​Trauma, illness, and grief are issues that affect many students in schools. In response to this, Trauma, Illness, and Grief (TIG) is a comprehensive program that trains networks of school-based professionals to meet the holistic needs of students and equip them with evidence-based crisis response skills. The TIG program offers a structured approach to dealing with these issues in a way that it is supportive and effective.
 
The TIG workshop being piloted by 5 school districts in the CABOCES region is designed to provide school-based professionals with the necessary skills and tools to support students who have experienced trauma, illness, or grief. The 5-day workshop will provide participants with the knowledge and resources to identify signs of trauma, illness, and grief in students and to respond appropriately. This includes providing students with emotional support and connecting them with appropriate resources.
 
These workshops being offered provide a deep understanding of the challenges that students face when dealing with trauma, illness, and grief. Educator professionals are trained and prepared to transform educational practice, inform district policy and procedure, as well as to implement effective crisis plans. Within a region, TIG Teams are linked to one another for support as well as with the other resources of the Consortium.
 
During these 5 days of organized training, educator professionals will be introduced to 7 modules which include the following topics:
Grief and Loss
Trauma
Chronic and Acute Illness
Suicide Assessment and Intervention
Threat Assessment Management
TIG Implementation and Crisis Response Network
Critical Incident Stress Management (CISM)-Group Crisis Response Skills Course. 

By: Kelli Forster, CA BOCES Community Schools

Whenever I introduce students to a new computer programming language, I always have them make a square. When I taught 4th grade students at Franklinville how to program with Pyonkee, I taught them how to make a square with a repeat (loop) and without a repeat. The code with the repeat was more efficient and easier to write. Fewer coding blocks were involved. I asked students to create shapes with equal side lengths all the way up to a 12-sided figure. Students had to use trial and error to find out what the “turn degrees” (angle) is for each shape. Students picked this up quickly and able to program their avatar to draw multiple shapes. 
​ 
Next, I had students close Pyonkee and open Blockly. On the interactive digital board, I showed the class how to make a square with a repeat. They then created the code on their own iPads. One-at-a-time, we paired the Dash robot, using Bluetooth, with 4 student iPads and split student into groups. I then asked students to apply what they learned using Pyonkee to have your robot draw a hexagon, octagon, and nonagon. Students were able to easily transfer what they learned on Pyonkee to Blockly and the Dash robot. (The Dash robot can be checked out of the Learning Resources library if your school does not have these robots.) ​

Students learned a lot more than just coding and computer programming. Since students were in groups, because we only had four robots and about 14 4th graders in class, they had to work together. This is not always an easy thing to do for anybody. Not only did they learn to work together, but they also shared, took turns and communicated ideas to each other very animatedly.  
 
Computers are in every career and every “walk of life.” The ubiquity of computing devices is starting to cause people to question their use. Regardless of your thinking on the subject, computing devices are here to stay. It would be great if students understood how computing devices worked. Not only could it help a student have skills that might make them more attractive to employers, but coding also changes the way we think and look at the world. Every student should have this opportunity. 

By: Rick Weinburg, CA BOCES Model Schools​

As the world continues to evolve, technology is playing a more significant role in education. Even here is Western NY, online courses have become an increasingly popular option for high school students looking to prepare for college. These courses provide a number of benefits for students who choose to participate in them, and they can be a great way to enhance their college preparation. These benefits include flexibility, money savings, wider range of course offerings, development of important life skills, and a more interactive learning experience.

High school students who take online courses have the advantage of being able to access the course material from anywhere, at any time. This flexibility allows students to balance their schoolwork, extracurricular activities, and personal life. In addition, students can work on their coursework at their own pace, giving them the opportunity to spend more time on challenging topics and move more quickly through easier topics. In this manner, students can customize their education to meet their individual needs and strengths, which can lead to better overall performance and satisfaction in their education.

Online courses can also help students save money. College tuition rates have soared over the years, and the cost of textbooks and other supplies can add up quickly. By taking online courses, students can save money on these materials. In addition, many online courses offer students the opportunity to earn college credit while they are still in high school, which can help them save money on tuition costs in the long run.

Online courses also provide students with access to a wider range of course offerings. Especially true for smaller school districts such as many in the CABOCES region, many high school students often have limited options for classes they can take as a result of limited resources available to support them. With online courses, students can access a much larger pool of classes. This can allow students to explore new subjects and broaden their understanding of the world around them.

Online courses also provide students with an opportunity to develop important life skills. With online courses, students must be more self-motivated and organized, and they must learn to manage their time effectively. Theses skills are critical for success in college and beyond, and can be developed through online courses. Moreover, online courses help students develop their communication skills as they must be able to communicate effectively with other students and their teachers. This in turn can help students develop the skills necessary to be able to successfully collaborate with others.

Finally, online courses can provide students with a more interactive learning experience. Many online courses utilize various multimedia materials such as videos, audio recordings, and other interactive simulations. These materials can provide students with a deeper understanding of the material and help students remember what they learned. In addition, these courses can enhance students critical thinking and problem-solving skills through their opportunities to participate in online discussions and forums.

Knowing that online courses can be a valuable tool for students looking to enhance their college preparation and life skills, CABOCES Distance Learning is here to help. With a wide-range of course offerings available through online platforms such as Edmentum, Apex, Imagine Learning, and eDynamic, there is an opportunity for everyone. From credit recovery, core, and elective offerings to college connections with college credit opportunities, we can help you find what your students need. We can even help you find video-conferencing opportunities within the region.

For more information, please visit our Distance Learning page at https://caboces.org/education/instructional-support-services/learning-resources/ or reach out to Justin Shumaker at Justin_Shumaker@caboces.org.

By: Justin Shumaker, CA BOCES Learning Resources

In the Bolivar-Richburg Central School district, a group of bright and curious third-grade students were afforded a unique and immersive learning experience. With the invaluable guidance of local police department officers, the students were introduced to the basics of crime scene investigation. This involved hands-on training that equipped them with essential skills to investigate a challenging case where their principal, Mrs. Duke, had gone missing.
​
Throughout the investigation, the students were presented with various obstacles that put their critical thinking, problem-solving, and physical abilities to the test. They were tasked with making inferences, assessing the reasonableness of their answers, honing their writing skills, reading fluency, mastering multiplication fluency, finding the area of a rectangle, and collaborating effectively with their peers.

This immersive experience provided them with invaluable skills that they will carry with them for years to come.
​
By: Sarah Cartmill, CA BOCES Professional Development