WVCSD EdTalk & Photo of the Week: February 11, 2026

In recent years, New York has increasingly set major education policy through statute. Nowhere is that more evident than in the state’s mandate to transition school transportation fleets to zero-emission vehicles. Questions remain about whether the timeline and structure of the law align with the operational reality New York school districts face every day. For many, the concern is how to do this in a way that is reliable, affordable, and workable across very different communities.

Electric buses do not operate in isolation. They depend on charging infrastructure, sufficient electrical capacity, trained staff, new maintenance systems, operational flexibility, and dependable service support. In most parts of the state, that ecosystem is not yet fully in place, including here in Warwick, even as statutory deadlines continue to approach.

There are also real market and supply constraints. While the electric school bus market is growing, it remains much smaller and less mature than the traditional diesel bus market. A number of manufacturers now offer battery-electric school buses, but production capacity remains limited compared to overall district demand. Many districts nationwide, including Warwick Valley CSD, have experienced extended lead times of a year or more between placing an order and receiving buses. This timeline complicates planning and compliance with these fast-arriving mandates.

Unlike the consumer electric vehicle market, where some costs have moderated over time, electric school buses continue to have significantly higher upfront purchase prices than comparable diesel models. Beyond the buses themselves, districts must also fund charging stations, electrical upgrades, site work, service contracts, and staff training. These are large, immediate, capital-intensive expenses that are not always fully reimbursed. At the same time, there is no statewide requirement that manufacturers provide standardized range or performance data, and independently verified real-world performance information, especially under winter operating conditions, remains limited.

Under current law, districts must purchase only zero-emission buses beginning in 2027 and complete full fleet conversion by 2035. Those timelines do not yet align with real-world conditions, costs, or market readiness. For geographically large districts such as Warwick Valley Central Schools, which spans roughly 90 square miles, questions about range, charging infrastructure, and operational reliability are especially pronounced.

Assembly Bill A9187, sponsored by Assemblyman Christopher Eachus, offers a more responsible and realistic path forward. The bill would amend the Education Law to adjust the transition timeline and add flexibility for school districts moving to zero-emission fleets. Specifically, it would extend the deadline for purchasing only zero-emission buses from 2027 to 2030 and move the full fleet conversion date from 2035 to 2040. It would also create a process for districts to apply annually for limited, one-year extensions when circumstances beyond their control delay compliance, potentially through 2045.

The purpose of A9187 is not to weaken the state’s commitment to a zero-emission future. It is to make that commitment achievable. Under the current law, many districts face hard, near-term deadlines that are difficult to meet given the cost of buses, the need for major electrical and facility upgrades, long manufacturing lead times, and limited standardized performance data on electric fleets. A9187 aligns the mandate with real-world readiness, allowing districts to build infrastructure, develop workforce capacity, and secure sustainable funding without being penalized for obstacles they cannot solve overnight.

In short, A9187 does not change the destination. It fixes the roadmap, so districts can get there safely, responsibly, and in a way that actually works for students, families, and communities.

While we are on the topic of transportation, this week is Bus Driver Appreciation Week, so it is the perfect time to say “thank you” to all of our Warwick Valley school bus drivers, monitors, mechanics and office staff for the incredible dedication, patience, and care they bring to our students each and every day. You may have even seen the signs at our schools or in town showing our appreciation for them. While on the road this week, be sure to give our bus drivers an appreciative wave. Our Transportation Department’s commitment to ensuring that our children travel safely, to and from school, does not go unnoticed. I want to express the school district’s deep gratitude for the professionalism and responsibility they demonstrate. Their work is essential to the heart of our school community, and we appreciate the kindness and reliability you bring to a job that carries so much responsibility. You are valued, respected, and appreciated more than words can say.

Here are some highlights from our schools this week:

Park Avenue Elementary School
Third-grade students enjoyed this year’s visit by staff from the Warwick Historical Society. John Johansen and Rich DeLeo taught students all about farming in Warwick during the 1800s. Some highlights included a look at tools used during that time period and how they were used to build farm structures such as barns. Mrs. Kilbride shared, “Many of our students volunteered to answer questions, jumped in to hold and use some of the tools, and asked thoughtful questions throughout the presentation. Some of the tools Mr. Johansen and Mr. DeLeo brought with them included levels, mallets, trunnels for fastening wood, and shingles.” Mrs. Kilbride added, “It was a great way for students to understand the technology of the time and the problem-solving strategies used to accomplish great things!”

As is the case each school year, Park Avenue students have been busy writing homemade cards to local veterans. This Valentines for Veterans event, which is supported by local public officials, is one more way for our community to show its love and appreciation for the brave men and women who served our country. Additionally, our first graders engaged in a Valentine’s letter-writing project as part of an effort spearheaded by staff at the Warwick Post Office. The letters will ultimately land in the hands of seniors who live in local nursing homes. Mrs. Campora shared, “The children were very excited to participate in this activity.” After brainstorming ideas, our students demonstrated their best handwriting and spelling skills while crafting their heartwarming messages. Mrs. Campora added, “They were so excited to spread kindness through this special act.”

Sanfordville Elementary School
Sanfordville kindergarteners teamed up with their fourth-grade buddies to make Groundhog Day predictions and create fun groundhog puppets. They also learned about shadows and used flashlights to experiment with making their own. Speech teachers even dressed up in Groundhog Day costumes and visited the classrooms to share the news that we will be having six more weeks of winter.

Fourth-grade students attended a special presentation in the school library given by Sheldon Stowe. Mr. Stowe brought over 1,000 artifacts from Native American, Colonial, and Revolutionary War-era New York. He used period dress and the artifacts to tell the story of New York’s history. This immersive experience is designed to build excitement and provide crucial anchoring experiences and background knowledge for students. This directly supports the fourth-grade curriculum, which includes the study of Native Americans, explorers, Colonial life, the Revolutionary War, and immigration in New York. Students are better able to learn new information when they have existing experiences or knowledge to connect it with.

The fourth graders in Mrs. DeTorres’s class had the opportunity to speak with the author of Pilfer Academy, Lauren Magaziner, via Google Meet. The students were excited to speak with her since they had just finished reading one of her books. During this Google Meet, they were able to learn more about the writing process and ask questions about how the author developed her initial ideas into the final published product.

Warwick Valley Middle School
Our longstanding tradition of collaboration with the Friends of Hathorn House continued as Mr. Patafio’s seventh-grade social studies classes stepped directly into Warwick’s Revolutionary past. The classroom was transformed into a living history experience as historians and reenactors brought local history to life through authentic displays, demonstrations, and interactive learning.

Students rotated through three stations designed to deepen their understanding of the American Revolution. The first featured a Colonial voting activity where students explored the perspectives of Loyalists and Patriots, prompting thoughtful discussion about allegiance and identity during the era. The second station showcased Revolutionary War equipment and soldier supplies, giving students a close-up view of the materials and challenges faced by Patriots on the battlefield. The final station, always a student favorite, was an interactive map led by Tom Ryder, where students connected well-known Warwick landmarks and street names to key events and movements during the war.

The visit was led by a knowledgeable group of local historians, including Sue Gardner, Town of Warwick historian, along with Ken Columba, Tom Carton, and Tom Ryder from the Friends of Hathorn House. Their expertise and enthusiasm allowed students to see the American Revolution not just as a distant historical moment, but as a story deeply embedded in their own community’s roots. The program supported the students’ current American Revolution unit, reinforcing classroom learning with tangible, place-based experiences. The Friends of Hathorn House once again provided an engaging and meaningful experience, enriching our students’ appreciation of Warwick’s history and the people who shaped it.

Warwick Valley High School
As winter transitions to spring, Warwick Valley High School is actively engaged in academic planning for the 2026–2027 school year. This is an important time for students in grades 9, 10, and 11 to thoughtfully consider their course selections and begin shaping their academic futures.

To support students in this process, school counselors are visiting social studies classes across all grade levels to guide students through the scheduling process and clearly outline high school graduation requirements. During these classroom visits, counselors review graduation expectations, explain course sequencing across a range of pathways, including advanced and specialized programs, and emphasize the importance of making informed, intentional choices. Students are encouraged to select courses that align with their interests, strengths, and post-secondary goals, whether those include college, trade school, military service, or entering the workforce.

A key component of these sessions is the opportunity for students to ask questions. Counselors address topics such as electives, Advanced Placement and college-level coursework, prerequisite requirements, and how current course selections influence future opportunities. These conversations help students better understand the connection between the decisions they make now and the options available to them later.

These visits are more than a procedural step. They are an essential part of empowering students to take ownership of their learning. We are grateful to our counseling team for their proactive outreach and continued commitment to ensuring every student feels informed, supported, and confident as they plan for the next stage of their high school journey.

---

Photo of the Week

Two veterans—and PIE parents—recently visited the Sanfordville Elementary School PIE 3/4 classes to speak with students. They delivered a joint presentation on the lasting impact of the Revolutionary War on today’s military, highlighting similarities and differences between historical armed forces and the modern military. Students also had the chance to explore military equipment and view uniforms up close.