Starpoint students demonstrate vocational 'coffee cart' as district expands inclusive, on‑campus supports

At the STARPOINT CENTRAL SCHOOL DISTRICT board meeting, teachers and students demonstrated a student‑run coffee cart program the district uses to teach vocational and social skills, and staff said the district plans to expand on‑campus programming for students in self‑contained classrooms.

"We average, like, 15 orders a week," one teacher said while describing student roles including cart manager, barista and cashier. Jenna Eberly, credited in the presentation with starting the program, and Sue Brickey described how students read orders, assemble goodie bags, practice money handling and make deliveries across school buildings. Three students — identified in the meeting as Owen (seventh grade), Arkin (seventh grade) and Sarah (sixth grade) — introduced themselves and described tasks they perform in class and during deliveries.

Marie Mills, who said she moved to the high school two years ago, described additions to the program at that level: students now process orders into a spreadsheet, handle larger school orders and rotate through roles that mirror real‑world jobs. The program team said the work helps students learn time management, mental math and workplace routines such as wearing gloves and avoiding touching the face.

District staff noted state transition‑service requirements that begin at ages 14–15 and a recent change in New York State rules that increased the age at which students may enroll in some programs from 21 to 22. That change, presenters said, is driving conversation about whether some students should remain in external programs such as Aspire or receive expanded full‑day services at Starpoint. "We want to see self‑contained full day [programming] so we can increase the academics for students," a presenter said during the meeting.

Parents and board members praised the program’s social benefits and teacher outreach. A parent thanked staff for ongoing communication and support, noting teachers sometimes check in outside school hours. Board members and PTA representatives also highlighted related inclusion activities — buddy systems between grades, art and drama participation, and community fundraising — and recognized a student, Eddie, who participated in district events while undergoing treatment.

The board did not take a formal vote on program expansion at the meeting but presenters said the idea will be discussed as part of the upcoming budget process and planning for family support services.