Cattaraugus-Allegany BOCES Exceptional Education had 55 Teacher Assistants experience the virtual realities of poverty in a unique poverty simulation conducted on Thursday, August 24th facilitated by Jillian Putnam, Janelle Freer, and Kelli Forster from the CA BOCES ISS Professional Development Team.

The Community Action Poverty Simulation (CAPS) was designed to help people better understand the realities of poverty. “This program helps people to understand the complexities and frustrations of living in poverty day to day,” and “With a greater awareness of its impact, we can more effectively address the poverty issues in our community” were a few statements made by participants during the simulation.

Using a simulation kit, participants role-played the lives of low-income families. Some were TANF recipients, some were disabled, and others were senior citizens on Social Security. They had the stressful task of providing for basic necessities and shelter on a limited budget during the course of 4 15 minute “weeks.” They interacted with human service agencies, grocers, pawnbrokers, bill collectors, job interviewers, police officers, and others.

More than 37.2 million people are living at or below the federal poverty level or 11.4% of the U.S. population, were living in poverty in 2020, based on official poverty thresholds. 11.6% of Cattaraugus County families live in poverty. 16.7% of the population for whom poverty statis is determined in Allegany County, NY (6.92k out of 41.4k people) live below the poverty line, a number that is higher than the national average of 12.8%.

CAPS enables participants to look at poverty from a variety of angles and then to recognize and discuss the potential for change within their local communities, said Elaine West executive director of the Missouri Association for Community Action, which made the simulation available nationwide. The simulation was designed to sensitize those who frequently deal with low-income families as well as to create a broader awareness of poverty among policymakers, community leaders and others.

The Missouri Association for Community Action is a network of community action agencies throughout the state that provide a variety of services to low-income individuals and families. More information about the Poverty Simulation can be found at the following website www.communityaction.org. 
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By: Jillian Putnam, CA BOCES Professional Development 

Even prior to the COVID pandemic, remote learning via Video Conferencing courses was an option for districts in the region. As teacher shortages have picked up, their importance has only grown. As many teachers can now attest to, teaching synchronously online differs greatly from in-person. As a result, there are teaching strategies that are better adapted to online learning experiences. We’ll explore the best teaching strategies for remote learning below.

Engagement: The Key to Remote Learning Success
As you may have guessed, engagement is absolutely critical for teaching effectively in a remote environment. To keep students actively participating, educators must be able to leverage various tools and techniques. One strategy is the integration of multimedia elements such as videos, interactive simulations, and engaging presentations. These resources not only break the monotony of text-based learning but also better cater to diverse learning styles, ensuring that all students are engaged.

Furthermore, fostering a sense of community in the virtual classroom is vital and more importantly, foundational. Establishing regular communication channels, both synchronous and asynchronous, enables students to connect with their peers and instructors. Discussion boards, group projects, and virtual office hours encourage interaction, collaboration, and the exchange of ideas, mimicking the social aspects of a traditional classroom.

Communication: The Glue That Holds It Together
Effective communication is also crucial for success. Instructors must be clear, concise, and readily available to address students' questions and concerns. Establishing a well-defined communication protocol, including response times and platforms, ensures that students can easily seek assistance when needed.

Moreover, providing timely feedback is critical for student growth. Utilizing digital tools for grading and feedback speeds up the process, helping students stay on track and adjust their learning strategies accordingly. This continuous feedback loop fosters a sense of progress and achievement, motivating students to stay engaged.

Adaptability: Flexibility in the Face of Challenges
Remote learning environments can be unpredictable, as students face various challenges, such as technology issues, distractions, or personal commitments. Educators must be adaptable and empathetic to these challenges. One effective strategy is to provide multiple modes of content delivery, including recorded lectures, written materials, and live sessions. This flexibility accommodates different learning preferences and allows students to access materials at their convenience.

Furthermore, educators should be prepared to modify their teaching methods based on student feedback and evolving circumstances. Regular surveys and assessments can help gauge students' experiences and adapt the course accordingly. Being open to changes and willing to experiment with different teaching approaches ensures that the learning experience remains effective and engaging.

Assessment: Measuring Learning Effectively
Assessing student progress and understanding is a fundamental aspect of teaching, even in remote settings. Traditional exams and quizzes can be adapted to online platforms, but educators should also consider alternative assessment methods, such as project-based assignments, presentations, and peer evaluations. These methods promote critical thinking, creativity, and collaboration, skills that are essential in today's interconnected world.
Additionally, embracing technology for assessment can provide valuable insights into student performance. Learning management systems (LMS) often offer analytics tools that allow instructors to track student engagement, monitor progress, and identify areas where students may be struggling. This data-driven approach enables educators to provide targeted support to students who need it most.

The CA BOCES region has excelled in leveraging remote learning with in-person learning but it hasn’t come without its challenges. Teaching remotely takes extra preparation and creativity in finding what works best for your students. If you are interested in becoming more adept at teaching via Distance Learning, come and join me on September 28 from 8:30-2:30pm. We’ll meet at Learning Resources and explore strategies for each of the areas discussed here as well
as others! Have your district representative register you at https://register.caboces.org/seminar/view/8481?workshop_id=2461.

By: Justin Shumaker, CA BOCES Learning Resources

In August, the CA BOCES region hosted Dr. Pam Kastner for the Science of Reading kickoff event at Good Times of Olean. 
Pam is an educational consultant at the Pennsylvania Training and Technical Assistance Network (PaTTAN) Harrisburg, where she serves as the State Lead Consultant for Literacy. 
 
She shared her years of work, expertise, Instructional Routines and Best Practices in Reading research with 50 area educators. Her work has been featured nationally, with The Reading League, Voyager Sopris Learning, and more.
 
Some focus areas for the day were: Scarborough's Reading Rope, how teaching Spelling is essential, key components to building fluency and vocabulary development. Teachers were involved in key routines that are quick-hitting, effective ways to embed decoding, fluency, spelling and vocabulary into everyday use. 
 
Dr. Kastner also shared her Wakelet, full of hundreds of resources and evidence-based best practices. 
​
The event was led by CA BOCES Staff Specialists Tessa Levitt and Sarah Cartmill  and brought light to the decades of research around structured literacy/explicitly teaching reading.

By: Sarah Cartmill, CA BOCES Professional Development

​The much anticipated “new look” of Castle Learning is beginning its roll-out. Finally! We are so excited to provide this invaluable resource to our districts, and even more so now due to the improved look of the site as a whole, and the upgrades made for CBT in particular.

​This image show what the new Teacher Page looks like. The same content is there as is in the classic Castle Learning Teacher Page. However, it is now much easier to navigate and is more intuitive and user-friendly. The phase-in of this new facelift will be in stages. Teachers have the option now to choose between the classic look or the updated look. Some portions of the updated pages are not yet available, so be aware that it is not a glitch...it is a work in progress. Two more updates will take place this school year so that by the time CBT rolls around, the new look will be complete.
In addition, Castle Learning is Ready for NYS CBT Testing with these features:
 
• Toolbar that mimics NYS
• Equation Editor Automatically pops where needed for a constructed response question.
• Grade Appropriate Equation Editor
• Grade Appropriate Calculator
• Grade Appropriate Reference Sheets
 
Castle Learning has the released exams which make it easier for teachers to find relevant examples as well as assess the data from the student practice. In addition, ANY assignment that students are given K-12 utilize these features making the preparation for online testing easier for everyone. The future is online, and students should be prepared – PSAT, SAT, College Assignments/Exams, etc.
 
As always, I am available for training teachers on Castle Learning. Whether you have veteran teachers who have used Castle forever, or if you have teachers who need a bit of help in navigating the site, I’d be happy to work with you as an essential partner!
 
 
By:  Alexandra Freer, CA BOCES Learning Resources

As summer draws to a close and the days start getting shorter, the unmistakable energy of a new school year begins to fill the air. Amidst this whirlwind of excitement, there's one place within the school that holds a special allure for both voracious readers and curious minds alike – the library. And with the start of a new school year comes a collection of new titles that promise to captivate and inspire!

If you’re a long-distance commuter like me, try listening to an audiobook. It won’t put you to sleep and you’ll find yourself relaxed once you get to your destination!   

Once you download the Sora app onto your personal Wi-Fi devices (no more than five), locate your school library and log in.  You’ll find a collection of over 7000 titles, and if you need help logging in, ask your school librarian. 

New titles for adult level readers include:

• American Prometheus: The Triumph and Tragedy of J. Robert Oppenheimer (audio)
• Mickey7: A Novel – scifi (audio)
• Antimatter Blues: A Mickey7 Novel – (audio)  Movie coming!
• The Ballad of Songbirds and Snakes – Hunger Games series (audio and eBook) Moving coming in November!
• The Body Keeps Score: Brain, Mind, Body in the Healing of Trauma (audio and eBook)
• The Boys in the Boat: Nine Americans and Their Epic Quest for Gold at the 1936 Berlin Olympics (audio and eBook)  Movie coming!
• The Courage to Be Disliked: How to Free Yourself, Change Your Life, and Achieve Real Happiness (audio)
• Napolean Bonaparte: The Biography of a Leader Who Changed the History of France (eBook) Movie coming!
• Surrounded by Idiots: The Four Types of Human Behavior and How to Effectively Communicate with Each (audio)
• Tomorrowmind: Thriving at Work with Resilience, Creating, and Connection – Now and in an Uncertain Future (audio and eBook)

Sora makes personalized eBook reading easy with a choice of font styles, screen contrast, text sizing, defining words, highlighting text, and making notes.  Audiobooks have great features, too, and you can control the speed of the recording.  Any notes saved will remain for as long as you have an account through your school.

The infusion of new titles into this virtual library collection also presents an opportunity for educators to incorporate fresh content into their lesson plans. From assigning relevant reading materials to organizing book discussions, teachers can offer a variety of book formats to enrich teaching strategies and deepen student engagement. 
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Sora is now a partner with TeachingBooks, a fantastic resource you can access once logged in to resources.caboces.org. Find lesson plans for many titles used in K-12 classrooms, author interviews, book and movie trailers, and vocabulary-building activities.  If you wish to have personalized training in using Sora or TeachingBooks, or wish to schedule an in-school training, reach out to me at [email protected].

By: Cece Fuoco, CA BOCES Learning Resources

Community Schools at CABOCES was busy this summer! We had workshops focusing on mental health, social and emotional learning, resilience, wellness, and so much more. As a reminder, any of these workshops and offerings can be brought to your district! Reach out to [email protected] if you are interested in bringing Community School resources and workshops to your district!
 
Mental Health First Aid

Just as physical health emergencies demand swift action and support, so do mental health crises. Mental health first aid is a vital skill that empowers individuals to provide immediate assistance to those experiencing mental health challenges. Like traditional first aid, which addresses physical injuries, mental health first aid equips individuals with the knowledge and tools needed to offer initial aid and support to someone in emotional distress. In this article, we delve into the importance of mental health first aid and how it contributes to a more compassionate and understanding society.
 
Participants were able to understand:
Key Components of Mental Health First Aid
Recognize Signs and Symptoms
Have Effective Communication
Provide reassurance and Support
Encourage Professional Help
Practice Self-Care and Boundaries

Benefits to Society:
Reducing Stigma
Early Intervention
Community Resilience
Improved Well-Being
 
Mental health first aid is an essential component of a compassionate and empathetic society. By educating individuals about recognizing signs of emotional distress, offering non-judgmental support, and facilitating access to professional help, mental health first aiders play a crucial role in creating a safer and more inclusive environment for everyone. Just as physical first aid is a standard skill, mental health first aid should also be widely embraced to promote emotional well-being and foster a society where no one feels alone in their struggles.
 
Wellspring Resilience with Gerry Daly
​

Gerry Daly joined us for a two-day workshop on Wellspring Resilience Technique. This is an innovative methos for increasing long-term resilience, defined as the ability to bounce back from setbacks, for educators working in high-stress environments. These sessions focused on helping participants to develop and appetite for resilience in their own lives to identify the specific habits that they are prepared to commit to and incorporate into their day to day lives.
 
Mental Health for Students Book Study:

Our schools are facing a significant number of children and youth suffering from mental health challenges, and many don’t receive that treatment. Teachers can play an important and sometimes lifesaving role for children who are experiencing mental health challenges. Educators from the region joined together using the book, “Supporting Student Mental Health; Essentials for Teachers” by Michael Hass and Amy Ardell to fill in the gaps providing basic information and guidance a teacher needs. It provided time for educators to learn how to recognize, respond to, and sometimes refer for help, the students who show up to school with mental health needs.
 
Emotion Regulation with Kelley Burt:

Emotions are an inherent part of the human experience, coloring our perceptions, decisions, and interactions. However, navigating the vast spectrum of emotions can be challenging, often leading to distress and turmoil. Emotional regulation, the ability to manage and control one's emotions, plays a pivotal role in maintaining mental well-being and cultivating healthy relationships. Below are some strategies to keep in mind with students in building and maintaining emotional regulation strategies:
 
Mindfulness and self-awareness
Cognitive Reframing
Expressive Writing
Physical Activity
Social Support
Time Management and Relaxation Techniques
Healthy Lifestyle Choices
 
Emotional regulation is a skill that can be cultivated through consistent practice and intentional effort. By incorporating mindfulness, cognitive reframing, expressive writing, physical activity, social support, time management, and healthy lifestyle choices, individuals can enhance their ability to navigate complex emotions. Remember, emotional regulation is not about suppressing or avoiding emotions, but rather about understanding, acknowledging, and managing them in a constructive and healthy manner. By embracing these strategies, students and individuals can pave the way for a more balanced, resilient, and fulfilling life.

By: Kelli Forster, CA BOCES Community Schools

An overarching theme of the Next Generation Standards for Early Learning is to protect developmentally appropriate expectations and practices.  NYS in collaboration with NAEYC define developmentally appropriate practices as a framework of principles that promote learning and development.  According to the NGSEL Introductory Document, these principles highlight the need for educators to:

• Demonstrate knowledge of child development and age-related characteristics.
• Understand the interrelated nature of learning in all developmental domains.
• Recognize that cultural and social factors influence behavior and approaches to learning.
• Develop relationships with families.
• Create opportunities for children to develop positive peer relationships.
• Design age-appropriate experiences that allow children to be curious as they develop an understanding of the world.
• Understand the importance of play in promoting learning.

In response to this theme, several educators in the CA Boces region came together virtually and explored the philosophy of Loose Parts Play with author Miriam Beloglovsky.

Loose parts play inspires children to develop creativity and innovation.  As children use loose parts, they deepen critical thinking and problem-solving skills.  It also provides a pathway to celebrate multiple outcomes. Loose parts are sustainable items that learners manipulate through exploration and analysis. Children also engage in rich conversation, learning to use vocabulary and discussion as a method to self-regulate so that they can collaborate with others who think differently than they do.  Through loose parts play children engage in developmentally appropriate practice that empowers literacy learning for all.

In a world where joy can be difficult to find, the loose parts environment makes joy the central theme of the school day.  It is through play that children and adults find joy.  In finding joy, creativity and innovation flourish.  When children flourish, they experience success in a way that honors dignity and supports learning.  Several teachers will be exploring this learning with students in the new school year.  It will be an exciting transition towards the Next Generation Standards and the NYS developmentally appropriate practices framework initiative. 
​
If you are interested in exploring this initiative and how it informs your classroom or district, please reach out to Michelle Rickicki at [email protected]
 
By, Michelle Rickicki, CA BOCES Professional Development

The CA BOCES Summer Tech Camp 2023 is a 2-day event that highlights resources and tools to aid with technology integration for the classroom.  It is a great way for participants to stay up-to-date with the most current trends in technology and to get new, exciting ideas for implementation. This year, the event kicked off on Tuesday, August 15th and culminated on Wednesday, August 16th. It was the first time Tech Camp had been held entirely in-person since 2019. 
​
Dr. Angie Ridgway and Nate Ridgway, dynamic educators and co-authors of Don’t Ditch that Tech, joined as the Keynote speakers for the event. Their sessions on student differentiation and accessibility by utilizing different types of technology inspired and delighted the attendees, over 40, each day. ​

Topics for other sessions this year included Microsoft Office updates, Chat GPT, the SAMR model, Castle Learning, coding, the Computer Science & Digital Fluency Standard, district round tables and the ever-popular Osmo. Heather Francisco, STEAM Instructional Coach from Wellsville, also presented on Canva, a tech tool that has revolutionized presentations, poster creation, video creation, and more. Participants were able to choose which of these sessions they wanted to attend so they could create a learning experience that was most meaningful to them.  

Participants also got to explore our “playground” each day with a variety of digital resources and physical resources that can be borrowed through Learning Resources, via the Insignia page. The digital playground included links to resources like Gimkit, BreakoutEDU, Padlet, CodeMonkey, and more. The other resources that were on hand for participants to experiment with included a variety of Osmo games (the Monster drawing activity and the Coding Awbie games were a hit). There were also robotics available, including  like Sphero-Mini and the new Sphero-Indi.  

Couldn’t attend but interested in viewing some of those resources from Tech Camp? Visit our Wakelet with a variety of presentations, websites, and other resources. There is also a Padlet with even more resources. Please check them out! 

 If you have any questions or would like further information about any of those topics, please feel free to reach out to me at [email protected] so I can connect you with the staff specialist who can best meet your needs. 

Summer Tech Camp will return next summer in August of 2024. Stay tuned throughout the year; look for announcements about the Keynote speakers and other exciting topics that will be featured at next summer’s event. We hope to see you there! 

By: Brooke Neamon, CA BOCES Model Schools

​SEL is an essential aspect of personal and social development, particularly during childhood and adolescence, but it also relevant throughout a person’s life.
 
The core competencies of social and emotional learning typically include the following:

1. Self-awareness: Recognizing and understanding one's emotions, strengths, and weaknesses, and having a realistic self-perception.
2. Self-management: Developing skills to regulate emotions, set and work towards achieving goals, manage stress, and maintain a positive outlook.
3. Social awareness: Cultivating empathy and understanding others' perspectives, appreciating diversity, and showing concern for others.
4. Relationship skills: Building and maintaining healthy relationships, communicating effectively, cooperating, and resolving conflicts constructively.
5. Responsible decision-making: Making ethical and responsible choices based on consideration of both personal values and the well-being of others.

 
Creating a social and emotional collaborative learning community requires thoughtful planning and intentional efforts to foster a supportive environment that promotes both academic and emotional growth.
 
On Thursday, July 6th, educators in the Cattaraugus-Allegany BOCES region came together for our first SEL CLC of the new 2023-2024 school year. Together, we gave program updates, shared best practices, created, and planned for workshop/book study ideas, and discussed future planning. The next SEL CLC will be October 17th, 2023, at the Olean Main Center. It is going to be an amazing year of building student and adult SEL in the classroom and in the community. 

Good vocabulary instruction helps children gain ownership of words, instead of just learning them well enough to pass a test. Good vocabulary instruction provides multiple exposures through rich and varied activities to meaningful information about the word. (Stahl & Kapinus, 2001).  Students learn vocabulary indirectly when they hear and see words used in many different contexts i.e., through conversations with adults, through being read to, and through reading extensively on their own.  Students learn vocabulary directly when they are explicitly taught both individual works and word- learning strategies. Direct vocabulary instruction aids reading comprehension.  
 
When all teachers in a school focus on the same academic vocabulary and teach in the same way, a school has a powerful comprehensive approach.  When all teachers in a district embrace and use the same comprehensive approach, it becomes even more powerful.  Research shows a student in the 50th percentile in terms of ability to comprehend the subject matter taught in school, with no direct vocabulary instruction, scores in the 50th percentile ranking.  

 The same student, after specific content- area terms have been taught in a specific way, raises his/her comprehension ability to the 83rd percentile.  
 
Steps to Effective Vocabulary Instruction 
Ask student what they know 
Explain in everyday language
Use a video or other visual 
Tell a story that uses the terms 
Have students investigate the meaning and do a skit
Use current events to relate to the term 
Describe your mental picture of the term 
Find or create pictures that illustrate the term. 
 
Effective Classroom Strategies to Implement 
Frayer Vocabulary Model 
Math Word Wall 
Math Alpha Boxes  
Math Picture Books 
Math Games 

The ability to read, write and speak the “language of math” is ESSENTIAL for mathematical concept development and mastery!   
 
Math Concepts = Math Vocabulary 

By: Tessa Levitt, CA BOCES Professional Development

​Last month CA BOCES staff specialists associated with the Statewide Social Studies Group for Social Studies Curriculum and Professional Development had the opportunity to hear a presentation from author Mathew Kay, a teacher from Philadelphia Pennsylvania.  Mathew was a guest presenter to the Statewide group and shared thoughts and ideas surrounding his book Not Light, But Fire.  Participants left the presentation with numerous strategies and ideas of how to lead meaningful and insightful conversation in classrooms surrounding the topic of race.  

​Many people operate under the assumption that the school environment in which they teach allows all those present to share their ideas and thoughts safely.  Mathew challenged this thinning with a segment from his book regarding Creating Safe Spaces.  His focus was on helping people to understand what goes into creating a safe space by challenging their thinking with ‘6 Safe Space Myths”.

If you’re interested in learning more about this topic, reach out to Rob Griffith ([email protected]) or Janelle Free ([email protected]) for additional information and resources.  

​By: Rob Griffith, CA BOCES Professional Development

I’d used Osmos before going to Ellicottville Elementary. When I returned to work at Instructional Support Services, I went to learning resources, worked with Clay Nolan and figured out some of the learning games available through learning resources. One that I really liked was the Osmo.  
Osmo is an educational technology platform designed for elementary classrooms. It combines hands-on manipulatives with digital gameplay to create an interactive learning experience. ​

The Osmo system typically includes a base that holds an iPad or a compatible tablet and a variety of physical objects or manipulatives that interact with the tablet's camera. These manipulatives include tangible shapes, letter tiles, number tiles, and drawing boards. 
Using Osmo, students can engage in various educational activities across subjects like math, spelling, coding, and creativity. The physical manipulatives are placed in front of the tablet's camera, and the Osmo software recognizes and interacts with them in real-time. The tablet's screen then displays the corresponding digital activities or challenges. 
For example, in a math activity, students might use number tiles to solve equations or arrange shapes to learn geometry concepts. In a spelling activity, they can use letter tiles to form words and receive immediate feedback on their spelling accuracy. ​

Osmo is designed to make learning more engaging and interactive for young learners, combining physical manipulation with digital elements. It promotes hands-on exploration, problem-solving, and critical thinking skills in a fun and educational way. 

Students in Mrs. Norton’s 2nd grade class loved using Osmo. It’s easy to reserve the Osmos. Just go to the Ensignia Page on the Learning Resources website to reserve them. Don’t forget to make sure to reserve the bases with the Osmos. 

By: Rick Weinberg, CA BOCES Model Schools​

In addition to online, asynchronous courses that are offered through education platforms such as Edmentum, Imagine Learning, and eDynamic Learning, synchronous, video-conferencing courses are another option for students looking for increased learning opportunities. Classes such as College Sports Management, College Music Appreciation and Music Theory, Pyschology, Sociology, and French 3, to name a few. What exactly are video conferencing courses, and what are all of their advantages?


Synchronous video conferencing courses are where students and instructors participate in real-time through video calls. These video calls are oftentimes through Zoom or Micrsoft Teams Video Calls, but can be hosted on additional platforms as well. Some of the advantages include:


1. Real-time Interaction: Synchronous video conferencing allows for immediate and direct interaction between students and instructors. Participants can ask questions, seek clarification, and engage in discussions just as they would in a traditional classroom setting.
2. Enhanced Engagement: The live nature of synchronous video conferencing helps maintain student engagement. The visual and auditory components of video conferencing can provide a more immersive learning experience compared to asynchronous methods.
3. Collaboration and Group Work: Synchronous video conferencing enables students to collaborate with their peers on group projects, discussions, and activities in real time. This fosters teamwork, encourages collective problem-solving, and promotes social interaction among students.
4. Personalized Feedback: Instructors can provide immediate feedback during synchronous sessions, addressing questions or concerns in real time. This timely feedback can enhance student understanding and facilitate the learning process.
5. Structured Learning Environment: Synchronous video conferencing courses often follow a set schedule, which helps students establish a routine and maintain discipline in their studies. The structured format can promote time management skills and create a sense of accountability.
6. Simulates Traditional Classroom Experience: Synchronous video conferencing can closely replicate the experience of a physical classroom. It allows for face-to-face interaction, non-verbal cues, and a shared sense of community, fostering a more personal connection among students and instructors.
7. Accessible and Inclusive: Synchronous video conferencing can provide access to education for students who may not have the means to attend physical classes. It eliminates geographical barriers, allowing students from different locations to participate in the same course, fostering inclusivity and diversity. It also increases opportunities for students to take courses that their school otherwise wouldn’t be able to offer.


Scheduling of video conferencing courses for the 2023-2024 school is ongoing. If this sounds like something your students would benefit from, you want to know more about how it works, offer a course from your district, or inquire about current offerings, please reach out to Justin Shumaker at [email protected] for more information.

By: Justin Shumaker, CA BOCES Learning Resources

​Teachers throughout the CABOCES region were given the opportunity during the 2022-2023 school year to attend seminars designed to support and assist teachers who were either new to the profession or new to a district.  This Collaborative Learning Community called New Teacher Academy was divided into two cohorts, one for each of our two counties in our region.  Each cohort met three times during the school year separately.  Then, on May 31st both cohorts combined to spend the day together at the CTE center in Olean celebrating the completion of their collaborative learning through the past school year.  

On behalf of the New Teacher Academy team, best wishes to all of you as you move forward in your career.  May the relationships that were built and the skills that were developed during this time assist you in becoming the best educators you can be. 

By: Rob Griffith, CA BOCES Professional Development

​2022-2023 was a record-breaking year for Student Competitions.  A total of four teams from the Cattaraugus-Allegany region excelled at their regional qualifying tournaments, advanced to the State competitions, and earned advancements to the World competitions. Congratulations to two VEX Robotics teams from Wellsville Central School, coached by Justin Skrzynski and Caitlin Bowen.  These two teams traveled to Dallas, Texas last month to compete in the ‘Spin Up’ game. Check out next year’s game, ‘Over Under’  at https://www.roboticseducation.org/teams/vex-roboticscompetition/.  CABOCES will host TWO Qualifying Tournaments next year, December 20th, 2023 at Belfast Central School and February 14th, 2024 at Franklinville Central School. 
 
Congratulations to two Odyssey of the Mind teams from Salamanca Central School, coached by Janette McClure and Brenda Windus. These two teams traveled to Michigan State University this month to compete in Problem 4, ‘Where’s the Structure?’. Next year’s Long-Term problems have just been released and will be posted at odysseyofthemind.com. CABOCES will host the Region 19 Odyssey of the Mind Tournament next year, Saturday, March 23rd, 2024 at Salamanca Central School. 
 
For more information about CoSer 506 Student Competitions, contact [email protected]. 

By: Jean Oliverio, CA BOCES Student Programs

​Junie B’s Essential Survival Guide to School, https://twusa.org/shows-artists/on-tour-2/junie-b-sessential-survival-guide-to-school/, was this year’s final Theaterworks USA performance in the CABOCES region, hosted by Student Programs (CoSer 403, Arts in Education).  Thanks to our partners at Delevan Elementary School, Scio Central School, and Salamanca Central School for welcoming approximately 3,000 local elementary students and teachers into their auditoriums this month. Teachers received study guides to use with their students before and after the show.  These educational resources reinforced the NYS standards being taught in elementary classrooms. Over three days totaling six shows, Junie B. Jones and friends sang and danced their way from September to May, learning valuable lessons along the way. The inspirational show was a great way for the region’s students and teachers to celebrate the completion of NYS testing. CoSer 403, Arts In Education, helps schools enrich the lives of their students by providing opportunities to experience the performing arts.  TheaterWorksUSA is a professional acting company based out of New York City.  For more information about CoSer 403 Arts In Education, contact [email protected]. 

By: Jean Oliverio, CA BOCES Student Programs

Cattaraugus-Allegany School Library System offers school librarians relevant training in a variety of services including vendor products, technology tools, instructional strategies, best practices, and support from the school library system director (yours truly). The system has worked to support school librarians through shared resources and specialized workshops tailored to the unique needs of each school library program. This article highlights some of the significant ways in which school librarians (which extends to educators and students), have benefited from the school library system.   
 
Professional Development: At the regional level, the School Library System has consistently supported school librarians and their programs through shared resources and specialized workshops, which included the following topics: diversity in the library collection, information and media literacy, graphic literature collections, advocacy, ChatGPT, and a full-day meet-up with vendors for product demos and free trials. Based on feedback from school librarians, a 10-hour Moodle course on Managing Student Behavior was created and will soon be available on CA BOCES’s registration system.  This course, although not specific to librarians, can be convenient for classroom teachers and provide them with valuable content as well.  
 
Relevant Training: The School Library System Coordinator offered librarians help in creating and/or editing their library Policy and Procedure Manual. This year has seen a dramatic increase in book challenges and a pro-active approach was taken to ensure school librarians had the opportunity to update their policies. Both documents clearly state how books are selected for the school library, and if content is challenged, what steps should be taken to ensure all voices are heard through a respectful and fair process. Librarians who have had to navigate these topics this year have done so with professionalism and grace.  
 
Communication Coordinators: NYSED/Division of Library Development recommends that one media specialist from each public member school district and a designated representative from each non-public school meet four times per year (8 CRR-NY 90.18). These meetings take place in the afternoon of each Librarian CLC and conversations are focused on Advocacy, Professional Development, Collection Development, and Achievements. This year, two noteworthy highlights included meeting with Senator Borrello and Assemblyperson Joe Giglio to advocate for school libraries, and being guided through a Project Look Sharp lesson by Aaron Meyers, recipient of a Project Look Sharp grant and Olean’s HS librarian! 
 
Resources: Through the Library CoSer 510, schools are provided with access to a wide array of resources they might not otherwise have. Resources include databases, digital platforms for classroom products & eBooks/audiobooks, movie streaming & licenses, educational materials, and books that can enhance teaching and learning experiences. A day-long vendor fair in February encouraged librarians to see product demos and obtain free trials to share with teachers. 
Educators pursuing higher education often check with the library system first to see if required textbooks are available through OCLC. The school library system is a member of this network of libraries that loans and borrows print books, which is a cost-saving benefit to teachers.  
Speaking of saving money, music and choral teachers who are members of our Music Library have increased their buying power when purchasing music through J.W. Pepper. Music charts arrive at our office and are inventoried, catalogued, and added to Insignia for easy borrowing.  
 
Flexibility and Adaptability: As the coordinator of the school library system, I bring an added layer of flexibility and adaptability to each district. I have tailored my support to address inquiries related to the following: analyzing the library collection and assisting with pulling titles based on pre-set criteria, (which is often part of the Selection Policy); observing library instruction and/or student behavior and providing feedback for improvement; repairing books; training on vendor products including Insignia, Sora, NoodleTools, NewsBank, Flocabulary, Learning A-Z products, GALE databases and World Book.  I have also answered questions related to research, music and movie licensing, book challenges, and copyright & Fair Use.  This customized approach allows me to provide specific support as needed. 
Access to specialized expertise, professional development opportunities, valuable resources, and flexible in-house support is not just limited to school librarians! The school library system is here to support all educators. If you have any questions on how the school library system can support you or your school’s student achievement goals, please reach out to [email protected].  

By: Cece Fuoco, CA BOCES Learning Resources

In late October of 2022 5th grade students at Bolivar-Richburg received Brown Trout eggs that STEM teacher Carol McClellan had received from the Randolph hatchery. This was the start of an 8-month long experience that ended with those same 5th grade students being able to release the Trout into the Little Genesee Creek. This creek is located directly behind the elementary school in Richburg and is the future site of their outdoor learning classroom. ​

​During the release, the students did some water testing on the creek. They tested the oxygen levels of the water to be sure the levels were sufficient for the fish to survive. 

​After the water testing, the students had to put the fish through an acclimation process. This process ensured that the fish could easily adjust to the varying temperature of the creek water. 

​This is just one of the many opportunities that the Environmental Science program at CA BOCES has to offer! For more information on these programs, please feel free to visit CABOCES Environmental Science or contact Lance Feuchter at (716) 376-8379 or [email protected].
By: Lance Feuchter, CA BOCES Learning Resources

By: Jessica Schirrmacher-Smith, CA BOCES Professional Development

Mrs. Crabb’s and Mrs. Costello’s 4th grade classes continued their yearly “Simple Machines” projects and presentations this year.   ​

These 4th grade students had to think about which of the six simple machines they wanted to use:  wedge, screw, lever, pulley, inclined plane and the wheel and axle. 
Many of the students used multiple simple machines as they thought up a design, then took time in school and at home to build their project.  Once the projects were completed, each student got up and presented their Simple Machine(s) to the entire class to work on their public speaking skills.  Some of these projects were quite involved and took many hours at home with multiple simple machines built in. After the student presented their simple machine projects the other students had the opportunity to ask three questions by raising their hand.  The student who presented called on them one at a time and answered the question. ​

These 4th grade students learned how to plan an idea, figure out whether it would work out, make changes and adjust and then continue moving forward.  It was very interesting to not only hear students present but then answer questions on the spot in front of their peers.   
Congratulations 4th graders! ​

By: Mark Carls, CA BOCES Professional Development

​Teachers spend countless hours building and creating positive classroom culture.  When the classroom culture is positive, students make connections with peers and teachers inspire attitudes of lifelong learning.  Students carry the culture with them into the wider school community, building bridges across differences and making the world a better place. 
In the Spring, teachers often revisit classroom culture, adding new incentives to carry students through the remainder of the year.  Friendship Central School accomplishes this task collectively through a school-wide book read.  

​ The after-school program offered children materials to create robot animals as a means to build bridges between the classroom and extracurricular activities.  

​Each classroom invited a “guest reader” to read aloud as a welcoming start to the day. 

​Students reached out to the national community and experienced a virtual author visit.  

​Inspired by the community service theme in the novel, high school classes partnered with elementary classes to “grow” a canned goods garden.  The food collected was donated to the community food pantry.  

​Elementary students used the canned goods garden as a resource to learn about data, measurement, and graphing.  

At the end of the month, students requested to read another novel as a school next year.  Clearly, this venture was time well spent.  If you are interested in learning more about building classroom and school culture through a school-wide book read, please contact Michelle Rickicki at [email protected]
 
By: Michelle Rickicki, CA BOCES Professional Development

​Breakout EDU is one of our most popular kits. It goes out of the warehouse on a consistent basis and has done so since we first purchased these kits when Breakout EDU was founded in 2015. Breakout EDU has come quite a long way since then, moving from a free platform to a paid one; adding several locks and thousands of puzzles; and adding the digital component.
 
One of the things Breakout EDU added in the past few years is their Expansion Pack. We’ve never really dipped our toes in that water until now! Learning Resources has just purchased 12 new Breakout EDU kits, complete with the newest expansion pack! Level up your experience with these brightly colored wheels and dice. These items feature unique symbols that allow educators to continuously add new challenges and hands-on elements. Your students' critical thinking and collaboration will be at an all-time high! The Expansion Pack works with a growing library of Digital and Kit-based games within the Breakout EDU Platform which you can find by searching “expansion pack” in the search bar.  

So many teachers in our area know that Breakout EDU game design is an effective way to allow students to work at the top of Bloom’s Taxonomy. Students even have the opportunity to create games, providing an opportunity to construct puzzles and think critically about academic content. This is infinitely more exciting and challenging than simply memorizing facts or completing worksheets.
 
With these new and exciting opportunities, are your teachers using Breakout EDU? If not, please reach out and we’ll make sure they are using this valuable game tool with their students.
 
 
By: Alexandra Freer, CA BOCES Learning Resources

​This article is the second of 2023 that continues to offer information about the NYS Science Investigations.  If you missed the first article, head back to the February archive and search for “NYS REQUIRED SCIENCE INVESTIGATIONS GOT YOU STUMPED?” or click here.
 
Teachers and coordinators have been experiencing the NYS Science Investigations firsthand in several workshops that have been offered this spring.  Participants in these workshops are encouraged to ask any and all questions and are assured their questions will be answered before they leave for the day.  They participate in a vocabulary activity where all vocab words are identified in an Investigation and then they are given ideas for how to start incorporating these words more into their curriculum.  The participants split up to experience an activity that is relevant to them - they set up the Investigation as they would as a teacher, and then they work through the Investigation as a student would, identifying obstacles and points where they could scaffold or modify the Investigation for students they think may struggle on that part.  Finally, everyone is brought back together as we comb through the list of questions, being sure none are left unanswered.  Resources that are used during the workshop as well as other items related to the NYS Science Investigations can be found in this Wakelet collection.
If you would like to take part in one of these NYS Science Investigations workshops, there will be a workshop this summer, July 12 (register now!) and another on October 10 (registration for fall workshops will be open soon). Principals are encouraged to attend with their teacher teams. Certainly, newly-hired teachers in Grades 3-8 should attend.
 
Materials Kits
Kits filled with materials for the NYS Science Investigations are available to order from resources.caboces.org.  Each kit contains enough materials for 30 students.  Some kits contain reusable items, and so a teacher with multiple classes would only need one kit.  Some kits have consumable items, and in that case a teacher with multiple classes would want to order enough kits for the number of students they have, ie. If a 5th grade teacher has three classes of 20 students throughout the day, they would have a total of 60 students, and should order 2 kits. 
We are in the process of receiving all of the materials we ordered and continuing to fill kits.  We will ultimately have a stock of 35 kits for borrowing, hopefully by September.
 
Record-Keeping
With the printshop, we have created a booklet that contains all of the documents that should follow a student through three years, being passed on to each teacher as the student moves on.  The spiral-bound booklets contain the record-keeping sheet, all of the student answer packets, and the rubric for each investigation.  Districts can order these booklets using this sheet.  You can order any of the NYS Science Investigations print materials from this form, but the booklets are located at the bottom of each page.  Directions for where to send this are found on the third page.

The answer booklets are a fantastic tool for assessing student progress through the new science standards.  Teachers in 4th grade can now see student answers and how they were scored on the rubric in 3rd grade and use that information for scaffolds and support in their science lessons.  Even though the grades are banded 3-5 and 6-8, 6th grade teachers will likely want to see the answer booklets from 3-5 to inform their lesson design.  Likewise, as a former 9th grade teacher, I would love the information in the 6-8 answer booklets to make it to me in preparation for those students entering my Earth Science course.
In addition to keeping these booklets, PowerSchool, eSchool, and School Tool all have integrated a column for tracking the NYS Science Investigations from year-to-year.  The checkbox is important to confirm the student is eligible to take the 5th grade and 8th grade state science exams.
If a student transfers, please send the answer booklet to the next school.  There is a place for teacher and principal signatures in the front of the answer booklet, that is necessary to confirm what the student has completed.
 
When can a student be marked as “Successfully Completed”?
This is a local decision.  All teachers should have the goal of helping all students meet Proficiency in all categories as they guide their students to the state assessments.  In reality, not all students will meet Proficiency.  Teachers should mark students appropriately on the rubric and make notes where applicable as information for further remediation or for information for a student’s future teachers.  The rubric is not a report card, it is part of the tool that will help inform instruction for our students to help them better learn science.
 
To learn more about the NYS P-12 Science Learning Standards, administrators and teachers are welcome to attend the Intro to NYSSLS workshop on November 16 (registration will become available soon).
 
Please contact me ([email protected] or 716-376-8285) for work with Teacher-Administrator teams to come up with the best solution for NYS Science Investigations implementation at your district.

By: Kelli Grabowski, CA BOCES Learning Resources

Pioneer Central School District, along with many other school districts in this region are familiar with Canva. Canva allows educators to sign up with free accounts, and by using your school email, you also have access to the educator “pro” tools and templates.  Pioneer Middle School 7th Grade ELA Classes with Mrs. Irizarry have been using Canva alongside their research projects. Students were able to use the CABOCES resources such as the Gale and World Book databases to conduct research, Noodle Tools to save and cite their resources, and Canva to make their presentations come to life.  Students first created presentation slides, then incorporated sounds and music, animation, and their own personal touches within their research presentations. Mrs. Irizarry commented that the overall student engagement, and student interest in all the Canva features was one of the best parts of the projects. Here is an example of a research project that a pair of students completed. 
 
Ready to try it yourself? 
 
To create your own presentation, create your school Canva account. Then, once logged in, click presentations.

​Next, choose one template to begin your presentation with! The template will automatically load into your new project. 

​While Canva has several different presentation templates to choose from, you may want to use Slides Carnival to embed a presentation into Canva for your own educational or teaching use. Simply login to your Canva account. In a new tab, visit Slides Carnival, and choose a Free Template that has the Canva Logo.

Click the blue C, and then Use Template to create your next Science lesson! 
Canva allows creativity and engagement for educators and students alike! We can’t wait to see your next Canva creation!  

​By: Jenna Tost, CA BOCES Professional Development

​This June a brand-new Regents exam, the USHG exam, is set to be offered for the first time.  It has been years of preparation for teachers who anticipated this exam coming for over five years after being told it would arrive.  Set to debut last June, but canceled because of unforeseen circumstances, the 2023 United States History & Government exam will be administered for the first time ever this June.
Over the past few years, the New York State Education Department has been developing new exams for High School Social Studies in both Grade 10 Global History and Geography and Grade 11 U.S. History and Government.  These new exams reflect the shifts in instruction that were identified in the 2014 released Field Guide for Social Studies and assess students according to the practices identified in the Social Studies Framework for K-12 instruction.  The US History exam was supposed to be offered for the first time in June 2020. As a result of shutdowns and cancellations this exam was never given.  However, come June this brand-new assessment will be administered for the first time. 

​This new exam design has 28 MC questions that are attached to a stimulus, a Part II Stimulus Based Short Essay task where students will write 2 responses to 4 documents, and Part 3 will be a 6 document Civic Literacy DBQ Essay.  The purpose of this new Regents exam is to align assessment to the content, skills, and practices of the Framework.  

​One of the most noticeable changes in the exam will be regarding Part II.  Replacing the Part II Thematic essay, the Framework exam Part II has two stimulus-based essay responses.  These will require students to both analyze and make connections between sets of provided documents and discuss the context surrounding these documents. 

Teachers across the region have been participating in professional development offered through CABOCES around the exam structure and the assessment style.  In these workshops, they have participated in identifying skills students will need to be successful with this exam, have created learning experiences to prepare students, and developed assessment tasks that reflect the same criteria the new exam will address.  They have been working hard to prepare students for a relatively unknown aspect of High Stakes Assessment and are to be commended as we approach the roll out of this much anticipated assessment. 

By: Rob Griffith, CA BOCES Professional Development