​There have been numerous activities that have occurred out in Friendship this year and a few accomplishments.  We’ll highlight a few of them as we continue to grow and learn.  At the January 25th in-service day we celebrated Friendship moving off NYSED’s watch list as they’ve shown growth through multiple layers at New York State.  That was a result of years of work to do what’s in the best interest of students.  To continue an afternoon of celebrating and teamwork the Friendship staff, led by school psychologist, Kimberly Riordan, worked in teams to complete a scavenger hunt with the Goose Chase app.  Goose Chase allows you to form teams that have to accomplish certain tasks and can take photos to show that they accomplished the task.  Those photos go to the moderators of the challenge to award the pre-determined points or not.  This was an excellent team building opportunity with many of the photos shared before the faculty left.

​The other activity that our 5th grade team took on was to run a BreakOut EDU review session to have students answer questions to review for their “Solids, Liquids and Gases” unit.  Mrs. Sleggs and Mrs. Malinowski set up teams that the students worked on to solve specific problems.  Each problem helped unlock a different lock on the box.  Once every group solved their problem they were treated to a special reward/treat.  Thank you Alex Freer from Learning Resources for showing us BreakOut EDU earlier this year!

By:  Mark Carls, CA BOCES Professional Development

School librarians within CA BOCES are having an amazing year!

Whether it’s borrowing books from other school libraries to prepare students for a multi-school reading competition, providing a maker space where grades 7-12 compete to see whose best at repurposing odds and ends, promoting OverDrive’s class sets to teachers, or using instructional strategies to engage all learners, school librarians are exploring a range of techniques for whole class and group work, guided learning, and individual activities. 
​
On January 17, school librarians reviewed the new National School Library Standards which complement and strengthen content standards.  Focusing on the six Shared Foundations (Inquire, Include, Collaborate, Curate, Explore, and Engage) and school librarian Competencies, each librarian chose one competency of strength and one that needs strengthening and were challenged to come back to our next meeting on February  to share examples of personal growth and impact on student learning.

​Recently, librarians at Franklinville and Friendship had students write letters to Senator Catharine Young and Assemblyman Joe Giglio.  Students not only learned how to properly address an envelope (and where to place a stamp), but crafted hand-written letters expressing why their school library and librarian is important to them.   In the afternoon of the January CLC,  school librarians participated in civic engagement by meeting with Assemblyman Joe Giglio and a representative from Senator Young’s office at St. Bonaventure’s Friedham Memorial Library, where the receipt of students’ letters mentioned.

​Meeting with state representatives provided librarians from public, academic, and school libraries to share why library funding is critical.  Specifically, the need for broadband access so students can complete homework.  Although a student may have access to a cell phone, the monthly data plan is quickly exceeded when accessing databases or other sites needed for homework.  This was a meaningful experience for school librarians.  (Photos below by Danielle Newman, librarian at Fillmore Central School @FscLibraries ).

By:  Cece Fuoco, CA BOCES Learning Resources

Over the past few months, Kathryn Mendell and myself have facilitated the Mental Health Literacy forum with about 70 teachers and leaders from the region.  The purpose of the Mental Health Literacy forum is to share and provide information on mental health education provided within our community and area schools.   We shared guidance for developing effective mental health education for ALL students at all levels while embedding mental health well-being into the entire school environment.
 
The NYS Education Department expects schools to utilize the guidance documents and other resources available to adopt or develop its own district curriculum aligned with the NYS learning standards and to tailor instruction based on the school district’s identified needs at the local level.  The hope is that these changes will positively impact our student’s awareness of mental health prevention, treatment and stigma.
 
With the expansion of mental health in schools, it is expected that school personnel, students, families and communities will more openly discuss mental health well-being. 

​By:  Tessa Levitt, CA BOCES Professional Development

Area teachers have been learning about the workshop model for mathematics over the past few months.  What is the math workshop model?  It is a flexible grouping model, incorporating best practices in mathematics, coupled with differentiation based on individual student needs.  This model allows teachers to have smaller chunks of whole group instruction, allowing more time for smaller, targeted groups who work with the teacher on specific standards and concepts, while other students work in work stations.  Teachers learned how to incorporate the tenants of the workshop model based on their classroom, and the needs of the students.  Teachers who have been able to try the model out have been very enthusiastic about it, as they feel they have a much better picture of the students and their abilities and needs in mathematics, as they are able to spend more time with students in smaller groups.  This has been extremely beneficial for the students as well as for the teachers.  If you are interested in learning more about the Workshop Model in Mathematics, C-A BOCES will be holding a workshop in July.  If you’re interested, please have your district contact person register you at register you at register.caboces.org.

​By:  Kathleen Agnello, CA BOCES Professional Development

The Library CoSer provides all districts with TeachingBooks, a resource accessible to students and faculty at resources.caboces.org. 
 
A quick subject search using the term Valentine’s Day returns several resources for books, including lesson guides, worksheets, and many other resources that allow for connecting deeply with text.  For example, P.S. I Still Love You by Jenny Han provides an author book reading, audio name pronunciation, link to the author’s website and blog, audiobook excerpt, reading questions, and several videotaped interviews with the author. Although each featured book is not in digital format for instant reading, students and teachers can identify exceptional books that reflect diverse cultural experiences, interests, and ability levels, and obtain resources paired with book titles that further reading enjoyment, contextual knowledge, and educational relevance (TeachingBooks, 2019).  Additionally, students can practice reading fluency and voice through Reader’s Theater scripts in ready-to-print format. 
 
Stories become more meaningful when students learn the backstory, the research, and the inspiration for each book directly from the author and illustrator. Although I can read a summary of Jaquelyn Woodson’s Brown Girl Dreaming aloud to students in an effort to pique interest, it’s not the same as the author’s voice briefly sharing about her memoir. The same can be said for Gene Luen Yang’s book American Born Chinese.
 
TeachingBooks also provides English text of author name pronunciations and transcriptions for book readings. The following features benefit all students:

• Highlighting of the spoken word — students can now visually follow along
• Google Translate of the copy for more than 100 languages — creating accessibility for non-English speaking patrons
• Audio anchoring — activate the audio and highlighting from any location of the recording
• Transcripts for printing, previewing, and research — with MLA 8 citation

Reach out to Cece Fuoco at Cecelia_Fuoco@caboces.org or (716) 376-8206 if you would like further instruction in using this great resource with your students or would like information on the other resources available to you through library. 

Contained within this kit are books, guides that study the circulatory system and normal heart conditions, and the following models: 

• a two-part large heart conditions model with thickened walls and valves
• four segments of artery showing degrees of blockage 
• one small two-part normal heart.

For more information on this kit or others available to you through media, contact Alexandra Freer at (716) 376-8354 or alexandra_freer@caboces.org.  

​Since February is American Heart Month, why not learn about this important organ and other key organs that help us keep living and breathing via a science kit? In the kit Health Kit: Our Lungs, Heart, and Health, students will identify parts and functions of the respiratory and circulatory systems. They will examine ways to keep these two very important systems working efficiently through nutrition, exercise, and healthy habits. Special emphasis will be placed on the negative effects of tobacco.  For more information on this kit or others available to you through STEM, contact Clay Nolan at (716) 376-8354 or clay_nolan@caboces.org. 

Would you like to connect you students to an expert in your field, have your students experience something specific to your content area, or extend a topic?  What about a really cool review activity that you don't have to create or manage?  Then look no further!  For districts that participate in the Distance and Online Learning CoSer 420, you have the world at your fingertips.  We offer virtual field trips for all grade levels and content areas.  We will even take care of the tech connections for you!  Here are some examples of what is available:
 
The Constitution at Work 
Flagler's Flippers Fins and Fun Facts
Science of Seeking Snacks: Learn About Your Senses Through Mantis Research 
Homestead Act of 1862 
Ship to Shore- EarthEcho Expeditions: PlasticSeas Virtual Field Trip 
America's Signs & Symbols


For more information and other suggestions for virtual field trips, contact:

• Karen Insley: (716)376-8281 or karen_insley@caboces.org 
  
• Carrie Oliver: (716)376-8270 or carrie_oliver@caboces.org

Have you thought about connecting your class to an expert in the field, but don't know where to start?  There are plenty of FREE and bee-based trips for you to choose from.  Simply follow the easy steps below to open the doors for your class.
 

1. Navigate in your browser to our CA BOCES VFT Search site: http://caboces.org/iss/distance-learning/scheduling-virtual-field-trip-or-collaboration
   
2. Search by following the steps listed on the page.a)Contact Karen Insley at  or (716)376-8281 OR Carrie Oliver at carrie_oliver@caboces.org or (716)376-8270 to see if your school budgets money for VFTs and for help with the search process.
   
3. When you have found a VFT for your class, register here and Carrie will set up your VFT, including the tech connection.  

 
What are you waiting for?  Imagine your class interacting with a zoologist, a park ranger, or a musician…all from the comfort of your school!  

Cuba, New York – Wednesday, January 16, 2019 – Fifteen VEX Robotics teams from across Cattaraugus and Allegany Counties attended the inaugural VEX Robotics Qualifying Tournament at Cuba-Rushford Middle/High School on Wednesday, January 16, 2019. Students competed with and against teams from Pioneer, Cattaraugus-Little Valley, Franklinville, Salamanca, Scio, Wellsville, Genesee Valley, and Cuba-Rushford.  The middle and high school students executed the 2018-2019 VEX Robotics Competition game, Turning Point, which is played by stacking caps on posts, flipping caps, stacking balls on caps, toggling flags, throwing balls, and parking robots.

​This month’s spotlight as we dig a little deeper into the resources we have available to our component school districts in our warehouse is…..cardboard AR/VR viewers and iPods.

CABOCES has offered a few workshops on Augmented and Virtual reality. Due to the popularity of those and the rising interest in our schools, Learning Resources has added supplemental resources to our warehouse. The cardboard viewers and accompanying iPods bring immersive experiences to everyone in a simple and affordable way. Step into stunning environments that stretch all around you. No matter where you look, it’s as if you’re really there. Discover thousands of VR apps and games, and a variety of captivating YouTube videos made to view with cardboard viewers. Travel the world, go onstage with your favorite artists, experience thrilling simulations, and more.
 
Regardless of the content or grade level, these cardboard views and iPods can revolutionize the classroom. Today’s education environment is increasingly offering immersive experiences that help children, teens, and adults truly enjoy the process of learning. Plus, these technologies can help certain students learn more effectively than traditional classroom methods by overcoming language barriers and accommodating visual learners.
 
So what are you waiting for? Take a look at our warehouse and give our cardboard AR/VR viewers and iPods a try!

By:  Alexandra Freer, CA BOCES Learning Resources

​It’s a new year and CA BOCES’ is releasing its new online course catalog for electives and core courses for the Spring 2019 semester, bringing updated information and an easy guide to signing your students up for online courses. 

The online department has been growing and perfecting its offerings for over a decade. Through that process, the distance learning team has searched for the best possible classes to offer students residing throughout Allegany and Cattaraugus counties. The team is constantly on the lookout for new opportunities to make sure that students in this region can compete with college-ready students across the nation, including having the technological skills and online interactions necessary to compete in today’s world.

Literacy is an invaluable tool, and digital literacies are a vital part of that. Educators are responsible for teaching this aspect of education as much as any other both ethically and as emphasized through the ESSA guidelines and funding opportunities for school districts. According to the U.S. Department of Education Office of Educational Technology, “Technology can be a powerful tool for transforming learning” and “can help […] reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners.” Accordingly, students who have opportunities in online education learn how to participate in discussion forums, online collaboration, and digital assignment submission. Further, students receive feedback in a digital format (video responses, interactive comments, and email to name a few), develop self-advocacy skills, and experience giving online presentations and conducting online research. Through all these experiences, they become adept and fluent contributors and collaborators in a digital learning environment.

Looking into our students’ futures, online courses are part of most college and university programs. As educators, we have an obligation to make sure that students are ready to navigate all types of course content and structures, learn to communicate in a fully digital realm, and have a firm grasp of online etiquette in order to be prepared for their future college classes in an ever-expanding digital world. Offering online classes to our students in high school, means that they will have a guided experience with a mentor, have the flexibility to develop their own online learning style, and have the safety of someone to assist if the need arises, unlike in many college environments where students are on their own to figure out the details AND to succeed in an online environment with often costly outcomes if they are unsuccessful.

Knowledge gained in online classes is essential both from the experience of learning in an online environment and from the strategies acquired to learn in a different. These skillsets are broad and range from practicing collaboration needed work with a team in most occupational environments to knowing online platforms enough to attend Harvard’s next online business course. Students will be ready to compete for college acceptance letters and job markets because they have had a chance to experience online learning in a high school setting. 
​
For more information about online learning, video conference courses, or credit recovery options, please contact Distance Learning at 716-376-8270.

​By:  Christina McGee, CA BOCES Learning Resources

In our region, it’s no secret that Portville Central School is doing amazing things for kids—now the state is starting to take notice, too. This fall Portville educators took the stage at two different state-level conferences. In October, Molly Scott and Theresa Lyons presented at the annual New York State English Council Conference in Albany. They presented the tremendously successful, elementary-level & community-wide One Book One Community Project: Palacio’s Wonder: the idea, the timeline; the events; the teachers; the students; the families, and the community—start to finish—and the lasting impact it’s had. Participants left understanding the value of the project and the process to implement One Book One Community at their own districts.

Can you feel it? Winter break is fastly approaching. For many, this break is a time of a much needed and well-deserved rest. For others, winter break, like the several other breaks from school, is a time that causes stress because school is the safest home they know. The differences between these two feelings remind us of the importance of cultivating the social and emotional well-being in addition to fostering academic growth in public education.

In addition to the social and emotional well-being of students, the New York State Department of Education (NYSED) has also recognized the importance of mental health education. Proposed in January of 2018, the continuum of well-being for mental health literacy was formally adopted by the Board of Regents in May of 2018. The NYSED Mental Health webpage nicely reminds us “research has shown that the quality of the school climate may be the single most predictive factor in any school’s capacity to promote student achievement. When young people are educated about mental health, the likelihood increases they will be able to effectively recognize signs and symptoms in themselves and others and will know where to turn for help. Health education that respects the importance of mental health, as well as the challenges of mental illness, will help young people and their families and communities feel more comfortable seeking help, improve academic performance and, most importantly, even save lives.” Some school districts have gotten creative in their approach to positively improve their culture and climate.

I recently walked into Cuba-Rushford Central School’s Middle/High School building and was delighted to see Lupo, pictured above, a 15-week old, male Bouvier des Flandres; the Bouvier des Flandres breed is loyal, gentle, and hypoallergenic, typically living 10 to 12 years growing upwards of 100 pounds. As I watched Lupo, he brought smiles to nearly all who passed him by, and he received welcoming embraces from both students and adults. Naturally, like most, I needed to learn more about Lupo’s role at CRCS.

Whose dog is Lupo?  Lupo belongs to Chris Cappelletti, and is, ultimately, his responsibility throughout the day. However, Chris let me know that both getting Lupo into CRCS and taking care of him throughout the day wouldn’t be possible without the encouragement and assistance of the CRCS faculty and administration, particularly Nicole Williams and Sally Kus.

Why is Lupo at CRCS?  Several events took place that allowed for Lupo to be welcomed at CRCS. After many weeks of researching the benefits of a therapy dog, the idea was presented to CRCS superintendent, Carlos Gildemeister. Then, after discussing the idea and the research, Carlos gave his full support knowing that the benefits of a therapy dog far outweigh the costs.

Who takes care of Lupo at night?  Lupo belongs to Chris. This means that Chris is responsible for taking care of Lupo before and after school. Furthermore, Chris is responsible for having Lupo trained as a therapy dog; this means Lupo needs to pass a temperament test, complete obedience school, and undergo therapy dog training, each with an associated fee. The big goal for Lupo, once he completes all of his training, is for him to pass the American Kennel Club (AKC) Therapy Dog Test.

Has Lupo made an impact in his first 15 weeks at CRCS?  “I’ve seen a huge difference!” Chris told me. “I’ve seen more smiling faces, more communication with children and adults, and increased empathy. Students worry if Lupo has eaten enough, and regularly ask to take him on walks so Lupo can go to the bathroom outside.” Nicole added “that socially he has created a bridge for students that normally would not hang out or speak to each other. For instance, two girls in particular that do not hang out, quickly and without any awkwardness, started talking while they were petting Lupo.”

What else do I need to know if I wanted get a therapy dog in my school district?  In short, you need research, support, and commitment; research to identify which type of dog will be the suitable, support from administration and the dog’s owner, and a commitment both financially and mentally to the lifestyle of raising a therapy dog.

Prior to researching which type of dog would be purchased, Chris, Nicole, and Sally explored what the research showed regarding the benefits of having a therapy dog. Then, with a plan and the research to support it, Chris, Nicole and Sally received approval from their administration after several discussions. Lastly, perhaps the most challenging aspect of owning a therapy dog, each member of this small team must be committed to not only caring for this support animal, but they must also be committed to doing so consistently.

Do the benefits outweigh the costs?  For the sake of clarity, there are several costs associated with owning a therapy dog. Not only does someone need to pay for the dog itself, its food, shelter, training, etc., but there are also physical and emotional costs such as training the animal early in the morning and throughout the day until the evening hours, caring for the animal in addition to normal expectations at home and at work, and determining whether the animal truly is having a meaningful impact.

For some, these costs constitute burdens that are far too great, and for others the benefits far outweigh the costs. Based on the few days I have seen Lupo in action, I would argue he his performing his duties well. Based on the several weeks Lupo has been at CRCS, Lupo’s caretakers would also argue that Lupo is worth the cost. More time may be required for a concrete measure of Lupo’s impact, but perhaps time has already shown just how valuable this dog can be.
​
By:  Mark Beckwith, CA BOCES Professional Development

Last year, Mark Beckwith and Sarah Wittmeyer collaborated on a project to create an online database of every test question that has been assessed on the 3-8 ELA and Math state assessments in the last few years. This database, the NYS Assessment Item Notebook, allows teachers to easily click a standard that has been assessed, which in turn generates a list of every released question that is connected to that standard. The Notebook is tremendously helpful because it contains all of this public information in one place, rather than having to open a myriad of PDFs.
 
Districts in our region have been using this tool in numerous ways. At Cuba-Rushford, middle school ELA teachers have been analyzing the question stems to notice patterns in how standards are being assessed. For example, teachers noted that many questions reference specific paragraphs, such as “How do paragraphs 3 and 4 contribute to the story?” By mirroring their own questions to students in this format, students will be more familiar with the structure of the state exam. Additionally, analyzing question stems can uncover vocabulary that students may need to help them succeed. For example, if students don’t understand what is meant by “contribute”, they may struggle right at the beginning of attempting to answer the question.
 
In Fillmore, middle school ELA teachers have created a mid-year benchmark assessment using the Assessment Item Notebook. Teachers reviewed their data to determine standards that are commonly assessed. Then they selected two passages and ten multiple choice questions to assess students with in January. The benefit to using these questions is that it will give them an indication of how students will perform against the rigor of the state assessment. Also, because they know which questions are connected to which standards, data analysis is easier and can offer areas for them to focus on before the state assessments.
 
If your district would like support in using the NYS Assessment Items Notebook to guide data analysis and instruction, please reach out to our team!

By:  Brendan Keiser, CA BOCES Professional Development

Imagine, if you can, a world where teachers are given choice in their professional development, where they lead their own research and collaborate with others to hone their craft.  You wouldn’t have to imagine too much if you are familiar with the Collaborative Research and Development Professional Development instituted by the administrative team at the Wellsville Secondary School of Mary Ellen O’Connell (Secondary Principal), Jason Mank (Assistant Principal) and Rick Bull (Assistant Principal).

After some initial planning and collaboration by the administrative team, Mary Ellen contacted me with the idea and from there we created a Moodle course on Poverty around Poor Students, Rich Teaching by Eric Jensen, a FlipGrid component (thanks to Mark Beckwith for this idea and support) for reflection and as an instructional classroom tool.  The team’s vision was to create opportunities for teachers to select to collaborate with others in their building around their four main initiatives for the year poverty, assessment, PBL and positive relationships with students and families.   

Teachers may be researching and collaborating around something they saw at a BOCES workshop, or a conference or that they read about and want to dig into deeper.   Mary Ellen created the opportunity for that research to happen for them by replacing three faculty meetings with three hours of collaborative research and development with a requirement to use FlipGrid to share their learning and reflect on their practice.  Teachers have four checkpoints (30-60 second videos) along the way where they get to share their learning and how they apply new knowledge their classroom practice.

To date, the administrative team has seen an increase in general collaboration among colleagues, an increase in FlipGrid use as an instructional tool by teachers in their classrooms and a deeper dive by teachers into areas of interest based on instruction or content.  Mary Ellen stated “The engagement and interaction on FlipGrid has been unbelievable! We have only completed two of the four “checkpoints” and already my faculty has accumulated 3,500 views and over 21 hours of time online learning from each other’s research. It is clear they enjoy learning from each other’s experiences and research. I’m also very sure they love not attending traditional faculty meetings and they are having fun with the flipGrid format.”
   
If you had a chance to read the ASCD Educational Leadership journal When Teachers Lead their Own Learning in November 2018 you can note some of the same elements (choice, flexibility, personalization) from those articles in the work that the administrative team from the Wellsville Secondary School has created for their building.  Change can be good!

By:  Karen Insley, CA BOCES Learning Resources

On October 18th, school librarians honed instructional strategies in recognizing news bias, gained insight into what influences human reasoning, and left with ideas and activities for student instruction when collaborating with teachers or teaching information literacy. Two great tools that facilitate the teaching of news bias and is provided to all CA BOCES’ districts are Newsbank’s Access World News and America’s Historical Newspapers.

With links to primary sources, students can explore global perspectives and differing viewpoints on important issues and events.   Articles from newspapers, magazines, and other news media can be easily cited, saved, emailed, or printed.  Access World News provides current information from over 200 countries including Spanish languages sources, and everyday a list of about 12 headlines in news from countries around the world include activities that tie into common core standards.  A monthly list of hot topics in the news provide suggested search terms and critical questions to guide students in effecting searching.  Topics such as Business and Economics, Health, Literature, Performing and Fine Arts, Politics and Government, STEM, and Technology are linked to primary news sources relevant to what students are learning in the classroom.

America’s Historical Newspapers makes collaboration across disciplines amazingly easy!  Organized by eras from the late 1600’s to 2000, primary sources are divided within each era by the following topics:  Government, Military & Political Events; Social & Cultural Issues; and Discoveries, Inventions & Firsts.  While students are learning about the Civil War in social studies, the art teacher can introduce the Impressionist Movement with news and reviews on artists and their work.  Complementing the Vietnam War are links to primary news sources on music: Bob Dylan & folk music; Beatles and British music; literature: Maya Angelou, Steven King, Kurt Vonnegut, and Ken Kesey; PE/Health: DDT banned, Bobby Riggs vs. Billy Jean King, first Super Bowl; Technology: Pong; moon landing.  Students can become more engaged with an era when provided with topics that appeal to their interests. 

Students can learn perspective through original newspapers printed during the Civil War (north versus south) and Westward Expansion (east coast versus west coast/American Indians). 
Please contact me at Cecelia_Fuoco@caboces for personalized training in your district.

By: Cece Fuoco, CA BOCES School Library System Coordinator

New York State Education Law now requires schools to begin providing instruction in mental health, leaving many with questions.  Districts in our region are interpreting the specifics of the law in different ways.  Change can be scary, overwhelming and very stressful.  It is also the perfect opportunity for growth.  Together, our region will effectively navigate the new law, utilize accessible resources to support the process, assess current practice and create meaningful changes.

The concept of mental health as an integral part of health
Unfortunately, the word mental health often has a negative connotation.  There is a stigma attached to the word, causing a cloud around the topic itself.  However, mental health, just like physical health is a part of each and every one of us.   We teach students about physical health and promote physical wellness, therefore, we must teach students about mental health and promote mental wellness in an equal fashion.  Above all else, when interpreting the new law, it is critical to note that it is not intended to be a deficit model.  Instruction should not solely focus on mental illness or include learning objectives that teach students to diagnose or treat mental illness.

Whole school, multi-tiered approach
Students are impacted significantly, in a positive way, when there is a holistic approach.  While the requirements speak to integration of mental health instruction into the health curriculum, schools are strongly encouraged to promote a whole school, whole child, multi-tiered approach to mental health.  Collectively, the districts and respective schools within our region have strong practices in place that support the holistic approach to mental wellness.  For example, schools are building capacity in restorative practices, promoting trauma sensitive schools and classrooms, organizing family resource/support centers, expanding community partnerships that offer education and supports to students, staff and families.       

Community Connections
Community partnerships are essential to the development of a comprehensive, school-based mental wellness approach.  The purpose of school-community partnerships vary, however, often allow outside professionals to educate students, staff and parents, provide imperative services that the school simply cannot and refer students to necessary resources or services in the community.  Research has found the importance of community partnerships in relation to improving school outcomes for students and increasing family engagement at school.  

Resources for School Districts
Cattaraugus-Allegany BOCES will be offering a professional development opportunity on December 10th to address many of the questions and differing perspectives.  The offering is entitled “Mental Health Literacy Forum,” and will be held in Olean at the Main Center.  Other educational resources include the following;

1. School Mental Health Resource and Training Center: Offers free online mental health training (CTLE-eligible) and instructional resources for educators
2. Mental Health Education Literacy in Schools: Linking to a Continuum of Well-Being: A comprehensive guide for developing effective instruction on mental health and provides additional resources

By: Kathryn Mendell, CA BOCES Community Schools Resource Coordinator

In September, several members of the CA BOCES ISS team had the opportunity to attend the Staff/Curriculum Development Network conference with Larry Ainsworth, educational expert on standards and formative assessment. It was an intensive day of exploring curriculum development through prioritizing standards. Members of the team worked with other Curriculum Coordinators from across the state in Math, Science, ELA, and Social Studies to examine the standards, learning how to prioritize, and the implications such work has on curriculum and assessment.
 
Because each discipline has dozens of standards, Larry Ainsworth argues that to develop curriculum, prioritizing the standards is a critical step in the process. Throughout the work we did, Larry made sure to say that just because some standards are prioritized, it does not mean the other standards do not matter. We worked with an analogy of a fence, seeing prioritized standards as posts and supporting standards as rails. Seeing standards in this light can help teachers determine what to elevate in instruction, and what standards are foundational to building other skills.
 
In his book, Rigorous Curriculum Design, criteria is established for looking at each standard to determine whether it should be prioritized. There are four lenses to examine each standard through: Readiness, Endurance, Leverage, and External Exams. Readiness represents how the standard prepares students for next level learning. Endurance of a standard determines whether it’s a concept or skill that lasts over time. Leverage of a standard means that it has interdisciplinary connections. Finally, standards should be looked at through how they are assessed on external exams.
 
Due to the size of the group and the multiple different disciplines we were working with, we examined the standards through for readiness, endurance, and leverage. In small groups, teams reviewed standards at a particular grade level through the lenses, trying to establish a list of standards that should be prioritized. The conversations were fantastic and allowed for in-depth discussion on not only the standard, but the implementation of the standard in the classroom.
 
Because of the depth of analysis of the standards, Brendan Keiser and Sarah Wittmeyer facilitated the prioritization process with the Middle School/High School English Language Arts CLC in October. Teachers were divided by grade level bands, and in small groups looked at the standards through the first three lenses.
 
After the standards were reviewed through those lenses, we added in the data from the 6-8 ELA State Tests and the English Regents Exam regarding the most frequently assessed standards. This allowed for another layer and added in-depth discussion on what standards should be prioritized.
 
The purpose of the activity with the CLC was not to give teachers a list of standards to prioritize in their curriculum, but rather to give teachers a protocol by which to examine the standards. The process included discussions on unpacking the language, understanding what the standard looks like in the classroom, and the importance of the standard at the particular grade level. Teachers walked away with the ability to replicate the process in district, but also a more comprehensive understanding of the Next Generation English Language Arts Standards.

By:  Sarah Wittmeyer, CA BOCES Professional Development