Forget the stereotypical image of lines of code on a black screen. At Fillmore Central School in Fillmore, NY, a vibrant classroom pulsates with the creativity and problem-solving skills of 5th and 6th graders, their minds diving into the world of code. Leading the charge are Desi Miller, a passionate STEAM teacher, and Rick Weinberg, a collaborator sharing the vision of empowering young minds through digital creation. But why coding, and why at this age? The answer lies in the transformative potential it holds. Coding isn't just about writing commands; it's about unlocking a creative language that allows students to translate their ideas into interactive experiences, games, and even animations. As Desi puts it, "Coding sparks a fire in students. It becomes more than just learning a skill; it's about expressing their individuality and having a voice in the digital world." But how do you bridge the gap between eager minds and complex concepts? This is where the work of Jean Piaget, the pioneering developmental psychologist, becomes crucial. He emphasized the role of concrete experiences in early learning, highlighting how children build mental frameworks ("schemata") through exploration and experimentation. Desi and Rick have embraced this philosophy. Instead of dry lectures, they use Scratch, a visual programming language where colorful blocks represent commands. Students manipulate these blocks, crafting stories, animating characters, and even designing games – all while grasping underlying coding principles. This "learning by doing" approach aligns perfectly with Piaget's theories. Through trial and error, children observe, adjust, and refine their understanding. Each successful execution of code becomes a mini victory, fueling their curiosity and encouraging them to push further.
The impact is remarkable. Students aren't just mastering coding; they're honing essential 21st-century skills like critical thinking, collaboration, and communication. They learn to break down problems, think logically, and work together to achieve their digital goals. Naturally, challenges arise. Translating complex concepts requires adaptation and patience. Rick emphasizes, "It's all about fostering a growth mindset. We celebrate small wins, encourage exploration, and create a safe space for experimentation." And the results speak for themselves. From intricate digital art pieces to creating their own video game, students showcase their newfound skills and confidence. They're no longer passive consumers of technology; they're creators, actively shaping their digital experiences. Desi and Rick's collaborative effort at Fillmore Central School is a shining example of the power of coding education. By harnessing Piaget's insights and the engaging nature of Scratch, they're nurturing a generation of digital innovators equipped to tackle challenges and shape the future, not just consume it. Who knows, perhaps these young minds will be the ones building the next groundbreaking technologies that change the world! By: Rick Weinberg, CA BOCES Professional Development
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In the world of education, we strive to ensure our curriculum provides the highest quality of instruction to our students. The Olean City School District has committed to this objective and is currently reviewing their ELA curriculum to ensure the needs of their students are met. The district started an ELA curriculum review at the beginning of the year led by a team of general education teachers, reading teachers, and administration. This team of educators have used the guidance of The Reading League’s Curriculum Evaluation Guidelines to measure the effectiveness of the current curricula being used in the district. Currently the committee is reviewing new curriculum to implement in the 2024-2025 school year that follows the guidelines outlined through this evaluation. Why use The Reading League’s Curriculum Evaluation Guidelines: The Reading League's Curriculum Evaluation Guide offers a comprehensive framework for assessing ELA instructional materials that is grounded in research and practical experience. Designed to aid educators in evaluating components such as phonological awareness, phonics, fluency, vocabulary, language comprehension, reading comprehension, writing instruction, and assessment, this guide provides a systematic approach to curriculum analysis. By leveraging this resource, districts like Olean can conduct thorough evaluations, identifying strengths and areas for improvement in their ELA curricula. Want to know more about The Reading League’s Curriculum Evaluation Guide or look further into the process of ELA curriculum selection? I’d love to help! Email me at [email protected]
By: Janelle Freer, CA BOCES Professional Development Let’s explore a few changes you can make as you implement Science of Reading instruction.
By: Tessa Levitt, CA BOCES Professional Development Forty-five educators attended the most recent informational session about the new NYS grade 5 and grade 8 science assessments. For those that were unable to attend, this article will serve as a summary of that day. What will be on the test? The Grade 5 test will include all science standards from the 3-5 grade band and the Grade 8 test will include all science standards from the 6-8 grade band. According to the Science Test Guidance document released by the state, each domain of science (Life, Physical, Earth & Space, and Engineering) will be represented on the test proportionally to its appearance in the standards. These two documents (ELS and ILS) can help to see the breakdown of what Science Practices, Crosscutting Concepts, and which science domains will be emphasized most on the respective exams. Test questions will be written at a level 2, 3, and 4 from the Performance Level Descriptions (PLDs). How can we prepare our students? Many teachers are looking for a vocabulary list, a set of practice questions, or a list of “what our kids need to know”, however the new science standards (NYSSLS) do not operate as a factual list of what students need to know, rather how they figure things out. Teachers should be using the Science Practices and Crosscutting Concepts (two of the three dimensions) regularly in class to have students figure out the “facts” of science. If explicit teaching of these two dimensions has not been happening up to this point, NOW IS THE TIME TO START. If nothing else, teachers should be using the Science Practices and Crosscutting Concepts language as they engage in science content leading up to the exam.
There is not a review book that can be purchased with practice questions. The state has released 4 clusters of questions that strongly resemble the way questions will look on the actual exam. Teachers can have students access these questions and work through them on the site – probably the best method to practice CBT skills as well. Teachers may also print these out, or they can be found in Castle Learning. Other ways to practice questions directly related to NYSSLS is using Inner Orbit, an online assessment-building platform accessible to all students and teachers at the 5th and 8th grade levels.
I have also gone through the NYS Science Learning Standards with a comb (not necessarily fine-toothed) to create vocabulary lists at each grade band level. I have created this more as a vertical alignment tool than a test-prep tool. I would strongly encourage teachers to start with the SEP and CCC vocabulary before worrying as much about the DCI (Disciplinary Core Idea) vocabulary. Other preparation resources:
How do the NYS Science Investigations tie into the exam? The NYS Science Investigations that were released in October 2022 are to be used as performance activities at the end of the unit of study related to the tasks. These should be run as any science activity is run with all students in the classroom – including scaffolding for a variety of needs and appropriate modifications for students with IEPs. Every student should have exposure to all four of these Investigations prior to taking the Grade 5 or Grade 8 NYS Science Assessment. It is in the student’s best interest that they are proficient at these activities, however it is not required. Approximately 15% of the test will be indirectly related to the Investigations. The questions will NOT directly ask about the Investigations, but rather will be within the realm of the content in the Investigations, as well as the skills that are practiced by the students. By: Kelli Grabowski, CA BOCES Learning Resources On June 4th, 2024 New York State will welcome the new Algebra I Regents exam based on the Next Generation Standards! The full list of June Regents exam dates and times can be found here. With COVID pushing the start time for all Next Gen assessments back a few years, this assessment will be the first High School Math adventure after Common Core. The good news is that not much will change according to NYSED Math representatives. In fact, before with any new test implementation they would keep the old test around for an extra year for those that need to retake it. Since the change is so minimal, the January 2024 Common Core Algebra I test was the end of that exam. We’re now moving forward to Next Gen. Why the early administration of this exam? The state will get the data on all students and set the scaled score (it will still be out of 100). Unlike the 3-8 assessments where the scaled scores go up to 500+ and is different in each grade, Regents exams are scaled to 100. New York State will set the thresholds for the 5 levels of proficiency (grades 3-8 have 4 levels of proficiency) and the results will be known by the last rating day, Wednesday, June 25th. In other words, there will be a total of 82 points on this year’s Algebra I exam and then a student will get a scaled score out of 100. If they get 82 out of 82, they’ll get a scaled score of 100 and for each point they miss their scaled score will drop, or in some cases stay the same. You can find more details in the Algebra I Educator Guide, however, the cut scores for those 5 proficiency levels will not be known until the end of June. What are districts doing to prepare for this new test? For the most part, using old Regents questions, being aware of the changes by using the Algebra I crosswalk comparison to the Common Core standards or the Snapshot of the year (which also includes Highlights/Instructional Considerations noted by NYSED). Teachers in our region have come to the face-to-face 6-12 Math CLC sessions and the online Zoom sessions to stay in the loop, however, nothing new has been added. During the CABOCES December Curriculum Forum, the NYSED math reps re-emphasized that the change is very little and that there will be no more released questions to help prepare, just the five questions at the end of the Algebra I Educator Guide. CABOCES has also shared other items to help teachers prepare off of the NYSED Math page, like the Performance Level Descriptions (PLD’s) to understand the level of questions that could be asked by each of the five performance levels. For all of the New York State Next Generation Math standards (Grades PreK-Algebra II) you can use this enhanced document. We will be offering summer trainings for Math, you can find them in this pamphlet. Along with our July 9th day with Paul Riccommoni from Penn State around the importance of Vocabulary in Math as well as retention of information for students. If you have any other Math questions feel free to reach out to Jillian Putnam for elementary Math at [email protected] and for middle/high school, Mark Carls at [email protected].
By: Mark Carls, CA BOCES Professional Development Exciting news is brewing in the realm of instructional support and professional development! The CA Today Podcast is halfway through a fresh new season, packed with invaluable insights, innovative strategies, and engaging updates tailor-made for educators across the region. This podcast serves as a beacon of inspiration and knowledge, featuring several members of the Instructional Support Services Team who rotate as hosts. Each episode is meticulously crafted to display a diverse array of instructional tools, strategies, and updates pertinent to teachers and administrators from kindergarten to twelfth grade. Throughout this podcast, you can expect to embark on a journey of exploration and discovery, delving into diverse topics that shape the landscape of modern education. From the mesmerizing world of robotics to the transformative power of educational technology, the CA Today Podcast leaves no stone unturned in its quest to empower educators with the insights and resources they need to excel in their roles. In the episodes released so far this season, our hosts have covered a wide range of captivating topics:
The CA Today Podcast releases new episodes on the first Monday of every month, ensuring a steady stream of inspiration and knowledge for educators everywhere. You can tune in on various platforms including Apple Podcasts, Spotify, Amazon Music, and more! Remember, your feedback is invaluable! Be sure to rate and subscribe wherever you listen to podcasts to stay updated on the latest episodes. Follow this link to explore your favorite podcast platform: (https://podcasters.spotify.com/pod/show/ca-today) Embark on a journey of instructional innovation with the CA Today Podcast. Let's transform education together, one episode at a time. Happy listening! By: Lindsay Simpson, CA BOCES Professional Development The great opportunity for our participating district students to take advantage of earning college credits early is continuing this Spring and Summer!!
Learning Resources is continuing to partner with Houghton University Early College program which allows high school students to earn college credits to transfer with them as they graduate and enter college. Spring Session is offering 11 courses, beginning May 13th and a registration deadline of May 3rd. If you are interested in any of the courses below, follow this link to check into the course summary that is available. Houghton Early College page: https://www.houghton.edu/early-college/
Summer session is offering 9 courses beginning July 8 and a registration deadline of June 28. If you are interested in any of the courses below, follow this link to check into the course summary that is available. Houghton Early College page: https://www.houghton.edu/early-college/
With that many courses there is certainly some topic that will appeal to many students, so be sure to contact the participating district Guidance office to get any students interested registered. The classes have filled up quickly in the past sessions, so be sure not to wait until the last minute and miss out on this great opportunity!! Please reach out to any of us at Learning Resources if you have any questions, we look forward to helping you. Below are a few of the available Learning Resources contacts to reach out to: Clay Nolan: clay_nolan @caboces.org Justin Shumaker: justin_shumaker @caboces.org Lisa Scott: [email protected] By Lisa Scott, CA BOCES Learning Resources Kelli Grabowski, CA BOCES Regional STEM Coordinator, worked with Enchanted Mountains to produce four videos on their website that explain the solar eclipse that will take place in our region on April 8, 2024.
Kelli explores the answers to four central questions:
Check out these videos on the Enchanted Mountains website. Sometimes the best way to describe the FIRST Lego League (FLL) Core Values, including Gracious Professionalism, is with first-hand accounts and pictures. This article showcases some stellar examples in the Cattaraugus-Allegany BOCES region. Brian Kelly was a team member on the Allegany-Limestone Lego Troopers in 2010. They were the inaugural winners of the CABOCES Traveling Lego Trophy. In high school, Brian volunteered as a mentor for the Allegany-Limestone teams and once he graduated, he returned as a judge. He and his mother, Marcel Kelly, continue to be two of the most dedicated and experienced judges in our region This is how Brian describes his experiences: "I have been a part of our local Lego League for just over a decade now. I have had the pleasure of being a participant, mentor, and judge. As a participant, Lego League was the highlight of every school year. It was more than just playing with Legos at school—it was about the thrill of challenging our robot at the table, the unbreakable camaraderie among teammates, and the pure joy that only creativity can create. Transitioning to a mentor, my perspective shifted. I witnessed teams experiencing that same exhilarating rush, building camaraderie, and exhibiting brilliance fueled by passion. Watching my students as they tackled global issues with inventive solutions was a moment of immense pride. The excitement of scoring points at the last second and the laughter when robots unpredictably navigated the map were unforgettable. Now, as a judge, I'm privileged to observe the next generation. I see their enthusiasm as they share stories about their robots, like why their robot is named 'Bob3.0' and the tragedies of 'Bob2.0' and 1.0, why they did what they did, and which part they enjoyed the most (often it is to hang out with their new friends). Each year, I return not just out of nostalgia, but to witness the ongoing spirit of innovation and camaraderie in Lego League. It's a testament to the enduring appeal and educational value of this fantastic program. It goes without saying that I was able to embark on this journey thanks to those who supported me and my exploits. No one better exemplifies this than my mother who has been there through every step of the process, from chauffeur to beloved colleague. As the inaugural winners back in 2010, holding the traveling Lego trophy was a moment of triumph and joy. I assure you, there were many times when I thought little Sherman (our robot) wouldn't make it, but he pulled through every time. The trophy symbolizes not just a victory, but the journey of learning, teamwork, and imaginative problem-solving that defines the Lego League experience. Coaches and mentors inspire their teams to do their best, both as individuals and together. Without them, there would be no program. The FLL Coach Award is given to the coach whose leadership and guidance are clear and best exemplifies the FIRST Core Values. The 2024 Coach Award was presented to Vicky Mattison who was nominated by her team, the Wellsville Middle School Lego Lions. This is what Vicky's team said about her: Our coach deserves any award given to her. Without her, we wouldn't be here. She takes extra time out of her schedule to help us. She makes us continue working when we feel it won't work. She still deals with us and is thoughtful through our mistakes. She lets us decide on what we want to do. She recognizes everyone's ideas. When we need time to rest, she gives it to us but also convinces us to keep trying.
Especially from the Lego League graduates, we will always remember her. P.S. We also love her because she feeds us Oreos! Congratulations and thank you to everyone who supports the FIRST Lego League experience for the students in the Cattaraugus-Allegany region. Contact Karen Insley, [email protected], or Jean Oliverio, [email protected] if you want to learn more about coaching and/or judging and supporting kids who will change the world. Footnote: The original CABOCES Traveling Lego Trophy was built in 2010 by 16-year-old Nick Oliverio. It is awarded annually to the Champion team, who has the prestigious honor of displaying it at their school for a year. While in their possession, the team may disassemble, rebuild, and/or enhance it, but they must return it in one piece the following year. This fourteen-year regional tradition has become a highlight of the Awards Ceremony at the CABOCES Qualifying tournaments. On January 27, 2024, the Trophy was awarded to Team #40220, the Belfast Wizard of dOgZ team, coached by Beth and Josh Hazelton. By: Jean Oliverio, CA BOCES Student Programs We have been busy adding more kits onto the system as more and more teachers are aware of all the great resources we have on our shelves in the warehouse. This month I’ll spotlight a few that may be new to our readers.
Take a look at our warehouse and all of our new resources. Are we missing anything you might want your students to utilize in the classroom? Let me know...I love to shop!
By: Alexandra Freer, CA BOCES Learning Resources Everyone wants to feel like they have a choice; students are no different. They want to feel like they have some say in what they are learning and how they are learning it. While this may not be possible every day and for every lesson, choice boards are a great way to achieve this. A choice board is a document with various activities on it that students can choose from to practice mastering a certain concept. For example, if you want students to learn more about the water cycle, you could provide various resources or activities that encourage them to delve deeply into the topic. Some of these resources might include links to educational videos or articles. It might also include links to a review game, like Gimkit or Blooket, to allow the students to practice associated vocabulary or facts. The “choices” (and the board itself) do not have to be digital, either. You could have a variety of options that the students can complete tech-free within the classroom, like reading a short story, drawing a picture, completing a crossword puzzle, etc. The format doesn’t matter, but empowering students by giving them choice does! The teachers at Ellicottville Elementary have been working on incorporating choice boards into their classrooms with the help of the ISS Model Schools team. One third-grade teacher, James Przybyla, spent several planning periods learning how to create hyperlinks and QR codes so that he could create a digital choice board to help the students to practice multiplication facts. Mr. Przybyla’s students loved using the choice boards that he created for them. When reviewing their multiplication facts, several students commented that they loved “playing these games”. The students do not even realize that they are learning because it just feels like playing to them. However, the repetitive nature of these game platforms encourages memorization of the math facts without the students becoming bored or complacent. Not only did the students love playing the games, but they also really enjoyed being able to choose which activity they wanted to engage in. Some students gravitated towards Blooket’s “Monster Brawl” game, while other students would rather answer questions and earn bait to go “fishing’ in Gimkit’s “Fishtopia” game. Giving students a choice of how to practice their multiplication facts means allowing them to learn on their own terms and to take some ownership of their learning. When praised for taking the time to learn this new skill, Mr. Przybyla selflessly said, “It’s worth it because it’s for the kids!” This was a great reminder that students should be at the center of everything we do as educators, and giving students choice is an essential part of a student-centered classroom. In Mr. Przybyla’s room, as well as many others, choice boards have been a great success! If you would like to learn more about how to create choice boards, including digital choice boards with links to digital review games, please feel free to reach out. I would love to help! You can email me at [email protected] with any questions or to set up a time for training. By: Brooke Neaman, CA BOCES Professional Development
At Friendship Central School in Friendship, New York, a dynamic collaboration took place on December 4th, 2023, as I led a model lesson alongside the school's Itinerant librarian, Sally Severtson. Together, we engaged 4th and 5th graders in the fascinating world of coding using Scratch (scratch.mit.edu). Scratch is a free program. And if you are worried about Ed Law 2D, don’t be. Students can use Scratch without having to log in.
This innovative session aimed to introduce young minds to the exciting realm of computer programming. As technology continues to shape our daily lives, fostering early exposure to coding not only cultivates essential problem-solving and critical-thinking skills but also empowers students to become creators in our increasingly digital world. Learning to program shapes in Scratch offers a hands-on, creative approach to understanding the foundations of coding, laying the groundwork for future success in a variety of fields. A lot of Math is also used in this activity. Some of the job opportunities for computer programmers are things like Software Engineer, Web Developer, Data Analyst, IT Security Analyst and Game Designer. The average salary range for these jobs are $50,000 to $150,000, and not all these jobs require a college degree. By imparting these skills at an early age, we equip students with the tools to navigate the evolving landscape of technology and contribute meaningfully to the digital era. Sally Severtson stated that student behaviors were much better than expected when doing the team-taught activities with student. These lessons focus on computation thinking, which is one of the 5 “main sections” of the Computer Science and Digital Fluency standards that all New York State schools must impliment. If you or your school is interested in having this type of experience, please contact Rick Weinberg at [email protected]. These learning opportunities are provided by the 517 Model Schools CoSer. By: Rick Weinberg, CA BOCES Professional Development Designing instruction for inclusion and diversity involves creating learning experiences that cater to the needs and abilities of all learners. Universal Design for Learning (UDL) is a research-based approach ensures that all learners, regardless of their background, abilities, or characteristics, have the opportunity to learn and succeed. The UDL framework is flexible, responsive, and proactive in addressing the diverse needs of all learners.
The UDL framework is based on three key principles: Offer Multiple Means of Engagement This principle focuses on gaining and maintaining learners' interest and motivation. Offering choices and using varied approaches that take into account learners’ interests and preferences should be considered when planning instruction. Provide Multiple Means of Representation This principle recommends providing information in different ways to accommodate for learners’ diverse abilities and needs. This may include delivering content in different formats, such as text, audio, video, or interactive media. Include Multiple Means of Action & Expression This principle suggests allowing learners to demonstrate their understanding and express themselves in various ways. This may include offering choices for communication, diverse assessment modes, and demonstrating knowledge in various ways. By adhering to these principles when planning and delivering instruction, educators can create an inclusive learning environment that meets the diverse needs of all learners. Interested in learning how Universal Design for Learning can meet the diverse needs of students and foster an inclusive learning environment? Contact Kristin Kurtzworth-Keen at [email protected] By: Kristin Kurtzworth-Keen, CA BOCES Professional Development In our fast-paced and interconnected world, effective communication is a key skill. At the heart of meaningful communication lies the principle of seeking first to understand before being understood. This timeless concept, popularized by Stephen Covey in his influential book "The 7 Habits of Highly Effective People," emphasizes the transformative power of empathy in fostering stronger connections, resolving conflicts, and building a foundation for positive relationships. Empathy can be described as the ability to understand and share the feelings of another. It involves stepping into someone else's shoes, seeing the world from their perspective, and genuinely comprehending their emotions. Seeking first to understand is an active and intentional practice of empathy, acknowledging that true communication goes beyond mere words. In education, there are times when you think, I should write this down. This core memory needs to last for audiences beyond my tenure in education. In having one of these moments recently, the memory serves me differently than it would when I first started my educational journey as I connect it to lessons learned from Stephen Covey’s 7 Habits of Highly Effective People. To provide you with a clearer picture, let me summarize the experience. Recently, I walked into a primary classroom and of course all the littles begin hugging me upon entrance as if you were royalty. It happens naturally when walking into warm, inviting environments. This classroom was no different and the students gathered to greet the guest in the room. There was an exception. There was one student who presented a finger, that may have been interpreted as a rude gesture, and mumbled a few words. Keeping my headspace using a curious mindset, I walked closer to the young student while they repeated their task by counting the two things they were having to do; pack our bags and go to gym. If I had been a novice educator, I may have responded quite differently when the mumbling and interaction first began. In my curiosity, I moved in and asked what was being shared and realized it was very different than what direction my mind had taken the interaction. Beyond the joy this brought me, I think about the lessons in education that have caused me to reflect differently on this interaction than I would have prior to knowing about Stephen Covey’s work around the 7 Habits. Seeking first to understand prior to being understood is easier said than done. When practicing this skill there are a few things to consider. Listen Actively: The first step in seeking to understand is active listening. It involves not just hearing the words spoken but also grasping the underlying emotions and intentions. This requires giving full attention to the individual, making eye contact, and avoiding the urge to formulate responses while they're still talking. Suspend Judgment: To truly understand someone, it's essential to suspend judgment. This means setting aside preconceived notions, biases, and assumptions, allowing the individual to express themselves without fear of criticism. It creates an open and safe space for honest communication. Empathize: Empathy involves connecting emotionally with others. By putting oneself in the other person's shoes, we can better appreciate their feelings, concerns, and perspectives. This emotional connection forms the basis for building trust and understanding. Seeking first to understand before being understood is more than a communication technique; it's a mindset that can transform the way we connect with others. When we actively listen to others, we lean into conversations in such a way that we can choose to suspend judgment while activating empathy. By doing so we pave the way for authentic communication, fostering healthier relationships and a more compassionate culture. When we choose to integrate this principle into our daily lives, we become intentional about actively working toward understanding others on a deeper level while developing stronger connections with students, staff, and families. New Year’s Challenge: How will you be intentional in leaning into others? By: Jessica Schirrmacher-Smith, CA BOCES Professional Development Virtual Field Trips (VFTs) have been around for a while but have really gained popularity in recent years. While the pandemic helped fuel some of this interest, there are a number of other reasons why VFTs have become more common. Unlike traditional field trips, VFTs harness the power of technology to transport students to distant locations and immerse them in real-world experiences without leaving the comforts of the classroom. Let’s explore a few of the benefits of utilizing a VFT in your classroom today. Accessibility and Inclusivity VFTs break down geographical barriers and financial constraints, making educational opportunities accessible to a wider audience. Students who may not have the means or resources to embark on traditional field trips can now explore historical landmarks, ecosystems, and cultural sites from the comfort of their classrooms. This inclusivity promotes equal educational opportunities and ensures that all students, regardless of their background, can participate in enriching experiences. Immersive Learning VFTs offer a level of immersion that traditional classroom settings often struggle to achieve. Through VFTs, students can explore environments as if they were physically present. This immersive experience engages multiple senses, enhancing the retention of information and fostering a more profound connection with the subject matter. For example, a biology class can virtually explore the Amazon rainforest, bringing the ecosystem to life and allowing students to observe flora and fauna in their natural habitat. Or students can go to the zoo and virtually interact with zookeepers and their animals. Interdisciplinary Learning VFTs provide a platform for interdisciplinary learning by integrating various subjects into a cohesive educational experience. A historical tour of ancient civilizations, for instance, could seamlessly blend history, geography, and anthropology, offering students a holistic understanding of the interconnectedness of different disciplines. This interdisciplinary approach not only reinforces knowledge but also encourages students to see the world through a multidimensional lens. Real-World Application The VFT experience extends beyond theoretical knowledge, allowing students to witness the real-world application of concepts learned in the classroom. For instance, a virtual visit to a space agency could provide insights into the practical applications of physics and mathematics in space exploration. This firsthand exposure to real-world scenarios enhances students' ability to connect theoretical concepts to practical situations, preparing them for future challenges and problem-solving. Cultural Awareness and Global Perspective VFTs enable students to explore diverse cultures and perspectives, fostering cultural awareness and global understanding. By virtually visiting historical landmarks, museums, or interacting with people from different parts of the world, students develop a broader worldview. This exposure helps cultivate empathy, tolerance, and an appreciation for cultural diversity, essential skills in an increasingly interconnected and globalized society. VFTs are a powerful tool in education, providing students with unparalleled opportunities for exploration and learning. As technology continues to advance, the potential for VFTs to revolutionize education and inspire a new generation of learners remains limitless. As educators, embracing these innovative approaches can open doors to a world of knowledge, breaking down barriers and expanding the horizons of students in ways previously unimaginable. CA BOCES Distance Learning Team is prepared to help you find the VFTs that will most benefit your students and classrooms. A great resource to start with is the Center for Interactive Learning & Collaboration (cilc.org). Here you can find hundreds of VFT opportunities! If you need help finding or booking an experience that will most benefit your students, don’t hesitate to reach out to our team! We are happy to help! By: Justin Shumaker, CA BOCES Learning Resources A joyful workplace is a pleasant environment for both educators and for students. In this article, I have included a few effective strategies for cultivating joy in the workplace, fostering a positive and thriving atmosphere that benefits educators and students. On Tuesday, November 21st, teachers at Andover Central School participated in activities and strategies that they could use to foster joy in their classroom and their school environment. With a lot of movement, laughter, and playing, these teachers were able to gather new ideas that they could turnkey in their classroom.
Encourage Meaningful Connections: Foster a sense of community and camaraderie among employees. Encourage team-building activities, create spaces for informal interactions, and celebrate milestones together. Recognize and Appreciate Achievements: Acknowledge and celebrate individual and team accomplishments. Provide Opportunities for Professional Development: Employees often find joy in learning and growing in their careers. Offering opportunities for professional development, skill-building workshops, and training programs not only benefits the individual but also contributes to a positive workplace culture. Foster Flexibility and Work-Life Balance: Recognize the importance of work-life balance and provide flexibility when possible. Create a Comfortable and Inspiring Physical Environment: The physical workspace plays a significant role in employee happiness. Consider adding elements like plants, artwork, or communal spaces to create an inspiring and enjoyable work environment. Encourage a Culture of Inclusivity and Diversity: Embrace diversity and inclusion as integral parts of the workplace culture. A diverse workforce brings a variety of perspectives and experiences, fostering innovation and creating a more enriching and joyful workplace for everyone. Implement Wellness Initiatives: Prioritize employee well-being by introducing wellness programs. These can include fitness challenges, mental health resources, and mindfulness activities. Promote Open Communication: Create an environment where open and transparent communication is encouraged. Celebrate Milestones and People: Marking special occasions and celebrating milestones adds a festive and joyful element to the workplace. Cultivating joy in the workplace is an ongoing effort that requires commitment. By implementing these strategies, educators will create a positive and joyful work environment. By: Kelli Forster, CA BOCES Professional Development Each year, tens of thousands of New York students navigate the formidable terrain of Regents Exams, a rite of passage that echoes across millions of lives, shaping futures and determining who graduates with a New York State diploma…and who does not. These standardized assessments have long stood as the chief gatekeeper for graduation and, by extension, entry into college and other post-secondary pursuits. While some argue that these exams effectively gauge student success, it's crucial to question whether they should bear the exclusive responsibility of such a pivotal role. As an educator with over twenty-five years of experience and a member of the Blue Ribbon Commission on Graduation Measures, I contend that our current graduation system, one that puts so much emphasis on Regents Exams, is leaving many students underserved…and diploma-less. It's time to explore a more equitable approach, one that upholds New York's commitment to academic rigor while offering diverse paths for ALL students to demonstrate their knowledge and understanding, not just the students that are good at taking standardized tests.
For more than a year, the Blue Ribbon Commission was presented with a unique and inclusive view of the current New York State education system, involving interactions with passionate students and parents from across our great State and in-depth conversations with renowned learning experts. The Commission itself, made up of sixty-nine professionals, represented a cross-section of educational institutions from across our State. From students and teachers, from parents, from various industry leaders, from other national State Education agencies, the Commission heard from so many passionate voices. In the end, twelve recommendations were made that went way beyond the exams. You can read the outcomes of the Commission’s work yourself by navigating to the New York State Education Department’s website. There, you will find the twelve recommendations offered to the Board of Regents. You will notice the Commission not only examined New York’s exam structure, but we also focused on the pathways that lead to a diploma to make sure they are meaningful, bringing assessment flexibility to our assessment system, ensuring that New York students obtain life-ready skills not often assessed by a traditional Regents Exam and, I’d argue, a long overdue commitment to true cultural responsiveness within our educational system. In reimagining the role of New York Regents Exams, the journey through the formidable terrain of standardized assessments unfolds a narrative that stretches beyond tests. The Blue Ribbon Commission on Graduation Measures illuminates this narrative, urging the Board of Regents to adopt transformative recommendations. It's an invitation to embrace a more humane approach, acknowledging that our students are more than any standardized system can measure—each with unique strengths, passions, gifts, and talents deserving recognition in an equitable educational system. By: Tim Cox, CA BOCES, Instructional Support Services Who wouldn’t love the opportunity to earn college credits from a local university? Our Learning Resources Department and Distance Learning Program has been working with Houghton University to provide university courses to students in districts that participate in the CA BOCES Distance Learning Program.
For the past year, the Distance Learning team has been working with Houghton University to offer a program that offers a variety of content areas courses to our participating district students. Students have been enrolled in courses such as Psychology, Sociology, Microeconomics, History of Rock and Roll and Financial Accounting just to mention a few. We have just completed another enrollment session bringing our student enrollment numbers up close to 50 students that have been fortunate enough to take advantage of this program. There is another session scheduled to begin on January 8, 2024, take a moment and visit https://www.houghton.edu/early-college/ to view the list of available courses. Students can reach out to their Guidance Counselors for more information and to see if they can enroll in a course at Houghton University. School leaders can contact anyone on our Distance Learning team for more information: Clay Nolan- [email protected] Justin Shumaker- [email protected] Lisa Scott- [email protected] Ed Cruz- [email protected] By: Lisa Scott, CABOCES Learning Resources Thanks to our Learning Resources team for organizing the BOCES-wide Toys for Tots campaign! Thanks to everyone at CA BOCES that donated to this important cause. We work everyday to help children in our region, and this is a shining example of the commitment to our work...our cause...our children!
An inch of rain in the entire month of May. Heavy snows followed the next day by massive melts. Ticks, ticks, boom. Wildfire smoke invading our clean summer air. …And we thought western NY was a climate oasis. Climate change is one of the most pressing issues facing the world today, even impacting “climate oases” like our region. It is critical that we take a proactive role in educating our students about this important topic. As the next generation of leaders, it is so important that young people understand the science behind climate change, its impacts, and the actions they can take to mitigate its effects. Climate change is a scientifically established fact, with the overwhelming majority of climate scientists in consensus that the Earth’s climate is changing rapidly and that human activities, such as burning fossil fuels and deforestation, are contributing to this change. The Intergovernmental Panel on Climate Change (IPCC) and other scientific organizations have warned that if we do not take immediate action to reduce our carbon emissions, the impacts of climate change will become increasingly severe, including rising sea levels, more frequent and intense heatwaves, droughts, and natural disasters, and the loss of biodiversity. In order to tackle this issue effectively, it is essential that students have a strong understand of the science behind climate change. This will help them to make informed decisions about the actions they can take to mitigate its effects, such as reducing their carbon footprint by using public transportation or renewable energy sources, or by supporting local leaders who prioritize action towards sustainability. Furthermore, by educating students about climate change, we can help to foster a sense of environmental stewardship and encourage students to become advocates for sustainability and leaders of tomorrow. Climate change is a global issue that affects everyone. It has the potential to impact every aspect of our lives, from the food we eat and the water we drink, to the air we breathe and the places we live. As such, it is important for students to understand the implications of climate change for their own lives, as well as for the lives of people around the world. Learning about climate change can also help students to develop critical thinking and problem-solving skill. Climate change is a complex and multi-faceted issue that requires creative solutions. By engaging in discussions about the causes and potential impacts, students can learn to analyze information, consider different perspectives, and collaborate with peers to develop solutions. This type of hands-on learning can be particularly powerful, as students are more likely to remember what they have learned when they have had the opportunity to apply it in a meaningful way. Learning about climate change can help to foster a sense of global citizenship and promote empathy and compassion. Climate change affects everyone, regardless of race, religion, or socio-economic status, and it is important for students to understand the impact that their actions can have on people in their community and around the world. By learning about the ways in which our changing climate is affecting people in different parts of the world, students can develop a greater sense of empathy and compassion for others, and be inspired to take action to make a positive difference in the world. Finally, it is important that we teach about climate change because it is a rapidly evolving issue that is changing the world in real-time. As such, it is essential that students have access to accurate and up-to-date information about his issue in order to understand its implications for their lives and be prepared for their futures. In conclusion, teaching about climate change is a vital obligation for us as educators. By giving our students the opportunity to learn about climate change and sustainability, we can foster a sense of environmental responsibility, develop critical thinking and problem-solving skills, promote empathy and compassion, and help them find a meaningful and successful path for their lives. Stay tuned to hear more about why and how our students can benefit from climate change education in future articles. By: Kelli Grabowski, CA BOCES Learning Resources Is the beautiful drive to your district each morning deceiving? Each fall, Portville’s new teachers and their mentors participate in a district-wide bus tour. This year, the teachers were led by Dave Youngs, Portville’s Transportation Director, and retired Superintendent of Buildings and Grounds, Tom Costa. The goal is to experience how big the district really is by traveling to some of its borders; the district covers a lot of ground, bordering Allegany; Ceres (NY & PA); Cuba; Eldred, PA; Hinsdale; Little Genesee; and West Clarksville. Dave and Tom share historical aspects of the region along with some of the responsibilities of the transportation department that teachers aren’t always aware of. Teachers often comment on how rural much of the district is and, depending where families live, how long children are on a bus each day. It’s a shared experience that builds empathy and compassion. One teacher commented that it was such an important trip that she’d recommend it for any faculty and staff member who hasn’t participated. The district tour is a powerful way for teachers to better understand the whole district community, and it provides an authentic, meaningful, and relevant way for teachers to build stronger relationships with their students and their families as well as the district transportation department. The tour is a tremendously beneficial adventure for everyone. Please reach out if you have any questions about coordinating district bus tours or facilitating mentor/mentee experiences for your new teachers. By: Anne Mitchell, CA BOCES Professional Development Do you feel like you are stuck in a lesson-planning rut? Would you like to learn about new resources, while having time to experiment with them all? Join Brooke Neamon and Alex Freer for the Educator Play-Day Workshop! Participants of the Educator Play-Day Workshop are invited to tour the Learning Resources Warehouse to explore resources specific to their content and/or grade level. We will provide a sampling of resources (both physical and digital) that will meet the needs of students at each grade level! During the workshop, participants will have the opportunity to create lesson plans, center activities, projects, assessments, or standard-driven instruction based on the provided resources. There are several different sections available (noted below) to meet the needs of all teachers across the region. On October 12th, we had our first workshop in the series for PreK-Grade 2 teachers. There were 11 participants who enjoyed touring the warehouse, learning about new and exciting resources, and many of them even took home kits with them to try with their students. Some of these kits included the ever-popular Osmos, Breakout EDU lock boxes, robotics (including the new Sphero Indi), Fairy Tales Problem Solving kits, and more.
By: Brooke Neamon, CA BOCES Professional Development
Preparing students for computer-based testing (CBT) is essential in today's educational landscape. CBT is different from traditional paper-and-pencil tests, so students need specific skills and strategies to perform well. Here why Castle Learning can help you prepare students for CBT: 1. Familiarize Students with the Testing Environment - Let them practice using the same type of computer or device they will use during the test. - Familiarize students with the testing platform and user interface. 2. Understand the Test Format: - Ensure students know the structure of the CBT, including the number of sections, types of questions, and scoring methods. - Make sure they are familiar with any special features of the CBT platform, such as the ability to flag questions for review. 3. Provide Practice Tests: - Offer practice tests that mimic the format and content of the actual CBT. This helps students become comfortable with the format and identify areas where they need improvement. - Review and discuss the results of practice tests to identify strengths and weaknesses. 4. Simulate Testing Conditions: - Conduct practice tests in an environment that simulates actual testing conditions, including distractions, time limits, and the use of the same devices they will use during the test. Overall, preparation for computer-based testing requires a combination of technology skills, test-taking strategies, and practice. By guiding students through these steps, you can help them feel more confident and perform their best on CBT assessments. Castle Learning’s equation editor mimics what they will see on the Questar browser and will prepare your students for the upcoming state tests. If your teachers need training and time to work on the Castle Learning interface, please check the registration system for upcoming workshops or reach out to me directly.
By: Alexandra Freer, CA BOCES Learning Resources This past June the New York State Education Department administered the first ever USHG Framework Regents exam. This new exam design has 28 MC questions that are attached to a stimulus, a Part II Stimulus Based Short Essay task where students write 2 responses to 4 documents, and a Part 3 six document Civic Literacy DBQ Essay. The purpose of this new Regents exam is to align assessment to the content, skills, and practices of the Framework and teachers have been anxiously anticipating the arrival of the new exam and curious about both the content and assessment structure. In order to get a better understanding of the exam and student performance, teachers were invited to a regional workshop to analyze the exam and compile data surrounding the content and skills the exam was measuring. The information collected was combined and shared so that teachers would have a record of what content was being asked from the Framework, and the types of sources used within the assessment that students would be working with. At the completion of this work teachers had a better understanding of the exam structure and state expectations and were able to look at student results to develop ways in which to better assist and prepare for future administrations.
By: Rob Griffith, CA BOCES Professional Development |
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