MIDDLETOWN – Speakers at SUNY Orange’s 68th Commencement ceremony on Thursday evening (May 17) emboldened the more than 500 attending graduates to “build” a brighter future for themselves and their community, “step” briskly into that new future, and positively “influence” those with whom they come in contact.
Dental Hygiene professor Dr. Frederick Melone and graduate Rachael Richards were the featured speakers as SUNY Orange feted an estimated 527 graduates, the most ever to attend Commencement. A partly sunny sky blanketed the crowd of 4,000 on an Alumni Green turned soggy by rains earlier in the week. In all, a record total of 901 students are expected to have completed their degree requirements within the past academic year (pending certification of all May graduates’ transcripts)
Richards, a graduate of Warwick Valley High School, earned her liberal arts degree with honors (magna cum laude) in December and spent this spring semester as a chemistry major at SUNY Binghamton. She is presently conducting research, under the direction of a Binghamton professor, aimed at discovering organic, solvent-free methods of removing lead from drinking water.
“Some of us may aspire to shape behavior until it changes minds; craft science until it changes lives,” Richards said. “Some may want to build movements, speak up and out, join walk-outs and sit-ins; write books or create music that people look to when they’re lost; provide every human with a meal and clean drinking water; build buildings for people to stay in and trusses for others to cross; find cures for diseases and solutions for problems; spread love and literally never ever stop.
SUNY Orange celebrated it’s 68th commencement ceremony on May 17, featuring 527 participants and a crowd of approximately 4,000 attendants.
“And trust me, I know that when you want to build (something) that big you often find yourself looking down at your hands thinking: ‘I can’t do this, my hands are too small,’ but I assure you they are not. Just start laying bricks. Because with this education we’ve earned, with this knowledge we’ve acquired, with this drive for whatever it is we do, we would be shocked at just how many beautiful things our hands can create,” Richards added. “There is time for all of these things, and although the work is never easy and the journey is seldom pretty, it’s the only way things get built. We all learned that, right here at this college.”
Melone, a recipient of the 2018 SUNY Chancellor’s Award for Teaching Excellence, was selected to serve as the faculty speaker. He has been a member of the College’s faculty since 2000 and was among three faculty members and one staff member to be recognized during the ceremony for having accepted a Chancellor’s Award.
“Now, you stand at the summit of your success. Now you stand ready to take a step once again – a step to be inspired not by your footprints from your past, but to be inspired by your blueprints for your future: a step to explore new directions – a step to engage new diversions – and a step to enjoy new destinations,” Melone said. “And so, may each of you walk on your upward path with never a misstep. May each of you walk with your family and friends forever beside your footsteps. And may every one of you see your Commencement to be not solely your stepping stone, but to be your platform: your platform to step onto – your platform to speak from – and your platform to step closer to your dreams.”
Additional remarks were delivered by Helen Ullrich, chair of the SUNY Orange Board of Trustees; Orange County Director of Operations Harry Porr; and Derrik Wynkoop, chair of the SUNY Orange Foundation Board of Directors. SUNY Orange President Dr. Kristine Young hosted the event, and during her remarks related the influence that her professor and undergraduate faculty advisor, Dr. Donald Shive, had upon her to the relationship between SUNY Orange students and faculty.
“In my three years as president, I have spoken with countless SUNY Orange alumni who quite vividly recall one faculty or staff member who was their personal ‘influencer’ here. That person who motivated, nurtured, cajoled, pushed … and most importantly … encouraged them,” Young explained. “I’m confident that each of you today has a Dr. Shive. Each of you most likely can point to the left or the right of this very stage, and identify among our faculty and staff, that one person.
“That’s why I love community colleges. That’s why I love SUNY Orange. This thing we call higher education is a people business, a relationship business,” she added. “The great power of education is that it can change people’s lives. You, too, can be influencers. Many of you already are.”
Each year, SUNY Orange awards diplomas to students who earn Associate in Arts, Associate in Science and Associate in Applied Science degrees, while presenting graduation certificates to those who complete the College’s various certificate programs.
COMMENCEMENT TIDBITS:
One student graduated with perfect 4.0 grade point average (Daniel P. Kall) … five graduates had their degrees presented to them by a parent or relative who works at the College: Emma Paradies (mother Dr. Michele Paradies, professor of biology), Brianna Worden (father William, adjunct professor of criminal justice), Andres Salgado (uncle Fred Watson, SUNY Orange Trustee), Rommel Sankhi (father Sonny, security guard), and Peter Jahn (father Walter, professor of biology) … 19 students graduated from the College’s Honors Program … three students earned the SUNY Chancellor’s Award for Student Excellence (Reuben Buck, Renita Johnson, Emma Paradies) … the breakdown of 901 graduates is August 2017 (146), December 2017 (227) and May 2018 (528) … 110 graduates completed their degree programs entirely at the Newburgh campus … 17 students comprised the first graduates from the Excelsior Academy (the collaborative P-TECH program at Newburgh North High School in partnership by SUNY Orange and IBM).
Graduation season comes with inspiring stories about remarkable students, and Tulane University recently shared one about one of its own graduates.
Ben Alexander, a nonverbal student with autism, graduated from Tulane May 19, with the support of his father who accompanied him to every class since 2014.
Dr. Sam Alexander told Tulane he always wanted his son Ben Alexander to have the same opportunities that Ben’s two siblings had, according to a Tulane news release. Sam Alexander, an obstetrician-gynecologist, lauded Tulane’s students and professors for always expressing acceptance toward his son, who communicates via computer.
“Obviously I wish he could have gone by himself, without his father hanging all over him. But what a wonderful experience it was,” Sam Alexander said in a statement.
Sam Alexander’s efforts were also praised by Patrick Randolph, director of Tulane’s Goldman Center for Student Accessibility. Randolph said Ben Alexander would likely not even be at Tulane if not “for the constant and unwavering support of his father.”
House Democrats are inviting students affected by school shootings to participate in an internship program on Capitol Hill, where they will work on issues related to violence prevention.
House Democratic Caucus Chairman Joe Crowley from New York announced the Gun Safety Internship Program on Thursday.
“My colleagues and I are thrilled to invite these young men and women to intern on Capitol Hill this summer and bring their energy and dedication to Congress,” he tweeted.
The Congressman is working with Vice Chair Linda Sánchez from California, Chair of the House Gun Violence Prevention Task Force Mike Thompson from California and Rep. Ted Deutch from Florida to lead the effort.
AUSTIN – Commissioner of Education Mike Morath today announced three specific actions in response to online testing issues that occurred during the April and May administrations of the State of Texas Assessment of Academic Readiness (STAAR®). The Commissioner’s actions include:
Test results for students impacted by online testing issues will be taken into account in this year’s campus and district accountability ratings;
State passing requirements for 5th and 8th grade students impacted by online testing issues will be waived; and
Liquidated damages in the amount of $100,000 will be assessed against ETS (the company responsible for the statewide delivery and administration of STAAR).
“As we continue to build upon our online platform to provide greater support to students, we cannot allow technical disruptions during testing,” said Commissioner Morath. “We are committed to providing a positive assessment experience for our districts and students.”
In a May 23rd letter, Commissioner Morath notified school districts and charters that TEA will exclude the results of the STAAR tests for students directly affected by the online testing issues. However, if including the results from either the April or May test administration would positively benefit a district or campus rating, that district or campus will receive the higher rating. Additional information will be provided to school systems in the next few weeks.
Commissioner Morath also announced that students in grades 5 and 8 directly affected by April or May online testing issues, and who did not perform satisfactorily on the May assessment, will not be required to retest in June. For the 2017–2018 school year, the Commissioner is waiving the requirement for grade placement committees based on results from affected subject tests. Instead, districts will be allowed to use local discretion and all relevant and available academic information (such as the recommendation of the teacher and the student’s grade in each subject) to make appropriate promotion/retention decisions for these students.
During the STAAR administration in April, 41,702 students were testing online. The connectivity slowdown on that day disrupted online testing for approximately 20 minutes. However, some districts may have been impacted for up to three hours due to login/logout issues.
The number of students impacted by the disruption was determined by establishing the number of students either being logged out of active test sessions or not being able to login to a testing session. Of the 278,434 tested students served in special education statewide, 14,673 were testing online during this specific disruption.
During the STAAR administration in May, 29,307 students encountered a connectivity slowdown of approximately 90 minutes. The students impacted by the system slowdown were determined by establishing the number of inactive test sessions lasting longer than 30 minutes and the number of students who logged in more than five times during the event. Of the 278,434 tested students served in special education statewide, 4,594 were testing online during this specific disruption.
Commissioner Morath noted the disruptions in 2018 come one year after STAAR online testing had little or no issues. However, due to the latest incidents, TEA has notified Educational Testing Service (ETS) – the company responsible for the statewide delivery and administration of STAAR – that the agency will be assessing liquidated damages in the amount of $100,000 to address the two recent events. This amount represents the maximum allowable in the ETS contract, reflects accountability for the online testing interruptions and will ensure some safeguards for the future.
The state’s current assessment services are provided through two separate contracts: (1) ETS providing STAAR and program integration; and (2) Pearson providing STAAR Alternate 2 and Texas English Language Proficiency Assessment System (TELPAS). Commissioner Morath stated that TEA will move forward with its plans to rebid both assessment contracts, as reflected in its publicly posted schedule.
In that rebidding process, TEA will prioritize and focus on the online testing experience and functionality of the assessment. Any new contract will require greater enhancements and safeguards and will be designed to ensure the agency can offer teachers and students an innovative and comprehensive instructional system.
“TEA is committed to taking a more focused look at how we develop our online assessment program,” said Commissioner Morath in his May 23rd letter to school districts and charters. “It is important that we provide students with learning opportunities that will prepare them for the ever-growing technologies they will face in their future academic and work experiences.”
What do you think of when you hear the word “gateway?” Is it a promising image, perhaps an invitation to a lush garden? Is it a forboding one, conjuring up the image of a heavy lock on a rusting door?
That’s the double-edged nature of gateways, and in this special report, Education Week aims to explore both facets as they relate to students’ progression through science, technology, engineering, and math in K-12 schools and into their futures.
Gateways can swing open, giving students opportunities to master the ability to think logically, reason, model solutions to problems, and troubleshoot, all of which are in demand among employers both in STEM fields and, increasingly in non-STEM ones.
Or gateways can shut and lock, cutting off the ability to acquire those skills and putting students at a disadvantage, perhaps for the rest of their lives.
STEM Education: Opening Gateways to Learning & Careers
Despite its reputation as a field flush with opportunity, even STEM can pose dead ends for students, such as the traps of remedial math education or course sequences that don’t lead to high-paying, satisfying careers.
In one sense, the problem with defining high-quality, flexible STEM pathways in K-12 education begins with the looseness of the term STEM itself. Too many advocates use it glibly, implicitly giving it the suggestion of limitless promise and opportunity. But a close look at labor-market data suggests it’s not as simple as that…
Read the full article here: May require an Education Week subscription.
U.S. Secretary of Education Betsy DeVos used a speech at the American Federation for Children’s national summit in Indianapolis on Monday to rally states behind the cause of expanding school choice, even though the Trump administration won’t force them to do so.
In the speech before the school choice advocacy group that DeVos used to lead, the education secretary said President Donald Trump soon will propose “the most ambitious expansion of education choice in our nation’s history.”
She didn’t provide any details on how those choice programs would work as the Trump administration prepares to release its fiscal 2018 budget. But DeVos did say that while Washington won’t force states into expanding choice programs and will leave states a lot of flexibility, those states that decline to do so will be held accountable by their constituents.
“If a state doesn’t want to participate, that would be a terrible mistake on their part,” DeVos said. “They will be hurting the children and families who can least afford it. If politicians in a state block education choice, it means those politicians do not support equal opportunity for all kids…”
Read the full article here: May require an Education Week subscription.
MADISON — State Superintendent Tony Evers made the following statement after signing a memorandum of understanding (MOU) with the Lac du Flambeau Band of Lake Superior Chippewa covering current and future work to improve educational outcomes for students.
“This agreement demonstrates our shared commitment to the kids of the Lac du Flambeau Band of Lake Superior Chippewa. Our MOU is one of the first of its kind between a state education agency and one of our state’s federally recognized American Indian nations and tribal communities. Making sure we have the relationships and formal systems in place puts us in a better position to serve our students. I want to thank President Joseph Wildcat Sr. and the members of his tribal community for working with us.”
Black Ink: A Charleston African-American book festival returns for its 3rd year on Saturday, September 8th, and is seeking published black authors to contribute. The mission of Black Ink: A Charleston African-American Book Festival is to support local Black writers, creating a space for them to promote and share their works, discuss their craft, and expose readers of all ages to the great variety of African-American authors in the area.
Last year’s festival featured more than 50 authors, and included a keynote address from Newberry Award winning author, Kwame Alexander. More than 500 readers attended, and this year’s festival promises to be even bigger.
Local published authors interested in applying are encouraged to email blackinkbookfest@gmail.com with their contact information and the name of their latest book titles.
Black Ink: A Charleston African American Book Festival is presented by the Charleston Friends of the Library. This year’s festival will take place at the Charleston County Public Library’s Main Branch. Sponsoring organizations include the YMCA and YWCA of Greater Charleston and the College of Charleston’s Avery Research Center.
The Charleston Friends of the Library, a nonprofit volunteer organization, raises money through book sales to help fund Library services, equipment, training, materials and public programming. The Friends collect and sort donated books for resale to raise money.
By Frank Kineavy, Special to The Informer via DiversityInc
“Given the legal mandate, it is surprising that such a large proportion of students are consistently placed in restrictive settings,” said Matthew Brock, an assistant professor of special education at The Ohio State University who worked on the study. Brock’s study will be published in the American Journal on Intellectual and Developmental Disabilities.
During the ’90s and the first decade of the 21st century the education world has pushed for school districts to integrate students with intellectual disabilities into mainstream or regular education settings. By 2010, 18 percent of students with intellectual disabilities were spending at least 80 percent of their day in general education classes, but that has leveled off. In his report, Brock admitted that it is not realistic to have all students with disabilities be exclusively in general education classes, but he thinks “we need to find opportunities for all kids to spend some time with peers who don’t have disabilities if we are going to follow the spirit and letter of the law.”
Liza Long, a mental health advocate and author of “The Price of Silence: A Mom’s Perspective on Mental Illness,” in an op-ed compared fighting for the rights of children to being in a war. As tragic mass shootings in schools gained more prevalence in the American media, parents of neuro-typical students have been wary of their children being in the same classroom as students with both intellectual disabilities and behavioral disorders. But this practice only attaches an even greater stigma to students with intellectual disabilities.
According to Long, “What is the logical consequence of taking 100 students with behavioral and emotional symptoms between the ages of 12 to 21, 95% of whom are male, and putting them together in a program that will not allow them to earn a high school diploma or to learn to interact with neurotypical peers?
“In our society, too often the consequence is prison.”
So what is the answer? Schools must fight against the disorder by equipping themselves with proper treatment plans and early prevention strategies which could change the trajectory of a student’s future from a life of uncertainty and despair to becoming a productive member of society.
What do you think of when you hear the word “gateway?” Is it a promising image, perhaps an invitation to a lush garden? Is it a forboding one, conjuring up the image of a heavy lock on a rusting door?
