPTSA meeting in Dalton @
    3:30 p.m.
    21 ......MS / HS Open House 7:00 p.m.
    26 ......Elem. Parent / Teacher Confer­
    ence Day
    ......No school for elem students
    27­29 ....Thanksgiving Recess
    December
    3 ......BB v LeRoy (H) 5:30 p.m.
    4 ......GB @ LeRoy 5:30 p.m.
    5 ......VW v Letchworth (H) 6:00 p.m.
    6 ......BB @ Pavilion 6:00 p.m.
    ......GB v Pavilion (H) 6:00 p.m.
    7 ......SAT I test
    ......VW @ Byron­Bergen Tour
    10 ......GB v Letchworth (H) 5:30 p.m.
    11 ......BB @ Letchworth 5:30 p.m.
    ......VW @ York 6:00 p.m.
    12 ......7­12 Winter Concert 7:00 p.m.
    13 ......BB v York (H) 6:00 p.m.
    ......GB @ York 6:00 p.m.
    14 ......ACT test

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