Big Idea Learning blog article written by Sophie Murphy
https://www.bigideaslearning.com/blog/13-tips-for-teaching-with-clarity-and-purpose-during-distance-learning-2
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In 2008, renowned textbook author Dr, Ron Larson founded Big Ideas Learning, https://www.bigideaslearning.com . They are a leading publisher for mathematics curriculum, by providing cohesive, coherent and rigorous mathematics curriculum. They look to empower teachers and support student learning for K-12. Although this may be a wonderful resource, my intention is to share the blog article from this website pertaining to teaching with clarity and purpose as we conquer the distance learning arena.
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In her weekly online blog article, the author Sophie Murphy, provides some tips for guidance to better teach with clarity and purpose during distance learning. 13 to be exact, hence the title of the article “13 Tips for Teaching with Clarity and Purpose During Distance Learning”. She has recognized within the article that we are navigating new ways to teach our students while not being in the classroom with them, and that we have been given no time to prepare in these everchanging times. With that being said, I think we can all agree that there have been times of confusion as to what and how we should be implementing our lessons most effectively.

In her article, Sophie touches on some practices that will be helpful in continuing to deliver daily lessons with the same clarity and purpose as in the traditional classroom setting. In reading the blog article you will find a list of the 13 tips she has compiled to share, however I wanted to mention one in particular. It is her 13th tip, “Be kind to yourself. Know that we are here to continue to support you.”  As a member of the CABOCES Instructional Support Services, Distance Learning team this caught my attention and prompted me to share this article. “Be kind to yourself”, be sure to take some time to do this. Whatever it may be that makes you feel better, take that time regularly and believe that you deserve it. “Know that we are here to support you”, you can be sure of that statement. We are here, ready, willing and able to assist you.

Just in case you are not aware of all the supports available to assist you, I will share. CABOCES Instructional Support Services (ISS) has many areas for personal and professional growth within Professional Development, and the coordinators are always working to put a specialized training together based on the needs within the districts. However, ISS is not just about the professional development. Within Learning Resources, there are endless online learning opportunities through distance learning for students. The online experience is even supported with two face to face teacher that guides students through the process, and they provide information of students’ progress to the districts with regularly scheduled check ins.  Here is the link:  https://caboces.org/services/learning-resources/distance-education/online-courses/. There are many elective and course opportunities to be shared that may not be offered within the walls of the districts. It expands the choices and the variety of content the students could be exposed to in their educational journey. And please if you do not see what you are looking for, reach out, we will be glad to search for you. ISS will provide supports for just about every need, and if we do not have it, we will try to find it. Be sure to reach out to any of the ISS staff and take advantage of all the supports we have to offer the participating districts.

Take a few minutes, read the article and hopefully it will give you some information you can use during these everchanging experiences in the education world.

Be Kind and Be Well,
Lisa Scott, CABOCES Learning Resources

A teacher preparing for remote instruction had heard about TeachingBooks from a colleague and called me for more information.  Specifically, she planned to read a book to students and was looking for a vocabulary list.  Within, TeachingBooks, the teacher located a vocabulary list, three lesson plans, and a pre-recorded author interview. Unlike OverDrive and popular ebook sites, TeachingBooks does not offer ebooks for download.

TeachingBooks is free to all CABOCES’ districts and provides publisher permissions for virtual read-alouds.  Educators may browse PreK – 12 titles and author resources, discover virtual teaching ideas, access passages to 35,000+ books, and share resources via email and Google Classroom.  Lesson plans and vocabulary lists assist in meeting learning objectives, and author interviews generate excitement about the book.  Although this resource is available to teachers, students should know about it too.  

K-12 students can visit resources.caboces.org and log in with a generic username and password (see your school librarian) to meet authors and illustrators with exclusive movies and recordings, experience over 12,000 read-along audiobook experiences, hear authors pronounce and tell the stories of their names, and enjoy over 1,500 complete book readings.  Students undecided on what to read can find  book suggestions through the Reader’s Advisory. 
Contact Cecelia_Fuoco@caboces.org to discover how to use this resource for your remote instruction.

By: Cece Fuoco, CA BOCES Learning Resources

In August 2020, ELA teachers from our region were invited to join Angela Stockman, author of Hacking the Writing Workshop and Make Writing, for a two-day institute on multimodal writing instruction face-to-face and across the distance. Through synchronous and asynchronous learning opportunities, Angela led teachers in designing writing units and lessons that encourage students to use and explore hands-on approaches to writing.  
As a continuation of this work, Angela is will be supporting the region in strategy sessions that are targeted towards specific grade bands, with rotating offerings for Elementary, Middle, and High School levels. Each of the strands will have a focus for that particular level with an overarching theme of multimodal instruction in face-to-face and distance learning situations. Teachers will engage in three one-hour sessions during the course of the school year and will have access to a variety of self-paced professional development lessons created specifically by Angela for our teachers. 
Kicking off this series was the Middle School Strand that met after school on November 18, 2020. A handful of regional English teachers convened on Zoom with Angela around a focus on “Defining Structure and Form and Seeking Conventionality.” The next Middle School Session will be on January 27, 2021. Between now and then, teachers can access and work with Angela’s asynchronous resources. 

An outline of the remainder of the series is as follows: 

ELEMENTARY STRAND 
Multimodal Composition in the K-5 Writing Workshop 
In each session, participants will examine explicit curriculum design methods, tangible writing tools, and instructional strategies specific to narrative, research and information, and opinion and argument writing. 
December 2nd: Story Making 
​January 20th: Building Texts that Teach 
March 31st: Composing Opinions and Arguments 

MIDDLE SCHOOL STRAND 
Multimodal Composition in the Middle School Writing Workshop 
These sessions will challenge writing teachers to pursue and elevate the complexity of students' creative and academic writing. Each session will leave participants equipped to coach critical thinking, multimodal composition, and an iterative process, in service to more sophisticated thinking, learning, and written work. 
November 11th: Defining Structure and Form and Seeking Conventionality 
January 27th: Strategies for Coaching Critical and Metaphorical Thinking and Writing 
April 14th: Lifting the Quality of Revision and Editing 

HIGH SCHOOL STRAND 
Multimodal Composition in High School Writing Classrooms 
Participants in these sessions will learn how to leverage important constraints and help writers distinguish formulaic writing from coherent, sophisticated, and authentically influential work. All will leave with explicit strategies that move writers past mere replication in order to generate compelling compositions in every content area. 
December 9th: Equipping Writers to Assume a Professional Posture 
February 3rd: Tinkering with Structure and Using Conventions for Effect 
April 21st: Elevating Complexity and Scaffolding with Careful Intention 

Any teacher who may be interested in participating in this series can visit register.caboces.org to sign-up.  
For more information Angela Stockman, visit http://www.angelastockman.com/. 

By: Sarah Wittmeyer, CA BOCES Professional Development

The ISS Student Programs team is thankful to work with the following Scholastic Challenge coaches:

• Belfast Central School: Aran Heaney
• Cuba-Rushford Central School: Tom Kenyon
• Ellicottville Central School: Ann Chamberlain and Chris Edwards
• Fillmore Central School: Bill Kelley
• Franklinville Central School: Shannon Fitzpatrick-Wood
• Hinsdale Central School: Sara Centanni
• Scio Central School: Tammy Straight
• Wellsville Central School: Diane Willard and Hope Gilfert
• Whitesville Central School: Alex Lipnicki

 
It is easy to agree that the ­­ninety-five 6th through 12th grade students who participated in last week’s Virtual Scholastic Challenge were the bright stars of the day.  However, since this is Thanksgiving week, the Student Programs team would like to shine a light on the unseen heroes of the day: the Scholastic Challenge coaches.
 
Often literally unseen, with videos and microphones turned off, the coaches virtually went from room to room to observe their students’ matches.  These coaches were willing to take on extra work, juggle their hectic virtual and in-person teaching responsibilities, support the teams remotely and in-person, and adapt to last-minute changes due to school closures, in order to give students the opportunity to compete in the 2nd Virtual Scholastic Challenge held on Wednesday, November 18th, 2020.  Thirty-four matches took place over the course of the day, with nearly 2,600 questions read aloud.  This Student Programs CoSer 506 event would not have happened without the coaches listed above. 
 
After the great success of the May 1st Virtual Scholastic Challenge (https://cainnovativeteaching.weebly.com/innovative-teaching/category/scholastic-challenge ) the Student Programs team aimed to make the second event even bigger and better.  The November Virtual Scholastic Challenge grew by 1 team, making it an amazing 21 team all-day competition.  Some teams were masked and socially distanced at their schools, while some were logged in from their homes.
 
Scholastic Challenge is an annual event hosted by Cattaraugus-Allegany BOCES.   The regional competition that tests students’ knowledge of academic trivia and current events is typically held as a face-to-face tournament.
 
The Student Programs team is also grateful for the willing and enthusiastic ISS staff who juggled their schedules to facilitate the match rooms.
 
Congratulations to the four teams that scored the highest total points after three matches and made it to the Finals.
The Junior (grades 6-9) Finals: Ellicottville Central School (1st place) and Whitesville Central School (2nd place)
The Senior (grades 9-12) Finals: Ellicottville Centra School (1st place) and Fillmore Central School (2nd place)

​By: Jean Oliverio, CA BOCES Student Programs

​Together, we can do better.  All students, school districts, families and communities have equitable access to rich resources to improve student learning, strengthen families and create healthier communities. School and community partnerships are empowered and connected in meaningful ways, problems are solved and resources are used effectively.  The bi-annual Community & Schools Together Conference, is one example of how the vision of the Community Schools CoSer has been fulfilled.  The conference has enabled school and community partnerships to develop, enhance and align.
On November 16th, Community Schools hosted the second virtual Community & Schools Together Conference, which appropriately, focused on relationships and resilience. Despite the fact that the conference was an all-day, virtual event, over 100 participants attended, and stayed the course of the day. This is a true testament to the quality of regional educational leaders and expert community leaders that presented at the conference.  Presentations were intentionally structured in strands, starting with self-reflection and care and moving towards taking care of staff and prioritizing staff wellness and relationships.  Next, sessions focused on students, parent and family engagement and finally, community partnerships and organizations.  Presenters shared a variety of information, ranging from best practices, models of intervention, program evaluation and personal resilience.
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In addition to the professional learning and growth that the day was centered around, personal reflection, connection and overall wellness were of equal importance, in terms of intended outcomes.  One participant shared that they appreciated “addressing the 'real' issues with empathy and care, as so many people are suffering in their own ways. Information was presented in a way that really made you want to engage, listen and be active.”
 
Keynote speaker, Ali Hearn inspired participants by sharing her expertise on self-care.  She demonstrated to participants that self-care can be replenishing, draining, or relaxing. Replenishing self-care requires people to truly identify self-care practices that are sustaining such as staying hydrated, exercise, and eating healthy foods.  Additionally, Ali connected the importance of self-care practices of staff as a benefit for students stating, “If your staff isn’t OK, then students probably are not OK.”  Participants were provided with many strategies for daily check-ins as a support for staff, relationship building between staff members, and connecting with families.       

Thank you to all presenters, participants and districts that were represented at the recent event.  You will find the “presenter profile” below, that provides a snapshot into the collective expertise represented on November 16th.   We look forward to the next Community & Schools Together Conference, which will be held on March 22nd, 2021.  Please stay tuned for information about the upcoming event.

By: Katie Mendell, CA BOCES Community Schools and Michelle Rickicki, CA BOCES Professional Development

Are you looking for an interactive, fun, and different way to engage your students online? Do you want to tap into your student’s curiosity and increase their capacity to inquire, ask questions, and think more deeply? How about trying the Question Formulation Technique (QFT) with the use of the online tool, Padlet.com?

If you’re not familiar with Padlet, Matt Miller, author of Ditch that Textbook, explains it as “a web app that lets users post notes on a digital wall. The uses for this site in the classroom are virtually endless!” From bellringer activities, to notetaking, creating presentations, and more, Padlet is a great tool to help students collaborate in a virtual space. In addition, Padlet can be used both synchronously and asynchronously, as students simply need to have the shared link in order to access and post in the space. If you’re worried about students writing inappropriate things when you aren’t on the page, there is a “Require Approval” setting that can be turned on. With this setting, before any post a student makes appears on the page, you as the instructor and creator of the page will have to approve the post. If you are using Padlet live with your students, you also can delete any post made at any time. With a free account, you can have 4 Padlet’s at a time though you are able to endlessly delete one and create a new one if needed.
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One highly effective way to utilize Padlet is by trying the QFT. The Right Question Institute describes as a tool that “helps all people create, work with, and use their own questions — building skills for lifelong learning, self-advocacy, and democratic action.” The QFT is a rigorous yet simple, step-by-step process that facilitates the asking of many questions. The seven steps include 1) a question focus (QFocus), 2) the rules for producing questions, 3) producing questions, 4) categorizing questions, 5) prioritizing questions, 6) next steps, and 7) reflection. By utilizing a Padlet, each of the steps can be clearly defined ahead of time for students.

When the link for your Padlet is shared, all students with access will be able to make original posts as well as react and comment on other students posts. Having this ability makes interactions between students during the QFT process not only possible but highly engaging and productive. If you are interested in trying the QFT in your remote learning space, I’ve provided a template via Padlet that you are free to copy and use for yourself. As we navigate the remote instruction waters, now is a great time to try something new and see if it works for improving the educational experience of your students.
 

• For a Padlet template for the QFT, navigate to the link below. Once open, simply select “Remake” in the top right corner in order to make a copy of the Padlet. Making a copy will allow you to make modifications to it before sending it to your own students.

https://padlet.com/justin_shumaker1/QFT

• For some additional ideas on how to use Padlet in your classroom, check out the following article by Matt Miller.

https://ditchthattextbook.com/20-useful-ways-to-use-padlet-in-class-now/

• For more information on the QFT, check out the link below.

https://rightquestion.org/

By: Justin Shumaker, CA BOCES Professional Development

Students are connecting with a broad collection of ebooks and audiobooks through OverDrive’s Sora app.  Inspired by educator and student feedback, Sora offers both assigned and pleasure reading incentivized with digital badges for achievements. It was also named one of TIME’s Best Inventions of 2019. 

During spring and summer 2020 Zoom trainings, educators downloaded Sora onto personal devices and discovered how to change an ebook’s font style to dyslexic, increase text size,  highlight text, and make notes – even in an audiobook.   Teachers were thrilled to learn that class sets can be assigned to students and highlighted texts and notes may be exported in response to an assignment.  As a result, 19 titles (class sets) have been assigned to more than 450 students in 7 districts since September. 
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The combination of convenience, ease of reading on-the-go without wi-fi, and personalized reading experience has led to over 9,127 non-assigned ebooks and audiobooks being borrowed within the CABOCES’ region September 1 through October 27, 2020. See the graph below for the most popular titles checked out since September 1, 2020.

This digital collection is not limited to students in grades PreK – Twelve.  Teachers and support staff can access many books featured in the NY Times’ Best Seller’s list and USA Today’s popular titles, as well as those that complement PD trainings. 

For more information on how to maximize Sora at your school, please contact Cecelia_Fuoco@caboces.org.

By: Cece Fuoco, CA BOCES Learning Resources

https://www.christenseninstitute.org/blog/in-some-ways-kids-are-better-off-with-distance-learning/?utm_source=Ed%20Digest&utm_medium=email&utm_campaign=9%2F18%2F20
Christiansen Institute blog article written by Thomas Arnett
The Christiansen Institute is a respected research-based leader in Disruptive Innovation at all levels.  In addition to a blog subscription, the Christiansen Institute offers free resources, research and other valuable tools for today’s ever-changing world.  You can find more at:  christenseninstitute.org
 
When I first read the headline from the Christensen Institute blog in September I was immediately intrigued.  I have been considering the headline for a few weeks as I work with CA BOCES districts and teachers in my role as Distance Learning Coordinator.  I also admit that I read the article with the lens of a working parent of a student who is learning at a distance 3 days a week this school year.  I have had many conversations within my different roles over this article as I digest the contents of this blog.
 
No doubt distance learning has it challenges for our students, families, teachers and administrators.  The list of challenges is great, but some of those challenges have been met or at least lessened since the start of this school year.  Many districts have increased the availability of devices and internet access providing some relief for families and students in our most remote/rural areas.  Three districts have created opportunities for fully remote elementary level students using a combination of an online content provider and digital resources from our Digital Media CoSer.  In all three districts the students were provided school issued devices and have academic support from an assigned New York State certified teacher in the district.  Two of the three districts have a similar arrangement for students in grades 6-12.  These examples, in addition to the numerous students that are receiving online courses at the middle and secondary levels provide insight into how distance learning may be better for kids.  They also show how distance learning is meeting the needs of the students and families that are restricted from face to face attendance at school, but still allow for developmentally appropriate academic content to be provided.
 
The article goes on to mention some of the benefits of fully remote learning that some, I hope many, students are experiencing.  Among those benefits are, having families more involved in student learning.  Having the time outside of school to explore more than is possible during a typical school day, like watching the stars at night, following up on assigned learning activities that the families are more aware of and can elaborate on.  These examples, and more, coupled with the amazing adjustment teachers made to their face to face environments to make them more accessible and digital for remote learning have made distance learning better for students.
Providing access to learning when face to face isn’t an option is a workable alternative.  Is it better for all students?  Maybe, maybe not.  At CA BOCES Distance Learning we have options for consideration that may make it better for students.  I will leave it to you to answer the question, are kids are better off with distance learning? 

​By: Karen Insley, CA BOCES Learning Resources

​If you are as “seasoned” as me, you may well remember when The Mailbox was a print magazine and was delivered to....your mailbox! The Mailbox is no longer in print, but here at CABOCES Learning Resources, we’ve provided access to the digital version.
 
Out of frustration born by the lack of practical, ready-to-use materials for the classroom, The Mailbox was created in 1973 by teachers, for teachers. One of the reasons we looked into The Mailbox is because it uses creative ways to teach content that is aligned to standards. Pre-K to 6 grade teachers can find over 52,000+ worksheets, crafts, forms, songs, games, graphic organizers, patterns, clip art, cards, and more, spanning a diverse range of subjects, including language arts, math, social studies, science, classroom management, and arts and crafts. Engaging, skill-based student practice sheets are perfect for assessments, morning work, guided learning, and small-group or independent practice and homework. Teachers can easily download ideas directly to their computers (in PDF format), print them, or save them in their Collections folder or Print Packet for later.
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If you or your teachers need more information or training on this or any of our eResources, please feel free to reach out to us directly. We are here to serve you and be your Essential Partner.
 
By: Alexandra Freer, CA BOCES Learning Resources

As many schools continue to navigate remote and hybrid learning, we often think about our youngest learners and worry about how they will connect with their teachers, view lesson materials and complete learning activities at home. Seesaw has become a great tool for doing exactly that!  Seesaw is described as “Student driven digital portfolios and simple parent communication,” and I have found that this quote is exactly what Seesaw is. Add the pandemic into the mix and these portfolios and simple communication become a lifeline to student success in all learning situations we may be in.
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Students log into Seesaw Class App using their home learning code. Once logged on, they are connected to their teacher’s class and able to view and complete activities, view teacher videos and share photos and videos to their personal journal. This is especially helpful when we have students at home, in the building and anywhere in between. Teachers are able to create their own activities, as well as collaborate and share with teachers around the world in the community library.

​Families log into Seesaw Family App where they can see all of the activities the student has done, message teachers, and leave comments on student work. This meaningful feedback connects home to school to further support student learning. For example, a student can work on a writing piece in Seesaw, then view compliments from family members, teachers, and even their principal right under their work.  

 As schools look to create a more inclusive setting for all students, co teaching is a model that is frequently used. This collaborative approach allows all students to remain in the general education classroom. This model of inclusive education helps to ensure that all students have access to the general education curriculum. The following defining characteristics identify the unique relationship of co teaching. 

• Two or more professionals

​​A co-teaching relationship may consist of some combination of a special education teacher, general education teacher, and/or a related service provider.

• Jointly delivering instruction

​Merely having two teachers in the room is not co-teaching. In co-teaching, both professionals coordinate and provide substantive instruction, they plan and use highly engaging strategies to include all students in the instruction.

• Diverse group of students

​Co-teachers provide instruction for a diverse group of students, including those identified with disabilities and others who are not so identified.

• Shared classroom space

​In a co-teaching relationship, most instruction takes place within the general education classroom in contrast to various pullout methods, where groups of students receive instruction in an alternative setting. 
 (Friend & Cook, 2003) 

Co-teaching relationships represent a significant change in the working conditions and day to day activities if school professionals who are often used to work in a more independent manner. Professionals should consider the defining characteristic of co-teaching and their own professional strengths as they initiate co teaching relationships. 

​Here at CA Boces, we can help you with your co-teaching ventures by providing professional development, as well as peer coaching with feedback to improve implementation and instruction. Some topics of the professional development could be: 

• Foundation of co-teaching to improve inclusive mindsets.
• Improving communication and planning between co-teachers to create effective partnerships.
• Improving instructional strategies to meet the needs of all learners.
• Co-teaching in a hybrid world.

If your district is interested in learning more about co-teaching structures or have implemented co-teaching and need some refresher training, please reach out to Corey Wilson or Jessica Rose at CA BOCES. 
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​By: Corey Wilson, CA BOCES Professional Development 

​We know that teacher immediacy and creating learning communities is essential for any successful and positive educational experience. Students may wonder—is my teacher interested in my life? does my teacher have a vested interest in my success? are my assignment good enough? do I feel like I am part of this class and that my presence matters?
 But what does teacher immediacy and community look like in a blended learning environment or even in a fully online, asynchronous course? How do we make sure that all our students, who we root for passionately, know that we are still there cheering them on and trying to protect and inspire them in the world of ones and zeros?

​In her blog, Rebecca Heiser (2019) notes that teacher immediacy is defined by Wiener and Mehrabian (1968) as “non-verbal and verbal queues and the psychological distance between the communicator and recipient,” which means that it is our job as teachers to make students feel like they are, figuratively, sitting on a beanbag in our virtual classrooms able to be seen and heard even when they are at home with headsets, on a videoconference call, or working in Moodle,  Schoology or Microsoft Classrooms. They are physically far away, but should feel as though they are able to pop into our rooms and share a moment of their day, happy or difficult, and that we will be there with joy or comfort, that they can ask a question and we will help guide them to an answer, that they still can communicate with their peers and collaborate in our classroom communities. As mentioned in Engaging the Online Learner: Activities and Resources for Creative Instruction, “…experienced online instructors have found that interaction is actually the essence of the course” (pg. 8). As teachers, we must come up with ways to make our students feel like we are right there even when we cannot be and that students’ peers are still their community and fellow collaborators.

So how do teachers create a community and make our presence known in an online educational setting? How do we use technology to bring us together even as we are asked to social distance and remain apart?  Like everything in education, making a connection to our students is the foremost priority.
One of the most important findings in online educational research is the importance of making our students feel that their teachers are immediately available even though that is not always feasible. Here are some introductory best practices (found through multiple sources listed at the end of this post) that I have used in my own online teaching and can be great starting points:

1.Respond as soon as possible to submissions, emails, and texts, but give a timeframe to accommodate your own time and needs. For example, “I will respond to your emails within 24 hours and I will respond to your assignment submissions within 3 days.”

2.Create discussion forums, but do not feel the need to respond to every student.  Instead, respond to a couple of different students in each forum, but respond deeply and thoroughly with comments, guiding questions, and outside resources. Students will see your presence and know that you are thinking about their answers but responding will not overwhelm you. Ask students to do the work and respond to classmates as well so that everyone is getting feedback and creating community at the same time.

3.Brainstorm virtually using chat boxes in synchronous videoconference situation or use shared documents or the top lines of discussion forums to answer and then be able to quickly review student ideas in asynchronous online course situations.

4.Give feedback using a variety of tools and methods. For example, try a short video answer to student questions. Use images that might help students understand a written explanation or to invite conversation. Record audio feedback so that students can hear tone and inflection. And of course, rely on text with email, and when it makes sense, set up a videoconference for more difficult or lengthy “in person” conversations.

5.Have set “office hours” where any student can meet you in a webinar during that time but let students know that they may end up meeting in a group. Set up separate individual conferencing sessions for more serious conversations and invite parents and guardians to join in.

6.Create spaces for students to just talk and be themselves but guide their chatter with some questions about the topics they are learning in classes or have conversations about events that they are still engaged in like music, sports, or clubs. Help students have productive conversations and share about their lives like they might done in person before class, in hallways, or when they stopped by to talk between classes. 

7.Set up group work with spaces like break-out rooms in Zoom. Mix and match the groupings or pairings.

8.Create shared documents or Wikis, perhaps even a blog or an online school newspaper where students create the news and stories that are important to them.

9.Create collaborative projects that feel like real-world experiences where students can use videoconferencing to showcase talents and creativity. 

10.Create safe social media spaces where students can collaborate and share projects that they have completed as well as share ideas and help one another when they get stuck on an assignment or project.

All these ways of communicating help create online community through teacher immediacy that make us feel like a whole that is working together again and gives us opportunities to be heard and seen in our digital lives.
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References
Conrad, R-M., & Donaldson, J. (2011) Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: John Wiley & Sons.
Heiser, R. (2019, February 19) Social presence expectations in distance education. Retrieved from https://sites.psu.edu/rebeccaheiser/2019/02/19/social-presence-expectations-in-distance-education/
Ko, S., & Rossen, S. (2010) Teaching online: A practical Guide. New York, NY: Routledge.
Mattson, K. (2017) Digital citizenship in action: Empowering students to engage in online communities. Portland, OR: International Society for Technology in Education.
Rice, K. (2012) Making the move to k-12 online teaching: Research-based strategies and practices. Boston, MA: Pearson Education, Inc. 
 
​By: Christina McGee, CA BOCES Learning Resources

Virtual restorative circles are the antidote for a great way to stay together when we must be so far apart. CA BOCES has been working with teachers across the region to focus on self-care, mindset, and the importance of positivity by providing virtual restorative circles. Virtual circles provide a place for teachers to connect, share ideas, and support each other through challenging times. It is also an opportunity for teachers to experience the social and emotional benefits of circle process and how this can transform into opportunities for supporting SEL with students through face-to-face, hybrid, and remote instruction. 
The Restorative Practice Self-Care Circles followed the Kay Pranis circle process which includes an opening ceremony, mindfulness activity, establishing norms and guidelines, check-in rounds, guiding questions, and a checkout rounds. BOCES facilitators modeled through experiential practice with educators how these components could be present in instruction with students. We have all heard the popular phrase in education “Maslow before Bloom,” which is typically used to communicate that humans need their basic needs met before academic learning can be fully embraced. Self-Care Restorative Circles allows educators to embrace this phrase while embedding social emotional learning within the content they are teaching. Child psychiatrist Pamela Cantor told Edutopia in 2019 that “When we’re able to combine social, emotional, affective, and cognitive development together, we are creating many, many more interconnections in the developing brain that enable children t accelerate learning and development.” Allowing time to integrate social emotional learning into academics and content areas allows schools the opportunity to build relationships and make connections with students.

Restorative Practice Self-Care Circles model instructional approaches for educators to learn different ways to build connections with students during each component of the circle process. For example, educators might choose to start their day with an opening ceremony. This could consist of a morning greeting, short story, quote, poem, or even a song. Many of these could also be used during what is called a closing ceremony or ending a lesson. Educators also had opportunities to practice multiple mindfulness activities for all ages including deep breathing exercises, meditation, journaling, and opportunities or self-reflection. All of which could be transferred to instruction with students. The most common component to educators was establishing group norms and guidelines. Most educators start each school year off with this. The restorative self-care circles model for educators how to provide 2-3 non-negotiable guidelines while encouraging the students to develop additional guidelines that could be transferred to any learning platform. Participants also engaged in a wide variety of check-in and checkout strategies including the Fist-to-Five, Emotional Weather Report, and much more. Many might ask where does academic content fit into the circle process? Academic content is embedded in each component, but most visible within the guiding question rounds. During this time educators can check for understanding, introduce new vocabulary, discuss homework, build schema for introducing new lessons, and much more.

 Below are a few reactions from participants across the CA BOCES Region that participated in Restorative Practice Self-Care Circles:
“I loved the gratitude session! I have an app on my phone that reminds me to list something I am grateful for everyday and I love it.”
“Enjoy these meetings every week! Love seeing others feeling the same as me. Great hosts!”
“I enjoy this every week! Allows one to feel accepted and important!”
“If I could give this professional development 10 stars I would!!! This is the one session that I look forward to attending every week.  It is very organized, provides essential and necessary information, and always makes me feel good!”
As educators we must make the commitment to prioritize self-care to successfully be able to help others. It’s like the saying goes “You must put on your own oxygen mask before you can take care of others.” 
​
By: Jillian Putnam, CA BOCES Professional Development

​Anxiety is the leading mental health diagnosis amongst youth.  Now, combine that with a pandemic and starting a school year filled with complex uncertainty, changes and concerns.  How can educators effectively help students deal with anxiety amidst all that is transpiring?  Educators from across the region came together recently, via zoom, to start to find these answers with anxiety expert, Kimberly Morrow, LCSW and founder of anxietytraining.com.                                  
 
Anxiety can look like a number of things within the school setting.  We may see refusal, inattention or restlessness, disruptive behaviors, frequent trips to the nurse/bathroom, attendance issues or resistance to socialize.  The resistance to socialize, might include not turning on their camera during a remote lesson.
 
Morrow used a Chinese finger cuff to demonstrate the paradox of anxiety.  Simply stated, the more that we resist the discomfort of anxiety, the more it persists.  Traditionally, in good faith and trying to help, we, as educators, often do the exact opposite of what will help when trying to support a student struggling with anxiety.  We might allow them to eat lunch in the classroom when they express discomfort about going to the cafeteria, we might avoid asking them to engage in class discussion due to social anxiety or we may make other, similar accommodations.  Unfortunately, these actions will only reinforce the cycle within the brain that responds to danger.  Notice the cycle in the diagram below.

One key perspective that Morrow ensured that the group of educators understood from the beginning was that the goal is not for the student to be symptom free, but to be effective in managing their symptoms.  How can educators play a role in all of this?

1. Education about the brain and the function of the amygdala can be very powerful.  The book “Hey, Warrior” by Karen Young, is a wonderful book for teaching children about the function of the amygdala and the feelings of worry and anxiety. 
2. Do NOT reassure an anxious child by saying things like, “it will all be ok,” or “you don’t have anything to worry about,” or “you always do well on your tests.”
3. Help students to tolerate uncomfortable feelings. “I know you are feeling really worried right now, I wonder if a ‘mindful minute’ would help?”  “What has helped you to stay in class when you have felt this way in the past?  I am willing to help you find some solutions.”
4. Let them know you are on their team.  Be a cheerleader for them as they tolerate anxious feelings.  
5. Validate the child’s feelings and help them to identify what the feeling is. 
 
If you are interested in learning more, please reach out to Community Schools (Katie Mendell) or visit register.caboces.org for upcoming opportunities.  Morrow will return to work with the region, via zoom, again on October 30th, for the session, “Living Well as a Teacher.”

By: Katie Mendell, CA BOCES Community Schools 

​Student Programs has always inspired creative problem-solving, teamwork, deep thinking, and resilience.  This year, more than ever, students, coaches, and the ISS team are challenged to apply these traits to achieve the impossible, virtually. 

​ArtsPower Theatre on Demand (CoSer 403) is available now through June 30, 2021

APTOD virtually brings teachers and students Core Curriculum-based, multiple-lesson courses built around musical theatre productions.  Designed to promote learning in the performing arts, language arts, and character education, these courses feature full-length (55 minute) musicals based on popular children’s books, plus

• Academic, literacy-building activities in fun, grade-specific Study Buddy’s
• Fun song and dance instructional videos
• Interviews with the book’s authors, actors, and set designers
• Animated book read-along videos
• Student Gallery pages where you can post your students’ artwork and videos

APTOD is an ideal resource for classroom teachers and librarians, as well as art, music, and physical education teachers.

​In addition, educators can contact Cece Fuoco (Cecelia_Fuoco@caboces.org) or Cathy Dunkleman (Catherine_Dunkleman@caboces.org) at Learning Resources to check out the books from the professional library or Interlibrary loan.

By: Jean Oliverio, CA BOCES Student Programs

​Many beliefs in American society have become politicized and school environments naturally foster discussions around such issues. As a result, opinions are freely expressed regardless of depth of knowledge.  Whether a conversation about free speech,  the upcoming presidential election, or if vaccines are necessary, just about everyone is ready to express an opinion.  Texts, statements, videos, photographs, and eyewitness accounts offer support for facts, yet constructing knowledge requires going beyond conjecturing for strengthening information literacy skills.  Here are some basic tips:

• Who is the author? 

Personal experiences and beliefs contribute to bias, whether consciously or unconsciously. Is a biography available that can provide insight into where the author was raised and educated?  Are credentials and organizational affiliations available?  What makes the author qualified to write on the topic?  Is the author expressing an opinion or simply stating facts?  Does the author cite sources or refer to un-named or anonymous sources?

• Relevancy

Who is the intended audience?  Were several articles read for comparing viewpoints? 

• Accuracy

Is the information supported by evidence?  Where did the evidence come from?  Is it free from bias and emotion?  Has the evidence been reviewed by high standards?

• Purpose

What is the purpose of the author’s work? Is it to inform, persuade, entertain, or express an opinion?  Is the author’s intention or purpose clear?  Did the author tell you what to think or cultivate further inquiry into a topic?
 
In making these tips practical for students, consider applying information literacy skills to everyday life.  Did someone send a mean text?  Well, who is the author? Who is the intended audience? What was the purpose? A discussion can then take place on what friendship is and a possible remedy for the situation.  Similarly, this conversation can take place when opinions are expressed about a sports team.
 
Challenge students to support their opinions with knowledge gained from several sources.
What is the evidence?  What are some other viewpoints?  What authority is contributing to your knowledge?  Everyone has an opinion about something but whether they can use knowledge to defend that opinion is something else.

By: Cece Fuoco, CA BOCES Learning Resources

Have you seen students who struggle with the following...
● getting started on their work, even though directions were just explained
● turning in homework when it is completed and sitting in their book bag
● planning out their time appropriately for long term assignments
● Cramming materials in their desk or folder
​
These are tasks that require executive functioning skills. According to The National Center for Learning
​Disabilities, “Executive function is a set of mental processes that helps us connect past experience with
present action. People use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details and managing time and space.” It is quite common to have a deficit in one or more of the following skill areas: time management, task initiation, planning/prioritizing, impulse control, organization, emotional control, flexibility, working memory, and self-monitoring.

These deficits can be heightened when a student has a disability or as a child progresses in school and academic demands become too grueling. Luckily there are many strategies that can help improve or eliminate deficits and set students up for long term success. The visual below shows an example of what a deficit in impulse control could look like in the classroom and strategies that could help eliminate those issues.

When determining which strategies to implement, it is important to personalize them to the needs of the
student. We all have strategies that work for us when tackling tasks. For example, many of us prefer a paper calendar to keep track of appointments or to-do’s while electronic calendars work better for others. You may prefer to take deep belly breaths to destress while others benefit from a quick walk. Students are no different and will need strategies personalized for them and to meet their unique needs. To find a strategy that works best for your student, begin by establishing a positive relationship, trying an approach that is age appropriate and seeking student feedback. In addition, strategies should be modeled, practiced and scaffolded by the adult until the student can be independent with the approach.
As we dive into the 2020-2021 school year and contemplate how to best support learning whether brick, click or hybrid, remember to give thoughts to how explicit instruction on personalized strategies can improve executive functioning skills and set your students up for a LIFETIME of success.

For additional information on Executive Function or to set up a zoom training for your staff, please reach out to Tessa Levitt or Jessica Rose.
​
By: Jessica Rose and Tessa Levitt, CA BOCES Professional Development

Very soon the leaves will begin to fall and classrooms will begin to hum with the sounds of four and five year olds engaged in imaginary play.  Although our schedules may be different and the number of children in a classroom will vary, play is still a necessity.  Whether we are face to face or working virtually, children show us time and again that play is the way they learn.   ​

With Remote Learning plans factoring into many Districts’ plans for the upcoming 2020-2021 school year, one of the platforms that many teachers in the CA region will be using is getting some long-awaited and powerful updates to enhance learning remotely this fall.

Microsoft has announced over 50 updates for its Microsoft Teams platform, both major and minor, that will make the product a much more enjoyable software application for remote learning.  Some of the new features coming to Teams are introduced below.
 
​Meeting Updates
Meeting with students and other teachers just became a more supercharged, with the addition of Large Gallery view, that enables seeing 49 participants on the screen at once, as well as Together Mode, which strips away the boxes behind the video participants and puts them into a virtual assembly hall to make them appear as if they are back in the classroom together. 
 
Alongside these updates, more features such as extended meeting Attendance Reports (up to 24 hours after a meeting has concluded), the ability to “hard mute” participants so they cannot unmute themselves, breakout rooms for smaller discussion-based settings, the ability to share a new collaborative Whiteboard experience with text, pens, and sticky notes, a raise hand feature to signify wanting to talk, and more settings for students to be “participants” (ability to chat and share), “attendees” (view only), or “presenters” (ability to share screen) will be hitting teachers’ screens soon.
 
Assignment Updates
Teachers will also see updates in the Assignments tab across the top of the General channel in their Teams.  This includes the ability to now have students see a thumbnail preview of attached websites prior to clicking on the link, the ability to attach up to 500mb worth of file attachments to Assignments, “Anonymous Grading” as an option where the students’ names are stripped from their work to focus solely on grading the work and reducing any “grading bias” that may exist, whether purposeful or not.  There will also be the ability to set a default due time for all assignments in that class, so you won’t have to change it every time!  There are also lots of new kid-friendly animations when they turn in their work that are new to the Fall 2020 update.
 
For more details on the Fall 2020 updates to Microsoft Teams, or for more information about when to expect more of the announced update features, please check out this article https://techcommunity.microsoft.com/t5/education-blog/25-updates-for-microsoft-teams-for-education-for-back-to-school/ba-p/1554445

​By: Ryan McGinnis, CA BOCES Model Schools

​As one school year ended in an undeniably different fashion than years prior, so too is a new one set to begin under circumstances far different than the traditional expectations and norm.  As schools create plans and explore various options to accommodate and connect students in both the face-to-face and digital formats, there has been a tremendous focus of time and learning dedicated to the exploration of various platforms that can effectively promote connectivity and collaboration among both teachers and students.  One of these platforms is Microsoft Teams. 

​While Microsoft Teams is not a new product, the awareness and familiarity has become relatively new to many in the educational world as a shift to remote learning became a reality.  This application is meant to enhance teamwork through enriched collaboration and communication.  It has the capability of video streaming, document collaboration and sharing, one-on-one and team chat, and more.  Additionally, since it is part of Office 365 suite, integration already exists with other Office products making access to cloud storage and files simple for the user.

The CA BOCES staff worked through the school closure and throughout the summer to offer varied training opportunities to cater to the familiarity and expertise of those desiring to learn more and gain deeper understanding about this application.  Teams training was based on three different levels of users; Beginner, Intermediate, and Advanced.  ​

 Differentiation of these specific workshop trainings brought all those involved, teachers and administrators, a deeper understanding of not only the functional components and the customizable aspects of the application, but also the safety and security features that are built in as well.  Through these targeted workshops that were open for any teachers who desired to participate, and through training offered to district level groups of staff, CA BOCES trainers worked to increase the ability of those using Teams across the region focusing on ways to effectively collaborate and communicate with each other and with students in an online environment.  So, whether you’re a beginner, intermediate, or advanced user of Microsoft Teams, if you’re looking to increase your ability to help your Team, reach out to your Essential Partner at CA BOCES because we are here to support you!
​
By: Rob Griffith, CA BOCES Professional Development

Brain rules are twelve rules proposed by John Medina to help us understand how our brains work and how to use them as effectively as possible.  Of the twelve brain rules, there are several that I want to explore in detail that could be used and implemented in the classroom. 

Rule 1: Survival
Our survival instincts are what have helped humans evolve into the society we form today. Medina explains survival as the ability to solve problems, learn from mistakes and create alliances with other people. Thus, collaboration and group work are important for our survival. The classroom should not be any different.  Teaching team work skills, active listening and developing social intelligence will not only create an environment of trust in the classroom, but also help the students lean on each other and survive the year together.

Rule 2: Exercise
Starting a class with a quick exercise is a way to refresh the brain. This can be as simple as moving our arms in swimming motions or performing deep breathing exercises. The aim is to get some oxygen to the brain. If there are two classes back to back, a break between them would be good too.

Rule 7: Memory
By recapping the material often, relating it to present day happenings or relevant day-to-day activities and tasks, students will remember more. Brains possess neuroplasticity which means that they are constantly evolving and the more we use them, the stronger they get. 

Rule 9: Vision
Getting content across to students. does not have to be just about pages full of words. Expressing material in different ways using pictures, videos, and models allows the brain to make sense of things quickly and remember them better.

Rule 12: ExplorationSchools are a safe environment where students have the opportunity to experiment and evolve at their own pace. I want my classes to be an adventure where the students can each explore their interests to some extent and share their experiences. Inquiry-based learning is a great way to get students to do this.

If you want to learn more about Brain Rules by John Medina, check out his book.  If you are interested in the 2 hour workshop with ideas around classroom implementation of the 12 brain rules by John Medina, reach out to Tessa Levitt or Jessica Rose at CABOCES.

By: Tessa Levitt, CA BOCES Professional Development  

Uncertainty can be paralyzing, provoke fear and anxiety and result in many unanswered questions.  Despite the overwhelming amount of uncertainty that abruptly entered the lives of educators (and so many others) due to the onset of the Covid-19 pandemic, opportunities were seized, risks were taken, creativity and innovation arose and problems were solved.  However, as soon as one challenge was tended to, a handful of new, complex challenges were waiting to be addressed.  
One of the overarching themes of uncertainty that continued to come up in conversation amongst educators, was what returning to school would be like; the “when,” the “how,” the “if,” and the “what” were often discussed.  From early on, most recognized that whatever the answer to the former questions, for better or worse, it would simply not be the same. Many educators also agreed that securing a sense of physical and psychological safety for all staff and students, would be critical, yet, would not be an easy task and could take several weeks or months to achieve.
The conversation around “re-entry” became a frequent, recurring one within the weekly remote PD session for school counselors, social workers and psychologists.  The collective passion and emotion present in each conversation led the group to take action and create a guidance entitled “Social and Emotional Recommendations for a Healthy Re-Entry,” for school districts to reference as they navigate re-entry planning.  Although there were a number of unanswered questions and remaining uncertainties, the group agreed upon critical considerations for a healthy re-entry.   Margaret Wheatley once said, “It is possible to prepare for the future without knowing what it will be.  The primary way to prepare for the unknown is to attend to the quality of our relationships, to how well we know and trust one another.”   

​If you are interested in learning more about actionable recommendations for meeting the SEL needs of staff and students and supporting a healthy re-entry, please consider joining us on August 3rd, for one of our summer PD opportunities, “Back to School: SEL Transition Conversation.” 
By: Katie Mendell, CA BOCES Community Schools 

​Field Day at Portville, like many schools, is a fun, engaging day not only to help close out the year but to give students ideas to stay active in the summer with their families. Obviously, due to the school shutdown, I had to modify Field Day, but I was not going to cancel it.
Throughout the shutdown, I was able to collaborate and share ideas with physical education teachers with whom I networked from around the country and around the world. I took advantage of the many CABOCES PE webinars and forums afforded to us, especially with learning the use of technology, which is a smooth segue to our Portville Virtual Field Day.
Before the shutdown, I had limited knowledge of Google slides, publishing to YouTube, or Facebook Live. But, I learned these skills to combine with my prior knowledge of physical education to create a Google slide with 23 Field Day events as well as 36 clickable images. The links led the students to YouTube videos of me and my family doing the various Field Day activities. I was also able to attach a scoresheet and a certificate to the Field Day slide post. Some of the activities were my own, while some were shared with me with other PE teachers from as far away as California and Australia.
One of the many challenges was how to come up with physical education activities to do without the aid of traditional equipment. To overcome this, I looked around our home for common household items present in most homes. For example, I used rolled-up socks and pillowcases, ladders, and spatulas. To help hype it up, I asked for elementary teachers and staff to send pictures of themselves with an encouraging sign for our students. Using a video editor, I put together a collage set to music for the students to enjoy.
The community response was overwhelming. On my PE Rockstar Facebook page, I asked for families to share pictures and/or videos of their children doing the activities. I had so many responses, it was hard to keep up with them all! 

​During the shutdown, community support and involvement is even more important than normal times and this was a great way to inspire passion and excitement for physical education.
So why did I do this? I did it to continue to interact with students but also to bring families together with physical activities designed for students, which the whole family could engage in. The passion I have for physical education is something I will always have but staying positive and learning new skills during our time at home will only enrich my teaching in the future.
I would not have been able to do this without the support of our Portville school and community, especially our elementary principal Lynn Corder, who is always supportive of my ideas for our Portville elementary PE program. 

By: Christina Matz, Portville Elementary
Coordinated by: Anne Mitchell, CA BOCES Professional Development