Last month PE teachers were able to participate in the second PE forum of 2024. Hosted by both Whitesville Central School and Wellsville Central School, educators from throughout the CA BCOES region were invited to attend this day to network with other teachers, explore best practices, and learn about local resources and programs that districts use to enhance their PE program. During the morning of the forum, Whitesville PE teachers Cody Borden and Justin Hendrickson showcased the ExerPro wall and video projection system which they use with students to for accuracy practice and other activities. They also shared team building games and activities used in their Project Adventure/Paralympics Unit, were the focus is on teamwork and communication. By: Rob Griffith, CA BOCES Professional Development
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During a recent training session at the Scio School District, substitute teachers gathered to collectively learn about methods for assisting and supporting students in their day-to-day interactions within the classroom. The training aimed to deliver a comprehensive overview of special education, encompassing effective approaches to meet diverse student needs and fundamental strategies for behavior management. Throughout the session, participants engaged in an exploration and discussion of a variety topics pertinent to their roles and responsibilities as substitute teachers. The procedures and regulations of special education under IDEA were reviewed. Confidentiality and the Family Educational Rights and Privacy Act (FERPA) were thoroughly examined to equip substitutes with the knowledge needed to handle sensitive student information responsibly. Effective behavior management techniques were introduced, with a focus on providing substitute teachers with practical strategies to create a positive and conducive learning environment. Additionally, the session delved into clarifying the specific roles and responsibilities expected of substitute teachers in K-12 classrooms. By addressing these key areas, the training aimed to empower substitute teachers with a well-rounded skill set, fostering their ability to provide effective support and maintain a positive educational atmosphere for all students, including those with special needs. Interested in scheduling a substitute teacher training at your district? Contact Kristin Kurtzworth-Keen at [email protected]. By: Kristin Kurtzworth-Keen, CA BOCES Professional Development 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 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 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 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 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 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
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 On February 13, 2023, Friendship Central School witnessed an exciting and enlightening workshop as one of its own educators, Rick Weinberg, presented the SAMR model to the school's faculty. SAMR, which stands for Substitution, Augmentation, Modification, and Redefinition, is a framework used to evaluate the integration of technology in education. The workshop was a resounding success, as it not only introduced teachers to the SAMR model but also showcased its practical application with real-life examples. This event marked a significant step forward in the school's journey towards enhancing technology integration in the classroom.
The SAMR Model: A Brief Overview The SAMR model, developed by Dr. Ruben Puentedura, offers educators a structured way to think about how technology is integrated into teaching and learning. It comprises four levels, each representing a different stage of technology integration: Substitution: Technology is used as a direct substitute for a traditional teaching tool, with no functional change. Augmentation: Technology enhances the original task or process without fundamentally changing it. Modification: Technology allows for significant redesign of the task, leading to new possibilities and improvements in learning outcomes. Redefinition: Technology creates entirely new learning experiences that were previously inconceivable. The Workshop: Unpacking the SAMR Model Rick Weinberg began the workshop by explaining the SAMR model's key concepts and its potential to transform education. Participants were introduced to the idea that the SAMR model can help teachers move beyond using technology as a mere substitution for traditional methods and toward more innovative and transformative uses. To illustrate the model's practical application, Rick Weinberg distributed a series of example lessons created with the assistance of ChatGPT. These lessons covered various subjects and grade levels, showcasing how technology could be integrated at different SAMR levels. Each example lesson was designed to encourage active participation and discussions among the faculty members. Practical Examples: Categorizing Lessons Using SAMR The teachers were divided into groups, and each group was tasked with categorizing the example lessons into the SAMR levels. As they reviewed and discussed the lessons, they gained a deeper understanding of how technology could be applied in their own classrooms. Substitution: Lessons that merely replaced traditional tools with technology, such as using a digital textbook instead of a printed one, were categorized under this level. Augmentation: Lessons that incorporated technology to enhance learning, like using interactive quizzes to test knowledge retention, fell into this category. Modification: Lessons that fundamentally transformed the learning experience by allowing students to collaborate globally through video conferencing or engage in multimedia projects, for instance, were classified as modification. Redefinition: The most transformative lessons, which opened entirely new possibilities, such as using virtual reality simulations for historical reenactments or crowdsourcing scientific research, were categorized under redefinition. Teacher Appreciation and Takeaways The faculty at Friendship Central School found the workshop to be both enlightening and empowering. They appreciated the practical examples and discussions, which helped them see the potential for technology integration in their own classrooms. The SAMR model provided a clear framework for teachers to assess and elevate their use of technology in education. Moreover, the use of example lessons generated by ChatGPT demonstrated the wide range of possibilities that technology can offer, regardless of the subject or grade level. Teachers left the workshop feeling inspired and motivated to explore new ways of incorporating technology to benefit their students. The SAMR model workshop presented by Rick Weinberg on February 13, 2023, was a pivotal moment for Friendship Central School. It not only introduced faculty members to a valuable framework for evaluating technology integration but also provided them with tangible examples to inspire their own teaching practices. As educators continue to embrace the potential of technology in the classroom, students at Friendship Central School are sure to benefit from more innovative and engaging learning experiences. This workshop was a testament to the school's commitment to fostering a culture of continuous improvement and educational excellence. By: Rick Weinberg, CA BOCES Professional Development Cattaraugus-Allegany BOCES Exceptional Education had 55 Teacher Assistants experience the virtual realities of poverty in a unique poverty simulation conducted on Thursday, August 24th facilitated by Jillian Putnam, Janelle Freer, and Kelli Forster from the CA BOCES ISS Professional Development Team.
The Community Action Poverty Simulation (CAPS) was designed to help people better understand the realities of poverty. “This program helps people to understand the complexities and frustrations of living in poverty day to day,” and “With a greater awareness of its impact, we can more effectively address the poverty issues in our community” were a few statements made by participants during the simulation. Using a simulation kit, participants role-played the lives of low-income families. Some were TANF recipients, some were disabled, and others were senior citizens on Social Security. They had the stressful task of providing for basic necessities and shelter on a limited budget during the course of 4 15 minute “weeks.” They interacted with human service agencies, grocers, pawnbrokers, bill collectors, job interviewers, police officers, and others. More than 37.2 million people are living at or below the federal poverty level or 11.4% of the U.S. population, were living in poverty in 2020, based on official poverty thresholds. 11.6% of Cattaraugus County families live in poverty. 16.7% of the population for whom poverty statis is determined in Allegany County, NY (6.92k out of 41.4k people) live below the poverty line, a number that is higher than the national average of 12.8%. CAPS enables participants to look at poverty from a variety of angles and then to recognize and discuss the potential for change within their local communities, said Elaine West executive director of the Missouri Association for Community Action, which made the simulation available nationwide. The simulation was designed to sensitize those who frequently deal with low-income families as well as to create a broader awareness of poverty among policymakers, community leaders and others. The Missouri Association for Community Action is a network of community action agencies throughout the state that provide a variety of services to low-income individuals and families. More information about the Poverty Simulation can be found at the following website www.communityaction.org. By: Jillian Putnam, CA BOCES Professional Development In August, the CA BOCES region hosted Dr. Pam Kastner for the Science of Reading kickoff event at Good Times of Olean. Pam is an educational consultant at the Pennsylvania Training and Technical Assistance Network (PaTTAN) Harrisburg, where she serves as the State Lead Consultant for Literacy. She shared her years of work, expertise, Instructional Routines and Best Practices in Reading research with 50 area educators. Her work has been featured nationally, with The Reading League, Voyager Sopris Learning, and more. Some focus areas for the day were: Scarborough's Reading Rope, how teaching Spelling is essential, key components to building fluency and vocabulary development. Teachers were involved in key routines that are quick-hitting, effective ways to embed decoding, fluency, spelling and vocabulary into everyday use. Dr. Kastner also shared her Wakelet, full of hundreds of resources and evidence-based best practices. The event was led by CA BOCES Staff Specialists Tessa Levitt and Sarah Cartmill and brought light to the decades of research around structured literacy/explicitly teaching reading. By: Sarah Cartmill, CA BOCES Professional Development
An overarching theme of the Next Generation Standards for Early Learning is to protect developmentally appropriate expectations and practices. NYS in collaboration with NAEYC define developmentally appropriate practices as a framework of principles that promote learning and development. According to the NGSEL Introductory Document, these principles highlight the need for educators to:
Loose parts play inspires children to develop creativity and innovation. As children use loose parts, they deepen critical thinking and problem-solving skills. It also provides a pathway to celebrate multiple outcomes. Loose parts are sustainable items that learners manipulate through exploration and analysis. Children also engage in rich conversation, learning to use vocabulary and discussion as a method to self-regulate so that they can collaborate with others who think differently than they do. Through loose parts play children engage in developmentally appropriate practice that empowers literacy learning for all. In a world where joy can be difficult to find, the loose parts environment makes joy the central theme of the school day. It is through play that children and adults find joy. In finding joy, creativity and innovation flourish. When children flourish, they experience success in a way that honors dignity and supports learning. Several teachers will be exploring this learning with students in the new school year. It will be an exciting transition towards the Next Generation Standards and the NYS developmentally appropriate practices framework initiative. If you are interested in exploring this initiative and how it informs your classroom or district, please reach out to Michelle Rickicki at [email protected] By, Michelle Rickicki, CA BOCES Professional Development Good vocabulary instruction helps children gain ownership of words, instead of just learning them well enough to pass a test. Good vocabulary instruction provides multiple exposures through rich and varied activities to meaningful information about the word. (Stahl & Kapinus, 2001). Students learn vocabulary indirectly when they hear and see words used in many different contexts i.e., through conversations with adults, through being read to, and through reading extensively on their own. Students learn vocabulary directly when they are explicitly taught both individual works and word- learning strategies. Direct vocabulary instruction aids reading comprehension.
When all teachers in a school focus on the same academic vocabulary and teach in the same way, a school has a powerful comprehensive approach. When all teachers in a district embrace and use the same comprehensive approach, it becomes even more powerful. Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school, with no direct vocabulary instruction, scores in the 50th percentile ranking. The same student, after specific content- area terms have been taught in a specific way, raises his/her comprehension ability to the 83rd percentile. Steps to Effective Vocabulary Instruction Ask student what they know Explain in everyday language Use a video or other visual Tell a story that uses the terms Have students investigate the meaning and do a skit Use current events to relate to the term Describe your mental picture of the term Find or create pictures that illustrate the term. Effective Classroom Strategies to Implement Frayer Vocabulary Model Math Word Wall Math Alpha Boxes Math Picture Books Math Games The ability to read, write and speak the “language of math” is ESSENTIAL for mathematical concept development and mastery! Math Concepts = Math Vocabulary By: Tessa Levitt, CA BOCES Professional Development Last month CA BOCES staff specialists associated with the Statewide Social Studies Group for Social Studies Curriculum and Professional Development had the opportunity to hear a presentation from author Mathew Kay, a teacher from Philadelphia Pennsylvania. Mathew was a guest presenter to the Statewide group and shared thoughts and ideas surrounding his book Not Light, But Fire. Participants left the presentation with numerous strategies and ideas of how to lead meaningful and insightful conversation in classrooms surrounding the topic of race. Many people operate under the assumption that the school environment in which they teach allows all those present to share their ideas and thoughts safely. Mathew challenged this thinning with a segment from his book regarding Creating Safe Spaces. His focus was on helping people to understand what goes into creating a safe space by challenging their thinking with ‘6 Safe Space Myths”. If you’re interested in learning more about this topic, reach out to Rob Griffith ([email protected]) or Janelle Free ([email protected]) for additional information and resources.
By: Rob Griffith, CA BOCES Professional Development Teachers throughout the CABOCES region were given the opportunity during the 2022-2023 school year to attend seminars designed to support and assist teachers who were either new to the profession or new to a district. This Collaborative Learning Community called New Teacher Academy was divided into two cohorts, one for each of our two counties in our region. Each cohort met three times during the school year separately. Then, on May 31st both cohorts combined to spend the day together at the CTE center in Olean celebrating the completion of their collaborative learning through the past school year. On behalf of the New Teacher Academy team, best wishes to all of you as you move forward in your career. May the relationships that were built and the skills that were developed during this time assist you in becoming the best educators you can be.
By: Rob Griffith, CA BOCES Professional Development In the world of education, fostering a love for reading at a young age is a key to unlocking a child's potential. One of the ways to make the reading experience truly magical is by taking it outside the classroom. Elementary students, full of curiosity and wonder, are at an ideal stage to embark on outdoor reading adventures. In Scio, second graders are celebrating the joy and benefits of reading outside, as they explore the world of books amidst the beauty of nature. Do you want to spark curiosity and imagination in students? Reading outside stimulates the natural curiosity and imagination of students. Surrounded by the sights, sounds, and textures of the outdoors, children's minds come alive with wonder. They can visualize the stories they read, connecting the characters, settings, and events with the real world around them. The openness of nature fuels their imagination, making the reading experience even more exciting and immersive. Do you want students to connect with nature and the environment? Bringing students outside to read provides a unique opportunity to foster a connection with nature and the environment. As they flip through the pages of books under a tree or in a park, children become aware of the world beyond their immediate surroundings. They observe birds, insects, and plants, igniting their curiosity about the natural world. This connection nurtures a sense of responsibility and care for the environment, planting the seeds of environmental stewardship from an early age. Do you want students to develop a love for literature? The enchantment of reading outdoors helps cultivate a genuine love for literature. With the freedom to choose their reading spot and engage with books in a natural setting, children develop a positive association with reading. The enjoyment of a captivating story while feeling the warmth of the sun or the touch of a gentle breeze creates lasting memories and a deep appreciation for the written word. Reading outside becomes an adventure that fosters a lifelong love for books. Do you want students to enhance learning and comprehension? Reading outside has been shown to enhance learning and comprehension in young students. The outdoor environment provides a multisensory experience that enriches their understanding of the text. Children can relate what they read to their surroundings, deepening their comprehension and making connections between the story and their real-life experiences. The combination of fresh air, natural light, and a change in scenery can improve focus and engagement, allowing students to absorb information more effectively. By: Jessica Schirrmacher-Smith, CA BOCES Professional Development
Mrs. Crabb’s and Mrs. Costello’s 4th grade classes continued their yearly “Simple Machines” projects and presentations this year. These 4th grade students had to think about which of the six simple machines they wanted to use: wedge, screw, lever, pulley, inclined plane and the wheel and axle. Many of the students used multiple simple machines as they thought up a design, then took time in school and at home to build their project. Once the projects were completed, each student got up and presented their Simple Machine(s) to the entire class to work on their public speaking skills. Some of these projects were quite involved and took many hours at home with multiple simple machines built in. After the student presented their simple machine projects the other students had the opportunity to ask three questions by raising their hand. The student who presented called on them one at a time and answered the question. These 4th grade students learned how to plan an idea, figure out whether it would work out, make changes and adjust and then continue moving forward. It was very interesting to not only hear students present but then answer questions on the spot in front of their peers. Congratulations 4th graders! By: Mark Carls, CA BOCES Professional Development
Teachers spend countless hours building and creating positive classroom culture. When the classroom culture is positive, students make connections with peers and teachers inspire attitudes of lifelong learning. Students carry the culture with them into the wider school community, building bridges across differences and making the world a better place. In the Spring, teachers often revisit classroom culture, adding new incentives to carry students through the remainder of the year. Friendship Central School accomplishes this task collectively through a school-wide book read. The after-school program offered children materials to create robot animals as a means to build bridges between the classroom and extracurricular activities. Each classroom invited a “guest reader” to read aloud as a welcoming start to the day. Students reached out to the national community and experienced a virtual author visit. Inspired by the community service theme in the novel, high school classes partnered with elementary classes to “grow” a canned goods garden. The food collected was donated to the community food pantry. Elementary students used the canned goods garden as a resource to learn about data, measurement, and graphing. At the end of the month, students requested to read another novel as a school next year. Clearly, this venture was time well spent. If you are interested in learning more about building classroom and school culture through a school-wide book read, please contact Michelle Rickicki at [email protected]
By: Michelle Rickicki, CA BOCES Professional Development Pioneer Central School District, along with many other school districts in this region are familiar with Canva. Canva allows educators to sign up with free accounts, and by using your school email, you also have access to the educator “pro” tools and templates. Pioneer Middle School 7th Grade ELA Classes with Mrs. Irizarry have been using Canva alongside their research projects. Students were able to use the CABOCES resources such as the Gale and World Book databases to conduct research, Noodle Tools to save and cite their resources, and Canva to make their presentations come to life. Students first created presentation slides, then incorporated sounds and music, animation, and their own personal touches within their research presentations. Mrs. Irizarry commented that the overall student engagement, and student interest in all the Canva features was one of the best parts of the projects. Here is an example of a research project that a pair of students completed. Ready to try it yourself? To create your own presentation, create your school Canva account. Then, once logged in, click presentations. Next, choose one template to begin your presentation with! The template will automatically load into your new project. While Canva has several different presentation templates to choose from, you may want to use Slides Carnival to embed a presentation into Canva for your own educational or teaching use. Simply login to your Canva account. In a new tab, visit Slides Carnival, and choose a Free Template that has the Canva Logo. Click the blue C, and then Use Template to create your next Science lesson!
Canva allows creativity and engagement for educators and students alike! We can’t wait to see your next Canva creation! By: Jenna Tost, CA BOCES Professional Development |
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