​From October 2023 to April 2024, school librarians in our region had the opportunity to participate in a book study focusing on classroom management. Utilizing a dedicated Google Classroom platform, participants engaged in discussions, shared insights, and responded to thought-provoking questions.

On April 29, participants of the book study convened in person to extend their discussions, explore best practices, apply newfound knowledge to real-life scenarios, and enjoy the opportunity to interact with a surprise guest and renowned ALA author Hilda Weisberg 

​Acknowledging the distinctive environment of libraries, which often provide students with ample space and the freedom to choose their reading materials, the study delved into the behavioral challenges that can arise in a school setting characterized by a less structured atmosphere than traditional classrooms.  Small group discussions, self-reflection, and a gallery walk deepened learning.

The selected readings included Classroom Management for School Librarians by Hilda Weisberg and We Belong: 50 Strategies to Create Community and Revolutionize Classroom Management by Laurie Barron and Patti Kinney.
Both texts emphasized the importance of cultivating meaningful relationships with students and recognizing each individual beyond their attention-seeking behaviors.

Please visit https://register.caboces.org/seminar/admin to view upcoming workshops related to student behavior including August's Capturing Kids Hearts.

By: Cece Fuoco, CA BOCES Learning Resources

Students and staff at Pioneer Central School were recently treated to an inspiring talk by Duncan Kirkwood, renowned resilience coach and motivational speaker. Kirkwood's visit provided a powerful opportunity for the school community to delve into the crucial topic of resilience, a skillset essential for navigating life's challenges. 

Drawing from his own life experiences, Kirkwood captivated his audience with personal anecdotes and insights, highlighting the importance of resilience in overcoming adversity. His journey from facing setbacks to achieving success served as a testament to the transformative power of resilience. 

Throughout his presentation, Kirkwood emphasized practical strategies for building resilience, encouraging attendees to adopt a growth mindset and embrace failure as a steppingstone to growth. He stressed the significance of perseverance, adaptability, and self-belief in cultivating resilience, empowering students and staff to face challenges with confidence and resilience.

The interactive nature of Kirkwood's session fostered meaningful dialogue and reflection among attendees, sparking discussions on resilience-building techniques and sharing of personal experiences. Staff also had the optional opportunity to meet with Duncan during a Question-and-Answer session which allowed Duncan to personally respond to questions that teachers had. This Q&A session also allowed for staff to individually interact with Duncan and let him know just how inspiring his sessions were!

Kirkwood's visit left a lasting impact on the Pioneer Central School community, equipping students and staff with the tools and mindset necessary to navigate life's inevitable ups and downs with resilience and determination.

By:  Jenna Tost, CA BOCES Professional Development

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 couple that may be new to our readers.

Sphero Indi is one of our newest additions to the robotics section and with the kit, your teachers can rev up STEAM learning. Rev up! Get it? YES!
​
The car-shaped Indi learning robot is designed to introduce early learners (Pre-K and up) to the fundamentals of computational thinking, STEAM, and computer science principles in a fun and exciting way. Teaching with Indi encourages open-ended, imaginative play-based learning with real-life scenarios as learners build custom mazes and solve puzzles. Indi offers an unplugged programming experience with an onboard color sensor and interactive color-coded tiles, or students can kick their skills into high gear with simplified block coding options in the free Sphero Edu Jr app.
 
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

​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

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

On Pi Day (March 14), guidance counselors from around the region gathered to discuss the latest updates in the world of Distance Learning. Perhaps the most impactful items discussed were the proposed changes to regulations surrounding Distance Learning practices. The regulations were announced in a Memo on November 30, 2023 and are set to become effective as a permanent rule on May 1. Considering the short turnaround time and some of the proposed changes potential effects on distance learning practices, the New York State Distance Learning Consortium (NYSDLC) responded during the public comment period to voice their concerns over some of the changes. Some of these proposed changes are highlighted below.

100.5(d)(10) - Credit for online and blended courses
This regulation is proposed to be repealed as it only applies to students enrolled in courses eligible for diploma credit. It is no longer needed with the newly added online and blended instruction provision proposed in section 100.2(u).

100.2(u) - Virtual Instruction and Blended Instruction
Amongst the additions in this regulation, is the specification that an “appropriately certified teacher” of a virtual or blended instruction classroom is “a teacher who holds a New York State teaching certificate in the subject area in which instruction is provided.” In addition, the teacher must be an appropriately certified teacher employed by the district, BOCES, or school district who provides instruction in the subject area under a shared service agreement.

101.1 - Definitions added for “Virtual Instruction”, “Blended Instruction”, and “Virtual Learning Environment”
“Virtual instruction means synchronous, or synchronous and asynchronous, instruction provided by a teacher as prescribed in section 100.2(u)(3) that is designed for delivery in a virtual learning environment where there is regular and substantive interaction between the student and teacher.”
“Blended instruction means instruction provided by a teacher as prescribed in section 100.2(u)(3) that is designed for delivery part of the time as synchronous instruction in an in-person learning environment, and part of the time as synchronous, or synchronous and asynchronous, instruction in a virtual learning environment where there is regular and substantive interaction between the student and teacher.”
“Virtual learning environment means an instructional and learning environment facilitated through digital video-based technology and/or a combination of an online learning management system and video-conferencing technology, where teacher-to-student, student-to-student, and/or student-to-content interactions occur solely through digital, internet-connected technology.”

​Main Implications of the Regulation Proposals
It’s important to note here that this means New York State certified teachers provided by online course vendors such as Edmentum, do not qualify as the Teacher of Record who provides “regular and substantive interaction” with students in the course. School districts or a BOCES must provide a Teacher of Record to meet state regulations. This has been standard practice with CABOCES, but it’s important to note that state regulations now make this clearer.

In addition, in the definition of “virtual instruction”, pure asynchronous instruction was not listed as an acceptable method to provide this instruction. For online course vendors that do not provide a teacher, such as Apex Learning, this implies (once again) that a Teacher of Record who provides “regular and substantive interaction” and is “appropriately certified”, must be provided by the district or a BOCES for the course to be acceptable by state regulations.

A final implication regarding these regulations is that online Early College courses, such as those offered through Houghton University, do not qualify for dual credit when the course is taught by the College Professor. In situations where the course is being taught through an agreement where the teacher in the district is providing the instruction, these would still qualify so long as the in-district teacher is “appropriately certified”.

For more information, please refer to the full memo which can be found here.

As always, if you have any questions regarding these regulations, or distance learning practices, don’t hesitate to reach out!

By:  Justin Shumaker, Senior Distance Learning Coordinator

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.

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. 

1. Use decodable readers, not leveled readers. Decodable readers—simple books that focus on the letter-sound correspondences that students have learned—support students in developing their phonics knowledge, rather than guessing or using picture cues. They support the systematic approach to instruction aligned with the Science of Reading. 
   
2. Provide all students with dedicated, systematic phonics instruction, not mini-lessons or isolated phonics instruction. Effective phonics instruction—for every student—takes time and is deliberately sequenced. (At least 60 minutes a day is required for solid, systematic foundational skills development.) Phonics instruction should also be part of a comprehensive Science of Reading approach to literacy instruction.
   
3. Help students with phonics-based scaffolds, not three-cueing or word guessing. This is the part where learning to decode rewires students’ brains for reading. It requires that you provide scaffolds and ask students to practice sounding it out rather than responding to context clues.
   
4. To build comprehension skills, develop students’ knowledge. The Science of Reading shows that literacy skills grow best on a foundation of knowledge. In other words, the more you know, the easier and faster you can understand texts you encounter in the world. Spend two or three weeks on focused literary, social studies, and science topics. The topics should build on each other and deepen understanding and vocabulary. This approach can replace studying disconnected topics and practicing comprehension skills without attention to background knowledge. 
   
5. Follow a clear instructional path, not a choose-your-own-adventure model. The Science of Reading supports a cohesive curriculum with explicit teaching and guidance. It gives students multiple instructional pathways and gives every student the support they need now without waiting for intervention. 

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:

• Grade 5 Science Review - Student Packet
• Grade 5 Science Review - Teacher Guide
• Grade 5 Science Review – related Gifs and images
• Mini Lessons for explicitly teaching SEPs and CCCs
• Performance Level Descriptions (PLDs) - Elementary
• Performance Level Descriptions (PLDs) - Intermediate

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.   ​

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

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/

• Biblical Literature
• Introduction to Nutrition
• Interpersonal Communication
• Introduction to Criminal Justice
• Principles of Macroeconomics
• Enduring Questions: The Modern World
• History of Rock and Roll and Commercial Music
• In Search of Justice
• Introduction to Psychology
• Science and Society: Video and Board Games
• Professional Writing

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/ 

• Marketing Principles
• Women in the Bible
• Introduction to Communication
• Introduction to CS Lewis Deep Magic lecture
• Introduction to Film music
• American political System
• Developmental Psychology
• Social Psychology
• Introduction to Sociology

 
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:  

• What is a total solar eclipse?
• When will the total solar eclipse happen?
• Why is it a big deal?
• Where to look?

Check out these videos on the Enchanted Mountains website.  

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.

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

​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

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