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 Cecelia_Fuoco@caboces.org.  

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 lance_feuchter@caboces.org.
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 (kelli_grabowski@caboces.org 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 lance_feuchter@caboces.org.
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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 Justin_Shumaker@caboces.org.

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: clay_nolan@caboces.org
Justin Shumaker: justin_shumaker@caboces.org
Lisa Scott: lisa_scott@caboces.org
Ed Cruz: edelmiro_cruz@caboces.org
Cathy Dunkelman: catherine_dunkelman@caboces.org

​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 Cecelia_Fuoco@caboces.org 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.
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Please contact me (kelli_grabowski@caboces.org 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.  

​From the optional participation in field tests in 2016 to the implementation of Grades 5 and 8 required tests via CBT in the Spring of 2024, CA BOCES has been on the forefront of information gathering and dissemination regarding NYSED’s push toward 21st Century teaching, learning, and assessment. There have been a few bumps in the road, such as technical issues, fiscal resources, and COVID, but we’ve learned to navigate those obstacles and are ready to help our districts survive and thrive.
 
One of the tools we have been continuing to use and support as we work with teachers and students on building capacity for the CBT is Castle Learning. To be sure, Castle Learning has been around a LONG time! I hesitate to say it, but the year was 1990. It was the vision of two New York State teachers and a computer programmer who wanted to leverage technology to help students prepare for end-of-year testing. And here we are, 30-some years later using the same tool.
 
Castle Learning has adapted and grown over the years into a quality resource for both students and teachers, especially as we move in the direction of using technology for testing. I have some tips and tricks that will help teachers better utilize this resource. Having teachers go into the program with no guidance can be frustrating, to say the least. However, even Castle Learning “vets” can use these pointers as well.
 
Need to find questions on a particular standard that students struggle with? Use Keyword Search. Go in, click on the “standard” tab, and type in the standard.

Want to find old state tests or regents questions? Use Public Assignments.
 
Need to work on math facts or skills? Use Math Skills
 
How do you find passages from the NYS Sampler tests? Use Castle Reading Sets
 
If you need additional help, training, or just have a question, please reach out. Let’s make sure our students are prepared to conquer CBT!
 
By: Alexandra Freer, CA BOCES Learning Resources

Our host was Alex Freer, Digital Resources & Technology Coordinator. Not only did Alex provide meaningful, relevant digital-resource professional development, she was an amazing tour guide. Regional MS and HS ELA teachers enjoyed touring the Learning Resources Warehouse.  
The supplies, the kits, the tools, and the books: everyone could have explored for hours. Alex also encouraged teachers to reach out with creative ideas for kits to support curriculum and instruction development as well as engage students. 
Another highlight was the LR Professional Library; there are so many great books to support teachers’ professional growth, including texts that teachers can borrow as they pursue their advanced degrees. 
In addition to the hands-on experience, Alex provided an in-depth, ELA teacher-focused tour of all the digital resources that are available. I know firsthand that teachers always want more time to explore because there are so many great resources that connect to NYS Learning Standards. The presentation included time. Teachers explored and planned, connecting digital resources to content. They were amazed by all that’s available and grateful for the gift of time AND for Rachelle Evans, Digital Resources Support Specialist, who made sure everyone had accounts and could access all the tools. 
Jenna Tost and I would like to encourage teachers to visit CA BOCES Learning Resources, St. Bonaventure Campus Annex: they’ll likely be surprised and definitely amazed by all that’s there to support them as well as their students. ​

By: Anne Mitchell, CA BOCES Professional Development

Many people think that clouds form due to the process of the water cycle phase, evaporation. It is true that without evaporation, clouds would not exist. Evaporation is the process of liquid water turning into gaseous water, or water vapor. Without evaporation as a part of the water cycle, water would only cycle from liquid to solid, and would never make it off the ground.

Liquid water is relatively “sticky”, the molecules when water is in a liquid state are attracted to each other creating a lattice of water molecules. Think about how water can “stick” to the sides of a glass, your mirror during a shower, or itself when you’ve poured a glass of it too high, and it domes up above the edge of the glass (try it!).
When liquid water molecules have enough energy, some of them break away from the liquid water lattice. A single water molecule is less dense than our typical air molecules (nitrogen and oxygen) so it rises up through the air. That’s usually where water vapor hangs out, amid our air molecules. But we don’t see it.
​
Water molecules floating around alone are far too small to see. Even so, a common misconception exists that evaporation, liquid water becoming water vapor, creates clouds. But we can see clouds!  And we can see liquid water. So at some point, the water vapor must turn back to liquid water, otherwise known as the process of condensation.
Remember that it takes water molecules with energy to break away to form water vapor, so the opposite needs to happen to water vapor molecules to slow down enough to allow their natural attraction to take hold. The temperatures further from the surface of Earth are colder due to less pressure (“thinner” air), so as water vapor rises in the air, it cools, or the molecules lose energy and slow down. In addition to sticking to each other, water molecules tend to need a surface to form onto. Our atmosphere is full of microscopic dust which provides a perfect surface for microscopic water molecules to cling to as they lose energy. The lattice formed between the clinging water and dust is our cloud!
So in a typical graphic that appears in many student textbooks, we can see the cause and effect that creates this cycle of cloud formation:

In a recent workshop, fifth grade teachers from Franklinville, Randolph Academy, West Valley, and Genesee Valley practiced an activity they do with their students in the Models of the Earth Advancing STEM Kit. 

This activity helps students understand the conditions needed for a cloud to form. There are different scenarios represented by four combinations of water and air: (1) cold water/cold air; (2) cold water/warm air; (3) warm water/cold air; and (4) warm water/warm air. You can see in the picture that water droplets have formed on the top of one of the cups enclosing the land. What do you think is the combination that created this “cloud”?  This activity goes along great with one of the third grade NYS Required Science Investigations: Cloud in a Bottle.

Another great activity to do with kids or by yourself is Cloud BINGO. This fun activity can help develop keen observation skills and practice prediction. Record the date and time when you see a type of cloud and record the weather going on at the time you see this cloud. You can make this a competition if you set a time frame, say three weeks, and whoever has seen the most clouds, wins! 

Follow-up questions to a few weeks of cloud observations might be: What type of weather would you expect with thin, wispy clouds?  What type of weather would you expect with thick, fluffy clouds?  What type of weather would you expect with dark clouds? What did you find were the most common types of clouds?  The least common?  Are there any clouds that indicate bad weather or good weather is on the way?  Are there any clouds that signify a storm is now over? Did you discover any other types of patterns?

By: Kelli Grabowski, CA BOCES Learning Resources

​Did you know that our CABOCES communities of students have hundreds of elective course opportunities?? Electives that provide life skills, career descriptions, solidify interests, and build knowledge in areas of interest. Although there are many courses available, each year the providers that partner through CABOCES continue to build and supply new courses. Keep reading to check out a few of the new courses available through our partnered provider eDynamic.

​Heart valves, cars, cartoons, and buildings may not seem to have much in common, but they all share one spectacular attribute: all originated as a 3D model. 3D modeling has changed the way the world makes things, and in this course, you’ll learn the basics to begin creating in 3D! You’ll learn how different 3D models are built and how to practice using a variety of modeling methods. By the end of the course, you’ll walk away with a portfolio of your ingenious modeling ideas. 3D modeling is an essential part of the modern world and soon, you’ll be able to contribute yourself!

​Many buildings that are rendered in the real world first are constructed in a digital 3D world that depicts the aesthetics, environment, and conditions of what will come to be. In this course, you will be introduced to the tools and techniques needed to create works of 3D art. You will bring your objects to life with color, textures, lighting, and shadow all while simulating the movement of world around. Are you ready to bring beautiful objects to life in a 3D world? Let’s get started today!

​Have you ever watched a cartoon or played a video game where the animation of characters captivated you so much you wanted to create your own? If so, it’s time to immerse yourself in the world of animation. Meet the industry players such as directors, animators, and 3D modelers. Develop your story by exploring design, the 12 principles of animation, creating a storyboard, and leveraging the tools of the trade. Let’s bring your story to life with animation!
It’s time to start animating like the pros! In this hands-on course, you’ll immediately start exploring the software Blender, your gateway to 3D modeling, computer animation, and postproduction procedures used in the film industry. Discover 3D modeling and animation of characters. Explore the basics of human anatomy and form to apply rigging, joints, and texture. Examine rendering and lighting effects and how to apply sound. And discover careers so you can start using your new skills right away.

​It takes the mind of a detective to uncover the cause of disease, and this is where your investigative brain and desire to heal people comes in! In this course, you’ll build foundational knowledge needed to understand disease in all forms along with signs, symptoms, and prevention. You’ll learn how medical professionals arrive at the right diagnosis that leads to proper treatment and a successful outcome. You’ll also sharpen your sleuthing skills learning how to collect and work with data, develop, and test hypotheses, and design a study, and you’ll even research potential STEM careers! Grab your detective hat and get ready to explore the tiny world of pathogens.                       

These courses are just a few of the many that are available. The courses available consist of a vast variety of contents and interest areas. Please allow us to provide you with any information, answer any questions or search for a specific type of course. Contact any of us in Distance Learning, we look forward to assisting through the process.
Here are the links to look through some of the available courses:
https://edynamiclearning.com/courses/?order=asc&orderby=title
https://www.edmentum.com/course-catalog/libraries?state=196&field_library_target_id=

https://il-cms.imaginelearning.com/media/pdf/769048125-Courselist-National-2201.pdf
​
​By: Lisa Scott, CA BOCES Learning Resources

School libraries, like public libraries, provide a collection of up-to-date resources that inform and entertain. Many school libraries are benefitting from renewed spaces that welcome students by providing seating that is relaxing and grouped for conversing, while offering individual spaces for pondering and completing homework.  
The American Library Association (2022) defines libraries as a “venue for exploring questions that arise out of individual curiosity and personal interest”.  Ask any reader why books are engaging and the answer will be related to that individual’s ability to find a connection with the characters or content (Allyn, 2015).  I remember when a 10th grader, who didn’t read much, came to the library just to get out of study-hall.  After talking about his interests, of which one was fishing, he happily left with a non-fiction book on trout fishing with high-quality photographs of tips and tricks.  The library and its collection should be a place where all students, faculty and staff are welcomed and affirmed, thus supporting mental and emotional health.
In studying college students’ psychological distress, Levine et al. (2022) found that “recreational reading was associated with reduced psychological distress” and “seemed to buffer against the frustration of one’s basic psychological needs which led to improved mental health”.  Another study found that recreational reading can “support readers to deal with the daily emotional challenges they experience affecting their psychological well-being” (Yulia et al., 2021).  And it doesn’t take much time! Taking just 6 minutes a day to read can “reduce stress levels by up to 60% by reducing your heartbeat and muscle tension and changing your state of mind” and can be more effective than listening to music (“Making Reading”, 2022). 
School recognizing the relationship between stress and mental health are making efforts to create stress-free and welcoming environments via the school library (“Relationship Between”, 2022).  Below are some pictures of several districts who have changed up their libraries with color, comfortable seating, new flooring, and new shelving. ​

By: Cece Fuoco, CA BOCES Learning Resources

​Allyn, P. (2015, March-April). For the love of reading: five methods to instill a lifetime of good habits. Reading Today, 32(5), 26+
American Library Association. (2022, June 27). Definition of a library. Retrieved November 28, 2022, from https://libguides.ala.org/library-definition.
Make reading a habit for better mental & emotional health. (2022, October 6). Business World, NA
Relationship between stress and emotional self-efficacy. (2022, August 10). Business World, NA.
S. L. Levine, S. Cherrier, A. C. Holding & R. Koestner. (2022). For the love of reading: Recreational reading reduces psychological distress in college students and autonomous motivation is the key, Journal of American College Health, 70:1, 158-164.
Yulia, A., Joshi, R. M., & Husin, N. A. (2021). Assessing the effects of books on psychological wellbeing in Malaysia. Learning Disabilities: A Contemporary Journal, 19(1), 87+.

​I’m fresh off the heels of attending this conference in Green Bay, Wisconsin, and have so many ideas floating around in my brain. Even though it is a relatively small conference, the information presented was so applicable to our schools and communities. I’m going to share just a brief window into my learning in hopes that it will trigger interest and, perhaps, an urge to learning more about the NREA (National Rural Education Association) and this conference in particular. 

​To be sure, some of the ideas floated are some that we are working on here at CA BOCES and in our communities. One is the concept of Place-Based Learning. Place-based learning engages students in their community, including their physical environment, local culture, history, or people. With place-based learning, students get to see the results of their work in their community. They build communication and inquiry skills, learn how to interact with any environment, and gain a better understanding of themselves, as well as their place in the world. Our Student Programs CoSer delves into this when they work with Exploratory Enrichment and Arts in Education. We also work with the Dream It, Do It program, connecting STEM and career opportunities in our region. But in many workshops we offer on our registration system, I can see that connection as well.
 
Another high-profile topic during the conference centered around teachers in rural districts. What are some strategies we can use to address rural teacher workforce challenges? What are the assets and challenges that exist in small communities and how would a rural responsive teacher education program better prepare teachers? How can school districts cultivate rural teacher resilience to prevent burnout?
 
These issues and more were the hot topics at this conference. All 50 states were represented, and the focus was squarely on rural schools and how services can be shared. And this focus warmed my BOCES heart! So many schools struggle to give teachers and students the tools and services needed to support learning and growth.
 
Our CA BOCES schools are not perfect. Each has its own challenges and battles. But just know that our Professional Development Team and our Learning Resources Team is here as an educational partner to equip and provide instruction and resources to mitigate that need.
 
This conference was educational in many ways. However, it only bolstered my belief that your CA BOCES is an Essential Partner!
 
 
By: Alexandra Freer, CA BOCES Learning Resources

The International Federation of Library Associations (IFLA) recently released its 2021 Trend Report which highlights the future of the library field as it relates to political, economic, social, cultural and technological trends. One trend is the Impatient User. 

Schools are utilizing ClassLink and other SSOs so students can avoid multiple log-ins. This convenience supports quick and easy access to a variety of tools, however, does not easily transfer when searching for reliable information.  If students cannot quickly locate what they need, it’s expected they will try a new search in which fast results typically provide less reliable sources and information. . Another trend is data domination through artificial intelligence.

Artificial intelligence shapes what a user sees when they access services through a wi-fi connected device.  Advertisements are targeted based on user interests and search history and creates a limited perspective.  School librarians are poised to help fellow educators and students navigate these two trends with resources offered through Project Look Sharp.

Ithaca College’s Project Look Sharp offers free lessons on how to decode media messages. Media includes journal and news articles, news programs, and advertisements. Helpful charts guide students through questions that not only help analyze media that has been created, but also when students (and educators) are creating media for sharing.  These charts can be accessed at  https://www.projectlooksharp.org and can be used effectively when helping students navigate bullying and building resiliency.

Some categories for inquiry and reflection include:

• Authorship & Purposes

-     Who made this and for what purpose?
-     What do they want me to do, think or feel?
-     Who is the target audience?

• Economics
  • Who paid for this?
  • Who might be making money from this and how?
• Content
  • What are the messages about?
  • What values, ideas and biases are overt or implied?
  • What is left out that might be important to know?
  • Whose voices are included and whose are left out?
  • How does this compare to other messages on this topic?
• Effects
  • How does this make me feel and why?
  • What impact might this have on others or on society?
  • Who might this message benefit? Who might it harm? 

​Helping students navigate the barrage of information requires more than basic information literacy skills.  If you wish to know more about Project Look Sharp, please contact me at Cecelia_Fuoco@caboces.org.

By: Cece Fuoco, CA BOCES Learning Resources

​Once again, we’ve been adding to our warehouse shelves, helping to meet the needs of our students as they navigate the upcoming school years. We already had a few Osmo games on the shelves, but their popularity has prompted adding more.

Why use Osmos in the classroom?
 

• Osmo addresses multiple learning styles; visual, aural, verbal, physical, logical, social, and solitary. The games create an interactive learning experience for all students throughout every Tier of Instruction, 1-3. Osmos can also be used during independent, small group or center learning.
• Osmo employs the Four C’s of the 21st Century. Collaboration: It brings students together using open gameplay and interaction. Communication: Osmo has students work together to overcome challenges in each game. Creativity: Osmo provides a platform for free form expression and thinking outside the box. Critical Thinking: The different games tap into a student’s curiosity and creativity, encouraging problem-solving and social skills development.
• Osmo can be used in most content areas and is highly customizable. There are many different games that range from counting to spelling to coding. The games have various levels and get harder as students’ progress.

​Are your teachers using Osmos? If not, please reach out and we’ll make sure they are using this tool with their students.
By: Alexandra Freer, CA BOCES Learning Resources

​Students are always excited to see and learn about the sky above us. There is so much mystery and captivating views while witnessing such a spectacle. Students at Delevan elementary had an opportunity to feel this excitement using the digital Starlab Planetarium.  

Learners ranging from kindergarten to 12th grade were able to enter the “Starlab portal” and immerse themselves into an environment that is like no other. In the planetarium, students can see the Sun moving across the sky, eventually disappearing to allow the darkness to bring out the remarkable views. Here the students can see and identify stars, planets, comets, asteroids, satellites, meteorites and much more. In the Starlab, we can speed up time to allow us to observe the planets movement through space, watch the many stars shoot across the nighttime sky, see what earth looks like from space. The experiences are endless!
 
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 lance_feuchter@caboces.org.
​
By: Lance Feuchter, CA BOCES Learning Resources

Just last week we hosted over a dozen fourth grade teachers for an Advancing STEM training. Now that the Elementary NYS Science Assessment has ended for 4th grade (moving to 5th grade in 2024), these teachers got busy learning about the new science standards (NYSSLS) and the CA BOCES Advancing STEM kits. Our Advancing STEM kits are inquiry-based science units that are aligned with the NYS Science Learning Standards.
 
Earlier in July, middle school teachers worked on learning the SEPUP Lab-Aids middle school science curriculum. One unique characteristic of this company is their dedication to embedding literacy strategies into the lessons. They make use of a Science Lab Notebook as students reflect, explain their understanding, revise their models and explanations, make predictions, prepare oral arguments, and take notes to guide their reading.
 
Especially true with the new science standards, students need opportunities to read, write, and talk like scientists do. Knowing how and when to use these skills is scientific literacy. The means to discovery and the acquisition of the knowledge, skills, and nature of science heavily relies on literacy skills like reading, writing, and talking. However, literacy skills should not be the end unto themselves. Students should have a purpose to reading as they learn literacy skills. “Literacy is a domain in search of content” according to Dr. Jacquey Barber, and “Science is a discipline in need of communication”. So literacy needs science and science needs literacy!
 
There has always been a question about how students best learn science and as literacy has been more and more emphasized over the past couple of decades, disciplines such as science have become progressively marginalized in elementary classrooms. Some educators insist students must be engaged in hands-on open-ended activities, whereas others have their students read about scientific ideas to gain an understanding of science concepts.
 
Based on a study by Dr. Barber, students who engaged in a combination of doing and talking, and reading and writing gained much more scientific knowledge than students who engaged in a strictly hands-on approach or students who engaged in a strictly reading and writing approach. Students involved in the do-talk-read-write approach were motivated to read as they investigated a scientific phenomenon. They were excited to discuss and write about their discoveries.
 
The NYSSLS are transformational. They include science literacy practices within the standards: Constructing explanations, engaging in argument from evidence, obtaining, evaluating, and communicating information are integral to the discipline of science. We are not born knowing how to do these skills, and so they must be explicitly taught so students understand how to figure out the phenomenon and communicate about it.
 
Instead of science being a marginalized subject, what if it provides a storyline for math and literacy? Science lessons should be framed with a scientific purpose where students are using science (literacy) skills to figure something out. This scientific purpose provides a common thread to link literacy skills (and math skills!).  Our Advancing STEM kits already provide this storyline.
 
I’m hoping to work over this coming school year with elementary teachers of our region to integrate more literacy strategies into our kits so students are reading, writing, and talking like scientists as they investigate real-life phenomena. Stay tuned for collaboration opportunities that I would love to have your elementary teachers be a part of!
 
If you’re a podcast person, this: Summer '22 Rewind: The symbiotic relationship between literacy and science with Jacquey Barber (buzzsprout.com) expands on much of what you’ve read here and offers some other resources that I will be delving into as I work on this project!

By: Kelli Grabowski, CA BOCES Learning Resources

Teachers in all CA BOCES districts have access to many ebooks and audiobooks for personal use.  Whether commuting to work or committed to yard work, audiobooks are engaging when multi-tasking.  Some titles I have read in OverDrive are: Memoirs of a Geisha (fascinating), Devil in the White City (historical, feats of engineering, and a heavy dose of macabre), The Exiles (soon to be on Netflix) and Think Again (choosing courage over comfort).  Content includes historical, biographical, Pulitzer Prize winners, self-help, New York Times Best Sellers, fantasy, horror, and there’s titles to support professional development, too.

Currently, I’m listening to the memoir Finding Me by Viola Davis.  Ms. Davis is an accomplished actress having received an Academy Award, a Primetime Emmy Award, and two Tony Awards. She is the only African-American to achieve the Triple Crown of Acting!  The audiobook is narrated by the author and as such, delivers raw insight into poverty and being black Her story is one of hardship, resilience, and amazing achievement. 
​  
Audiobooks and ebooks help develop and strengthen comprehension, fluency, and vocabulary.   This year, over 2000 ebooks have been checked out by students in the region.  Cattaraugus-Little Valley takes the lead with the most student check-outs and Franklinville’s Ten Broeck Academy ties with Allegany-Limestone with the most teacher assigned titles. 

If you are wondering what the top 10 titles are for students this school year, here they are:

Brian's Hunt: Hatchet Series, Book 5

A Tale of Two Kitties: Dog Man Series, Book 3

We All Fall Down

Wrecking Ball (Diary of a Wimpy Kid Book 14)

The New Jim Crow: Mass Incarceration in the Age of Colorblindness

Grime and Punishment: Dog Man Series, Book 9

Naruto, Volume 1: Uzumaki Naruto

The River: Hatchet Series, Book 2

Diary of a Wimpy Kid: Diary of a Wimpy Kid Series, Book 1

One of Us Is Lying: Series, Book 1

If you want to know more about using Sora personally or with students, reach out to your school librarian or contact me at Cecelia_Fuoco@caboces.org

By: Cece Fuoco, CA BOCES Learning Resources

​Meet the Meeting Owl Camera, a new tool for video conference engagement!
 
The Meeting Owl camera has the capability to show an entire room of people or narrow the field of vision to a smaller view. The camera incorporates both a microphone and a speaker so all can be seen and heard. The Meeting Owl has a feature that will focus on the speaker(s) as they participate in the connection. Additionally, the Meeting Owl is platform agnostic making it incredibly versatile.

Does it sound too good to be true? Well, it may get even better...

​The Meeting Owl camera can be paired with a Whiteboard Owl camera as well. This additional tool allows the presenter to write on the whiteboard and have the image(s) appear on the board as the presenter continues writing or creating images and presenting. This Whiteboard Owl camera makes the presenter semi-transparent while the writing/images on the whiteboard remain prominent.

The Meeting Owl is coming to your district! Each district in the CA BOCES Distance Learning CoSer will be receiving one Meeting Owl for use in their district. See your Technology Director for an opportunity to explore and use this incredible tool for use in classrooms, professional development, virtual meetings, etc.

If you'd like time to explore the Whiteboard Owl camera, please contact Karen Insley, Distance Learning Coordinator.
karen_insley@caboces.org
(716)376-8281

By: Karen Insley, CA BOCES Learning Resources

This year’s May full moon is on May 15th. As a bonus, this Flower Moon will undergo a total eclipse! An eclipse of the moon (lunar eclipse) happens when the Earth blocks the Sun’s light rays from reaching the moon. We can actually watch the shadow of the Earth cross the moon! To see this one, it will need to be a clear night on May 15th. The eclipse begins at 9:30pm that night and reaches totality (when Earth’s shadow completely covers the moon) around 11:30pm. You will know totality has occurred when the moon appears to turn a reddish hue. This is due to the Sun’s light rays refracting through Earth’s atmosphere, essentially bending around Earth’s surface to reach the moon. Let’s hope for a cloudless mid-May!
 
To get in the spirit of May, a fun activity is to make seed bombs. They are super easy, can become a springtime tradition, and are a fun gift! An added bonus to this Earth-friendly activity is that you can use paper scraps from a past craft activity, that would otherwise be thrown away.
 
You will need:
 

• 3-4 packages of flower seeds (find your favorite native plant varieties at this link)
• The equivalent of 3 sheets of construction paper (up to 3 colors, scraps are best!)
• Food processor
• Scissors
• Water
• 3 small containers
• Baking sheet (parchment paper optional)

 
To make seed bombs:
 

1. Cut construction paper into 1-inch squares and place pieces into one of the small containers. Place each color separately into its own container.
2. Add water to each container of paper pieces, covering the paper completely. Allow to soak for at least 20 minutes.
3. Squeeze the water out of the paper from one container and place the paper into a food processor. Pulse until the paper becomes a pulp. Place the pulp back into its container and repeat this step with the other two colors.
4. Divide the packages of seeds between the three containers and gently mix them into the pulp.
5. Take bit of each mixture from each container and form it into a ball, the size of a small egg.
6. Place your seed bombs onto the baking sheet. Let them dry overnight.
7. If giving as a gift, place the seed bombs into an old egg carton, stack them into a basket, or put them into paper lunch bag, and finish it off with a bow!
8. When ready to plant - Dig a small hole in a flowerpot filled with soil, in a small garden plot, or just a bare sunny spot in the yard. Once dry, toss the seed bombs into the hole, cover with a bit of soil, and water.

 
You can make this springtime activity into an experiment. For each of the following options, see which variable makes the plants grow best. Keep track of the plant growth over time by measuring and taking observations down on a data table.
 

• Keep the colors separated and put a different seed type with each different color. Plant them all the same way.
• Put some of the seed bombs into a jar of just water and some into a jar filled with soil.
• Plant some seed bombs in a very sunny area and some in a less sunny spot.
• What other variables could you test?

 
CA BOCES Advancing STEM Kits help elementary students understand our natural world. In Kindergarten, Grade 2, and Grade 5 students learn about what it takes for plants to grow, while students in Grade 1 and Grade 5 discover patterns of our moon. For more information about Advancing STEM Kits, check out our website, or contact me anytime!
 
 
Notice: The deadline is fast-approaching for an institute for teachers that are determined to implement the new science standards effectively. This is a chance to build NYSSLS-aligned assessments and integrate them into their classroom. There is an associated stipend as well as CTLE. The application process will be competitive and the deadline to apply is May 15th.  Please share this opportunity with elementary teachers and secondary science teachers: Building and validating NGSS/NYSSLS Classroom Assessments

By: Kelli Grabowski, CA BOCES Learning Resources

Teaching post-pandemic brings challenges that we’ve never faced before. However, some challenges from pre-pandemic remain. How do we meet the task of teaching in a mixed-ability classroom? A typical class has a range from students who struggle in grasping new concepts, to those who are way ahead of their classmates from the onset, and those who fall somewhere in between.
 
To be sure, there are a range of effective strategies that can help all students succeed. Our math team at CABOCES does a tremendous job in educating our teachers about what works and what resources help. Additionally, we’ve added math intervention kits to the warehouse shelves to compliment the work that Graham Fletcher has done in our area.
 
But I want to circle back to a resource we’ve had for years that is a research-based, highly engaging, and self-paced solution for mixed-ability K-3 math classrooms. It makes math fun, interactive, and personalized for young learners. The program? Mathseeds.  
 
Mathseeds is a technology-based classroom tool that offers a powerful way to differentiate learning while teaching elementary math. Combine that with a good story and interest is ignited in young minds. Incorporating story problems into classroom lessons allows students to see how certain math concepts can apply to real life. Story problems are also a good way to help students understand how to use math in everyday life and see the relevance of math.

​Mathseeds provides colorful end-of-lesson books as part of its online program. Many of these are designed so students read the problem, work through it independently, and then turn to the next page to see the solution.
 
Are your teachers using Mathseeds? If not, please reach out and we’ll make sure they are using this valuable math tool with their students.
 
 
By: Alexandra Freer, CA BOCES Learning Resources

​Imagine this being your classroom for a week!

​High School students will have the opportunity to use this setting, as well as others, as their classroom for a week over the summer. Through our Environmental Science CoSer, students will investigate and study a variety of topics at a Marine Ecology Summer Camp located on the east end of Long Island.

Some of the topics to be investigated and studied will be physical and chemical oceanography, marine ecology, animal behavior, invertebrate zoology, marine fish, algae, seaside plants, birds, mariculture, man's impact on the marine environment and wetland conservation. All these investigations are led by a marine biologist who works in conjunction with the professional teaching staff.
Students will also get the chance to visit locations such as salt marshes, sand dunes, rock jetties and sand flats to collect marine specimens and learn about the characteristics and importance of each ecosystem. Crabs, clams, polychaetas, mussels, jellyfish and sea stars are among the organisms that will be observed in their natural habitat. Time will also be spent in the laboratory for dissections and lectures. Students will be expected to take notes in the field and laboratory, as well as keep a personal journal.

In addition to field work, students will visit a marine museum to learn about Long Island's storied whaling history as well as taking part in an actual fishing trip. Students will also visit the historic Montauk Lighthouse, the oldest lighthouse in New York State. Marine biologists from Long Island will lead the students in their studies.

The learning opportunities in this program are unique and far-reaching. Through teamwork and field experiences, students will gain insights into the unique problems faced by organisms as they survive in salty environments. Students who are prepared for the rigorous schedule will have an unforgettable experience.
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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 lance_feuchter@caboces.org.
 
By: Lance Feuchter, CA BOCES Learning Resources