We have been busy adding more kits onto the system as more and more teachers are aware of all the great resources we have on our shelves in the warehouse. This month I’ll spotlight a couple that may be new to our readers.

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

By:  Alexandra Freer, CA BOCES Learning Resources

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

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This regulation is proposed to be repealed as it only applies to students enrolled in courses eligible for diploma credit.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

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

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

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

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

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

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

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

By:  Justin Shumaker, Senior Distance Learning Coordinator

Forty-five educators attended the most recent informational session about the new NYS grade 5 and grade 8 science assessments. For those that were unable to attend, this article will serve as a summary of that day.

What will be on the test?
The Grade 5 test will include all science standards from the 3-5 grade band and the Grade 8 test will include all science standards from the 6-8 grade band. According to the Science Test Guidance document released by the state, each domain of science (Life, Physical, Earth & Space, and Engineering) will be represented on the test proportionally to its appearance in the standards. These two documents (ELS and ILS) can help to see the breakdown of what Science Practices, Crosscutting Concepts, and which science domains will be emphasized most on the respective exams. Test questions will be written at a level 2, 3, and 4 from the Performance Level Descriptions (PLDs).

​How can we prepare our students?
Many teachers are looking for a vocabulary list, a set of practice questions, or a list of “what our kids need to know”, however the new science standards (NYSSLS) do not operate as a factual list of what students need to know, rather how they figure things out.
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Teachers should be using the Science Practices and Crosscutting Concepts (two of the three dimensions) regularly in class to have students figure out the “facts” of science. If explicit teaching of these two dimensions has not been happening up to this point, NOW IS THE TIME TO START. If nothing else, teachers should be using the Science Practices and Crosscutting Concepts language as they engage in science content leading up to the exam.

There is not a review book that can be purchased with practice questions. The state has released 4 clusters of questions that strongly resemble the way questions will look on the actual exam. Teachers can have students access these questions and work through them on the site – probably the best method to practice CBT skills as well. Teachers may also print these out, or they can be found in Castle Learning. Other ways to practice questions directly related to NYSSLS is using Inner Orbit, an online assessment-building platform accessible to all students and teachers at the 5th and 8th grade levels.

I have also gone through the NYS Science Learning Standards with a comb (not necessarily fine-toothed) to create vocabulary lists at each grade band level. I have created this more as a vertical alignment tool than a test-prep tool. I would strongly encourage teachers to start with the SEP and CCC vocabulary before worrying as much about the DCI (Disciplinary Core Idea) vocabulary.

Other preparation resources:

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

How do the NYS Science Investigations tie into the exam?
The NYS Science Investigations that were released in October 2022 are to be used as performance activities at the end of the unit of study related to the tasks. These should be run as any science activity is run with all students in the classroom – including scaffolding for a variety of needs and appropriate modifications for students with IEPs. Every student should have exposure to all four of these Investigations prior to taking the Grade 5 or Grade 8 NYS Science Assessment. It is in the student’s best interest that they are proficient at these activities, however it is not required. Approximately 15% of the test will be indirectly related to the Investigations. The questions will NOT directly ask about the Investigations, but rather will be within the realm of the content in the Investigations, as well as the skills that are practiced by the students.

By:  Kelli Grabowski, CA BOCES Learning Resources

The great opportunity for our participating district students to take advantage of earning college credits early is continuing this Spring and Summer!!

Learning Resources is continuing to partner with Houghton University Early College program which allows high school students to earn college credits to transfer with them as they graduate and enter college.

Spring Session is offering 11 courses, beginning May 13th and a registration deadline of May 3rd.  If you are interested in any of the courses below, follow this link to check into the course summary that is available.

Houghton Early College page:  https://www.houghton.edu/early-college/

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

Summer session is offering 9 courses beginning July 8 and a registration deadline of June 28. If you are interested in any of the courses below, follow this link to check into the course summary that is available.

Houghton Early College page:  https://www.houghton.edu/early-college/ 

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

 
With that many courses there is certainly some topic that will appeal to many students, so be sure to contact the participating district Guidance office to get any students interested registered.

The classes have filled up quickly in the past sessions, so be sure not to wait until the last minute and miss out on this great opportunity!!
 
Please reach out to any of us at Learning Resources if you have any questions, we look forward to helping you. Below are a few of the available Learning Resources contacts to reach out to:
 
Clay Nolan: clay_nolan @caboces.org
Justin Shumaker: justin_shumaker @caboces.org
Lisa Scott: [email protected]

By Lisa Scott, CA BOCES Learning Resources

Kelli Grabowski, CA BOCES Regional STEM Coordinator, worked with Enchanted Mountains to produce four videos on their website that explain the solar eclipse that will take place in our region on April 8, 2024.  

Kelli explores the answers to four central questions:  

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

Check out these videos on the Enchanted Mountains website.  

​Take a look at our warehouse and all of our new resources. Are we missing anything you might want your students to utilize in the classroom? Let me know...I love to shop!

By:  Alexandra Freer, CA BOCES Learning Resources

Virtual Field Trips (VFTs) have been around for a while but have really gained popularity in recent years. While the pandemic helped fuel some of this interest, there are a number of other reasons why VFTs have become more common. Unlike traditional field trips, VFTs harness the power of technology to transport students to distant locations and immerse them in real-world experiences without leaving the comforts of the classroom. Let’s explore a few of the benefits of utilizing a VFT in your classroom today.
 
Accessibility and Inclusivity
VFTs break down geographical barriers and financial constraints, making educational opportunities accessible to a wider audience. Students who may not have the means or resources to embark on traditional field trips can now explore historical landmarks, ecosystems, and cultural sites from the comfort of their classrooms. This inclusivity promotes equal educational opportunities and ensures that all students, regardless of their background, can participate in enriching experiences.
 
Immersive Learning
VFTs offer a level of immersion that traditional classroom settings often struggle to achieve. Through VFTs, students can explore environments as if they were physically present. This immersive experience engages multiple senses, enhancing the retention of information and fostering a more profound connection with the subject matter. For example, a biology class can virtually explore the Amazon rainforest, bringing the ecosystem to life and allowing students to observe flora and fauna in their natural habitat. Or students can go to the zoo and virtually interact with zookeepers and their animals.
 
Interdisciplinary Learning
VFTs provide a platform for interdisciplinary learning by integrating various subjects into a cohesive educational experience. A historical tour of ancient civilizations, for instance, could seamlessly blend history, geography, and anthropology, offering students a holistic understanding of the interconnectedness of different disciplines. This interdisciplinary approach not only reinforces knowledge but also encourages students to see the world through a multidimensional lens.
 
Real-World Application
The VFT experience extends beyond theoretical knowledge, allowing students to witness the real-world application of concepts learned in the classroom. For instance, a virtual visit to a space agency could provide insights into the practical applications of physics and mathematics in space exploration. This firsthand exposure to real-world scenarios enhances students' ability to connect theoretical concepts to practical situations, preparing them for future challenges and problem-solving.
 
Cultural Awareness and Global Perspective
VFTs enable students to explore diverse cultures and perspectives, fostering cultural awareness and global understanding. By virtually visiting historical landmarks, museums, or interacting with people from different parts of the world, students develop a broader worldview. This exposure helps cultivate empathy, tolerance, and an appreciation for cultural diversity, essential skills in an increasingly interconnected and globalized society.
 
VFTs are a powerful tool in education, providing students with unparalleled opportunities for exploration and learning. As technology continues to advance, the potential for VFTs to revolutionize education and inspire a new generation of learners remains limitless. As educators, embracing these innovative approaches can open doors to a world of knowledge, breaking down barriers and expanding the horizons of students in ways previously unimaginable.
 
CA BOCES Distance Learning Team is prepared to help you find the VFTs that will most benefit your students and classrooms. A great resource to start with is the Center for Interactive Learning & Collaboration (cilc.org). Here you can find hundreds of VFT opportunities! If you need help finding or booking an experience that will most benefit your students, don’t hesitate to reach out to our team! We are happy to help!
 
By:  Justin Shumaker, CA BOCES Learning Resources

An inch of rain in the entire month of May. Heavy snows followed the next day by massive melts. Ticks, ticks, boom. Wildfire smoke invading our clean summer air.
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…And we thought western NY was a climate oasis.

Climate change is one of the most pressing issues facing the world today, even impacting “climate oases” like our region. It is critical that we take a proactive role in educating our students about this important topic. As the next generation of leaders, it is so important that young people understand the science behind climate change, its impacts, and the actions they can take to mitigate its effects.

Climate change is a scientifically established fact, with the overwhelming majority of climate scientists in consensus that the Earth’s climate is changing rapidly and that human activities, such as burning fossil fuels and deforestation, are contributing to this change. The Intergovernmental Panel on Climate Change (IPCC) and other scientific organizations have warned that if we do not take immediate action to reduce our carbon emissions, the impacts of climate change will become increasingly severe, including rising sea levels, more frequent and intense heatwaves, droughts, and natural disasters, and the loss of biodiversity.

In order to tackle this issue effectively, it is essential that students have a strong understand of the science behind climate change. This will help them to make informed decisions about the actions they can take to mitigate its effects, such as reducing their carbon footprint by using public transportation or renewable energy sources, or by supporting local leaders who prioritize action towards sustainability. Furthermore, by educating students about climate change, we can help to foster a sense of environmental stewardship and encourage students to become advocates for sustainability and leaders of tomorrow.

Climate change is a global issue that affects everyone. It has the potential to impact every aspect of our lives, from the food we eat and the water we drink, to the air we breathe and the places we live. As such, it is important for students to understand the implications of climate change for their own lives, as well as for the lives of people around the world.

Learning about climate change can also help students to develop critical thinking and problem-solving skill. Climate change is a complex and multi-faceted issue that requires creative solutions. By engaging in discussions about the causes and potential impacts, students can learn to analyze information, consider different perspectives, and collaborate with peers to develop solutions. This type of hands-on learning can be particularly powerful, as students are more likely to remember what they have learned when they have had the opportunity to apply it in a meaningful way.

Learning about climate change can help to foster a sense of global citizenship and promote empathy and compassion. Climate change affects everyone, regardless of race, religion, or socio-economic status, and it is important for students to understand the impact that their actions can have on people in their community and around the world. By learning about the ways in which our changing climate is affecting people in different parts of the world, students can develop a greater sense of empathy and compassion for others, and be inspired to take action to make a positive difference in the world.
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Finally, it is important that we teach about climate change because it is a rapidly evolving issue that is changing the world in real-time. As such, it is essential that students have access to accurate and up-to-date information about his issue in order to understand its implications for their lives and be prepared for their futures.  

In conclusion, teaching about climate change is a vital obligation for us as educators. By giving our students the opportunity to learn about climate change and sustainability, we can foster a sense of environmental responsibility, develop critical thinking and problem-solving skills, promote empathy and compassion, and help them find a meaningful and successful path for their lives.

Stay tuned to hear more about why and how our students can benefit from climate change education in future articles.

By:  Kelli Grabowski, CA BOCES Learning Resources

By:  Cece Fuoco, CA BOCES Learning Resources

Do you feel like you are stuck in a lesson-planning rut? Would you like to learn about new resources, while having time to experiment with them all? Join Brooke Neamon and Alex Freer for the Educator Play-Day Workshop!

Participants of the Educator Play-Day Workshop are invited to tour the Learning Resources Warehouse to explore resources specific to their content and/or grade level. We will provide a sampling of resources (both physical and digital) that will meet the needs of students at each grade level! During the workshop, participants will have the opportunity to create lesson plans, center activities, projects, assessments, or standard-driven instruction based on the provided resources. There are several different sections available (noted below) to meet the needs of all teachers across the region.
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On October 12th, we had our first workshop in the series for PreK-Grade 2 teachers. There were 11 participants who enjoyed touring the warehouse, learning about new and exciting resources, and many of them even took home kits with them to try with their students. Some of these kits included the ever-popular Osmos, Breakout EDU lock boxes, robotics (including the new Sphero Indi), Fairy Tales Problem Solving kits, and more.

By:  Brooke Neamon, CA BOCES Professional Development

Preparing students for computer-based testing (CBT) is essential in today's educational landscape. CBT is different from traditional paper-and-pencil tests, so students need specific skills and strategies to perform well. Here why Castle Learning can help you prepare students for CBT:
 
1. Familiarize Students with the Testing Environment
   - Let them practice using the same type of computer or device they will use during the test.
   - Familiarize students with the testing platform and user interface.
 
2. Understand the Test Format:
- Ensure students know the structure of the CBT, including the number of sections, types of    questions, and scoring methods.
- Make sure they are familiar with any special features of the CBT platform, such as the ability to flag questions for review.
 
3. Provide Practice Tests:
- Offer practice tests that mimic the format and content of the actual CBT. This helps students become comfortable with the format and identify areas where they need improvement.
   - Review and discuss the results of practice tests to identify strengths and weaknesses.
 
4. Simulate Testing Conditions:
- Conduct practice tests in an environment that simulates actual testing conditions, including distractions, time limits, and the use of the same devices they will use during the test.
 
Overall, preparation for computer-based testing requires a combination of technology skills, test-taking strategies, and practice. By guiding students through these steps, you can help them feel more confident and perform their best on CBT assessments. Castle Learning’s equation editor mimics what they will see on the Questar browser and will prepare your students for the upcoming state tests.

​If your teachers need training and time to work on the Castle Learning interface, please check the registration system for upcoming workshops or reach out to me directly.
 
By: Alexandra Freer, CA BOCES Learning Resources

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

​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

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

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

​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

Many theories have pinpointed advantages and disadvantages surrounding the use of technology as a means of instruction.  Among the theorists is Alfred Bork who wrote a series titled interactive learning; a revision was written 20 years after the oroginal. Through the study of his writings, I have gained knowledge as to how computer usage may impact my pedagogical approach and delivery of instruction. In this reflection I will discuss the theory and indicate how my use of the computer intersects with Bork’s principals and how they have affected my use of computers in the classroom. 
Alfred Bork predicted that by the year 2000 the interactive use of computers would be the major way of learning at all levels, and in almost all subject areas (Bork, 1980).  In his article, he contends that the “new student” (older, poorer, and blacker) and the pressure for reduced cost of education will combine with the rise of computers as an inexpensive and effective teaching device, to bring about tremendous changes in our instructional institutions.  He points out that there are eleven modes in which computers can be used; each having its own unique advantages.   They are: 

• Interactive learning – students are participants in the learning process rather than spectators. 
  

 

• Individualization – a student who does not learn with a particular approach can be presented with alternate learning materials.  The learning experience for each student can be unique, tailored to the needs, desires, and moods of each student. 
  

 

• Experience – the computer can create worlds which are not available in convenient forms for the students to play with and explore the possibilities. 
  

 

• Intellectual tool – programming can often lead to new and powerful ways of approaching a subject matter. 
  

 

• Student control of pacing – Not all students learn in the same way or at the same speed.  The computer allows students to learn or receive remediation at a speed in which they can handle; this support can lead to mastery and assists slower students to catch up to the mainstream. 
  

 

• Time and sequence control – related to the student’s ability to be able to control movement through the material is the ability to control the sequence of flow of material within a learning sequence and to control timing of presentation. 
  

 

• Student control over content – the computer can provide a great variety of interactive learning experiences, and can provide management capabilities, and a variety of choices. 
  

 

• Testing as a learning mode – allows all students to learn the same high degree of achievement regardless of the time period – similar to mastery learning. 
  

 

• Management – the computer can maintain class records, feedback can be provided to both teachers and students as to what is happening, what problems are developing, and which students need aid. 
  

 

• Communication – computers provide the use of e-mail which can increase the communication between teacher and student. 
  

 

• Personal factors – the computer has no prejudices; some students may prefer to deal with the learning material in an impersonal way, rather than to come into the faculty member’s office. 
  

 
Although Bork’s prediction has not become a reality for every district in America, his modes of computer usage have molded my perceptions of integrating technology into my classroom.  For the past several months I have been using the online Learning Management System “Moodle”. Moodle is the most famous software application (Learning Management Systems, LMS) to administer and deliver online teaching and support face-to-face teaching with online education.  It is designed for users who do not have server or coding skills, and it is a flexible software that easily adapts to most different educational situations. Moreover, it is open-source, that is, completely free. Hence, it can be adopted by a whole school, but also by a single teacher for just one course. 
I have learned to incorporate gaming within my Moodle course to attract interest and encourage engagement.  I have experimented and become familiar with different LMS and web applications such as “Quizlet”, “Word wall”, “Powtoon”, “Animaker”, “Renderforest”, “Moovly”, “Canva”, and “Teams”, to name a few.    
I am pleased to have had the opportunity to look at my teaching style; to analyze it and to experiment with it.  It is not often that one critically self-evaluates, especially in a field such as education.  It is difficult to study the conditions and situations in the classroom when you are part of that environment.  One needs to step back away from it and look at it from the outside. It has been a pleasure to work and study kids at the high school level; students for the most part behaved as young adults and had respect for authority.  I don’t believe I would have had the successes with experimentation if I were in a large urban school district.  The difference between teaching here at CABOCES and teaching in a large urban district is enormous, like night and day.  I am not saying that this endeavor did not have its frustrations and challenges, but I must wonder if doing this with 150 chaotic students, in five different classrooms, at various times of the day would have deterred me from continuing such an endeavor.   
Fortunately, within the last few months I was able to obtain good sources, collect data, and develop a good sense of what happened.  I guess what I am trying to say is that even though I have only scratched the surface, I have come to the conclusion, that technology is an excellent instructional resource.  Let me not fail to mention that I have also been able to  differentiate instruction, so that students who are learning disabled or who do not grasp content as quickly as others, can use the computer for learning and remediation – drill and practice, so that they can keep up with curriculum demands and their peers. 
 I am not the same teacher I was before experimenting with technology.  I have a developed a new passion for teaching.  I was somewhat bored with the old traditional ways and now I am excited and reenergized.  I have many new tools in my bag of tricks.   

By: Ed Cruz, CA BOCES Learning Resources

“Exploration”, “STEM literacy advancement”, “Love of Nature”, “Exploration”, “Inclusivity/Diversity/Equity” …
These are some of the values that are associated with a newly offered resources called JASON Learning. JASON Learning provides curriculum and learning experiences in STEM for K-12 learners through formal or informal education environments.
Connected with STEM professionals, students are challenged in real-world situations.
Each experience features print and digital materials, hands-on activities, videos, and online games for students. Lesson plans and implementation tips are provided for guidance.
Live, interactive events held throughout the year connect students with STEM role models, including renowned scientists and other experts pursuing STEM careers.
Interested in learning more about this great JASON Learning resource? We are offering two professional development opportunities. One for elementary, with a focus on PK-5, and one for MS/HS, with a focus on 6-12.
Feel free to join us:
November 28th, 2023- Elementary
March 14th, 2024- MS/HS
 
This is just one of the many resources 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

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

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

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

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

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

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

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

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

By: Justin Shumaker, CA BOCES Learning Resources

The online option for Driver Education will soon be coming to an end. As of July 1, 2023, NYS is removing it as an option for our young drivers. The past couple of years with Covid allowances have given many students access to all of the safety information from an online course offered through CABOCES.

The online course was set up to provide all of the course information through instruction and was in combination with the Driving Log sheet and Parental Signature sheet to satisfy NYS requirements to earn the Driver Education Certificate. The online option has allowed many students who would not have been able to attend in person to be exposed to the safety and maneuvering of the roadways by our young drivers.

Due to NYS no longer allowing the online option, CABOCES will no longer have it available to our students.  I do plan to reach out and share my concerns for the limited in person availability. I am still looking forward to the in-person Driver Education that will be offered in districts throughout the Summer, I hope that each and every student that has the desire to take the course has the opportunity to do so.

If anybody has any questions as these changes are being made, please feel free to contact any of us at Distance Learning.
 
Clay Nolan: [email protected]
Justin Shumaker: [email protected]
Lisa Scott: [email protected]
Ed Cruz: [email protected]
Cathy Dunkelman: [email protected]

​By: Lisa Scott, CA BOCES Learning Resources

Whenever I help a school librarian determine what books should be culled from a collection, the biography selection usually takes a large hit. When a book is written after a person passes away (Daniel Boone, George Washington Carver, Ronald Reagan, etc.), the content is still relevant.  Popular books featuring teen idols, celebrities and athletes encourage students to check out a book to learn more but the shelf life for these books is limited because idols and celebrities change in appearance and careers, and athletes get traded and eventually retire. Now that webpages and social media can easily be accessed to find the latest news, biography sections have become reduced in size. When a teacher’s objective is to have students learn about an individual’s achievements and contributions to society, WorldBook offers a great alternative to print books and the Internet.
 
Free to all CA BOCES component school districts, WorldBook is easily accessed through the school library website or resources.caboces.org.  Using the generic username and password for the school (check with your school librarian or [email protected] if you don’t know it), students can search biographies by Nationality/Ethnicity, Area of Work/Interest, Gender, or Time Period.  For students with IEPs, text size may be increased and voice choices for reading the article aloud are options. Build vocabulary skills by double-clicking any word to have it defined.  For ELLs, the text may be translated too. Students will find the interface easy to use and images may be printed for projects. 
 
Teachers wishing to introduce students to research will appreciate WorldBooks’s How To Do Research guide which includes an introduction to research skills, planning research, conducting research, evaluating resources, organizing data, and presenting a project.  Citations for articles are provided for WorldBook articles but a citation builder is included to help students cite work from other resources. If you are looking for articles that connect to curriculum standards, the tab is easy to locate.  With this being the month of March, type in St. Patrick to learn about his writings and popular legends associated with him.

​By: Cece Fuoco, CA BOCES Learning Resources

NYSED recently released Frequently Asked Questions Related to Investigations for the Elementary- and Intermediate-level Science Tests (nysed.gov). Feel free to read through this document at your convenience.

As we learn more from NYSED, experience these Investigations, and encounter new questions, feedback, and ideas from local teachers and administrators, our understanding may shift slightly, causing tweaks* to our recommendations. I assure you that our recommendations come from the most professional judgement and serious considerations - and seem to be very much in congruence with NYSED's objectives.

The remainder of this article will be notes on the NYSED FAQs based on questions I’ve received, conversations I’ve had with both teachers and school leaders, and based on specifics for the C-A region. Links are provided to CA BOCES-made documents*. Upcoming workshops, directly related to the Required Investigations are listed at the end.
 
*CA BOCES Grade Level Alignment
The Elementary Investigation, "Cloud in a Bottle", is aligned with Grade 3 standards. However, it may be found that this Investigation will be too complex, and the reading level too high, for Grade 3 students. Within the Grade 5 Advancing STEM kit, "Models of the Earth", students do an activity exploring cloud formation, as they model how Earth's spheres interact (hydrosphere, geosphere, and atmosphere). Following this unit would be a great opportunity to administer the "Cloud in a Bottle" Investigation to Grade 5 students, instead of in Grade 3.
 
*Record-keeping
In addition to the CA BOCES Record-Keeping document, it is important to keep the Student Answer Packets and Rubric for each Investigation for each student. Although none of these items will be sent to NYSED (they will all be kept within the school building), these documents would be a good formative assessment artifact for any teacher that will be working with that student as they progress towards their summative NYS Science Assessment. These documents should all be sent with a student that may transfer out of the school district as evidence of completion, but also to assist any future teachers and districts in identifying student proficiency and/or remediation needs. These documents may be kept electronically.

Districts may put all of the Student Answer Packets into one booklet to follow the student for 3 years. It would be wise to also add the Record sheet at the front or back of this booklet. By next fall, CA BOCES print shop should have a form that streamlines the ordering process for these booklets.
 
Purpose of the Investigations
The purpose of the NYS Required Science Investigations is to provide another mode of formative assessment in science. In the past teachers have not had a built-in opportunity to identify areas of weakness in science until the NYS summative assessments (such as the Grade 4 or Grade 8 Science Assessments). The Required Investigations now give teachers an opportunity to determine if their students are meeting some of the NYS Science Learning Standards that are not as easy to assess on a written exam. Differently than the old standards, the new science standards ask students to use the skills that scientists use. A skills-based activity is the best way to assess this, as opposed to a written exam. Even so, the logistics of standardizing such a task are complicated across a very diverse state, and so the culminating, summative assessment for science is still a written exam, that will include questions that lean into assessing the students' understanding of such science skills. In addition to providing teachers with vital information to student growth in science, the Required Investigations also provide us with an opportunity to better prepare our students for the summative assessment:  We know that 15% of the NYS Grade 5 and Grade 8 Science Exams will be related to these Investigations. Within our locus of control is the knowledge to prepare our students for a portion of that exam. 

NYSED continues to recommend that these Investigations are administered as a classroom activity by their teacher as the students are learning the related content. The Required Investigations are not a test, but a set of activities to assure student hands-on experience in science and allow formative assessment of science skills at multiple grade levels. Please make sure that students (and teachers and you!) do not take on undue angst over these activities!  They should be fun as students get to be active in their learning and figuring out their own understanding of our natural world.
 
Modifying NYSED Investigations Documents
A common question from local teachers has been about modifying student documents:  Modifications can definitely be made to benefit the student as long as the integrity of the question is not lost. If modifications are to be made to the Student Directions or Student Answer Packets, teachers may do this prior to printing these materials for students. Some examples of modifying the documents:

• Cutting up the procedural steps and putting them on a ring of index cards
• Reformatting a table in the Student Answer Packet so it is clearer to your students where they write their answer or what that space should include (See data table in Cloud in a Bottle, Observations box)
• Placing numbers in a table space to indicate how many answers they need to put in the box (See data table in Light it Up)
• Rewording a question (I don’t think #7 in Answer Packet 2 of Cloud in a Bottle fits the intended objective of the Investigation and would reword it to meet the rubric dimension)

 
Scaffolding and Accommodations for Students
Another common question is how much scaffolding, assistance, and support can be provided during these Investigations:  Teacher assistance is encouraged, welcomed, and totally allowed. If it is something that a teacher would normally do as they taught a typical science lesson, they are welcome to do so during the Investigations. Teachers must keep in mind that although it may appear the vocabulary used in these Investigations is above their students, the wording comes from the NYS Science Learning Standards and could appear on the Grade 5 Science Assessment. Teachers can define or replace words in the student documents but will want to make sure their students are learning those words for the long-term. Other assistance that has been mentioned and is allowed, as long as the students are still authentically doing the science themselves, and fulfilling the objectives of the Investigation (teachers should regularly refer to the Rubric to decide this):

• Reading the questions or steps aloud
• Checking off steps for a student as they go through so they don't lose their place
• Writing the definition of a tough word on the board (remember students may see this word on the Grade 5 Assessment)
• Modeling how to do certain parts of the experiment (but then also having the students do it)
• Re-doing a part of the activity if something goes haywire

 
Accelerated Middle School Students
NYSED notes that all middle school students, including accelerated science students, are expected to complete all four Intermediate Required Investigations. This note reinforces the importance that Intermediate students should be exposed to all of the Grades 6-8 NYS Science Learning Standards at some point during their middle school years. Districts have often struggled with how to provide the opportunity for students to accelerate in science.
​
Please contact me ([email protected] or 716-376-8285) if you would like to discuss the best way for your district to do this. As food for thought, my professional opinion would be to wait until the students are in 9th or 10th grade to double-up on their Regents science courses. If these are students that plan to take AP science courses in the future, two Regents courses will be good training to prepare them for that workload, and they will still have the full foundation of the middle school science program to support them.
 
Resources and Time for Science
Finally, NYSED fully supports more resources being put towards science instruction. These Investigations must be allotted appropriate time for the students to fully engage in the science skills being assessed, in addition to science instruction beyond these Investigations to support good science learning. Supplies and equipment, including some consumable materials, are also necessary to complete these Investigations. Thank you for investing in the initial construction of CA BOCES kits for this purpose. A notification will be sent as soon as the kits are complete. If teachers want to administer an Investigation before this time, please use the attached "Teachers Materials Lists" to identify items you may need to borrow before our kits are released. 
 
News about HS Science Assessments from NYSED

• For science, the new learning standards are not as strongly aligned to the prior standards as other subjects. As a result, there will be an overlap period of the old and new NYS Science Regents Exams for two years. See the NYSED New Regents Implementation Schedule.
• The new Earth Science Regents Exam will not include a Performance Component (Part D) as it has in the past, and the current Regents Living Environment mandated labs will become obsolete. For all Science Regents courses, NYSED is working on developing a system of formative assessments, such as the Required Investigations for Grades 3-5 and 6-8.

Free Summer STEM Opportunities for Students

Appalachian STEM Academy at Oak Ridge is a residential, hands-on learning experience for 7th-9th grade students, as well as high school teachers in STEM-related fields. In an indoor/outdoor research environment, students will engage in creative problem solving as they design models and conduct short-term research projects alongside internationally recognized scientists. The application deadline is February 10th.