Category: Archive

When Title IX was in its infancy, former Fort Plain coach and teaching aide Elaine Krum was already proving that women could also coach a male dominated sport as well as her male counterparts.

For nearly 20 years, Elaine Krum spent time mat-side with our Hilltoppers wrestling team, turning out champions.

On Sunday, Sept. 27, Elaine Krum was inducted into the Upstate New York Chapter of the National Wrestling Hall of Fame in recognition of her Lifetime Service to Wrestling.

We remain thankful to Ms. Krum for her commitment to our students and athletes over the years and join in wishing her congratulations on this well-deserved honor!

Read the full story about Elaine Krum’s time in education and coaching, and the Class of 2026 Upstate Chapter of the National Wrestling Hall of Fame induction in this Daily Gazette article (subscription required.) 

This week, Fort Plain CSD welcomed our newest faculty members for New Faculty Orientation.

The day included an introduction to the district with Superintendent Amy Bartholomew, time with our District Office team, a welcome from the Fort Plain Teachers Association, technology onboarding and time to begin preparing classrooms for the year ahead.

Participants shared that their favorite part of the day was the bus tour of Fort Plain and the opportunity to see and learn more about the community they will now be serving.

We are excited to welcome these new members to the Fort Plain family and look forward to all they will bring to our students and schools!

The Fort Plain Central School District Board of Education and Superintendent Amy Bartholomew are pleased to announce the appointment of Skyler Douglas as the principal of Harry Hoag Elementary School.

Douglas was appointed at a special board meeting on Aug. 5 and will begin as the elementary school principal on Sept. 1.

Please join us in congratulating Skyler Douglas as she begins this important new chapter of service to the Harry Hoag students, families and Fort Plain district.

About Principal Skyler Douglas

Skyler Douglas has spent the majority of her career in elementary education, most recently serving as the Pre-K – 6 Assistant Principal and CPSE/CSE Chairperson at Oppenheim-Ephratah-St. Johnsville Central School District.

Throughout her career, Douglas has worked closely with students, staff and families to support student success, strengthen instructional practices and foster positive school communities.

Prior to becoming an administrator, Douglas also taught at the elementary level, where she developed a passion for supporting the academic, social and emotional growth of students, while creating positive classroom experiences.

“I am honored to join the Fort Plain family. Growing up in St. Johnsville, I’ve seen firsthand how special our small towns are and the importance of a strong school. I look forward to the opportunity to get to know the students, families, staff and community that make Fort Plain such a special place,” said Douglas.

“I am looking forward to building relationships from day one,” Douglas continued. “To me, the best schools are ones where students, families and staff feel supported, challenged and encouraged to grow. My hope is that every child leaves Harry Hoag not only prepared for what’s next academically, but also as confident, kind young people.”

Leading Harry Hoag into its next chapter

“There are very few decisions I will make as superintendent that are more important than selecting the person who will lead the school that means so much to me,” said Superintendent Bartholomew. “Because of that, I wanted to find someone who I truly believed was the right fit for our students, our staff and our community.”

“One of the qualities that stood out most to me during the interview process was Skyler’s desire to lead as a servant leader,” Bartholomew continued. “She spoke about the importance of ensuring that faculty and staff feel supported so they can do what they do best each day for our students. She also shared her commitment to being visible, building strong relationships with students, staff and families and becoming an active part of the Fort Plain community.”

“I truly believe Skyler is the right person to lead Harry Hoag into its next chapter and to build on the many strengths of our school and community.”

New York State Education Law requires school districts, charter schools and BOCES to publish an annual report about enforcement of their internet-enabled device policies.

The district’s annual enforcement report includes non-identifying information about disciplinary action related to the policy, a review of whether the policy was enforced differently across student groups and, if needed, a plan to address any significant differences in enforcement.

Read the district’s 2025-26 Internet-Enabled Devices Policy Annual Enforcement Report.

View District Policy 7317 – Use of Internet-Enabled Devices During the School Day.

Additional references

Education Law §2803

New York State Phone-Free Schools Law

Internet-Enabled Devices Policy Enforcement Annual Report

During the 2025-2026 school year, Fort Plain Jr./Sr. High School focused on teaching students the safe, responsible and appropriate use of personal internet-enabled devices while fostering a learning environment free from unnecessary distractions. Expectations regarding the Internet-Enabled Device Policy were communicated to students and families through the District’s Code of Conduct, opening-of-school communications, and ongoing reinforcement by faculty and staff throughout the school year.

Rather than relying solely on punitive measures, the school adopted a restorative approach that emphasized education, reflection, and accountability. Students who violated the Internet-Enabled Device Policy participated in a Device Intervention Lab (DIL), an educational intervention designed to help students reflect on their choices, understand the impact of electronic device use on their learning and the school community, review expectations outlined in the Code of Conduct, discuss responsible digital citizenship, and develop strategies for making more responsible decisions moving forward.

The majority of electronic device violations were addressed successfully through this restorative process. However, when a student’s response to staff intervention included additional misconduct, such as insubordination, refusal to comply with reasonable staff directives, or other violations of the Code of Conduct, those behaviors were addressed separately through the district’s progressive discipline procedures. This approach ensured that students were held accountable for their behavior while continuing to receive restorative supports and opportunities to develop responsible digital habits.

Enforcement data: Device Intervention Labs (DILs)

The following is an accounting of the number DILs per month during the 2025-26 school year:

• September 2025 – 8
• October 2025 – 3
• November 2025 – 3
• December 2025 – 3
• January 2026 – 10
• February 2026 – 6
• March 2026 – 8
• April 2026 – 6
• May 2026 – 0
• June 2026 – 1

2025-26 DIL Total – 48

Additionally, three students were placed on an Individualized Electronic Device Plan due to repeated violations of the policy. These individualized plans provided additional structure, monitoring, and support to improve compliance.

Students with documented medical needs or accommodations through an Individualized Education Program (IEP) or Section 504 Plan were provided appropriate access to personal electronic devices in accordance with their documented needs and applicable state and federal laws.

Implementation summary

Overall, implementation of the Internet-Enabled Device Policy was successful during the 2025-2026 school year. The vast majority of students complied with the policy by securely storing their personal internet-enabled devices in the district-provided NuKase, backpacks, or lockers throughout the instructional day. Student compliance remained consistently high, with relatively few violations requiring administrative intervention.

The implementation of the policy significantly reduced classroom interruptions related to personal electronic devices and allowed teachers to devote more instructional time to teaching and learning rather than redirecting inappropriate device use.

The administrative team also observed an overall reduction in student disciplinary incidents during the 2025-2026 school year. While multiple factors likely contributed to this trend, it is believed that limiting access to personal internet-enabled devices, coupled with consistent enforcement of the Code of Conduct and the addition of student support personnel, positively impacted both the frequency and severity of student misconduct. Areas demonstrating notable improvement included social conflict, physical altercations, and technology-related misconduct, including cyberbullying.

Additional observations during implementation included:

• Students engaged in more face-to-face interactions during lunch periods and study halls, resulting in increased socialization and peer engagement.
• Students more consistently utilized the School Nurse’s Office when they were not feeling well, rather than contacting parents directly from personal devices to request dismissal. This strengthened attendance procedures, improved communication with families, and enhanced overall student safety and wellness.
• Students also frequently utilized the Main Office telephone throughout the school day to communicate with parents and guardians when needed, ensuring that important communication continued to occur through established school procedures while maintaining a safe and secure learning environment.
• Unauthorized food deliveries through third-party delivery services became infrequent, reducing unnecessary visitors to campus and improving building security.
• Although overall compliance was high, administrators believe a small number of students continued to access personal devices during the instructional day in locations where monitoring is inherently difficult, such as private restroom stalls. Staff will continue to reinforce expectations and monitor implementation to promote consistent compliance.

Conclusion

The implementation of the Internet-Enabled Device Policy during its first year was viewed as a positive step toward creating a more focused, connected and academically engaged school environment.

The policy promoted responsible digital citizenship while preserving instructional time, strengthening school safety, and encouraging more meaningful face-to-face interactions among students.

Fort Plain Jr./Sr. High School will continue to review implementation data, gather feedback from students, staff, and families, and refine practices as needed to ensure the policy remains effective, equitable and supportive of student learning and well-being.